IOWA PUBLIC CHARTER SCHOOL Application for Public Charter School Status

Name of Proposed School: Walnut Charter School Applicant: Cynthia Jensen, Rhonda Brockmann, & Sarah Kock Address: 415 Antique City Drive Walnut, Iowa 51577 Telephone Number: Day (712) 784-3615 Fax (712) 784-2177

Brief description of proposed school (for media distribution): The Walnut Charter School shall be a conversion of the traditional public Walnut Community School's entire K-12 system. Walnut Charter School will be an educational community of character and service. The focus of the charter will be character education and service, with comprehensive character education integrated into all levels of the curriculum, and the implementation of a Community Action Project program of student-generated service-learning projects for all students. Research shows that these additions to the educational program will result in positive student achievement gains. County: Pottawattamie County Local School District: Walnut Community School District Intermediate School District: NA Name of Educational Service Provider: NA Number of Students in the district by elementary, middle and high school as appropriate to the charter school: Elementary: 67 Junior High: 24 High School: 26 No

Is the proposal a new school within an existing school?

Is the proposal converting an existing school to charter school status? Yes

Faculty, Parents, and School Board were informed of:

Why is the charter school being formed? The charter school is being formed to address several communal and educational needs; among them is the slow decline of our school district caused by low enrollment numbers and lack of funding, the moral and ethical decline of our youth population, and the parents' feelings of disenfranchisement. The opportunity to be innovative in the way we present our curriculum will attract students to our charter school and provide parents with an option that is not available to them at this time. Charter Schools have a wide variety of funding available to them from public and private sources to help address the financial constraints with which all schools in the country have been struggling. By becoming a charter school, we will have a focus so that we can emphasize the character and service-learning portion of our curriculum rigorously. The deterioration of moral character and ethics among the youth in our country is a well-documented trend, and as evidenced by several studies, this trend has not missed rural Iowa. Character educators contend that we are experiencing a national "crisis of character" that necessitates the inclusion of formalized curricula in character in public schools (Likona, 1996; Josephson Institute for Ethics, 2002). At a community meeting, parents and community members described and prioritized important components of educational reform for Walnut School. The prioritized list included: quality education; continuous improvement; preparation for kids future; sports and fine arts; keeping children in our community; community support; finances; engaged and inspired staff; and a family feel. This charter is being formed to address the unique needs of this community's children. It will empower our staff, parents, and community the opportunity to build partnerships together in addressing our unique educational and cultural needs. Ballot Results Ballots were made available to parents and the community at several informational meetings, via the Walnut Community School District's official newspaper of publication, on the Friends of Walnut Community School website, at Walnut City Hall, the local USPS office, the local public library, and from any charter school committee member in either paper or electronic format. Parent Results (family units): (44) in support of K-12 charter application ( 3) against

Community Results: (107) in support of K-12 charter application (2) undecided (4) against An anonymous staff vote was collected by a local member of the clergy on September 26, 2012 and results were counted at a public meeting under his supervision immediately thereafter. Certified Teaching Staff Results: 10 (ten) in support of K-12 charter application 8 (eight) against Non-Certified Staff: 4 (four) in support of K-12 charter application 6 (six) against

Charter School Overview (40 total points) "Good character is more to be praised than outstanding talent. Most talents are to some extent a gift. Good character, by contrast, is not given to us. We have to build it piece by pieceby thought, choice, courage and determination." John Luther Mission and Vision The Walnut Charter School strives to create a service-learning environment where our students can draw upon the knowledge and strength of character of our staff, parents, and community members to help them become well-educated, morally and ethically courageous citizens of our society. Why is the charter school being formed and what is its purpose? President and CEO of the Character Education Partnership, Mark Hyatt, says, For much of our history as a nation, schools did focus on both academics and character development. One prepared young people to succeed in the workforce, and the other prepared them to be more honest, ethical, engaged citizens. Over time, however, we drifted away from the character

mission of schools to focus exclusively on academics. Chartering our school allows us to focus on and emphasize character-building and service to others, and supports our parents, and especially our staff, in developing creative ways to draw upon their own love of teaching and innate strengths to build a quality education system right here in our own community. A 2002 national study of Learn and Serve America programs suggests that effective service-learning programs improve academic grades, increase attendance in school, and develop personal and social responsibility (Melcior & Bailis, Impact of Service-Learning on Civic Attitudes and Behaviors of Middle and High School Youth: Findings from Three National Evaluations, 2002). Whether the goal is academic improvement, personal development, or both, service-learning can help students learn critical thinking, communication, teamwork, civic responsibility, mathematical reasoning, problem solving, public speaking, vocational skills, computer skills, scientific method, research skills, and analysis. Service-learning is an effective teaching method for all students, including gifted and talented students, special education students, students with disabilities, at-risk youth, youth in inclusive classrooms, and students in alternative education. (www.servicelearning.org/faq) Since Lindbergh High School in St. Louis, Missouri implemented character education in 1999, student achievement on Missouris tests improved from 24% to 84% proficient/advanced in math and from 10% to 66% in communication arts. Data points from all 44 national schools of character show similar gains: 87% of students reported that they felt safe or that bullying was rare; 89% of the schools reporting said they experienced declines in disciplinary referrals or had rates that were extremely low; 100% of the schools reporting experienced an increase in state reading and math scores; and 78% of the schools made Annual Yearly Progress (AYP), well above the national average (Mark Hyatt.) What is the mission or broad goal of the charter school? It is the broad goal of the Walnut Charter School to cultivate a passion for lifelong learning and a dedication to ethical leadership and civic responsibility among the children in our community; to raise awareness among them of the values and ethics passed down through the generations in our rural community and how these values affect them every day; and to preserve the history of our school while instilling in our students the 21st century skills necessary for success. What are the anticipated outcomes? How will the charter school monitor progress and achieve results? The Walnut Charter School shall utilize the Iowa/Common Core to establish its core academic indicators and curricular standards. Student achievement data shall be collected in multiple ways, including, but not limited to, Iowa Assessments, Dynamic Indicators of Basic Early Literacy Skills (DIBELS), Basic Reading Inventory (BRI), and NWEA. Walnut Charter School shall develop and implement standards-based report cards for grades K-5 and standards-based grading for grades 7-12. Report cards for grades 7-12 shall reflect both a letter grade and details of the standards met by the student. Students in the Walnut Charter School shall compile a portfolio of their character education and service learning, with evidence including, but not limited to, documentation of the

implementation and results of their Community Action Projects (CAP), personal reflections of their own character growth and service learning, assigned essays relating to each grade levels character focus, and letters of recommendation from persons other than school employees, other evidence as suggested by their classroom teacher. Within these portfolios, students will provide evidence of learning and growth within each component of the schools chosen traits of character, increased understanding of civic responsibility and good citizenship, and identify the classroom skills and knowledge utilized in the project. It is the broad goal of the Walnut Charter School to cultivate a passion for lifelong learning and a dedication to ethical leadership and civic responsibility among the children in our community; to raise awareness among them of the values and ethics passed down through the generations in our rural community and how these values affect them every day; and to preserve the history of our school while instilling in our students the 21st century skills necessary for success. These goals were determined as a means of response to the specific needs of the district and the community. Describe the characteristics of the community, including race, ethnicity, socioeconomic background, and primary languages spoken. The Walnut Community School District is located in a rural area of southwest Iowa. As of the census of 2010, there were 1193 people, 521 households, and 343 families in the district. The population density of the school district is 13.76 inhabitants per square mile. The racial makeup of the city was 97.4% White, .67% African American, 0.84% Asian, 0.34% from other races, and 0.67% from 2 or more races. Hispanic or Latino of any race was 1.26% of the population. High school graduates in the district make up 86.8% of the population. Only 12.1% have a bachelors degree or higher. Both of these figures are below the state average. Approximately 5.2% of the families in the community, and 8.5% of the total population are below the poverty line. Median household income is $36,150, which is below the state and national average. The majority of our students qualify for the free or reduced lunch program. The primary language spoken is English. What innovative (new or novel) approaches will be utilized? Chartering our school will allow us to utilize new and innovative approaches to education including: our Community Action Project program in which students grow and develop through service-learning projects; our recent upgrade to 1:1 technologies that will provide our students with the 21st century skills for success; a signed letter of understanding with staff, students and families that clarifies our goals and focus; and a new curriculum that will enhance a character and service- centered approach to learning that focuses on our students' unique talents and gifts. The Walnut Charter School recognizes the importance of and has decided to pursue education and curriculum which promotes 21st Century learning, and will continue to provide 1:1 mobile technology for every student in our school. All students 5th grade and younger have been issued an iPad. Grades 6-8 have been issued Windows-based HP laptops. All high school students have

been issued MacBooks. Technology utilization such as this will be integrated into the curriculum as a routine piece of curriculum and instruction, and not simply utilized as an add-on tool.

What will be the specialized focus of the charter? The focus of our charter is character education and service to others. Character education shall be a daily component of classroom learning and conversations, and shall be taught, modeled, and exercised in every school setting. Comprehensive character education addresses many tough issues in education while developing a positive school climate. Each year our students will be required to develop a Community Action Project. This program will be teacher-led. However, our students can utilize the knowledge and skills of other school employees, appropriate experts, and approved community volunteers. The students' CAP programs will evolve as they advance to the upper grade levels. For example, though the Kindergarten Community Action Project may be a class effort, high school seniors will be expected to complete a more independent and involved service-learning project.

Organization and Structure The Walnut Charter School shall be supervised by the Walnut Charter School Advisory Council which includes seven (7) unpaid members who must reside within the boundaries of the Walnut Community School District. The Advisory Council will serve as the immediate oversight mechanism for the school and make recommendations to the Walnut Community School District Board of Education in regards to Walnut Charter School's staffing needs, curriculum needs, charter focus, or adjustments thereof, and shall in all decisions and recommendations make the educational, social, emotional and physical needs of those students enrolled in the Charter School its primary consideration. It is understood that meetings of the Advisory Council are subject to the provisions of the Iowa Code Chapters 21 and 22. The School Board will review the progress of the Walnut Charter School as it relates to student achievement and assess the impact on district achievement goals. As a result of consultation with the Advisory Council, the School Board shall decide matters related to the operation of the school, including budgeting, curriculum, and operating procedures, keeping in mind the ideals set forth in the Charter. The school principal and/or superintendent will report monthly to both the Advisory Council and the School Board.

Initially, the Advisory Council shall consist of the four original Charter Application Committee members, Shannon Griffith (current School Board President,) and two additional persons who show a keen interest in the education of the children of the community. Advisory Council members must be at least 18 years of age and must have earned a high school Diploma, G.E.D, or the equivalent. New members of the Advisory Council shall be nominated by current Advisory Council members and installed at a regular Advisory Council meeting in a timely manner. The

initial term of the Advisory Council will begin January 1, 2013 and continue through the first four academic years of the Charter. Each term thereafter will last 3 years, and members shall not serve more than three full consecutive terms. If so appointed, former Advisory board members may return to service after at least a three-year sabbatical. In the year 2017 two members will vacate their positions and new members will be installed, following suit in 2020 and subsequent terms so that consistency and stability on the board shall be maintained. In keeping with Iowa Law, not more than one School Board member shall serve on the advisory board at one time. After the inaugural term, the member position held by Shannon Griffith shall rotate among board members at three-year intervals. Advisory Council members must vow to uphold and promote the ideals set forth in this Charter Application and to set a positive example for all students and staff, in word and in deed, while holding this position. Advisory Council members shall maintain the persona of servantleadership and strive to promote a positive and collaborative relationship with the School Board, school administration, staff members, students, parents/guardians and the public. In accepting an appointment to the Advisory Council, members agree to spend not less than six (6) regularschool-day hours per semester observing and interacting with students and staff at Walnut Charter School for the purpose of gathering data and sharing information with the Advisory Council. Accolades for students and staff is to be encouraged. Any Advisory Council members that are also on staff shall be allowed to arrange their schedule in such a way that they are able to meet the six-hours-per-semester requirement. The Walnut Charter School will provide a substitute teacher if that is deemed necessary. The membership of an advisory council appointed or formed shall not include more than one member of the local school board. The advisory council shall, to the greatest extent possible, reflect the demographics of the student population to be served by the pubic charter school. Walnut Charter School will serve students in Kindergarten through Twelfth Grade and will continue to house our highly regarded Pre-School and Pre-Kindergarten programs. Training and enrichment offered to K-12 staff and students will also be offered to the pre-school / preKindergarten staff and students. They will be encouraged to attend and participate as their schedules allow. These very young pupils are a cherished part of our educational community and are likely to be recipients of older students' CAP efforts. Total initial enrollment for Kindergarten through Twelfth grade is estimated at 117. All persons five to twenty-one years of age residing within the boundaries of the Walnut Community School District who have not earned a high school diploma and whose parents/guardians agree to the Charter School Letter of Understanding will be granted admission to the Walnut Charter School. This policy supports the purpose and specialized mission of the Walnut Charter School. Should expected enrollment for an upcoming year exceed 350 students, a lottery selection will occur. A drawing will be conducted by the school board president, verified by the school board secretary at an official board meeting. The admission process shall not discriminate against prospective students on the basis of race, creed, color, sex, sexual orientation , gender identity, national origin, religion, SES, marital status, or disability, except if a charter school limits enrollment pursuant to Iowa Code section 256F.4(3) which states: A charter school shall not discriminate in its student admissions policies or practices on the basis of

intellectual or athletic ability, measures of achievement or aptitude, or status as a person with a disability: however, a charter school may limit admission to students who are within a particular range of ages or grade levels or on any other basis that would be legal if initiated by a school district. Enrollment priority shall be given to the siblings of students enrolled in a charter school. Additionally, the following categories of applicants may be exempted from the lottery and gain immediate enrollment on this basis:

1. Students who are enrolled in Walnut Community School at the time it is converted into a public charter school; 2. Students who are eligible to attend, and are living in the attendance area of Walnut Community School District; 3. Siblings of students already admitted to or attending the same charter school; 4. Children of the charter school's founders, teachers, and staff (so long as the total number of students allowed under this exemption constitutes only a small percentage of the school's total enrollment.) Hiring shall, to the greatest extent possible, reflect the demographics of the student population to be served by the public charter school. Walnut Charter School staff members are considered employees of Walnut Community School District and shall hold appropriate licenses. It is the goal of this Charter to maintain a highly competitive and respected K-12 school in the community of Walnut. Walnut Community School District Employees will be the new Walnut Charter School staff. All hiring and interview processes will include discussion of applicants' abilities and desire to execute the tenets and ideals set forth in this charter and will pay particular attention to each applicant's willingness to work collaboratively with others to meet the goals of the charter and the needs of the students and community they serve. Upon acceptance of this charter application, the district shall advertise and actively seek replacements for retiring administrators and additional staff. The charter school will hire additional staff to fulfill needs as specified in the budget narrative. In keeping with the District's desire to see each student succeed in the 21stcentury, a wide variety of innovative online learning opportunities shall be afforded students on a case-by-case basis. Walnut Charter School will assign staff to handle a variety of vocational-technical programs, as well as those programs currently offered by Walnut Community School. While the teaching staff will be the primary leaders of their assigned students' CAP programs, all staff will be expected to work in concert with other school employees, appropriate experts, and approved community volunteers to encourage a deeper understanding, and to put into practice, the qualities of service and character. Upon acceptance of the charter application, the evaluation procedures set forth in current teacher contracts will be re-negotiated to reflect inclusion of the ideals and tenets of the charter. The evaluation process for guidance counseling program personnel will include ASCA Model

Counselor Standards. Administrative personnel will maintain their own portfolios which will include an improvement plan designed around their particular strengths and weaknesses, submitted to the superintendent and Advisory Council at the beginning of each school year, reviewed periodically throughout the year by the superintendent and the employee, and evaluated at least yearly by the same. Each staff member shall sign the staff Letter of Understanding which states they will agree and adhere to the values and tenets of the charter. Changes in staff may be recommended by the Advisory Council to the School Board and a cooperative relationship between the two groups shall ensure Walnut Charter School has strong, trustworthy, and integrity-filled leadership in place at all times. It is the position of Walnut Charter School that in order to promote professional development which is most effective for our staff, certified teachers will have a large amount of influence and input in the planning of the content and structure of that program. Appropriate cohorts will be formed and maintained as they pertain to instructional sections by grade or content area, and in whichever ways will be most effective. Staff is encouraged to seek out, share, and personalize the instructional and organizational tools they feel would have the greatest impact on their own development as a teacher and which would in turn have the greatest impact on student learning and success. In addition, individual teachers are encouraged to observe their colleagues within the school or to do so in another district. Teachers who choose to take advantage of this program will need advance permission from Walnut Charter School administration and a partner district, if necessary. Up to 2 days per semester will be allowed. A brief summary of ideas, strategies, or knowledge gained from these sharing experiences will be reported to the Advisory Council in writing or in person at the next regular Advisory Council meeting. In the unlikely event that the Walnut Charter School fails to demonstrate significant progress in improving student learning or presents a risk to the health and safety of students and staff, the charter will be revoked or non-renewed and the school will be dissolved. The Walnut Charter School students will be enrolled in the Walnut Community School. Staff will be reassigned to positions within the Walnut Community School. All assets (furniture, materials, funds, etc.) will be absorbed by the district. A dress code shall be established for all students, staff, volunteers, and guests, and shall be enforced at every school function. All staff are expected to enforce the dress code for every Walnut Charter School Student. The Pledge of Allegiance shall be part of the daily routine for grades Kindergarten through twelve. In order that our staff, students, and their families have time to share with one another, no school activities will occur after 6:30 p.m. on Wednesdays. No school activities will occur before 2:00 p.m. on Sundays (excluding the annual Post Prom Party) and no regularly scheduled activities shall occur after 2:00 p.m. on Sundays (excluding Graduation Commencement). The rare exception will be addressed on a case-by-case basis with school administration. All teachers shall conduct in-home visits with the families of their students prior to the start of each school year. While called in-home visits, these visits will be in a location determined by

the parent/guardian. At the elementary level, these visits are class visits, but at the secondary level, home visits will be conducted by class sponsors/CAP advisors. At these visits, teachers will share their goals for students and parents will share theirs. Teachers will share with parents/guardians the Letter of Understanding and discuss any possible areas of expertise or volunteerism for the parent/guardian. Families will also be provided the opportunity to register their children for school during these visits. Waivers Requested by Walnut Charter School FEDERAL: Public Law 111-296, Healthy, Hunger-Free Kids Act of 2010, Sec. 208. Nutrition standards for all foods sold in school. STATE OF IOWA Waivers are from Chapter 12 of the Iowa Code: 281-12.2(256) 12.3(12)a. Library Program. The Library program is planned and implemented by a qualified teacher librarian working collaboratively with the district's administration and instructional staff. 12.3(9) Grade Level Organization. The board shall adopt a grade-level organization for the buildings under its jurisdiction. 12.4(1) Instructional professional staff. Each person who holds a license/certificate endorsed for the service for which that person is employed shall be eligible for classification as a member of the the instructional professional staff. 12.4(8) Teacher. A teacher shall be defined as a member of the instructional professional staff who holds a license/certificate endorsed for the type of position in which employed. 12.5(3) Elementary program, grades 1-6. The following areas shall be taught in grades one through six: English-language arts, social studies, mathematics, science, health, human growth and development, physical education, traffic safety, music, and visual art. 12.5(4) Junior high program, grades 7 and 8. The following shall be taught in grades 7 and 8: English-language arts, social studies, mathematics, science, health, human growth and development, physical education, music, visual art, family and consumer education, career education, and technology education. 12.5(5) High school program, grades 9-12. In grades 9 through 12, a unit is a course or equivalent related components or partial units taught throughout the academic year as defined in sub-rule 12.5(14). The following shall be offered and taught as the minimum program: Englishlanguage arts, six units; social studies, five units; mathematics, six units as specified in 12.5(5) c; science, five units; health, one unit; physical education, one unit; fine arts, three units; foreign language, four units; and vocational education, 12 units as specified in 12.5.(5) i. 12.5(14) Unit. A unit is a course which meets one of the following criteria; it is taught for at least 200 minutes per week for 36 weeks; it is taught for the equivalent of 120 hours of instruction; or it is an equated requirement as a part of an innovative program filed as prescribed in rule 12.9(256).

12.15(15) Credit. A student shall receive a credit or a partial credit upon successful completion of a course which meets one of the criteria in sub-rule 12.5(14). 12.15(16) Subject offering. A subject shall be regarded as offered when the teacher of the subject has met the licensure and endorsement standards of the state board of educational examiners of that subject. 12.5(19) Physical activity requirement. Subject to the provisions of sub-rule 12.5(6), physically able pupils in grades 6 through 12 shall engage in physical activity for a minimum of 120 minutes per week in which there are at least five days of school. 12.7(1) Provisions for school district professional development. To meet the professional needs of all staff, professional development activities shall align with district goals. 12.8(1) Comprehensive school improvement (a)(2). School improvement advisory committee. To meet requirements of Iowa Code section 280.12(2) as amended by 2007 Iowa Acts, Senate File 61, section 1, the board shall appoint and charge a school improvement advisory committee to make recommendations to the board. 12.8(1) Comprehensive School Improvement (f.) Assessment of student progress. Performance levels. A school or school district shall establish at least three performance levels on at least one district-wide valid and reliable assessment in the areas of reading and mathematics for at least grades 4, 8, and 11 and science in grades 8, and 11 or use the achievement levels as established b the Iowa Testing Program to meet the intent of this subparagraph (2). (See Appendix: List of Requested Waivers)

Facilities/Financial Support The entire Walnut School District buildings and included assets will be available to be utilized for the charter, as agreed upon by the Walnut School Board. At the time of application the facilities and assets of the Walnut School District to be utilized by the Walnut Charter School include: 17 Classrooms 3 Libraries 2 Computer Labs 1 Laundry Facility 3 Storage Rooms 1 Lunchroom (with storage area) 4 Sets of Restrooms 7 Janitorial Closets 1 Weight Room 1 Freezer/refrigerator room

8 Offices (including Administration offices) 2 Concession Stands 3 Lobbies 2 Gymnasiums (including fully functional sport facilities)

2 Sets of locker rooms and showers 1 Garage 1 Technology Office 1 Industrial Arts Classroom 1 Functional ICN classroom 1 Wrestling Room 1 Theatrical Stage 1 Pre-K Classroom (including office & storage) 1 Choir room (including office & storage)

1 Band room (including office & storage) 1 Fully stocked science lab 1 Bicycle area 1 Blacktop/recess area

1 Green area/walkway 1 Playground 1 Outdoor Basketball Court

The District also offers a sufficient number of lockers, textbooks, and desks for each student along with 1 to 1 technology for every student grades K through 12. The assets of the music department include risers and sound shells for performance and instruments and media for students' use and accompaniment. The District also has a long-standing, cordial relationship with the City of Walnut allowing the District to utilize sports facilities including a football/soccer field, sand volleyball court, baseball field, softball field, and little league ball field as the District sees fit. Because Walnut Charter School will include the entire K-12 district, the services the district now provides will continue to be provided under the charter. This includes a meal program, possible athletic programs, special education, TAG services, and transportation. The budget for the

Walnut Charter School will follow the budget prepared by the school board in February for the following fiscal year. Revenues and expenditures incurred by the Walnut Community School shall become those of the Walnut Charter School. Additions to current school budget are described below and a copy of last years budget is included in the appendix. Walnut Charter School assumes all appropriate liability. Insurance coverage previously contracted by the Walnut Community School District will continue. Transportation of students will continue to be provided by the district. Because the entire district is included in the Walnut Charter School, the operation and procedures for student transportation that the district has in place will not change. Currently, our transportation includes one bus route in the morning and one in the afternoon. As student population increases, the Board will increase routes/drivers/busses as necessary.

ANTICIPATED ADDITIONS TO CURRENT SCHOOL BUDGET: Complete Physical Education/Health & Nutrition Education Program: Additional $25,000 K-12 Foreign Language Program: $50,000 A complete middle school transitional program at the 6th Grade level: Additional $25,000 K-12 Technology Program: Additional $3,000 to replace retiring staff contracts and expiring technology maintenance contracts. Training/Professional Development for Staff: 1 day for all staff for character education and CAP program training: $5,350 2 additional days for certified staff: $7,200 Substitutes for Certified Staff Observations: $8,820 YEAR 2: Physical Science Program: $50,000 Family and Consumer Science Program: $50,000 Industrial Technology/Agriculture Program: $50,000 ANTICIPATED GRANTS: Federal Charter Grant: $175,000 per year for 3 years

Learn and Serve America: This year the Corporation for National and Community Service will commit more than $17,400,000 to support Iowa communities through national service initiatives. This includes education based efforts that focus on service. A number of Iowa schools and communities already participate in this program and 13 of the total 18 participants are K-12 school based. Innovative Approaches to Literacy: minimum amount given is $150,000, maximum amount given is $750,000, for 24 months National Science Foundation STEM Grant: up to $250,000 for 2 years Clorox Grant: $50,000 1 time NEA Foundation: Student Achievement Grants: Max of $5000 Other various organizations and institutes that offer large, education-based grants: Lego Foundation, Bill and Melinda Gates Foundation, The Kimmel Foundation (specific to Iowa and Nebraska), Daniels Fund, Alfred P. Sloan Foundation, and many others. Miscellaneous CAP Grants: Vista Program, Promise Partners, Points of Light.org, Generation On, Reach Out Iowa, Pottawattamie Youth Council, Do Something.org, Pepsi. (all of varying and individual amounts) As additional resources are received, a more aggressive approach to implementing programs will occur.

Student Achievement The Walnut Charter School will implement a school-wide character program. This is expected to have a positive impact on disciplinary referrals, attendance, and bullying incidents. The CAP program shall also have a positive impact on these things, as well as on graduation rate, community connections and involvement within the educational program, and parental engagement with the school. Students in the Walnut Charter School shall compile a portfolio of their character education and service learning, with evidence including, but not limited to, documentation of the implementation and results of their Community Action Projects (CAP), personal reflections of their own character growth and service learning, assigned essays relating to each grade levels character focus, and letters of recommendation from persons other than school employees, other evidence as suggested by their classroom teacher. Within these portfolios, students will provide evidence of learning and growth within each component of the schools chosen traits of character, increased understanding of civic responsibility and good citizenship, and identify the classroom skills and knowledge utilized in the project. In accordance with Iowa Code section 256.7 (21) and 281 Chapter 12, Walnut Charter School shall develop, implement, and file with the Iowa Department of Education a comprehensive school improvement plan (CSIP) that includes, but is not limited to, demonstrated school, parental, and community involvement in assessing educational needs, establishing local education standards, student achievement levels, and, as applicable, the consolidation of federal and state planning, goal-setting, and reporting requirements. The Walnut Charter School shall establish an American School Counselor Association (ASCA) National Model: A Framework for School Counseling Programs. The ASCA Model has its own Advisory Board, ideally made up of an administrator, parents, students, community member(s), the school counselor, and a school counselor from another district. The Model includes beliefs, a philosophy, and a mission statement established by the Models Advisory Board, and its implementation utilizes data-driven standards and lessons. The goal of increased parent/guardian participation and input into the educational program at the Walnut Charter School shall be achieved through this ASCA Model Advisory Board, the charters Advisory Council, the CAP program, and the parents Letter of Understanding. The Walnut Charter School shall utilize the Iowa/Common Core to establish its core academic indicators and curricular standards. Student achievement data shall be collected in multiple ways, including, but not limited to: Iowa Assessments; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Basic Reading Inventory (BRI); and NWEA. DIBELS assessments shall be given each fall, winter, and spring for all elementary students. NWEA assessments will be given in the fall and spring to K-11 students. Iowa Assessments shall be given to grades 2-11. In year one. Baseline student achievement data shall be determined in the first year of the charter, with measurable achievement gains made each subsequent year. The Walnut Charter School shall develop and implement standards-based report cards for grades K-5 and standards-based grading

and reporting for grades 6-12 in year two. Report cards for grades 6-12 shall reflect both a letter grade and details of the standards met by the student. Iowa Learning Online and e2020 shall be offered to students to take courses not offered on site and/or for credit recovery purposes. Competency Based Education has been shown to work well for drop-out prevention, credit recovery, as well as the talented and gifted students. This is an individualized, differentiated, and student-centered method of education which increases student engagement and motivation. Students advance upon mastery rather than through accumulated seat time. The Walnut Charter School shall transition to this educational method for grades K-5 in year two, and 6-12 in year three. Science Writing Heuristic (SWH) shall be implemented in grades 4-12. SWH is a way to transform students' scientific thinking into science writing. The SWH approach has been proven to close the achievement gap. Through the use of SWH, studies have found increased performance on the Iowa Assessments and greater achievement of students with IEPs. The SWH approach was designed to create experiences for students to engage in science inquiry and to use scientific language. SWH is designed to promote classroom discussion where students' personal explanations and observations are tested against the perceptions and contributions of the broader group. Learners are encouraged to make explicit and defensible connections between questions, observations, data, claims, and evidence. Students use diverse forms of language to describe a pattern, make a generalization, state a relationship, or construct an explanation. The template provides a plan for students investigation and a complementary teacher plan for helping students negotiate meaning throughout the SWH investigation. In addition to the meetings outlined in and data gathered for the CSIP, the Walnut Charter Schools Advisory Council shall initially meet once per month and receive information from administration on the schools progress in meeting its established educational, character, and service goals. The Advisory Council shall provide recommendations to the administration and Walnut Community Schools Board of Education regarding identified concerns and areas for improvement. It is the mission and broad goal of the Walnut Charter School to cultivate a passion for lifelong learning and a dedication to ethical leadership and civic responsibility among the children in our community; to raise awareness among them of the values and ethics passed down through the generations in our rural community and how these values affect them every day; and to preserve the history of our school while instilling in our students the 21st century skills necessary for success. These goals were determined as a means of response to the specific needs of the district and the community. The founding members of the Walnut Charter School have extensive familiarity with parent and family needs in the Walnut community, and will respond to these needs by offering family and community support in a variety of ways. One such method is that of the Community Action Projects to be completed by the students and their supervising staff. These projects are meant to instill character in our students and to integrate service projects with classroom learning.

www.learnandserve.gov states Service-learning engages students in the educational process, using what they learn in the classroom to solve real-life problems. Students not only learn about democracy and citizenship, they become actively contributing citizens and community members through the service they perform. Service-learning can be applied across all subjects and grade levels; it can involve a single student or group of students, a classroom or an entire school. Students build character and become active participants as they work with others in their school and community to create service projects in areas such as education, public safety, and the environment. Service-learning engages students in the educational process, using what they learn in the classroom to solve real-life problems. Students not only learn about democracy and citizenship, they become actively contributing citizens and community members through the service they perform. Service-learning can be applied across all subjects and grade levels; it can involve a single student or group of students, a classroom or an entire school. Students build character and become active participants as they work with others in their school and community to create service projects in areas such as education, public safety, and the environment. Character education shall be a daily component of classroom learning and conversations, and shall be taught, modeled, and exercised in every school setting. Comprehensive character education addresses many tough issues in education while developing a positive school climate. Research shows that educators have transformed their school cultures, reduced discipline referrals, increased academic achievement for all learners, developed global citizens, and improved job satisfaction and retention among teachers through implementation of a comprehensive character education program. Character education and service learning go hand-in-hand in accomplishing the tenants and vision of the Walnut Charter School. Character education is the intentional effort to develop in young people core ethical and performance values that are widely affirmed across all cultures. To be effective, character education must include all stakeholders in a school community and must permeate school climate and curriculum. Character education includes a broad range of concepts such as positive school culture, moral education, just communities, caring school communities, social-emotional learning, positive youth development, civic education, and service learning. All of these approaches promote the intellectual, social, emotional, and ethical development of young people and share a commitment to help young people become responsible, caring, and contributing citizens. Character education so conceived helps students to develop important human qualities such as justice, diligence, compassion, respect, and courage, and to understand why it is important to live by them. Quality character education creates an integrated culture of character that supports and challenges students and adults to strive for excellence. When students feel respected, cared for, and safe, they are better prepared and willing to learn. Character education influences many things, including student achievement, disciplinary referrals, school attendance, drop-out, and graduation rates. The choice of service-learning and character focus for Walnut Charter School shall accomplish the following: improved student learning, as evidenced on Iowa Assessments and district assessments; increased learning opportunities for students, as evidenced by the creation of the CAP program and increased community and parental expertise in and out of the classroom; encouraged use of different and innovative methods of teaching; requirement of a student portfolio which outlines student character and service-learning; creation of new professional

learning opportunities for educators, including the opportunity to be responsible for the learning program at the school site through the leadership of students in Community Action Projects and working in concert with other staff at distinctly different grade levels to foster collaborative learning with the students; and allowance for greater flexibility to meet the educational needs of the student population. Innovative teaching methods to be utilized include: Community Action Projects where the students can learn through service learning projects; 1:1 technology, which will assist in providing our students with the 21st century skills necessary for success; a signed letter of understanding with staff, students, and families that clarifies the schools goals and focus; utilization of the ASCA National Model; collaborative instruction; problem/project-based learning; establishing community partnerships via experiences such as field trips, assemblies, mentorships, and classroom presentations; and an expanded curriculum that will enhance a character and service-centered approach to learning which focuses on our students unique talents and gifts. Family support and family involvement are at the core of raising solid students. A key component of our character and service-learning focus is nurturing the relationship between student success and family involvement. Walnut Charter School recognizes the unique assets of each student and family and is excited to draw upon the special gifts and talents each person has to offer. Active family engagement in the school will model appropriate service-learning behaviors for our students and will result in strong partnerships among the staff, students, families, and the community of Walnut. Each family shall offer a gift of time equivalent to, or exceeding, 8 hours per academic year. Walnut Charter School shall develop an in-coming student induction program which familiarizes new students to the school with the character focus and expectations of their academic and behavioral performance. This induction program shall also include assessments of the new students knowledge and academic achievement thus far in comparison with that of the class/grade which they are entering. The induction program shall provide additional academic support for new students, if necessary. The Walnut Charter School shall meet all applicable federal, state, and local health and safety requirements and laws prohibiting discrimination on the basis of race, creed, color, sex, sexual orientation, gender identity, national origin, religion, SES, marital status, or disability. Walnut Charter School shall be subject to any court-ordered desegregation plan in effect for the school district at the time the charter school is approved. Walnut Charter School shall operate as a nonsectarian, non-religious public school. It shall be free of tuition and application fees to Iowa resident students between the ages of 5 and 21 years. The school be subject to and comply with Chapters 216 and 261A relating to civil and human rights. It shall provide special education services in accordance with Chapter 256B. Walnut Charter School shall be subject to the same financial audits, audit procedures, and audit requirements as a school district. The audit shall be consistent with the requirements of Sections 11.6, 11.14, 11.19, 256.9, subsection 20, and section 279.29, except to the extent deviations are necessary because of the program at the school. The department, the auditor of state or the legislative services agency may conduct financial, program, or compliance audits. The school shall be subject to and comply with Chapter 284

relating to the student achievement and teacher quality program. A charter school that complies with Chapter 284 shall receive state moneys or be eligible to receive state moneys calculated as provided in section 257.10, subsections 9 and 10, and section 257.37A as if it did not operate under a charter school contract. Walnut Charter School shall be subject to and comply with Chapter 20 and 279 relating to contracts with and discharge of teachers and administrators. It shall be subject to and comply with the provisions of Chapter 285 relating to the transportation of students. Meetings and records of the Advisory Council are subject to the provisions of Chapters 21 and 22. The Walnut Charter School will make quarterly reports to the Walnut Community School Board, the Walnut Charter School Advisory Council, and parents/families. Quarterly reports will be available to the public on the school website or in print form if requested.

Appendix Waivers Requested by the Walnut Charter School FEDERAL: Public Law 111-296, Healthy, Hunger-Free Kids Act of 2010, Sec. 208. Nutrition standards for all foods sold in school. NEW Lunch Meal Pattern:

RATIONALE: This Act assumes that all children of any given age will have identical and interchangeable dietary protein and calorie requirements. It also assumes that proteins are identical and interchangeable. It fails to account for any variance for students activity levels or

height. It also assumes that all children will receive enough food when they are not at school. This, we know, is not the case for all families within the Walnut School District. Walnut is also a rural farming community, and therefore the activity level of our children is much greater than that of an urban or suburban child. STATE OF IOWA Waivers are from Chapter 12 of the Iowa Code: 281-12.2(256) 12.3(12)a. Library Program. The Library program is planned and implemented by a qualified teacher librarian working collaboratively with the district's administration and instructional staff. RATIONALE: Access to print and electronic resources will be an integral part of the students daily learning experiences. A partnership with the Walnut Public Library will be established. 12.3(9) Grade Level Organization. The board shall adopt a grade-level organization for the buildings under its jurisdiction. RATIONALE: This school may be organized in grade bands, with students in multi-age classes. Advancement will depend on demonstrating the competencies as outlined in the Iowa Core Curriculum, not through the accumulation of seat time. Students programs of study will be individualized based on interests and career goals, not necessarily on age-alike grouping. 12.4(1) Instructional professional staff. Each person who holds a license/certificate endorsed for the service for which that person is employed shall be eligible for classification as a member of the the instructional professional staff. RATIONALE: Instructional staff will be hired and placed based on relevant professional experience and/or license/certifications held. Secondary staff may be utilized at the elementary level, either as specials staff or in collaboration with the elementary classroom teacher. 12.4(8) Teacher. A teacher shall be defined as a member of the instructional professional staff who holds a license/certificate endorsed for the type of position in which employed. RATIONALE: Instructional staff will be hired and placed based on relevant professional experience and/or license/certifications held. 12.5(3) Elementary program, grades 1-6. The following areas shall be taught in grades one through six: English-language arts, social studies, mathematics, science, health, human growth and development, physical education, traffic safety, music, and visual art. RATIONALE: The curriculum of this school will follow the Iowa Core Curriculum. Wherever possible, cross-disciplinary study of authentic and relevant issues and problems will be employed. Students will advance through coursework by demonstrating mastery and performance of core competencies as outlined in the Iowa Core Curriculum, aligned to core curricular areas and 21st century skills. For these reasons, students may progress through grade bands at differing rates, rather than by the accumulation of seat time. 12.5(4) Junior high program, grades 7 and 8. The following shall be taught in grades 7 and 8: English-language arts, social studies, mathematics, science, health, human growth and

development, physical education, music, visual art, family and consumer education, career education, and technology education. RATIONALE: The curriculum of this school will follow the Iowa Core Curriculum. Wherever possible, cross-disciplinary study of authentic and relevant issues and problems will be employed. Students will advance through coursework by demonstrating mastery and performance of core competencies as outlined in the Iowa Core Curriculum, aligned to core curricular areas and 21st century skills. For these reasons, subject-specific courses in these areas may not be available in all cases. 12.5(5) High school program, grades 9-12. In grades 9 through 12, a unit is a course or equivalent related components or partial units taught throughout the academic year as defined in sub-rule 12.5(14). The following shall be offered and taught as the minimum program: Englishlanguage arts, six units; social studies, five units; mathematics, six units as specified in 12.5(5) c; science, five units; health, one unit; physical education, one unit; fine arts, three units; foreign language, four units; and vocational education, 12 units as specified in 12.5.(5) i. RATIONALE: The curriculum of this school will follow the Iowa Core Curriculum. Wherever possible, cross-disciplinary study of authentic and relevant issues and problems will be employed. Students will advance through coursework by demonstrating mastery and performance of core competencies as outlined in the Iowa Core Curriculum, aligned to core curricular areas and 21st century skills. For these reasons, subject-specific courses in these areas may not be available in all cases. 12.5(14) Unit. A unit is a course which meets one of the following criteria; it is taught for at least 200 minutes per week for 36 weeks; it is taught for the equivalent of 120 hours of instruction; or it is an equated requirement as a part of an innovative program filed as prescribed in rule 12.9(256). RATIONALE: The curriculum of this school will follow the Iowa Core Curriculum. Wherever possible, cross-disciplinary study of authentic and relevant issues and problems will be employed. Students will advance through coursework by demonstrating mastery and performance of core competencies as outlined in the Iowa Core Curriculum, aligned to core curricular areas and 21st century skills. Students will be held to the same standard of performance regardless of the time it takes for them to achieve mastery. For that reason, there is no minimum number of minutes or hours required before performance can be demonstrated. 12.15(15) Credit. A student shall receive a credit or a partial credit upon successful completion of a course which meets one of the criteria in sub-rule 12.5(14). RATIONALE: The curriculum of this school will follow the Iowa Core Curriculum. Wherever possible, cross-disciplinary study of authentic and relevant issues and problems will be employed. Students will advance through coursework by demonstrating mastery and performance of core competencies as outlined in the Iowa Core Curriculum, aligned to core curricular areas and 21st century skills. Students will be held to the same standard of performance regardless of the time it takes for them to achieve mastery. For that reason, there is no minimum number of minutes or hours required before performance can be demonstrated.

12.15(16) Subject offering. A subject shall be regarded as offered when the teacher of the subject has met the licensure and endorsement standards of the state board of educational examiners of that subject. RATIONALE: Instructional staff will be hired and placed based on relevant professional experience and/or license/certifications held. 12.5(19) Physical activity requirement. Subject to the provisions of sub-rule 12.5(6), physically able pupils in grades 6 through 12 shall engage in physical activity for a minimum of 120 minutes per week in which there are at least five days of school. RATIONALE: Health and wellness are critical components of the curriculum in the Iowa Core Curriculum and, therefore, of this school. Instructional staff will employ various strategies throughout the instructional day for physical activity designed to promote life-long wellness. 12.7(1) Provisions for school district professional development: To meet the professional needs of all staff, professional development activities shall align with district goals. RATIONALE: Professional development for staff will focus first on school goals and, if applicable, district goals. 12.8(1) Comprehensive school improvement (a)(2): School improvement advisory committee. To meet requirements of Iowa Code section 280.12(2) as amended by 2007 Iowa Acts, Senate File 61, section 1, the board shall appoint and charge a school improvement advisory committee to make recommendations to the board. (See Appendix: List of Requested State Waivers) RATIONALE: The Charter School Advisory Council, composed of parents, community members, and a Walnut Community School District Board of Education member, will replace the comprehensive school improvement committee. 12.8(1) Comprehensive School Improvement (f.) Assessment of student progress. Performance levels. A school or school district shall establish at least three performance levels on at least one district-wide valid and reliable assessment in the areas of reading and mathematics for at least grades 4, 8, and 11 and science in grades 8, and 11 or use the achievement levels as established b the Iowa Testing Program to meet the intent of this subparagraph (2). RATIONALE: Student performance will be frequently monitored and reported. However, performance levels will be based on competencies as outlined in the Iowa Core Curriculum and not in age-defined grade levels.

Iowa Public Charter School Program Assurances Pursuant to Iowa Public Chart School Law, chapter 1124, a developed application for a grant under the Public Charter School Program (PCSP) must meet all applicable federal, state, and local health and safety requirements and laws prohibiting discrimination on the basis of race, creed, color, sex, national origin, religion, ancestry, or disability. A charter school shall be subject to any desegregation plan in effect for the school district at the time the schools charter application is approved the charter school shall: A. Implement (i) the objectives of the charter school; and (il) the methods by which the charter school will determine its progress toward achieving those objectives. B. Establish a working relationship between the charter school, the local school board and the school district. C. Involve parents and other members of the community in the planning, program design and implementation of the charter school. D. Request and justify waivers/revisions of any Federal statutory or regulatory provisions that the eligible applicant believes are necessary for the successful operation of the charter school, and a description of any State or local rules, generally applicable to public schools, that the applicant proposes to be waived, or otherwise not apply to, the school. E. Participate for the life of the charter in all data reporting and evaluation activities as requested by the U.S. Department of Education and the Iowa Department of Education; this includes participating in any federal or state funded charter school evaluation or studies, final grant report documentation and financial statements. F. Inform students and parents in the community about the charter school; and an equal opportunity to attend the charter school. G. Operate as a non-sectarian, non-religious public school. H. Be free of tuition and application fees to Iowa resident students between the ages of five and twenty-one years. I. Will comply with all provisions of the Nonregulatory Guidance Public Charter Schools Program of the U.S. Department of Education, which includes the use of a lottery for enrollment if the charter school is oversubscribed. J. Be subject to and comply with Chapters 2w16 and 216A relating to civil and human rights. K. Comply with general laws including, but not limited to, the Age Discrimination act of 1975, Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, section 504 of Rehabilitation Act of 1973, and Part B of the Individuals with Disabilities Education Act. L. Provide special education services in accordance with Chapter 256B.

M. Ensure that a students records, and, if applicable, a students individualized education program as defined in section 602 (11) of the Individuals with Disabilities Act, are transferred to a charter school upon the transfer of the student from a charter school to another public school, in accordance with the applicable law (P.L. 107-110, section 5208). N. Will comply with all provisions of the No Child Left Behind Act, including but not limited to, provisions on school prayer, the Boy Scouts of America Equal Access Act, the Armed Forces Recruiter Access to Students and Student Recruiting Information, the Unsafe School Choice Option, the Family educational Rights and Privacy Act (FERPA) and assessments (P.L. 107-110). O. Be subject to the same financial audits, audit procedures, and audit requirements as a school district. The audit shall be consistent with the requirements of sections 11.6, 11.14, 11.19, 256.9 subsection 19 and section 279.29 except to the extent deviations are necessary because of the program at the school. The department, the auditor of state, or the legislative fiscal bureau may conduct financial, program, or compliance audits. P. Will maintain accounting records and other evidence pertaining to costs incurred with the provision that the records shall be kept available by the grantee during the grant period and thereafter for three full years from the date of final payment. Iowa Department of Education must be permitted to audit, review, and inspect the grantees activities, books, documents, papers and other records relating to the expenditures of grant proceeds. The developer further agrees to comply with all federal and state audit requirements and ensures that arrangements have been made to finance those mandatory audits. Q. Submit a revised budget narrative and budget narrative and budget to Laurie Phelan at Iowa Department of Education within 90 days of notification of a grant award; budget changes must meet the approval of Iowa Department of Education. R. Understand that if any findings of misuse of grant funds are discovered project funds must be returned to the Iowa Department of Education and that Iowa Department of Education may terminate a grant award upon 30 days of notice if it deems that the developer is not fulfilling the funded program as specified in the approved grant application. S. Be required to maintain all equipment purchased with grant funds in accordance with federal law and regulations. T. Be subject to and comply with Chapter 284 relating to the student achievement and teacher quality program. A charter school that complies with Chapter 284 shall receive state moneys or be eligible to receive state moneys as provided in Chapter 284 as if it did not operate under a charter. U. The charter school assures that it will not conduct a program of instruction until such time as: 1. The requisite health and safety and accessibility standards for the school building have been met according the local fire and health department inspectors;

2. Adequate equipment, materials, and guidance and counseling services are available; and, 3. Conditions are adequate to provide for the economical operation of the school with an adequate learning environment. V. The charter school will maintain an active parent/guardian involvement process. W. Be subject to and comply with Chapters 20 and 279 relating to contracts with and discharge of teachers and administrators. X. Be subject to and comply with the provisions of Chapter 285 and 282.18 subsection 10 relating to the transportation of students. (Note: A sending district shall make payments to the charter school in the manner required under section 282.18, subsection 7) Y. Meetings of the advisory council are subject to the provision of Chapters 21 and 22. NOTE: A charter school shall not discriminate in its student admission policies or practices on the basis of intellectual or athletic ability, measures of achievement or aptitude, or status as a person with a disability. However, a charter school may limit admission to students who are within a particular range of age or grade level or on any other basis that would be legal if initiated by a school district. Enrolment priority shall be given to the siblings enrolled in a charter school. The No Child Left Behind Act, Title V, Part B [20 USC 7221c. Section 5204, (e)(4) (B)] states, A local educational agency may not deduct funds for administrative fees or expenses from a sub grant awarded to an eligible applicant, unless the applicant enters voluntarily into a mutual agreed upon arrangement for administrative services with the relevant local educational agency. Absent such approval the local educational agency shall distribute all sub grant funds to the eligible applicant without delay. WE, THE UNDERSIGNED, do hereby submit an Iowa Public Charter School Program application and agree to the conditions and assurances contained therein. Signature:_______________________________ School District Superintendant Signature:_______________________________ Date: Date:

School District Board of Education, President Signature:_______________________________ School District Authorized Representative Signature:_______________________________ Charter School, Developer/Contact Person Date: Date:

Iowa Public Charter School Program Application for Public Charter School Planning and Public Charter School Status Agreement to Comply with Applicable Law

Pursuant to Iowa Law, I/we hereby certify and agree that Walnut Charter School, a public school seeking authorization pursuant to Iowa Law, will comply with all provisions required for public charter schools receiving federal funding through the No Child Left Behind Act, Title V, Part B, Public charter Schools Program and with all other state laws applicable to public bodies and with federal law applicable to public bodies and with federal law applicable to public bodies or school districts.

Applicant__________________________________________________________ If more than one applicant, please have additional applicant(s) sign below:

Applicant__________________________________________________________

Applicant__________________________________________________________

Appendix: Health Inspection

Appendix: Liability Insurance

Appendix: Letters of Support

Appendix: FY 2013 Walnut School District Budget

Appendix: Parent Involvement

Appendix: Staff Letter of Understanding

Appendix: State Fire Safety Report