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EdisonLearning Inc.s Response to the

School District of the City of Yorks Request for
Proposals for External Providers of Education Services

August 1, 2014

Submitted To:
Mindy A. Wantz
Board Secretary
wantzmin@ycs.k12.pa.us.

Submitted By:
Jodi Ann Mastronardi
SVP, Strategic Operations & Charter Schools
EdisonLearning, Inc.
Office: (201) 630-2842
jodi.mastronardi@edisonlearning.com
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TABLE OF CONTENTS
Executive Summary .......................................................................................................................... 1
Academic Plan Overview .................................................................................................................. 3
Mission and Vision .............................................................................................................. 3
Transformational Change .................................................................................................... 3
Goals & Student Achievement Expectations .................................................................................. 13
Curriculum & Instructional Design ................................................................................................. 16
Support for Learning ...................................................................................................................... 27
Family & Community Involvement ................................................................................................. 41
Business Plan .................................................................................................................................. 44
Appendix 1: Curriculum & Instructional Design .............................................................. Appendix 1
Appendix 2: Support for Learning School Calendar ......................................................... Appendix 2
Appendix 3: Family & Community Involvement .............................................................. Appendix 3
Appendix 4: Performance History .................................................................... Appendices 4A & 4B
Appendix 5: Budget Workbook ....................................................................................... Appendix 5
Appendix 6: Financial Policy Documents ......................................................................... Appendix 6
Appendix 7: Human Resources Documents .................................................................... Appendix 7

PROPRIETARY INFORMATION
The following sections of the EdisonLearning proposal are considered proprietary and should not be
shared outside the School District of the City of York.
Five Strand Design .........................................................................................................................4-7
Core Learning Skills .................................................................................................................. 10-11
Curriculum & Instructional Design ........................................................................................... 16-26
Collaborative Quality Analysis ................................................................................................. 27-28
Framework for Learning and Teaching .......................................................................................... 30
Leadership Quality Suite .......................................................................................................... 30-32
Teacher Quality Suite .............................................................................................................. 57-59
Five Strand Design ............................................................................................................ Appendix 1
Blended Learning Model ................................................................................................. Appendix 1
Financial Condition Letter ............................................................................................ Appendix 4B
Entire Budget Workbook ................................................................................................. Appendix 5
All Human Resources Documents ................................................................................... Appendix 7







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EXECUTIVE SUMMARY
EdisonLearning is an education management organization with nearly twenty five years of experience
developing and successfully delivering effectual educational solutions to schools and districts
throughout the United States. As one of the pioneers of the charter school movement, our tradition of
innovation and education reform heritage can bring a wealth of knowledge and experience to the School
District of the City of York. Most recently, EdisonLearning has partnered with the Durham Public School
District and the Chicago Public Schools to provide drop-out recovery services. EdisonLearning also is
partnering with the school district for Gary, Indiana to develop a lead district turnaround partner
model that will be the first of its kind in the State of Indiana.

EdisonLearning partners with school districts and non-profit charter boards to serve traditional brick &
mortar schools, full-time virtual schools, and blended learning schools. EdisonLearning is unique in the
range of services we bring to a school or district. Our portfolio includes full school management,
including both educational and operational services; a complete online curriculum for middle school and
high school students; and dropout prevention and recovery solutions. EdisonLearning has the
experience and ability to provide the School District of the City of York with the traditional management
of K-12 schools, dropout prevention and recovery solutions, and credit recovery options utilizing our
proprietary online coursework.

EdisonLearning proposes a multi-year partnership with the School District of the City of York, which will
permit EdisonLearning to manage the six K-8 schools and the 9-12 high school in two discrete phases:

Phase 1 (2014 -2015 School Year): EdisonLearning will perform a collaborative quality analysis
(CQA) of the six K-8 schools and the high school. Our CQA is a proprietary, holistic school needs
assessment designed to identify the schools strengths and areas of improvement, and to inform
the development of a customized plan aligned to the key priorities for each school. This process
may take up to 90 days, after which EdisonLearning and the school district will review the results
and cooperatively develop a school improvement plan for each of the schools.
Phase 2 (2015 -2016 School Year): EdisonLearning will use the results of the CQA and the school
improvement plans to begin managing the schools. EdisonLearning will also implement its
dropout recovery program at the high school.

Throughout the partnership with the school district, EdisonLearning proposes to provide the full
spectrum of services, including its turnaround and management services, education services, and
operational services.

The cornerstone of the EdisonLearning design is our educational model, which is centered on the
EdisonLearning Five Strand Design. The design consists of a number of key mechanisms and tools,
including the EdisonLearning Framework for Learning and Teaching, the Core Learning Skills, the Core
Values, and the Teacher and Leader Quality Suites. In addition, EdisonLearning plans to incorporate its
online curriculum and dropout recovery programs to provide the most comprehensive set of
educational options for the student of York.

Through implementation of our proprietary model and school design, EdisonLearning expects to
accomplish a number of goals, which include improvements in the levels of student achievement across
all grades, the establishment of safe, orderly schools that are conducive to learning, the development of
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collaborative teams of school staff, parents, students and community members, and a strong
partnership with the School District of the City of York.

Working together with our school partners and clients to achieve improvements in student academics
and financial management has been a hallmark of the EdisonLearning approach for many years. We
recognize that moving schools from struggling to successful requires constant collaboration,
communication, cooperation, a shared vision and a lot of hard work. We dont just talk about working
together, but demonstrate it through our actions and our values. Since it was founded, EdisonLearning
has had the same of Core Values, which we follow not only in our schools but throughout our corporate
environment. Students, teachers, administrators and corporate staff are all expected to demonstrate
the values of Wisdom, Justice, Courage, Compassion, Hope, Respect, Responsibility and Integrity. In
fact, at all levels, awards are given to those individuals who embody these values.

Our leadership team is held accountable to these same core values. Many of the leadership team
members have been demonstrating these values for over a decade. EdisonLearnings Chief Academic
Officer, Chief Information Office, Chief Financial Officer and Senior Vice President of Charter Schools
each have more than 10 years of tenure with the company, most with more than 15 years. They have all
been directly involved over the years with the startup and operation of most of the hundreds of schools
with which EdisonLearning has worked over the past 15 years, and that experience provides them with
great knowledge and insight as the company moves forward to develop new partnerships to help even
more students.

EdisonLearnings mission, as described below, is the reason we desire to partner with any school, district
or organization that is interested in improving academic outcomes for their students. We believe that
our model of school management, when implemented with fidelity, gives students the best chance of a
successful school career. School systems that can effectively educate their children in partnership with
parents and community members greatly contribute to the well-being of all aspects of their
communities. Our model not only leads to educated students, it also enhances each students social,
emotional and physical growth, allowing them to be a positive, contributing member of society.

This proposal response is designed to provide the School District of the City of York with a deeper
understand of EdisonLearnings model for school management, which we believe if implemented would
greatly benefit not only the students but all members of the York community.

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ACADEMIC PLAN OVERVIEW
MISSION & VISION

EdisonLearnings Mission
To provide education solutions which help our partners eliminate the persistent disparity of academic
opportunities and outcomes for students as a result of their socioeconomic circumstances.

EdisonLearnings Vision
A world in which every student -regardless of their socioeconomic circumstances - has an opportunity to
receive an excellent education and attain the life skills that help them reach their fullest potential and
contribute to our global society.

EdisonLearnings mission and vision will inform daily activities for the student, teachers, and families of
the School District of the City of York through our focus on creating an environment that is conducive to
high levels of student engagement and emphasizes learner voice. We empower students to express
their ideas clearly and take ownership of the learning process. We recognize the need for a safe learning
environment in order for the collaborative aspect of the Common Core State Standards to be fully
realized, and we leverage EdisonLearnings Core Learning Skills as a way for students to embrace peer
interaction and enhance their character education. The Core Learning Skills, described in the next
section of this proposal, encompass a set of values and skill sets that prepare students for lifelong
learning by developing their personal and social competencies, thinking skills and communication skills.

TRANSFORMATIONAL CHANGE
Prior Experience
EdisonLearning is a leading education solutions provider dedicated to improving outcomes for students
in public elementary and secondary schools around the world. We have provided services to hundreds
of public schools, and currently partner with over ten traditional brick & mortar charter schools, four
statewide full-time virtual charter schools, and twelve community schools in the United States alone.
Our core competencies, reflected in our extensive portfolio of K-12 solutions, are the product of two
decades of research, practice, and refinement based on quantitative and qualitative data. This ongoing,
cyclical process of researching the newest developments in education, gaining experience through
collaborating on a multitude of campuses across the globe, and synthesizing this research and field
experience in order to create better products and services is the drive behind our work and the reason
behind our success.

Our experience supporting schools covers all grade levels and geographic settings, including urban
schools in Chicago, Baltimore, Cleveland, Columbus, Charleston, Denver, Detroit, Gary, Indianapolis,
Philadelphia, Las Vegas, New York, Richmond, West Covina, Abu Dhabi (Dubai) and Northampton (UK),
rural schools in Colorado and South Carolina, and a mix of urban and rural schools in Hawaii.

Approach to Education, Fundamental Features, & Mechanisms to Influence Student Success
EdisonLearning will deploy its educational philosophy and instructional model. EdisonLearning prepares
students to be leaders by providing them with not only the academic foundation necessary to succeed in
college and the workplace but also the skills they will need to become successful leaders in their local
community and beyond. EdisonLearning ensures ongoing improvement and achievementboth
academically and sociallywithin the framework of its holistic, research-based Five Strand Design and
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the EdisonLearning Framework for Learning and Teaching (EFLT). Additionally, our proprietary Core
Learning Skills curriculum (CLS) provides a mechanism for developing skills in communications,
collaboration, and problem solving that are essential to leadership development.

Five Strand Design
Our proprietary Five Strand Design is based on EdisonLearnings nearly two decades of experience
partnering with teachers and leaders to improve educational outcomes. It reflects EdisonLearnings
judgment regarding the critical elements of a highly effective educational program and is also supported
by authoritative research (attached in Appendix 1) and generally accepted best practices for charter
school management. The Five Strand Design provides flexibility and ensures the School District that
EdisonLearnings programs and services will be responsive to the unique needs of each charter school.
The Five Strands are:

Leadership EdisonLearning takes a systematic approach to developing school leaders to
increase student achievement and organizational capacity. At the core of the Leadership Strand
is a distributed model of instructional leadership in which the principal is supported by a highly
effective leadership team. In addition to distributed leadership, EdisonLearning includes support
for establishing shared vision and values; building effective change management skills; creating
a high-reliability organization focused on learning, progress, and achievement; focusing on team
building and developing strategic time management skills, developing robust planning and a
self-evaluation system; and developing and facilitating communications systems to ensure the
timely flow of information and clarity of priorities.
Pedagogy and Curriculum In the Pedagogy and Curriculum Strand, EdisonLearning supports
schools and districts to apply leading practices in planning, delivering, and monitoring high-
quality, rigorous instruction that will increase teacher capacity to promote student success.
EdisonLearning provides models for curriculum organization, planning and evaluation;
supplemental resources to develop lifelong learning and thinking skills across subjects; targeted,
ongoing professional development; resources and strategies for cross content literacy; and a
coherent set of beliefs about how students learn best that is informed by discussions at the
team and school levels.
Assessment for Learning The focus of the Assessment for Learning Strand is using data,
assessment, and feedback to promote student learning. EdisonLearning works with schools and
districts to implement data-driven decision making structures to inform teaching and learning,
set goals for individual and school achievement, and promote students ownership of their
learning. It provides schools with data team planning to maximize student progress, individual
and collaborative data analysis protocols, including routine goal setting and data-driven action
planning and instruction, expectations and best practices for timely, meaningful feedback, and
ongoing opportunities for self and peer assessment.
Learning EnvironmentIn the Learning Environment Strand, EdisonLearning works with schools
and districts to create an intentional and positive school environment that is conducive to
learning. Research-based strategies are applied to help partners create and nurture an
environment where students, parents, and teachers feel safe, secure, and connected, enabling
effective decision-making and lifelong learning. The school will establish a values-driven code of
conduct, develop a student management plan to ensure positive, proactive behavior
management, optimize the physical environment, establish ongoing opportunities for student
voice, leadership, and mentoring for learning, consistently use language for high expectations
and college focus, and embed character education.
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Student and Family Support Features of the Student and Family Support Strand are used to
determine how well the school uses internal and external resources to meet the education
needs of all learners. EdisonLearning focuses on ensuring multiple levels of problem solving
throughout the school to guide and support all students to reach their learning goals and post-
secondary aspirations. The school will develop school-wide organizational support structures for
meeting the educational needs of all students, monitor student progress and flexible targeting
of support for at-risk students, increase capacity to partner with families and the community,
conduct student-led reviews of learning needs and goals with teachers and parents/guardians,
and integrate support systems to provide a comprehensive approach for students and families.

EdisonLearning believes that a holistic approach to educationone that addresses the whole school, the
whole student, and the whole educatoris the only means of achieving lasting success. Thus,
EdisonLearning will work with the teachers and administrators on an ongoing basis to build their
capacity in all five strands. Through the Leadership strand, for example, the school district will empower
teachers and administrators to be strong leaders who set an example for their students. Through the
Learning Environment strand, the district will develop a school culture of discipline, high expectations,
hard work, and accountability. Through the Pedagogy and Curriculum strand, the EdisonLearning will
ensure rigor, alignment with state standards, continuity, and appropriate pacing across the curriculum
to ensure that students graduate with the substantive skills necessary for college and the workplace.
Under Assessment for Learning, the EdisonLearning will implement a system of frequent, standards-
aligned assessments and ensure that teachers and administrators effectively use the data to inform
instruction. Finally, through the Student and Family Support strand, the EdisonLearning will engage and
empower families and address students non-academic needs so that they can focus on their own
learning.

In Practice
In order to fully implement EdisonLearnings comprehensive design, one key concept that our partners
practice and embrace is distributed leadership. We believe that the most effective schools operate
under a system in which all members of the campus do their part in fulfilling their mission. This practice
invariably entails a great amount of collaborationteachers, administrators, parents, EdisonLearning
staff, and other stakeholders must work in concert to ensure the success of every student.
Perry Township was an EdisonLearning partner for more than a decade and an exemplar of how
collaboration drives and enhances the work done within each of our partnerships. When the distributive
leadership model is implemented to fidelity, the impact on students is evident within the school culture,
learning environment, and achievement results. By providing structures that allow teachers to review
data and plan next steps, teachers leverage their collaborative efforts to maximize student achievement.
Teachers also collaborate amongst themselves to promote best teaching practices and provide a high-
quality education for every student, regardless of the particular classroom.
School Performance Percentage Passed in 2012 in Perry Township:
95% ISTEP Math at Rosa Parks
94% ISTEP Reading at Rosa Parks
88% ISTEP Math at Jeremiah Gray
83% ISTEP Reading at Jeremiah Gray
EdisonLearnings commitment to distributed leadership, professional development and collaboration is
central to our approach to building internal capacity with our partners. Our design is flexible, allowing
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our partners to identify the key components within it that will address the most critical barriers to
campus success. Our organization is dedicated to supporting and listening to partner needs in order to
create an implementation plan that is collaborative while at the same time fosters autonomy.
EdisonLearnings responsiveness to the specific needs of the Perry Township partnership schools and
the district as a whole is an example of our commitment to always maintain the respect of our client and
to ensure success of their students.
Features of an Outstanding School
For each of the Five Strands, EdisonLearning has identified a set of key features and indicators to
represent the goals, qualities, and improvement impact that a school can achieve. This set of 52
features drives and supports the needs assessment and development planning process, and identifies
developmental stages along the schools implementation journey. EdisonLearning has also developed a
set of School Development Rubrics based on these Features to facilitate continuous planning and
improvement.

In Practice
EdisonLearnings Hawaii Team consistently delivered high rates of student achievement by focusing on
EdisonLearning identified 52 Features of an Outstanding School. Since first working in the Pacific,
EdisonLearnings school partners saw tremendous gains in both math and reading proficiency. The
strength of the Hawaii partnership was grounded in the constant collaboration with our district partner
and the uncompromising focus on the states goals that are critical to the success of our students. As a
result, our Hawaii schools showed greater cumulative growth than their district counterparts in both
math and reading, often significantly outperforming comparable schools in the area. Due to these
impressive, consistently positive results, Hawaii has built its internal capacity.
Through the comprehensive support provided by EdisonLearning, the Hawaii partnership schools have
been maintained their high rates of achievement and steady growth through the entire partnership
from 2005-2012. Campuses continue to outshine their district counterparts in both math and reading
proficiency. The Pacific Regions relentless pursuit of higher achievement, in tandem with the effective
implementation of the EdisonLearning model, has proved to be a successful model. From a scale
aspect, EdisonLearning worked in 60 of the states 283 schools, and helped to educate 35,000 of the
177,000 students. From a professional development perspective, during the course of our partnership,
20 principals were honored and/or recognized on the state and federal level for their performance.

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An additional 48.2% of students testing proficient in Mathematics15.2% more than matched
comparison schoolsafter seven years of EdisonLearning program implementation.
An additional 28.2% of students testing proficient in Reading8.3% more than matched
comparison schoolsafter seven years of EdisonLearning program implementation.
Mathematics results in all but one of the seven program years analyzed proved statistically
significant, indicating little probability that observed differences were the result of random
chance
Reading results proved statistically significant in two program years and marginally significant in
three program years.
An additional 27.3% of students testing proficient in Reading12.8% more than matched
comparison schoolsafter seven years of EdisonLearning program implementation.
An additional 49.0% of students testing proficient in Mathematics16.5% more than matched
comparison schoolsafter seven years of EdisonLearning program implementation.
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An additional 47.2% of Asian-Pacific Islander students testing proficient in Mathematics, and an
additional 31.6% in Reading, following seven years of EdisonLearning program implementation
An additional 48.2% of economically disadvantaged students testing proficient in Mathematics,
and an additional 31.6% in Reading, following seven years of EdisonLearning program
implementation.
Blended Learning
EdisonLearning will work with the schools to determine which approach to blended learning will work
best for the schools and their population and students. It will begin integrating blended learning in the
second year of operation.
EdisonLearning has developed implementation models in response to changing requirements, published
research, and its own lessons learned. EdisonLearning will share our research and expertise with the
School District of the City of York to draw on how students learn in the blended learning environment,
what motivates them, and what they need to master in order to become successful learners, confident
individuals, and responsible citizens.
Specifically, EdisonLearning implements blended instruction through the lens of the four modes of
learning: Foundational, Conceptual, Collaborative, and Personal; the conditions they require; and how
the school is organized on a human scale that underpins relationships. Instruction is highly attuned to
the individual students needs through assessment, feedback, and student choice and control.
Thus, EdisonLearnings theory of actionbased on both research and its own extensive experienceis
that if the following conditions are present, successful blended learning and sustained achievement will
be possible:
A strong leader articulates a clear vision for blended learning and fosters collaboration to ensure
proper implementation
Teachers and administrators have the capacity to use technology and data to inform instruction
and operations
Teachers are not only content experts but understand the unique possibilities and limitations of
the blended learning environment
Available technology is used to its full potential
All modes of student learning are addressed
The school community understands and supports the blended learning model

This last point regarding community engagement is of particular importance in the transition to a
blended learning model because stakeholder buy-in is critical in the early stages of a major transition.

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Students within a blended learning environment experience learning as determined by their own
personal data set and learning needs. EdisonLearnings flexible model allows students to alternate,
determined by need, between online, foundational learning; inquiry based conceptual and collaborative
learning; and responsive tutoring sessions focused on filling their gaps in understanding. In addition,
each student also works to develop intra and interpersonal core learning skills that prepare them for
college and career. Each student is assigned a Personal Learning Coach who connects with them via
small group meeting (EdisonLearnings Our Meeting) where the coach facilitates learning experiences
that are relevant to students lives inside and outside of school.
All adults in the blended learning environments serve as foundational guides and personal learning
coaches. In addition, our teachers serve as both responsive tutors and project mentors. With this
model, we harness not only the skill set of all adults, but use time and space wisely to meet the
individual learning needs of each student.
Please see Appendix 1 for more information on EdisonLearnings Blended Learning Model and its
proprietary online curriculum.
Online Curriculum
EdisonLearnings proprietary eCourses curriculum is web-based, comprehensive and flexible to meet the
needs of various learning styles. Delivered in a highly structured online environment that provides a
seamless experience for the end user, the curriculum provides a flexible learning path for every student
and is designed to motivate students to reach their highest learning potential.
A critical factor of implementing the curriculum is to understand learning modalities. Each student will
complete a learning style inventory. The learning style inventory assessment will determine the
students learning preference. This assessment is designed to provide the educators at the school
baseline information about the preferred learning style of the student. Once a student's learning style is
determined, relying on this modality to teach can greatly increase the likelihood that the person will
learn (Edelson, 2000). Although the research shows that most children tend to be visual learners, some
learn best using other modalities, which include auditory and kinesthetic. Implementing a web-based
curriculum that encompasses all three of these modalities ensures the learners success; therefore, the
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schools will implement a web-based curriculum that serves students that are visual, auditory, and/or
kinesthetic learners.
Exemplary web-based curriculum offers both online and offline materials that can be used in any
modality of delivery. The current research suggests a highly structured curriculum that gives the
students a predictable environment will help students experience success (Stokes, 2000). To create this
structure in a web-based curriculum, students will have a consistent schedule, a checklist of activities,
short and concise written directions, and color-coded activities or visual elements that identify with the
students. EdisonLearning uses the current research to design and developed the curriculum
components online and offline that allow for this type of consistent structure.
This curriculum is designed in a modular fashion allowing a student to complete the content of modules
that they have not mastered. The curriculum design has the flexibility to pre-test each student to
identify mastery of skills. The best way to illustrate the design of the modular curriculum is to have a
large repository of topics in a particular area. The students pre-test to identify what skills they need to
work on. Once these skills are identified the software designs a curriculum from the repository of items
that the student has not mastered. This will create a customized learning path for the students based on
their individual needs. After student has completed these items, they complete assessments to
determine mastery. If a student is not mastering the required skills the system identifies the areas of
weakness and interventions are generated to provide remediation and motivate the student to perform.
For more information in EdisonLearnings eCourses, please see Appendix 1.
Core Learning Skills
Another critical element of the school design is EdisonLearnings Core Learning Skills (CLS) curriculum.
CLS is a key mechanism for fostering social and emotional skill development and enabling students to
become successful learners and leaders. This curriculum is comprised of a coherent set of learning units
designed to ensure that students are equipped for effective, lifelong learningno matter their grade
level or their age. Built around the development of a logical hierarchy of skills, CLS develops students
capacities in three skills domains: Personal and Social Competencies, Communication, and Thinking
Skills. The skills domains are aligned to six individual Learning Units as follows:

Each learning unit has a set of progressive I CAN statements that are used to plan activities and assess
progress. These I CAN statements involve students in assessing their own progress against explicit
criteria. The learning units themselves are divided into sets of specific skills. Each Learning Unit also
contains supporting pedagogical strategies, activities, and implementation documents, as illustrated
below.
CLS was explicitly designed to correlate with the Eight Core Values (Integrity, Respect, Responsibility,
Courage, Compassion, Wisdom, Justice, and Hope). This provides a way of ensuring that the structure
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for teaching individual learning skills is also a way of describing shared Core Values in action. CLS is also
correlated to Common Core State Standards and the National High School Centers Lifelong Learning
Skills. The CLS content has been developed and refined by a large number of educators and validated
through and endorsed by the involvement of parents and employers.
Academic Success
The EdisonLearning academic model has received high marks from an independent national research
group, American Institutes of Research which reviewed the quality of seven prominent education
service providers. Among the highlights and conclusions of the report were:
EdisonLearning was ranked highest in evidence of positive effects on student achievement, in
particular student achievement in populations of high poverty students in historically low-
performing schools;
EdisonLearning was rated as very strong in evidence of a link between research and the
models design;
EdisonLearning was rated very strong in evidence of readiness for successful implementation;
EdisonLearning was rated very strong in evidence of professional development and technical
assistance to enable successful implementation;
EdisonLearning currently is the only provider among that seven that has a solid body of evidence
of efficacy.

In another independent study involving EdisonLearning, The RAND Corporation found that schools that
implement the EdisonLearning curriculum and design make significant achievement gains over time.
Schools that have partnered with EdisonLearning and implemented its academic curriculum and
assessment protocol have improved their performance on high-stakes tests in reading and math by an
average of 10 percentage points in reading and 17 percentage points in math, outpacing by a significant
factor their non-partnered counterparts in the districts and states where EdisonLearning partnership
schools are located (see graphs below). In addition to increasing the number of students performing at
state-mandated levels of proficiency, students in schools managed by EdisonLearning also fail at lower
rates than their demographic peers. We are confident that the schools in the School District of the City
of York, working in partnership with EdisonLearning, will provide similarly positive statistics for our
students as they progress through our program.
In Practice
Theodore Roosevelt College & Career Academy
In 2012, EdisonLearning was identified by the Indiana Department of Education to manage Roosevelt
High School in Gary, Indiana. EdisonLearning rebranded the school the Theodore Roosevelt College and
Career Academy. Over the past 2 years, Theodore Roosevelt College & Career Academy has made much
progress as evidenced by qualitative and quantitative measures. Some specific highlights include, but
are not limited to:
The 2014 Graduation Rate is 54.4% (and could be higher once summer ECA scores are released);
this percentage is an increase from last years graduation rate of 41.3%. The 2012-2013 school
year began with 23 of the 157 seniors on track to graduate (14.6%) and 61 of those students
used the eCovery program to recover all credits (not all graduated due to ECA results).
Approximately 120 credits were recovered by the seniors alone. The percentage of students that
recovered enough credits to graduate in 4 or 5 years is 31.9%;


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Gains across the board in academic areas:
13.1% gain in the number of students who passed the students passed the Algebra I ECA (from
18.3% to 31.4% )
7
th
Grade ELA gain from last year to this year is 11.4% (from 28.6% - 41%);
8
th
Grade ELA gain from last year to this year is 7.9% (from 29.6% - 37.5%);
7
th
Grade Social Studies gain from last year to this year is 9% (from 16% - 25%);
Other measures of success:
Increase in student attendance from May 2013 to May 2104 (67% to 81%);
Exceeded staff attendance goal of 90% each year respectively (98% & 93.8%);
Cut school suspension in half
Decrease in #of Office Referrals per day per month (from 17.5 in May of last year to 10.9 this
year);
Decrease in Truancy Referrals since hiring/training a full time truancy officer who works
collaboratively with the Gary Police District (highest # of initial referrals was 73 October, 2013.
We ended the year with 32 initials referrals in March);
In the 2013-2014 school year, students demonstrated a mean gain of 79.9 Lexile Points using the
Achieve 3000 Literacy Program
2 Students earned top spot in Achieve3000 Literacy Program for the State of Indiana;
In 2012-2013, 60% of students with Special Needs enrolled in System44 showed growth with
an average gain of 105.67 Lexile points. Middle school students demonstrated a mean gain
of 117.7 Lexile points, which exceeded expected growth of 47 points. High school students
demonstrated a mean gain of 34.7 Lexile points; and
In 2013-2014, 29% of all students scored Proficient on the SRI in reading in May on the
Scholastic Reading Inventory Universal Screener (SRI) vs. 12% of all students in grades 7-10
scoring proficient in September
Duluth Edison Charter Schools
The Duluth Edison Charter Schools was established in 1997, and today comprises two locations: Raleigh
Edison Academy and North Star Academy. EdisonLearning has been involved in the schools operation
and management since the beginning, and has helped to play a significant role in the development and
growth of one of Minnesotas consistently high performing charter schools. Since its inception, the
Duluth Edison Charters Schools have been recognized on numerous occasions for academic excellence
due to significant gains in student achievement, including the Minnesota Academy Excellence
Foundation School Spotlight Award, the Minnesota Department of Educations Celebration School
Award, and Reward School Award recognizing it as being in the top 15 percent of all schools in
Minnesota.



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GOALS & STUDENT ACHIEVEMENT EXPECTATIONS
EdisonLearning has proven to be an effective leader in raising student achievement in various social
environments. It expects the schools to exceed the growth in achievement of Pennsylvania schools with
similar demographics. The graphs below show how the two EdisonLearning in the School District of the
City of York have exceeded the growth of the other schools in the City of York.
Reading Achievement York, PA


Math Achievement York, PA

At its current growth trajectory, the School District of the City of York is unlikely to make its targeted
three year growth rate of 18.4 points on the SPP as of the 2014-15 school year which would be the
proposed baseline year for EdisonLearning to assume management responsibility of the schools. Our
proposal is to achieve 3 point per annum growth on the SPP for each year over the course of the 5 year
contract, or the growth necessary to end the contract with the school rated at least 70 on the SPP. If the
2014 SPP projections are accurate, and these results are replicated the following year, then the targets
for the duration of the contract (2015-16 through 2019-20) would be as follows:

0
10
20
30
40
50
60
2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013
Helen Thackston Charter School
Lincoln-Edison Charter School
York City Sd
0
10
20
30
40
50
60
70
80
2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013
Helen Thackston Charter School
Lincoln-Edison Charter School
York City Sd
14


2013
2014
(P)
2015
(P)
2016
(T)
2017
(T)
2018
(T)
2019
(T)
2020
(T)
Davis School
61.2 64.8 68.4 71.4 74.4 77.4 80.4 83.4
Devers School 56.6 60.7 64.8 67.8 70.8 73.8 76.8 79.8
Ferguson School 44.8 50.2 55.6 58.6 61.6 64.6 67.6 70.6
Goode School 39.5 45.4 51.3 55.1 58.8 62.6 66.3 70
Jackson School 49.4 54.2 59 62 65 68 71 74
McKinley School 42.8 48.3 53.8 57.1 60.3 63.6 66.8 70
William Penn
SHS 42.7 47.6 52.5 56 59.5 63 66.5 70

The schools will use student academic performance goals to evaluate their progress in student
achievement each year. Based on an analysis of aggregated and disaggregated data, the schools will
assess the effectiveness their curriculum and instructional methods and practices had on overall student
progress and achievement as well as on differentiated groupings of students, for instance based on
racial demographics, income and special needs. Annually, each schools leadership team works with its
assigned EdisonLearning Director of Achievement to develop a Student Achievement Plan that guides
the schools academic initiatives for the coming year. The plan is routinely monitored and adjusted
during the course of the year to ensure the effectiveness of the schools academic performance in
pursuit of its achievement goals. If the school were to fall short in any student academic performance
goals, the principal, instructional staff and EdisonLearning support staff will work together to determine
if changes are necessary in the curricular and instructional approach in order to more effectively meet
the students identified areas of need. Any changes that are made to the curriculum and instructional
methods and practices will be informed by student assessment data as well as teachers observations
and feedback.
EdisonLearning will work with the schools to implement data-driven decision making structures to
inform teaching and learning, set goals for individual and school achievement, and promote students
ownership of their learning through:
Routine collection and analysis of formal and informal student assessments and other data
Data team planning to maximize student progress
Individual and collaborative data analysis protocols, including routine goal setting and data-
driven action planning and instruction
Expectations and best practices for timely, meaningful feedback
Ongoing opportunities for self and peer assessment

Assessment strategies are at the core of the academic program, and teachers will be trained during
initial professional development, and on-going house team professional development, on the
administration, analysis, and interpretation of assessment scores so that students assessment
information is used to adjust instruction in the classroom to meet data-identified student needs. The
school will use the iReady assessment system from Curriculum Associates to gauge, evaluate and
increase student achievement. The bi-monthly (quarterly) assessments in reading and mathematics are
15

automatically scored and reported to students, teachers, and administrators. The use of this
assessment tool allows student performance to be tracked, monitored and graphed to inform lesson
planning for classes and grade levels.
Teachers will be trained during professional development to use class and individual assessment results
to guide their specific lesson plans. Such timely assessment information allows teachers to inform
instruction in the classroom by giving them the data they need to, among other things:
Provide small group instruction based on identified needs
Address concepts that need to be re-introduced class-wide based on identified aggregate
weaknesses
Supplement skills-based curricular materials
Modify weekly and monthly lesson plans based on the aggregate strengths and weaknesses of
the class

On a monthly basis, EdisonLearning will provide the board with a dashboard for each school. The
dashboard will be developed in concert with the board at the beginning of the school year, and will
identify the key performance indicators that EdisonLearning and the board believe are critical to the
schools success. Typical indicators are likely to include student achievement data from every other
month assessments, teacher and student attendance, teacher and principal quality measures,
budget/financial metrics, and other measures that will enable the board to monitor the success of each
school.
The schools will benefit from EdisonLearnings ongoing methods for determining annual performance
that monitors academic growth over time. Each year an annual report is published containing the
achievement results of the school as well as the satisfaction rates of teachers and parents. The school
will use EdisonLearnings school report card to show the schools accountability ratings in the areas of
student achievement; school design overall average on the Five Strand Design; customer satisfaction
from parents, teachers/staff, and students; and operational excellence.

16

CURRICULUM & INSTRUCTIONAL DESIGN
EdisonLearning has managed schools throughout the country and worked with many others over the
course of the past two decades, including a large number of schools with primarily minority and high
percentages of free and reduced lunch populations. EdisonLearning has proven to be an effective leader
in raising student achievement in similarly populated schools. The design team that developed the
EdisonLearning program consisted of leaders from many different educational sectors, including
researchers from the public and private sectors, teachers, superintendents, and curriculum specialists.
The team was dedicated to producing a design that would elicit positive academic results from students
in various social environments. In particular, the design team was interested in serving those students in
communities that traditionally had been least hospitable to academic success.
Since 1995, EdisonLearning has provided educational options to students from diverse socioeconomic
backgrounds, and the results garnered in these schools from the implementation of the EdisonLearning
curriculum have proven the curriculum effective in schools in areas in which poverty is high and
students are at a significant disadvantage with respect to their peers. We are confident that the School
District of the City of York, working in partnering with EdisonLearning, will provide similarly positive
statistics for our students as they progress through our program
Curricular Resources Grades K-5
Children in the primary and elementary academies are learning to read and write, acquire significant
information, understand more about their world, and emerge as active learners and eager explorers.
Learning to read is at the core of the primary academy with students continuing to learn to read and
read to learn in the elementary academy as they are exposed to more complex texts. EdisonLearning will
use McGraw-Hills Imagine It! curriculum in the primary and elementary grades to give students a strong
foundation in the Common Core State Standards for English/Language Arts. Reading instruction takes
place during a 90-minute reading block that incorporates whole-group instruction, small-group guided
reading, partner work and independent learning. In the primary academy, fluency is supported through
teacher modeling, shared reading with songs, readers theater, choral reading, partner reading, and
small-group instruction. In the elementary academy, students increase their reading vocabulary through
word study in the daily skills block. Reading is taught and supported in all subjects.

In mathematics, students learn grade-appropriate math skills and concepts, accurate computation, and
application of skills to a variety of cross-curricular projects and activities. EdisonLearning will use
McGraw-Hills Everyday Math, 4
th
Edition that is fully aligned with the Common Core State Standards for
math and the eight Standards of Mathematical Practice. Through hands-on activities with
manipulatives, students apply and test their mathematical ideas and understanding. They work in pairs
and small groups to make mathematical discoveries, develop mental math skills, explore relationships,
and strength their understanding of standards.

For primary and elementary science and social studies, EdisonLearning will review and assess existing
curriculum programs to determine if changes are needed to better align with the state standards.
Science instruction should be innovative, inquiry-based, and hands-on to create a science atmosphere
that uses real-world scientific approaches to instruct on comprehensive standards, and accomplish the
goal of true science literacy. Students should be active in their own scientific learning and use inquiry-
based methods for developing the skills of communication and collaboration through discussion, writing,
reading, and illustrating.
In social studies, students should have a high-quality, well-organized text that will allow them to gain
17

insight into the lives of people in different time periods through thematic instruction plus primary and
secondary source reading materials (original documents, letters, maps, political cartoons, posters and
newspaper articles). The curriculum should have a multi-cultural perspective, be standards-based and
use authentic assessment to evaluate student performance and guide instruction.

Curricular Resources Grades 6-8
Early adolescents are embarking on an exciting intellectual journey, but their social nature at this level
requires a curriculum that engages their hands, minds and hearts, and that connects to their personal
questions about the world. Students in the Junior Academy are especially supported both emotionally
and intellectuallywith the daily time period called Our Meeting, during which students meet with
advisory groups and one-on-one with a teacher who will follow them through their time in the House.
This discussion time is designed to help middle school students understand and practice social skills
including the ability to speak and listen, and to provide time for students to set and pursue personal
goals leading to success in high school and beyond.

In the Junior Academy, students must continue to learn to read as they read to learn. Texts are
increasingly complex at this level, and to prepare students to navigate and understand high school
material, explicit instruction is required. EdisonLearning will use Houghton Mifflin-Harcourts Elements
of Literature to address students motivation to read, decoding skills and fluency, language
comprehension, and text comprehension. Research in reading also emphasizes the importance of
teaching language explicitly. Houghton Mifflin-Harcourts Elements of Language provides an explicit
and systematic study of English language structure and usage combined with traditional literature and
English composition instructionincluding grammar and usage in writing. Reading across the
curriculum is emphasized as students develop comprehension strategies in all core classes. The two
programs in the Junior Academy provide students with instruction in the elements of an outstanding
literacy program: reading skills and strategies for fiction genres and informational text; vocabulary
development and grammar links; writing workshop; and communication, including emphases on
speaking and listening. The connections of these literary elements, when presented using
differentiated instruction, allow teachers to meet students needs, enabling all students to achieve
academic success.

In mathematics, students are taken beyond rote learning to true mathematical understanding using the
latest technology, scientific calculators, and manipulatives to explore math concepts concretely.
Pearsons Prentice Hall Middle School Math Courses consistently emphasize connections within
mathematics and create links to other disciplines. The curriculum creates links not only to science
disciplines such as chemistry (mass problems), and marine biology (speed of sailfish per minute), but
includes reading and writing about math at all levels. An additional strength of the mathematics
program is the flexibility to provide the option for mathematically inclined students to move through
the curriculum in two years and enroll in Algebra in Grade 8.

As stated for the primary and elementary grades for science and social studies, EdisonLearning will
review and assess existing curriculum programs to determine if changes are needed to better align with
the state standards. Science instruction should encompass a wide range of experiences in research and
experimentation to provide appropriate science content knowledge and motivate students toward
higher level science courses. It should include hands-on activities, traditional lab work and computer
simulation to meet the needs of all types of student learners. Students must acquire the science
content and thinking skills, including writing about science, needed for strong academic achievement.
Students must experience a range of approaches to support science understanding and the application
18

of science content to their lives.

The social studies course projection for the Junior Academy should lead middle school students through
curriculum that meets all Pennsylvanias Social Studies requirements. The scope of instruction should
focus on either a regional, geo-cultural examination of the world, or the history of early civilizations
through modern world history at each middle school grade. The course progression is based on careful
analysis of the state standards for Social Studies and should include Constitutional Democracy, American
History, World History, Principles and Processes Governance, Economic Concepts, Elements of
Geographical Study and Analysis, and Tools of Social Studies Inquiry.

Grades 9-12
The purpose of EdisonLearnings high school design is to ensure that 100% of our students graduate, are
prepared for life in the 21
st
century, and are globally competitive for work and post-secondary
education. EdisonLearning defines college readiness as the knowledge and skill set a student needs in
order to successfully complete entry-level, credit-bearing courses at a post-secondary institution and
proficiency that prepares the student for subsequent courses. EdisonLearning defines career readiness
as having the ability to apply core academic skills to concrete situations in order to function in both the
workplace and in routine daily activities; and having employability skills that are essential in any career
such as critical thinking and responsibility as well as technical, job-specific skills related to a specific
career pathway.

All students will use technology to access and demonstrate new knowledge and skills that will be
needed as life-long learners to be competitive in a constantly changing international environment. Every
teacher will have the skills to deliver 21st century content in a 21st century context with 21st century
tools and technology that guarantees student learning. School leaders will create a culture that
embraces change and promotes dynamic continuous improvement; and 21st century technology and
learning tools are available and are supported by school facilities that have the capacity for 21st century
learning.
EdisonLearning will use Blended Learning in the high school. As mentioned earlier, the Blended Learning
Design focuses on each student as an individual, while maintaining an environment that consistently
meets a high level of academic rigor across the diverse spectrum of student ability. The design will also
incorporate key EdisonLearning components: the eCourses curriculum, the Core Learning Skills, and the
Framework for Learning and Teaching Power Themes. Based on the results of the CQA and research
completed in Year 1, EdisonLearning will determine the most appropriate model of blended learning to
implement in Year 2.
19


Magic Johnson Bridgescape Academy
Understanding the necessity to address the needs of those students who have dropped out or are at risk
of dropping out of high school, EdisonLearning has teamed up with Magic Johnson Enterprises. The
partnership synthesizes the EdisonLearning mission of providing high-quality educational services and
the reputation of Magic Johnson Enterprises to create solutions that answer the demands of urban
communities.

EdisonLearning intends to open a Magic Johnson Bridgescape Academy (MJBA) at William Penn High
School. The MJBA program will provide a state-of-the-art blended learning experience through flexible
scheduling, self-paced instruction, pedagogical best practices and on-site learning teams to assist
students in their daily studies. Its focus is to re-engage students who have already dropped out while
keeping existing students on track to graduate.
Highlights of the Magic Johnson Bridgescape Design
Blended Learning Environments: Students experience a state-of-the-art digital curriculum
powered by EdisonLearning eCourses

, paired with experienced on-campus instructors who

deliver synchronous, personalized instruction. Samples of our eCourses can be found in
Appendix 1.
Individualized Instructional Paths: Because our eCourses are self-guided and self-paced,
students can move at their own pace and advance at their appropriate academic level. On-site
instructors enhance this customized student experience by offering pertinent support for the
skills that students have difficulty mastering alone.
Coaching and Counseling: Along with a groundbreaking blended curriculum, Learning Teams
(comprised of teachers, paraprofessionals and counselors) enhance the Magic Johnson
Bridgescape experience with life skills coaching, post-graduation planning, goal setting and
progress monitoring.
Workforce Readiness: Magic Johnson Bridgescape Academy students receive life skills training
to prepare them for postsecondary education, enlistment, trade schools or the workforce.
Magic Johnson Enterprises leverages its business and corporate alliances and partnerships to
provide internships for academy students.
MJBA Results
The combined graduation rate is 69% for the 2012-13 school year across all MJBAs. EdisonLearning
increased the total graduation rate by 5% from the 2011-12 school year to 2012-13 school year across all
20

programs. Notably, in Durham, North Carolina, for the 2012-13 school year, 100% of eligible seniors
graduated and 3 underclassmen also graduated as a result of accelerated coursework. Similarly in
Bridgeton, New Jersey, the graduation rate was 100% and 4 underclassmen graduated
Identifying Special Needs Students
As part of EdisonLearnings Student and Family Support Strand, the school will have a student support
system that identifies the current needs of all students through the use of data and mechanisms to
positively impact teacher skills, meet every students needs, and ensure effective planning, delivery, and
capacity building. Universal screening will be used to identify students at risk for underachievement in
kindergarten through grade 8 and to identify students at risk of not completing school in four years at
the secondary level. This screening will be given to all students at least three times a year for reading,
math, writing, and behavior. After each screening, the schools Student and Family Support (SAFS) Team
will collaborate with the schools Achievement Team to analyze all assessment data, design and
implement core and supplemental interventions, revise interventions, and coordinate assignments to
tiered interventions for each grade level. Any students identified as at risk are closely monitored to
plan for the most effective interventions that will increase their learning.

The school will identify ELL students through the Home Language Survey issued by the Pennsylvania
Department of Education. Parents will complete the survey for each child during enrollment at the
beginning of the school year and it will be used to identify students who may have a limited English
proficiency. Limited English Proficient students will be enrolled upon presentation of a local address and
proof of immunization. Once students are enrolled, they will complete the WIDA Access Placement Test
that will show their proficiency levels. Each students number of hours of ELL instruction will be provided
in accordance with the guidelines for the appropriate level with non-English speaking students receiving
the most hours of instruction per day.

Special Needs Students
As required by the state of Pennsylvania, EdisonLearning understands and will comply with the
Individuals with Disabilities Education Improvement Act (IDEA) of 2004, Section 504 of the Rehabilitation
Act, the Americans with Disabilities Act, and Title III of the Elementary and Secondary Education Act
(ESEA). EdisonLearning is committed to a program of responsible inclusion for students with special
needs. This means that the school offers an education program designed to meet the learning needs of
the broadest possible spectrum of students within the regular classroom. EdisonLearning will provide an
ample number of special-education teachers to work with teachers and special needs students within
the regular classroom and also in separate settings when necessary to meet the individualized needs of
the child.

Child Find
EdisonLearning and the school district will comply with Child Find provisions of the IDEA to identify,
locate, and evaluate all children with disabilities, regardless of the severity of their disabilities, who may
be in need of special education and related services. It will ensure all children enrolled who may need
special education and related services are properly identified, located, and evaluated. If a child is
suspected of needing special education services or upon a request made by a parent or teacher, the
Special Education Advisor will initiate the evaluation and will be responsible for managing all subsequent
re-evaluations.



21

IEP Process
Consistent with IDEA requirements, EdisonLearning will ensure that each child referred for special
education evaluation be assessed appropriately and within applicable timelines and that a properly
configured IEP team makes determinations as to the eligibility of that student, and if eligible, what is
appropriate for that childs needs. As required by law, such teams will ensure that a free, appropriate
public education is provided in the least restrictive environment appropriate for each childs needs.
Parents will have a voice in such determinations, consistent with the IDEA. If a student qualifies for
special education services, the IEP will establish the individualized program, interventions, and
accommodations that are appropriate for a student and the charter school will provide those services or
arrange for them to be provided within prescribed timelines. The IEP team will review and revise
student IEPs under the timeline established by state and federal law.

Special Education Program and Service Delivery
EdisonLearning and the school district will offer an educational program designed to meet the learning
needs of the broadest possible spectrum of students. The school district will provide for appropriate
services and supports to special education students and teachers to meet the individualized needs of
each student per their IEP.

Related Services
In compliance with state and federal law, students will be provided with related services as described in
each IEP. EdisonLearning in partnership with the district will provide, or contract to provide, all related
services required by the IEPs, including but not limited to initial evaluations and reevaluations, speech
and language therapy, occupational therapy, physical therapy, school health care services, and an array
of school psychology services for students. EdisonLearning will provide students with an IEP access to
the highest quality therapist, specialist and support personnel. Students in need of related services as
specified in the IEP will have access to online services as well as services provided at the Support
Centers.
Access to Student Records/FERPA
EdisonLearning and the school district will abide by the applicable provisions of IDEA and the FERPA in
order to ensure that data regarding students with disabilities is retained and kept confidential, including
having procedures for maintaining files in a secure and locked location with limited access.

Facility Accessibility
Each school will ensure that its program and online learning environment is, in accordance with Section
504 and ADA requirements, accessible to students with disabilities.

Communication with Families of Special Education Students
EdisonLearning will comply with all applicable state and federal law in ensuring that parents of students
with disabilities are kept informed about how their children are making progress towards their IEP goals,
as well as on measures that reflect their mastery of the general curriculum. This includes any additional
oral, written, or in person communications that might be called for by the IEP or that may be required by
circumstances, such as changes in attendance, behavior or academic performance that is above and
beyond the standard Advisor/Teacher communication that is part of the schools model. The school will
also communicate directly with the family whenever it perceives a need to convene an IEP team
meeting, disciplinary hearing or other step potentially impacting the students special education
program. Parents of students with disabilities will receive the same timely notifications as those
provided to other parents regarding performance of their children on standardized assessments. Such
22

communications will be consistent with the requirements of the No Child Left Behind Act and other
applicable federal and state laws.

Section 504
In compliance with state and federal law, students with 504 plans will receive supports and services as
described in their 504 plan. EdisonLearning and each school will appoint a staff member to be the
building level Section 504 coordinator. The schools will include a notice of nondiscrimination on the
basis of disability in its student handbook and also appropriately post the nondiscrimination notice
within its facility. The schools will be responsible for determining student eligibility for Section 504
services, and, as a best practice, will convene a Section 504 team as necessary when a school district
student has been determined to be ineligible for services under the IDEA. The school will develop a
written Section 504 plan for eligible students. It will also be responsible for delivering Section 504
services and for holding manifestation determination reviews in connection with student discipline
proceedings.

ELL Students
Research states that the lack of proficiency in the English language is a barrier for educational success.
Therefore, students who lack English Language proficiency need to be taught academic content plus the
English Language through a developmental language approach. The school will use the research-based
Sheltered Instruction Observation Protocol (SIOP) to make the subject matter comprehensible while
promoting the students language development. All instruction will be in English with modifications
made for ELL students when needed. Teachers will use key ELL strategies that:
Show students a connection between the known and unknown
Increase vocabulary development using real-world connections, visuals, and manipulatives
Give students opportunities to interact and apply academic knowledge through collaboration,
discussion, and investigation
Help students fully comprehend subject matter in both oral and written form
Students will be regularly assessed in the subject areas using curriculum-based assessments and the
quarterly online assessments. The school will use the Language Assessment Scale (LAS) test to regularly
assess ELL students English Language Proficiency.

At EdisonLearning, we understand that the achievement gap is, in large part, a literacy gap for many of
the students we serve. Students who struggle with English language proficiency often require intense
remediation and structured support in order to gain the basic linguistic knowledge that will allow them
to thrive in the classroom. We worked with schools in the Clark County School District (CCSD) of Las
Vegas, which contained a high proportion of Limited English Proficiency students (LEPs), are tackling this
gap by addressing the needs at the student, teacher and school leadership levels.
When the EdisonLearning Las Vegas team began their work in CCSD, they quickly realized that a lack of
sufficient language instruction was impeding hundreds of students success in the classroom. In 2003,
LEP students scored an average of 20% proficiency in reading and 28% proficiency in math on Nevadas
state standardized testwell below the average student score and a substantial climb to true academic
proficiency. The team faced the unique challenge of balancing the students need for language
remediation with their concurrent need for skill-based academic mastery.
ELL Strategy
EdisonLearning offered an array of research-based resources, rubrics, assessments, and tools, knowing
they could leverage these strategies in order to boost literacy proficiency, while simultaneously meeting
23

all the other instructional needs at each individual campus. By effectively utilizing EdisonLearnings
educational model, which targets literacy instruction and the quality of learning and teaching as well as
focuses on leadership capacity and student support services through the Five Strands model, the team
found success in diagnosing and then addressing all critical needs within each campus. Through
EdisonLearnings Framework for Learning and Teaching, the team was able to address the CCSD literacy
gap by improving the quality of the teaching and planning for the student learning experience.
The Las Vegas schools found their success by collectively leveraging EdisonLearnings intellectual
property in order to suit the individual needs of each campus while tackling the widespread language
gap throughout their partnership schools. Their approach showcases EdisonLearnings belief that
enhancing student achievement and teacher efficacy rests in understanding and responding to the
unique context of each partnership instead of a more traditional, cookie-cutter approach to
educational reform.
ELL Results
Through strong collaboration and intense focus on EdisonLearnings comprehensive strategies, the Las
Vegas schools saw tremendous academic gains for all students, including Limited English Proficiency
students. Holistically, under EdisonLearnings watch students in Las Vegas increased their scores by 36%
in reading and 40% in math since 2003. The Las Vegas schools saw even greater gains within their LEP
demographic. In reading, LEPs grew significantly, posting gains of 40% in reading proficiency between
20042012, and showing growth of 44% in math within the same time frame.
In 2013 EdisonLearnings CCSD schools continued to thrive. Just last year, four of our Las Vegas schools
achieved double digit gains in ELA or Math according to AYP source data released by the State. Elizondo-
Edison increased student proficiency in ELA and Math by more than 20% and Park-Edison increased
student proficiency in ELA by the same margin. Las Vegas ability to leverage the skills and knowledge of
principals, teachers, and EdisonLearning staff led to transformational change for all students, regardless
of their English proficiency and set the schools up for continued success on their own with capacity that
was built during the Edison partnership.


24


Differentiation for Below-Level, On-Level, and Above-Level Students
EdisonLearning is committed to maximizing the education performance of all students. A strong
emphasis during professional development for instructional staff will address the topic of differentiated
instruction with sessions on meeting the needs of all learners in all core curriculum areas. To promote
the academic growth of all students, whether at, above, or below grade level, the school will use
differentiated instruction strategies that match the instructional delivery (direct instruction, guided
discovery, cooperative learning, project-based learning, guided practice, whole and small group
discussion) to the instructional outcomes. Each students instructional outcome will be determined by:
Identification of each students particular learning style in reading and mathematics
Identification of each students academic level using data based information
Use of effective assessment tools for both reading and mathematics
Incorporation of project based learning activities in all core curriculum allowing students to
make connections from learning to real-life situations

EdisonLearning strongly supports the use of data to drive instruction and decision-making within schools
and across districts. Students will take online assessments in reading and mathematics and the teachers
will use the assessment data to inform their instruction. These interim assessments are derived from
comprehensive research aligning their content with state and Common Core State Standards for grades
2-11 as well as standards from the American College Test (ACT) for grades 9-11. Each assessment is
designed to be administered within a single class period. Tests are automatically scored and results are
instantly accessible by teachers and students. The variety of reports provides a powerful and immediate
assessment of class and individual student strengths and weaknesses.
EdisonLearnings primary motivation for conducting assessments is to help in performing interventions.
The assessments are purposely designed to enable teachers and school leaders to intervene, as
necessary, in the normal planned course of instruction. For this reason, we conduct our assessments on
a bi-monthly or quarterly basis. Experience shows that this frequency enables teachers to effectively
and efficiently assess, analyze, intervene, reflect and adjust interventions.
Promotion Policy
There are compelling social and educational reasons for keeping students moving academically forward
with their same age peers; and, in a limited number of circumstances, there are some compelling
25

developmental and educational reasons for retaining a child who stands no chance of success at the
next grade level. Objective criteria can and should be used to identify students at risk of retention; but
this at-risk identification should represent the beginning of a process of communication and cooperative
intervention to lift the students academic performance and social development to a level where
promotion is warranted.

Promotion of a student shall be based on the requirements on the premise that each student should be
placed in the best environment for learning. The building Principal shall be responsible for the
promotion or retention of each student.
It is EdisonLearnings belief that no child should be retained simply because a set of numbers dictate
retention. It should always be the result of a thoughtful consideration of all the factors that contribute
and impede academic success, particularly including a childs emotional and social development. It
should always be the product of a partnership between school and home, between classroom teacher
and school student support resources. And it should always be the product of clearly defined process
begun in the first or second quarter of the school year. This process and the students performance is
then monitored and adjusted throughout the year. If all measures have failed to support the childs
academic and social growth, the classroom teacher, in consultation with parents or guardian and
colleagues involved in the students education, will make a recommendation to the principal for
promotion or retention. Although consensus is the goal, the final recommendation is the teachers and
final responsibility for accepting that recommendation is the principals. (Parental approval of this
decision may be mandated by a state or district requirement, in which case, a schools policy should
honor that requirement.)
The goal is to make sure that each child is responsibly served by a schools decision regarding his or her
future. EdisonLearnings academic program and pedagogical commitment to differentiated instruction
provides significant support for an educational environment that can serve the diverse needs of all
children within their chronological peer groups. Therefore, that is always EdisonLearnings first
preference. Homogeneous ability level reading groups, in particular, allow instruction specifically
targeted to each students need level. Additional programmatic supports, depending on Academy level,
include but are not limited to the option for ability level grouping in mathematics, enlistment of the
Comprehensive Support Team (CST) on behalf of students at risk of retention, remedial support
(Reading tutors, Extended Transitions Math in Junior Academy, tutorial in Senior and Collegiate
Academies), and Special Education Support (SES) team pull asides, where appropriate. These resources
must not only be brought to bear in an intervention to ensure that all that can be done to support a
childs educational advancement has been done; but should also provide supportive evidence for
whatever decision will be made on behalf of the student.
Policy 1 Objective criteria should be established at each academy for identifying students at risk of
retention.
The objective criteria will be consistent with EdisonLearnings philosophy regarding promotion and
retention and is in full compliance with state educational laws and regulations regarding promotion and
retention. It is the school leaderships responsibility to know and disseminate local and state laws and
regulations regarding promotion and retention. Acceptable objective criteria for identifying a student at
risk of retention include: performance on state and district standardized tests, performance and grade
evaluations on Student Learning Contracts, discipline referrals, and excessive absences and tardiness.
Criteria may vary, as is appropriate from Academy to Academy, but must be consistent in form and
application within Academies.
26

Policy 2 EdisonLearning requires early notification of parents/guardians when, according to
objective criteria, a childs performance suggests promotion is at risk without significant
improvement.
This notification must be documented and should result in a home-school conference that results in a
written and co-signed intervention plan on the students behalf. Mid-quarter progress reports and
Student Learning Contract conferences are appropriate times for official notification of parent/guardians
that their child is at risk of retentionthis is not to suggest that classroom teachers or other school
officials have not had earlier formal or informal conversations regarding a childs performance. In fact,
the assumption is that they have had such conversations and this notification merely constitutes the
first formal notice of the students at risk situation.
Policy 3 Students should benefit from the earliest possible intervention to ensure that all appropriate
measures and resources, including but not limited to CST, are brought to bear in support of the
students efforts to remove himself or herself from risk of retention.
All relevant interventions used to avoid the necessity of retaining a student should be documented with
supportive evidence.
Policy 4 No child should be retained more than once in any single EdisonLearning academy
experience or more than twice in their entire EdisonLearning K-12 school experience.
Policy 5 No child with disabilities or with Limited English Proficiency should be retained solely as the
result of a disability or as consequence of limited English proficiency.
Federal, state, and local regulations, exemptions, and waivers must be followed.
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SUPPORT FOR LEARNING

2014-15 Planning Year
EdisonLearnings Collaborative Quality Analysis (CQA) is an essential component of our planning process.
During the 2014-2015 school year, EdisonLearning will conduct a CQA at each school. The CQA is an
evaluation process intended to highlight school strengths and weaknesses, identify the root cause of low
performance areas, and identify school staff that can be better leveraged for improvement efforts. The
process is conducted within a research-based framework consisting of Five Strands integral to school
improvement. Three dimensions of exploration, the School Development Rubric, Stakeholder
Perceptions, and Impact/Proxy Measures, serve to answer Five Key Questions aligned with the Five
Strands:

How well is the school set for leading and managing change? (Leadership)
How well does the school promote and foster environments that support learning and
motivation? (Learning Environment)
How well does the school use assessment, data, and feedback to promote learning?
(Assessment for Learning)
How good are opportunities for learning and developing learners? (Pedagogy & Curriculum)
How well does the school use its internal and external resources to meet the spectrum of
need for all learners? (Student & Family Support)

EdisonLearning will send a team of highly qualified, experienced educators to conduct the CQA at each
site. During their time onsite, the team will engage in a variety of activities to gain a thorough
understanding of the school, including a review of key school documents with the principal, a walk-
through of the school to observe the learning environment, observations of classroom lessons and
review of lesson plans, a review of the use of data, and a look at the processes in place for supporting at
risk learners. They will also conduct focus groups with students, teachers and parents to solicit different
perspectives about instruction, learning environment and support at the school. Through observations,
interviews, and data reviews, the team will gather the necessary information to develop a summary
report that will provide the basis for the development of a school improvement plan. In addition,
EdisonLearning will review the existing curriculum available in each school, determine if there is a need
to make changes, and if so, determine if the budget will allow the changes.

EdisonLearning will gather information (resumes, experience, evaluations) to evaluate the existing staff
at each school, reviewing skills and experience. The team will meet with key staff members, including
principals, to assess their fit for and interest in the EdisonLearning design, and will make determinations
about the staffing needs for each school. Once those needs have been determined, we will issue offer
letters to those staff members we would like to hire to work at the school and will notify those staff
members whose services will not be needed. For any open positions, EdisonLearning and each building
principal will recruit and hire the employees needed to fill the positions.

As a part of the CQA, EdisonLearning Technology staff will review all aspects of the districts technology
infrastructure and services. The assessment will encompass the evaluation of all technology related
contracts and services including, but not limited to:
Educational Applications (classroom software, formative assessments, student collaboration
tools and email, etc.)
Student Information System (gradebooks, report cards, health and IEP management and parent
notification
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Webpage Management
Enterprise Systems (HRIS, Financial, etc.)
Library Management System
Inventory Control
Security Systems and Facility Monitoring
Transportation Management
Food Service Management
Internet Service and Phone Service (maintenance/warranties and network monitoring)
Email and SPAM
Childrens Internet Protection Act (CIPA) compliant internet filtering
Infrastructure tools and security (anti-virus, network detection, operating system patch
management, etc.)

The infrastructure assessment will include review of all inventory (computers, network gear, audio-
visual equipment, instructional computing devices (such as Interactive Whiteboards) and peripherals
(keyboards, mice, etc)), network design and current physical implementation, technology help desk
support, technology organizational staffing structure and all other systems and services provided by the
School District of the City of Yorks technology department.

Upon completion of the technology portion of the CQA a plan to include recommendations on how the
schools can be successfully transitioned to independent charter schools will be developed with timelines
for implementation and budget impact.

EdisonLearning will gather information about the existing community partnerships as well as the
identifiable school needs, based on the CQA and other reviews. We will also use the planning year to
spend time establishing relationships with the families, community members and community
organizations, to better understand their points of view, expectations, involvement, existing support of
the schools, and begin conversations about ways to continue and build on those relationships, or
establish new relationships that will ultimately serve the students in the school. More details can be
found in the Family and Community Involvement section.

Positive School Culture
EdisonLearning and the school will foster a school culture and environment that expects and demands
excellence of all its students, no matter what their socioeconomic or ethnic background happens to be,
and provides teachers and students with the tools and resources necessary to meet these expectations
for achievement. The mission and vision of the school will be one of high expectations for all learners led
by a staff that embraces this vision for all students.

EdisonLearning will implement features of the Learning Environment Strand and the Core Learning Skills
to build and maintain a positive learning environment where students feel safe and secure, practice
effective decision-making, and become leaders of tomorrow. The Learning Environment Strand offers
research-based strategies that help schools create an intentional and positive classroom environment
conducive to learning. EdisonLearning will provide professional development and support that helps the
school:
Create and articulate a set of shared values
Establish a code of conduct connected to a set of shared values
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Develop a student management plan to ensure positive proactive behavior management
Use language for high expectations and college focus
Embed character education
Create spaces throughout the school that are conducive to learning, address a variety of
learning needs and pedagogical approaches, are inspirational, and reflect student diversity

Core Learning Skills
Another critical element of the school design is EdisonLearnings Core Learning Skills (CLS) curriculum.
CLS is a key mechanism for fostering social and emotional skill development and enabling students to
become successful learners and leaders. This curriculum is comprised of a coherent set of learning units
designed to ensure that students are equipped for effective, lifelong learningno matter their grade
level or their age. For more detailed information on CLS, please see the above section on
Transformational Change.

Instructional Plan
There is a focus on teaching and instructional approaches that emphasize challenge, relevance,
contribution, engagement, and high expectations. Instructional methodologies will integrate best
practices that include direct instruction, project-based learning, guided discovery, and individualized
practice. Different instructional approaches will be used to match the academic goals and learner needs,
to ensure a lively, productive learning experience that is flexible and capable of reaching individual
students whether to extend the learning of high achieving students or accelerate the learning of
students who may be behind where they need to be academically. Standards for academic success are
clear, rigorous, and measurable for all students. There is an academic culture which requires students
best effort daily, expects all students to succeed, and supports their efforts to do so. Adults in the school
recognize that students learn differently based on different learning styles, backgrounds and gender,
and require a variety of learning opportunities that account for their differences. The academic
programs chosen for the core curriculum and for interventions were selected for compatibility with the
proven best-practices instructional approach.

There is a focus on engaging students in both the process of learning and the process of school
governance and reform. Students play a role in the democracy and discipline system of the school,
allowing them to make decisions about their own behavior and to lead others in making positive
decisions. Students have regular opportunities for voice, choice and contribution.
There is a focus on personalizing learning for students and connecting them to a wide variety of people,
places, and learning opportunities. Each student is known, supported, and has his/her needs met.
Students feel connected to learning opportunities and to other people (within the school, in the broader
community, through networks, and role models); feel capable of learning and growing as students and
as people; and contribute to the learning environment to benefit the whole.
The school leadership team will begin working as soon as it is formed and operational on a school
improvement plan with the leadership and support of the schools assigned EdisonLearning Director of
Achievement. A talented and experienced educational leader, the Director of Achievement will work
elbow to elbow with the school principal and leadership team to use existing academic data, the new
assessment system and intervention programs being introduced to the schools instructional program,
and the related training events to establish the expectation and support the development of leadership
and teacher data analysis skills. Becoming data savvy and integrating academic (and other) data into
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instructional decision-making, staffing, resource allocation, and overall school improvement planning is
a foundational expectation.
An EdisonLearning school is designed with a mission to create an excellent school for the individual
community; one of academic rigor, with pride in its culture and a passion for learning throughout life,
and for its students to become creative, responsible, caring citizens. We seek to build on the unique
communitys strengths, while tackling any problems that threaten to distract or impede childrens
academic or social progress. The school offers its students an educational philosophy that prepares
them to participate in their world with the habits of life-long learning, the ability to serve their
community and their world, to accord others respect and tolerance, and to have confidence in their
abilities to succeed no matter what the task.
The Framework for Learning and Teaching
Research shows a strong link between teacher quality and student achievement. For this reason, high-
quality classroom instruction is central to the Charter Schools model. The EdisonLearning Framework
for Learning and Teaching (EFLT), which will be implemented in the School District of the City of Yorks
schools, is a set of coherent, research-based materials designed to improve classroom practice by
focusing on necessary skills that all teachers need to develop to become exemplary practitioners.
Structured around planning and assessment processes, pedagogy, the culture and climate of learning,
and the foundations of quality teaching, the Framework has been designed to:
Connect teaching to a set of expected standards
Focus the majority of teachers on a set of Power Themes that are proven to have the greatest
impact on learner outcomes
Extend and refine the practice of proficient or better teachers

Leadership
EdisonLearning uses the Leader Quality Suite which is a collection of tools and processes that are
designed to support the hiring, development and evaluation of high quality school leaders at our
partnership or charter schools. The Suite consists of the following materials:
Leadership Rubric The Leadership Rubric identifies the critical roles and responsibilities of a
successful school leader. With clearly defined levels of performance, it can be used for both
planning and measuring growth, as well as evaluation. The rubric is closely aligned to the
Interstate School Leaders Licensure Consortium, the VAL-Ed, and the EdisonLearning Five Strand
Design. These linkages can be seen in the Principal Leadership Rubric Crosswalk. The Leadership
Rubric serves as the cornerstone for the tools and processes within the Leader Quality Suite.
Leader Recruitment The process of finding and hiring a strong school leader begins with the
job description which comprehensively outlines the skills, experiences and attributes for a
successful school leader. The Human Resources division uses a screening template to narrow
the candidate pool. Working with key stakeholders, second round interviews are conducted
using select interview questions. Candidates who are selected to move onto the third round are
then vetted using one or more recruitment tools. Finalists are invited back for a group interview
which is supported by a group interview template. The result of this rigorous process leads to
the final selection of a school leader that best meets the needs of the organization.
Leader Growth and Development - Collaborating with school leaders in their ongoing growth
and development as education professionals is important, and EdisonLearning offers several
tools to support that process. The first is through New Leader Training, which is designed to give
new school leaders information and guidance on both educational and operational areas. While
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the training that is needed is determined by the Director of Achievement and dependent upon
the school leaders role, there is a comprehensive list of new leader training that is offered.
Each year, all school leaders are encouraged to establish growth goals using the Principal
Growth Planning Form. Goal development will be informed by data from the VAL-Ed, Leadership
Rubric, and previous evaluations. These goals are then converted into an action plan, which may
be supported by the leaders attendance at customized Professional Development offerings
throughout the year.
EdisonLearning also offers our school leaders the opportunity to participate in the Vanderbilt
Assessment of Leadership in Education (VAL-Ed). The VAL-Ed is a 360-degree researched- based
tool that measures the effectiveness of school leaders by providing a detailed assessment of a
principal's perceived performance. The VAL-Ed report should be used to guide collaborative goal
setting and ongoing growth and development planning.
Finally, EdisonLearning offers training through the Leadership Development Cohort. The training
topics are customized to meet the needs identified by the goal setting forms, VAL-Ed results and
bi-monthly reviews.
Leader Performance Management - The annual performance management process is used to
evaluate each school leader. It begins with performance goal setting, which is tied to the
Leadership Rubric. Then, during regular touch base meetings throughout the year, the school
leader and his/her Director of Achievement review the leaders current status against the rubric,
using the Principal Touch Base Review Form. Touch base meetings also allow conversation and
note taking with respect to progress against performance and growth goals, as well as the
leaders current standing on the Leader Professional Attributes Rubric . At the end of the year,
the Director of Achievement-Leadership and the school leader complete a formal evaluation
using the Principal Year End Review form.

EdisonLearning views leadership in terms of five distinct roles: Learning Leader, Organizational Leader,
Culture Builder, Site Manager, and an EdisonLearning Partner. The key responsibilities of each role are:
Learning Leader
o Promotes excellent learning and teaching to ensure high academic achievement
and strong character for all students
o Implements and monitors curriculum, instruction, and assessment programs
Organizational Leader
o Creates and promotes an inspired school vision directly linked to high academic
achievement and strong character development
o Develops and staffs organizational structure linked to high academic achievement
and strong character development
o Creates and maintains systems and processes that support the school vision and
goals
o Practices and promotes interpersonal awareness and sensitivity to strengthen
school vision and goals
Culture Builder
o Creates a learning environment that fosters a culture of high academic achievement
and strong character development
o Instills among staff a sense of mission and professionalism linked to high standards
of academic achievement and character development
o Creates a culture of celebration and accountability linked to high student academic
achievement and character development
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o Creates a culture of inclusion among all stakeholders to foster a shared
commitment to the school vision and goals
Site Manager
o Establishes school structures and processes that ensure stability and drive high
academic achievement and strong character
o Allocates, manages and finds resources that support school programs that drive
high academic achievement and strong character
EdisonLearning Partner
o Serves as a collaborative partner and positive, proactive representative of
EdisonLearning to the school and community
o Executes the EdisonLearning design

Professional Development
The most effective professional development is based on the needs of its participants, ongoing, and
supported by and incorporated into daily practice. EdisonLearning staff will work with field support staff,
school-based staff, and experts in professional development to ensure the training programs are
consistently meeting the needs of our schools. Both the leadership and teacher professional
development programs will ensure that both groups are equipped to employ the best methods to
motivate and educate their students. The Director of Achievement, working with the principal, will be
the lead person in developing, implementing, and evaluating the schools professional development
plan. Professional Development (PD) occurs during EdisonLearnings Leadership Development Academy
(ELDA), site-based training, and daily professional development.

The training for the school will begin with principal orientation and training. The principals mentor
during this initial introduction to EdisonLearning leadership training will be the assigned Director of
Achievement and the program will include The Five Strand Design, Framework for Learning and
Teaching, Teacher Professional Development and Growth, Teacher Observations and Evaluation, and the
Culture of Achievement. There will be discussions, readings, observations, and visits to effective schools
in operation, as well as hands-on experiences involving the school launch activities.

EdisonLearnings professional development for teachers offers ongoing support to all instructional staff
ranging from the new teacher to the seasoned professional. This ongoing effort begins prior to the
schools opening and then continues throughout the school year. The intentional focus is to prepare
teachers to get off to a strong start. Therefore the content is focused on preparing teachers to deliver
the instructional programs selected for the school in reading and mathematics and to create an
intentional and responsive learning environment that includes topics such as Our Meeting, Establishing
Procedures and Routines, Character Education, and Creating a Classroom Management Support Plan

Teachers who choose to teach at the school will be choosing to accept accountability for student
performance, to be active participants in a school transformation process, which includes implementing
EdisonLearnings school design and academic program. School leadership is provided tools and methods
for evaluating qualified teaching staff from the Leadership Strand and the Framework for Learning and
Teaching. Teacher and staff evaluation allows the school leadership team to select and evaluate the best
possible teaching staff.
Grievance Policy
Primary resolution of disciplinary and other matters (due process) are handled by the Schools
Administration and the parent. However if issues remain unresolved or require further action, parents
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may complain in writing to the Director of Achievement who will investigate and make a determination.
That determination may be appealed in writing to the charter board whose determination shall be final.
Issues relating to the conduct of the Director of Achievement may be brought directly to the board.
Safety, Order & Discipline
EdisonLearning and the school will be committed to creating and maintaining a positive learning
environment that encourages cooperation, fosters creativity, and nurtures students in taking the risks
involved in learning. According to a 2014 Harris Survey , 95% of teachers say they feel safe in school,
and the most common rating for Elementary school kids, when asked to rate their school atmosphere,
was an A. In order for a school to successfully meet the academic needs of the students and
community, and help all students reach their academic potential, a positive learning environment must
be created. EdisonLearning excels in distributing information on this topic as much time and research
has been devoted to it as the learning environment is one of the main components to a successful
school. Teachers and leadership will attend training sessions on creating a positive learning
environment prior to school opening. Such an environment is one in which students, parents, teachers,
and administrators model the values inherent in the schools mission. As a result, the learning
environment is safe, orderly, and conducive to learning for all members of the community. We plan to
clearly define the expectations for student conduct, identify the possible consequences for unacceptable
conduct, and to ensure that, when necessary, discipline is administered promptly and fairly. Accordingly,
we will review the Code of Conduct for the School District of the City of York to align where most
appropriate.
The safety and security for all of our students and staff is of utmost concern. Working with
EdisonLearning, the school will implement policies to ensure a safe and secure learning environment for
all members of the school community. Among the safeguards that will be put into place at are:
Monitoring of student arrival and release from the Schools by designated school staff
Video monitoring of entry to Schools by the school office
Securing of all access points to the buildings
Monitoring of hallways and stairways by school staff
Maintaining of a relationship with the City of York Police and Fire Departments
Ongoing assessment of school security needs by a security professional and appropriate
follow-up and improvements based on recommendations

A crisis intervention plan will be developed and all staff will receive training on implementation of the
crisis procedures at the beginning of each school year. This plan will be available for use by school staff
in case of an emergency situation including, but not limited to, accidents at school, weather-related
emergencies, bomb threats, terrorist acts, armed and unarmed intruders, sexual assaults, deaths of
community members, and health or medical emergencies.
A school specific crisis intervention plan will be prepared for the school once the schools facility has
been secured, as many elements of the plan will be dependent upon the physical layout of the school
building. The plan will be thoroughly vetted by security experts.
To further enhance the security/safety posture of the schools we manage, EdisonLearning performs
sophisticated physical security surveys of its schools and surrounding area. EdisonLearning documents
the observations made during those surveys/reviews, and offers professional recommendations to
ameliorate areas of concern in a prioritized format. Recommendations to improve and/or enhance
building security can include (but not be limited to) the following: Architectural re-design that conforms
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to the principles of CPTED (Crime Prevention Through Environmental Design); Perimeter Security (i.e.,
Fencing, Lighting, Signage, etc.); Exterior Target Hardening (i.e., glass break sensors, security monitoring
service, door locks, access control through proximity or smart cards, CCTV or DVR preferably IP based,
etc.); Interior Control (i.e., Visitor Controls, Student Control, Metal Detectors if deemed necessary,
Motion Detectors, CCTV, key control, etc.).
Truancy
Truancy is defined as being willfully absent from school without parental verification or knowledge,
leaving school grounds without consent of parents and administration, or attempting to evade the
schools attendance policy. Absences that occur without parental notification must be verified by
parents within 48 hours after the student returns to school by telephone, direct contact, or a note from
the parent/guardian. Absences that remain unverified after 48 hours may be deemed truancy and
subject to consequences.

A student who has been found to be truant for the tenth (10) time in a school year is considered a
habitual truant. School administrators may withdraw the designation of "habitual truant" when the
student has attended school for 180 days without another truancy.
Students will not be allowed to perform or participate in any extracurricular clubs or activities on any
day they have an unexcused absence. Students who are habitually truant will not be allowed to
participate in any extracurricular activities for the semester in which they met criteria for habitually
truant. Students may be allowed to participate in extracurricular activities the following semester with
approval from the school principal.
Structure of School Day and Year
The school day in an EdisonLearning school is between 7.5 and 8 hours long. Each day in kindergarten
through 8
th
grade begins with a 20-minute period called Our Meeting. This is a daily gathering of the
class designed to enable students to become a community of caring and respectful learners meeting
students needs of belonging, feeling significant, and having fun.
After Our Meeting in the primary and elementary grades, the daily schedule consists of 90 minutes for
reading, 60 minutes for math, 30-45 minutes each of writing, science, and social studies. Each teacher
will have a 30- to 35-minute lunch break. These teachers will have self-contained classrooms in which
they have the same students all day.
Teachers in grades 6-12 will be departmentalized by subject to include English/Language Arts, math,
science, and social studies. School administration will use the number of teachers and enrollment to
divide the school day into 3-5 sections of each subject plus a 30-minute session of Our Meeting, lunch,
and two Specials classes.
All K-12 teachers will have a 45-minute planning period when their students go to a Specials class. They
will also have a 45-minute team meeting when their students attend an additional Specials class. During
this time, teachers will be able to discuss student progress, share instructional strategies and learn new
educational concepts. A team may consist of 3 to 6 classroom teachers, and one teacher will be given
the lead assignment. The lead teacher will facilitate the daily meetings and also sit on the leadership
team as a participant who brings information back to the team.
The schools annual calendar will generally follow the school calendar for the other two schools that
EdisonLearning used to manage in the School District of the City of York. This calendar allows for 190
instructional days plus about 15 days for staff development and student-parent-teacher conferences
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(SLCs). Please see Appendix 2 for the Lincoln Charter calendar. This calendar shows the schedule for
instructional days, half-day and full-day professional development, assessments, and conferences
throughout the year. Some of the EdisonLearning schools follow the assessment schedule for the district
in which they are located. Please see Appendix 2 for the Omar D. Blair Academy assessment calendar.
Educational Technology
EdisonLearning believes that all teachers and students deserve and must be provided with:
Equitable access to technology for teaching and learning.
Skilled personnel at each site to guide and foster appropriate technology use and growth
towards fluency.
Instruction in ethical behavior. This includes appropriate use of copyrighted materials as well as
safe online behavior,
Instruction in online safety.
Ongoing professional development in technology literacies for all teachers so they can stay
current with new tools and techniques and make effective use of these tools in their instruction
and lesson design.
Policies which provide the framework for using technology. (Acceptable Use Policy, Guidelines
for Using School Learning Resources, etc.).
Frequent opportunities for project based learning. These types of activities are great
opportunities to incorporate technology with real world rigor, build technology skills,
differentiate instruction, empower students to think critically and work independently and
creatively and provide opportunities for intervention as well as accelerated learning.
Independent learning opportunities that incorporate both individualized learning as well as
group collaborative learning.

Educational Technology Expectations
The EdisonLearning School Design expects that all school staff members make use of available
communication and collaboration tools to design and deliver curricular instruction, increase student
engagement, and gain confidence with educational uses of technology. All EdisonLearning students will
use available tools to enhance and enrich their world-class educational experience. Use of collaborative
tools is supported by best practices and research by leading literacy experts. In compliance with NCLB
IID goals, EdisonLearning expects that all students will be technology literate by the end of eighth grade.
While the assessment and interpretation of this fluency is left up to individual states, EdisonLearning
expects schools to follow and meet or exceed state standards so students can attain fluency as per the
national NET*S standards.

EdisonLearning employees, school staff, and students have the ability to, and will learn the skills to:
Type with proficient keyboarding skills
Email within the EdisonLearning community
Manage and share calendars
Participate in facilitated chat and discussions
Create, read, edit, and post documents, video & audio files, podcasts, images, presentations,
blogs, etc.
Collaborate with others to create and edit documents and online pages
Easily access a wide range of support and learning resources and online professional
development
Share and discuss best practices and ideas
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Initiate conferences, discussions, and collaborations with students &/or teachers in other
EdisonLearning schools
Design rich curricular projects using collaborative tools

Students will use technology regularly to work with information and ideas to communicate,
collaborate, research, locate, evaluate, collect, write, analyze, create, report and learn. Students will use
technology as a tool to reach their objectives, while simultaneously learning skills needed to function in
the 21st century. Teachers will use technology regularly to accomplish both administrative and
curricular tasks. Teachers will use technology to take attendance, track grades, assess student
achievement, communicate, share ideas and experiences, receive training, and of course, to teach.
Teachers will use technology to communicate regularly with members of the EdisonLearning
community. Administrators and staff will use technology to communicate regularly within their school
and the wider EdisonLearning community, to model effective use of technology to the school
community, to use administrative technology solutions to help manage their schools and monitor
student achievement, and to oversee site implementation of technology services.

EdisonLearning is expected to use technology to communicate throughout the EdisonLearning
community, to provide meaningful access to technology tools and information, and to support ongoing
site-level technology integration implementation through training, documentation, consultation,
evaluation, and on-going vision.

Equipment and Services Needed to Implement the Curriculum
EdisonLearnings focus on providing a world-class education for every child is dependent on a
comprehensive school design that includes the coordinated delivery of technology services. Because of
this belief, the schools will utilize technology as a key component of both the instructional and
operational models.
Classroom Computers Classrooms will be equipped with computers that will enable students and
teachers to engage resources and conduct research as an active and timely part of the learning process.
EdisonLearning will determine the proper mix and configuration of classroom computers during the
school review process.
Library Computers Libraries will be equipped with computers to allow for students to search library
resources as well as conduct Internet research. These computers will be available for individual and
group-based project activities or for independent study work. Additionally, each library will be equipped
with administrative stations that are used to manage the library collection, including the checkout and
check-in process for the collection.
Computer Labs Each school will have a number of computer labs (stationary or mobile) that will be
used to support various aspects of the curriculum. While these labs may be used flexibly as the needs of
the school require and schedules allow, each lab will have a specific primary purpose. Computer lab
purposes may be, but are not limited to the following activities: online curriculum; formative
assessments; technology tools integrated into curricular activities; skill development; or even career
preparation. EdisonLearning supports the limited use of IOS devices such as iPads and tablets as
supplemental educational tools with computer labs being fitted with full functioning networked
computers. The CQA and technology reviews at each school will shape the configuration and use models
of the computer labs in order to meet the goals of the education model.
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Instructional Technologies (Interactive White Boards) In accordance with the School District of the
City of Yorks current technology model, core content area classrooms (i.e., English Language Arts,
Mathematics, Science and Social Science) will continue to be equipped (as budgets allow) with
interactive white boards that will allow the teaching staff to present content to the students in a
dynamic and interactive fashion. Additionally, mobile interactive white boards will be available in the
school that can be moved into classrooms, computer labs, Library Media Center or other locations
throughout the school.
Each school will also have a collection of other instructional technologies available, including television
carts with media players (DVD players or DVD/VHS players), document cameras, LCD projectors, digital
cameras and digital video cameras. This equipment will be available for checkout by the staff through
the Library Media Center.
Staff Computers Administrative and teaching staff will be provided laptop computers so they will be
able to work while at the school, at home, or elsewhere. It is necessary in the 21
st
Century for staff to
have access, training and ongoing support to a collection of technological tools, including online student
information (attendance, grades, etc.), formative assessments, a collaboration suite to connect the staff
and students to each other, as well as access to other online teaching materials. Other school staff will
be provided with desktop computers or access to shared computers as their positions require.
Email All staff members and students will receive accounts within EdisonLearnings communication
and collaboration system. The system will allow members of the school community to send email,
instant message, use electronic bulletin boards and collaborate on shared documents. By default,
students will be limited to emailing only to members of the school community (staff and other
students). When a students learning requires the ability to send email to people outside of the school,
individual student accounts can be configured to allow that capability. Staff will always have the
capability to send emails to the Internet. Additionally, staff will be able to connect with other staff
across the EdisonLearning network of schools.
Internet Access The backbone of the technology services is EdisonLearnings Wide Area Network
(WAN) and centralized support. A team of highly trained and fully certified managers and technicians
ensures that EdisonLearnings WAN and local area networks are fully integrated and operational. This
includes complete high-speed access to the Internet and email.
Each school will access the Internet through a filtered connection. Staff and students can access the
internet via both wired and wireless connections. While EdisonLearning does not commit to a fully
wireless school environment, access points are strategically located (to include on mobile computer
labs) to ensure educational goals are able to be successfully met. The internet connection will be
monitored actively in order to minimize any downtime or interruptions in service. EdisonLearning will
manage an Internet filter that is located at within the district to ensure that the school complies with the
federal Child Internet Protection Act (CIPA). Additionally, EdisonLearning will utilize application
performance monitoring to determine the ongoing bandwidth needs and will increase the amount of
available bandwidth as the data determines it to be necessary based on school usage.
Provision of Equipment
The equipment required to support the education model will be provided by the school. Staff and
students will not be required to provide any technology equipment. However, depending upon the
results of the infrastructure review, EdisonLearning may be able to implement a limited BYOD (Bring
Your Own Device) program at individual schools or across the district. The goals of a BYOD program
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would be to embrace technologies with which staff and students are already comfortable while not
increasing technical support requirements for the school. Additionally, any BYOD program will be
designed to minimize distraction from each school or classrooms educational goals.

Back-Up Plans if Equipment, Software, or Connectivity Problems Occur
EdisonLearnings enterprise systems are hosted externally. These hosting facilities are staffed 24 hours a
day, 365 days a year with trained IT professionals who follow strict, documented processes for
continuous, real-time monitoring. Data centers are equipped with biometric access control, state-of-the-
art recorded video surveillance, climate control and fire protection systems, as well as redundant power
and redundant high-speed fiber communication links to assure uninterrupted operations of high-traffic
web sites and business critical applications.
EdisonLearning uses the following backup policies with all hosting vendors. Full backups are made once
a week, usually on the weekend. After the full backups are run, daily incremental backups performed.
All backups are transferred to off-site storage by the hosting vendors. Additionally, month-end full
backups are also stored off-site.
Our hosted centers are contracted and managed against the following strict Service Level Agreement
(SLA):
Facility availability 365 days, 24 hours per day except scheduled maintenance. Clients sole
remedy for downtime is a pro-rated credit for the number of hours of unscheduled downtime
credited towards a future invoice
Internet bandwidth of 100Mbps committed level dual connection SLA 99.9%, 24 hours a
day, 7 days a week
Back-ups
o Daily Incremental, retained for a 28 day rotation
o Weekly full, retained for 4 weeks
o Monthly Last full of the month, retained for 12 months
o Yearly Last Full of the year, retained for 7 years
Monitoring 24/7 with alerts provided by Xand
7 Server cabinets accessible 24/7 by Xand personnel
Primary and electrical failover power provided
Hourly walk through inspections
Vendor provides two fiber WAN cross connections via redundant paths from client supplied
WAN circuit dmark to the EdisonLearning cabinets
Vendor performs Operating System (OS) management
o Hardware break/fix Facilitation
o Patch management
o Anti-virus management
o Centralized Log management
o Server monitoring

Data Protection and Recovery Procedures
EdisonLearning utilizes a number of third-party vendors for hosting software applications and our data
center infrastructure. All hosting vendors are responsible for the environment, network infrastructure,
39

security, servers, operating systems and applications that reside in their data centers by adhering to SAS
70 and ISO data center standards.
Technology Support to Ensure Access for All Students
EdisonLearning currently provides service desk support to school staff and students through our
centralized Technology Support Center Monday through Friday from 7:30 AM to 7 PM Eastern Time.
EdisonLearning provides multiple methods for customers to access the service desk, including the direct
entry of requests into the EdisonLearning web-based service desk management system or by reporting
issues via phone and/or email. As part of the comprehensive technology assessment of the School
District of the City of Yorks Technology Department and Services, EdisonLearning would develop a local
support structure to ensure staff and student technology issues are resolved in accordance with a newly
developed Service Level Agreement (SLA).
To effectively monitor and assure quality resolution to technical problems, EdisonLearning has adopted
Information Technology Infrastructure Library Methodology (ITIL) incident and problem management
practices. ITIL is the most widely accepted global approach to IT service management. ITIL provides a
cohesive set of best practices based on public and private sector efforts in the area of IT service
management.
Based on our adoption of the ITIL processes and practices, system monitoring and issue evaluation occur
real time at the service desk. We provide users with the facility to report issues via EdisonLearning
ticketing system, email, or phone.
Regardless of how the issues are identified, all incidents/support requests are managed by our first-level
support group. First-level support handles customer information requests and issue verification. Once
verified, the issue is logged and a virtual ticket is created with an associated ticket number. The issue is
also classified based on the severity of the problem being reported. Most tickets are handled in real
time, as they are reported by the customer, whether it is an institution or user. In the event all service
desk technicians are occupied when an issue is submitted, this support team makes every effort to
respond to each customer within eight business hours of their issue submission for most requests, and
within one hour for high priority issues.
Acceptable Use of Technology
EdisonLearning believes that technology and its utilization enhances the quality and delivery of
education and is an important part of preparing children for life in the 21st century. The community of
technology users must understand that the Internet is a global, fluid community, which remains largely
unregulated. While it is an extremely valuable educational tool, there are sections that are not
commensurate with community, school, or family standards. EdisonLearning believes that the Internets
advantages far outweigh its disadvantages and will provide Internet filtering that blocks access to a large
percentage of inappropriate sites. It should not be assumed that users are completely prevented from
accessing inappropriate materials or from sending or receiving objectionable communications.
Additionally, EdisonLearning considers access to the Internet and computer resources a privilege, not a
right. Therefore, users violating the Acceptable Use Policy (AUP) may be subject to revocation of these
privileges and potential disciplinary action (Sample AUP included as Appendix 2).
It is the policy of EdisonLearning to:
1. Prevent users from accessing or transmitting inappropriate material over its network via the
Internet, electronic mail, or other forms of direct electronic communications;
40

2. Prevent unauthorized access and other unlawful online activity;
3. Prevent unauthorized online disclosure, use, or dissemination of personal identification
information of minors; and
4. Comply with the Childrens Internet Protection Act [Pub. L. No. 106-554 and 47 USC 254(h)].
Access to Inappropriate Material
To the extent practical, technology protection measures including Internet filters shall be used to block
or filter the Internet or other forms of electronic communications and access to inappropriate
information. EdisonLearning filters Internet access through the use of iPrism Web Security.

Specifically, as required by the Childrens Internet Protection Act (CIPA for more information on the
CIPA requirements, please visit this URL: http://www.fcc.gov/guides/childrens-internet-protection-act ),
blocking shall be applied to visual depictions of material deemed obscene or to child pornography or to
any material deemed harmful to minors.
Subject to staff supervision, technology protection measures may be disabled or, in the case of minors,
minimized only for bona fide research or other lawful purposes.
Inappropriate Network Usage
To the extent practical, steps shall be taken to promote the safety and security of users of the districts
online computer network when using electronic mail, chat rooms, instant messaging, and other forms of
direct electronic communications.
Specifically, as required by the Childrens Internet Protection Act prevention of inappropriate network
usage includes:
1. Unauthorized access, including hacking, and other unlawful activities; and
2. Unauthorized disclosure, use, and dissemination of personal identification information
regarding minors.
Training: Student Safety and Digital Citizenship
To help ensure student safety and citizenship in online activities, students will be educated about
appropriate behavior, including interacting with other individuals on social networking websites and in
chat rooms, and cyber-bullying awareness and response.
Supervision and Monitoring
It shall be the responsibility of all members of the district to supervise and monitor usage of the online
computer network and access to the Internet in accordance with this policy and the Childrens Internet
Protection Act. Procedures for the disabling or otherwise modifying any technology protection
measures shall be the responsibility of Technology Department or designated representatives.

Public Review
In accordance with CIPA guidelines the Internet Safety Policy is shared with the community at a public
meeting on Internet safety, following normal public notice. Revisions to the Internet Safety Policy and
Acceptable Use Policies will be on an as need basis under the direction of the districts Technology
Manager with approval from EdisonLearnings Chief Information Officer.

41

FAMILY & COMMUNITY INVOLVEMENT

Letters of Support
Included within Appendix 3 are three letters of support. One is from the Salem Square Community
Association, Inc., an active promoter of education in the west end of York City, another is from the Hope
Street Garden & Learning Lab, and another is from the York County Libraries.

Family and Community Engagement
EdisonLearning will conduct a series of focus group meetings for students, parents, teachers,
administrators and community members, to share our vision for the school, and to provide an
opportunity for those individuals to share their thoughts, questions, concerns and ideas. The results of
those focus group sessions will be used to inform EdisonLearnings plan for each school. EdisonLearning
will also make an online survey available to all stakeholders who may not be able attend a meeting in
person but would like to provide feedback. We will create a community website to provide instant
online access to information for those who may not be able to attend in person. Finally, as described
below, we will begin the process of identifying and developing relationships with community
organizations that are able to provide support to the schools.

The EdisonLearning approach to outreach and community involvement has been shaped by accessing
the prevailing attitudes of parents, community leaders and advocates, and service-based organizations
resident in the communities that EdisonLearning serves. Given the history of disappointment and
diminished expectations for academic success attendant in many of the communities, it is vital that the
schools be family- and community-friendly schools from their opening. We will cultivate community
involvement by encouraging parents to participate meaningfully in a variety of capacities, including
volunteering in the classroom and acting as their childrens primary educators. Teachers will be
responsible to communicate with parents on a regular basis beyond the scheduled quarterly meetings.
In order for parents to be effective participants in their childrens education, there must be regular
communication between staff and parents. EdisonLearning has found many ways to facilitate parent and
school communication on student academic evaluation and planning. Our experience has shown for a
school to be successful, families need multiple ways for communication plus multiple times through the
year that the school is available for parent conferences. On a regular basis, parents will receive a
newsletter from the school and/or their childs teacher indicating upcoming school events, open
house activities, and classroom units of study. This regular contact helps keep families aware of
classroom topics and provides the information needed for parents to discuss school academics with
their children. Teachers will maintain contact with students parents through telephone calls, notes
home and e-mail to keep parents abreast of positive happenings at school or any academic concerns.
Teachers will have phones and voicemail at the schools and parents will be provided with phone
numbers to contact teachers. Report cards, called Student Learning Contracts (SLCs), are prepared for
parents at the end of each quarter. The school will hold formal SLC conferences for parent / student /
teacher once each quarter. At the SLC conference time, the parent, student and teacher sit together to
review the quarters performance and identify a particular goal for the student to focus on for the next
quarter. The goal provides the impetus for family, student, and school to work together for academic
success. The contract part of the SLC is the commitment made by each of the three parties to specific
actions in support of that academic goal. The second SLC conference will review the academic goal and
the actions committed for effectiveness, with a new or revised goal and support actions identified for
the new quarter. This process allows parents to be meaningfully involved throughout the year in their
childs academic learning. Finally, the school will create a school culture in which parents are welcome in
the school to discuss their childs academic progress and are encouraged to be proactive in making
42

appointments with the faculty and administration outside of regularly scheduled parent/teacher
functions.

The school will develop relationships with community-based organizations, businesses, colleges and
universities. We recognize the value these organizations and institutions can bring to the school
community in terms of additional human resources, financial resources and programming and support
for faculty, students and their families. In order to expand our network of connections for the school
community, school leadership will spearhead an effort to conduct a need assessment of the school
related to volunteers, programming, social services and additional finances. We will also take an
inventory of resources in the local community that could meet the schools expressed needs. We will
then disseminate information to potential community and business partners highlighting the schools
mission, work and needs and ascertain groups interest in working with the school. We will meet with
interested groups and thoroughly vet their capacity to provide resources to the school in a consistent
and reliable manner. Any relationship that is formed will be clearly understood and formalized in an
agreement that includes length of partnership, type of relationship, goals of the partnership and
deliverables from both the organization and school.

Establishing community partnerships is an important part of all EdisonLearning partnerships. For
example, at our Magic Johnson Bridgescape Academies in the metropolitan Columbus area, the schools
have partnered with the Youth Empowerment, Mothers Helping Mothers, Franklin County Children
Services, the Ohio Department of Youth Services, Ohio Health, and the American Red Cross. These
community organizations provide important services to the students who attend these charter schools.

Another example is the partnership with the organization The Friends of Ted. EdisonLearning was
named by the Indiana Department of Education in 2012 to manage Roosevelt High School.
EdisonLearning rebranded the school the Theodore Roosevelt Career and College Academy and
immediately made inroads with in the community to support the school. One of the first groups
contacted was the Roosevelt Alumni Association. At that time a decision was made to form a
community organization and educational foundation to support efforts to improve Theodore Roosevelt
College and Career Academy. The group was called the Friends of Ted. The group was charged with
providing a framework for engaging Roosevelt Alumni, elected officials, community groups, businesses,
and other stakeholders. Mayor Karen Freeman-Wilson was chosen to serve as honorary chair of the
organization and twelve alumni and community leaders were recruited as founding members.
Since its inception, the Friends of Ted has supported Roosevelt through fundraising, marketing, and
special events planning. In 2012, the Friends of Ted paid to send 100 Roosevelt students to a live
theater performance and made donations to the TRCCA Parent/Student organization. In 2013, the
Friends of Ted paid for the Roosevelt Golf Coach to attend a golf training academy, bought tee shirts and
donated money for the Rock-the-Block community outreach event, and helped underwrite the costs for
landscaping around the marquee in front of the school. Most recently, the Friends of Ted have hosted
fundraisers at Caf 444 and after homecoming. FOT members have also developed and maintain a
Facebook Page, have produced promotional videos to promote student recruitment and school spirit,
and have developed a fundraising campaign to raise $40,000 to repair the swimming pool at Roosevelt.
Knowledge of the York Community
In 2000, EdisonLearning worked with a group of community members, parents and educators who were
interested in converting new charter school in York. Lincoln Charter School opened in 2000, and for the
past 13 years, EdisonLearning has partnered with the school as its management company. As was
43

indicated in section on Goals & Student Achievement Expectations section, the EdisonLearning design,
which was implemented at the school, brought about significant improvements in student achievement,
greater than either the district or the state. Parent and community satisfaction with this K-5 school was
so great, that they requested a middle school be opened. Parents wanted to ensure that students who
were succeeding in the primary and elementary grades could continue their education in the same
EdisonLearning environment they experienced at Lincoln Charter. In August 2009, Helen Thackston
Charter School was opened. EdisonLearning served both schools until December 2013, when they were
sold by EdisonLearnings former owners. .

Through our partnerships with Lincoln Charter and Helen Thackston, EdisonLearning establish
relationships with a number of local community organizations and were able to provide support directly
to some of those organizations. For example, for the past several years, EdisonLearning made a
donation of backpacks to the Salem Square Community Association to support their National Night Out
initiative.

Partner Organizations
Recognizing the need for an innovative option for students who are underserved or underrepresented,
EdisonLearning partnered with Magic Johnson Enterprises to establish Magic Johnson Bridgescape, a
program focused on serving students who are either at risk of dropping out of school or may have
already done so. Key features of the Magic Johnson Bridgescape Academies include: a blended learning
environment where students will be able to experience an abbreviated, flexible school day and
maximize online learning to focus on specific areas of need; an individualized instructional path, which
serves as the roadmap to receive a high school diploma; and coaching and counseling to support not
only that effort to earn a high school diploma, but to also make post-secondary plans and prepare for
the workforce. In Phase 2, EdisonLearning may establish a Magic Johnson Bridgescape Academy in the
School District of the City of York.

44

BUSINESS PLAN

EdisonLearnings Leadership
EdisonLearnings Management Team is composed of the following individuals.

Thom Jackson, President and Chief Executive Officer
Thom Jackson is President and Chief Executive Officer of EdisonLearning, a leading international
educational services provider with nearly a generation of experience creating effective and sustainable
solutions to raise student achievement. He is among the small segment of unique business leaders who
are able to build relationships, trust, and rapport that in turn result in solid partnerships and alliances.
This quality was best exemplified when in 2014, he brokered the acquisition and directed the
restructuring of the company.
Thom initially joined EdisonLearning as General Counsel, and later assumed the role of Chief Operating
and Legal Officer. Throughout, he has served in critical leadership roles developing, articulating and
executing the companys growth and implementation strategies. Thoms leadership has deepened the
companys focus on Growth; Operational Excellence: ensuring that the domestic field operations are
implemented with fidelity to the companys proprietary Five Strand Design; successfully re-tooling the
companys enrollment function; building and implementing an effective and efficient account
management model; developing a coherent communications and social media strategy; and managing
the operational features of the companys strategic alliance with Magic Johnson Enterprises.
Before joining EdisonLearning, Thom held various key leadership positions at international and Fortune
100 companies. As the Chief Legal Officer at the GAB Robins Group of Companies, a private equity
portfolio company with operations in over 50 countries, Thom led international acquisition teams and
negotiated complex financial instruments in excess of $400 million. At both Prudential and MetLife,
Thom held positions of increasing responsibility and managed enterprise-wide projects, helping to
design and implement corporate compliance and early warning systems that mitigated high-profile
legal and regulatory risks.
Thom has served three New Jersey Governors, including leading a budget task force of New Jersey
business leaders established by Governor Richard Codey to streamline New Jerseys $30 billion budget
and serving on the budget transition team for Governor Jon Corzine. In 2007, Thom was appointed to
serve as the inaugural Chairman of the Board of Directors for New Jerseys largest charity care hospital,
the UMDNJs University Hospital, with more than $500 million in revenues. Under Thoms leadership,
University Hospital posted its first profitable years in more than two decades.
Thom received his undergraduate degree in Political Science at DePauw University in Greencastle,
Indiana with an emphasis on economics and international relations. Thom received his Juris Doctor from
the University of Cincinnati College of Law.
Laura Hayes, Chief Academic Officer
Laura Hayes is Chief Academic Officer of EdisonLearning. In this role, she is responsible for the
implementation of the companys extensive portfolio of proven K-12 solutions, including: school
improvement and management of charter and district schools, Magic Johnson Bridgescape Academies
focused on dropout prevention and recovery, state-wide virtual high schools, and eCourses - a full online
curriculum.
45

Having honed her skills during a thirty-year career as a highly successful teacher, principal, and
administrator, Laura has a thorough understanding of the ingredients of outstanding schools. With
EdisonLearning, she has served as Vice President of Education Services, and as Senior Director of
Achievement to a large number of the companys partners.
Prior to her role with EdisonLearning, Laura was Chief of Schools for Uplift Education, National Director
of Foundations for New Leaders for New Schools, and Director of Education, Foundation for Community
Empowerment. Throughout, she has been at the forefront of innovation in relation to student
motivation, curriculum, effective learning and staff development.
Laura holds numerous educational certifications, including those as: Teacher, Mid-Management,
Supervisor, and Superintendent. She earned her undergraduate degree from Bishop College in Dallas,
and her Master of Science from the University of North Texas.
Jodi Mastronardi, Senior Vice President, Strategic Operations & Managed Schools
Jodi Mastronardi is Senior Vice President for Strategic Operations & Managed Schools for
EdisonLearning. In this role, she is responsible for the development and implementation of
organizations strategic planning process to improve operational efficiency and effectiveness, and
oversees EdisonLearnings network of managed school partnerships.
Since joining the organization in 1999, as Vice President for Education Technology, Jodi has held various
positions of increasing responsibility. As Senior Vice President, Business Process Management, she
introduced data-driven decision-making to the organization, and put in place a monthly metric review
program. As Executive Director, Leadership Support Center, Jodi established an integrated school
leadership talent management process and principal mentoring pilot program. As Vice President,
Employee Relations & Policy, she managed a team of regional human resources business partners to
ensure clients received well-coordinated, high quality HR service. More recently, Jodi served as Senior
Vice President, Head of Human Resources, where she managed all aspects of the companys HR services
and implemented an organizational restructure associated with the companys business shift.
Prior to joining EdisonLearning, Jodi served as Director of Educational Services for FUTUREKIDS, where
she trained elementary teachers, at 20 public and private schools, in basic technology skills, technology
curriculum and curriculum integration.
Jodi earned her Bachelor of Arts degree (Cum Laude) from Rutgers University, and her M.A. in Early
Childhood and Elementary Education from the New York University School of Education.

Christopher Wilberding, Senior Vice President, Alternative Education
Chris Wilberding is Senior Vice President, Alternative Education for EdisonLearning. He is responsible for
the implementation and operations of the companys innovative alternative education portfolio
specifically, the Magic Johnson Bridgescape Academies focused on dropout prevention and recovery.
Chriss passion for helping students learn and succeed started as an eighth-grade social studies teacher
and mens college basketball coach. Today, he is leading EdisonLearnings effort to stem the growing
tide of high school dropouts. Since joining the organization in 2011, Chris has successfully opened
eighteen Magic Johnson Bridgescape Academies across 6 states, enrolling more than 2,500 students.
Throughout, he has established a positive and engaging learning environment for the students, as well
46

as an on-going performance management model for the academic and administrative teams at each
academy.
Prior to joining EdisonLearning, Chris served as Director of Midwest Operations for Educational Services
of America; Director of MBA Relations for Lake Forest Graduate School of Management; and later as
Regional Director for Kaplan Test Prep and Admissions. Throughout his professional career, Chris has
had some level of positive impact on the lives of well over 10,000 students.
Chris earned his undergraduate degree from the University of Dayton, and a Masters of Business
Administration from the Lake Forest Graduate School of Management.
Natalie Williams, Vice President, Strategic Alliances
Natalie Williams is the Vice President, Strategic Alliances. She is responsible for developing and
maintaining the organizations strategic alliances to ensure they deliver value to both partners and
achieve stated goals. Natalie also manages EdisonLearnings alliance with Magic Johnson Enterprises,
and oversees the activities of Friends of Magic as a part of the corporate and community engagement
initiative for the national network of Magic Johnson Bridgescape Academies.
Although an attorney by training, Natalies professional path has always been connected to education.
She began her career as Assistant Attorney General in the Education Division of the Minnesota State
Attorney Generals Office; served as a Vice President for the Fresh Start Womens Foundation, which
helps women transform their lives through personal development and education; and later on was hired
as a mid-year turnaround principal at Teleos Preparatory Academy in Phoenix, Arizona. Within three
months under her leadership, the school exceeded its enrollment target and met its Annual Yearly
Progress goals.
Prior to assuming her current position with EdisonLearning, Natalie provided legal advice to the
organization on charter school agreements, and was instrumental in establishing the partnership with
the Clark County School District.
Ms. Williams holds a B.A. in Philosophy and a B.A. in Journalism from Arizona State University, and a
Doctor of Jurisprudence from Vanderbilt University.
Mike Williams, Chief Information Officer
Mike Williams is Chief Information Officer of EdisonLearning. In this role, he provides vision and
leadership for developing and implementing the organizations global information technology
infrastructure. Mike also is the primary technology architect for EdisonLearnings Virtual Learning and
Alternative Education products, and manages all partnership-facing technology resources.
During his ten years of service in the United States Air Force, Mikes role as Senior Technical Training
Instructor at the USAF School of Aerospace Medicine spurred his interest in an education career. Upon
completing his tour of duty, Mike became a teacher and technology coordinator at the Southwest
Elementary School in San Antonio, Texas; where in 1997, he was honored as Teacher of the Year.
Since joining the company in 1997, Mike has held progressive roles developing, implementing, and
overseeing technology programs on the local, regional, and national levels. During this time, he has
managed the technology start-up of more than 400 EdisonLearning partnership schools. In his most
47

recent role as Head of School Technology, Mike was responsible for the delivery of all technology
products and services throughout the companys partnership network; and was the primary technology
architect for Magic Johnson Bridgescape Academies focused on dropout prevention and recovery; and
Provost Academies, state-wide virtual high schools.
Mike earned a Bachelor of Science degree from Wayland Baptist University, and a Master of Arts in
Education from the University of Texas at San Antonio.
Maureen Ryan, Chief Financial Officer
Maureen Ryan is Chief Financial Officer of EdisonLearning. In this role, she is responsible for the
financial leadership of the company, and for upholding strong financial management and accountability.
Throughout her tenure with the company, which began in 1999, Maureen has held positions of
increasing responsibility in both the operational and financial divisions of the organization. In her most
recent role as Senior Vice President of Budget and Operations, she created and executed the annual
operations budget, successfully implemented innovative solutions to complex operational needs, and
monitored company progress against strategic initiatives and academic achievement targets.
Maureen also served as Senior Vice President for Financial Planning and Analysis, and on two occasions
as Interim Chief Financial Officer.
Prior to joining EdisonLearning, Maureen served as a Municipal Financial Analyst in the Office of the
New York State Deputy Controller. Earlier, she was an Economic Analyst with the Port Authority of New
York & New Jersey.
Maureen earned her Bachelor of Arts degree (Magna Cum Laude) from California State University-
Northridge, and her Master of Public Administration from Columbia University.
Sue Levy Warner, Senior Vice President, Strategic Human Resources & Communications
Sue Levy Warner is Senior Vice President, Strategic Human Resources & Communications. In this role,
she is responsible for the development and delivery of our human resource programs and services,
payroll, risk management and communications for the organization.
Sue brings a breadth of progressive human resources and legal experience. Prior to joining
EdisonLearning, she was a partner of Ascend Partners, and the Managing Partner of HRO360, a full
service human resources outsourcing firm, and a division of Ascend. Earlier, Sue held several global
positions spanning the gamut of human resource responsibilities in such well-regarded Fortune 500
companies as Sealed Air Corporation, BF Goodrich, Morgan Stanley, FMC, Progressive Insurance, and
New Century Financial Corporation. Prior to her commencing her corporate career, she worked in the
civil litigation group of the Pennsylvania Attorney Generals Office.
Sue received a Juris Doctorate degree from Temple University School of Law, a Master of Science degree
from Columbia Universitys School of Journalism and an undergraduate degree from Spelman College.
Andrew Laskowski, Regional Controller
Andrew (Drew) Laskowski is a Regional Controller for EdisonLearning. His primary responsibility is to
ensure that all schools within his responsibility are compliant with client-board approved fiscal budgets,
48

and ensuring growth in net assets from year to year, while supervising the School Operations Manager
(SOM) at each school and working with Principal and School Administration. The Regional Controller
serves as the primary financial relationship manager between EdisonLearning and Client School Boards.

A seasoned Accounting professional with over 15 years of managerial experience, overseeing all Finance
departments, as well as conducting timely monthly, quarterly, and yearly accounting closes, Drew has a
proven record of maintaining positive actual to budget results, as well as budget development, in
manufacturing and school facility settings. Drew received a B.S. in Accounting from Rutgers University.
EdisonLearnings Planned Administrative Structure
EdisonLearning will have administration, teachers, students and parents/guardians work in close
collaboration to develop a positive school atmosphere where students instructional and non-
instructional needs are met. As stakeholders, they will all have input in the development of the school
improvement plan and managing change in the school. The school will be divided into Houses that
include one lead teacher and 4-6 other teachers. The lead teacher will be a member on the School
Leadership Team and will be able to take ideas and/or concerns from the House to the other leaders of
the school. Student representatives on the Student Council will give all students a voice in making
decisions for the school. The Student Council president will represent students on the School Board of
Education. Parents/guardians and community members are encouraged to meaningfully participate in
the schools decision-making process in a variety of capacities, including through the Parent/Teacher
Association, the Community Advisory Board, or the School Board of Education.
In Appendix 7, please will find a current organizational chart of the EdisonLearning leadership, and an
organizational chart of a typical EdisonLearning school.
EdisonLearnings Performance History
EdisonLearning currently manages the following schools:

School
Location
Grades
Served
Number of
Students
Year
Opened
Main Street Academy
Atlanta, GA K 8 880 2009
Roosevelt-Edison Charter School
Colorado Springs,
CO
K 5 700 1996
Omar D. Blair
Denver, CO K 8 800 2004
Raleigh-Edison Academy
Duluth, MN K 8 1,351 1997
Northstar Academy
Duluth, MN PreK 5 1,063 1997
Theodore Roosevelt College &
Career
Gary, IN
7 - 12 600 2012

State accountability data for each school is attached as Appendix 4A. Below please see the average
growth of EdisonLearnings managed schools as compared to the district and state where the schools
are located. The demographic breakdown for all of EdisonLearnings managed schools is 43.5% African
American, 26.8% White, 20.5% Hispanic, 6.3% Mixed or Multiple, and 2.9% Other.

49

Making summative statements about EdisonLearnings impact on student achievement is confounded
by the existence of varied testing and reporting methodologies across state lines. To avoid having score
changes be dictated by the changing composition of schools and tests across time, and to provide a
reasonable baseline for comparison, EdisonLearning evaluates its growth relative to the growth
experienced by the resident district and state over the same period. By this method, if a state changed
its test between the years 2010 and 2011, leading to state-wide drops in test scores of 20 points, if the
EdisonLearning school lost 17 points, it would be counted, relative to the state average, as a three point
gain. Conversely, if the resident district grew 5 points in one year, while the EdisonLearning school grew
2 points, it would be counted, relative to the district, as a three point loss.
With that methodology in mind, reading the chart below demonstrates that over the period from Spring
2011 to Spring 2013, the average EdisonLearning school grew 6.2 points relative to the state in Math,
and 4.8 points relative to the state in Reading.
Overall, the charts show that regardless of the time period under consideration, schools using the
EdisonLearning model on average outperformed both the state and district in which they were located.




0
2
4
6
8
10
2012-2013 2011-2013 2010-2013 2009-2013 2008-2013
Average Growth of EdisonLearning
Schools Relative to their Districts
Math
ELA/Reading
50



For graduation rate, in 2013, the graduation rate at Theodore Roosevelt College & Career Academy was
41.3% and the 2014 graduation rate was 54%. This is an increase of 12.7 percentage points.

For attendance rate, across all schools, the mean ADA is 90.86% and the median is 94.33%.

Audited Financials
Please see the Financial Condition Letter attached as Appendix 4B.

Disclosures
Over the past several years, EdisonLearning has implemented a strategy to transform from a provider of
primarily charter school operation and consulting to a provider of professional development, and virtual
and alternative learning solutions. During this transition, EdisonLearning affirmatively reduced the
number of managed school contracts. In some instances, the contract terminations have been
amicable; however, in other instances (e.g., where the terminating client owes the Respondent
outstanding fees) they have not. If you have further questions with respect to our transformation,
including our contract terminations, we can make arrangements for you to speak with our General
Counsel.
Negative Publicity
For nearly twenty-five years, EdisonLearning has been at the forefront of some the most dramatic
changes in Americas public education system. In the early years of the organization, the then-Edison
Schools focused its work on the creation of independent and community-based charter schools. By
2001, Edison Schools was applying what it had learned in charters to turnaround initiatives in the most
challenging urban schools and districts in the United States.

As a pioneering organization in the national public education reform movement, Edison Schools was
primarily characterized by the fact that it was a for-profit organization, apart from the actual
performance of the schools it partnered with. As a result, the vast majority of what could be considered
negative publicity about the organization was in fact, more negative perception of the organizations
corporate structure not performance.
0
2
4
6
8
10
12
2012-2013 2011-2013 2010-2013 2009-2013 2008-2013
Average Growth of EdisonLearning
Schools Relative to their States
Math
ELA/Reading
51

Fifteen years ago, the presence of an outside for-profit organization working in public schools was
unique and highly controversial. Where some criticized the presence of for-profit providers in public
education, supporters applauded entrepreneurial concepts to attract top talent, implement quality
measures, and maximize cost efficiencies. Today, public education has become increasingly open to
working with for-profit companies to provide a vast array of educational services that were once the
sole province of district officials and administrators.
Philadelphia, Pennsylvania
The controversy surrounding a for-profit organization in public education generated extensive negative
perception about EdisonLearnings involvement with the School District of Philadelphia in 2000.
However, lost in the media coverage of the Commonwealth of Pennsylvanias decision to embark upon
one of the most significant educational reform efforts ever undertaken by an urban school system in the
United States, was the fact that Philadelphias schools were considered by many to be among the
lowest-performing in the nation. Nearly 80% of the students in half of the citys schools were performing
well below grade level in reading and mathematics.

While the school district still retained daily operational control of the schools, EdisonLearning during
its partnership with the 20 lowest performing schools in the district reduced the number of students
testing below grade level in both reading and math by nearly two-thirds during the partnership. Over
the course of the organizations work in Philadelphia, 14 of the 20 schools reached AYP.
York, Pennsylvania
Shortly after EdisonLearning began its work in Philadelphia, a group of dedicated individuals in York
sought the assistance of EdisonLearning to join them as partners on the conversion to a charter of the
Lincoln Elementary School. At the time, the public perceptions of EdisonLearnings role in Philadelphia
clearly had an impact on subsequent decisions in York relating to the opening of a charter school. As it
is well known, the initial charter applications for Lincoln were rejected. A similar outcome was also the
case when the same group of local individuals sought the creation of the Helen Thackston Middle
School.

Over the years, both Lincoln Charter and Helen Thackston have proven to be valuable additions to the
education options available to parents and students in the York area, thereby setting aside any of the
early opposition to the schools, as well as the negative perceptions of EdisonLearnings involvement.

Baltimore, Maryland
The Maryland State Board of Education voted in February of 2000 to reconstitute the three lowest-
performing elementary schools in the Baltimore City School System, each of which was not making
substantial improvement toward meeting state standards. EdisonLearning was selected to implement a
school improvement program for each of the schools, in which no more than 10 percent of the students
met the state's satisfactory standards.

EdisonLearnings relationship with the three Baltimore schools began in July of 2000 the same time the
organization was beginning its work in Philadelphia. While local media coverage highlighted much of
the controversy taking place in Philadelphia, the State of Maryland proceeded with its partnership with
EdisonLearning. By 2006, the State determined that EdisonLearning had fulfilled its contract to improve
the schools, and the schools were to revert back to being Baltimore City Schools. However, parents and
staff came out in significant numbers to demand the continuation of the EdisonLearning program in all
three schools, so much so that Baltimore City Public Schools voted to establish a partnership with
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EdisonLearning which lasted until 2013, when the District undertook an extensive building renovation
and closure project.
Peoria, Illinois
In 1999, Peoria School District 150 embarked upon a significant educational reform effort to offer
school choice to the parents of Peoria students and provide innovative approaches to education.
EdisonLearning (then Edison Schools) was selected as a partner in that effort, which caused a great deal
of concern among community members who were opposed to the for-profit involvement in their local
schools. Over time, the negative perceptions were dramatically changed.

When the partnership concluded in 2011, due to financial issues facing the School District,
EdisonLearning departed with the knowledge that each of the three schools partnered with were
recognized and honored for the significant and positive impact on their students. Each school was
named an Illinois Spotlight School, and they received Leadership Team Awards and Academic
Improvement Awards from the Illinois State Board of Education on numerous occasions. Further,
Northmoor was named a National Blue Ribbon School - the highest recognition that any public school
in the United States can receive.
Conclusion
The above referenced engagements all took place at the time of the highest level of negative
perception targeted towards EdisonLearning. While they were certainly the most prominent, they
were not the only instances to take place at the time. Concurrently, the organization was transitioning
to a publically-held company, and a few years later, back to a privately-held company. The news reports
about these corporate-structure activities can still be found with the majority being less than positive.
Shortly thereafter, changes in the organizations leadership also resulted in highly-opinionated and
critical observations with the vast majority being highly-inaccurate.
To many outside the organization, EdisonLearning may not seem much different to them as it did when
it was known as Edison Schools. But the name change seven years ago signaled the organizations
expanded role, well beyond school management, to develop online curriculum and state-wide virtual
high schools, and most recently, Magic Johnson Bridgescape Academies for students who have left
school, or at risk of leaving. In addition, while still a privately-held company, EdisonLearning is now one
of the largest minority-owned education businesses in the country.
The essential outcome of our work with partnership schools is to look at the long-term capacity to
sustain academic progress. Throughout our history, our purpose has not been to establish relationships
that run indefinitely, but to help and guide both charter and district schools assemble a solid educational
model and learning culture that will succeed for years to come. Below are two charter schools where
EdisonLearnings involvement began prior to their opening, and continued for more than a decade.
While we are no longer involved in the day-to-day operations of the schools, the foundation we helped
to establish have provided long-term benefits to the students and the communities of each.
Charles R. Drew Charter School, Atlanta, Georgia
Recognizing that a quality school was the key to a healthy, vibrant neighborhood, the East Lake
Foundation, the Atlanta Board of Education, and parents in the community sought the assistance of
EdisonLearning to open Charles R. Drew Charter School - the city of Atlantas first charter school in
August 2000. Since its inception, Drew has utilized EdisonLearnings educational model, leading it to
become one of the highest performing schools in the area. Today, Drews elementary grades (K-5) are
ranked #1 in the Atlanta Public Schools, while its middle school grades (6-8) are ranked #3. During the
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2012-2013 academic year, Drew was named Georgia Charter School of the Year, and was recognized as
one of the 25 Coolest Schools in America by Scholastic Parent & Child Magazine.

San Jose Charter Academy, West Covina, California
In 1998, San Jose-Edison Academy opened as a charter school in the West Covina Unified School District
in California. West Covina struggled with student achievement, in part due to the shifting demographics
in the district. When the school opened, 71% of the students were reading below grade level. The school
partnered with EdisonLearning to build and manage the school. During this time, schools California
Academic Performance Index scores increased 271 points; by the fourth year of existence, the school
became the highest performing school in the West Covina Unified School District and has remained
there ever since; the school has twice been recognized as a California Distinguished School; and 2009
was named a National Blue Ribbon School by the US Department of Education.
Financial Plans
Using the financial information that was provided by the School District of the City of York as part of the
RFP process, EdisonLearning has developed a high level budget that reflects the EdisonLearning model
for the seven schools in York that we are proposing to manage. The Planning year budget, operating
budgets and cash flow projections can be found in Appendix 5.

EdisonLearnings detailed budget for each school includes a line item for a management fee to be paid
to EdisonLearning, as well as debt repayment for up front capital expenditures that would be made
during the first year of the contract.

During the contract negotiation phase, EdisonLearning will work with the School District of the City of
York to finalize a working budget and management fee, and will finalize achievement and financial goals
for the schools. To demonstrate our commitment to working in partnership with the district,
EdisonLearning will identify a % of our fee that will be specifically dependent upon meeting or exceeding
those agreed upon achievement and financial goals.

EdisonLearning implements a detailed budgeting and forecasting process for each of its schools. Using
historical information, school improvement plans, and pricing guides, EdisonLearnings Regional
Controller works closely with the School Operations Manager and Principal to develop a budget that
reflects expected school revenue. This budget information is entered into the proprietary excel file
provided by EdisonLearning for upload into the EdisonLearning accounting and reporting system so that
budget managers can track school-level financials throughout the year.

Each month, those 3 individuals complete the management estimate process, whereby the schools
budget is updated to reflect the most current information regarding revenue as well as actual and
projected expenses. Adjustments to the budget for the remaining portion of the year are then made, to
ensure that the school remains on budget. Should the initial budgeted revenue decrease, the school
and EdisonLearning would implement any necessary measures to increase such revenues (such as
increasing enrollment targets) or to reduce expenses to offset such reduction in revenues, provided that
such measures shall comply with all applicable laws and the Charter Agreement.
Financial Management & Accounting Systems
EdisonLearning has put in place a number of different systems and processes to ensure appropriate
financial management, at both the corporate and school level. Those include:

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Purchasing
Purchase orders are required for purchases of goods and services. Purchase requests are initiated by
the school using the companys purchasing system. Approvals within the purchasing system are
required from the School Operations Manager (SOM) and by the Regional Controller (RC) before
purchase orders are generated and sent to the vendor. These approval levels are elevated up the
companys hierarchy depending on the dollar amount of the requested purchase. It is the responsibility
of the SOM and the RC to ensure the accuracy of the requested purchase (dollar amount and account
coding) and to ensure it is in compliance with the approved school budget.
Cash Flow
From a cash flow perspective, EdisonLearning would file periodic reimbursement requests on a timely
basis. These include all base funding and grant reimbursement requests. In turn EdisonLearning would
anticipate a turnaround in payment of these requests on a timely basis. Through management of
expenditures, EdisonLearning attempts to minimize any shortfall in funds available to pay expenses.

Cash Disbursements / Invoice Payments
Invoices for purchase order items are paid when a three-way match exists between the purchase order,
the receiving documents obtained from the school and the invoice received from the vendor. This
ensures all items are received prior to payment and also that the amounts billed on the invoice agree to
the approved purchase orders.

All non-purchase order invoices are scanned and processed within an online accounts payable and
imaging system. They must be approved by the SOM and RC before payment will be made, with
elevated approvals required for higher dollar amounts (SVP Operations, CFO).
The company utilizes a positive pay procedure in conjunction with its bank to ensure all checks
submitted for payment to the bank have been properly prepared and authorized for payment by the
company. Any check payment through the companys accounts payable system that exceeds $10,000
requires a second signature by an authorized person to be accepted for payment by the companys
bank.
Any wire transfer payments initiated by the company require a 2
nd
approval on the bank website before
they can be processed. CFO signature may be required on wire transfer payments above a specified
dollar amount before the wire payment is initiated on the bank website.
Cash Receipts
The company utilizes a bank lockbox account for secure receipt of funds from customers and other
sources.
Financial Reporting
Financial reports are generated out of the Lawson General Ledger System. Access to enter journal
entries into Lawson is restricted to the Regional Controller and the Corporate Finance Staff. Site
revenue and expenses in the general ledger are reviewed by the SOM and the RC on a monthly basis and
are compared to the approved site annual school budget.

Segregation of Resources
With regards to segregation of resources from the parent company, the companys financial system is
capable of maintaining separate cash operating accounts, as well as separate financial statements,
utilizing all the above financial modules. We will set up separate site codes, as well as a single York City
55

master code, and will ensure all inflows and outflows are appropriately marked with those codes,
keeping them separate from any other company financial resources. The company employs this practice
with its Gary, Indiana client.

Insurance
Please see Appendix 6 for the types of liability insurance and the levels of coverage sought.

Audits
EdisonLearnings Corporate Controller oversees the entire audit process for the company, including
coordination of the June closing activity prior to the start of audit fieldwork, as well as establishing
corporate financial deadlines within the company. EdisonLearnings schools hire auditors to conduct
school-level audits and the activities and data requests for those audits are folded into the annual audit
process for the company.

EdisonLearning undergoes an annual external financial audit performed every year following the fiscal
year close at June 30
th
, in accordance with Generally Accepted Accounting Principles and Generally
Accepted Auditing Standards. Upon conclusion, the auditors will express an opinion regarding the
accuracy and fairness of the financial statements, as a whole. The results of the audited financials are
discussed within the Executive Leadership within EdisonLearning, and the necessary steps are taken to
correct any audit deficiencies.

Additional Financial Services
EdisonLearning offers additional financial support services to our partner schools, including accounts
payable, grant writing, management and support, vendor contracting, purchasing, child nutrition
program and food service support, and travel support. During the contract negotiation phase,
EdisonLearning will work with the School District of the City of York to finalize the services to be
provided by EdisonLearning and those to be provided by the District.

Human Resources

Description of Key Leadership Roles
In Appendix 7 you will find the job descriptions for the key leadership positions:
Director of Achievement Leadership
Director of Achievement Curriculum (Reading, Math, or Special Education)
Regional Controller
Human Resources Business Partner
Principal
Academy Director
School Operations Manager

Names and Qualifications of Leaders
Below please find the names of the proposed leaders or whether the position is still to be hired.
Qualifications for these positions are included in Appendix 7.

Director of Achievement Leadership - TBH
Director of Achievement Curriculum (Reading) Aundrea Walton
Director of Achievement Curriculum (Math) Sue Gorman
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Director of Achievement Curriculum (Special Education) - TBH
Regional Controller Drew Laskowski
Human Resources Business Partner - TBH
Principal TBH
Academy Director TBH
School Operations Manager TBH

The process of finding and hiring highly talented and qualified employees begin with clearly defined job
responsibilities including the identification of the requisite skills, experiences and competencies as well
as performance expectations. The full-cycle talent methodology used by the Human Resources
department integrates best practices and tools to empower the selection and management of
exceptional staff. We establish effective employment practices that empower our employees, advance
organizational effectiveness and success, resulting in superior service.

Criteria for Hiring Teachers, Administrators, and Other School Staff
EdisonLearnings Human Resources department will manage recruitment, selection, hiring and
development of school personnel. The schools will benefit from a single point of contact of a
professional Human Resources Business Partner that will work closely with a group of expert Human
Resources professionals and leaders of functional centers of excellence at EdisonLearning for all Human
Resources services and support. The EdisonLearning Human Resources department has been recruiting
and retaining professional instructional and non-instructional staff for charter schools across the country
with a concentration in more than 15 different states, and in some of the most challenging urban areas
(i.e., Gary, Indiana). We are extremely familiar with the needs and challenges of staffing urban schools
and school districts.
All candidates will be screened and qualified using the EdisonLearning competency-based methodology
which facilitates the selection of highly qualified staff. A key component of the process includes the
appraisal of each candidates background. Candidates are further assessed for retention-risk and
predictability of success by their individual performance on and review of the capabilities using the
Haberman Star Teacher Pre-Screener. Research has shown a strong correlation between performance
on this scenario-based interview assessment tool and effective instructional and behavioral teaching
performance of children, particularly of youth at risk. All candidates will be interviewed by a team of
interviewers comprised of charter school and EdisonLearning administration and staff. The interviewing
process includes a required demonstration classroom lesson which allows the interview team to
evaluate the candidates interaction, communication and interpersonal skills with a sample of the
specific student population. Candidates will provide complete writing samples, prior performance
evaluations and student achievement data to demonstrate a track record of increasing student
achievement. Upon selection for hire, a rigorous and comprehensive background check will be
performed on each candidate.
EdisonLearning will seek to employ Highly Qualified Teachers as defined by the No Child Left Behind
(NCLB) law. EdisonLearning will require teachers to comply with federal and state licensure and
certification requirements. Paraprofessionals with instructional support duties will also be required to
meet federal and state NCLB qualifications.




57

Staffing Plan
EdisonLearning is currently projecting the need for 548 staff positions across all seven schools, including
420 instructional positions, 105 administrative positions, and 23 technology positions (details can be
found in Appendix 7). This is a very high level estimate of staff that will be needed based on the
EdisonLearning model. The staffing model will be adjusted and refined for each school after we
complete our Collaborative Quality Analysis reviews of each school, and better understand each schools
individual needs, structures, etc.
EdisonLearning firmly believes that student success is dependent upon teacher effectiveness.
Furthermore, our research and experience has shown that teacher effectiveness is tied to supportive
organizations focused on providing both personal and professional support. Commencing with the initial
contact made and throughout their tenure with EdisonLearning, we are driven and committed to
continuously providing our instructors with the tools, systems and support to achieve exceptional levels
of effectiveness and success in the performance of their roles and to ensure their enjoyment of
performing the work that they are so passionate about. We are able to intentionally deliver this support
by employing a multi-pronged approach based upon methods proven to maintain high levels of job
satisfaction, thereby bolstering retention rates. We refer to this program as The Teacher Quality Suite.
The Components of the Teacher Quality Suite are as follows:

Teacher Recruitment & Management
The process of finding and hiring highly talented and qualified teachers begins with clearly
defined job responsibilities including the identification of the requisite skills, experiences
and competencies as well as performance expectations. The full-cycle talent methodology
used by the Human Resources division integrates best practices and tools to empower the
selection and management of exceptional teaching staff. We establish effective
employment practices that empower teachers, advance organizational effectiveness and
success, resulting in superior student achievement.
Teacher Induction
Growing and developing teachers to become the best practitioners they can be commences
immediately upon hiring. The information included in our New Teacher Best Practices form
helps ensure a school is doing everything possible to welcome, train and support a new
teacher. In addition, EdisonLearning offers a New Teacher Training Sessions suite.
Recruitment &
Management
Teacher
Induction
Growth
&Development
Performance
Management
Compensation
& Retention
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Teachers choosing to work in an EdisonLearning partnership school make a commitment to
continuous self-improvement for their students and the school. All teachers are expected to
develop and actualize an individualized Professional Growth Plan. The utilization of
exceptional development and engagement tools facilitates the achievement of their
professional growth, and demonstrates our investment in and commitment to them.
Teacher Growth and Development
Each year, all teachers are asked to participate in the Professional Growth and Development
process. Teachers begin the process by establishing professional growth goals using such
tools as our Professional Growth Plan Form.
EdisonLearning offers additional learning opportunities through an ongoing Professional
Development Calendar which includes webinars, regional trainings, and programs like
Mentor and Peer Coaching. Teachers and Principals are collaboratively engaged to identify
growth goals using the EdisonLearning Framework for Learning and Teaching. Each
teachers growth plan is customized to meet their individual development needs. In some
cases, professional growth focuses on the development of specific skills or competencies
that promote improved performance. For exemplary teachers, growth plans may focus on
the expansion of their teaching capabilities and the acquisition of peer mentoring and
coaching skills, or preparation of skills and experiences for new instructional disciplines and
roles.
It is expected that every teacher or professional staff member will complete a Professional
Growth Plan each year. The Professional Growth Plan will include one to three specific
SMART format professional-development goals derived from formal and informal
observation data and student data. Goals are developed in partnership with the school
principal and include a year-end progress report as well as the collection of evidence of
progress.

Teacher Performance Management
The annual Performance Management Process is used to evaluate every teacher. This
process commences with the use a performance baseline established in the Framework for
Learning and Teaching and the Professional Attributes Rubric. Throughout the year, each
teacher can expect to be continuously observed both formally and informally, and provided
with actionable feedback. Formal observations provide a structured opportunity for
principals to provide substantial, concrete feedback using both the Lesson Observation
Reference & Evidence Form as well as the Teacher Post Observation Feedback Form. During
the 3
rd
formal observation, teachers will also be asked to complete a Pre-Observation Form.
At the end of the year, a summative evaluation is completed by both the teacher and the
principal using the Teacher Summative Evaluation Form.
Teacher Compensation & Retention
Quality is a fundamental part of everything we do. As important as is the selection of
teachers, is the ongoing evaluation of their performance and recognizing the value of strong
performance as a key driver of student achievement. In pursuit of excellence, we have
developed a unique approach to delivering continuous quality instruction by recognizing and
rewarding strong teacher performance utilizing both monetary and non-monetary rewards.
Our compensation programs look to reward teachers for effective and successful
performance. We strive to differentiate and align pay for performance thereby driving
retention of the best teaching talent.
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Retention of top quality teachers requires a multi-prong approach centered at the school
level. We believe that working conditions, administrative support and collaborative
leadership as well as mentoring and coaching are key components that correlate to and
drive retention. We seek to establish working conditions that reflect our commitment to
valuing the contributions of each teacher. This is reflected in our practices that invite
teacher inclusion in instruction and governance practices, the incorporation of professional
development opportunities, and the facilitation of knowledge sharing. The preparation and
support provided to principals and administrative leaders has been proven to support
climates that in turn enable teachers to feel supported, a primary driver of retention. In
addition, our experiences around leveraging mentoring and coaching development
opportunities that are individualized to the needs of the teachers have resulted in enhanced
overall teacher retention.
Employment Policies
In Appendix 7, please find a sample of our standard employee handbook. Our handbooks contain
written policies and procedures used to facilitate employment practices that establish safe, productive
work environments that support optimal learning conditions and student achievement. Our
employment practices comply with federal, state and local laws and regulations and mandate fair and
equitable equal employment opportunities.

Other Human Resources Services
In addition to the services listed above, EdisonLearning also offers the following HR related services to
our school partners: payroll processing, retirement benefits, health and welfare benefits, employee
relations support including performance management processes and support, HR policy development,
and compliance supporting including a confidential compliance hotline. We provide access to high-
quality risk management and loss control initiatives, products and services to insure and protect school
operations and personnel. Tailored to the needs of each school, our programs help to manage the
overall costs of risks while simultaneously minimizing the frequency and severity of claims. We provide
end-to-end seamless solutions, extensive experience and exceptional service. Our team of experts
continuously benchmarks products and services and perform contract negotiations, develop service
level agreements and adherence, claims management and loss prevention.
During the contract negotiation phase, EdisonLearning will work with the School District of the City of
York to finalize the services to be provided by EdisonLearning and those to be provided by the District.


Board Recruitment, Agreements, & Conflict of Interest Policy
The establishment of a Board of Directors to govern the schools that EdisonLearning would be managing
would be a key step in the process of operating the schools. A single board of directors would be
created that would be responsible for overseeing all of the School District of York City, similar to the way
a single school board exists today.
The York-Edison Charter Schools Board of Directors would be made up of a variety of people
representing the key stakeholders for the schools. The board would be chaired by a representative from
EdisonLearning, Inc. The chairperson would lead the process of identifying and selecting additional
board members. Specifically, the board would include at least one parent member, one community
member and one non-voting student member. The composition of the Governing Board is consistent
60

with EdisonLearning's Five Strand Design, which engages students, parents and the community in
improving the academic results of the school.
Through local ads, media, community organizations, and the schools themselves, EdisonLearning would
provide notice to the community that the York-Edison Charter Schools organization is looking for people
who are interested in applying to serve on the Board of Directors. The organization will establish basic
qualifications for board members, including residency, passion for the education of York students, and
willingness and ability to commit to the work of the board.
Applications will be reviewed, interviews will be conducted, and applicants who meet the minimum
requirements for board service will be appointed to serve.
Appointed board members will be asked to sign a board member agreement, which will outline the
expectations for the board members service (meeting attendance, work required), a code of conduct
that is expected, and the ramifications for failure to comply. A sample set of bylaws for the board is
attached in Appendix 7.