charter school contract between
the appleton AREA school district and the Appleton Bilingual School

THIS AGREEMENT is made by and between the Board of Education of the Appleton Area School District (“AASD”), 122 E. College Ave., Suite 1A, Appleton, WI 54911 and Appleton Bilingual School Governance Board (“ABS”), 913 N. Oneida, Appleton, Wisconsin, 54911

WHEREAS, the Board of Education is authorized pursuant to Wisconsin Statute 118.40(2m)(a), to contract with an individual or group to operate a school as a charter school;and,

WHEREAS, the Board of Education wishes to grant to Appleton Bilingual School a charter to operate as a charter school pursuant to Wisconsin Statute §118.40(2m)(a),

NOW, THEREFORE, the parties agree as follows:

  1. Definitions.

When used in this Agreement, the following definitions shall apply: See Examples a. & b.

  1. “Host School”: means a public school in the AASD that allows ABS to use its classrooms and other educational facilities for the purposes of educating ABS’students.
  2. “Partner School”: means a public or private school with which ABS students participate in co-curricular activities and student events.
  1. Establishment.The person seeking to establish the Charter School is the Appleton Bilingual School Governance Board.
  1. Administrative Services.At its sole cost and expense, AASD will provide administrative services to support all School District employees and all enrolled pupils at ABSin the same manner as other AASD schools, including but not limited to: purchasing, accounts payable, accounting, bookkeeping, risk management, auditing, cash management, payroll, benefits administration, pupil services, recordkeeping, reporting and other compliance monitoring and fulfillment, building and grounds maintenance, and testing of students. To the extent that AASD requires information maintained only by ABSto complete the reporting and compliance monitoring requirements hereunder, AASD will, no later than June 15 prior to the start of any school year, provide ABSwith a list of all information required and ABS will provide full and accurate responses no later than September 1. AASD will at all times remain the sole employer of all personnel engaged in providing administrative services. All services set forth/outlined not in the budget will be provided by the AASD in a like manner as provided to the other schools.
  1. Instrumentality. Appleton Bilingual School will be an instrumentality of the AASD.
  1. Educational Program. A description of the educational program of the school and methods used to enable pupils to attain the educational goals under Wis. Stat.§ 118.01.Example: Appleton Bilingual School will enroll students, with a targeted enrollment of 196, in Kindergarten through 6th grade. These students are enrolled in grade level classrooms (gradeskindergarten through grade three). Students will be enrolled in multi-age classrooms (grades four through six). In 2011-12, Appleton Bilingual School will begin with grades kindergarten and first grade. ABS will expand its enrollment by one grade level class per year.Additional expansion decisions will be based on enrollment and space availability. The educational program of Appleton Bilingual School will consist of these main features:
  2. Appleton Bilingual Schoolstudents will receive instruction in a dual language (bilingual) educational model, specifically in Spanish and English. Both Spanish-dominant and English-dominant students will be paired together in each grade level in an approximately 50/50 ratio of each language group.
  3. The non-sectarian, standards-based curriculum of ABS will be developed out of the Common Core Standards for English Language Arts (CCS-ELA) and adapted for a dual language model. The Appleton Bilingual School will adapt the AASD standard elementary curriculum and adapt it by offering an interdisciplinary approach to instruction.
  4. A key difference between ABS and traditional elementary schools is the implementation of this interdisciplinary instruction. Traditional subject areas like mathematics, science, social studies, and literature will be infused with strategically-placed literacy instruction in both Spanish and English. Thematic units based on math, science, and social studies content, adapted from the standard AASD curriculum,will be developed to serve as a focus and a connecting point for the language and literacy instruction.
  5. ABS will develop a curriculum and follow an educational design model based on current recommended practices in the areas of bilingual and biliteracy teaching. The research of James Cummins (1979), Virginia Collier and Wayne Thomas (1997 and 2004), Kathryn Lindholm-Leary(2001), and the Center for Applied Linguisticssupport the effectiveness of the dual language model.
  6. Bilingual teachers will use visuals, real objects, oral language, TPR (Total Physical Response), and graphic organizers to teach two languages in a comprehensible way. Initially, in kindergarten and first grade, there will be a heavy emphasis on academic language and content in Spanish. This is necessary to establish a solid foundation in the minority language. Educational consultants from the Illinois Research Center have been working with Appleton staff and guiding them in a process of teaching in two languages in a simultaneous fashion. Bilingual teachers will “bridge” from Spanish to English at key points in the unit. This methodology will not be based on direct translation. The “bridging” activities will serve as an extension of academic content and bring about an integration of the first and second language in a more natural and cognitively rich manner.
  7. It is critical to understand what is involved in learning a second language versus what is required to learn in a second language. The Appleton Bilingual School will emphasize learning IN a second language. Fundamentally, this approach is based on the process of transference. Based on successful outcomes and solid research, both groups of students in ABS will develop deeper conceptual and linguistic adeptness in general as a result of studying two languages.
  8. ABS will utilize cooperative learning strategies to promote our goal of fostering cross-cultural relationships. In addition, ABS instructors will work with the same group of students for two years through a process called looping. After the first year of instruction, bilingual kindergarten teachers will follow their students to first grade. The bilingual first grade teacher will work with first graders in year one, and then loop back to work with a new group of kindergarteners. Second and third teachers will also follow this process.
  9. Methods of Measuring Student Progress. Appleton Bilingual School shall use the following local measures, assessments and standardized tests to measure pupil progress. Instruction and assessment will occur in two languages in this instructional model. The development of academic knowledge in two languages is a valuable skill, and this ability will enhance students’ lives in future years. Research by James Cummins (1979) indicates that even average competency in a second languages takes time. While students acquire conversational skills in one to two years, it often takes five to seven years to acquire strong academic skills in both languages. Once established however, students will move forward with a deeper, more meaningful understanding of academic Spanish and English.
  10. Student Goal 1—ABS students will achieve high levels of proficiency in two languages, Spanish and English.

(1)Objective: By sixth grade, English learners (ELL) students who have been enrolled in ABS for at least four consecutive years will develop sufficient English language skills to score at level 5.5 or higher on ACCESS. Starting in kindergartenand after each subsequent year, English learners will make 0.3 level gains on this assessment (composite score)

Objective: By sixth grade, ELL and native English speakers will score within the grade level range in Spanish Language Arts as measured by Aprenda 3 (corresponds to the Stanford Achievement Test in English). Starting in kindergartenand after each subsequent year, all learners at ABS will make 1.0 grade equivalency growth in Spanish Language Arts.

Assessment: ACCESS for ELLs (ELLs only) and Aprenda 3(all students)

  1. Student Goal 2—ABS students will continuously improve in the areas of reading and mathematics.

(1)Objective: By sixth grade, 90% of all ABS students, who have been enrolled in ABS for at least four consecutive years, will perform at or above the district’s average in reading for their grade level as measured by RIT scores on the MAP assessment in reading. Starting in grade two, ABS students on average will make 5-7 RIT point gains each year on the MAP assessment in reading (English).

Assessment: MAP (Reading-English)

(2)Objective: For grades kindergarten to third grade, 90% of all ABS students will gain several benchmark levels commensurate with the district’s standard for grade level growth on the EDL-2, the Spanish language benchmarking assessment.

Assessment: EDL-2 (Spanish)

(3)Objective: For grades three through six, 80% of all ABS students will score proficient or advanced in reading.

Assessment: WSAS Assessments

(4)Objective: For grades three through six, 80% of all ABS students will score proficient or advanced in mathematics.

Assessment: WSAS Assessments

(5)Objective: By sixth grade, 90% of all students, who have been enrolled in ABS for at least four consecutive years, will perform at or above the district’s average in mathematics for their grade level as measured by RIT scores on the MAP assessment in mathematics. Starting in grade two, ABS students on average will make 5-7 RIT point gains each year on the MAP assessment in mathematics(English).

Assessment: MAP (Mathematics-English)

  1. Student Goal 3—ABS students will develop positive cross-cultural attitudes.

(1)Objective: 90% of all ABS students will demonstrate positive cross-cultural attitudes as indicated by Agreement statements on cultural items on the Cross Cultural Attitude questionnaire.

Assessment: Cross Cultural Attitude questionnaire (English and Spanish)

  1. Student Goal 4 –ABS students will be assessed with the district’s Writing Continuum.

(1)Objective: Starting in kindergarten, ABS students on average will improve the quality of their writing in English and Spanish for various audiences and purposes across all curricular areas.

Assessment: Bilingual classroom assessments

  1. Governance Structure.
  2. Governance Board. A Governance Board consisting of staff, parents, and community members will govern the school (the “Appleton Bilingual School Governance Board”). The Appleton Bilingual SchoolGovernance Board will determine and oversee the mission and strategic plan, coordinate public relations strategies, establish policies as well as, oversee and approve the budget of the school.
  3. Administrator. Appleton Bilingual School will be jointly administered by the English Language Learner /Bilingual Education Coordinator and the Principal of Columbus Elementary School. The ELL/Bilingual Education Coordinator will coordinate and oversee the daily operation of the school and will work closely with the Appleton Bilingual SchoolGovernance Board to ensure that the educational goals of the school are met.Communications from AASD needed for procedural purposes will go to the Appleton Bilingual School Administrator as well as the Columbus Principal. The ABS Administratorwill meet regularly (minimum once per month) with the assigned principal to provide consistent and collaborative communication.
  4. Principal. The principal of Columbus School will be assigned to Appleton Bilingual School by the AASD. AASD will appoint the principal in collaboration with the ABS Governance Board. The Columbus principal will demonstrate an interest and a commitment to the students as well as the mission and vision of the school. The Columbus principal will be appropriately licensed.
  5. Governance Board Constitution. Other than issues specifically addressed in this agreement regarding the ABS Governance Board, the size, method of appointment and constitution of the ABS Governance Board will be as stipulated in the ABS Governance Board’s by-laws. Total membership of the ABS Governance Board shall be comprised of less than 50% AASD employees. ABS administrators and AASD Board of Education members will not serve on the ABS Governance Board.
  6. Officers. Election of officers is detailed in the Bylaws of the ABS Governance Board.
  7. Meetings. Meetings will be held twelve times per year. A quorum, consisting of a majority of the Voting Members of the ABS Governance Board must be present before business can be transacted. A majority vote of the Voting Members then serving is sufficient for any action, including election of Board Officers. Meetings are open to all staff, parents, students, and community members and participation on standing committees is encouraged.
  8. Annual Report. Appleton Bilingual School will produce an Annual Report for the Governance Board and will make this document available to the Board of Education and community upon request. The Annual Report will include:

(1)state testing results

(2)MAP test results

(3)enrollment data

(4)attendance data

(5)student and parent satisfaction survey results

(6)financial report

(7)student academic progress

(8)Other______

  1. Parental and Community Involvement.

Example

Parents/guardians will be involved in the Appleton Bilingual School by having representation on the Appleton Bilingual School Governance Board. Parents/guardians will also serve on the Appleton Bilingual School Governance Board committees such as enrollment, bylaws, curriculum and facilities. Parents will be an integral part of instructional delivery as they will be encouraged to share their expertise and interests related to the studies at Appleton Bilingual School.

  1. The integration of students and families from diverse backgrounds will be an essential element in creating an inclusive environment at the Appleton Bilingual School. There will be challenges of language, culture, and economic disparity. All groups must feel valued, and equitable practices must be implemented to foster collaboration and positive cross-cultural attitudes. A needs assessment for parent workshops/training will be developed by the summer of 2011. Two parent workshops will follow during the school year on topics suggested by the needs assessment. Finally, parents from both primary language groups will be encouraged to visit the school and individual classrooms and become regular volunteers.
  2. For the period that Appleton Bilingual School is housed within a Host School, students will be able to participate in the after school activities available to the students of the Host School. If Appleton Bilingual School students meet the age range for afterschool programs, Appleton Bilingual school students will be able to attend these programs at the Host School.
  3. Appleton Bilingual School will enrich the opportunities for students and staff at the Host School in a variety of ways as well. Speakers and programs brought in by Appleton Bilingual School will be made available to the Host School’s students, parents, and staff. ABS materials purchased through grant funds will also be available for loan to the Host School’s staff. Finally, positive learning relationships will develop as ABS students and staff share their knowledge with students of the Host School when project and cultural fairs are held.
  4. Parents will receive mid-quarter and quarterly reports on student progress at Appleton Bilingual School. Parent-teacher conferences will be held at the close of the first and third quarters. Additional parent teacher conferences, electronic mail, print correspondence, and telephone contacts will be used on an individual basis to communicate student progress when the parents, or teachers, feel it is appropriate.
  5. Students from the 4th through 6th grades will: have email accounts assigned by Appleton Bilingual School; be able to post podcasts and webcasts, create blogs, and fully utilize available technology under the supervision and website administration of ABS teachers.
  6. Parental issues, concerns, questions, and complaints will be handled following these steps:

(1)Contact the classroom teacher.

(2)If resolution has not been reached, or if the concern is school wide, the ELL/Bilingual Education Coordinator will be contacted.

(3)If resolution is still not reached, the principal will be contacted.

(4)If resolution is still not reached, the Assistant Superintendent will be contacted.

(5)Unresolved issues may be appealed the Superintendent of Schools.

(6)The final step in the district appeal process is to contact the Board of Education.

  1. Faculty Qualifications.
  2. Describe qualifications: Individuals who have a desire to teach at Appleton Bilingual School will be teachers who are appropriately licensed. The positions will be posted to indicate that candidates should demonstrate an interest and a commitment to the students as well as the mission and vision of the school. In order to deliver educational services in a dual language classroom, all teaching staff will be required to have both elementary certification and bilingual certification.In addition; teachers working at either kindergarten or first grade must also have Early Childhood certification as well. All provisions of the Master Agreement for posting and selection of teaching staff will be followed.
  3. In order to assure its necessary autonomy as a Charter School, Appleton Bilingual School may seek a Memorandum of Understanding with the Appleton Education Association. In the event of such an MOU, its provisions will take precedence over the Master Agreement.
  4. Teachers who are assigned to Appleton Bilingual School will be members of the Appleton Education Association and will be entitled to all rights and privileges afforded other members of the Association.
  5. Salary and benefits will be structured according to the Master Agreement between the Appleton Education Association and the AASD.
  6. Open positions for Appleton Bilingual School will be posted within the AASD and will be filled through the Arena Staffing process as outlined in the Master Agreement between the Appleton Education Association and the AASD. If the positions are not filled at Arena Staffing, the Appleton Bilingual School Governance Board and the assigned administrator will screen and interview candidates and give the names of candidates who meet district and ABS standards to the AASD for final approval of candidates to recommend to the AASD Board of Education for hiring.
  1. Student Health and Safety. All state and local health and safety regulations and building code standards will be followed at all AASD locations at which Appleton Bilingual School may be located. In addition, the health and safety policies applicable to all other non-charter schools in the AASD shall apply equally to Appleton Bilingual School.
  1. Recruitment and Means of Achieving Racial/Ethnic Balance
  2. Appleton Bilingual School prohibits discrimination and will not discriminate on the basis of age, handicap, marital or parental status, national origin pregnancy, race, religion, sex, or sexual orientation or any other classification protected by law. Appleton Bilingual School’s official non-discrimination policy will be applied in all operations. Access to Appleton Bilingual School will also not be restricted or enhanced by the following: family income, academic performance, English language proficiency, or athletic ability. Equal access will be provided to all students.
  3. Appleton Bilingual School will monitor the demographic make-up of the student population. By design, the ABS educational model will seek a balance of approximately fifty percent Spanish dominant students and fifty percent English dominant students. Outreach efforts will be further customized to raise awareness and generate interest. Examples include holding informational meetings in special locations, providing additional translation or interpretation services, and expanding services to accommodate people with disabilities.
  1. Admission Requirements.
  2. Appleton Bilingual School is open to all students of the AASD as well as students applying through the Wisconsin Inter-District Open Enrollment process. Application to and attendance at ABS is voluntary and no tuition is charged. Students who do not wish to attend or are not admitted to ABS may attend their neighborhood schools or seek enrollment in another AASD school per AASD Board policy.
  3. Parents will enroll their children by written registration form. A parent/guardian is encouraged to attend one informational meeting or visit ABSin order to assure understanding of the nature and work of the school.
  4. If the number of applicants exceeds available positions, a lottery will be employed. The names of students on the waiting list will be recorded in the order in which they were drawn. The waiting list does not roll over from year to year.
  5. As space permits, siblings of current ABS students and children of ABS Governance Board members, ABS founding membersand ABS staff will receive enrollment preference and will be exempt from the lottery.
  6. Students may enroll and attend ABS in kindergarten and first grade. As space permits, students may enroll and attend ABS at any point during the school year if they are able to demonstrate adequate fluency in both the Spanish and English languages. Students must be enrolled in or open-enrolled in the AASD.
  7. Special needs of students will be met according to the goals of their IEP. The AASD will provide needed special education services as appropriate.
  1. Budget Responsibilities of AASD and the Charter School.
  2. Equal Funding: Appleton Bilingual School clearly understands that AASD support will not be greater or less than the same support given to other AASD schools. As an instrumentality, the AASD will be responsible for salaries and benefits of staff, as well as the lease and associated expenses of ABS space. In addition, ABS receives funding based on the per-pupil formula applied to all schools in the AASD. The ABSGovernance Board will oversee, modify, and approve the site budget. All AASD or private contract services will be covered by the AASD. ABS students classified as ELL students will receive district-sponsored transportation based on programmatic needs of these students.

Material and equipment purchased with gifts, grants, or AASD funds will remain the property of the AASD. All material and equipment will be labeled or marked property of ABS and AASD.