I.

APPLICATION COVER PAGES

NORTH CAROLINA VIRTUAL ACADEMY

NAME OF PROPOSED CHARTER SCHOOL:

NAME OF NONPROFIT ORGANIZATION UNDER WHICH CHARTER WILL BE ORGANIZED OR OPERATED: NORTH CAROLINA LEARNS, INC. (proposed) (The Founding Board members intend to file for private nonprofit corporation status with the North Carolina Secretary of State with the corporate name North Carolina Learns, Inc. (proposed).) HAS THE ORGANIZATION APPLIED FOR 501(c)(3) NON-PROFIT STATUS: Yes No

We will obtain the tax-exempt status from the Internal Revenue Service within twenty-four (24) months of the date the Charter Application is given final approval. Provide the name of the person who will serve as the primary contact for this Application. The primary contact should serve as the contact for follow-up, interviews, and notices regarding this Application. NAME OF CONTACT PERSON: Chris Withrow TITLE/RELATIONSHIP TO NONPROFIT: Founding Board Member MAILING ADDRESS: 203 Autumn Winds Drive, Goldsboro, North Carolina 27530 PRIMARY TELEPHONE: 919.429.9764 E-MAIL ADDRESS: Withrow.chris@gmail.com Location of Proposed Charter School (LEA): Cabarrus County Schools Conversion: No: Yes: ALTERNATE TELEPHONE: NA

If so, Public or Private:

If a private school, give the name of the school being converted: If a public school, give the name and six-digit identifier of the school being converted: -

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II.

TABLE OF CONTENTS FOR THE APPLICATION

I. II. III. IV. Application Cover Pages ..................................................................................................... 1 Table of Contents .................................................................................................................. 3 Mission, Purpose, and Educational Focus........................................................................ 4 Governance.......................................................................................................................... 10 A. Private Nonprofit Corporation B. Tax-Exempt Status C. Organizational Structure of Private Nonprofit D. Proposed Educational Management Organization E. Admissions Policy Education Plan .................................................................................................................... 38 Instructional Program Special Education Student Conduct and Discipline Timelines Business Plan149 Projected Staff Qualifications Required for Individual Positions Enrollment Projected Enrollment 2012-13 through 2016-17 Budget: Revenue Projections 2012-13 through 2016-17 Budget: Expenditure Projections 2012-13 through 2016-17 Working Capital and/or Assets Marketing Plan School Audits: Program and Financial Health and Safety Requirements Civil Liability and Insurance Transportation Facility LEA Impact Statement.. 179 Appendices. 179 Signature Page 180

V.

VI.

VII. VIII. IX.

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III.

MISSION, PURPOSES and EDUCATIONAL FOCUS

(G.S.115C-238.29A)

MISSION: The mission of the proposed charter school is as follows: It is the mission of the North Carolina Virtual Academy (NCVA), a full time, public virtual charter school serving students statewide, to build a community of students, families, educators, and governing board members dedicated to providing a high-quality virtual school learning environment, innovative in its design and implementation, complete with comprehensive student services, and, most importantly, accountable for developing each students full potential. NCVA will equip every student with the academic and nonacademic foundations needed for any postsecondary opportunity they wish to pursue. EVIDENCE FOR NEED OF THE PROPOSED SCHOOL WITH THE SELECTED MISSION: In 2011, the North Carolina legislature, with the passage of Senate Bill 8, gave unlimited numbers of students and families in the state the choice of a public charter school education. The cap on charter schools imposed by the North Carolina Charter Schools Act passed in 1996 created a pent up demand for charter schools for over fifteen years based on the availability of just 99 approved charter schoolsonly 4% of the public schools in the state--until the 2010-2011 school year. After the passage of Senate Bill 8, the North Carolina Department of Education created the opportunity to quickly alleviate the pent up demand for charter schools by offering an expedited charter school application process this year, using a Fast Track Application and compressing the planning year to about seven months. We are submitting our North Carolina Virtual Academy Fast Track charter application for approval to chartering entity Cabarrus County Schools. A second piece of legislation enacted this year, the Appropriations Act of 2011, acknowledges the opportunity in North Carolina for a virtual charter school Currently this type of charter school does not exist in the state. Conforming to state charter school law ( 115C-238(A)-(K)), it will be a free-standing, diploma-granting public school for students in grades kindergarten through twelfth grade. As we will explain in further detail in our application, we plan to contract for educational products and services with K12 Virtual Schools LLC (K12), an education management organization and a wholly owned subsidiary of K12 Inc. (NYSE: LRN). A copy of the proposed Services Agreement is included as Appendix 1 to our application. Under the terms of the Services Agreement, K12 will manage the day-to-day operations of the school, utilizing the K12 curriculum, the K12 Online School (OLS), and K12s management services. In the 2011-2012 school year, K12 is providing similar educational products and services to 97,000 K-12 students in online public schools in 29 states and the District of Columbia including statewide virtual charter schools, programs of statewide virtual charter schools, and statewide virtual schools. The virtual charter schools are located in Arkansas, Arizona, California, Colorado, District of Columbia, Georgia, Hawaii, Idaho, Illinois (Chicago), Indiana, Louisiana, Michigan, Nevada, Ohio, Oklahoma, Oregon,

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Pennsylvania, South Carolina, Utah, and Wisconsin. In 2012, K12 will begin serving an additional virtual charter schools in New Mexico and Florida. North Carolina has a tremendous history with Charter schools and providing public school choice to families. However, all of the current charter schools and the traditional public schools limit enrollment to geography for parents/students in making their public school choice. Providing a charter school within the state of North Carolina that overcomes the boundaries of location will open up the public school choice option for many more families and students. Now the choice for families is focused on what learning environment works best for their child. Never before in the state, has there been such freedom for parents to make this type of choice. Public school choice was still bound by location and the parents or the districts ability to transport the child to the location. By having a virtual charter school choice, the boundaries that location and transportation bind, public school choice has lifted. The demand that our partner, K12, has seen through the over 58,000 inquiries is astounding and proves that parents are asking for a new choice in public education in their state. Based on the recognition they have earned for their work with online public schools, families contact K12 directly to express their interest in virtual education for their children. K12 reported to us that they have received nearly 58,000 inquiries from North Carolina families from 2005 to September 2011. Based on K12s experience with the rate of enrollments which actually result from inquiries and the rate of enrollment growth each year the school is in operation, we conservatively projected a first year enrollment of 2,750 K10 students growing to 6,526 K-12 students in year 10. Our partner, K12, indicates that North Carolina student population counts and inquiries of interest as presented in the data in the application should be ample to generate the enrollments proposed. K12s experience is also that the demographics of the inquiring families typically mirror the demographics of the locality from which they come. PURPOSES OF PROPOSED CHARTER SCHOOL: State the relationship between the six legislated purposes, as specifically addressed in the NC charter school statute GS 115C-238.29A, and the proposed schools operations. The six legislated purposes of charter schools in North Carolina (as stated in 115C-238.29A) and their relationship to the proposed North Carolina Virtual Academy are: (1) Improve student learning;

North Carolina Virtual Academy will: expand access to high quality, rigorous K-12 courses and provide a new network of highly qualified teachers to students in underserved communities both rural or urban; offer customized and personalized learning for a spectrum of students: from struggling students who need a second chance to master a subject through credit recovery if they fall behind, to students ready for advanced placement courses to promote college readiness; connect students to a vast network of resources that will help them compete and succeed in the global economy; and meet the growing demand for graduates with greater knowledge and skills.

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North Carolina Virtual Academy will address the needs of its students because it is premised on the belief (and proven experience) that given a comprehensive and mastery-based curriculum, high expectations, state of the art technology, strong instructional support, collaborative community learning, guidance from experienced teachers, and a strong commitment from parents (or other responsible adults), a welldeveloped digital learning education program can help boost student achievement, serve the unique needs of students and families, and offer a new model for effective public education. In addition to individual student goals in the ILPs, the school will strive to reach student-centered academic and nonacademic goals for the school overall that are aligned with the schools mission and the educational plan. The governing board, administration, and teaching staff will share a common vision for student success that is measurable and meaningful. We view it as our responsibility to educate the whole child. Please refer to Section V(7) for a detailed description of the schools academic and nonacademic goals that the school will strive to accomplish in its ten five years of operation and the innovative measurement tools we plan to use to measure how well those goals are being reached. (2) Increase learning opportunities for all students, with special emphasis on expanded learning experiences for students who are identified as at risk of academic failure or academically gifted;

The academic philosophy of our school is based on using innovations in digital learning to create and harness the power of individualized learning plans. As a public virtual charter school, North Carolina Virtual Academy will be open to any kindergarten through twelfth grade students who are qualified under the laws of the state of North Carolina for admission to a public school, including students from diverse backgrounds, urban, rural, special populations of students, such as gifted and talented students, students attending schools designated as needs improvement under NCLB, special education students, homebound students, teenage mothers, or those who are struggling academically and in need of an alternative choice for their public school education. Students who struggle in a traditional education learning environment do so for many reasons and some of those reasons can be addressed through a virtual learning environment. NCVA will provide a full time new learning environment for students. An environment that can be individualized for each student. For a student that is age appropriate 5th grade but is struggling in Math, this child can attend live web based sessions for 4th grade math to be able to regain or master foundation skills. While attending the 4th grade session there is no peer pressure that this is a 5th grader in a 4th grade session, only the teacher knows the actual grade level of the child. The student is able to work at level without the stigma that comes with being behind. This learning environment also has no bell schedule. Struggling students can take two hours for math on the days that they need that extra time and not feel hurried off to the next class when the bell rings. The opposite is true for advanced learners. No more getting bored in class. This learning environment has the potential to engage advanced learners through extended lessons, learning circles, and by advancing through the curriculum at their pace guided by a NC certified teacher. (3) Encourage the use of different and innovative teaching methods;

We understand that not all children learn the same way and we believe that individual students and families should have access to an array of high quality public education options. We will be recognized as a school that is student-centered, looking at each student as an individual and matching teaching methods to

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individual learning styles and student performance. Students will collaborate with their teachers, parents, learning coaches, and school leaders to define, plan, and work towards achieving their academic and nonacademic goals. They will share an ethic of cooperation, hard work, and high expectations. We will demonstrate best practices: optimal use of technology in learning and teaching, high quality instruction and curriculum, data-driven decision making, and focused and well-structured instructional practices. The instructional practices in our public virtual charter school will be models that will foster competition and continual improvement for other virtual charter schools in North Carolina to replicate especially in the areas of creating individualized learning plans (ILPs), parent engagement, mastery of standards, web-based and in-person professional development, a detailed instructional model, creating value-added measures of student achievement, and providing successful intervention for students who are struggling. North Carolina Virtual Academy is committed to data-driven instruction and decision making, responsive governance, across-the-board accountability, and transparency in all aspects of school operations. (4) Create new professional opportunities for teachers, including the opportunities to be responsible for the learning program at the school site;

The Founding Board members fully appreciate the benefits of and support the need for ongoing professional development for all teachers and other staff, particularly in the areas of curriculum and instruction. K12 has the capability to provide the professional development our teachers will need. Professional development opportunities will be a combination of K12s best practices and training along with required annual professional development for all teachers and other staff. Professional development will be a year-long pursuit focused on providing teachers with the skills and competencies to meet the needs of students and their families. Each teacher will have an Individual Development Plan (IDP) that is a combination of required professional development as deemed appropriate by their tenure or as identified by an administrator as an area where development is needed, and other optional offerings particular to their areas of interest. Teachers and staff will receive professional development on these and other topics, at various points throughout the year. Professional development will begin with Intake Training for new teachers and continues with Ongoing Training monthly for new and experienced teachers. The responsibilities of the teachers are communicated through weekly staff meetings, monthly Professional Development sessions, and the teacher handbook. Since NVCA will be the first of its kind in North Carolina, the opportunity for teachers to grow and gain new knowledge and have opportunity for growth is boundless. This type of school has to maintain its ability to grow and change to keep up with the digital environment. Therefore, it provides a rich ground for growing leaders among teachers. The NCVA administrative staff will put in place a mentoring program for teachers that will provide them opportunities to step up into leadership roles quickly. Teachers are at the center of the learning and the development of the school. They are consistently looking at the data and participating in professional development on how to use the data. The teaching staff will consistently be working as a team to envision new ways to teach and reach students in this environment. The administration will develop the school with a focus of the teachers being an integral part of how the school develops and grows and the innovations that will be developed to benefit student learning.

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(5)

Provide parents and students with expanded choices in the types of educational opportunities that are available within the public school system; and

The North Carolina Virtual Academy will enhance the public school system opportunities for students in Cabarrus County and the state of North Carolina through establishing a state-of-the-art, full-time, on-line learning environment. This learning environment is more than just a delivery system. It is the comprehensive wraparound services that our partner K12 will bring to the table: from the development of strong community within the virtual academy to establishing unique settings for students and parents to interact. Within the virtual learning environments parents or caring adults play a strong and engaged role in the day-to-day success of the students. Instead of conferences with parents every nine weeks, teachers are communicating with parents regularly through emails and scheduled meetings (these often occur every two to three weeks). Parents will be provided with opportunities to expand their learning through online sessions just for parents that happen monthly. Students will be exposed on a regular basis to students across the United States in other virtual academies and across the world. Currently, there is not a full virtual charter school within the state of North Carolina. Establishing this type of option alone expands the choice option for parents. However, this will provide more than just a new type of choice--this is a completely new option in a learning environment for students and parents. This learning environment removes geographical boundaries and provides a high quality school to all students regardless of where they live within the state. This option will push advanced learners to excel and slow down learning where needed for struggling students. This option will expose students to peers across the US and internationally. This option will remove social stigmas that often impede learning. The doors that can be opened for a large variety of students can change the landscape of public school options for the state of North Carolina. At their best, charter schools can serve as a type of research and development for public education. North Carolina Virtual Academy plans to share our successes and struggles with public school leaders and policy makers across the state. The instructional practices in our public charter school will be models for school districts. We look forward to stimulating continual improvement in all public school districts and to expanding the capacity of the public school system. (6) Hold the schools established under this Part accountable for meeting measurable student achievement results, and provide the schools with a method to change from rule-based to performance-based accountability systems. (1995 (Reg. Sess., 1996), c. 731, s. 2.)

The content of our program and the quality of our instruction will be evaluated on the metric of student learning. North Carolina Virtual Academy will demonstrate that it is implementing an effective Individual Learning Plan (ILP) for each student. Several assessment instrumentsboth online and on paper--will be used to measure student learning including the North Carolina state required tests which will assess the Common Core State and North Carolina Essential Standards beginning in the 2012-2013 school year (Endof-grade tests, End-of-course tests, NC Writing Assessment, NCEXTEND1 Alternate Assessments, and NCEXTEND2 Alternate Assessment), early literacy screening (DIBELS), pre- and post- diagnostic benchmark assessments (Scantron Performance and Achievement Series), standards-mastery assessments (Study Island), and embedded lesson, unit and semester curriculum assessments. Student

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progress in the curriculum will be regularly measured and reported to students, parents, teachers, administrators, the Board, and the district throughout the school year.

EDUCATIONAL FOCUS: Describe briefly, limited to one page, the focus of the proposed charter school. This description will be used in public releases of information to interested parties, such as: the media, the State Board of Education, parents, school systems, and in various documents produced by the Office of Charter Schools. It must be concise and relate directly to the mission of the school. North Carolina Virtual Academy will be a full-time virtual public charter school opening in the fall of 2012 enrolling students from throughout the state of North Carolina in grades K-10 in its first year and adding one grade each year to a full complement of grades K-12 in 2014 and beyond. The school will not limit admission to students on the basis of intellectual ability, measures of achievement or aptitude, athletic ability, disability, race, creed, gender, national origin, religion, or ancestry. The schools chartering entity is Cabarrus County Schools. Students will be instructed by North Carolina-certified (and NCLB Highly Qualified) regular and special education teachers who will provide daily guidance, instruction, and support to students and their learning coaches (a parent, or another responsible adult designated by the parent, who helps guide a student through their daily coursework) via email, telephone, in person, and during synchronous web conference learning sessions. Each student will have an Individual Learning Plan (ILP) with her/his own learning goals. Kindergarten through 8th grade students will complete coursework in Language Arts/English, Mathematics, Science, History, Art, and Music including adaptive K-5 math courses and Grades 3-5 adaptive reading remediation courses. Elementary and middle school students can also choose from World Languages in Spanish, French, Latin, and German. High school students will be enrolled in courses required for graduation and electives. The school will be able to offer more than 150 high school courses designed to help students earn their high school diploma and find their own path to post-high school successwhether thats in college or in the workforce. Math, English, Science, and History courses will be offered in multiple levelsCore, Comprehensive, Honors, and Advanced Placement plus remediation and credit recovery courses to meet the needs of diverse learners. High school students can also take up to four years of a world language (depending on the language), in Spanish, French, Latin, German, and Chinese and choose from a variety of electives, including Anthropology, Web design, Entrepreneurship, and Green Design & Technology. The schools education program will combine lessons accessed on the Internet with hands-on materials kits. Students will receive the course content, instruction, assignments, assessments and supplemental materials online as well as hands-on materials kits shipped directly to the student, including textbooks, workbooks, reference books and anthologies, DVDs, maps, and other hands-on activity materials (phonics kits, science experiments, art supplies, math manipulatives, musical instruments, etc.). Students meeting eligibility requirements will be able to check out a computer and printer and receive Internet cost reimbursement for the duration of their enrollment in the school.

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North Carolina Virtual Academy has chosen K12 Virtual Schools LLC (K12), a wholly owned subsidiary of K12 Inc. (NYSE: LRN), a technology-based education company and the largest provider of individualized online education programs primarily for students in kindergarten through high school in the U.S., to provide the schools curriculum and management services. Founded in 2000, K12 has provided over 2 million courses - core subjects, AP, world languages, credit recovery, and electives - to more than 200,000 students worldwide. K12, using the entire K12 suite of services and instructional curriculum (currently including K12, Aventa, A+, and powerspeak12) to include world languages, credit recovery courses, remedial courses, and AP courses, has shown academic success and achievement in the schools it serves across the country. In the 2011-2012 school year, K12 is providing educational products and services to 97,000 K12 students in online public schools in 29 states and the District of Columbia including statewide virtual charter schools such as the proposed North Carolina Virtual Academy, programs of statewide virtual charter schools, and statewide virtual schools. IV.

GOVERNANCE

NOTE: Please answer all sections completely. Do not use same as LEA or whatever the law states. Lack of proper documentation will jeopardize the application review. A. PRIVATE NONPROFIT CORPORTATION (G.S.115C-238.29E) The nonprofit corporation must be officially authorized by the NC Secretary of State by the final approval interview date. The Founding Board members intend to file with the North Carolina Secretary of State for private nonprofit corporation status with the corporate name North Carolina Learns, Inc.(proposed). The corporation will be officially authorized by the North Carolina Secretary of State as a private nonprofit corporation by the final approval interview date. Name of Private Nonprofit: North Carolina Learns, Inc. (proposed) (The Founding Board members intend to file with the North Carolina Secretary of State for private nonprofit corporation status with the corporate name of North Carolina Learns, Inc. (proposed).) Mailing Address: City/State/Zip: Street Address: Email: Phone: Fax: 203 Autumn Winds Drive Goldsboro, North Carolina 27530 203 Autumn Winds Drive, Goldsboro, North Carolina 27530 Withrow.chris@gmail.com 919.429.9764 NA

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Name of registered agent and address: NA (The Founding Board members intend to file with the North Carolina Secretary of State for private nonprofit corporation status with the corporate name of North Carolina Learns, Inc. (proposed).) FEDERAL TAX ID: To be obtained after applicant is recognized as a nonprofit corporation by the state of North Carolina. The Founding Board members intend to file with the North Carolina Secretary of State for private nonprofit corporation status with the corporate name North Carolina Learns, Inc. (proposed). The private nonprofit corporation will obtain a Federal Tax ID (EIN) number after it is recognized as a nonprofit corporation by the state of North Carolina. B. TAX-EXEMPT STATUS (501 (c)(3) (G.S.115C-238.29B(b)(3)) The private nonprofit listed as the responsible organization for the proposed charter school has 501 (c)(3) status:

No
Note:

Yes (copy of letter from federal government attached)

The tax-exempt status must be obtained from the Internal Revenue Service within twentyfour (24) months of the date the Charter Application is given final approval. (G.S.115C238.29E(b))

The Founding Board members intend to file with the North Carolina Secretary of State for private nonprofit corporation status with the corporate name North Carolina Learns, Inc. (proposed). The private nonprofit corporation will obtain tax-exempt status from the Internal Revenue Service within twenty-four (24) months of the date the Charter Application is given final approval in compliance with G.S. 115C-238.29E(b).
C. 115C-238.29E(d))

ORGANIZATIONAL STRUCTURE OF PRIVATE NONPROFIT: (GS 115C-238.29B(b)(3); GS

The private nonprofit corporation is the legal entity that has responsibility for all aspects of the proposed charter school. Its members should reflect the ability to operate a charter school from both business and education perspectives. Please provide the following in this location of the APPLICATION: (Do not include as an appendices.) 1. A well-defined organizational chart showing the relationship of the Board of Directors to the administrative staff of the proposed charter school. This chart should also include lines of authority to and from any outside entity that will play a role in managing the charter school. The following organizational chart reflects North Carolina Virtual Academys proposed governance structure. The Board will govern North Carolina Virtual Academy. The Boards major roles and responsibilities will be to establish and approve all major educational and operational policies as they relate to the school, approving all contracts, establishing the schools annual budget, and overseeing the schools

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fiscal affairs. As discussed earlier in the application, the Board intends to fulfill its obligations relative to the day-to-day management of the school through a Services Agreement with K12. The Services Agreement (see Appendix 1) reflects the Boards determination that K12 is uniquely situated with 10 years of experience providing not only the K12 end-to-end curriculum and learning system, but also the associated administrative and technology services necessary to deliver that curriculum and maximize student academic achievement.

North Carolina State Board of Education Cabarrus County Schools Board of Education

Community/Parent Advisory Committee

North Carolina Virtual Academy Board of Directors

K12 Virtual Schools LLC Head of School

Student Advisory Committee

(in appropriate grades) Elementary/Middle School Academic Administrator High School Academic Administrator

Asst. Head of School

Special Education Manager Special Education Coordinator High School Teachers Special Education Teachers ELL Teachers Operations Manager

State Test Coordinator

Office Manager Program Manager

Elementary/Middle School Teachers

High School Advisors High School Counselors

Registrars

Learning Coaches (Parents or Other Responsible Adults Designated by the Parents) and North Carolina Virtual Academy Students

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2. A one-page resume for each member of the board of directors highlighting his or her experiences over the past ten or more years. Travis Mitchell Travis Mitchell joined Communities In Schools of Wake County, the areas largest drop-out prevention agency, as its president in October of 2010. In addition to his experience with at risk youth at Communities in Schools, he brings more than 18 years of executive management and media experience in the cable television, national network radio and magazine publishing industries to the North Carolina Virtual Academy Board. In 1999, Travis became the executive vice president of operations for MBC Network (a.k.a. The Black Family Channel), a start-up cable channel based in Atlanta, Ga. Immediately after joining MBC, he negotiated the acquisition of Artisan Pictureworks (MBC Networks production studio and headquarters) and launched MBCs award-winning sports and news divisions. In his role, Travis was responsible for managing the companys day-to-day affairs, including: affiliate sales, marketing, programming, advertising and operations. Under his leadership, MBC increased its distribution from three cities to 3,600 cities, 48 states and 31 million homes. Before he left the company to launch a media firm, the network could be seen in the top 25 urban markets, and revenues increased more than 1,000 percent from October 2000 to September 2004. In addition, Travis was the architect of MBCs Making Better Communities Tour, a 15-city event that brought information about education, health, home ownership and technology to urban communities. In January 2004, he became the companys chief operating officer and oversaw the successful re-launch of MBC as The Black Family Channel. In September 2004, he became the companys chief business development officer. Upon leaving The Black Family Channel in July 2005, Travis worked on the acquisition (and re-launch) of a 24-hour satellite radio music network from ABC Radio, where he grew the base of radio affiliates from 38 to 54 and increased revenues by 100%. Prior to joining The Black Family Channel (1995 to 1999), Travis provided production, magazine publishing and special events marketing services for corporate clients including AT&T, The Baltimore Ravens, Walt Disney World Resort and Americas Voice - a national niche cable network with 16 million viewers. He produced over 250 daily shows and specials for Americas Voice. From 1993 to 1995, he served as the managing editor for Career Communications Group, Inc., where he managed day-to-day editorial operations for four nationally-distributed trade magazines. His philanthropic contributions include the production, distribution and marketing of an international telethon (cleared in 33 countries and 77 million homes) which generated support for Princeville, NC, devastated by Hurricane Floyd in 1999. He also produced a radio-thon in 2007 on national network radio that generated awareness for a leading international relief agency; and provided event coordination, sales and marketing for an annual fundraising weekend -- netting increased revenue for a Mid-Atlantic university. Travis received a BA in Broadcast Journalism from Morgan State University (Baltimore, MD) in 1992 where, as an honors scholar, he was the recipient of a full four-year curriculum-based honors scholarship, a member of the mens basketball team and the editor of the campus newspaper. Upon graduation, he was awarded the William Donald Schaeffer Award for Outstanding Student Leadership. He and his wife Angela, a teacher within the Wake County Public School System, are natives of Raleigh, NC and graduates of

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Enloe High School. They reside in Raleigh, NC with their daughter Trae, a fourth-grader at Lake Myra Elementary School.

Steven L. Moody Steven Moody is an educator with a doctorate (Ed.D.) in Curriculum and Instruction who will provide his vast skills, experience, and knowledge of school education programs, management, finance, education law, and community outreach to NCVA. He is currently Education Director/Principal of Western Youth Institution in Morganton, North Carolina, a position he has held since 2002. He facilitates an education program averaging 350 juvenile offenders daily, offering curriculum that includes early literacy and ABE programs, GED and freshmen level college courses, and introductory vocational classes. He supervises a staff of 32 certified educators providing special education, core curriculum, and Title I services, as well as numerous GED and vocational instructors from Western Piedmont Community College. He designed and implemented expansion of the curriculum to include more vocational classes, employment and transitional skills classes, and remedial reading. Prior to his current position, Steven was Principal of First Baptist Christian School; Mishawaka, Indiana, from 1997 to 2001. He assisted and supervised faculty and staff in the day-to-day operations of the school including providing marketing information and promotional needs to the public; coordinating a parent support organization; communicating organizational needs and desires with church boards; implementing policy; assisting teachers with implementing curriculum; maintaining discipline by counseling students and contacting parents; and observing and evaluating faculty. His professional education career began as a Teacher and Curriculum Coordinator at Trinity Christian School; Concord, New Hampshire from 1985 to 1993. While at Trinity Christian School he developed and implemented lesson plans for a multi-grade classroom and school technology program for computer literacy; evaluated students regularly maintaining accurate student records; communicated with parents and students as needed; created and operated a cost-saving curriculum rotation at various levels; selected textbooks and coordinated book orders; developed scheduling for grades 7-12; maintained contacts and communication with community by membership on a Chamber of Commerce business partnership committee. Steven has presented numerous workshops and published numerous papers addressing education issues including juvenile offenders, literacy, student self esteem, alternative assessment, community building, community resources and high school reform. He is currently serving as Chairman of the Board, New Dimensions Charter School; At-Large-Member of the Burke County Juvenile Crime Prevention Council; and Member, Burke County Crime Prevention Council. He recently served on the North Carolina Youth Accountability Task Force/Legislative Study Group (2009-2010) and Burke County Red Cross Board of Directors (2004-2006).

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Steven earned an Ed.D. Curriculum and Instruction from the University of Virginia in 2002 as well as an M.S. Educational Administration (1993) and B.S. Elementary Education (1985 ) from Bob Jones University. He is also certified in the state of North Carolina in the areas of School Administration, Curriculum Specialist, Elementary Education, and PK-6.

Michelle Godard Terrell Michelle Godard Terrell, co-founder of the North Carolina Alliance for Public Charter Schools, brings her deep background and current experience about all aspects of charter schools to NCVA. Michelle has been an Education Policy and Research Consultant since 1999. She conducts research on K-12 education policy and practice for a wide-range of audiences, including policymakers, district leaders, and community groups. She provides educational appraisals of charter schools seeking support from Self-Help, a community development lender as well as serving as investigator of national school finance study and state finance studies and managing charter school technical assistance initiatives. Michelle has provided her professional services to benefit both charter authorizers and charter schools. She has assisted Public Impact in the creation of charter school application and accountability processes for charter school authorizers around the country. She led a capacity building project for the Hawaii Association of Independent Schools. In other projects she has taken on she has provided weekly charter school news and monthly resource updates to over 12,000 subscribers for the National Alliance of Public Charter Schools and WestEd; served as coordinator of the Charter Friends National Networks Accountability Initiative; and provided regular research summaries to staff at the National Charter School Research Project at the University of Washington. Prior to her consultancy, Michelle was Director of Policy Research, Public School Forum of North Carolina, from 1997 to 1999. In that position, she served as an on-call research resource for policymakers, business leaders, journalists, community leaders, and local school officials. She coordinated Project Connect, a multi-state federally-funded project designed to build communication between traditional public schools and charter schools; published annual analyses of local school finance and performance; served as staff to the NC Institute for Educational Policymakers, providing briefings to General Assembly members and other policymakers; and produced on-going analyses of education-related issues such as low-performing schools, class size, school-business partnerships, school choice, and low-wealth districts. Michelle gained experience in charter school funding as an Internal Systems Consultant in the Financial Services Division, Program Review Section of the North Carolina Department of Public Instruction in 19961997. In that position, she monitored state resources spent on charter schools; performed operational reviews and made reengineering recommendations; studied business processes and conducted statistical and financial analyses; provided information with regard to programs' accountability, efficiency, and effectiveness to agency management and North Carolina General Assembly; and monitored major program initiatives and budget allotments

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Her numerous publications have addressed the virtual schools role meeting the choice provisions of NCLB, charter school achievement, and charter school funding. She was also an author of the Thomas B. Fordham Foundation Charter School Sponsorship Accountability Report. She earned a Master of Public Administration, Concentrations in Urban Management & Non-Profit Management from North Carolina State University. Her undergraduate degree is a B.S., Political Science from Guilford College.

Chris Withrow Chris Withrow brings his experience in technology design/implementation, systems architectures, migration/conversion, virtualization, Internet and Intranet, Virtual Schools, and extensive background in management to NCVA. Since 2005, Chris has served as Chief Technology Officer of Warren County Schools in northeast North Carolina serving approximately 2,500 students and approximately 500 staff. He is responsible for all operations and management of Quest Academy, a virtual school within Warren County Schools. Since the opening of Quest Academy, Warren County Schools have increased their cohort graduation rate from 89.3% to 96.7% and reduced the dropout rate. As a member of the executive team, Mr. Withrow is charged with the authority, leadership, and strategic planning for developing the school districts technology infrastructure and operations. He designed a new infrastructure that included Microwave technology for LAN/WAN transmissions, thin client technologies, digital classrooms, and 1:1 computing. Additional duties include providing mentoring support of an elementary school, a member of the leadership team in developing a new High Tech high school, and an Early College High School. Chris was previously an instructor for Wayne County Public Schools from 1987-19996. Prior to taking his position at Warren County Schools, Chris held several significant IT positions in the private sector. From 2002 2004 he was Chief Information Officer (CIO) for Home Health & Hospice Care, Inc.,a home based medical provider, with nine locations in North Carolina. As CIO, he was credited with transitioning this company into one of the North Carolinas premier technology driven medical providers. He led budgeting and strategic planning decision-making to develop the corporations technology infrastructure and operations. From 1999 2002 he was a Solutions Architect for Alphanumeric Systems, Inc., designing and implementing enterprise solutions for clients based on business drivers. Clients included Rex Hospital, BASF, Duke University, Alcatel, Tyco, General Parts, and North Carolina State University. At Interlink Communications, Inc., from 1996 1999, Chris was IT Director / Office Manager managing IT functions and overseeing ISP operations and development of new services. Chris professional affiliations include Board Member, North Carolina Department of Instruction Data Management Group; Member of the North Carolina Consortium Buying Committee; ex officio Board Member, The Foundation for Virtual Education; Member of the 21st Century Broadband Initiative of the Warren County Economic Development Commission; North Carolina School Boards Association; Association for Supervision and Curriculum Development; and North Carolina Association of Educational Office Professionals. Chris is a Certified Education Chief Information/Chief Technology Officer, University of North Carolina

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BS, University of North Carolina at Pembroke. He also has earned the following certifications: Microsoft Certifications, MCSE; MCP + I; Cisco CCNA; Novel CNE 3, 4, 5, Linux Certified Administrator; Sun Certifications: StorEdge Volume Manager, Network Administrator, System Administrator; EMC Courses: Business Continuity Solutions, Enterprise Storage Foundations and Enterprise Storage Management; Compaq: Designing and Implementing Storage Works Solutions; Citrix Certified NT Administrator; Citrix UNIX Certified Administrator. Resident of Cabarrus County A fifth Board member who is a resident of Cabarrus County and is mutually agreeable to the Cabarrus County Schools Board of Education and the North Carolina Virtual Academy Board will be recruited to serve on the virtual charter school Board. 3. The proposed by-laws, which must include a Conflict of Interest Policy for board members and a stated commitment to the NC Open Meetings Law. (G.S.143.318.9 et seq) A draft of proposed bylaws, including a Conflict of Interest Policy for board members and a stated commitment to the NC Open Meetings Law is included in this section of our application.

DRAFT
Governing Board

BY LAWS For North Carolina Learns, Inc. (proposed)

ARTICLE I Purpose North Carolina Learns, Inc. (proposed) shall be organized as an independent North Carolina corporation doing business as the North Carolina Virtual Academy (hereinafter referred to as the School). The purpose of the corporation is to maintain and operate the North Carolina Virtual Academy School as a not-for-profit enterprise. The corporation also has such powers as are now or may hereafter be granted by the 55A-2-02 of the General Statues of the State of North Carolina. It shall be the policy of the Board of Directors and the School not to discriminate in admissions and hiring practices in violation of the law. The purpose of the School is to provide a quality education to children in the Cabarrus County area and throughout the state of North Carolina.

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ARTICLE II Offices The corporation shall have and continually maintain in this state a registered office and a registered agent whose office is identical with such registered office, and may have other offices within or without the State of North Carolina as the Board of Directors may from time to time determine. ARTICLE III Members The board serves as members of the corporation. ARTICLE IV Board of Directors Section 1 General Powers. The affairs of the corporation shall be managed by its Board of Directors. The Board of Directors primary duties include the hiring and evaluation of the teachers, the setting of general institutional policies, strategic planning, fund-raising, and assessment of the School's effectiveness in manifesting the mission of the corporation. Section 2 Number, Tenure, and Qualifications. (a) The Board of Directors shall consist of no less than five (5) and no more than fifteen (15) voting members. Potential members for the board shall be nominated and selected by the Board from a pool of parents, past parents, grandparents, alumni, patrons, and community members by criteria defined by the Board. All newly elected board members shall serve for a term of three (3) years beginning on July 1. Following the first term of service, Directors may be re-elected to serve a second three (3) year term. Except as provided above, Directors shall serve a three (3) year term of office and will be eligible, if nominated and elected, to serve one successive three (3) year term. No Director may be elected to term beyond the second term without first having been off the board for at least one year, unless elected as an officer of the Board. The Board shall be divided into staggered classes so that the terms of only approximately one-third of the voting Directors shall expire each year. In the event that a voting Director does not complete his or her term on the Board, a new Director may be elected to fill out the unexpired term and then that Director is eligible to be nominated for one or more full terms. (b) Honorary Directors may be elected by the Board from among former Directors who shall have served with distinction and from among distinguished friends and major contributors to the School who shall not have served previously as Directors. Honorary Directors shall be invited to attend all meetings of the Board but shall not be entitled to vote. Section 3 Semiannual Meeting The semiannual meetings of the Board of Directors shall be held on the __________ of (MONTH) and the ________ of (MONTH).

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Section 4 Special Meetings Special meetings of the Board of Directors may be called by or at the request any two (2) voting members of the Board. The person or persons calling such meeting may fix any place as the place for holding any special meeting of the Board called by them. Section 5 Place of Meetings: Mode The place of any meeting of the Board of Directors may be either within or outside the State of North Carolina. Members of the Board of Directors or any committee designated by the Board of Directors, including the executive committee, may participate in a meeting of the Board or such committee by means of conference telephone or similar communication equipment by means of which all persons participating in the meeting can hear each other, and such participation in a meeting shall constitute presence in person at such meeting. Section 6 Notice Notice of any special meeting of the Board of Directors shall be given at least five (5) days previously thereto by written notice delivered personally or sent by mail or e-mail to each member of the Board at this address as shown by the records of the corporation. If mailed, such notice shall be deemed to be delivered when deposited in the United States Mail in a sealed envelope so addressed, with postage thereon prepaid. If notice be given by electronic means, such notice shall be deemed to be delivered when the notice is sent. Any member of the Board may waive notice of any meeting. The attendance of a member at any meeting shall constitute waiver of notice at such meeting, except where a member of the Board attends a meeting for the express purpose of objecting to the transaction of any business because the meeting is not lawfully called or convened. Neither the business to be transacted at, nor the purpose of, any regular or special meeting of the Board need be specified in the notice or waiver of such meeting, unless specifically required by law or these by-laws. Section 7 Quorum A majority of the voting members of the Board shall constitute a quorum for the transaction of business at any meeting of the Board, provided that if a quorum shall not be present at such meeting, a majority of the voting members of the Board present may adjourn the meeting from time to time without further notice until a quorum shall be present. Section 8 Manner of Action The act of a majority of the voting members of the Board present at a meeting at which a quorum is present shall be the act of the Board of Directors, except where otherwise provided by law or by these bylaws. Section 9 Informal Action

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Unless otherwise restricted by statute, the certificate of incorporation or these by-laws, any action required or permitted to be taken at any meeting of the Board of Directors or of any committee thereof may be taken without a meeting, if (i) a written consent thereto is signed by all the voting members of the Board or by all the members of such committee, as the case may be, and (ii) such written consent is filed with the minutes of proceedings of the Board of or such committee.

Section 10 Removal Any member of the Board may be removed at any regular or special meeting of the Board by an affirmative vote of two-thirds of the voting members of the Board of Directors as from time to time constituted whenever, in their judgment, the best interest of the corporation would be served thereby, but such removal shall be without prejudice to the contract rights, if any, of the person so removed. The member being removed shall be notified of the meeting at which the removal action will be taken, and the specific charges against him or her, at least five (5) days prior to the meeting. Section 11 Vacancies The Board of Directors may fill any vacancy occurring in the Board of Directors at any regular or special meeting. Section 12 Compensation Members of the Board as such shall not receive any stated salaries for their services. Section 13 Presumption of Assent A Director of the corporation who is present at a meeting of the Board of Directors at which action on any corporate matter is taken shall be conclusively presumed to have assented to the action taken unless his or her dissent shall be entered in the minutes of the meeting or unless he or she shall file his or her written dissent to such action with the person acting as the secretary of the meeting before the adjournment thereof or shall forward such dissent by registered mail to the secretary of the corporation immediately after the adjournment of the meeting. Such right to dissent shall not apply to a Director who voted in favor of such action. Section 14 Conflict of Interest Policy The Board of Directors affirms that the Directors, officers, administrators, faculty and other employees of the School have an obligation to exercise their authority and to carry out the duties of their respective positions for the sole benefit of the School. They should avoid placing themselves in positions in which their personal interests are, or may be, in conflict with the interests of the School. Where a potential conflict of interest exists, it shall be the responsibility of the person involved or any other person with knowledge to notify the Board of Directors of the circumstances resulting in the potential conflict so that the Board of

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Directors can provide such guidance and take such action as it shall deem appropriate. Areas of potential conflict of interest are: 1. Financial Interest. (A) Ownership by the individual directly or indirectly of a material financial interest in any business or firm (i) from which the School obtains goods or services, or (ii) which is a competitor of the School. (B) Competition by the individual, directly or indirectly, with the School in the purchase or sale of property or any property right or interest. (C) Representation of the School by the individual in any transaction or activity in which the individual, directly or indirectly, has a material financial interest. (D) Any other circumstance in which the individual may profit, directly or indirectly, from any action or decision by the School in which he or she participates, or which he or she has knowledge. 2. Inside Information Disclosure or use by the individual of confidential information about the School, its activities or intentions, for the personal profit or advantage of the individual or any person. 3. Conflicting Interests other than Financial Representation as director, officer, agent or fiduciary of another company, institution, agency or person in any transaction or activity which involves this School as an adverse party or with adverse interests. 4. Gifts and Favors Acceptance of gifts or favors from any firm or individual which does or seeks to do business with, or is a competitor of, the School under circumstances which imply reasonably that such action is intended to influence the individual in the performance of his or her duties. No Director who directly or indirectly is involved in a potential conflict of interest shall be counted in determining the existence of quorum at any meeting of the Board where the potential conflict is considered, nor shall the Director vote on any action of the Board regarding that potential conflict. ARTICLE V Officers Section 1 Officers The officers of the corporation shall be a Chair of the Board of Directors, a Vice Chair, a Secretary/Treasurer, and other officers as may be elected or appointed by the Board of Directors. Any two or more offices may be held by the same person, except the office of Chair and Secretary/Treasurer. Section 2 Election and Term of Office

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The officers of the corporation shall be elected annually by the Board of Directors at the September meeting of the Board. If the election of officers shall not be held at such meeting, such election shall be held as soon thereafter as is convenient. Vacancies may be filled or new offices created and filled at any meeting of the Board of Directors. Each officer shall hold office until his or her successor has been duly elected and qualified. Section 3 Removal Any officer or agent elected or appointed by the Board of Directors may be removed by the Board whenever, in its judgment, the best interests of the corporation would be served thereby, but such removal shall be without prejudice to the contract rights, if any, of the person so removed.

Section 4 Vacancies A vacancy in any office because of death, resignation, removal, disqualification or otherwise, may be filled by the Board for the unexpired portion of the term. Section 5 Chair of the Board, Vice Chair The Chair of the Board shall be the chief officer of the corporation and shall preside at all meetings of the Board of Directors. He or she may sign, with the Secretary/Treasurer, or any other proper officer or agent of the corporation authorized by the Board, any deeds, mortgages, bonds, contracts, or other instruments which the Board of Directors has authorized to be executed, except in cases where the signing and execution thereof shall be otherwise expressly delegated by the Board from time to time. The Vice Chair must preside at meetings of the Board in the absence of the Chair. Section 6 Secretary/Treasurer The Secretary/Treasurer shall keep the minutes of the meetings of the members of the Board of Directors in one or more books provided for that purpose; see that all notices are duly given in accordance with the provisions of these by-laws or as required by law; be custodian of the corporation's records and of the seal of the corporation and see that the seal of the corporation is affixed to all documents, the execution of which on behalf of the corporation under its seal is duly authorized in accordance with the provisions of these by-laws; and in general perform all duties incident to the office of secretary and such duties as from time to time may be assigned to him or her by the Chair or by the Board of Directors. The Secretary/Treasurer shall have charge of and custody of and be responsible for all funds and securities of the corporation; receive and give receipts for moneys due and payable to the corporation from any source whatsoever, and deposit all moneys in the name of the corporation in such banks, trust companies, or other depositories as shall be selected in accordance with the provisions of Article VIII of these by-laws; and in general perform all the duties incident to the office of treasurer and such other duties as from time to time may be assigned to him or her by the Chair or by the Board of Directors. If required by the Board of Directors, the treasurer shall give bond for the faithful discharge of his or her duties in such

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sum and with such surety as the Board of Directors shall determine, the cost of such bond being paid for with funds of the corporation. ARTICLE VI Committees Section 1 Committees of Members of the Board of Directors The Board of Directors by resolution adopted by a majority of the voting members as from time to time constituted may designate one or more committees. Each committee shall consist of two or more voting members of the Board of Directors (plus any non-board members as the Board sees fit to appoint). These committees to the extent provided in such resolution shall have and exercise the authority of the Board of Directors in the management of the corporation; but the designation of such committees and the delegation thereto of authority shall not operate to relieve the Board of Directors or any individual member thereof of any responsibility imposed on it, him, or her by law. Section 2 Executive Committee (a) The Executive Committee shall be comprised of the Chair of the Board of Directors, the Past Chair, the chair of each standing committee and selected Board members, and shall function as a long-range planning committee to set goals and objectives for the corporation. The Executive Committee shall be authorized to expedite the transaction of business and management of the School between regular meetings of the Board of Directors. Subject to any specific limitation imposed by the certificate of incorporation, the Executive Committee shall have such further specific powers as may from time to time be conferred upon it by resolution of the Board of Directors, and the Executive Committee may exercise such powers in such manner as it shall deem for the best interests of the corporation in all cases in which specific directions shall not have been given by the Board of Directors. (b) The Chair of the Board, or in the absence of the Chair, a member of the Executive Committee selected by those voting members present, shall preside at meetings of the Executive Committee, and the secretary of the corporation or, if the secretary of the corporation is not a member of the Executive Committee, a member of the Executive Committee designated by the members thereof shall be the secretary of the Executive Committee. In the event of absence from any meeting of the secretary of the Executive Committee, the members of the Executive Committee present at the meeting shall select a member of the Executive Committee to be secretary of the meeting. (c) The Executive Committee may prescribe for the conduct of its business such rules and regulation, not inconsistent with these bylaws or with such resolutions for the guidance and control of the Executive Committee as may from time to time be passed by the Board, as it shall deem necessary or desirable, including, without limitation, rules fixing the time and place of meetings and the notice to be given thereof, if any. A majority of the voting members of the Executive Committee shall constitute a quorum. The adoption of any resolution or the taking of any other actions shall require the affirmative vote of a majority of all the voting members of the Executive Committee as from time to time constituted. The Executive Committee shall keep minutes of its proceedings, and it shall report all action taken by it to the Board of Directors at the meeting thereof held next after the taken of such action. All action taken by the Executive Committee shall be subject to revision or alteration by the Board at the meeting of the Board at which any such action has been reported to the Board; provided, however that such revision or alteration shall not affect any

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action taken by any officer or employee of the corporation, or by a third party, or any rights of third parties that have vested, in reliance upon any action or direction of the Executive committee. (d) The Executive Committee shall not have the authority to act on behalf of the Board of Directors for the purpose of: 1) amending these by-laws, 2) amending the budget, or 3) making decisions covering the selection or retention of the Head of School. The Executive Committee can act on behalf of the Board of Directors in decisions regarding routine business of the School. (e) The Executive Committee shall meet the first (DAY) in each month and as otherwise required to conduct the routine business of the School. Section 3 Other Committees Other committees not having and exercising the authority of the Board of Directors in the management of the corporation may be designated by a resolution adopted by a majority of the voting members present at a meeting at which a quorum is present. The Chair of the Board of Directors shall appoint the members of such committee, except as otherwise provided in the resolution designating such committees. Any member thereof may be removed by the person or persons authorized to appoint such member whenever in their judgment the best interests of the corporation shall be served by such removal. Section 4 Terms of Office of Committee Members Each member of a committee shall continue to serve until his or her successor is appointed, unless the committee shall be sooner terminated, or unless such member is removed from such committee, or unless such member shall cease to qualify as a member thereof. Section 5 Chair Except as otherwise provided herein, two members of each committee shall be appointed by the Chair of the Board as, respectively, Chair and Vice Chair of such committee. Section 6 Vacancies Vacancies in the membership of any committee may be filled by appointments made in the same manner as provided in the case of the original appointments. Section 7 Quorum Unless otherwise provided herein or in the resolution of the Board of Directors designating a Committee, a majority of the voting members of the whole committee shall constitute a quorum and the act of a majority of the voting members present at a meeting at which a quorum is present shall be the act of the committee. Section 8 Rules Each committee may adopt rules for its own government not inconsistent with these by-laws or with rules adopted by the Board of Directors.

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ARTICLE VII Indemnification of Directors, Officers and Employees Section 1 General: Indemnification of Directors and Officers The corporation shall, to the fullest extent to which it is empowered to do so by any applicable laws as may from time to time be in effect, indemnify any person who was or is a party or is threatened to be made a party to any threatened, pending or completed action, suit or proceeding, whether civil, criminal, administrative or investigative (other than an action by or in the right of the corporation), by reason of the fact that such person is or was a Director or officer of the corporation, or that such person is or was serving at the request of the corporation as a director, officer, employee, or agent of another corporation, partnership, joint venture, trust or other enterprise, against all judgments, fines, reasonable expenses (including attorneys' fees) and amounts paid in settlement actually and reasonably incurred by such person in connection with such action, suit or proceeding, if such person acted in good faith and in a manner he or she reasonably believed to be in, or not opposed to the best interests of the corporation, and, with respect to any criminal action or proceeding, had no reasonable cause to believe his or her conduct was unlawful. The termination of any action, suit or proceeding by judgment, order, settlement, conviction, or upon a plea to no lo contendere or its equivalent, shall not, of itself, create a presumption that the person did not act in good faith and in a manner he or she reasonably believed to be in, or not opposed to the best interests of the corporation, or, with respect to any criminal action or proceeding, that the person. Section 2 Indemnification of Directors and Officers: Actions By or In the Right of the Corporation The corporation shall, to the fullest extent to which it is empowered to do so by any applicable laws as may from time to time be in effect, indemnify any person who was or is a party or is threatened to be made a party to any threatened, pending or completed action or suit by or in the right of the corporation to procure a judgment in favor of the corporation by reason of the fact that such person is or was a Director or officer of the corporation, or that such person is or was serving at the request of the corporation as a Director, officer, employee or agent of another corporation, partnership, joint venture, trust or other enterprise, against all judgments, fines, reasonable expenses (including attorneys' fees) and amounts paid in settlement actually and reasonably incurred by such person in connection with the defense or settlement of such action, suit or proceeding, if such person acted in good faith and in a manner he or she reasonably believed to be in, or not opposed to the best interests of the corporation, provided that no indemnification shall be made in respect of any claim, issue or matters as to which such person shall be made in respect of any claim, issue or matters as to which such person shall have been adjudged to be liable for negligence or misconduct in the performance of his or her duty to the corporation, unless, and only to the extent that the court in which such action or suit was brought shall determine upon application that, despite the adjudication of liability, but in view of all the circumstances of the case, such person is fairly and reasonably entitled to indemnity for such expenses as the court shall deem proper. Section 3 Authorization of Indemnification Any indemnification under Section 1, Section 2 or Section 5 of this Article (unless ordered by a court) shall be made by the corporation only as authorization in the specific case, upon a determination that indemnification of the Director, officer, employee or agent is proper in the circumstances because he or she

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has met the applicable standard of conduct set forth in Sections 1, 2, or 5 of this Article. Such determination shall be made by (1) the Board of Directors by a majority vote of a quorum consisting of Directors who were not parties to such action, suit or proceeding, or (2) if such a quorum is not obtainable, or even if obtainable, if a quorum of disinterested Directors so directs, by independent legal counsel in a written opinion. Section 4 Contract with the Corporation The provisions of this Article VII shall be deemed to be a contract between the corporation and each Director or officer who serves in any capacity at any time while this Article VII is in effect, and any repeal or modification of this Article VII shall not affect any rights or obligations hereunder with respect to any state of facts then or theretofore existing or any action, suit or proceeding theretofore brought or threatened based in whole or in part upon any such state of facts. Section 5 Indemnification of Employees and Agents Persons who are not covered by the foregoing provisions of this Article VII and who are or were employees or agents of the corporation, or who are or were serving at the request of the corporation as employees or agents of another corporation, partnership, joint venture, trust or other enterprise, may be indemnified to the extent authorized at any time or from time to time by the Board of Directors, subject to the same standard of conduct set forth in Sections 1 and 2 of this Article; provided, however, that to the extent that such employee or agent has been successful, on the merits or otherwise, in the defense of any action, suit or proceeding to which he or she was made a party by reason of the fact that he or she is or was an employee or agent acting in the above described capacity, or in the defense of any claim, issue or matter therein, the corporation shall indemnify such employee or agent against expenses (including attorneys' fees) actually and reasonably incurred by him or her in connection therewith. Section 6 Payment of Expenses in Advance Expenses incurred in defending a civil or criminal action, suit or proceeding may be paid by the corporation in advance of the final disposition of such action, suit or proceeding, as authorized by the Board of Directors in the specific case, upon receipt of an undertaking by or on behalf of the Director, officer, employee, or agent to repay such amount, unless it shall ultimately be determined that such Director, officer, employee, or agent is entitled to be indemnified by the corporation as authorized by this Article VII. Section 7 Insurance against Liability The corporation may purchase and maintain insurance on behalf of any person who is or was a Director, officer, employee, or agent of the corporation, or who is or was serving at the request of the corporation as a Director, officer, employee, or agent of another corporation, partnership, joint venture, trust or other enterprise, against any liability asserted against such person and incurred by such person in any such capacity, or arising out of such person's status as such, whether or not the corporation would have the power to indemnify such person against such liability under the provisions of these by-laws. Section 8 Other Rights of Indemnification

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The indemnification provided or permitted by this Article VII shall not be deemed exclusive of any other rights to which those indemnified may be entitled by law or otherwise, and shall continue as to a person who has ceased to be a Director, officer, employee, or agent and shall inure to the benefit of the heirs, executors, and administrators of such person. ARTICLE VIII Contracts. Checks, Deposits. and Funds Section 1 Contracts The Board of Directors may authorize any officer or officers, agent or agents of the corporation, in addition to the officers so authorized by these by-laws, to enter into any contract or execute and deliver any instrument in the name of and on behalf of the corporation and such authority may be general or confined to specific instances. Section 2 Checks, Drafts, Etc. All checks, drafts or other orders for the payment of money, notes or other evidences of indebtedness issued in the name of the corporation, shall be signed by such officer or officers, agent or agents of the corporation and in such manner as shall from time to time be determined by resolution of the Board of Directors. In the absence of any such determination by the Board of Directors, such instruments shall be signed by the treasurer or an assistant treasurer. Section 3 Deposits All funds of the corporation shall be deposited from time to time to the credit of the corporation in such banks, trust companies or other depositories as the Board of Directors may select. Section 4 Gifts The Board of Directors may accept on behalf of the corporation any contribution, gift, bequest, or device for the general purposes or for any specific purpose of the corporation. ARTICLE IX Books and Records The corporation shall keep correct and complete books and records of account and shall also keep minutes of the proceedings of the Board of Directors and committees having any of the authority of the Board of Directors. ARTICLE X Fiscal Year

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The fiscal year of the corporation shall begin on the 1st day of July and end on the last day of June in each year. As such, all of the School's financial records shall be maintained according to Generally Accepted Accounting Principles (GAAP) on a July 1 through June 30 fiscal year basis. Section 1 Financial Reports The Secretary/Treasurer shall cause to be made an interim written report of the finances of the School for each calendar month of the fiscal year. Copies of this monthly financial report shall be provided to each member of the Finance Committee and each member of the Board of Directors no later than the twenty-first day of the month following the month for which the report is issued. The Secretary/Treasurer shall cause to be made an annual written report of the finances of the School for the School's fiscal year just ended. This report must be audited by an independent source. Copies of this annual audited financial report shall be provided no later than October 31st of each year to the Board of Directors.

Section 2 Funds The operating funds of the School shall be deposited in the name of the School in such bank or trust companies, as may be designated by the Board of Directors with withdrawal permitted on the signatures of such person or persons as the Board of Directors shall designate from time to time. Any endowment, capital or restricted funds of the School shall be deposited in accounts with such investment funds and institutions as the Board of Directors may determine from time to time in accordance with the investment policy of the School. Section 3 Borrowing The School shall, subject to the approval of the Board of Directors, have the power to borrow money and issue promissory notes for repayment thereof, with or without interest, and to mortgage and create other liens on its property as security for its debts or other lawful engagements. Section 4 Capital Expenditure Limitations All capital expenditures in excess of $_______ shall require the prior approval of the Board of Directors. Section 5 Books and Records The officers, agents and employees of the School shall maintain such books, records and accounts of the School's business and affairs as shall be appropriate to the business and affairs of the School, or as shall be required by the School Board of Directors or the laws of the State of North Carolina. Such books, records and accounts shall be kept at or under the control of the School. ARTICLE XI Seal

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The Board of Directors may provide a corporate seal which shall be in the form of a circle and shall have inscribed thereon the name of the corporation and the words "Corporate Seal, State of North Carolina" provided, however, that the use of said seal shall be entirely discretionary, and shall not be required for the issuance of any documents unless specifically required by the laws of the State of North Carolina. ARTICLE XII Waiver of Notice Whenever any notice whatever is required to be given under the provisions of 55A-2-02 of the General Statues of the State of North Carolina or under the provisions of the articles of incorporation of the by-laws of the corporation, a waiver thereof in writing signed by the person or persons entitled to such notice, whether before or after the time stated therein, shall be deemed equivalent to the giving of such notice.

ARTICLE XIII Amendments to By-laws These by-laws may be altered, amended or repealed and by-laws may be adopted by a two-thirds (2/3) of the voting members of the Board of Directors. At least five (5) days written notice will be given of intention to alter, amend, or repeal or to adopt new by-laws at such meeting. Any amendment to the Bylaws will be voted only after examination of any possible conflicts with the Articles of Incorporation. ARTICLE XIV Dissolution Upon dissolution of the School, the property remaining after providing for the debts and obligations of the School shall be distributed to another non-profit organization as shall be designated by the Board of Directors. ARTICLE XV Non-Discrimination Policy It is the policy of the School not to discriminate on the basis of race, color, religious creed, national origin, ancestry, sexual orientation, disability or handicap. No person shall, on the basis of race, color, national origin, ancestry, gender, sexual orientation, disability, or handicap, be denied equal access or admission to school programs, courses, extracurricular activities and employment opportunities. In addition, under section 504 of the federal Rehabilitation Act of 1973, no otherwise qualified individual, shall solely by reason of his/her handicap, be excluded from the participation in, be denied the benefits of or be subjected to discrimination under any program or activity at the School.

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ARTICLE XVI North Carolina Open Meetings Law Except as provided in GS 143-318.11, 143-318.14A, 143-318.15 and 143-318.18, each official meeting of the board shall be open to the public, and any person is entitled to attend such a meeting. North Carolina Learns, Inc. will comply with the North Carolina Open Meetings Law.

CERTIFICATE OF SECRETARY I certify that I am the duly elected and acting Secretary of North Carolina Learns, Inc. (proposed); that these bylaws, consisting of 13 pages, are the bylaws of the North Carolina Learns, Inc. (proposed) Corporation as approved by the Board Directors on _______________; and that these bylaws have not been amended or modified since that date. Executed on______________________at______________________________

4. A copy of the articles of incorporation. While the statute does not require the applicant to have acquired corporate status in order to apply, that status must be acquired prior to receive a charter. Accordingly, if the applicant does not yet have corporate documents filed with the Secretary of State, it should demonstrate that it is prepared to do so in the near future. The Founding Board members intend to file for private nonprofit corporation status with the North Carolina Secretary of State with the corporate name North Carolina Learns, Inc. (proposed). The articles of incorporation will be filed with the NC Secretary of State by the final approval interview date. The Board is actively seeking legal counsel to assist with the filing and other matters associated with corporate, Board, and school organization. 5. A description of the governing boards functions, duties, roles and responsibilities as it relates to overseeing the charter school and its mission. The board of directors of the charter school will decide matters related to the operation of the school, including budgeting, curriculum, and operating procedures. The draft bylaws include the following list of roles and responsibilities: the hiring and evaluation of the teachers, the setting of general institutional policies, strategic planning, fund-raising, and assessment of the School's effectiveness in manifesting the mission of the corporation. 6. Explain the decision-making processes the board will use to develop school policies. The Boards major roles and responsibilities will be to establish and approve all major educational and operational policies as they relate to the school, approving all contracts, establishing the schools annual

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budget, and overseeing the schools fiscal affairs. The Board will be committed to complying with the NC Open Meetings Law (G.S.143.318.9 et seq) in the conduct of their business while developing school policies. The Board intends to fulfill its obligations relative to the day-to-day management of the school through a Services Agreement with K12, the nations largest provider of K-12 virtual instruction services. The Services Agreement (see Appendix 1) reflects the Boards determination that K12 is uniquely situated with 10 years of experience providing not only the K12 end-to-end curriculum and learning system, but also the associated administrative and technology services necessary to deliver that curriculum and maximize student academic achievement. Under the terms of the Services Agreement, K12 will assist the Boards duties by proposing policies which are especially suited to a virtual charter school, the K12 curriculum, and the technological infrastructures necessary to both. The Board will utilize local counsel and resources for policies which are specific to North Carolina law and North Carolina Virtual Academy. Likewise, K12, with its specialized experience assisting boards of virtual schools throughout the country, will assist North Carolina Virtual Academy in the budget preparation process. The Board, according to the explicit terms of its agreement with K12, will maintain full control for adoption of all school policies and overseeing K12's implementation of those policies. Section 3.2 of the draft Services Agreement (Appendix 1 of the charter application) clearly states that The Parties acknowledge and agree that in providing the Services, it shall be the responsibility of K12 to recommend various policies for the operation of the Program (Program Policies). K12 will implement procedures consistent with such policies, but the School retains ultimate responsibility for adopting policies and for overseeing K12 s implementation. This proposed operation of the school is entirely consistent with charter school law and the role that education service providers play in numerous successful charter schools both in North Carolina and around the nation. 7. Describe the organizations performance-based goals for the charter school. Organizational goals and measurable objectives should describe and measure the effectiveness and viability of the organization. The Boards performance-based goals are: Make AYP as measured by the North Carolina state achievement tests (including test scores, attendance, participation, and graduation rate) Reduce the achievement gaps among subgroups of students each year as measured by the North Carolina Accountability Model Improve the in-year withdrawal rate by one point and improve the re-registration rate by 2 points as measured by enrollment/withdrawal metrics provided by K12 Develop a method of tracking students as they leave high school or graduate from high school Students identified by Scantron as at risk on the Performance Series will improve from Fall to Spring test administrations

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8. Describe how the governing board will ensure that current and future board members avoid conflicts of interest. To ensure that current and future Board members avoid conflicts of interest, the Board will adopt a Conflict of Interest Policy (see draft Draft Bylaws above). The Boards draft bylaws address conflicts of interest as follows: Article IV Section 14 Conflict of Interest Policy The Board of Directors affirms that the Directors, officers, administrators, faculty and other employees of the School have an obligation to exercise their authority and to carry out the duties of their respective positions for the sole benefit of the School. They should avoid placing themselves in positions in which their personal interests are, or may be, in conflict with the interests of the School. Where a potential conflict of interest exists, it shall be the responsibility of the person involved or any other person with knowledge to notify the Board of Directors of the circumstances resulting in the potential conflict so that the Board of Directors can provide such guidance and take such action as it shall deem appropriate. Areas of potential conflict of interest are: 1. Financial Interest. (A) Ownership by the individual directly or indirectly of a material financial interest in any business or firm (i) from which the School obtains goods or services, or (ii) which is a competitor of the School. (B) Competition by the individual, directly or indirectly, with the School in the purchase or sale of property or any property right or interest. (C) Representation of the School by the individual in any transaction or activity in which the individual, directly or indirectly, has a material financial interest. (D) Any other circumstance in which the individual may profit, directly or indirectly, from any action or decision by the School in which he or she participates, or which he or she has knowledge. 2. Inside Information Disclosure or use by the individual of confidential information about the School, its activities or intentions, for the personal profit or advantage of the individual or any person. 3. Conflicting Interests other than Financial Representation as director, officer, agent or fiduciary of another company, institution, agency or person in any transaction or activity which involves this School as an adverse party or with adverse interests. 4. Gifts and Favors

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Acceptance of gifts or favors from any firm or individual which does or seeks to do business with, or is a competitor of, the School under circumstances which imply reasonably that such action is intended to influence the individual in the performance of his or her duties. No Director who directly or indirectly is involved in a potential conflict of interest shall be counted in determining the existence of quorum at any meeting of the Board where the potential conflict is considered, nor shall the Director vote on any action of the Board regarding that potential conflict. D. PROPOSED EDUCATIONAL MANAGEMENT ORGANIZATION (EMO OR CSO) If the Charter School plans to contract for services with an educational management organization or charter support organization, The Board intends to fulfill its obligations relative to the day-to-day management of the school and the provision of curriculum, technology, and other educational services, through a Services Agreement with K12 Virtual Schools LLC (K12), a wholly owned subsidiary of K12 Inc., the nations largest provider of K-12 virtual instruction services. K12 is headquartered at 2300 Corporate Park Drive, Herndon, VA 22171. The K12 contact person is Joseph Chisholm, Vice President, Business Development, phone (904) 557-5822; fax: (703) 436-3336; and email jchisholm@k12.com 1. Please include a copy of the proposed management agreement of the specified EMO and explain how the contract will be in the best educational and financial interests of the charter school. The Board intends to fulfill its obligations relative to the day-to-day management of the school and the provision of curriculum, technology, and other educational services, through a Services Agreement with K12 Virtual Schools LLC (K12), a wholly owned subsidiary of K12 Inc., and the nations largest provider of K-12 virtual instruction services. The Services Agreement (see Appendix 1) reflects the Boards determination that K12 is uniquely situated with 10 years of experience providing not only the K12 end-to-end curriculum and learning system, but also the associated administrative and technology services necessary to deliver that curriculum and maximize student academic achievement. The instructional model for the school, as well as its curriculum, systems, and management team will be similar to the highly successful Florida Virtual Academy which operated as a pilot program under the Florida Department of Education from 2003 to 2008. K12 Florida LLC was hired by the Florida Department of Education to use its instructional and operational models as well as its curriculum and systems to design and launch the program. Its success informs this application and the Foundings desire to see a similar model offered in North Carolina. In 2005, the first year K12 Florida LLC was given their own grade as Florida Virtual Academy, the school celebrated a B with 400 points--10 points shy of an A. From school year 2006-2007 (with the addition of the science component) to school year 2009-2010, the Florida Virtual Academy received an A under the Sunshine State accountability system. 89% of the students tested demonstrated high standards in reading. With a legislative change in 2008, K12 Florida LLC has partnered with over 40 school districts on their Virtual Instruction Programs and continues its success scoring over 500 points each year as an approved virtual instruction services provider with the Florida Department of Education. K12, an approved provider of virtual instruction services across the nation, is a technology-based education company that provides curriculum and educational services for online delivery to students in grades K12.

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K12s mission is to maximize a childs potential by providing access to an engaging and effective education, regardless of geographic location or socio-economic background. Since their inception in 2000, they have developed curriculum and online learning platforms that promote mastery of core concepts and skills for students of all ability levels. Their approach combines cognitive science with individualized learning. Given the geographic flexibility of technologybased education, they believed that the pursuit of this mission could help address the growing concerns regarding the regionalized disparity in the quality of public school education, both in the United States and abroad. The convergence of these concerns and rapid advances in Internet technology created the opportunity to make a significant impact by deploying a high quality learning system on a flexible, online platform. K12 has demonstrated its skill at growing and maintaining high levels of support and quality to the schools it serves across the country. In fiscal year 2002, after 18 months of research and development of their curriculum, they launched their kindergarten through 2nd grade offering in two states and served approximately 900 average enrollments. By fiscal year 2005, they completed their K8 offering and served 10 new states. Over the next three years, they completed their high school offering and served another nine states. In fiscal year 2006, they developed and launched their first hybrid program that combines facetoface time in a classroom with online instruction. In fiscal year 2007, they acquired PowerGlide Language Courses Inc. (PowerGlide), a provider of online world language courseware and later that year, they completed their initial public offering of their common stock on the New York Stock Exchange. In fiscal year 2008, they launched the K12 International Academy and later that year, entered into a joint venture to distribute their learning system in the Gulf Cooperating Countries with a branch facility in Dubai. In fiscal year 2010, they added four states and increased their average enrollments to approximately 67,000 students. In fiscal year 2010, besides serving new states, they formed a joint venture with Middlebury College to develop world languages courses and acquired KC Distance Learning, Inc. In the 201011 school year, they began serving virtual public schools in Massachusetts and Michigan--fully managing schools in 27 states and the District of Columbia in that year. In 2011-2012, K12 has been approved to manage new statewide virtual schools in Tennessee, Oklahoma (charter), and Indiana (charter). K12 Inc. is accredited through AdvancED, the worlds largest education community, including such members as North Central Association Commission on Accreditation and School Improvement (NCA CASI), Southern Association of Colleges and Schools Council on Accreditation and School Improvement (SACS CASI), and Commission on International and Transregional Accreditation (CITA). K12 is the largest national kindergarten through grade 12 online school provider to be recognized by AdvancED. Online public schools using K12 curriculum have received accreditation from qualified accrediting organizations across the country including CITA (now part of AdvancED), Middle States Association, NCA CASI (also now part of AdvancED), Northwest Association of Accredited Schools, and Western Association of Schools and Colleges. K12 currently offers 15 Advanced Placement courses that have been approved by the College Founding. These courses were approved through the AP Audit process in April 2010. K12 AP courses are college level courses that follow curriculum specified by the College Founding. These courses are designed to prepare students for success on AP exams, providing students the opportunity to earn credit at most of the nations colleges and universities.

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The National Collegiate Athletic Association (NCAA) has approved K12 courses as meeting the requirements for establishing the initial-eligibility certification status for high school student-athletes wishing to compete in college. While courses are approved for all Virtual Academies managed by K12 Inc., each school is listed individually. You can visit the NCAA website and follow the link to Membership Institutions then List of Approved Core Courses to navigate to the High School Portal. For a listing of approved courses for all K12 Virtual Academies, please see the list for the Ohio Virtual Academy (CEEB code 365143). 2. What other EMO/CMOs were pursued and why did the applicant select this particular one? The Founding Board members independently researched providers of virtual education as part of their interest in making virtual learning options available to North Carolina students. These providers include K12, Connections Academy and Florida Virtual School. During our research we discovered several things that led us to contact K12 to work with the Founding Board in developing and submitting an application for a virtual school. Of all the providers, K12 was the largest and most experienced. K12 has a strong record of operating full time virtual schools for over ten years in twenty-nine other states. K12 is also committed and philosophically aligned to the Common Core Standards. These traits give us the confidence that, as a partner, K12 will be able to provide quality and scale for an open-enrollment virtual charter school in North Carolina. K12 is also the strongest provider in blended learning, particularly in urban settings which is of importance to this Founding Board. The blended charter model is being used to address particular groups of students who have struggled in other settings. Youth Connections Charter School (YCCS) Virtual High School in Chicago is a partnership of the citys school system. YCCS, and K12 that targets high school dropouts. In its first year of operation, the schools graduation rate was 94 percent, with an 88 percent student-retention rate. The Founding Board did not find another approved provider that had these attributes. The Founding Board is committed to running a high quality school and we feel that K12 is aligned with that commitment. 3. Describe how the governance structure will be affected; if at all, by the EMO/CMO and particularly discuss how the board of directors of the charter school will govern the school independently of the EMO/CMO. The governing board will govern NCVA. The current governing board members have track records which demonstrate successful performance in education, parent involvement programs, community service, fund raising, marketing, finance, management, public relations, personnel, and legislative affairs and commitment to North Carolina. Their intent is to recruit other members who share their commitment to the NCVA and also have a variety of experience and talents, together providing strong and effective governance. The governing boards major roles and responsibilities will be to establish and approve all major educational and operational policies as they relate to the school, approving all contracts, establishing the schools annual budget, and overseeing the schools fiscal affairs. The proposed school budget shall include provisions for an independent auditor reporting to the governing board, and appropriate provisions for governing board initiated programs. The North Carolina Virtual Academy Board of Directors governance of the school will be manifested in large part through development of operational and student policies, with implementation of those policies established through the budget and rulemaking processes. Under the terms of the Services Agreement, it is agreed that the Board will govern the school while K12 will provide comprehensive educational products

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and services, including turnkey management services, and will assure the financial solvency of the school in accordance with the terms of the services agreement. K12 will assist the Board in fulfilling its duties by proposing policies which are especially suited to a virtual charter school, the K12 curriculum, and the technological infrastructures necessary to both. The Board will utilize local counsel and resources for policies which are specific to North Carolina law and North Carolina Virtual Academy. Likewise, K12, with its specialized experience assisting boards of virtual schools throughout the country, will assist North Carolina Virtual Academy in the budget preparation process. As the Educational Services Provider (ESP), K12 is responsible for licensing to the school solely for use in its program, on a non-exclusive, non-assignable, non-sublicensable basis the products and offerings, as described in the services agreement, to include the K12 curriculum, access to its online school and designated learning management system(s) and/or available third party curriculum, instructional tools and other products and offerings (collectively the Educational Products). Provision of additional products will be mutually agreed upon and shall be governed by the terms of the Services Agreement unless otherwise agreed in writing. K12 shall also provide Administrative Services to the school according to the terms of the services agreement, including financial and school administration services, teacher recruiting, training and management, and Technology Services to include a student information system, hosting of an online platform, a student account management system and related technical support and other educational services. A key responsibility of the schools administrative staff (K12 employees) is to provide financial, student achievement, staff performance, etc. reports to the governing board on a regular basis. Financial reports to be provided include detailed statements of revenues received from all sources and detailed statements of all direct expenditures for services rendered to the school. Provision of additional Administrative and Technology services shall be governed by the terms of the services agreement unless otherwise agreed in writing. According to the terms of the services agreement that will be agreed upon by both the governing board and K12, none of the governing boards voting power shall be vested in K12 or its directors, trustees, members, managers, officers, shareholders, or employees, and none of the voting power of K12s board of directors or shareholders of K12 shall be vested in the governing boards or its sponsors directors, trustees, members, managers, officers, shareholders, or employees. The services agreement also provides that, during the term of the services agreement and for a period ending twelve (12) months after the expiration or termination of the agreement, unless mutually agreed in writing, neither the governing board nor K12 shall directly solicit, recruit for employment, offer employment to, offer subcontracting opportunities to, or otherwise employ or use the services of any employees of the other or their related companies if that employee had been assigned to or worked under the services agreement. As the party who contracts with K12, the governing board shall be responsible for monitoring K12s performance under, and in compliance with, the services agreement in accordance with applicable law. The board will also be responsible for overseeing the schools quality, operational and financial performance. To monitor the financial performance of the school the governing board will ensure the services of an independent auditor to audit the schools financial statements. K12, by entering into the services agreement, agrees to reasonably cooperate with the schools monitoring and oversight, including the audit.

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4 .Explain how the contract includes measurable objectives whereby the charter school board can evaluate annually the performance of the EMO/CMO, and if necessary, terminate the contract without significant obstacles. Section 2.5 of the draft Services Agreement, Standards of K12 Performance, lists the measurable objectives that can be used by the Board to determine if K12 has fulfilled its responsibilities stated in the Services Agreement including a detailed list in Exhibit A (Curriculum and Services). Likewise Section 3 describes the Schools responsibilities as agreed by both parties in the services agreement. Section 11 provides for termination of the Services Agreement by either party and Section 12 speaks to termination effects.
E. ADMISSIONS POLICY (G.S.115C-238.29B(b)(4); G.S. 115C-238.29F(d)(1))

Provide a description of the policies and the procedures for admitting students to the proposed charter school, including specific details of the enrollment lottery plan.

After the district and SBE approve the charter application and a charter contract is signed, the school will give public notice that we will begin to accept applications from kindergarten through 10th grade students who are qualified under the laws of the state of North Carolina for admission to a public school for enrollment in the 2012-2013 school year. The proposed school will abide by the charter school statute, G.S. 115C-238.29F(g)(5), as stated below: A charter school shall not discriminate against any student on the basis of ethnicity, national origin, gender, or disability. Except as otherwise provided by law or the mission of the school as set out in the charter, the school shall not limit admission to students on the basis of intellectual ability, measures of achievement or aptitude, athletic ability, disability, race, creed, gender, national origin, religion, or ancestry. It is expected, according to our Start-Up Plan (see Timelines in Section V Education Plan), that the application period for Year 1 could begin in February 2012. Each year, after the application period is closed, if the number of applicants does not exceed the slots available based on the projected enrollment in the charter, families will be notified by North Carolina Virtual Academy to confirm their intent to enroll and complete the enrollment process in time to start school in the fall. They must submit all required documentation before enrollment is approved. Before school starts, families and enrolled students will be involved in a variety of introductions to the school, staff, and other families and studentsby phone, web conference, and face to face meetings. If applications do exceed the enrollment target at the end of the application period, North Carolina Virtual Academy will conduct a lottery at that time to determine which students will be enrolled in the school. The lottery is blind to disabilities, testing, academic achievement, etc. The lottery will be held once each year. Only applications received at the location designated on the application form and by the lottery deadline will be eligible to participate in the lottery. As provided for in G.S. 115C-238.29F(g)(5), North Carolina Virtual Academy may give enrollment preference to the following student populations: (1) siblings of currently enrolled students who were admitted to the charter school in a previous year; (2) children of the school's principal, teachers, and teacher assistants;

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(3) only for its first year of operation, children of the initial members of the school's board of directors; these children are limited to no more than ten percent (10%) of the school's total enrollment or to 20 students, whichever is less; (4) If multiple birth siblings apply for admission and a lottery is needed under G.S. 115C-238.29F(g)(6), the school shall enter one surname into the lottery to represent all of the multiple birth siblings; if that surname of the multiple birth siblings is selected, then all of the multiple birth siblings shall be admitted. Completed enrollment packets for applicants selected in the lottery must be received no later than the enrollment deadline. Those not responding by the enrollment deadline will be required to resubmit an application. After the space allotted in each grade is filled in the order determined by the lottery, the remaining applications in rank order will be placed on a waiting list. Any applications received after the application deadline will be added to the end of the waiting list after the lottery in the order they were received. As students withdraw from or transfer out of North Carolina Virtual Academy, that space will be given to the next person on the list at that grade level.

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V.

EDUCATION PLAN
NOTE: Answer all sections completely, include your answers in this section of the application, do not include as an appendices. Do not use same as LEA or whatever the law says. The State Board of Education shall give priority consideration to the applicants who demonstrate potential for significant, meaningful innovation in education. Give explanations. Lack of proper documentation will jeopardize the application review. INSTRUCTIONAL PROGRAM: (G.S. 115C-238.29F (d)) Provide a detailed description of the overall instructional program, including the following: 1. Educational theory, foundation of the model, and proposed innovative offerings.

Educational Theory It is our goal that North Carolina Virtual Academy will be a leading 21st century public charter school in North Carolina, as evidenced by graduation rates, individualized instruction for all students, and the demonstration of 21st century skills such as critical thinking, problem solving, and self direction. Too many students in both North Carolina and the nation are not graduating from high school at all, or are graduating unready for the expectations of higher education or meaningful careers. This reality, central to the mission of the North Carolina Virtual Academy, is not receiving the type of innovative solutions it deserves. More of the same is not going to produce the breakthroughs required. To help meet this challenge, we, as a state, need additional instructional models and a reaffirmed commitment to ensure our students are college and career ready. The North Carolina Virtual Academy will provide this type of model for the students we serve, and will provide an example for other public charter schools. Charter schools can and should be places for research and development in our public schools. The model we are proposing has been tested and proven successful in twenty-nine states by K12 Virtual Schools LLC (K12). In 2010, the U.S. Department of Education released Evaluation of Evidence-Based Practices in Online Learning A Meta-Analysis and Review of Online Learning Studies, the largest study of online learning to date. While online learning is relatively new in K12 public education, the report notes two important findings (while also encouraging the creation of new models to study): Students who took all or part of their class online performed better, on average, than those taking the same course through traditional face-to-face instruction.

The effectiveness of online learning approaches appears quite broad across different content and learner types. (See http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf for the full report.) Distance learning for students in grades K-12 continues to grow rapidly. As of late 2010, online learning opportunities were available to at least some students in 48 of the 50 states, plus Washington, D.C. 1 As of
1

Evergreen Education Group. (2010). Keeping pace with K-12 online learning [Vol. 7]. Retrieved from http://kpk12.com/

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fall 2010, 27 states plus Washington D.C. had at least one full-time online school operating statewide. 2 Keeping Pace, a report published for the past seven years and recognized for its timely online education policy information, estimates 200,000 students nationwide were attending full-time online schools in 2010. 3 A few states and districts in the country now require students to take an online course or have an online experience in a class as a requirement for graduation. The states of Alabama, North Carolina, and Michigan and the Memphis City Schools district are examples. New Mexico requires students to take one unit of honors, dual-credit, or distance learning as a high school graduation requirement. Foundation of the Model K12 provides a curriculum which is based on more than fifty years of cognitive science research in the following areas: how students learn the structure of expert knowledge in school subject areas general instructional design principles, including research-based e-learning methods and methods for teaching specific topics and addressing possible misconceptions on those topics To insure that they draw on methods shown by scientific research to be effective in improving learning, K12 has dedicated an Evaluation and Research team to reviewing and synthesizing cognitive science research and working with course development teams to implement it. The Evaluation and Research team, which is guided by Ph. D.level cognitive science researchers and statisticians, also conducts original research on new teaching methods and tools in addition to studies of the effectiveness of their curricula. In addition to the cognitive science research that goes into K12 curricula, they also conduct evaluations of the assessment materials that are used to measure student performance as they move through the courses. The alignment between the cognitive research, measurement, and instructional strategies are targeted to insure best practice and student accessibility to K12 curricula. Research on How Students Learn Research has consistently shown that the most effective instruction is based on what is known about how students learn and how subject area knowledge develops. K12 uses research on learning that encompasses all major categories of research described in recent summaries by the National Research Council and major professional research and practice groups (e.g., the American Psychological Association, the National Reading Panel, the National Math Panel, the American Educational Research Association), as well as hundreds of papers, books, and articles by cognitive science researchers. The National Research Council (2005) has organized two volumes of research on learning around three fundamental principles which K12 has taken as organizing principles for curriculum development: Instruction must engage students prior knowledge, because new understandings are constructed on a foundation of existing understandings and experiences (p. 4). This means it is important to assess what prior knowledge students have and either build on that knowledge or remediate as necessary before introducing new content. Further, it has been found that many student have serious misconceptions or partial understandings, particularly in science and math, that must be addressed during instruction. Consistent with these and other widely-replicated research findings, K12
2 3

Ibid Ibid

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has adapted a variety of strategies for accounting for prior knowledge, including pre-testing and providing instruction on pre-requisites in lessons, taking care to build on knowledge that students mastered in previous grade levels, and teaching for mastery so that each topic learned provides a foundation for future learning (rather than needing to be reviewed repeatedly/multiple times in future grade levels). Misconceptions are addressed through subject-specific methods Both factual knowledge and conceptual understanding are necessary to support the kind of learning that provides a foundation for future learning and competence in novel situations: knowledge of facts and knowledge of important organizing ideas are mutually supportive (p. 7) and both must be taught effectively. To address this challenge, K12 has developed frameworks for organizing curricula around the big ideas in a subject area and for teaching for the integration of conceptual understanding and factual knowledge across the curriculum. Metacognition, or self-monitoring of learning and thinking, is a key characteristic of effective learning. Instruction on metacognition is critically important for lower achieving students, who tend to be much less aware of how to overcome obstacles to their own learning than higher achieving students. To improve students awareness of and ability to evaluate their own learning, K12 incorporates research-tested supports for metacognitive thinking into its courses and has also developed an academic skill course that explicitly teaches metacognitive skills. Some of the metacognitive strategies they use include: Frequent assessments (usually at the end of each lesson, unit, and semester, and sometimes within or at the beginning of lessons) and self-assessments (Thorndike, 1913; Chi, 2009, Ericsson et al., 2003). Modeling of self-monitoring behaviors (Palincsar & Brown, 1984). Comprehension questions before, during, and after instruction (National Reading Panel, 2000; Paris & Stahl, 2005). Prompts to think about whether one understands an explanation or is making progress in solving a problem (Whimbey & Whimbey, 1975). Self-explanations (Trying to explain a concept or how to solve a problem improves learning even if the explanation is not graded [Aleven & Koedinger, 2002; Chi, 2009]). Strategies for remembering information, which younger and lower achieving students need to be taught (Keeney et al., 1967). Research on the Structure of Expert Knowledge One of the most important theories in cognitive science is also one of the least applied in education. This is the theory that expert knowledge is organized around big ideas. Memory and classification studies have repeatedly shown that human memory is not best conceived as a storehouse of a large number of discrete pieces of information unconnected to each other (Bransford, Brown & Cocking, 1999) but as an organized structure of interrelated pieces of information. Extensive research on differences between the knowledge of experts and novices in many different fields has further shown that the longterm memory of someone who has mastered a subject area appears to be highly organized around a relatively small number of core principles (Bransford, Brown & Cocking, 1999; Bereiter & Scardamalia, 1986; Hiebert & Carpenter, 1999; Glaser & Chi, 1988; Niemi, 1996). For someone who has advanced knowledge in a domain, every element of that knowledge is connected to other elements in a highly organized structure, with the core principles, or big ideas, dominating and organizing the others.

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Unfortunately, curricula and instruction do not always reflect what is known about subject area knowledge and how it develops. Too often, students are taught in a way that leads them to believe that learning means acquiring a huge number of unrelated and essentially meaningless facts and skills. K12, however, has worked with subject area experts including mathematicians, scientists, historians, writers, and others, to identify big ideas and map the relationships among big ideas, facts and skills in each subject area. These analyses are used to organize curriculum development and to help students to see the big picture reflecting all the connections among different kinds of knowledge in a subject area. Big ideas are highlighted and explicitly taught using a variety of researchproven methods (e.g., Chi,, 2009; Clark, 1998; Mayer, 2008; Merrill, 2000, 2008): Clearly state, explain, and exemplify the idea through illustrations, objects, situations, simulations, etc. Give students opportunities to demonstrate their understanding of the big idea in a variety of situations. Give examples and non-examples; show when the idea applies and when it doesnt. Show how to use the idea to understand and explain phenomena (e.g., how can counting be used to solve addition and subtraction problems; how can the multiplicative identify be used to find equivalent fractions). Demonstrate how the idea can be used to solve problems and justify solution procedures. Show how other ideas, facts and skills connect to the big idea. Show concepts maps of the structure of knowledge as it develops and enable students to modify these maps or build their own. Research on General Instructional Principles For both online and offline instructional activities K12 draws on empirically-tested general principles of instruction, including multimedia design principles. Evaluation and Research and Instructional Design staff have created summaries of these principles and course development teams are trained on the principles and how to apply them before and during course production (as discussed in a later section). Their research on general strategies is organized by types of knowledge, since different strategies are required to teach different types of knowledge. Major categories of knowledge, which they have derived from the work of numerous cognitive science researchers, include the following: conceptual understanding, memorized facts and skills, problem solving strategies, and metacognition. They also use empirically-validated techniques to build student motivation to learn. To teach for conceptual understanding, they use the methods described above for teaching big ideas. Several research-based strategies are implemented to help students overcome misconceptions related to big ideas (e.g., Klahr, 2000; Minstrell & Kraus, 2005; White, 1994; Vosniadou et al., 2001;White & Frederickson, 1998): Introduce known examples and bridging analogies. Create cognitive conflict, e.g., students predict what will happen in a situation, then see that the prediction is wrong. Then show students how to resolve this conflict. Present analogies and visual models. Use computer-based microworlds. Since many different researchers (e.g., Clark, Mayer, Sweller) have demonstrated that worked examples are the best way to show students how to solve problems, they have made extensive use of worked examples to teach problem solving across grade levels and curricula. The basic components of a worked example are: (1) a problem, (2) an expert solution with each step shown, and (3) an explanation for each step. For more complex problems, they apply a research-inspired scaffolding approach: students review examples of expert problem solving, then try

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to solve partially worked examples, working up gradually to solving whole problems. Following the worked examples, students practice solving problems, moving from accuracy to speed (if necessary) and automaticity (in some cases). Strategies for improving metacognition are described at the end of the section on How Students Learn above. Their strategies for building motivation draw on the finding that the real motivation for learners is learning and that the ability to demonstrate improvement in a skill provides motivation (Merrill, 2006). Since learners of all ages are more motivated when they can see the usefulness of what they are learning (Cognition and Technology Group at Vanderbilt, 1998; McCombs, 1996; Pintrich and Schunck, 1996), they also reinforce throughout their curricula how important concepts and skills will be necessary both for future learning and in many kinds of activities beyond school. Research on Teaching Specific Topics and Addressing Possible Misconceptions In addition to synthesizing research on learning and instruction that applies across subject areas, the Evaluation and Research team (or in some cases content specialists) puts together summaries of research on teaching strategies and misconceptions related to specific instructional objectives or topics, such as Demonstrate that addition and subtraction are inverse operations or Identify the theme of a story. Some examples of this type of research for different subject areas are given below. Design of the reading program, for instance, is consistent with key findings of the National Reading Panel (2000): Results of a meta-analysis show that systematic phonics produces significant benefits for student in kindergarten through 6th grade and for children having reading difficulty (p. 9). Accordingly, K12s reading program has a strong and systematic phonics component, and it focuses as well on skills that lowachieving 3rd-5th graders often lack, according to literacy researchers such as Louisa Moats: that is, phonological awareness, syllabification, morphology, and reading fluency. Guided repeated oral reading had a significant and positive impact on word recognition, fluency, and comprehension across a range of grade levels (p.12) The K12 reading program provides frequent opportunities for students to read aloud from poetry, fiction, nonfiction, and dramatic texts. Teaching a combination of reading comprehension techniques is the most effective (p. 15). K12's instructional methods include question generation, summarization and use of organizers, mirroring techniques recommended by the National Reading Panel. K12s math program builds on extensive research on the effectiveness of standards-based curriculum and instruction, and particularly research on teaching low-achieving students to high standards. In this respect, the design of their math curriculum is consistent with recommendations of TIMSS researchers (e.g., Schmidt, 2004), the National Math Panel (2008) and findings presented in Improving Student Achievement in Mathematics: Part 1: Research Findings (EDO-SE-00-10, 2002). These findings include: Appropriate use of manipulatives, pictorial representations, symbolic operations, problem solving and cooperative learning all increase achievement in mathematics (Johnson, 2001). K12's program makes extensive use of all of these instructional strategies. Many studies show that when students develop mathematical ideas and concepts and use them to solve problems, they have a stronger understanding of the connections between mathematical ideas and their applications, become stronger problem solvers, and do better in advanced math classes. The K12 math program provides multiple opportunities for students to analyze unfamiliar situations and build and apply

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mathematical ideas in a wide variety of contexts; this is the kind of experience that low-achieving students in particular are unlikely to get in traditional curricula and instruction. Research tied to specific learning objectives in particular plays an indispensible role in curriculum development. Below are a few examples of the hundreds of topic-specific research findings that have been implemented in lessons on particular objectives: High school physics research findings: Students tend to think that during a collision the body with greater speed, mass, or rigidity applies a greater force on the other; on the other hand, if a body is slowing down it applies less force (Camp and Clement, 1994). Many students believe that hard objects exert greater forces than soft objects. Active objects exert more force than passive ones. Rigid object exert larger forces than fragile objects (Lattery, 2005). Strategies to help students overcome these difficulties: Help students see collisions as spring problems; i.e., two non-rigid objects deforming under mutual interaction (Lattery, 2005). Point out that in a truck-car collision, the force exerted by the car on the truck is equal to the force exerted by the truck on the car (Zitzewitz et al. 2002). Demonstrate springy (elastic) collisions using trolleys, one of which has its spring-load released so its spring can soften the collisions (Alternatively, use air-track gliders with repelling magnets attached.) Direct a single trolley at a second, stationary trolley. The first trolley stops, the second moves off at the speed of the first. Momentum is conserved. Now try a light trolley colliding with a heavy one, and vice versa. What pattern is seen? A light trolley bounces back from a heavier one (its momentum is negative); a heavier one moves on, but at a slower speed Zitzewitz et al. 2002). High school history research findings: Students find it difficult to evaluate the intentions and purposes of the authors of primary source documents, which is a critical skill in understanding history (Vansledright and Limon, 2006). They tend to accept anything found in a book as true. As Wineberg (2001) noted, this type of knowledge and reasoning is unlikely to appear on its own and needs to be explicitly addressed during instruction. Strategies to help students overcome these difficulties: Explicit instruction and direction on how to do source work and how evidence is evaluated in history can help students to assess the status of sources and to make judgments about their reliability. Algebra II research findings: Some students do not realize that if a variable appears twice in an equation, it has the same value in each place in which it appears. Students who gave a correct solution to (x 3)(x 5) = 0 checked their solution by substituting x = 3 into (x -3) and x = 5 into (x 5), concluding that because 0 x 0 = 0, their solution was correct (Vaiyavutjamai, et.al., 2005). Strategies to help students overcome these difficulties: Emphasize that the zero product property implies that a quadratic equation may have two distinct solutions. The property states that ab = 0 if and only if a = 0 or b = 0. Emphasize the or. Both

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numbers may be solutions but they cannot both simultaneously satisfy the equation (unless both are 0). Students may see that x2 5x + 6 = 0 implies that (x 2)(x - 3) = 0 implies that 2 and 3 are solutions and then attempt to check the solutions by substituting 2 in for the first x and 3 for the second x (Vaiyavutjamai, et.al., 2005). Elementary math research findings: Students are prone to misinterpret the equal (=) sign as an operational symbol rather than a relational one, perhaps because the equal sign is commonly used in the following way: 5+3 = ____. Students see the equal sign as a signal they should do something with 5 + 3. Rather than seeing 5 + 3 = 8 as an equivalence relationship. Strategies to help students overcome these difficulties: Use multiple representations of the equal sign during instruction: 5 + __ = 10 5 + 5 = ___ ___ = 6 + 4 8=8 6 + 3 = ___ + 7 Finally, K12 regularly invites widely-cited cognitive researchers to conduct presentations and training sessions for Product Development and other K12 divisions. In the last year, internationally recognized researchers Richard Clark and Richard Mayer have presented separately on research-based principles for designing good online and offline instruction, and Michelline Chi has discussed the applications of research on expertise to the design of curricula and instruction. The work of these researchers (along with many others) has been integrated into a series of instructional guidelines used by their development teams. They have used Mayers research on the positive effects of multimedia on learning (Clark & Mayer, 2003) to infuse the K12 curricula with the most effective types of interactive technology. Processes for Implementing Research To insure that research-tested strategies are effectively implemented throughout K12s courses, development typically begins with an analysis of the structure of knowledge in the subject area, identification of big ideas, the assessment of these concepts within measurement instruments, and a synthesis of relevant state standards. After these analyses are completed, precise learning objectives are written to reflect state standards, big ideas, and research on learning and misconceptions. These objectives are then organized into a scope and sequence that guides production. High priority master objectives, representing the most important and difficult to master concepts in the course, are also identified, and additional resources are devoted to teaching them. Before course production begins, development teams are trained to make sure that they understand the big ideas, how to teach them, how to measure and assess them, and how to structure the course around them, and are familiar with relevant instructional design strategies and principles. To guide development of specific lessons and units, the Evaluation and Research team leads pre-production discussions of relevant research, focusing on: Empirically-tested methods for teaching ideas and skills covered in the lesson or unit Any misconceptions associated with the ideas, and methods for addressing them

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Research on how students develop understanding of key ideas

Finally, research and content specialists review lessons to monitor whether the recommended research strategies have been effectively incorporated. K12 Empirical Studies In addition to reviewing and synthesizing cognitive science research and working with course development teams to implement it, the K12 Evaluation and Research team also conducts studies to evaluate and improve the effectiveness of their instructional products. Following is a sampling of key findings and actions based on those findings: Re-sequencing Course Content: Re-sequencing curricula to ensure that important content is covered before state tests led to significant improvements in state test scores. Consequently, 50 K12 math courses were re-sequenced, and content sequencing is carefully considered in all new K12 courses. Big Ideas Lessons: Lessons that explicitly taught grade 4 fractions big ideas led to higher posttest scores than lessons that taught the same content with less emphasis on the big ideas. The fractions lessons are now incorporated into K12 math, and the general strategy will be used to teach other Big Ideas. Diagnostic Testing and Instructional Recommendations: They obtained evidence suggesting that giving students periodic diagnostic tests and providing learning coaches and teachers with instructional strategies based on results positively impacts state test scores. Results informed the decision for schools to develop assessments using Scantrons Achievement Series, and use the results to guide student learning plans. Software to Improve Learning of Math Facts: Pretest-posttest and progress tracking data indicated that performance on recalling multiplication facts can be significantly improved (in as little as a few hours) using an approach that presents problems to students depending on how they performed on past trials and how fast they answered certain problems. These principles are currently being applied as K12 develops games and other learning tools to help student learn facts, skills, and procedures that need to be memorized. Focused online practice with feedback: They found a significant positive correlation between state test scores and the number of online practice sessions in reading and math. Lesson shells have been built into K12s online school to increase use of the online practice program, and all K12 virtual schools monitor use, particularly by low achieving students. Analysis of test data to evaluate and improve K12 programs: They analyze student performance on state tests and Scantron tests that are administered periodically during the school year in order to determine which aspects of their program are most effective or could be strengthened, and these analyses enable us to improve existing and future courses. They also conduct reliability checks on K12 assessments and examine item analyses, including distracter analyses, to insure the K12 assessments are technically sound and provide useful and meaningful results to inform instruction and learning.

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Proposed Innovative Offerings INSTRUCTIONAL MATERIALS AND TECHNOLOGY The North Carolina Virtual Academy academic program will combine online technology with traditional instruction and materials. Students in grades K through 12, will receive the K12 course content, instruction, assignments, assessments and supplemental materials online (web-based lessons and assessments) as well as hands-on materials kits shipped directly to the student, including related books (textbooks, workbooks, reference books, and anthologies), DVDs, maps, and other hands-on activity materials (phonics kits, science experiments, art supplies, math manipulatives, musical instruments, etc.). The ratio of online to print materials for the student varies depending on curricula area/course and grade level. Note: as a general definition, printed materials are defined as a book, magazine, and binder sheets that are delivered 100% offline for the student. Some print materials will be delivered online and will need to be printed by the student. These materials are categorized as online materials. For a few high school history courses, the same material is delivered both as a pdf online and in print as a textbook. This material has been categorized as printed material in this table. Generally, the ratios in the core subjects are: GRAD E K12 CURRICULUM RATIOS OF ONLINE AND PRINTED MATERIALS % ONLINE MATERIALS % PRINTED MATERIALS Scienc Histor Englis World Mat Scienc Histor Englis World e y h/ Languag h e y h/ Languag Lang. e Lang. e Arts Arts 95 75 25 NA 50 5 25 75 NA 95 50 2 100 50 5 50 98 0 100 40 50 100 50 5 60 50 0 75 20 86 100 33 25 80 14 0

Mat h 50 50 50 67

K-2 3-5 6-8 9-12

Each North Carolina Virtual Academy family with one or more K-8 students and eligible for free and reduced price meals will be eligible for a loaned computer and printer for the duration of their student(s) enrollment in the school. Each North Carolina Virtual Academy high school student and eligible for free and reduced price meals will also be eligible for a loaned computer and a printer/fax/scanner for the duration of their enrollment in the school. The school will establish a set rate to assist families of these students with the cost of their Internet service. All students may also access the schools web-based curriculum via local publicly available Internet such as in public libraries. The school will establish a process for families that are not free and reduced eligible but still in need of a computer to make a request to the school administrative team. The school will ensure access is available for all students. ELEMENTARY AND MIDDLE SCHOOL CURRICULUM From kindergarten through 8th grade, K12 courses are categorized into six core courses: Language Arts/English, Mathematics, Science, History, Art, and Music plus new adaptive K-5 math courses and new MARK12 adaptive reading remediation courses (see Appendix 2). In addition, K12 provides multiple levels of World Languages in Spanish, French, Latin, German, and Chinese. Their proprietary curriculum

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includes all of the courses that students need to complete their core kindergarten through 8th grade educationin more than 700 engaging lessons. These courses focus on developing fundamental skills and teaching the key knowledge building blocks or schemas that each student will need to master the major subject areas, meet state standards and complete more advanced coursework. The curriculum is masterybased with assessments built into every lesson to ensure mastery and provide for remediation or enrichment where necessary. MATH: Building upon the success of a long-established program, K Math balances mastery of fundamental skills with critical thinking and problem-solving. K Math emphasizes an active, multi-sensory approach to ensure that students understand the concrete realities that underlie mathematical concepts. Regular practice and review ensures mastery of basic skills. Online games and animations motivate students and help illustrate concepts, while challenge problems help develop critical thinking skills. Math+ for Grades K-5: These exciting, researchbased courses focus on computational fluency, conceptual understanding, and problem solving. The engaging approach features colorful new graphics and animation, learning tools, and games; adaptive activities that help struggling students master concepts and skills before moving on; and more support for Learning Coaches to guide their students to success. From helping younger students make the link between the concrete and the abstract to introducing older students to Algebra, K Math provides a thorough mathematic grounding. SCIENCE: K is unique in offering real science for young students. The program balances hands-on experience with systematic study of scientific terms and concepts. Students perform many experiments to help them understand scientific principles, and receive guided instruction in important scientific concepts. Exploring life, earth, and physical sciences in each grade, K science nurtures curiosity, analytical skills, and an appreciation of how the world is shaped by ongoing scientific and technological advances. Students learn about the human body, plants and animals, rocks and minerals, stars, matter, motion, electricity, magnetism, and much more. Through hands-on experiments, the program helps students develop skills of observation and analysis, and learn how scientists understand our world. LANGUAGE ARTS/ENGLISH: K Language Arts/English helps students develop important reading and writing skills, while also inspiring a love of literature. Combining Phonics, Literature, Language Skills, and Spelling lessons, the Language Arts/English program emphasizes classic works, teaches writing as a process, and prepares students for standardized tests in the areas of language skills and reading comprehension. Younger children learn the basics of phonics and grammar and prepare for reading through systematic, multi-sensory activities, while older students develop literary analysis and comprehension skills by reading novels and nonfiction works. MARK12 Reading is a three-stage course for students in grades 3-5 who are reading two or more grades below grade level. The course gives students the opportunity to master missed concepts in a way that accelerates them through the remediation process. HISTORY: With integrated topics in Geography and Civics, K History opens young minds and imaginations to far-off lands, distant times, and diverse cultures. K emphasizes the story in Historya story that includes not only great men and women but also everyday people. The kindergarten History program takes students on a world tour of the seven continents, and provides an overview of American History through a series of biographies of famous

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Americans. The History program in grades 14 tells the story of civilization from the Stone Age to the Space Age, while students in grades 5 and up explore major themes and topics in greater depth through survey courses in American and World History. Lessons for state specific history requirements are embedded throughout each grade level history course. ART: Following the timelines in the History lessons, K Art lessons introduce students to great works of art from different cultures and eras, while engaging them in creative activity painting, drawing, sculpting, and weaving using materials such as oil pastels, crayons, molding clay, plaster, and yarn etc. Students are introduced to the elements of artline, shape, color and identify different types of artworks such as portrait, landscape, and still life as they learn about important paintings, sculpture, and architecture. They study the works of famous artists, from Rembrandt to Warhol, and learn about different artistic movements such as Impressionism and Cubism. Students also create their own works of art similar to those they have learned about, such as mobiles, collages, and stained glass. MUSIC: K Music teaches basic music concepts at different, age-appropriate levels, so that all music students have a consistent understanding of the essential concepts governing Western music. The curriculum builds quickly, in a structured, sensible way. The concepts in the lessons are critical to fostering music comprehension, which is taught in stages as students move through their years in K12. Much more than simple music appreciation, this is an approach that will help students train their own ears, voices, and bodies in the fundamental building blocks of music. WORLD LANGUAGES: The only online language-learning program designed specifically for students in the lower elementary grade levels, K offers students a choice of five World Language courses (Spanish, French, German, Latin, and Chinese) and helps students to read, write, speak, and listen for meaning in the languages they choose to study. Combining a variety of games, simple narratives, and regular writing and speaking challenges, the World Language program highlights common vocabulary terms and phrases, introducing younger students to a wide range of grammar patterns, while helping older students master numerous grammar principles. Courses prepare students to generate language incorporating the vocabulary and patterns they have learned. In addition, culture lessons challenge younger students to recognize different cultural manifestations, while older students analyze and compare practices and perspectives of various cultures. Each week consists of an ongoing adventure story; new vocabulary or grammar patterns; numerous interactive games reinforcing the weeks content;, reading and listening comprehension activities; speaking and writing activities; multimedia cultural presentations from areas across the globe; and assessments so that students can measure their progress in proficiency through quizzes, tests, and regular speaking and writing submissions. Courses thoroughly meet all national standards as set forth by ACTFL (the American Council on the Teaching of Foreign Languages) and follows state guidelines in covering level-appropriate standards in communication, cultures, linguistic and cultural comparisons, cross-curricular connections, and engaging with target-language speaking communities.

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HIGH SCHOOL CURRICULUM The school will be able to offer more than 150 K12 high school courses designed to help students earn their high school diploma and find their own path to post-high school successwhether thats in college or in the workforce (see Appendix 3). K12 offers Math, English, Science, and History courses in multiple levels Core, Comprehensive, Honors, and Advanced Placement plus remediation and credit recovery courses to meet the needs of diverse learners. Students can also take up to four years of a world language (depending on the language), and choose from a variety of electives, including Anthropology, Web design, Entrepreneurship, and Green Design & Technology. Unlike other programs, where a student must be in a particular academic path, the K12 program allows students to chart their own course, choosing from among the four levels of courses to match their aptitude and goals. So, if a student excels in Math and Science, they may take all Honors/AP courses in those subjects, while choosing from among the Core and Comprehensive English and History courses. These multiple course levels prevent you from being locked in to one level of a particular subject, and account for natural progress and growth. The school will use a combination of rich, engaging content with interesting interactive demonstrations and activities helps students absorb and retain information. The use of graded assignments and assessments allows students to demonstrate progress toward learning objectives. Four Levels of Core Subjects By using the K12 high school curriculum, the school will allow students to harness the power of individualized learning by choosing from the following six levels of Math, English, Science, and History courses: In K12 core courses, topics are broken into discrete modules that are taught in tandem with the framework students need to develop strong study skills. Rich, engaging content with interactive demonstrations and activities help students absorb and retain information. In K12 comprehensive courses, students do more extensive writing and research projects, and tackle problems that require more analytical thinking. Course projects and activities also demand more independent thinking and self-discipline than projects in core courses. K12 honors courses hold students to a greater degree of accountability, and demand even greater independence and self-discipline. Students synthesize and evaluate information and concepts from multiple sources and read texts typically assigned in college level courses. Students also demonstrate college level writing in essays that require analysis of primary and secondary sources, responsible use of evidence, and comprehensive citation of sources. K12 AP courses are college level courses that follow curriculum specified by the College Board. These courses are designed to prepare students for success on AP exams, providing students the opportunity to earn credit at most of the nations colleges and universities. K12 currently offers 19 Advanced Placement courses that have been approved by the College Board. These courses were officially approved through the AP Audit process in the summer months of 2011. K12 also provides two levels of courses for struggling students, at risk students, and students who have not successfully completed courses required for graduation: K12 remediation courses bring students up to grade level in math and Englishguiding them through the skills and knowledge needed for success. Remediation courses evaluate

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students current knowledge and provide the instruction needed for them to continue their studies at a high school level. K12 credit recovery courses allow students to gain credit for courses they have previously taken and not completed successfully. These courses include diagnostic unit tests that assess students understanding of fundamental content and direct them to review or move ahead accordingly. Fresh, engaging content delivered with new approaches helps students grasp concepts they missed the first time. Designed to provide flexibility in delivering teacher support, these courses include computer-graded assignments and assessments with the option to augment with teacher-graded assignments and assessments, as appropriate. The National Collegiate Athletic Association (NCAA) has approved K12 courses as meeting the requirements for establishing the initial-eligibility certification status for high school student-athletes wishing to compete in college. While courses are approved for all Virtual Academies managed by K12 Inc., each school is listed individually. You can visit the NCAA website and follow the link to Membership Institutions then List of Approved Core Courses to navigate to the High School Portal. For a listing of approved courses for all K12 Virtual Academies, please see the list for the Ohio Virtual Academy (CEEB code 365143). LEARNING MANAGEMENT AND STUDENT INFORMATION SYSTEMS Students, parents, teachers, administrators and the Board may continuously measure and receive reports on student achievement gains during the school year using the schools learning management and student information systems. Using these systems, the school will deliver the curriculum to its students and permit teachers and parents to see, at every moment, how the student is progressing. These systems provide each student with an individualized learning experience. The school will be using the following management tools which are components of the education program that K12 will provide to the school: Learning Management System (LMS) The LMS is an intuitive, web-based software platform. It provides access to more than 22,000 online lessons and courses; lesson/unit/term assessments; hands-on activities; alternative learning approaches; classroom collaboration tools; and optional and supplemental lessons and activities, as well as lesson planning and scheduling tools and progress tracking tools. Students, parents and teachers can access the LMS with an Internet connection at any time. Lesson Planning and Scheduling Tools The K12 lesson planning and scheduling tools enable K-12 teachers and parents to establish a schedule for completing lessons. These tools are designed to update the plan as a K-8 student progresses through each lesson and course, allowing flexibility to increase or decrease the pace the student moves through the curriculum while ensuring that the student progresses towards completion in the desired time frame. Changes can be made to the schedule at any point and the remainder of the students schedule will automatically adjust. For grades 9-12 students, teachers use these tools to establish assignment dates. They are designed to provide student and parent visibility into upcoming assignments and course progress. (An example of a 1st graders weekly plan follows.)

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Progress Tracking Tools Once a master schedule has been established for K-8 students, the LMS delivers lessons based upon the schedule. Each day, a student is initially directed to a screen listing the syllabus for that day and selects one of the listed lessons. As each lesson is completed, the student returns to the days syllabus to proceed to the next subject. If a student does not complete a lesson during the session, the lesson will be rescheduled to the next day resuming at the point where the student left off. The progress tracking tool allows students, parents and teachers to monitor student progress. In addition, information collected by the progress tracking tool regarding student performance, attendance and other data is transferred to the management system for use in providing administrative support services. Once a master course schedule has been established by a high school teacher in the LMS, content units and assignments are delivered to students based upon the schedule. Each day, a student is initially directed to a screen listing the upcoming assignments for the course, as well as specific teacher-created announcements that assist in guiding the students activities for the day and/or week. As each lesson is completed, the student returns to the days assignment list to proceed to the next activity. The progress tracking tools allow students, parents and teachers to monitor student progress in each course. (Below is a screen shot of one of the progress screens from a student view. This screen shot is from a demo account therefore no progress is indicated.)

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Below is a one of many views a teacher has for monitoring students.

Student Administration Management System (SAMS) SAMS, the master digital database, captures raw student data, stores it, organizes it, and integrates with other systems. SAMS collects and provides all of the information required to manage student enrollment

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and monitor student performance. TotalView School and MyInfo are two sides of SAMS. They are applications for administrators, teachers, parents, and students to use that display the information stored in the SAMS database. TotalView School serves the schoolteachers, administrators, and other staffby providing a secure, internal communications tool, an overview of their students current progress and history, and the status of the shipment of curriculum materials. It allows teachers to interact one-on-one with students. Parents and students use MyInfo as a secure communications tool to track students course progress, grades, and attendance history, and to check the status of course material shipments. How Data Improves Instruction North Carolina Virtual Academy will be able to use K12 assessments to measure student achievement in various ways; electronic multiple-choice and true-and-false quizzes that measure the retention of facts; written responses that require critical thinking; hands-on laboratories that mimic real-world application; and through real-time interactions with teachers that reflect all of these. Students show accumulated knowledge and skill both through testing and project- or portfolio-based work. Students using K12 curriculum learn to express themselves to their teachers and their peers through written and spoken word as well as through visual media, one-on-one and in small groups. Students can choose from many courses that consist of multiple units, lessons and activities that instruct, provide practice to, and evaluate students. Within these courses, students complete assignments, lessons, and assessments that teachers post to their course calendar. Students submit assignments to teachers on or before the due dates posted on the calendar. Once teachers grade and return assignments to students, they read the feedback listed from their teachers. Teachers are available during live office hours or in online discussions. Students can also get help during optional live sessions or by watching recordings of these sessions. Students always know where they are in a course and how they are doing, and can continually monitor their progress. Because K12 is committed to student learning, assessment is an integral part of the curriculum. Assessments help the parent, teacher, and student to see that the student is achieving important learning objectives. Assessments show growth and progress, as well as any areas that might need extra work. The assessments will also help our school to improve the school by providing information on the effectiveness of specific instructional activities and the curriculum overall. Student achievement gains will be continuously measured and reported to students, parents, teachers, administrators and the Board during the school year. Throughout the year, students demonstrate their acquisition of course objectives by completing various assignments, participating in synchronous discussion activities, and taking quizzes, tests and exams. While some assessments and assignments are scored by the LMS, assessments accounting for the majority of course points and those addressing higher-level thinking skills are submitted by students directly to our teachers for grading through the Learning Management System's electronic dropbox. Teachers grade these assignments and provide direct instructional feedback on each assignment before returning the graded assignment to the student. Graded activities are assigned points and a student's final grade will reflect the actual points earned compared with the total points possible. A percent grade can be calculated using these points and the school will then assign letter grades according to the grading procedures for that course. During the semester, students can view grades in MyInfo or the student gradebook sections of the Learning Management System. One of the many features afforded by the schools Learning Management System is a current report of a students academic progress and attendance information. Teachers, administrators, and parents also have access to graded information online at any time of the day or night. Conference calls with families are conducted on a monthly basis. At that time student progress and attendance are

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discussed. A detailed progress report for each K-12 student will be provided mid-semester. Formal report cards will be issued to students twice a school year. Report cards will be issued once after the end of the first semester and again shortly after the end of the school year. Students who withdraw during the school year will be issued withdrawal reports that can be used for enrolling in a future school. K12 Curriculum Alignment Alignment of K12 Courses to North Carolina Standard Course of Study Standards, Essential Standards and the Common Core Curriculum Standards North Carolina Virtual Academy will offer K12s complete curriculum of grades K through 12 courses. K12 has documented how their math and English Language Arts courses are aligned to the North Carolina Common Core Curriculum Standards and how their other core curriculum is aligned to the Standard Course of Study standards to ensure that students will meet or exceed those standards. K12 is in the process of aligning their curriculum to the North Carolina Essential Standards which will be taught and tested beginning in 2012, the year that North Carolina Virtual Academy is proposing to open. The alignment process is overseen by K12s curriculum support and alignment department. External Subject Area Specialists document alignment of the curriculum to the state standards. K12 has worked with a North Carolina alignment specialist to align all current coursework with North Carolinas standards. They understand that due to the hundreds of pages of the curriculum alignment that these are not requested as part of the application process; however, K12 feels that the curriculum alignments are exceptional and would demonstrate the strength of the curriculum. The Board would be willing to provide curriculum alignments upon request. The alignments identify for the teacher all of the units and lessons where each standard is addressed in the curriculum. To ensure full coverage of the Essential Standards and the Common Core Curriculum Standards, teachers will use supplementary curriculum resources as needed including: educationally appropriate web resources, hands-on activities, project-based activities, additional images and artifacts and exploratory activities for demonstration of understanding and application of knowledge. All of the alignments will be thoroughly reviewed after charter approval and prior to school opening in fall 2012 to prepare teachers for student instruction. To further ensure alignment among the North Carolina Virtual Academy curriculum, the Essential Standards, the Common Core Curriculum Standards, and the North Carolina ABCs of Public Education accountability program, after charter approval and prior to school opening in fall 2012, test blueprint alignments will be developed for End-of-grade tests, End-of-course tests, NCEXTEND1 Alternate Assessments, and NCEXTEND2 Alternate Assessment. Alignment of K12 Courses to iNACOL Standards for Quality of Online Courses Background The iNACOL standards were first published in 2007 based closely on guidelines originally formulated by SREB (Southern Regional Education Board). The iNACOL standards were revised in late summer 2011 and this new version was published in October 2011. A school or other

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educational organization can use these standards as rubrics or guidelines for evaluating the quality of any online courses it may wish to offer. K12 and the iNACOL Standards The iNACOL standards comprise quality guidelines for online course content, instructional design, technology, student assessment, and course management. K12s rigorous coursesaligned to national and state content standardsengage students in active and self-directed learning that requires progressively sophisticated thinking, reasoning, information literacy, and communication skills (as collectively identified by the 21st Century Skills Initiative). K12s courses address the many ways students learn, including the varied capabilities offered by the online medium and supported by instructor-student and facilitated student-student interaction. The curriculum provides for multiple levels of mastery, teaching concepts and skills that will be retained over time and that provide a foundation for further study. Ongoing assessments verify students progress and readiness for advancement. K12 conducts continuous and systemic internal audits of its courses to measure compliance with iNACOL standards. In 2009, K12 documented the evaluation of its courses against the first iteration of the standards; that documentation is available for review. The 2011 iNACOL Standards Revision K12s courses have been so widely recognized as exemplary in embodying best practices for online learning that K12s curriculum department was invited to join iNACOLs committee for revising the standards for 2011. In this recent revision, the iNACOL committee did not so much drop or add standards as reformulate them to be more easily applicable and verifiable in a growing landscape of different online scenarios. These reformulated standards have only just been published as of this writing (October 2011). K12 will be completing the documentation showing its alignment to the new standards. Because of K12s previous success and its participation in the revision of the standards, K12 is confident that the documentation will show that its curriculum is even stronger than before. 2. Teaching approach, class structure, curriculum design, and instructional methodology, courses of study, etc. Teaching Approach Our proposed instructional model is based on K12s National Instructional Model (NIM) adapted for North Carolina-specific requirements including a focus on: (1) meeting the Essential Standards and the Common Core Curriculum Standards as measured on the North Carolina state-required tests (End-of-grade tests, End-of-course tests, NC Writing Assessment, NCEXTEND1 Alternate Assessments, and NCEXTEND2 Alternate Assessment), and (2) an intervention plan for struggling learners which adds the support of our state certified teachers online. Student services such as guidance counseling, diagnostic achievement testing, health services, college and career counseling, coordinated with a detailed instructional model and intensive academic intervention programs will be part of our approach.

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At the center of both aspects of this approach are the schools North Carolina-certified (and NCLB Highly Qualified) regular and special education teachers. Our instructional model will be a reflection of the reality that student engagement and performance is best achieved through a tight combination of rigorous curriculum and focused innovative instruction. High quality curriculum alone will not achieve the results we seek, nor will great teachers who are not provided with robust curriculum and instructional tools. Our instructional model will include both asynchronous and synchronous instruction. Befitting a leading online school, it is a mostly web-based approach. However, weve estimated that for about 35% of our student body, our at risk students, a webbased approach alone will not be enough. For these students, we are proposing an intervention model to be included as part of a students Individual Learning Plan consisting primarily of targeted web-based interventions which seek to identify and remediate gaps in skills and content (including study skills, habits, levels of engagement and motivation, etc.). If these interventions are not enough, we will consider the need for learning centers so that teachers can work with students in face-to-face instruction. Class Structure Online instruction will be provided by North Carolina certified teachers who will work in conjunction with learning coaches (usually parents or guardians, but can be any caring adult that the parent or guardian selects) to ensure student success. Classrooms will be both synchronous and asynchronous. Students will study from home or other locations of their choosing where they can access the Internet as needed to access web-based curriculum, participate in direct instruction, teacher conferences and office hours, etc. The teacher will manage the students Individualized Learning Plan, monitor progress, and focus on each students individual problem areas. The high school teacher will be responsible for conducting online lectures and discussions, holding office hours, validating student attendance and course activity, curricular mastery, setting and grading assignments, and assigning course grades through K12s online Learning Management System. The teacher will also be the first point of contact for students and parents with all questions regarding the curriculum. Resources provided by teachers will include instructional and curricular support, differentiating instruction and/or assessment as necessary, organizational assistance, and encouragement. For at-risk students, we are proposing an intervention model to be included as part of a students Individual Learning Plan (see Appendix 4). These interventions will include both online and offline approaches to ensuring that struggling at-risk students are provided with structured efforts to address gaps in their knowledge or skills. The online approaches include targeted synchronous tutoring sessions via a tool like Elluminate, detailed use of Scantrons Achievement and Performance Series, instruction of study skills, and other interventions. Offline, regular and special education teachers and counselors may work as needed with students, parents, and/or learning coaches face-to-face at local learning centers if the need for these centers is demonstrated. The learning centers and other approved sites could also be used for meetings of student clubs, proctored test administration sites, and parent training. We would hope to share space with other nonprofit organizations for learning centers if they are needed. Resources in our budget would provide funds to rent them if they are needed. All academic interventions implemented at sites can be accomplished online via Elluminate with no diminishment of instruction.

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Curriculum Design The design, development and delivery of the K12 proprietary learning system that facilitates individualized learning is based on the following set of guiding principles: Apply Tried and True Educational Approaches for Instruction. K12s learning system is designed to utilize both tried and true methods to drive academic success. True methodologies are based on cognitive research regarding the way in which individuals learn. They also supplement their learning system with teaching tools and methodologies that have been tested, or tried, and proven to be effective. This tried and true philosophy allows them to benefit from both decades of research about learning, and effective methods of teaching. Employ Technology Appropriately for Learning. While all of their courses are delivered primarily through an online platform and generally include a significant amount of online content, they employ technology only where they feel it is appropriate and can enhance the learning process. In addition to online content, their curriculum includes a rich mix of course materials, including engaging textbooks and hands-on materials such as phonics kits and musical instruments. Furthermore, their teachers utilize telephonic contact as well as email and virtual electronic classrooms. They believe their balanced use of technology and more traditional approaches help to maximize the effectiveness of our learning system. Base Learning Objectives on Big Ideas. They refer to big ideas as the key, subconscious frameworks that serve as the foundation to a students future understanding of a subject matter. For example, an understanding of waves is fundamental to a physicists understanding of quantum mechanics; therefore, they teach 1st graders the fundamentals of waves. They use these big ideas to organize and provide the master objectives of every course they develop. Assess Every Objective to Ensure Mastery. Ongoing assessments are the most effective way to evaluate a students mastery of a lesson or concept. To facilitate effective assessment, their curriculum establishes clear objectives for each lesson. Throughout a course, each students progress is assessed at a point when each objective is expected to be mastered, providing direction for appropriate pacing. These periodic and well timed assessments reinforce learning and promote mastery of a topic before a student moves to the next lesson or course. Facilitate Flexibility as the Level, Pace and Hours Spent on Each Objective Vary by Child. They believe that each student should be challenged appropriately. Generally, adequate progress for most students is to complete one academic years curriculum within a nine-month school year. Each individual student may take greater or fewer instructional hours and more or less effort than the average student to achieve this progress. Their learning system is designed to facilitate this flexibility in order to ensure that the appropriate amount of time and effort is allocated to each lesson. Prioritize Important, Complex Objectives. They have developed a clear understanding of those subjects and concepts that are difficult for students. Greater instructional effort is focused on the most important and difficult concepts and skills. They use existing research, feedback from parents and students and experienced teacher judgments to determine these priorities, and to modify their learning system to guide the allocation of each students time and effort.

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 Ensure Fundamental Content Soundness. Their credentialed subject matter experts (SMEs) or Content Specialists bring their own scholarly and teaching backgrounds to course design and development and are required to maintain relationships with and awareness of guidelines from nearly 40 national and international subject-area associations. K12 develops their products and related service offerings through a highly collaborative process that blends cognitive research with an innovative development approach by utilizing best practices from the education industry and other industries. Their approach provides for effective content and rapid time to market. Unlike many traditional content companies that may take several years to develop a new course, their course development process usually takes between six and 12 months, depending upon grade and subject. Their development team includes professionals from the following disciplines: Cognitive Scientists, Evaluation and Research Specialists conduct and review cognitive research to determine how students master the key ideas in a subject area, the common misconceptions that present obstacles to mastery and available techniques that can effectively address common misconceptions. Curriculum and Teaching Specialistsbring deep subject matter knowledge and experience with a variety of pedagogical approaches to their course design process. Writers and Editors script out the text of the lessons, ensuring that the information is accurate, meaningful and suitable for the age group they are trying to reach. Instructional Designersweave together all elements of a lesson and determine the extent to which online, multi-media components, textbooks and other offline materials, and activities can be integrated to achieve the desired learning outcomes. Graphic Artists/Media Specialists/Flash Designers ensure overall visual integrity of each lesson and build creative and interactive content. Print Designers design and publish their proprietary textbooks and printed learning materials. User Experience Specialists work closely with our design teams to ensure that lessons are easy for students to navigate and understand. Training Specialists concurrent with the development of the courses, develop training materials and programs to support the effective delivery of our curriculum by teachers. Product Support Specialists analyze their courses to ensure alignment to state standards and maintain and update the online and offline materials based upon feedback from teachers, parents and students. Project Managers coordinate all of the activities, including the work of the above-listed resources to develop the product as designed, on time, and on budget. Using highly skilled resources, they follow a six-stage product development process beginning with idea generation and carrying through to post-production evaluation. Their ability to continually modify their products based upon student, parent and teacher feedback and assessment data is one of the significant advantages of their online curriculum. All of their lessons contain a user feedback button that allows us to identify learning issues on a real-time basis. In a given week, they receive hundreds of feedback items from students, parents and teachers. The related descriptions below illustrate each stage in their product development process. Blueprint Stage. During this stage of development, they gather the key requirements for a new product, which may be a new course or a group of related courses. They conduct a thorough review to identify all of the cognitive research related to learning of the subject and gain an understanding of the stages a student will go through in mastering the subject material. They also look at how experts perform in the subject.

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Expert-novice research has shown that an experts knowledge of a domain is contained in a subconscious framework, the components of which can help guide the development of a course. During this stage, they also analyze state standards to confirm that they are encompassing the elements of the nations highest state standards and that they are building courses which meet or surpass all state standards. Design Stage. They begin the design stage by developing the learning environment in which the product will be used. This includes understanding the types of students that will be using the product, how the course will be taught, the learning objectives within the course and what online and offline materials can be utilized. They then produce a design document and their creative teams develop a work plan for every aspect of the product, including the look and feel of the product, level of functionality and length of the course. They produce, test and refine prototypes with focus groups of students, teachers and parents. Pre-production Stage. With the work plan complete, a pre-production team is assembled to develop the scope and sequence of the course. The scope and sequence is an ordered collection of learning objectives based on cognitive research and state standards. These learning objectives, once organized, guide the production team in the creation of the individual course lessons. The pre-production team also creates the list of materials that will be required and provides this list to their logistics group for sourcing. Production Stage. During this stage, the product is built in accordance with the work plan. First, manuscripts, storyboards and lesson design specifications are created. Online screens, offline materials such as textbooks, simulations, photographs, and other reference materials are then created, reviewed and refined. Rights for licensed materials are cleared at this point, if needed. Each lesson then goes through a rigorous quality review before being released. Support Stage. The goal during this stage is to support the initial launch and ongoing utilization of their lessons and to enhance the products during the course of their useful life. They break this stage down into three components: (i) content development, where they design and develop teacher and student training packages; (ii) alignment and standards analysis, where they examine performance on state tests to determine the extent to which they should refine or adjust the standard alignments initially developed during the blueprint stage; and (iii) long-term maintenance, where they maintain and update the online and offline materials on an ongoing basis based upon feedback from teachers, parents and students. Evaluation Stage. The final stage of the product development cycle is the evaluation stage. During this phase, they evaluate the overall performance of their product against the original design specifications. They obtain measurement feedback from a number of sources, including: User Feedback they receive a substantial amount of feedback from teachers, parents and students. Some feedback is directly incorporated into course modifications. In addition, they observe students in their usability labs and visit students and parents to better understand how their products are being used; Progress Reports through their OLS, they are able to monitor each students progress through a course. This data helps us identify portions of a course that may be especially difficult for students, and may require revision or enhancements; and State Test Scores students in the virtual public schools they serve participate in proctored state exams. These tests provide an impartial assessment of how these students are performing against established benchmarks and within their state.

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Using these sources of feedback, they can revise their courses as necessary to achieve the desired learning objectives. They believe that this ability to proactively respond to feedback and other data in an efficient manner is a key competitive advantage within the educational industry. Instructional Methodology Elementary and Middle School Each K-8 student will be instructed by a team including North Carolina certified teachers and learning coaches or other designated responsible adults who are the students learning coaches. A healthy working relationship between the student and the assigned teacher and between the learning coach and the teacher will be essential. A certified teacher will be assigned to each K-8 student and will communicate with the parent through e-mail, telephone, online web meetings, and physical meetings. Students in grades 9 through 12 will have content specific teachers who communicate with students by subject matter. It is the teachers personal responsibility to ensure the academic success of each individual student in his/her class. They engage students in the coursework and continually motivate them, monitor student progress in the course, as well as grading and providing instructional feedback on assignments. Students learn from this feedback and then revise their efforts for future assignments. Teachers set the pace of the course through defining daily assignments and setting due dates, and support students through the use of asynchronous and synchronous methods. Each student will also have a homeroom teacher who addresses noncurricular questions. A key part of the NCVA education program is the Individualized Learning Plan (ILP) (see Appendix 4). An Individualized Learning Plan is designed for each K-8 child to ensure a customized program that fits each childs unique strengths, weaknesses, learning styles and aptitudes. An Individualized Learning Plan will be developed for each high school student also, mapping out multi-year personalized learning strategies for each student. The ILP is designed to organize and properly sequence the high school students course work while helping articulate the students academic strengths and weaknesses. It includes academic objectives, specifically post-high school goals. The development of the ILP is a collaborative team process involving all partiesthe high school student, parent, teachers, guidance counselor, and advisor. Lesson plans will appear daily for each K-8 student in the students online school. This will update daily as students progress and master the content in each course. Teachers will provide both synchronous and asynchronous instruction and support to students and their learning coaches by phone, email, and web conferencing. The teacher will lead academic conferences with the learning coach, but will also be available to answer questions the student and/or learning coach have as they progress through the lessons. The teacher will also provide direct instruction based on the students individualized learning plan through Elluminate, a web-based conferencing platform. Students will attend classroom sessions by logging in on Elluminate Live!, using chat, an interactive whiteboard, Voice-Over IP (VOIP), and other features to further explore and discuss lesson topics synchronously with teachers and fellow students. Teachers of K-8 students will monitor individual student progress by setting goals, grading assignments, giving support and advice, and drawing on their years of experience and training. This approach, integrated with assessments and a comprehensive learning system will provide learning coaches and teachers with the support needed to deliver an unparalleled education. Teachers can proactively track individual student academic progress through ongoing lesson and unit assessments tracked in real time through the Learning Management System. Students who master lessons ahead of schedule can progress seamlessly

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into the next unit. Students who need additional instructional time can continue working on lessons until they master the lesson objectives. High School In the high school program, students will have one subject-specific teacher for each subject studied, and these teachers will be responsible for reviewing all student work and providing instructional feedback. The teachers will work together on a teaching team, and employ a cooperative team-teaching approach. This approach will allow the parent to focus on serving as a learning coach and guide to her/his student to help them achieve academic excellence. Students are regularly involved on a course-by-course basis in threaded, teacher-monitored discussions with each other about key topics and ideas being covered. While the K K-8 curriculum is self-paced, our high school courses will make use of a weekly schedule of activities and assignments. The student has the flexibility to decide what work gets done during the week. Each week, however, there are due dates, and assignments and mandatory online discussion sessions designed into the program to: Allow a class to move through material at the same time or in close proximity; Enable teachers to run online group activities as needed for each section of students, helping many students to overcome the same often complex obstacles at the same time; Free parents from detailed academic support burdens at the high school level; Encourage students, with help from family and teachers, to acquire the experience of planning their work and lives day by day, which is a key skill for later in life. While providing students with the needed flexibility for work, extracurricular activities, and hobbies, the high school programs weekly schedule permits the teacher to ensure that each student is moving along at a reasonable pace, and enables state-of-the-art distance learning techniques to be used, such as conducting a full-class meeting online. The most successful online learning environments are those in which groups form a community of learners with their teacher. Students come to know each other, respect each others differences and contributions, and work together. In the NCVA program, students will participate in online, teacher-monitored discussions providing students with both practice and confidence in the underlying concepts of a particular topic, as well as practice in communicating. Teachers can both coach one-on-one, privately, and provide direction to the whole group at once. Teachers and students get to know each other during these discussions. Courses of Study North Carolina Virtual Academy will offer grades K-12, beginning with K-10 in Year 1 and adding one grade per year for the next two years. The school will follow the North Carolina Standard Course of Study for all students. including the North Carolina state required tests which will assess the Common Core State and North Carolina Essential Standards beginning in the 2012-2013 school year (End-of-grade tests, End-ofcourse tests, NC Writing Assessment, NCEXTEND1 Alternate Assessments, and NCEXTEND2 Alternate Assessment), early literacy screening (DIBELS), pre- and post- diagnostic benchmark assessments (Scantron Performance and Achievement Series), standards-mastery assessments (Study Island), and embedded lesson, unit and semester curriculum assessments. 3. Compliance with Federal and State regulations for serving exceptional children.

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Approximately 10% of students attending K12 virtual academies are students with exceptionalities. Students with specific learning disabilities are the biggest proportion of those students. Other disabilities in order of magnitude are speech/language, other health impaired, Autism, emotionally disturbed, cognitive disability, orthopedically impaired, multiple disabilities, hearing impaired, visually impaired, and traumatic brain injury. Students with disabilities will be served in accordance with federal and state regulations including Section 504 of the Rehabilitation Act of 1973 (and amendments thereto, at 29 USC Section 794 et seq. and its implementing regulations at 34 CFR Section 104), and the Individuals with Disabilities Educational Act (IDEA at 10 USC Section 14010 et seq. and its implementing regulations at 34 CFR section 300). A free and appropriate education will be provided to such students in accordance with their Individualized Education Programs (IEPs), as required by the IDEA and 504 plans as required by Section 504 of the Rehabilitation Act and the most recent, Americans with Disabilities Amendment Act (ADAA). Based on the exceptional child population in North Carolina, we have projected that 13.5% of the NCVA enrollment will be identified as students with exceptionalities. As required, NCVA will work to accommodate students with all disabilities who are using the K12 web-based courses in a distance learning setting. NCVA will offer necessary accommodations by procuring the agreed-upon technology and other services to aid these students in navigating through their courses. Further, K12s experience making webbased content more accessible to students with disabilities includes incorporating audio and video enhancements into the courses and using equivalent alternatives to accommodate various disabilities, such as using text equivalents and various forms of assistive technology. All K12 materials published after August 2006 meet the requirements of the National Instructional Materials Accessibility Standards (NIMAS). Child Find The NCVA enrollment application, a conference call with a K12 placement counselor, and conference calls with a NCVA general education teacher will all provide a query for the parent to indicate a student with special education or gifted education needs for services. In addition, a careful review of previous school records by the schools special education coordinator will be undertaken upon receipt of such records to identify any students enrolling who have previously been identified as a student with a disability or exceptionality. NCVA general education teachers will be provided professional development prior to and during the school year on their child find responsibilities, including possible indicators of special education and exceptional needs related to achievement and behaviors. Since NCVA will be enrolling students in communities across the state, posting and public notification within school districts concerning the process for screening and the availability of special services and programs of instruction for students with disabilities and exceptionalities will be on the school website, in addition to being sent via electronic and/or U.S. postal service mail to all enrolled families. Services and Related Services All identified students with a disability will have a NCVA IEP meeting upon enrollment with the appropriate team members in attendance. This IEP will include a statement of the students current level of performance and how the students disability affects his/her ability to progress through the general education curriculum, a statement of measurable goals and a statement of educational services, program modification and support necessary for the student to be involved in the general education coursework, including assistive technology. The means for learning and demonstrating proficiency will be aligned to the

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Essential Standards and the Common Core Curriculum Standards. Assessment accommodations or alternative instruction procedures will be based on the objectives in the students IEP. The IEP will be updated as needed throughout the school year and at the end of each school year through an annual review of student progress, strengths, and needs. The necessity of extended school year services will be discussed by the IEP team and, if the student is found eligible, then appropriate services will be provided by NCVA. If a student has a behavioral need, NCVA will administer a Functional Behavioral Assessment (FBA) and implement a Behavioral Intervention Plan (BIP). The IEP team will consider, when appropriate, strategies including positive behavioral interventions, strategies and support to address that behavior through the IEP process (614(d)(3)(B)(i)). Students with special needs will be supported by their regular education teacher in the least restrictive environment, in addition to receiving the supportive services of a special education teacher. The students IEP will determine the type and amount of services necessary to meet the goals of the IEP. Related service providers, if required, will be located within the geographical vicinity of the student. These related services may be provided through contracts with the students district of residence or a private agency/provider. Students with disabilities will participate in the general education program to the greatest extent possible offered by NCVA and as determined by the IEP team. The NCVA special education teacher will support students with disabilities and provide specially designed instruction through synchronous and asynchronous contact which may include phone conferencing, email, and direct real-time interaction through a web-conferencing tool. With web conferencing, the special education teacher/general education teacher can provide real time support to the student and assessment of progress towards IEP goals. In addition, parent education can be effectively delivered using web conferencing Students with disabilities will fully participate in all general education classroom activities with their classmates including outings and field trips. NCVA will ensure that each student with a disability is placed in the least restrictive environment. Due to the ability of the student to access the general education web based curriculum at anytime, the student receiving special education services or programs within the general education classroom is not missing any general education instruction. Oversight and compliance monitoring in a distance learning setting are assured through many means including detailed monitoring of student progress and achievement both in the general education curriculum and on IEP goals through work sample collection, synchronous instruction and assessment, and assessment data collected through the online school by a highly qualified general education teacher; file review and monitoring of timelines and processes by the Special Education Coordinator (Masters Degree or above required) at the school; and regional oversight and monitoring of the program by K12s Southern Region Special Programs Manager. Staffing NCVA will employ special education teachers who hold a North Carolina teaching certificate in the area of Exceptional Children K-12 and, if teaching a core subject area, will be highly qualified teachers in that area. NCVA administrative staff will include a Special Education Manager who will oversee the provision of

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services and special education compliancy at the school. The Special Education Manager will receive the support and oversight from K12 Regional Special Programs Manager and National Special Education Director. NCVA believes that it takes a complete team of individuals working together to serve students with disabilities to ensure academic success. As such, frequent and relevant synchronous and asynchronous communication between all parties is delivered through phone conferencing, notes, emails and web conferencing tools. (See picture below)

Model of Virtual Special Education Services

General Education Teacher
Student instruction Student support Social outings Academic outings Parent support

Parent

Special Education Teacher

Student instruction Student support Teacher support Parent support Accommodations Modifications IEP

Related Service Providers

Speech Occupational therapy Physical therapy

Transition Needs Counseling Psychological Services

4. Entrance and exit requirements as well as graduation requirements (if the school is to be high school). Entrance Requirements Our school will be a full-time virtual public charter school open to all kindergarten through twelfth grade students who are qualified under the laws of the state of North Carolina for admission to a public school including students from diverse backgrounds, urban, rural, special populations of students, such as gifted

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and talented students, students attending schools designated as needs improvement under NCLB, special education students, homebound students, or those who are struggling academically. For grades K-8, all initial placement decisions will be handled by the placement team (members are known as Personal Admissions Liaisons (PALS)) in consultation with the family and certified teacher before the start of the school year. New students will be placed in appropriate grade level courses. Course placement may also be determined by prior grade level completion and other relevant information provided by the parent. Students will be assessed online after school begins, in which case, the teacher will determine if the student should be placed at a different course level for a subject. Mid-year course promotion in math and language arts will be approved as a matter of course. For history, art, science, foreign language, or music, courses may be promoted if a student, working below grade level, completes a course. Courses may also be promoted at the discretion of the administration. Foreign language courses will not be promoted within a given school year. Please note: Grade level designation, rather than course levels, is used to determine the grade level for state testing. Please see Section VI Subsection Health and Safety for information about immunization requirements for students. Graduation Requirements NVCA will require 22 credits for high school graduation complying with the North Carolina Future-Ready Core Course and Credit Requirements for ninth grade students entering school in 2012-2013 and later. English - 4 credits Mathematics* - 4 credits to include the following: 1 credit in Algebra I 1 credit in Geometry 1 credit in Algebra II 1 credit elective math course Science - 3 credits to include the following: 1 credit in Biology 1 credit in Earth/Environmental Science 1 credit in a physical science Social Studies - 4 credits 1 credit Civics and Economics 1 credit in US History I and US History II or AP US History* 1 credit in World History 1 credit elective social studies course

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Health and Physical Education 1 credit 1 credit Electives or other requirements 6 credits 2 elective credits in any combination of either o Career and Technical Education (CTE) o Arts Education o Second (World) Languages 4 elective credits (four course concentration) o Career and Technical Education (CTE) o Arts Education o Other subject areas (e.g., math, science, social studies, English) *A student, in rare instances, may be able to take an alternative math course sequence as outlined under State Board of Education policy. **A student who takes AP US History instead of taking US History I and US History II must also take an additional social studies course in order to meet the four credits requirement. 5. The school calendar (must provide instruction for a minimum of 185 instructional days) (G.S.115C-238.29F(d)(1)) North Carolina Virtual Academy is a virtual charter school whose students who are all full-time students will follow a self-paced schedule according to a functional equivalent of the instructional model of attending school five days per week, thirty-six weeks per year. Although North Carolina Virtual Academy will encourage students to learn at their own pace, they will meet all North Carolina state requirements for attendance days including a school year minimum of 185 days of instruction covering at least nine calendar months. Parents (or responsible adults) and students will record student daily hours of attendance using the attendance tracking system that will be part of the Online School (OLS). Attendance records will be submitted to teachers by parents on a regular basis. Teachers will also be able to monitor daily student attendance through the OLS. Teachers will be responsible for submitting attendance records to North Carolina Virtual Academy administrators according to school rules. Given the virtual nature of North Carolina Virtual Academy, however, student learning time will not be confined to a traditional academic calendar or school building hours. As a virtual charter school, North Carolina Virtual Academy will not have a set daily schedule with regular classroom periods. North Carolina Virtual Academys model is fluid and flexible. With 24/7 access to the North Carolina Virtual Academy online school and lessons as well as books and other materials, students will be able to complete lessons and assignments at any time and have it credited to meet their required instructional hours. 6. A concise description of any evaluation tool or test, if any, that the proposed charter school will use in addition to any state or federally mandated tests and how this data will be used to drive instruction.

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North Carolina Virtual Academy will utilize multiple measures to assess students progress toward achievement of the Essential Standards and the Common Core Curriculum Standards and the schools student performance expectations. Essential Standards and Common Core Standards Assessments Baseline data will be established and collected from the Standard Course of Study Assessment Program test results from the previous year; from the Common Core Standards and New Essential Standards assessments; from the administration of the Scantron Performance Series, Early Literacy screening, and embedded curriculum assessments. In the first year that the North Carolina Virtual Academy is open (2012-2013), the state will have made the transition from the former state-required Standard Course of Study (SCS) assessments to the new required Common Core Standards and New Essential Standards assessments (End-of-Grade and End-of-Course), NCEXTEND1, and NCEXTEND2 assessments. It is our understanding that the following End-of-Grade assessments will be administered: Math (Gr. 3-8), Reading (Gr. 3-8), Science (Gr. 5+8), and Alternate Assessments (NCEXTENDZ EOG2/NCEXTEND1). End-of-course assessments for high school students will be administered for the following courses: Algebra I, Biology, and English 1. North Carolina Virtual Academy will ensure student participation in the North Carolina required tests through a variety of mechanisms. As part of the enrollment process, the school will make clear to parents and students that state test participation is required as part of enrollment in the school. Parents will also be asked to sign an enrollment acceptance form acknowledging that enrollment includes participation in state testing. Second, a testing schedule, including state assessments, will be made available to parents and students as part of the school calendar, which will be available on the school website as well as in the Parent/Student Handbook. The Handbook will also include a section on state standardized assessments and student participation in them. Finally, prior to the scheduled state assessment dates, teachers will be in contact with parents and students about upcoming assessments, their required participation, and information on where students will take the assessments. NCVA students will not be permitted to take the state required tests in their homes. NCVA will provide regional testing locations throughout the state to minimize travel for students and parents. The testing will occur in classroom style settings in facilities such as local schools or libraries, event halls, hotel conference rooms, public meeting rooms, and other such locations with proper accommodations for special needs students when appropriate. Parents will be responsible for transporting their students to and from the test site, and most sites will include additional areas for parents and siblings to wait during the administration of the tests. The Head of School will review available resources, and work with students parents/learning coaches to provide transportation if needed so as to ensure that transportation is not a barrier to equal access for all students. Arrangements for transporting students with special needs will be made on an as-needed basis pursuant to the students Individualized Education Plan (IEP). Transportation for special education students will be provided in accordance with all applicable State and Federal laws.

Scantron

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By determining a benchmark for measuring growth at the beginning of the school year; then developing an individualized learning plan for each student; continually assessing students attainment of the standards throughout the course of the school year; and assessing student performance at the end of the school yearNorth Carolina Virtual Academy can continually measure student progress toward achievement of the North Carolina standards as well as the effect of our educational programincluding the effective use of technology--on students as individuals, in cohorts, and on the school as a whole. Schools across the country using the K12 curriculum have measured the effect of the K12 education program in this way. Using the Scantron Performance Series in mathematics, reading and science, these schools can measure the gains in achievement of their students from fall to spring and compare those gains, as well, to the gains of the Scantron norm group, a national norm group that reflects national ethnic and income diversity. All North Carolina Virtual Academy students will take the Scantron Performance Series test in the fall of each school year. The scaled score will identify those students at risk for not scoring proficient on the state required tests. The Scantron Performance Series is given again in the Spring in order to ensure all students are making one years growth in one school year based on scaled score gains comparisons. The Performance Series is a key aspect of the schools goal to measure annual value-added gains. Following up on the Performance Series, all students will take Scantron Achievement Series tests in math and reading in order to assess each students mastery of the North Carolina standards. Those students who do not demonstrate mastery on the achievement test will attend intervention sessions specific to instruction and remediation of the deficient standard. The interventions will be targeted, synchronous, teacher-led, and web-based. During intervention sessions, students and teachers will be online at the same time in the same online classroomusing a web conferencing platform such as Elluminate. The teacher reviews the standard of the week with the student, then the student takes an online achievement test that checks mastery of the standard. As soon as the student has finished the 10 question assessment, the teacher receives the results on the teachers computer. Students who have not mastered the standard (less than 80% correct) will return for an intervention session online the next day. Following the second intervention session, the student takes version two of the assessment that checks for mastery of the standard. If, again, the student achieves less than 80% mastery, additional instruction in another online intervention session is provided. This process is repeated until the student demonstrates mastery of the standard. Students will have the opportunity to earn a variety of rewards by participating in achievement testing, attending remediation sessions, and engaging in supplemental activities focused on mastery of state standards. To augment these lessons, Study Island will be integrated and used for independent practice. Study Island is an online program aligned with the North Carolina standards and is an effective test mastery program. Questions in Study Island are organized by subject and strands. Students answer a targeted number of questions which are scored electronically. Students are assigned a proficiency level to correlate with mastery of the standards and provide a prediction to success on the state required tests. Study Island content is available in English, mathematics, science, global studies, and U.S. History.

Early Literacy Screening

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Early literacy screening will be provided for North Carolina Virtual Academy students in kindergarten through grade 2. One of the most effective strategies for preventing reading difficulties is ensuring accurate and early identification of those children who are experiencing difficulties in attaining critical early literacy skills (Catts, Fey, Zhag & Tomblin, 2001). Literacy screening can help identify children who are particularly at risk for later problems with literacy achievement. Literacy screening tools will reflect the five core areas of reading instruction. These core components include phonemic awareness, phonics, accuracy and fluency with connected text, vocabulary, and comprehension (National Reading Panel, 2000). Results for the screening will be used to inform instructional strategies and interventions. Identification/Benchmark Screening Intervention/Progress Monitoring All Kindergarten- 2nd grade students will be screened three times per year Students may be identified as at-risk and in need of intervention Teachers will inform the learning coach of their students results on screening measures Teachers will use literacy screening results to inform students reading instruction as documented in their Individual Learning Plan (ILP) Teachers will monitor progress for students who do not have a benchmark score in a particular literacy subtest Students will receive direct instruction or supplemental programs to address deficiencies between progress monitoring and screening sessions Teachers will record interventions in TotalViewSchool Teachers will be accountable for students growth Growth will be recorded in a students ILP and reported to learning coach Students who fail to make progress will receive interventions based on the schools Response to Intervention (RTI) plan

Growth Measures

North Carolina Virtual Academy Assessment System K12 curriculum assessments are embedded into the curriculum. As extensive research shows, good feedback and assessment are critical to efficient and successful learning. Because K12 is committed to student learning, assessment is an integral part of the curriculum. Assessments help the parent, teacher, and student to see that the student is achieving important learning objectives. Assessments show growth and progress, as well as any specific standards that might need remediation. The assessments also help

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K12 to improve the program by providing information on the effectiveness of specific instructional activities and the curriculum overall. The K12 program makes use of a variety of formative and summative assessment instruments: K12 Lesson Assessments are used to verify mastery of the objectives for that lesson, and to determine whether a review of some, or all, of the lesson is advisable. K12 Unit Assessments show whether or not the student has retained key learning objectives for the unit, and identify specific objectives students may need to review before moving on. K12 Semester Assessments verify student mastery of key learning objectives for the semester. Scantron Performance Series tests in reading and math are administered each fall and spring to measure growth within each academic year, and to identify students who may need additional instruction before taking the state assessment (see above). Scantron Achievement Series will be utilized throughout the year to assure each student has mastered each state standard. Each test focuses on a key subset of relevant state standards. Achievement Series assessments will be used to identify gaps in learning, adjust instruction, and most importantly measure yearly academic growth (see above). K12 ensures the validity of its formative assessments by employing a process that results in assessments that explicitly reflect and measure course objectives. The starting point for K12 course development is clearly-stated behavioral learning objectives, which are designed to capture varying depths of knowledge, e. g., recall of factual information, deep understanding of concepts, strategic application of concepts and skills, and metacognitive knowledge. After course objectives are finalized, assessment items are written to capture the depth and breadth of each objective. Instructional activities are built directly from the objectives and related assessment items, ensuring coherent alignment of objectives, instruction, and assessment. K12 assessments employ a variety of formats, allowing students to demonstrate what they have learned in a variety of ways. Some assessment items are presented, answered and computer scored, and others are short or extended constructed responses that are evaluated by the teacher. Item types include multiple choice, matching, short answer, and constructed response items. Multiple choice, matching, and short answer items are most frequently used to assess recall of factual information and understanding of concepts, although some have been designed to address higher knowledge levels. Extended response items are generally used to assess strategic application of concepts and skills, and metacognitive knowledge. North Carolina Virtual Academy will be able to use K12 assessments to measure student achievement in various ways; electronic multiple-choice and true-and-false quizzes that measure the retention of facts; written responses that require critical thinking; hands-on laboratories that mimic real-world application; and through real-time interactions with teachers that reflect all of these. Students show accumulated knowledge and skill both through testing and project- or portfolio-based work. Students using K12 curriculum learn to express themselves to their teachers and their peers through written and spoken word as well as through visual media, one-on-one and in small groups. Students can choose from many courses that consist of multiple units, lessons and activities that instruct, provide practice to, and evaluate students. Within these courses, students complete assignments, lessons, and assessments that teachers post to their course calendar. Students submit assignments to teachers on or before the due dates posted on the calendar. Once teachers grade and return assignments to students, they read the feedback listed from their teachers. Teachers are available during live office hours or in online discussions. Students can also get help during

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optional live sessions or by watching recordings of these sessions. Students always know where they are in a course and how they are doing, and can continually monitor their progress. How student assessment and performance data will be used to evaluate and inform instruction Our assessment system is unique in its ability to generate detailed and ongoing data on academic achievement. Data from both on and offline assessments are entered into the system, and are compiled to create a steady stream of data about student performance toward mastering specific learning objectives aligned to state standards. This data stream is reviewed and analyzed by teachers on a regular basis. Graded activities are assigned points and a student's final grade will reflect the actual points earned compared with the total points possible. A percent grade can be calculated using these points and North Carolina Virtual Academy will then assign letter grades according to the grading procedures for that course. During the semester, students can view grades in MyInfo or the student gradebook sections of the LMS. Teachers, administrators, and parents also have access to graded information online at any time of the day or night. The system is designed so that a student not mastering lessons on a particular topic is redirected to alternate or additional instruction in the same topic. A student moves on to more advanced work only after demonstrating mastery of the material in question. With this kind of accountability and built-in transparency, there should be no surprises about student work. The system can notify parents and teachers that a child is beginning to fall behind, allowing teachers to intervene in a proactive, timely way. The program works to ensure student progress is continuous and that students make steady academic gains to keep them at or above grade level. How student assessment and performance information will be shared with students and with parents K12s Online School is a robust learning management system that gives students the tools to schedule lesson times, plan lessons, and track attendance and progress. There is also a separate interface with a suite of tools for teachers. Student progress and attendance is updated daily. Learning coaches and teachers can track progress through an account assigned to them and program administration will be able to access reports that can be shared with parents. The following types of reports can be accessed via the K12 Online School or K12s Expanded Student Information System (TotalView/SAMS): Progress and Performance Students, learning coaches and teachers have access to student progress and performance including student assignment status (To Do, Overdue, Submitted and Graded). Administrators can also view teacher performance in addition to every student record assigned to the teacher. Attendance K12 provides reports that show every active student, every course theyre enrolled in, and the number of attendance hours logged to date for the school year. The attendance reports also include the first and last dates of every learning coach and login and the total number of logins.

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Enrollment - If the school chooses to use K12s enrollment processing service, all staff with teacher, administrator, and enrollment advisor accounts have access to this functionality. This reporting functionality makes managing new applicants much easier. Communications - Through K-Mail, K12s internal messaging system, school staff, students, and learning coaches have access to a permanent record of electronic messages and notes regarding phone conversations between the teacher and learning coach or student. Messages sent to any student are automatically visible to the parents/guardians. Full search functionality as well as tagging allows users to quickly find the messages for which they might be searching. K-mails can be personalized for lists of students using a mailmerge-like technology. K-mails and notes can all be exported to a printable format permitting a written record of all communications and notes relating to any given student. See Figure 1: Communications Tab for an example of this reporting functionality. Material Shipments These reports keep track of all course- and technology-related shipments. The existing hierarchy of accounts within the K12 OLS ensures that students, parents, teachers, and administrators have only the level of access appropriate to their roles in the school/program. Reports can be exported as needed. Administrators and teachers have additional drill-down functionality for quick troubleshooting and issue identification: Administrator reporting functionality - Administrators have the ability to drill-down from summary reports on course, classroom and teacher performance to specific student performance data. Administrators are presented with reports that compare overall student performance between courses and classrooms within the school. See Figure 2: Administrator Reports Screen for an example of an administrator course view. Teacher reporting functionality Teachers are presented with a summary of the number of students in each grade decile (0-9, 10-19, 20-2980-89, 90-100). By clicking on each number, the user is presented with the list of students comprising that number and can contact and/or drilldown into each students individual data. All reports are exportable to spreadsheet format. See Figure 3: Classroom Tab Results and Figure 4: Students Tab Search Pane for examples of this functionality.

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Figure 1: Communications Tab

Figure 2: Administrator Reports Screen

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Figure 3: Classroom Tab Results

Figure 4: Students Tab Search Pane The program has an equivalent reports capability that is provided via a centralized landing page. These reports are compiled based on data such as student information, courses, course progress and attendance. Information can be inputted daily (from a variety of sources such as SAMS, EPR, TotalView, OLS, LMS and even vendors such as UPS) and is updated daily. School rosters,

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attendance, and enrollment reports are examples of available reports. Special reports can be requested and customized. A list of possible standard reports, data fields and frequency is below: Omnibus Report Login Report Withdrawal Report Line Item Tracking Report Aggregate Attendance Report Aggregate Progress Report Student Progress and Achievement Report Enrollment Tracking Report Logistics Management Tracking Report Attendance Report Student Registration Change Report All Students Report Enrollment Info Tab Report

The reports are refreshed (updated) on a rolling basis. 7. A description of the student achievement goals for the schools educational program and the method of demonstrating that students have attained the skills and knowledge specified for those goals. These goals should include specific and measurable performance objectives over time. A timeline should be included to highlight how the school proposes to meet its objectives. Goal 1: 2012-13 to 2013-14: The school will show growth in the percentage of those students performing at the proficient level in Reading and Math as measured by the Phonological Awareness Literacy Screening Form (C-PALS) and North Carolina state-developed assessments. Action Steps: The overall goal will be that 95% of the students will be performing at the proficient level; however, the growth measure will be set after the first year test data is available. Goal 2: To have 90% of the students reading on grade level by the end of 2nd grade utilizing DIBELS for baseline data and assessments throughout the school year to measure growth and performance. Action Steps: Provide professional development to teachers and administrators on data analysis, supplementary curriculum, and additional remedial and enrichment programs offerings to students. Goal 3: As indicated by End of Grade (EOG) scale scores in Math and Reading for grades 3-8, students will perform at Level III or higher proficiency on EOG reading tests as measured by the North Carolina ABCs Accountability Model.

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Action Steps: Use the 2012-13 EOG results to determine targets for 2013-14. Objective is to increase proficiency by 5% each year until the school reaches Level III. Provide professional development to teachers and administrators on data analysis, supplementary curriculum, and additional remedial and enrichment program offerings to students. Goal 4: As indicated by End of Grade (EOG) scale scores in Science for grade 5 will perform at Level III or higher proficiency on EOG science tests as measured by the North Carolina ABC accountability Model. Action Steps: Use the 2012-13 EOG results to determine the targets for 2013-14. Objective is to increase proficiency by 5% each year until the school reaches Level III. Provide professional development to teachers and administrators on data analysis, supplementary curriculum, and additional remedial and enrichment programs offerings to students. Goal 5: The percentage of students in grades 3-8 scoring at a Level IV will increase year over year measured by the EOG reading tests, mathematics tests and on the EOC composite; while students scoring at the top half of the Level IV range will also increase year over year on the composite score for EOG reading, EOG mathematics and on EOG composite. Action Steps: Use the 2012-13 EOG results to determine targets for 2013-14. Objective is to increase proficiency by 5% each year until the school reaches Level III. Provide professional development to teachers and administrators on data analysis, supplementary curriculum, and additional remedial and enrichment programs offerings to students. Goal 6: To reduce the achievement gap among various groups each year. Action Steps: Establish base as 2012-13 data. Seek best practices for each sub group and develop a written plan for each sub group to reduce the gap by no less than 2% each year. Provide professional development opportunities for teachers and staff: o Data desegregation o Research on best practices Goal 7: Increase the high school courses offered to middle school students and increase the number of middle school students taking high school courses. Action Steps: After the 2012-13 school year, determine the number of middle school students taking high school courses. Increase the number of middle school students taking high school students by 3% each year.

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Provide professional development to teachers and staff. Provide information sessions to parents to help inform them and answer questions.

Goal 8: Increase retention of students year over year. Action Steps: Provide professional development for teachers and staff to increase student retention year over year. Provide parent/student satisfaction survey. Develop goals around retention data. Goal 9: Increase the awareness among parents around best practices they can use to support their childs learning, as measured by annual parent survey. Action Steps: Conduct annual survey Provide resources for parents Provide professional development for teachers around working with parents. Goal 10: Increase the number of parents and students that view NCVA as a positive and nurturing learning environment for them. Action Steps: Conduct annual survey Provide resources for parents Provide professional development for teachers around working with parents. Goal 11: Ninety percent of the students will score at a Level II or higher on the eight-grade computer skills assessment. Action Steps: After the 2012-13 school year, determine the number of 8th grade students below Level II. Increase the number of 8th grade students performing at Level II by 10% each year. Provide professional development to teachers and staff. Provide information sessions to parents to help inform them and answer questions. 8. An explanation of how the school will provide assistance to students that are not performing at expected levels to ensure the continued progress of student growth. The applicant needs to define their expected levels of performance and delineate a plan accordingly. Please see our description of our program for at risk students in Section V (10).

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9. Details of the proposed charter plans to involve parents and community members in the school. North Carolina Virtual Academy believes the involvement of parents in the education of students is critical to school and student success. The virtual school model the school utilizes places critical importance on the parents role on the teaching team and the expectation is that they will contribute significantly to the education of the student in that role. North Carolina Virtual Academy will seek to involve parents in a variety of activities concerning the school, from leadership and governance to participation in a formal parent advisory organization or other ad-hoc committees appointed to address specific issues. The most fundamental role parents will play will be in their role in supporting their childs learning and in helping continuously evaluate North Carolina Virtual Academys operation, governance, and instructional program At North Carolina Virtual Academy, learning coaches will help guide students through their daily coursework using the K12 curriculum and OLS and will verify the number of hours of educational activities completed by the student each school year. If a parent(s) does not serve as the learning coach, the parent(s) determines the other responsible adult, unless the student is under court placement or in the custody of a person other than the parent(s). For the assignment to be effective, the parent(s) must formally notify the school of the other responsible adult assigned responsibility as the learning coach. In the context of the educational program, parents or, in the case of an assignment, other responsible adults, serve as the learning coach. Throughout their childs education and as part of the learning process, parents will work closely with certified teachers who will oversee the learning of each child. Parents will conference with teachers on a regular basis via phone, email, synchronous sessions using platforms such as Elluminate, or in person to discuss their childs progress. When scheduled, parents are expected to attend school outings, field trips, and other outside learning opportunities with their child, but other arrangements can be made to enable a students attendance in the event that a parent is unable to bring them. Students will not be penalized if they are unable to make an outing because of a parents inability to attend. North Carolina Virtual Academy will provide an extensive support system to both parents and students. Parents serve a critical role in the schools education process, and are partners to the teachers in promoting accountability for their students and the entire North Carolina Virtual Academy community. The school will combine flexibility and individualized instruction with high accountability. At the simplest level, students, teachers, and parents interact face-to-face at outings and other events such as back-to-school events, coffee or ice cream socials, educational expos, open houses, science and art fairs, and school showcases. In addition to face-to-face interaction, the school allows access to a monitored, private, virtual social community, thebigthinK, which enables students, parents and teachers to communicate and connect online. Parents benefit from exchanging ideas and information with others using the K program and gain a sense of connectedness within the boundaries of a contained but global community. Each K sponsored school has its own subcommunity within the larger virtual social community to generate school pride as well as provide its own content and clubs, a school calendar, announcements, and information on upcoming activities and outings. Upon enrollment, North Carolina Virtual Academy will conduct parent orientation sessions. Every parent and student will have the opportunity to meet administrative and teaching staff as well as receive

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information about navigating the curriculum, lesson delivery, effective communication, and school policies. Parents will receive a school handbook that provides guidance on school policies, including tips and advice about getting organized and getting to know the Online School. Knowledge of the schools program and systems allows parents to access web-based lessons and data to see directly how their child is doing. The most fundamental role parents will play is to support their childs learning and to help continuously evaluate North Carolina Virtual Academys operation, governance, and instructional program. Parents will be asked to support school wide initiatives, participate in school activities, and be committed to support the schools goal for every student to reach his/her full academic potential. The school will offer support through regular parent training, speakers, and modeling. Sessions will focus on: reading and helping children improve reading comprehension; essential skills for grammar and writing; motivating struggling learners; focus on reluctant writers; essential note taking skills; numbers and math concepts in the real world; and supporting students as they complete homework. While teachers will be leading these activities at school each day, we believe parents who wish to be engaged with their childs learning after school hours need to be trained in the schools practices. We will maintain a balance between onsite training for parents who can come to the school and will ensure that all sessions have a corollary online webinar which can be accessed live (synchronously) or can be viewed as a recording (asynchronously). K is the nations leader in developing web-based trainings for teachers and parents. We plan to use the web conferencing tool Elluminate for web-based training. North Carolina Virtual Academy will provide family programs and activities to meet other like minded Learning Coaches, connect students through special interest clubs, discuss a topic that affects parents families or become a Booster parent. Examples of these programs and activities are: Family Support Sessions Speaker Series Sessions occur at least once a week and are hosted by experts across a wide variety of topics. These sessions are designed to inspire, encourage and offer real life tips and advice on being a successful K12 family. Topics include: o Managing Multiple Children with K12 o Shifting the Paradigm from Traditional School o Managing the Home Learning Environment o Working with a Toddler in Tow o And so many more! Coast2Coast is a monthly five-hour opportunity for Learning Coaches around the nation (and the world) to chat and discuss a variety of topics. During these monthly sessions, participants gather in an Elluminate Live!, online meeting space, and visit various discussion rooms to ask questions and share information with other Learning Coaches. Topics in each discussion room change monthly, and there is always a space where Learning Coaches can go to just chat. K12 RoundTable is a once-a-month focused discussion on a topic of interest of Learning Coaches, hosted by a K12 team member, but directed by Learning Coaches. Topics such as Single-Parenting and Virtual Education, Schooling an Only Child at Home, and others are discussed that may match learning coaches experience. These sessions are an opportunity to share and discuss with other Learning Coaches who are also concerned about the same topic.

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Round Tables will begin with 10 minutes of sharing and topic set-up, and then the sessions are opened for sharing and strategizing. thebigthinK12 The thebigthinK is an online community designed to bring together our parents, high school students and schools to share information and resources specifically focused on their school. School communities offer resources like school calendars, handbooks, and events as well as teacher information and schedules. Think of the school community on thebigthinK as the school office the place to find information and documents specific to your school. The Parents Lounge is a community available to many of learning coaches and mentors within thebigthinK. Created exclusively for parents, teachers and school administrators, it is a powerful and robust way to connect with other parents to share experiences, information and advice. Think of the Parents Lounge as the social center the place to go to connect with other virtual school families, both locally and globally, and find answers to questions. For high school students, we will offer theteenthinK, a community where students can feel free to contribute ideas, share experiences and opinions, get the latest news and information from K, research colleges, and interact with one another. Think of theteenthinK as a giant, global school yard the place where students can connect, hang out, and be themselves! theteenthinK is available as a parental opt-in feature from participating schools in order to determine if this feature is right for their family. Because thebigthinK is a private community available only to K families, access is available once they become enrolled.

North Carolina Virtual Academy parents will be expected to be proactive, to contact teachers, specialists, and other parents to solve problems, to give feedback, or pass on ideas and insights to the school community. Where possible, the school also asks that parents volunteer their time and effort on behalf of the schooland to suggest, help organize, and participate in field trips, other educational outings, and social events. In addition: Parents can be encouraged to hold a direct leadership position and influence the management of the school by serving on the North Carolina Virtual Academy Board. The Board sets policy and provides governance and oversight on the schools academic, extracurricular, finance, personnel, daily business, and legal matters. Parents who are not members of the Board are actively encouraged to attend Board and other North Carolina Virtual Academy meetings and to participate on ad-hoc committees appointed to address specific issues. North Carolina Virtual Academy will organize a Parent Advisory Council. The Parent Advisory Council is parent-driven and is recognized as the official voice of the schools parents. The group serves as a direct communication link between the families and the school and is a resource for parents, both as a source of conveying school information to families as well as relaying parental suggestions to the school administration. Teachers will initiate regular conferences and conversations with parents about their childs progress and also about parents needs and concerns about the operation of the school. Parents are free to contact teachers, specialists, and other parents to solve problems, give feedback, or pass on ideas and insights to the school community.

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The North Carolina Virtual Academy website will have a moderated school online community discussion board to facilitate a constructive and interactive communication process. Parents will help to continuously evaluate the operation and governance of the school both online and offline. North Carolina Virtual Academy will survey parents online annually to determine their satisfaction with their overall experience. Criteria of the survey will include the curriculum, instruction, Online School, administration, support, quality of materials, student progress, student attitude towards learning, communication, and interaction with other North Carolina Virtual Academy students and parents. Parents may supply critiques and/or endorsements regarding their experience at the school.

Throughout the school year, the HOS, other administrators, and teachers will account for contributions that parents and community members have made to the business and governance of the school and communicate this to the Board and the school community through the school website, in print reports and in face-to-face meetings. New opportunities for parents and community members to contribute will always be considered. 10. Explanation of how the school will meet the needs of gifted students, English language learners, and other at risk students. Includes details of the schools process for identification and service of these students. The North Carolina Virtual Academys online enrollment application will include questions designed to identify students who may be gifted, have a current IEP or 504 plan, or for whom English may not be the primary language of the student and guardian. The next layer of Child Find is done through the initial conversation between the legal guardian enrolling the student and the admissions liaison who will ask the same series of questions to again determine if the student may need additional services in order to access the general curriculum. Once these students are identified, NCVA starts the appropriate process to ensure that each student receives the appropriate services in order to be successful academically. Gifted and Talented Students identified as gifted and talented will have an education plan developed by the students academic team which includes the student, parent, certified general education teacher, and certified gifted teacher and will be placed in courses commensurate with their abilities. These students will be assigned to a certified gifted and talented teacher who will provide local enrichment activities and the students will also be invited to participate in a national offering of learning circles specifically designed for the advanced learner in grades K-8. Gifted and talented high school students may also enroll in a range of AP courses to promote college readiness. K12 currently offers 19 Advanced Placement courses that have been approved by the College Board. These courses were officially approved through the AP Audit process in the summer months of 2011. K12 AP courses are college level courses that follow curriculum specified by the College Board. These courses are designed to prepare students for success on AP exams, providing students the opportunity to earn credit at most of the nations colleges and universities.

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English Language Learners (ELL) NCVA will comply with the requirements of federal and state laws and case law regarding the education of English Language Learner students. During the enrollment process, all families will answer a series of online questions as a first effort for Child Find including the Home Language Survey (HLS) questions. Any positive responses will be routed to the ELL point of contact for further investigation. These same questions will be verbally asked again by a placement counselor of the parent/legal guardian. Finally, these same questions will be asked after approved enrollment by the general education teacher. All parties asking these questions will be provided professional development on ELL indicators and their obligation in routing positive responses to the appropriate ELL point of contact. Additionally, school records will be requested from the sending district and will be reviewed for ELL indicators. Those students with positive responses to any of the HLS questions will be referred to the ELL point of contact who will then talk with the family determining if services were previously received and what the current language needs of student are. The ELL point of contact will also review prior school records, including any previous ELL evaluations, program plans, etc., that could help the school determine next steps needed in the assessment and placement of the student. If deemed appropriate, based on positive responses to the HLS questions, a parents signature is obtained on the Notification of ESOL Testing Procedures form. If the assessment determines that the student qualifies for ELL services, parent notification and acceptance of services will be provided to the parent/legal guardian prior to implementing services. All students in 3rd grade and above will participate in an online assessment of achievement in English Language Arts and Math at the beginning and conclusion of the school year. This assessment will provide teachers and parents information regarding the students current instructional level in both subject areas as well as areas of strength and weakness. The results of this assessment will be used in conjunction with parent and student interviews, previous academic records, IEPs, and the results of ELL evaluations as applicable to develop an Individualized Learning Plan (ILP) that will outline the goals for the student for the current school year. The school will use the Comprehensive English Language Learning Assessment (CELLA) as a tool to measure the progress of English Language Learners (ELLs) proficiency in English; thus, ensuring the skills needed in school to achieve academically at high levels. The CELLA assesses listening, speaking, reading and writing in ELL students through four different grade banded assessments. ELL students will be tracked for two years after they exit the program. To project our English Language Learner population, staff and budget, we estimated that that 4% of our students will be ELLs based on the proportion of English Language Learners NCVA will hire ESL licensed teachers and administrators with adequate knowledge and/or understanding of ELL mandates, laws and procedures in North Carolina in order to ensure that NCVA meets all requirements in regards to the identification and education of ESL students. ESL teachers who are the teachers of record will also be highly qualified teachers in their core subject area. The school will provide comprehensive professional development to ensure all levels of staff understand the needs of the ELL population and understand the process for meeting their needs from developing

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individual student plans to the execution of those plans. Teachers will receive special training on integrating listening, speaking, reading and writing skills for ELL students into their instruction. The North Carolina Virtual Academy will serve all types of students with a varying range of learning coaches including those who are not English speaking. In a perfect world, every student would have a learning coach who is fluent in English; however, we know that this situation does not exist for all students, whether enrolled in a traditional brick and mortar school or in an online school. The North Carolina Virtual Academy is prepared to serve all students well, stepping in to provide more support to students who do not have all the support they need at home. Mentoring programs will be provided to ELL students learning coaches, as well as more frequent teacher interaction with learning coaches and students, synchronous learning sessions for students, and other supports designed to help students whose learning coaches are unable to provide a high level of support. The North Carolina Virtual Academy will be committed to serving all of its students with an appropriate level of support. Regardless of the support available for students, some students will struggle more than others with the program. The North Carolina Virtual Academy will have a broad range of supports and interventions designed for students who are struggling. The school administration will regularly assess the needs of struggling students so that programs can be designed to best support these students and to help them experience success with the program. The ELL teacher will follow school policies and procedures designed to appropriately identify, assess and provide appropriate interventions based on state recommended guidelines for students identified as English language learners. Following charter approval and prior to initial student recruitment and enrollment, an ELL plan will be developed by the schools general, special, and ELL instructional staff and school administrators for adoption by the Board. The ELL plan will identify an ESOL coordinator to ensure compliance with the plan as well as address the formation of a Parent Leadership Council. At Risk Students Based on K12 Virtual Schools LLCs experience in twenty-seven other statewide online public schools, we have estimated that about 35% of our NCVA student body will be at-risk students requiring an intervention model to be included as a part of their Individual Learning Plan. Our plan to meet the requirement to serve them is student-centered--looking at each student as an individual and matching teaching methods to individual learning styles and student performance. It is based on K12s National Instructional Model (NIM) plus an intervention plan which adds the support of our state certified teachers online and, as needed, faceto-face at local physical spaces for remediation. Student services such as guidance counseling, diagnostic achievement testing, health services, college and career counseling, coordinated with a detailed instructional model and intensive academic intervention programs will be part of our approach. By determining a benchmark for measuring growth at the beginning of the school year; then developing an individualized learning plan for each student; continually assessing students attainment of the standards throughout the course of the school year; and assessing student performance at the end of the school yearNCVA can continually measure the effect of our educational programincluding the effective use of technology--on students as individuals, in cohorts, and on the school as a whole. Schools across the country using the K12 curriculum have measured the effect of the K12 education program in this way. Using the Scantron Performance Series in mathematics, reading and science, these schools can measure the gains in achievement of their students from fall to spring and compare those gains, as well, to the gains of the Scantron norm group, a national norm group that reflects national ethnic and income diversity.

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Identification and Web-Based Interventions for At-Risk Student All NCVA students will take the Scantron Performance Series test in the fall of each school year. The scaled score will identify those students at risk for not meeting the North Carolina Essential Standards and Common Core Curriculum Standards. The Scantron Performance Series is given again in the Spring in order to ensure all students are making one years growth in one school year based on scaled score gains comparisons. The Performance Series is a key aspect of the schools goal to measure annual value-added gains.

Following up on the Performance Series, all students will take Scantron Achievement Series tests in math and reading in order to assess each students mastery of North Carolina standards. Those students who do not demonstrate mastery on the achievement test will attend intervention sessions specific to instruction

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and remediation of the deficient standard. The interventions will be targeted, synchronous, teacher-led, and web-based.

During intervention sessions, students and teachers will be online at the same time in the same online classroomusing a web conferencing platform such as Elluminate. The teacher reviews the standard of the week with the student, then the student takes an online achievement test that checks mastery of the standard. As soon as the student has finished the 10 question assessment, the teacher receives the results on the teachers computer. Students who have not mastered the standard (less than 80% correct) will return for an intervention session online the next day. Following the second intervention session, the student takes version two of the assessment that checks for mastery of the standard. If, again, the student achieves less than 80% mastery, additional instruction in another online intervention session is provided. This process is repeated until the student demonstrates mastery of the standard. Students will have the opportunity to earn a variety of rewards by participating in achievement testing, attending remediation sessions, and engaging in supplemental activities focused on mastery of state standards. To augment these lessons, Study Island will be integrated and used for independent practice. Study Island is an online program aligned with the North Carolina standards and is an effective test mastery program. Questions in Study Island are organized by subject and strands. Students answer a targeted number of questions which are scored electronically. Students are assigned a proficiency level to correlate with mastery of the standards and provide a prediction to success on the required North Carolina state tests including the End-of-grade tests, End-of-course tests, NCEXTEND1 Alternate Assessments, and NCEXTEND2 Alternate Assessment. Study Island content is available in English, mathematics, science, global studies, and U.S. History.

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One tool that may be implemented by the school to address the needs of students is face to face tutoring sessions. Students may come to a learning center at approved sites for face-to-face tutoring. The centers will be used primarily for tutoring and interventions, but may also be used for nonacademic club meetings, testing sites, and parent training. In most cases, NCVA will work with local not-for-profits to lease space during regular school hours (when these sites are normally empty). Two primary advantages of the Learning Centers are that through face-to-face interactions, student engagement can often be greatly improved. Some students and families will feel better connected and better supported by the one-on-one or small group support and tutoring offered at the sites. The sites may also be utilized for counseling, social services, or other needs the students and families may have. Intensive Learning Coach training may be offered in parallel with student tutoring, especially for parents or guardians of younger students. Many of the instructional strategies listed in the NIM will be utilized in the Learning Centers if teachers find a lack of progress or engagement working online. The sites are used for tutoring not core instruction. NCVA will also use a three tiered Response to Intervention (RtI) process to determine the needs of students who may be having difficulty or require enrichment. A School Building Level Committee will consist of the principal, referring teacher, special education representative, parent and student as appropriate. They will meet on an on-going basis, as needed, to determine areas of concern and develop the appropriately leveled interventions for students who demonstrate the need for research based academic interventions to be successful in the general curriculum. These interventions will be implemented and progress will be monitored before reconvening the team. The team may reconvene and determine that the situation necessitates more intense interventions and/or evaluation for special education services. Examples of interventions include, but are not limited to: one on one or small group web-based tutoring (via Elluminate and video conferencing) and face-to-face sessions where needed, computer-based skills tutor with teacher oversight, counseling, etc. In Tier 1, all students are screened (universal screening) for potential problems. All students also receive appropriate, standards-based, core instruction including any classroom, gradelevel, or school-wide interventions (universal interventions) for academics and behavior. Tier 1 universal interventions are provided in the general education classroom. In Tier 2, students who have not responded significantly to the Tier I core program with universal interventions are referred to the schools RtI team and may receive a targeted, individual intervention plan. This plan could include more intense instruction, individually or in a small group, and is provided in addition to the general education curriculum. Students with disabilities who do not qualify for special education services may also be served at this tier through a Section 504 accommodation plan. In Tier 3, students who have not responded significantly to the Tier II interventions will be considered for more intensive interventions through the general education staff or for a referral for evaluation to determine if the student qualifies for special education services and receives specially-designed instruction and related services through an Individualized Education Program (IEP). K12 has proven success with at risk students like the students that NCVA will serve. Data in this area is very promising. Students identified as Academically at Risk in math and/or reading were provided with instructional interventions targeted to remedy academic weaknesses. These interventions are making a difference in student performance. In fact, students initially identified as Academically at Risk are making

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equal to or more gains than the Scantron norm group in math and more gains that the Scantron norm group in reading as is demonstrated by the charts below. These gains in the 2010-11 school year suggest that students who stay with the program have the potential to catch up to their peer group in math and reading.

SPECIAL EDUCATION (G.S.115C-106) The charter school must accept special needs children under the federal legislation Individuals with Disabilities Education Act (IDEA) (20 U.S.C. 1400 Et seq.) and the state legislation (G.S. 115C-106 Et seq.). Provide a clear and thorough explanation of the procedures the proposed charter will follow to insure compliance of the above laws. All students regardless of exceptionality will have an equal opportunity to enroll once they submit all required general education documents for enrollment. Once a student is identified as a student with

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exceptionalities that student will be assigned to a placement counselor who is certified in special education. The placement counselor will then have a conversation with the parent/guardian and/or student as appropriate to discuss academic needs and determine appropriate course placement as well as to discuss all the facets of learning in an online environment and the supports that are available for qualifying students. This conversation then allows the parent and student to make an informed decision regarding the appropriateness of enrollment in the school. After needed services are identified, the school will identify appropriate related services providers and assure timely delivery of those services. Assistive technology is provided to students based on the recommendation of the IEP team and appropriate evaluation in order for students to have access to online and print materials. STUDENT CONDUCT AND DISCIPLINE (G.S.115C-238.29B(b)(12); G.S. 115C-238.29F(d)(4 and 5)) Provide drafts, included in this section (do not include as an appendices), of student handbooks and other policies governing student conduct and discipline. Include policies and procedures governing suspension and expulsion of students. Specifically address these policies with respect to exceptional children. Also describe how a parent could appeal the decision of a school administrator through a grievance process. A North Carolina Virtual Academy Student Code of Conduct will be developed and adopted by the school Board after charter approval and before the opening of school in the fall of 2012. In developing the code, we will work with the Cabarrus County School administration to development policies around the recently enacted reorganization of the North Carolina statutes relating to school discipline (Session Law 2011-282 (House Bill 736). A draft example of another virtual academys Student Code of Conduct (Agora Cyber Charter School in the state of Pennsylvania) has been included as an example in this section of the application. This example will be reviewed by the Board as a possible model for our school with appropriate modifications addressing applicable state and federal laws and regulations. It should be noted that, in a virtual learning environment, behaviors that merit expulsion are different than in a brick and mortar school. In a virtual school, these types of behaviors focus more on issues of attendance and inappropriate electronic communication. When responding to instances of misconduct, the school will use a full range of disciplinary actions, including, among other things, counseling, mediation, suspension, dismissal, and expulsion. Students whose offenses also constitute violations of criminal laws will be reported to appropriate law enforcement officials, with other serious misconduct reported at the discretion of North Carolina Virtual Academy teachers and administrators. If the student in question is a student who has been identified as having a disability then the IEP team must convene with all parties related to the grievance to determine if the behavior was a result of the childs disability. This manifestation determination meeting will serve to determine if further behavioral interventions need to be implemented or if school disciplinary procedures will continue to be enforced. While special education students will be expected to adhere to the same standards of conduct for all students, review and processing of discipline and behavioral concerns involving special education students will adhere to the specific procedures and substantive protections provided under the IDEA 2004 amendments, and/or Section 504 of the Rehabilitation Act of 1973.

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While special education students will be expected to adhere to the same standards of conduct for all students, review and processing of discipline and behavioral concerns involving special education students will adhere to the specific procedures and substantive protections provided under the IDEA 2004 amendments, and/or Section 504 of the Rehabilitation Act of 1973. The below student handbook is being provided as an example, one of many, that the board and the NCVA will utilize when developing policies and the NCVA student handbook. The board and the NCVA staff will ensure that compliancy with appropriate NC code and regulations. However, policies as they related to the virtual learning environment are implemented differently than in a brick and mortar school setting. Therefore, the board will seek out the expertise of K12 in the form of researching how policies are implemented at like schools, as a tool for developing policies, procedures and handbooks for the North Carolina Virtual Academy.

2011-2012 School Handbook

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Table of Contents

OUR MISSION ..................................................................................................................................... 93 OUR VISION ........................................................................................................................................ 93 OUR CORE VALUES .......................................................................................................................... 93 SCHOOL CALENDAR ........................................................................................................................ 93 AGORA CYBER CHARTER SCHOOL STUDENT CODE OF CONDUCT ...................................... 94 RIGHTS AND RESPONSIBILITIES FOR STUDENTS AND PARENTS.......................................... 95 DISCIPLINE OF STUDENTS WITH DISABILITIES ........................................................................ 101 BULLYING/CYBER BULLYING POLICY ........................................................................................ 104 PROHIBITION OF HARASSMENT, INTIMIDATION, AND BULLYING......................................... 104 WHERE TO GO WITH QUESTIONS OR CONCERNS ................................................................... 105 GRIEVANCE/COMPLAINT POLICY ................................................................................................ 107 AGORA ATTENDANCE/TRUANCY POLICY.................................................................................. 107 POSITIVE BEHAVIOR SUPPORT PLANS ...................................................................................... 111 CONFIDENTIALITY ........................................................................................................................... 112 HEALTH POLICY .............................................................................................................................. 112 PHYSICAL EDUCATION .................................................................................................................. 115 ACADEMIC PACING......................................................................................................................... 116 ATTENDANCE/ACADEMIC PROGRESS AND ACHIEVEMENT POLICY ................................... 116 STANDARDIZED TESTING .............................................................................................................. 117 CHANGE OF HOME ADDRESS ...................................................................................................... 117 WITHDRAWING FROM AGORA...................................................................................................... 118 SUPPLEMENTAL ACTIVITIES ........................................................................................................ 118 EXTRACURRICULAR ACTIVITIES AND SPORTS TEAM ELIGIBILITY ...................................... 118 USE OF SCHOOL PROPERTY ........................................................................................................ 118 OBJECTIONABLE CONTENT POLICY .......................................................................................... 119 STUDENT RECORDS ....................................................................................................................... 119

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INTERNET SERVICE PROVIDER (ISP) REIMBURSEMENT PROGRAM .................................... 120 SCHOOL SUPPLIES ......................................................................................................................... 120 PRINTER INK USAGE GUIDELINES .............................................................................................. 120 FAMILY EDUCATION RIGHTS AND PRIVACY ACT (FERPA)..................................................... 121 ADVANCED LEARNERS PROGRAM ............................................................................................. 123 AT-RISK PROGRAM......................................................................................................................... 123 COUNSELING OPPORTUNITIES .................................................................................................... 124 SPECIAL EDUCATION SERVICES ................................................................................................. 124 STUDENT ASSISTANCE TEAM (SAP) ........................................................................................... 125 RESPONSE TO INTERVENTION AND INSTRUCTION (RTII) ...................................................... 126 MULTIDISCIPLINARY TEAM EVALUATION (MDE) ...................................................................... 127 COMMITMENT TO SERVE STUDENTS.......................................................................................... 127 CHAPTER 15/504 SERVICE PLAN ................................................................................................. 128 FAMILY TEACHER COACHES........................................................................................................ 128 ACADEMIC ADVANCEMENT (GRADES K-8)................................................................................ 128 THE ELEMENTARY PROGRAM (GRADES K-6) ........................................................................... 129 THE MIDDLE SCHOOL PROGRAM (GRADES 7-9) ...................................................................... 129 FRESHMAN ACADEMY GRADE 9............................................................................................... 131 THE HIGH SCHOOL PROGRAM (GRADES 10-12) ....................................................................... 131 GRADUATION REQUIREMENTS .................................................................................................... 135 COURSE REQUIREMENTS ............................................................................................................. 135 HONOR ROLL ................................................................................................................................... 135 ACADEMIC DISHONESTY POLICY ................................................................................................ 136 SCANTRON TESTING ...................................................................................................................... 136 COMMUNICATION (MY INFO AND K-MAIL).................................................................................. 136 THE BIG THINK! ............................................................................................................................ 136 AGORA PARENT FORUMS ............................................................................................................. 137 ONLINE FORUMS ............................................................................................................................. 137 PARENT WORKSHOP PROGRAM ................................................................................................. 137 PARENT INVOLVEMENT POLICY .................................................................................................. 137 FAMILY DIRECTORY ....................................................................................................................... 140 SCHOOL EVENTS ............................................................................................................................ 140 AGORA SPECIAL INTEREST STUDENT CLUBS ......................................................................... 141

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AGORA GATHERINGS AND AGORA DAYS OUT (ADO) ............................................................ 141 MEDICATION DURING AGORA GATHERINGS ............................................................................ 141 ACCEPTABLE USE GUIDELINES .................................................................................................. 141 APPROPRIATE USE OF TECHNOLOGY ....................................................................................... 143 CONFIDENTIAL COMMUNICATIONS OF STUDENTS ................................................................. 144 USING BLACKBOARD COLLABORATE ....................................................................................... 144 TITLE I PROGRAM ........................................................................................................................... 145 STUDENT PERMISSION FORM FOR 2011/2012 SCHOOL YEAR EVENTS .............................. 146 I UNDERSTAND AND AGREE SIGNATURE PAGE ...................................................................... 148

OUR MISSION The mission of the Agora Cyber Charter School is to provide an innovative, intensive academic preparation that inspires and educates students to achieve the highest levels of academic knowledge and skills. Agora embraces a collaborative partnership between teachers and parents in order to empower students to reach extraordinary heights. Extraordinary results require extraordinary efforts! Through commitment, hard work, consistency, and responsibility, every student will meet the challenge of mastering high expectations. OUR VISION Through a combination of research-based, individualized, and specialized curriculum and instruction in the home; online conferencing with a certified teacher; and access to a community of experts in science and technology, our students will emerge as confident leaders of the digital age. OUR CORE VALUES High expectations for all without limits Remove all barriers that limit student potential Nurturing learning environment will suited to each students unique needs Meaningful communication and high engagement Collaborative partnership among students, parents, community, teachers, staff, and administrators Focused environment with expert research based lesson plans and instruction that ensures mastery for all SCHOOL CALENDAR First day of School Teacher Professional Development Half day

Sept 6, 2011 Oct. 10-11, 2011 November 23, 2011

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November 24-28, 2011 December 23-Jan 2, 2012 January 16, 2012 January 26, 2012 January 27, 2012 February 20, 2012 March 1-2, 2012 April 2-6, 2012 May 28, 2012 June 14, 2012 Instructional Days 180

Thanksgiving Holiday Winter Break Martin Luther King Last Day of First Semester Teacher Professional Development Presidents Day Teacher Professional Development Spring Break Memorial Day Last Day of School

AGORA CYBER CHARTER SCHOOL STUDENT CODE OF CONDUCT The goal of Agora Cyber Charter School is to provide the best possible educational experience for each student. The instructional program, partnership of parents and teachers, clubs, outings, and competitions help to increase student success. Coupled with the advantages of these educational opportunities is the need for students to assume personal responsibility for their behavior. Students share with the school community responsibility for developing Agora Cyber into a school that exemplifies high standards and excellence. Agoras Code of Student Conduct is based upon this responsibility. Understanding the information that follows is an essential responsibility of each student. The Agora Student Code of Conduct shall apply to all school supplied equipment and materials and in all school sponsored environments, home and community and at any school location. Non-Discrimination Equal Educational Opportunity Policy Agora Cyber Charter School shall not discriminate in its educational programs, activities, or employment practices based on race, color, national origin, sex, disability, age, religion, ancestry, or any other legally protected classification. This policy is in accordance with state and federal laws, including Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Sections 503 and 504 of the Rehabilitation Act of 1973, the Age Discrimination Act of 1975, the Americans with Disabilities Act of 1990, and the Pennsylvania Human Relations Act. Information relative to special accommodation, grievance procedure, and the designated responsible official for compliance with Title VI, Title IX, and Section 504 may be obtained by contacting the school. Glossary of Terms Bullying shall mean engaging in behavior that prevents or discourages another student from exercising his/her right to education. It is intentional hurtful behavior perpetrated repeatedly over a period of time, in a relationship characterized by an imbalance of power (with regards to gender, physical or mental strength, social acceptance). Such prohibited behavior includes the use of threats, coercion, repeated harassment, abuse, oppression, intimidation against students, school personnel, or school visitors or exclusion of anyone physically, psychologically, or sexually. Cyber-Bullying shall mean bullying that occurs by use of electronic devices through means of e-mail, instant messaging, text messages, blogs, discussion threads, mobile phones, chat messaging, pagers, and websites.

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Student Assistance Program (SAP) shall mean a state mandated K through 12 students support process. It allows for the identification, intervention, and follow-up for students experiencing barriers to learning. Disability shall mean a physical or mental impairment that substantially limits one or more of the major life activities of an individual; a record of such impairment; or being regarded as having such an impairment; or a specific disability such as: multiple disabilities, autism, mental retardation, specific learning disability; hearing impairment; speech/language impairment, visual impairment, serious emotional disturbance, orthopedic impairment, traumatic brain injury, or other health impairment. Expulsion shall mean the removal of a student from school for more than 10 days because the student has violated this code. IEP shall mean an Individualized Education Plan to support a student with disabilities who requires specifically designed instruction and related services. Manifestation Determination shall mean a review of the special education students program and disability to determine if misconduct is related to the disability. NOREP shall mean a notice of recommended education placement. This notice shall be presented to the parent/guardian of a child with a disability, and shall summarize the recommendations for the childs educational program. Possession shall mean physical control over property (whether lost, found, or stolen), such as clothing or bags and the contents contained therein. Suspension shall mean the involuntary removal of a student from class attendance or school attendance for 10 days or less. Weapon shall mean any tool or instrument used to inflict serious bodily injury of another person. RIGHTS AND RESPONSIBILITIES FOR STUDENTS AND PARENTS Responsibilities of Students. All students share with the administration and staff a responsibility to develop a safe learning environment within school. Students shall have the responsibility to: be on time and attend school daily put forth a conscientious effort in all school assignments have knowledge of and conform to the school rules and regulations and applicable laws use appropriate speech refraining from indecent, obscene or foul language report incidents or activities that may threaten or disrupt the school to a staff member Rights of Students. Students shall have the right to: a public school education up to 21 years of age or upon graduation; whichever occurs first

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not be excluded from public schools or from school privileges because the student is married, pregnant, has a disability, is eligible for special education services and programs or because of race, gender, color religion, sexual orientation (known or perceived), or national origin not be the subject of corporal punishment be afforded discipline procedures as outlined in this document request and receive interpretation and translation assistance for school-related matters if English is not their primary language

Responsibility of Parents/Guardians. Parents/guardians shall have the responsibility to: Ensure that their children enrolled in Agora attend school regularly in accordance with the laws of the State of Pennsylvania. If the child enrolls in school prior to the age of 8, the child becomes compulsory school age and must continue to attend school enroll their child in another school if he/she withdrawals from Agora present to the school administration any concern or complaint in a calm, reasonable manner; work with their child daily to ensure that the student is completing assignments know the rules set forth in this code and review the contents with their child(ren) ensure that their child complies with all required testing and assessments, including but not limited to PSSA and Scantron, scheduled by Agora ensure that their child receives the periodic health examinations that are required by law. Rights of Parent/Guardian. Parents/guardians shall have the right to: receive regular official reports of their childs academic progress inspect, copy, and challenge, according to the appropriate guidelines, any and all information contained in their childs records receive an explanation for the basis of any grade given by the teacher; request a conference with the teacher and/or the principal receive translations and/or interpretations of any written or verbal communications regarding their child and their childs education appeal disciplinary actions receive reasonable accommodations for any disability to have access to participate in their childs education, to the extent all parents are permitted to participate, upon request for such accommodation and proof of medical necessity. STUDENT INFRACTIONS AND CONSEQUENCES Disciplinary procedures shall be consistent with applicable requirements of the Pennsylvania Code and IDEIA. Student offenses dictate the severity of the consequence Agora will impose. In addition to the specific offenses set forth below, Agora has the right to discipline any student who engages in conduct that threatens the health, safety, or welfare of others or disrupts the learning environment. The appropriate consequence will be determined at the sole discretion of Agora in accordance with the law. A student has the right to certain discipline procedures as outlined in final section of this code. Rule Attendance at Required Classes Possible Consequence or Intervention for Infraction Lack of participation points could lead

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Students in a required session track shall attend all sessions Attend class on time Actively Participate in on line sessions Complete follow up activities/assessments in a timely manner Interaction with Family Teacher Coach Students shall interact with family teacher coaches and keep lines of communication open Participate in home visit / face to face meetings as requested Update family teacher coach on progress Reach out to family teacher coach with questions or concerns Prohibition of Disruption of School Students shall act in a courteous manner toward all members of the school and shall not disrupt any education or school-related program: fails to obey directions uses beepers, cell phones, or telephonic/music devises during school function or in class fails to attend class without a valid excuse Compliance with Dress Code Students shall dress in accordance with the standards described below: pants must be worn on the waist so no undergarments are showing no halter tops, strapless garments, or garments revealing midriff may be worn to a school event no garments that reveal undergarments or that are see through may be worn to a school event no hats, stocking caps, doo rags, bandanas may be worn inside buildings at school events no clothing that has profanity, drug or offensive slogans may be worn to school events

to failure in course Academic action plan implemented Hold a disciplinary meeting with parents/guardians, student, and staff members. Face to face learning at a learning center or other designated destination Failure in courses Hold a disciplinary meeting with parents/guardians, student, and staff members. Non compliance, lack of communication could ultimately lead to truancy and removal from the active roles of Agora Discuss incident with student. Hold a disciplinary meeting with parents/guardians, student, and staff members. Suspend student from school privileges. Suspend from school if above interventions are not effective. Failure to attend school without a valid excuse also holds student to truancy violations. These are outlined in the Attendance Policy. Discuss incident with student. Hold a disciplinary meeting with parents/guardians, student, and staff members. Suspend student from school privileges. Suspend from school if above interventions are not effective.

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Note: This section is enforced for students when attending a school function such as testing, Agora Days Out, orientations, or other face-to-face events. Prohibition of Offensive Language Students Discuss incident with student. shall not use offensive language. Violation of Hold a disciplinary meeting with this includes but is not limited to: parents/guardians, student, and staff curses, uses vulgar, obscene language members. sending or forwarding offensive, Suspend student from school privileges. sexually-oriented, or threatening Suspend from school if above messages, pictures or symbols of interventions are not effective. offensive nature. Mandate of Academic Honesty First Incident Students are expected to maintain the highest 1. Express concerns and provide concrete standards of honesty in their work. Violation of examples of dishonesty. this includes but is not limited to: 2. (K-9) Allow students to redo assignment and resubmit for a grade. (9-12) copying work from another person Assignment can be resubmitted. Citation plagiarizing work of another submissions can be resubmitted. Notify using answer keys provided for learning learning coach and/or parent.. coach Second Incident copying work from internet sources 1. Hold a disciplinary meeting with without proper citations parents/guardians, student and staff forging notes members. sharing test questions with others 2. Teacher and team discretion about redoing the assignment. All second incident assignments receive a zero (0) with no opportunity to make up. Third Incident 1. Hold a face-to-face disciplinary meeting to discuss ways to eliminate academically dishonest behaviors. Abuse of Computer or Internet Privileges Discuss incident with student. Students shall respect the computer privileges Hold a disciplinary meeting with granted to them. Violations include: parents/guardians, student, and staff giving his/her password to another members. individual or uses another individuals Suspend student from school privileges. account Suspend from school if above illegally downloading copyrighted interventions are not effective. materials from the internet In addition to above measures students visiting sites on the internet which will be required to pay full restitution for contain sexually explicit material acts of deliberate damage or graffiti. harming or destroying data of another Costs for damage to school district student or person, the internet or other property will include labor, materials, networks consulting fees and other costs

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creating, downloading, or uploading computer viruses; or violating any rule outlined in the Acceptable Use Policy Prohibition of Threats A student shall not communicate, directly or indirectly, any threat to another member of the school community that places him/her in fear of injury, pain, or ridicule. Serious threats to life or safety are included in the Bully Policy.

associated with replacing or restoring the damaged property. Discuss incident with student. Hold a disciplinary meeting with parents/guardians, student, and staff members. Suspend student from school privileges. Suspend from school if above interventions are not effective. If the threat is serious to an individuals life or safety, a student could be presented to the board for expulsion. Discuss incident with student. Hold a disciplinary meeting with parents/guardians, student, and staff members. Suspend student from school privileges. Suspend from school if above interventions are not effective. Discuss incident with student. Hold a disciplinary meeting with parents/guardians, student, and staff members. Suspend student from school privileges. Suspend from school if above interventions are not effective. Hold a disciplinary meeting with parents/guardians, student, and staff members. Refer to Student Assistance Team. Suspend student from school privileges. Suspend from school if above interventions are not effective. Follow up with the SAP team to get invention measures in place. Discuss incident with student. Hold a disciplinary meeting with parents/guardians, student, and staff members. Suspend student from school privileges. Suspend student from school if above interventions are not effective. Expulsion is also possible when the

Prohibition of Fighting Students shall refrain from mutual confrontations involving physical contact with any members of the school community.

Prohibition of Tobacco Products and Paraphernalia A student may not possess or use any tobacco product, cigarette lighters, matches, rolling papers, pipes, or other such paraphernalia. Prohibition of Drugs or Alcohol for Personal Use Students shall not have, use or be under the influence of any alcohol, drugs, or unauthorized prescription or non-prescription medication.

Prohibition of Bullying and Serious Threats Students shall not intimidate or bully members of the school community. A student violates this rule if he or she participates in the following behaviors directly or indirectly: Physical: hitting, kicking, pushing, shoving, getting another person to hurt someone;

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Verbal: racial slurs, name-calling, teasing, taunting, verbal sexual harassment, gossiping, spreading rumors; or Non-verbal: threatening, obscene gestures, isolation, exclusion, stalking, cyber bullying. Prohibition of Harassment Students shall not harass members of the school community. A student violates this by demanding sexual favors, threatening, intimidating or creating a hostile environment because of someones gender, age, race, color, sexual orientation (known or perceived), national origin, religion, disability, socioeconomic status and/or political beliefs. Prohibition of Possession of a Weapon Students shall not possess any weapon as defined in this codes glossary. A student violates this rule even if he/she did not intend to use such thing as a weapon.

nature of the incident is serious or repeated.

Discuss incident with student. Hold a disciplinary meeting with parents/guardians, student, and staff members. Suspend student from school privileges. Suspend from school if above interventions are not effective. Students in possession of a weapon will go to an expulsion hearing.

Search and Seizure Policy To maintain order and discipline at school functions and protect the safety and welfare of students and school personnel, school authorities may search a student, students backpack or student automobiles in certain circumstances and may seize any illegal or unauthorized materials discovered during the search. Flag Salute, Pledge Of Allegiance And Opening Exercises A student may refuse to recite the Pledge of Allegiance or salute the flag based on the students religious conviction or personal belief. A student who declines to participate in this exercise shall stand quietly and respect the rights and interests of classmates who do wish to participate. Disciplinary Meetings and Action Discipline referrals to the administration are reviewed individually, consistent with the Code of Student Conduct. Discipline problems are best resolved expediently and closest to their source by the parties most directly involved. Most discipline issues are resolved with minimal administrative intervention. In the best interests of the student and the school, several disciplinary options are available. Procedures for Suspensions of 3 Days or Less Students who are suspended shall be afforded a conference with the administrator of the department before being suspended. During the conference, the student shall be: informed of the alleged violation and any of the surrounding circumstances examined; given an opportunity to respond to the accusations if he/she has not already done so; informed of the recommended remedial measure; and informed of the consequences of future infractions.

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After the conference with the student, the administrator shall implement the recommended remedial measure and send the parent a disciplinary letter to inform them of the students violation, the length of the suspension, and the day on which the student and parent/guardian are permitted to return to class. Procedure for Suspensions of More than 3 Days Students who are suspended for more than 3 days shall be afforded an informal hearing. Parents of the students must be notified in writing when the suspension is between 3 and 10 days. The notification must afford the parent time to attend the hearing. When the suspension is in regards to health, safety and welfare the student may be suspended immediately. The hearing allows the students to meet with appropriate official to explain why he/she should not be suspended. During the hearing the student will be: informed of the alleged violation and any of the surrounding circumstances examined; given an opportunity to respond to the accusations if he/she has not already done so; informed of the recommended remedial measure; and informed of the consequences of future infractions. Expulsion By definition, expulsion is any exclusion from school for a period of more than 10 days. Written notice describing the misconduct containing specific reference to the rules and the setting the times and place of the hearing must be sent to the students parent or guardian. A formal hearing must be held and should be private unless requested by the parent or guardian to be public. The student: may be represented by an attorney; has the right to have the information on the prosecutions witnesses; has the right to testify and present witnesses on his own behalf; and has the right to appeal to Court of Common Pleas. DISCIPLINE OF STUDENTS WITH DISABILITIES I. Purpose If a student violates the Code of Student Conduct, before consequences or punishment are imposed, a school must consider whether the student has a disability evidenced by an IEP or Chapter 15 service agreement. While all students may be disciplined, it is both illegal and unjust to punish a child when the offense is directly related to his disability or when the IEP or Chapter 15 service plan is not implemented. A student with mental retardation can never be suspended without either the written consent of the parent or by written approval of the Pennsylvania Department of Education. II. Legal Standard Disciplinary actions give students with disabilities extra legal protections when the discipline constitutes a change in placement. A change in placement is a legal term that applies to the following situations: Any suspension (even one day), expulsion, or transfer to another school of a student with mental retardation. A suspension, expulsion, or disciplinary transfer to a remedial disciplinary school for either more than 10 consecutive school days or more than 15 cumulative school days in a school year is a change in placement. If a student has transportation on his IEP, then bus suspensions are also counted.

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Suspensions that may total less than 15 cumulative school days in a school year may be a change in placement if they appear as part of a pattern of suspensions. A pattern of suspensions may be found if the student is suspended for behavior that is substantially similar to behavior for which the child has previously been suspended. Factors may include same type of behavior, same victim, same class, same day of the week or same time of day. If the offense is not committed by a student with mental retardation or if suspensions do not exceed 10 consecutive or 15 cumulative days nor constitute a pattern of suspensions, than it is not a change in placement and the student may be subject to the same consequence the school applies to all students who violate the Code of Student Conduct.

If the offense is a change in placement, the school team (including the parent) must hold a Manifestation Determination meeting to determine two issues: Was the students misconduct caused by or directly and substantially related to the students disability? Was the students misconduct a direct result of the schools failure to follow the childs IEP? If the team answers yes to either question, then the students behavior is a manifestation of his/her disability. The student may not be suspended, expelled or transferred to a remedial disciplinary school as a punishment for misbehavior. The team must conduct a functional behavioral assessment and create a behavior plan addressing ways that the school can help a student with a conduct issue. If the student already has a behavior plan, the plan must be reviewed and modified to address how the school can better assist the student with the conduct issue. If all team members agree that the students conduct was not a manifestation of his disability, then the student may be subject to the same consequences as all students. If a parent disagrees with the teams decision that the behavior was not a manifestation of the students disability, the parent may request a due process hearing to challenge this finding. If the Hearing Officer agrees with the parent, the student will remain in the school where the offense was committed unless the parent and the school agree otherwise. However, during the period of expulsion or transfer to an alternative placement or remedial disciplinary setting, the student must continue to receive special education services prescribed by his IEP and a Behavior Plan must be created or revised to address the offending conduct. III. Emergency Circumstances Involving School Safety: Weapons, Drugs or Serious Injury If a student: possesses illegal drugs; is selling prescription drugs; carries a weapon; or causes serious bodily injury to another, either at school or during a school related activity, the school may immediately remove the student for up to 45 school days to an alternative or remedial disciplinary setting. To comply with the law, a 45 school day emergency removal for serious bodily injury must be serious, i.e., requiring medical treatment. Because drugs, weapons and serious bodily injury are so dangerous to a safe school climate, a school may remove

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a student under these circumstances for 45 school days regardless of whether a child has mental retardation or even if the team believes that the behavior is a manifestation of the students disability. During the 45 school-day period, the school must convene a manifestation determination meeting. If the school determines that the conduct is a manifestation, the school may have the child re-evaluated, create or revise an existing behavior plan, or hold an IEP meeting to consider a more intensive special education placement upon the expiration of the 45-day alternative placement or sooner. If all team members determine that the conduct was not a manifestation of the students disability, then the 45 school day emergency placement may proceed to a disciplinary proceeding afforded to all students. IV. Emergency Hearing/Dangerousness If a school has solid reasons to believe that keeping the student in his current school is substantially likely to result in injury to the child or to others, the school should consult with the Special Education Director who may request an emergency hearing to ask a Hearing Officer to transfer the student to an alternative setting for up to 45 school days. Dangerousness may exist even if there is no Code of Conduct violation. It is a consideration based on serious safety concerns for the student and/or the school community. V. Students Without IEPs or 504 Plans Every regular education student who is subject to a remedial disciplinary transfer must be reviewed via a Behavior Performance Review. The Behavior Performance Review is a screening tool to make sure that disciplinary action is not imposed on a student whom the school should have known was in need of an evaluation for a suspected disability before the prohibited conduct occurred. There are three situations that are legal evidence that the school had knowledge that the student might have a disability: The parent has requested an evaluation. The parents have expressed concerns in writing to the students teacher or school administration that the student needs special education. The students teacher or other school staff have told the Regional Director of Special Education or other school supervision personnel of specific concerns about the childs academic or behavior difficulties.

VI. Notice to Parents Any time a student with an IEP or 504 plan is removed to an alternative or remedial disciplinary setting, the parent must be given a NOREP stating this decision and a copy of the procedural safeguards.

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BULLYING/CYBER BULLYING POLICY Prohibition of Harassment, Intimidation, and Bullying Agora Cyber Charter School is committed to a safe and positive learning environment for all students, employees, volunteers and parents, free from harassment, intimidation or bullying. All forms of bullying and cyber bullying are hereby prohibited. Anyone engaging in bullying or cyber bullying is in violation of the Policy and shall be subject to appropriate discipline. Bullying shall mean unwelcome verbal, written or physical conduct directed at a student /parent/staff member/employee by another student/parent when the intentional act: Physically harms a student or damages the students property; Has the effect of substantially interfering with a students education; Is placing another in reasonable fear of physical, emotional or mental harm; Is severe, persistent, or pervasive that it creates an intimidating or threatening educational environment; or Has the effect of substantially disrupting the orderly operation of the school. Cyber bullying includes, but is not limited to, the following misuses of technology: harassing, teasing, intimidation, threatening or terrorizing another student/parent/ staff member/employee by way of any technological tool, such as sending inappropriate or derogatory emails, instant messages, text messages, pictures or website postings that would include blogs, when the intentional act is: Physically, emotionally or mentally harming to a student/parent/staff member/employee Substantially interfering with the students education; Placing a student/parent/staff member/employee in reasonable fear of physical, emotional or mental harm; Is severe, persistent, or pervasive to the extent that it creates an intimidating or threatening educational environment; or Has the effect of substantially disrupting the orderly operation of the school.

Nothing in this policy requires the affected student/parent/staff member/employee to possess a characteristic that is a perceived basis for the harassment, intimidation, or bullying, or other distinguishing characteristic. All forms of bullying are unacceptable and when such actions are disruptive to the education process of the Agora Cyber Charter School, offenders shall be subject to appropriate staff intervention, which may result in administrative discipline or action. Harassment, intimidation or bullying can take many forms including: slurs, rumors, jokes, innuendos, demeaning comments, drawing cartoons, pranks, gestures, physical attacks, threats, or other written, oral or physical actions. Intentional acts refers to the individuals choice to engage in the act rather than the ultimate impact of the action(s). This policy is not intended to prohibit expression of religious, philosophical, or political views, provided that the expression does not substantially disrupt the education environment. Many behaviors that do not rise

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to the level of harassment, intimidation, or bullying may still be prohibited by other school policies or building, classroom, or program rules. Counseling, corrective discipline, and/or referral to law enforcement will be used to change the behavior of the perpetrator and remediate the impact on the victim. This includes appropriate intervention(s), restoration of a positive climate, and support for victims and others impacted by the violation. False reports or retaliation for harassment, intimidation or bullying also constitutes violations of this policy. The Head of School is authorized to direct the development and implementation of procedures addressing the elements of this policy, consistent with the complaint and investigation.

WHERE TO GO WITH QUESTIONS OR CONCERNS Agora staff recognizes that life at school does not always run smoothly. As problems arise, school personnel and parents must collaborate to seek solutions. Agora staff also realizes that parents and students do not always know what to do or where to seek out answers. Parents often give up and become frustrated if problems remain unsolved. Please follow these procedures for general information or for assistance in resolving a problem: Step 1. All concerns and issues should first be directed to the Family Coach. If an Agora teacher cannot resolve the issue (e.g., materials and computer issues) he or she directs the parent/responsible adult to the appropriate contact for assistance. The Agora Family Coach will monitor the concern to ensure resolution. If the issue or concern is about the Agora Family Coach, parents are advised to contact the Academic Director (see School Directory). If the concern is not resolved at the Academic Director level, parents/responsible adults are advised to contact the Head of School (see School Directory).

Step 2. Step 3.

Informal Complaint Process: Anyone may use informal procedures to report and resolve complaints of harassment, intimidation, or bullying. Complaints must be appropriately investigated and handled consistent with due process requirements. Informal reports may be made to any staff member, although staff shall always inform complainants of their right to, and the process for, filing a formal complaint. Staff shall also direct potential complaints to an appropriate staff member who can explain the informal and formal complaint process and what a complainant can expect. Staff shall also inform an appropriate supervisor or designated staff person when they receive complaints of harassment, intimidation, or bullying, especially when the complaint is beyond their training to resolve or alleges serious misconduct. Informal remedies include an opportunity for the complainant(s) to explain to the alleged perpetrator that the conduct is unwelcome, disruptive, or inappropriate either in writing or face-to-face; a statement from a staff member to the alleged perpetrator that the alleged conduct is not appropriate and could lead to discipline if proven or repeated; or a general public statement from an administrator reviewing the school

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harassment, intimidation and bullying policy without identifying the complainant, parent, guardian, or because Agora believes the complaint needs to be more thoroughly investigated. Formal Complaint Process: Anyone may initiate a formal complaint of harassment, intimidation or bullying, even if the informal complaint process is being utilized. Complainant(s) should not be promised confidentiality at the onset of an investigation. It cannot be predicted what will be discovered or what kind of hearing may result. Efforts will be made to increase the confidence and trust of the person making the complaint. Agora will fully implement the anti-retaliation provisions of this policy to protect complainant(s) and witness(es). Student complainants and witnesses may have a parent or trusted adult with them, if requested, during any school initiated investigatory activities. The Head of School or designated compliance officer (hereinafter referred to as the compliance officer) may conclude that the school needs to conduct an investigation based on information in their possession regardless of the complainants interest in filing a formal complaint. The following process shall be followed: A. All formal complaints shall be in writing. Formal complaints shall set forth the specific acts, conditions or circumstances alleged to have occurred that may constitute harassment, intimidation or bullying. The compliance officer may draft the complaint based on the report of the complainant, for the complainant to review and sign. B. Regardless of the complainants interest in filing a formal complaint, the compliance officer may conclude that the district needs to draft a formal complaint based on the information in the officers possession. C. The compliance officer shall investigate all formal, written complaints of harassment, intimidation or bullying, and other information in the compliance officers possession that the officer believes requires further investigation. D. When the investigation is completed, the compliance officer shall compile a full written report of the complaint and the result of the investigation. If the matter has not been resolved to the complainants satisfaction, Head of School shall take further action on the report. E. The Head of School or designee, who is not the compliance officer, shall respond in writing to the complainant and the accused within thirty days, stating: That Agora intends to take corrective action; or that the investigation is incomplete to date and will be continuing; or that Agora does not have adequate evidence to conclude that bullying, harassment or intimidation occurred.

F. Corrective measures deemed necessary will be instituted as quickly as possible, but in no event more than thirty days after the Head of Schools written response, unless the accused is appealing the imposition of discipline and the school is barred by due process considerations or a lawful order from imposing the discipline until the appeal process in concluded.

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G. If a student remains aggrieved by the Head of Schools designees response, the student may pursue the complaint as one of discrimination pursuant to The Agora Grievance Policy. Students will be provided with age-appropriate information on the recognition and prevention of harassment, intimidation or bullying, and their rights and responsibilities under this and other district policies and rules at student orientation sessions and on other appropriate occasions, which may include parents. Parents shall be provided with copies of this policy and procedure and appropriate materials on the recognition and prevention of harassment, intimidation and bullying. GRIEVANCE/COMPLAINT POLICY Parent Complaint Response/Due Process Procedure The Agora Cyber Charter School is interested in achieving and fostering student/family satisfaction. The following procedure ensures that student/family grievances are addressed fairly by the appropriate people in a timely manner. Agora prohibits discrimination against students/ families on the basis of disability, race, creed, color, gender, national origin or religion. The student and parent(s), custodian(s), or legal guardian(s) should address in writing any concern or grievance to the Head of School. The Head of School responds within ten (10) working days. If the concern or grievance is not resolved by the Head of School, the parent(s), custodian(s), or legal guardian(s) may, within ten (10) working days of the Head of Schools response, request a meeting (via phone or in person) with the Head of School to discuss the concern or grievance. The meeting request must be in writing. The Head of School shall investigate and respond within ten (10) working days. If the familys concern is not resolved at the meeting with the Head of School, the family may file a complaint with the Agora Board of Trustees. The Agora governing body may address the complaint directly, or the family may file a complaint with the PA Secretary of Education (information can be found on the PDE website). Agora has 30 days to respond in writing to a formal complaint filed with the State Board for Charter Schools. AGORA ATTENDANCE/TRUANCY POLICY As an on-line public school, Agora Cyber Charter School is required to monitor student attendance in accordance with all applicable statutes and State Board of Education Rules. Agora teachers and administrators monitor student attendance daily. Upon written request from a parent or guardian, the principal or designee may excuse a students absence from school for the following reasons: Student illness Quarantine Death in the immediate family Religious holidays (24 hr. advance request only) Educational tour/trip (24 hr. advance request only)

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Compliance with state attendance statutes and regulations is a parental responsibility. The school is obligated to keep an accurate record of daily attendance. An Agora student is considered truant and the district is thus notified if he or she accumulates three cumulative unlawful absences. After 4 cumulative unlawful absences, the student will be required to attend a Truancy Elimination Plan meeting. After 10 consecutive unexcused absences, the student will be removed from the active school rolls consistent with Pennsylvania School Code. Agora staff follows the procedures outlined below to notify parents of truancy. Instructional Time Pennsylvania requires all public schools to offer a minimum of one hundred and eighty (180) days of instruction between July 1 and June 30. Additionally, the statute requires a minimum number of instructional hours by grade level: Grade Level K-6 7-12 # Days 180 180 Hours per Day 5 5.5 Hours per Year 900 990

Instructional time can occur at anytime during the day and on any day of the week. Instructional time must directly relate to lesson objectives which are aligned to the Pennsylvania Academic Standards. Process for Attendance Monitoring 1. Students are required to follow the school calendar, which includes a minimum of 180 school days. Attendance only occurs on school days as listed on the school calendar. 2. Students are expected to log into the OLS (K-8) LMS (9-12) each scheduled school calendar day. If the school calendar indicates Monday through Friday in a given week as School Days, attendance is expected each day in order not to result in absences being recorded. Attendance in grades K-8 is defined as a student or Learning Coach of the student logging into the OLS on that school day. In the Freshman Academy, grade 9, and in the high school, grades 10-12, attendance is defined as a student logging into the LMS course on that school day. 3. TRUANCY: a student will be considered truant after three unexcused absences. Agora is mandated to report all truancy cases to the students home school district. Doctor/Medical Excuses 1. Students must present doctors notes when they are absent from school for three or more days consecutively due to illness. 2. The parent/guardian should send doctors notes to Attendance Office and the Homeroom Teacher through k-mail. 3. Doctors notes are valid for 10 days. Excuse Notes for Absence 1. In order for an absence to be registered as excused, a parent or guardian must submit a written explanation to Attendance Office and the Homeroom Teacher through k-mail. 2. Excuse must state the students name, the date of the absence, and the reason for the absence. The parent or guardian has three calendar days from the date of absence to submit the excuse through k-mail. Excused Absences

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1. Administrators register absences as excused for the reasons cited in the Pennsylvania School Code - personal illness or quarantine, health care, death in the immediate family, approved educational travel, and religious holidays or religious instruction. 2. A maximum of ten days of cumulative lawful absences verified by parental notification may be permitted per school year. All absences beyond ten cumulative days require an excuse from a physician. Unexcused Absences 1. If the Attendance Office does not receive an excuse within three days of the absence, such absence will be recorded as an unexcused absence. 2. Absences due to travel must be preapproved in order to be excused. Educational Leave Pupils may be excused for educational trips not sponsored by the school according to Section 11.26, Annex A, Ch. 11 of the Pennsylvania School Code. Please understand that it shall be the applicant(s) responsibility to contact the Attendance Office to determine what obligations must be met as a result of this proposed absence. Further understand that: 1. No more than ten (10) days of absence will result. 2. No absence will occur in the last ten (10) days of the school year. 3. Experiences such as Long Weekends and Vacations will not justify any request. 4. Request must be submitted and approved 24 hours prior to the trip using the Educational Request Form or by sending a detailed kmail to the Attendance Office. 5. Requests will not be approved for time off during the state testing window. No Internet Access or Power Outage or School-Issued Computer Technical Issues 1. Students who are unable to log into school or have a power outage must have an alternative plan to go to a public library/public location with computer access to do their school work. 2. If the student does not have a back-up plan and cannot go to the library, the student must notify Family Coach in order to legitimize the reason for the absence. 3. Students who are absent due to school-issued computer technical issues and do not have a backup plan and cannot go to the library, must contact Technical Support and must notify the Family Coach with the Technical Support ticket number in order to legitimize the reason for absence. Testing Attendance Policy Agora, a Pennsylvania public school, must follow the laws set by the Pennsylvania Department of Education. According to PDE, all students in grades 3-8 and 11 are required to participate in state testing. Students are subject to unexcused absences and may be removed from Agoras active rolls if they do not participate in testing. Testing for the 2011-212 school year begins March 12 and extends through May 4, 2012. Testing requirements: All public school students enrolled in grades 3, 4, 5, 6, 7, 8 and 11 are required to participate in the 2012 Reading and Mathematics PSSA or the PASA

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All public school students enrolled in grades 5, 8, and 11 are required to participate in the 2012 Writing PSSA or a locally determined alternate assessment. All public school students enrolled in grades 4, 8, and 11 are required to participate in the 2012 Science PSSA or the PASA.

Absent from testing: If a student does not attend the required days of testing the teacher must mark this as an unexcused absence for each day missed. If a student is ill and not able to attend the first day of testing he/she should attempt to attend the remaining days of their scheduled site. After two missed days the student should reschedule for another testing site. If a student misses three days a doctors note must be provided to substantiate the absences. If a student has not submitted a valid excuse, each subsequent day that a student does not attend testing will be marked as an unexcused absence. After three cumulative unexcused absences a student is considered truant. Should a student have 10 consecutive unexcused absences, the student will be removed from the active school rolls consistent with Pennsylvania School Code. Example: If a student does not attend first required testing window day on March 12 and does not attend testing on the required testing dates which may extend through May 4, the student will be considered truant and therefore subject to removal from the active school rolls. If a student has excused absences they will be required to attend a later testing site or a make-up site. Exemption for a medical emergency: According to PDE, a medical emergency applies to rare circumstances in which a student cannot take or finish taking the assessment during the entire testing window, including make-up dates, due to a recent significant medical emergency. A medical emergency can only be approved by a program director. If the medical emergency is not approved by a program director it must be logged as an unexcused absence. Truancy Elimination Plan Agora has developed a Truancy Elimination Plan (TEP), as described in Section IV (A) (3) BEC 24 P.S. 131327 to work strategically to reduce the incidence of truancy. Teachers and Family Coaches are the first line of defense for compulsory attendance, as they are the first to recognize students with possible attendance issues. Therefore, teachers and family teacher coaches should implement a plan of action including, but not limited to: Sharing and reviewing school policy on attendance and student responsibilities with students and families; Contacting the students parent/guardian upon their absence; Meeting individually with students to discuss reason(s) for absence; Following up with the-grade level principal (or assigned truant officer); Making referrals to guidance counselors and Collaborating with Student Assistance Teams as appropriate.

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Agora Attendance Officials will notify the parent/guardian regarding the need for a joint conference upon the fourth unlawful student absence. The school-family conference engages all participants involved in the students life to explore possible solutions to increase the students school attendance. The purpose of the school-family conference is to discuss the cause(s) of the truancy and to develop a mutually agreed upon plan to assure regular school attendance. The school-family conference provides both parties with the opportunity to identify, understand and explore all issues contributing to the students truant behavior. Participation by the student and family is an integral component for this conference. In addition, representatives from relevant and/or involved community-based agencies, community and school services and school personnel may be invited to participate. During the school-family conference, a Truancy Elimination Plan (TEP) shall be developed cooperatively with the student and other meeting participants. Issues to be addressed at the school-family conference should include, but not be limited to:

Appropriateness of the students educational environment; Possible elements of the school environment that inhibit student success; Students current academic level and needs; Social, emotional, physical, mental and behavioral health issues; Issues concerning family and home environment and Any other issues affecting the students attendance.

This school-family conference also provides an opportunity to ensure that both the student and the family clearly understand the legal ramifications of not adhering to the states compulsory attendance requirements. This methodology promotes full understanding and appreciation of the root causes of truancy as well as the resultant personal and societal impacts when truant behavior is not adequately addressed. The TEP will include, but not be limited to, the following components as appropriate:

Identification and provision of appropriate academic supports by the school and/or community organization(s); Identification and provision of appropriate social, emotional, physical, mental and behavioral health support from the school and/or community organization(s); Identification of the school environment issues that affect the students success and solutions to address these issues; Explanation of the students strengths and responsibilities related to the TEP; Explanation of the familys strengths and responsibilities related to the TEP; Clarification of method(s) used for monitoring the effectiveness of the TEP; Explanation of the consequences for each stakeholder if the TEP is not fully implemented; Explanation of the consequences for each stakeholder if the TEP is not fully implemented; Discussion of the benefits for successfully implementing the TEP and Follow up and report the outcome of the TEP.

POSITIVE BEHAVIOR SUPPORT PLANS A positive behavior support plan based on a Functional Behavior Assessment (FBA) shall be developed for students with an IEP whose behavior impedes his/ her learning.

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A Positive Behavior Support Plan and a Functional Behavioral Assessment forms and instructions are available at www.pattan.net. The Positive Behavior Support Plan should include positive strategies, programs or curricular modifications, and supplementary aids and supports required to address the behaviors of concern which should be clearly indicated in the appropriate areas of the IEP. Behavior Support plans must: Be positive rather than negative Be based on a FBA and utilize positive behavior technique Be Research based Emphasize skills needed by the student to exhibit desired behavior Provide proper motivation for the student Non attending students with an IEP: A Positive Behavior Support Plan will be considered for students exhibiting behavior that impedes their learning, including patterns of non-attendance. If a pattern of non-attendance is observed, an IEP team meeting is convened to consider the following actions: additional supports/services/academic interventions; truancy elimination plan/Positive behavior support plan; referral for SAP interventions; referral to base service unit (MH/MR) to determine if there are needs for treatment; request the resident school district process a formal hearing on truancy before a Magistrate court. CONFIDENTIALITY Every effort is made to maintain the confidentiality of students who attend Agora Cyber Charter School. Parent permission is required for a students name or picture to be displayed in a public manner. Confidential student information is encrypted before being transferred over the Internet. The encrypted information can only be decrypted by another party authorized by Agora. Student files are accessible only to authorized employees of Agora who have an interest in the education of its students. Adults and students should not share their K12 Online School (OLS) username and password with any unauthorized individuals. Whenever a parent or teacher believes the security of the OLS has been compromised, the parent can use the tools provided in the OLS to change usernames and passwords. Parents are advised to avoid using personal information in e-mails. Using the childs first initial rather than full name is preferred. HEALTH POLICY Agora Cyber Charter School is a public school and must follow the regulations relating to immunizations and health assessments as per the PA School Health Code. Relating to school immunizations (28 Pa. Code, Chapter 23, Subchapter C). The only exemptions to the school laws for immunizations are for medical reasons or religious beliefs. Medical Exemptions must be submitted in writing and must be signed

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by the childs physician. Religious exemptions must be submitted in writing and must be signed by a parent/guardian. Immunization records must be delivered to the school prior to acceptance for enrollment. Parents should request their childs health records from the previous school prior to starting school at Agora. Agora Cyber Charter School is a public school and must follow the regulations relating to immunizations and health assessments as per the PA School Health Code. Relating to school immunizations (28 Pa. Code, Chapter 23, Subchapter C) 1. Children at any grade, kindergarten through 12th, including all public, private, parochial or nonpublic school in this commonwealth, including vocational schools, intermediate units, and special education and home education programs, cyber and charter schools, must show proof of immunization before they can attend school in this commonwealth. 2. Any student in kindergarten through 12th grade may be admitted to school provisionally if evidence of at least one dose of each required antigen for vaccines given in a series or more than one dose (i.e., measles, mumps, rubella, polio, diphtheria, tetanus, varicella, hepatitis B) is given, The parent(s) or guardian(s) plan for completion of the required immunizations shall be submitted to the school and reviewed every 60 days. All subsequent immunizations shall be entered on the Certificate of Immunization or into the computer database program. All immunization requirements shall be completed within eight months of entrance to school. If the requirements are not met, the school administrator shall undertake exclusion measures.

3. Any seventh graders or students in an ungraded class in the school year when the student is 12 years of age will need one dose of Meningococcal Conjugate Vaccine (MCV) and one dose of Tetanus/diphtheria/acelleular pertussis (Tdap). If a student does not show proof of these antigens or a combination form administered, that student may be admitted provisionally, and a plan for completion of the required immunizations shall be submitted to the school and reviewed every 60 days. These immunization requirements shall be completed within eight months of entrance to the seventh grade or 12 years of age in an ungraded school. If the requirements are not met, the school administrator shall undertake exclusion measures. Technical information POLIO VACCINE Requirement - Three or more properly-spaced doses of oral polio vaccine (OPV) or enhanced inactivated polio vaccine (IPV). (Students 18 years of age and older are exempted) Any combination of OPV and IPV given at appropriate ages and intervals are acceptable doses. DIPTHERIA AND TETANUS VACCINE Requirement Four or more properly-spaced doses, with one dose administered on or after the fourth birthday. These vaccines may be administered as single antigen or in combination (DTP, DTaP, DT, Tdap or Td).

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MEASLES VACCINE Requirement Two properly-spaced doses of live attenuated measles containing vaccine, the first administered on or after 12 months of age and the second separated by at least one month from the first: or a history or measles immunity proved by laboratory testing by a laboratory with the appropriate certification. The Department of Health recommends both doses of measles-containing vaccine be administered as MMRII. MUMPS VACCINE Requirement Two properly-spaced doses of live attenuated mumps-containing vaccine, the first administered on or after 12 months of age and the second separated by at least one month from the first; or a written physician diagnosis, signed by a physician or his/her designee. All susceptible students, regardless of age, should be vaccinated against mumps, unless vaccination is contraindicated. The Department of Health recommends that the mump-containing vaccine be administered as MMRII. RUBELLA VACCINE Requirement One dose of live attenuated rubella-containing vaccine administered at 12 months of age or older or a history of rubella immunity proved by laboratory testing by a laboratory with the appropriate certification. HEPATITIS B VACCINE Requirement Three properly-spaced doses or serological proof of immunity. The series can be completed. The series can be completed with either monovalent HepB or a combination vaccine containing HepB. The second dose should be administered at age 1 or 2 months. The final dose should be administered no earlier than age 24 weeks. VARICELLA VACCINE/IMMUNITY Requirement - One of the following: 1) Two properly-spaced doses of varicella vaccine 2) A history of chickenpox immunity proved by laboratory testing or a written statement of history of chickenpox disease from the parent, guardian, emancipated child or physician. Any child less than 12 months of age with disease according to the history of a parent only receives one dose of vaccine. If a child less than 12 months of age has disease confirmed by a clinician or lab and the parent has documentation of this, the child does not need vaccination. TETANUS/DIPTHERIA/ACELLULAR PERTUSSIS VACCINE Requirement One dose, if at least five years have elapsed since the last dose of a vaccine containing tetanus and diphtheria. MENINGOCOCCAL CONJUGATE VACCINE Requirement One dose of Meningococal Conjugate Vaccine Relating to Health Assessment Requirements Organized by Grade Level Documentation must be provided to Agora if not performed by Agora medical staff. KINDERGARTEN: Comprehensive physical exam performed by a physician, Dental exam, health screenings assessments including height, weight, hearing, near and far vision, color vision, stereo/depth and convex visual exams. FIRST GRADE: Comprehensive physical exam performed by a physician if not done in Kindergarten, Dental exam if not done in Kindergarten, health screenings assessments including height, weight, hearing, near and far vision, color vision, stereo/depth and convex visual exams.

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SECOND GRADE: Health screenings assessments including height, weight, hearing, near and far vision, color vision, stereo/depth and convex visual exams. THIRD GRADE: Health screening assessments including height, weight, hearing, near and far vision. FOURTH GRADE: Health screening assessments including height, weight, and near and far vision. FIFTH GRADE: Health screening assessments including height, weight, and near and far vision. SIXTH GRADE: Comprehensive physical exam performed by a physician, health screening assessments including height, weight, scoliosis, and near and far vision. SEVENTH GRADE: Dental exam, health screening assessments including height, weight, hearing, scoliosis, and near and far vision. EIGHTH GRADE: Health screening assessments including height, weight, and near and far vision. NINTH GRADE: Health screening assessments including height, weight, and near and far vision. TENTH GRADE: Health screening assessments including height, weight, and near and far vision. ELEVENTH GRADE: Comprehensive physical exam performed by a physician, health screening assessments including height, weight, hearing, and near and far vision. TWELFTH GRADE: Health screening assessments including height, weight, and near and far vision.

Please contact the Agora office with any questions regarding health requirements. *Agora students will have the opportunity for free screenings by the school personnel or contracted nurses. PHYSICAL EDUCATION All things being equal, a physically active child will have an advantage in learning and an inactive child has a disadvantage for learning therefore, physical activity may hale increase student academic achievement. Dr. Germund Hesslow, Internationally renowned researcher, Lund University, Sweden. Agora Cyber Charter School recognizes the important role of Physical Education in the education of our students. Parents/guardians are an integral member of the students educational team. The in-home nature of the cyber-school model requires parents to assume the primary responsibility for the implementation of physical education activities. Acceptable activities include; daily walks of at least hour duration, participation in community activities at local YMCA/YWCA, organized mall walks, jumping rope, activities, etc. These activities must be approved by the childs teacher and monitored in accordance with Agora attendance requirements. Physical Education forms are available for third party completion. GRADES K-6 - Pennsylvania statute requires elementary students receive a minimum of 200 minutes of physical education every ten days. GRADES 7-8 - Students in Middle school with complete a semester of Physical Education during the 7th grade year and a semester of PE during the 8th grade year. Middle school students are assigned a Physical Education teacher and are responsible for keeping track of their activities in a journal format. Physical Education in the Middle school is given a grade of Pass/Fail.

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GRADES 9-12 - Students in the Freshman Academy and in the High School need to earn two Physical Education credits throughout their high school years. Letter grades will be assigned to High School Physical Education courses. Physical Education requirements for students receiving Special Education should be aligned in conjunction with the prescription outlined in the childs IEP. ACADEMIC PACING Within the Agora program, every child can have the opportunity to progress through the curriculum at his or her own pace. Students who are working asynchronously have the flexibility to work at their own pace. Decisions to advance in a course level are made jointly by the parent and teacher at any time of the year. Advancement of a student from one course level to the next requires the approval of the Agora administration. Students are required to master the course objectives before advancing to the next course level. This approach results in a solid foundation of core knowledge essential for success in the next subject level. Although the program is self-paced and individualized, students are required to progress and to achieve one grade level per school year as specified by state law. ATTENDANCE/ACADEMIC PROGRESS AND ACHIEVEMENT POLICY It is the expectation of Agora Cyber Charter School that all students can and will achieve academic success and that consistent attendance and engagement in daily coursework is essential to that success. At Agora, attendance involves daily log in to each course and attendance at all mandatory sessions. Engagement involves completion of assigned daily lessons, which includes submission of assigned coursework. Specific non-compliance in the areas below:

Three or more unexcused absences in a 30 day period, not necessarily consecutive Chronic failure to complete daily assigned lessons for five consecutive days Grades K-6: Failure to show course progress for five consecutive days Grades 7-12: Failing three or more courses with a course average of 30% or below and/or has a course average of 30% or below

Any student who is non-compliant with any of the criteria above will be required to follow the schooling plan below:
Must attend live check in sessions for 10 consecutive days Must complete all required coursework for 10 consecutive days

Failure to comply: the days the student does not attend live sessions will be marked as unexcused absences and the student will be subject to truancy violations that could lead up to removal from the school with 10 consecutive unexcused absences according to PA State law.

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STANDARDIZED TESTING Every Pennsylvania student in grades 3 through 8 and grade 11 is required to complete the PSSA in Math and Reading. In addition, students in grades 5, 8, and 11 must participate in the PSSA Writing examination. Students in grades 4, 8 and 11 must participate in the PSSA Science assessments. Testing will be conducted at a variety of sites around the state. Efforts will be made to locate a testing site within an hour of your home. In certain cases it may be necessary to travel longer than an hour. These tests are given over a one- to four-day period depending on the students grade level. Specific testing dates and locations will be published no later than two weeks prior to the testing window. The school cannot guarantee that the students assigned teacher will be the test proctor. Parents or guardians do have the right to have their children excused from specific instructions or testing that conflict with their religious beliefs. Parents or guardians must submit a written request to Agora to review the tests in such cases. CHANGE OF HOME ADDRESS In the event your address changes after initial enrollment, please send a k-mail to Address Change verifying the updated address. Be sure to include the names of all children associated with your household. Please include in your K-mail; Previous address and new address (Required) New district if applicable New phone if applicable Effective date of address change (Required) In addition, you are required to submit the following two documents to our office. Please be advised, the documents are state mandated for all enrolled students. Failure to submit the documents will cause your child to be out of compliance with state requirements. 1. Charter School Student Enrollment Notification Form (will be sent to you by the Agora office upon notification of the change of address) o Complete and sign the form. Submit one per child. 2. Proof of Residence. Please see below for acceptable documents: Valid drivers license Valid non-drivers license Current utility bill (gas, water, electric, sewage, cable and land line phone) Current mortgage statement Current residency card Deed, Vehicle registration Property tax bill Current Credit Card bill

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Please fax the documents to our main office at 1-866-529-0166, Attention: Change of Data Processing. Re: Child(ren)s full name. If you choose to mail, please send to: Agora Cyber Charter School 995 Old Eagle School Road Suite 315 Wayne, PA 19087 WITHDRAWING FROM AGORA Parents wishing to withdraw their children from the Agora Cyber Charter School must contact the Family Teacher Coach and complete a withdrawal form in order to fully process the withdrawal. The Family Teacher Coach will notify school officials of their decision. The Director of Operations or designee will confirm withdrawal date once the form has been received and arrange for the return of all school equipment and materials. Failure to return all school equipment and materials in satisfactory condition may result in a collections action. Agora Cyber Charter School will inform the students home school district of the withdrawal within 10 days according to PA School Code. SUPPLEMENTAL ACTIVITIES Parents seek to provide a fuller education for their child by enriching their childs curriculum with extra activities and family trips. It is necessary that parents/responsible adults discuss their supplemental activities with their students assigned Agora teachers. This ensures that the supplemental activities are recorded in the appropriate area(s) of the curriculum. EXTRACURRICULAR ACTIVITIES AND SPORTS TEAM ELIGIBILITY Pennsylvania Public School Code (24 P.S. 17-1719-A- 14) requires that students be permitted to participate in extracurricular activities offered by their home school district, provided that they are not offered by Agora. Students must comply with policies and meet the specific eligibility criteria set forth by their home school district. Student athletes must also satisfy eligibility requirements established by the Pennsylvania Interscholastic Athletic Association. Student members of a sports team with their home school district must continue to meet grade requirements to be part of the team. Coaches needing academic information from Agora must make a request in writing to the Head of School. Whenever possible, Agora will assist students and parents to secure the opportunity to participate in extracurricular activities. USE OF SCHOOL PROPERTY Agora provides materials, computer, printer, books and other curricular supplies. All provided materials are school property and must be kept in good condition. Parents are responsible for the repair or replacement of all lost, stolen or damaged school property. A list of property that must be returned is provided to parents. All property and equipment must be returned in good, working condition upon withdrawal from the program. All printed materials are copyrighted. Unauthorized copying of those materials is a copyright infringement. Materials cannot be sold or transferred. Materials are to be used solely by the student in his or her studies while enrolled in the school. Parents are to comply with this policy and all the terms and conditions of the Use of Instructional Property Agreement submitted with the enrollment materials.

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OBJECTIONABLE CONTENT POLICY There may be times when a parent considers certain lessons, books or materials objectionable for various reasons. If a parent finds material objectionable: he or she should contact his or her Agora teacher via Kmail. Teachers will work with parents to find alternative lessons to meet the lesson objectives. The assessment for the lesson must be completed to show that the objectives have been met. STUDENT RECORDS Student records are maintained at the Agora office. Agora Cyber Charter School provides parents with access to the academic records of their children. The access rights of parents consist of: a. The right to inspect and review the contents of educational records. b. The right to obtain one copy of the education records at no charge, and additional copies, if requested, at a charge. These will be stamped as unofficial. c. The right to receive from school personnel an explanation and interpretation of the educational records. d. The right to a hearing to challenge the contents of the educational records. e. The right to bring an attorney or parent advocate to review educational records. A parent seeking access to the educational records may make a request by telephone or in person to the Chief Executive Officer or designee. However, prior to reviewing and inspecting the educational records, a parent must sign an official request form. Access to educational records is granted within forty-five days of the receipt of the written request. After examining their child's educational record, parents may request a hearing to challenge the contents of the record. The purpose of the hearing is to establish the accuracy of the record. At an informal meeting between the parents and the Site Administrator or designee, an attempt is made to answer any questions raised by the parents. If the questions are not resolved, a formal hearing is conducted in the office of the Chief Executive Officer. In general, the school may not permit access to, nor release of, educational records to third parties without the consent of the childs parents or guardians. However, educational records may be released without the consent of parents to another public school system to which a pupil transfers. Pupil directory information, which includes the pupil's name, address, date and place of birth, photographic likeness, major field of study, dates of attendance, degrees and awards received, and participation in officially recognized activities and sports may be released without the consent of the parents unless the school is notified annually by the parents not to release the information without their prior written consent. State law provides that the following additional conditions will apply regarding the educational records of special needs students:

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If you have asked to see your child's records, you must be allowed to do so prior to a conference regarding an individualized education program and prior to a hearing regarding the identification, evaluation, or placement of your child. You may designate another person to examine your child's records, if you wish to have further advice. You may ask for a list of the types and locations of the records kept about your child. The Agora Cyber Charter School has a schedule for the destruction of Special Education records of students who have been out of the program for at least five years. You will be sent a notice by mail at a time shortly before the student's records would be destroyed and advised of your right to obtain them for your own use or the students use. It is your responsibility to provide the school with your current address so that you will receive the notification. You should do so by sending your address, the student's name, and birth date to Agora Cyber Charter School.

Parents/legal guardians may contact the office to obtain a copy of student records by e-mailing records@agora.org A copying fee may be assessed. If parents/responsible adults change their address, telephone, e-mail address, or place of employment, they are asked to notify their childrens teachers immediately. Parents are responsible for keeping contact information current within the account setup section of the OLS. INTERNET SERVICE PROVIDER (ISP) REIMBURSEMENT PROGRAM Families at Agora receive ISP reimbursement checks three times per year at the rate of $35.00 per month (per household) for the school year. Disbursements will be made mid December, March and June/July. Families must participate in the Online School, as well as have compliant attendance as described in the Agora Handbook, in order to qualify for ISP reimbursement. Additionally, all required documents for enrollment for each student enrolled must be in the students record. Families are eligible for ISP reimbursement for the month in which they enroll. Please be aware that if an ISP check is lost, Agora does not automatically reissue a check to that family. If a check is lost, parents must e-mail isp@agora.org within 60 days, or a replacement may not be issued. SCHOOL SUPPLIES Agora provides most curriculum items needed to participate in school. There are times when household and consumable items are needed to complete a lesson. Be sure to use the Advanced Planning feature through the Online School to assist with upcoming lessons requiring certain materials. A suggested school supply list is provided by the teacher at the beginning of the school year. PRINTER INK USAGE GUIDELINES Printer ink is expected to be used sparingly and only for school needs. Most of the materials needed in grades K-8 are already printed in the Student Pages for use, eliminating the need to print. In order to conserve ink, it is recommended that your printer is set to always print in fast draft mode. To set for fast draft mode: Go to your Start menu

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Go to Printers and Faxes Right click on your printer name Scroll down to Properties Click on the Advanced tab Click on Printing Defaults In the drop-down menu under Print Quality, choose Fast Draft Click Apply, then click OK.

Ink refill kits are not recommended for use as they commonly are non-compatible and messy to administer. Agora will provide additional ink cartridges on an as needed basis, but not to exceed two black cartridges per child per school year. Color refills are not provided as there is no need for students to print in color. To request a new ink cartridge, send an e-mail to ink@agora.org . In the subject line, put the students last name, first initial (ex. Smith, J.). In the body of the e-mail include your name, address, and make/model number of your printer. FAMILY EDUCATION RIGHTS AND PRIVACY ACT (FERPA) Agora maintains records concerning all children enrolled, including students with disabilities. Records containing personally identifiable information about or related to children with disabilities could include, but are not limited to, cumulative grade reports, discipline records, enrollment and attendance records, health records, individualized education programs, notices of recommended assignment, notices of intent to evaluate and to reevaluate, comprehensive evaluation reports, other evaluation reports by public school staff and by outside evaluators, work samples, test data, data entered into PDE data collection systems, correspondence between school staff and home, instructional support team documents, referral data, memoranda and other education-related documents. Records can be maintained electronically, on paper, microfiche, audio and videotape. Records can be located in the central administrative offices of the Agora, electronic storage systems and in the secure possession of teachers, school administrators, specialists, psychologists, counselors and other school staff with a legitimate educational interest in the information contained therein. All records are maintained in the strictest confidentiality. Records are maintained as long as they remain educationally relevant. The purposes of collecting and maintaining records are to: (1) (2) (3) (4) ensure that the child receives programs and services consistent with his or her IEP; monitor the ongoing effectiveness of programming for the child; document for the public school and the parents that the student is making meaningful progress; satisfy the requirements of state and federal agencies who have an interest in inspecting or reviewing documents concerning particular students or groups of students for purposes of compliance monitoring, complaint investigation, and fiscal and program audits; and inform future programming for and evaluations of the child. When educational records, other than those which must be maintained, are no longer educationally relevant, the public school must notify the parents in writing and may destroy the records, or, at the request of the parents, they must

(5)

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destroy them. Public schools are not required to destroy records that are no longer educationally relevant unless the parents request so in writing. When educational records, other than those required, are no longer educationally relevant, the public school shall notify parents in writing and may destroy records or, at the request of the parents, may destroy said records. The Family Educational Rights and Privacy Act (FERPA), affords parents and students over 18 years of age (eligible student) certain rights with respect to the students educational records. They are: (1) The right to inspect and to review the students educational records within 45 days of the date Agora receives a request for access. Parents or eligible students should submit to the school administrator (or appropriate school official) a written request that identifies the record(s) they wish to inspect. The administrator or designee will arrange a records inspection for the parent or eligible student. (2) The right to request the amendment of the students education records that the parent or eligible student believes is inaccurate or misleading. Parents or eligible students (age 18 and above) may ask Agora to amend a record that they believe is inaccurate or misleading. They should write the school administrator, clearly identify the part of the record they want changed, and specify why it is inaccurate or misleading. If Agora decides to not amend the record as requested by the parent or eligible student, notice will be given to the parent or eligible student of the decision. Information will be given advising him or her of the right to a hearing regarding the request for amendment. Additional information regarding the hearing procedures will be included to the parent or eligible student when they are notified of the right to a hearing. (3) The right to consent to disclosure of personal information contained in the students education records, except to the extent that FERPA authorizes disclosure without consent. One exception, which permits disclosure without consent, is disclosure to school officials with legitimate educational interests. A school official is a person employed by Agora Cyber Charter School as an administrator, supervisor, instructor, or support staff member (including health or medical staff and law enforcement unit personnel); a person serving on the School Board; a person or company with whom Agora has contracted to perform a special task (such as an attorney, auditor, medical consultant, or therapist); or a parent or student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official in performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. Upon request, Agora discloses education records without consent to officials of another school in which a student seeks or intends to enroll. (Note: FERPA requires a school district to make a reasonable attempt to notify the student of the records request unless it states in its annual notification that it intends to forward records on request.)

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(4) The right to file a complaint with the U.S. Department of Education concerning alleged failures by Agora to comply with the requirements of FERPA. The name and address of the Office that administers FERPA is: Family Policy Compliance Office U.S. Department of Education 600 Independence Avenue, SW Washington, DC 20202-4605 (Note: Directory information includes the following information relating to a student: the students name, address, telephone number, date and place of birth, major field of study, participation in officially recognized activities and sports, weight and height of members of athletic teams, dates of attendance, degrees and awards received, the most recent previous educational agency or institution attended by the student, and other similar information.) It is the policy of Agora Cyber Charter School to provide employment without regard to race, color, religion, national origin, sex, age or handicap as required by Title VI, Title IX, and ADA. ADVANCED LEARNERS PROGRAM The Advanced Learners Program (ALP) is a supplemental enrichment program for K-12 students who are currently working in courses above their age appropriate grade level, have been identified as gifted through a previous program, and/or are recommended to the program by their teacher or parents. Students in the ALP are supported with accelerated course planning and other activities that incorporate academics, multiple intelligences, and social interaction. Participants in the ALP are expected to maintain good progress and achievement. If you feel that your child would benefit from the program, contact your teacher for more information. AT-RISK PROGRAM Agora supports the academic achievement of all students, particularly those most at risk academically. The school has a strong commitment to the federally mandated goals of the No Child Left Behind Act (NCLB). It is a priority to build strong parent/teacher/student relationships and address the specific needs of individual students. The At-Risk Program at Agora uses an early intervention process to identify and to serve struggling students. This process includes parents, teachers, and administrators. It uses a multi-tier model of service delivery, problem-solving methods to make decisions, and research-based, scientifically validated interventions/instruction. If a teacher identifies an area of weakness for any student and prescribes intervention strategies and activities supplementing daily curriculum, it is expected that the student would follow the prescribed plan which could include mandatory remediation sessions held live in a web based classroom. Attendance is expected and student participation is required. Additional assignments may be requested, but if a student does not participate, he or she will be subjected to the attendance policy.

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COUNSELING OPPORTUNITIES Agora will prepare students academically to develop an understanding of careers and learning opportunities to guide them, as they make their way through the educational landscape. Agora will integrate counseling opportunities into the curriculum by using a combination of materials and strategies that have demonstrated success.

Agora will offer the following components to support our integrated counseling program: Career Study and Exploration Comprehensive individual evaluation and appropriate, intensive instruction in reading, writing, mathematics, and problem solving A school day that will allow prolonged, intensive individual and group contact in virtual and physical environments A science and technology program implemented through technology and hands-on participation in science laboratory experiments A solid, coherent value system centered on character building, academic accomplishment, life skills, and social skills, integrated throughout the education and support programs A solid, coherent behavioral system, emphasizing good conduct and personal responsibility, both in virtual and physical environments Strong personal assistance through individual and group development of effective strategies for dealing with academic issues A school program that will emphasize the need to empower youths to participate in the educational process through their inclusion in current and future plans

SPECIAL EDUCATION SERVICES Agoras Special Education program meets the individual needs of students by using specially-designed instruction with a standards-based curriculum in the home setting. Frequent assessment of student progress is necessary. We deliver special education programming and related services to Agora students at no cost to the parent or guardian. Students with disabilities needing special education must receive a free appropriate public education (FAPE). These services conform to the students Individual Education Plan (IEP). IDEiA Statement The 2007 Amendments to the Individuals with Disabilities Education Act (IDEA) mandate that every school district in the country develop a system to identify children (from birth through age 21), with disabilities, who live in that specific district. Agora will make a concerted effort to identify, to locate and to evaluate children through 21 years of age who enroll in Agora and have a confirmed or suspected disability, in accordance with all federal regulations and state standards. In addition, it shall be the policy of Agora that children with disabilities, as well as their parents/guardians, shall be provided with safeguards as required by law, throughout the identification, evaluation, and placement process and to provide these children with a free, appropriate, public education. Screening Agora screens and evaluates children to determine eligibility for special education and related services. We undertake screening activities before referring most children for a multidisciplinary team evaluation. Screening activities consist of the following:

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Ongoing analysis of the childs response to instruction and performance on statewide and district-wide assessments. Periodic vision and hearing assessments by the school nurse and review of the results of physical examinations by school or private physicians as mandated by the Pennsylvania Public School Code. Team-based baseline assessment and analysis of the childs response to individualized academic or behavioral intervention over an extended period. Such intervention-based screening occurs when requested by the childs teacher, parents, or other concerned school personnel.

For information about the dates of various screening activities by Agora, please contact the school directly. Parents of preschool-age children (three through five) may obtain information about screening activities, or may request a screening of their children by calling or writing their local Intermediate Unit, Early Intervention Services. STUDENT ASSISTANCE TEAM (SAP) The Commonwealth of Pennsylvanias Student Assistance Program (SAP), which is administered by the PA Department of Educations Division of Student and Safe School Services in partnership with the PA Department of Healths Bureau of Drug and Alcohol Programs, and the PA Department of Public Welfares Office of Mental Health and Substance Abuse Services, is designed to assist school personnel in identifying issues including alcohol, tobacco, other drugs, and mental health issues which pose a barrier to a students success. The primary goal of the Student Assistance Program (SAP) is to help students to overcome these barriers in order that they may achieve, remain in school, and advance socially and academically. Student Assistance Programs exist in other areas of the country. The structure and operation of the program in Pennsylvania is a unique expression of an integrated model serving the needs of families in Pennsylvania. SAP is a systemic process using techniques to mobilize school resources to remove barriers to learning. The core of the program is a professionally trained team, including school staff and liaisons from community alcohol and drug and mental health agencies. SAP team members are trained to identify problems, to determine whether or not the presenting problem lies within the responsibility of the school and to make recommendations to assist the student and the parent. When the problem lies beyond the scope of the school, the SAP team will assist the parent and student to access services within the community. The student assistance team members do not diagnose, treat or refer children for treatment; however, they may refer them for a screening or an assessment for treatment. There are four phases to the student assistance process: 1. Referral - Anyone-- any school staff, a students friend, a family member or community member can refer a student to SAP when that persons behavior becomes problematic. Students themselves can even go directly to the SAP team to ask for help. The SAP team contacts the parent for permission to proceed with the SAP process.

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2. Team Planning The SAP team gathers objective information about the students performance in school from all school personnel who have contact with the student. Information is also collected from the parent. The team meets with the parent and the student to discuss the data collected. Together, they develop an action plan that includes strategies for removing the learning barriers and promoting the students academic and personal success. This plan may include in-school and/or community-based services and activities 3. Intervention and Recommendations The plan is put into action. The team assists in linking the student to in-school and/or community-based services and activities like a drug and alcohol or mental health assessment. 4. Support and Follow-Up The SAP team continues to work with, and support the students and their families. Follow-up includes monitoring, mentoring and motivating for academic success. Parents have the right to be involved in the process and have full access to all school records under the applicable state and federal laws and regulations. Involvement of parents in all phases of the student assistance program underscores the parents role and responsibility in the decisionmaking process that affects their childrens education. This is integral to the successful resolution of problems. The student assistance process is based upon state guidelines, professional standards and policies, and procedures adopted by the school board of directors. Professional training for team members in all phases of the student assistance process is consistent with state guidelines and is conducted by a Commonwealthapproved training provider. Such training is required to ensure the appropriateness of the recommended services, as well as effective inter-agency collaboration and the compliance with state and federal laws that protect the privacy rights of parents and students. Training of team members by a Commonwealth-approved training provider, ensures the board of school directors, school administrators, parents, students, and the public that team members have received up-todate professional training consistent with standards and appropriate procedures. Guidelines for the Commonwealth Student Assistance Program training system contain training standards and competencies for SAP team professionals. Students receiving treatment through a community agency, the student assistance team, in collaboration with parents and the agency can assist in planning in-school support services during and after treatment. The teams effectiveness in helping students and their parents to remove the barriers to learning and to improve student performance depends on the training of the individual team members, maintenance of the student assistance process, level of administrative commitment including Board support, active parent and student involvement and the available resources in school and the community. For referral information, please contact Jill Noonan SAP coordinator jnoonan@agora.org RESPONSE TO INTERVENTION AND INSTRUCTION (RTII) RtII is a viable means to intervene prior to academic failure. Using RtII, Agora can identify students at risk for poor learning outcomes, monitor student progress, and provide evidence-based interventions. These interventions can be adjusted as needed depending on a students responsiveness. A Permission to

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Evaluate (PTE) for a Multidisciplinary Team Evaluation may be issued regardless of participation in the RtII process. MULTIDISCIPLINARY TEAM EVALUATION (MDE) Parents are members of the multidisciplinary team. The instructional support team or child study team for a multidisciplinary evaluation refers students who may require special education services. This evaluation gathers pertinent information on the childs performance from teachers, counselors, therapists, psychologists and parents. The resulting Evaluation Report (ER) is a compilation of information that includes recommendations on the childs eligibility for Special Education Services. All information collected is confidential and is protected in accordance with State and Federal law and by the schools policy on confidentiality of student records. In order to request a multidisciplinary team evaluation for a school-age child, a parent should contact the childs teacher, school counselor, principal, or Director of Special Education (please refer to the School Directory for contact information). Every three years, public schools must re-evaluate school age students who are receiving special education services. However, students who are identified with mental retardation and are receiving special education services must be reevaluated every two years. Before proceeding with an evaluation of a student, the public school must notify the parents in writing of the rights of the parent, the specific types of testing and assessment it proposes to conduct and the date and time of the evaluation. The school must secure written parental consent to the proposed testing before student evaluation can take place. Services by Disability Special Education services are collaborative teamwork among the parent, teachers, and therapists to provide a systematic problem-solving approach for a quality education to each student. All members of the Agora school community believe that varied instructional practices and learning environments benefit all children. Services by disability area are as follows: o Autism, including Pervasive Developmental Disorder o Blindness or Visual Impairment o Deafness or Hearing Impairment o Mental Retardation o Multiple Disabilities o Neurological Impairment o Orthopedic Impairment o Serious Emotional Disturbance o Specific Learning Disability o Speech and Language Impairment o Other Health Impairments COMMITMENT TO SERVE STUDENTS Agora is committed to the full implementation of NCLB and IDEA. When special education students are given the support necessary for success as outlined by their IEP, we believe they can achieve at the same high standards that are required for all students enrolled in our school. Therefore, we will ensure that our enrolled special education students will have full access to those curricular offerings aligned to Pennsylvania state academic achievement standards for their age appropriate grade level.

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CHAPTER 15/504 SERVICE PLAN Under Section 504 of the Federal Rehabilitation Act of 1973, and under the Federal Americans with Disabilities Act, some school-age children with disabilities who do not meet the eligibility criteria may nevertheless be eligible for special protections and for adaptations and accommodations in instruction, facilities, and activities. Children are entitled to such protections, adaptations, and accommodations if they have a documented mental or physical disability that substantially limits or prohibits participation in, or access to, an aspect of the school program. FAMILY TEACHER COACHES The role of the Family Teacher Coach (FTC) is to be the first and most meaningful relationship students have with Agora. Each student in grades K-12 will have a Family Teacher Coach. The Family Teacher Coach support families in the following capacities: Serve as a familys first point of contact Conduct Home Visits Verify daily attendance Provide significant student and parent training Respond to family concerns Provide resources: community, school, attendance, and School Assistance Program (SAP) Identify individual student learning path Distribute weekly communication and messaging Hold virtual office hours Organize local Agora Days Out

It is imperative that lines of communication remain open with the family coaches. Family coaches will be visiting homes and providing all supports as listed above.

ACADEMIC ADVANCEMENT (GRADES K-8) It is important to understand that the decision to advance a student to the next course or grade level is made jointly by the parent and teacher. The decision focuses on what is in the best interest of the child. Academic achievement through content mastery is the cornerstone of the Agora Cyber Charter School and the K12 curriculum. Agora understands children do not learn at the same rate or in the same manner. The program offers families flexibility in scheduling and instructional strategies. Agora focuses on mastery of lesson objectives, encouraging families and students to spend the time needed daily and throughout the year to reach mastery of most lesson objectives. Parents and teachers evaluate every students course level and grade level prior to the conclusion of the current school year. Together, the Agora teacher and parent arrive at a decision on the advancement of the student. Advancement of a student from one course level to the next requires the approval of the Agora

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administration. Sufficient progress in all courses is expected before course level advancement in one area may be considered. THE ELEMENTARY PROGRAM (GRADES K-6) The elementary teachers at Agora are assigned one grade level. Agora teachers will maintain contact with students via telephone conferences class-wide online lessons, and during standardized testing participation. Lessons will be offered in a synchronous (real-time) environment for students for whom this format is recommended. Student who exhibit independence in working will be able to complete lessons asynchronously (on their own) and will be monitored by the teacher. Through these contacts the teacher will develop clear instructional learning goals for each student and monitor progress towards these goals throughout the school year. As expected, students identified as at-risk will hold a higher priority of contact as determined by the teacher and the parent. Students who possess IEPs will also require more interaction. The regular and special education teachers will work in cooperation to ensure the increased interaction. K-6 PROMOTION AND RETENTION Throughout the 11-12 school year, Pennsylvania grade level standards will be measured for all Agora students in grade K-6. Monthly reports will be created for each student that outlines actual course progress and expected progress for that point in the school year. Learning goals will also be defined from studentteacher interaction along with results from local assessments, integral programs such as Study Island, work submissions, and K12 Online School. The learning goals will be monitored for the entire school year. At the end of the 2nd and 4th quarter, a more detailed report will be sent including an update on proficiency in grade level standards. For more information on Pennsylvania state standards please go to: http://www.pde.state.pa.us/stateboard_ed/cwp/view.asp?a=3&Q=76716&stateboard_edNav=|5467|&pde_i nternetNav=|. It is imperative that all students attend each scheduled individual teacher conference, participate in all local assessments either face-to-face and/or online, and attend PSSA testing (if applicable). As their progress is monitored, students may be asked to attend supplemental tutoring sessions for additional instructional support. These are integral tools for gathering information about individual strengths and weaknesses and monitoring ongoing progress to ensure student success. These measures also help in determining mastery levels which will be reported on the students progress reports. Promotion or retention for the next grade level will be determined as the cumulative results of the students progress and achievement for the school year are analyzed at the end of the academic year. Agoras goal is not to make all children alike, but to foster individual strengths and help each child develop to his or her fullest potential. Please note, if your child is receiving special education services, the learning goals that have been created and recorded on the students IEP for him/her will supersede this list of grade level standards; however, assessment on grade level standards may still occur. THE MIDDLE SCHOOL PROGRAM (GRADES 7-9) GRADES 7-8

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In an effort to help students prepare for the transition from elementary school to high school, middle school students will receive grades. All graded work comes directly from content in the Online School as well as essential content from the PA state standards applicable to the students current grade level. Grades will be given each quarter and the final grade will be a cumulative grade based on the school year. It is important that students master and retain their work and not just work through assignments. If at any time it becomes clear that a student has not mastered work that is marked complete, the lessons may need to be completed again. In addition, students should have their own student account and should not have access to teacher guides or answer keys. If a students work ever shows evidence of intentional or unintentional academic dishonesty, the student lessons will be marked incomplete and the student must complete the work again. Any future instance of academic dishonesty will result in a zero (0) for a grade and will result in an administrative meeting. Teachers may also meet with students individually online or by phone to assess mastery of content. Communication with the students course-specific teachers is another key to our unique partnership. The Agora Cyber Charter Schools Middle School program is synchronous and asynchronous. Teachers provide asynchronous and synchronous support. Students with a C or below in a course will be asked to attend required sessions daily in a web based classroom. New students to the school are asked to attend sessions daily for 30 days and will be evaluated by that time to determine educational need for such sessions. Teachers will offer synchronous (real-time) sessions for those students needing real time instruction in a structured environment. Additionally, for those students who are working ahead in a more independent environment, teachers will check in to monitor progress and grades. Students who ask for assistance from their teachers have shown greater success in this type of virtual model. Parents are welcome to contact their teacher in order to set up a parent/teacher conference at additional times as needed. Grading Scale: A = 90% - 100% B = 80% - 89% C = 70% - 79% D = 60% -69% F = below 60 % 7-8 Grade Promotion Students will receive a grade report each quarter. The four quarter grades will be averaged. All students must pass 3 out of the 4 core courses (Math, English, History and Science) with a letter grade of D or better in order to be promoted to the next grade level in the fall. Students must also pass a semester of Physical Education each of the 2 years of Middle school. All promotion decisions are made at the conclusion of the school year. (Students who enter Agora Cyber Charter School after the first semester of the school year will have their current grades averaged with the grades earned at Agora to calculate a final grade.) Face to face home visits are a component to the middle school program. All new students will be visited by a Family Coach at the beginning of the year. To assist all students, visits will take place on an as needed basis.

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FRESHMAN ACADEMY GRADE 9 In order to promote the successful transition from Middle School to High school, Agora has instituted a Freshman Academy. Students in 9th grade will work with a team of teachers and will take similar courses; functioning as a team. Students in 9th grade will participate in block scheduling. Students with a C or below in a course will attend required sessions. The majority of 9th grade students will take Math, English, World History, Physical Science, and Physical education. A 9th grader will be promoted to 10th grade upon completion of 5 credits. Advisors serve as academic advisors for 9th grade students. They are an additional point of contact for students, mentors and parents and work closely with the Family Coach. Advisors monitor student progress across all subject areas, and serve as the point of contact along with the Family Coach. Advisors provide support to students who have difficulty setting up an effective learning environment in the home or scheduling their time appropriately. They also serve to support teachers through the completion of administrative tasks and to create or to revise student Individual Learning Plans. Advisors will communicate with students and parents directly, when students are struggling or failing a class to add an extra layer of support. - Advisors also create and provide guidance for online student groups and clubs, as well as inperson regional student gatherings. 9th grade student coursed are offered on k12s Learning Management System, which is described in detail below. THE HIGH SCHOOL PROGRAM (GRADES 10-12) This section of the handbook is designed to help you to build and maintain your relationship with the Agora Virtual Charter Schools High School program. Agora is a public charter school. It is unique in that it is virtual. Thus, for a significant period of time, we will work together without face-to-face meetings. One of the key components of this relationship is trust, which comes through the sharing of critical information, meaningful and regular communications, the setting of clear expectations and living up to our mutual commitments. If you have any questions or concerns throughout the school year, please contact the Agora Cyber Charter School office and we will direct your call to the appropriate member of our administrative team. Please see the School Directory page of this handbook. Summary of High School Model K12 Inc. utilizes their Learning Management System (LMS) to provide the online school campus and courses. The school campus site features school announcements, messages from the administration, access to important documents, club and organization information, guidance counseling resources, and courses all combined into one interactive and easy to use interface. The student calendar, which shows assignments and due dates for all courses in one easy to use tool, helps students to stay on focus in every course. Courses provide dedicated tools, like a teacher syllabus and announcements, a Raise Your Hand area to ask their teachers course-related questions, easy to use online assessments, and an electronic drop-box for assignment submission. These all work together to provide a rich course experience for students. Courses are delivered by semester. Courses are completed in one semester blocks. A student will take 3-4 courses per semester and switch classes and take 3-4 new courses the next semester beginning January 30, 2012. Courses consist of multiple units, lessons, and activities. Highly qualified teachers provide

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differentiated instruction, provide practice and exploration and to assess student learning daily, and on a schedule that fits each student. Students with a C or below in a course will attend required sessions. Teachers post announcements and indicate the lessons, activities and assessments to be completed each week on the course calendar. All work assigned for a single week must be received on the dates indicated, but may be accepted up until midnight of the Sunday of that week. Course activities may include: Reading online text and transcripts Viewing moving and static images and streaming video Listening to audio recordings and pronunciations Linear and interactive animations and simulations Hands-on and virtual activities Threaded discussions with teachers and fellow students in a section, cohort or group Teacher announcements Online self-check exercises Teacher-created instructional materials The K12 community consists of dedicated students with families who are motivated to help their children learn. Our school emphasizes academic achievement and - provides a clear path for post-secondary education and training for students to achieve their goals. Student learning will continue to benefit from close relationships among parents, students, teachers, family coaches, reading and math specialists, guidance counselors, and other support personnel. For students to achieve mastery of high school level courses, the instructional component will rely heavily upon skilled subject-specific teachers who will serve as coaches and guides through a clearly defined, high-quality curriculum. Parents (referred to as mentors), will still be crucial as motivators and coaches. However, students academic success in Virtual High School will depend upon the students level of engagement with the curriculum and interactions with their teachers. Student: At the center of the Agora High School program is the Agora student. We currently provide the K12 curriculum and services to students from ninth through twelfth grade. Our students come from traditional public and private schools, other virtual charter schools and from homeschooling backgrounds. Students are required to: Log in daily Log in to school (every course) every school day Communicate with teachers and other staff (K-mail, IM, phone, etc.) Follow course calendar and announcements Complete assignments on (or before) due dates before the end of each day Spend one to two hours per course each day Submit assignments on or before the due date directly to their teacher via the drop-box in each course Read teacher feedback and use it to improve their work on future assignments Communicate directly with the teacher when they have any questions or problems related to the curriculum, or if they need a due date extension

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Parent/Mentor: The role of the parent or another responsible adult acting as a Mentor in the home is crucial to the success of most students. The mentor can be a parent or guardian, or any adult who the parent/guardian establishes as a Mentor. Mentors are responsible for: Confirming and entering attendance daily Ensuring Internet connectivity Reporting/resolution of any technical issues or missing materials Ensuring that students are completing required assignments daily and submitting assignments on time Assisting student with assignments, to the extent that they are comfortable doing so Ensuring that students take advantage of all of the resources available to them to succeed in school Communicating with Agora teachers when a concern or need presents itself Teachers: Every student has a highly qualified, state-certified teacher for each course. Teachers set due dates for assignments, and then grade, provide feedback, and return assignments to students. Teachers answer student questions via e-mail and phone, and hold weekly live content sessions during which students and parents can attend for more clarity on difficult topics. Teachers may occasionally provide oneon-one and small-group instruction to students who are experiencing difficulty with certain topics. Teachers communicate directly with students and parents/mentors regarding the students progress and missing/late assignments. Special Education teachers ensure that students with Individual Education Plans (IEPs) receive the accommodations and adaptations required to ensure their success and compliance with their IEP. Grading Policies Graded activities in the Agora high school-level courses will be assigned points. A students final grade will reflect the actual points earned, compared to the total points possible. Teachers will use these points to assign letter grades, according to their grading policies. Students and mentors can access the current grades for all courses by viewing their accounts in the LMS or the MyInfo area, at any time during the semester. Students are responsible for their own work on unit tests and final exams. Students are not allowed to use notes, quizzes, or textbooks on unit tests and final exams, unless indicated in an IEP. Students are not allowed to share work with other students on unit tests or final exams. Unless otherwise noted, tests and quizzes are not open-book assignments. If a student does not complete his own work or shares his work with others on unit tests and/or final exams, he/she will not receive credit for the work. He/she faces the risk of suspension or expulsion from Agora. Students must cite sources in all assignments, tests and exams. Students will not receive credit for work that does not appropriately cite sources. If a student uses information from a source, but does not cite the source, the student will receive a zero for that assignment and may be suspended or expelled from Agora. Evidence of Mastery Grades will be determined based on how students perform on teacher graded activities within each course. Graded activities may include: Online or paper-based worksheets and practice sets Quizzes Exams (e.g. Unit, Semester, Final)

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Threaded-discussions Essays, research papers, and other writing assignments Presentations

Assignments will be teacher-graded or computer-graded, depending on the assignment. During the semester students can view their grades in the Student Progress Report. Your teachers, administrators and parents also have access to your grade information. Individual Learning Plans and Student Goals In order to satisfy each students individual learning needs, Agora advisors and counselors collaborate with parents and students to establish individual student goals and learning plans. Goals and plans are designed to clarify and to guide the students learning experience while motivating the student and increasing the likelihood of high academic achievement. Student attendance and progress are factored into goals. Advisors, students and responsible adults may modify these goals as the school year progresses. Dedicated Agora staff work closely with students and responsible adults to formulate realistic expectations, and provide feedback toward the goals, during scheduled parent/ teacher conferences. Grading Scale A = 90-100% B = 80-89% C = 70-79% D = 60-69% F = below 60% Credits All students will be placed in 9th, 10th, 11th, or 12th grade using the credit scale below: 0-4.99 Credits 9th Grade 5-10.99 Credits 10th Grade 11-15.99 Credits 11th Grade th Grade 16- 22 Credits 12 Awarding of Extra Credit Extra credit is awarded at the discretion of the individual teacher. Teachers will post their extra credit policies and opportunities within their individual courses. Extra credit will not be awarded for completion of assigned work. Extra credit may be awarded for work above and beyond regularly assigned work. Report Cards Families will be directed to monthly progress reports and online monthly. Mid-semester Progress Updates Progress updates will be sent twice within the course of the semester. All students will receive the update via kmail. Determining Class Rank and Honor Roll Class rank is determined by rank ordering the cumulative grade point average of all students within a grade level. The following values will be assigned to semester grades in each course:

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A=4 D=1 B=3 F=0 C=2 Students earning a semester grade point average of 3.25 or higher will be eligible for the Honor Rolland can apply for National Honor Society Late Work Policy Graded assignments whether teacher or electronically scored must be completed and submitted no later than midnight (Mountain Standard Time) on the Sunday after the due date. o Zeros may be entered as grades for every assignment not received by the Sunday deadline. o In most cases, students can complete computer-scored assessments after the Sunday deadline with teacher assistance. o Teachers are always willing to discuss the late submission of work. Please contact teachers directly. o Teachers will grant due date extensions on assignments upon request. Never assume that teachers will automatically grant these requests. PSSA Testing Eleventh grade students are required to attend all PSSA testing sessions. Taking and passing the PSSAs is a required for graduation. Eleventh grade students failing the PSSA are required to retake them in 12th grade during the make-up testing window. Failure to participate in state-mandated assessments may result in the students removal from Agora. Students who fail to achieve proficiency level on PSSA tests may be retained. GRADUATION REQUIREMENTS In accordance with Pennsylvania and Agora academic standards, all students must complete all course requirements, a 12th Grade Graduation Project, and score Proficient on each portion of the PSSA. Please pay close attention to the credit breakdown and where you need to earn credits. Course Requirements 3 Credits Math 2.5 Credits Electives 4 Credits English 0.5 Credits Career Planning 3 Credits Social Studies/History 1.5 Credits Physical Education 3 Credits Science 0.5 Credits - Health 4 Credits World Language/Humanities *22 Credits Total HONOR ROLL The Agora Honor Roll is an opportunity to acknowledge student effort and hard work. It also provides students with the incentive to continue to work diligently. Honor Roll status will be determined at the end of each semester and students will receive recognition after honor roll eligibility is determined. Honor Roll status will be included with the progress report. The honor roll applies to all Agora students in grades 7-12. Students in grades K-6 will be eligible for attendance and academic achievement awards.

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ACADEMIC DISHONESTY POLICY Academic integrity is highly valued at Agora Cyber Charter School. Incidents involving plagiarism and cheating are serious offenses that warrant immediate administrative attention. Students are required to submit original work. They are obligated to cite the sources of all references they use. See also Student Rights and Responsibilities Behavior Guidelines for additional information regarding this policy. Turnitin.com is used to verify plagiarism within assignments. Non-citation infraction: 1st incident = resubmit assignment -and parent conference 2nd incident = parent conference, possible grade of zero on assignment and administrative review. Citation infraction: 1st incident = counseling on correct use of citations and opportunity to re-do assignment, parent conference 2nd incident = parent conference, grade of zero on assignment 3rd incident = parent and administrator conference, grade of zero on assignment and administrative review SCANTRON TESTING will complete the Scantron Performance Assessment at the All students in grades through beginning of the year or upon entering the school. This test is a computer adaptive test that will be given in your home. Your teacher will provide you with your childs login information. It is very easy to use. The results will go directly to your teacher. It is important that you do not help your child with the answers to the test. The purpose of the test is to provide your teacher with information on your childs strengths as well as areas that need additional focus this school year. If you assist in anyway the test will not be valid. If the test is not valid either we will have inaccurate information on your childs abilities and/or the test will be spoiled automatically by the system and the student will need to complete the test again. Likewise if a student quickly moves through the questions without sufficiently reading them the test will likely spoil automatically. Please simply make sure your student finishes the test carefully and completely. 3rd 12th COMMUNICATION (MY INFO AND K-MAIL) Students and parents are able to contact their teachers and all Agora staff through K-mail, an online communication system found on the On Line Schools My Info area. K-mail allows internal documentation eliminating the use of e-mail for discussing student matters. It is safe and secure and should be used for all communications between parent, student and teacher. Traditional e-mail will only be used among staff, students and mentors/parents when k-mail does not permit communication between or among parties. It is expected that students and mentors/parents read their k-mail at least once a day. Critical information is sent via k-mail. THE BIG THINK! All students and staff belong to a safe online community known as The Big Think. Students can join communities of interests, clubs and organizations in this engaging community space. This safe and secure community features language filters and total control by school staff over access and rights and privileges.

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Users breaching the acceptable use policies of the school can, and will, be banned from this community space immediately. AGORA PARENT FORUMS Parent Forums are the best way to have the most significant impact on the future of YOUR SCHOOL! Belonging to the Agora community means you are part of a student and family-focused cyber school. We are committed to open communication, gathering parent feedback and building the foundation of Agora as a team. As part of the above pledge, we are pleased to introduce a new series of forums focused on just one thingyou! Our panel of school administration, teachers, and K12 experts eagerly await your feedback on ways to improve upon the learning environment and school community of which you and your child are so much a part. Administered both virtually and face-to-face, these regularly scheduled forums empower you, as an Agora parent, with the resources to make a real difference in your childs education. In fact, these forums will play an integral role in shaping the future of Agora. Forums are available in two formats: Online Forums These sessions are designed to give you an opportunity to talk directly to our administrators, teachers and K12 staff from the convenience of your own home through Blackboard Collaborate a web-based meeting program. Parent Workshop Program Agora will conduct parent workshops. A schedule of workshops will be released throughout the year. The sessions will take place through Blackboard Collaborate, a web-based meeting tool. We encourage all parents to attend and to ask questions. We will record these sessions for parents who wish to listen to them at a later date. Please watch your k-mail for dates and times. PARENT INVOLVEMENT POLICY The policy below on Parent Involvement, has been developed jointly with, agreed upon with, and distributed to, parents of participating children at Agora Cyber Charter School. This policy reflects those requirements of Section 1118 of Title I Part A. In accordance with Federal regulations section 200.34, Agora Cyber Charter School as a recipient of Title I funds will consult with parents and teachers of the children being served. Notification of the planning process, including solicitation of questions, comments, and input will be given at least two weeks prior to the planning meeting. To meet the consultation requirements Agora Cyber Charter School shall design and implement activities to ensure that parents of children being served have an adequate opportunity to participate in the design and implementation of the Agora Cyber Charter Schools Title I plan. Agora parent activities include, but are not limited to, the following: A. Involve parents in the development of the Title I plan, the parent involvement policy, and the process of school review and improvement.

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1. Parents will be involved in the development of the plan by participating on school-wide planning committees and school improvement councils. 2. Parents will be involved in the process of school review and improvement through a parent survey administered in the fall, after the second semester, and the end-of-the-year. B. Provide coordination, technical assistance, and support to the schools for effective parent involvement to improve student academic achievement and performance. 1. Provide parents with the opportunity to maintain ongoing communication among parents, teachers, and administrators through our internal electronic system of communication (kmail) as well as through US mail and School Messenger (a prerecorded phone message). 2. To the extent possible, provide information, programs, and activities for parents in a language and form they can understand through the online system (TransAct, as part of our ELL program). 3. Provide materials and suggestions through calendars and newsletters to parents to help them promote the education of their children. Timely information about the program also will be provided in the newsletter and will be posted to the schools website. 4. The schools parent committee will assist with coordination of Title I Parent Involvement Plan and activities. 5. Involve parents in an Annual School-wide Title I meeting to discuss the compact and school wide programs that are needed. 6. School-wide parenting workshops will be presented at Agora Days Out (ADO) site locations. C. Build the school and parent capacity for strong parent involvement Maintain strong communication between school and home. a. k-mail b. postal mail c. newsletters d. conference calls e. Elluminate sessions Establish parent involvement programs to mentor new families. Develop school-parent compacts and parent involvement policies with the parents of all children. a. Describe the schools responsibility to provide high-quality curriculum and instruction in a supportive and effective home learning environment that enables children served to meet the states student academic achievement standards. b. Describe the ways in which each parent or learning coach will be responsible for supporting their childrens learning.

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c. Address the importance of communication between teachers and parents on an ongoing basis. Provide materials and training to help parents to work with their children to improve their childrens achievement. a. PowerPoint presentations b. templates c. graphic organizers d. schedules e. study guides f. lesson recordings g. online literature Educate teachers, administrators, and other school staff, with the assistance of parents, in the value of parental involvement. a. presentation at school-wide professional development b. distribute research based materials to staff for ongoing understanding of the value of parental involvement To the extent possible, provide information, programs, and activities for parents in a language and form they can understand. Provide such other reasonable support for parental involvement activities as parents may request. D. Coordinate and integrate parent involvement under Title I with parental involvement programs through our community team and teachers. 1. meet and greet sessions at various locations across the state 2. online parent workshops E. Conduct, with the involvement of parents, an annual evaluation of the content and effectiveness of parental involvement policy in improving the academic quality of the Title I school. 1. Utilize the End of the Year Parent Evaluation to identify barriers to greater participation by parents. 2. The End of the Year Parent Evaluation will also be used to improve parent programs at the school the following school year. F. Involve parents in the activities of the schools. 1. Convene an annual fall meeting at each school at which the following items will be discussed. A flexible number of meetings will be offered. a. Inform parents of their schools participation under Title I and to explain Title I, its requirements, and their right to be involved. b. Parents have the right to consult in the design of the Title I plan and how the federal funds are allocated.

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1) planning questionnaire 2) surveys c. Parents have the right to consult in the design of the Title I plan and in the process of school review and improvement through surveys. d. Parents input will be solicited; observations and comments will be recorded in the minutes of the meeting. e. Parents will be given a description and explanation of the curriculum in use at the school, the forms of assessment used to measure student progress, and the proficiency levels students are expected to meet. f. Provisions for further activities will be offered and made available for all students. 1) Copies of the proposed and final applications, needs assessment, budget, and evaluation, are available for review. Copies of the draft and final parent involvement policy will be disseminated. 2) Meetings will be held both virtually and on-site. 3) Training programs for parents will be offered as needed. 4) Other reasonable requests made by families will be considered. 2. Report to each childs parents on the childs progress by sending frequent reports home. Reports will include informal teacher newsletters, monthly newsletters and end of each semester reports. 3. Establish conferences between individual parents and teachers by scheduling at least one conference with parents or guardians of children. a. Provide to parents the schools performance profiles. b. Provide to parents their childs individual student assessment results. c. Provide parents with timely information about the Title I programs. G. Adoption: This Parental Involvement Policy has been developed jointly with, and agreed on with, parents of children participating in programs at Agora Cyber Charter School. FAMILY DIRECTORY Accessed through the OLS, this secure directory allows parents to find other parents by location, student grade levels, special interests and more. Parents may search by name and other information in a parent profile. The new directory is automatically updated as a parents status changes, such as if a parent has changed location or an e-mail address. There is an online opt-in/out capability on the OLS. Parents can easily include or exclude themselves from the directory. SCHOOL EVENTS Various school events will be announced regularly by Agora staff and on our website at www.agora.org.

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AGORA SPECIAL INTEREST STUDENT CLUBS Student Clubs will be offered to all students, in order to enhance their complete educational experience at Agora. Clubs facilitate student socialization, community and in some cases, service. Some clubs, such as the Math Club and Book Club will be implemented at the onset of school. Agora will provide a more detailed list along with contact information, as the school year progresses. More clubs may be added as interests arise. Suggestions are always welcomed. To ensure that students are able to participate fully in the clubs they choose, Agora recommends that students participate in no more than two clubs at a time. Enrollment in clubs will occur during the first week of each semester, with open enrollment periods for students who are new to the school. Any materials or supplies (outside of supplied curriculum) needed for the clubs are the responsibility of the family- neither K12 nor Agora will provide these materials or supplies. AGORA GATHERINGS AND AGORA DAYS OUT (ADO) Each region in the state has been assigned a Family Teacher Coach. Family Teacher Coaches will arrange a variety of special gatherings for students and families on a monthly basis. Attendance is not required. However, these special gatherings provide wonderful opportunities to meet teachers, make new friends, and to talk with fellow parents about school. Parents are responsible for the cost of transportation and any other fees. The fees are often negotiated and reduced for our school. Time spent on a field trip counts as attendance in the related subject. For example, a trip to a science museum can count as attendance time in science. All gatherings/notices are posted on The Big Think! Board and/or the online calendar of events. Any student may attend any outing he or she wishes by submitting an RSVP, if required, to the Agora personnel listed in the outing information. Parents, or adults who they specify, are responsible for supervising children at all times during an outing. Siblings and friends are welcome to attend as well. All students are expected to wear clothing that is appropriate for school. Clothing that distracts students, disrupts the educational process or poses a health or safety threat to anyone is not acceptable in our school. Parents may contact the school if further information is needed. All attending children must bring a signed (by parent/guardian) and completed Liability Release Agreement. MEDICATION DURING AGORA GATHERINGS The Board recognizes that students attending Agora gatherings may require medication for various reasons. Parents and guardians shall be encouraged to administer medications outside the hours of school gatherings. Parents and guardians shall assume full responsibility for the care of this part of their childs health. ACCEPTABLE USE GUIDELINES This document describes the policies and guidelines for the use of the Agora Cyber Charter School program and exists to ensure that all Agora students are aware of, and understand, their responsibilities when accessing and using Agora resources.

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Agora reserves the right to update or to alter this agreement at any time. Such revisions may substantially alter access to Agora instructional computing resources. Agora instructional computing resources include any computer, software or transmission system that is owned, operated or leased by Agora. As a parent or guardian of a student enrolled in Agora, you should be aware of the following guidelines and expectations. Any activity that is not listed here which constitutes a violation of local, state, or federal laws, is considered a violation of the Student Code of Conduct and Acceptable Use Guidelines. Failure to follow these guidelines could result in: Removal of your access to Agora instructional computing resources, which could result in your inability to complete learning activities Suspension or expulsion from Agora Involvement with law enforcement agencies and possible legal action Accountability Posting anonymous messages is not permitted unless authorized by the teacher of the online course. Impersonating another person is also strictly prohibited. Use only your own user name and password, but do not share these with anyone. Do not interfere with other users ability to access Agoras Online School or Virtual High School or disclose anyones password to others or allow them to use another users account. You are responsible for all activity that is associated with your username and password. Change your password(s) frequently, at least once per semester or course. Do not publicly post your personal contact information (address and phone number) or anyone elses. Do not publicly post any messages that were sent to you privately. Do not download, transmit or post material that is intended for personal gain or profit, non-Agora commercial activities, non-Agora product advertising, or political lobbying on an Agora-owned instructional computing resource. Do not use Agora instructional computing resources to sell or to purchase any illegal items or substances. Do not upload or post any software that is not specifically required and approved for your assignments, on Agoras instructional computing resources. Do not post any MP3 files, compressed video, or other non-instructional files to any Agora server. Student Internet Safety Do not reveal on the Internet personal information about yourself or other persons. For example, you should not reveal your name, home address, telephone number, or display photographs of yourself or others to persons outside of Agora. Do not agree to meet in person, anyone you have met only on the Internet and who is not affiliated with Agora. Network Etiquette At Agora, parents and students are expected to follow the rules of network etiquette, or netiquette. The word netiquette refers to common-sense guidelines for conversing with others online. Please abide by these standards: Avoid sarcasm, jargon, and slang. Swear words are unacceptable.

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Never use derogatory comments, including those regarding race, age, gender, sexual orientation, religion, ability, political persuasion, body type, physical or mental health, or access issues. Focus your responses on the questions or issues being discussed, not on the individuals involved. Be constructive with your criticism, not hurtful. Review your messages before sending them. Remove easily misinterpreted language and proofread for typos. Respect other peoples privacy. Dont broadcast online discussions, and never reveal other peoples e-mail addresses.

Academic Integrity All work submitted is assumed to have been completed by you. Students are responsible for observing the standards on plagiarism and properly crediting all sources relied upon in the composition of their work. Failure to abide by these standards will be reported to the appropriate administrative authorities and may result in loss of credit, revoked access to course(s) and suspension or expulsion from Agora. Use of Copyrighted Materials All materials in the courses are copyrighted and provided for use exclusively by enrolled students. Enrolled students may print or photocopy material from the website for their own use. Use by, or distribution to, others is prohibited unless expressly noted. Unauthorized copying or distribution may result in revoked access to course(s). Users shall not upload, download, transmit, or post copyrighted software or copyrighted materials, materials protected by trade secrets or other protections using Agora computer resources. This includes copyrighted graphics of cartoon characters or other materials that may appear to be non-copyright protected. Plagiarism The definition of plagiarism is copying or imitating the language, ideas, and thoughts of another writer and passing them off as your own original work. Specific examples of plagiarism that will not be tolerated are: Copying or rephrasing another students work Having someone else write an assignment or rephrase any part of an assignment (not just proofread it) Directly copying student aids (for example, Cliffs Notes), critical sources, or reference materials in part or in whole without acknowledgment Indirect reproduction of student aids, such as Cliffs Notes, Cole Notes, critical sources, or reference materials by rephrasing ideas borrowed from them without acknowledgment Source Citation Many courses require written work in which you will need to cite sources. Any direct quotations from your textbook can simply be cited as (Author, page number). Any quotations from outside sources require full citations, including author, title, publisher, date of publication, and page number. If you are citing information found on a website, provide the complete web page or site title, URL, author (if known), page number (if applicable), and publication date of the site (if available). APPROPRIATE USE OF TECHNOLOGY

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Monitoring Agora reserves the right to review any material transmitted using Agora instructional computing resources or posted to an Agora instructional computing resource to determine the appropriateness of such material. Agora may review this material at any time, with or without notice. E-mail transmitted via Agora instructional computing resources is not private and may be monitored. Agora Indemnification Provision Agora assumes no responsibility for information obtained via the Internet which may be illegal, defamatory, inaccurate or offensive. Agora assumes no responsibility for any claims, losses, damages, costs or other obligations arising from the use of instructional computing resources. Agora also denies any responsibility for the accuracy or quality of the information obtained through user access. Any statement accessible on the computer network or the Internet is understood to be the authors individual point of view and not that of Agora, its affiliates or its employees. Agora assumes no responsibility for damages to the users computer system. Nothing in this policy negates any obligation the student and parent have to use the instructional computing resources as required in the Use of Instructional Property Agreement (Agreement) the parent or guardian signed as part of the students enrollment packet. In the event that this Code conflicts with the Agreement, the terms of the Agreement shall prevail. CONFIDENTIAL COMMUNICATIONS OF STUDENTS Some oral or written communications between students and school personnel are confidential. Information that is expressed as confidential or received in confidence by a staff member from a student may be revealed to, or by the head of school or other appropriate authority, including law enforcement personnel, when the health, welfare or safety of the student or other persons is clearly in jeopardy. USING BLACKBOARD COLLABORATE Blackboard Collaborate offers technical support at the following web address: www.elluminate.com/support/. Using the Help Desk and the Technical Support features will provide answers to the more common computer setup issues. If you have searched the site and did not find the answer to your computer issue, please call Blackboard Collaborate tech support at 866-388-8674 and choose option 2. K12 also offers Blackboard Collaborate tech support (see School Directory). Blackboard Collaborate Conduct for Parents and Students Students: Arrive promptly at the scheduled time for the Elluminate session. Whiteboard and microphone privileges will be assigned at the discretion of the teacher. Direct messaging conversions should be limited to the content of the lesson. Respectful and courteous behavior towards others is expected at all times. Non-participation or stepping away without the teachers approval will count as an absence. If there are multiple students in your home in Title 1, each student needs to log in to a session individually.

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Please bear in mind that individual teachers may have expectations that are specific to their classrooms. Parents: Acceptable reasons to remove your child from a session include: Offensive behavior Illness If you must remove your child from a Blackboard Collaborate session, please e-mail or call the teacher to discuss the situation. Keep comments and questions specific to the lesson. Contact your teacher about other concerns by phone, e-mail or in person during office hours. Because the lessons are student-centered, only students should be using the microphones during the sessions. Refrain from coaching your child during Blackboard Collaborate sessions. The goal of this instructional time is for your child to become an independent learner and critical thinker. TITLE I PROGRAM The primary goal of a schoolwide Title I program is to ensure that all children have a fair, equal and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on academic achievement standards that Pennsylvania has set for all children. The achievement increase is to result from improving the entire educational program of the school - what we call our School Improvement Plan. Beginning with the 2009-2010 school year, PDE approved Agora as a Title I Schoolwide program. As a schoolwide program, math and reading specialists provide support to students in need of remediation in the areas of math and reading. If your student is assigned to math and/or reading specialist please make sure to communicate with them any changes in contact information throughout the year. K-mails will be sent on a regular basis letting parents and students know when they will need to attend tutoring sessions so please check your inbox daily. Attendance at scheduled sessions is required. Under Title I, parents are to be involved in the school improvement process. Parents also have the right to help create or update the schools parent involvement policy and the home-school compact. You can contribute to your childs academic success by ensuring that your child attends school regularly, comes prepared to learn and completes all homework. Please plan to attend the Title I meetings to obtain more information about school improvement activities and parent engagement opportunities.

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STUDENT PERMISSION FORM for 2011/2012 SCHOOL YEAR EVENTS NOTE: this ONE permission form will be kept on file for Agora staff to use for ALL 2011/2012 school year events that your child chooses to attend. When giving permission for your child to attend the event, you are also giving permission for your child to participate in the activities scheduled, which is expected by Agora staff. Student Full Name: ________________________________________________ Grade Level: ________ Family Teacher Coach: ________________________________________________________________ General Education Teacher: ____________________________________________________________ IMPORTANT INFORMATION 1. I understand that all events/activities will take place away from school property; and will involve transportation independent of Agora; and may involve activities beyond the scope of traditional school functions conducted on school district property. 2. I exempt the Board of Education, the School District, its employees and authorized sponsors and volunteers from all claims arising from the student's participation in all events/activities unless caused by actions for which the School District would otherwise be liable under Pennsylvania law. 3. I understand and give full authority for the School District to take whatever action it deems necessary to safeguard the health and well being of the participating student including, but not limited to, consenting to emergency medical care. EMERGENCY CONTACT information for your child: Name: ____________________________________________________________________________ Relationship to student: ____________________________ Phone number(s): _________________

INSURANCE - I understand the School District does not purchase, or have, any insurance to cover medical, dental or hospitalization to cover injuries to or loss of life of students, damage to or loss of personal property or to indemnify parents/guardians for any expenses in connection therewith, and that if any insurance is desired, it must be purchased by the parent/guardian. Insurance Carrier: __________________________________________________________________ Medical Concerns: __________________________________________________________________ EXPECTED STUDENT CONDUCT - Students of Agora Cyber Charter School representing a class, sport or activity have the responsibility to maintain the same behavior standards expected of them while they are in school and are subject to consequences for breaches of such standards just as though they were in school.

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As parent/guardian of the above-named student, I/we have read the above and do hereby grant permission for him/her to participate in all 2011/2012 school year events that he/she chooses to attend. __________________________________________ ________________________ Parent(s)/Guardian(s) Signature Date Home Phone # __________________________________ _______________________________ Work Phone # Cell Phone # ___ Yes ___ No Agora has my permission to use any pictures taken during this event for school purposes. For example: Use in the Yearbook.

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I UNDERSTAND AND AGREE SIGNATURE PAGE By signing this Signature Page handbook and initially each statement, parents confirm that they understand and agree to the contents of this page. The purpose of this section is to set expectations for Agora parents. Students success is a primary goal of Agora and that can only be achieved if you, the parent, are successful. Therefore, it is important that parents of Agora children understand and agree with the following curricular and attendance requirements: _____I understand that Agora is a public school of choice with a rigorous curriculum, high expectations, and daily attendance requirements with the full intention to launch students to post high school opportunities when students follow the entire school program. It is Agoras mission for all students to be destined and prepared for college and beyond! _____I understand that my child must attend school every school day and complete the lessons assigned and attend teacher required online sessions. _____I understand that the cooperation and partnership of the Learning Coach, student, teacher, and other school staff is absolutely necessary for student success in our virtual environment. _____I understand I must provide a safe learning environment for my student that includes a reliable internet connection and a telephone number that has a message system. I will commit to respond to email/kmail and telephone messages daily. _____I understand that my child must participate in a variety of teacher directed online and offline activities and assessments, but others will require face to face interactions in the home or at a physical testing site throughout the year. Agora tries to ensure that test site locations are within an hours drive of my home. _____I understand that if my child is not completely successful in the online model, he/she may be required to attend face to face remediation to ensure achievement is attained. I understand that to appropriately place students into classes I must supply all relevant student records including past report cards, transcripts, testing scores, and any special education documentation. _____I understand I will monitor my childs progress daily and assist him/her in contacting staff whenever he/she has a problem that needs to be resolved. _____I understand that the final goal is for my child to graduate from Agoras high school program and that I will do everything necessary to help my student achieve that goal. _____ I understand that public school enrollment includes compliance with state health requirements. _____I have read and understand Agora policy for all addressed topics found in the Agora Handbook/Student Code of Conduct.

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We have read and reviewed the Agora Cyber Charter Schools Handbook including the I understand statements and FERPA guidelines. In signing, we indicate an awareness and understanding of the school practices and procedures set forth herein. Students Signature: ___________________________________ Date: _____ Students Signature: ___________________________________ Date: _____ Students Signature: ___________________________________ Date: _____ Students Signature: ___________________________________Date: _____ Students Signature: ___________________________________ Date: _____ Parents Signature: ____________________________________ Date:_____ Parents Signature: ____________________________________ Date:_____ Please sign and return to your Family Teacher Coach.

NOTE: END OF AGORA HANDBOOK

TIMELINES Please create and describe a detailed start-up plan, identifying major tasks, timelines, and responsible individuals for accomplishing those tasks. NORTH CAROLINA VIRTUAL ACADEMY START-UP PLAN Timeline Major Tasks/Responsible Parties February 1-2, 2012 North Carolina State Board of Education approves North Carolina Virtual (Fast Track) Academy Charter (Statutory approval date of March 15, 2012) February 2012 K12 and Board execute Services Agreement. Prepare electronic and print ads and other recruiting and outreach materials for administrator recruitment. Hire Head of School. Establish administrative offices for NCVA. February-April 2012 Run community outreach program, print and radio advertising, and electronic campaigns. Process enrollments. April 1st Lottery if needed. Preferences addressed. If no lottery, enrollment based on date application is complete and compliant. May 2012 Board to make initial teacher hires based upon confirmed enrollments. Process to continue through summer. K12 to make initial administrator hires. Process to continue through summer. June 2012 Parent and Student Orientations (continue through summer). Students meet with placement counselor, assigned classes, materials (including PCs) shipped. Onsite administrative staff and K12s Customer Service agents

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July-August 2012

August 2012

work with families until teachers are hired and trained. New Teacher and New Administrator training part of K12s National Teacher Training program. Combination of online and face-to-face instruction and interaction. Parent training provided by new teachers and K12 staff. Teachers begin introductory calls to parents and students. School opens

VI.

BUSINESS PLAN

PROJECTED STAFF: Provide a list of positions anticipated for the charter school; (e.g., principal or director; support staff; teachers, part-time and full-time; paraprofessionals/teaching assistants, clerical, and maintenance.) The North Carolina Virtual Academy projected staffing plan is structured according to functional areas of school operation related to student enrollment. The functions are necessary for proper support of students, families and faculty. The number of specific positions will be determined by confirmed enrollments. The table below represents the plan for staffing for 2012-2017. Positions will be added in subsequent years as the need for expansion exists. North Carolina Virtual Academy Staffing Chart Years 1-5 Staff Position Year 1 Year 2 Year 3 Year 4 Head of School 1 FT 1 FT 1 FT 1 FT Assistant Head of School 1 FT 1 FT 1 FT 1 FT Operations Mgr. 1 FT 1 FT 1 FT 1 FT Registrar 1 FT 2 FT 2 FT 2 FT Academic Admin (k-8) 1 FT 1 FT 1 FT 1 FT Academic Admin (9-12) 1 FT 1 FT 1 FT Office Admin 1 FT 1 FT 1 FT 1 FT State Testing Coordinator 1 FT 1 FT SPED Manager 1 FT 1 FT 1 FT 1 FT Program Manager 1 FT 1 FT 1 FT SPED Coordinator 1 FT Instructional Staff General Ed. Teachers (k-8) 35 FT 39 FT 43 FT 49FT Special Education 16 FT 20 FT 23 FT 26 FT Teachers High School Teachers (915 FT 25 FT 38 FT 42 FT 12) Advisors 2.5 FT 4 FT 6 FT 7 FT Counselors 2 FT 3 FT 5 FT 6 FT Interventionist

Year 5 1 FT 1 FT 1 FT 2 FT 1 FT 1 FT 1 FT 1 FT 1 FT 1 FT 1 FT 54 FT 30 FT 47 FT 8 FT 6 FT

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Also include the following information for the proposed charter school: Process to advertise for and employ staff of the school Recruitment and Employment of Administrative Staff Prior to opening in the fall of 2012, the process to advertise for, select and employ the Head of School for the charter school will begin after the district and SBE have approved the charter and the charter contract has been signed. The Head of School will be recruited with advertisements in well-known educational trade publications such as Education Week, via online job recruitment sites such as Monster.com, and in local media throughout North Carolina. Based on the terms of the draft services agreement, K12 will employ and determine the employment terms for administrative personnel who may include a Head of School (HOS) or equivalent administrative staff position, and such other staff as K12 deems necessary to deliver the Educational Products and Services described in this Agreement. K12 Virtual Schools LLC will conduct background screenings for all employees or contracted personnel using state and national criminal history records. HOS candidates must comply with all state laws requiring fingerprinting and other documentation. Resumes will be reviewed and sorted. The North Carolina Employee Salary and Benefits Manual will be used as a guide to set compensation levels (salary and benefits) for the Head of School and other school staff. Employment agreements will be signed. Benefits will be secured. As a vacancy occurs in this position, the same recruitment, selection, and employment techniques will be used. The Board will monitor K12, including the HOS through a variety of tools, including, among other things: administrator evaluations; frequent direct reporting from the HOS, Academic Administrators, and Operations Manager; suggestions from the Parent Advisory Council; parent surveys; and the multiple data collecting/reporting tools which are built into the Board/K12 technological frameworks. In the event that issues arise regarding the performance of the HOS, such issues will be addressed as set forth in the Services Agreement (see Appendix 1). Recruitment and Employment of Instructional and Support Staff In the first year of operation, the process to advertise for, select and employ instructional, counseling and support staff for the charter school will begin after the district has approved the charter and its enrollments are confirmed. After the first year of operation, teaching personnel and other staff will be recruited beginning in the spring and continuing into the summer each school year. Instructional and other staff will be recruited with advertisements in well-known educational trade publications such as Education Week, via online job recruitment sites such as Monster.com, and in local media throughout North Carolina. School administrators will also attend job fairs and set up recruiting sites to inform teachers about the school and interview them. An effective method of recruitment is by referral from current teachers. The number and types of teachers recruited will depend on student needs from year to year. Ongoing enrollment will necessitate hiring throughout the year as necessary.

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Teacher candidates will be interviewed by the HOS and the HOS will make hiring recommendations to the Board. State statute requires that all instructional staff have background screenings. Teachers will be hired by the school. Benefits will be secured. Teachers will receive a salary based on the appropriate classroom teacher salary schedule according to the class level of their license, experience level, and area of assignment. North Carolina Virtual Academy teachers will be experienced educators and highly qualified as defined by the No Child Left Behind Act of 2001. They will have a Bachelors or higher degree, be North Carolinacertified, and demonstrate competency in elementary, middle school, or high school education depending on their assignment. Each teacher will also demonstrate technological competency. The faculty will include regular education and special education teachers at the elementary, middle, and high school levels. The school will employ, as needed, appropriately certified ESL or bi-lingual teachers for the ELL identified students. In addition, all general education teachers will receive training in teaching and providing modifications to ELL students and providing assistance to parents/coaches. A comprehensive Teacher Quality Plan will provide opportunities for teachers to advance into positions of leadership. Lead teachers carry reduced student loads and assist in supervision of teachers and specific other duties (coordinating a reading program, community building, etc.) Master teachers carry a further reduced student load and have some supervisory and evaluative duties. For instance, a Master Teacher Project Support may be responsible for a specific project or initiative in the school such as raising student achievement. A Master Teacher Teacher Support carries out professional development, supervisory, and evaluative duties to assist the academic administrators. Professional Development North Carolina Virtual Academy fully appreciates the benefits of and supports the need for ongoing professional development for all teachers and other staff, particularly in the areas of curriculum and instruction. K12 has the capability to provide the professional development our teachers will need. Professional development opportunities will be a combination of K12s best practices and training along with required annual professional development for all teachers and other staff. Professional development will be a year-long pursuit focused on providing teachers with the skills and competencies to meet the needs of students and their families. Each teacher will have an Individual Development Plan (IDP) that is a combination of required professional development as deemed appropriate by their tenure or as identified by an administrator as an area where development is needed, and other optional offerings particular to their areas of interest. Teachers and staff will receive professional development on these and other topics, at various points throughout the year. Professional development will begin with Intake Training for new teachers and continues with Ongoing Training monthly for new and experienced teachers. The responsibilities of the teachers are communicated through weekly staff meetings, monthly Professional Development sessions, and the teacher handbook.

Intake Training (two weeks) Intake training is designed with one goal in mind: that on day 1, teachers are ready to teach. Each school year, virtual teachers undergo intake training that is based on an effective model developed for virtual academies and customized to meet the needs and goals of the program. Professional

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development goals are aligned with the programs educational philosophy and instructional techniques. The programs intake training will include coverage of the following topics: Philosophy and Instructional Techniques Curriculum Online Program The Job of a Virtual Teacher Measuring Student Progress Special Education Communication in a Virtual Setting Standardized Testing Working at A Distance The Virtual Community New teacher training for teachers will be a multi-day, synchronous and asynchronous event. Virtual National Teacher Training (VNTT) is the initial training offered by the K12 Academic Services Division to all teachers new to teaching using the K12 program. Successful virtual teaching takes a very different set of skills, knowledge, and competencies than those used in a brick and mortar setting. This 40-50 hour synchronous and asynchronous training course immerses new teachers in the platform, tools, and activities they will use every day in their new role. This course is designed to emphasize the first 30 days in the program. Our research shows this time to be the most challenging for new students and families. VNTT teaches and develops skills to guide and support families and students when virtual teachers are most needed. Hundreds of teachers from around the nation (and now the world) will come together with the K12 Academic Services Division to not only learn new skills but also collaborate as professionals and pioneers on a journey to hone their practice and develop into the best virtual teaching professionals in the world. It is a three-week process each year. During the first week, teachers meet synchronously, covering topics included in the list above. During the second week, teachers work from their home environments, practicing the skills learned in the first week including familiarizing themselves with the tools of the Online School such as lesson planning and tracking student progress. In the final and third week, the teachers convene synchronously again as a group to review progress made, successes, challenges, and to address questions raised. At the end of the intake training each new teacher is also assigned a veteran teacher as a mentor to help support them as they transition to teaching in the virtual environment. Ongoing Professional Development (monthly) Teachers enjoy the benefit of monthly online workshops which provide the opportunity for sharing best practices and team building as well as hearing presentations from curriculum experts. Topics covered include assessment, technology, instructional strategies, and content, for example, professional development sessions around student and even teacher misconceptions by subject. An online real-time presentation tool is used to facilitate professional development. This tool allows professional development to happen at a common time for everyone but eliminates travel costs in some cases as teachers can log in, interact with each other, and view presentations in a collaborative online environment.

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The flexibility of virtual teaching will allow the programs teachers to participate extensively in PD offered through K12 Academic Services division. Teachers will be sent the schedule of available PD sessions each month, and department chairs will be required to attend subject-specific professional development sessions on a regular basis, in addition to all program and state provided professional development. Evaluation of Staff The following teacher evaluation process and tools will be refined after charter approval and prior to school opening by the Head of School and affirmed by the governing board. Proposed Teacher Evaluation Processes Purpose 1. To provide consistent expectations for all involved in K-12 teacher evaluation 2. To provide benchmarks for performance 3. To ensure time and opportunity for any needed intervention Each school year, each teacher and the Head of School will create the teachers Individual Professional Development Plan. The plan will have measurable objectives and be based on, among other things: the previous years annual evaluation (if applicable); and assurance that the teacher is highly qualified in the core academic subjects the teacher teaches and certified in the same manner as all other public school teachers in North Carolina (under chapter 1012).

The teacher is the first and foremost connection between student, learning coaches, and North Carolina Virtual Academy. The effective performance of their duties is critical to student success and retention. Clear expectations, paired with experience and training are key to their performance. Teachers will also be evaluated based on six domains specific to teaching at North Carolina Virtual Academy: Planning and Preparation o Articulation of K12 curricular principles o Shows understanding of lesson structure and inclusion of student learning styles o Can give examples of state testing standards in literacy or math, explains alignment between K12 and North Carolina academic standards and assessments o Contributes to the alignment of specified content area o Demonstrates knowledge of students academic and social needs o Demonstrates knowledge and skill in teaching and working with learning coaches o Locates and uses resources to enhance instruction o Shares additional resources for parents and colleagues o Well-prepared for office hours and virtual interactions Communications o Teacher uses a positive tone

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Teacher creates a good rapport with families and students Teacher is well organized for conference calls Teacher addresses past concerns or issues to make sure there was resolve Teacher is actively listening during the conference call Teacher speaks to the student and asks curriculum related questions Teacher is able to answer parent and student questions with confidence and accuracy of information o Teacher is able to communicate any issues with progress or attendance and is able to offer solutions o Teacher keeps student and parent up to date on policies, procedures and school-wide events o o o o o o Instruction and Student Achievement o Individual Learning Plans o Student Progress o Reflection on Teaching Virtual Environment o Classroom Management o Organization Professional Responsibilities o Contributing to the Virtual School Community o Developing Professionally o Technology Skills o Professionalism Retention o Student Retention o Student Engagement o At-Risk Support Special Education teachers evaluations also include a focus on issues related to special education compliancy issues. Annual performance evaluations shall be based on, among other things, how well the professional development plan was carried out and the measurable objectives were achieved. It is understood that teacher evaluation necessarily includes both subjective and objective elements. Lead teachers and the administration will be involved in continuous quality development and ongoing evaluation of performance. Data used for teacher evaluation includes but is not limited to: Parent satisfaction survey Family communications through year Administration and specialist observations, review of notes, calls or emails Parent calls or emails through year Observations

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Active participation in RtI processes and improvement, using data Active participation with special education team and students Metrics data and student achievement results and growth on standardized assessments (both school- and state-based) Facility with technology tools Use of training Number of transferring students from a class Email communications and other communications Teamwork and collaboration Teacher autonomy Organization of office and management of communications Other areas of attention, including content expertise or extra-value responsibilities Professional Development Plan achievement

Formative evaluations of North Carolina Virtual Academy teachers will be conducted at least twice a year by the Head Administrator and other certificated, authorized school administrators. The school will employ growth plans and intervention plans to assist struggling teachers. These plans would have measurable goals for teachers to achieve to change their intervention status. Handbooks governing standards of conduct, grounds for termination, policies and procedures, etc.

The Board and K12 have been working together to create school level policies and procedures. The Board is providing a draft personnel policies and procedures book with this application (see Appendix 5). The Board realizes that work is still needed on policy and procedure development and will continue to develop and improve policies before the school opens and each year through a comprehensive policy review process. Before the start of the first school year, the Board will have in place adopted personnel policies. adopted personnel policies will build on the attached draft to include topics such as: standards of conduct grounds for termination policies and procedures occupational exposure to blookborne pathogens communicable diseases occupational exposure to hazardous chemicals in science laboratories school safety weapons and explosives responding to bomb threats prohibition agains retaliation staff responsibilities staff-student relations child abuse-reports and investigations confidential information Our

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North Carolina Address Confidentiality Program employee use of social networking sites, blogging, and the Internet employee dess and appearance public records retention, release, and disposition electronically stored information retention job descriptions substitute teachers compliance with State Board of Education Employment Policies employee conflict of interest professional and staff development

QUALIFICATIONS REQUIRED FOR INDIVIDUAL POSITIONS: (G.S.115C-238.29F(e)) List the qualifications and appropriate licenses that each position must have to perform the job function(s). Describe the plan to meet the licensure requirements for teachers and paraprofessionals as prescribed by state law and No Child Left Behind. If individuals have already been identified for specific positions, please provide their qualifications and/or resumes in the appendices. The requirements for a NCVA Head of School include: Masters degree or equivalent work experience Experience as a school principal Experience with Local, State, and Federals laws and reporting Experience in a charter school environment preferred Great organizational and time management skills Flexible schedule Proficient in MS Excel, MSWord, and Outlook Experience using search engines (Internet) for research projects Experience using a student information system and/or other type of database preferred Strong written and verbal communication skills North Carolina Virtual Academy teachers will be experienced educators and highly qualified as defined by the No Child Left Behind Act of 2001. They will have a Bachelors or higher degree, be North Carolinalicensed, and demonstrate competency in elementary, middle school, or high school education depending on their assignment. Each teacher will also demonstrate technological competency. The faculty will include regular education and special education teachers at the elementary, middle, and high school levels. The school will employ, as needed, appropriately certified ESL or bi-lingual teachers for the ELL identified students. In addition, all general education teachers will receive training in teaching and providing modifications to ELL students and providing assistance to parents/coaches. NCVA will employ special education teachers who hold a North Carolina teaching certificate in the area of Exceptional Children K-12 and, if teaching a core subject area, will be highly qualified teachers in that area. NCVA will hire ESL licensed teachers and administrators with adequate knowledge and/or understanding of ELL mandates, laws and procedures in North Carolina in order to ensure that NCVA meets all requirements in regards to the identification and education of ESL students. ESL teachers who are the teachers of record will also be highly qualified teachers in their core subject area. Job descriptions for all positions can be made available upon request.

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ENROLLMENT Provide a plan indicating how the school will reasonably reflect the demographic composition of the district in which the charter school will be located or of the special population the school seeks to serve: (G.S.115C-238.29F(g)(5)) The proposed school will abide by the charter school legislation, G.S. 115C-238.29F(g)(5), as stated below: A charter school shall not discriminate against any student on the basis of ethnicity, national origin, gender, or disability. Except as otherwise provided by law or the mission of the school as set out in the charter, the school shall not limit admission to students on the basis of intellectual ability, measures of achievement or aptitude, athletic ability, disability, race, creed, gender, national origin, religion, or ancestry. North Carolina Virtual Academy shall not discriminate against any student on the basis of ethnicity, national origin, gender, or disability. Except as otherwise provided by law or the mission of the school as set out in the charter, the school shall not limit admission to students on the basis of intellectual ability, measures of achievement or aptitude, athletic ability, disability, race, creed, gender, national origin, religion, or ancestry. As we state in our recruitment plan later in this section of our application, North Carolina Virtual Academy will use numerous means of recruitment for potential students and their families, especially those who have been underserved. It is a recruitment model which has been used successfully by charter schools in other districts and states to attract diverse student bodies by using a variety of marketing techniques--matching the charter school program and applicants educational and personal needs. Our strategy makes use of many methods of contact including personal contact as well as print and electronic media and advertising; a variety of venues throughout the district to reach as many families as possible including our own website. If applications do exceed space available at the end of the application period, North Carolina Virtual Academy will conduct a lottery at that time to determine which students will be enrolled in the school. The lottery is blind to disabilities, testing, academic achievement, etc. Each fall, soon after school starts, the North Carolina Virtual Academy and K12 will assess the efficacy of the each of the outreach strategies (TV, Radio, online search, etc.) to promote the school. This efficacy is measured by response metrics to each strategy as well as how well each of these strategies lead to interest by demographic groups that are similar to the student population in Cabarrus County and the state of North Carolina. For example, if one group is underrepresented in the schools enrollment but is overly responsive to a particular strategy, more may be invested in that strategy to ensure that the schools enrollment is similar to the county and states demographic make-up. The assessment of these strategies are also used to develop a long-term, multi-year marketing plan which takes into account re-enrolling students and the amount of marketing investment needed to attract new students in order for the school to meet its enrollment projections. We have also committed that each North Carolina Virtual Academy family with one or more kindergarten through 8th grade students who meets the eligibility requirements for free and reduced price meals and who does not have a computer will be eligible for a loaned computer and printer for the duration of their student(s) enrollment in the school. Each North Carolina Virtual Academy high school student eligible for free and reduced price meals, and who does not have a computer or Internet access in his or her home will also be eligible for a loaned computer and printer/fax/scanner for the duration of his/her enrollment in the school. The school will also provide families with free and reduced meal eligible students Internet access in

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their home with a set monthly reimbursement amount to assist with home Internet charges. Eligibility for loaned computers and peripherals and Internet service assistance will be determined each school year. All North Carolina Virtual Academy students may also access the schools web-based curriculum via publicly available Internet such as in public libraries or schools if needed to supplement home access. (see Section V) Based on North Carolina state averages, we have assumed the following proportions of NCVA students enrolled in Year 1 (2012-2013): 13.5% Special Education SWD, 12% Gifted (AIG), and 4% ELL. In the following tables, please list for each year and grade level, the numbers of students that the school reasonably expects to enroll. In addition, please indicate any plans to increase the grade levels offered by the school. Explain the analysis utilized to determine these specific enrollment figures. The numbers in the following tables are projections, or estimates, and do not bind the State to fund the school at any particular level. For the first two years the State will fund the school up to the maximum projected enrollment for each of those years as set forth and approved in the projected enrollment tables. However, in subsequent years, the school may increase its enrollment only as permitted by G.S. 115C-238.29D(d), that is, an increase of 20% per year based on the previous years enrollment. Any increase above 20% must be approved by the State Board of Education in accordance with G.S. 115C-238D(d). K12 reported to us that they have received nearly 58,000 inquiries from North Carolina families from 2005 to September 2011. Based on K12s experience with the rate of enrollments which actually result from inquiries and the rate of enrollment growth each year the school is in operation, we conservatively projected a first year enrollment of 2,750 K-10 students growing to 6,526 K-12 students in year 10. Our partner, K12, indicates that North Carolina student population counts and inquiries of interest as presented in the data in the application should be ample to generate the enrollments proposed. K12s experience is also that the demographics of the inquiring families typically mirror the demographics of the locality from which they come.

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PROJECTED ENROLLMENT 2012-13 through 2016-2017

IDENTIFY LEA FROM WHICH STUDENTS WILL PROBABLY COME List LEA #1 * List LEA #2 * List LEA #3 *

GRADES Kindergarten

K 1 2 3 4 5 6

LEA 1* 250

2012-2013
LEA 2

LEA 3

LEA 1* 280

2013-2014
LEA 2

LEA 3

LEA 1* 314

2014-2015
LEA2

LEA3

LEA 1* 351

2015-2016
LEA2

LEA3

LEA 1* 393

2016-2017
LEA 2

LEA 3

First Second Third Fourth Fifth Sixth

250

280

314

351

393

250

280

314

351

393

250

280

314

351

393

250

280

314

351

393

250

280

314

351

393

250

280

314

351

393

* North Carolina Virtual Academy will be an open enrollment virtual charter school. It projects enrollment from all state LEAs on a pro rata basis according to each

LEAs student population.

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PROJECTED ENROLLMENT 2012-13 through 2016-2017 (continued)

LEA LEA LEA 1* 2 3

2012-2013

LEA LEA LEA 1* 2 3 280 314

2013-2014

LEA LEA LEA 1* 2 3 351

2014-2015

LEA LEA LEA 1* 2 3 393

2015-2016

LEA LEA LEA 1* 2 3

2016-2017

Seventh Eighth Ninth Tenth Eleventh Twelfth

7 8 9 10 11 12
LEA Totals

250

250

280

314

351

393

250

280

314

351

393

250

280

314

351

393

280

314

351

393

314

351

393

2750 2750

3360 3360

4082 4082

4563 4563

5109 5109

Overall Total Enrollment

* North Carolina Virtual Academy will be an open enrollment virtual charter school. It projects enrollment from all state LEAs on a pro rata basis according to each LEAs student population.

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Budget: Revenue Projections 2012-13 through 2016-2017

REVENUE PROJECTIONS

--State ADM Funds --Local Per Pupil Funds --Federal Funds --Grants* --Foundations* --Private Funds* --Other Funds*

$ $ $ $ $ $ $

13,472,522 5,098,216

$ $ $ $ $ $

16,458,960 6,228,331

$ $ $ $ $ $

19,995,677 7,566,681

$ $ $ $ $ $

22,351,856 8,458,296

$ $ $ $ $ $

25,026,437 9,470,400

TOTAL INCOME

18,570,738

22,687,291

27,562,358

30,810,152

34,496,837

*If you are depending on these sources of funding to balance your operating budget, please provide documentation, such as signed statements from donors, foundations, etc., on the availability of these funds.

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Budget (continued): Revenue Projections 2012-13 through 2016-2017

SHOW CALCULATIONS FOR FIGURING STATE AND LOCAL DOLLARS FOR THE PROPOSED CHARTER SCHOOL See http://www.ncpublicschools.org/fbs/stats/index.html (OR Click on: Agency Website: Division of Financial Services, Reports and Statistics, Statistical Data The formula for figuring these allotments can be found in the Resource Guide. State Funding Estimate: $4,899 Local Funding Estimate: $1,854 Both Multiplied by the average enrollments for the corresponding fiscal year and no year over year increase was assumed. Enrollments by year are as follows: FY2013 2750 FY2014 3360 FY2015 4082 FY2016 4536 FY2017 - 5109

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Budget (continued): Expenditure Projections 2012-13 through 2016-2017

MAY BE AMENDED AS THE NEEDS OF THE SCHOOL DICTATES
BUDGET EXPENDITURE PROJECTIONS GS 115C-238.B(b)(5) PERSONNEL Total # of staff 81 --Administrator(s) # N/A --Clerical # --Teachers # 66 --Librarians # --Guidance # 2.5 --Teacher Assistants --Custodian # --Maintenance # --Food Service # --Bus Driver # --Academic Advisors # 2 --Special Ed Manager #1 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017

$ $ $ $ $ $ $ $ $ $ $ $ $

5,723,650 2,785,611

$ $ $ $ $ $ $ $ $ $

7,274,799 3,403,094

$ $ $ $ $ $ $ $ $ $

9,131,805 4,134,354

$ $ $ $ $ $ $ $ $ $

10,459,526 4,621,523

$ $ $ $ $ $ $ $ $ $

11,857,637 5,174,525

2,672,214 73,325

3,484,552 157,341

4,414,745 264,133

5,091,285 322,402

5,871,513 333,719

127,500 65,000

$ $ $

162,863 66,950

$ $ $

251,623 66,950

$ $ $

302,367 121,950

$ $ $

355,929 121,950

$ EMPLOYEE BENEFITS STAFF DEVELOPMENT MATERIALS AND SUPPLIES OFFICE SUPPLIES INSTRUCTIONAL EQUIPMENT OFFICE EQUIPMENT $ $ $ 867,894 50,066 2,887,402

$ $ $ $ 1,085,763 58,812 3,528,619

$ $ $ $ 1,351,809 72,431 4,288,316

$ $ $ $ 1,566,705 82,738 4,795,313

$ $ $ $ 1,800,486 94,731 5,371,055

$ $

20,000 5,720,100

$ $

8,000 6,872,427

$ $

8,240 8,349,818

$ $

8,487 9,312,590

$ $

8,742 10,424,345

23,000

23,690

24,401

25,133

25,887

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Budget (continued): Expenditure Projections 2012-13 through 2016-2017

BUDGET EXPENDITURE PROJECTIONS TESTING MATERIALS INSURANCE UTILITIES RENT MAINTENANCE & REPAIR TRANSPORTATION MARKETING FOOD/CAFETERIA SUPPLIES Other Fund Reserve TOTALS $ $ $ $ $ $ $ $ 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017

137,517 37,250 12,000 96,000 5,000

$ $ $ $ $ $ $ $

173,040 46,872 12,360 98,880 5,150

$ $ $ $ $ $ $ $

216,530 58,653 12,731 101,846 5,305

$ $ $ $ $ $ $ $

249,306 67,531 13,113 104,902 5,464

$ $

287,511 77,880 13,506

$ $ $ $ $

108,049 5,628

$ $ $ $

2,433,737 557,122 18,570,738 -

$ $

2,818,260 680,619

$ $ $ $

3,113,604 826,871 27,562,358 -

$ $ $ $

3,195,040 924,305 30,810,152 -

$ $ $ $

3,386,474 1,034,905 34,496,837 -

$ 22,687,291 $

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OTHER BUDGET EXPEN 2012-2013 K12 Contracted Service Teachers (Electives) Teacher ISP Costs Student ISP Costs Special Ed Contracted Services Field Trips District Oversight Fees Legal Auditing Administrative Travel & Technology Face to Face Learning Sessions Technology Services Total Other $

2013-2014 491,424

2014-2015 $

2015-2016

2016-2017 667,372 $ 747,228

402,256 $

597,022 $

$ $ $

42,566 181,330 240,654

$ $ $

53,562 228,171 302,820

$ $ $

67,023 285,517 378,927

$ $ $

77,168 328,735 436,285

$ $ $

88,994 379,113 503,145

$ $ $ $ $

20,000 557,122 25,000 20,000 51,750

$ $ $ $ $

25,166 680,619 25,750 20,600 53,303

$ $ $ $ $

31,491 826,871 26,523 21,218 54,902

$ $ $ $ $

36,258 924,305 27,318 21,855 56,549

$ $ $ $ $

41,815 1,034,905 28,138 22,510 58,245

50,000

62,916

78,728

90,646

104,537

$ $

843,058 2,433,737

$ $

873,929 2,818,260

$ $

745,382 3,113,604

$ $

528,550 3,195,040

$ $

377,844 3,386,474

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WORKING CAPITAL and/or ASSETS ON DATE OF APPLICATION Cash on Hand Certificates of Deposit Bonds Real Estate Capital Equipment Motor Vehicles Other Assets TOTAL $0 $0 $0 $0 $0 $0 $0 $0

ADDITIONAL NOTES: Please see the Other Budget Expenditure Details page which is part of the budget in the previous pages of the application. MARKETING PLAN (GS 115C.238.29F(g)(1-7)) Marketing to potential students and parents is vital to the survival of a charter school. Reaching the full capacity for enrollment will be critical to obtain the necessary financial resources to keep your school viable and operating efficiently. In addition, it is required by law that charter schools provide equal access to all students. Read the charter school State Statute regarding admissions GS 115C.238.29F(g) (1-7) carefully. Describe how the board will market the school to all populations (including various community ethnic groups, teachers and other employees, and the general public) to ensure that the school fully complies with the State Statute to mirror the diversity of the local education agency. Under the Services Agreement with the Board, K12 is to provide pupil recruitment services, including creating, designing, and preparing information to assist parents and students in making an informed choice about North Carolina Virtual Academy. As part of its outreach plans, North Carolina Virtual Academy will make available information on its curriculum and policies to all persons, including parents and pupils, considering enrollment in the school. The information will include, but not be limited to, background on the K12 curriculum, the North Carolina Virtual Academy Online School, and a Parent-Student Handbook that includes policies on admission, enrollment, role of responsible adult, grade level promotion, course level placement, materials and

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computers, Internet service, school outings, special education, standardized tests, and teacher conferences. North Carolina Virtual Academy will use several means of recruitment for potential students and their families. It is a recruitment model which has been used successfully by charter schools in other states to attract diverse student bodies by using a variety of marketing techniques--matching the charter school program and applicants educational and personal needs. North Carolina Virtual Academy members and representatives will meet with community leaders throughout the district and state, including those in minority and low income areas, both urban and rural, to recruit students. Information sessions open to interested families and the general public will be held throughout the district, state, and online open to interested families and the general public. Information sessions will be advertised in various print and electronic media. During these sessions, prospective patrons have the opportunity to interact with the North Carolina Virtual Academy curriculum, including lessons and materials, and have questions answered. A proposed Parent/Student Handbook will be available. Enrollment forms will be available online. The same format is followed during the online sessions. North Carolina Virtual Academy may participate in organized grade-appropriate awareness activities such as flyers and sponsored events. North Carolina Virtual Academy and K12 Inc. may inform students and families about enrollment opportunities and other program information through a variety of media such as radio, TV, Internet, and out of home advertising (e.g., billboards). The school will establish a website and will use this as the primary mechanism to communicate with interested, prospective families. The school will establish a call center to provide information to prospective applicants. North Carolina Virtual Academy may participate in television, radio and newspaper interviews as necessary. Enrollment applications for North Carolina Virtual Academy will be available online as well as at the schools administrative office. After initial enrollment is finalized, parents of students enrolled in North Carolina Virtual Academy will be invited to one of several parent orientation sessions that will be conducted in the district, state, or online. At the orientation session, parents will meet the administrative staff, teachers, and K12 representatives. Sessions will be designed to inform parents about navigating the program, technical support, lesson delivery, effective communication, and school policies. North Carolina Virtual Academy will distribute recruiting materials about the schools mission, curriculum, leadership, and the application process to public places such as libraries or schools. Each fall, soon after school starts, the North Carolina Virtual Academy and K12 will assess the efficacy of the each of the outreach strategies (TV, Radio, online search, etc.) to promote the school. This efficacy is measured by response metrics to each strategy as well as how well each of these strategies lead to interest by demographic groups that are similar to the student population in Cabarrus County and the state of North Carolina. For example, if one group is underrepresented in the schools enrollment but is overly responsive to a particular strategy, more may be invested in

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that strategy to ensure that the schools enrollment is similar to the county and states demographic make-up. The assessment of these strategies are also used to develop a long-term, multi-year marketing plan which takes into account re-enrolling students and the amount of marketing investment needed to attract new students in order for the school to meet its enrollment projections. North Carolina Virtual Academy shall not discriminate against any student on the basis of ethnicity, national origin, gender, or disability. Except as otherwise provided by law or the mission of the school as set out in the charter, the school shall not limit admission to students on the basis of intellectual ability, measures of achievement or aptitude, athletic ability, disability, race, creed, gender, national origin, religion, or ancestry. As we stated in the preceding description of our recruitment plan, North Carolina Virtual Academy will use numerous means of recruitment for potential students and their families, especially those who have been underserved. It is a recruitment model which has been used successfully by charter schools in other districts and states to attract diverse student bodies by using a variety of marketing techniques--matching the charter school program and applicants educational and personal needs. Our strategy makes use of many methods of contact including personal contact as well as print and electronic media and advertising; a variety of venues throughout the district and state to reach as many families as possible including our own website. If applications do exceed space available at the end of the application period, North Carolina Virtual Academy will conduct a lottery at that time to determine which students will be enrolled in the school. The lottery is blind to disabilities, testing, academic achievement, etc. In compliance with GS 115C.238.29F(g)(5), within one year after the charter school begins operation, the population of the school shall reasonably reflect the racial and ethnic composition of the general population residing within Cabarrus County Schools district, the local school administrative unit in which the school is located. And also in compliance with GS 115C.238.29F(g)(5), the school shall be subject to any court-ordered desegregation plan in effect for the local school administrative unit. SCHOOL AUDITS: PROGRAM AUDITS: GS 115C-238.29B(b)(6) Describe the procedure and method for evaluating the overall effectiveness of the proposed charter school program as related to the mission of the school. The schools Student Achievement Improvement Process (SAIP) will be a primary means of self-evaluation of the curriculum, instructional methods and practices on an annual basis when North Carolina Virtual Academy is operational. The SAIP process is a multi-stage planning process which will take into consideration data collected about the success the school is having in reaching its academic and nonacademic goals as stated in measurable terms in this charter application. The stages of the SAIP process are:

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SAIP Planning Process 1. Prepare for Readiness to Benefit 2. Collect, Sort, and Select Data 3. Analyze the School Data 4. Set and Prioritize Goals 5. Research Effective Practices 6. Craft Action Plan 7. Monitor Implementation of the Plan 8. Evaluate Impact on Student Achievement

Stage 1: Prepare for Readiness to Benefit The School Achievement Planning Team (representatives from all aspects of the school, including Human Resources, Operations, and Finance) must be aware of their own readiness, abilities, and willingness to embark in a collaborative strategic planning process. All Team Members should: Have completed training in conducting effective meetings Understand how decisions are made Agree on decision-making strategies for working toward consensus Commit time to meet and resources to support this work Assure open communication and trust among members Possess an understanding of the purpose of the SAIP process

Stage 2: Collect, Sort, and Select Data Team collects and sorts information from previous school records, past performances on state testing, anecdotal information from parents, and other sources Team verifies data is current and correct Team accurately tags students in TotalViewSchool Stage 3: Analyze the School Data Team analyzes school data to understand current student achievement Team displays achievement and other data types in ways that are understandable to all audiences and stimulates shared responsibility Team clearly articulates answers to the following questions: o Who are the specific groups of students at our school (i.e., at-risk, minority, advanced learner, etc.)? o How does each of these groups perform on various measures?

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o What does this data tell us about the strength and weaknesses of the program for these specific populations? o Team schedules frequent data reviews and considers whether new information should change SAIP Stage 4: Set and Prioritize Goals Team identifies three-to-five areas based on data review. Goal-setting includes answering questions such as: o What state goals are required to meet AYP? o What are the areas of greatest need based on student achievement in subgroups? o Which strategic areas have the highest potential for impact? Team follows a systematic process to develop focused, student-centered, measurable, realistic, and time-bound goals to improve student achievement Team discusses desired and anticipated gains from SAIP implementation Stage 5: Research Effective Practices K12 Inc. provides programs - Scantron testing, Study Island, Elluminate, and others - that have proven to be effective and should be imbedded throughout the SAIP. Stage 6: Craft Action Plan The Team creates an SAIP Action Plan that converts data analysis into action. Time spent in detailed planning at this stage is critical. The Action Plan should be detailed enough so that all staff members understand their role, stakeholders see a clear focus, and measurable goals are identified. Stage 7: Monitor Implementation of the Plan Team monitors SAIP action plan quarterly or as new information/data is obtained Team discusses the progress of the Action Plan and its impact on student achievement Team assures the activities and tasks for each goal are moving forward under the identified timelines Team considers what revisions are needed to accomplish the learning improvement goals and increase student achievement Stage 8: Evaluate Impact on Student Achievement Evaluating the impact of the SAIP brings the process full circle. It is a time to measure SAIP effectiveness, determine which practices will be continued, and start the process again. o Team collects and analyzes data to determine if SAIP goals were met and if student achievement resulted o Team evaluation report creates an SAIP to implement the following August In addition to the SAIP process, North Carolina Virtual Academy will also be involved in self-assessment and evaluation in other ways. School staff will regularly track and report to the Board, administrators, teachers, and students the successes and challenges the school is experiencing in realizing the schools vision, achieving its mission, and accomplishing its goals and objectives.

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FINANCIAL AUDITS: GS 115C-238.29F(f)(1) Describe the procedure and method for conducting an independent financial audit for the proposed charter school. Give the name of the firm approved by the NC Local Government Commission (GCC) that will conduct the audit. Include the complete mailing address, telephone number and fax number. NVCA will be subject to the financial audits, the audit procedures, and the audit requirements adopted by the SBE for charter schools.K12, in collaboration with the School, will arrange for an annual independent audit of the Programs financial statements. The auditor who will perform the audit, Potter & Company, P.A., has been approved by the NC Local Government Commission (GCC). Name of Audit Firm: Mailing Address: Potter & Company, P.A. 434 Copperfield Blvd., NE Suite A Concord, NC 28025 http://www.gotopotter.com/ sleder@gotopotter.com 704.786.8189 704.786.4447

Website: Email: Phone: Fax:

HEALTH AND SAFETY REQUIREMENTS (G.S. 115C-238.29F(a)) Describe how the school plans to adhere to the requirements of the health and safety laws and regulations of the federal and state governments. Address how the proposed charter school will meet the following requirements: Safety The North Carolina Virtual Academy will be in compliance will applicable federal and state health and safety laws. However, some may not be applicable to the virtual setting. NVCA will comply with 115C-307. a. To Maintain Order and Discipline. - maintain good order and discipline and will report to the principal acts of violence in school and students suspended or expelled from school as required to be reported in accordance with State Board policies. b. To Provide for General Well-Being of Students. - encourage temperance, morality, industry, and neatness; to promote the health of all pupils, especially of children in the first three grades, by providing frequent periods of recreation, to supervise the play activities during recess, and to encourage wholesome exercises for all children. c. To Provide Some Medical Care to Students. - in a virtual setting teachers will not be administering any drugs or medication prescribed by a doctor however teachers will be

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trained (ii) to give emergency health care when reasonably apparent circumstances indicate that any delay would seriously worsen the physical condition or endanger the life of the pupil, and (iii) to perform any other first aid or life saving techniques in which the employee has been trained in a program approved by the State Board of Education: Provided, that no one shall be required to administer drugs or medication or attend life saving techniques programs. At the commencement of each school year, but prior to the beginning of classes, and thereafter as circumstances require, the principal of each school shall determine which persons will participate in the medical care program. d. To Teach the Students- to teach as thoroughly as they are able all branches which they are required to teach; to provide for singing in the school, and so far as possible to give instruction in the public school music. e. To Enter into the Superintendent's Plans for Professional Growth. - actively into the plans of the superintendent for the professional growth of the teachers. f. To Discourage Nonattendance. - Teachers shall cooperate with the principal in ascertaining the cause of nonattendance of pupils that he may report all violators of the compulsory attendance law to the school social worker in accordance with rules promulgated by the State Board of Education. g. To Make Required Reports. - A teacher shall make all reports required by the local board of education. The superintendent shall not approve the voucher for a teacher's pay until the required monthly and annual reports are made. Immunization/Health Assessment/Vision Care of Students NCVA will comply with the North Carolina immunization requirements which are consistent with requirements of Cabarrus County. Every NCVA parent or guardian with legal custody of a child shall have the responsibility to ensure that the child has received the required immunization at the age required by law. It shall be the responsibility of the parent to provide the immunization record of each school age child to the school no later than 30 days after the child enters school or the child will be suspended from school until such time as a valid immunization record can be provided to the school. General Statute 130-A-152 through 130-A-157 states in part that each childs immunization records must have the dates of each immunization and the specific immunizations. The following is a description of the minimum requirements as of 2011-2012. We will comply with any revised or additional requirements for K-12 students attending school in 2012. Required for 2011-12 grades K-12 Students who have entered kindergarten or 1st grade after 7/1/94 are required: 5 DPT/DTaP/DT*(5th dose not required if 4th dose given on/after 4th birthday) 3 or 4 Polio (4 doses = complete; or 3 doses if 3rd dose on or after 4th birthday) 1 Hib (at least 1 Hib on or after 1st birthday and before 5 years of age, not required after 5th birthday 2 MMR (1st dose on or after 1st birthday) 3 Hepatitis B (If born on or after 7/1/94: SY 2011-12 = PreK - 11th grade) 1 Varicella (chicken pox if born on or after 4/11/01) given on or after 12 months of age or documentation of disease/immunity by Health Care Provider or parents/guardian with approximate

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date and age of infection can be accepted. Attach statement to shot record. (SY 2011-12 = PreK 5th grade) *Students entering 6th grade on or after 8/1/08 must have one (1) booster of Tdap (tetanus/diphtheria/pertussis) vaccine, if five (5) years or more have passed since the last DTP/Td (tetanus/diphtheria). Students who did not begin the immunization series until on or after 7 years of age: 3 Td (1 Tdap if enrolled in 6th grade this school year) 3 Polio 2 MMR (2nd dose must be given at least 4 weeks after the first dose) 3 Hepatitis B (If born on or after 7/1/94) 1 Varicella (1 dose is required for school attendance, if born on or after 4/01/01; Recommended for others who have not had disease. Any medical exemption must be in writing from a physician licensed to practice medicine in North Carolina and must state the basis for the exemption pursuant to G.S. 130-A-156. North Carolina Health Assessment Law G.S. 130A-440 states that every child in the State entering kindergarten in the public schools shall receive a health assessment. The health assessment shall be made no more than 12 months prior to the date of school entry. The parent, guardian, or responsible person shall have 30 calendar days from the first day of attendance to present the required health assessment transmittal form for the child. North Carolina Early Childhood Vision Care (ECVC) G.S. 130A-440.1 requires every child entering kindergarten receive a vision screening by the medical provider. Those who fail must be referred to an eye care provider for a comprehensive exam. In compliance with G.S. 130A-440 (2006), NCVA will provide vision screening within 180 days of the start of the school year. Vision screening will be made available during face to face parent orientation that will be held across the state. Fire and Safety Regulations NCVA will provide every student the necessary eye protective devices for each course that requires students to conduct experiments. The eye protective glasses will be provided to teachers and students free of charge in accordance with 115C-166. By the nature of a full time virtual school, NCVA will not have a facility where students were meet on a daily or even a regular basis. Therefore, many of the requirements under 115C-525 may not apply. The North Carolina Virtual Academy will comply with any and all state requirements regarding fire prevention that are applicable no later than four weeks prior to the first day of school. The administrative office facilities will undergo regular building inspections to ensure that all fire hazards are removed and that proper egress is addressed. The school will grant access to local health and fire department officials for inspection of premises at any time.

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 Food Inspections NCVA will not be providing food for students. Hazardous Chemicals NCVA will comply with the North Carolina Hazardous Chemical Right to Know Act (G.S., Charter 96, Article 18). Bloodborne Pathogens NCVA will be in compliance, as applicable, with any state and federal regulations in regards to Bloodborne Pathogens. A plan will be developed that will include the proper procedures and appropriate training for employees. Given the nature of the virtual school, if able, students would be allowed to attend their virtual class sessions without being a threat to their colleagues. However, students will be excluded from any school face to face events when they have one of the following communicable diseases. Chickenpox Measles Pediculosis Scabies Conjunctivitis Impetigo Streptococcal and staphylococcal infections

Parents must provide a release from the doctor to be able to return to face to face events. Diabetes care plans The North Carolina Virtual Academy will develop a Diabetes Care Plan that will include: Developing a request from to initiate an Individual Diabetes Care plan Procedures for developing an individual diabetes care plan for each student, as appropriate o Insulin Injection Students Management Plan o Insulin Pump Management Plan o Emergency Action Plan Procedures for reviewing the plan prior to major face to face events, such as state testing Staff development plans each year for teachers Training for all personnel involved in state testing Quick referent plan for students, parents and teachers

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 Providing students in grades 9-12 with information on how a parent may lawfully abandon a newborn NCVA administration will comply with North Carolinas Safe Haven Law (Infant Abandonment). Information will be provided through the school counselor to all grades 9-12 students regarding the North Carolina Safe Haven Law. Providing parents and guardians with information about: Meningococcal meningitis and influenza and their vaccines at the beginning of each year Cervical cancer, cervical dysplasia, human papillomavirus, and the vaccines available to prevent diseases The North Carolina Virtual Academy will comply with Garretts Law or G.S. 115C(44) which mandates that at the beginning of each school year, schools must provide parents with information about meningococcal meningitis and influenza and their vaccines. Information will also be shared about the human papillomavirus and the vaccines available. Each year the school will provide information either through the school website or through flyers about each of these illnesses to include: Symptoms How each spreads How best to protect yourself and others Where local resources are for vaccines Information on how to obtain more detailed information

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CIVIL LIABILITY AND INSURANCE (GS 115C-238.29F(c)) Evidence of North Carolina Virtual Academys ability and preparation to obtain insurance coverage has been provided by Arthur J. Gallagher & Company (see Appendix 6). The estimated premiums for this insurance for have been included in the proposed budget which is part of our application. The coverages to be secured include: State the proposed coverage for: Comprehensive General Liability $1,000,000 occurrence $3,000,000 aggregate

Officers and Directors/Errors and Omissions $1,000,000 Property Insurance Motor Vehicle Liability Bonding Minimum amount: Maximum amount: Other Workers Compensation Employee Benefits Liability Umbrella / Excess Liability above primary program Employment Practices Liability Educators Legal Liability E & O $500,000 limit as needed $1,000,000 limit as needed As specified by Chapter 97 of General Statutes $1,000,000 $10,000,000 $1,000,000 $1,000,000 Blanket Limits as needed by School, on an all risk of direct physical basis (replacement cost) $1,000,000 including underinsured and uninsured as needed

Sexual Abuse and Misconduct Liability $1,000,000 $2,000,000 aggregate Student Accident Coverage Primary $25,000 limits and CAT option at $5,000,000

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TRANSPORTATION (G.S. 115C-238.29F(h)) Describe in detail the transportation plan that will ensure that no child is denied access to the school due to lack of transportation. At North Carolina Virtual Academy, student instruction will occur in a virtual learning environment and not require daily transportation to a physical facility. NCVA will not offer transportation services, except as mandated by state and/or federal law and to ensure that transportation is not a barrier to equal access for all students. It will be the responsibility of a students parent/learning coach to provide transportation to school-related instructional (such as for NCVA students to take state required tests) or non-instructional activities requiring the students attendance outside their home or place of regular study including to NCVAs learning center(s). In those cases where out-of-home presence is required, North Carolina Virtual Academy will work to minimize transportation distances. For instance, since students will not be permitted to take the state required tests in their homes, NCVA will provide regional testing locations throughout the state to minimize travel for students and parents. The testing will occur in classroom style settings in facilities such as local schools or libraries, event halls, hotel conference rooms, public meeting rooms, and other such locations with proper accommodations for special needs students when appropriate. Parents will be responsible for transporting their students to and from the test site, and most sites will include additional areas for parents and siblings to wait during the administration of the tests. The Head of School will review available resources, and work with students parents/learning coaches to provide transportation if needed so as to ensure that transportation is not a barrier to equal access for all students. Arrangements for transporting students with special needs will be made on an as-needed basis pursuant to the students Individualized Education Plan (IEP). Transportation for special education students will be provided in accordance with all applicable State and Federal laws. FACILITY (GS 115C-238.29D(c)) Describe the facility in which the school will be located. Include information on how the site is appropriate to your mission and instructional program. Note that the SBE may approve a charter school prior to the schools obtaining a facility; however, students may not attend school and no funds will be allocated until the school has obtained a facility and has provided a valid Certificate of Occupancy for Educational use to The Office of Charter Schools. North Carolina Virtual Academy has not acquired a site at the time of the submission of this application. Please refer to our response in the following section of the application for information about our plans for a facility. Name of the facility (if known): Address: City/State/Zip: Description of the Facility:

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Total square feet: Number of Classrooms: Number of Restrooms: Other Rooms: Auditorium: Gymnasium: Music Room: Art Room: Laboratory: Ownership: Fee Simple or Lease

If the facility is to be leased, provide the following information: (a) Term of the Lease: (b) Type of Lease: (c) Rent: $ per month Name of Landlord: Address: City/State/Zip: Phone: Fax:

Document inspections for the following: (a) Fire: (b) Safety: (c) Handicapped accessibility? Describe how the maintenance will be provided for the facility. Describe the method of finding a facility if one is not readily available at this time including information about the spatial needs of the school to best suit your adopted educational program and instructional methodologies. Does the applicant have a facility contingency plan should their initial efforts not be successful? As a virtual charter school, North Carolina Virtual Academy will only require leased facilities for administrative offices. The NCVA plans to also use the facility for meeting space for North Carolina Virtual Academy related activities, such as Board meetings, learning coach and teacher meetings and workshops. The NCVA intends that the lease for the space will be approximately three to five years. The facility will be conveniently located in the Cabarrus County school district in Concord and/or nearby with easy access to I-85, occupying an estimated 3,000 square feet. NCVA would like to be housed near our preliminary chartering entity and education partner in Cabarrus County to maintain an open and

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progressive relationship. The facility will have space to accommodate our administrative staff, meeting/conference rooms, and restrooms. The facility should provide sufficient wiring and communication capabilities to support the high-tech nature and infrastructure of the school. It will comply with applicable building codes, fire prevention codes, and local zoning codes as well as health and safety codes, laws, and regulations including the federal Occupational Safety and Health Act of 1970 and the Americans with Disabilities Act (ADA). North Carolina Virtual Academy has analyzed local property rental rates and utility rates (phone, Internet, water, electricity) and has factored that information into our estimated facility costs. We have assumed in our proposed budget that the costs of operation and maintenance of facilities will be included in the lease payments. The proposed office facility may need minor renovation. Since the exact location of the administrative offices and facilities are unknown at this time, the renovation needs are unknown as well. We have estimated anticipated Year 1 facility costs of $96,000 rent; $5,000 maintenance; and $12,000 utilities (phone and Internet only; other utility costs are included in the rent). This type of small office is readily available throughout the area in private commercial facilities as there is a ready stock of re-useable, vacant small professional offices, such as doctors offices, law offices, or real estate agency locations. NCVA would also be interested in discussing the possibility of leasing space from Cabarrus County Schools for our facility. If the NCVA is unsuccessful in its first attempt to find the appropriate real estate, we will plan to hire a local, licensed commercial real estate agent to assist in the search and securing of the needed administrative space. The NCVA estimates that the timeline to identify, secure and occupy suitable space is less than 3 months.

VII. LEA IMPACT STATEMENT

Pursuant to G.S. 115C-238.29B(d), the charter school applicant must submit a copy of the application to the LEA in which the school will locate within seven days of the submission of the application to the Office of Charter Schools. The LEA may then submit information or comment directly to the Office of Charter Schools. Please attach to this application a return receipt, or other documentation, verifying the applicant's timely submission of a copy of this application to the LEA. This application is being submitted first to Cabarrus County Schools, the preliminary chartering entity, on November 1, 2011. We will request a receipt of its delivery to Cabarrus County Schools. A copy of the receipt can be submitted when the application is forwarded by Cabarrus County Schools to the Charter School Advisory Council for review and recommendation to the full SBE for final approval.

VIII.

APPENDICES (OPTIONAL)

You may include numbered and indexed appendices to provide additional information that you believe will assist the State Board of Education in the consideration of your application. We have included six numbered appendices after the signature page to assist Cabarrus County Schools Board of Education and State Board of Education in your consideration of our application.

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APPENDICES APPENDIX 1 APPENDIX 2 APPENDIX 3 APPENDIX 4 APPENDIX 5 APPENDIX 6 Draft Services Agreement Grades K-8 Course Catalog Grades 9-12 Course Catalog Individual Learning Plan (ILP) Draft Personnel Policies Insurance Coverage

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APPENDIX 1

EDUCATIONAL PRODUCTS AND SERVICES AGREEMENT

Between NORTH CAROLINA LEARNS, INC. (Proposed) And K12 VIRTUAL SCHOOLS LLC

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NORTH CAROLINA VIRTUAL ACADEMY TABLE OF CONTENTS EDUCATIONAL PRODUCTS AND SERVICES AGREEMENT

RECITALS ........................................................................................................................................1 1. DEFINITIONS. ..........................................................................................................................1 2. K12 RESPONSIBILITIES, EDUCATIONAL PRODUCTS AND SERVICES. .........................3 3. SCHOOL RESPONSIBILITIES.................................................................................................4 4. FINANCIAL MATTERS. ..........................................................................................................5 5. TERM OF AGREEMENT. ........................................................................................................8 6. PRICING, FEES AND PAYMENT. ...........................................................................................8 7. PERSONNEL SUPPORTING THE PROGRAM. ......................................................................9 8. PAYMENT OF PRODUCT AND SERVICE FEES. ................................................................ 10 9. RELATIONSHIP OF THE PARTIES. ..................................................................................... 11 10. ASSIGNMENT .......................................................................... Error! Bookmark not defined. 11. TERMINATION ...................................................................................................................... 12 12. TERMINATION EFECTS. ...................................................................................................... 13 13. INTELLECTUAL PROPERTY RIGHTS................................................................................. 14 14. LIMITS ON LIABILITY AND DAMAGES. ........................................................................... 15 15. ASSIGNMENT. ....................................................................................................................... 16 16. INDEMNITY. .......................................................................................................................... 16 17. INSURANCE. .......................................................................................................................... 17 18. REPRESENTATIONS AND WARRANTIES.......................................................................... 18 19. OFFICIAL NOTICES. ............................................................................................................. 19 20. NON-SOLICITATION/NON-HIRING. ................................................................................... 20 21. DISPUTE RESOLUTION, VENUE AND GOVERNING LAW. ............................................. 20 22. MISCELLANEOUS. ................................................................................................................ 21 EXHIBIT A ..................................................................................................................................... 24 EXHIBIT B ..................................................................................................................................... 29

EDUCATIONAL PRODUCTS AND SERVICES AGREEMENT

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EDUCATIONAL PRODUCTS AND SERVICES AGREEMENT Between the NORTH CAROLINA LEARNS, INC. (proposed) And K12 VIRTUAL SCHOOLS LLC This EDUCATIONAL PRODUCTS AND SERVICES AGREEMENT (Agreement) is made and entered into, by and between NORTH CAROLINA LEARNS, INC. (proposed) a North Carolina nonprofit public benefit company (hereinafter the School) and K12 Virtual Schools LLC, a Delaware limited liability company (hereinafter K12), each a Party together the Parties, as of the date signed by both Parties, and includes the following exhibits: a. b. Exhibit A (Products and Services) Exhibit B (K12 Proprietary Marks)

RECITALS
A. WHEREAS, the mission of the School is to utilize research-based learning and technology applications, combined with teacher/student/parent involvement, to provide a new, innovative model of public charter school education adapted to the needs of elementary, middle and high school students throughout the State of North Carolina. B. WHEREAS, NORTH CAROLINA LEARNS, INC. (proposed) was granted a charter from the North Carolina State Board of Education, pursuant to _______ [STATE STATUTE] (DATE) of the ______________Charter Schools Act, to operate a charter school to be called North Carolina Virtual Academy that will utilize K12 products and services in accordance with this Agreement. C. purposes: WHEREAS, K12 and its Affiliates were established, among other things, for the following

o o

promoting and encouraging new methods of effective education; implementing innovative and effective instructional systems in elementary and secondary education.

D. WHEREAS, K12 will provide the School with a variety of educational products and services in furtherance of the Schools mission. These educational products and services include providing the highly regarded K12 Curriculum, online school and learning management systems; teacher training, recruitment and management; financial and school administration services; technology services for a student account management system and other administrative and technology support services specified in this Agreement and the Charter as applicable to the Program. E. WHEREAS, it is the intention of both Parties to enter into a long-term relationship in which NORTH CAROLINA LEARNS, INC. (proposed) governs the Program while K12 provides comprehensive educational products and services, including turnkey management services, and in which K12 will assure the financial solvency of the Program in accordance with the terms of this Agreement. NOW, THEREFORE, the Parties mutually agree as follows:

1.

DEFINITIONS. For the purposes of this Agreement, capitalized terms used herein but not otherwise defined shall have the meaning ascribed to them in this Section 1 as follows:
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1.1. Affiliates. An Affiliate of K12 is an entity that controls, is controlled by, or under common control with K12, where control means the possession, directly or indirectly, of the power to direct or cause the direction of the management policies of an entity, whether through the ownership of securities, by contract or otherwise. 1.2. Applicable Law. Applicable Law is defined herein as the Constitution of the State, the State education laws and/or code, the federal Elementary and Secondary Education Act, the federal Individuals with Disabilities in Education Act, other applicable federal, state or local statutes, ordinances and regulations, any amendments to or recodification of the aforementioned laws, and other binding rulings applicable to public charter schools in the State. 1.3. Board. The Board is The Board of Trustees of NORTH CAROLINA LEARNS, INC (proposed) that governs the School. 1.4. Charter. The Charter is defined as the authorization provided to the School by the Charter Authorizer pursuant to Applicable Law, permitting the School to operate as a public charter school and entitled to receive public funds, appropriations and other revenues. 1.5. Charter Authorizer. The Charter Authorizer is the entity which has been granted the authority by law to permit the School to operate in accordance with the Charter and Applicable Law. The Charter Authorizer is currently the North Carolina State Board of Education. 1.6. Change in Net Assets. A Change in Net Assets is the difference in a given Fiscal Year between the Program Revenues and Program Expenses as certified by an independent audit in accordance with Generally Accepted Accounting Principles (GAAP). 1.6.1. A Positive Change in Net Assets means Program Revenues exceeded Program Expenses in a given Fiscal Year. 1.6.2. A Negative Change in Net Assets means Program Expenses exceeded Program Revenues in a given Fiscal Year. 1.7. Facility. Facility means the real property leased by Customer Full Name for the Schools administrative offices and, as required and agreed in writing, Student learning and tutoring centers in accordance with the terms herein. 1.8. Fiscal Year. The Fiscal Year shall run July 1 through June 30.

1.9. Net Asset Position. Net Asset Position means the difference between total assets and liabilities of the Program at the end of a given Fiscal Year as certified by an independent audit in accordance with GAAP. 1.9.1. A Positive Net Asset Position means that total assets of the Program exceed total liabilities of the Program. 1.9.2. A Negative Net Asset Position means that total liabilities of the Program exceed total assets of the Program. 1.10. Program. The Program is a virtual academy public online educational offering, currently known as North Carolina Virtual Academy (proposed). 1.11. Program Revenues. Program Revenues are all revenues and income generated or appropriated for and received by or on behalf of the School as attributed to any Student, the School or the Program which
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includes, but is not limited to, the following sources as applicable: state and local per-pupil basic education funds and other public school state and local funding; federal funds specific to the Program and/or its students; other funding including, but not limited to, Title I of the Elementary and Secondary Education Act of 1965, as amended (20 U.S.C. 6301 et seq., as amended); State provided facility funding and other income or revenue sources provided by law and obtained by the School and/or K12 which are not specifically excluded herein and all contributions and grants (including but not limited to Charter School Block Grants and other grants as applicable) received by or on behalf of the School and granted as a matter of right and/or practice or through competitive and non-competitive grant processes, which are to assist in the improvement of the Facility, the implementation or maintenance of the Program, and/or School operations. Program Revenues shall not include: (i) income generated by Students individually or collectively via student fundraisers (whether not such fund raiser is School-sponsored), and (ii) private charitable donations made to the Schools general fund; all to the extent K12 is not required to manage, track, report on or otherwise assist with the generation, disbursement or collection of such income or donations. 1.12. Shareholder. A Shareholder is a holder of greater than one percent (1%) of K12s outstanding shares of common stock. 1.13. State. The State is North Carolina.

1.14. Student. A Student is any student enrolled and/or otherwise taking course(s) in the Program or previously enrolled, including those pupils who have withdrawn.

2.

K12 RESPONSIBILITIES, EDUCATIONAL PRODUCTS AND SERVICES.

2.1. Description of Educational Products. During the Term, K12 and Affiliates shall license to the School solely for use in the Program, on a non-exclusive, non-assignable, non-sublicensable basis the products and offerings, as described in Exhibit A, to include the K12 curriculum, access to its online school and designated learning management system(s) and/or available third party curriculum, instructional tools and other products and offerings (collectively the Educational Products). During the Term, the Parties may agree upon K12 and Affiliates licensing additional products (e.g., new curriculum, supplementary curriculum, and/or educational programs) beyond those listed in Exhibit A. Provision of additional products will be mutually agreed upon and shall be governed by the terms of this Agreement unless otherwise agreed in writing. 2.2. Description of Administrative and Technology Services. During the Term, K12 and Affiliates shall provide to the School solely for the Program Administrative Services, including financial and school administration services, teacher recruiting, training and management, and Technology Services to include a student information system, hosting of an online platform, a student account management system and related technical support and other educational services as described in Exhibit A. The Administrative Services and Technology Services shall collectively be referred to as the Services. During the Term, the Parties may agree upon K12 and Affiliates providing the School with additional services beyond those listed in Exhibit A. Provision of additional services shall be governed by the terms of this Agreement unless otherwise agreed in writing. 2.3. Special Education Services. K12 shall provide special education and/or related special needs services including but not limited to teachers and related service providers, to Students with special education needs or any Students who have, will have or require an Individualized Education Program (IEP). 2.4. Place of Performance. Performance of Services is not required to be rendered at the Facility, unless specifically stated in Exhibit A or for compliance with Applicable Law or the Charter.
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2.5. Standards of K12 Performance. 2.5.1. K12 Compliance. K12 will provide the Educational Products and Services set forth in this Agreement and any amendments hereto in accordance with Applicable Law, the Charter, and Board policies made known to K12 in writing and relating to the Program. Subject to Section 11, K12 shall also comply with changes in Board policies within thirty (30) days of receipt of written notice and a copy thereof; however, Program Policies (as defined in section 3.2) shall be adopted in accordance with Section 3.2. 2.5.2. Confidentiality of Records. K12 will maintain the confidentiality of Program personnel, student and other records in accordance with the requirements of Applicable Law. The School recognizes and agrees that for purposes of the Family Educational Rights and Privacy Act of 1974, 20 U.S.C. 1232g; 34 CFR Part 99 (FERPA) and the State open records act, K12 has a legitimate educational interest for purposes of the School disclosing a students educational records to K12. The School shall define school officials and legitimate educational interest as permitted by FERPA, broadly enough to permit the provision of the Educational Products and Services hereunder. 2.5.3. Licensure or Other State Requirements. Except as otherwise provided in this Agreement, K12 will comply with all applicable licensure or other requirements of the State and any regulations promulgated thereunder. 2.5.4. Non-Discrimination. K12 prohibits discrimination in all its programs and activities on the basis of race, color, religion, sex, national origin, age, disability, and where applicable, marital status, familial status, and sexual orientation.

3.

SCHOOL RESPONSIBILITIES.

3.1. Oversight of K12. The School shall be responsible for monitoring K12s performance under, and compliance with, the terms of this Agreement in accordance with Applicable Law. The School shall also be responsible for overseeing the Program's quality, operational and financial performance. K12 shall reasonably cooperate with such monitoring and oversight. 3.2. Adoption of Policies. The Parties acknowledge and agree that in providing the Services, it shall be the responsibility of K12 to recommend various policies for the operation of the Program (Program Policies). K12 will implement procedures consistent with such policies, but the School retains ultimate responsibility for adopting policies and for overseeing K12s implementation. K12 will cooperate with such oversight and policy implementation subject to Section 11. K12 and the School will work collaboratively and in a timely manner on the creation of Program policies that may include, but are not limited to, policies relating to the budget, authorization of expenditures, curriculum, admissions procedures, student conduct at the Facility and online, Facility regulations, school calendars, procedures for resolution of parent or student complaints and disputes between School employees, and the responsible use of computer equipment and other instructional property. Until the foregoing collaborative policies are in effect, the Parties agree that K12s standard policies and best practices applicable to the Program shall be used to avoid a lack of any policy. The School shall promptly provide K12 written copies of all policies adopted and must promptly notify K12 in writing of any changes to such policies. 3.3. School Compliance. The School will perform its obligations under this Agreement and shall comply with, and govern itself in a manner consistent with, the requirements of Applicable Law, the Charter and the Charter Authorizers policies.

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3.4. Lease Compliance. The School agrees to comply fully and completely with the terms and conditions of the Lease (defined in Section 4.3.5 below) and shall be responsible for any monetary obligations incurred thereunder in accordance with this Agreement.

4. FINANCIAL MATTERS.
4.1. Financial Risks Assumed by K12. K12 assumes the risks, except as otherwise set forth in this Agreement that its fees may not allow it: i) to operate profitably, and/or ii) to fully recover the amounts invoiced by K12 to the School in accordance with this Agreement. In addition, the Parties agree that the Program will not conclude a Fiscal Year during the Term in a Negative Net Asset Position. Accordingly, the Parties further agree that each of them shall take all reasonable steps and approaches necessary to avoid a negative change in Net Assets or conclude a Fiscal Year in a Negative Net Asset Position during the Term. For each year of the Agreement, provided that there has been no material breach of the Agreement by the School, if the School ends a fiscal year in a Negative Net Asset Position, the Parties agree that K12 will provide sufficient credits (Balanced Budget Credits) to be applied to K12 invoices to ensure that the Program does not experience a Negative Net Asset Position at the end of said Fiscal Year. 4.2. Balanced Budget Credit Remittances. Should the Program end a Fiscal Year in a Positive Net Asset Position, as evidenced by its audited financial statements conducted in accordance with GAAP for such Fiscal Year, and K12 has issued Balanced Budget Credits in prior years for which a balance remains, the School will reimburse K12 up to the cumulative amount of previously issued Balanced Budget Credits, as detailed below: a. The total amount of Balance Budgets Credits remitted over the Term will not exceed the amount of Balance Budgets Credits issued during the Term. b. Balanced Budget Credits will not be due until the School is in a Positive Net Asset Position, if ever. c. In no single Fiscal Year will the amount of any remittance exceed 50% of the then current Fiscal Year Positive Net Asset Position, as determined by an independent audit before the payment of Balanced Budget Credits. d. If the Program ends the year in a Positive Net Asset Position the amount due K12 will be determined as follows: i. Of the first $100,000 or less of the Positive Net Asset Position, the amount due K12 will be 25% of such amount, not to exceed $25,000. ii. Of the second $100,000 or less of the Positive Net Asset Position, if any, the amount due K12 will be 50% of such $100,000 or $50,000. The amount due K12 will not exceed $75,000, for the first $200,000 of Positive Net Assets. iii. If the Positive Net Asset Position exceeds $200,000 the amount due K12 will be 75% of the amount over $200,000 plus the $75,000 noted in the point immediately above. e. The payments described above and the 50% limit on the Positive Net Asset Position of the School, is to ensure that the school is will not be put into a Negative Net Asset Position. f. Finally, at the end of the Term if there is a balance of Balance Budgets Credits which have not been remitted such credits will be forgiven by K12, subject to the termination provisions of this Agreement. 4.3. Financial Risk Mitigation. As an inducement for entering into this Agreement and issuing Balanced Budget Credits, the School and K12 agree that K12 is willing to assume the financial risks set forth herein, subject to both the Balanced Budget Credit remittance (Section 4.2) above and all of the risk mitigation efforts set forth below, each of which are material terms of this Agreement:

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4.3.1. Exclusivity. K12 shall be the sole provider of the Educational Products and Services for the Program unless otherwise waived in writing by an authorized officer of K12. Nothing within this provision, however, shall be construed to preclude the Board in the exercise of its fiduciary obligations to the School. Moreover, the School shall be permitted to procure goods and services from a third party to the extent required by law, solely provided such goods and services are not otherwise included in the Educational Products and Services. Prior to any third party procurements, the Board shall give K12 a thirty (30) day right of first refusal to provide such services or goods not enumerated herein or in the future, and if K12 is able and willing to provide such services or goods the School shall procure them from K12. 4.3.2. Final Program Budgets. The School will adopt an annual Program budget for each Fiscal Year during the Term and the Parties agree that K12 will present to the Board (or its authorized delegees or subcommittee) a proposed Program budget for each such Fiscal Year. The proposed Program budget will include assumptions provided by K12. The Parties will work in good faith to agree in writing on a final Program budget for the initial year of the Agreement on or before September 1, provided that the Board shall consider the budget proposed by K12 and will act to approve a final Program budget not later than September 30 of the initial school year. In subsequent years, K12 will present a proposed budget for the succeeding Fiscal Year by May 1 and the Board shall consider the budget proposed by K12 and will act to approve a final Program budget not later than thirty (30) days prior to the start of the Fiscal Year. In the event the Parties cannot agree in writing upon a final budget (or any budget modification), K12 shall only be obligated to issue Balanced Budget Credits, if any, up to the amount proposed and reflected in the original budget submission or any proposed modifications to such budget by K12. 4.3.3. Budget Modifications. K12 may submit to the Board proposed modifications to the Program budget to take into account the actual Program student enrollment for such school year, other changes in key assumptions or other changes deemed necessary or appropriate. The Parties will work in good faith to agree in writing on modifications to the final Program budget but, in any event, the Board shall act on any modifications proposed by K12 within thirty (30) days of the proposal thereof. 4.3.4. Variances from Budgets. In the event that the School causes (or its employees or designees cause) the Program to experience a Negative Net Asset Position within the Fiscal Year of more than two percent (2%) above the agreed to amount in writing by K12, if any, then K12 reserves the right to limit the Balanced Budget Credits up to such 2% variance. 4.3.5. Lease Terms and Compliance. Within 12 months of the Effective Date, the School shall enter into a mutually agreed upon lease agreement or other arrangement (Lease) for the Facility, which shall be located within the geographic boundaries of the Charter Authorizer. All Facility costs shall be a Program Expense. The School agrees that it will not amend, modify, terminate or extend the Lease or enter into a new lease for any facility or location other than the Facility without the prior written consent of K12. Additionally, the School agrees that it will not exercise any rights under the Lease which will have the effect of increasing its obligations, including payment obligations, or decreasing its rights under the Lease. For the avoidance of doubt, in the event the School violates this Section or otherwise breaches the Lease, K12 reserves the right to suspend the issuance of Balanced Budget Credits effective immediately beginning with the Fiscal Year that such breach occurred. 4.4. Advances Made by K12 on Behalf of the School. If the available cash receipts of the Program are, from time to time, insufficient to cover payment of Program Expenses on a timely basis, and the School is unable to seek funding from other sources to cover such deficiency, K12 may advance the School such amounts to allow payment of such Program Expenses on a timely basis (collectively hereinafter referred to as Advances) provided that, K12 will have no obligation to make any Advances in any Fiscal Year for
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expenditures: (i) for any items that are in excess of the lesser of the amount proposed by K12 for the budget or the approved budgeted amount except to the extent that such excess amounts are beyond the Boards control and due to events beyond the Boards control; (ii) for amounts payable to K12 pursuant to this Agreement or any other agreement between K12 or its Affiliates and the School; or (iii) for any matters as to which K12 or any other person or entity is entitled to indemnification under this Agreement. The Advances will be due and owing to K12 by the School thirty (30) days after K12 invoices the School for such funds. 4.5. Start Up Costs. Start Up Costs are those project management, insurance, legal, recruiting and hiring fees, computers, phones and other administrative costs that have been incurred on behalf of the Program, together with advances made to the School by K12, prior to and subsequent to the execution of this Agreement in order to obtain Program approval by the applicable Charter Authorizer(s) or to open the School. In order to sufficiently verify the Start Up Costs are valid and applicable to the Program, the School agrees to provide a detailed breakdown with the appropriate receipts for all such costs which will be subject to audit by K12. To the extent the Start Up Costs were paid to or on behalf of the School by K12 and/or Advances were made to the School for Start Up Costs, K12 shall invoice the Program for reimbursement of such Start Up Costs and Advances in accordance with Sections 4.4 and 8.3 herein. Payment will be due within thirty (30) days of receipt of such invoice unless sufficient cash is not on hand to do so at which time such invoices will accrue interest per the Agreement. 4.6. Financial Reports. The Board may request that K12: (i) prepare and submit reports on the Programs finances as often as on a monthly basis in addition to those financial reports required by Applicable Law or the Charter; or (ii) provide the Board with such other information as reasonably necessary and appropriate to enable the Board to monitor performance under the Charter and related agreements, including the effectiveness and efficiency of the Programs operations. All such requests shall be made in writing. 4.7. Program Audit. K12, in collaboration with the School, will arrange for an independent audit of the Programs financial statements. The cost of such audit shall be a Program Expense. 4.8. Program Expenses. The School will be responsible for all debts, liabilities, and obligations incurred on behalf of the Program by or on behalf of the Parties (collectively, Program Expenses) during the Term of the Agreement. Program Expenses shall be determined in accordance with the budget process set forth herein, will be paid out of the Program Revenues and shall include, but are not limited to, the following Program-related costs: 4.8.1. teacher related expenses; 4.8.2. teacher training related expenses; 4.8.3. offices for administrative staff and related expenses; 4.8.4. Student Support Staff (defined in Section 7.4 below) related expenses; 4.8.5. related services expense for Students with special education needs (as applicable); 4.8.6. state test related expenses; 4.8.7. school community building; 4.8.8. direct mail, printing and related expenses for enrolled Students; 4.8.9. amounts due to K12 and its Affiliates, including interest on Advances and past due amounts; 4.8.10. supplemental curriculum and other academic services as agreed to by K12 in writing; 4.8.11. reasonable legal fees for representation of the Board as it pertains directly to the Program and not for legal representation or related expenses adverse to K12; 4.8.12. insurance including directors and officers liability insurance, general liability insurance and other Program insurance coverage, as appropriate; 4.8.13. accounting and reporting not comprehended in K12s Services to be provided, payroll processing, audit, and/or tax preparation fees directly associated with the Program; 4.8.14. use, sales, income, property or other taxes, if any; 4.8.15. fees for required background investigations of School employees;
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4.8.16. Office Facility and infrastructure related expenses; and all other Program related expenses approved in the budget, however, if any total Program Expenses are, as reasonably known, going to be incurred at a variance of two percent (2%) or more above the budgeted amount, they must be pre-approved in writing by K12.

5. TERM OF AGREEMENT.
5.1. Term. This Agreement will become effective upon the date of full execution by the Parties, for commencement on July 1, 2012 (Effective Date) and will terminate on June 30, 2022 (Initial Term) unless sooner terminated under the Section 11 of this Agreement. In the event the Charter Authorizer and/or the Charter changes, this Agreement shall automatically survive and be performed in accordance with the new Charter, these terms and conditions and Applicable Law, unless this Agreement is otherwise terminated in accordance with Section 11 herein. 5.2. Renewal. Following the Initial Term, this Agreement will automatically extend for successive additional periods of seven (7) year(s) (each such period a Renewal Term), unless (a) either Party provides the other with written notice of non-renewal at least two (2) years before the expiration of the thencurrent Initial Term or Renewal Term (as applicable); or (b) the Agreement is sooner terminated under Section 11. The Initial Term and any Renewal Terms will be referred to collectively as the Term. Except and unless the Agreement is terminated by the School pursuant to Section 12.1 of this Agreement, in the event that the Term does not equal at least ten (10) years, the Board shall not enter into any agreement or arrangement with any other entity, or offer any similar services or products to students for a period of eighteen (18) months from the last date on which this Agreement was in full force and effect.

6. PRICING, FEES AND PAYMENT.

6.1. Administrative Oversight Compensation. From the Program Revenues from State and Local revenues (for example, excluding federal pass-throughs, block grants, federal special education and other federal funding), the School shall pay up to three percent (3%) of such revenues to the local board of education of

the local school administrative unit in which the charter school will be located which provides preliminary approval (hereinafter Administrative Oversight Fee) to cover all administrative expenses,
and other costs incurred that are associated with the local boards responsibility of supervising, reporting and overseeing the Program's quality, compliance, operational and financial performance in accordance with Applicable Law and the Charter. 6.2. Educational Product Prices. In consideration of the value of the Educational Products provided by K12 (including teaching support) as specified in detail in Exhibit A, the School will pay K12 and its Affiliates for the Educational Products based on the then current national K12 Managed Virtual School Pricing for similarly situated schools (Product Price List). Notwithstanding anything in this Agreement to the contrary, for each Educational Product set forth in the Product Price List, the School agrees that the fees for such Educational Products will be subject to change, no more than once per calendar year, at K12s reasonable discretion and communicated to the School during the annual budget process. Payment for the Educational Products shall be made in accordance with Section 8 below. 6.3. Administrative Services Fee. In consideration of the value of the Administrative Services provided by K12, as specified in detail in Exhibit A, the School agrees to pay K12 and its Affiliates fifteen percent (15%) of the Program Revenues (the Administrative Services Fee) for each Fiscal Year of the Agreement. Payment for the Administrative Services Fee shall be made in accordance with Section 8 below.

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6.4. Technology Services Fee. In consideration of the value of the Technology Services provided by K12 as specified in detail in Exhibit A, the School agrees to pay K12 and its Affiliates seven percent (7%) of the Program Revenues for the Technology Services (the Technology Services Fee) for the each Fiscal Year of the Agreement. Payment for the Technology Service Fee shall be made in accordance with Section 8 below. 6.5. Priority of Payments. Payments from the Program Revenues shall be paid in the following order of priority: (1) Administrative Oversight Fee, (2) Teacher salaries, including applicable payroll taxes, (3) Program Expenses identified in Section 4.8 above to include Advances and fees for Educational Products; (4) Administrative and Technology Service Fees payable to K12 and its Affiliates, including any fees for administrative or technology products and services purchased by the School in addition to those enumerated in Exhibit A; and (5) Balanced Budget Credits, if any. 6.6. Business Judgment. The School hereby agrees, in the exercise of its business judgment, that the economic arrangement included herein, including the Balanced Budget Credits and fees payable to K12 hereunder are reasonable, necessary, and fair compensation for the Educational Products and Services provided for the Term, particularly in light of the Agreements provision requiring K12 to provide assurance of the Schools financial solvency to the extent set forth in Section 4 of this Agreement. 7. PERSONNEL SUPPORTING THE PROGRAM. 7.1. K12 Staff Assigned to the Program. K12 will employ and determine the employment terms for administrative personnel who may include a Head of School (HOS) or equivalent administrative staff position, and such other staff, as K12 deems necessary to deliver the Educational Products and Services described in this Agreement. The responsibilities and performance of K12s staff will be consistent with Applicable Law. Such administrative personnel may be assigned to the Program on a full- or part-time basis. K12 will have the sole authority to select, supervise, compensate and determine compensation, evaluate, transfer, promote, discipline and dismiss its staff members. 7.2. Complaints About K12 Staff. If the Board is dissatisfied or concerned about the job performance of a K12 staff member assigned to the Program, the Board shall discuss the matter first with the HOS or its equivalent. In the event the Board has a concern or is not satisfied with the HOS job performance, the Board will provide K12 official written notice pursuant to this Agreement and set forth the specific issues and requested action with supporting documentation and K12 shall review such request and respond in a timely manner. 7.3. School-Student Support Staff. The School shall employ and be ultimately responsible for Student Support Staff (defined below) for the Program, except in limited circumstances where K12 deems it reasonably necessary to employ such staff to deliver the Educational Products and Services hereunder. K12, however, K12 will take the assist the school as follows: help recruit, set the terms of employment, hire, supervise, discipline and terminate Student Support Staff and such activities will be performed in consultation with the Board (or its designees). In accordance with Section 4.8, the School will be responsible for all costs associated with the employment of such staff (including, without limitation, salaries, benefits, travel and other Program related expenses). Student Support Staff is defined as any position that provides direct services to the Program and its Students which may include, Special Education Coordinators, Registrar, Guidance Counselor, Nurse, Community Relations Coordinator, Truancy Officer, Related Services Coordinator, or similar positions. For the avoidance of Doubt, any Head of School (Principal) for the Program shall be an employee of K12 or its Affiliates. To the extent required by law, all Student Support Staff personnel shall be State certified or possess the necessary credentials, qualifications, background and conduct checks as required by Applicable Law and/or the Charter.

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7.4. Complaints About School-Student Support Staff. If K12 is dissatisfied or concerned about the job performance of a Student Support Staff member assigned to the Program, K12 will recommend the addition or elimination of specific Student Support Staff positions for prompt action by the Board, approval of which will not be unreasonably withheld. 7.5. Determination of Employer Entity. The Parties anticipate that, except as otherwise required by Applicable Law or to the extent necessary for the School to maintain its status as a tax-exempt organization under Section 501(c)(3) of the Internal Revenue Code of 1986 as amended (IRC), the HOS, Student Support Staff and other administrative personnel will be provided by K12. In the event that K12 determines that it is necessary or desirable that any of the K12 staff members providing services under this Agreement become an employee of the School, K12 shall notify the Board of such determination in writing and upon the written agreement of the Board, such K12 staff member shall become an employee of the School; such change shall become effective on the date specified by K12 in such notice. In the event that at any time or from time to time K12 determines that it is necessary or desirable that any of the Schools staff members to become an employee of K12, K12 shall notify the Board of such determination in writing and upon the written agreement of the Board such School employee shall become an employee of K12; such change shall become effective on the date specified by K12 in such notice. 7.6. Background Investigations on K12 Employees. As part of its Administrative Services, K12 will be responsible for arranging for criminal background checks to be conducted on its employees assigned to the Program and to the Schools employees to the extent required under Applicable Law and will maintain documentary evidence that it has done so. Upon the Schools request, K12 will provide the School with documentary evidence of its compliance, subject to any confidentiality requirements imposed by Applicable Law. 7.7. Background Investigations on School Employees. As part of its Administrative Services, K12 will help ensure that the School fulfills its responsibilities to: a) conduct criminal background checks required by Applicable Law; and b) maintain evidence that it has performed such actions.

8. PAYMENT OF PRODUCT AND SERVICE FEES.

8.1. Invoicing and Payment of Fees. K12 will submit to the School, a detailed invoice for the Educational Products and Services delivered for the prior calendar month. For any fees calculated as a percentage of Program Revenue, such fees will be calculated based upon the approved budget or subsequent updates in effect for the applicable calendar month and will be billed for services rendered on a monthly basis during the Term, even though Program Revenue may be received by the School beyond the expiration of the Term. 8.2. Location of Payment. All payments made hereunder will be made to K12 (or its designated Affiliate) and at the address set forth above, or such other address provided by K12 in writing. 8.3. Payment Date and Interest. All invoices payable to K12 and its Affiliates are due within thirty (30) days from the invoice date. Advances will be due thirty (30) days from the date the advance is made by K12. School agrees to pay interest on overdue Advances at a rate of prime plus two percent (2%), not to exceed fifteen percent (15%) per annum. All other amounts past due and owing by the School to K12 will accrue interest at one and one-quarter percent (1 %) per month but not to exceed fifteen percent (15%) per annum on each overdue amount. The School shall not intentionally withhold payments due to K12. In the event the School intentionally withholds payments due hereunder, no Balanced Budget Credits shall be issued by K12 to cover any late fees due hereunder. 8.4. Taxes. Except as otherwise stated herein, K12 is not responsible for any taxes or third-party charges related to the activities, or the ownership or operation of the Program. Without limiting the foregoing, the
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School agrees to pay any sales, use, property, excise, value-added, or other similar taxes, if any, imposed by Applicable Law, except for taxes based on K12s income. For the avoidance of doubt, all fees for the Educational Products and Services set forth herein are exclusive of such taxes. 8.5. Year-End Adjustments. Within thirty (30) days after completion of the Schools audited financial statements for each Fiscal Year, K12 will prepare and submit to the Board a statement of the total amounts of the Administrative Services and Technology Services Fees or other Service fees set forth in this Agreement (collectively Service Fees) payable with respect to such Fiscal Year, including the calculation of such amounts (which calculations will be based upon the Schools audited financial statements for such Fiscal Year). If the total amount of the Service Fees calculated in accordance with the foregoing sentence exceeds the total amount invoiced by K12 pursuant to Section 8.1, then the excess amount will be payable to K12; if such total amount is less than the total amount invoiced by K12 pursuant to Section 8.1, then the shortfall amount will be payable to the School. Payment of any excess Service Fees payable to K12 will be due thirty (30) days after the submission of the statement thereof. Reimbursement to the Board of any overpayment of Service Fees will be due thirty (30) days after the submission of the statement thereof, provided, that K12 may elect in its discretion to set-off the amount any such overpayment against any outstanding obligations of the School to K12 or any Affiliate of K12. 8.6. Payment Out of School Funds Managed by K12 Only. K12 is authorized by the Board to pay itself, subject to Schools expenditure authorization policy (as approved by the Board), out of the Schools funds managed by K12, the fees set forth in this Agreement. 8.7. Disputed Amounts. If the School disputes any charge invoiced by K12 (Disputed Amounts), the Board (or its authorized designee) must submit a good faith claim in writing regarding the Disputed Amount with documentation reasonably necessary to support the claim no later than ninety (90) days beyond the then-current Fiscal Year audit regarding the Disputed Amount. If the Board (or its authorized designee) does not submit a documented claim to K12 within such time frame regarding such Disputed Amount, then notwithstanding anything in this Agreement to the contrary, the Board waives all rights to dispute and file any claim thereafter regarding such Disputed Amount (and the School also waives all rights to otherwise claim that it does not owe such Disputed Amount or to seek any credits or reimbursements or other amounts of any kind based upon or relating to such Disputed Amount).

9. RELATIONSHIP OF THE PARTIES.

9.1. Status of the Parties. K12 is not a division or any part of the School. The School is a body corporate authorized under State law, governed independently by its Board and is not a division or a part of K12. The relationship between the Parties was developed and entered into through arms-length negotiations and is based solely on the terms of this Agreement. The Parties are independent contractors. Nothing herein will be construed to create a partnership or joint venture by or between the School and K12. Neither Party will be the agent of another except to the extent otherwise specifically provided by this Agreement where K12 is authorized to take action on behalf of the School. The School, the Board and their employees will in no case represent to third parties, and will whenever needed disclaim to such parties, any ability to bind K12 to any duty imposed by contract, other than this Agreement or as otherwise agreed in writing by K12. 9.2. Relationship Between the Board and the School. The School is a non-profit corporation organized under the laws of the State and governed by its Board. Although many provisions in this Agreement refer to the Program and grant rights or impose obligations on the School, it is the Board that has the final legal responsibility under this Agreement to K12 and the Charter Authorizer. 9.3. No Related Parties or Common Control; Certain Permitted Participations. Except as contemplated by this Agreement or any agreement between the Board and any Affiliate with respect to the provision of services described hereunder, K12 will not have any role or relationship with the Board that, in effect,
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substantially limits the Boards ability to exercise its rights, including termination rights, under this Agreement. None of the Boards voting power shall be vested in K12 or its directors, trustees, members, managers, officers, Shareholders, or employees, and none of the voting power of K12s board of directors or Shareholders of K12 shall be vested in the Boards or its Charter Authorizers directors, trustees, members, managers, officers, shareholders, or employees. Each Party agrees that it will not take any action that would cause the Board and K12 to be members of the same control group, as defined in Section 1.150 et seq. of the regulations under the IRC, or related persons, as defined in Section 144(a)(3) of the IRC. The Board agrees to take such action as is necessary to permit employees or agents of K12 to have a nonvoting presence at the Board meetings, including executive sessions, during the Term of this Agreement, provided that, the inclusion of employees or agents of K12 in executive sessions will be at Boards discretion and is not inconsistent with Applicable Law. 10. OTHER SCHOOLS. The Parties acknowledge that K12 and its Affiliates will have the right to render similar services to other persons or entities including other public or private schools or institutions within and outside of the State (Other Schools). 11. TERMINATION. Events of termination are as follows: 11.1. Termination for Cause. The Parties shall use good faith efforts to resolve all disputes relating to this Agreement as set forth in Section 21; however, either Party may terminate this Agreement at any time with ninety (90) days prior written notice to the other Party for cause. Termination for cause shall mean the breach of any material term or failure to fulfill any material condition, term, provision, representation, warranty, covenant or obligation contained in this Agreement, and a failure to cure such a breach within forty-five (45) days after receiving written notification from the terminating Party. Upon termination of this Agreement, the non-breaching Party shall be entitled to seek any remedies for which it would be entitled at law or in equity. Additionally, in the event Customer does not cure the material breach of this Agreement as set forth in this provision K12s, in its sole discretion, may suspend the issuance of Balanced Budget Credits detailed in Section 4 in lieu of terminating this Agreement. 11.2. Termination for Material Reduction in Program Revenue. K12 may terminate this Agreement in the event there is a material reduction in Program Revenue below the amount for the prior Fiscal Year or such reduction will materially increase the financial risk to K12 in providing the Educational Products and Services. K12 shall notify the Board of its intent to terminate under this provision and provide the Board thirty (30) days notice so that the Parties may work together to find alternative funding or other means to offset the reduction in Program Revenue. If the Parties are unable to find additional revenue or other means in the thirty (30) day time-frame, K12 may terminate this Agreement and such termination shall be effective: (i) immediately upon written notice by K12 to the Board, if notice or publication of such reduction is given at least ninety days (90) prior to the commencement of the school year to which such reduction is applicable; or (ii) at the end of the school year upon written notice to the Board if notice or publication of such reduction is given during the school year to which such reduction is applicable. In the event K12 elects not to terminate this Agreement in accordance with this provision, K12 may reasonably revise and determine the level of products and services to be provided in accordance with Applicable Law, considering any such funding reduction. 11.3. Termination Upon Loss of Program Approval, Charter or Non-Profit Status. This Agreement may be terminated immediately by either Party upon written notice to the other Party: (i) if the Charter Authorizer provides written notice that it has terminated, revoked, or non-renewed the Charter, or (ii) upon a final determination by the Internal Revenue Service that the Program is not eligible for 501(c)(3) status, or (iii) upon a final adverse determination by the highest court in the State that the Program is no longer valid under law or its ruling has the effect of terminating the Program.

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11.4. Termination for Failure to Approve Budget. In the event that the Board does not approve a budget or reasonable modifications to a budget within thirty (30) days following the submission of a proposal therefore by K12, K12 may terminate this Agreement effective at the end of the then-current school year in which the budget or reasonable modification is not approved, or if the lack of approval is for an upcoming school year that has not commenced, K12 may terminate this Agreement upon written notice prior to the commencement of the upcoming school year. 11.5. Termination in the Event of Certain Changes in the Charter or School Policies. K12 may terminate this Agreement effective immediately upon written notice to the School in the event that the Charter is amended or the Board or the Charter Authorizer adopts or amends a policy, in each case without the prior written approval of K12, and the effect of such amendment or policy could reasonably be determined to require K12 to increase materially the level of services required to be provided hereunder or to increase materially the financial risk to K12 arising from its performance of its obligations hereunder, thus rendering K12s performance economically unviable as determined by K12. In the event the Board or Charter Authorizer adopts such an adverse policy in the middle of a school year, K12 agrees to use its best efforts to complete the then current school year without waiving any rights and remedies hereunder. 11.6. Change in Applicable Law. If any change in Applicable Law enacted after the date hereof could reasonably be expected to have a material adverse effect on the ability of any Party to carry out its obligations under this Agreement, such Party, upon written notice to the other Party (which notice may be given at any time following enactment of such change in Applicable Law, whether or not such change is effective on the date of such enactment or is effective at a later date), may request renegotiation of this Agreement. Such renegotiation will be undertaken in good faith. If the Parties are unable to renegotiate and agree upon revised terms within one hundred twenty (120) days after such notice of renegotiation, then this Agreement will be terminated effective at the end of the school year in which such notice was given, unless earlier termination is necessary to protect the health, welfare, or safety of students.

12. TERMINATION EFECTS. Effects of termination are as follows:

12.1. Outstanding Payments Due. Except as otherwise agreed by the Parties in writing, termination does not relieve the School of any obligations for payments outstanding to K12 as of the date of termination or other obligations that continue upon termination as provided in this Agreement. 12.2. Return of Equipment. Return of K12-provided equipment is mandatory. As such, all K12 assets including, but not limited to, computers, printers, related equipment and non-consumable materials that may be provided by or on behalf of K12 are to be returned upon the expiration or termination of this Agreement, in accordance with the policies governing the use and reclamation of such materials. Nonetheless, any damages to such equipment and materials or unreturned equipment and materials will be invoiced to the School at the Replacement Value. The Replacement Value is the cost to replace the equipment anew, without regard to depreciation. 12.3. Balanced Budget Credits Outstanding. In the event this Agreement expires or is terminated pursuant to Section 11, to the extent there are outstanding Balanced Budget Credits remaining, the School shall fully exhaust its Net Assets to pay off the outstanding balance of Balanced Budget Credits, provided however, if any Balanced Budget Credits remain after the Net Assets are fully exhausted, the remaining Balanced Budget Credits shall be fully forgiven. 12.4. Fees Owed. In the event this Agreement terminates as provided for herein, or it expires pursuant to its terms, and unless otherwise agreed by the Parties in writing, the School shall owe for all products and services rendered to include the Administrative and Technology Services Fees, Educational Products and Services in accordance with this Agreement for the period up to and including then current Fiscal Year of the
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termination or expiration. All such fees will be determined on an accrual basis per the Schools audited financial statement up to and including the year in which this Agreement terminates or expires. 12.5. Loss of Value. The Board acknowledges and agrees that the subject matter of this Agreement is unique and that it would not be possible for K12 to resell the Educational Products or the Services that are the subject of this Agreement. In view of the difficulty in estimating K12s damages incurred, the Parties agree to the extent not precluded by Applicable Law, for the purposes hereof that K12s damages (in addition to those entitled under law or equity) shall be fifteen percent (15%) of the Program Revenues in the Fiscal Year in which the Agreement is being terminated, due within thirty (30) days following date of such termination, if the Agreement is terminated as set forth in Section 11 because of the Boards actions or omissions unless said action or omission is in response to state or federal law or direction which is not caused by the negligent action or omission or the willful misconduct of the Board, and except as action is taken by the School to terminate this Agreement in accordance with Section 11.1.

13. INTELLECTUAL PROPERTY RIGHTS.

13.1. Proprietary Materials. The School acknowledges and agrees that K12 has the right to license (or sublicense as the case may be) certain intellectual property rights and interests in and to K12 and its Affiliates (and respective licensors) intellectual property, including but not limited to curriculum, trade secrets, know-how, proprietary data, documents and written materials in any format, artwork, graphics, charts, software, licenses, marketing materials, Program name, website design and domain numbers and names including those registered by K12 and/or for K12, its Affiliates and the Program and other materials created for the Program, and curricular materials and any and all customizations and derivative works thereof (collectively, K12 Proprietary Materials). The School further acknowledges and agrees that: (i) it has no intellectual property interest or claims in the K12 Proprietary Materials or any customizations and derivative works thereof or any other materials created for use in connection with the K12 Proprietary Materials, (ii) it has no right to use the K12 Proprietary Materials unless expressly agreed to herein by K12, and (iii) K12 and its Affiliates (and respective licensors as the case may be) own all intellectual property rights in and to the K12 Proprietary Materials. 13.2. Sub-License of K12 Proprietary Materials. K12 hereby grants the School a royalty-free, nonexclusive, non-transferable sub-license, during the Term and for a period of thirty (30) days following the expiration or earlier termination of this Agreement, to use and distribute the K12 Proprietary Materials solely in connection with the Program operations as contemplated in this Agreement. Notwithstanding the foregoing, the School shall not: (i) modify or otherwise create, or permit third parties to modify or otherwise create, derivative works from or using the K12 Proprietary Materials, (ii) sublicense any rights under this Agreement without the advance written approval of K12, which approval may be withheld by K12 in its sole discretion, or (iii) frame any website owned by K12. Upon the termination of such license, the School will cease use of the K12 Proprietary Materials, and will return all K12 Proprietary Materials to K12 promptly, including those in the possession of the Board, any teachers and School employees participating in the Program, and students participating in the Program. 13.3. Rights of K12 in K12 Proprietary Marks. The School acknowledges and agrees that, as between the School and K12, K12 (and its applicable Affiliates) owns and shall maintain all intellectual property rights, title and interest, including any goodwill, in and to K12 and its Affiliate's trademarks, service marks, trade dress and trade names including the Program name(s), Program logo(s) and related marks and trade dress and the K12 mark, K12 (& Design) and as may be featured in Exhibit B (collectively, K12 Proprietary Marks). The School further acknowledges and agrees that it has no intellectual property interest or claims in the K12 Proprietary Marks any customizations and derivative works thereof or any other materials created for use in connection with the K12 Proprietary Marks and has no right to use the K12 Proprietary Marks except in the limited capacity as set forth in Section 13.4 or unless expressly agreed to in writing in advance by K12, which agreement K12 may withhold in its sole discretion.
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13.4. Sub-License of K12 Proprietary Marks. K12 hereby grants the School a royalty-free, non-exclusive, non-transferable sublicense, during the Term and for a period of thirty (30) days following the expiration or earlier termination of this Agreement, to use the K12 Proprietary Marks relating to the Program solely in connection with the operations of Program as contemplated in this Agreement. Notwithstanding the foregoing, the School will not be permitted to sublicense any rights under this Agreement without the advance written approval of K12, which approval may be withheld by K12 in its sole discretion. Upon the termination of such license, the School will cease use of the K12 Proprietary Marks. 13.5. Limitations on Use of K12 Proprietary Materials and K12 Proprietary Marks by School. The School will use the K12 Proprietary Materials and the K12 Proprietary Marks only as provided in this Agreement. Notwithstanding the foregoing license rights, the School also agrees not to not alter, copy, disassemble, reverse engineer or modify the K12 Proprietary Materials and/or the K12 Proprietary Marks in any way, nor will the School act or permit action in any way that would impair the rights of K12 in them. The School's authorized use will not create any right, title, or interest in or to the K12 Proprietary Materials or the K12 Proprietary Marks any customizations and derivative works thereof or any other materials created for use in connection with the foregoing. K12 will have the right to monitor the quality of the School's use of the K12 Proprietary Materials and the K12 Proprietary Marks, and the School will notify K12 promptly in writing of any known infringement thereof and of any use of K12's Intellectual Property (including the K12 Proprietary Materials, and/or the K12 Proprietary Marks) by an unauthorized party, other than set forth or contemplated by this Agreement, of which the School becomes aware. K12 and the School agree to reasonably assist each other in pursuing measures to prevent further use of K12's Intellectual Property by said unauthorized party. Any references to or use of the K12 Proprietary Materials or the K12 Proprietary Marks by the School will contain the appropriate trademark, copyright or other legal notice provided from time to time by K12 and will be subject to additional trademark usage standards developed by K12 and modified from time to time by K12 with advance notice in writing. Moreover, to the extent the School has established any rights, title or interest in the K12 Proprietary Materials or K12 Proprietary Marks, the School hereby assigns and transfers to K12, its successors and assigns, all of the School's right, title and interest in and to such intellectual property, together with the goodwill of the business symbolized by any of the K12 Proprietary Marks and the right to sue and collect damages and/or profits for past infringements of the such marks. 13.6. Publicity/Press Release. K12 may use the Schools name and Program references in a listing of new, representative or continuing schools in press releases, on its website, or in other marketing materials or dissemination of information. The Parties may agree to cooperate in joint marketing activities or in issuing a joint press release at the request of either of them, subject to prior written consent and approval of the form and substance of both the School and K12.

14. LIMITS ON LIABILITY AND DAMAGES.

14.1. LIMIT OF LIABILITY. K12S MAXIMUM LIABILITY AND OBLIGATION TO THE SCHOOL AND THE SCHOOLS EXCLUSIVE REMEDY FOR ANY CAUSE WHATSOEVER, REGARDLESS OF THE FORM OF ACTION, WHETHER IN CONTRACT OR IN TORT, INCLUDING NEGLIGENCE, RELATING TO THIS AGREEMENT SHALL BE LIMITED TO THE RECOVERY OF ACTUAL DIRECT DAMAGES UP TO THE AMOUNT OF THE AMOUNT OF FEES PAID UNDER THIS AGREEMENT IN THE PRIOR SIX (6) MONTHS. 14.2. CONSEQUENTIAL DAMAGES. EXCEPT IN CONNECTION WITH ITS INDEMNITY OBLIGATIONS EXPRESSLY SET FORTH HEREIN, NEITHER PARTY SHALL BE LIABLE FOR ANY INDIRECT, EXEMPLARY, PUNITIVE, SPECIAL, INCIDENTAL OR CONSEQUENTIAL DAMAGES, INCLUDING, WITHOUT LIMITATION, ANY LOST SAVINGS, LOST PROFITS, LOST SALES, BUSINESS INTERRUPTIONS, DELAY DAMAGES, DAMAGES FOR THIRD PARTY CLAIMS, LOST
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OR DESTROYED DATA, EVEN IF THAT PARTY HAS BEEN ADVISED OF THE POSSIBILITY OF SUCH DAMAGES. NEITHER OCCASIONAL SHORT-TERM INTERRUPTIONS OF SERVICE OR PRODUCTS, WHICH ARE NOT UNREASONABLE UNDER COMPARABLE INDUSTRY STANDARDS NOR INTERRUPTIONS OF SERVICE OR PRODUCTS RESULTING FROM EVENTS OR CIRCUMSTANCES BEYOND K12S REASONABLE CONTROL SHALL BE CAUSE FOR ANY LIABILITY OR CLAIM AGAINST K12 HEREUNDER, NOR SHALL ANY SUCH OCCASION RENDER K12 IN BREACH OF THIS AGREEMENT.

15. ASSIGNMENT.

Except as otherwise provided in this Agreement, neither Party may assign or delegate any rights or obligations under this Agreement without the prior written consent of the other Party. Except as prohibited by Applicable Law, K12 may assign all of its rights and obligations under this Agreement to any Affiliate. K12 may delegate the performance of its duties hereunder to any person or entity but K12 shall be responsible for the performance, in accordance with the terms of this Agreement, of any services performed by its delegees.

16. INDEMNITY. The Party charged with indemnifying and/or defending under this provision (the
Indemnifying Party) shall conduct the defense in any such third party action arising as described herein and the Party claiming the benefits of this Section 16 (the Indemnified Party) promises to cooperate with such defense, provided the Indemnifying Party reasonably consults with the Indemnified Party on any settlement (subject to the consent requirement in the last sentence of this paragraph). Notwithstanding the foregoing, the Indemnified Party may, at its own expense, assist in such defense if it so chooses, provided that the Indemnifying Party shall be entitled to control such defense and all negotiations relative to the settlement of any such claim. Any settlement that would admit any liability on the part of the Indemnified Party shall require such Indemnified Partys prior written consent. 16.1. Indemnification of the School. K12 will indemnify, defend, and save and hold the School and all of its employees, officers, directors, trustees, subcontractors, and agents, their respective successors and permitted assigns, harmless against any and all claims, demands, suits, or other forms of liability including without limitation costs and reasonable attorneys fees (each a Claim) that may arise out of, or by reason of, any (a) breach of any expressed representation or warranty, covenant or agreement made or to be performed by K12 pursuant to this Agreement, (b) noncompliance by K12 with any Applicable Law in connection with the Schools operations, but excluding any Claims that arise from conduct undertaken in accordance with the Charter Authorizers, the Schools or the Boards instructions, procedures or written policies, except where such instructions arise from and are in accordance with specific advice or explicit recommendations formally provided by K12, and (c) act or omission of K12 or any of its employees, officers, directors, trustees, subcontractors or agents in connection with Schools operations that results in injury, death, or loss to person or property except to the extent any Claims arise out of actions or omissions of the School or the Board. K12 and its Affiliates shall not be liable for any Claims related to the enrollment, placement and provision of services to any Students with special education needs. 16.2. Indemnification of K12. The School will indemnify, defend, and save and hold K12 and each other Affiliate of K12 and all of their respective employees, officers, directors, trustees, subcontractors, and agents, their respective successors and permitted assigns, harmless against any and all Claims that may arise out of, or by reason of, any (a) breach of any expressed representation or warranty, covenant or agreement made or to be performed by the School pursuant to this Agreement, (b) noncompliance by or on behalf of the School or Board with any Applicable Law in connection with Schools operations, (c) act or omission of the School or Board or any of its employees, officers, directors, trustees, subcontractors or agents in connection with the Schools operations that results in injury, death, or loss to person or property except to the extent any Claims arise out of actions or omissions of K12, and (d) for any Claims that are related to the Schools or Boards action or inaction with respect to the enrollment, placement and provision of services to any Students with special education needs.
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16.3.

Indemnification Procedures. 16.3.1. Notice Requirement. Each Indemnified Party must give written notice to the other of the existence of a Claim promptly after such Indemnified Party first receives notice of the existence of the potential Claim, provided that such Indemnified Party will not be foreclosed from seeking indemnification hereunder by any failure to provide such prompt notice except and only to the extent the Indemnified Party actually incurs an incremental expense or otherwise has been materially prejudiced as a result of such delay. 16.3.2. Defense and Settlement of Claims. Each Indemnified Party seeking indemnification hereunder will permit the Indemnifying Party (at the expense of the Indemnifying Party) to assume the defense of such Claim, provided, that (i) counsel for the Indemnifying Party who will conduct the defense of such Claim must be reasonably satisfactory to such Indemnified Party and (ii) such Indemnified Party may participate in such defense at such Indemnified Partys expense. Except with the prior written consent of the Indemnified Party seeking indemnification hereunder, the Indemnifying Party, in the defense of any Claim, will not consent to entry of any judgment or enter into any settlement. In the event that any Indemnified Party seeking indemnification hereunder has been advised by counsel for the Indemnifying Party that such Indemnified Party may have available to it one or more defenses or counterclaims that are different from or in addition to one or more of those that may be available to the Indemnifying Party in respect of such Claim and, in such counsels reasonable opinion, such counsel could not assert such defenses or counterclaims without creating a conflict of interest, such Indemnified Party will have the right to take over and assume control over the defense of such claim at the sole cost of the Indemnifying Party, provided that if such Indemnified Party does so take over and assume control, such Indemnified Party will not settle such claim without the written consent of the Indemnifying Party. In the event that the Indemnifying Party does not accept the defense of any matter as above provided, the Indemnified Party seeking indemnification hereunder will have the right to defend against such Claim, provided that such Indemnified Party will not settle such Claim without the written consent of the Indemnifying Party. In any event, any Indemnified Party seeking indemnification hereunder and the Indemnifying Party will cooperate in the defense of any claim subject to this Section entitled Indemnification.

17. INSURANCE.
17.1. Liability Coverage. Each Party will initiate and maintain for a period of two (2) years after the expiration or termination of this Agreement, at its own expense, comprehensive professional and general liability insurance, including product liability, contractual liability (applicable to the indemnification obligations of the said Party set forth herein), and advertising injury insurance, with reputable and financially secure insurance carriers to cover the operations of the said Party, for not less than $5,000,000 (combined single limit for bodily injury and property damage per occurrence and in the aggregate). Such insurance required by the School (excluding D&O and E&O insurance) will include K12 and its Affiliates and their respective trustees, directors, officers, employees, contractors and agents as additional insureds within thirty (30) days after the date of this Agreement. Such insurance required by K12 (excluding D & O and E & O insurance) will include the School and its respective trustees, directors, officers, employees, contractors and agents as additional insureds within thirty (30) days after the date of this Agreement. Each Partys insurance will be written to cover claims incurred, discovered, manifested, or made during or after the Term. 17.2. Evidence of Insurance. Each Party will furnish a certificate of insurance evidencing such coverage to the other Party within thirty (30) days after the effective date of this Agreement. Thereafter, the Parties will endeavor to provide thirty (30) days advance written notice to the other Party of any cancellation or material adverse change to such insurance.

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17.3. Insurance Coverage No Limitation on K12s Rights. The Schools insurance will be primary coverage and any insurance K12 may purchase shall be excess and non-contributory for all clams directly related to actions or omissions of the School. K12s insurance will be primary coverage and any insurance the School may purchase shall be excess and non-contributory for all claims directly related to actions or omissions of K12. The minimum amounts of insurance coverage required herein will not be construed to impose any limitation on the Schools indemnification obligations expressly set forth herein. 17.4. Workers' Compensation Insurance. Both Parties will initiate and maintain workers compensation insurance for its respective employees working at or for the Program, as required by Applicable Law. 17.5. Cooperation. All Parties will comply with any information or reporting requirements required by the other Partys insurer(s), to the extent reasonably practicable.

18. REPRESENTATIONS AND WARRANTIES.

18.1. Representations and Warranties of K12. K12 hereby represents and warrants to the School: 18.1.1. Organization and Good Standing. K12 is a company duly organized, validly existing, and in good standing under the laws of the State of Delaware and is a wholly owned subsidiary of K12 Inc. 18.1.2. Power and Authority; Authorization; Binding and Enforceable Agreement. K12 has full limited liability company power and authority to execute and deliver this Agreement and to perform its obligations hereunder. This Agreement has been duly authorized and executed by K12 and constitutes the valid and legally binding obligation of K12, enforceable against K12 in accordance with its terms, except as such enforceability may be limited by bankruptcy, insolvency, reorganization, moratorium, fraudulent conveyance, and other laws of general applicability relating to or affecting creditors rights and by general principles of equity. 18.1.3. Pending Claims. K12 warrants that there are currently no pending actions, claims, suits, or proceedings, to its knowledge, threatened against it, which if adversely determined, would have a material adverse effect on its ability to perform its obligations under this Agreement. 18.1.4. Professional Services. K12 warrants that the Services will be performed in a professional and workmanlike manner in accordance with commercially reasonable industry standards, and deliverables, if any, will materially comply with the agreed upon functional specification set forth in the applicable Exhibit A, if used in a manner consistent with the conditions for which it was designed. THE FOREGOING WARRANTIES MADE BY K12 IN THIS SECTION (AND ITS SUBSECTIONS) ARE IN LIEU OF ALL OTHER WARRANTIES, EXPRESS, IMPLIED, STATUTORY OR OTHERWISE, INCLUDING, BUT NOT LIMITED TO, ANY IMPLIED WARRANTIES OF MERCHANTABILITY OR FITNESS FOR A PARTICULAR PURPOSE AND K12 AND ITS AFFILIATES MAKE NO GUARATEES AS TO THE RESULTS OR ACHIEVEMENTS OF THE STUDENTS. WITHOUT LIMITING THE FOREGOING, K12 MAKES NO GUARANTEES AND SHALL NOT BE LIABLE FOR NON-ACCESSIBILITY OF THE K12 WEBSITE, END-USER CONNECTION SPEED OR CONNECTIVITY PROBLEMS REGARDLESS OF THE REASON. 18.1.5. Non-Conformities. The foregoing warranties shall not apply to defects or non-conformities: (a) resulting from software, hardware or interfacing not supplied by K12, its Affiliates or authorized contractors; (b) resulting from inadequate or improper maintenance, modification or usage by the School, its employees or Students; or (c) where there has been improper site preparation or site environment by the School, its employees or Students. In addition, the foregoing warranty shall not apply to requirements not expressly included in this Agreement.
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18.2. Representations and Warranties of the School. The School hereby represents and warrants to K12: 18.2.1. Organization and Good Standing. The School is a non-profit corporation duly organized, validly existing, and in good standing under the laws of the State. 18.2.2. Power and Authority; Authorization; Binding and Enforceable Agreement. The School has full power and authority to execute and deliver this Agreement and to perform its obligations hereunder. This Agreement has been duly authorized and executed by the School and constitutes the valid and legally binding obligation of the School, enforceable against it in accordance with its terms and conditions, except as such enforceability may be limited by bankruptcy, insolvency, reorganization, moratorium, fraudulent conveyance, and other laws of general applicability relating to or affecting creditors rights and by general principles of equity. 18.2.3. Authority Under Applicable Law. The School has the authority under Applicable Law to: (i) contract with a management company to obtain the Services, Administrative Services and/or Technological Services and all other programs and services under this Agreement; (ii) to execute, deliver, and perform this Agreement; and (iii) to incur the obligations provided for under this Agreement. 18.2.4. Non-Contravention. The execution, delivery and performance of this Agreement by the School will not constitute, under any other agreement, note, lease, or other instrument to which the Board is a party or by which it or any of its assets is bound, any violation, breach or event of default by the School or any other party thereto. 18.2.5. Provision of Authority to K12. The School has provided and will provide K12 with all authority and power necessary and proper for K12 to undertake its responsibilities, duties, and obligations provided for in this Agreement. 18.2.6. Charter Enforceability and Renewal. The Charter is in full force and effect and constitutes a valid and binding obligation of each party thereto, enforceable in accordance with its terms. The Board has delivered a true and complete copy of the Charter (and the School-Charter Authorizer agreement(s), if any) to K12. The Board will use best efforts to maintain the Charter in full force and effect during the Term and to renew the Charter upon its expiration with assistance from K12. 18.2.7. Certain Provisions of the Charter. The Charter will, when approved, authorize the School to operate and receive the federal, state and local education funds identified in this Agreement, as well as other revenues, and otherwise vests the Board with all powers necessary and desirable for carrying out the Program and other activities contemplated in this Agreement. 18.2.8. Pending Claims. The School warrants that there are currently no pending actions, claims, suits, or proceedings, to its knowledge, threatened against it, which if adversely determined, would have a material adverse effect on its ability to perform its obligations under this Agreement.

19. OFFICIAL NOTICES. All notices and other communications required by the terms of this Agreement will be in writing and sent to the Parties hereto at the addresses set forth below (and such addresses may be changed upon proper notice to such addressees). Notice may be given by: (i) certified or registered mail, postage prepaid, return receipt requested, (ii) reputable overnight carrier, postage prepaid, (iii) facsimile (with confirmation of transmission by senders facsimile machine), or (iv) personal delivery (with written receipt confirming such delivery). Notice will be deemed to have been given (i) three business days after mailing as described in clauses (i) or (ii) of the foregoing sentence, (ii) on the date of personal delivery or (iii) on the date of transmission of a facsimile if on a business day during normal business hours (or, if not, the next succeeding business day). Electronic mail does not constitute official notice under this
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Agreement. The addresses of the Parties are: For K12: K12 ATTN: EVP of School Services 2300 Corporate Park Drive, Suite 200 Herndon, Virginia 20171 Fax: (703) 483-7330 For School: With Copy To:

K12
ATTN: General Counsel 2300 Corporate Park Drive, Suite 200 Herndon, Virginia 20171 Fax: (703) 483-7496 With Copy To:

NORTH CAROLINA (proposed)

LEARNS,

INC. TBD

203 Autumn Winds Drive Goldsboro, North Carolina 27530 Fax: TBD

Fax:

20. NON-SOLICITATION/NON-HIRING.
20.1. Non-Solicitation. Each Party agrees that during the Term of this Agreement and for a period ending twelve (12) months after the expiration or termination of this Agreement for any reason, unless mutually agreed by the Parties in writing, one Party will not directly solicit, recruit for employment, offer employment to, offer subcontracting opportunities to, or otherwise employ or use the services of any employees of the other Party or their related companies if that employee or former employee had been assigned to or worked under this Agreement. 20.2. Unpermitted Solicitation/Hiring Remedies. In the event of such unpermitted use or engagement by a Party or its related company of such consultant or employee whether directly or indirectly, in contravention of the clause immediately above, the other Party, at its option, may seek receipt of a sum equivalent to one hundred percent (100%) of that employees base starting salary with the new employer, or seek any legal or equitable relief against such actions including, but not be limited to, immediate injunctive relief in any court of competent jurisdiction. The School acknowledges and agrees that no Balanced Budget Credits shall be issued by K12 to cover any penalty, damages or other relief owed by the School upon a violation of this provision. 20.3. Solicitation Exceptions. For the avoidance of doubt, newspaper, periodical or Internet-based listings of employment opportunities by a Party shall not be considered direct or indirect solicitation of an employee of the other Party; however, such Party shall continue to be precluded from engaging or otherwise using a Partys employee, former employee or consultant as provided for in Section 20.2.

21. DISPUTE RESOLUTION, VENUE AND GOVERNING LAW.

21.1. Dispute Resolution Procedure. The Parties agree that they will attempt in good faith to settle any and all disputes arising in connection with this Agreement amicably in the ordinary course of business. If a dispute is not resolved in the ordinary course of business, the aggrieved Party will submit its dispute in writing to the Schools Board Designee or its authorized designee and to the direct manager of the Head of
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School (currently the Regional Vice President) of K12. If the dispute is not resolved after ten (10) calendar days from the receipt of such written notice, then the Parties shall escalate the matter to the Boards authorized designee for the School and the EVP of School Services for K12. If the dispute is not resolved after five (5) business days thereafter, then the Parties shall escalate the effort to resolve to the Board president for the School and the CEO for K12 who shall have five (5) days to seek resolution of the matter. The dispute resolution procedures described herein will be deemed complete upon the earlier to occur of the following: (i) the Parties mutually agree in writing to discontinue the dispute resolution procedures; and (ii) the relevant dispute is not resolved within the time periods provided under. 21.2. Mediation and Arbitration. If the Parties are unable to resolve the dispute pursuant to the Section immediately above, the Parties agree that they will attempt in good faith to settle any and all disputes arising out of this agreement, including those disputes relating to the enforceability or validity of this Agreement, through a process of mediation in Cabarrus County, North Carolina, under the supervision of a mutually agreed upon mediator. In the event that mediation fails to settle any such dispute(s), the Parties hereby agree to proceed to mandatory binding arbitration in Cabarrus County, North Carolina, pursuant to the then existing rules of the American Arbitration Association. Except as may be required by law, neither a Party nor an arbitrator may disclose the existence, content, or results of any arbitration hereunder without the prior written consent of both Parties. Judgment upon the award rendered shall be final and binding and may be enforced by any state or federal court with competent jurisdiction over the arbitrated matter. Each Party will bear its own costs and expenses associated with the dispute resolution procedures set forth in this Section except that the Parties will share equally any fees payable to a professional mediator and/or arbitrator. 21.3. Injunctive Relief. Notwithstanding the foregoing dispute resolution procedures, the School acknowledges that in the event it breaches any provision contained in the Section entitled Intellectual Property Rights, K12 may suffer irreparable harm in which the full extent of damages may be impossible to ascertain and monetary damages may not be an adequate remedy. As such, in its sole discretion, K12 may seek immediate judicial relief as available in law or equity, and the initiation of any judicial proceeding will suspend the dispute resolution procedures set forth above. K12 will be entitled to enforce this Agreement by an injunction or other equitable relief without the necessity of posting bond or security, in addition to its right to seek monetary damages or any other remedy. The decision by K12 not to seek judicial relief during the above described dispute resolution procedures, will not create any inference regarding the presence or absence of irreparable harm. 21.4. Governing Law. The laws of the Commonwealth of Virginia without regard to its conflict of laws provisions will govern this Agreement, its construction, and the determination of any rights, duties, and remedies of the Parties arising out of or relating to this Agreement.

22. MISCELLANEOUS.
22.1. Coordination; Exercise of Approval or Consent Rights: 22.1.1. Coordination and Consultation. The Parties will coordinate the performance of their respective activities hereunder and will establish such procedures as they shall mutually agree to be effective for achieving the purposes of this Agreement and allowing each of them to perform its obligations and exercise its rights under this Agreement. Without limiting the generality of the foregoing, K12s legal counsel and the Schools legal counsel will consult from time to time with respect to the requirements of Applicable Law, the Charter, and the Schools and the Charter Authorizers policies as they relate to the Programs operations. 22.1.2. Approval or Consent Rights. In performing services and its other obligations under this Agreement, or in exercising its rights under this Agreement, including granting or withholding any consents or approvals or making any requests of the other Party, each Party must act reasonably (including as to the timing of its actions) except to the extent that this Agreement provides that it
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may act as it determines in its sole judgment or its sole discretion, or words to that effect, in the applicable provision. Whenever it is provided in this Agreement that the Parties will or may agree as to a certain matter, each Party will have the right to agree or disagree in its sole discretion following good faith discussions. 22.2. Force Majeure. Notwithstanding any other sections of this Agreement, no Party will be liable for any delay in performance or inability to perform (except for payments due hereunder) due to acts of God or due to war, riot, terrorism, civil war, embargo, fire, flood, explosion, sabotage, accident, labor strike, Internet outage or other acts beyond its reasonable control and unrelated to its fault or negligence. 22.3. Entire Agreement. This Agreement including its attachments hereto constitutes the entire agreement of the Parties with respect to the subject matter hereof, and supersedes all previous and contemporaneous oral and written negotiations, commitments, agreements, warranties, representations and understandings. This Agreement will not be altered, amended, modified, or supplemented except in a written document executed by the Parties. 22.4. Counterparts, Facsimile or PDF Transmissions. This Agreement may be executed in counterparts, each of which will be deemed an original, but both of which will constitute one and the same instrument. Each Party may rely on facsimile or PDF signature pages as if such facsimile or PDF pages were originals. 22.5. License Audit. Upon forty-five (45) days written notice, K12 may audit the Programs use of the Educational Products and the School agrees to cooperate and provide reasonable assistance with such audit. The School agrees to pay within thirty (30) days of written notification any fees applicable to the Schools use of the Educational Products in excess of the license rights granted herein or K12 may revoke the related technical support and license(s). 22.6. Amendment. This Agreement will not be altered, amended, modified, or supplemented except in a written document executed by the Parties. 22.7. Waiver. No waiver of any provision of this Agreement will be effective unless in writing, nor will such waiver constitute a waiver of any other provision of this Agreement, nor will such waiver constitute a continuing waiver unless otherwise expressly stated. 22.8. Interpretation. The Parties hereto acknowledge and agree that the terms and provisions of this Agreement, will be construed fairly as to all Parties hereto and not in favor of or against a Party, regardless of which Party was generally responsible for the preparation of this Agreement. 22.9. Severability. In the event any term, provision or restriction is held to be illegal, invalid or unenforceable in any respect, such finding shall in no way affect the legality, validity or enforceability of all other provisions of this Agreement. To the extent that any of the services to be provided by K12 are found to be overbroad or an invalid delegation of authority by the Board, such services will be construed to be limited to the extent necessary to make the services valid and binding. 22.10. Successors and Assigns. This Agreement will be binding upon, and inure to the benefit of, the Parties and their respective successors and permitted assigns. 22.11. No Third-Party Rights. This Agreement is made for the sole benefit of the School and K12 and their respective successors and permitted assigns. Except as set forth in Sections 13 and 16 and except for each Affiliate of K12, which shall be a third party beneficiary of this Agreement, nothing in this Agreement will create or be deemed to create a relationship between the Parties to this Agreement, or any of them, and any third person, including a relationship in the nature of a third-party beneficiary or fiduciary.
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22.12. Survival of Termination. All representations, warranties, and indemnities expressly made in this Agreement will survive termination of this Agreement. 22.13. Headings and Captions. The headings and captions appearing in this Agreement have been included only for convenience and shall not affect or be taken into account in the interpretation of this Agreement. * * * * * * * * *

IN WITNESS WHEREOF the Parties have entered into this Agreement as of the date set forth below.

For and on behalf of

North Carolina Learns, Inc. (proposed)

For and on behalf of K12 Virtual Schools LLC Signed:

Signed:

Name:

Name:

Position:

Position:

Date:

Date:

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NORTH CAROLINA VIRTUAL ACADEMY EXHIBIT A Curriculum and Services

I. Educational Products, Pupil Recruiting and Product Related Services: During the Term, K12 and its Affiliates will provide or cause to be provided to the School, its Students and its personnel the following Educational Products and related services in accordance with the fees published on the Product Price List provided to the Board: 1. Online School: For each school year during the Term, K12 will provide a license for and access to: (i) the K12 Curriculum and associated learning management system for grades K through 8, for those core subject areas required by the State (Language Arts, Math, Science, History) as well as other courses offered or required for these grades (Art, Music and foreign language); (ii) K12 Curriculum and associated learning management system for grades 9 through 12, in each case in Language Arts, Math, Science and History in addition to electives per the K12 course catalogue; and (iii) any third party curriculum K12 generally offers its managed virtual schools, in each case for such courses required by Applicable Law. 2. Instructional Tools and Materials. Such instructional tools and supplies, including without limitation textbooks and multi-media teaching tools, as K12 determines in its discretion to be necessary to deliver the Educational Program. K12 shall identify which of such materials are durable shall be reclaimed. These materials will be returned in accordance with Section 12.2. 3. Product Related Services. Pupil Recruitment and related services are included in the cost of the curriculum and materials in the Product Price List: a. Additional Instructional Support. K12 will make available the necessary instructional support and teachers as mutually agreed upon in accordance with the Product Price List as the Program may require for the Educational Products and related offerings. b. Pupil Recruitment. Recruitment of students in K12s and its Affiliates discretion, including creation, design and preparation of recruitment materials and advertisements; assist with information sessions and other events via mail, e-mail, print, radio, television, and outdoor advertising. Additionally recruitment includes designing school recruitment materials, letterhead, business cards, and logos to create school identity and developing, designing, and maintaining the School website. Recruiting campaigns undertaken may be general awareness or combined campaigns, launched to inform potential students about the School and/or K12 and its Affiliate's programs (including K12 partner schools and programs) in the local area. c. Admissions. Implementation of the Programs admissions policy and the Student enrollment process. Communicating with potential students and their families and conducting a random lottery if required. d. Family Services. Plan and arrange school orientation sessions. Assist with the design and implementation of parent orientation sessions. Field and respond to incoming calls, letters, faxes, and e-mails received by K12 about the Program, its curriculum, the application/enrollment process, instructional materials, etc. Help facilitate the creation of a parent manual and/or student handbook. e. Program Feedback. Obtain feedback on how to improve the Program and curriculum, as appropriate. Create methods for Students, their parents, and teachers to submit comments and suggestions; implement improvements where K12 deems them to be valuable.
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f. Computers. K12 may provide or cause to be provided computers, monitors, software and other hardware as K12 determines in its discretion to be necessary to deliver the Program and as agreed to in writing by K12 during the budgeting process. All such equipment shall be promptly returned to K12 upon a Students withdrawal or upon expiration or termination of this Agreement. g. High School Services: As requested and as available, K12 may offer the following for High School students: i. Social Networking Access to a monitored, private, virtual social community for students, parents and teachers to communicate and connect. Students benefit from exchanging ideas and information with students around the country using the K12 program and gaining a sense of connectedness within the boundaries of a contained but national community. Each K12 sponsored school will also have its own sub-community to generate school pride as well as provide its own content and clubs, a school calendar, announcements, and information on upcoming activities and outings.

ii. Counseling Tools - Counseling tool(s) to support college, career planning and exploration. II. Administrative Services: During the Term, K12 and its Affiliates will provide or cause to be provided to School the administrative services (the Administrative Services) set forth below. K12 will provide the Administrative Services at Schools Facility and from K12s offices in Herndon, Virginia and elsewhere, as deemed necessary in K12s discretion. 1. Educational Program Consulting. Propose educational goals, curriculum, methods of pupil assessment, admissions policy, student recruitment policy, school calendar, school day schedule, and age and grade range of pupils to be enrolled in the Program. K12s recommendations for the Program will be consistent with Applicable Law and the Charter. 2. Personnel Assistance. Supervision of all personnel providing Educational Products, Administrative Services, and Technology Services. Management of all Program employees including recruiting; hiring recommendations; reference, certification and background checks (excluding performing payroll functions or securing of payroll services; negotiation, securing and management of health, retirement and other benefits which shall be Schools responsibility). Recommend human resources policies, bonus plans, and strategic plans for staffing, development, and growth. Provide teacher performance evaluation models to School and recommend and, if approved, carry out effective ways to measure teacher performance in a virtual setting. 3. Insurance. Assist the School with obtaining general liability insurance or other insurance required with a reputable carrier for the School in accordance with this Agreement, the Charter, (the Lease if applicable) and Applicable Law. 4. Facility Management. Identify location of the Schools initial or supplemental facility(ies) for the Program. Together with Schools attorney and designees, assist with negotiating and approving leases, leasehold improvements and lease amendments. 5. Business Administration. Administration of all business aspects and day-to-day management of the Program. These services shall include: a. Consultation, and services as liaison for School with the Charter Authorizer, and other governmental offices and agencies;
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b. Consultation and advice regarding special education programs, processes, support services and reimbursements; c. Consistent with other provisions of the Agreement, provide school administrative staff as appropriate; d. Work with Schools counsel, if any, on legal matters affecting the Program; e. Preparation of forms, operations manuals, handbooks, guides, and policies and procedures as necessary or required by the Charter or Charter Authorizer; f. Consultation with respect to, and monitoring and oversight of, state reporting systems; g. Assist School in identifying and applying for grants and other funding opportunities; h. Assist with the administration of federal entitlement programs (e.g., Title I, I.D.E.A.); i. Arrange contracts with school districts, education services centers, and professional service providers for special education, testing and other support services on Schools behalf; j. Establish and implement policies and procedures to maintain proper internal controls; and k. Provision of such other administrative and consulting services as agreed in writing by the Parties from time to time. l. Provision of regulatory compliance services, including responses to audits. 6. Budgeting and Financial Reporting. a. Preparation of a proposed annual budget for the Program, including projected revenues, expenses and capital expenditures. The Parties agree that the last budget approved by School and agreed to by K12 prior to the effective date of this Agreement will serve as the approved annual budget of the Program for the first Fiscal Year. The proposed budget for subsequent years will be submitted by K12 to School on or before May 15th preceding the start of the applicable school year covered by such proposed budget. On or about October 31 of each school year during the Term, K12 will submit to School any proposed modifications to the annual budget for that school year to take into account the actual student enrollment for such school year and other changes in key assumptions. K12 shall also submit to School from time to time any other proposed modifications to the annual budget as K12 shall deem to be necessary or desirable, to be acted upon by School consistent with Applicable Law and this Agreement. b. As practical and as possible, provide to School on a periodic basis, but no more frequently than monthly, detailed statements of all revenues received, from whatever source by the Program, and detailed statements of all direct expenditures for services rendered to the Program. c. Provide to School all financial reports required under Applicable Law and by the Charter Authorizer. d. Subject to any confidentiality obligations imposed on K12 by third parties, provide to School such other information either required by the Charter Authorizer to be made available to School or the Charter Authorizer requested by School, in each case within a reasonable time following such written request therefore, and in all cases consistent with Applicable Law. e. To the extent applicable, assist in the preparation of required non-profit filings, including form 990 tax returns. Notwithstanding the foregoing, K12 will not be responsible for filing Schools form 1023, but will work with Schools counsel and/or accountant to prepare the application for tax-exempt status, as necessary. Financial Management. a. In accordance with Schools expenditure authorization policy, K12 will, within commercially reasonable periods of time or as required by any agreement governing same, make payment for all Program Expenses, out of the Program funds managed by K12. b. All Program funds will be maintained in an account(s) belonging to School over which designated representatives of K12 will have signature authority as approved by School. School will immediately transfer to such account(s) all funds received by the Program from any source, including but not limited to per pupil payments or reimbursements received from the local school
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7.

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district, state, federal and/or any other source, as well as any and all contributions received by the Program. c. Perform necessary planning, forecasting, accounting and reporting functions as appropriate. d. Assist and coordinate in any third-party audit(s) of the Program. 8. Maintenance of Financial and Student Records. a. K12 will maintain and keep the records and books of the Program at the Facility. K12 may maintain electronic or paper copies of records and provide other services elsewhere, unless prohibited by Applicable Law. The School recognizes and agrees that for purposes of the Family Educational Rights and Privacy Act and the State open records act, K12 has a legitimate educational interest for purposes of School disclosing to K12 the Program students educational records. b. K12 will maintain accurate financial records pertaining to the operation of the Program and will retain all such records for a period of seven (7) years (or longer if required by Applicable Law) from the close of the Fiscal Year to which such books, accounts, and records relate. c. K12 will maintain accurate student records pertaining to students enrolled in the Program in the manner required by Applicable Law, and retain such records on behalf of School at the Facility until this Agreement is terminated, at which time such records will be retained by and become the sole responsibility of School. d. Ensure accessibility of Program records to School, its independent auditor and the State for completion of audits required by Applicable Law. The Parties understand that all financial, educational and other records, regardless of source of origin, are the property of School. The Parties agree to maintain, retain, disclose, and withhold Program records as may be required and in the manner required by Applicable Law.

9. Student Discipline. Provide necessary information and cooperate with School on the handling of all student disciplinary matters, including without limitation attendance and truancy matters. K12 will recommend policy and procedures for School adoption consistent with Applicable Law. 10. Annual Reports to Charter Authorizer. Create, design, and arrange for publication and dissemination of an annual report regarding the Program. 11. Teacher Effectiveness and Training. Develop new teacher training and ongoing professional development for teachers. Develop and maintain the K12 Teacher Handbook. Host ongoing teacher professional development sessions throughout the school year for new and returning teachers. 12. Charter Authorizer Policies and Charter Renewal. Assist School in complying with all applicable Charter Authorizer policies as reasonably interpreted to apply to the Program. Assist School with drafting the Programs Charter renewal application, including working with School to develop any necessary budgetary and curriculum information. Prepare Board members to present and defend Schools Charter renewal application before the Charter Authorizer. 13. Instructional Property Management. Prepare and submit to School proposed policies and procedures regarding the responsible use of equipment and other instructional property. Arrange for the distribution and re-shipment or return (as necessary) of equipment for families, administrators, and teachers, to the extent provided by or on behalf of K12 as agreed in writing during the budget process. 14. Grants and Donations. On behalf of the Program, K12 may solicit and receive grants and donations from public funds through competitive or non-competitive processes, and private sources consistent with the Programs objectives; provided, however, that any solicitation of such grants and donations by K12 will be subject to the approval of the School and such fund shall be used as designated.
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15. Additional Administrative Services. Any other services as agreed to in writing by the Parties from time to time. III. Technology Services: During the Term, K12 and its Affiliates will provide or cause to be provided to School the technology services (the Technology Services) described below. K12 will provide the Technology Services at Schools Facility (defined below) and from K12s offices, as deemed necessary and in K12s discretion. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 24-7 monitoring of production services, i.e., SAMS and the on-line learning management system; Monitor and analyze system data, to fix production issues as they may arise; Generate reports on pupil academic performance, attendance and progress; Seek and secure competitive pricing and centralized purchase discounts for computers, monitors, printers, software and other peripherals for the Charter School; Train school staff, as deemed appropriate and necessary, on technology systems; Develop, design, publish, and maintain the Programs interactive website; Install and maintain the Programs computer network; Generate reports; Develop community tools on the schools website and K12 platform (including password protected threaded discussion and message boards, moderation functionality, directories, etc.); Determine hardware configurations (including software and operating systems) for the schools technology needs; Provide onsite and telephone support for the Program administration in troubleshooting system errors, and telephone support for students; Propose for the School adoption policies and procedures regarding the responsible use of computer equipment and other school property; Support teachers and School care associates in answering technology-related questions from students, parents, teachers, and administrators; Install software to generate master image of computer configurations for teachers, administrators, and students in order to standardize the user experience and lower costs and turn-around time for implementation and troubleshooting; Ensure electronic security of student records (through the use of encryption, firewalls, etc.); Provide a Web-filtering device to ensure that students do not have access to inappropriate materials on the Internet; Prepare for, supervise, and implement all system roll-overs at the end of each academic year; Design and implement inventory management systems with the schools distribution and hardware vendors, as well as reclamation programs, as needed; Support and design the Programs accounting system; Provide online enrollment, registration and placement services; Provide school email accounts for school employees; Provide School care and technology support services on the learning management system, computer and software issues; Oversee changes to the Program website to maintain quality assurance and make sure that there are not version control problems; Coordinate security, creative, and content issues pertaining to the website; Coordinate Web hosting contracts and relationships with vendors across the State as needed; Handle troubleshooting issues for the schools website and send issues to the appropriate person or division for resolution; and Additional Technology Services in K12s discretion and any other services as agreed to in writing by the Parties from time to time.

15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27.

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NORTH CAROLINA VIRTUAL ACADEMY EXHIBIT B

K12 Proprietary Marks

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APPENDIX 2

K-8 Courses
20112012 school Year

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K8: NurturiNg iNquisitive MiNds

Based on decades of education research, the K12 curriculum offers a rich mix of content, including interactive lessons, elaborate textbooks, and lots of hands-on materials. This combination of online and offline contentof thinking and doinghelps engage young minds in the right ways. The K12 curriculum nurtures inquisitive minds with the simple approach that Big Ideas + Consecutive Down Payments + Practice = Content Mastery. This means that every lesson builds on prior learning, and students shouldnt move on to new material until they demonstrate mastery over the old. The curriculum itself is built around the notion of identifying the big ideas within a subject, then reinforcing that material through repetition and assessment. The K12 curriculum for grades K8 includes courses in seven subjectslanguage arts/English, history, math, science, music, art, and world languagesplus adaptive K5 math courses and MARK12 adaptive reading remediation courses. With more than 700 engaging lessons in each subject, students can dive deeply into problem areas or areas of interest. With this in-depth curriculum, combined with the individualized K12 approach, children will find the pace and learning style that works best for them.

Online Courses Designed for Online Delivery

With more than 2.5 million courses delivered to date, K12 offers more online courses than any other K12 curriculum providerand its in large part because K12 sets the highest standards of course quality. K12 never just scans a textbook and calls it an online course. K12 courses are designed and developed for online delivery from the outset. The K12 team of curriculum experts and course designers starts from scratch, thoroughly scoping out the learning objectives for each course. They map out a strategy for how to best accomplish those objectives using online text, graphics, charts, illustrations, interactive demonstrations, offline reading materials or activities, and interactive, teacher-led online sessions. Then, usability testing is conducted to make sure students can easily navigate through the lessons and master the intended learning objectives. K12 knows that the combination of rich, engaging content with interesting, interactive demonstrations and activities helps students absorb and retain information. The use of assessments further allows students to demonstrate progress toward mastery of learning objectives.

Adaptive Learning Technology in Reading and Math

MARK12 Reading (Adaptive Remediation): Mastery. Acceleration. Remediation. K12. MARK12 Reading is a three-stage

adaptive course for students in grades 35 who are reading two or more grades below grade level. The course gives students the opportunity to master missed concepts in a way that accelerates them through the remediation process. Students work independently and with their Learning Coach to develop oral reading, comprehension, phonics, spelling, and fluency skills. They also practice grammar, usage, mechanics, and composition. The engaging course features compelling graphics, learning tools, and games; adaptive activities that help struggling students master concepts and skills before moving on; and more support for Learning Coaches to help guide their students toward success.
Math+ for Grades K5: These exciting, research-based adaptive courses focus on computational fluency, conceptual

understanding, and problem solving. The engaging approach features colorful graphics and animation, learning tools, and games; adaptive activities that help struggling students master concepts and skills before moving on; and more support for Learning Coaches to guide their students to success.

New for 2011! New Games and Mobile Apps

Enhancements to the K12 curriculum this year include a variety of innovative gamesfrom xGerms Computational Fluency, which features colorful germ characters and a fun laboratory theme, to Spell-n-Stack, an arcade-style spelling drill game. K12 has also launched new mobile applications for the iPhone and iPod Touch, available as free downloads on iTunes. These apps include K12 Money, which lets students solve math problems using currency, and Page 215 of K12 Timed Reading Practice, which helps them calculate their reading pace in words per minute.

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=adaptive learning technology

K8 Course List
Course listings may vary per school.

=new and improved content

English / Language Arts

Language Arts K (Blue) Language Arts 1 (Green) Language Arts 2 (Orange) Language Arts 3 (Purple) Language Arts 4 Language Arts 5 Intermediate English A Intermediate English B Literary Analysis and Composition MARK12 Reading I (Remediation) MARK12 Reading II (Remediation) MARK12 Reading III (Remediation)

History / Social Sciences

History K History 1 History 2 History 3 History 4 American History A American History B Intermediate World History A Intermediate World History B

Art
Art K Art 1 Art 2 Art 3 Art 4 Intermediate Art/American A Intermediate Art/American B Intermediate Art/World A Intermediate Art/World B

World Languages
Elementary Spanish 1 Elementary Spanish 2 Elementary French 1 Elementary French 2 Elementary German 1 Elementary German 2 Elementary Latin 1 Middle School Spanish 1 Middle School Spanish 2 Middle School French 1 Middle School French 2 Middle School German 1 Middle School German 2

Music
Preparatory Music Beginning 1 Music Beginning 2 Music Introduction to Music Intermediate 1 Music Intermediate 2 Music Intermediate 3 Music Exploring Music Music Concepts A Music Concepts B Music Appreciation

Math
Math+ K (Blue) Math+ 1 (Green) Math+ 2 (Orange) Math+ 3 (Purple) Math+ 4 (Red) Math+ 5 (Yellow) Fundamentals of Geometry and Algebra Pre-Algebra Algebra

Orientation
Introduction to Online Learning Grades K2 Introduction to Online Learning Grades 35 Introduction to Online Learning Grades 68

Science
Science K Science 1 Science 2 Science 3 Science 4 Science 5 Earth Science Life Science Physical Science Advanced Earth Science Advanced Life Science Advanced Physical Science

Middle School Latin 1 Middle School Latin 2 Middle School Chinese 1 Middle School Chinese 2

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English / Language Arts

Language Arts K (Blue)
Language Arts K (Blue) is part of our acclaimed K12 PhonicsWorks program. This course prepares students to become independent readers through systematic, multi-sensory instruction in phonemic awareness and letter/ sound knowledge, using a kit of magnetized letter tiles and a variety of games and activities. Handwriting without Tears provides gentle instruction to help students print letters correctly. Plenty of read-aloud literature kindles the imagination while building comprehension and vocabulary. The emphasis is on classic literaturefairy tales, fables, folktales, and poems. Curriculum Items Beginning Phonics flash cards Slate chalkboard Printed alphabet desk strips Wide double-lined paper PhonicsWorks Instructional Video PhonicsWorks Readers, Vols. 19 PhonicsWorks Basic Tile Kit PhonicsWorks Student Guide Semesters 1 & 2 PhonicsWorks Teacher Guide Semesters 1 & 2 Beginning Phonics Flash cards Handwriting without Tears: Letters and Numbers for Me Junior Great Books, Dragon Series, Vols. 13 Junior Great Books, Sailing Ship Series, Vols. 13 The Random House Book of Fairy Tales, adapted by Amy Ehrlich Rhyme Time by Tomie dePaola The Rooster CrowsA Book of American Rhymes and Jingles by Maud and Miska Petersham A Chair for My Mother by Vera Williams A Story by Gail Haley Caps for Sale by Esphyr Slobodkina Make Way for Ducklings by Robert McCloskey Mike Mulligan and His Steam Shovel by Virginia Lee Burton Millions of Cats by Wanda Gag The Complete Adventures of Peter Rabbit by Beatrix Potter, or these separate titles: The Tale of Peter Rabbit, The Tale of Benjamin Bunny, and The Tale of the Flopsy Bunnies The Ox-Cart Man by Donald Hall The Runaway Bunny by Margaret Wise Brown The Snowy Day by Ezra Jack Keats The Velveteen Rabbit by Margery Williams Tikki Tikki Tembo by Arlene Mosel

Language Arts 1 (Green)

In Language Arts 1 (Green), students will get structured lessons on reading skills, language skills, and literature to help develop comprehension, build vocabulary, and promote a lifelong interest in reading. The advanced K12 PhonicsWorks program helps students become confident, independent readers. Handwriting without Tears focuses on careful practice at a pace that matches each students development of fine motor skills. Literature lessons focus on classic folktales, fairy tales, fables, and poetry. Read-aloud and guided reading lessons help students apply and extend the skills introduced in PhonicsWorks. Curriculum Items PhonicsWorks Readers, Vols. 1020 PhonicsWorks Readers, Vols. 2130 PhonicsWorks Video PhonicsWorks Basic Tile Kit PhonicsWorks Advanced Tile Kit PhonicsWorks Student Guide Semesters 1 & 2 PhonicsWorks Teacher Guide Semesters 1 & 2 Beginning Phonics Flash cards Advanced Phonics Flash cards Handwriting without Tears: My Printing Book Printing Teachers Guide Printed alphabet desk strips Wide double-lined paper Slate chalkboard EPS Primary Analogies, Book 1 Junior Great Books, Sun Series, Vols. 13 Junior Great Books, Pegasus Series, Vols. 13 Listen My Children: Poems for First Graders Classics for Young Readers, Vol. 1 Ready Set Read! The Beginning Readers Treasury, compiled by Joanna Cole and Stephanie Calmenson Weather, a book of poems selected by Lee Bennett Hopkins A Picture for Harolds Room by Crockett Johnson Amelia Bedelia by Peggy Parish And I Mean It, Stanley by Crosby Bonsall Bedtime for Frances by Russell Hoban Danny and the Dinosaur by Syd Hoff Frog and Toad Are Friends by Arnold Lobel Harry and the Lady Next Door by Gene Zion Little Bear by Else Holmelund Minarik Mrs. Piggle-Wiggle by Betty MacDonald No Fighting, No Biting by Else Holmelund Minarik Owl at Home by Arnold Lobel Sylvester and the Magic Pebble by William Steig

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Tales of Amanda Pig by Jean Van Leeuwen The First Thanksgiving by Linda Hayward The Legend of the Bluebonnet by Tomie dePaola Who Will Be My Friends? by Syd Hoff Winnie-the-Pooh by A. A. Milne

Language Arts 2 (Orange)

Language Arts 2 (Orange) provides a comprehensive sequence of lessons introducing students to the writing process, grammar, vocabulary, and handwriting. Guided reading lessons on traditional stories and modern classics, with an emphasis on works that embody exemplary virtues, are designed to develop comprehension and build vocabulary. Students practice writing as a process: pre-writing, writing a draft, revising, proofreading, and publishing (sharing finished work with others). Students learn basic rules of usage (such as may vs. can, or lie vs. lay); synonyms, antonyms, and homonyms; parts of speech; punctuation; and more. Curriculum Items Printing Teachers Guide Handwriting without Tears: Cursive Handwriting Handwriting without Tears: Printing Power White dry-erase board Regular double-lined paper Cursive alphabet desk strips Printed alphabet desk strips EPS Primary Analogies, Book 2 EPS Reading Comprehension, Book A EPS Wordly Wise 3000, Book A K12 Classics for Young Readers, Vol. 2 Listen My Children: Poems for 2nd Graders (Core Knowledge Foundation) Surprises, a book of poems selected by Lee Bennett Hopkins A Weed Is a Flower by Aliki Buddy: the First Seeing Eye Dog by Eva Moore Changs Paper Pony by Eleanor Coerr Clara and the Bookwagon by Nancy Levinson Crow Boy by Taro Yashima George the Drummer Boy by Nathaniel Benchley Knights of the Round Table (Bullseye Step into Classics edition) by Gwen Gross Long Way to a New Land by Joan Sandin Peter Pan (Bullseye Step into Classics edition) by J.M. Barrie, retold by Cathy East Dubowski

Robin Hood (Bullseye Step into Classics edition) by Annie Ingle Sam, Bang & Moonshine by Evaline Ness Sam the Minuteman by Nathaniel Benchley The Bears on Hemlock Mountain by Alice Dalgliesh The Josefina Story Quilt by Eleanor Coerr The Long Way Westward by Joan Sandin Tye May and the Magic Brush by Molly Garrett Bang Wagon Wheels by Barbara Brenner

Language Arts 3 (Purple)

In Language Arts 3 (Purple), reading lessons are designed to develop comprehension, build vocabulary, and help students become more independent readers. Students practice writing as a process as they write a narrative, a report, letters, and poetry. Students learn about sentence structure, parts of speech, and research skills. Through weekly word lists, students learn relationships between sounds and spellings. Students read works of nonfiction, as well as four novels. Students learn and use techniques for effective oral presentations, and develop test-taking and critical thinking skills. Curriculum Items Cursive Teachers Guide White dry-erase board Classics for Young Readers, Vol. 3A Classics for Young Readers, Vol. 3B The Glory of Greece by Beth Zemble and John Holdren George WashingtonSoldier, Hero, President by Justine and Ron Fontes The Declaration of Independence by Patricia Ryon Quiri Cursive Handwriting Cursive Success Exercises in English, Level C Primary Analogies, Book 3 Wordly Wise 3000, Book B Writing in Action, Vol. A Writing in Action, Vol. B Test Ready Plus: Reading Test Ready: Reading Longer Passages Test Ready Plus: Language Arts, Book 3

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Language Arts 4
This is a comprehensive course covering composition, vocabulary, grammar, usage, and mechanics, including sentence analysis and diagramming. Structured lessons on spelling enable students to recognize base words and roots in related words. Lessons are designed to develop comprehension, build vocabulary, and help students become more independent readers. The emphasis is on classic literature. Students read works of nonfiction, as well as four novels selected from a long list of classics. A test preparation program prepares students for standardized tests. Curriculum Items Classics for Young Readers, Vol. 4A Classics for Young Readers, Vol. 4B Writing in Action, Vol. C Writing in Action, Vol. D Exercises in English, Millennium ed. (Level D) New Vocabulary Workshop Workbook (Orange) Test Ready Plus: Language Arts, Book 4 Test Ready Plus: Reading, Book 4 Robinson Crusoe by Daniel Defoe (K12 edition, retold for young readers) Feathers, Flippers, and Fur If You Lived in the Days of the Knights by Ann McGovern Natures Way Pollyanna by Eleanor Porter (K12 edition, abridged for young readers) Keyboarding CD Word processing book White dry-erase board

Curriculum Items Classics for Young Readers, Vol. 5A Classics for Young Readers, Vol. 5B American Lives & Legends Exercises in English, Millennium ed. (Level E) Vocabulary Workshop (Blue) Test Ready: Language Arts, Book 5 Test Ready: Reading Longer Passages, Book 5 Paddle-to-the-Sea by Holling Clancy Holling American Tall Tales by Adrien Stoutenburg Bard of Avon: The Story of William Shakespeare by Diane Stanley and Peter Vennema Curious Creatures Writing in Action, Vol. 5E Writing in Action, Vol. 5F I Didnt Know That! Don Quixote by Miguel de Cervantes (K edition, retold for young readers) Keyboarding CD Word processing book White dry-erase board

Intermediate English A
This course is designed to give students the essential building blocks for expressing their own ideas in standard (or formal) English. After an opening focus on paragraph writing, students write a variety of compositions in genres they will encounter throughout their academic careers. The Grammar, Usage, and Mechanics program offers practice in sentence analysis, sentence structure, and proper punctuation. Intermediate English A sharpens reading comprehension skills, engages readers in literary analysis, and offers a variety of literature to suit diverse tastes. Curriculum Items Myths of Ancient Greece and Rome (an anthology from K) The Secret Garden by Francis Hodgson Burnett The Adventures of Tom Sawyer by Mark Twain Animal Adventures (nonfiction collection) Believing Our Eyes and Ears (nonfiction collection) Classics for Young Readers, Vol. 6 CD Classics for Young Readers, Vol. 6: An Audio Companion Twelfth Night (Shakespeare for Young Readers adaptation) Keyboarding CD Word processing book BK English Language Handbook, Grade 6 Barrett Kendall Publishing Vocabulary

Language Arts 5
This course provides structured lessons on composition, vocabulary, grammar, usage, and mechanics. Through emphasis on spelling, students learn relationships between sounds and spellings in words and affixes. Lessons are designed to develop comprehension, build vocabulary, and help students become more independent and thoughtful readers. Students practice writing as they write a memoir, an editorial, a research paper, a business letter, and more. Students learn about parts of speech, punctuation, and research skills. Students read works of nonfiction, as well as four novels selected from a long list of classics.

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Novels Students read any three novels of their choice from a selection of award-winning works by renowned authors, from a variety of genres: fantasy, science fiction, historical fiction, realistic fiction, and mystery. (Novels are not part of the standard materials, but are readily available at the library or for purchase in bookstores or online.)

Literary Analysis and Composition

Throughout this course, students will engage in literary analysis of short stories, poetry, drama, novels, and nonfiction. The course focuses on the interpretation of literary works and the development of oral and written communication skills in standard (formal) English. The program is organized in four strands: Literature; Composition; Grammar, Usage, and Mechanics; and Vocabulary. In the writing program, students continue to sharpen their composition skills through writing essays in various genres. In the literature program, students read whats between the lines to interpret literature, and they go beyond the book to discover how the culture in which a work of literature was created contributes to the themes and ideas it conveys. Readings include: Novels: Students choose four out of seven offered titles, including: Jane Eyre by Charlotte Bront, Great Expectations by Charles Dickens, Animal Farm by George Orwell, and To Kill a Mockingbird by Harper Lee Drama: Romeo and Juliet by William Shakespeare, Antigone by Sophocles Short stories by Langston Hughes, Shirley Jackson, Jack London, Guy de Maupassant, Edgar Allan Poe, James Thurber, and more Poetry by W. H. Auden, Gwendolyn Brooks, e. e. cummings, Emily Dickinson, Robert Frost, Gerard Manley Hopkins, James Weldon Johnson, John Keats, Henry Wadsworth Longfellow, Pablo Neruda, Octavio Paz, William Shakespeare, Dylan Thomas, William Butler Yeats, and more Autobiography: Selections by Mark Twain, Ernesto Galarza, and Maya Angelou; Narrative of the Life of Frederick Douglass or Anne Frank: Diary of a Young Girl Curriculum Items Classics for Young Readers, Vol. 8 Classics for Young Readers, Vol. 8: An Audio Companion BK English Language Handbook, Level 1, Barrett Kendall Publishing Vocabulary from Classical Roots, Book C, Educators Publishing Service Narrative of the Life of Frederick Douglass by Frederick Douglass Anne Frank: Diary of a Young Girl by Anne Frank Romeo and Juliet (new version)

Intermediate English B
This course continues the development of written and oral communication skills, designed to give students the essential building blocks for expressing their own ideas in standard (or formal) English. Students continue to practice writing essays in various genres. They analyze the conventional five-paragraph essay structure, and then move on to learn the form and structure of a variety of essays they will encounter in their academic careers. The Grammar, Usage, and Mechanics program addresses many grammatical topics. Intermediate English B sharpens reading comprehension skills, engages readers in literary analysis, and offers a variety of literature to suit diverse tastes. Curriculum Items Classics for Young Readers, Vol. 7 Classics for Young Readers, Vol. 7: An Audio Companion BK English Language Handbook, Grade 7, Barrett Kendall Publishing Vocabulary from Classical Roots, Book B, Educators Publishing Service The Iliad and The Odyssey: Stories from Homers Epics (an anthology from K) The Hobbit by J.R.R. Tolkien Treasure Island by Robert Louis Stevenson City by David Macaulay Julius Caesar (Shakespeare for Young Readers adaptation) Keyboarding CD Word processing book Novels This program allows students to read any three novels of their choice from a selection of award-winning works by renowned authors, from a variety of genres: fantasy, science fiction, historical fiction, realistic fiction, and mystery. (Novels are not part of the standard materials, but are readily available at the library or for purchase in bookstores or online.)

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MARK12 Reading I (Adaptive Remediation)

Mastery. Acceleration. Remediation. courses are for students in the third to fifth grades who are struggling readers. MARK12 Reading I gives students who are reading several grades below grade level the opportunity to master missed concepts in a way that accelerates them through the remediation process by incorporating adaptivity and online assessments. Students work independently and with a Learning Coach to develop oral reading, comprehension, phonics, spelling, and fluency skills. They also practice grammar, usage, mechanics, and composition. The engaging course features new graphics, learning tools, and games; adaptive activities that help struggling students master concepts and skills before moving on; and more support for Learning Coaches to guide their students to success. Curriculum Items MARK12 Reading Lesson Guide, Vol. 1 MARK12 Reading Activity Book, Vol. 1 MARK12 Classics for Young Readers, Vol. 1 Just Write! Levels 1 and 2 Online tile kit Pencils Index cards Markers K12. MARK12

Online tile kit Pencils Index cards Markers

MARK12 Reading III (Adaptive Remediation)

Mastery. Acceleration. Remediation. K12. MARK12 courses are for students in the third to fifth grades who are struggling readers. MARK12 Reading III gives students who are reading approximately two grades below grade level the opportunity to master missed concepts in a way that accelerates them through the remediation process by incorporating adaptivity and online assessments. Students work independently and with a Learning Coach to develop oral reading, comprehension, phonics, spelling, and fluency skills. They also practice grammar, usage, mechanics, and composition. The engaging course features new graphics, learning tools, and games; adaptive activities that help struggling students master concepts and skills before moving on; and more support for Learning Coaches to guide their students to success. Curriculum Items MARK12 Reading Lesson Guide, Vol. 3 MARK12 Reading Activity Book, Vol. 3 MARK12 Classics for Young Readers, Vol. 3 Writing in Action, Level B Online tile kit Pencils Index cards Markers

MARK12 Reading II (Adaptive Remediation)

Mastery. Acceleration. Remediation. K12. MARK12 courses are for students in the third to fifth grades who are struggling readers. MARK12 Reading II gives students who are reading two or more grades below grade level the opportunity to master missed concepts in a way that accelerates them through the remediation process by incorporating adaptivity and online assessments. Students work independently and with a Learning Coach to develop oral reading, comprehension, phonics, spelling, and fluency skills. They also practice grammar, usage, mechanics, and composition. The engaging course features new graphics, learning tools, and games; adaptive activities that help struggling students master concepts and skills before moving on; and more support for Learning Coaches to guide their students to success. Curriculum Items MARK12 Reading Lesson Guide, Vol. 2 MARK12 Reading Activity Book, Vol. 2 MARK12 Classics for Young Readers, Vol. 2 Writing in Action, Level A

Math
Math+ K (Blue)
This research-based course focuses on computational fluency, conceptual understanding, and problem-solving. The engaging course features new graphics, learning tools, and games; adaptive activities that help struggling students master concepts and skills before moving on; and more support for Learning Coaches to guide their students to success. This course introduces kindergarten students to numbers through 30. Students learn through reading, writing, counting, comparing, ordering, adding, and subtracting. They experience problem solving and encounter early concepts in place value, time, length,

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weight, and capacity. They learn to gather and display simple data. Students also study two- and three-dimensional figuresthey identify, sort, study patterns, and relate mathematical figures to objects within their environment. Curriculum Items Activity book Custom K12 block set Lesson guide book Items easily found in a typical home

math. Students study money, time, and measurement; geometric figures; analyzing and displaying data with new representations; and determining the range and mode of data. Early concepts about multiplication, division, and fractions are introduced. Curriculum Items Activity book Custom K12 block set Lesson guide book Base-10 blocks set Place-value mat Items easily found in a typical home

Math+ 1 (Green)
This research-based course focuses on computational fluency, conceptual understanding, and problem-solving. The engaging course features new graphics, learning tools, and games; adaptive activities that help struggling students master concepts and skills before moving on; and more support for Learning Coaches to guide their students to success. This course for students in grade 1 extends their work with place value to numbers through 100, emphasizing fluency of addition and subtraction facts, and focusing on number sentences and problem solving with addition and subtraction. Students begin work with money, telling time, ordering events, and measuring length, weight, and capacity with non-standard units. Students identify attributes of geometric figures and also extend their work with patterns and data, including representing and comparing data. Curriculum Items Activity book Custom K12 block set Lesson guide book Base-10 blocks set Place-value mat Items easily found in a typical home

Math+ 3 (Purple)
This research-based course focuses on computational fluency, conceptual understanding, and problem-solving. The engaging course features new graphics, learning tools, and games; adaptive activities that help struggling students master concepts and skills before moving on; and more support for Learning Coaches to guide their students to success. This course for students in grade 3 provides a quick overview of whole number addition and subtraction, but has a greater focus on whole number multiplication and division, encompassing early algebraic thinking. Decimals are studied in relationship to place value and money, and fractions are addressed through multiple representations and probability. Students are introduced to specific methods and strategies to help them become more effective problem solvers. Geometry and measurement are addressed through the study of two- and three-dimensional shapes, early work with perimeter, area, and volume, and applying measuring techniques to time, length, capacity, and weight. Curriculum Items Textbook Custom K12 block set Lesson guide book Base-10 blocks set Place-value mat Items easily found in a typical home

Math+ 2 (Orange)
This research-based course focuses on computational fluency, conceptual understanding, and problem-solving. The engaging course features new graphics, learning tools, and games; adaptive activities that help struggling students master concepts and skills before moving on; and more support for Learning Coaches to guide their students to success. This course for students in grade 2 focuses primarily on number concepts, place value, and addition and subtraction of numbers through 1,000. Special emphasis is given to problem solving, inverse operations, properties of operations, decomposition of numbers, and mental

Math+ 4 (Red)
This research-based course focuses on computational fluency, conceptual understanding, and problem-solving. The engaging course features new graphics, learning tools, and games; adaptive activities that help struggling students master concepts and skills before moving on; and more

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support for Learning Coaches to guide their students to success. This course for students in grade 4 moves into applications and properties of operations. Students work with simple fraction and decimal operations, which are applied in the study of measurement, probability, and data, and mathematical reasoning techniques. Students begin the study of equivalencies between fractions and decimals on the number line and early work with integers. Algebraic thinking is developed as students work with variables, coordinate graphing, and formulas in problems involving perimeter, area, and rate. Geometry is extended into greater classification of shapes and work with lines, angles, and rotations. Curriculum Items Textbook Color tiles set Lesson guide book Protractor Items easily found in a typical home

Fundamentals of Geometry and Algebra

Students enhance computational and problem-solving skills while learning topics in algebra, geometry, probability, and statistics. They solve expressions and equations in the context of perimeter, area, and volume problems while further developing computational skills with fractions and decimals. The study of plane and solid figures includes construction and transformations of figures. Also in the context of problem solving, students add, subtract, multiply, and divide positive and negative integers and solve problems involving ratios, proportions, and percents, including simple and compound interest, rates, discount, tax, and tip problems. They learn multiple representations for communicating information, such as graphs on the coordinate plane, statistical data and displays, as well as the results of probability and sampling experiments. They investigate patterns involving addition, multiplication, and exponents, and apply number theory and computation to mathematical puzzles. Curriculum Items Fundamentals of Geometry and Algebra: A Reference Guide and Problem Sets Fundamentals of Geometry and Algebra: Student Guide Fundamentals of Geometry and Algebra: Learning Coach Guide

Math+ 5 (Yellow)
This research-based course focuses on computational fluency, conceptual understanding, and problem-solving. The engaging course features new graphics, learning tools, and games; adaptive activities that help struggling students master concepts and skills before moving on; and more support for Learning Coaches to guide their students to success. This course for students in grade 5 investigates whole numbers through practical situations in rounding, exponents and powers, and elementary number theory. Students begin addition and subtraction of integers and apply all of their work with rational numbers to problem-solving experiences. The study of algebra includes work with variables, solving equations and inequalities, using formulas within geometry and measurement, and work within the coordinate system. The study of geometry encompasses properties of lines, angles, two- and three-dimensional figures, and formal constructions and transformations. Curriculum Items Textbook Lesson guide book Protractor Items easily found in a typical home

Pre-Algebra
In this course, students take a broader look at computational and problem-solving skills while learning the language of algebra. Students translate word phrases and sentences into mathematical expressions; analyze geometric figures; solve problems involving percentages, ratios, and proportions; graph different kinds of equations and inequalities; calculate statistical measures and probabilities; apply the Pythagorean theorem; and explain strategies for solving real-world problems. Students who take this course are expected to have mastered the skills and concepts of the K12 Fundamentals of Geometry and Algebra course (or equivalent). Curriculum Items Pre-Algebra: Reference Guide and Problem Sets

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Algebra
Students develop algebraic fluency by learning the skills needed to solve equations and perform manipulations with numbers, variables, equations, and inequalities. They also learn concepts central to the abstraction and generalization that algebra makes possible. Students learn to use number properties to simplify expressions or justify statements; describe sets with set notation and find the union and intersection of sets; simplify and evaluate expressions involving variables, fractions, exponents, and radicals; work with integers, rational numbers, and irrational numbers; and graph and solve equations, inequalities, and systems of equations. They learn to determine whether a relation is a function and how to describe its domain and range; use factoring, formulas, and other techniques to solve quadratic and other polynomial equations; formulate and evaluate valid mathematical arguments using various types of reasoning; and translate word problems into mathematical equations and then use the equations to solve the original problems. Students who take Algebra are expected to have mastered the skills and concepts presented in the K Pre-Algebra course (or equivalent). Curriculum Items Algebra I: Reference Guide and Problem Sets

Animals in Winter by Henrietta Bancroft and Richard G. Van Gelder My Five Senses by Aliki The Big Dipper by Franklyn Branley Whats Alive? by Kathleen Weidner Zoehfeld

Science 1
Students learn to perform experiments, record observations, and understand how scientists see the natural world. They germinate seeds to observe plant growth, and make a weather vane. Students will also explore topics such as matter (states of matter, mixtures, and solutions), weather (cloud formation, the water cycle), animal classification and adaptation (insects, amphibians, birds, and mammals), habitats (forests, deserts, rain forests), the oceans (waves and currents, coasts, coral reefs), light (how it travels, reflections, and inventor Thomas Edison), plants (germination, functions of roots, stems), and the human body. Curriculum Items Bean seeds Grass seeds Directional compass Graduated cylinder, 100 mL Basic thermometer Plastic pipette Safety goggles Magnifying glass Bar magnets (pair) Mirror Feathers Centimeter gram cubes Primary balance Iron fillings Styrofoam ball (2 diameter) Mylar paper, silver Inflatable globe An Octopus Is Amazing by Patricia Lauber Down Comes the Rain by Franklyn Branley Flash, Crash, Rumble, and Roll by Franklyn Branley What Color Is Camouflage? by Carolyn Otto What Is the World Made Of? by Kathleen Weidner Zoehfeld

Science
Science K
Kindergarten students begin to develop observation skills as they learn about the five senses, the Earths composition, and the basic needs of plants and animals. Students will also explore topics such as measurement (size, height, length, weight, capacity, and temperature), matter (solid, liquid, and gas), the seasonal cycle, our Earth (geography, taking care of the Earth), motion (pushes and pulls, magnets), and astronomy (the Earth, Sun, Moon, and stars; exploring space; astronauts Neil Armstrong and Sally Ride). Curriculum Items Plastic pipette Safety glasses Basic thermometer Bar magnets (pair) Magnifying glass Mirror Inflatable globe

Science 2
Students perform experiments to develop skills of observation and analysis and learn how scientists understand our world. They demonstrate how pulleys

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lift heavy objects, make a temporary magnet and test its strength, and analyze the parts of a flower. Students will explore topics such as the metric system (liters and kilograms), force (motion and simple machines, physicist Isaac Newton), magnetism (magnetic poles and fields, how a compass works), sound (how sounds are made, inventor Alexander Graham Bell), the human body (cells, the digestive system), and geology (layers of the earth, kinds of rocks, weathering). Curriculum Items Bean seeds Grass seeds Directional compass Graduated cylinder, 100 mL Primary rock and mineral kit Basic thermometer Plastic pipette Safety goggles Magnifying glass Centimeter gram cubes Primary balance Iron filings Bar magnets Latch magnet Ring magnet Horseshoe magnet 10 Newton spring scale Pulley Unmarked thermometer Fossils Tell of Long Ago by Aliki Lets Go Rock Collecting by Roma Gans What Happens to a Hamburger? by Paul Showers What Makes a Magnet? by Franklyn Branley Why Frogs Are Wet by Judy Hawes

Curriculum Items A Walk in the Boreal Forest: Biomes of North America Series A Walk in the Desert: Biomes of North America Series A Walk in the Rainforest: Biomes of North America Series A Walk in the Tundra: Biomes of North America Series A Walk in the Deciduous Forest: Biomes of North America Series A Walk in the Prairie: Biomes of North America Series Sunshine Makes the Seasons by Franklyn Branley The Moon Seems to Change by Franklyn Branley Graduated cylinder, 100 mL Directional compass Safety goggles Magnifying glass Advanced thermometer Clay (four colors) Modeling clay Directional compass

Science 4
Students develop scientific reasoning and perform hands-on experiments in Earth, life, and physical sciences. They construct an electromagnet, identify minerals according to their properties, use chromatography to separate liquids, and assemble food webs. Students will explore topics such as the interdependence of life; plant and animal interactions; chemistry; forces and fluids; the human body; the nervous system; invertebrates; electricity and magnetism; rocks and minerals; weathering, erosion, and deposition; the fossil record and the history of life; and the Paleozoic, Mesozoic, and Cenozoic eras. Curriculum Items Bar magnets (pair) Safety goggles Graduated cylinder, 100 mL Lamp bulb receptacles Lamp bulbs Magnifying glass Intermediate rock and mineral kit Advanced thermometer Invertebrates The History of Life Through Fossils (Lickle Publishing) Clay (four colors) Bare copper wire Gravel Adding machine paper Pipe cleaners Sand

Science 3
Students learn to observe and analyze through hands-on experiments and gain further insight into how scientists understand our world. They observe and chart the phases of the moon, determine the properties of insulators and conductors, and make a three-dimensional model of a bone. Students will explore topics such as weather (air pressure, precipitation, clouds, humidity, fronts, and forecasting), vertebrates (features of fish, amphibians, reptiles, birds, and mammals), ecosystems (climate zones, tundra, forests, desert, grasslands, freshwater, and marine ecosystems), matter (phase changes, volume, mass, atoms), the human body, energy, light, and astronomy.

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Seashell White tile Plastic aquarium tubing

the movements of continents; geology and the fossil record; the oceans and the atmosphere; and the solar system and the universe. Curriculum Items Wall map set (science/history) Graduated cylinder, 100 mL Graduated cylinder, 500 mL Pipe cleaners Advanced rock and mineral kit Diffraction grating film Stopwatch Grape seeds Latch magnet Safety glasses Magnifying glass Centimeter gram cubes Clay (four colors) Fine sand White tile Advanced thermometer

Science 5
Students perform experiments, develop scientific reasoning, and recognize science in the world around them. They build a model of a watershed, test how cell membranes function, track a hurricane, and analyze the effects of gravity. Students will explore topics such as water resources (aquifers, watersheds, and wetlands), the oceans (currents, waves, tides, the ocean floor), Earths atmosphere (weather patterns, maps, forecasts, fronts), motion and forces (pushes or pulls, position and speed, gravity), chemistry (structure of atoms, elements and compounds), cells and cell processes, taxonomy of plants and animals, and animal physiology. Curriculum Items Alum Test tube Safety goggles Graduated cylinder, 100 mL Litmus paper 30 Newton spring scale Advanced thermometer How Bodies Work Classifying Life Marble in bag Clay (four colors) Potting soil Coarse gravel Pea gravel Coarse sand Fine sand Plastic box Tagboard

Advanced Earth Science

Advanced Earth Science is a rigorous middle school course. It was conceived for the student who loves geology or meteorology and is ready for an extra challenge. Students tackle such topics as rocks and minerals, plate tectonics and the drifting of continents, volcanoes, earthquakes, oceanography, weather, and astronomy. Practical, handson lesson activities help students discover how scientists investigate the living world. Students perform laboratory activities and a full unit investigation to learn about the application of scientific methods. Curriculum Items Wall map set (science/history) Graduated cylinder, 250 mL Pipe cleaners Advanced rock and mineral kit Diffraction grating film Stopwatch Latch magnet Safety glasses Magnifying glass Centimeter gram cubes Clay (four colors) Fine sand

Earth Science
The Earth Science curriculum builds on the natural curiosity of students. By connecting them to the beauty of geological history, the amazing landforms around the globe, the nature of the sea and air, and the newest discoveries about our universe, the curriculum gives students an opportunity to relate to their everyday world. Students will explore topics such as the fundamentals of geology, oceanography, meteorology, and astronomy; Earths minerals and rocks; Earths interior; plate tectonics, earthquakes, volcanoes, and

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White tile Advanced thermometer

Life Science
The K Life Science program invites students to investigate the world of living thingsat levels both large and small by reading, observing, and experimenting with aspects of life on Earth. Students explore an amazing variety of organisms, the complex workings of the cell, the relationship between living things and their environments, and discoveries in the world of modern genetics. Practical, hands-on lesson activities help students discover how scientists investigate the living world. Students perform laboratory activities and a full unit investigation to learn about the application of scientific methods. Curriculum Items Graduated cylinder, 100 mL Compound microscope Radish seeds Microscope slides (set of 12) Slide cover slips (set of 12) Transparencies (set of 12) Petri dishes Agar vials Rhizobium bacteria Green bean bush seeds Blue fescue grass seeds Safety glasses Magnifying glass Advanced thermometer

Radish seeds Microscope slides (set of 12) Slide cover slips (set of 12) Transparencies (set of 12) Petri dishes Agar vials Rhizobium bacteria Green bean bush seeds Blue fescue grass seeds Safety glasses Magnifying glass Advanced thermometer

NOTE: List is subject to change.

Physical Science
The K Physical Science program introduces students to many aspects of the physical world, focusing first on chemistry and then on physics. The course provides an overview of the physical world and gives students tools and concepts to think clearly about atoms, molecules, chemical reactions, motion, electricity, light, and other aspects of chemistry and physics. Among other subjects, students study the structure of atoms; the elements and the Periodic Table; chemical reactions; forces, including gravitational, motion, acceleration, and mass; and energy, including light, thermal, electricity, and magnetism. Curriculum Items Graduated cylinder, 250 mL Stopwatch 10 Newton spring scale Digital scale Double pulley Lye Metallic rod Metallic spring Muriatic acid Phenolphthalein Protective gloves (two pairs) D cell battery holder Cork stoppers Lead weight (500 g) Enamel-coated, heavy-gauge copper wire Non-insulated copper wire Insulated copper wire strips (set of five)

Advanced Life Science

Advanced Life Science is a rigorous middle school course, conceived for the student who loves biology and is ready for an extra challenge. Students tackle such topics as ecology, microorganisms, animals, plants, cells, and genetics. They are also introduced to gene expression and other aspects of cell biology. Practical, hands-on lesson activities help students discover how scientists investigate the living world. Students perform laboratory activities and a full unit investigation to learn about the application of scientific methods. Curriculum Items Graduated cylinder, 100 mL Compound microscope

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Advanced Physical Science

Advanced Physical Science is a rigorous middle school course conceived for the enthusiastic science student who is ready for an extra challenge. Students learn about the physical world and tackle topics such as matter, energy, atoms, motion, thermodynamics, and other aspects of chemistry and physics. Practical, hands-on lesson activities help students discover how scientists investigate the living world. Students perform laboratory activities and a full unit investigation to learn about the application of scientific methods. Curriculum Items Graduated cylinder, 250 mL Stopwatch 10 Newton spring scale Digital scale Double pulley Lye Metallic rod Metallic spring Muriatic acid Phenolphthalein Protective gloves (two pairs) D cell battery holder Cork stoppers Lead weight (500 g) Enamel coated heavy gauge copper wire Non-insulated copper wire Insulated copper wire strips (set of five) Directional compass Bar magnet (set of two) Plastic pipette Safety glasses Iron filings Safety glasses Iron filings Lamp bulbs (set of four) Lamp bulb receptacle (set of two) Advanced thermometer NOTE: List is subject to change.

History / Social Sciences

History K
This beginning course teaches the basics of world geography through a storybook tour of the seven continents, and provides an introduction to American history and civics through a series of biographies of famous Americans. Supplementary lessons introduce students to symbols that represent American freedom; the laws, rights, and responsibilities of citizens; the cultures and traditions of the United States; and basic economic concepts. Curriculum Items U.S./world map (K2) Inflatable globe (K2) Lets Journey: Around the World CD Bringing the Rain to Kapiti Plain by Verna Aardema Follow the Drinking Gourd by Jeannette Winter Madeline by Ludwig Bemelmans Possum Magic by Mem Fox Rechenkas Eggs by Patricia Polacco The Great Kapok Tree by Lynne Cherry The Story of Ferdinand by Munro Leaf and Robert Lawson The Story About Ping by Marjorie Flack and Kurt Wiese When Clay Sings by Byrd Baylor

History 1
History 1 kicks off a program that, spanning the elementary grades, provides an overview of world geography and history from the Stone Age to the Space Age. This course takes students through the age of classical civilizations. Supplementary lessons focus on concepts in economics and citizenship. Curriculum Items U.S./world map (K2) Inflatable globe (K2) CD: Tales from the Old Testament by Jim Weiss CD: Greek Myths by Jim Weiss Mummies by Joyce Milton The Egyptian Cinderella by Shirley Climo Tuts Mummy: Lost and Found by Judy Donnelly The Trojan Horse by Emily Little

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History 2
History 2 continues a program that spans the elementary grades, exploring world geography and history from the Stone Age to the Space Age. This course focuses on the time from ancient Rome to the later Middle Ages. Supplementary lessons focus on concepts in economics and citizenship. Curriculum Items U.S./world map (K2) Inflatable globe (K2) Knights in Shining Armor by Gail Gibbons Pompeii Buried Alive by Edith Kunhardt Saint Valentine by Robert Sabuda The Hundredth Name by Shulamith Levey Oppenheim Saint George and the Dragon by Margaret Hodges Sundiata: Lion King of Mali by David Wisniewski

Charles Dickens: The Man Who Had Great Expectations by Diane Stanley and Peter Vennema Inventors: A Library of Congress Book by Martin Sandler The U.S. Constitution and You by Syl Sobel

American History A
The first half of a detailed two-year survey of the history of the United States, this course takes students from the arrival of the first people in North America through the Civil War and Reconstruction. Lessons integrate topics in geography, civics, and economics. Building on the award-winning series A History of US, the course guides students through critical episodes in the story of America. Curriculum Items (subject to change) U.S./world map (35) Understanding Geography Level 5 Map Skills and Our World (maps.com, 2006) A History of US: The Concise School Edition

History 3
History 3 continues a program that spans the elementary grades, exploring world geography and history from the Stone Age to the Space Age. This course focuses on the period from the Renaissance through the American Revolution. Supplementary lessons focus on concepts in economics and citizenship. Curriculum Items Michelangelo by Mike Venezia America 1492 (Kids Discover Magazine) The Revolutionary War by Brendan January (Childrens Press, 2000) Understanding Geography Level 3 Map Skills and Our World (maps.com, 2006) Inflatable globe (36) U.S./world map (35)

American History B
As the second half of a detailed two-year survey of the history of the United States, this course takes students from the end of the Civil War to the dawn of the 21st century. Lessons integrate topics in geography, civics, and economics. Students will assess the success and failure of Reconstruction; examine the impact of the settlement of the American West; investigate the social, political, and economic changes that resulted from industrialization; explore the changing role of the U.S. in international affairs from the late 19th century through the end of the Cold War; and trace major trends in the United States since 1945. Building on the award-winning series A History of US, the course guides students through critical episodes in the story of post-Civil War America. Curriculum Items (subject to change) Wall map set A History of US: The Concise School Edition

History 4
History 4 concludes a program that spans the elementary grades, exploring world geography and history from the Stone Age to the Space Age. This course focuses on the period from the Scientific Revolution to modern times. Supplementary lessons focus on concepts in economics and citizenship. Curriculum Items Understanding Geography Level 4Map Skills and Our World (maps.com, 2006) Inflatable globe (36) U.S./world map (35)

Intermediate World History A: From Prehistory through the Middle Ages

In this first part of a survey of world history from prehistoric to modern times, K12 online lessons and assessments complement The Human Odyssey, a textbook series

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developed and published by K. This course focuses on the development of civilization across a 12,000-year span: from the Ice Age to the Middle Ages, from cave paintings to stained glass windows, from crude huts to Gothic cathedrals. The course introduces geography concepts and skills as they appear in the context of the historical narrative. Curriculum Item The Human Odyssey, Volume 1: Prehistory Through the Middle Ages

Come Look with Me: Animals in Art by Gladys S. Blizzard Art Print Kit, Kindergarten Paintbrush, tempera, flat bristle #1 Paintbrush, tempera, medium #4 Paintbrush, tempera, large #8 Modeling clay, assorted colors Tempera paint set Oil pastels

Art 1 Intermediate World History B: Our Modern World, 1400 to 1914

Continuing a survey of world history from prehistoric to modern times, K online lessons and assessments complement the second volume of The Human Odyssey, a textbook series developed and published by K. This course focuses on the story of the past, from the 15th century to 1914 and the beginning of World War I. The course is organized chronologically and, within broad eras, regionally. Lessons explore developments in religion, philosophy, the arts, and science and technology. The course introduces geography concepts and skills as they appear in the context of the historical narrative. Curriculum Item The Human Odyssey, Volume 2: Our Modern World, 1400 to 1914 Following the timeline of K History, Art 1 lessons include an introduction to the art and architecture of different cultures, such as Mesopotamia and ancient Egypt, Greece, and China. Students will identify landscapes, still lifes, and portraits; study elements of art, such as line, shape, and texture; and create art similar to the works they learn about, using many materials and techniques. For example, inspired by Vincent van Goghs The Starry Night, students paint their own starry landscape using bold brushstrokes, and make clay sculptures inspired by a bust of Queen Nefertiti and the Great Sphinx. Curriculum Items Come Look with Me: Exploring Landscape Art with Children by Gladys S. Blizzard Come Look with Me: World of Play by Gladys S. Blizzard Art Print Kit, Grade 1 Paintbrush, tempera, flat bristle #1 Paintbrush, tempera, medium #4 Paintbrush, tempera, large #8 Modeling clay, assorted colors Tempera paint set Oil pastels

Art
Art K
Students are introduced to the elements of artline, shape, color, and more. They learn about portraits and landscapes, and realistic and abstract art. Students will learn about important paintings, sculpture, and architecture; study the works and lives of artists such as Matisse, Mir, Rembrandt, Hiroshige, Czanne, Picasso, and Faith Ringgold; and create artworks similar to works they learn about, using many materials and techniques. For example, students will create brightly colored paintings inspired by Matisse and make mobiles inspired by Alexander Calder. Curriculum Items Come Look with Me: Enjoying Art with Children by Gladys S. Blizzard

Art 2
Art 2 lessons include an introduction to the art and architecture of ancient Rome, medieval Europe, Islam, Mexico, Africa, China, and Japan. Students will examine elements of art and principles of design, such as line, shape, pattern, and more; study and create self-portraits, landscapes, sculptures, and more; and create artworks similar to works they learn about, using many materials and techniques. For example, after studying Winslow Homers Snap the Whip, students paint their own narrative landscape, and design stained glass windows inspired by the Notre Dame Cathedral in Paris.

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Curriculum Items How Artists See Play by Colleen Carroll How Artists See Animals by Colleen Carroll Art Print Kit, Grade 2 Paintbrush, tempera, flat bristle #1 Paintbrush, tempera, medium #4 Paintbrush, tempera, large #8 Modeling clay, assorted colors Tempera paint set Oil pastels

ballerinas by Edgar Degas, students create their own clay sculptures of a figure in motion. Curriculum Items Come Look at Me: The Artist at Work by R. Sarah Richardson Come Look at Me: Exploring Modern Art by Jessica Noelani Wright Art Print Kit, Grade 4 Paintbrush, tempera, flat bristle #1 Paintbrush, tempera, small #1 Paintbrush, tempera, medium #4 Paintbrush, tempera, large #8 Tempera paint set Burlap

Art 3
Following the timeline of K History, Art 3 lessons include an introduction to the art and architecture of the Renaissance throughout Europe, including Italy, Russia, and northern Europe. Students also investigate artworks from Asia, Africa, and the Americas created during the same time period. Students will extend their knowledge of elements of art and principles of design, such as form, texture, and symmetry, and draw, paint, and sculpt a variety of works, including self-portraits, landscapes, and still life paintings. For example, after studying da Vincis Mona Lisa, students will use shading in their own drawings and make prints showing the features and symmetry of the Taj Mahal. Curriculum Items How Artists See Families by Colleen Carroll How Artists See Work by Colleen Carroll Art Print Kit, Grade 3 Paintbrush, tempera, flat bristle #1 Paintbrush, tempera, small #1 Paintbrush, tempera, medium #4 Paintbrush, tempera, large #8 Modeling clay, assorted colors Tempera paint set Oil pastels

Intermediate Art: American A

Intermediate Art: American A includes an introduction to the artists, cultures, and great works of art and architecture of North America, from pre-Columbian times through 1877. Students will study and create various works, both realistic and abstract, including sketches, masks, architectural models, prints, and paintings; investigate the art of the American Indians, and Colonial and Federal America; and create artworks inspired by works they learn about, using many materials and techniques. For example, after studying John James Audubons extraordinary paintings of birds, students make bird paintings with realistic color and texture. Curriculum Items Come Look With Me: Art in Early America by Randy Osofsky Come Look With Me: Exploring American Indian Art by Stephanie Salomon Art Print Kit, Intermediate Art: American A Paintbrush, tempera, small #1 Paintbrush, tempera, medium #4 Paintbrush, tempera, large #8 White self-hardening clay Tempera paint set Acrylic paint set Burlap Oil pastels

Art 4
Lessons include an introduction to the artists, cultures, and great works of art and architecture from the French and American revolutions through modern times. Students will study and create artworks in various media, including portraits, quilts, sculpture, collages, and more; investigate the art of the United States, Europe, Japan, Mexico, and Africa; learn about Impressionism, Cubism, Art Nouveau, and Regionalism; and create artworks inspired by works they learn about, using many materials and techniques. For example, after studying sculptures and paintings of

Intermediate Art: American B

Intermediate Art: American B is designed to complement K American History B. Following the same historical timeline, lessons include an introduction to the artists, cultures, and great works of American art and architecture from the end of the Civil War through modern

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times. Students will investigate paintings done in various styles, from Impressionist to Pop; learn about modern sculpture and folk art; discover how photographers and painters have inspired one another; examine examples of modern architecture, from skyscrapers to art museums; and create artworks inspired by works they learn about. Curriculum Items Art Print Kit, Intermediate Art: American B Paintbrush, acrylic, small #1 Paintbrush, acrylic, medium #4 Paintbrush, acrylic, large #8 Paintbrush, acrylic, flat bristle #1/2 Pastalina clay (10 colors) Acrylic paint set Oil pastels

many civilizations, from paintings to sculpture, architecture, book covers, prints, and more; and create artworks inspired by works they learn about. Curriculum Item Art Print Kit, Intermediate Art: World B

Music
Preparatory Music
Kindergarten students learn about music through lively activities, including listening, singing, and moving. Through games and folk songs from diverse cultures, students learn musical concepts such as high and low, or loud and soft. Creative movement activities help students enjoy the music of composers such as Grieg and Haydn. Students will sing along with folk songs, practice moving to music, and listen actively to different kinds of music. They will also understand concepts such as high and low, fast and slow, long and short, loud and soft, as well as identify and contrast beat and rhythm. Curriculum Items Lets Learn MusicVol. K (DVD) Lets ListenVol. K (CD) Lets SingVol. K (CD) Lets SingVol. K (songbook) Tambourine Slide whistle

Intermediate Art: World A

Intermediate Art: World A is designed to complement Intermediate World History A: From Prehistory Through the Middle Ages. Following the same historical timeline, lessons include an introduction to the artists, cultures, and great works of world art and architecture from ancient through medieval times. Students will investigate how artists from different civilizations used various techniques, from painting to mosaic; examine elements of design and styles of decoration, from the spiral to the solar disk; and explore some of the best-preserved works from ancient tombs, including the treasures of Egypts King Tut. Curriculum Items Art Print Kit, Intermediate Art: World A Paintbrush, acrylic, small #1 Paintbrush, acrylic, medium #4 Paintbrush, acrylic, large #8 White self-hardening clay Acrylic paint set

Beginning 1 Music
This course is for students in grade 1, or students in grade 2 who are new to the K Music program. In this course, traditional games and folk songs from many cultures help students begin to read and write simple melodic and rhythmic patterns. Students are introduced to the instruments of the orchestra through Prokofievs classic Peter and the Wolf. They explore how music tells stories in The Sorcerers Apprentice and are introduced to opera through a lively unit on Mozarts Magic Flute. Students sing along with folk songs, practice moving to music, and listen actively to different kinds of music. Curriculum Items Lets Learn MusicVol. 1 (DVD) Lets ListenVol. 1 (CD)

Intermediate Art: World B

K Intermediate Art: World B is designed to complement World History: Our Modern World, 1400 to 1917. Following the same historical timeline, lessons include an introduction to the artists, cultures, and great works of world art and architecture from the Renaissance through modern times. Students will study various works of art from the Renaissance and beyond; discover great works of art and see how they influenced later artists; compare and contrast works from

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Lets SingVol. 1 (CD) Lets SingVol. 1 (songbook) Lets Learn Rhythm (CD) Tambourine Slide whistle

Intermediate 1 Music
This course is for students in grade 3 or 4 who have completed Beginning 1 and 2 Music, or students in grade 4 or 5 who have completed Introduction to Music. Through traditional folk songs, games, and the consistent use of solfege, students learn to read and write a variety of musical patterns and recognize the pentatonic scale. They learn to play simple melodies and rhythms on the recorder, and also learn fundamental concepts in breathing and singing. They become more familiar with the orchestra, especially the woodwind and brass families, and learn about the lives and works of Bach, Handel, Haydn, Mozart, and Beethoven. Students will learn to recognize melody in four- and five-note patterns; identify rhythms in music using sixteenths, dotted half notes, and whole notes; and recognize AB and ABA form. Curriculum Items Lets Learn the Recorder (DVD) Lets SingVol. 3 (CD) Lets ListenVol. 3 (CD) Lets SingVol. 3 (songbook) Recorder

Beginning 2 Music
This course is for students in grade 2 or 3 who have completed Beginning 1 Music. Through traditional folk songs and games, students learn to read more complicated melodic patterns and rhythms. As students listen to works by great composers, such as Vivaldi and Saint-Sans, they learn to recognize these patterns in the music. Students will sing along with folk songs; read and write music; learn to recognize melody in three- and four-note patterns; identify rhythms in music using half notes; become familiar with string and percussion instruments of the orchestra; recognize duple and triple meter; and begin to understand standard musical notation. Curriculum Items Lets Learn MusicVol. 2 (DVD) Lets ListenVol. 2 (CD) Lets SingVol. 2 (CD) Lets SingVol. 2 (songbook)

Intermediate 2 Music
This course is for students in grade 4 or 5 who have completed Intermediate 1 Music. The course begins by introducing notes that are lower or higher than the familiar lines and spaces of the staff. Students expand their knowledge of rhythm and learn about the Romantic period in music. Students also study harmony and practice recognizing pentatonic patterns. Finally, they take a musical trip through Europe, Africa, the Middle East, the Caribbean, Japan, and China. Curriculum Items Lets SingVol. 4 (CD) Lets ListenVol. 4 (CD) Lets SingVol. 4 (songbook)

Introduction to Music
Introduction to Music is for students in grades 3 or 4 who are new to K12 and just beginning their study of music. Students learn to recognize and write melodic and rhythmic patterns with four elements, and they practice recognizing these patterns in the music of great composers, such as Beethoven and Brahms. Students become familiar with instruments of the orchestra as they listen to music composed by Vivaldi, Saint-Sans, Holst, and others. Students will read and write music; learn to recognize melody in two-, three-, and fournote patterns; and identify rhythms in music using eighth, quarter, half notes, and rests. Curriculum Items Lets Learn MusicVol. 2 (DVD) Lets ListenVol. 2 (CD) Lets SingVol. 2 (CD) Lets SingVol. 2 (songbook) Tambourine Slide whistle

Intermediate 3 Music
This course is for students in grade 5 who have completed Intermediate 2 Music. The course introduces students to all the notes of the major scale, from low So all the way up to high Do. Students also learn to recognize and sing the natural minor scale. They expand their knowledge of rhythm with simple syncopated patterns. This semester introduces the Modern period in music, with listening activities to help students recognize Modern music and identify pieces by

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individual composers. Near the end of the year, students explore American folk music as they follow the expansion of the country westward. Finally, they learn to recognize the major forms of classical music: three-part song form, theme and variations, rondo, sonata allegro, and fugue. Curriculum Item Lets ListenVol. 5 (CD)

Music Concepts B
This course is for students in grade 7 who have already completed Music Concepts A. Students learn the fundamentals of music, as they relate to the piano key, and study a select group of composers and their music. The course covers the elements of rhythm and melody; rhythms, rests, and keys; and minor scales, syncopation, and harmony. Course content is offline. Students complete lessons using the Music Ace CD, student guides, and listening CDs. Curriculum Items Music AceGrade 7 (CD) Sousa (CD) Chopin (CD) Schumann and Grieg (CD) Verdi (CD) *Please note: The student guides are not available in a pre-printed format and will need to be printed from the K12 Online School (OLS). Teacher guides are not available in any format. Parents may use the student guide to view student lesson information.

Exploring Music
This course is for students in grade 5 who are new to the K12 Music program. This course presents the basics of traditional music appreciation through singing and the study of music in history and culture. Students begin by studying some of the most important classical composers, and then study traditional music from around the country and around the world. Finally, they learn how to follow the form of a piece of music. Curriculum Items Lets Listen and LearnA and B (CDs) Lets Sing for Fun (CD) Lets Sing for Fun (songbook)

Music Appreciation Music Concepts A

This course is for students in grade 6, or students in grade 7 who are new to the K12 Music program. Students learn the fundamentals of music, as they relate to the piano key, and study a select group of composers and their music. The course covers the staff and the keyboard; extending the staff; and flats, sharps, and scales. Course content is offline. Students complete lessons using the Music Ace CD, student guides, and listening CDs. Curriculum Items Music AceGrade 6 (CD) Beethoven (CD) Mendelssohn (CD) Mozart (CD) Vivaldi and Corelli (CD) *Please note: The student guides are not available in a pre-printed format and will need to be printed from the K12 Online School (OLS). Teacher guides are not available in any format. Parents may use the student guide to view student lesson information. This course is for students in grade 8. Music Appreciation covers the fundamentals of music (such as rhythm, beat, melody, harmony, form, and expression), and a survey of music history beginning with the early music of the Greeks and the Middle Ages. The course concludes with Modern music by composers such as Copland and Prokofiev. Topics include the elements of music; music and emotion; musical style; musical instruments of the world; and music through history. Course content is offline. Students complete lessons using the Music Appreciation CD set and student guides. Curriculum Item Music Appreciation (six-CD set) *Please note: The teacher and student guides are not available in a pre-printed format and will need to be printed from the K12 Online School (OLS).

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World Languages
Elementary Spanish 1
This course for beginners with little exposure to world languages is geared for younger minds, still especially receptive to language learning through contextual interpretation and imitation. Highly visual and amusing stories and activities are geared for these developing students, encouraging them to begin telling stories themselves. This course is not just a set of language lessons, but an appealing adventure for young minds. An integrated, game-based reward system keeps learners motivated and eager to progress. Communication expressions include greetings, introductions, songs, por favor and gracias, and other expressions of daily courtesy, simple storytelling, and free-response questions. Vocabulary starts with numbers 110, animals, and shapes, and moves into days of the week, seasons, colors, fruits and vegetables, simple directions, and useful around town expressions. Grammar moves from simple sentence construction, first- and third-person verbs, and indefinite articles to demonstrative pronouns, simple conjunctions, simple possession, and ser and estar. Students also begin to encounter the third-person past tense, imperative verbs, and second-person present-tense verbs. Cultural topics introduce the geography and customs of Spanish-speaking countries. Curriculum Items None

moves from negative and reflexive verbs and third-person plural present verbs to noun-adjective agreement, first-person past-tense verbs, and the plural imperative. Cultural topics include cuisine, climate, geography, and history. Curriculum Items None Prerequisites: Elementary Spanish 1, or equivalent

Middle School Spanish 1

This course for early- to mid-teen beginners in Spanish* turns adventures and activities into rigorous lessons in grammar and vocabulary, with instruction equivalent to that found in the first semester of high school Spanish I. Listening comprehension, oral production, reading, writing, and cultural awareness are all emphasized in accordance with standards formulated by ACTFL (American Council on the Teaching of Foreign Languages). Communication topics include greetings, introductions, relationships, cause and effect, likes and dislikes, and questions. Vocabulary includes common daily adjectives, animals, body parts, family and household words, colors, food, and numbers 1 to 900. Grammar progresses from simple original sentence construction, verb infinitives, and base forms to irregular verbs, Latin-derived cognates, concrete objects and associated verbs, adjectival agreement, and demonstrative pronouns. Cultural topics include the economies, traditions, histories, and political structures of Spanishspeaking nations. *Also suitable for students of other ages, depending upon background and experience.

Elementary Spanish 2
The adventure story continues to build upon the base of vocabulary and linguistic structures introduced in Elementary Spanish 1. Interactive activities and increasingly challenging games continue to drive students toward a strong set of intermediate language skills. An integrated, game-based reward system keeps learners motivated and eager to progress. Communication expressions include social exchanges, more complex storytelling, songs, recipes, word puzzles, and interrogative words. Vocabulary includes advanced family- and animal-related words and a review of numbers. Poems, stories, and songs are used throughout. Grammar

Middle School Spanish 2

The solid basis acquired in Middle School Spanish 1 is expanded through appealing practice and instruction in the form of games and stories, with instruction equivalent to that found in the second semester of high school Spanish I. These activities guide students to express more complex thoughts and understand native language from a variety of culturally authentic sources. Students increase skills in reading, listening comprehension, and vocabulary as they learn sentence patterns and advanced phrases. They learn to identify objects from descriptions, translate to and from Spanish, create stories, and understand and give directions. Vocabulary emphasizes geography, math, plants, animals,

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and directions, conveyed through increasingly complex poems, stories, and ditties. Grammar topics include object pronouns with finite and infinite verbs, past- and presenttense verbs, action verbs, imperfect tense, participle verb endings, indicative and subjunctive verb forms, and dependent verb clauses. Cultural topics expand to include higherlevel content, with special emphasis on the literary and social treasures of Spanish-speaking countries. Curriculum Items None Prerequisites: Middle School Spanish 1, or equivalent

strong set of intermediate language skills. An integrated, game-based reward system keeps learners motivated and eager to progress. Communication expressions include a wider array of social greetings and more complex storytelling and songs. Vocabulary expands with more terms related to animals, body parts, colors, familial relationships, and numbers. Grammar moves from second- and third-person plural present-tense forms, prepositional phrases, and more first- and third-person present-tense forms to additional conjunctions, reflexive verbs, imperatives, and past-tense forms. Cultural topics include cuisine, climate, geography, and history. Curriculum Items None Prerequisites: Elementary French 1, or equivalent

Elementary French 1
This course for beginners with little exposure to world languages is geared for younger minds, still especially receptive to language learning through contextual interpretation and imitation. Highly visual and amusing stories and activities are geared for these developing students, encouraging them to begin telling stories themselves. This course is not just a set of language lessons but an appealing adventure for young minds. An integrated, game-based reward system keeps learners motivated and eager to progress. Communication expressions include greetings, introductions, oui and non, sil vous plat and merci, and other familiar phrases, songs, simple storytelling, and description activities. Vocabulary starts with animals, shapes, and colors and moves to fruits, farm-related words, body parts, family words, and numbers. Grammar topics include simple nouns, first-, second-, and third-person present-tense verbs for simple questions, basic third-person past-tense verbs, interrogative words, simple conjunctions, articles, prepositions, and introductory imperative and infinitive verb forms. Cultural topics introduce the geographies and customs of French-speaking countries. Curriculum Items None

Middle School French 1

This multimedia, game-based course for early- to mid-teen beginners in French* turns adventures and activities into rigorous lessons in grammar and vocabulary, with instruction equivalent to that found in the first semester of high school French I. Listening comprehension, oral production, reading, writing, and cultural awareness are all emphasized in accordance with standards formulated by ACTFL (American Council on the Teaching of Foreign Languages). Communication topics include greetings, introductions, relationships, cause and effect, likes and dislikes, and questions. Vocabulary includes common daily adjectives, animals, body parts, family and household words, colors, food, and numbers 1 to 900. Grammar progresses from simple original sentence construction, verb infinitives, and base forms to irregular verbs, Latin-derived cognates, concrete objects and associated verbs, adjectival agreement, and demonstrative pronouns. Cultural topics include the economies, traditions, histories, and political structures of French-speaking nations. *Also suitable for students of other ages, depending upon background and experience. Curriculum Items None

Elementary French 2
The adventure story continues to build upon the base of vocabulary and linguistic structures introduced in Elementary French 1. Interactive activities and increasingly challenging games continue to drive students toward a

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Middle School French 2

The solid basis acquired in Middle School French 1 is expanded in this course with instruction equivalent to that found in the second semester of high school French I. Students continue their introduction to French with fundamental building blocks in four key areas of world language study: listening comprehension, speaking, reading, and writing. Students are initially trained to recognize key sounds and basic vocabulary, not only in written form but also through ear training that leads quickly to oral production. An ongoing adventure story introduces vocabulary and grammar topics, and prompts students to use skills from the four language-learning areas. Students learn fundamental grammar as embedded in authentic spoken language. Curriculum Items None Prerequisites: Middle School French 1, or equivalent

Cultural topics introduce the geographies and customs of German-speaking countries, with a special focus on German-speaking Switzerland. Curriculum Items None Prerequisites: Elementary German 1, or equivalent

Elementary German 2
The adventure story continues to build upon the base of vocabulary and linguistic structures introduced in Elementary German 1. Interactive activities and increasingly challenging games continue to drive students toward a strong set of intermediate language skills. An integrated, game-based reward system keeps learners motivated and eager to progress. Communication expressions include a wider array of social greetings, introductions, simple commands, suggestions, questions, German folk songs, and enhanced storytelling. Vocabulary expands in the domains of animals, body parts, numbers, shapes, small objects, familial relationships, food, cooking, and new words useful for telling stories such as The Three Little Pigs and Chicken Little in German. Grammar adds more third-person present-tense verbs, direct and indirect articles, and the conjunction aber, and progresses toward new third-person plural present-tense forms, third-person past-tense verbs, additional prepositions, and expressions conveying very. Students are also exposed to the simple future tense in the third person. Cultural topics include cuisine, climate, geography, and history. Curriculum Items None

Elementary German 1
This course for beginners with little exposure to world languages is geared for younger minds still especially receptive to language learning through contextual interpretation and imitation. Highly visual and amusing stories and activities are geared for these developing students, encouraging them to begin telling stories themselves. This course is not just a set of language lessons, but an appealing adventure for young minds, rich with graphics, games, and engaging interactive activities. An integrated, game-based reward system keeps learners motivated and eager to progress. Communication expressions include greetings, introductions, ja and nein, danke and bitte and other familiar phrases, songs, simple storytelling, and description activities. Vocabulary starts with animals, body parts, numbers, shapes, small objects, and colors, before moving on to food, farm-related words, useful around town expressions, and household terminology. Grammar starts with simple nouns, first-, second-, and third-person present-tense verbs, direct and indirect articles, the conjunction und, the pluralization of nouns, third-person plural present-tense verbs, third-person past-tense verbs, simple prepositions, and expressions conveying there is, there are, isnt, and will be.

Middle School German 1

This course for early- to mid-teen beginners in German* turns adventures and activities into rigorous lessons in grammar and vocabulary, with instruction equivalent to that found in the first semester of high school German I. Students are introduced to the fundamental building blocks in four key areas of world language study: listening comprehension, speaking, reading, and writing. Students are initially trained to recognize key sounds and basic vocabulary, not only in written form but also through ear training that leads quickly

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to oral production. An ongoing adventure story introduces vocabulary and grammar topics, and prompts students to use skills from the four language-learning areas. Students learn fundamental grammar as embedded in authentic spoken language. *Also suitable for students of other ages, depending upon background and experience. Curriculum Items None

construction, first- and third-person verbs, demonstrative pronouns, conjunctions, and simple possession, before moving on to basic third-person past-tense and imperative forms, as well as certain second-person present-tense forms. Cultural topics introduce the history of the Latin language, and daily practices as well as military, political, and artistic aspects of the Roman Empire. Curriculum Items None

Middle School German 2

The solid basis acquired in Middle School German 1 is expanded in this course with instruction equivalent to that found in the second semester of high school German I. In this continuing introduction to German, students deepen their focus on four key skills in world language acquisition: listening comprehension, speaking, reading, and writing. A continuing storyline introduces and reinforces new vocabulary, while activities prompt students to analyze meaning from context, and then to reproduce new vocabulary items in functional real-life oral expression. Additional verb tenses and idiomatic expressions are also introduced. As in German 1, students learn grammar through supplemental texts that supply traditional charts, tables, and explanations. Curriculum Items None Prerequisites: Middle School German 1, or equivalent

Middle School Latin 1

This course for early- to mid-teen beginners in Latin* transforms a dead language into a living one, with instruction equivalent to that found in the first semester of high school Latin I. Students learn the fundamental building blocks of world language study: listening comprehension, speaking, reading, and writing. Each unit consists of a new vocabulary theme and grammar concept, numerous interactive games reinforcing vocabulary and grammar, reading and listening comprehension activities, speaking and writing activities, and cultural presentations covering significant aspects of Roman culture, and assessments. The course has been carefully aligned to national standards as set forth by ACTFL (the American Council on the Teaching of Foreign Languages). *Also suitable for students of other ages, depending upon background and experience Curriculum Items None

Elementary Latin 1
Latin remains a vital tool in improving students fundamental understanding of English and other languages. While it's considered, in the strictest sense, to be a dead language, Latin comes alive in this course through the use of gaming and multimedia techniques, creating the foundation for a deep understanding of cultural, political, and literary history. An integrated, game-based reward system keeps learners motivated and eager to progress. Communication expressions include greetings, introductions, familiar phrases, relationships, cause and effect, likes and dislikes, and questions. Vocabulary progresses from animals, body parts, family relationships, colors, food, plants, and numbers to small objects, shapes, and household words. Grammar begins with simple sentence

Middle School Latin 2

This course for early- to mid-teen beginners in Latin* expands on skills learned in the first-year course, with instruction equivalent to that found in the second semester of high school Latin I. Students continue building the fundamentals: listening comprehension, speaking, reading, and writing. Each unit consists of a new vocabulary theme and grammar concept; numerous interactive games reinforcing vocabulary and grammar; reading and listening comprehension activities; speaking and writing activities; cultural presentations covering significant aspects of Roman culture; and assessments. The course has been carefully aligned to national standards as set forth by ACTFL (the American Council on the Teaching of Foreign Languages).

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*Also suitable for students of other ages, depending upon background and experience Curriculum Items None Prerequisites: Middle School Latin 1, or equivalent

Introduction to Online Learning

Families begin the school year with one of three Introduction to Online Learning courses targeted to grades K2, 35, or 68. The courses provide an overview of each curriculum area so students and Learning Coaches can familiarize themselves with the philosophy behind the curriculum methodology and overall course organization. The lessons are interactive and include actual animations or graphics that are used in the courses themselves. By the end of the course, students will be fully prepared to begin their K12 lessons in the online school. Course Length: 68 hours Materials: None Prerequisites: None

Middle School Chinese 1

Students use compelling stories, games, videos, and multimedia experiences in this introduction to Mandarin Chinese, with instruction equivalent to that found in the first semester of high school Chinese I. They learn the elegant simplicity of Chinese grammar and the subtleties of Chinese pronunciation through entertaining lessons that give a base of conversational ability and listening comprehension. Students build a foundation for reading and writing in the Chinese language through an adaptive technology that lets them choose an approach that works best for them. Engaging graphics, videos, and games keep students interested, and make learning a new language exciting. Curriculum Items None

Middle School Chinese 2

Students use compelling stories, games, videos, and multimedia experiences in this continuing introduction to Mandarin Chinese, with instruction equivalent to that found in the second semester of high school Chinese I. They learn the elegant simplicity of Chinese grammar and the subtleties of Chinese pronunciation through entertaining lessons that give a base of conversational ability and listening comprehension. Students build a foundation for reading and writing in the Chinese language through an adaptive technology that lets them choose an approach that works best for them. Engaging graphics, videos, and games keep students interested, and make learning a new language exciting. Curriculum Items None Prerequisites: Middle School Chinese 1, or equivalent

2300 Corporate Park Drive Herndon, VA 20171 Toll Free: 866.YOURK12

K12.com
Copyright 2011 K12 Inc. All rights reserved. K12, as registered in the U.S. Patent and Trademark Office, and the K Logo and Design, Unleash the xPotential and xPotential are trademarks and service marks of K12 Inc.

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APPENDIX 3

High School Course Catalog

20112012 School Year

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High School: Multiple Levels for Diverse Learners

K12 provides over 150 high school courses designed to help students find their own path and follow it to post-high school successwhether thats in college or the work force. We offer math, English, science, and history courses in multiple levels Core, Comprehensive, Honors, and Advanced Placement (AP), plus Remediation, and Credit Recoveryto meet the needs of diverse learners. Students can also take up to four years of a world language including college-level AP languages, and choose from a variety of electives, including Public Speaking, Service Learning, and Green Design and Technology. Unlike other programs, where a student is placed on a particular academic path or track, the K12 program allows students to chart their own course, choosing from among the multiple levels of courses to match their aptitude and goals. So, if a student excels in math and science, they may take all Honors or AP courses in those subjects, while choosing from among the Core and Comprehensive English and history courses. These multiple levels prevent students from being locked in to one level of a particular subject, and account for natural progress and growth.

Multiple Levels of Core Subjects, Plus Extra Help

With K12, students can choose from up to six levels of math, English, science, and history courses: In K12 Core courses, topics are broken into discrete modules that are taught in tandem with the framework students need to develop strong study skills. Rich, engaging content with interactive demonstrations and activities help students absorb and retain information. In K12 Comprehensive courses, students do more extensive writing and research projects, and tackle problems that require more analytical thinking. Course projects and activities also demand more independent thinking and self-discipline than projects in Core courses. K12 Honors courses hold students to a greater degree of accountability, and demand even greater independence and self-discipline. Students synthesize and evaluate information and concepts from multiple sources and read texts typically assigned in college-level courses. Students also demonstrate college-level writing in essays that require analysis of primary and secondary sources, responsible use of evidence, and comprehensive citation of sources. K12 AP courses are college-level courses that follow curriculum specified by the College Board. These courses are designed to prepare students for success on AP exams, providing students the opportunity to earn credit at most of the nations colleges and universities. K12 provides two levels of courses for struggling students and students who have not successfully completed courses required for graduation: K12 Remediation courses are designed to bring students up to grade level in math and Englishguiding them through the skills and knowledge needed for success. Remediation courses evaluate students current knowledge and provide the instruction needed for them to continue their studies at a high school level. K12 Credit Recovery courses allow students to gain credit for courses they have previously taken, yet not completed successfully. These courses include diagnostic unit tests that assess students understanding of fundamental content and direct them to review or move ahead accordingly. Fresh, engaging content delivered with new approaches helps students grasp concepts they missed the first time.

New for 2011! vLabs, Online Books, and Mobile Apps

Many K12 science courses now include interactive vLabs (virtual labs). These highly engaging online experiments enable students to demonstrate the scientific method, test a hypothesis, witness various outcomes, and examine sources of error. Course vLabs can be used to reinforce concepts learned in the hands-on labs orin certain situationsact as a replacement for the hands-on lab counterparts. Many K12 textbooks, reference guides, literature readers, and lab manuals are now also offered as online books (a.k.a. eBooks), and are optimized for use with mobile devices. Plus, K12 has launched new mobile applications for the iPhone and iPod Touch, available as free downloads on iTunes. These apps include K12 Algebra I Study and Review and K12 Periodic Table, which students can use to reinforce course concepts.

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Core Compre hensive Honors AP Remedia tion Credit R ecovery Elective

High School Course List

ENGLISH
English Foundations I English Foundations II Literary Analysis and Composition I Literary Analysis and Composition II American Literature British and World Literature AP English Language and Composition AP English Literature and Composition Journalism* Public Speaking*

MATH
Math Foundations I Math Foundations II Business and Consumer Math* Pre-Algebra Algebra I Geometry Algebra II Pre-Calculus/Trigonometry Probability and Statistics* Calculus AP Calculus AB AP Statistics Personal Finance*

AP Spanish Language French I French II French III French IV AP French Language German I German II German III German IV Latin I Latin II Chinese I Chinese II Japanese I Japanese II

ADDITIONAL ELECTIVES
Fine Art Music Appreciation AP Art History Business Communication/Career Exploration* Business and Personal Relationships* Introduction to Entrepreneurship I* Introduction to Entrepreneurship II* Introduction to Marketing I* Introduction to Marketing II* Service Learning* Skills for Health* Physical Education* Reaching Your Academic Potential* Achieving Your Career and College Goals*

SCIENCE
Physical Science Earth Science Biology Chemistry Physics AP Biology AP Chemistry AP Physics B AP Environmental Science Environmental Science* Life Science: Oceanography*

TECHNOLOGY and COMpUTER SCIENCE

HISTORY and SOCIAL SCIENCES

World History Modern World Studies Geography and World Cultures* U.S. History Modern U.S. History U.S. Government and Politics* U.S. and Global Economics* AP U.S. History AP U.S. Government and Politics* AP Macroeconomics* AP Microeconomics* AP Psychology* AP European History AP World History Anthropology* Psychology* Macroeconomics* Civics

WORLD LANGUAGES
Spanish I Spanish II Spanish III Spanish IV

Computer Literacy* Image Design and Editing* Web Design* C++ Programming* Game Design* Flash Game Development* Flash Animation* 3D Art I - Modeling* 3D Art II - Animation* Audio Engineering* Green Design and Technology* Digital Arts I* Digital Arts II* Computer Science I* Computer Science II* Engineering Design I/CAD* Engineering Design II* AP Computer Science A

ORIENTATION
Introduction to Online Learning Finding Your Path Series IIV

=new course =includes vLabs (virtual labs) =online book(s) included =available winter 2012

Core Compre hensive Honors AP Remedia tion Credit R ecovery Elective

All courses, unless otherwise noted, are two semesters page =one-semester course

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English
ENG001: English Foundations I (Remediation)
This course helps to bring students up to grade levelguiding them through the reading, writing, and basic academic skills needed for success in high school. It supports literacy development at the critical stage between decoding and making meaning from text. Through intensive reading and writing skills instruction, deep practice sets, consistent formative feedback, graduated reading levels, and helpful strategy tips, the course leads students to improved comprehension and text handling. Semester 1 provides instruction in basic reading skills and vocabulary building. Semester 2 provides instruction in basic writing skills, introduces academic tools, and demonstrates effective study skills. Course Length: Two semesters Materials: None Prerequisites: None

they consider important human issues and challenging ideas. Students also learn to read for information in nonfiction texts. Language Skills: Students learn to express their ideas effectively. They sharpen their composition skills through focus on writing good paragraphs and essays in a variety of genres, such as persuasive and research essays. Students plan, organize, and revise written works in response to feedback on drafts. In grammar, usage, and mechanics lessons, students expand their understanding of parts of speech, phrases and clauses, sentence analysis and structure, agreement, punctuation, and other conventions. Vocabulary lessons build knowledge of Greek and Latin words that form the roots of many English words. Students use word origins and derivations to determine the meaning of new words as they increase their vocabularies. Course Length: Two semesters Materials: Explorations: An Anthology of Literature, Volume A; English Language Handbook; Vocabulary from Classical Roots, Book B; Julius Caesar for Young People Prerequisites: Middle school English/language arts Note: This course is only for students who are new to the K12 curriculum. Students who have taken K12 Intermediate English A or B, or K12 middle school Literary Analysis and Composition courses, should not enroll in this course.

ENG011: English Foundations II (Remediation)

This course brings students up to grade levelguiding them through the reading, writing, and basic academic skills needed for success in high school. It offers skill building and strategy development in reading and writing. Semester 1 is a reading program designed to help struggling readers develop mastery in the areas of reading comprehension, vocabulary building, study skills, and media literacy. Semester 2 is a writing program that builds confidence in composition fundamentals by focusing on composing, grammar, style, and media literacy. The workshops stress high interest, engaging use of technology, relevant topics, and robustly scaffolded practice. Course Length: Two semesters Materials: None Prerequisites: None

ENG103: Literary Analysis and Composition I (Comprehensive)

This course challenges students to improve their written and oral communication skills, while strengthening their ability to understand and analyze literature in a variety of genres. Literature: Students read a broad array of short stories, poetry, drama, novels, autobiographies, essays, and famous speeches. The course guides students in the close reading and critical analysis of classic works of literature, and helps them appreciate the texts and the contexts in which the works were written. Literary selections range from classic works such as Shakespeares Romeo and Juliet to contemporary pieces by authors such as Maya Angelou. Language Skills: Students broaden their composition skills by examining model essays in various genres by student and published writers. Through in-depth planning, organizing, drafting, revising, proofreading, and feedback, they hone their writing skills. Students build on their grammar, usage, and mechanics skills with in-depth study of sentence analysis and structure, agreement, and punctuation, reinforced by online

ENG102: Literary Analysis and Composition I (Core)

In this course, students work on their written and oral communication skills, while strengthening their ability to understand and analyze works of literature, both classic and modern. Literature: Students read short stories, poetry, drama, novels, essays, and informative articles. The course sharpens reading comprehension skills and engages readers in literary analysis as

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activities (Skills Updates). Student vocabularies are enhanced through the study of Greek and Latin root words, improving students ability to decipher the meanings of new words. Course Length: Two semesters Materials: Classics for Young Readers, Volume 8; Classics for Young Readers, Volume 8: An Audio Companion; BK English Language Handbook, Level 1; Vocabulary from Classical Roots, Book C; The Narrative of the Life of Frederick Douglass, An American Slave by Frederick Douglass; Anne Frank: Diary of a Young Girl by Anne Frank; Romeo and Juliet by William Shakespeare Prerequisites: K12 Intermediate English A and B, or equivalent Note: Students who have already succeeded in K12 middle school Literary Analysis and Composition should not enroll in this course.

An American Slave by Frederick Douglass; Anne Frank: Diary of a Young Girl by Anne Frank; Romeo and Juliet by William Shakespeare Prerequisites: Success in K12 Intermediate English A and B, or equivalent, and teacher/school counselor recommendation Note: Students who have already succeeded in K12 middle school Literary Analysis and Composition should not enroll in this course.

ENG106: Literary Analysis and Composition I (Credit Recovery)

Students are able to gain credit if they have previously completed this course, but did not successfully earn credit. For each unit, students take a diagnostic test that assesses their current knowledge of fundamental content. The results of these tests help students create individualized study plans. In the course, students read a variety of literary works to sharpen reading comprehension and literary analysis skills. They review composition skills and expand their understanding of parts of speech, phrases and clauses, sentence analysis and structure, agreement, punctuation, and other conventions. Vocabulary lessons build knowledge of Greek and Latin words that form the roots of many English words. Course Length: Two semesters Materials: Explorations: An Anthology of Literature, Volume A; English Language Handbook; Vocabulary from Classical Roots, Book B; Julius Caesar for Young People Prerequisites: Student completed the course or its equivalent, but did not receive credit; teacher/school counselor recommendation required

ENG104: Honors Literary Analysis and Composition I

This course challenges students to improve their written and oral communication skills, while strengthening their ability to understand and analyze literature in a variety of genres. Students enrolled in this course work on independent projects that enhance their skills and challenge them to consider complex ideas and apply the knowledge they have learned. Literature: Students read a broad array of short stories, poetry, drama, novels, autobiographies, essays, and famous speeches. The course guides students in the close reading and critical analysis of classic works of literature, and helps them appreciate the texts and the contexts in which the works were written. Literary selections range from the Greek tragedy Antigone to Shakespeares Romeo and Juliet to contemporary pieces by authors such as Annie Dillard and Maya Angelou. Language Skills: Students broaden their composition skills by examining model essays in various genres by student and published writers. Through in-depth planning, organizing, drafting, revising, proofreading, and feedback, they hone their writing skills. Students build on their grammar, usage, and mechanics skills with in-depth study of sentence analysis and structure, agreement, and punctuation, reinforced by online activities. Student vocabularies are enhanced through the study of Greek and Latin root words, improving students ability to decipher the meanings of new words. Course Length: Two semesters Materials: Classics for Young Readers, Volume 8; Classics for Young Readers, Volume 8: An Audio Companion; BK English Language Handbook, Level 1; Vocabulary from Classical Roots, Book C; The Narrative of the Life of Frederick Douglass, page 2

ENG202: Literary Analysis and Composition II (Core)

In this course, students build on their language skills while reading classic and modern works of literature and improving their writing skills. Literature: Students read short stories, poetry, drama, and novels, sharpening their reading comprehension skills and analyzing important human issues. Language Skills: Students continue to work on their oral and written expression skills, writing a variety of essays, including persuasive and research essays. Students plan, organize, and revise their essays in response to feedback. They build on their skills in grammar, usage, and mechanics by studying parts of speech, phrases and clauses, sentence analysis and structure, agreement, punctuation, and other conventions. Thematic units focus on word roots, suffixes and

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prefixes, context clues, and other strategies to help students strengthen their vocabularies. Course Length: Two semesters Materials: Explorations: An Anthology of Literature, Volume B; The Miracle Worker by William Gibson Prerequisites: ENG102: Literary Analysis and Composition I, or equivalent Note: Students who have taken K12 Intermediate English A or B or K12 middle school Literary Analysis and Composition courses should not enroll in this course.

ENG204: Honors Literary Analysis and Composition II

In this course, students build on existing literature and composition skills and move on to higher levels of sophistication. Students work on independent projects that enhance their skills and challenge them to consider complex ideas and apply the knowledge they have learned. Literature: Students hone their skills of literary analysis by reading short stories, poetry, drama, novels, and works of nonfiction, both classic and modern. Authors include W. B. Yeats, Sara Teasdale, Langston Hughes, Robert Frost, Edgar Allan Poe, Nathaniel Hawthorne, Kate Chopin, Amy Tan, Richard Rodriguez, and William Shakespeare. Students have a choice of novels and longer works to study, including works by Jane Austen, Charles Dickens, and Elie Wiesel. Language Skills: In this course, students become more proficient writers and readers. In composition lessons, students analyze model essays from readers and writers perspectives, focusing on ideas and content, structure and organization, style, word choice, and tone. Students receive feedback during the writing process to help them work toward a polished final draft. In addition to writing formal essays, rsums, and business letters, students write and deliver a persuasive speech. Students expand their knowledge of grammar, usage, and mechanics through sentence analysis and structure, syntax, agreement, and conventions. Unit pretests identify skills to address more fully. Students strengthen their vocabularies through thematic units focused on word roots, suffixes and prefixes, context clues, and other important vocabulary-building strategies. Course Length: Two semesters Materials: Journeys in Literature: Classic and Modern, Volume B; Journeys in Literature: Classic and Modern, Volume B: An Audio Companion; Vocabulary for Achievement, Fourth Course; Macbeth by William Shakespeare Prerequisites: Success in ENG104: Honors Literary Analysis and Composition I, or equivalent, and teacher/school counselor recommendation

ENG203: Literary Analysis and Composition II (Comprehensive)

In this course, students build on existing literature and composition skills and move to higher levels of sophistication. Literature: Students hone their skills of literary analysis by reading short stories, poetry, drama, novels, and works of nonfiction, both classic and modern. Authors include W. B. Yeats, Sara Teasdale, Langston Hughes, Robert Frost, Edgar Allan Poe, Nathaniel Hawthorne, Kate Chopin, Amy Tan, and Richard Rodriguez. Students read Shakespeares Macbeth. They are offered a choice of novels and longer works to study, including works by Jane Austen, Charles Dickens, Elie Wiesel, and many others. Language Skills: In this course, students become more proficient writers and readers. In composition lessons, students analyze model essays from readers and writers perspectives, focusing on ideas and content, structure and organization, style, word choice, and tone. Students receive feedback during the writing process to help them work toward a polished final draft. In addition to writing formal essays, rsums, and business letters, students write and deliver a persuasive speech. Students expand their knowledge of grammar, usage, and mechanics through sentence analysis and structure, syntax, agreement, and conventions. Unit pretests identify skills to address more fully. Students strengthen their vocabularies through thematic units focused on word roots, suffixes and prefixes, context clues, and other important vocabularybuilding strategies. Course Length: Two semesters Materials: Journeys in Literature: Classic and Modern, Volume B; Journeys in Literature: Classic and Modern, Volume B: An Audio Companion; Vocabulary for Achievement, Fourth Course; Macbeth by William Shakespeare Prerequisites: ENG103: Literary Analysis and Composition I, or equivalent

ENG206: Literary Analysis and Composition II (Credit Recovery)

Students are able to gain credit if they have previously completed this course, but did not successfully earn credit. For each unit, students take a diagnostic test that assesses their current knowledge of fundamental content. The results of these tests help students create individualized study plans. In this course, students read classic and modern works of literature, sharpening their reading comprehension skills and page 3

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analyzing important human issues. They review effective strategies for oral and written expression, grammar, usage, and mechanics. Thematic units focus on word roots, suffixes and prefixes, context clues, and other strategies that help students strengthen their vocabularies. Course Length: Two semesters Materials: Explorations: An Anthology of Literature, Volume B; The Miracle Worker by William Gibson Prerequisites: Student completed the course or its equivalent, but did not receive credit; teacher/school counselor recommendation required

Course Length: Two semesters Materials: Journeys in Literature: American Traditions, Volume C; The Great Gatsby by F. Scott Fitzgerald; The Glass Menagerie by Tennessee Williams. Students will also read one selection of their choice from the following: The Old Man and the Sea by Ernest Hemingway; The House on Mango Street by Sandra Cisneros; A Lesson Before Dying by Ernest Gaines; The Red Badge of Courage by Stephen Crane Prerequisites: ENG203: Literary Analysis and Composition II, or equivalent

ENG304: Honors American Literature

In this course, students read and analyze works of American literature from colonial to contemporary times, including poetry, short stories, novels, drama, and nonfiction. The literary works provide opportunities for critical writing, creative projects, and online discussions. Students develop vocabulary skills and refresh their knowledge of grammar, usage, and mechanics in preparation for standardized tests. Students enrolled in this challenging course will also complete independent projects that deepen their understanding of the themes and ideas presented in the curriculum. Course Length: Two semesters Materials: Journeys in Literature: American Traditions, Volume C; The Great Gatsby by F. Scott Fitzgerald; The Glass Menagerie by Tennessee Williams. Students will also read one selection of their choice from the following: The Old Man and the Sea by Ernest Hemingway; The House on Mango Street by Sandra Cisneros; A Lesson Before Dying by Ernest Gaines; The Red Badge of Courage by Stephen Crane; and two selections of their choice from the following: Billy Budd by Herman Melville; A Connecticut Yankee in King Arthurs Court by Mark Twain; Catcher in the Rye by J.D. Salinger; Song of Solomon by Toni Morrison Prerequisites: Success in ENG204: Honors Literary Analysis and Composition II, or equivalent, and teacher/school counselor recommendation

ENG302: American Literature (Core)

In this genre-based course, students sharpen their reading comprehension skills and analyze important themes in classic and modern works of American literature, including short stories, poetry, drama, and novels. Students refine their skills of written expression by writing memoirs, persuasive essays, research essays, workplace documentation, and more. They develop vocabulary skills and refresh their knowledge of grammar, usage, and mechanics in preparation for standardized tests. Literature: Students read short stories, poetry, drama, and novels, sharpening their reading comprehension skills and analyzing important themes in American literature. Language Skills: Students continue to work on their oral and written expression skills, writing a variety of essays including memoirs, persuasive and research essays, and workplace documentation. Students plan, organize, and revise their essays in response to feedback. Course Length: Two semesters Materials: Explorations: An Anthology of American Literature, Volume C; Our Town by Thornton Wilder; To Kill a Mockingbird by Harper Lee Prerequisites: ENG202: Literary Analysis and Composition II, or equivalent

ENG303: American Literature (Comprehensive)

In this course, students read and analyze works of American literature from colonial to contemporary times, including poetry, short stories, novels, drama, and nonfiction. The literary works provide opportunities for critical writing, creative projects, and online discussions. Students develop vocabulary skills and refresh their knowledge of grammar, usage, and mechanics in preparation for standardized tests.

ENG306: American Literature (Credit Recovery)

Students are able to gain credit if they have previously completed this course, but did not successfully earn credit. For each unit, students take a diagnostic test that assesses their current knowledge of fundamental content. The results of these tests help students create individualized study plans. Students sharpen their reading comprehension skills and analyze important themes in classic and modern works of American literature. They review effective strategies for written expression. They develop vocabulary skills and refresh their

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knowledge of grammar, usage, and mechanics in preparation for standardized tests. Course Length: Two semesters Materials: Explorations: An Anthology of American Literature, Volume C; Our Town by Thornton Wilder; To Kill a Mockingbird by Harper Lee Prerequisites: Student completed the course or its equivalent, but did not receive credit; teacher/school counselor recommendation required

also practice test-taking skills for standardized assessments in critical reading and writing. Course Length: Two semesters Materials: Journeys in Literature: British and World Classics; Hamlet by William Shakespeare Prerequisites: ENG304: American Literature, or equivalent, and teacher/school counselor recommendation

ENG402: British and World Literature (Core)

This course engages students in selections from British and World literature from the ancient world through modern times. They practice analytical writing and have opportunities for creative expression. Students also practice test-taking skills for standardized assessments in critical reading and writing. Course Length: Two semesters Materials: Explorations: An Anthology of British and World Literature Prerequisites: ENG302: American Literature

ENG406: British and World Literature (Credit Recovery)

Students are able to gain credit if they have previously completed this course, but did not successfully earn credit. For each unit, students take a diagnostic test that assesses their current knowledge of fundamental content. The results of these tests help students create individualized study plans. This course engages students in selections from British and world literature from the ancient world through modern times. They practice analytical writing and have opportunities for creative expression. Students also practice test-taking skills for standardized assessments in critical reading and writing. Course Length: Two semesters Materials: Explorations: An Anthology of British and World Literature Prerequisites: Student completed the course or its equivalent, but did not receive credit; teacher/school counselor recommendation required

ENG403: British and World Literature (Comprehensive)

Students read selections from British and world literature in a loosely organized chronological framework. They analyze the themes, styles, and structures of these texts and make thematic connections among diverse authors, periods, and settings. Students complete guided and independent writing assignments that refine their analytical skills. They have opportunities for creative expression in projects of their choice. Students also practice test-taking skills for standardized assessments in critical reading and writing. Course Length: Two semesters Materials: Journeys in Literature: British and World Classics; Hamlet by William Shakespeare Prerequisites: ENG303: American Literature, or equivalent

ENG500: AP English Language and Composition

Students learn to understand and analyze complex works by a variety of authors. They explore the richness of language, including syntax, imitation, word choice, and tone. They also learn composition style and process, starting with exploration, planning, and writing. This continues with editing, peer review, rewriting, polishing, and applying what they learn to academic, personal, and professional contexts. In this equivalent of an introductory college-level survey class, students prepare for the AP exam and for further study in communications, creative writing, journalism, literature, and composition. Course Length: Two semesters Materials: The Norton Reader: An Anthology of Nonfiction, 11th ed.; Writing: A College Handbook, 5th ed. Prerequisites: Success in ENG303: American Literature (or equivalent) and teacher/school counselor recommendation

ENG404: Honors British and World Literature

Students read selections from British and world literature in a loosely organized chronological framework. They analyze the themes, styles, and structures of these texts and make thematic connections among diverse authors, periods, and settings. Students work independently on many of their analyses and engage in creative collaboration with their peers. Students

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ENG510: AP English Literature and Composition

In this course, the equivalent of an introductory college-level survey class, students are immersed in novels, plays, poems, and short stories from various periods. Students read and write daily, using a variety of multimedia and interactive activities, interpretive writing assignments, and discussions. The course places special emphasis on reading comprehension, structural and critical analyses of written works, literary vocabulary, and recognizing and understanding literary devices. Students prepare for the AP Exam and for further study in creative writing, communications, journalism, literature, and composition. Course Length: Two semesters Materials: Required (both semesters): The Norton Anthology of Poetry, 5th ed.; The Story and Its Writer: An Introduction to Short Fiction, compact 7th ed. Required (first semester): Their Eyes Were Watching God by Zora Neale Hurston; Hedda Gabler by Henrik Ibsen; A Streetcar Named Desire by Tennessee Williams; Twelfth Night by William Shakespeare Required (second semester): The Great Gatsby by F. Scott Fitzgerald; Annie John by Jamaica Kincaid; Jane Eyre by Charlotte Bront Prerequisites: Success in ENG303: American Literature (or equivalent) and a teacher/school counselor recommendation

their ideas, and to benefit from listener feedback. They study how to incorporate well-designed visual and multimedia aids into presentations and how to maintain a credible presence in the digital world. Students also learn about the ethics of public speaking and about techniques for managing communication anxiety. Course Length: One semester Materials: Student must provide a webcam and recording software Prerequisites: None

Mathematics
MTH001: Math Foundations I (Remediation)
This course brings students up to grade levelhelping students progress at their optimum pace through interactive instruction and assessment spanning third- to fifth-grade math skills. Carefully paced, guided instruction is accompanied by interactive practice that is engaging and accessible. Formative assessments help students understand areas of weakness and improve performance, while summative assessments chart progress and skill development. When used in combination with Math Foundations II (covering skills in grades 6 to 8), the courses effectively remediate computational skills and conceptual understanding needed to undertake high schoollevel math courses with confidence. Course Length: Two semesters Materials: None Prerequisites: None

ENG010: Journalism (Elective)

Students are introduced to the historical importance of journalism in America. They study the basic principles of print and online journalism as they examine the role of printed news media in our society. They learn investigative skills, responsible reporting, and journalistic writing techniques as they read, respond to, and write their own news and feature articles. Students conduct interviews, research, write, and design their own publications. Course Length: One semester Materials: None Prerequisites: None

MTH011: Math Foundations II (Remediation)

This course brings students up to grade levelguiding them through sixth- to eighth-grade skills. It is appropriate for use as remediation at the high school level, a bridge to high school, or as middle school curriculum. The program builds computational skills and conceptual understanding needed to undertake high school-level math courses with confidence. Carefully paced, guided instruction is accompanied by interactive practice that is engaging and accessible. Formative assessments help students understand areas of weakness and improve performance, while summative assessments chart progress and skill development. The course effectively remediates computational skills and conceptual understanding needed to undertake high school-level math courses with confidence.

ENG020: Public Speaking (Elective)

Students are introduced to public speaking as an important component of their academic, work, and social lives. They study public speaking occasions and develop skills as fair and critical listeners, or consumers, of spoken information and persuasion. Students study types of speeches (informative, persuasive, dramatic, and special-occasion), read and listen to models of speeches, and prepare and present their own speeches to diverse audiences. Students learn to choose speaking topics and adapt them for specific audiences, to research and support page 6

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Course Length: Two semesters Materials: None Prerequisites: None

MTH312: Business and Consumer Math (Core)

Students learn mathematical skills relevant to everyday life, such as balancing a checkbook, calculating net pay, budgeting expenses, making cost comparisons, buying and renting a home, and finding the cost of operating a motor vehicle. Students also explore business topics, including borrowing money, investing, and calculating business profits and losses. The course guides students toward logical thinking and problem solving, to help them make good decisions about money and finances. Through projects and activities, students apply their skills and knowledge to real-life situations. Course Length: One semester Materials: None Prerequisites: MTH112 or MTH113: Pre-Algebra (or equivalent) recommended, but not required

problems involving percentages, ratios, and proportions; graph different kinds of equations and inequalities; calculate statistical measures and probabilities; apply the Pythagorean theorem; and explain strategies for solving real-world problems. Online lessons provide demonstrations of key concepts, as well as interactive problems with contextual feedback. A textbook supplements the online material. Course Length: Two semesters Materials: Pre-Algebra: Reference Guide and Problem Sets Prerequisites: K12 middle school Fundamentals of Geometry and Algebra , or equivalent Note: Students who have already succeeded in K12 middle school Pre-Algebra should not enroll in this course.

MTH116: Pre-Algebra (Credit Recovery)

Students are able to gain credit if they have previously completed this course, but did not successfully earn credit. For each unit, students take a diagnostic test that assesses their current knowledge of fundamental content. The results of these tests help students create individualized study plans. In this course, students review computational and problemsolving skills and the language of algebra. Topics include mathematical expressions; geometric figures; percentages, ratios, and proportions; graphs for equations and inequalities; statistical measures and probabilities; the Pythagorean theorem; and strategies for solving world problems. Course Length: Two semesters Materials: Pre-Algebra: Reference Guide and Problem Sets Prerequisites: Student completed the course or its equivalent, but did not receive credit; teacher/school counselor recommendation required

MTH112: Pre-Algebra (Core)

In this course, students learn computational and problemsolving skills and the language of algebra. Students translate word phrases and sentences into mathematical expressions; analyze geometric figures; solve problems involving percentages, ratios, and proportions; graph different kinds of equations and inequalities; calculate statistical measures and probabilities; apply the Pythagorean theorem; and explain strategies for solving real-world problems. The textbook provides students with a ready reference and explanations that supplement the online material. Online lessons provide demonstrations of concepts, as well as interactive problems with contextual feedback. Course Length: Two semesters Materials: Pre-Algebra: Reference Guide and Problem Sets Prerequisites: K12 middle school Fundamentals of Geometry and Algebra, MTH011: Math Foundations II, or equivalent Note: Students who have already succeeded in K12 middle school Pre-Algebra should not enroll in this course.

MTH122: Algebra I (Core)

In this course, students explore the tools of algebra. Students learn to identify the structure and properties of the real number system; complete operations with integers and other rational numbers; work with square roots and irrational numbers; graph linear equations; solve linear equations and inequalities in one variable; solve systems of linear equations; use ratios, proportions, and percentages to solve problems; use algebraic applications in geometry including the Pythagorean theorem and formulas for measuring area and volume; complete an introduction to polynomials; and understand logic and reasoning.

MTH113: Pre-Algebra (Comprehensive)

In this course, students take a broader look at computational and problem-solving skills while learning the language of algebra. Students translate word phrases and sentences into mathematical expressions; analyze geometric figures; solve

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Course Length: Two semesters Materials: Algebra I: Reference Guide and Problem Sets Prerequisites: MTH112: Pre-Algebra

MTH123: Algebra I (Comprehensive)

Students develop algebraic fluency by learning the skills needed to solve equations and perform manipulations with numbers, variables, equations, and inequalities. They also learn concepts central to the abstraction and generalization that algebra makes possible. Students learn to use number properties to simplify expressions or justify statements; describe sets with set notation and find the union and intersection of sets; simplify and evaluate expressions involving variables, fractions, exponents, and radicals; work with integers, rational numbers, and irrational numbers; and graph and solve equations, inequalities, and systems of equations. They learn to determine whether a relation is a function and how to describe its domain and range; use factoring, formulas, and other techniques to solve quadratic and other polynomial equations; formulate and evaluate valid mathematical arguments using various types of reasoning; and translate word problems into mathematical equations and then use the equations to solve the original problems. Course Length: Two semesters Materials: Algebra I: Reference Guide and Problem Sets Prerequisites: K12 Pre-Algebra, MTH113: Pre-Algebra, or equivalent Note: Students who have already succeeded in K12 middle school Algebra should not enroll in this course.

and other techniques to solve quadratic and other polynomial equations; formulate and evaluate valid mathematical arguments using various types of reasoning; and translate word problems into mathematical equations and then use the equations to solve the original problems. The course is expanded with more challenging assessments, optional exercises, and threaded discussions that allow students to explore and connect algebraic concepts. There is also an independent honors project each semester. Course Length: Two semesters Materials: Algebra I: Reference Guide and Problem Sets Prerequisites: Success in previous math course and teacher/ school counselor recommendation

MTH126: Algebra I (Credit Recovery)

Students are able to gain credit if they have previously completed this course, but did not successfully earn credit. For each unit, students take a diagnostic test that assesses their current knowledge of fundamental content. The results of these tests help students create individualized study plans. In this course, students review the tools of algebra. Topics include the structure and properties of real numbers; operations with integers and other rational numbers; square roots and irrational numbers; linear equations; ratios, proportions, and percentages; the Pythagorean theorem; polynomials; and logic and reasoning. Course Length: Two semesters Materials: Algebra I: Reference Guide and Problem Sets Prerequisites: Student completed the course or its equivalent, but did not receive credit; teacher/school counselor recommendation required

MTH124: Honors Algebra I

This course prepares students for more advanced courses while they develop algebraic fluency, learn the skills needed to solve equations, and perform manipulations with numbers, variables, equations, and inequalities. They also learn concepts central to the abstraction and generalization that algebra makes possible. Students learn to use number properties to simplify expressions or justify statements; describe sets with set notation and find the union and intersection of sets; simplify and evaluate expressions involving variables, fractions, exponents, and radicals; work with integers, rational numbers, and irrational numbers; and graph and solve equations, inequalities, and systems of equations. They learn to determine whether a relation is a function and how to describe its domain and range; use factoring, formulas,

MTH202: Geometry (Core)

Students learn to recognize and work with core geometric concepts in various contexts. They develop sound ideas of inductive and deductive reasoning, logic, concepts, and techniques of Euclidean plane and solid geometry, as well as a solid, basic understanding of mathematical structure, method, and applications of Euclidean plane and solid geometry. Students use visualizations, spatial reasoning, and geometric modeling to solve problems. Topics of study include points, lines, and angles; triangles; right triangles; quadrilaterals and other polygons; circles; coordinate geometry; three-dimensional solids; geometric constructions; symmetry; and the use of transformations.

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Course Length: Two semesters Materials: Geometry: A Reference Guide; a drawing compass, protractor, and ruler Prerequisites: MTH122: Algebra I, or equivalent

their current knowledge of fundamental content. The results of these tests help students create individualized study plans. Students move at their own pace and are then assessed by computer-scored unit tests for a grade. Teacher-graded assignments are available as optional or for review only. Students review core geometric concepts as they develop sound ideas of inductive and deductive reasoning, logic, concepts, and techniques and applications of Euclidean plane and solid geometry. Students use visualizations, spatial reasoning, and geometric modeling to solve problems. Topics include points, lines, and angles; triangles, polygons, and circles; coordinate geometry; three-dimensional solids; geometric constructions; symmetry; and the use of transformations. Course Length: Two semesters Materials: Geometry: A Reference Guide; a drawing compass, protractor, and ruler Prerequisites: Student completed the course or its equivalent, but did not receive credit; teacher/school counselor recommendation required

MTH203: Geometry (Comprehensive)

In this comprehensive course, students are challenged to recognize and work with geometric concepts in various contexts. They build on ideas of inductive and deductive reasoning, logic, concepts, and techniques of Euclidean plane and solid geometry. They develop deeper understandings of mathematical structure, method, and applications of Euclidean plane and solid geometry. Students use visualizations, spatial reasoning, and geometric modeling to solve problems. Topics of study include points, lines, and angles; triangles; right triangles; quadrilaterals and other polygons; circles; coordinate geometry; three-dimensional solids; geometric constructions; symmetry; the use of transformations; and non-Euclidean geometries. Course Length: Two semesters Materials: Geometry: A Reference Guide; a drawing compass, protractor, and ruler Prerequisites: MTH123: Algebra I, or equivalent

MTH302: Algebra II (Core)

This course builds upon algebraic concepts covered in Algebra I. Students solve open-ended problems and learn to think critically. Topics include conic sections; functions and their graphs; quadratic functions; inverse functions; and advanced polynomial functions. Students are introduced to rational, radical, exponential, and logarithmic functions; sequences and series; and data analysis. Course Length: Two semesters Materials: Algebra II: A Reference Guide and Problem Sets; Texas Instruments T1-84 Plus graphing calculator Prerequisites: MTH122: Algebra I

MTH204: Honors Geometry

Students work with advanced geometric concepts in various contexts. They build in-depth ideas of inductive and deductive reasoning, logic, concepts, and techniques of Euclidean plane and solid geometry. They also develop a sophisticated understanding of mathematical structure, method, and applications of Euclidean plane and solid geometry. Students use visualizations, spatial reasoning, and geometric modeling to solve problems. Topics of study include points, lines, and angles; triangles; right triangles; quadrilaterals and other polygons; circles; coordinate geometry; three-dimensional solids; geometric constructions; symmetry; the use of transformations; and non-Euclidean geometries. Students work on additional challenging assignments, assessments, and research projects. Course Length: Two semesters Materials: Geometry: A Reference Guide; a drawing compass, protractor, and ruler Prerequisites: MTH123: Algebra I or MTH124: Honors Algebra I, or equivalent, and teacher/school counselor recommendation

MTH303: Algebra II (Comprehensive)

This course builds upon algebraic concepts covered in Algebra I and prepares students for advanced-level courses. Students extend their knowledge and understanding by solving open-ended problems and thinking critically. Topics include conic sections; functions and their graphs; quadratic functions; inverse functions; and advanced polynomial functions. Students are introduced to rational, radical, exponential, and logarithmic functions; sequences and series; and data analysis.

MTH206: Geometry (Credit Recovery)

Students are able to gain credit if they have previously completed this course, but did not successfully earn credit. For each unit, students take a diagnostic test that assesses

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Course Length: Two semesters Materials: Algebra II: A Reference Guide and Problem Sets; Texas Instruments T1-84 Plus graphing calculator Prerequisites: MTH123: Algebra I and MTH203: Geometry

MTH403: Pre-Calculus/Trigonometry (Comprehensive)

Pre-calculus weaves together previous study of algebra, geometry, and functions into a preparatory course for calculus. The course focuses on the mastery of critical skills and exposure to new skills necessary for success in subsequent math courses. Topics include linear, quadratic, exponential, logarithmic, radical, polynomial, and rational functions; systems of equations; and conic sections in the first semester. The second semester covers trigonometric ratios and functions; inverse trigonometric functions; applications of trigonometry, including vectors and laws of cosine and sine; polar functions and notation; and arithmetic of complex numbers. Cross-curricular connections are made throughout the course to calculus, art, history, and a variety of other fields related to mathematics.

MTH304: Honors Algebra II

This course builds upon advanced algebraic concepts covered in Algebra I and prepares students for advanced-level courses. Students extend their knowledge and understanding by solving open-ended problems and thinking critically. Topics include functions and their graphs; quadratic functions; complex numbers, and advanced polynomial functions. Students are introduced to rational, radical, exponential, and logarithmic functions; sequences and series; probability; statistics; and conic sections. Students work on additional challenging assignments, assessments, and research projects.

Course Length: Two semesters Materials: Algebra II: A Reference Guide and Problem Sets; Texas Instruments T1-84 Plus graphing calculator Prerequisites: MTH123: Algebra I or MTH124: Honors Algebra I and MTH203: Geometry or MTH204: Honors Geometry, or equivalents, and teacher/school counselor recommendation

Course Length: Two semesters Materials: Texas Instruments T1-84 Plus graphing calculator Prerequisites: Success in MTH203: Geometry and MTH303: Algebra II

MTH413: Probability and Statistics (Comprehensive)

Students learn counting methods, probability, descriptive statistics, graphs of data, the normal curve, statistical inference, and linear regression. Proficiency is measured through frequent online and offline assessments, as well as asynchronous discussions. Problem-solving activities provide an opportunity for students to demonstrate their skills in real-world situations. Course Length: One semester Materials: Probability and Statistics: Reference Guide and Problem Sets Prerequisites: MTH302 or 303: Algebra II Available Winter 2012

MTH306: Algebra II (Credit Recovery)

Students are able to gain credit if they have previously completed this course, but did not successfully earn credit. For each unit, students take a diagnostic test that assesses their current knowledge of fundamental content. The results of these tests help students create individualized study plans. This course builds upon algebraic concepts covered in Algebra I. Students solve open-ended problems and learn to think critically. Topics include conic sections; functions and their graphs; quadratic functions; inverse functions; and advanced polynomial functions. Students review rational, radical, exponential, and logarithmic functions; sequences and series; and data analysis. Course Length: Two semesters Materials: Algebra II: A Reference Guide and Problem Sets; Texas Instruments T1-84 Plus graphing calculator Prerequisites: Student completed the course or its equivalent, but did not receive credit; teacher/school counselor recommendation required

MTH433-AVT: Calculus (Comprehensive)

This course is a comprehensive look at the study of differential and integral calculus concepts including limits, derivative and integral computation, linearization, Riemann sums, the Fundamental Theorem of Calculus, and differential equations. Applications include graph analysis, linear motion, average value, area, volume, and growth and decay models. Course Length: Two semesters Materials: Java is needed for the embedded graphing calculator applet (GCalc) Prerequisites: Pre-Calculus

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MTH500: AP Calculus AB
This course is the equivalent of an introductory college-level calculus course. Calculus helps scientists, engineers, and financial analysts understand the complex relationships behind real-world phenomena. Students learn to evaluate the soundness of proposed solutions and apply mathematical reasoning to real-world models. Students also learn to understand change geometrically and visually (by studying graphs of curves), analytically (by studying and working with mathematical formulas), numerically (by seeing patterns in sets of numbers), and verbally. Students prepare for the AP exam and further studies in science, engineering, and mathematics. Course Length: Two semesters Materials: Texas Instruments T1-84 Plus graphing calculator Prerequisites: Success in MTH203: Geometry, MTH303: Algebra II, MTH403: Pre-Calculus/Trigonometry, and a teacher/ school counselor recommendation

Science
SCI102: Physical Science (Core)
Students explore the relationship between matter and energy by investigating force and motion, the structure of atoms, the structure and properties of matter, chemical reactions, and the interactions of energy and matter. Students develop skills in measuring, solving problems, using laboratory apparatuses, following safety procedures, and adhering to experimental procedures. Students focus on inquiry-based learning, with hands-on laboratory investigations making up half of the learning experience. K12 lab kits contain all lab materials that cannot easily be found in the home. Course Length: Two semesters Materials: Physical Science: A Laboratory Guide; materials for laboratory experiments Prerequisites: K12 middle school Physical Science, or equivalent

MTH510: AP Statistics
This course is the equivalent of an introductory collegelevel course. Statisticsthe art of drawing conclusions from imperfect data and the science of real-world uncertainties plays an important role in many fields. Students collect, analyze, graph, and interpret real-world data. They learn to design and analyze research studies by reviewing and evaluating examples from real research. Students prepare for the AP exam and for further study in science, sociology, medicine, engineering, political science, geography, and business. Course Length: Two semesters Materials: Texas Instruments T1-84 Plus graphing calculator Prerequisites: Success in MTH303: Algebra II and a teacher/ school counselor recommendation

SCI106: Physical Science (Credit Recovery)

Students are able to gain credit if they have previously completed this course, but did not successfully earn credit. For each unit, students take a diagnostic test that assesses their current knowledge of fundamental content. The results of these tests help students create individualized study plans. Students review the structure of atoms, the structure and properties of matter, chemical reactions, and the interactions of energy and matter. Course Length: Two semesters Materials: None Prerequisites: Student completed the course or its equivalent, but did not receive credit; teacher/school counselor recommendation required

BUS030: Personal Finance (Elective)

In this introductory finance course, students learn basic principles of economics and best practices for managing their own finances. Students learn core skills in creating budgets, developing long-term financial plans to meet their goals, and making responsible choices about income and expenses. They gain a deeper understanding of capitalism and other systems so they can better understand their role in the economy of society. Students are inspired by experiences of finance professionals and stories of everyday people and the choices they make to manage their money. Course Length: One semester Materials: None Prerequisites: None

SCI112: Earth Science (Core)

This course provides students with a solid earth science curriculum, focusing on geology, oceanography, astronomy, weather, and climate. The program consists of online lessons, an associated reference book, collaborative activities, and hands-on laboratories students can conduct at home. The course provides a base for further studies in geology, meteorology, oceanography, and astronomy, and gives practical experience in implementing scientific methods. K12 lab kits contain all lab materials that cannot easily be found in the home.

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Course Length: Two semesters Materials: Earth Science: A Reference Guide; materials for laboratory experiments Prerequisites: K12 middle school Earth Science, or equivalent

SCI116: Earth Science (Credit Recovery)

Students are able to gain credit if they have previously completed this course, but did not successfully earn credit. For each unit, students take a diagnostic test that assesses their current knowledge of fundamental content. The results of these tests help students create individualized study plans. This course provides students with a solid earth science curriculum, focusing on geology, oceanography, astronomy, weather, and climate. The course provides a base for further studies in geology, meteorology, oceanography, and astronomy, and gives practical experience in implementing scientific methods. Course Length: Two semesters Materials: Earth Science: A Reference Guide Prerequisites: Student completed the course or its equivalent, but did not receive credit; teacher/school counselor recommendation required

SCI113: Earth Science (Comprehensive)

This course provides students with a comprehensive earth science curriculum, focusing on geology, oceanography, astronomy, weather, and climate. The program consists of in-depth online lessons, an associated reference book, collaborative activities, and hands-on laboratories students can conduct at home. The course prepares students for further studies in geology, meteorology, oceanography, and astronomy courses, and gives them practical experience in implementing scientific methods. K12 lab kits contain all lab materials that cannot easily be found in the home. Course Length: Two semesters Materials: Earth Science: A Reference Guide; materials for laboratory experiments Prerequisites: K12 middle school Life Science, or equivalent

SCI202: Biology (Core)

In this course, students focus on the chemistry of living things: the cell, genetics, evolution, the structure and function of living things, and ecology. The program consists of online lessons including extensive animations, an associated reference book, collaborative activities, and hands-on laboratory experiments students can conduct at home. K12 lab kits contain all lab materials that cannot easily be found in the home. Course Length: Two semesters Materials: Biology: A Reference Guide; materials for laboratory experiments, including a compound microscope Prerequisites: K12 middle school Life Science, or equivalent

SCI114: Honors Earth Science

This challenging course provides students with an honors-level earth science curriculum, focusing on geology, oceanography, astronomy, weather, and climate. The program consists of online lessons, an associated reference book, collaborative activities, and hands-on laboratories students can conduct at home. The course prepares students for advanced studies in geology, meteorology, oceanography, and astronomy courses, and gives them more sophisticated experience in implementing scientific methods. Additional honors assignments include debates, research papers, extended collaborative laboratories, and virtual laboratories. K12 lab kits contain all lab materials that cannot easily be found in the home. Course Length: Two semesters Materials: Earth Science: A Reference Guide; materials for laboratory experiments Prerequisites: K12 middle school Life Science, or equivalent, success in previous science course, and teacher/school counselor recommendation

SCI203: Biology (Comprehensive)

In this comprehensive course, students investigate the chemistry of living things: the cell, genetics, evolution, the structure and function of living things, and ecology. The program consists of in-depth online lessons including extensive animations, an associated reference book, collaborative explorations, and hands-on laboratory experiments students can conduct at home. K12 lab kits contain all lab materials that cannot easily be found in the home. Course Length: Two semesters Materials: Biology: A Reference Guide; materials for laboratory experiments, including a compound microscope Prerequisites: K12 middle school Life Science, or equivalent

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SCI204: Honors Biology

This course provides students with a challenging honors-level biology curriculum, focusing on the chemistry of living things: the cell, genetics, evolution, the structure and function of living things, and ecology. The program consists of advanced online lessons including extensive animations, an associated reference book, collaborative explorations, and hands-on laboratory experiments students can conduct at home. Honors activities include debates, research papers, extended collaborative laboratories, and virtual laboratories. K12 lab kits contain all lab materials that cannot easily be found in the home. Course Length: Two semesters Materials: Biology: A Reference Guide; materials for laboratory experiments, including a compound microscope Prerequisites: K12 middle school Life Science, or equivalent, success in previous science course, and teacher/school counselor recommendation

Course Length: Two semesters Materials: Chemistry: Problems and Solutions; Chemistry: A Laboratory Guide; K12-provided laboratory materials; common household materials for labs Prerequisites: K12 middle school Physical Science or SCI102: Physical Science and satisfactory grasp of algebra basics, evidenced by success in MTH122: Algebra I, or equivalent

SCI303: Chemistry (Comprehensive)

This comprehensive course gives students a solid basis to move on to future studies. The course provides an in-depth survey of all key areas, including atomic structure, chemical bonding and reactions, solutions, stoichiometry, thermochemistry, organic chemistry, and nuclear chemistry. The course includes direct online instruction and related assessments, used with a problem-solving book. Instructions for hands-on labs are included. K12 lab kits contain all lab materials that cannot easily be found in the home. Course Length: Two semesters Materials: Chemistry: Problems and Solutions; Chemistry: A Laboratory Guide; K12-provided laboratory materials; common household materials for labs Prerequisites: Satisfactory completion of either K12 middle school Physical Science or SCI102: Physical Science and solid grasp of algebra basics, evidenced by success in MTH122: Algebra I, or equivalent

SCI206: Biology (Credit Recovery)

Students are able to gain credit if they have previously completed this course, but did not successfully earn credit. For each unit, students take a diagnostic test that assesses their current knowledge of fundamental content. The results of these tests help students create individualized study plans. Topics include the scientific method, characteristics of living things, energy, organic compounds, and water. Students review the structure and function of living things, the cell, genetics, DNA, RNA, and proteins. They review evolution and natural selection; digestive, respiratory, nervous, reproductive, and muscular systems; and ecology and the environment. Course Length: Two semesters Materials: Biology: A Reference Guide Prerequisites: Student completed the course or its equivalent, but did not receive credit; teacher/school counselor recommendation required

SCI304: Honors Chemistry

This advanced course gives students a solid basis to move on to more advanced courses. The challenging course surveys all key areas, including atomic structure, chemical bonding and reactions, solutions, stoichiometry, thermochemistry, organic chemistry, and nuclear chemistry, enhanced with challenging model problems and assessments. Students complete community-based written research projects, treat aspects of chemistry that require individual research and reporting, and participate in online threaded discussions. Instructions for hands-on labs are included. K12 lab kits contain all lab materials that cannot easily be found in the home. Course Length: Two semesters Materials: Chemistry: Problems and Solutions; Chemistry: A Laboratory Guide; common household materials for labs Prerequisites: Success in previous science course, success in Algebra I, or equivalent, and teacher/school counselor recommendation

SCI302: Chemistry (Core)

This course surveys all key areas of chemistry, including atomic structure, chemical bonding and reactions, solutions, stoichiometry, thermochemistry, organic chemistry, and nuclear chemistry. The course includes direct online instruction and related assessments, used with a problem-solving book. Instructions for hands-on labs are included. K12 lab kits contain all lab materials that cannot easily be found in the home.

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SCI306: Chemistry (Credit Recovery)

Students are able to gain credit if they have previously completed this course, but did not successfully earn credit. For each unit, students take a diagnostic test that assesses their current knowledge of fundamental content. The results of these tests help students create individualized study plans. Students review concepts of matter, energy, the metric system, and the scientific method. Other topics include the atom; the periodic table; ionic and covalent bonds; chemical reactions; stoichiometry; gases, liquids, and solids; solutions; and acids and bases. Students review chemical thermodynamics; reaction rates and system equilibria; electrochemical processes; organic chemistry and biochemistry; and nuclear chemistry. Course Length: Two semesters Materials: Chemistry: Problems and Solutions Prerequisites: Student completed the course or its equivalent, but did not receive credit; teacher/school counselor recommendation required

solid basis for moving on to more advanced college physics courses. The program consists of online instruction and related assessments, plus an associated problem-solving book and instructions for conducting hands-on laboratory experiments at home. K12 lab kits contain all lab materials that cannot easily be found in the home. Course Length: Two semesters Materials: Physics: Problems and Solutions; Materials for laboratory experiments Prerequisites: MTH303: Algebra II or MTH304: Honors Algebra II and MTH403: Pre-Calculus/Trigonometry, and teacher/school counselor recommendation

SCI500: AP Biology
This course guides students to a deeper understanding of biological concepts including the diversity and unity of life, energy and the processes of life, homeostasis, and genetics. Students learn about regulation, communication, and signaling in living organisms, as well as interactions of biological systems. Students carry out a number of learning activities, including readings, interactive exercises, extension activities, handson laboratory experiments, and practice assessments. These activities are designed to help students gain an understanding of the science process and critical-thinking skills necessary to answer questions on the AP Biology Exam. The content aligns to the sequence of topics recommended by the College Board. Course Length: Two semesters Materials: Common household materials for labs Prerequisites: Success in Biology, Chemistry, Algebra I, and teacher/school counselor recommendation required; success in Algebra II highly recommended

SCI403: Physics (Comprehensive)

This course provides a comprehensive survey of all key areas: physical systems, measurement, kinematics, dynamics, momentum, energy, thermodynamics, waves, electricity, and magnetism, and introduces students to modern physics topics such as quantum theory and the atomic nucleus. The course gives students a solid basis to move on to more advanced courses later in their academic careers. The program consists of online instruction and related assessments, plus an associated problem-solving book and instructions for conducting handson laboratory experiments at home. K12 lab kits contain all lab materials that cannot easily be found in the home. Course Length: Two semesters Materials: Physics: Problems and Solutions; Materials for laboratory experiments Prerequisites: MTH303: Algebra II and MTH403: Pre-Calculus/ Trigonometry

SCI510: AP Chemistry
Students solve chemical problems by using mathematical formulation principles and chemical calculations in addition to laboratory experiments. They build on their general understanding of chemical principles and engage in a more in-depth study of the nature and reactivity of matter. Students first focus on the structure of atoms, molecules, and ions, and then go on to analyze the relationship between molecular structure and chemical and physical properties. To investigate this relationship, students examine the molecular composition of common substances and learn to transform them through chemical reactions with increasingly predictable outcomes. Students prepare for the AP exam. The course content aligns

SCI404: Honors Physics

This advanced course surveys all key areas: physical systems, measurement, kinematics, dynamics, momentum, energy, thermodynamics, waves, electricity, and magnetism, and introduces students to modern physics topics such as quantum theory and the atomic nucleus. Additional honors assignments include debates, research papers, extended collaborative laboratories, and virtual laboratories. The course gives a

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to the sequence of topics recommended by the College Board and to widely used textbooks. Course Length: Two semesters Materials: Inquiries into Chemistry by Abraham and Pavelich, 3rd ed.; Texas Instruments T1-84 Plus graphing calculator or one of similar capabilities andif hands-on labs are required materials for lab experiments must be acquired by students Prerequisites: Success in SCI303: Chemistry or SCI304: Honors Chemistry and MTH303: Algebra II, and a teacher/school counselor recommendation

Course Length: Two semesters Materials: Living in the Environment: Principles, Connections, and Solutions, 16th ed.; Lab Kit, Quality Science Labs Prerequisites: Success in two years of laboratory sciences, usually Biology/Life Science and either Chemistry or Physics; Algebra I; Earth Science is recommended; and teacher/school counselor recommendation is required

SCI010: Environmental Science (Elective)

This course surveys key topic areas including the application of scientific process to environmental analysis; ecology; energy flow; ecological structures; earth systems; and atmospheric, land, and water science. Topics also include the management of natural resources and analysis of private and governmental decisions involving the environment. Students explore actual case studies and conduct five, hands-on, unit-long research activities, learning that political and private decisions about the environment and the use of resources require accurate application of scientific processes, including proper data collection and responsible conclusions. Course Length: One semester Materials: None Prerequisites: Success in previous high school science course and a teacher/school counselor recommendation

SCI520: AP Physics B
This course is the equivalent of an introductory college-level survey course, but does not require proficiency in calculus. Students focus on five general areas: Newtonian mechanics, thermal physics, electricity and magnetism, waves and optics, and atomic and nuclear physics. Students gain an understanding of the core principles of physics and then apply them to problem-solving exercises. They learn how to measure the mass of a planet without weighing it, find out how electricity makes a motor turn, and learn how opticians know how to shape lenses for glasses. Students prepare for the AP exam and for further study in science and engineering. Course Length: Two semesters Materials: Schaums Outline of College Physics by Bueche and Hecht, 10th ed.; Texas Instruments T1-84 Plus graphing calculator or one of similar capabilities andif hands-on labs are requiredmaterials for lab experiments must be acquired by students Prerequisites: Success in MTH303: Algebra II, MTH403: Pre-Calculus/Trigonometry, and teacher/school counselor recommendation

SCI020: Life Science: Oceanography (Elective)

In this introductory course, students construct an applied knowledge of the characteristics of aquatic systems. Students study ocean structure and marine ecology through hands-on exploration of coastal waters, open ocean waters, deep ocean waters, coral reefs, kelp forests, deep ocean vents, and tide pools. Through guided practice of the scientific model, using common household materials, students conduct field studies of local aquatic structures. Course Length: One semester Materials: Common household materials for labs Prerequisites: SCI202 or SCI203: Biology and SCI102: Physical Science, or equivalents

SCI530-AVT: AP Environmental Science

This course examines the interrelationships of the natural world. Students identify and analyze environmental problems and their effects, and evaluate the effectiveness of proposed solutions. They learn to think like environmental scientists: making predictions based on observations, writing hypotheses, designing and completing field studies and experiments, and reaching conclusions based on the analysis of data derived from these experiments. Students apply the concepts of environmental science to their everyday experiences and current issues in science, politics, and society. Students participate in guided inquiry, student-centered learning, and critical thinking.

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History and Social Sciences

HST102: World History (Core)
In this survey of world history from prehistoric to modern times, students focus on the key developments and events that have shaped civilization across time. The course is organized chronologically and, within broad eras, regionally. Lessons address developments in religion, philosophy, the arts, science and technology, and political history. The course also introduces geography concepts and skills within the context of the historical narrative. Online lessons and assessments complement World History: Our Human Story, a textbook written and published by K. Students analyze primary sources and maps, create timelines, and complete other projects practicing historical thinking and writing skills as they explore the broad themes and big ideas of human history. Course Length: Two semesters Materials: World History: Our Human Story Prerequisites: K12 middle school American History Since 1865, World History A or World History B, or equivalent

HST104: Honors World History

In this challenging survey of world history from prehistoric to modern times, students focus in depth on the developments and events that have shaped civilization across time. The course is organized chronologically and, within broad eras, regionally. Lessons address developments in religion, philosophy, the arts, science and technology, and political history. The course also introduces geography concepts and skills within the context of the historical narrative. Online lessons and assessments complement World History: Our Human Story, a textbook written and published by K. Students are challenged to consider topics in depth as they analyze primary sources and maps, create timelines, and complete other projectspracticing advanced historical thinking and writing skills as they explore the broad themes and big ideas of human history. Students complete an independent honors project each semester. Course Length: Two semesters Materials: World History: Our Human Story Prerequisites: K12 middle school American History Since 1865, World History A or World History B, or equivalent

HST103: World History (Comprehensive)

In this comprehensive survey of world history from prehistoric to modern times, students focus in depth on the developments and events that have shaped civilization across time. The course is organized chronologically and, within broad eras, regionally. Lessons address developments in religion, philosophy, the arts, science and technology, and political history. The course also introduces geography concepts and skills within the context of the historical narrative. Online lessons and assessments complement World History: Our Human Story, a textbook written and published by K. Students are challenged to consider topics in depth as they analyze primary sources and maps, create timelines, and complete other projectspracticing historical thinking and writing skills as they explore the broad themes and big ideas of human history. Course Length: Two semesters Materials: World History: Our Human Story Prerequisites: K12 middle school American History Since 1865, World History A or World History B, or equivalent

HST106: World History (Credit Recovery)

Students are able to gain credit if they have previously completed this course, but did not successfully earn credit. For each unit, students take a diagnostic test that assesses their current knowledge of fundamental content. The results of these tests help students create individualized study plans. This course traces the development of civilizations around the world from prehistory to the present, with a special emphasis on key periods and primary sources. The course covers major events in world history, including the development and influence of human-geographic relationships, political and social structures, economics, science and technology, and the arts. Students investigate the major religions and belief systems throughout history and learn about the importance of trade and cultural exchange. Other topics include the development of agriculture, the spread of democracy, the rise of nationstates, the industrial era, the spread of imperialism, and the issues and conflicts of the twentieth century. Course Length: Two semesters Materials: None Prerequisites: Student completed the course or its equivalent, but did not receive credit; teacher/school counselor recommendation required

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HST202: Modern World Studies (Core)

Students trace the history of the world from approximately 1870 to the present. They begin with a look back at events leading up to 1914, including the Second Industrial Revolution and the imperialism that accompanied it. Their focus then shifts to the contemporary era, including two world wars, the Great Depression, and global Cold War tensions. Students examine both the staggering problems and astounding accomplishments of the twentieth century, with a focus on political and social history. Students also explore topics in physical and human geography, and investigate issues of concern in the contemporary world. Online lessons help students organize study, explore topics, review in preparation for assessments, and practice skills of historical thinking and analysis. Activities include analyzing primary sources and maps, creating timelines, completing projects and written assignments, and conducting independent research. Course Length: Two semesters Materials: The Human Odyssey, Volume 3 Prerequisites: HST102: World History, K12 middle school Intermediate World History A and B, or equivalent

HST204: Honors Modern World Studies

In this advanced course, students investigate the history of the world from approximately 1870 to the present. They begin with an analysis of events leading up to 1914, including the Second Industrial Revolution and the imperialism that accompanied it. Their focus then shifts to the contemporary era, including two world wars, the Great Depression, and global Cold War tensions. Students undertake an in-depth examination of both the staggering problems and astounding accomplishments of the twentieth century, with a focus on political and social history. Students also explore advanced topics in physical and human geography, and investigate issues of concern in the contemporary world. Activities include analyzing primary sources and maps, creating timelines, completing projects and written assignments, and conducting research. Students complete independent projects each semester. Course Length: Two semesters Materials: The Human Odyssey, Volume 3 Prerequisites: HST103: World History, K12 middle school Intermediate World History A and B, or equivalent, success in previous social studies course, and a teacher/school counselor recommendation

HST203: Modern World Studies (Comprehensive)

In this comprehensive course, students follow the history of the world from approximately 1870 to the present. They begin with a study of events leading up to 1914, including the Second Industrial Revolution and the imperialism that accompanied it. Their focus then shifts to the contemporary era, including two world wars, the Great Depression, and global Cold War tensions. Students examine both the staggering problems and astounding accomplishments of the twentieth century, with a focus on political and social history. Students also explore topics in physical and human geography, and investigate issues of concern in the contemporary world. Online lessons help students organize study, explore topics, review in preparation for assessments, and practice sophisticated skills of historical thinking and analysis. Activities include analyzing primary sources and maps, creating timelines, completing projects and written assignments, and conducting independent research. Course Length: Two semesters Materials: The Human Odyssey, Volume 3 Prerequisites: HST103: World History, K12 middle school Intermediate World History A and B, or equivalent

HST206: Modern World Studies (Credit Recovery)

Students are able to gain credit if they have previously completed this course, but did not successfully earn credit. For each unit, students take a diagnostic test that assesses their current knowledge of fundamental content. The results of these tests help students create individualized study plans. Students review the history of the world from approximately 1870 to the present. The course begins with a look back at events leading up to 1914, including the Second Industrial Revolution and imperialism. Their focus then shifts to the contemporary era, including the World Wars, the Great Depression, and global Cold War tensions. Students also explore topics in physical and human geography, and investigate issues of concern in the contemporary world. Course Length: Two semesters Materials: The Human Odyssey, Volume 3 Prerequisites: Student completed the course or its equivalent, but did not receive credit; teacher/school counselor recommendation required

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HST212: Geography and World Cultures (Core)

This one-semester course introduces students to the countless ways in which geography influences human relationships, politics, society, economics, science, technology, and the arts. Special emphasis is placed on the way geographically derived information is expressed in maps, charts, and graphs in order to teach students how to analyze and create such documents. Course Length: One semester Materials: None Prerequisites: HST102: World History is recommended, but not required

the regions as they explore the locations and physical characteristics, including absolute and relative location, climate, and significant geographical features. The exploration continues to look at each region from cultural, economic, and political perspectives, and closely examines the human impact on each region. Course Length: Two semesters Materials: None Prerequisites: Student completed the course or its equivalent, but did not receive credit; teacher/school counselor recommendation required

HST213: Geography and World Cultures (Comprehensive)

This one-semester course uses geographic features to explore how human relationships, political and social structures, economics, science, technology, and the arts have developed and influenced life in countries around the world. Throughout the course, students learn how to read maps, charts, and graphs rigorously and criticallyand how to create them. Examining the intersection of culture and geography, students discover how a mountain in the distance can inspire national policymakers, civil engineers, or poets; how a river triggers the activity of bridge builders, shipbuilders, and merchants alike; and how the sound of a busy Cairo street can inspire sociologists and musicians. Students come to understand how the drama of human history and cultural encounters affecting land, natural resources, religious dominance, and moreis played out on the geographical stage Course Length: One semester Materials: None Prerequisites: HST103: World History is recommended, but not required

HST302: U.S. History (Core)

This course is a full-year survey that provides students with a view of American history from the first migrations of nomadic people to North America to recent events. Readings are drawn from K12s The American Odyssey: A History of the United States. Online lessons help students organize their study, explore topics, review in preparation for assessments, and practice skills of historical thinking and analysis. Activities include analyzing primary sources and maps, creating timelines, completing projects and written assignments, and conducting independent research. Course Length: Two semesters Materials: The American Odyssey: A History of the United States Prerequisites: K12 middle school Intermediate World History B or HST102: World History

HST303: U.S. History (Comprehensive)

This course is a full-year survey that provides students with a comprehensive view of American history from the first migrations of nomadic people to North America to recent events. Readings are drawn from K12s The American Odyssey: A History of the United States. Online lessons help students organize their study, explore topics in depth, review in preparation for assessments, and practice skills of historical thinking and analysis. Activities include analyzing primary sources and maps, creating time lines, completing projects and written assignments, and conducting independent research. Course Length: Two semesters Materials: The American Odyssey: A History of the United States Prerequisites: HST103: World History or HST203: Modern World Studies

HST216-AVT: Geography (Credit Recovery)

Students are able to gain credit if they have previously completed this course, but did not successfully earn credit. Credit recovery courses keep students on task and moving forward, grouping content into smaller topics to increase retention. Diagnostic quizzes allow students to pass through topics they have previously studied successfully. Audio readings are included, allowing auditory learners the opportunity to engage with the course. Vocabulary lists introduce key vocabulary in English and in Spanish. This course examines a broad range of geographical perspectives covering all of the major regions of the world. Students clearly see the similarities and differences among page 18

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HST304: Honors U.S. History

This course is a challenging full-year survey that provides students with a comprehensive view of American history from the first migrations of nomadic people to North America to recent events. Readings are drawn from K12s The American Odyssey: A History of the United States. Online lessons help students organize their study, explore topics in depth, review in preparation for assessments, and practice advanced skills of historical thinking and analysis. Activities include analyzing primary sources and maps, creating timelines, completing projects and written assignments, and conducting independent research. Students complete independent projects each semester. Course Length: Two semesters Materials: The American Odyssey: A History of the United States Prerequisites: HST103: World History or HST203: Modern World Studies, success in previous history course, and a teacher/school counselor recommendation

HST312: Modern U.S. History (Core)

This course is a full-year survey that provides students with a view of American history from the industrial revolution of the late nineteenth century to recent events. Readings are drawn from K12s The American Odyssey: A History of the United States. Online lessons help students organize study, explore topics, review in preparation for assessments, and practice skills of historical thinking and analysis. Activities include analyzing primary sources and maps, creating timelines, completing projects and written assignments, and conducting independent research. Course Length: Two semesters Materials: The American Odyssey: A History of the United States Prerequisites: K12 middle school American History Before 1865 and American History Since 1865, or equivalent

HST313: Modern U.S. History (Comprehensive)

This course is a full-year survey that provides students with a comprehensive view of American history from the industrial revolution of the late nineteenth century to recent events. Readings are drawn from K12s The American Odyssey: A History of the United States. Online lessons help students organize study, explore topics in depth, review in preparation for assessments, and practice skills of historical thinking and analysis. Activities include analyzing primary sources and maps, creating timelines, completing projects and written assignments, and conducting independent research. Course Length: Two semesters Materials: The American Odyssey: A History of the United States Prerequisites: K12 middle school American History Before 1865 and American History Since 1865, or equivalent

HST306: U.S. History (Credit Recovery)

Students are able to gain credit if they have previously completed this course, but did not successfully earn credit. For each unit, students take a diagnostic test that assesses their current knowledge of fundamental content. The results of these tests help students create individualized study plans. Students review the rise of European nations and the Age of Exploration; the founding of the American colonies; the American Revolution; and the Declaration of Independence, the Articles of Confederation, and the Constitution. Other topics include the Civil War, migration across the Great Plains, immigration to American shores, and the rise of new ways of manufacturing. Students review the early years of the modern age and the rise of modern cities and our modern political system; the World Wars; the Depression and the New Deal; the Cold War; Vietnam; the opposing ideologies of conservatives and liberals; September 11; and the resultant changes in American foreign and domestic policies. Course Length: Two semesters Materials: The American Odyssey: A History of the United States Prerequisites: Student completed the course or its equivalent, but did not receive credit; teacher/school counselor recommendation required

HST314: Honors Modern U.S. History

This course is a challenging full-year survey that provides students with a comprehensive view of American history from the industrial revolution of the late nineteenth century to recent events. Readings are drawn from K12s The American Odyssey: A History of the United States. Online lessons help students organize study, explore topics in depth, review in preparation for assessments, and practice advanced skills of historical thinking and analysis. Activities include analyzing primary sources and maps, creating timelines, completing projects and written assignments, and conducting independent research. Students complete independent projects each semester. Course Length: Two semesters Materials: The American Odyssey: A History of the United States Prerequisites: K12 middle school American History Before 1865

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and American History Since 1865, or equivalent, and teacher/ school counselor recommendation

HST403: U.S. Government and Politics (Comprehensive)

This course studies the history, organization, and functions of the United States government. Beginning with the Declaration of Independence and continuing through to the present day, students explore the relationship between individual Americans and our governing bodies. Students take a close look at the political culture of our country and gain insight into the challenges faced by citizens, elected government officials, political activists, and others. Students also learn about the roles of political parties, interest groups, the media, and the Supreme Court, and discuss their own views on current political issues. Course Length: One semester Materials: None Prerequisites: HST303: U.S. History is recommended, but not required

HST316: Modern U.S. History (Credit Recovery)

Students are able to gain credit if they have previously completed this course, but did not successfully earn credit. For each unit, students take a diagnostic test that assesses their current knowledge of fundamental content. The results of these tests help students create individualized study plans. Students review American history from the industrial revolution of the late nineteenth century to recent events. They review how the American system of government works under the United States Constitution; federalism; settlement of the Great American West; issues of immigration and urban life; and the hopes, demands, and challenges African-Americans and women faced as they sought equality. Other topics include the World Wars; the American Dream; the Civil Rights movement; Vietnam; Watergate; Reaganomics; the collapse of the Soviet Union; immigration trends; the Clinton years; and the new millennium. Course Length: Two semesters Materials: The American Odyssey: A History of the United States Prerequisites: Student completed the course or its equivalent, but did not receive credit; teacher/school counselor recommendation required

HST406-AVT: American Government (Credit Recovery)

Students are able to gain credit if they have previously completed this course, but did not successfully earn credit. Credit recovery courses keep students on task and moving forward, grouping content into smaller topics to increase retention. Diagnostic quizzes allow students to pass through topics they have previously studied successfully. Audio readings are included, allowing auditory learners the opportunity to engage with the course. Vocabulary lists introduce key vocabulary in English and in Spanish. This course is the study of the historical backgrounds, governing principles, and institutions of the government of the United States. The focus is on the principles and beliefs upon which the United States was founded and on the structure, functions, and powers of government at the national, state, and local levels. The principles of popular sovereignty, separation of powers, checks and balances, republicanism, federalism, and individual rights are examined as well as the roles of individuals and groups in the American political system. Students compare the American system of government with other modern systems and assess the strengths and problems associated with the American system. Course Length: One semester Materials: None Prerequisites: Student completed the course or its equivalent, but did not receive credit; teacher/school counselor recommendation required

HST402: U.S. Government and Politics (Core)

This course uses the perspective of political institutions to explore government history, organization, and functions. Students encounter the political culture of our country from the Declaration of Independence to the present day, gaining insight into the challenges faced by presidents, members of Congress, and other political participants. The course also covers the roles of political parties, interest groups, the media, and the Supreme Court. Students learn to use primary historical documents as evidence in evaluating past events and government functions. Course Length: One semester Materials: None Prerequisites: HST302: U.S. History is recommended, but not required

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HST412: U.S. and Global Economics (Core)

This course in economic principles uses real-world simulations to teach the issues faced by producers, consumers, investors, and taxpayers in the U.S. and around the world. Topics include markets; supply and demand; theories of early economic thinkers; theories of value; money; the role of banks, investment houses, and the Federal Reserve; and other fundamental features of capitalism. A survey of current issues in American and global markets rounds out the course. Course Length: One semester Materials: None Prerequisites: HST402: U.S. Government and Politics is recommended, but not required

the American Free Enterprise System as well as how the U.S. economy has a global impact. Course Length: One semester Materials: None Prerequisites: None

HST500: AP U.S. History

Students explore and analyze the economic, political, and social transformation of the United States since the time of the first European encounters. Students are asked to master not only the wide array of factual information necessary to do well on the AP exam, but also to practice skills of critical analysis of historical information and documents. Students read primary and secondary source materials and analyze problems presented by historians to gain insight into challenges of interpretation and the ways in which historical events have shaped American society and culture. The content aligns to the sequence of topics recommended by the College Board and to widely used textbooks. Students prepare for the AP exam. Course Length: Two semesters Materials: America: A Narrative History by Tindall et al., 7th ed. Prerequisites: Success in previous history course and a teacher/school counselor recommendation

HST413: U.S. and Global Economics (Comprehensive)

In this course on economic principles, students explore choices they face as producers, consumers, investors, and taxpayers. Students apply what they learn to real-world simulation problems. Topics of study include markets from historic and contemporary perspectives; supply and demand; theories of early economic philosophers such as Adam Smith and David Ricardo; theories of value; money (what it is, how it evolved, the role of banks, investment houses, and the Federal Reserve); Keynesian economics; how capitalism functions, focusing on productivity, wages, investment, and growth; issues of capitalism, such as unemployment, inflation, and the national debt; and a survey of markets in such areas as China, Europe, and the Middle East. Course Length: One semester Materials: None Prerequisites: HST403: U.S. Government and Politics is recommended, but not required

HST510: AP U.S. Government and Politics

This course is the equivalent of an introductory college-level course. Students explore the operations and structure of the U.S. government and the behavior of the electorate and politicians. Students gain the analytical perspective necessary to evaluate political data, hypotheses, concepts, opinions, and processes and learn how to gather data about political behavior and develop their own theoretical analysis of American politics. Students also build the skills they need to examine general propositions about government and politics, and to analyze specific relationships between political, social, and economic institutions. Students prepare for the AP exam and for further study in political science, law, education, business, and history. Course Length: One semester Materials: The Lanahan Readings in the American Polity, 4th ed.; American Government by Lowi et al., 9th ed. Prerequisites: Success in HST303: U.S. History (or equivalent) and a teacher/school counselor recommendation

HST416-AVT: Economics (Credit Recovery)

Students will be introduced to the basics of economic principles, and they will learn the importance of understanding different economic systems. They will also investigate how to think like an economist. Students will explore different economic systems, including the American Free Enterprise System, and they will analyze and interpret data to understand the laws of supply and demand. Students will also be presented with economic applications in todays world. From economics in the world of business, money, banking, and finance, students will see how economics is applied both domestically and globally. Students will also study how the government is involved in establishing economic stability in

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HST520: AP Macroeconomics
This course is the equivalent of an introductory college-level course. Students learn why and how the world economy can change from month to month, how to identify trends in our economy, and how to use those trends to develop performance measures and predictors of economic growth or decline. Students also examine how individuals and institutions are influenced by employment rates, government spending, inflation, taxes, and production. Students prepare for the AP exam and for further study in business, political science, and history. Course Length: One semester Materials: Macroeconomics for Today, 4th Ed., ISBN: 0-324-30197-9 Prerequisites: Success in MTH303: Algebra II (or equivalent) and a teacher/school counselor recommendation

human reactions, gather information, and form meaningful syntheses. Students prepare for the AP Exam and for further studies in psychology and life sciences. Course Length: One semester Materials: Psychology by David G. Myers, 8th ed. Prerequisites: Success in SCI203: Biology and a teacher/ school counselor recommendation

HST550: AP European History

HST530: AP Microeconomics
This course is the equivalent of an introductory college-level course. Students explore the behavior of individuals and businesses as they exchange goods and services in the marketplace. Students learn why the same product can cost different amounts at different stores, in different cities, and at different times. Students also learn to spot patterns in economic behavior and learn how to use those patterns to explain buyer and seller behavior under various conditions. Lessons promote an understanding of the nature and function of markets, the role of scarcity and competition, the influence of factors such as interest rates on business decisions, and the role of government in the economy. Students prepare for the AP exam and for further study in business, history, and political science. Course Length: One semester Materials: Microeconomics for Today, 4th Ed., ISBN: 0-324-30192-8 Prerequisites: Success in MTH303: Algebra II (or equivalent) and a teacher/school counselor recommendation

This course is the equivalent of an introductory college-level course. It explores political, diplomatic, social, economic, cultural, and intellectual themes in European history from 1450 to the present. Students cultivate higher-order thinking and writing skills that are assessed through essays, various writing activities, quizzes, and tests. They apply their historical analysis during threaded discussions, mock trials, and an Enlightenment Salon. The course scope and rigor helps prepare students for the AP European History Exam along with further study in the humanities. Course Length: Two semesters Materials: None Prerequisites: Success in previous history course and a teacher/school counselor recommendation

HST560: AP World History

This course spans the Neolithic age to the present in a rigorous academic format organized by chronological periods and viewed through fundamental concepts and course themes. Students analyze the causes and processes of continuity and change across historical periods. Themes including humanenvironment interaction, cultures, expansion and conflict, political and social structures, and economic systems. In addition to mastering historical content, students cultivate historical thinking skills that involve crafting arguments based on evidence, identifying causation, comparing and supplying context for events and phenomenon, and developing historical interpretation. Course Length: Two semesters Materials: Siddhartha by Herman Hesse, King Leopolds Ghost: A Story of Greed, Terror, and Heroism in Colonial Africa by Adam Hochschild Prerequisites: Success in previous history course and a teacher/school counselor recommendation

HST540: AP Psychology
This course is the equivalent of an introductory collegelevel course. Students receive an overview of current psychological research methods and theories. They explore the therapies used by professional counselors and clinical psychologists, and examine the reasons for normal human reactions: how people learn and think, the process of human development and human aggression, altruism, intimacy, and self-reflection. They study core psychological concepts, such as the brain and sensory functions, and learn to gauge

HST010: Anthropology (Elective)

Anthropology is the study of human beings and their social, environmental, and cultural relationships over time. In this

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course, students familiarize themselves with their own culture as they explore cultures from around the world and from different periods in history. Students examine each culture through the lens of family, land, death, identity, and power, to explore the similarities and differences of cultural roles in various times and places. Course Length: One semester Materials: None Prerequisites: HST102 or HST103: World History (or equivalent) recommended as a prerequisite or co-requisite, but not required

the workings of our own and other political systems, as well as the relationship of American politics and government to world affairs. Course Length: One semester Materials: None Prerequisites: None

World Languages
WLG100: Spanish I
Students begin their introduction to Spanish with fundamental building blocks in four key areas of world language study: listening comprehension, speaking, reading, and writing. Students are initially trained to recognize key sounds and basic vocabulary, not only in written form but also through ear training that leads quickly to oral production. Vocabulary and grammar topics are introduced in an ongoing adventure story that prompts students to use skills from all four languagelearning areas. Students learn fundamental grammar as embedded in authentic spoken language. Cultural information covers major Spanish-speaking areas in Europe and the Americas. Engaging graphics, videos, and games keep students interested, and make learning languages exciting. Course Length: Two semesters Materials: Vox Everyday Spanish and English Dictionary Prerequisites: None Note: Students who have already succeeded in middle school Spanish 2 should enroll in Spanish II rather than in Spanish I.

HST020: Psychology (Elective)

Students explore scientific methods of research as well as the major schools of psychology as they relate to issues of aggression, addictive behavior, memory, interpersonal relations, and self-care. Topics include the importance of ethics in scientific study, psychologys application to daily life, the influence of cultural background on perception, and more. Course Length: One semester Materials: None Prerequisites: SCI202 or SCI203: Biology or equivalent

HST030: Macroeconomics (Elective)

Students analyze economic data through a variety of learning activities. They learn how macroeconomics differs from microeconomics. They study the measurement of aggregate economic activity and how it relates to employment and inflation. They explore fiscal and monetary policies designed to promote economic stability. Throughout the course, students use Internet resources to access and analyze current economic data. Course Length: One semester Materials: None Prerequisites: Success in previous math/social studies course and a teacher/school counselor recommendation

WLG106-AVT: Spanish I (Credit Recovery)

Students are able to gain credit if they have previously completed this course, but did not successfully earn credit. Credit recovery courses keep students on task and moving forward, grouping content into smaller topics to increase retention. Diagnostic quizzes allow students to pass through topics they have previously studied successfully. Audio readings are included, allowing auditory learners the opportunity to engage with the course. This course provides students with instruction in the basics of learning the language of Spanish. The course also introduces basic and stem-changing verbs and their formation and use in the present tense. Students learn about interrogatives, question formation, adjectives, possessives, prepositions, and other grammatical structures. Students also become

HST040-AVT: Civics (Elective)

This course provides the learner with a basic understanding of civic life, politics, and government. It covers a short history of the foundation and development of government, the rights that the American government guarantees its citizens, and a survey of the duties and responsibilities American citizens must exercise in order to maintain their government. It introduces

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acquainted with the Spanish-speaking countries of the world and their cultures. Course Length: Two semesters Materials: None Prerequisites: Student completed the course or its equivalent, but did not receive credit; teacher/school counselor recommendation required

articles, and adjectives. Grammar is introduced and practiced with a variety of learning styles in mind. Throughout the course, students experience the culture, people, geographical locations, and histories of the Spanish-speaking world. Course Length: Two semesters Materials: Computer speakers; microphone Prerequisites: Spanish III

WLG200: Spanish II
In this continuing introduction to Spanish, students deepen their focus on four key skills in world language acquisition: listening comprehension, speaking, reading, and writing. A continuing storyline introduces and reinforces new vocabulary, while activities prompt students to analyze meaning from context, and then to reproduce new vocabulary in real-life oral expression. Additional verb tenses and idiomatic expressions are also introduced. As in Spanish I, students learn grammar through supplemental texts that supply traditional charts, tables, and explanations. Cultural information addresses Spanish as it is used around the globe. Engaging graphics, videos, and games keep students interested, and make learning languages exciting. Course Length: Two semesters Materials: Vox Everyday Spanish and English Dictionary Prerequisites: WLG100: Spanish I, middle school Spanish 1 and 2, or equivalent

WLG500: AP Spanish Language

In AP Spanish Language, students perfect their Spanish speaking, listening, reading, and writing skills. They study vocabulary, grammar, and cultural aspects of the language, and apply what theyve learned in extensive written and spoken exercises. By the end of the course, students will have an expansive vocabulary and a solid working knowledge of all Spanish verb forms and tenses. The equivalent of a college-level language course, AP Spanish Language prepares students for the AP exam and for further study of Spanish language, culture, and literature. Course Length: Two semesters Materials: Vox Everyday Spanish and English Dictionary Prerequisites: WLG300: Spanish III (or equivalent) and a teacher/school counselor recommendation

WLG110: French I
Students begin their introduction to French with fundamental building blocks in four key areas of world language study: listening comprehension, speaking, reading, and writing. Students are initially trained to recognize key sounds and basic vocabulary, not only in written form but also through ear training that leads quickly to oral production. An ongoing adventure story introduces vocabulary and grammar topics, and prompts students to use skills from the four language-learning areas. Students learn fundamental grammar as embedded in authentic spoken language. Engaging graphics, videos, and games keep students interested, and make learning languages exciting. Course Length: Two semesters Materials: Larousse Student French-English/English-French Dictionary Prerequisites: None Note: Students who have already succeeded in middle school French 2 should enroll in French II rather than in French I.

WLG300: Spanish III

Intermediate Spanish students who have a strong base of vocabulary, speaking, and listening skills reach a new level of mastery and fluency in this course. Through games and compelling stories, students learn advanced grammar and vocabulary, with an emphasis on correct accents and comprehension of real-world native speech. Error-recognition technology helps students eliminate common mistakes from their speaking and writing. Engaging graphics, videos, and games keep students interested, and make learning languages exciting. Course Length: Two semesters Materials: Vox Everyday Spanish and English Dictionary Prerequisites: WLG200: Spanish II, or equivalent

WLG400-AVT: Spanish IV
Students continue to sharpen listening, speaking, reading, and writing skills. They learn to express themselves using an ever-increasing vocabulary, present- and past-tense verbs,

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WLG210: French II
In this continuing introduction to French, students deepen their focus on four key skills in world language acquisition: listening comprehension, speaking, reading, and writing. A continuing storyline introduces and reinforces new vocabulary, while activities prompt students to analyze meaning from context, and then to reproduce new vocabulary items in functional real-life oral expression. Additional verb tenses and idiomatic expressions are also introduced. As in French I, students learn grammar through supplemental texts that supply traditional charts, tables, and explanations. Engaging graphics, videos, and games keep students interested, and make learning languages exciting. Course Length: Two semesters Materials: Larousse Student French-English/English-French Dictionary Prerequisites: WLG110: French I, middle school French 1 and 2, or equivalent

WLG510: AP French Language

In AP French Language, students apply their French grammar and vocabulary knowledge and their listening, reading, speaking, and writing skills to a wide variety of real-world contexts. Students learn to speak fluently and accurately, write sophisticated compositions, and comprehend native speakers. The equivalent of a college-level language course, AP French Language prepares students for the AP exam and for further study of French language, culture, and literature. Course Length: Two semesters Materials: Larousse Student French-English/English-French Dictionary Prerequisites: WLG310: French III (or equivalent) and teacher/ school counselor recommendation

WLG120: German I
Students begin their introduction to German with fundamental building blocks in four key areas of world language study: listening comprehension, speaking, reading, and writing. Students are initially trained to recognize key sounds and basic vocabulary, not only in written form but also through ear training that leads quickly to oral production. An ongoing adventure story introduces vocabulary and grammar topics, and prompts students to use skills from the four language-learning areas. Students learn fundamental grammar as embedded in authentic spoken language. Engaging graphics, videos, and games keep students interested, and make learning languages exciting. Course Length: Two semesters Materials: Larousse German Dictionary Prerequisites: None Note: Students who have already succeeded in middle school German 2 should enroll in German II rather than in German I.

WLG310: French III

Intermediate French students who have a strong base of vocabulary, speaking, and listening skills reach a new level of mastery and fluency in this course. Through games and compelling stories, students learn advanced grammar and vocabulary, with an emphasis on correct accents and comprehension of real-world native speech. Error-recognition technology helps students eliminate common mistakes from their speaking and writing. Engaging graphics, videos, and games keep students interested, and make learning languages exciting. Course Length: Two semesters Materials: Larousse Student French-English/English-French Dictionary Prerequisites: WLG210: French II, or equivalent

WLG410-AVT: French IV
Students continue to sharpen listening, speaking, reading, and writing skills. They learn to express themselves using an expanding vocabulary; present, past, future and conditional verbs; articles; adjectives; and increasingly complex grammatical structures. Grammar is introduced and practiced with a variety of learning styles in mind. Throughout the course, students experience the culture, people, geographical locations, and histories of the French-speaking world. Course Length: Two semesters Materials: Computer speakers; microphone Prerequisites: French III

WLG220: German II
In this continuing introduction to German, students deepen their focus on four key skills in world language acquisition: listening comprehension, speaking, reading, and writing. A continuing storyline introduces and reinforces new vocabulary, while activities prompt students to analyze meaning from context, and then to reproduce new vocabulary items in functional real-life oral expression. Additional verb tenses and idiomatic expressions are also introduced. As in German I, students learn grammar through supplemental texts supplying traditional charts, tables, and

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explanations. Engaging graphics, videos, and games keep students interested, and make learning languages exciting. Course Length: Two semesters Materials: Larousse German Dictionary Prerequisites: WLG120: German I, middle school German 1 and 2, or equivalent

both ecclesiastical and secular, as embodied in the Vulgate Bible and medieval Latin texts. Engaging graphics, videos, and games keep students interested, and make learning languages exciting. Course Length: Two semesters Materials: Bantam New College Latin & English Dictionary Prerequisites: None

WLG320-AVT: German III

Students build on their German-language skills, learning vocabulary and grammatical concepts to participate in meaningful conversations. They learn cultural information about numerous aspects of life (present and past) in Germanspeaking countries. Course strategies include warm-up activities, vocabulary study, reading, threaded discussions, multi-media presentations, self-checks, practice activities and games, oral and written assignments, projects, quizzes, and exams. Course Length: Two semesters Materials: Computer speakers; microphone Prerequisites: German II

WLG230: Latin II
Students with a foundation in Latin refine their skills through compelling language lessons, as well as historical and cultural studies. They go from the basics of Latin to a higher level of sophistication through a learning methodology that uses games and stories. Students concentrate on fostering their ability to read and understand (without using a dictionary) classical Latin from a variety of authentic sources. Engaging graphics, videos, and games keep students interested, and make learning languages exciting. Course Length: Two semesters Materials: Bantam New College Latin & English Dictionary Prerequisites: WLG130: Latin I or equivalent

WLG420-AVT: German IV
Students continue to sharpen their reading, writing, and listening skills. They practice critical thinking and express themselves on topics relevant to German culture. They learn vocabulary, grammar skills, and cultural competency to express themselves on a variety of topics in German. The course includes authentic texts, current culture, and literature from Germany, Austria, and Switzerland. Throughout the course, students learn about culture, tourism, and current events from these regions. Cultural topics include contemporary and classical music, German history, multiculturalism, holidays, careers, and travel. Course Length: Two semesters Materials: Computer speakers; microphone Prerequisites: German III

WLG140: Chinese I
Students use compelling stories, games, videos, and multimedia experiences in this introduction to Mandarin Chinese. They learn the elegant simplicity of Chinese grammar and the subtleties of Chinese pronunciation through entertaining lessons that give a base of conversational ability and listening comprehension. Students build a foundation for reading and writing in the Chinese language through an adaptive technology that lets them choose an approach that works best for them. Engaging graphics, videos, and games keep students interested, and make learning languages exciting. Course Length: Two semesters Materials: Oxford Beginners Chinese Dictionary Prerequisites: None Note: Students who have already succeeded in middle school Chinese 2 should enroll in Chinese II rather than in Chinese I.

WLG130: Latin I
This introduction to Latin clarifies the traditionally difficult aspects of the language through vocabulary that follows all standard Latin rules but allows students to tell modern stories connected to a contemporary adventure. Students study familiar vocabulary so they can bring into focus the special characteristics of Latin, notably noun cases and declensions. They receive ongoing practice in vocabulary and grammar, which leads to the study of post-Classical Latin,

WLG240: Chinese II
Students continue with engaging stories, games, videos, and multimedia experiences in this second level of Mandarin Chinese. Students further their understanding of Chinese grammar and pronunciation through lessons refining previous practice of conversational ability and listening

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comprehension. Innovative cultural videos and lessons build awareness of the rich legacy of Chinese culture. Students expand their foundation for reading and writing in Chinese through adaptive technology, providing opportunities to generate fun narratives, a range of well-formed sentences reflecting a solid grasp of grammar structures, and a wide vocabulary. Engaging graphics, videos, and games keep students interested, and make learning languages exciting. Course Length: Two semesters Materials: Oxford Beginners Chinese Dictionary Prerequisites: WLG140: Chinese I, middle school Chinese 1 and 2, or equivalent

Electives and Additional Courses

ART010: Fine Art (Elective)
This course combines art history, appreciation, and analysis, while engaging students in hands-on creative projects. Lessons introduce major periods and movements in art history while focusing on masterworks and the intellectual, technical, and creative processes behind those works. Studio lessons provide opportunities for drawing, painting, sculpting, and other creative endeavors. Course Length: Two semesters Materials: One package of white clay; one set of acrylic paint; one set of round paintbrushes. It is recommended, but not required, that students have some means of capturing an image of their studio art projects with a digital camera, webcam, or other imaging device. Prerequisites: A survey course in World History is recommended as a prerequisite or co-requisite, but not required

WLG150-AVT: Japanese I
This beginning-level course introduces students to listening, speaking, reading, and writing skills through activities that are based on pedagogically proven methods of foreign language instruction. Students learn to express themselves using an ever-increasing vocabulary, present-form verbs, particles, and adjectives. Grammar is introduced and practiced with a variety of learning styles in mind. Cultural information in the course teaches students about Japanese culture, people, society, and history. Course Length: Two semesters Materials: Computer speakers; microphone Prerequisites: None

ART020: Music Appreciation (Elective)

This course introduces students to the history, theory, and genres of music. The course explores the history of music, from the surviving examples of rudimentary musical forms through to contemporary pieces from around the world. The first semester covers early musical forms, classical music, and American jazz. The second semester presents modern traditions, including gospel, folk, soul, blues, Latin rhythms, rock and roll, and hip hop. The course explores the relationship between music and social movements and reveals how the emergent global society and the prominence of the Internet are making musical forms more accessible worldwide. To comply with certain state standards for the arts, a student performance practicum is required for full credit each semester. The performance practicum requirement can be met through participation in supervised instrumental or vocal lessons, church or community choirs, community musical performances, or any other structured program that meets at regular intervals and provides opportunities for students to build vocal and/ or instrumental skills. Parents or guardians will be required to present their proposed practicum to the students teachers for approval, and validate their childrens regular participation in the chosen performance practicum. Course Length: Two semesters Materials: Finale Notepad music notation software Prerequisites: None

WLG250-AVT: Japanese II
This course focuses on successful communication through speaking, writing, reading, and listening, as well as a thorough grounding in aspects of culture. Unit activities blend different forms of communication and culture. Course strategies include warm-up activities, vocabulary study, reading, threaded discussions, multi-media presentations, self-checks, practice activities and games, oral and written assignments, projects, quizzes, and exams. Course Length: Two semesters Materials: Computer speakers; microphone Prerequisites: Japanese I

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ART500-AVT: AP Art History (Elective)

This course fosters in students an understanding and knowledge of architecture, sculpture, painting, and other art forms within diverse historical and cultural contexts. Students examine and critically analyze major forms of artistic expression, past and present, from a variety of cultures. Students also learn to understand works in context, considering such issues as patronage, gender, and the functions and effects of works of art. This course is the equivalent of a first-semester college-level course. Prior art training is not required. Course Length: Two semesters Materials: Art Through the Ages, 12th ed. Prerequisites: Teacher/school counselor recommendation

BUS030: Personal Finance (Elective)

In this introductory finance course, students learn basic principles of economics and best practices for managing their own finances. Students learn core skills in creating budgets, developing long-term financial plans to meet their goals, and making responsible choices about income and expenses. They gain a deeper understanding of capitalism and other systems so they can better understand their role in the economy of society. Students are inspired by experiences of finance professionals and stories of everyday people and the choices they make to manage their money. Course Length: One semester Materials: None Prerequisites: None

BUS010: Business Communication and Career Exploration (Elective)

In this course, students explore the ways people communicate in todays business environment. They examine technological advances of the contemporary office and consider future developments. Topics include: reviewing communication fundamentals; developing business letters; researching and reporting; and getting a job. Students perfect their written and oral communication skills, evaluate career interests and aptitudes, and learn how to apply for jobs and conduct interviews. Course Length: One semester Materials: None Prerequisites: None

BUS040: Introduction to Entrepreneurship I (Elective)

In this introductory business course, students learn the basics of planning and launching their own successful business. Whether they want to start their own money-making business or create a non-profit to help others, this course helps students develop the core skills they need to be successful. They learn how to come up with new business ideas, attract investors, market their business, and manage expenses. Students hear inspirational stories of teen entrepreneurs who have turned their ideas into reality, and then they plan and execute their own business. Course Length: One semester Materials: None Prerequisites: None

BUS020: Business and Personal Relationships (Elective)

Students receive valuable information and guidelines necessary to navigate business and personal relationships in todays global and multiethnic environment. Through a focus on cultural awareness, positive self-concept, leadership, and communication, students examine how public, business, and personal behaviors intersect. Course Length: One semester Materials: None Prerequisites: None

BUS050: Introduction to Entrepreneurship II (Elective)

Students build on the business concepts they learned in Introduction to Entrepreneurship I. They learn about sales methods, financing and credit, accounting, pricing, and government regulations. They refine their technology and communication skills in speaking, writing, networking, negotiating, and listening. They enhance their employability skills by preparing job-related documents, developing interviewing skills, and learning about hiring, firing, and managing employees. Students develop a complete business plan and a presentation for potential investors. Course Length: One semester Materials: None Prerequisites: Introduction to Entrepreneurship I

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BUS060: Introduction to Marketing I (Elective)

Students find out what it takes to market a product or service in todays fast-paced business environment. They learn the fundamentals of marketing using real-world business examples. They learn about buyer behavior, marketing research principles, demand analysis, distribution, financing, pricing, and product management. Course Length: One semester Materials: None Prerequisites: None

in presentations and how to maintain a credible presence in the digital world. Students also learn about the ethics of public speaking and about techniques for managing communication anxiety. Course Length: One semester Materials: Student must provide a webcam and recording software Prerequisites: None

HST010: Anthropology (Elective)

Anthropology is the study of human beings and their social, environmental, and cultural relations over time. In this course, students familiarize themselves with their own culture as they explore cultures from around the world and from different periods in history. Students examine each culture through the lenses of family, land, death, identity, and power, allowing them to explore the similarities and differences in cultural roles in various times and places. Course Length: One semester Materials: None Prerequisites: HST102 or HST103: World History (or equivalent) recommended as a prerequisite or co-requisite, but not required

BUS070: Introduction to Marketing II (Elective)

Students build on the skills and concepts learned in Introduction to Marketing I to develop a basic understanding of marketing principles and techniques. By the end of the course, they will have developed their own comprehensive marketing plan for a new business. Course Length: One semester Materials: None Prerequisites: Introduction to Marketing I

ENG010: Journalism (Elective)

Students are introduced to the historical importance of journalism in America. They study the basic principles of print and online journalism as they examine the role of printed news media in our society. They learn investigative skills, responsible reporting, and journalistic writing techniques as they read, respond to, and write their own news and feature articles. Students conduct interviews, research, write, and design their own publications. Course Length: One semester Materials: None Prerequisites: None

HST020: Psychology (Elective)

Students explore scientific methods of research as well as the major schools of psychology as they relate to issues of aggression, addictive behavior, memory, interpersonal relations, and self-care. Topics include the importance of ethics in scientific study, psychologys application to daily life, the influence of cultural background on perception, and more. Course Length: One semester Materials: None Prerequisites: SCI202: Biology or equivalent

ENG020: Public Speaking (Elective)

Students are introduced to public speaking as an important component of their academic, work, and social lives. They study public speaking occasions and develop skills as fair and critical listeners, or consumers, of spoken information and persuasion. Students study types of speeches (informative, persuasive, dramatic, and special occasion), read and listen to models of speeches, and prepare and present their own speeches to diverse audiences. Students learn to choose speaking topics and adapt them for specific audiences, to research and support their ideas, and to benefit from listener feedback. They study how to incorporate well-designed visual and multimedia aids

HST030: Macroeconomics (Elective)

Students analyze economic data through a variety of learning activities. They learn how macroeconomics differs from microeconomics. They study the measurement of aggregate economic activity and how it relates to employment and inflation. They explore fiscal and monetary policies designed to promote economic stability. Throughout the course, students use Internet resources to access and analyze current economic data.

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Course Length: One semester Materials: None Prerequisites: Success in previous math/social studies course and a teacher/school counselor recommendation

application of scientific processes, including proper data collection and responsible conclusions. Course Length: One semester Materials: None Prerequisites: Success in previous high school science course and a teacher/school counselor recommendation

HST040-AVT: Civics (Elective)

This course provides the learner with a basic understanding of civic life, politics, and government. It covers a short history of the foundation and development of government, the rights that the American government guarantees its citizens, and a survey of the duties and responsibilities American citizens must exercise in order to maintain their government. It introduces the workings of our own and other political systems, as well as the relationship of American politics and government to world affairs. Course Length: One semester Materials: None Prerequisites: None

SCI020: Life Science: Oceanography (Elective)

In this introductory course, students construct an applied knowledge of the characteristics of aquatic systems. Students study ocean structure and marine ecology through hands-on exploration of coastal waters, open ocean waters, deep ocean waters, coral reefs, kelp forests, deep ocean vents, and tide pools. Through guided practice of the scientific model, using common household materials, students conduct field studies of local aquatic structures for the final project. Course Length: One semester Materials: Common household materials for labs Prerequisites: SCI202: Biology and SCI102: Physical Science, or equivalents

PRJ010: Service Learning (Elective)

This project may be used in a variety of waysas a standalone project, in conjunction with another course, or as a foundation around which to base a one-semester course. An introductory unit presents instruction on the nature of service learning. Students are taught how to identify community needs, select projects that are meaningful to themselves, apply practical skills, reflect on their learning experience, and behave responsibly in a service setting. Students then move on to design and conduct service learning experiences of their own, according to the requirements of their projects. Documents to support teachers in guiding students through the project are included. Project Length: Varies Materials: None Prerequisites: None

OTH010: Skills for Health (Elective)

This course focuses on important skills and knowledge in nutrition; physical activity; the dangers of substance use and abuse; injury prevention and safety; growth and development; and personal health, environmental conservation, and community health resources. The curriculum is designed around topics and situations that engage student discussion and motivate students to analyze internal and external influences on their health-related decisions. The course helps students build the skills they need to protect, enhance, and promote their own health and the health of others. Course Length: One semester Materials: None Prerequisites: None

SCI010: Environmental Science (Elective)

This course surveys key topic areas including the application of scientific process to environmental analysis; ecology; energy flow; ecological structures; earth systems; and atmospheric, land, and water science. Topics also include the management of natural resources and analysis of private and governmental decisions involving the environment. Students explore actual case studies and conduct five, hands-on, unit-long research activities, learning that political and private decisions about the environment and the use of resources require accurate

OTH016-AVT: Health (Credit Recovery)

Students are able to gain credit if they have previously completed this course, but did not successfully earn credit. Credit recovery courses keep students on task and moving forward, grouping content into smaller topics to increase retention. Diagnostic quizzes allow students to pass through topics they have previously studied successfully. Audio readings are included, allowing auditory learners the

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opportunity to engage with the course. Vocabulary lists introduce key vocabulary in English and in Spanish. This course provides students with information to live a healthy life today and in the future. The emphasis is on making healthy personal decisions. Course Length: One semester Materials: None Prerequisites: Student completed the course or its equivalent, but did not receive credit; teacher/school counselor recommendation required

Course Length: One semester Materials: None Prerequisites: Student completed the course or its equivalent, but did not receive credit; teacher/school counselor recommendation required

OTH040: Reaching Your Academic Potential (Elective)

Students learn essential academic skills within the context of their learning style, individual learning environment, and long-term goals. This course helps students develop habits for more successful reading, writing, studying, communication, collaboration, time management, and concentration. It also provides insights into how the brain works when they are learning, and ways to maximize its potential. Course Length: One semester Materials: None Prerequisites: None

OTH020: Physical Education (Elective)

This pass/fail course combines online instructional guidance with student participation in weekly cardiovascular, aerobic, muscle-toning, and other activities. Students fulfill course requirements by keeping weekly logs of their physical activity. The course promotes the value of lifetime physical activity and includes instruction in injury prevention, nutrition and diet, and stress management. Students may enroll in the course for either one or two semesters, and repeat for further semesters as needed to fulfill state requirements. Course Length: One semester (or more) Materials: None Prerequisites: None

OTH050: Achieving Your Career and College Goals (Elective)

Students explore their options for life after high school and implement plans to achieve their goals. They identify their aptitudes, skills, and preferences, and explore a wide range of potential careers. They investigate the training and education required for the career of their choice, and create a plan to be sure that their work in high school is preparing them for the next step. They also receive practical experience in essential skills such as searching and applying for college, securing financial aid, writing a resume and cover letter, and interviewing for a job. This course is geared toward 11th and 12th graders. Course Length: One semester Materials: None Prerequisites: None

OTH026-AVT: Physical Education (Credit Recovery)

Students are able to gain credit if they have previously completed this course, but did not successfully earn credit. Credit recovery courses keep students on task and moving forward, grouping content into smaller topics to increase retention. Diagnostic quizzes allow students to pass through topics they have previously studied successfully. Audio readings are included, allowing auditory learners the opportunity to engage with the course. Vocabulary lists introduce key vocabulary in English and in Spanish. In this course, students explore diverse activities and learn a variety of fitness concepts that they can use in their everyday life. They learn about physical fitness and how their body works by studying static and dynamic balance, linear and rotary motion, anatomy and biomechanics. Lifelong sport and activity skills and stress management concepts are also taught. Students conduct cardiorespiratory activities and routines, set and work on personal fitness goals, and learn to care for their health. Students complete this course with the knowledge to stay fit and active for a lifetime.

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Technology and Computer Science

TCH010: Computer Literacy (Elective) formerly Computer Literacy I and II
Todays students must be able to effectively use technology to research, organize, create, and evaluate information. This course provides a foundation in the skills and concepts that define computer literacy in the twenty-first century. From the basics of keyboarding to Internet research techniques, document creation, and digital citizenship, students practice essential skills through hands-on projects. Course Length: One semester Software: OpenOffice.org (free download provided in course); Mozilla Firefox System Requirements: Microsoft Windows XP, Windows Vista, Windows 7, or Mac OS X 10.4 or higher operating system; for Windows, 256 MB of memory (RAM), 650 MB available hard drive space, and a 1024 x 768 or higher monitor resolution; for Mac OS X, an Intel processor, 512 MB of memory (RAM), 400 MB available disk space, and a 1024 x 768 or higher monitor resolution Prerequisites: None

compelling, usable websites using the latest suite of free tools from Microsoft. Course length: One semester Materials: KompoZer (free download) and GIMP (free download) System Requirements: Microsoft Windows XP, Windows Vista, or Mac OS X operating system; 400 MHz or faster processor (must have a PowerPC processor, not Intel, for Mac OS X); 512 MB of memory (RAM); at least 2 GB of available hard drive space Prerequisites: None

TCH060: C++ Programming (Elective)

In this introductory course, students learn basic programming concepts through a series of hands-on projects. They also learn about software development careers, the software development process, and industry best practices. Using Microsoft Visual C++ 2008, students master the building blocks of programming: functions, variables, loops, arrays, and classes. Course Length: One semester Software: Microsoft Visual C++ 2008 Express (free download provided in course) System Requirements: Microsoft Windows XP Service Pack 2 or Service Pack 3; Windows Vista or Windows Vista SP1, or Windows 7 operating system; 1 GHz or faster processor (1.6 GHz for Vista or Windows 7); 192 MB of memory (RAM) (748 MB for Vista or Windows 7); at least 1 GB of available hard drive space Prerequisites: None

TCH030: Image Design and Editing (Elective) formerly Digital Photography and Graphics
This is the perfect course for anyone who wants to create compelling, professional looking graphic designs and photos. Students learn the basics of composition, color, and layout before moving on to technical topics like working with layers and masks, adding special effects, and effectively using typefaces to create visual impact. At the end of this course, students will have a variety of original projects for their graphic design portfolio. Course Length: One semester Software: GIMP (free download) System Requirements: Microsoft Windows XP, Windows Vista, or Mac OS X operating system; 400 MHz or faster processor; 512 MB of memory (RAM); at least 2 GB of available hard drive space Prerequisites: None

TCH070: Game Design (Elective) formerly Game Design I and II

This course is for anyone who loves gaming and wants to design and build original games from scratch. Students learn how to use popular game-development software to create engaging, interactive games in a variety of styles. After learning about game genres, students learn about all aspects of the game-design process. From there, its on to a series of increasingly challenging hands-on projects that teach all the elements of successful game development. Course Length: One semester Software: Multimedia Fusion 2 (Standard) System Requirements: Microsoft Windows XP or Windows Vista operating system; 1 GHz or faster processor; 256 MB of memory (RAM); at least 2 GB of available hard drive space Prerequisites: None

TCH040: Web Design (Elective)

This course provides a comprehensive introduction to the essentials of Web design, from planning page layouts to publishing a complete site to the Web. Through real-world design scenarios and hands-on projects, students create

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TCH090: Flash Game Development (Elective) formerly Online Game Design

This course introduces students to the design of online Flash games. They learn how to develop games in a variety of genres. They learn some basic programming concepts using ActionScript, the native scripting language of Flash, to develop cool games and publish them online. By the end of this course, students will have a collection of fully functioning multi-level online games. Course Length: One semester Software: Adobe Flash CS4 (preferred) or Adobe Flash CS5 System Requirements: Microsoft Windows XP, Windows Vista, or Mac OS X operating system; 1 GHz or faster processor (for Mac OS X, a PowerPC G5 or multicore Intel processor); 1 GB of memory (RAM); at least 2 GB of available hard drive space Prerequisites: None

Vista, or Mac OS X 10.2 or higher operating system; 300 MHz or faster processor; 512 MB of memory (RAM); 64 MB of video RAM; OpenGL graphics card with 16 MB RAM; 3-button mouse; 1024 X 768 monitor resolution with 16 bit color; at least 2 GB of available hard drive space Prerequisites: None

TCH018: 3D Art IIAnimation (Elective)

In this advanced course, students build on the skills they developed in 3D Art I to learn 3D animation techniques. Using Blender, a powerful open-source modeling tool, they master the basics of animationrigging, bones, and movement while learning how to apply traditional animation techniques to their 3D models. They also learn about jobs in the industry. Course Length: One semester Software: 3D Art IModeling System Requirements: Microsoft Windows XP, Windows Vista, or Mac OS X 10.2 or higher operating system; 300 MHz or faster processor; 512 MB of memory (RAM); 64 MB of video RAM; OpenGL graphics card with 16 MB RAM; 3-button mouse; 1024 X 768 monitor resolution with 16 bit color; at least 2 GB of available hard drive space Prerequisites: TCH017: 3D Art IModeling

TCH016: Flash Animation (Elective)

This introductory course teaches all the animation essentials. Students learn cell animation, timelines, movies, soundthe worksusing Flash Creative Suite 4 (CS4), the preferred design tool of industry pros worldwide. Students learn how to draw and animate movies, then publish them to the Web. They can create their own art or choose from the art asset libraries included in each project. At the end of this course, students will have a portfolio of completed Flash animations. Course Length: One semester Software: Adobe Flash CS4 (preferred) or Adobe Flash CS5 System Requirements: Microsoft Windows XP, Windows Vista, or Mac OS X operating system; 1 GHz or faster processor (for Mac OS X, a PowerPC G5 or multicore Intel processor); 1 GB of memory (RAM); at least 2 GB of available hard drive space Prerequisites: Permission of a teacher/school counselor

TCH026: Audio Engineering (Elective)

In this introductory course, students learn about the physics of sound and the history of recording technologies. They learn about the four stages of professional music recording projects: recording, editing, mixing, and mastering. Using Audacity, an open-source recording and mixing program, they practice the techniques used by sound engineers to produce multi-track recordings. Through a series of engaging hands-on projects, they learn the fundamental concepts of audio engineering. Course Length: One semester Software: Audacity (free download provided in course) System Requirements: Microsoft Windows XP, Windows Vista, Windows 7, or Mac OS X 10.4 or higher operating system; for Windows XP and Vista Home Basic, a 1 GHz or faster processor; for Windows Vista Home Premium/Business/Ultimate and Windows 7, a 2 GHz or faster processor; for Mac OS X, a 300 MHz or faster processor; for XP, 512 MB of memory (RAM); for Vista Home Basic, 2 GB; for Vista Home Premium/Business/ Ultimate and for Windows 7, 4 GB; for Mac OS X, 64 MB; at least 4 GB of available hard drive space Prerequisites: None

TCH017: 3D Art lModeling (Elective)

This course introduces students to 3D modeling tools and concepts. Using Blender, the popular open-source 3D modeling package, students will learn the basics of creating shapes, adding textures and lighting, and rendering. By the end of the course, students will have produced a series of increasingly sophisticated projects for their 3D portfolios. This course is suitable for students with no prior experience with 3D game design or digital media authoring tools. Course Length: One semester Software: Blender (free download provided in course) System Requirements: Microsoft Windows XP, Windows

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TCH027: Green Design and Technology (Elective)

This course examines the impact of human activities on sustainability while exploring the basic principles and technologies that support sustainable design. Students learn about the potential for emerging energy technologies such as water, wind, and solar power. They find out how todays businesses are adapting to the increased demand for sustainable products and services. In this course, students develop a comprehensive understanding of this fast-growing field. Course Length: One semester Materials: None Prerequisites: None

TCH036: Computer Science I (Elective)

This course introduces students to computer science concepts such as computer architecture, networks, and the Internet. Students use object-oriented programming, event-driven processes, modular computer programming, and data manipulation algorithms to produce finished software programs. They use the design process to create many programs by determining specifications, designing the software, and testing and improving the product until it meets the specifications. By the end of this course, students will have a solid foundation for further study in this subject. Course Length: One semester Software: Free download provided in course System Requirements: Microsoft Windows or Mac OS X operating systemsWindows XP, Windows Vista, or Windows 7 recommended; at least 100 MB of available hard drive space Prerequisites: None

TCH028: Digital Arts I (Elective)

In this exploratory course, students learn the elements and principles of design, as well as foundational concepts of visual communication. While surveying a variety of media and art, students use image editing, animation, and digital drawing to put into practice the art principles theyve learned. They explore career opportunities in the design, production, display, and presentation of digital artwork. They respond to the artwork of others, and learn how to combine artistic elements to create finished pieces that effectively communicate their ideas. Course Length: One semester Software: Inkscape (free download provided in course) System Requirements: Microsoft Windows XP, Windows Vista, or Mac OS X 10.3 or higher operating system, 1 GHz or faster processor; at least 512 MB of memory (RAM); at least 1 GB of available hard drive space Prerequisites: None

TCH037: Computer Science II (Elective)

Students build on the computer science concepts and skills learned in Computer Science I. They continue to use objectoriented programming, event-driven processes, modular computer programming, and data manipulation algorithms to produce software programs. They use the design process to create many programs by determining specifications, designing the software, and testing and improving the product until it meets the specifications. By the end of this course, they will have a solid foundation for further study in this subject. Course Length: One semester Software: Free download provided in course System Requirements: Microsoft Windows or Mac OS X operating systemsWindows XP, Windows Vista, or Windows 7 recommended; at least 100 MB of available hard drive space Prerequisites: Computer Science I Available Winter 2012

TCH029: Digital Arts II (Elective)

Students build on the skills and concepts they learned in Digital Arts I as they develop their vocabulary of digital design elements. By the end of the course, they will have created a collection of digital art projects for their digital design portfolio. Course Length: One semester Software: Inkscape (free download provided in course) System Requirements: Microsoft Windows XP, Windows Vista, or Mac OS X 10.3 or higher operating system, 1 GHz or faster processor; at least 512 MB of memory (RAM); at least 1 GB of available hard drive space Prerequisites: Digital Arts I

TCH038: Engineering Design I/CAD (Elective)

Computer-aided design systems are used by designers and manufacturers in virtually every industry to create engineering design solutions. In this course, students are introduced to engineering, learning the basics of CAD software: creating points, lines, other geometric forms, isometric drawings, and 3D models. They learn how to translate initial concepts into functional designs and 3D walkthroughs and explore career options in this hands-on introductory-level course.

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Course Length: One semester Software: Free download provided in course System Requirements: Microsoft Windows XP or Windows Vista operating system; 600 MHz or faster processor (1 GHz for Vista); 512 MB of memory (RAM) (1 GB for Vista); at least 2 GB of available hard drive space; 3D class video card with 128 MB of memory or higher (256 MB for Vista)the video card driver must support OpenGL version 1.5 or higher Prerequisites: None

Prerequisites: Algebra II; previous programming experience, such as an introductory course in C++, Pascal, Visual Basic, or Java; basic understanding of networks; and teacher/school counselor recommendation

Orientation
ORN010: Online Learning
The Online Learning course explains to students how the K12 high school program works, and provides tips on successful online learning. Students are introduced to the online tools they will use during their high school experience, including the Learning Management System that delivers course assignments. Students take part in online discussions and practice submitting computer-scored assessments and other assignments to teachers. Lifelong learning skills such as time management and study habits are also covered. By the end of the course, students will be fully prepared to begin their K12 high school courses. Course Length: 68 hours Materials: None Prerequisites: None

TCH039: Engineering Design II (Elective)

Engineering design is the foundation for all product design, from MP3 players to skyscrapers. This course introduces students to the stages of the design process, including identifying a problem, brainstorming, selecting a possible solution, creating a prototype, testing, and revising the solution. They use 3D CAD software to create designs that solve proposed problems. Throughout this design process, they use professional skills to document their work and communicate their ideas to others. Course Length: One semester Software: Free download provided in course System Requirements: Microsoft Windows XP, Windows Vista, or Windows 7 operating system; Intel Pentium III, 4, M, or D processor, or an Intel Xeon, Celeron, or Core processor, or an AMD Athlon or Opteron processor; 512 MB of memory (RAM); at least 1050 MB of available hard drive space; 3D capable graphics card with OpenGL support; 1024 x 768 or higher monitor resolution Prerequisites: Engineering Design I Available Winter 2012

ORN100: Finding Your Path I ORN200: Finding Your Path II ORN300: Finding Your Path III ORN400: Finding Your Path IV
Students begin each school year with a course specifically targeted to the unique concerns of freshmen, sophomores, juniors, and seniors. This 10-hour orientation course is unique for each student, as school counselors, advisors, and other staff guide students through an in-depth exploration of their interests, abilities, and skills. Students explore their education and career interests, define goals, and create a path through high school that will get them there. In addition, this course serves as a home base where students and school counselors can address topics that are critical to ensuring success in high school and beyond. The K12 online career and college counseling tools are featured in this course. Course Length: 10 hours Materials: None Prerequisites: None

TCH500-AVT: AP Computer Science A (Elective)

This course emphasizes object-oriented programming methodology with a concentration on problem solving and algorithm development. It also includes the study of data structures, design, and abstraction. This course is the equivalent of a first-semester college-level course, so students should be prepared to move quickly, and be already comfortable with problem solving, functions, and the uses of functional notation. Students are expected to know responsible use of computer systems, including system reliability, privacy, legal issues, intellectual property, and social and ethical ramifications of computer use. Course Length: Two semesters Materials: Java; at least 128 MB of memory

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APPENDIX 4

NORTH CAROLINA VIRTUAL ACADEMY Individualized Instructional Plan 2012-2013

Plan Date: Student ID#: Birth Date: Retention History:
(To include 3 reading goals from Scantron Performance Series, 3 math goals from Scantron Performance Series, goals from parent/student, progress goals and supplemental program goals)

Student: Teacher:

Grade:

Goals for the 2012-2013 school year

Assessment Results (statewide test):

[name of state test] Reading Math Writing Noteworthy information from other tests: Test Date Scale score Proficiency Level NA NA NA Areas of Strength Areas of Weakness

Scantron Results (Performance Series): PS Test Reading (fall) Math (fall) Reading (spring) Math (spring) Date Scaled Score Indicator

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Scantron Results Math (Achievement Series): Quarter Total Number of Number of Objectives to be Objectives Mastered Tested Number of Objectives Mastered Objectives not mastered (list by number and description)

First quarter (date) Second quarter (date) Third quarter (date) Fourth quarter (date)

Scantron Results Reading (Achievement Series): Quarter Total Number of Number of Objectives to be Objectives Mastered Tested Number of Objectives mastered Objectives not mastered (list by number and description)

First quarter (date) Second quarter (date) Third quarter (date) Fourth quarter (date)

Instructional Plan for Modified Lesson Delivery:

# of Lessons/week Adjusted Subject Area ELA Math Science Social Studies, Arts, Healthful Living, World Page 280 of 299 Default # of Lessons/week Adjusted # of Lessons/week Goal

(Check box if Yes and provide details in the cells to the right.)

(Briefly state the short-term goal.)

Languages Career and Technical Education

Briefly state goals/timelines for other supplemental programs:

Quarterly Review

2nd On Track Date: 3rd On Track Date: 4th On Track Date:

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APPENDIX 5

North Carolina Virtual Academy

DRAFT Personnel Policies

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EQUAL EMPLOYMENT OPPORTUNITY POLICY North Carolina Virtual Academy provides equal employment opportunities to all employees and applicants, without regard to race, color, religion, sex, national origin, citizenship status, pregnancy, disability, age, genetic information, military status or status as a Vietnam-era or special disabled veteran, marital status, civil union or registered domestic partner status, gender (including gender identity) sexual orientation or bankruptcy in accordance with applicable federal, state and local laws. This policy applies to all terms and conditions of employment, including, but not limited to, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation and training. AMERICANS WITH DISABILITIES ACT (ADA) The Americans with Disabilities Act (ADA) requires an employer to provide reasonable accommodations for qualified individuals with disabilities, unless it would cause undue hardship. A reasonable accommodation is any change in the work environment or in the way a job is performed that enables a person with a disability to perform the essential functions of the job or, for applicants, to be considered for the job. If you require an accommodation, you must inform Human Resources that there is a need for an adjustment or change at work for a reason related to a disability. We will respond promptly and to the best of our ability to accommodate the needs of all employees. THE HEALTH INSURANCE PORTABILITY AND ACCOUNTABILITY ACT OF 1996 (HIPAA) PRIVACY AND SECURITY RULES The Standards for Privacy of Individually Identifiable Health Information (Privacy Rule) establishes, for the first time, a set of national standards for the protection of certain health information. The U.S. Department of Health and Human Services (HHS) issued the Privacy Rule to implement the requirement of the Health Insurance Portability and Accountability Act of 1996 (HIPAA). The Privacy Rule standards address the use and disclosure of individuals health information, called protected health information, by organizations subject to the Privacy Rule, as well as standards for individuals' privacy rights to understand and control how their health information is used. Within HHS, the Office for Civil Rights (OCR) has responsibility for implementing and enforcing the Privacy Rule with respect to voluntary compliance activities and civil money penalties. A major goal of the Privacy Rule is to assure that individuals health information is properly protected while allowing the flow of health information needed to provide and promote high quality health care and to protect the public's health and well being. The Rule strikes a balance that permits important uses of information, while protecting the privacy of people who seek care and healing. Given that the health care marketplace is

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diverse, the Rule is designed to be flexible and comprehensive to cover the variety of uses and disclosures that need to be addressed. To view the entire Rule, and for other additional helpful information about how it applies, see the OCR website: http://www.hhs.gov/ocr/hipaa. In the event of a conflict between this summary and the Rule, the Rule governs. OPEN-DOOR POLICY North Carolina Virtual Academy maintains an open-door policy and employees are encouraged to communicate with any personnel as needed. Any employee may approach any of the management staff on an as-needed basis to address questions, concerns, problems, or other matters. Our expectation is that employees will use good judgment and communicate in a professional manner throughout North Carolina Virtual Academy. In most cases, it would be appropriate for employees first to address questions or concerns with their direct supervisor and then follow up with higher management as needed, taking concerns up to the most senior level of management if necessary. Employees are also encouraged to discuss problems with a Human Resources representative at any time ANTI-HARASSMENT AND DISCRIMINATION POLICY It is the policy of North Carolina Virtual Academy to maintain a working environment that encourages mutual respect, promotes respectful and congenial relationships between employees, and is free from all forms of unlawful discrimination, including harassment of any employee or applicant for employment by anyone, including supervisors, co-workers, vendors, or customers. Harassment in any manner or form is expressly prohibited and will not be tolerated. Accordingly, management is committed to vigorously enforcing this policy against discrimination, including but not limited to sexual harassment, at all levels within the school. All reported or suspected occurrences of discrimination (including, but not limited to, harassment) will be promptly and thoroughly investigated. Where discrimination is determined to have occurred, management will immediately take appropriate disciplinary action, including written warnings and possible suspension, transfer, and/or termination. North Carolina Virtual Academy will not permit or condone any acts of retaliation against anyone who files discrimination complaints or cooperates in the investigation of the same. The term harassment includes, but is not limited to, unwelcome slurs; jokes; verbal, graphic, or physical conduct relating to an individuals race, color, religion, sex, national origin, citizenship status, pregnancy, disability, age, genetic information, military status or status as a Vietnam-era or special disabled veteran, marital status, civil union or

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registered domestic partner status, gender (including gender identity), sexual orientation or bankruptcy in accordance with applicable federal, state and local laws. North Carolina Virtual Academy prohibits unlawful sexual harassment, as well as retaliation against persons alleging such harassment. The U.S. Equal Employment Opportunity Commission and the U.S. Department of Educations Office of Civil Rights consider sexual harassment to be repeated and unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature. There are two forms of sexual harassment: Quid Pro Quo (One Thing for Another): This may occur where submission to such conduct is made an implicit or explicit term or condition of an individuals employment; or where submission to or rejection of such conduct is used as the basis for decisions about employment, promotion, transfer, selection for training, performance evaluation, etc. Hostile Work Environment: This may occur where such conduct has the power or effect of creating an intimidating, hostile, or offensive working environment or substantially interferes with an employees work performance.

Sexual harassment can range from sexual humor and innuendo to physical threats and sexual assault. It may include, but is not limited to, the following behaviors: Inappropriate posters, photos or symbols Direct or subtle pressure for sexual activity Unwelcome brushes or touches Physical aggression, such as pinching or patting Inappropriate sexual innuendo Sexist jokes or remarks Obscene gestures or comments Telephone calls, emails, text messages, instant messages or blogs

The term harassment may also include conduct of employees, supervisors, vendors and/or customers who engage in verbally or physically harassing behavior that has the potential to humiliate or embarrass an employee of the school. Complaint Procedure Any employee who feels that he or she has been or is being harassed, or discriminated against, can immediately inform the alleged harasser that the behavior is unwelcome. In many instances, the person may be unaware that their conduct is offensive and when so advised can easily and willingly correct the conduct so that it does not reoccur. If an informal discussion with the alleged harasser is unsuccessful in remedying the problem or if such an approach is not desirable or possible, the employee should immediately report the complained-of conduct to his or her, manager, executive, or the Human Resources

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Department. The report should include all facts available to the employee regarding the harassment. A third party may also file a complaint of sexual harassment if the sexual conduct of others in the work environment has the purpose or effect of substantially interfering with the third partys welfare, or work performance, thus creating a hostile environment Confidentiality All reports of discrimination will be treated seriously. However, absolute confidentiality is not promised, nor can it be assured. North Carolina Virtual Academy will conduct an investigation of any complaint that will require limited disclosure of pertinent information to certain parties, including the alleged harasser. Investigative Procedure Once a complaint is received, management, through the Human resources department, will begin a prompt and thorough investigation. The investigation may include interviews with all involved employees, including the alleged harasser, and any employees who are aware of facts or incidents alleged to have occurred. In responding to claims of sexual harassment, management will judge each claim based on the facts particular to each case. Once the investigation is completed, a determination will be made regarding the validity of the discrimination allegations. If it is determined that harassment has occurred, prompt, remedial action will be taken. This may include some or all of the following steps: 1. Restoring any lost terms, conditions, or benefits of employment to the complaining employee. 2. Disciplining the harasser. This discipline can include written disciplinary warnings, transfer, demotion, suspension, and termination. If the harassment is from a vendor or customer, management will take appropriate action to stop the complained-of conduct. WHISTLEBLOWING AND GENERAL COMPLAINT RESOLUTION PROCEDURE Whistleblower Policy The North Carolina Virtual Academy treats complaints about accounting, internal accounting controls, auditing matters or questionable financial practices seriously and expeditiously. Employees may confidentially and anonymously submit such complaints for review. The school will protect the confidentiality and anonymity of the employee to the fullest extent possible, consistent with the need to conduct an adequate review. The

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Company abides by all laws that prohibit retaliation against employees who lawfully submit complaints under these procedures. Other whistleblower complaints or disclosures can include, but are not limited to, intentional and unintentional violations of regulations and policies set forth in this handbook such as discrimination, sexual or other harassment, and retaliation. Any person may make a complaint or disclosure by following the process below. General Complaint Resolution In addition to whistleblower complaints, misunderstandings or conflicts can arise in any organization. To ensure effective working relations, it is important that such matters be resolved before serious problems develop. Most incidents resolve themselves naturally; however, should a situation persist that you believe is detrimental to your effective employment, you should follow the procedure described here for bringing your complaint to managements attention. Step One. Discussion of the problem with your immediate supervisor is encouraged as a first step. If, however, you do not believe a discussion with your supervisor is appropriate, you may proceed directly to Step Two. Step Two. If your problem is not resolved after discussion with your supervisor or if you feel discussion with your supervisor is inappropriate, you are encouraged to request a meeting with your Human Resource Generalist. In an effort to resolve the problem, the representative will consider the facts and may conduct an investigation. North Carolina Virtual Academy does not tolerate any form of retaliation against employees availing themselves of this procedure. The procedure should not be construed, however, as preventing, limiting, or delaying North Carolina Virtual Academy from taking disciplinary action against any individual, up to and including termination, in circumstances (such as those involving problems of overall performance, conduct, attitude, or demeanor) where North Carolina Virtual Academy deems disciplinary action appropriate. DRUG-FREE WORKPLACE POLICY The policy of North Carolina Virtual Academy is to maintain a drug-free workplace. As a condition of continued employment, all North Carolina Virtual Academy employees must comply with this policy. The term workplace is defined as North Carolina Virtual Academy property, any North Carolina Virtual Academy -sponsored activity, or any other site where the employee is performing work for North Carolina Virtual Academy or representing North Carolina Virtual Academy. The term drug as used in this policy includes alcoholic beverages and prescription drugs, as well as illegal inhalants and illegal drugs and/or controlled substances as defined in schedules I through V of the Controlled Substances Act, 21 U.S.C. Sec. 812, 21 C.F.R. Sec 1308, and the state and

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local law of the jurisdiction where the workplace is located, including, but not limited to, marijuana, opiates (e.g., heroin, morphine), cocaine, phencyclidine (PCP), and amphetamines. If a North Carolina Virtual Academy employees primary worksite is a home office, alcohol may be permitted in the home, but drinking alcohol is strictly prohibited during working hours. An employee who engages in an activity prohibited by this policy shall be subject to disciplinary action, up to and including immediate termination of employment. Prohibited activities under this policy include the possession, use, sale, attempted sale, distribution, manufacture, purchase, attempted purchase, transfer, or cultivation of drugs, as defined above, in the workplace, as defined above. Employees are also prohibited from being at the workplace with a detectable amount of drugs in their system. However, the use and/or possession of prescription drugs, when taken as directed and obtained with a valid prescription, shall not be a violation of this policy. WEAPONS It is the intent of K12 to provide a safe and secure workplace for employees, clients, clients customers, visitors and others with whom we do business. North Carolina Virtual Academy expressly forbids the possession of weapons on Company property where such prohibition is permitted by law. North Carolina Virtual Academy has zero tolerance for possession of any type of weapon, firearm, explosive, or ammunition. Company property includes, but is not limited to, all Company facilities, vehicles, and equipment, whether leased or owned by North Carolina Virtual Academy or its clients. In addition, weapons in employee-owned vehicles parked on Company property are strictly forbidden. Weapons are any instrument of offensive or defensive combat and any device designed or traditionally used to inflict harm or injury and include, but are not limited to, explosives, firearms, bows, slingshots, switchblades, daggers, blackjacks, brass or metal knuckles, hunting knives, nunchaku (nun-chucks), dirk knives, bowie knives, star knives, sand clubs, razors, throwing stars and any device capable of projecting a ball, pellet, arrow, bullet, missile, shell or other material. The possession of weapons on Company property will be cause for discipline, including immediate termination of employment. In enforcing this guideline, North Carolina Virtual Academy reserves the right to request inspections of any employee and their personal effects, including personal vehicles, while on Company premises. Any employee who refuses to allow inspection will be subject to the same disciplinary action as being found in possession of firearms. Employees within North Carolina Virtual Academy share the responsibility for identifying violators of this guideline. An employee who witnesses or suspects another individual of violating this guideline should immediately report this information to his or her on-site supervisor. FAMILY AND MEDICAL LEAVE (FMLA)

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Any time you miss work due to your own serious medical condition or the care of an immediate family member with a serious medical condition or for the birth and care of a newborn child of the employee or for placement with the employee of a son or daughter for adoption or foster care, please contact FMLASource via the following steps: Call 1-877-GO2-FMLA or log on to www.fmlasource.com. Your information will be verified by a Benefit Specialist at FMLASource who will initiate the Family Medical Leave process and answer any questions you may have. You will be notified of the status of your FMLA claim by an FMLASource Benefits Specialist once it has been processed. In addition to contacting FMLA Source, contact your Supervisor or Human Resources Representative to discuss steps for business planning purposes An employee seeking leave benefits under this policy must satisfy all eligibility requirements as set forth below and required by applicable federal law. This policy does not create any rights (contractual or otherwise) not already provided under federal, state or local law. Employees should, to the extent they wish to request and apply for family and medical related leave under any applicable federal or state law contact their Supervisor or Human Resources along with FMLASource. Employee Rights and Responsibilities Under the Family and Medical Leave Act http://www.dol.gov/whd/regs/compliance/posters/fmlaen.pdf Basic Leave Entitlement FMLA requires covered employers to provide up to 12 weeks of unpaid, job-protected leave to eligible employees for the following reasons: For incapacity due to pregnancy, prenatal medical care or child birth; To care for the employees child after birth, or placement for adoption or foster care; To care for the employees spouse, son or daughter, or parent, who has a serious health condition; or For a serious health condition that makes the employee unable to perform the employees job. Military Family Leave Entitlements Eligible employees with a spouse, son, daughter, or parent on active duty or call to active duty status in the National Guard or Reserves in support of a contingency operation may use their 12-week leave entitlement to address certain qualifying exigencies. Qualifying exigencies may include attending certain military events, arranging for alternative childcare, addressing certain financial and legal arrangements, attending certain counseling sessions, and attending post-deployment reintegration briefings. FMLA also includes a special leave entitlement that permits eligible employees to take up to 26 weeks of leave to care for a covered service member during a single 12-month period. A covered service member is a current member of the Armed Forces, including a member of the National Guard or Reserves, who has a serious injury or illness incurred in

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the line of duty on active duty that may render the service member medically unfit to perform his or her duties for which the service member is undergoing medical treatment, recuperation, or therapy; or is in outpatient status; or is on the temporary disability retired list. Benefits and Protections During FMLA leave, the employer must maintain the employees health coverage under any group health plan on the same terms as if the employee had continued to work. Upon return from FMLA leave, most employees must be restored to their original or equivalent positions with equivalent pay, benefits, and other employment terms. Use of FMLA leave cannot result in the loss of any employment benefit that accrued prior to the start of an employees leave. Eligibility Requirements Employees are eligible if they have worked for a covered employer for at least one year, for 1,250 hours over the previous 12 months, and if at least 50 employees are employed by the employer within 75 miles. Definition of Serious Health Condition A serious health condition is an illness, injury, impairment, or physical or mental condition that involves either an overnight stay in a medical care facility, or continuing treatment by a health care provider for a condition that either prevents the employee from performing the functions of the employees job, or prevents the qualified family member from participating in school or other daily activities. Subject to certain conditions, the continuing treatment requirement may be met by a period of incapacity of more than 3 consecutive calendar days combined with at least two visits to a health care provider or one visit and a regimen of continuing treatment, or incapacity due to pregnancy, or incapacity due to a chronic condition. Other conditions may meet the definition of continuing treatment. Use of Leave An employee does not need to use this leave entitlement in one block. Leave can be taken intermittently or on a reduced leave schedule when medically necessary. Employees must make reasonable efforts to schedule leave for planned medical treatment so as not to unduly disrupt the employers operations. Leave due to qualifying exigencies may also be taken on an intermittent basis. Substitution of Paid Leave for Unpaid Leave Employees may choose or employers may require use of accrued paid leave while taking FMLA leave. In order to use paid leave for FMLA leave, employees must comply with the employers normal paid leave policies.

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Hiring Practices North Carolina Virtual Academy (NCVA) will comply with all EEOC (Equal Employment Opportunity Commission) regulations concerning the hiring of employees. NCVA will seek the most qualified applicants for all positions. Each school year teacher recruitment efforts will begin in the early spring and continue into the summer. Instructional and other staff will be also be recruited with advertisements in well-known educational trade publications such as Education Week, via online job recruitment sites such as CareerBuilder.com, and in local media throughout North Carolina. NCVA administrators will also attend job fairs and set up recruiting sites to inform teachers about the school and interview them. The number and types of teachers recruited will depend on student needs from year to year. Ongoing enrollment will necessitate hiring throughout the year as necessary. Teacher candidates are interviewed via a phone interview and in-person group and/or individual interviews. To ensure certification compliance, reference checks and background checks are completed on each candidate. Candidates must comply with all state laws requiring fingerprinting and other documentation. Teacher compensation levels (salary and benefits) for North Carolina Virtual Academy administrative staff will be competitive with starting local salary and benefits. The virtual teaching job is significantly different from brick and mortar classroom teaching, is attractive to teachers, and results in many applicants Some of the incentives to teach in a virtual school are: a. Ability to work from home b. Removal of pressure of classroom management from instructional duties c. Significant adult contact d. Exposure to a rich and rigorous curriculum e. Family involvement in education f. Additional economic benefits such as a subsidized high-speed internet connection and unlimited long distance calling The costs of providing the technology, instructional materials, and an online service provider is much greater as compared to brick and mortar schooling and so teacher costs and other costs are carefully managed. An attractive incentive plan allows teachers to increase compensation through bonuses for meeting performance metrics, stipends for ad hoc work, and working days beyond the contractual obligation (summer work). NCVA hires teachers who are certified, experienced educators and considered highly qualified as defined by the No Child Left Behind Act of 2001. Each

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teacher should also demonstrate technological competency via a technology skills test prior to employment. Depending on the students enrolled, teachers and other staff with bilingual skills will also be recruited and hired. Evaluation NCVA, in consultation with and involvement of elected representatives of the teachers or their designees, will develop a policy for objective evaluations in narrative form. It will be a policy defining optimal performance and a system for measuring it on a periodic basis throughout the school year. It will be a policy discussed at new staff orientations and reviewed during the year for all staff. It will help all staff learn what is expected of them and conversely provides for administrators to learn what the staff expects of them. Our virtual school strives to attract, retain, and support high quality teachers. As the role of the virtual academy teacher requires innovative skills and non-traditional methods, so too does the evaluation method. Our goals are three-fold: To improve the quality of teaching in the virtual school To recognize and reward quality teaching in the virtual school To ensure a high level of teaching performance in the virtual school A system of evaluation which has worked well in other virtual academies is that formative evaluations of teachers are conducted at least twice a year by administrative personnel including the Head of School and Academic Administrators. Teachers are evaluated based on four domains: Planning and Preparation o Gaining and using knowledge of K12 curriculum content o Gaining and using knowledge of North Carolina Performance Standards and North Carolina Assessment Standards o Gaining and using knowledge of students o Gaining and using knowledge of and skill with Learning Coaches/Mentors o Gaining and using knowledge of resources Instruction and Student Achievement o Communicating effectively with students and Learning Coaches o Communicating effectively with school staff o Feedback to students and Learning Coaches/Mentors o Flexibility and responsiveness o Working with students to increase achievement o Selecting appropriate instructional progress goals Virtual Classroom Environment o Creating an environment of respect and rapport

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o Managing virtual classroom procedures o Organizing physical and virtual space o Gaining and using knowledge of technology Professional Responsibilities o Working on requirements for certification and HighlyQualified Teacher status, if applicable o Developing the virtual school community o Growing and developing professionally o Showing professionalism o Reflecting on teaching o Time with Mentor o Other Teachers are rated as Unsatisfactory, Basic, Commendable, or Distinguished in these domains and recommendations for improvement are discussed. At that time, renewal or non-renewal of a teacher contract is determined. Special Education teach others evaluations also include a focus on issues related to special education compliancy issues. A draft implementation calendar outlines the steps in the evaluation process (dates will changed based on each calendar year to take into account weekends). Steps in Process 1. Administration to communicate process and standard form to teachers. 2. Hold evaluators Alignment Training.* 3. Supervisor completes observations.* Conference calls Email samples Home visit (optional) Outings (optional) 4. Supervisor completes data review process.* Student achievement results Re-enrollment statistics Parent satisfaction surveys K12 curriculum mastery report Teacher metrics report Teacher self-evaluation Proposed Dates (general weeks/ dates) August Orientation week First: By Dec 11 Second: By Apr 19 By Apr 30

May 5- May 14

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5. Teacher completes and submits his/her column of the Teacher Evaluation Form.* 6. Administrator completes draft of his/her section of teacher evaluation form. 7. HOS reviews draft evaluation form and signs off on final merged version of teacher evaluation form. 8. Administrator and Teacher meet for teacher evaluation conference; final forms signed and dated. (Lead Teacher included, if applicable.) 9. Distribute completed evaluation form to teacher for preview. 10. Forms filed (electronically and hardcopy) as part of teachers permanent record. * Details below.

May 5- May 14 May 5-May 14 May 17- May 28 May 28- Jun 7

1-2 days before scheduled conference Upon completion of the teacher evaluation conference.

The following paragraphs provide further details and recommendations relevant to Steps 2-5 in the Implementation Calendar. Step 2: Evaluators Alignment Training Different evaluators often have different interpretations of particular areas of teacher performance. To ensure consistency and fairness, we recommend that all administrators and lead teachers who will have a role in teacher evaluations participate in an evaluators alignment training. The individuals will work as a team to complete a practice evaluation using actual teachers whose performance is well known to each member of the group. It is recommended that the group choose to discuss several different teachers who model the various qualities of the evaluation rubric. Step 3: Complete Observations Conference calls: It is recommended that one parent-teacher conference call per semester be held on a three-way conference line so the administrator can observe the teachers interaction with the parent as well as his/her interaction with the student, if appropriate. Parental permission will be required.

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Home visit (optional): Administrators or Lead Teachers may choose to observe the teachers routine and organizational space by observing the teacher for one hour in their own home. Email: Because email communication is a vital part of the virtual teachers role, administrators are encouraged to review random samples of the correspondence sent to parents. The Tech Specialist, who is backing up the teachers Outlook files regularly, should gather samples. Administrators should focus on grammar, content, and tone of the teachers email communication. Outings (optional): Administrators or Lead Teachers may choose to observe the Teachers scheduled outing to observe student/teacher interaction and planning. Step 4: Complete Data Review Process Data Parent satisfaction surveys K12 curriculum mastery report Teacher Year-End Metrics What Is It? Web survey released once each year to all virtual school families Assessment of teachers curriculum knowledge will be assessed through completion of Teacher Goals and specialization planning. Statistical report documenting information such as retention/re-enrollments, outings, marketing efforts, etc Whos Responsible K12 Usability Team K12 Curriculum and Training personnel Administrator Teacher Availability of the Information Results in by Mar 30 TBD, depending on version of assessment.

Maintained throughout the year

Supplemental Evaluation Techniques Other evaluation techniques to be considered are: Teacher goal-setting at the beginning of the year Portfolio system Videotaping Mid-year review, particularly to provide early attention and support to teachers who are having performance issues Step 5: Complete Teacher Evaluation

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Teachers will complete portions of the Teacher Evaluation Form to include an opportunity for self-evaluation. The Administrator will then evaluate the teacher in the same areas and makes a final recommendation regarding the next step renewal of a contract. When the completed evaluation is presented to the Teacher, a meeting should occur to discuss the results of the evaluation. Both parties should sign and date the document as indicated at the bottom of the form. At this time, it is recommended that discussion revolve around not only individual performance for the current year, but goal setting for next year if appropriate. The North Carolina Virtual Academy could employ growth plans and intervention plans to assist struggling teachers. These plans would have measurable goals for teachers to achieve to change their intervention status. Terminations would be approved by the board. BENEFITS AT A GLANCE (for non-school district employees / school district employees will follow Cabarrus County Schools Benefit plan) Every new hire has 30 calendar days to enroll in benefits. After 30 days, you will not be eligible for benefits until our next open enrollment which will take place in the Fall of the calendar year. If you have a life changing (qualifying event) which can be marriage, divorce, birth, death, or adoption, spouse loss of coverage, you will have the opportunity to enroll in Ks benefits. You will have 30 days from the date of the qualifying event to enroll in Ks benefits. After the 30 days, you must also wait until the next open enrollment period. All benefits are effective your first day of employment. There is no waiting or probationary period. Benefits coverage will be available for Domestic Partners and their dependent children. Medical insurance Children are covered until calendar year in which they reach the age of 26 Dental insurance - Children are covered until calendar year in which they reach the age of 23 (26 if full-time student) Eligible employees are defined as those who work at least 32 hours (full-time) per week. Social Security information will be needed and varies based on the benefits elected. Providers o Anthem Blue Cross & Blue Shield - Medical & Prescription o Guardian - Dental, Life, Disability, and AD&D insurance o Vision Service Plan (VSP) - Vision insurance o Hirsch (HFS) Dependent Care, Healthcare Flexible Spending Accounts, and Transportation Flexible Spending Accounts

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o 401(k) Principal Financial GroupAll employees are automatically enrolled upon hire at 3%. o Employer match is 25% up to the first 4% of salary o Vests 25% each year for 4 years o Contribution and investment changes can be made at any time

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NORTH CAROLINA VIRTUAL ACADEMY

APPENDIX 6

October 31, 2011 To Whom It May Concern: RE: Insurance Coverage for the North Carolina Virtual Academy Broker of Record Arthur J. Gallagher Insurance Brokers Inc. We are pleased to provide insurance services for the North Carolina Virtual Academy. Our division specializes in Charter Schools throughout the country. We currently work in many states helping schools secure insurance and are licensed to work in The State of NC as required by law. Our program utilizes the following carriers which are admitted in the State of NC: The Hartford, Chartis, Arch, Scottsdale Insurance, and Philadelphia Insurance Company. On behalf of the North Carolina Virtual Academy, the following coverages will be secured to meet all requirements by the Cabarrus County Schools and any other authorizing agencies and/or additional insureds as appropriate:
Coverage General Liability $1,000,000 occurrence $3,000,000 aggregate As specified by Chapter 97 of General Statutes $1,000,000 $1,000,000 $10,000,000 $1,000,000 $1,000,000 $1,000,000 $1,000,000 $2,000,000 aggregate $500,000 - $1,000,000 limits as needed Blanket Limits as needed by School, on an all risk of direct physical basis (replacement cost) Primary $25,000 limits and CAT option at $5,000,000 Limit

Workers Compensation Employee Benefits Liability Automobile/Bus Liability including underinsured and uninsured as needed Umbrella / Excess Liability above primary program Employment Practices Liability Educators Legal Liability E & O Directors & Officers Sexual Abuse and Misconduct Liability

Crime / Fidelity Coverage (Surety Bond for the CFO as required) Property/Lease and Boiler Machinery Coverage Student Accident Coverage

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NORTH CAROLINA VIRTUAL ACADEMY

As requested, all required additional insureds and loss payees can be added upon review to these policies. We will only place this school with at least an A rated insurance carrier as determined by AM Best rating guidelines. Estimated Premiums: The estimate below has been prepared based on current market rates, anticipated student population, number of fulltime employees and building dimensions.
Coverage General Liability/Abuse/Crime/Auto/Employee Benefits/Educators E&O Directors & Officers / Employment Practices Property (Assuming leasing only $100k contents) Excess $10 million Limits (follow form over all underlying) Workers Compensation and employers liability Total Annual Premium Annual Premium Indication 12,000 3,500 750 9,000 12,000 37,250

$ $ $ $ $ $

Exposures: Based on 1st year projections of 2750 students, 65 FTE - employees

Tentative Timeline for Insurance Coverages As part of your planning process, we have prepared a timeline for buying the insurance package before start of the school year. See below for each coverage: Coverage Directors and Officers /Educators Legal Liability Employment Practices Liability Workers Compensation General Liability, Excess, Crime, Sexual Abuse, Auto Liability, Student Accident (please ask for this separately if you would like the coverage). Property/Flood Timeline As soon as board is formed and making school based decisions (contracts) Before first employee is hired When first employee is hired or board is formed. When lease agreement is signed or property is purchased (landlord will require General Liability coverage). As soon as you acquire contents/school equipment

Please let me know if you have any questions, (949) 349-9871. Sincerely,

Tom Boobar, MS, MBA, REHS, CSP Area Vice President Arthur J. Gallagher Insurance License #0726293

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