Kornerstone Implementation I FINAL

Intellectual Property of Michael McCabe & Friends
I. The Charter School Vision for Innovation 1. Describe the educational vision and philosophy which will drive your charter school implementation effort including the underlying theories and research which support that vision. Include the following: a. Include a vision or mission statement.
Mission Statement: Provide a learning environment where students passions direct the day-to-day learning. Students create projects and become active citizens in their community. Kornerstone School will provide students with the foundation to get into their profession of choice and make a significant impact on their community. Our Vision Make no little plans. They have no magic to stir mens blood and probably themselves will not be realized. Make big plans; aim high in hope and work, remembering that a noble, logical diagram once recorded will never die, but long after we are gone will be a living thing, asserting itself with ever-growing insistency. Remember that our sons and grandsons are going to do things that would stagger us. Let your watchword be order and your beacon beauty. Think big. ---Daniel Burnham, Chicago architect. (1846-1912)
b. Describe why a charter is needed to achieve the vision. How is the school innovative or unique and how will it differ from the schools now currently available to students in the district?
Design flaws in the traditional educational system prohibit the implementation of student directed Project Based Learning (PBL) and Service-Learning pedagogies. The top-down hegemony existing in school districts does not allow for a small school to be teacher led. Kornerstones Big Plans These will happen, many of them already have All students in Kornerstone School will strive for mastery in all five major employability areas: Work Ethic, Communication, Collaboration, Problem Solving & Critical Thinking, and Social Responsibility. These 21st Century skills are the 5 most sought after applied skills by employers hiring high school graduates. Creativity and Leadership are two additional skills constantly cultivated in students. First purely teacher-led instrumentality charter school in the
Mission Focus: preparing students for their profession of choice
State of Wisconsin. Teachers run the day-to-day operations. Teachers peer evaluate other teachers. Administrative duties are divided up among teaching staff. Kornerstone School Incorporated, a 501 (c) 3, will act as the Governance Board of the public chartered school. Having tax exempt status will allow Kornerstone School to achieve the entrepreneurial vision of charter schools. We are the first instrumentality in Wisconsin to achieve this during start-up. On a daily basis, students will direct PBL and Service-Learning curriculum. PBL focuses on individual projects, and ServiceLearning focuses on student driven group projects. The projects are tied to the Common Core Standards. Each student develops an expertise area. Students create their own expertise area related to their profession of choice or passion. o All students work in an internship for at least 1 semester during their fifth year. o All students lead at least 3 seminars for the Kimberly community to share their knowledge in their expertise area. o Each student has a community mentor & an advisor provides upward progression in student's expertise area. All students have access to emerging technologies and the opportunity to develop technology literacy talents. Kornerstone strives for Excellence in Autonomy. The chartered school serves as a model other communities can adopt. The Kornerstone are: Learning, Design, System, and Community. Through integrating these different modes into projects, students develop into competent citizens and confident creators. Modified schedule 2-week breaks in October, December, and March. Multi-age advisories o By 2013-2014, Kornerstone School no longer operates under the age-segregated grading system. As of August 1, 2013, students enter Kornerstone School as a Year 1 student; they will need to finish at least Year 3 in order to earn a diploma.
c. Summarize research supporting the visions
The work of John Dewey, Sir Ken Robinson, Howard Gardner, Daniel Pink, and EdVisions have shaped this school. Deweys work regarding hands on learning and creating active citizens able to construct a democracy has shaped several of the visions. Robinsons work on creativity and school redesign has
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been very instrumental in allowing the planning team to dream big. Howard Gardners work on Multiple Intelligence theory relates directly to each student having his or her own Personalized Learning Plan. Daniel Pinks work on creativity and motivation, Drive (2009) and A Whole New Mind (2006), call into doubt many of the practices carried out in the traditional school system. Another group of literature supporting Kornerstone Schools vision is the work coming out of UW-Madisons Games-Learning-Society (GLS Department). Halversons Rethinking Education in the Age of Technology (2009) and Curtis Bonks The World is Open (2008) both support the notion that students are entering an Idea Economy and new tools exist for learners to utilize. The work of James Paul Gee regarding video games and literacy supports many of the exploratory learning practices that are carried out during Inquiry. Kurt Squires and Seann Dikkers work relating to video games in After School Programs also support our Inquiry program.
2. Provide a description of: a. The grade levels of children to be served and the projected enrollment numbers;
*Projections listed below are subject to change pending unforeseen variables 2011-12 (capacity) 8th (Year 1) 15 students 1 15 students 9th (Year 2) 15 students 2 15 students 10th (Year 3) 15 students 3 15 students = 45 Students 2012-13 2013-2014 Year Year Year Year
8th (Year 1) 15 students 9th (Year 2) 15 students 10 (Year 3) 15 students 11 (Year 4) 15 students
4 15 students = 60 students students
Year 5 15 = 75 students
Kornerstone School scales up one grade level and adds 15 students per year for 2012 and 2013. Beginning in the fall of 2013, the school reaches capacity with 75 students in grades 8-12. At the time of this publication, Kornerstone School has enrolled 34 students (and another dozen have applied). As stated on the schools website; Phase I of enrollment ended Friday, February 25. All applicants were enrolled! We still have 11 enrollment slots; Phase II of enrollment remains open until Friday, May 20. If necessary, a lottery will occur on May 23. The Kornerstone School staff is anticipating a random lottery to be held on May 23. Phase II of enrollment is still drawing students from inside the Kimberly Area School District. Kornerstone School requires students attend for at least three full academic school years in order to earn their diploma. Therefore, students gain the full benefits of the community mentorship program. Students entering Kornerstone School after completing their 9th grade at a traditional school have their credits transferred into Kornerstone School credits and enter as a Year 3 student if they have successfully passed their classes at the traditional school. The Master Agreement between Kornerstone School, Inc and the Kimberly Area School District stipulates that students can be entered after their 10th grade if approved by the Kornerstone School, Inc Governance Board.
b. The primary educational model used to meet the charter school vision and how it will be implemented;
The primary education model used to meet the charter schools vision is fusing student-directed PBL and Service-Learning. Kornerstone School is implementing the advisory model. KS is opening with three advisories. Each advisory will consist of 15 students. Each advisory is multi-aged. Students begin their day at 9am in Advisory. For 45 minutes, they gather in their group and work on mastering elements of the PBL process. Advisory is also a time to address school culture and school climate issues. From 9:45am 10:30am, students work on ALEKS Math. From 10:30am-12pm, students have PBL time, and then theyre off to lunch. From 12:30pm-1:45pm, students have Literacy. From 1:45pm 3pm students engage in self-directed project based learning. From 3-4pm students have Inquiry. For nearly 3 hours per day, students engage in learning what they are passionate about. This innovation has worked successfully at dozens of schools across the county. Rather than being the sage on the stage, teachers are facilitators during PBL time. Students meet one on one with their advisors for 30 minutes each week. The in-depth meeting Learn. CreateInspire 4
allows student and advisor to maintain a series of weekly goals for the student to achieve. Kornerstone School incorporates one hour of exploratory time into every school day. The combination of organized steady work whereby students learn how to learn -- blended with an hour of exploratory learning is an innovation implemented by Kornerstone School. Literacy Implementation Literacy is a crucial element of Project-Based Learning. Students must know how to decode, analyze, synthesize, and problem solve. Students developing their voice as a reader and writer lead to comprehensive projects. Literacy is a part of the day when everyone at Kornerstone School reads and journals for 45 minutes. It is imperative that a structure exists for students to excel in Literacy from the first day Kornerstone School opens its doors. Students need choices and options for reading and writing. Kornerstone School has three major Literacy initiatives to implement during the 2011-12 school year. The Literacy initiatives are a student run writers workshop, blended learning book study, and intensive extensive staff coaching. Kornerstone School has a consultant lined up to implement the initiatives. This consultant has training and experience in setting up a student run writers workshop. Blending learning is the way many Kornerstone School students will go to college. Blended learning combines face-to-face instruction with asynchronous methodologies such as recorded video, forums where questions are threaded, and blogs. Blended learning requires different literacys and skill sets than traditional face-to-face instruction. Its imperative that Kornerstone School students have multiple opportunities to explore blended learning. The consultant targeted has four years of experience of providing blended learning via Moodle. In conjunction with Kornerstone School advisors, the consultant will integrate online book studies into the core curriculum of the school. Consistent with Kornerstone School, Inc Bylaws and Master Charter Agreement, the Kornerstone School Governance Board screens and hires the Implementation Literacy Specialists. A certain pride and onus exist among high achieving PBL schools. The teachers at Valley New School and Minnesota New Country School are confident in their abilities as a facilitator to work with students in a variety of disciplines. The planning team has determined further Literacy training is needed for KS advisors to increase their fluency in working to improve young writers. PBL is writing intensive. Draft after draft after countless draft, the advisor must continue to assist in the construction and creation of student projects. Therefore, pending approval of this grant, the Governance Board will determine if a consultant can be hired to carry out the three major Literacy initiatives Learn. CreateInspire 5
outlined in this section. The Governance Board has targeted a specific consultant who is a part of a Teacher Professional Practice and will be able to work 2-4 hours per week at Kornerstone School on these three initiatives. This consultant has already collaborated with staff extensively during the planning year and pre-planning year. Inquiry Exploratory Time Project-Based Learning is rigorous. During school visits to various PBL schools, Michael McCabe would pull students aside and ask them, If you could change one thing about your school, what would it be? Many students voiced a specific request, I wish I had some time to play. The PBL process is defined. Students work the process day after day. Young adults still need time to be kids. Adolescents need time to explore various interests. Inquiry is that time. For one hour each day, students will get to explore an area that interests them on that particular day. Take a 16 year old student, well call him Jon. Jon is passionate about entrepreneurship. His projects typically deal with businesses and marketing. However, Jon has a very broad interest level. For Jons current projects, hes working on a year-long 19th Century British Literature project for literacy. Hes working on a clean water project and he also has a Guerilla Marketing project going. During Inquiry, Jon wants to explore Adobe Illustrator on Monday. Tuesday he decides to create a banner for his desk area using Adobe Illustrator. Jon is also an avid gamer. On Wednesday, he is researching strategies to increase his guild status in World of Warcraft, and he touches base with an expert via Twitter. On Thursday, Jon decides he needs to sharpen his understanding of compound interest. He decides to watch a lecture from a Yale professor through iTunesU. On Friday, Jon is anxiously anticipating his upcoming fishing trip Up North over the weekend. He decides to explore the water quality of the lakes hes planning to fish on. Kornerstone School is taking best practices from after school programs and placing the activities right into the school day (see Squire Section I.c & Google Harvards ASP study) During Inquiry, staff and students can work together to plan upcoming events or coordinate Big Ideas. Students participating in extracurricular activities are excused from Kornerstone School at 2:45pm so they can go and participate in their Inquiry-based activity. Inquiry is a very exciting opportunity that is unique to Kornerstone School. Blended Learning A student graduating high school in the year 2012 is thrust directly into the idea economy (See Daniel Pinks summary above). Professions are no longer guided by credentials; rather, skill sets and connections with Learn. CreateInspire 6
colleagues drive work opportunities. However, contemporary American education has increasingly become more and more reliant on having all student work towards a common set of standards through similar assessments. This stagnated movement towards an elusive target in which every student is Advanced on a high stakes test runs counter to the Idea Economy young adults ought to be prepared for. In order to adequately prepare young adults for their profession of choice, Kornerstone School must get students actively participating in the knowledge economy while they are still in high school. Blended learning is a vehicle- if harnessed properly, the pedagogy leads to dramatic increases in student participation and engagement. Blended learning is combining multiple forms of media into a series of educational lessons that are self-paced. Countless rich examples of blended learning are readily available to anyone with access Mobile learning work completed and approved for trial in the planning grant has led to such school core philosophies as learning anytime anywhere, asking why instead of saying no, and personalizing everything to the student so they are co-creators their educational experience. The planning team spent considerable effort and money to investigate the possibility of providing each student with a school issued Smartphone and unlimited data. The year long trial and two year long discussion has led to the following conclusion: the opportunity is more important than the actual device. Students need an opportunity to participate in their own learning in a radically different way than is currently being offered in traditional education. Through iTunes U, any learner can spend an entire day taking a Game Theory course through Yale, a History of Islam course through UWMadison, and get coached up on Biology from a 90-year old distinguished lecturer at UC-Berkley. And all of this is done for free. It is no coincidence the Idea Economy has exploded at the same time in history as the opportunity to learn. Barriers prevent most high school students from doing the online course work described here. Online learning continues to have a stigma associated with it; whether the association is forced by the traditional education system or perceived by the studentit is real. The unique opportunity presented to Kornerstone School is this: blended learning is a part of our school design. From the first day students step foot in Kornerstone School, they will see what coursework their advisors are currently participating in. For example, one advisor is learning Chinese with his two-year-old daughter with the Rosetta Stone software. Whereas another teacher is learning Arabic through Babbel, a free website. A natural entry point exists for students in Kornerstone School to take healthy risks and try something new. Kornerstone School is taking full advantage of the open source educational opportunities. Staff model lifelong learning by actively Learn. CreateInspire 7
participating in just in time learning.

c. The measurable goals of the charter school for each of the first three-years (this does not include student achievement goalsthese are addressed in question (e) below); d. The means of measuring the charter school goals each year;
See Activity
section listed in Table I-III below

Table I Kornerstone School Goals 2011-12
Goal Students have a personalized & customizable education experience Increase student proficiency in math by the end of the first school year Increase student proficiency in reading by the end of the first school year. Increase students ability to learn and create anytime, anywhere Transition students from guided projects to studentdirected projects Implement small-group Service-Learning projects
Activity 100% of all students at Kornerstone School will have a Personalize Learning Plan (PLP) by 9/1/2011 60% of all students will increase their proficiency from Fall to Spring in the 2011-12 school year. 100% of students will be tested 60% of all students will increase their proficiency in reading from Fall to Spring in the 2011-12 school year. 100% of students will be tested 100% of all students at Kornerstone School will have a mobile learning device By Thanksgiving break, 80% of all students will have completed a 30 hour project; & by Feb 1 80% of all students will have completed a 60 hour project By June 1, 2012, 80% of all students will participate in a MicroProject or MacroProject
Table II Kornerstone School Goals 2012-13
Assessment Project Foundry
MAP Test
MAP Test
Annual Report Project Foundry
Project Foundry
Goal Engage students in the global learning community, open classroom Begin disseminating the Kornerstone Message Begin new terms on Governance Board Continue Community Mentorship 3-year vision Professional development for new staff members
Activity We will train 60 KS students to facilitate discussions via Skype with individuals around the world and 80% of KS students will integrate an international expert into at least one project Each Kornerstone School advisor will contribute one piece of professional literature to the Wisconsin PBL Network or other Professional Learning Network A new guru and Lead Teacher will be elected to the Kornerstone School, Inc Governance Board by May 31, 2013 We will place 15 students into internships/apprenticeships with a 100% success rate 2 staff members shall go through the entire 30 Days of Getting Coached Up protocol
End of Year Staff Evaluation Governance Board Minutes & Annual Report Community Mentorship Lead Evaluation Notes Kornerstone School Wiki, Staff Evaluations
Table III Kornerstone School Goals 2013-14
Mission Focus: preparing students for their profession of choice Goal Activity Assessment Graduate First Class 90% of our Year 5 students will Project Foundry graduate by May 31, 2014 with their Kornerstone School Diploma Implement Protocol For We will co-create a protocol for projects Review panel Year 5 Capstone Projects with our 15 Year 5 students and a made up of KS review panel will approve 80% of the staff, & projects. Community Mentors Reach Capacity and By May 31, 2014, we will enroll 15 Annual Report; Eliminate Age Segregated additional students and reach capacity Salesforce.com Grades of 75 students aged 13-19 in Year 1 Reports through 5 Continue Community We will place 15 students into Community Mentorship 3-Year Vision internships/apprenticeships with a Mentorship Lead 100% success rate Evaluation Notes Platform for Senior Projects By March 1, 2014, we will provide all Student Exit Year 5 students with their own hosting Interviews, options to manage their website Project Foundry Disseminate Kornerstone Successfully receive dissemination DPI School Message Further grant from DPI and train 15 schools per Dissemination year on leveraging Web 3.0 tools, Grant Application Community Mentorship Program, and Reviewer Fusing PBL with Service-Learning Benchmarks; KS, Inc Annual Report
e. The measurable student achievement goals for each of the first three years;
Place student will in front of each student goal in Table IVTable XI

f. The means of measuring the student achievement goals; You must include a nationally standardized reading and math assessment instrument(s) to be administered fall and spring for each of the first two years of operation, (e.g. Iowa Test of Basic Skills, Metropolitan, NWEA Measure of Academic Progress, Stanford Achievement Test, etc.) and how the instruments will be used to improve instruction and track achievement over time.
Ongoing Goals
Students will successfully demonstrate the Kornerstone Employability Areas (Good Communication, Work Ethic, 10
Collaboration, Social Responsibility, and Problem Solving & Critical Thinking). At least three times per year, students will display their work to the entire Kimberly community. Students will demonstrate competency with technology and mobile learning devices. Using these tools students will produce authentic original work pieces publishable to the entire world.
Table IV Student Goals 2011-12
Goal Students will have a personalized & customizable education experience Increase student proficiency in math by the end of the first school year Increase student proficiency in reading by the end of the first school year. Increase students ability to learn and create anytime, anywhere Transition students from guided projects to studentdirected projects Implement small-group Service-Learning projects
Activity 100% of all students at Kornerstone School will have a Personalize Learning Plan (PLP) by 9/1/2011 60% of all students will increase their proficiency from Fall to Spring in the 2011-12 school year. 100% of students will be tested 60% of all students will increase their proficiency in reading from Fall to Spring in the 2011-12 school year. 100% of students will be tested 100% of all students at Kornerstone School will have a mobile learning device By Thanksgiving break, 80% of all students will have completed a 30 hour project; & by Feb 1 80% of all students will have completed a 60 hour project By June 1, 2012, 80% of all students will participate in a MicroProject or MacroProject
Table V Student Goals 2012-13
MAP Test
MAP Test
Project Foundry
Goal Students will have a personalized & customizable education experience Continue to increase student proficiency in math Continue to increase
Activity 100% of all students at Kornerstone School will have a Personalize Learning Plan (PLP) by the first day of school 75% of all students will increase their proficiency from Fall to Spring in the 2011-12 school year. 100% of students will be tested 75% of all students will increase
MAP Test
MAP Test
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Mission Focus: preparing students for their profession of choice student proficiency in reading Continue students ability to learn and create anytime, anywhere Continue to studentdirected projects as a pedagogy Continue small-group Service-Learning projects Improve Community Mentorship Program their proficiency in reading. 100% of students will be tested 100% of all students at Kornerstone School will have a mobile learning device By Thanksgiving break, 90% of all students will have completed a 30 hour project; & by Feb 1 90% of all students will have completed a 60 hour project By June 1, 2013, 90% of all students will participate in a MicroProject or MacroProject By the end of Year 4 (11th grade), at least 90% of all students attending Kornerstone will have a Community Mentor
Table VI Student Goals 2013-14
Project Foundry Community Mentorship Lead Evaluation Notes
Goal Students will have a personalized & customizable education experience Continue to increase student proficiency in math Continue to increase student proficiency in reading Maintain students ability to learn and create anytime, anywhere Transition students from guided projects to studentdirected projects Replicate small-group Service-Learning projects for other schools
Activity 100% of all students at Kornerstone School will have a Personalize Learning Plan (PLP) by 9/1/2013 90% of all students will increase their proficiency in math. 100% of students will be tested 90% of all students will increase their proficiency in reading. 100% of students will be tested 100% of all students at Kornerstone School will have a mobile learning device By Thanksgiving break, 95% of all students will have completed a 30 hour project; & by Feb 1 95% of all students will have completed a 60 hour project By June 1, 2012, 95% of all students will participate in a MicroProject or MacroProject; & KS staff will compile a best-practice protocol to be disseminated to other practitioners
MAP Test MAP Test Annual Report Project Foundry
Project Foundry; kornerstoneschool.org
3. Address the following:
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a. Explain how the charter school provides its students core academic subjects;
In student directed PBL, the State Standards are tied directly to student projects. Kornerstone School leverages Project Foundry. Project Foundry is a Web 2.0 learning tool that makes the PBL process interactive and transparent. Students create project proposals on Project Foundry. The proposal process generally takes between 510 hours to complete. Parent/guardians sign off on the project proposal. Students then propose the project to at least two different advisors. The proposal process requires students to mesh interdisciplinary skills sets. A part of the project proposal process is connecting the State Standards to individual projects. The student works with their advisor to align all of the State Standards to various projects completed by students. All students do math for 45 minutes every day. All students do Literacy for 45 minutes every day. Both math and Literacy are personalized to the student. Kornerstone School uses ALEKS Math program. ALEKS is an online math program used by successful student-directed PBL schools such as Valley New School (Appleton, WI) and Minnesota New Country School (Henderson, MN). Kornerstone Schools Literacy program blends best practices already in place in Kimberly Area School District and explores unique opportunities presented in a small school during start-up. At the time of this publication, Kornerstone School had not hired an English teacher. The Governance Board request a Literacy Implementation Specialist to put in place curriculum and school-wide projects put together during the planning year. From 12:45-1:30pm all students in Kornerstone School will be reading and reflecting. However, student reading is constructed by the same principles guiding projects: student voice, and student choice. A Year 1 student may choose to read a classic such as Alexander Dumas The Count of Monte Cristo; whereas, a Year 4 student may choose to do a yearlong Literacy project focusing on 19th Century British literature, or vice-versa. In both situations, each student is addressing the high school English standards. Approximately two months prior to the beginning of Kornerstone Schools planning grant cycle (June 2, 2010), the State of Wisconsin adopted the Common Core Standards. Kornerstone School staff and Kornerstone School, Incorporated (the Governance Board) have gone to great lengths to integrate the Common Core Standards into the diploma requirements. Project Foundry had the lapsed State Standards loaded. The former State Standards were easily interpreted for subjects such as Literacy. Students needed to read six complete texts throughout a school year. The new Common Core Standards are more of a collection of best-practice examples. The Common Core Standards are not as specifically delineated as the former State
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Standards. With this in mind, Kornerstone School formed a curriculum committee to align the Common Core Standards with the formerly used State Standards. The Kornerstone School curriculum committee met throughout August and September of 2010. The team included a teacher from each of the licensed core areas other than math, and the Assistant Superintendant. The team of four people logged more than 100 hours of curriculum time. The culminating experience was an all day gathering of the curriculum team to create sample students and map out the Common Core Standards with student projects over a fiveyear span. The planning grant permitted these teachers to be compensated for their time. The products created by the planning team allowed Project Foundry to easily load the Common Core Standards into their application. Science and social studies fit naturally into student-directed PBL. Kornerstone School also provides seminars. A seminar is a course organized in a manner more closely resembling the learning that takes place at the university level. If three or more students want to take a course, a Kornerstone School Lead Teacher will organize the course with the students. A typical seminar would meet 2-3 times per week during morning or afternoon PBL time. As an instrumentality, students have the option of traveling to Kimberly High School for any core academic subjects they choose to participate in. For some students, the traditional setting may be beneficial to addressing core academic courses.
b. Justify why the charter school is an elementary or secondary school and not just a program within an existing school or district.
For an answer to question, please go to the following website, http://www.kornerstoneschool.org - you will see a fully functioning charter school and not a program. We have our own building. We have our own staff. We have our own students. We exist outside of every other school, program, or area. We are developing a protocol for teachers to evaluate other teachers. We are on a modified schedule whereby students go to school for 10-weeks then get a 2-week break. Kornerstone School is a chartered school in every sense of the word.
4. Describe the charter schools five-year professional development plan by answering the following questions: Complete only if your answers have changed since you submitted a planning grant.
a. What specific competencies, skills and knowledge do teachers and

administrators need in order to successfully deliver the proposed curriculum and instruction at the charter school?
Teachers must place students at the center of the school. Kornerstone is not about a teachers classroom. Students in Kornerstone select projects based on interests and passion. Teachers in Kornerstone use their knowledge, experience, and expertise to prepare students to Learn. CreateInspire
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meet their objectives, not the teachers. Although Kornerstone is teacher led, the students are the center of the school. Service to students and community is the foundation upon which Kornerstone teachers build their professional lives. Teachers need training in Project Based Learning, Service Learning, mobile learning, utilizing & assessing multiple intelligences, and incorporating the five Kornerstone Employability Areas into the school's culture. Due to working with community members and business leaders, teachers need to posses excellent public relations skills. Teachers must be open to working year round. A three-month summer vacation does not exist at Kornerstone School. Teachers must chair at least one subcommittee as designated by the Kornerstone Governance Board. Leadership skills are a necessity. Teachers need to have experience being a 'team member'. Teachers must strive towards proficiency in all ten of the Wisconsin Standards for Teachers.
b. Provide a five-year professional/curriculum development plan on how you intend to develop the required competencies, skills and knowledge of staff (teachers and administrators) to achieve the innovations envisioned for the charter school. (The first year plan should also be included with funding allocations, in Part VIA, Local Plan for Use of Discretionary Funds in the application form).
2010-2011 (Year 1)
The Promise: Explore various leadership models, e.g.; servant leadership, collaborative leadership, etc o The Activity: Book studies comparing leadership styles The Action: The entire Governance Board is doing a book study on John Carvers Boards that Make a Difference The Promise: Begin training on PBL & SL o The Activity: KS Staff & Governance Board will attend PBL Summer Immersion, attend Minnesota New Country School, attend DCDT National Conference, attend WCSA Conference, attend National Charter School Conference, establish relationship with charter consultants who specialize in PBL, establish relationship with service learning experts from DPI. The Action: Kornerstone School has participated in all of the activities listed above and developed professional working relationships with a diverse group of talented consultants that will aid in implementation efforts. The Promise: Attend Harvard University's Charter Schools: Practices for High Performance. 15
The Activity: KS Staff & at least one governance board member will attend a four day conference from November 11th-14th. The Action: three planning team members went to Harvard and worked very hard to develop a logic model for Kornerstone School. o The Activity: Leadership model will be shaped. The Action: Kornerstone School became teacher led. Teachers were immersed with all the activities required of chartered schools and decided if they were up to the task of teaching in Kornerstone. The Promise: Work with charter consultant to develop Community Mentorship Program o The Activity: Host Discovery Days, and recruit business/community leaders into Kornerstone. The Action: The event is schedule to take place in July, approximately 3-weeks prior to the beginning of the school year. The Promise: Begin training on mobile learning o The Activity: explore conferences dedicated to mobile learning The Action: Staff and governance attended mLearn Con, DevLearn, and T+L The Action: Kornerstone School is running its own technology completely separate from the school district. Oversight provided by the Kornerstone School, Inc Governance Board. o The Activity: explore embedded journalism to market Kornerstone The Action: Direct mailings and traditional marketing were actually more successful recruiting tools than embedded journalism. o The Activity: Kornerstone will host a 2 day in-service with Judy Brown and experts from UW-Madison's Games, Learning, & Society (GLS) department. The Action: A Lead Teacher from Kornerstone School has developed inroads with the GLS department at UW-Madison by participating at the GLS conference. The Promise Begin training on incorporating Employability Traits into project assessments. o The Activity: Attempt to engage in a webinar with Dr. David Brewer, a professor at Cornell University and expert in the field of creating authentic assessments for adults through measuring 21st century skills. The Action: A Lead Teacher met with Dr. David Brewer at the DCDT Conference and discussed the
o
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application of the Employability Skills into school culture. The Promise: Develop professional resources & on-site library of educational practices/philosophies. o The Activity: acquire literature & peer reviewed studies The Action: A tremendous amount of phenomenal literature has been acquired. Kornerstone Schools professional development library is stocked full of useful resources. o The Activity: Create a section on Kornerstone's website for the purpose of informing parents and connecting Kimberly to the global community to further dialog and educational practices The Action: http://www.kornerstoneschool.org
2011-2012 (Year 2)
The Promise: Further training on leadership model of choice, e.g.; servant leadership, collaborative leadership, etc o The Activity: host a two day workshop with Cascade Educational Consultants at Kornerstone School The Promise: Further training on PBL & SBL o The Activity: Parents, Students, KS Staff & Governance will attend PBL Summer Immersion, attend an innovative charter school, and attend the WCSA Conference. The Promise: Deepen relationship with charter consultant o The Activity: Open Kornerstone for charter consultant to freely assess educational practices, rigor of instruction, and staff competence. The Promise: Finalize Community Mentorship Program Training Protocol o The Activity: Host Discovery Days, and recruit business/community leaders into Kornerstone. o The Activity: Invite community mentors to 'Boot Camp', conferences, and governance board meetings. o The Activity: Initiate community mentors by leading formalized training and laying out clear expectations for conduct. The Promise: Continue training on mobile learning & blended learning o The Activity: Explore conferences dedicated to mobile learning o The Activity: Participate in case study with GLS, Project Foundry, or another reputable institution/company. o The Activity: Kornerstone will host a 2 day in-service with Judy Brown and experts from UW-Madison's Games, 17
Learning, & Society (GLS) department. o The Activity: Students, parents, KS staff & governance board members will participate in side-by-side training for utilizing Smartphones & tablets in the educational setting. The Promise: Develop Kornerstone vernacular for incorporating multiple intelligence theories into the classroom o The Activity: Continue to upload resources to Kornerstone School website and implement Personalized Learning Plans. The Promise: Further training on incorporating Employability Traits into project assessments. o Host a town hall meeting and invite experts in the field of business and education to analyze assessment methods The Promise: Develop professional resources and on-site library of above mentioned educational practices/philosophies. o The Activity: Acquire more literature & peer reviewed studies o The Activity: Continue to add to section on Kornerstone's website, informing parents and connecting Kimberly to the global community for the purpose of furthering educational practices and dialog
2012-2013 (Year 3)
The Promise Establish leadership model o Make parents and students aware of leadership style o Document rationale behind leadership philosophies on Kornerstone website The Promise Continue training on PBL & SL o Parents, students, KS Staff & Governance will attend host Summer Immersion, attend an innovative charter school, and attend the WCSA Conference. The Promise Continue relationship with charter consultant o Open Kornerstone for charter consultant to freely assess educational practices, rigor of instruction, and staff competence The Promise Establish Kornerstone as a presence in PBL & SL networks o Collaborate with other PBL/SL schools o Lead dialog on issues, concerns, and observations in innovative learning environments The Promise Analyze Community Mentorship Program Training Protocol o Host Discovery Days, and recruit business/community leaders into Kornerstone. o Invite community mentors to 'Boot Camp', conferences, 18
governance board meetings o Initiate community mentors by leading formalized training and laying out clear expectations for conduct o Provide community mentor's with a method for analyzing training and overall impressions of Community Mentorship Program The Promise Continue training on mobile learning o Explore conferences dedicated to mobile learning. Arrange for parents, students, and KS Staff to share at a mobile learning conference o Continue participation in case study with GLS, Project Foundry, or another reputable institution/company o Kornerstone will host a two day in-service with Google or other major mobile learning device company o Students, parents, KS staff & governance board members will participate in side-by-side training for utilizing 'smart phones' in the educational setting The Promise Further training on incorporating Employability Traits into project assessments o Host a town hall meeting and invite experts in the field of business and education to discuss role of 21st century skills The Promise Continue development of professional resources and on-site library of educational practices/philosophies o Acquire more literature & peer reviewed studies o Continue adding to Kornerstone website and connect Kimberly to the global community for the purpose of furthering educational practices and dialog
2013-2014 (Year 4)
The Promise Go through substantial training to prepare staff to lead senior projects o Visit Valley New School and other PBL schools to see how they formulate senior projects o Meet with charter school consultant to determine how to interweave service learning and internship experiences into senior projects The Promise Implement student leadership model of choice -patterned after staff leadership o Students and staff will attend leadership seminar The Promise Continue training on developments in PBL & SL o Parents, Students, KS Staff & Governance will attend Service Learning Summer Immersion, attend an innovative charter school, and attend the WCSA Conference. o Host an innovation summit with other area charter schools 19
Senior Project Fair The Promise Deepen relationship with charter consultant o Open Kornerstone for charter consultant to freely assess educational practices, rigor of instruction, and staff competence The Promise Tweak Community Mentorship Program Training Protocol o Host Discovery Days, and recruit business/community leaders into Kornerstone o Invite community mentors to 'Boot Camp', conferences, governance board meetings o Initiate community mentors by leading formalized training and laying out clear expectations for conduct o Provide literature to attract business leaders to become Community Mentors The Promise Begin training on emerging technology focus area (Guru driven) The Promise Develop Kornerstone vernacular for incorporating multiple intelligence theories into the classroom The Promise Further training on incorporating Employability Traits into project assessments o Host a town hall meeting. Invite experts in the field of business and education to analyze assessment methods The Promise Develop professional resources and on-site library of educational practices/philosophies o Acquire more literature & peer reviewed studies o Continue to add to section on Kornerstone's website which will inform parents and connect Kimberly to the global community in the purpose of furthering educational practices and dialog The Promise Continue to innovate school day and school calendar
o
2014-2015 (Year 5)

The Promise Spend 1 week at a school that utilizes service learning The Promise Spend 8-10 days throughout the year focusing on emerging technologies and placing new tools into the hands of KCS students The Promise Attend national charter school conference for 1 week The Promise Continue training on incorporating Employability Traits into project assessments o Host a summit. Invite experts in the field of business and education to analyze assessment methods & engage in a 20
discourse surrounding 21st Century skills.

o c. Describe how the plan will include training for potential transfers or new hires in subsequent years. 30 days of getting coached up
In the fall of 2010, Michael McCabe went on a 30-day conference circuit. He dubbed this professional development immersion 30 days of getting coached up. He chronicled his trip on his personal-professional blog and on Twitter using the hashtag #30daysofgettingcoachedup. He strategically targeted conferences, workshops, and immersions with consultants in curricular and operational areas where knowledge or skill gaps existed. Kornerstone School, Incorporated is committed to investing $10,000 into a month long training period of for new teachers. 30 days of getting coached up is a pre-requisite for all staff members wishing to join Kornerstone School. New staff members must possess the same type of commitment to learning the skills necessary to carry out the Kornerstone School vision. Once grant funds expire, the per pupil money annually provided by the school district; in conjunction with, the money raised by Kornerstone School, Inc. shall be enough to provide training and regular professional development for Kornerstone School. Beginning October 2011, all professional development provided to Kornerstone School staff is also open to the Kimberly community. As a public school, Kornerstone profits greatly from local tax dollars; therefore, the entire Kimberly community may attend Kornerstone School staff development. It is the job of the Governance Board and the Building Coordinator to publicize the professional development opportunities. It is the job of the Lead Teacher(s) to ensure a welcoming environment to community members. Learning is a life-long endeavor. By incorporating the community and non-educators into professional development at Kornerstone, the school carries out the vision of learn.createinspire and the community will act as a change agent in this mission. Finally, several members from the original planning team have formed a Teacher Professional Practice (TPP). The TPP is organized as a 501c3 and members of the TPP provide services unique to coaching facilitators/advisors.
5. Plans for Opening Charter Schools in Fall 2011. a. Provide the details for the following related to your planning and preparation for opening your charter school in the fall. Indicate types of training, coaching, consultants, trainers, and approximate amount of time each teacher in the charter school will be spending in this type of professional development during
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the summer.
During the summer of 2011, all Kornerstone School staff is attending two summer institutes for PBL. The entire Kornerstone School staff is participating in EdVisions Summer Institute from July 6-9 in Henderson, MN. The entire staff will also attend the Wisconsin PBL Network Summer Institute from August 2-4. Both of these summer institutes provide training pertinent to carrying out the day-to-day teaching activities in a student-directed PBL school. The summer institutes are intense. The institutes are a learning by doing constructivist workshop. Attendees are placed in the advisory model and provided with a valuable experience. Two Kornerstone School staff members attended EdVisions Summer Institute in the summer of 2010. These staff members came away with a better understanding of the processes behind studentdirected PBL and the confidence to implement the pedagogy. All staff are attending the Project Foundry Unconference in Coon Rapids, MN. The three day long immersion brings staff members up to speed on how to use Project Foundry with students, how to create rubrics, and how to manage school information. The week before school opens, the entire Kornerstone School staff will undergo a three-day workshop with Cascade Educational Consultants. The final two days of the workshop will be opened up to the entire Kimberly community. Cascade Educational Consultants specialize in implementing Service-Learning, assessing school climate, and interpreting school culture. By opening up the workshop to the entire community, Kimberly residents and Kornerstone parents/student will collaborate together to create the initial school climate and school culture. Please note: conferences are a minimum of 12-hours per day. Whether traveling as an individual or in a group, conferences are a full day of work. This fact was overlooked during the planning year. Certain individuals put in too much time at conferences and trainings; thus, foregoing the work, family, and rest balance that must be maintained if the staff and new school are going to make it through start-up. Below is another aggressively ambitious summer professional development cycle. In addition to the three weeks of whole staff training, individual staff members go to the following conferences and report back findings to the entire group: o Edvisions Governance Board Training June 13 o GLS implementing inquiry program June 15-17 o eLearning Guilds mLearn conference June 21-23 conference mobile learning
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o Constructing Modern Knowledge constructivist conference July 11-14

Date 6/13 6/15 6/17 6/21 - 6/23 *7/6- 7/8 7/11 7/14 *7/26 7/28 *8/2 8/4 *8/8 8/10 TOTAL 23 Work Days Type of Training/Consultant EdVisions Gov. Board Training GLS Conference eLearning Guilds mLearncon EdVisions Summer Institute Constructing Modern Knowledge Project Foundry Unconference Wisconsin PBL Network Cascade Educational Consultants Kornerstone School Initiative Addressed GB Best Practices Mobile Learning & Inquiry Implementation Mobile Learning & 1:1 Implementation PBL process, Advisory Model, personalized learning, TeacherLed Constructivist instructional practices; Personalized Learning Network (PLN) Assessment, adult as facilitator of learning PBL process, Advisory Model, personalized learning School culture, school climate, Service-Learning, Teacher-Led school Hours 8 36 36 36 48 36 36 36 TOTAL 272 Hours
*Indicate whole staff is attending

b. If you have staff who are not engaged in the full training regimen, explain how they will be receive such training and develop similar competencies as those who completed the full training program.
Kornerstone School shall be fully staffed for the 2011-12 school year. In the event that Kornerstone School ever needs to add additional staff members, see Section I.4.c 30 days of getting coached up.
II. Governance and Autonomy 1. Describe how the charter school will take advantage of the flexibility afforded it under state law.
Under current Wisconsin State Statute 118.40 (prior to the proposed Sentate Bill 22), limited flexibility is provided to instrumentality charter schools. Kornerstone School is exercising the maximum flexibility provided under the state law. Students attend school on a modified schedule (10 weeks on; 2 weeks off). Students have a later start time (9am), aligning with best practices associated with adolescent sleep
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cycles. Kornerstone School staff evaluates each other. This will be the first teacher-led instrumentality charter school in the State whereby teachers conduct formal evaluations of each other. The charter school has its own diploma. The requirements for earning the diploma are not associated with seat time and Carnegie units; rather, students in Kornerstone strive for master in five major employability areas and two abstract areas. Kornerstone School does not award letter grades. By the third year of operation, the school will not differentiate grade level based on age. Students direct their own learning through PBL and Service-Learning, perhaps the greatest innovation in a traditional school district.
Topic 180 Day School Year Hours of Instruction State Graduation Requirements Length of School Day Statute S 121.02(1)(f)2 S 121.02(1)(f)2 S 118.33(1)(a) S 121.12(15) Rationale / Comment Year round school & provide flexibility to meet Personalized Learning Plans Student-directed Project Based Learning & Service Based Learning are not based on seathours of instruction School will accommodate for students specific learning needs KCS staff in conjunction with Governance Board will determine length of school day
2. If applicable, submit a request and justification for waivers of any federal statutory or regulatory provisions that the applicant believes are necessary for the successful operation of the charter school.
Not Applicable
3. Local school board policies will apply to this charter school unless they are waived by the school board. The waivers must be described in the charter contract. Please identify school board policies that will be waived for this charter school and how the waiver(s) will support the operation of the charter school. This question does not apply to independent (2r) charter schools.
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Topic Board - District Administrator Relationship Independent Study Human Growth & Development Summer School Authorizing and Filling Positions; Employment of Prof. Staff, Selecting Student Teachers, Employment of Casual Resource Personnel, Vacancies, Employment of Support Staff Assignment and Transfer Reduction in Staff Staff Evaluation Creating a Position Assignment and Transfer Reporting of Progress Class Rank District Graduation Requirements Student Use of Electronic Devices Student Fundraising Purchasing Payment of Claims Gifts, Grants, and Bequests Community Use of School Facilities Use of Cell Phones and Other Data Devices by District Employees District Web Page Software Policy School Day Transportation Vending Machines Transportation by Private Vehicle
Policy # 1210 2370.01 2414 2440 3111, 3120, 3120.06, 3120.07, 3132, 4120 3130 3131 3220 4111 4130 5421 5430 5460 5512 5830 6320 6470 7230 7510 7520 7540.02 7540.03 8220 8600 8540 8660
Section 24 of The Master Contract Agreement Between Kornerstone School, Inc and Kimberly Area School District states, There are several district policy waivers listed in the planning grant that was submitted Learn. CreateInspire 25
to the Wisconsin Department of Public Instruction in April 2009. The Kornerstone School may request additional policy waivers from the KASD board of education on an as needed basis. All of the exemptions listed above are referenced in the charter contract and listed in the Kornerstone School, Inc Bylaws.
4. Charter schools must have a separate governance board that is legally able to contract with the authorizer. a. Provide a description of the charter school governing board including membership names and roles of the board members, election of members and terms of office and how frequently the board meets throughout the year.
Kornerstone School Incorporated is a 501(c)3. In addition to the Annual Meeting held in September, the board meets at least once per month. Kornerstone School, Inc meets on the second Wednesday of each month. As stated on Kornerstones website: Kornerstone School Incorporated is a 501(c)3. The non-profit corporation is dedicated to preparing students for their profession of choice. If your are interested in serving on the Kornerstone School Governance Board, please download and fill out the application that can be found here. The Kornerstone School Governance Board has two roles: 1. Support the vision of the school and do big picture thinking 2. Support the teachers that lead the school. A governance board does not: 1. Micro-manage the school 2. Control day-to-day operations 3. Fire teachers - In a teacher led school, punitive punishments are not commonplace. Teachers work together to evaluate each other and improve performance. To request a copy of Kornerstone School's Bylaws, direct all correspondence to: 217 E. Kimberly Avenue, Kimberly WI, 54136, Attention: Governance Board. Current Kornerstone Governance Board Members: Marc Busko Community Member Tom Krause President Michael McCabe Vice President Brad Klitzke - Secretary Jim Rogers Treasurer Section II (b) of The Bylaws of the Incorporation outline the term limits as: Election and Term: Initial Term of Kornerstone School Governance Board Officers. The initial term of the member of the 2011-12 Kornerstone School Governance Board shall expire on May 31, 2014 or after their successors are duly elected and qualified. Thereafter, the Kornerstone School Governance Board member shall member shall be elected. Each member shall serve for a period of three (3) years or until the earlier removal or resignation from the Kornerstone School Governance Board, death or resignation. Governance Board member may be reelected to serve no more than two terms in office. Learn. CreateInspire 26
A) - KORNERSTONE SCHOOL (Term to expire May 30, 2014): 1 - parent, up to 3 - community members, up to 2 Kornerstone School Teachers, 1- Guru, up to 2 KASD employees. B) Governance Board positions of President, Secretary, and Treasurer shall be appointed no later than June 30th, 2011 C) Initial Governance Board members shall establish school committees. At least one Governance Board member will sit on each committee. (ii) Election of Kornerstone School Governance Board Members. Except as otherwise provided herein with respect to the terms of the initial Kornerstone School Governance Board members, each Kornerstone School Governance Board member shall hold office for a term of three (3) years or until such Kornerstone School Governance Board members successor shall have been duly elected or until such Kornerstone School Governance Board members death, resignation or removal. Kornerstone School Governance Board members shall be elected by a majority of the ballots cast by the Kornerstone School Governance Board in the Annual Meeting held on the second Wednesday of September in May or June. The required quorum for conducting an election of Governance Board members at the annual meeting is 50% of eligible voters. These Bylaws shall affect such result by designating a length of initial term in office for each initial Kornerstone School Governance Board member. Such initial terms are as follows: Community Member 3-year term (expires May 30th, 2014); may serve two consecutive terms. Parent 3-year term (expires May 30th, 2014); may serve two consecutive terms. Guru 2-year term (expires May 30th, 2013); may serve three terms in lifetime. Lead Teacher 3-year term (expires May 30th, 2014); may not serve consecutive terms. Lead Teachers on Governance Board need 52 consecutive weeks between terms.
b. Describe the authority this governing board has to make decisions regarding the operation of the charter school including personnel, curriculum, local assessments and policy development. Indicate if the charter board is a nonstock corporation or non-profit organization.
The Governance Board approves the annual budget proposed by the Kornerstone School Lead Teacher(s). As a teacher-led school, Kornerstone School, Inc approves requests to items that have a longterm impact on the school. The Governance Board serves the teachers and students. The role of the Governance Board is similar to the role of Learn. CreateInspire 27
a board of directors at a major company. The Board meets on the second Wednesday of each month. Any decisions impacting the vision, mission, or long-term school culture of Kornerstone School requires approval from Kornerstone School, Inc. The Board is currently engaging in a book study of John Carvers Boards That Make a Difference. The Board is adopting the Carver Model of board governance. All Governance Board members are a part of the personnel committee. The personnel committee is responsible for posting, screening, interviewing, and selecting all Kornerstone School employees. The Governance Board follows hiring practices set forth by the Kimberly Education Association (teachers union) and KASD. As an instrumentality, teaching positions still need to be hired by the KASD Board of Education. Other than teaching positions, support staff and consultants are hired and paid by the Governance Board of Kornerstone School, Inc. This practice is the first example of a 501c3 corporation hiring staff in an instrumentality in the State of Wisconsin. Kornerstone School Governance Board members can investigate curriculum and provide input to the teachers at the school. As a teacher-led school, the Lead Teacher(s) at Kornerstone School decide upon the curricular initiatives. Kornerstone School is merging PBL and Service-Learning. The melding of two different pedagogies was very intentional in the design of the school. The task is difficult. It is important to note that governance board members must understand the goals associated with student-directed PBL and Service-Learning. Fund raising efforts put forth by Kornerstone School, Inc. board members have a direct effect on the curricular goals. In that regard, Kornerstone School, Inc board members have an incredible amount of authority on the schools curriculum. The board sets the annual budget; thereby, establishing the resources allocated to students and staff. Similarly to curriculum, there is a philosophical understanding by the Governance Board that teachers in Kornerstone School will establish the local assessments. Several of these assessments have already been described in great detail in the Planning Grant, Master Charter Agreement, and in the Bylaws of Kornerstone School Inc. These assessments include: NWEAs MAPs Tests, EdVisions Hope Survey, and the ACTs. The bulk of the governance board responsibilities lay in three main areas. The areas are policy development, fundraising, and sustainability of long-term initiatives. During the planning year, the board has been integral in establishing such innovative policies as a yearlong modified schedule, a teacher-led school, a 1:1 student to device initiative, and a daily program known as Inquiry. The only way
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Kornerstone School outlives the tenure of the founder is to have a strong governance board to carry on the vision. The Governance Board must be the vision keepers of the mission and constantly remain student centered. One of the major duties of the governance board is ensure that all parties associated with the charter school are bus hittable1 Kornerstone School Incorporated formulates school policies that ensure the sustainability of a school that hasnt even yet opened its doors. It should be noted that before students have even attended Kornerstone School, the Governance Board has already had discussions about having a succession plan for the founder and initial teachers (some of which havent even been hired). The Governance Board has already had several in depth discussions about the longterm costs associated with small class sizes and a 1:1 student to device initiative. An example of the weaving of vision and policy is demonstrated in the Governance Boards approach to determining the most useful devices for students. One member of the board, a teacher in the school, is advocating for every student to have a Smartphone; thereby, ensuring 100% connectivity. The phone is provided by the school and supplied with unlimited data. Parents would be able to turn on the text/talk plan through the provider. A community member who serves on the Board felt that a tablet such as an iPad would be a better alternative for each student. Another member of the board thinks a laptop is the ideal device. These members are traveling to the national mobile learning conference to come together and make an informed decision. This conference is put on by the eLearning Guild. The Board is going to a source outside of the traditional learning sphere to gain guidance. By going to a conference of people providing mobile learning content, the group hopes to get straight answers. All of this is done after members of the Board have elicited feedback from parents and students. In December 2009, a community forum was held regarding the types of devices parents would be open to having at Kornerstone School. From September 2010 April 2011, another half dozen community sessions were held to talk with students and parents and see what tools they wanted to learn with. As a byproduct of traveling the country and seeing innovative learning environments, and fruitful discussions with community members, Kornerstone School determined a BYOD Policy (Bring Your Own Device). Students can bring any type of learning device into school; they can pull a wifi signal and connect to the Internet (occasionally needing minimal open source software). Other policies spawned from the tremendous dialog. One Board member who was previously employed by Kimberly Area School District gained employment in a
1
Keith Burnam, KIPP Charlotte, kburnam@kippcharlotte.org, Harvard Graduate School of Education, Charter School Institute, Thursday, November 11, 2010.
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different school district. At his new district, they open up the wifi signal to the parking lot of the high school and leave it on until Midnight. Students park their cars at the school lot to leverage the Internet. Having a supportive Governance Board allows creation of malleable polices to unfold. Kornerstone School adopts what works. The students will have wifi access within several hundred feet of the school, and the access will be open after school hours. Thereby, fulfilling the philosophies associated with the Community Learning Center movement. The doors of the school will be open to the community before 9am and after 4pm- the building is a school during the day, but remains an active learning center after school hours. The Governance Board is solely responsible for carrying out this mission, allowing the teachers to focus on the day-to-day consumptive duties of running a school and lighting students on fire with passion.
c. Describe how the governance board of the charter school has control over the charter schools budget and expenditures.
Kornerstone School Incorporated receives the same amount of per pupil dollars as other high schools in the Kimberly Area School District. For the 2011-12 school year, Kornerstone School is allocated approximately $278.86 per student (totaling $12,548.70). Per Master Charter Agreement, Kornerstone School Incorporated also receives all of the summer school money for students at Kornerstone School. Per Master Contract Agreement, the Board determines the allocation of charter school grant funds awarded by DPI. KASD covers all of the building and teaching salary expenses. Expenditures using KASD funds still need to go through the districts standard ordering protocol. As a non-profit organization, Kornerstone School, Inc has control over all funds raised, grants awarded, and donations received.
d. Include a description of the administrative relationship between the charter school and the authorizer and describe how the charter school will be managed.
Kornerstone School is teacher led. Administrative duties are divided among each teacher. This grant has made several different references to Lead Teacher, advisor, and teacher- these title are synonymous in Kornerstone School. One of the Lead Teachers will have as their specific duties to communicate with the Authorizer. Therefore, any correspondences from the Governance Board to the Authorizer such as Annual Reports are reported to the Authorizer from a specific Lead Teacher. The individual associated with reporting to the Authorizer is chosen from peers. The same type of relationship exists with Lead Teachers in Kornerstone School and Directors of Kimberly Area School District. Each Lead Teacher in Kornerstone School communicates with specified Directors (Technology Director, Special Education Director, Buildings and Grounds Director, Business Manager, and Assistant Learn. CreateInspire 30
Superintendent). Duties are democratically divided up among Lead Teachers by Lead Teachers. The Assistant Superintendant does oversee the evaluation and professional development processes established by KASD.
e. If the charter school shares a principal with a traditional school, indicate how the management of the charter school will be impacted?
Not Applicable
f. Describe the training that will be provided to the charter board and when it will be delivered, e.g., governing authority, Roberts Rules, by-laws, finances/budgets, fund raising, parent involvement, policies/procedures, etc.
EdVisions Incorporated is providing training to Kornerstone Schools Governance Board throughout the summer. The entire Board is meeting for training on June 13, 2011. Multiple members of the Board attend Wisconsin Charter School Associations Annual Conference each year. Cascade Educational Consultants are facilitating a two-day school culture and Service-Learning workshop for Kornerstone School staff and Governance Board in October of 2011. Cascade Educational Consultants will return for a two-day leadership workshop in April 2012. The entire governance board is undergoing a yearlong book study of John Carvers Boards That Make a Difference. Kornerstone School, Incorporated has adopted the Policy Governance model. The board will continue to implement this model throughout the 2011-12 school year. During January and February of 2011, the Board thoroughly investigated the Bylaws that were drafted. The Bylaws for Kornerstone School, Inc were passed on March 9, 2011. The Bylaws establish a protocol for creating and eliminating committees that report to the Governance Board. Seven of these committees were created: Fundraising, Finance, Events, Marketing, Student Congress, Personnel, and The Committee for Professional Development, Innovation, Sustainability, & Remaining True to Mission. Per Bylaws, a governance board member chairs each committee. The expectation is for each committee chair to seek out training opportunities in order to improve their specific skills set and knowledge needed to fulfill the duties of the committee.
5. Describe how parents and community members are involved in the implementation of the charter school.
Parents have been involved with Kornerstone School since the beginning of the planning process and they will continue to be actively engaged in the implementation stage. Kornerstone School, Incorporated has a parent serving on the governance board. Several parents will also serve on the various committees. Parents are going to help establish the Community Mentorship Program and they are an Learn. CreateInspire 31
integral focal point in the fund raising efforts. Parents provide a steady feedback loop to the staff and Governance Board. Parent ideas are implemented into the school. The only way to get through the implementation year is by having parents bought into the Kornerstone vision. Just by enrolling their children into a school that has yet to open, parents are showing their involvement in the early stages of the school. As previously stated, nearly a dozen open houses and community forums have been held over the past year and a half. Many parents attended several of these meetings. Michael McCabe has already had individual meetings with almost every single family that has enrolled their children into Kornerstone School. A parent has been serving on the Kornerstone School, Inc Governance Board since January. Several parents have volunteered their time and talents to ensure Kornerstone School becomes a reality. Parents are involved in approving every single project before the advisor. Parents are co-creators in their childs Personalized Learning Plan. Community members are a vital organ to the Kornerstone body. Removing the Fox Valley community from the school will weaken the overall school culture and diminish student achievement. Kornerstone School has two initiatives during the 2011-12 school year that bring in community members to the school. The first initiative involves the school hosting a film series. The movie theaters in the Fox Valley dont shop documentaries. Kornerstone School is going to have a documentary premiere every 4-6 weeks during the 2011-12 school year. Admission is by donation only. The first five films have already been selected. On June 28th, 2011, Kornerstone School is having a cookout. TED Talks of Sir Ken Robinson, Daniel Pink, and Malcolm Gladwell are going on in the Community Room. Waiting for Superman will be shown following the TED Talks. This will be the 1st time the film has been shown to the public in the Fox Valley. Other movies to be shown throughout the year include The Cartel, The Lottery, Race to Nowhere, Lucky, Inside Job, and In Search of Memory. The second initiative involves inviting the community into the school for professional development. This is of the utmost importance. One of our first professional development sessions planned focuses on school culture. By opening up this workshop to parents and community members, we are leveraging the support of people who finance our school. This type of community involvement is what sets Kornerstone School apart from many other charters in start-up. Kornerstone School is using $1,000 to advertise both of these initiatives. Once word of mouth travels, we hope to have the Kimberly community eventually co-facilitate the professional development, workshops, and trainings. The Community Mentorship Program has already leveraged the support of parents and community members. Several people have
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already stepped forward to be mentors for the students. For more information on the Community Mentorship Program please see http://www.kornerstoneschool.org/servicelearning.php.
6. Return up to three letters of support from parents and community members.
See Attached Letters

Attach two (2) copies of the charter school contract now in effect if it has been amended since it was submitted to the DPI as part of the planning grant. III. Equal Access (Admissions and Lottery) 1. Provide a description of how your school assures equal access for all students regardless of gender, race, national origin, color, disability or age factors.
Kornerstone School is a tuition free public school in the Kimberly Area School District. The Kornerstone School Governance Board and Kimberly Area School District Board of Education will collaboratively develop a recruitment plan consistent with the goal of achieving equal access for all students in grades 8-12, regardless of gender, race, national origin, color, or disability. All students in grades 8-12 in the Kimberly Area School District are eligible to attend Kornerstone School. All students and their families will be notified of the charter school application process and timeline through the district newsletter that is mailed monthly, through the Kornerstone School website, and through mailings when funding permits.
2. Provide a description of how your school will serve students with disabilities.
Kornerstone School is open to all students. If the person attending KS is a student with a disability, she or he will receive their appropriate services identified in their Individualized Education Plan (IEP). Before beginning the first day of classes at KS, a student with disabilities will have an IEP meeting in which the IEP team will discuss and determine the appropriateness of placement and services in KS. The IEP team will identify the supports needed to ensure student success. Every effort will be made to involve the following participants at the IEP meeting preceding the students entrance into KS: Student, parent, special educator and regular education teacher from JR Gerritts Middle School or Kimberly High School, KS staff member, KS Governance Board member. All students with disabilities will undergo the same application and admission process as other students. As permitted by state and federal laws, special education services taking place in Kornerstone School will be charged to federal or state governmental agencies. By Year 3 (10th grade) every effort will be made to have the student with disabilities complete the majority of their Annual IEP. The student with disabilities is in charge of advocating for their transition services (I-8), and completing the Present Level of Academic Achievement and
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Functional Performance (I-4). By Year 4 (11th grade), the student with disabilities sets up their Annual IEP meeting and completes the formal invitations (I-1, I-1T, I-3, EE-1, & P-2). By Year 5 (12th Grade), the student with disabilities completes their entire IEP. A Kornerstone School staff member or KASD Special Education teacher assists with the completion of the IEP as a part of a project. During Year 4 & Year 5, the Annual IEP meeting will coincide with the students PLP creation meeting. This practice ensures inclusionary principles and allows students with disabilities to be a part of a common planning time as their regular education peers. Innovation in the Individualized Education Plan could lead to creating an inclusive community. Based on the demographics of other PBL schools in the Fox Valley (Valley New School), Kornerstone School is anticipating at least 20% of the student body will be made up of students with disabilities.
3. Provide a description of how students in the community are informed about the charter school and given an equal opportunity to attend.
Prior to January 1 of each year, all parents of 7th & 8th graders in the KASD receive literature regarding Kornerstone. Kornerstone representatives hold information sessions at least three times per year. Informational meetings for parents and their children are held October through April. In addition, school counselors provide information on Kornerstone to students and their parents as applicable. JR Gerritts Middle School, Kimberly High School, and the Administration Building all have applications for Kornerstone. No student is denied an opportunity to complete an application. When fair and appropriate, Kornerstone School staff will assist students in completion of their application.
4. Provide the admissions policy for the school. If applicable, describe any minimum qualifications for admission and how these qualifications are: (a) consistent with the statutory purposes of the federal charter school program; (b) reasonably necessary to achieve the educational mission of the charter school; and (c) consistent with civil rights laws and Part B of the Individuals with Disabilities Education Act. (For more information, see question C-10 under in the USDE nonregulatory guidance found at: "http://www.ed.gov/policy/elsec/guid/cspguidance03.pdf"http://www.ed.gov/policy/else c/guid/cspguidance03.pdf) 5. Provide a description of a random lottery process to be implemented if more students apply for admission than can be accommodated in the charter school.
Kornerstone School has an enrollment of 45-50 students in grades 8,9, and 10 for the 2011-2012 school year. In successive years the enrollment period will be from January 1 - June 1.
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In year 2 (2012-2013), Kornerstone School will expand its enrollment to 60 students and serve students in grades 8-11. In year 3 (2013-2014), Kornerstone School will expand its enrollment by an additional 15 students and reach capacity with 75 students in grades 8-12. In conjunction with the Authorizer, the Kornerstone School governance board determines if the grade level or enrollment numbers require alterations. Kornerstone School Governance Board may adjust enrollment slots per grade level as necessary. If the number of prospective student applicants exceeds the number of available enrollment slots, an annual lottery ensues. The annual lottery is held on the Tuesday preceding May 30 (if May 30 is a Tuesday, the lottery will be held on May 23). Completed applications must be turned in 72 hours before the lottery. Applicants exempt from the lottery process include siblings of Kornerstone School students and children of Kornerstone School teachers (provided the number of children does not exceed 5% of the total school enrollment). Exempt applicants are granted 'prospective student' status and fill available enrollment slots. The lottery is open to the public and facilitated by a Kornerstone School staff member and governance board member. Names of applicants are blindly selected at random by a human. After all of the available enrollment slots are filled, random selection proceeds until all names are selected to fill the waiting list. Parents and students receive notification of the results within 72 hours of lottery completion. Upon parental notification, students are officially 'prospective students' in Kornerstone School. Beginning in 2012-13, before gaining enrollment into Kornerstone School, all prospective students must complete an interest and aptitude assessment (located on the Kornerstone website and available at Kornerstone School). The assessment provides a description to Kornerstone School staff regarding the students passions. The assessment also measures a students coachability. In order for a student to experience success in a project/service based learning environment, they will have to be self reflective, able to handle critical analysis, and be a team player. The student and a parent complete the assessment. Before successful enrollment into Kornerstone School, the student and parent sit down with Kornerstone School staff and go over the results of the assessment. Sticking to the spirit of a free, fair, and public school; staff will take measures to ensure the parent and student make the decision regarding entrance into Kornerstone. If a parent feels they are being unjustly turned away from Kornerstone School, they may request a grievance hearing with the KS Governance Board. A prospective student must complete the interest and aptitude assessment within ten days of notification, or their enrollment slot shall be offered to the next student on the waiting Learn. CreateInspire 35
list. After soliciting applications from students in the Kimberly Area School District, open enrollment students per the Wisconsin Open Enrollment law will be considered if there are vacancies. If a vacant enrollment slot does not exist, the student can participate in the May lottery and accept a place on the waiting list.
IV. Assurances Please provide the following: 1. As required by section 427 of the General Education Provisions Act (GEPA), describe proposed steps the grantee will take to ensure equitable access to, and participation in, the charter school. (The statute, which allows applicants discretion in developing the required description, highlights six types of barriers (gender, race, national origin, color, disability, or age) that can impede equitable access or participation. In your description, you may use local circumstances to determine the extent to which these or other barriers prevent equitable participation by students, teachers, parents, or other community members. The description need not be lengthy, but it should include a clear and succinct description of how the applicant plans to address those barriers that are applicable to its circumstances.
The following statement is taken from the Kornerstone Schools website: DISCRIMINATION POLICY It is the policy of the Kornerstone School Incorporated to comply with applicable federal and state laws prohibiting discrimination to the end that no person protected by such law shall, on the grounds of race, color, national origin, creed, religion, gender, marital status, status with regard to public assistance, age or disability, be excluded from participation in, be denied the benefits of, or be otherwise subjected to discrimination under any educational program; or in employment or recruitment, consideration, or selection, thereof, whether full time or part-time, under any education program or activity operated by the district for which it received federal financial assistance (http://www.kornerstoneschool.org/applicationform.php). There is one barrier preventing students or community members with physical disabilities from accessing the second floor of Kornerstone School. There is not an elevator to the second floor. Hoffman Construction is working with KASD and Kornerstone School, Inc to bring the building up to code. $80,000 of repairs is required to bring the building up to code before students can be served at Kornerstone School. Putting in an elevator to the second floor is another $80,000. Therefore, the second floor shall not be used for anything that isnt also available on the first floor. Additional grants and fundraisers will be sought out to put in an elevator to the second floor.
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2. Provide an assurance that the charter school will not charge tuition.
In accordance with Wisconsin state law, Kornerstone School will never charge tuition.
3. Provide an assurance that the charter school will be nonsectarian.
As a public school, Kornerstone School will forever remain a nonsectarian school.

V. Budget Complete the Local Plan for Use of Discretionary Funds, page 4, of the application form. This section should align with the outcomes and measurable objectives and activities identified in the application narrative. The budgeted amounts in the local plan should also be consistent with the Budget Summary on page 5 of the application form. The following questions must be completed: 1. If you received a planning grant, describe how planning funds were used for: a. Training
The planning grants were used to participate in the following conferences: Project Foundry Unconference, DCDT National Conference, T+L Conference, Green Schools National Conference, DevLearn, Harvard Graduate School of Educations Charter Institute for High Performance, POSSCON, WCSAs Annual Conference, DPIs Service-Learning Retreat, GLS, mLearnCon, Constructing Modern Knowledge, and EdVisions Summer Institute. These conferences provided training in PBL and PBL management systems. The conferences also provided training in mobile learning and technology competencies associated with implementing innovative educational practices. The Green School National Conference provided background on sustainability, which is essential for school design and start-up. Harvards institute was very good, but overpriced and tailored towards urban charter schools. POSSCON was an open source conference that should be attended by more schools in start-up. The conference was invaluable and under $1,000, which included a $500 plane ticket. The training from several of these conferences was referred to in Section I of this document as #30daysofgettingcoachedup. Several of the conferences offered school visits. Planning funds were also used for school visits in addition to the visits offered at conferences. It was incredibly beneficial for Kornerstone School planning team members to see Tagos, Valley New School, Appleton Career Academy, Minnesota New Country School, Avalon, Minnesota School for the Recording Arts, FAIR School, Northwest Passage High School, Perspectives Charter Academy, and the Vail, AZ school district.
b. Consultants
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Planning funds were used with several different consulting groups, EdVisions and Project Foundry were the primary purchased services. EdVisions provided onsite training and members of the Kornerstone School planning team traveled to Minnesota on two different occasions during the planning year. The traveling costs associated with EdVisions have played a major role in contracting services from the WIPBL Network for the implementation grant. Project Foundry provided onsite training in the fall and spring of the planning year. Project Foundry also facilitated several online discussions that advisors from Kornerstone School participated in. Project Foundry has been an integral part of building Kornerstone School. Michael McCabe piloted the software program in his current position as Lead Teacher in CORE Charter School. Project Foundry increased the student achievement in CORE Charter and is a fundamental piece of Kornerstone School. Teri Dary of DPI traveled to Kimberly to provide a one-day workshop on Service-Learning for members of the planning team. Her training in the fall was followed up with an intense 1-day workshop with Cascade Educational Consultants. This group also put on a 1-day workshop attending by Kornerstone School team members during pre-planning year. Cascade Educational Consultants specializes in school climate, building inclusive school culture, and implementing Service-Learning. Due to the events surrounding the eradication of collective bargaining, Kornerstone School is not able to hire any additional staff until June 1, 2011 at the earliest. The KASD has a hiring freeze on until the state budget situation is worked out. Because of this, consultants were not used to facilitate team building as much as anticipated because the Kornerstone School staff consists of one teacher instead of the planned three. Therefore, conferences were used a bit more heavily than consultants during the planning year. Going forward, Kornerstone School staff will attend at least three conferences every year (two as a whole staff). Therefore, the relationship with consultants will become more and important. Kornerstone School needs consultants to come to the school to reduce travel costs associated with attending conferences and traveling to see consultants in other states. The planning funds were strategically used to develop relationships with consultants to provide inroads to Kornerstone School. Several consultants met at conferences are scheduled to come to Kornerstone School over the next few years. Many of them are traveling on their own expense. Attending conferences across the United States put Kornerstone School on the map. The founder of the school was able to carry the Kornerstone message and connect with experts. In the era of Twitter, blogs, and Skype, Kornerstone School has established a presence that allows for easy access to these consultants without ever leaving Kimberly. Learn. CreateInspire 38
By the end of the planning grant, more than $50,000 will have been spent on conferences, consultants, workshops, and trainings.
2. For this application provide a list of itemized expenditures and a budget narrative which provides a rationale for why the expenses are necessary. This list should be consistent with the Local Plan For Use of Discretionary Funds, but should offer greater detail including specific items and the cost of items that will be purchased.
See attached document titled Kornerstone Implementation Budget 2011-12.xlsx Budget Narrative Rationale Divided by Series & in numerical order 100 000 Series- Instruction 10 E 800 113 120000 360 & 10 E 800 222 120000 360 Kornerstone School anticipates having a substitute teacher for twenty different days to allow for conferences and training of new staff members hired after June 1, 2011. Therefore, $2000 has been requested to pay subs approximately $100 per day. The benefits associated with paying subs are 20%. $400 is requested. 10 E 800 116 120000 360 & 10 E 800 222 221200 360 Inquiry is the last hour of the school day and is dedicated to exploratory learning for all students. Inquiry is a required instructional activity for all students. The only way a student opts out of Inquiry is if they have an extracurricular activity at KHS. The rationale being, if someone is in a sport or activity and practicing for two hours each night, they are fulfilling their exploratory obligation. Inquiry exists outside of a teachers contracted time. As an instrumentality, Kornerstone School teachers are still obligated to work the same 7am-3pm schedule. In order to create the innovation of taking best practices from After School Programs and pumping them into the school day, Kornerstone School staff members are modestly compensated for their time. $9000 breaks down to $25 dollars per day paid to two staff members. Eventually, Inquiry may be able to be a part of the contracted school day. When Kornerstone School reaches capacity, and has 75 students and five advisors, Inquiry may not need to be a compensated position because staff can begin their workdays by having each teacher enter and exit school at 30-minute intervals. However, this possibility is not feasible this year due to only having three teachers. The Governance Board is prepared to finance Inquiry once Federal funding from the grant is complete. Due to the nature of exploratory learning, only two staff members are needed to run Inquiry. 10 E 800 310 120000 360 In April of 2012, students are putting on a TEDx event. The speaking event will be uploaded to the TED website and is completely facilitated by students. $4,000 is needed to
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coordinate the event. The hope is this will be an annual event in which students all over the country are able to participate. The event is currently being orchestrated by a senior at Kimberly High School who has been on the planning team, been the Chief Marketer for Kornerstone School, and sits on the Kornerstone School, Inc Governance Board. The founder of Kornerstone School and this student are developing a group of speakers to attend the weeklong event. $4,000 will cover the costs associated with marketing the event, training students to use the appropriate equipment, other supplies costs. 10 E 800 341 256770 360 During the first week of fall break and spring break, students have the option of going on an expedition or staying at Kornerstone School and having an experience week. The two planned expeditions for 2011-12 are a college trip and camping trip. In October, students are getting into a van and go to three different states to see over a half dozen higher education institutions. Another group of students are getting in a van and heading towards the boundary waters for a camping expedition. Both of these trips will run approximately $5,000 each, given that two vans of students will go on each expedition. The costs associated with the trip come from an experienced charter school in Minnesota; NWPHS spends approximately $100,000 each year on expeditions. The rationale for the costs is simple; in a PBL school students need to get out of school to have rich experiences leading to authentic projects. Feedback from students and parents associated with the expeditions has been incredibly positive. 10 E 800 432 120000 360 Books are needed to build a library. Even though students have several devices with capabilities to read digital books, a library filled with hundreds of titles is still needed. 10 E 800 435 120000 360 Project Foundry is a vital part of running Kornerstone School. 10 E 800 435 120000 360 Every 10th grader in the school will have hosting for an Internet site paid for, if they have designed a site tailored to their interests. For some students, free sites and Project Foundrys portfolio is enough of a platform for them to share their work. But for students who have a profession of choice in a design field or any other creative industry, its vital they establish their digital thumbprint as early as possible. Kornerstone School finances hosting for their website for the first year. Each year following, the student or parent must come up with the costs; therefore, if its important to the students profession, the entire learning team must plan appropriately. 10 E 800 553 120000 360 Kornerstone School needs to add additional computers and devices to the school for student use, hence the $15,000 request. Kornerstone School is adding 15 students in the Learn. CreateInspire 40
2012-13 school year. Our school year begins August 1, 2013; therefore, in order to have devices for the new students, the computers/tablets need to be ordered by June 1, 2012. 200 000 Support Services 10 E 800 116 2212000 360 & 10 E 800 222 221200 360 Kornerstone School is requesting $9000 for stipends and an additional $1800 in benefits paid out to four staff members during the 2011-12 school year. In order to implement all of the initiatives outlined in this grant, Lead Teachers are going to have to put in hundreds of hours of extra time in addition to their teaching duties for curriculum development. Teachers are paid $20 an hour for their services. 10 E 800 310 219000 360 The Community Mentorship Program is the cornerstone of Kornerstone School. In order to prepare students for their profession of choice, students develop a three-year relationship that leads to a 20-week internship during the final year of high school. There are several layers of the program. The planning team spent a considerable amount of time designing a comprehensive program. Each 10th grader has 3-5 job shadowing experiences. The student requests one individual from their favorite job shadow experience to be a Mentor. The Building Coordinator then attempts to recruit the specific professional into becoming the students Mentor. During the students 11th grade year, the Mentor takes on the role of the advisor for a students project. And the experience culminates with a 20-week internship for the student with the same Mentor. In order to implement this program, a considerable amount of recruiting, marketing, and coalition building must take place with business leaders in the Fox Valley. The $5,000 will finance up to 40 job shadow experiences, a luncheon, and a year-end celebration. The Governance Board is prepared to provide each Mentor with a $150 budget to use with their Mentee during the students 11th & 12th grade year. That money provides professionals with flexibility for supplies needed for projects and costs associated with hosting an intern. The $5,000 requested this year will double for Implementation II. The program will cost $15,000 to run annually when the school reaches capacity. A search for a major sponsor for the program is already underway. 10 E 800 310 219000 360 During the planning year, two members of the planning team attended the Green Schools National Conference. In a PBL Service-Learning setting such as Kornerstone School, countless opportunities exist for students to interact with the earth. Kornerstone School, Inc wants to hire someone from the community who is passionate about environmental stewardship. This coordinator shares their expertise and passion and oversees environmental student projects. A request is being made for $1,350 to pay for a Project Green coordinator to supplement student instruction.
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10 E 800 310 221200 360 Kornerstone School wishes to continue purchasing services from EdVisions, Inc. EdVisions has invaluable experience in setting up and sustaining great small schools. They have been in existence for over a decade. EdVisions provides onsite technical assistance. The services provided by EdVisions allow Kornerstone School teachers to make it through start-up more smoothly. Included in this $12,000 fee is the implementation and oversight of the Hope Survey, and a Summer Institute for 2012. 10 E 800 310 221200 360 Kornerstone School would like to purchase services provided by Cascade Educational Consultants. This consulting group specializes in assessing and building school culture and school climate. Cascade Educational Consultants also specializes in implementing Service-Learning. $8000 will cover the cost of two workshops provided by the group. One workshop will take place in the fall right before the school year begins. A second workshop will take place in April. This group of consultants is going to assist with implementing professional development that is open to the entire community and not just exclusively available to Kornerstone School staff. 10 E 800 310 221200 360 Kornerstone School wants to begin a relationship with the WIPBL Network. This group of local consultants provide technical assistance crucial to fulfilling promises guaranteed in this grant. These consultants understand the nuances associated with carrying out innovative educational practices in an instrumentality. $6000 will cover two immersions. 10 E 800 310 221200 360 The Literacy Implementation Specialist(s) carries out the projects outlined in Section I.2.b. This individual(s) is compensated at a rate of $2000 per project completed. This position is not expected to be a teacher in Kornerstone School. The Governance Board hires this position. 10 E 800 310 221200 360 The Technology Implementation Specialist is necessary because Kornerstone School runs its own technology separate from KASD. Therefore, the school needs to allocate $2000 to set up the servers and wifi connections and keep $2000 in an account to pay out for troubleshooting. By 2013-14, all technology in the building is maintained by the students. The only long-term costs are for new equipment and monthly Internet access fees. Kornerstone School cannot operate successfully on the KASD technology system. The autonomy is essential to running the school. 10 E 800 342 221300 360 Staff will attend 2-3 conferences per year as a whole team, and each teacher will attend 2-3 conferences of choice. Therefore, each staff member needs approximately $7,000 to carry out the design of 6 conferences per year. That type of money allows teachers to attend a few conferences in state, and a few conferences Learn. CreateInspire 42
out of state. 10 E 800 440 219000 360 15 additional workspaces are needed. Couches, lounge furniture, chairs, mobile tables, and teacher workstations are also needed. Kornerstone School is outfitting an empty building to look like a modern office; therefore, $20,000 has been requested to purchase all of the equipment mentioned. 10 E 800 553 219000 360 Monthly Internet access is not considered infrastructure. Since Kornerstone School is operating its own technology, the monthly fee must be covered by the implementation grant. Over the long run, the Governance Board is responsible for covering the monthly Internet fees. E-rate is an annual Federal program that will help reduce the monthly fees by 40%. An annual fundraiser is already planned to supplement the costs beginning in 2012-13. 10 E 800 310 231500 360 Kornerstone School, Inc is requesting $2000 for any unforeseen lawyer fees that could arise during the first year of operation. Kornerstone School, Incs lawyer charges $190 per hour. 10 E 800 354 263300 360 Kornerstone School is asking for $1200 to finance two direct mailings to all 7-9th grade students in the district. This money is also used to post advertisements about professional development opportunities for the entire community. 10 E 510 324 255300 360 The school needs to make $78,000 worth of repairs to open. The district is asking for assistance from Federal grant dollars to help make the school building accessible to all students. $20,000 is being requested by Kornerstone School.
3. Describe how the implementation funds will be used in conjunction with other federal program funds available to the charter school; e.g., Title I and IDEA funds.
The KASD allocates funds from federal programs in the same manner as other KASD schools, including Title I and IDEA funds. These funds are used in conjunction with charter implementation funds to provide services to students who qualify for these programs.
4. Describe the method by which controls over expenditures and records of expenditures will be maintained.
In addition to commonly practiced and acceptable accounting practices, Kornerstone School is leveraging Salesforce.com to manage several of the expenses associated with running a school. Community Mentors will be able to rollout their budget through using this web 2.0 tool.
As an instrumentality of Kimberly Area School District, the charter school follows all district financial, accounting, auditing, and purchasing policies and procedures. The charter school is allocated funds, including federal discretionary funds and grants, in a manner consistent with other district schools. Separate accounts are set up for the Kornerstone School, Inc under
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Mission Focus: preparing students for their profession of choice the control of the charter governance or designee. An annual report including financial and program aspects of the charter school is submitted to the school board and available to the public each year. Kornerstone School actively pursues applicable grants, donations, and fundraising activities. School district accounting procedures are followed for each of these activities to assure appropriate monitoring and reporting. As an instrument of the school district, when utilizing school district funds, Kornerstone School, Inc and Kimberly Area School District agree that all business functions, accounting, payroll, maintenance, and similar functions shall be assumed by the district except the budgeted allocations shall be dispersed according to the charter school governance board. Any grants or donations applied for and received by Kornerstone School Incorporated shall be disbursed through the grant guidelines under the direction of the charter school governance board. Kornerstone School, Inc may use its own billing, payment, payroll system, and accounting practices for any activity funded by the corporation. As an instrumentality of the Kimberly Area School District, Kornerstone School falls under the umbrella of the Districts liability insurance. The charter school carries the types and limits of liability insurance as is currently carried by the school district for all of its facilities. Upon the establishment of Kornerstone School, there is no change in the liability of KASD. The charter school is an instrumentality of the District. As such, Kornerstone School is provided the same services as all other Kimberly Area School District schools in regard to teacher salaries, facilities, and maintenance. Federal funds are allocated to the charter school at the same proportion as all other Kimberly Area School District schools.
5. Please use the attached budget worksheets or similar locally developed worksheets indicating the total projected costs and revenues for operating the charter school for each of the first five years. (Note: the budget worksheets should include all expenditures and revenues from State, local, federal and other funds including the anticipated federal charter school grant funds. (Replicate worksheets for each of five years and attach the expenditures and revenues worksheets (Appendices A & B) to the application and designate the year to which they apply). ONLY THE EXPENSE AND REVENUE WORKSHEETS SHOULD BE INCLUDED IN THE APPLICATION SUBMITTED TO DPI.
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Kornerstone Implementation I FINAL

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Mission Focus: preparing students for their profession of choice

Mission Focus: preparing students for their profession of choice

Mission Focus: preparing students for their profession of choice

4 15 students = 60 students students

Mission Focus: preparing students for their profession of choice

Mission Focus: preparing students for their profession of choice

Mission Focus: preparing students for their profession of choice

Mission Focus: preparing students for their profession of choice

participating in just in time learning.

section listed in Table I-III below

Assessment Project Foundry

Annual Report Project Foundry

Mission Focus: preparing students for their profession of choice

Assessment Project Foundry

Table III Kornerstone School Goals 2013-14

Place student will in front of each student goal in Table IVTable XI

Mission Focus: preparing students for their profession of choice

Assessment Project Foundry

Annual Report Project Foundry

Assessment Project Foundry

Annual Report Project Foundry

Project Foundry Community Mentorship Lead Evaluation Notes

Assessment Project Foundry

MAP Test MAP Test Annual Report Project Foundry

Project Foundry; kornerstoneschool.org

3. Address the following:

Mission Focus: preparing students for their profession of choice

Mission Focus: preparing students for their profession of choice

a. What specific competencies, skills and knowledge do teachers and

Mission Focus: preparing students for their profession of choice

Mission Focus: preparing students for their profession of choice

Mission Focus: preparing students for their profession of choice

Mission Focus: preparing students for their profession of choice

Mission Focus: preparing students for their profession of choice

Mission Focus: preparing students for their profession of choice

Mission Focus: preparing students for their profession of choice

discourse surrounding 21st Century skills.

Mission Focus: preparing students for their profession of choice

Mission Focus: preparing students for their profession of choice

o Constructing Modern Knowledge constructivist conference July 11-14

*Indicate whole staff is attending

Mission Focus: preparing students for their profession of choice

Mission Focus: preparing students for their profession of choice

Mission Focus: preparing students for their profession of choice

Mission Focus: preparing students for their profession of choice

Mission Focus: preparing students for their profession of choice

Mission Focus: preparing students for their profession of choice

Mission Focus: preparing students for their profession of choice

Mission Focus: preparing students for their profession of choice

Mission Focus: preparing students for their profession of choice

Mission Focus: preparing students for their profession of choice

See Attached Letters

Mission Focus: preparing students for their profession of choice

Mission Focus: preparing students for their profession of choice

Mission Focus: preparing students for their profession of choice

Mission Focus: preparing students for their profession of choice

As a public school, Kornerstone School will forever remain a nonsectarian school.

Mission Focus: preparing students for their profession of choice

Mission Focus: preparing students for their profession of choice

Mission Focus: preparing students for their profession of choice

Mission Focus: preparing students for their profession of choice

Mission Focus: preparing students for their profession of choice

Mission Focus: preparing students for their profession of choice