NOTICE OF PUBLIC MEETING 
UTAH VIRTUAL ACADEMY CHARTER SCHOOL
Board Meeting

Pursuant to Utah Statute 52-4-202, notice is hereby given to the members of the Utah Virtual Academy Governing Board members and to the general public that the Governing Board will hold a public meeting, open to the public as specified below.  The Governing Board reserves the right to change the order of items on the agenda.  One or more members of the Governing Body may participate in the meeting by telephonic communications.

Pursuant to Utah Statute 52-4-201, the Governing Body may vote to go into Executive Session, which will not be open to the public, for legal advice concerning any item on the agenda or to review, to discuss and consider records exempt by law from public inspection, including the receipt and discussion of information or testimony that is specifically required to be maintained as confidential by state or federal law.

Persons with a disability may request a reasonable accommodation by contacting Stacey Hutchings at 801-262-4922.  Requests should be made as early as possible to allow time to arrange the accommodation.  Online attendance is available at    https://sas.elluminate.com/m.jnlp?password=M.0E8B3F69DB57DE128331A4AF2A452C&sid=559.    Please log in at least 10 minutes before the meeting as software download may be necessary.

Monthly Board Training Time – 6:00 PM  http://www.schools.utah.gov/charterschools/Training/GBOT-Archive.aspx  “Board Conduct”



DATED AND POSTED this 24rd  Day of March 2015

By___________________________________
Brian Maxwell, Board Chairman

UTAH VIRTUAL ACADEMY CHARTER SCHOOL
March 25, 2015   6:30 PM

A.	Roll Call –

B.	Call to the public - This is the time for the public to comment.  Members of the Governing Board may not discuss items that are not specifically identified on the agenda.  Therefore, action taken as a result of public comment will be limited to directing school staff to study the matter, respond to any criticism, or schedule the matter for further consideration and decision at a later date.  10 minutes



School Update (30 Minutes)

A.	Head of school Update – - School metrics – including current organizational chart, retention, Scantron, demographics, teacher hiring, and charter board performance measures including retention and academic progress. (Attachment HOS Report folder)
B.	Lydia Todd – DRVP Central Region – K12 – iTeach Initiative
C.	Jim Donley – Senior VP and CIO K12 - D2L, SIS replacement, and BbC potential replacement


Finance Session (30 Minutes)
A.	Finance Review and possible Board Acceptance (Document)
Discussion and possible action regarding approval of financial pack. Approval of payment register, bid tracking and bank reconciliation, acceptance of state revenue and approval of payments to K12 (attachment)
B.	Finance Approvals  

Voting Items
A.	Discussion and possible approval of Minutes from the February 25th, 2014 Board meeting. (Document A)
B.	Charter Fidelity Survey
C.	2015-2016 School Land Trust Plan
D.	Policies
a.	Fees
b.	FERPA – Suicide Risk


Discussion Items
A.	Next year staffing
B.	Technology teacher recruitment and pay
C.	Student Information System change/contract
D.	Board committee assignments and tasks

Calendar Items

Bowl to Enroll – April 17th – throughout the state
State Testing – April 15th – May 29th
Prom – May 1st – Utah State Capitol
Graduation – June 5th – East High
Utah Association of Charter School Annual Conference – June 15th & 16th 

Adjournment



DOCUMENT A

NOTICE OF PUBLIC MEETING 
UTAH VIRTUAL ACADEMY CHARTER SCHOOL
Board Meeting

Pursuant to Utah Statute 52-4-202, notice is hereby given to the members of the Utah Virtual Academy Governing Board members and to the general public that the Governing Board will hold a public meeting, open to the public as specified below.  The Governing Board reserves the right to change the order of items on the agenda.  One or more members of the Governing Body may participate in the meeting by telephonic communications.

Pursuant to Utah Statute 52-4-201, the Governing Body may vote to go into Executive Session, which will not be open to the public, for legal advice concerning any item on the agenda or to review, to discuss and consider records exempt by law from public inspection, including the receipt and discussion of information or testimony that is specifically required to be maintained as confidential by state or federal law.

Persons with a disability may request a reasonable accommodation by contacting Stacey Hutchings at 801-262-4922.  Requests should be made as early as possible to allow time to arrange the accommodation.  Online attendance is available at    https://sas.elluminate.com/m.jnlp?password=M.0E8B3F69DB57DE128331A4AF2A452C&sid=559.    Please log in at least 10 minutes before the meeting as software download may be necessary.

Monthly Board Training Time – 6:00 PM  “Understanding the Related Services Database”  Shelly Strahan




DATED AND POSTED this 20th Day of February 2015

By___________________________________
Brian Maxwell, Board Chairman

UTAH VIRTUAL ACADEMY CHARTER SCHOOL
February 25, 2015   6:30 PM( 6:37 P.M.)

C.	Roll Call –
Annalisa Pixton-Public
Stacy Hutchings-Head of School
Shelley Strahan-SPED
Bryan Maxwell-Excused
Jeff Rodgers-Board Member
Brittany Reed-Board Member-Not Present
Wade Faraway-Vice Chair Board- Conducting 
Angie Kreitzer on line-Middle School Provision
Meghan Meredith-High School Principal
Mike Livsey-K-5 Principal
Stephanie Smith-Board Member
Tracy Crandal-Title 1
Teresa Tackman-Operations 
Abe- K12 on line
Britney Wanlass- Online UTVA staff



D.	Call to the public - This is the time for the public to comment.  Members of the Governing Board may not discuss items that are not specifically identified on the agenda.  Therefore, action taken as a result of public comment will be limited to directing school staff to study the matter, respond to any criticism, or schedule the matter for further consideration and decision at a later date.  10 minutes
No public comment


School Update (30 Minutes)

D.	Head of school Update – - School metrics – including current organizational chart, retention, Scantron, demographics, teacher hiring, and charter board performance measures including retention and academic progress. (Attachment HOS Report folder)
-How are we assisting ESL parents? Are they getting involved?
-Attendance policy issues
-200 Administrative withdrawals- exit- truancy and follow up- Forgot 
-Direct HOS for next building, how many are lost within this process. If we need to track, we need to do so. Depends likely on grade level/ age?
Languages—30 students High ..Technology-issue getting teacher
Abe- Wages- 5 grand more to pay for Technology person. yes
review Legislative issues.. 


Motion to approve acceptance of state revenue made by Stephanie Smith, 2nd Wade Faraway, and Approved Unanimously
Motion to move to C by Stephanie Smith, 2nd by Jeff Rodgers and Approved Unanimously - Angie to present to Brittany Wanlass for outstanding service. 


Finance Session (30 Minutes)
C.	Finance Review and possible Board Acceptance (Document)
Discussion and possible action regarding approval of financial pack. Approval of payment register, bid tracking and bank reconciliation, acceptance of state revenue and approval of payments to K12  (attachment)  
Motion to approve acceptance of state revenue, payment and deposit register, bid tracking, bank reconciliations made by Stephanie Smith, 2nd Jeff Rodgers, and Approved Unanimously
Zions Bank-Motion-Fees-issues with Zions-2600 in bank-Look and see how we divide funds. Maintain two accounts. How do we want to.. Plan for Treasury plan  for next month- keep simple
Motion to approve Payment of 1.2 mill by Stephanie Smith, 2nd Jeff Rodgers, and Approved Unanimously

Look at costs for 3rd party SPED funds. We can make classification adjustments. 


Board Business

D.	Discussion and possible approval of Minutes from the December 17th, 2014 Board meeting. (Document A)
Motion to approve December 17, 2014 Minutes by Stephanie Smith, 2nd Jeff Rodgers, and Approved Unanimously

E.	Board Teacher Cash Award Presentation – Brittany Wanlass
F.	Discussion and possible approval of contracts - Special education related services contracts and School Support Team.


a.	GoalView-5155 IEP Management software, funded by SPED
Motion to approve GoalView by Stephanie Smith, 2nd Jeff Rodgers, and Approved Unanimously

b.	iBehave-Social skills for Autism, 85/hr
Motion to approve iBehave with cap of 7500 by Stephanie Smith, 2nd Jeff Rodgers, and Approved Unanimously
 
c.	Co-mprehensive Psych-Jane Osborne-
Motion to approve Jane Osborne by Stephanie Smith, 2nd Jeff Rodgers, and Approved Unanimously

d.	Innovations Education – School Support Team-20,000 
Motion to approve 50,000 grant and cover 20,000 contract and come back to board with Matrix by Jeff Rodgers, 2nd Stephanie Smith, and Approved Unanimously

G.	Discussion and possible approval of  expenses for office move
e.	Panel door- 
Motion to Panel doors per engineers spec by Stephanie Smith, 2nd Jeff Rodgers, and Approved Unanimously

f.	Moving IT/data/electrical 
Motion to Virtual Technology by Stephanie Smith, 2nd Jeff Rodgers, and Approved Unanimously


H.	Discussion and possible approval of staffing agreement changes for SY 2015-2016.
		Directing HOS to make up plan for high quality teachers and metrics. 
		Direct Shelley to find out if we can stipends for TITLE 1 schools
		Masters degree in education Higher degrees
		Title 2 program for higher education
		Come back to Board
I.	Discussion and possible approval of changing Student Information Systems for SY 2015-2016.  Possible change from Aspire to Power School or other SIS.

J.	Update and discussion regarding alternative high school plan.
		Reporting on alternative high school. Separate school within our LEA or have it as additional pathway  .. Come up with 2 plans that  HOS
K.	Discussion and review of Charter Fidelity document.  Review goals and discuss possible charter amendments. Direction to work with chair of board for approval for next meeting.

L.	Discussion and possible approval of SY 2015/2016 Calendar
Motion to approve 2015-2016 Calendar by Stephanie Smith, 2nd Jeff Rodgers, and Approved Unanimously
M.	Board Protocols Review – finance chair approvals, signing checks, etc.
5000 and above to approve with the Board
N.	Discussion and possible approval of new board members. 
None
-Open Comment from principals and staff Educated on…
Brag from 95% 3-11 Writing 


O.	Executive Session to discuss possible real estate transaction and possible litigation.

Adjournment: Motion to adjourn by Stephanie Smith, 2nd Jeff Rodgers, and Approved Unanimously










Charter Fidelity Monitoring Review Survey

Thank you for participating in the school’s Charter Fidelity Monitoring Review. The purpose of this review is to assist a Governing Board in familiarizing itself with the Charter Agreement (CA) on file with the State Charter School Board (SCSB), and to evaluate a school’s compliance with that contractual agreement. The SCSB is required by law to “annually review charter agreements” and ensure charter schools “comply with their charter agreements” (R277-481-3 and U.C.A. 53A-1a-501.6). The data collected in this survey will be used in a School Report for the benefit of the Governing Board, and it will be used in aggregate form in the SCSB ‘Charter School Performance Standards: Charter Fidelity’ report to report on charter fidelity to the State Charter School Board to fulfill their statutory obligations. 

There are two anticipated outcomes of this process: (1) The school’s Governing Board may want to amend the CA to reflect school practice; or (2) the school’s Governing Board may want to amend school practice to meet the details of its contractual agreement. 

Survey is due by March 30, 2015.
Please submit a completed copy of the Survey via email to:
Dr. Joe Heywood
USOE Charter Schools
Joseph.heywood@schools.utah.gov 

Goals in the Charter
As a Governing Board, please provide a single answer to each question attached to each Goal from the school’s CA. The page number from the CA is provided after each Goal - page numbers correspond to the charter document on file with the SCSB. If the school’s CA provided a Goal Target, this is also listed after the Goal. Goals were identified as “Goals” only if they were labeled and written as such in the CA. Please answer Yes or No for each question.

Goal 1: Improve student learning by empowering UVA students to achieve the Utah Annual Yearly Progress (AYP) goals of proficiency in reading and math. (CA, p.65)
Target: All student subgroups meet Utah AYP proficiency standards targets on the CRT math and reading tests. Language Arts Gr. 3-8: 80% (2008), 83% (2009 and 2010); Math Gr. 3-7: 75% (2008), 78% (2009 and 2010); Language Arts Gr. 10: 79% (2008), 82% (2009 and 2010); Elementary Algebra: 70% (2008), 80% (2009 and 2010); Geometry: 70% (2008), 80% (2009 and 2010); Pre-Algebra: 74% (2008), 83% (2009-2010). 
	Answer these questions as a Governing Board for the Goal (includes Goal Target) above:	Y/N
A	Is this currently a school Goal in use?	Y
B	Does the Governing Board measure or track school performance for this Goal?	Y
C	Did the Governing Board meet this Goal in the last complete school year?	N
D	After a SMART analysis, is this a SMART Goal?	Y
E	Does the Governing Board want to revise or eliminate this Goal in the CA?	Y
F	Does the Governing Board want to transform school practice to begin working on this Goal?	N

Goal 2: Improve student learning by reaching safe harbor proficiency standards. (CA, p.65)
Target: All student subgroups meet the Utah AYP Proficiency targets on the CRT math and reading tests. 
	Answer these questions as a Governing Board for the Goal (includes Goal Target) above:	Y/N
A	Is this currently a school Goal in use?	Y
B	Does the Governing Board measure or track school performance for this Goal?	Y
C	Did the Governing Board meet this Goal in the last complete school year?	N
D	After a SMART analysis, is this a SMART Goal?	Y
E	Does the Governing Board want to revise or eliminate this Goal in the CA?	Y
F	Does the Governing Board want to transform school practice to begin working on this Goal?	N

Goal 3: To establish an understanding of the goal of accountability school wide at UVA – the participation of students in all subgroups will be reported on the Federal AYP Summary Report. (CA, p.66)
Target: At least 95% of all UVA students will take the CRTs. 
	Answer these questions as a Governing Board for the Goal (includes Goal Target) above:	Y/N
A	Is this currently a school Goal in use?	Y
B	Does the Governing Board measure or track school performance for this Goal?	Y
C	Did the Governing Board meet this Goal in the last complete school year?	Y
D	After a SMART analysis, is this a SMART Goal?	Y
E	Does the Governing Board want to revise or eliminate this Goal in the CA?	Y
F	Does the Governing Board want to transform school practice to begin working on this Goal?	N

Goal 4: To create a powerful partnership between satisfied UVA parents and teachers, combining forces to ensure that children receive individual attention and achieve academic excellence. Parents and teachers will be survey twice each year to determine their satisfaction with their overall experience in UVA including the curriculum, instruction, Online School, administration, support, quality and delivery of materials, working with the lessons, student progress, student attitude towards learning, communication, and interaction with other UVA students and parents. (CA, p.66)
Target: (a) 70% or more of parents or other responsible adults in 2008-2009, 80% or more of parents or other primary adults in 2009-2010, and 90% of parents or other primary adults in 2010-2011 will be satisfied with the academic progress their student is making while enrolled in UVA. (b) To provide networking and professional development opportunities to 95% of UVA teachers each year from 2008 through 2011 with the goal of improving student academic achievement in math and reading. 
	Answer these questions as a Governing Board for the Goal (includes Goal Target) above:	Y/N
A	Is this currently a school Goal in use?	Y
B	Does the Governing Board measure or track school performance for this Goal?	Y
C	Did the Governing Board meet this Goal in the last complete school year?	N
D	After a SMART analysis, is this a SMART Goal?	Y
E	Does the Governing Board want to revise or eliminate this Goal in the CA?	Y
F	Does the Governing Board want to transform school practice to begin working on this Goal?	Y

Goal 5: UVA will educate the whole child to develop qualities of mind and character that will help students develop into active, thoughtful, and responsible citizens – students will attend and participate in class, school, and civic projects (electronically and physically). (CA, p.66)
Target: All students will participate in at least 80% of class, school, and civic projects (electronically and/or physically) and complete at least 95% of the state attendance requirements. 
	Answer these questions as a Governing Board for the Goal (includes Goal Target) above:	Y/N
A	Is this currently a school Goal in use?	Y
B	Does the Governing Board measure or track school performance for this Goal?	N
C	Did the Governing Board meet this Goal in the last complete school year?	N
D	After a SMART analysis, is this a SMART Goal?	Y
E	Does the Governing Board want to revise or eliminate this Goal in the CA?	Y
F	Does the Governing Board want to transform school practice to begin working on this Goal?	N


Key Elements of the Charter (making up the unique Mission/Vision/Purpose of the school)
As a Governing Board, please provide a single answer to each question attached to each Key Element (KE) from the school’s CA. The page number from the CA is provided after each Key Element – page numbers correspond to the charter document on file with the SCSB. Please answer Yes or No for each question. 

KE 1: The Utah Virtual Academy (UVA) will utilize the K12 Curriculum and learning management system for its educational program. The K12 curriculum is a standards- and research-based, content-rich curriculum that meets or exceeds the Utah state standards in six subject areas (math, Language Arts, history, science, art and music). The rigorous curriculum is a combination of: (1) The K12 proprietary elementary, middle school and high school curriculum; (2) High school curriculum chosen from select third party providers utilizing an extensive review and rating process; (3) Apex Learning high school AP courses; (4) Power-Glide high school world language courses; and (5) Keystone high school Fine Art course. (CA, p.39)
	Answer these questions as a Governing Board for the Key Element above:	Y/N
A	Is this currently a Key Element in the charter school?	Y
B	Does the Governing Board measure or track this Key Element to ensure its existence?	Y
C	Does the Governing Board want to revise or eliminate this Key Element in the CA?	N
D	Does the Governing Board want to transform school practice to incorporate this Key Element?	N

KE 2: Students will log into the program via a specially designed UVA website and view their daily lessons and courses, which will involve a mix of both online lessons through K12’s Online School, and offline work using books, workbooks, a phonics program, math manipulatives, science and musical equipment, and more as appropriate to their grade level. (CA, p.39)
	Answer these questions as a Governing Board for the Key Element above:	Y/N
A	Is this currently a Key Element in the charter school?	Y
B	Does the Governing Board measure or track this Key Element to ensure its existence?	Y
C	Does the Governing Board want to revise or eliminate this Key Element in the CA?	N
D	Does the Governing Board want to transform school practice to incorporate this Key Element?	N

KE 3: UVA will employ a team teaching approach with licensed teachers, students, and parents/other responsible adults involved in the instructional process. (CA, p.41)
	Answer these questions as a Governing Board for the Key Element above:	Y/N
A	Is this currently a Key Element in the charter school?	Y
B	Does the Governing Board measure or track this Key Element to ensure its existence?	Y
C	Does the Governing Board want to revise or eliminate this Key Element in the CA?	N
D	Does the Governing Board want to transform school practice to incorporate this Key Element?	N

KE 4: Licensed teachers will oversee the learning of each child in their class by assigning lessons, reviewing each student’s work for quality, accuracy, and understanding; accessing their online academic records (including daily lessons and assessments); and communicating with the parent (or other responsible adult) on a regular basis via email, phone, during real-time sessions using applications such as Elluminate, at parent-teacher conferences, and through home visits. Teachers will be available daily by phone or email when students (or adults) have technical or curriculum questions, and will also grade student work, deliver report cards, and track and record student progress/attendance. (CA, p.41)
	Answer these questions as a Governing Board for the Key Element above:	Y/N
A	Is this currently a Key Element in the charter school?	Y
B	Does the Governing Board measure or track this Key Element to ensure its existence?	Y
C	Does the Governing Board want to revise or eliminate this Key Element in the CA?	N
D	Does the Governing Board want to transform school practice to incorporate this Key Element?	N

KE 5: Parents/other responsible adults will play the role of instructional coaches who guide students through the instructional program on a daily basis and help ensure that students are learning. (CA, p.41)
	Answer these questions as a Governing Board for the Key Element above:	Y/N
A	Is this currently a Key Element in the charter school?	Y
B	Does the Governing Board measure or track this Key Element to ensure its existence?	Y
C	Does the Governing Board want to revise or eliminate this Key Element in the CA?	N
D	Does the Governing Board want to transform school practice to incorporate this Key Element?	N

KE 6: The K12 curriculum is performance-based. Students complete a short assessment at the end of each lesson. In order for students to demonstrate mastery, they must generally score 80% or higher on the lesson assessment. If a lesson is not mastered, students will have the opportunity to retake the lesson until mastery is obtained. (CA, p.41)
	Answer these questions as a Governing Board for the Key Element above:	Y/N
A	Is this currently a Key Element in the charter school?	Y
B	Does the Governing Board measure or track this Key Element to ensure its existence?	Y
C	Does the Governing Board want to revise or eliminate this Key Element in the CA?	N
D	Does the Governing Board want to transform school practice to incorporate this Key Element?	N

KE 7: If a lesson is not mastered, the following instructional support may be provided to help the student achieve mastery: (1) K12 curriculum lesson modification. Each lesson contains additional web resources and supplemental materials to assist the parent/other responsible adult with his/her instruction; (2) Direct teacher instruction. Each Utah Virtual Academy teacher can come to the student’s home or meet at a nearby location to provide direct instruction to the student when necessary. (CA, p.41)
	Answer these questions as a Governing Board for the Key Element above:	Y/N
A	Is this currently a Key Element in the charter school?	Y
B	Does the Governing Board measure or track this Key Element to ensure its existence?	Y
C	Does the Governing Board want to revise or eliminate this Key Element in the CA?	N
D	Does the Governing Board want to transform school practice to incorporate this Key Element?	N

KE 8: The K12 high school model is an engaging asynchronous learning model allowing students to work on their lessons according to their own daily schedule and pace. Occasionally, teachers and schools will provide synchronous – or live, real-time sessions. (CA, p.41-42)
	Answer these questions as a Governing Board for the Key Element above:	Y/N
A	Is this currently a Key Element in the charter school?	Y
B	Does the Governing Board measure or track this Key Element to ensure its existence?	Y
C	Does the Governing Board want to revise or eliminate this Key Element in the CA?	Y
D	Does the Governing Board want to transform school practice to incorporate this Key Element?	Y

KE 9: Students are served – in every course – by subject-specific, certified teachers who are experts in their field of study and in the most effective online instructional techniques. This means that students taking 5 or 6 courses will most likely have 5-6 different teachers – one for each subject. (CA, p.43)
	Answer these questions as a Governing Board for the Key Element above:	Y/N
A	Is this currently a Key Element in the charter school?	Y
B	Does the Governing Board measure or track this Key Element to ensure its existence?	Y
C	Does the Governing Board want to revise or eliminate this Key Element in the CA?	N
D	Does the Governing Board want to transform school practice to incorporate this Key Element?	N

KE 10: Instructional Coordinators monitor students’ overall academic health and attendance. They effectively tie together the students’ educational experience at the school. They generally follow students from grade to grade, and are responsible for building the school’s student community which is connected to a larger National Student Body of students at other K12 virtual academies nationwide. They also serve as the instructors in orientation courses, and ensure that students are ready to learn and to succeed in the UVA high school program. (CA, p.44)
	Answer these questions as a Governing Board for the Key Element above:	Y/N
A	Is this currently a Key Element in the charter school?	Y
B	Does the Governing Board measure or track this Key Element to ensure its existence?	Y
C	Does the Governing Board want to revise or eliminate this Key Element in the CA?	Y
D	Does the Governing Board want to transform school practice to incorporate this Key Element?	N

KE 11: Every new student will have the opportunity to take part in a Peer Mentoring program. This program pairs successful students who have been in the high school program for one or more years with groups of new students just joining the school. (CA, p.44)
	Answer these questions as a Governing Board for the Key Element above:	Y/N
A	Is this currently a Key Element in the charter school?	Y
B	Does the Governing Board measure or track this Key Element to ensure its existence?	Y
C	Does the Governing Board want to revise or eliminate this Key Element in the CA?	Y
D	Does the Governing Board want to transform school practice to incorporate this Key Element?	N

KE 12: UCA’s curriculum is particularly well-suited to students requiring differentiated learning experiences (such as gifted, at-risk, or academically challenged children). (CA, p.45)
	Answer these questions as a Governing Board for the Key Element above:	Y/N
A	Is this currently a Key Element in the charter school?	Y
B	Does the Governing Board measure or track this Key Element to ensure its existence?	Y
C	Does the Governing Board want to revise or eliminate this Key Element in the CA?	N
D	Does the Governing Board want to transform school practice to incorporate this Key Element?	N

KE 13: In addition to the quantitative evaluation [in the school], the UVA will also implement a system of qualitative evaluation with its Student Portfolio program. A UVA teacher will meet with each student and parent in his/her class on a regular basis. One meeting will be conducted via phone and one meeting in person. Each meeting will focus on the student’s portfolio for that academic period. (CA, p.48)

	Answer these questions as a Governing Board for the Key Element above:	Y/N
A	Is this currently a Key Element in the charter school?	Y
B	Does the Governing Board measure or track this Key Element to ensure its existence?	Y
C	Does the Governing Board want to revise or eliminate this Key Element in the CA?	Y
D	Does the Governing Board want to transform school practice to incorporate this Key Element?	Y

KE 14: UVA will be compliant with Utah attendance requirements calling for a minimum of 180 instructional days and 990 instructional hours. UVA certified teachers will utilize a number of tools and strategies to determine whether or not a student has met daily attendance requirements and is engaged in instructional activities for sufficient time to complete high quality work and to meet expected achievement goals. (CA, p.51) 
	Answer these questions as a Governing Board for the Key Element above:	Y/N
A	Is this currently a Key Element in the charter school?	Y
B	Does the Governing Board measure or track this Key Element to ensure its existence?	Y
C	Does the Governing Board want to revise or eliminate this Key Element in the CA?	N
D	Does the Governing Board want to transform school practice to incorporate this Key Element?	N


Board Stewardship Questions
Please answer the following two questions regarding Governing Board stewardship over the charter school’s Board Bylaws and the school’s CA, and the Board’s stewardship over proper amendment processes for changes made to a school’s CA. All amendments must follow the school authorizer’s amendment process. 

Does the language in Board Bylaws and the Charter Agreement align without contradiction?   Y/N	Y
Have all active Charter Agreement amendments been authorized by the State Charter School Board?   Y/N	Y
Are there any significant current school practices not detailed or authorized in the current Charter Agreement?  Y/N	N


Best Practices
As a Governing Board, please identify 2-5 “Best Practices” as important unique elements of your Charter Agreement, Mission, Vision, and/or purpose that your school excels with in practice [i.e. if your music education program is identified in your charter and is thriving; if your partnership with a university is identified in your charter and is thriving; if your mission to educate low income students is identified and thriving]. This is a section for the Board to identify and highlight innovative or successful school practices.

1	

2	

3	

4	

5	



Additional Survey Notes
If there are any aspects of this Survey the Governing Board would like to provide additional written information on, please do so in the space provided.












































Template to Prepare 2015-2016 School LAND Trust Plan

This template is a tool to assist school community councils as they prepare the 2015-2016 School Plan 
•	It may be used as a discussion guide for councils to prepare the School Plan.
•	It may be used to prepare and approve the school plan for approval by the local school board while the school page login is unavailable.  When the online form is available and the school plan is approved by the local board, the information in the template shall be entered online.
•	It may serve as a template to copy/paste the information into the online forms and retain a record of the entry if your district due date is after March.    
•	This template is found at www.schoollandtrust.org on the homepage under SCHOOLS and Spring 2015..
  

School Plan 2015-2016

1. Briefly describe the School LAND Trust Plan by explaining each goal the council has identified. Plans should be research based. If your school has more than five goals, you will need to describe additional goals within the fifth goal. For this template, if you have more than one goal, please copy/paste the entire Goal Section for each goal and renumber them.  A complete goal section is found between **** and **** below.

New programming will not accept charts or graphs.  Information in formats other than regular text should be attached in PDF documents at the end of the form.

****
GOAL #1
a.	State the specific goal in a sentence or two including when the school will reach the goal.
Students will show improved math scores on the 2015-2016 SAGE Summative.


b. Highlight the academic area for this goal from the list. You may select more than one area for this goal.
Mathematics
Reading
Fine Arts
Science
Writing
Technology
Health
Foreign Language
Social Studies

c. Identify the specific measurement(s) you will use to determine if you are making progress towards the goal. Include the baseline and completed measurement. A table or graph in a PDF may be attached at the end of the School Plan entry.

School will strive to meet the state average score in the math SAGE Summative.  2013-2014 school score was 18.5% state math average was 39.2%.



d. List the specific steps of the ACTION PLAN to reach this goal. Be sure to include a description of how each expenditure is part of the action plan.

In order to increase math scores Trust Lands will fund salary and benefits for 2 FTE positions.  A Math Interventionist in the elementary at .5 FTE and 1.25 FTE’s for Math Lab Teachers in the secondary level.  A Fastt Math Program subscription will be purchased for student use in the elementary.

e. Does this goal include a behavioral/character education/leadership component?
YES     NO


If Yes, Explain the behavioral/character education/leadership component and clearly describe how it directly affects student academic achievement.



How much money do you plan to spend on the behavioral/character education/leadership component?  Expenditures must total no more than 20% of the distribution for 2015-2016 (excluding carryover) and may not exceed $5,000.



Planned EXPENDITURES for behavioral/character education/leadership – Use the dropdown menu to select an expenditure category (the categories are the same as in f below).  You may select more than one category.  Then enter the amount you plan to spend in that category with a short explanation describing the expenditure and how it is part of the ACTION PLAN

Staff - $71420
Program subscription - $2400

GOAL #2
a.	State the specific goal in a sentence or two including when the school will reach the goal.
Students will show improved science scores on the 2015-2016 SAGE Summative.



b. Highlight the academic area for this goal from the list. You may select more than one area for this goal.
Mathematics
Reading
Fine Arts
Science
Writing
Technology
Health
Foreign Language
Social Studies

c. Identify the specific measurement(s) you will use to determine if you are making progress towards the goal. Include the baseline and completed measurement. A table or graph in a PDF may be attached at the end of the School Plan entry.
School will strive to meet the state average score in the science SAGE Summative.  2013-2014 school score was 25.5% state science average was 44.2%.






d. List the specific steps of the ACTION PLAN to reach this goal. Be sure to include a description of how each expenditure is part of the action plan.
A science teacher will be hired to give additional support to the secondary science students.  Trust Lands will fund this teacher’s .5 FTE salary and benefits.


e. Does this goal include a behavioral/character education/leadership component?
YES     NO


If Yes, Explain the behavioral/character education/leadership component and clearly describe how it directly affects student academic achievement.



How much money do you plan to spend on the behavioral/character education/leadership component?  Expenditures must total no more than 20% of the distribution for 2015-2016 (excluding carryover) and may not exceed $5,000.



Planned EXPENDITURES for behavioral/character education/leadership – Use the dropdown menu to select an expenditure category (the categories are the same as in f below).  You may select more than one category.  Then enter the amount you plan to spend in that category with a short explanation describing the expenditure and how it is part of the ACTION PLAN

Staff - $20,000

GOAL #3
a.	State the specific goal in a sentence or two including when the school will reach the goal.
Students will show improved writing scores on the 2015-2016 SAGE Writing.



b. Highlight the academic area for this goal from the list. You may select more than one area for this goal.
Mathematics
Reading
Fine Arts
Science
Writing
Technology
Health
Foreign Language
Social Studies

b.	Identify the specific measurement(s) you will use to determine if you are making progress towards the goal. Include the baseline and completed measurement. A table or graph in a PDF may be attached at the end of the School Plan entry.
School will strive to meet the state average score in the writing SAGE Writing.  SAGE Writing benchmark not yet available but score will be incorporated into future progress reports.






d. List the specific steps of the ACTION PLAN to reach this goal. Be sure to include a description of how each expenditure is part of the action plan.

Trust Lands will fund .5 FTE salary and benefits for a secondary writing teacher.

e. Does this goal include a behavioral/character education/leadership component?
YES     NO


If Yes, Explain the behavioral/character education/leadership component and clearly describe how it directly affects student academic achievement.



How much money do you plan to spend on the behavioral/character education/leadership component?  Expenditures must total no more than 20% of the distribution for 2015-2016 (excluding carryover) and may not exceed $5,000.



Planned EXPENDITURES for behavioral/character education/leadership – Use the dropdown menu to select an expenditure category (the categories are the same as in f below).  You may select more than one category.  Then enter the amount you plan to spend in that category with a short explanation describing the expenditure and how it is part of the ACTION PLAN

Staff - $20,000



f. Planned expenditures (for all expenditures that are not included in part e) 
You may select more than one category for each goal.
For this template, highlight a category (or categories) from the list below.  Then type the amount you plan to spend in that category with a ‘short explanation’’ describing the expenditure and how it is part of the ACTION PLAN. 
AN EXAMPLE of a ‘short explanation’ in Salaries and Employee Benefits: One aide assisting with math instruction. 
Expenditure Categories:
Salaries and Employee Benefits (100 and 200)     $111,4200
Professional and Technical Services (300)  $2,400
Repairs and Maintenance (400)
Other Purchased Services (Admission and Printing) (500)
Travel (580)
General Supplies (610)
Library Books (644)
Periodicals, AV Materials (650-660)
Software (670)
Equipment (Computer Hardware, Instruments, Furniture) (730)

****
Insert a new goal here, if needed, by copy/pasting the entire goal section here and changing the goal #.











2. Financial Proposal This chart is automatically calculated in the online version from entries made in each goal. You will not have to enter this data online.

If you wish to enter the data in this template, enter the ESTIMATED Carry-Over from 2014-2015 (found in the 2014-2015 Progress Report) and the Estimated Funding for 2015-2016 found on the website under SCHOOLS/Program Funding.  Add them to get the Total Estimated Available Funds for 2015-2016.   Then copy the numbers for each category in each goal and enter them to calculate the total expenditure and carry-over.

Estimated Carry-Over from 2014-2015	$0
Estimated Distribution in 2015-2016	$113,820
Total ESTIMATED Available Funds for 2015-2016	$113,820

	Goal 1	Goal 2	Goal 3	Goal 4	Goal 5
Salaries and Employee Benefits (100 and 200)	71420	20000	20000		
Professional and Technical Services (300)	2400				
Repairs and Maintenance (400)					
Other Purchased Services (Admission and Printing) (500)					
Travel (580)					
General Supplies (610)					
Textbooks (641)					
Library Books (644)					
Periodicals, AV Materials (650-660)					
Software (670)					
Equipment (Computer Hardware, Instruments, Furniture) (730)					
   GOAL TOTALS					
   TOTAL PLANNED EXPENDITURE  $113,820
   Carry-over to 2016-2017                   $0

3. Please explain the reason for the ESTIMATED carry-over to 2016 – 2017. Funds identified to be carried-over should be identified for a specific future need and should not be used as a savings account.

There should be no carry-over.


4. Plans for expenditures of an increased distribution: 
Some years the distribution is larger than the estimate.  Please explain how the school will incorporate additional funds into the plan described here.  Please provide a clear and adequate explanation so that it will not be necessary to edit the plan if additional money is received.
Funds will be used to enhance the plan described above .  Funds will be added in the below priority order– 
1)	Additional FTE for secondary Math Lab Teacher
2)	FTE for Hybrid Interventionist


5. This year, the School LAND Trust Program will begin collecting additional data on how you used your funds.  Please indicate whether you plan to spend funds in any of the following areas and prepare to report back the information requested below in the Final Report: (highlight all that apply)
o	Technology (hardware)—Number and type of units purchased
o	Technology (software)—Number and type of licenses purchased
o	Paraprofessionals—Number of paraprofessionals/aides hired and academic area
o	Professional Development—Number of teachers trained
o	Books/Reading Materials—Number of books or other reading material purchased

6. How will the plan and results be publicized to your community? (highlight all that apply.)
If you would like free stickers and/or a stamp to identify School LAND Trust purchases such as books or computers, you may send an email to karen.rupp@schools.utah.gov to request them.

Letters to policy makers and/or administrators of trust lands and trust funds
Sticker and stamps that identify purchases made with School LAND Trust funds
School assembly
School newsletter
School website
School marquee
Other: Please explain



7. The vote of the council/committee to approve the 2015 - 2016 School LAND Trust Plan was recorded in the minutes and took place on:

****
Date:   03.19.2015
The vote was:  5-0
Number who approved:   5
Number who did not approved:   0
Number who where absent:  1
****
If the council reconsiders their action to approve the plan or if the district/school board requests changes to the plan, another vote of the council/committee is required.
ADD ANOTHER DATE and vote by copying the same information above between **** and **** and then pasting it here.



Any PDF documents will be attached here, as desired.








This template is being provided at the request of principals and districts to assist councils in preparing the School Plan during the time the new website LOGIN is unavailable.  We hope the template is useful.  Input and suggestions are welcome and appreciated.            paula.plant@schools.utah.gov




















2012 Student Fees Policy

UTVA students do not pay for curricular materials. Families receive curricular materials in their homes from the school. UTVA families with students in K-6th grades are provided with a computer, printer and monitor.  UTVA families with students in grades 7-12th grades will provide their own computer, printer and monitor unless they qualify for free and reduced lunch.  

Basic Student Fee Schedule – grades 6th – 12th
$7.50 – Registration Fee
$20.00 – Activity Fee
$25.00 - Technology Fee 

Optional Fees - 
The following high school courses require additional resources which students are asked to provide unless they qualify for free and reduced lunch:
Game Design - $121
AP Chemistry - $84.95 plus S&H

Calculator: $160
AP Book: $168
WLG dictionary:
o   Spanish: $15
o   French: $45
o   German: $50
o   Latin: $15
o   Chinese: $25
Japanese: $12
 Game Design: $89
Student ID Card - $7.00

UTVA students do not pay to participate in monthly school-planned outings. UTVA follows the state's policy regarding extracurricular fees for students who participate in resident district activities.


*Fee Waivers may be obtained by filling out the Free and Reduced Lunch Form in the application process
Updated 12/11/2013










2010	Family Educational Rights and Privacy Act (FERPA)

The Family Educational Rights and Privacy Act (FERPA) provides parents and students over 18 years of age (“eligible students”) certain rights regarding the student’s education records.  These rights are:

(1) The right to inspect and review the student’s education records within 45 days of the day the School receives a request for access.

To request an inspection and review, the parent or eligible student should submit a written request to the program director that identifies the record (s) they wish to inspect.  The program director makes arrangements for access and notifies the parent or eligible student of the time and place where the records may be inspected.

(2) The right to request an amendment of the student’s education records that the parent or eligible student believes are inaccurate.

Parents or eligible students may ask the School to amend a record that they believe is inaccurate. They should write the program director, clearly identify the part of the record they want changed, and specify why it is inaccurate.  If the School decides not to amend the record as requested by the parent or eligible student, the School notifies the parent or eligible student of the decision and advises him/her of his/her right to a hearing regarding the request for amendment.  Additional information regarding the hearing procedures is provided to the parent or eligible student when notified of the right to a hearing.

(3) The right to consent to disclosures of personally identifiable information contained in the student’s education records, except to the extent that FERPA allows disclosure without consent.

One exception that permits the School to disclose information without consent is when the School discloses information to school officials with legitimate educational interests.  A school official is a person employed by or contracted to provide services to or designated by the contractor to provide services to the 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 Board of Directors of the School; a person or company with whom the School 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, the School discloses education records without consent to officials of another school district in which a student seeks or intends to enroll.

(4) The right to file a complaint with the U.S. Department of Education concerning alleged failures by the School to comply with the requirements of FERPA.  The name and address of the Office that administers FERPA are:

Family Policy Compliance Office
U.S. Department of Education
400 Maryland Ave., S.W.
Washington, D.C. 20202-4605

(5) FERPA requires that the School, with certain exceptions, obtain a parent’s or eligible student’s written consent prior to the disclosure of personally identifiable information from a child’s education records.  However, the School may disclose “directory information” without written consent, the parent or eligible student, have advised the School in writing that he/she does not want all or part of the directory information disclosed.  The method for objecting to disclosure of directory information is specified below.  The primary purpose of directory information is to allow the School to include the following information from education records in certain school publications or disclose it to certain parties.  Examples include:

•	Shipment of computer and school materials to and from student’s home 
•	Entry of student enrollment information into a computer database for use   by school officials
•	Honor roll or other recognition lists
•	Sports activity sheets, such as for wrestling, showing weight and height of team members
•	School yearbook

Directory information, which is information that is generally not considered harmful or an invasion of privacy if released, can be disclosed to outside organizations without a parent’s prior written consent.  In addition, federal laws requires the School to provide military recruiters, upon request, with three directory information categories – names, addresses and telephone listings – unless parents or eligible students have advised the School in writing that they do not want their student’s information disclosed without prior written consent.

The School has designated the following information as directory information: 
•	name
•	address
•	telephone number
•	e-mail address
•	photo
•	athletic information 
•	honor roll status
•	grade level
•	activities and clubs
•	awards

If there are certain items the School has chosen to designate as directory information that parents/learning coaches do not want disclosed from their student’s education records, without their prior written consent, parents/learning coaches are encouraged to send an e-mail identifying the information they do not want disclosed, the student’s name, and the name of the virtual academy or affiliate school in which the student is enrolled to: directoryinformation@k12.com.  This e-mail must be sent within 30 days of the first day the student attends school.

Risk of Suicide
If a school employee or agent believes a student is at risk of attempting suicide, physical self-harm or harming others, the school employee or agent may intervene and ask a student questions regarding the student’s suicidal thoughts, physical self-harming behavior, or thoughts of harming others for the purposes of: (i) referring the student to appropriate prevention services; and (ii) informing the student’s parent or legal guardian.

Notice of these rights is available, upon request, on audiotape, in Braille, and in languages other than English.  The Utah Department of Education may be contacted at (801) 538-7500.
6/12/08