HomeMy WebLinkAboutElevate Academy East LLPerformance Certificate Between Bonneville Joint School District # 93
and Elevate Academy East
This performance certificate is executed on this 14th day of September,2022 by and between
Bonneville Joint School District #93 (the authorizer)and Elevate Academy East LL.,an
independent public school organized as an Idaho nonprofit corporation,established under the
Public Charter Schools Law, and acting as a separate LEA.
RECITALS
Whereas, in July 13, 2022 Bonneville Joint School District approved the charter
petition for the establishment of Elevate Academy East; and
Whereas,Elevate Academy East will begin operations in the year 2024-25;
and Whereas, the Charter Schools Law, 33-5205B, states the authorized
chartering entity and governing board of the approved public charter school shall
execute a performance certificate;
Now therefore in consideration of the foregoing recitals and mutual
understandings, Bonneville Joint School District and Elevate Academy East
agree as follows:
SECTION 1:AUTHORIZATION OF CHARTER SCHOOL
A.Continued Operation of Elevate Academy East . Pursuant to the Charter
School Law, Bonneville Joint School District hereby approves the continued
operation of Elevate Academy East on the terms and conditions set forth in
this Charter School Performance Certificate (the"Certificate"). The approved
Charter is attached to this Certificate as Appendix A.
B.Term of Agreement.This certificate is effective as of July 1, 2024 and will
continue through June 30, 2029, unless earlier terminated as provided herein.
SECTION 2:SCHOOL GOVERNANCE
A.Governing Board.Elevate Academy East shall be governed by a board (the
"Charter Board”) in a manner that is consistent with the terms of this
Certificate so long as such provisions are in accordance with state, federal,
and local law. The Charter Board shall have final authority and responsibility
for the academic, financial,and organizational performance of the School.
The Charter Board shall also have authority for and be responsible for policy
and operational decisions of the School,although nothing herein shall prevent
the Charter Board from delegating decision-making authority for policy and
operational decisions to officers,employees and agents of the School, as well
as third party management providers.
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B.Articles of Incorporation and Bylaws.The articles of incorporation and
bylaws of Elevate Academy East shall provide for the governance of the
operation of Elevate Academy East as a nonprofit corporation and public
charter school and shall at all times be consistent with all applicable law and
this Certificate.The articles of incorporation and bylaws are attached to this
Certificate as Appendix B.Any modification of the Articles and Bylaws must
be submitted to the Board of Trustees of the Bonneville Joint School District
within five (5) business days of approval by the Charter Board.
C.Charter Board Composition.The composition of the Charter Board shall at
all times be determined by and consistent with the Articles and Bylaws and all
applicable law and policy.The roster of the Elevate Academy Inc.Board is
attached to this Certificate as Appendix C.The Elevate Academy Inc.Board
shall notify the Bonneville Joint School District Board of Trustees of any
changes to the Board Roster and provide an amended Board Roster within
five (5) business days of their taking effect.
SECTION 3:EDUCATIONAL PROGRAM
A.School Mission.The mission of the Elevate Academy East Charter school is:
Elevate Academy East Idaho is a 6th-12th learning environment committed to
serving at-risk students. Through purposeful instruction students will take
responsibility for leading their own lives and studying a career track that may
include vocational and college paths or a combination thereof. By owning
their educational pathway, students will become contributing members of their
community and local economy upon graduation.
B.Grades Served.Elevate Academy East may serve students in grade 6-12.
C.Key Design Elements.
1.Elevate Academy East will serve At-Risk students.
2.Elevate Academy East will offer multiple CTE pathways that focus on skill
attainment.
3.Elevate Academy East will operate on a year-round calendar.
4.Elevate Academy East will focus on personal development of each
student through a focused curriculum.
D.Standardized Testing. Students of Elevate Academy East in accordance
with Idaho Code Section 33-5206(13), shall be tested with the same
standardized tests as other Idaho public school students.
E.Accreditation.Elevate Academy East shall be accredited as provided by the
rule of the State Board of Education.
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SECTION 4:AUTHORIZER ROLE AND RESPONSIBILITIES
A.Oversight allows autonomy. Bonneville Joint School District shall comply
with the provisions of Charter School Law and the terms of this Certificate in a
manner that does not unduly inhibit the autonomy of Elevate Academy East.
Bonneville Joint School District's role will be to evaluate Elevate Academy
East's outcomes according to this Certificate and the Performance
Framework rather than to establish the process by which Elevate Academy
East achieves the outcomes sought.
B.Charter School Performance Framework. The Charter School Performance
Framework is attached and incorporated into this agreement as Appendix D. The
specific terms, form and requirements of the Performance Framework, including any
required indicators, measures, metrics, and targets will be determined in collaboration
with Bonneville Joint School District and will be binding on Elevate Academy East.
C.Authorizer to Monitor School Performance. Bonneville Joint School District
shall monitor and report on Elevate Academy East's progress in relation to the
indicators, measures, metrics and targets set out in the Performance Framework.
Elevate Academy East shall be subject to a formal review of its academic,
mission-specific, operational, and financial performance at least annually.
D.School Performance. In accordance with Charter School law, Bonneville Joint
School District shall renew Elevate Academy East if they have met all of the terms of
the performance certificate at the time of renewal and or have a corrective action plan to
address any areas of concern. If Elevate Academy East has not met all of the terms of
the performance certificate at the time of renewal, Bonneville Joint School District may
renew Elevate Academy East with conditions.
E.Bonneville Joint School District's Right to Review.Elevate Academy East will
be subject to review of its academics, operations and finances by Bonneville Joint
School District, including related policies, documents and records, when Bonneville
Joint School District deems necessary. Bonneville Joint School District shall conduct its
reviews in a manner that does not unduly inhibit the autonomy granted to Elevate
Academy East. If a request for information is made beyond regular data collection for
performance purposes, both parties agree to use Idaho public records timelines and
request procedures.
F.Site Visits. In addition to the above procedures,Elevate Academy East shall
grant reasonable access to, and cooperate with, Bonneville Joint School District, its
officers, employees, and other agents, including allowing site visits by Bonneville Joint
School District, its officers, employees, or other agents, for the purpose of allowing
Bonneville Joint School District to fully evaluate the operations and performance of
Elevate Academy East. Bonneville Joint School District will provide Elevate Academy
East with a minimum of 24 hour notices for such visits. Bonneville Joint School District
may conduct a site visit at any time if Bonneville Joint School District has reasonable
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concern regarding the operations and performance of Elevate Academy East.
Bonneville Joint School District must communicate the reason and intention of the site
visit with Elevate Academy Inc. Board of Directors or CEO prior to a local unannounced
site visit.
G.Required Reports. Elevate Academy East shall prepare and submit reports
regarding its governance, operations, and/or finances according to the established
policies of and upon request of Bonneville Joint School District. However, to the extent
possible, Bonneville Joint School District shall not request reports from Elevate
Academy East that are otherwise available through student information systems or
other data sources reasonably available to Bonneville Joint School District.
Annual Reporting Dates:
1.July 30th: Board Approved Annual Budget
2.July 30th: Academic Data Report
3.November 1st: Annual Fiscal Audit
SECTION 5:SCHOOL OPERATIONS
A.In General.Elevate Academy East and the Charter Board shall operate at all
times in accordance with all federal and state laws, local ordinances, regulations and
Bonneville Joint School District policies applicable to charter schools.In the event that
federal or state laws, local ordinances, regulations or Bonneville Joint School District
policies change Elevate will be allowed 90 days from the awareness of the change to
ensure compliance.
B.Enrollment Policy.Elevate Academy East shall make student recruitment,
admissions, enrollment and retention decisions in a nondiscriminatory manner and
without regard to race, color, origin, sex, marital status, religion, ancestry, disability or
need for special education services. In no event may Elevate Academy East limit
admission based on race, ethnicity, national origin, disability,gender, income level,
athletic ability, or proficiency in the English language. If there are more applications to
enroll in Elevate Academy East than there are spaces available,Elevate Academy East
shall select students to attend using a random selection process that shall be publicly
noticed and open to the public.Elevate Academy East shall follow the enrollment policy
approved by Bonneville Joint School District and incorporated into this agreement as
C.School Facilities.Elevate Academy East shall provide reasonable notification to
Bonneville Joint School District of any change in the location of its facilities.
D.Attendance Area .Elevate Academy East 's primary attendance area is the
Bonneville Joint School District.
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E.Staff.Instructional staff shall be certified teachers as provided by rule of the state
board of education. All full time staff members of Elevate Academy East will be covered
by the public employee retirement system, federal social security, unemployment
insurance, worker's compensation insurance, and health insurance.
F.Alignment with All Applicable Law.Elevate Academy East shall comply with all
applicable federal and state laws, rules, and regulations. In the event any such laws,
rules, or regulations are amended,Elevate Academy East shall be bound by any such
amendment upon the effective date of said amendment.
SECTION 6: SCHOOL FINANCE
A.General. Elevate Academy East shall comply with all applicable financial and
budget statutes, rules, regulations, and financial reporting requirements, as
well as requirements contained in the Performance Framework incorporated
into their contract as Appendix D.
B.Financial Controls.At all times,Elevate Academy East shall maintain
appropriate governance and managerial procedures and financial controls
which procedures and controls shall include, but not be limited to:
1.commonly accepted accounting practices and the capacity to implement
them;
2.a checking account;
3.adequate payroll procedures;
4.procedures for the creation and review of monthly and quarterly financial
reports, which procedures shall specifically identify the individual who will
be responsible for preparing such financial reports in the following fiscal
year;
5.internal control procedures for cash receipts, cash disbursements and
purchases; and
6.maintenance of asset registers and financial procedures for grants in
accordance with applicable state and federal law.
C.Financial Audit.Elevate Academy East shall submit audited financial
statements from an independent auditor to Bonneville Joint School District when they
submit their annual report.
D.Annual Budgets.Elevate Academy East shall adopt a budget for each fiscal
year, prior to the beginning of the fiscal year. The budget shall be in the Idaho Financial
Accounting Reporting Management Systems (IFARMS) format and any other format as
may be reasonably requested by Bonneville Joint School District.
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SECTION 7:TERMINATION, NON-RENEWAL AND REVOCATION
A.Termination by Elevate Academy East .Should Elevate Academy East
choose to terminate its Charter before the expiration of the Certificate, it may
do so upon written notice to Bonneville Joint School District.Elevate
Academy East shall work with Bonneville Joint School District to ensure a
smooth and orderly closure and transition for students and parents, as guided
by the public charter school closure protocol established by Bonneville School
District #93 attached as Appendix F.
B.Nonrenewal.Bonneville Joint School District may non-renew the charter at
the expiration of the Certificate if Elevate Academy East failed to meet one (1)
or more of the terms of its Certificate for 2 consecutive years after a 12 month
corrective action period. If non-renewed,Elevate Academy East shall work
with Bonneville Joint School District to ensure a smooth and orderly closure
and transition for students and parents, as guided by the public school
closure protocol established by Bonneville Joint School District #93 attached
as Appendix F.
C.Revocation.Elevate Academy East 's Charter may be revoked by Bonneville
Joint School District if Elevate Academy East has failed to meet any of the
specific, written renewal conditions attached for 2 consecutive years, and
after a 12 month corrective action period, if applicable, as Appendix D for
necessary improvements established pursuant to Idaho Code &33-5209B(1)
by the dates specified. Revocation may not occur until Elevate Academy East
has been afforded a public hearing, unless Bonneville Joint School District
determines that continued operation of Elevate Academy East presents an
imminent public safety issue. If Elevate Academy East 's Charter is revoked,
Elevate Academy East shall work with Bonneville Joint School District to
ensure a smooth and orderly closure and transition for students and parents,
as guided by the public charter school closure protocol established by
Bonneville Joint School District attached as Appendix F.
D.Dissolution.Upon termination of the charter for any reason by the Elevate
Academy East Board, or upon nonrenewal or revocation,the Elevate
Academy East Board will supervise and have authority to conduct the winding
up of the business and other affairs of Elevate Academy East; provided,
however, that in doing so Bonneville Joint School District will not be
responsible and will not assume any liability incurred by Elevate Academy
East. The Elevate Academy East Board and school personnel shall cooperate
fully with the winding up of the affairs of Elevate Academy East.
E.Transfer Of Charter Petition.The Authorizer and the School recognize and
acknowledge each party have the right to initiate a charter transfer under
33-5205A. Upon a written request from the other party to initiate a charter
transfer, both parties agree to act in good faith to complete the transfer in a
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cooperative and expeditious manner, with a shared goal of requesting the
transfer no later than September 1, and completing the transfer within by the
start of the following school year.
F.Disposition of Elevate Academy Assets upon Termination or
Dissolution.Upon termination of the charter for any reason, any assets
owned by Elevate Academy East shall be distributed in accordance with
Charter School Law.
SECTION 8:MISCELLANEOUS
A.No Employee or Agency Relationship . Neither Elevate Academy East, its
employees, agents, nor contractors are employees of or agents of the
Bonneville Joint School District; nor are either the Bonneville Joint School
District or its employees, agents, or contractors employees or agents of
Elevate Academy East. None of the provisions of this Certificate will be
construed to create a relationship of agency, representation,joint venture,
ownership,or control of employment between Bonneville Joint School District
or Elevate Academy East .
B.Additional Services.Except as may be expressly provided in this Certificate,
as set forth in any subsequent written agreement between Elevate Academy
East and Bonneville Joint School District,or as may be required by law,
neither Elevate Academy East nor Bonneville Joint School District shall be
entitled to the use of or access to the services,supplies,or facilities of the
other.
C.No Third-Party Beneficiary. This Certificate shall not create any rights in any
third parties,nor shall any third party be entitled to enforce any rights or
obligations that may be possessed by either party to this Certificate.
D.Amendment.This Certificate may be amended by agreement between
Elevate Academy East and Bonneville Joint School District in accordance
with Bonneville Joint School District policy. All amendments must be in writing
and signed By Elevate Academy East and Bonneville Joint School District
#93.
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Alternative Charter School
Serving 6th-12th Grade Students
Opening August 2023
Serving the cities of Idaho Falls and Ammon
Contact Information
School Administrator Chairman of the Board
Logan Waetje Erik Bullock
lwaetje@elevateif.org 114 W. Chicago St.
Idaho Falls, ID Caldwell, ID 83605
Non-Discrimination Statement:
Elevate Academy East Idaho does not discriminate on the basis of race, religion, color, national
origin, sex, or disability in providing education services, activities, and programs, including
vocational programs, in accordance with Title VI of the Civil Rights Act of 1964, as amended; Title
IX of the Educational Amendments of 1972; and Section 504 of the Rehabilitation Act of 1973, as
amended. Any variance should be brought to the attention of the administration through personal
contact, letter, phone, or email.
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ELEVATE
_ACADEMY
EASTIDAHO
Table of Contents
Executive Summary 3
Mission Statement 4
Vision 5
Core Values 5
Educational Philosophy 6
Student Achievement Standards 9
Instructional Practices and Curriculum 10
Key Design Elements 10
Academic Model 11
Four Phases of Learning 11
Psychology of Learning 12
Career Technical Education 23
Professional Development Plan 30
Financial and Facilities Plan 33
Fiscal Philosophy and Spending Priorities 33
Transportation 33
Food Service 34
Financial Management 34
Budget Description 35
Facility Needs 35
Board Capacity and Governance Structure 37
Board Member Qualifications 41
Board Transition Plan 41
Board Recruitment and Training 42
Student Demand and Primary Attendance Target 43
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Enrollment & Growth Projections 43
Community Need and Market Interest 45
Strategies for Enrolling Underserved Families 48
Primary Attendance Area 50
School Leadership and Management 52
Works Cited 53
Appendix A1: Financial Summary 56
Appendix A2: Pre-Opening Budget 58
Appendix A3: 3 Year Operating Budget 63
Appendix A4: Cash Flow Projections 67
Appendix A5: Facility Options 68
Appendix B: Articles of Incorporation and Bylaws 80
Appendix C: Board of Directors & Petitioning Group 103
Elevate Academy, Inc. Board of Directors 103
Appendix D: School Administration Org Chart & Elevate Academy Inc. Roles/Responsibilities (Rapid
Framework)104
Appendix F1: Letters to Impacted School Districts 108
Appendix F2: Draft Contracts 111
Appendix F3: Timeline and Support for Facilities 117
Appendix F4: Elevate Academy, Inc. Action Research 119
Appendix F5: Elevate Academy Inc. Learning Hook and Learning Management System 123
Elevate Academy, Inc. Learning Management System - Unit Design 124
Appendix F6: Elevate Academy Caldwell Academic Data 2019-2020 125
Appendix F7: Elevate Academy Inc. Power 100 Curriculum Sample 127
Appendix F8: Elevate Academy Inc. Integrated Purpose Driven Curriculum and Sample Schedules 128
Appendix F9: Letters of Support 131
Appendix F10: Resumes for Leadership & Governance 136
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Executive Summary
Elevate Academy East Idaho is a Career Technical Education (CTE), school of choice
for students in 6th through 12th grade that are considered at-risk (see at-risk qualifiers on
page 42) under the state of Idaho’s At-Risk qualifiers. Elevate Academy East Idaho has
a goal to offer a school option to the Idaho Falls local community which is looking to
create a pipeline of highly-skilled, employable workers to meet industry and business
needs. Elevate Academy East Idaho shares the Elevate Academy Network of schools
core tenets of Community and Opportunity Driven, Career Technical Education
Focused, Beat the Odds for At-Risk Youth, Integrated Purpose Driven Curriculum, and
Mastery-Based Education that are empowering students at the first Elevate Academy in
Caldwell founded by veteran educators Monica White and Matt Strong. This responsive
approach to education meets the short-term needs of its target population, while
providing students an educational opportunity that will meet their emotional and
academic needs through a comprehensive approach to educating the whole child.
Elevate Academy East Idaho will operate on a year-round model. Students at
Elevate Academy East Idaho will attend four days of traditionally scheduled school. The
fifth day of the week will be dedicated to intervention for academically deficient students,
enrichment for students that are on or above grade level, and extended CTE
opportunities. Elevate Academy East Idaho’s primary goal is to ensure that every
student has the capacity to lead their own life in a positive direction and graduate with a
multitude of skills that lead to opportunities. Additionally, dual credit opportunities will be
available. These opportunities compliment the mission of Elevate Academy East Idaho
and open more doors for its graduates.
Elevate Academy East Idaho’s is a CTE focused school with learning
opportunities designed to align to local industry work with core academic subjects.
Logan Waetje, administrator of Elevate Academy East Idaho, interviewed employers
throughout the East Idaho Idaho communities of Idaho Falls, Shelley, Blackfoot, Rigby,
and Ammon. During these interviews, common themes emerged: 1) students need to
be able to read, write, communicate, and use necessary content skills (math, science,
technology) specific to the job; 2) students need a strong work ethic and desire to
continue learning; and 3) students must be able to work with a team and take initiative
to solve problems. Elevate Academy East Idaho will embed these skills throughout the
curriculum and the instructional programming.
Through community partnerships and an innovative approach to hiring CTE
teachers, Elevate Academy East Idaho intends to offer multiple CTE industry
certifications. This ensures multiple career options for graduates. Collaboration with
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community members, employers, College of East Idaho, the City of Idaho Falls and the
Regional Economic Development for East Idaho (REDI) has provided the top industry
needs in the area and these will be Elevate Academy East Idaho’s CTE areas of study
that will be offered include: a) welding; b) manufacturing, including high-tech machining;
c) computer science; d) business, including marketing; e) medical arts; f) firefighting; g)
construction, including plumbing and electric; and h) culinary arts. These industries
were chosen and will be updated based on the current economic needs in East Idaho
Idaho and through interviews with industry leaders that will employ the next generation
workforce.
Elevate Academy East Idaho, as part of the Elevate Academy Inc. Network, has
partnered with expert researchers to review accountability data and measurements for
alternative career technical schools serving at-risk youth. In the two and a half years of
operations Elevate Academy’s flagship school in Caldwell Idaho proved successful
financially, academically, and parents and students were highly satisfied with the
performance of the school.
Research will continue to ensure that Elevate Academy East Idaho students from
diverse backgrounds have opportunities and resources needed to inspire hope,
learning, and competency in necessary skills, knowledge, and characteristics that will
help them live life to its fullest. Elevate Academy East Idaho administration, in
cooperations with the Elevate Academy Network team, will equip teachers and the
school with accountability measures that can be compared across the Elevate network
that reflect the true nature of the work being done within the school setting.
Elevate Academy East Idaho administrator, Logan Waetje has visited with city,
education, and community leaders from Idaho Falls and the surrounding area, and the
concept of Elevate Academy East Idaho has been warmly welcomed, due to student,
industry, and community needs. There was agreement to have a school that serves the
greater Idaho Falls area in Bonneville county as well as parts of Jefferson and Bingham
counties that are close in proximity. City, education, and community teams see Elevate
Academy East Idaho as a school that will fill a gap by serving 6th-12th grade students
who are not finding success in their current school situation. Bonneville County has
grown by 12.5% in the past decade, and growth has accelerated even more in the last
several years (Kaufmann, 2019). Thousands of jobs are projected to be available for
well-trained and qualified individuals over the next decade. Renewing a sense of
purpose and providing ground-breaking programming for at-risk youth will become a
win-win-win for students, the local economy, and communities.
Mission Statement
Elevate Academy East Idaho is a 6th-12th learning environment committed to
serving at-risk students. Through purposeful instruction students will take responsibility
for leading their own lives and studying a career track that may include vocational and
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college paths or a combination thereof. By owning their educational pathway, students
will become contributing members of their community and local economy upon
graduation.
Vision
Community focused, relevant, personalized education for all.
Core Values
Elevate Academy Inc. Network of schools has identified six core values that drive
all of the decision making, data collection and operational decisions for Elevate
Academy East Idaho. They include:
Beat The Odds: We believe in finding a way for every student that meets the at-risk
criteria and is disenfranchised in the traditional school model.
Integrated Purpose Driven Curriculum: We believe students should not have to learn
information in isolation. All learning will come with a purpose behind it, an explanation of
why we are learning it, and content standards are crosswalked with the careers they are
studying. We provide purpose and the ‘why’ behind everything we teach.
Career Technical Education Focus: We believe every kid has a genius within them,
however the genius is often not realized in a traditional classroom. Elevate is committed
to offer opportunities for students to find that genius. CTE courses that align with local
industry not only are a vehicle for a student to find their passion, but also a vehicle for
the student to be employable upon graduation.
Mastery Based Personalized Education: We believe that every student should have the
opportunity to learn content at a pace that makes sense to them. We believe that taking
ownership of your education is paramount to being successful in school and as an adult.
Education at Elevate is offered so students can master content they already know, focus
on skills they are learning, and learn to lead their own life when doing so.
Opportunity Driven Focus: We believe in a system that seeks out, creates, and provides
opportunities for students that traditionally do not get those opportunities. In all of life,
we don’t know what we don’t know. Elevate values creating systems that allow students
to explore outside of their comfort zone, try new things, practice vulnerability, and gain
experience beyond the traditional education.
Community Driven Education: We believe we are educating the future workforce and
community members in the communities we serve. We believe that the Community
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must be a driving force in planning, sustaining, and informing what is needed in the
workforce as well as what is needed to develop a strong generation of citizens.
Educational Philosophy
Elevate Academy East Idaho is founded on the belief that students from all
backgrounds deserve the opportunity to engage in an educational program that is
meaningful to them,and provides a direction and sense of purpose for their future.
At-risk students are generally lacking the dispositional skills necessary for
making good life choices.This makes it difficult for them to advocate for themselves and
their future. At-risk students traditionally have reached a point in their academic careers
where they chose to close the door to their own opportunities and successes. Once a
student chooses this path, they are no longer on a trajectory to becoming a contributing
member of their community. Once a student becomes a dropout, odds are they will
become a burden to themselves and to the larger society. School dropouts cost the
national economy more than $150 billion annually, and they qualify for fewer than 10%
of all jobs (Barnes, 2015).
The Idaho Falls School District #91 had a graduation rate of 73.5% in 2019,
down 2.5% from 2018 and well below the state average of 80.7% (Kaufmann, 2020). In
addition to supporting the academic gap, Elevate Academy East Idaho will inspire hope
in each learner through goals, opportunities, and instruction that connects to their
interests and strengths. Helping students see their value and how they can be
contributing members of their community are critical components in helping students
with hope.
Elevate Academy East Idaho believes that the more students have the
opportunity to engage in school and activities that inspire them, the more likely they are
to develop good habits and dispositions that will lead to success in the workforce as well
as keep students structured and on a path towards success. Because of this, Elevate
Academy East Idaho has developed a year-round calendar that utilizes summer school
finances from the Idaho State Department of Education allowing students more time for
skill development, personal development, and less time to engage in activities that are
not positive to their development.
Knowing there is a deficit of skilled workers in Bonneville County, the high costs
to society of school drop-outs, and the need for hope in the lives of students who are
not finding success in school, Elevate Academy East Idaho believes there are ways to
help students see their value and to become lifelong learners. We know how to provide
these young people with the opportunity to train academically and technically and to
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help them develop the skills and dispositions necessary to become contributing
members of their communities. For too many, second chances are hard to come by and
if you make mistakes as a young person getting back on track is overwhelming. Elevate
Academy East Idaho believes that past circumstances and mistakes should not narrow
the opportunity of youth to engage in a meaningful education once they make the
conscious decision to Elevate.
As a result of the many barriers an at-risk student faces in life, there are multiple
considerations that must be made to ensure he or she receives the services and
education that will put the student on track to becoming a successful contributing
member of society. Research tells us that students at risk of not finishing high school
can be identified as early as third-grade (Hoff, Olson, & Reece, 2015). Dropping out of
high school is often viewed as a one-time event. Dropping out, however, is in fact a
culmination of events.
Disengaged students show a dislike for school at a young age. They find it boring
and not relevant to their needs. They display low achievement, poor grades, and
academic failure. Young students experiencing these factors in turn engage in behaviors
that increase the likelihood of becoming a drop-out. They face academic suspensions
for behavioral problems, chronic absenteeism, and an overall disengagement with
school. This disengagement comes at a time when a student has lost faith and trust in
the adults in his or her life. We commonly see this occur in the middle school grades. As
a sixth-grade student the indicators of becoming a high-school dropout are clear to
thoughtful observers. The following indicators in the sixth-grade are indicative of a lower
graduation rate: failing mathematics, failing English, attending grade six less than 80%
of the minimum required time and receiving a poor final behavior grade in a course
(Education, 2011).
As educators, if we know the indicators, we can anticipate the causes of the
behaviors that alert us to the indicators. We must take a proactive approach to ensuring
that all students have access to choices in their education that are meaningful to them
and provide a path to becoming a contributing member of society that can lead their
own life with purpose and passion. Through its intervention structures, Elevate
Academy East Idaho will teach a student math and reading, but at the same time
educate the student how to take control of their decisions, how to live life from a
responsible perspective versus a victim perspective, how to find purpose in their
education, and engage even when it isn’t ‘fun’.
At-risk students have lost their ability to trust. They do not trust the system, they
do not trust the adults around them, and they do not trust themselves. As trust is lost,
the cognitive abilities of hope have been dismantled within the student. Snyder, Irving &
Anderson (1991, as cited in Snyder, 2000, p.8) define hope as “a positive motivational
state that is based on an interactively derived sense of successful (a) agency
(goal-directed energy) and (b) pathways (planning to meet goals).”Hope is broken
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down into four categories: 1) goals, 2) pathway thoughts, 3) agency thoughts, and 4)
barriers.
Goals are the ability for a student to be able to have clear direction and an
endpoint for their thinking. Pathway thoughts are routes students take to achieve
desired goals. Agency thoughts refer to the motivation students must undertake to
achieve their goals. Barriers are any one or more things that block the attainment of
student goals and their efforts to give up or use their pathway thoughts to create new
routes.
In schools and society today, we often see the teaching of mindset and grit. For a
student that has hope embedded in their personal cognitive makeup, mindset and grit
are valuable tools needed to overcome the barriers that are discussed in the hope
theory. However, if a student lacks hope overall, a traditional school setting that does
not cater to helping students develop a capacity for rebuilding a framework of hope, will
fall short in helping students develop academic success.
To restore hope to a student we must intervene early and purposefully. The first
step in intervention ensures that a student feels safe and has hope for a better future.
We ignite hope in a student by establishing trust and educating the young person in the
cognitive processes that are involved for them to move from a victim of their
circumstance to a person that has the tools and resources to take responsibility for
themselves and their future. While re-establishing the cognitive function of hope we can
expose students to a rigorous curriculum that meets them where they are, and connects
them to where they should be. By using the strategies employed through the Hope
Theory students will be guided to set goals. This creates agency pathways and thoughts
to ensure success in their academics. Once students clearly understand agency and
pathway thoughts, they will have increased their cognitive awareness of the effects of a
growth mindset, and they are able to better understand the benefits of grit.
The next step in intervention includes increasing a student’s awareness of their
metacognitive makeup and introducing them to the strategies that meet the needs of
their personal learning. One of the discrepancies that are often seen in at-risk students
is their personal lack of understanding about how they learn. By intentionally teaching
students metacognitive strategies and helping students employ these strategies
students improve academically. Meta-cognitive instruction on reading comprehension
has a reported effect size d = 0.71 (Hattie, 2009).Researcher John Hattie explains,
“The effect size of 0.04 sets a level where the effects of innovation enhance
achievement in such a way that we can notice real-world differences, and this should be
a benchmark of such real-world change” (Hattie, 2009). Understanding this relationship
allows us to understand that intentionally teaching meta-cognition will lead to real world
changes in a student’s equation.
At the core of all learning within a school, is the relationship between the teacher
and the students. For a student to learn in the most efficient way, the teacher must
establish an environment of care, trust, cooperation, and respect. These conditions are
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necessary to promote a classroom where error is not only tolerated, but is welcomed.
For students to learn best, teachers must establish and build relationships of growth,
trust, and rigor. These relationships must include a sense of students knowing that the
teacher is passionate about their success and will push them to their cognitive
boundaries and beyond.
A school that is designed for students to embrace the cycle of learning, embrace
being in cognitive conflict, and embrace the challenges that they are met with daily is
where learning best occurs. As educators, it is our duty to foster resilience and build the
collective efficacy of each individual student by meeting them where they are and
expecting them to reach new heights.
Student Achievement Standards
In developing student outcomes, the Elevate Academy founders researched CTE
industry standards and national norms for at-risk youth in math and reading, and
consulted with leading education expert, Jody Ernst, board member for the National at
Risk Policy Forum to determine measures that aligned with the mission of Elevate
Academy Inc. on an academic level and to align rigorous meaningful goals with the
whole student goals of Elevate Academy East Idaho. Elevate continues to engage in
this work as well as seek guidance from the National Charter School Growth Fund, and
the New School Venture Fund. Each of these organizations, as well as local lawmakers
have a firm belief that we must learn to measure what matters based on the mission
and vision of the program and a one size fits all accountability approach needs to be
reevaluated. As Elevate Academy East collaborates with all Elevate Academy Network
schools and engages in the collective wisdom of thought leaders both locally and
nationally we will continue to enhance our accountability systems to truly measure the
success of students beyond graduation.
We are confident that our measures will not only be strong predictors of a
student’s ability to become successful in the workforce or college, upon graduation, but
further that data to capture where a student is, and at what level they are contributing
and engaged in society beyond graduation. Careful consideration has been taken to
ensure that the goals of Elevate Academy East Idaho are balanced, rigorous, and in-line
with the mission of Elevate Academy East Idaho.
Elevate Academy East Idaho intends to measure the most important elements of
our program with the intent of showing that students, when given the right environment
and meaningful instruction, are successful. Academically, Elevate Academy East Idaho
believes that students must be assessed on a regular basis, however the assessments
must be quick and used to inform their day to day instruction. Elevate Academy East
Idaho will utilize Renaissance Learning Star Math and Reading assessments as a
benchmark measure for all students. Students will meet and exceed typical growth
goals for at-risk you.Original data was compiled by Momentum Strategy and Research
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out of Colorado. Upon opening Elevate Academy East Idaho there will be 5 years of
network data which will allow us to set goals more quickly, and to have a larger pool of
at risk data. Due to the at-risk specific nature of this research, using STAR data, it is in
the best interest of alternative school students to have measures to compare
themselves with on a national level. In the first year of operation Elevate Academy in
Caldwell outpaced at-risk schools growth data when compared to national growth
averages (See Appendix F6). Additionally Elevate Academy East Idaho will measure
teacher and student satisfaction, graduation rates and certification passage rates, credit
completion, and moving students to being on track to graduate.
Instructional Practices and Curriculum
Key Design Elements
Elevate Academy Inc. Board approved Key Design Elements include:
1. Elevate Academy East Idaho will serve at-risk students.
2. Elevate Academy East Idaho will offer multiple pathways that focus on skill
attainment.
3. Elevate Academy East Idaho will operate on a year-round calendar.
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Key performance indicators used to determine if our schools are performing at
the high levels we are committed to.
Credit completion rate
On track to graduate
Attendance Rate
5 Year Graduation Cohort
Industry certification
STAR Reading & Math
Goal
90% of credits attempted meet proficiency
mark.
80% of students not on track will be on track
the following year.
90%
80%
Exceed State passage rate in each area.
Each grade level will average a minimum of 1
year growth in Math and Reading.
4. Elevate Academy East Idaho will focus on personal development of each
student through a focused curriculum.
Academic Model
Learning at Elevate Academy East Idaho will be designed around intentional
scaffolding, moving from surface to deep knowledge based on an adaptation of the
Structure of Observed Outcomes (SOLO taxonomy). “In this model, there are four
levels, termed as ‘uni-structural,’ ‘multi-structural,’ ‘relational,’ and ‘extended abstract’ –
which simply means ‘an idea,’ ‘many ideas,’ ‘relating ideas,’ and ‘extending ideas,’
respectively.” (Hattie, Visible Learning for Teachers, 2012)
At-risk students traditionally lack the surface level knowledge necessary to be
successful in meeting higher level competencies. The use of the SOLO taxonomy
enables teachers to activate students’ knowledge in a manner that is not overwhelming,
and connects them to deeper learning at a more rapid pace. Students will move through
learning progressions defined by anchor standards with the learning occurring in four
stages. With the final stage leading students to apply their knowledge to real world
problems and/or projects.
The adaptation of SOLO taxonomy has been transformed into the Elevate
Academy’s Learning Hook (See Appendix F5). The Elevate Academy Learning Hook is
an academic and psychological framework that enhances the engagement and guides
the at-risk student to understanding and owning their academic pathway. The Elevate
Academy Learning Hook has six distinct components that are relevant to higher levels
of learning. Four of the components are a direct relation to the SOLO taxonomy. The
other two components are psychological strategies that help students understand the
purpose behind the work they are doing and embrace the cognitive struggle that occurs
when true learning is happening.
Elevate Academy East Idaho will utilize the LiFT platform from LiFT learning. Over
the past two years Elevate Academy Inc. had engaged with LiFT to build a proprietary
system that meets the standards of SOLO taxonomy and the learning hook. The
addition of this platform will give staff and students a quick start to the school year,
access to curriculum and direct connection to the academic model.
Four Phases of Learning
The first phase of learning is to get a clear understanding and knowledge of the
academic and subject language that is being used within the standards. This is referred
to as the Define/Identify phase of learning. Students in this phase will know success
when they can clearly make sense of words that are important to deeper learning as
they progress through the stages of learning.
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The second phase of learning is Do/Create. Once the students possess basic
knowledge they will work on projects to create or do something with the knowledge.
Students in this phase have the opportunity to use their thinking and make connections
to their surface level learning. All of this happens with the end in mind. Ultimately
students will be working to create something that can display their knowledge of the
anchor standard.
Once a student has created something, the true test of any knowledge is can
they demonstrate their learning. During the third phase,Explain, students will have
success criteria that includes displaying and educating others on their work. If a student
cannot articulate the learning, they have not learned it. The system focuses on students
being able to clearly speak to their thinking.
The final phase of the adapted taxonomy is for students to Apply their knowledge
to content and or activities outside of the subject they are learning. Students will also
identify how the application phase of the learning will align with the WHY (1st phase of
psychology of learning).
Psychology of Learning
In Start With WHY, Simon Sinek shows us that everyone finds their purpose and
meaning in ‘why.’ (Sinek, 2009) Often in schools, countless activities are assigned to
students every day and students either want to know why they must do the assignment
or why they are being asked to learn something. At Elevate Academy East Idaho the
aim is that every classroom will be a purpose driven classroom where students will
understand the ‘why,’ and the purpose behind the learning and activities. Therefore, with
every anchor standard, there will be a ‘why’ attached to it. As students begin the
learning process they will work to create their personal ‘why’ behind each lesson. This
process is essential to students taking ownership of their learning. The final connection
is that the ‘why’ must be directly attached to the apply phase of the learning
progressions.
“The mind develops in response to challenge or disequilibrium, so any
intervention must provide some cognitive conflict.”(Hattie, Visible Learning for
Teachers, 2012) Understanding cognitive conflict and its importance to learning is the
second psychological component of the program. However, cognitive conflict can’t be
taught in a silo. In order to embrace cognitive conflict, students must understand the
difference between a fixed and a growth mindset. At-risk students are commonly
disengaged because of their fixed mindset. Carol Dweck defines a fixed mindset as
“intelligence is thought of as set in stone at birth.” (Kaufman, 2013)
When students enter school with a fixed mindset they are firm in their belief that
intelligence is static and that they do not have any control over it. Students believe that
people were either born to be smart, or they were born to be dumb. To not appear
“stupid” in front of their peers’ students will behave in a disengaging manner. It is much
easier for students to disrupt class, quit and rush through work than it is to simply ask
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for help. With the intentional teaching of the concept of cognitive conflict students begin
to embrace the struggle of learning. Students are taught how dendrites form, and that
the act of learning new material causes your brain to change and adapt. Understanding
that this is a difficult process, helps students towards embracing a growth mindset and
embracing the struggle that we call cognitive conflict.
As students move through the learning progressions they are made aware that
they will dip into cognitive conflict. This process is natural for everyone and if embraced
will lead to successes in student learning. The final barrier to embracing cognitive
conflict and working on moving to a growth mindset is the willingness to become
vulnerable. Brene Brown defines vulnerability as “uncertainty, risk, and emotional
exposure.” (Schawbel, 2013) For a student that has come to the time in life where they
are considered at-risk, vulnerability requires a culture that fosters trust and hope for it to
thrive. When you take a risk in a class you are leaning into a vulnerable state. When we
look deeper into why student’s lack the ability to be vulnerable in the classroom and
have a classic fear of failure we understand that in many cases, hope is lost.
“Snyder, Irving and Anderson define hope as a positive motivational state that is
based on an interactively derived sense of successful (a) agency (goal-directed energy)
and (b) pathways (planning to meet goals.” (Hanson, 2009) The word hope is derived
from hopa. Hopa is defined as “confidence in the future.” (Online Etymology Dictionary,
n.d.) A deeper look into the etymology of hope leads us to understand that the word
originates from the notion of “trust, confidence.” (Online Etymology Dictionary, n.d.)
Since hope is considered a cognitive function of positive psychology it has to be
a focus in schools. This is to ensure that education creates an opportunity to have
confidence in the school so that students are able to be vulnerable as they design
pathways to learning. Students that understand hope begin to trust again and work in an
environment that fosters vulnerability as a superhighway to learning will naturally
gravitate towards a growth mindset and embrace cognitive conflict.
To break these barriers to learning, a school must develop a culture that fosters
failure as a road to success while teaching students to embrace vulnerability, creating a
level of trust in all students that will restore hope, and designing authentic learning
experiences that engage students in cognitive conflict. Once those barriers are broken a
student’s learning potential becomes exponential.
Three main focuses of education must include literacy, mathematics, and
workforce readiness. When interviewing business leaders, the main question asked was
‘what do you need employees to know to be successful in your environment?’. The
common themes included reading/comprehending, communicating, ability to learn and
adapt, teamwork, and work ethic. Along with understanding mathematics and problem
solving, as these are involved in everyday technical skilled positions, along with the
willingness to take instruction, be punctual, and reliable.
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Literacy: Elevate Academy East Idaho will focus heavily on informational and
technical literacy. Students will focus on technical reading and writing as it pertains to
the workforce and industry needs. “Research has shown that one of the best ways to
help students gain literacy skills is to motivate them with content related to their
interests.” (Hyslop, 2010) As students work through the integrated curricular approach,
which is based on industry standards, student work will align with their interests and
future goals.
Another point of interest in literacy at Elevate Academy East Idaho is the focus
on relevant learning opportunities that meet the needs of industry. Currently, the reading
levels required for high school are significantly lower than the reading that is required for
entry level occupations. According to the Reading Skills and Readiness Gap report,
“Occupational reading is changing with time and high school graduates have to be
prepared to read any and all nature of texts while on the job.” (Daggett, 2014)Reading
Skills and Readiness Gap shows us that entry level occupational jobs require a reading
level between Lexile 1170 to 1424. Common Core state standards for English Language
Arts has a Lexile requirement of 960-1220 and high school textbooks are written at the
lower limit of the 11th grade common core band (Daggett,2014).
Informational and technical reading and writing will be a catalyst for the
curriculum at Elevate Academy East Idaho. We know and understand that when
students are interested in the material they study, buy in and engagement is higher. We
also know that we are working with students that are behind academically. Technical
reading and writing as it relates to a student’s chosen field will be a top priority in the
academic curriculum that a student receives.
Mathematics: Career Technical Education (CTE) courses rely heavily on
mathematics. Elevate Academy East Idaho’s system integrates industry requirements
and standards into all of their CTE programs. Students will learn mathematics in the
CTE labs, as well as in the classroom. Teachers from industry and academics work
together to create meaningful learning experiences that directly tie industry needs in
mathematics to classroom experiences and lessons. Teachers have access to best
practice research for Math and CTE. The Math in the CTE Pedagogic Framework will be
a guide to ensuring that students have the scaffolded learning experience that aligns
with the Elevate Academy’s Learning Hook developed for our at-risk youth (See
Appendix F8). Students will meet the Idaho Content Standards for graduation by
completing Algebra 1 and Geometry. Skills learned in Algebra and Geometry are taught
in conjunction with CTE programs, and direct application of math skills, when
appropriate, in each CTE course.
Workforce Readiness: The culture of Elevate Academy East Idaho and the
expectations in academic areas and in the classroom, will be aligned to Idaho State
Board of Education and Idaho Career & Technical Education Workplace Skills for
Career Readiness Standards (2016). Logan Waetje found some resounding themes
among East Idaho Idaho employers: many young people don’t take initiative to learn,
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problem solve, or adapt, and many don’t have work ethic. Examples shared include: not
showing up on time to work, lack of teamwork or engagement in quality work, and not
being accountable to their employer. It is the goal of Elevate Academy East Idaho to
instill in each student the importance of being a good employee and to ensure that all
students are competent in employability skills. All students enrolled at Elevate Academy
will be expected to maintain behaviors that are in agreement with the workforce
readiness skills. Skills that will be emphasized will include, attendance and punctuality,
people skills, collaboration, and communication.
Elevate Academy East Idaho will operate on a four days a week schedule for all
students, with the fifth day designed for students that need to reach their weekly
academic goals, receive academic interventions and/or work on interest-based Career
Technical projects. Elevate Academy East Idaho will be open with breakfast, lunch and
bussing available for students five days a week. The benefits of the four-day schedule
with the fifth day being designed for other opportunities, allows time for teachers and
students to participate in the following activities on Friday: small group interventions for
struggling students or extended Career Technical Education time for students to master
their craft. Fridays will also be used for the integration of special programs for students
through local partnerships. Examples of these opportunities could include: driver ’s
training, swimming lessons at community pools, hunter’s safety, and CTE field trips. As
students move into their junior and senior year of high school, Fridays will also be
invaluable for internship opportunities. This will allow students to work alongside
industry professionals outside of the school.
For the integration of Elevate Academy East Idaho’s curriculum mapping with the
Elevate Academy’s Learning Hook, Elevate Academy East Idaho’s administrator, along
with others on the Elevate Academy Caldwell team conducted action research and has
crosswalked Idaho Content Standards, CTE standards, Workforce Readiness
Standards, and Deep Learning Competencies focus for every unit (See Appendix F5).
Digital Content, created in partnership with Elevate Academy Caldwell, stored in Elevate
Academy’s customized Learning Management System will be available for Elevate
Academy East Idaho’s teachers to personalize for students upon readiness and need.
In order to ensure growth and progress, each student will have a digital portfolio that
provides transparency of progress and mastery of each essential anchor standard. As
students progress into specialized areas in their high school years, the academics will
continue to be integrated into their studies with the needed alignment to all Idaho high
school graduation requirements.
Middle School Students
Students in grades 6-8 will also have access to digital content and workflow
within Elevate Academy East Idaho’s Learning Management System to begin their
learning portfolios and establish their learning plans. In addition, middle school students
will utilize the Power 100 curriculum, to support them in their social emotional skills and
introduce them to essential work and life skills. Students in grades 6-8 will utilize the
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Power 100 curriculum with additional resources to enhance a student's self efficacy.
This curriculum was designed by Elevate Academy Caldwell founder, Monica White in
collaboration with teachers, administrators, students and professional life coach, Brett
Williams. The curriculum focuses on reinforcing and rewiring behaviors that have led to
students being at risk. The Power 100 curriculum was implemented as an intervention
for at-risk youth and studied by Dr. Heather Williams at Boise State University
(Appendix F7). Traditionally students that meet the at-risk criteria have not had the
opportunity to build the personal dispositional skills that are needed to transform into a
21st century work and life skills.
Students will loop through four pillars of resiliency training. The first pillar is Hope
Restoration. Hope Restoration is guided by Hope Theory and understanding that hope
is an essential cognitive behavior that is necessary to excel in life and learning. In Hope
Restoration training students are assessed on their optimistic behaviors and their ability
to believe in themselves. The second pillar is Cognitive Conflict. Beyond learning about
the physiology of brain development in the learning process, students will also be
challenged in, and assessed on, their ability to adapt to different situations, and their
ability to problem solve in and out of the academic setting. The third pillar is Social
Responsibility. In Social Responsibility students will be assessed on self-control. This
focus will be primarily an inward focus that relates to one’s self. Students will work on
emotional awareness and empathy training as well as social support. Both extensions of
the Social Responsibility pillar are grounded in civics education, and understanding the
world beyond ourselves.
Students in grades 6-8 will attend exploratory units that expose them to careers
that they can train for once they enter high school. Students will work in a personalized,
hands-on learning structure designed with visible learning research to accelerate their
academics while emphasizing the skills that are aligned with their career path that they
will need to be successful once they reach the high school level.
Students in grades 6-8 will maintain the same team of teachers to support them
in core academic areas of Math, English Language Arts, Science and Social sStudies
for up to three consecutive years depending on when they enroll in Elevate Academy
East Idaho. This consistency allows teachers to understand the vertical alignment of the
curriculum, finite details on each student’s learning progress, and appropriate next
steps. This will increase learning time an extraordinary amount by eliminating the need
for restart and closure that is necessary in the classroom each academic year. Teachers
and students after the first part of sixth grade will be familiar with each other, understand
routines and classroom expectations, and will allow the establishment of ongoing
relationships that are imperative for the success of at-risk students. This will benefit
students from a social emotional lens as well as an academic lens. Thus, ensuring
students are on a path to high school success.
Here’s an example of a middle school student’s day of learning could look like:
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●Middle School students start their day in a homeroom setting where they
will engage in the Power 100 curriculum that will set them on a path for
success in class and in the classroom. In addition to the Power 100
curriculum, during the morning block of instruction, students will assess
where they are in meeting their goals,and review their learning schedule
for the day.
●Students move to their POD for Core Subject time. During this time, each
student will be scheduled through the guidance and mentoring of their
teacher to best utilize their time. Students will be assigned to lecture style
learning, independent work, or small group instruction during this two-hour
block. Each of these options will be tailored to what the students need
each day and it will be pre-scheduled from the evaluation of the students’
progress the day before.
●During the third block of the day, students will move to their exploratory
classes. Students will participate in each exploratory class for 1/8th of the
school year. During exploratory classes, students will focus on a specific
industry. Students' academic core subjects instruction from each block will
be aligned with the industry that students are studying during their
exploratory block.
●Students have a period of time for lunch and Physical Education. Students
will then return to their POD for another block of Core learning. Students
will check in and review their progress from their morning block and
continue to work towards their personalized goals.
●Students will end the day in their homeroom with a review of the Power
100 lessons for the day, tracking their goals and setting their schedule for
the next day. Teachers will ensure that students are making adequate
progress,and assign students to particular lectures,or small group work
for the following day to help students maximize their learning time.
Middle School students will have a team of three personalized learning teachers.
The teachers will roll with the students from 7-8 grade. Sixth grade students will work in
more of an elementary setting with two core teachers. Students will study Math, English
Language Arts, Science and Social Studies in an integrated approach using
problem-based learning that is aligned with career technical application and the Power
100 curriculum (See Appendix F8). Students will spend equal time in 6th-8th grade
learning and exploring each Career Technical Opportunity that is offered at Elevate
Academy East Idaho. When a student graduates from the 8th grade in addition to
finding their interests, they will also have several life skills they would not have in a
traditional setting. Each student will have competencies in cooking, basic construction,
welding, fire safety, CPR and first aid. For many students this is also a catalyst for a
successful life.
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High School Students
Elevate Academy East Idaho is an alternative Career Technical Education High
school that aims to meet every enrolled at-risk student where they are. Elevate
Academy East Idaho has designed a three-option program that offers students,
regardless of their situation, the opportunity to become skilled workers. A primary goal
of Elevate Academy East Idaho is to increase the skilled workforce, especially in
Kootenai County by providing students the opportunities they need to take advantage of
the options they are offered.
The three options available to students at Elevate Academy East Idaho will be
the Summit, Peak and Crest programs. Each program is designed to ensure that
students leave with sufficient skills to become contributing members of the workforce.
Each program will ensure that students leave with industry certification, as well as
workforce readiness training. Knowing that students will enter Elevate Academy East
Idaho with varying levels of education and experience it is important that each program
has realistic rigor that is attainable for students regardless of their situation.
Each program is based on the time available for students to complete a program
as well as age appropriate opportunities for each student. It is also important to note
that entry into each program is flexible. For example, if a student enters the Peak or
Crest program and discovers they are progressing through their content and their
industry certifications, it is the goal of Elevate Academy East Idaho to transfer students
into the Summit program in an effort to be on track to earn a full diploma.
The goal of the tiered program is to ensure that students have educational
opportunities available for them, meet each student where they are on their education
journey and work with each student to ensure that they are getting the best possible
opportunity to graduate with a diploma based on their engagement or re-engagement in
their educational journey. The goal is that every student graduates with a diploma and
multiple industry certifications.
All classes assigned at Elevate Academy East Idaho will be aligned with current
ISEE codes that meet state requirements towards graduation. The tiered programs are
designed to re-engage students into school and provide a platform that is manageable
for each student to obtain success. If a student enters Elevate Academy East Idaho and
is severely deficient in credits, the team will work with that student and develop a plan
with a timeline that will earn the student a diploma. If a student disengages in school
and or ages out of school, Elevate Academy East Idaho will work with that student and
outside organizations to help the student minimally earn their GED. Although the
programming for GED is not available at Elevate Academy East Idaho, and classes
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specific to GED prep will not be offered, the courses and curriculum taken during their
time in the Peak and Crest programs will be rigorous enough that students will be
prepared to pass their GED. In addition, students will have worked toward earning
industry certifications to ensure a high quality education for disenfranchised youth.
The Summit Program is designed for students that enter Elevate Academy East
Idaho and are on track to graduate within 5 years of their high school origination date.
Students that complete the Summit Program will graduate from Elevate Academy East
Idaho having met all State of Idaho graduation requirements. Students will also
demonstrate proficiency in the following Deep Learning Competencies: critical thinking,
creativity, collaboration, and communication (Fullan, Quinn, and McEachen, 2018).
Students in the Summit Program will demonstrate proficiency in Workforce Readiness
Standards, as demonstrated by the Workforce Readiness Exam. Each student has the
opportunity to earn a minimum of two industry certifications in their chosen fields of
study. Students in the Summit program will be required to earn 46 credits to graduate
with a diploma. Students will meet the State of Idaho’s credit requirements. In addition
to required courses, students will receive their elective credits through participation in
their CTE course work. Students in the Summit Program will work in pods. Each pod will
have four teachers. Students will complete coursework using an integrated approach
based on themes that align with workforce readiness standards. Each workforce
readiness standard is designed as the anchor and projects are crafted to incorporate
core content in a problem-based structure where students use the knowledge to solve
problems that relate to the history and the science behind the industry, as well as the
technical skills in math and English language arts that are necessary for a student to
become a contributing member of the workforce.
All learning experiences will be focused on meeting the Deep Learning
Competencies (Fullan, Quinn, and McEachen, 2018) of communication, collaboration,
critical thinking and creativity. In partnership with the Elevate Academy Inc., Elevate
Academy East Idaho has an integrated curricular approach that aligns CTE and Idaho
Content Standards. Students will work in their team for the duration of each school day
with the exception of their scheduled shifts for their industry training and Physical
Education. During their structured POD time, Students will personally design and
schedule their day, with the coaching and mentoring of their instructors and with the
consideration of their CTE program shift and physical education time. Pods will be
divided so that 9th and 10th grade students will be in one learning pod, and 11
th and 12th
grade students in the other learning pod. Learning will occur in a structured environment
with ample support for struggling learners, however, it will allow for students to work at a
personal pace to achieve their learning goals. The nature of the pod allows students to
schedule their whole group instruction and their individual needs for intervention based
on their industry focus. Inspiration for this team teaching and learning system comes
from Elevate Academy Caldwell’s POD system approach, that was adapted from the
Summit Learning platform, observation in the Summit classrooms at Kuna Middle
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school, and conversations with Melissa Sweezy, who utilized Leap Learning Innovations
in the Chicago area.
Students in the Summit program will meet daily in their homeroom as school
starts. During this time, they will do their Power 100 lessons, review their learning
schedule and their goals for the day. Students will be enrolled in a minimum of two core
classes each block. Those classes will be the focus of their POD time. Throughout the
day, students will schedule their shifts for their industry training and work. Students will
leave the POD for their industry work and possibly a physical education class each day.
The Peak Program is designed for students that enter Elevate Academy East
Idaho with insufficient credits to complete the requirements of the Summit Program
within five-years of their high school origination date,and/or before they are age 21.
Students enrolled in the Peak Program will demonstrate proficiency in Workforce
Readiness and earn a minimum of one industry certificate. Students in the Peak
Program will be given a realistic second chance. Too often when a student falls too far
behind there is not a solution for them in the traditional school setting. The Peak
Program will offer a second chance that is realistic and attainable for students who are
ready to engage in a program that will lead them on a path to successful learning.
Students entering the Peak Program will enroll in courses that focus on understanding
and molding their life after attaining workforce readiness skills. Students in the Peak
program will be placed in their age appropriate pods to engage in their personalized
academic learning. This will occur during the regular school day. Students will have a
similar schedule to students in the Summit program. However, their academic time will
focus on the four areas of study to assist students in passage of the GED program while
at the same time making progress towards credits that can earn them a diploma.
Students will be placed in credit bearing courses for this work in the hopes that they
rekindle their love for school and choose to continue work towards a traditional high
school diploma.
Students will prepare to pass the workforce readiness test. This preparation will
occur throughout their work in their chosen technical career. Students will have the
option to attend school during the school day and/or in collaboration with high school
classes when available. Courses will be taken on Elevate Academy’s Learning
Management System in their grade appropriate pod. For example, a 17 year old student
that has freshman credits will take their courses with juniors, or like age students.
However, when they are learning new content that is specific to them, live instruction will
be available at their instructional level. While students tackle their academic courses,
they will choose a CTE program of focus and work towards certification. Within two
years, a student will obtain their workforce readiness certification, industry certification,
and be prepared to commit to moving to the Summit program. Peak is designed for
credit deficient students that want to re-enroll in school. For example, if a student
enrolled in high school in the fall of 2023 and only earned six credits, by the fall of 2025
they need to earn 40 additional credits by June of 2027. Using the alternative school
accountability framework, it is highly possible that students will have access to earn
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those additional credits and become a 5th or 6th year graduate. Once a student enrolls in
the Peak program, finds their passion in the trades, and understands the value of
education they will have the opportunity to reintegrate into the Summit program. Elevate
Academy East Idaho will work with each student on an individual basis to push them,
within limits, to reach their full potential and not close a door to any student that is
working to achieve.
The Crest program is designed for students that enter Elevate Academy East
Idaho later in their high school career after several years of being out of school. Crest
Program students will demonstrate proficiency in Workforce Readiness, earn one
industry certification, and receive basic reading and math intervention to ensure they
have the basic skills necessary for success in their chosen industry. The Crest program
will be staffed by flexing the time of the CTE industry teachers and partnering with local
colleges for continuing education opportunities.
The Crest Program is designed for students over the age of 17 that are seriously
deficient in earning credits towards graduation from high school. This program is
designed to give students the opportunity to earn an industry certification,and to ensure
that students understand the demands of the workforce and the importance of being a
good employee that an employer can count on. Crest students will attend industry
specific classes beginning at 3:15 pm and have access to Elevate Academy East
Idaho’s Learning Management System which is supported by live teachers in the
evening. Elevate Academy East Idaho faculty and staff will work to collaborate with local
colleges to create a plan that meets the needs of students in the Crest program for both
CTE courses and for core content courses. Crest students will enroll in reading and
math classes based on their current levels of reading and math skills. These classes will
be taught by certified teachers and will be high school credit bearing courses.
Reading and Math instruction will be provided for students using Elevate
Academy East Idaho’s Learning Management System supported by in-person
instruction, as needed. In-Person Instruction will be available throughout the day and full
blocks of time on Fridays. Students will have availability to Elevate Academy East
Idaho’s Learning Management System outside of the school day to progress through
their content at a more rapid pace. This allows students the opportunity to get back on a
path toward full graduation. Students will be placed in classes equivalent to the level of
instruction based on how they test when they start the program. Students will work with
a teacher to set goals in relationship to their learning. These goals are designed to set
them on a trajectory towards acquiring the reading and math skills needed to be
successful in the workplace. These classes will take place in the evenings, on a
personalized learning platform,with instructors available throughout the week.
Academic training will be based on the needs of the industry for mathematics and will
ensure students have reading skills that are needed to be successful in their field of
study. Students will leave Elevate Academy East Idaho, knowing their current academic
level and the areas they need to work on to ensure future success.
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Career Technical Education
Elevate Academy East Idaho intends to offer eight Career Technical Education
programs when it is operating at full capacity with the option to expand as demand
indicates is necessary, (See Appendix F8). Full capacity will be reached in the
2025-2026 school year when Elevate Academy East Idaho has full enrollment 6-12. In
year one and two of operations, students will be exposed to career technical offerings
and have the opportunity to take entry level courses that are related to their field of
interest. In the third year of operations, Elevate Academy East Idaho students will have
the opportunity to take the first-year courses in each technical pathway. In year four of
operations, Elevate Academy East Idaho will be a full functioning Career Technical with
offerings that include: 1) Welding; 2) Manufacturing; 3) Technology; 4) Business; 5)
Medical Arts; 6) Firefighting; 7) Construction; and 8) Culinary Arts. Elevate Academy
East Idaho has intentionally developed a mix of service industry and production industry
fields so that students are exposed to a variety of opportunities. Elevate Academy East
Idaho has determined these CTE programs based on industry input and needs through
interviewing local community business leaders in the fall of 2021. Elevate Academy
East Idaho will adapt CTE programming based on local industry and employee needs in
order ensure that skills learned are relevant and support students in being highly skilled,
employable workers.
As an alternative to traditional electives, all of Elevate Academy East Idaho’s
electives will be offered through Career Technical Education. Elevate Academy East
Idaho will have three years to fully phase in the Career Technical Education
programming.
Although Elevate Academy East Idaho intends to offer all eight programs initially,
we will be offering exploratory and first year courses and will phase in the
implementation of full CTE pathways, to include capstone classes and internship
opportunities, by year four. In an effort to fully implement all CTE pathways with fidelity,
Elevate Academy East Idaho collaborates with experts in each CTE pathway. Elevate
Academy East Idaho’s board members, local advisory board, and partnerships with
industry experts will support the school in the assurance that programs are proper and
relevant.
Over the past several months, the administrator of Elevate Academy East Idaho
has met with industry leaders and potential partners of industry to ensure that the
programs that will be offered at Elevate Academy East Idaho will be world class
programs. Some CTE high school programs that have shared lessons learned include:
Elevate Academy in Caldwell, Elevate Academy in Post Falls, Elevate Academy in
Nampa, Idaho Falls School District 91, Bonneville School District #93, College of
Eastern Idaho, and Cardinal Manufacturing at Eleva-Strum School District in Strum,
Wisconsin.
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Industry leaders throughout Bonneville County have engaged in conversations
regarding the needs of each industry, best practices, and what type of education
systems they would like to see that would have a positive impact on their industry.
Elevate Academy East Idaho continues to build relationships with industry and support
partners. While the list continues to grow, some potential partners include; The Idaho
National Laboratory, American Fabrication, Quality Steel, Spudnik, Premier Technology,
Child Advocacy Center, Community Youth in Action, Troy’s Engine and Manufacturing,
Bateman-Hall, Idaho Steel, Basic American Foods, Idahoan Foods, and Wheeler
Electric. Each industry and support partner will advise and have designated
representatives that will serve on Elevate Academy East Idaho’s technical and support
advisory committee.
Concerns associated with CTE programs include: staffing, cost,and safety.
Measures taken by Elevate Academy Inc. to alleviate any concerns in those areas are
included in the following information. As part of Elevate Academy Inc., Elevate Academy
East Idaho has additional support and guidance available through Elevate Academy
Caldwell’s founders and their industry partners. Elevate Academy East Idaho and
industry partners have started the process of recruiting talent that will ensure the
students of Elevate Academy East Idaho have a highly qualified instructor that
understands the needs of students as well as the needs of the industries. CTE course
offerings at Elevate Academy East Idaho are supported by Idaho’s CTE programming
and Elevate Academy East Idaho will apply in February of 2021 for state approval for all
eight programs. Once Elevate Academy East Idaho is recognized by Idaho’s CTE
program, state allocations will be made available and Elevate Academy East Idaho will
be eligible to apply for Federal Perkins grants to supplement the CTE programs.
Instructors for Elevate Academy East Idaho will be compensated from Elevate Academy
East Idaho’s state allocated general fund. Startup costs for all CTE programs will be
supplemented through grant support and donations from industry partners as well as
incurred in our start up building budget. All instructors at Elevate Academy East Idaho
will follow industry protocol and safety measures as part of the curriculum and the day
to day work within each program. Schools across the nation are offering similar courses.
This type of programming and the safety concerns are not individual to Elevate
Academy East Idaho.
All CTE courses will be taught in a sequential manner starting in the sixth-grade
with exploratory opportunities being a focus for sixth-grade students (See Appendix F8).
Exploratory classes will be aligned to Idaho Content Standards where students will be
exposed to the content not only in a CTE class, but through Elevate Academy East
Idaho’s Integrated Purpose Driven Curriculum that is used throughout a student’s core
subject areas,as well. For example, a sixth-grade student could have their year divided
into eight blocks for Math. The blocks will be aligned with their CTE exploratory time. In
block one the students will be focusing on Manufacturing. During their math instruction,
all of their mathematical concepts will be based on manufacturing concepts using math
that is aligned to the application of their learning in their manufacturing classes. This
same process will be repeated throughout a student’s middle school career within each
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CTE program. As students move closer to high school, they will begin the selection
process to specialize their CTE learning path.
Plan for Serving All Students
Elevate Academy East Idaho recognizes the individual learning quest of each
student and supports the rights of each student in his or her journey. Elevate Academy
East Idaho will serve all students with different cognitive abilities. This will include:
English Language Learners (ELL), students with intellectual and physical disabilities,
and Gifted and Talented Learners that meet the at-risk criteria as set forth by IDAPA
code. Each student will receive equal access to educational opportunities; no student
shall be excluded from Elevate Academy East Idaho or referred to surrounding schools
due to unique needs. Elevate Academy East Idaho intends to hire a special education
teacher dedicated to special education needs in its first year. Elevate Academy East
Idaho will implement best practice, research-based special education curriculum, and
instructional materials specific to each student’s needs.
The Elevate Academy Inc. Board of Directors will annually adopt the Idaho
Special Education Manual with all subsequent revisions. Special education ]policies and
procedures will be developed and implemented in accordance with the mandates of the
Individuals with Disabilities Education Act (IDEA), other federal laws, and Idaho state
laws. The Idaho Special Education manual will also be used for identifying, evaluating,
programming, developing Individual Education Plans (IEP), planning services,
discipline, budgeting, and providing transportation for special needs students, as
necessary.
Elevate Academy East Idaho will plan and budget to hire or contract with a highly
qualified special education teacher who meets Idaho state requirements. Elevate
Academy East Idaho will build physical facilities that are truly accessible to permit
access to students with disabilities. All special education personnel will be selected,
hired, trained, and in the classroom by the first day of the school year.
Elevate Academy East Idaho will establish and put forth an ongoing Child Find
system to locate, identify, and evaluate students suspected of having a disability and
who may need special education, regardless of the severity of the disability. The Child
Find system will similarly serve to increase public awareness of special education
programs and to advise the public of the rights of students. This will be done through
newsletters and emails sent home, available information on the school’s website,
registration materials, and throughout social media.
Elevate Academy East Idaho will follow the three-step process as outlined in the
Idaho Special Education Manual to determine whether a student requires special
education services:
1.The school will locate students by establishing and implementing an ongoing
Child Find system, which will include referrals by parents, school staff, etc. An
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individual will be appointed to coordinate the development, revision,
implementation, and documentation of the Child Find system.
2. Elevate Academy East Idaho’s Child Find system will publicize and ensure that
staff and constituents are informed of the availability of special education
services through information included in staff orientation, on the school’s website,
and in registration materials.
3. Elevate Academy East Idaho will conduct a thorough and comprehensive
evaluation for students referred to determine if the student qualifies for special
education services under the Individuals with Disabilities Act. Elevate Academy
East Idaho will adhere to the guidelines and timelines outlined in the Individuals
with Disabilities Act and the Idaho Special Education Manual. As outlined in the
Idaho Special Education Manual, an evaluation team, which includes (at a
minimum) a special education teacher, a general education teacher, an
administrative representative, the student when appropriate and the parent
and/or adult student, will review the information from the comprehensive
evaluation to determine the student’s eligibility for special education. These
sources include, but are not limited to, general education interventions, formal
and informal assessments, and progress in the general curriculum, and will also
include all referrals by parents and/or other adults including teachers, counselors,
or other school professionals as outlined in the Idaho Special Education Manual.
Child Find
Elevate Academy East Idaho will develop a referral process to RTI. The process
will include meeting with teachers, administrators, and educational specialists to
problem-solve for students identified as needing to go through the RTI process. The
team will use a problem-solving process, which includes parental input, to plan
accommodations and interventions within the general education classroom to ensure
that referrals of students to be considered for special education evaluation are
appropriate. Data will be used to evaluate the effectiveness of alternative strategies and
interventions. The student’s linguistic and cultural backgrounds will be considered in
identifying needs and appropriate strategies. Following the problem-solving process,
students suspected of having a disability will be referred to be considered for special
education services.
Discipline
Elevate Academy East Idaho will use evidence-based, restorative programming
and curricula when working with students with disabilities who need supplemental or
replacement curricula. Elevate Academy East Idaho will follow the guidelines provided
by the IDEA and Idaho Special Education Manual regarding the disciplining of a student
protected under the IDEA. This will include the consideration of a Functional Behavior
Assessment and subsequent Behavior Intervention Plan when the special-education
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multi-disciplinary team identifies that the behavior of the student impacts his or her
learning or the learning of others. When the Behavior Intervention Plan is required, it will
be developed with Positive Behavior Interventions and Supports. If the IEP team
determines that such services are needed, they must be included in the IEP and must
be implemented.
As part of the restorative programming, Elevate Academy East Idaho is
partnering with a third-party counseling service for mental wellness. All students ,
including students with disabilities,will have access to a full-time counselor for all
student’s mental health needs. Traditionally, a school counselor must focus on
scheduling, testing, and college/career counseling. Rarely do they have the opportunity
to focus on mental wellness. When working with an at-risk population, it is important to
have supports in place that can work proactively to help a student be successful in the
school setting when mental wellness is a barrier for that student.
Resources and Materials
Elevate Academy East Idaho CTE teachers ,and Academic Content teachers will
consult with the special education department to ensure appropriate accommodations
are made for all students. Materials provided may include virtual manipulatives such as
VR welding machines, adapted core content materials, and software that provides a
more accessible avenue for students to gain CTE and core content experiences. A
portion of the Elevate Academy East Idaho’s budget will be allocated to ensure these
needs are met.
Gifted and Talented
Elevate Academy East Idaho will identify students possessing high-performing
capabilities in specific academic, intellectual, leadership, creativity,and
visual/performing arts talent areas pursuant to Idaho Code 33-2003. The identification in
each area will be by a variety of assessments outlined in The Best Practices Manual for
Idaho Gifted/Talented Programs. Once identified, Elevate Academy East Idaho will
implement a modification of curriculum to provide a challenging educational experience.
English Language Learners
Elevate Academy East Idaho will apply the federal definition of English Language
Learner (ELLs) as defined by Title III and IX of the ESEA. The school will use a
home-language survey upon student’s enrollment. The eligibility criteria (listed below)
will be used for a Home Language Survey in order to identify the primary home
language other than English. Students for whom English is a second language will be
assessed using the ELL placement test.
It is Elevate Academy East Idaho’s goal to help students reach English
proficiency in reading, writing, speaking, and listening. To accomplish this, English
Language Learner students will take the ELL placement test upon registering ,and
parents will need to choose whether their child will participate in services. If the child
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enters the ELL program, an Educational Learning Plan (ELP) including curriculum,
teaching strategies, academic goals, and assessment accommodations will be
developed. ELP will be overseen by teachers certified in bilingual education. Due to the
personalized nature of Elevate Academy’s academic programming, students will be
supported across the curriculum. Elevate Academy’s ELL students will use curriculum
such as the Sheltered Instructional Observation Protocol and other ELL instructional
approaches. Additional ELL services may be provided on site or contracted out,
depending on need.
Relevant Curriculum Based Measures (CBM) and the Idaho English Language
Proficiency Assessment will be used to monitor student growth. Students who meet
state recommended levels of proficiency on the Idaho English Language Proficiency
Assessment or other assessments will be exited from the ELL program. Additionally, the
program will be evaluated based on collected data and trends. It will be revised as
necessary. Evaluation of the program will be based on tracking data on swiftness of
intervention, type of intervention, and comparison with peers for student improvement;
availability of resources; staff training; and viable sources of assistance.
The following is the ELL program eligibility criteria:
●Registration forms given to every student will include the mandatory questions to
identify possible ELL students.
●Administration from Elevate Academy East Idaho will review the surveys and
determine whether or not a student may be an ELL.
●If the survey comes back indicating that a student may be an ELL, the student
will be given an English language proficiency screener test within 30 days of
registration or within two weeks of entry into the school. This test will be
administered by one of Elevate Academy East Idaho’s staff members.
●If the student tests less than proficient on the English language proficiency test,
then a letter will go home to the parents indicating that their child was identified
as needing specific English language services. The parents will be given the
opportunity to waive the services, if desired.
●If the parent does not waive the limited English proficiency services for their child,
the student will be placed in a program of high-quality language instruction,
including:
o Formative assessments of phonological processing, letter knowledge, and
word and text reading.
o Focused, intensive small-group reading interventions for at-risk students
that include phonological awareness, phonics, reading fluency, vocabulary,
and comprehension.
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o High-quality vocabulary instruction throughout the school day with
essential content words taught in-depth.
An annual summative assessment for English Language Proficiency for all
identified ELL students will take place during the spring of each school year. Based on
the student score in the spring assessment, students will continue in the ELL program
for the following year or exit (with monitoring).
Section 504
Any student attending Elevate Academy East Idaho is entitled to a Section 504
Accommodation Plan if he or she has been identified and the evaluation shows that the
individual has a mental or physical impairment that substantially limits one or more
major life activities. This determination is made by a team of knowledgeable individuals,
including the student’s parents who are familiar with the student and his or her disability.
Section 504 processes are not Special Education.
The school counselor will be the coordinator of the 504 processes at Elevate Academy
East Idaho. Section 504 responsibilities:
●Student and Parent/Guardian:
o Be involved in suggesting accommodations
o Participate in Section 504 meetings
o Benefit from the accommodations
●School Administrator, Counselor, Certified, and Classified Staff:
o Conduct non-discriminatory practices in classrooms
o Refer, identify, and evaluate students as appropriate
o Encourage parental involvement
o Develop and implement program modifications and accommodations
o Coordinate Section 504 processes and training
o Provide staff and parent training
o Manage Section 504 grievance procedures
o Help conduct the self-evaluation
●School Board of Directors
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o Provide written notice to parents, students, school personnel, and
community members of the name and contact information of the 504
Coordinator
o Have an understanding of all civil rights laws
o Develop grievance procedures
o Develop 504 hearing procedures
Food Service & Transportation
Full food service will be provided for all students that attend Elevate Academy
East Idaho. As a network of schools we will work with experienced food service and
transportation experts to ensure we are providing high quality service that meets the
needs for all of our students. This includes working towards qualifying for the
Community Eligibility Provision to provide free meals to 100% of Elevate Academy East
Idaho’s students.
Professional Development Plan
Elevate Academy East Idaho’s success depends on a highly trained staff that has
expertise in several areas beyond their classroom/subject area training. In order to
support capacity building for expertise and continuous improvement, our staff will have
access to professional development geared for specific school and community needs,
core values supported through the Elevate Academy Inc. Network of schools, and
Elevate Academy Inc. Network Action Research. All professional development will be
designed to meet the needs of staff and students.The professional development model
designed for Elevate Academy East Idaho will be a collaborative effort with students,
teachers, school leadership, and Elevate Academy Inc.
Elevate Academy East Idaho staff will have professional development
opportunities through the Elevate Academy Inc. that will provide resources,
research-based practices, and strategies for all six core values of Beat the Odds for
At-Risk Youth, Integrated Purpose Driven Curriculum, Career Technical Education
Focus, Mastery-Based Personalized Education, Opportunity Driven Focus, and
Community Driven Education. As part of Elevate Academy Inc., Elevate Academy East
Idaho has access to collaborative and specialized support for all core value areas, for
example Logan Waetje (Elevate Academy East Idaho) specializes in project-based
learning, career technical education, and instructional technology. Jewels Carpenter
(Elevate Academy Nampa) specializes in career technical education. Matt Strong
(Elevate Academy Caldwell) and Phil Diplock (Elevate Academy Nampa) specialize in
school culture, at-risk youth, and restorative practices. Maritia Diffenbaugh (Elevate
Academy North) specializes in mastery learning and instructional technology. Elevate
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Academy Inc. will also have an Academic Liaison as a think-partner for Elevate
Academy East Idaho. The Academic Liaison will support in professional development
planning and action research happening between the Elevate Academy Schools to
ensure that all professional learning is based on evidence of success. Deep Learning
pedagogy and competencies (character, citizenship, collaboration, critical thinking,
communication, creativity) will be incorporated into our daily work with our teachers
integrating these into the culture of our building and our expectations for students.
As an Elevate Academy Inc. school, Elevate Academy East Idaho has access to
Elevate Academy’s proprietary Learning Management System. All staff will be trained
on the use and benefits of our students’ learning platform to ensure that all students are
provided transparency, feedback, and support to help them in reaching their learning
goals. For example, teachers will integrate Elevate Academy Learning Hooks (SOLO
Taxonomy/Hattie’s Visible Learning) into the platform to provide scaffolding and learning
opportunities throughout all four levels of the learning process (Define, Do/Create,
Communicate, Apply). Teachers will support students in creating learning plans and
curating evidence of their learning, through rubrics, checklists, and portfolios. Elevate
Academy’s Learning Management System will store Elevate Academy Inc.’s Integrated
Purpose Driven Curriculum, a 6th through 12th grade learning progression of
knowledge and skills that provides teachers with a guide to allow students to learn and
move at their optimal pace. Elevate Academy East Idaho teachers will work in
Professional Learning Communities with their teams and Elevate Academy Inc. to
develop competency benchmarks that demonstrate mastery for essential anchor
standards in each curricula area. This continuous study will be built on the Action
Research (2019-2020) that Elevate Academy Caldwell conducted through their
collaboration with the Idaho Mastery Education Network, hosted by the Idaho State
Department of Education (See Appendix F4).
As teachers become proficient in recognizing levels of competency/mastery in how
to relate to Career Technical Education, we will continue to revisit and revise our
documents. We will do this to ensure that students are reaching their maximum
potential and that the goals are relevant to the skills, knowledge and dispositions that
are needed in the workforce. As we implement our integrated learning approach, with
the foundation being career technical subjects, we will build Professional Learning
Communities that center around industry experts. CTE teachers coming to Elevate
Academy East Idaho from industry may not come through the traditional route to
become an educator.
Elevate Academy East Idaho is prepared to implement training and coaching in
pedagogy and best practices as it relates to classroom management, formative
assessment, and effective efficient planning to maximize student’s potential. On a
reciprocal note, traditionally trained teachers need additional training in the needs of
industry and the application of content to industry standards. This work will be an
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ongoing process at Elevate Academy East Idaho to ensure we maintain a culture of
collaboration and high expectations that emphasize all staff working together for the
betterment of all students. CTE teachers will also participate in training offered by the
state and work with the technical advisory committee to ensure they are remaining
current on industry practices.
To ensure that Elevate Academy East Idaho is ready for full academic operation
upon opening in August of 2023, lead teachers will be hired early and receive training
on the mission, vision, and academic components. Lead teachers at each grade level
will be responsible, with help from the school administration, to train teachers and
continue the development of Elevate Academy’s Integrated Purpose Driven Curriculum
throughout the school year. Elevate Academy East Idaho’s core values professional
development will be featured not only during the onboarding process for teachers, but
as a reflection to review each year. This work ensures that teachers are providing
transparency, feedback, and support needed to help each student learn at their optimal
pace. Elevate Academy East Idaho’s mission includes the expectation that students will
take ownership of their educational journey, therefore transparency and two-way
communication is vital.
Before the opening of Elevate Academy East Idaho, teachers will become experts in
feedback looping, teacher communication and the importance of teacher credibility.
Elevate Academy East Idaho will align with the Danielson Framework and the work of
John Hattie to develop a teacher evaluation tool that is focused on the growth and
development of staff. Our evaluation tool will reflect our mission to ensure that students
are taking an active role in owning their educational journey. Elevate Academy East
Idaho’s evaluation tool will be based on research that is in this charter petition and best
practices for at-risk youth.
Financial and Facilities Plan
Fiscal Philosophy and Spending Priorities
It is our philosophy that we maximize each dollar that Elevate Academy East
Idaho will receive to maximize the learning experience for all students. To do this we
plan on allocating a significant amount of our budget to staffing. A passionate
experienced staff that is committed to educating at-risk youth is the catalyst to student
success. Elevate Academy East Idaho believes that students must have access to state
of the art Career Technical equipment and curriculum. Elevate Academy East Idaho
also believes that learning must occur outside of the school day. As we develop our
programs, additional resources will be allocated to offsite field trips, personal
development opportunities, and internships for students. Due to the nature of Elevate
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Academy East Idaho we will allocate a percentage of our budget for these endeavors. It
is important to have a building that meets the minimal requirements of Career Technical
Programming.
Elevate Academy East Idaho will operate on a four-day traditional schedule with
the fifth day being designed for student enrichment and professional development for
teachers. This model allows incredible opportunities for academic programming while at
the same time creating a budget that compensates teachers well and helps to maintain
programs that meet the needs of all students through the enrichment and intervention
opportunities.
Transportation
Elevate Academy East Idaho will offer transportation services for students from the
initial opening of the school for students in the primary attendance area in accordance
with Idaho code 33-1501-1514. Our priority is to ensure that a lack of transportation will
not affect potential students for whom transportation may be a barrier for attendance.
These services will be contracted out through a contractor. At the appropriate time,
Elevate Academy East Idaho will follow the transportation bidding process as per Idaho
Code.
Elevate Academy East Idaho intends to operate their own transportation service.
If funding does not come available, Elevate Academy East Idaho will contract with local
transportation services. To be eligible for transportation services, students must reside
within Elevate Academy East Idaho’s primary attendance area and they must live more
than one and one-half miles from the nearest established bus stop. In accordance with
Idaho Code, students who live less than one and one-half miles from the nearest
established bus stop must provide their own transportation to the bus stop. That
distance shall be determined by the nearest and best route from the junction of the
driveway of the student’s home and nearest public road to the nearest door of the
building or the bus stop. Elevate Academy East Idaho may transport any student a
lesser distance when in its judgment, the age, health, or safety of the student warrants
it.
A day care center, family day care home, or a group day care facility, as defined in
section 39-1102 of Idaho Code may substitute for the student’s residence for student
transportation to and from school. Elevate Academy East Idaho will not transport
students between childcare facilities and home, in accordance to 33-1501 of Idaho
Code.
The Elevate Academy Inc. Board of Directors may approve additional transportation
services, under its discretion, if fiscally viable under the school budget. Transportation
planning will be reconsidered yearly as dictated by student enrollment, the need and/or
demand for transportation services, and financing.
Transportation for students with special needs will be provided in accordance with
requirements of state and federal law. The service may be contracted following the
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transportation bidding process as per Idaho Code. Transportation for field trips,
excursions, and extracurricular activities will be provided by the school.
Food Service
Elevate Academy East Idaho will run a full food service for our students in accordance
with federal requirements, beginning the first year of operation. Healthy food service is
critical to the physical and academic well-being of students. Elevate Academy East
Idaho is committed to have a fully operational cafeteria that aligns with the National
School Lunch Program.
Financial Management
The Elevate Academy Inc. Board of Directors will be responsible for the financial
management of Elevate Academy East Idaho. The Board of Directors’ role in financial
management will include, but not be limited to the following:
●Establishment of operating and capital budgets
●Long-term financial planning and preparations
●Monthly review of budget-to-actual financial performance providing for adequate
oversight of financial performance and the opportunity to adjust expenditures as
necessary to ensure operation within budget and monthly bank reconciliation
sheet.
●Monthly review of cash flow projections
●Establishment of internal financial policies consistent with the requirements of
state law and Generally Accepted Accounting Principles to provide for adequate
financial controls;
●Approval of all expenditures more than $10,000.00 coupled with a monthly
review of Elevate Academy East Idaho’s general register to verify compliance
with expenditure-related policies established by the Board of Directors
●Engagement on an as needed basis as determined by the Board of Directors of
accounting and/or bookkeeping professionals to meet the needs of Elevate
Academy East Idaho in monitoring financial performance and ensuring financial
viability and success.
●Processes and Procedures to ensure no commingling of funds between Elevate
Academy Inc. Network schools.
Elevate Academy East Idaho will maintain all financial records in accordance with
Generally Accepted Accounting Principles (GAAP) and will follow all requirements set
forth by the Idaho State Department of Education. Elevate Academy Inc. has a
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designated CFO that will engage with the Elevate Academy East Idaho to be a fiscal
planner and reporter to the Board of Directors.
Budget Description
Purchasing
Subject to the approval of the Board of Directors, the policies and procedures
established by the Board of Directors, and the limitations set forth above, the
Administrator will determine the procedures to be relied upon for procuring goods and
services. All purchasing procedures shall comply with the requirements of applicable
Idaho laws and related administrative rules and where appropriate, will involve a
competitive bidding process.
Payroll
Elevate Academy East Idaho will contract with Elevate Academy Inc. for back office
support which includes payroll. Elevate Academy Inc. CFO, Darren Uranga, has long
term experience in school finance including payroll.
Facility Needs
While Facilities can be a challenge for charter schools in Idaho, Elevate Academy
East Idaho is aware that a successful facility is crucial to school success and meeting
the goals of Elevate Academy East Idaho for every student. Securing a high-quality
Industry specific facility that meets the needs of CTE programming is a priority for
Elevate Academy East Idaho.
At its full capacity, Elevate Academy East Idaho will require approximately 60,000
square feet of space. Based on Elevate Academy East Idaho’s CTE programs, our
school will require industry specific space for the following programs: welding,
manufacturing, technology, construction, medical arts, firefighting, business, and
culinary arts. Each program has specific space and equipment needed to ensure a
high-quality program. Each industry will require a classroom attached to the industry
work space. Elevate Academy East Idaho will require 19 traditional classrooms that are
set up in the pod structure for integrated learning opportunities at every grade level.
Elevate Academy East Idaho will need five total pods. Grades 6, 7 and 8 will each
require a three-classroom pod with a common area for each pod. Grades 9-12 will
require two, four classroom pods, with a common area for each pod.
●19 Classrooms, each approximately 900 square feet
●Manufacturing including CNC, Machining and Fabrication approximately 5,700
square feet
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●Welding,approximately 5,700 square feet
●Construction Management,approximately 5700 square feet
●Culinary Arts/ Kitchen approximately 2,400 square feet
●Medical Arts 2,000 square feet
●Firefighting approximately 1000 square feet
●Business, including Graphic Design/Print Area ,approximately 3,300 square feet
●Administrative Space 1,200 square feet
●Cafeteria/commons area 2,500 square feet
●Kitchen,1600 square feet
●Shower area boys and girls 200 square feet
●Fitness/Physical Education rooms 2,000 square feet
●Laundry room,100 square feet
●20 percent additional overall square feet for restrooms and circulation
Elevate Academy East Idaho will be at full capacity after three years of operation.
Due to the specific nature of CTE requirements, all CTE facilities will be built prior to
opening in the Fall of 2023. It will also be important that the facility is functional in order
to offer exploratory classes to middle school and early high school students so they are
able to plan for their path to graduation. Elevate Academy East Idaho will start with the
minimum equipment needed to operate exploratory options. Elevate Academy East
Idaho has started engaging in grant writing, fundraising, and developing partnerships
with industry to ensure state of the art equipment is available for use in all CTE
programs by the third year of operation.
Elevate Academy East Idaho will model facility financing after Elevate Academy
Caldwell, Nampa and North. This process has proven successful. A facility financing
package will be secured, with the assistance of Building Hope, that ensures facility
and/or lease payments are not a burden on the Elevate Academy East Idaho budget
and allows for the purchase and build of a facility that can maintain the integrity of the
Elevate Academy Inc. program while maintaining a fiscally responsible debt service
ratio. Accounted for in the budget are graduated payments in the first three years until
full enrollment is reached. This allows for us to increase our payments based on our
enrollment schedule. In the budgeting process, approximately 20% is allocated to
facilities and maintenance. In working with Building Hope to secure facility financing it is
understood what the budget can support for acquisition of property and development of
facilities. In modeling after Elevate Academy Caldwell, the facility payments will be
44
structured in a graduated fashion. Year one will be approximately $485,000 in lease or
finance payments, total facility costs including maintenance and utilities are budgeted
totaling $599,000. This is approximately 18.4% of the overall budget. In year 2, there is
an increase to 20.5% of total budget allocated to facilities including a lease or finance
payment of $800,000 and total maintenance and utility costs at $929,160. At full
enrollment, facilities including payments, maintenance, and utilities are budgeted at
$936,385 which corresponds to 18% of the total budget. The facilities template (See
Appendix A5) outlines the current options that are being explored at this time. Proposed
costs have been vetted by Building Hope are reflected in each scenario (See Appendix
F3).
Board Capacity and Governance Structure
Elevate Academy Inc., will be the charter holder (the Board of Directors) and
will govern Elevate Academy East Idaho LLC. pursuant to Elevate Academy Inc.
existing Articles of Incorporation, Bylaws, and Board Policies. Elevate Academy Inc.,
is a non-profit organization organized and managed under the Idaho Nonprofit
Corporation Act. The Corporation is organized exclusively for educational purposes
within the meaning of Section 501(c) (3) of the Internal Revenue Code of 1986 (“IRS
Code”), or the corresponding provisions of any future federal income tax code.
Elevate Academy Inc. will be the sole member of Elevate Academy East Idaho LLC.
Board of Directors: Governance Structure and Responsibilities
The Board will be responsible for the financial health of the school, managing the
school’s funds responsibly and prudently while prioritizing spending with consideration
given to the school’s mission, vision, and educational program goals. The Board will be
responsible for hiring the Chief Executive Officer. The Board has established financial
practices and reporting that result in accuracy and transparency. Board members will
participate in fundraising activities as deemed necessary and appropriate by the Board.
Board members will put the interests of the school first and will refrain from using the
position for personal or partisan gain.
Board business conducted at Board meetings will be done per the bylaws and
applicable laws. Board members will commit to the ethical standards set forth in the
Ethical Standards Agreement. The Board is to serve as liaison between the school
and the authorizing entity.
Relationship between the Board of Directors and School Administration
Elevate Academy Inc. Board of Directors is the governing board of the Elevate
Academy East Idaho school and has ultimate control over the school and all employee
and parent concerns. If a parent or employee has a concern, they will first attempt to
resolve the issue with the principal. If the issue cannot be resolved with the principal,
45
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the parent or employee may attempt a resolution with the Chief Executive Officer. If
their concern is still not resolved, it will be brought before the Board of Directors.
The organization chart below demonstrates the reporting and interaction structure for
Elevate Academy East Idaho.
The Elevate Academy Inc. Board of Directors is responsible for:
● Policy development and review
● The financial health of the school
● Administrative and operational oversight (not day-to-day operations)
● The legal affairs
● Adopting, advocating for, and overseeing a school budget, which is responsive to
school goals and meets the needs of all students
● Conducting an annual self-evaluation of its own leadership, governance and
teamwork.
● Communicating and interpreting the school’s mission and other policy related
matters to the public and stakeholders.
46
L
Elevate Board of Directors
Bookkeeper
Elevate East
Idaho Principal
Assistant
Principal
Classified Staff J
Teachers Counselor
●Ensuring there is a supportive, smoothly operating leadership team, which
advocates for both children and the community.
●Selecting and evaluating the Chief Executive Officer.
The Chief Executive Officer works under the direction of the Board.
Responsibilities include, but are not limited to:
●Mission alignment among network schools
●Recommend to the Board the hiring of personnel
●Fulfill state charter school requirements
●Ensure Elevate Academy East Idaho meets the performance requirements
outlined in the performance certificate
●Execute the policies of the Board
●Act as the intermediary between the Board and stakeholders
●Make recommendations to the Board on issues facing the school
The Chief Financial Officer works under the direction of the CEO.
Responsibilities include but are not limited to:
●Monthly and annual financial reporting to the board and outside entities
●Budgeting
●Day to day financial operations and accounting
●Financial records
●Purchasing and contracts
●State reporting requirements
●Payroll
●Insurance
●Benefits
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●Accounts Payable
The Chief Operation Officer works under the direction of the CEO.
Responsibilities include but are not limited to:
●Facilities management
●Transportation
●Nutrition
●Building security & student safety
●Project management
●Culture development
The Building Principal works under the direction of the CEO.
Responsibilities include but are not limited to:
●Parent and public relations
●Building wide community and culture
●Student supervision
●Staff evaluation
●Participate in curriculum development
●Academic scheduling
●Local community relations and programming
●Career Technical Education Programming
●Advisory Board relations
●Conduct all staff evaluations
●Hire all staff
●Provide teacher mentoring and coaching
●Resolve personnel issues
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●Student Enrollment Records
●Attendance
●Student Data collection
●Develops reports to the Board of Directors with CEO
●Processes and Procedures to ensure no commingling of funds between Elevate
Academy Inc. network schools.
Board Member Qualifications
The appointed Elevate Academy Inc. Board of Directors will be legally
accountable for the operation of Elevate Academy East Idaho. The school is committed
to compliance with all federal and state laws and rules and acknowledges its
responsibility for identifying essential laws and regulations, and complying with them.
The Elevate Academy Inc. Board not only seeks potential board members who support
Elevate Academy East Idaho students ,but also who have the specific skill set needed
on the board.
The Elevate Academy Inc. Board is composed of talented and seasoned
professionals and civic leaders. Board expertise and strength covers all necessary
governance areas such as education, law, real estate, strategy, finance, management,
community relations, etc. Further strengthening the Board, the current Board Chair has
four years of governance experience with Elevate Academy schools, and the Vice-Chair
has three years with Elevate Academy and several years in a traditional school district.
Board members who represent local communities will be given appointment priority as
we develop into the Elevate Academy Inc. network of schools, strengthening
representation throughout and state.
Board Transition Plan
The Elevate Academy Inc. Board has moved past founding board status, has been
in governing status, and is now transitioning to expansion status. Through the strategic
planning process, strengths and weaknesses of the Board have been identified. Current
Board Members are being replaced with Board Members that are well connected
throughout the state and understand scaling and developing a network. Additionally, as
we transition to an expansion board, members of the Elevate Academy East Idaho
advisory board will become part of the governing board, when the opportunity presents
itself. The Elevate Academy Inc. Board is a member of the Idaho Schools Boards
Association and has actively engaged in strategic planning and board training with Dr.
Heather Williams.As well as Strategic Growth planning with Andrew Bray, an expert in
Charter Growth management.
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Bylaws have been adopted to promote and retain long-term commitment to the
mission of Elevate Academy Inc. by staggering the transition of board members so that
no more than four-sevenths of the Board is replaced at any one time. Currently, three of
the current board members are on the founding board, the remaining board members
have been part of the governing Board, and/or have been added to the Board for their
expertise in development.
The diverse skill sets that are represented within the Elevate Academy Inc. Board
are powerful in ensuring diverse views, along with an understanding of the populations
and industries that Elevate Academy East Idaho represents. Elevate Academy East
Idaho will have technical advisory committees for each CTE industry offered. As part of
the transition plan, members of the technical advisory committees will be encouraged to
become successors of the original Board Members. This pipeline will be crucial to
ensure continued representation from industry. Additionally, through community
involvement activities, a list of community members that have shown interest in
becoming part of the Elevate Academy Inc. is being generated.
Board Recruitment and Training
Elevate Academy Inc. Board Members are recruited in the best interest of the
students and local community. Each member will represent the mission of Elevate
Academy East Idaho and contribute to the growth of Elevate Academy Schools
throughout the state. Elevate Academy East Idaho has also secured industry leaders to
ensure success with our Professional Technical programs. The diverse skill sets that are
represented on the Elevate Academy Inc. Board of Directors are powerful in ensuring
diverse views,and an understanding of the populations and industries that Elevate
Academy East Idaho represents.
Elevate Academy East Idaho will have a local advisory board, the local advisory
board will act as an incubator for governing board members. Securing adequate and
appropriate Board Member leadership and training available through the Idaho School
Boards Association or its equivalent including but not limited to training on school
finance, ethics, school governance,and strategic planning. The Elevate Academy Inc.
Board will annually evaluate its needs relative to training available through ISBA and will
enroll and select training programs in which it will participate.
Examples of training for the Elevate Academy Inc. Board of Directors include, but
are not limited to, the following topics to ensure the success of Elevate Academy
Schools.
●Open Meeting Laws
●Ethics and Governance
●Management & Board Roles
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●The Value and Best Use of Committee’s
●Academic Excellence, Define and Understand Measurement
Student Demand and Primary Attendance Target
Enrollment & Growth Projections
Elevate Academy East Idaho’s anticipated class size is approximately 22 students
per learning space, with the instructional staff-to-student ratio down to 17:1. Anticipated
enrollment for year one will be 332 students. The target enrollment for each grade level
varies between middle school and high school. We will have 44 students in sixth grade,
66 students each in 7th and 8th grades, and 78 students in each of the high school
grades. This variation of starting with a smaller population of middle school students is
based on the knowledge that middle school alternative school choices are new to the
area.
Careful planning and consideration has been put into determining enrollment
numbers in 9th through 12th grade classes. It has been determined that when starting in
9th and 10th grade, Elevate Academy East Idaho will offer a larger enrollment number
than our middle school grades, seeking to provide high school students an alternative
setting to catch up on required credits, along with helping them fill academic gaps that
might be present from their K-8 grades.
When students are able to receive support from where they are in their K-12 learning
progression, along with supporting them in hope and opportunities, they can shift from
surviving to thriving in school. For each new high school grade, we will offer the same
enrollment number giving our students the opportunity to continue learning at Elevate
Academy East Idaho through their senior year.
By year three, Elevate Academy East Idaho will be at full enrollment in all 6th-12th
grade levels and we are confident that enrollment projections by grade level can remain
constant. Elevate Academy East Idaho will have a target enrollment of 488 students at
full capacity. In year 2 the projected enrollment of Elevate Academy East Idaho is 410.
In order to break even for operational costs, Elevate Academy East Idaho must enroll
290 students in year one. See table below for a breakdown of enrollment numbers
between Year 1 and Year 3.
Grade Level Year 1 Year 2 Year 3
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2022-23 2023-24 2024-25
6th 44 44 44
7th 66 66 66
8th 66 66 66
9th 78 78 78
10th 78 78 78
11th x 78 78
12th x x 78
Total 332 410 488
Community Need and Market Interest
City, education, and industry leaders from Idaho Falls and surrounding areas
have warmly welcomed the concept of Elevate Academy East Idaho due to student,
industry, and community needs (See Appendix F9: Letters of Support). City and
education teams see Elevate Academy East Idaho as a school that will fill a gap by
serving 6th-12th grade students who are not finding success in their current school
situation.
Currently, Elevate Academy East Idaho’s primary attendance area has three
small alternative high schools serving approximately 343 students (Idaho State
Department of Education, 2020), two K-12 charter schools both with a strong focus on
rigorous academics, US History and patriotism, a small charter school serving K-12
students focused on STEM learning, and one additional charter school,Alturas
Preparatory focusing on an International Baccalaureate curriculum. Additionally, school
districts #91 and #93 offer CTE high schools available to district students that qualify.
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Elevate Academy East Idaho will fill the gap for struggling students in the primary
attendance area by providing an option to connect their interests to viable job
opportunities, while developing needed academic and life skills through the integrated
purpose driven curriculum. In the current CTE offerings in this area, it is important to
note that students who fall behind and/or are failing often miss the opportunity to take
advantage of CTE courses, because in a traditional setting when they fall behind, they
lose the opportunity to take electives. Elevate Academy East Idaho intends to target this
demographic of students. Elevate Academy East Idaho will support the community as a
whole through the local industry partnerships and community-driven educational
offerings. Employers have expressed excitement and support for Elevate Academy East
Idaho (See Appendix F9: Letters of Support).
Elevate Academy East Idaho is designed to prepare students to be employable,
skilled, and contributing citizens who have access to opportunities based on industry
needs aligning to the curriculum and resources offered during their 6th-12th grade
schooling. It is our hope that financial literacy and career and community connections
will offer our students the option to have stable household incomes.
Elevate Academy East Idaho will provide a school option that makes an impact for
at-risk students and supports community needs by being in a location that has:
● Concentrations of the existing school-aged population.
● Expected growth in school-age population
● A concentration of permitted housing units
● Concentrations of people living in poverty, or one paycheck away from poverty
● Lack of opportunities for alternative education for all students that qualify as
At-Risk.
Strategies for Enrolling Underserved Families
Elevate Academy East Idaho’s focus and mission is to serve at-risk students.
Traditionally at-risk students are an underserved population. The intent of our charter is
to focus primarily on underserved youth. Elevate Academy East Idaho will be guided by
IDAPA code defining at-risk youth. An at-risk youth is any secondary student, grades
6-12, who meets any three of the following criteria in Column A, or any 1 item in Column
B.
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Column A Column B
Has repeated at least one grade.Has a documented pattern of substance abuse.
Has absenteeism that is greater than 10% during
the preceding semester.Is pregnant or a parent.
Has an overall grade point average that is less
than 1.5 (4.0 scale) prior to enrolling in an
alternative secondary program.
Is an emancipated or unaccompanied youth.
Has failed one or more academic subjects in the
past year.
Is a previous dropout.
Is below proficient, based on local criteria and/or
state standardized tests.
Has serious personal, emotional, or medical
issue(s).
Are two or more credits per year behind the rate
required to graduate or for grade promotion.
Has a court or agency referral.
Has attended three (3) or more schools within the
previous two (2) years, not including dual
enrollment.
Total Column A Total Column B
During the enrollment phase, every student interested in attending Elevate Academy
East Idaho will have a one on one intake meeting with school leaders. This meeting will
focus on the individual needs of each student and determine if they qualify as at-risk as
determined by the Idaho State at-risk qualifiers.
Elevate Academy East Idaho’s partnership with local support, along with the
connection to Elevate Academy Inc. provides necessary resources, strategies, and
experiences to have a strong foundation for students who will attend our school. The
support infrastructure will be responsive and adaptive to the needs of Elevate Academy
East Idaho’s students and their families and will be connected to the existing support
available through local school districts, juvenile probation, Community Youth in Action,
local religious organizations, counseling agencies, and other community outreach
organizations that aim to help disenfranchised youth. Logan Waetje, Elevate Academy
East Idaho Administrator will continue to connect these valuable community
relationships to establish ongoing pipelines of support and opportunity for Elevate
Academy East Idaho’s students and families. Careful thought was taken when
developing the boundaries of Elevate Academy East Idaho to ensure that the most
vulnerable neighborhoods will have access to attend Elevate Academy East Idaho.
Marketing and Outreach Plan
Beginning in July of 2022, Elevate Academy East Idaho staff will begin
recruitment for the 2023 school year. In response to community interest and needs,
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Elevate Academy East Idaho’s location will be accessed by students and families in the
cities of Idaho Falls, Ammon, Rigby, and Shelley, either by school or family
transportation options. Our recruitment for students will begin in neighborhoods where
students can either walk to school or have Elevate Academy East Idaho provide
bussing. In addition, both potential boundary options, as listed on the maps, are near
industry partners, giving employees who commute to work from rural areas a school of
choice for their 6th-12th grade children.
Bonneville County’s growth within these cities have populated neighborhoods
and new neighborhoods, including multi-family dwellings being developed to meet
housing needs for families. Demographic data reported through United Way of East
Idaho Idaho reports about 44% of the households within our targeted area of
educational support are Asset Limited, Income Constrained, Employed (ALICE) or living
at the poverty level. This data is important as the National Center for Children in Poverty
(2008) reported that “Students who live in communities with high levels of poverty are
4x more likely to be chronically absent due to circumstances such as unstable housing,
unreliable transportation, and lack of access to health care. National Collaborative on
Education and Health (2015) reports, “By 6th grade, chronic absence becomes a
leading indicator that a student will drop out of high school.”
Elevate Academy East Idaho administrator and team will respond to
disenfranchised youth that are either within walking distance or bussing distance to offer
this school of choice through a door to door campaign. Parents will receive information
about Elevate Academy East Idaho’s student services along with information about
enrollment and lottery timelines through mailers, social media, our website, and through
local community events. Elevate Academy East Idaho will continue to work with city,
education, industry, and community partners to communicate about the services that
our school offers to 6th-12th grade students and their families. In addition, Elevate
Academy East Idaho will integrate into the existing support and community outreach
structure by having a presence at local and community events that are especially
geared to support youth and their families. Elevate Academy East Idaho will develop a
recruitment committee along with receiving support and guidance for additional
recruitment strategies through our experienced Elevate Academy Inc. Board of
Directors.
Primary Attendance Area
The school is planned to be located in Bonneville County and will be a school of
choice for at-risk students in Idaho Falls and Ammon. Elevate Academy East Idaho’s
primary area of attendance options are listed below and will be determined upon final
acquisition of property.
Elevate Academy East Idaho is working with Building Hope, TOK real estate, and
Paradigm of Idaho, Inc. to identify land options within the proposed boundaries that are
centrally located, reach out to rural areas to provide students access, are positioned
near established neighborhoods or new neighborhoods that include multi-family
55
dwellings, and are near needed utilities. Once land and/or a facility for remodel is
identified the primary attendance option will be secured.
Elevate Academy East Idaho Primary Attendance Area Option #1:
This map shows three potential locations (same as the previous map) for Elevate
Academy East Idaho with a boundary option #1. This option would provide
transportation options for students living in the cities Idaho Falls and Ammon with about
a 4 mile radius from each location.
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School Leadership and Management
Leadership Team
Elevate Academy East Idaho will be led by Logan Waetje, a veteran educator
who has 12 years of service in Idaho’s education system, from the classroom,
administrative level, school district director level. In Logan’s 12 years of education 7
have been spent in the classroom serving K-12 students in physical education,
technology education, business, marketing, and economics. Logan has a strong
background in project-based learning while working as the Dean of Students for
Compass Academy, a PBL magnet school in Idaho Falls School District #91. As the
Dean of Students Logan connected with every student in the school of 500 and kept
track of graduation progress ensuring each student had a plan to graduate on time.
Logan also has a strong background in technology and has worked both as a
technology director for American Heritage Charter School and as the Director of Digital
Learning for IFSD #91. As a leadership partner, with Elevate Academy Caldwell’s
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co-founders Monica White and Matt Strong, Logan has been planning, developing, and
is ready to launch Elevate Academy East Idaho 6-12th grade Career Technical school to
reflect the workforce needs and opportunities in East Idaho Idaho.
The Elevate Academy Inc. network schools administrative services will be
provided by the school administrators (state certification required), with support from the
Board of Directors. Elevate Academy East Idaho will contract with another Idaho charter
school, Elevate Academy Inc. LLC. for professional services. Elevate Academy Inc.
LLC. will provide a veteran leadership team with over 13 years of school and district
leadership experience, including charter start up and building administrator experience.
The team is supported by a governance board, which provides expertise in all of the
functions and areas needed to run a successful Career Technical Education school for
at-risk youth.
The school’s management plan provides the school support from the Elevate
Academy Inc. network team with a demonstrated track record of working with at-risk
youth to find a way to success for each student. The Elevate Academy Inc. network
team will consist of a CEO, CFO, COO. The CEO will report to the Board and directly
supervise the Elevate East Idaho Principal (see Appendix D) for Elevate Academy Inc.
Network Rapid Framework. The Elevate Academy Inc. network team assists in
curriculum development and implementation, obtaining and facilities, fundraising,
professional development, preparing budgets and financial reports, back office support,
human resources, and marketing. This allows the principal to focus on the instructional
and cultural leadership of the school. The principal’s responsibilities include student
academic success, building school community and culture, building community
partnerships, providing teacher mentoring and coaching, conducting staff evaluations,
student discipline, and facilitating parent relations.
Elevate Academy Inc. uses key elements in our approach to ensure a clear and
healthy relationship between the central team and Elevate Academy East Idaho
administration. Elevate Academy East Idaho LLC, building leadership will have
significant autonomy around how they customize our Core Tenets to their context.
Principals have control over many key areas, including school staff selection, staff
evaluation, curriculum, school schedules, and community relations. The CEO holds
school leaders accountable, ensures each school is faithful to our Core Tenets, requires
standardized operational practices in critical areas, and provides support for many back
office functions. Elevate Academy Inc. Board of Directors approved the “RAPID”
framework and Elevate Inc. network organizational chart (See Appendix D) that
describes organizational structure and decision-rights in detail to ensure alignment and
clarity among our team.
The board will review key indicators for the school each month. Key indicators for
Elevate Academy East Idaho will include enrollment, attendance, academic growth as
measured by STAR, quarterly credit completion, stakeholder credit completion, yearly
industry certification passage rates, teacher turnover and causes. These reviews allow
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the board to proactively address concerns as they arise. If concerns arise,
administrators may provide context or additional information to address those concerns.
If the concern warrants additional action, the board may either send the concern to one
of the committees or ask the administration to make a recommendation at the next
meeting concerning a resolution. In addition, the CEO is evaluated annually on the
performance of the school, which is informed by indicators outlined in the data collection
expectations. The board of directors will evaluate the CEO using an evaluation
framework permissible by Idaho law. Currently Danielson Evaluation Framework is
being used. The board will complete the evaluation of the administrator once per year,
as required by Idaho Code. The timeline of evaluation will follow Idaho Code and be
written in policy adopted by the Board of Directors upon approval of the charter petition.
59
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Present, Engaged and Accounted For . National Center for Children in Poverty, Sept.
2008,www.nccp.org/wp-content/uploads/2008/09/text_837.pdf.
Schawbel, D. (2013, April 21).Brene Brown: How Vulnerability Can Make Our Lives
Better. Retrieved from Forbes:
https://www.forbes.com/sites/danschawbel/2013/04/21/brene-brown-how-vulnera
bility-can-make-our-lives-better/#a096e8136c72
Snyder, C. R. (Ed.). (2000).Handbook of hope: Theory,measures, and applications.
Academic Press.
Suicide in Idaho Fact Sheet 2020. (n.d.). Retrieved from
https://healthandwelfare.idaho.gov/Portals/0/Families/Suicide
Prevention/Fact_Sheet_2020.pdf Idaho Bureau of Vital Records and Health Statistics,
Idaho Department of Health & Welfare; Centers for Disease Control and Prevention;
State Department of Education. Unless otherwise noted, all information comes from the
Idaho Resident Suicide Deaths 2014-2018 and the Idaho Youth Risk Behavior Survey
2019.
Sinek, S. (2009).Start With Why.New York: Penguin Group
61
62
Appendix A1: Financial Summary
63
Financial Summary
W kh tit t or s ee ns rue 10ns: Th lS page Wl au o-popu a e as you comp e e e re-Ipera 1ona an ll t l t l t th P O do Ipera rnna u Ige a s. lBd ttb
. ---
Anticipated Enrollment for Each Scenario: 2'10 330 410 488
Pre-Operational Break-Even Full Enrollment Year 2 Budget Year 3 Budget
Budget Year 1 Budget Year 1 Budget
Cash on Hand/ Other Revenue Sources $0.00 $0.00 $0.00 $0.00 $0.00
Child Nutrition Program $0.00 _, $100,000.00 _, $105,000.00 _, $110,000.00 _, $115,000.00
Federal Funds $0.00 $75,006.00 $80,006.00 $103,506.00 $123,996.00
Grants $250,000.00 $0.00 $0.00 $0.00 $0.00
Base Support NA $628,260.00 $731,165.00 $1,036,082.00 $1,275,583.00
Salary and Benefit Apportionment NA $1,669,535.00 $1,942,993.00 $2,812,097.00 $3,460,655.00
Transportation Allowance NA $80,000.00 $85,000.00 $95,000.00 $110,000.00
Special Distributions NA $287,629.00 $320,807.00 $405,494.00 $465,516.00
REVENUE TOTAL 250,000.00 $2,840,430.00 $3,264,971.00 $4,562,179.00 $5,550,750.00 --•>:.11•■• -
Pre-Operational Break-Even Full Enrollment
Budget Year 1 Budget Year 1 Budget Year 2 Budget Year 3 Budget
Staff and Benefit Totals $236,826.00 $1,670,571.00 $2,038,368.00 $2,891,608.00 $3,590,387.00
Educational Program Totals $10,000.00 $223,297.00 $238,847.00 $303,454.00 $308,487.00
Technology Totals $3,174.00 $94,415.00 $103,724.00 $107,802.00 $113,836.00
Capital Outlay Totals $0.00 $64,545.00 $75,000.00 $81,000.00 $88,000.00
Board of Directors Totals $0.00 $49,600.00 $49,600.00 $54,000.00 $55,500.00
Facilities Totals $0.00 $599,000.00 $599,000.00 $929,160.00 $936,385.00
Transportation Totals $0.00 $44,502.00 $48,002.00 $50,500.00 $51,500.00
Nutrition Totals $0.00 $80,000.00 $85,000.00 $100,000.00 $105,000.00
Other $0.00 $14,500.00 $14,500.00 $14,500.00 $14,500.00
EXPENSE TOT AL 250,000.00 $2,840,430.00 $3,252,041.00 $4,532,024.00 $5,263,595.00
OPERATING INCOME (LOSS) $0.00 $12,930.00 $30,155.00 $287,155.00
PREVIOUS YEAR CARRYOVER -SO.OD $12,930.00 $43,085.00
llltilill!WlMn!m1 Ill l-1.!E!J 1.,a,M<uI•Im 1.-r.11vII;1..-v11u 1..•1r11rIwc111111I1
Appendix A2: Pre-Opening Budget
64
.
list revenues, expenditures, and Full-Time Equivalencies (FTE) anticipated during the pre-operational year.
Insert rows as necessary throughout the document. Include notes specific to start-up costs (details, sources, etc.) in the Assumptions
column.
Line Item / Account
Donation, and Contribution,
Loan,
Grant,
Other Revenue
REVENUE TOTAL
Budget Assumptions / Details / Sources
Only include ,ecured fund,. Sum a[ donation,/contribution, here. Provide
documentation for each donation/contribution a, appendice,.
Include documentation that provide, the lender, term, rate, and total principal.
250,000_00 Only include ,ecured grant,. Provide documentation of grantor, total amount, and
any applicable re,triction, or requirement,.
Include details and documentation a, nece»a .
$250,000.00
Additional Notes or Details Regarding Revenues: We will apply for a JKAF high performance grant once the Charter has been approved. Logan is
currently being paid through a Bluum Fellowship (which is supported by JKAF), therefore we feel it is likely this funding would continue in 2022-
2023 through the JKAF High Performance Grant .
.... .,. __ , .-. . -. -
1a: CERTIFIED STAFF Budget Assumptions / Details / Sources
Classroom Teachers FTE Amount
Elementarv Teachers
Secondarv Teachers
Specialty Teachers
Classroom Teacher Subtotals 0.0 Averaoe classroom size:
s~ial Education FTE Amount
SPED Director I Coordinator
SnPnal Education Teacher
Soecial Education Subtota~ 0.0 Anticioated % SnPrial Education Students:
Other Certified Staff FTE Amount
Lead Administrator 1.0 95 000.00
Assistant Administrator 1.0 90 000.00
Other Certified Staff Subtota~ 2.0 185 000.00
CERTIFIED STAFF TOTAL 2.0 185 000.00
1b: CLASSIFIED STAFF Budget Assumptions / Details / Sources
Position FTE Amount
Paraorofessionals- General
Paraorofessionals- SPED
Admin / Front Office Staff
CLASSIFIED STAFF TOTAL 0.0
1c: BENEFITS Budget Assumptions / Details / Sources
Type Rate Amount
Retirement ##### 22 089.00
Workers comD
FICA/Medicare 7.65% 14 153.00
Grouo insurance 13 253.00 $552.18 oer month
Paid time off lorovide assumotionsl 1.26% 2 331.00
BENEFITS TOTAL 51,826.00
65
CERTIFIED & CLASSIFIED STAFF TOTAL
Professional Develo ment
SPED Contract Services
Other Contract Services (i.e. accounting, HR,
mana ement
Office Supplies
Membership Dues (if applicable)
OVERALL EDUCATION PROGRAM TOTAL
2b: ELEMENTARY PROGRAM
Elementary Curriculum
Elementary Instructional Supplies & Consumab
Elementarv Special Education Curricular Mater
Elementarv Contract Services rorovide assumo
ELEMENTARY PROGRAM TOTAL
2c: SECONDARY PROGRAM
Secondarv Curriculum
Secondarv Instructional Supplies & Consumablf
Secondarv Soecial Education Curricular Materi,
Secondarv Contract Services (orovide assumot
SECONDARY PROGRAM TOTAL
EDUCATIONAL PROGRAM TOTAL
Budget Assumptions / Details / Sources
5,000.00
T s of antici ated SPED Contractors:
5,000.00
Budget Assumptions / Details / Sources
Tvrn>s of anticioated Contractors:
Budget Assumptions / Details / Sources
5,000.00
T"nPS of anticioated Contractors:
5,000.00
10,000.00
Additional Notes or Details Regarding Educational Program Expenditures:
Section 3: Technology
Line Item / Account Budeet Assumotions / Details/ Sources
Internet Access
Contract Services
T echnoloQV Software & Licenses
Computers for Staff Use 3 174.00
Computers for Student Use
Other Technology Hardware (i.e. document
cameras proiectors, etc.)
TECHNOLOGY TOTAL 3,174.00
Additional Notes or Details Regarding Technology Expenditures:
Section 4: Non-Facilities Capital Outlay
Line Item / Account Budeet Assumotions / Details/ Sources
Furniture (school-wide) Include only items not covered via FFE, if applicable.
Kitchen Eauioment rwarminQ oven salad bar
Other Capital Outlay (i.e. library, kitchen
sma~ wares, maintenance equipment, etc.)
CAPITAL OUTLAY TOTAL
Additional Notes or Details Regarding Non-Facilities Capital Outlay Expenditures:
66
Section 5: Board of Directors
Line Item / Account Bud et Assum tions / Details / Sources
Insurance E ft O etc.
Audit
BOARD OF DIRECTORS TOTAL
Additional Notes or Details regarding Board of Directors Expenditures:
Additional Notes or Details Regarding Facilities Expenditures:
Section 7: Transportation
Line Item / Account Budiet Assumptions / Details / Sources
Daily Transportation
Special Transportation (i.e. SPED, field trips,
Other Transoortation Costs lsoecifvl
TRANSPORTATION TOTAL $0.00
Additional Notes or Details Regarding Transportation Expenditures:
Section 8: Nutrition
Line Item / Account Budeet Assumotions / Details / Sources
Food Costs
Non-Food Costs
OTHER TOTAL
Additional Notes or Details Regarding Transportation Expenditures:
Section 9: Other Expenditures
Line Item / Account Budget Assumptions/ Details / Sources
OTHER TOTAL
Additional Notes or Details Regarding Transportation Expenditures:
Appendix A3: 3 Year Operating Budget
67
. , .. ,. ...
•-:u1 '.-
Worksheet Instructions: list revenues, expenditures, and Full-Time Equivalencies (FTE) anticipated during the pre-operational year. Insert rows as necessary throughout the document. Include
notes specific to start-up costs (details, sources, etc.) in the Assumptions column
•·-. ·-
Anticioa1ed Enrollment for Eacl, Scenario: 290 330 410 488
Break-Even Year 1 Full Enrollment Vear 1
line Item I Account Budgel Budgel Year 2 Budget Vear 3 Budget Assumptions I Details I Sources
Year .:'. and j Lash on Hand is cumulati,.,e
Net Income from the previous years. 'we will
Cashon Hand $12.930.00 $43.085.00 not include cash on hand in the budget
but rather use it as a rese,,.,e account if
Child Nutrition Program Revenue $100.000.00 $105.000.00 $110.000.00 $115.000.00 Paid and Free/Reduced Lunches
Federal P1ograms (Title L Title 11A, Title VIB, Title IV) $75,006.00 $80.006.00 $103.506.00 $123.996.00 Title IV recei ... ed in year 2 and 3
Donations and Contributions Secured funds only; include documentation
Loans Include documentation for lender, term,
rate, and total p1incipal and Interest.
Grants Pro'Jide documentation and details.
Entitlement $628.260.00 $731,165.00 $1,036.082.00 $1,275.583.00 Attach the M & 0 Re'Jenue Template
Salary and Benefit Apportionment $1,669.535.00 $1,942.993. 00 $2.812.097.00 $3,460.655.00 Attach the M & 0 Re ... enue Template
Transportation Allowance $80.000.00 $85.000.00 $95.000.00 $110.000.00
Special Distributions NA NA NA NA From the SOE Special Distributions Doc.
Charter School Facilities $121,800.00 $138.600. 00 $172.200. 00 $204,960.00 $400 per ADA
Content and Curriculum $3,401.00 $3.680.00 $4.160.00 $4.628.00
Continuous lmpro'Jement Plans and T,aining $6.000.00 $6.000.00 $6.000.00 $6.000.00
Gifted Talented $0.00 $0.00 $0.00 $0.00
Leadership Premiums $18.297.00 $22.363.00 $27,446.00 $30,496.00
IT Staffing $4.891.00 $5.693.00 $7.832.00 $9.361.00
Math and Science Requirement $0.00 $0.00 moo $0.00
Professional Oe ... elopment $17.680.00 $17.680.00 $19.880.00 $21,200.00
Safe and 01ug-F1ee Schools $2,000.00 $2.000.00 $5.564.00 $6,428.00
Technology (i.e. infrastructu,e) $44.630.00 $47,681.00 $52.937.00 $58.062.00
Ad ... anced Opportunities $0.00 $0.00 $0.00 $0.00
College and Career Ad'Jisors/ Mentors $19.430.00 $22,110.00 $27.470.00 $32.696.00
Career Technical Education (Added Cost Funds) $42.000.00 $45.000.00 $45.000.00 $45.000.00 Added Costs from Idaho CTE
E:-<ceptional Contracts, Tuition Equi'J, SEO $7,500.00 $10.000.00 $15.000.00 $20,000.00
Remediation NA NA $2.700.00 •2.700.00
limited English P,oficient (LEP) NA NA $0.00 $0.00
School Facilities (Lottery) NA NA $19.305.00 $23,985.00
REVENUE TOTAL $2,840,430.00 $3,264,971.00 $4,348,673.00 $5,311,754.00
Operational Expenditures
.. -,-
la: CERTIFIED STAFF
Break-Even
Vear 1 Budget
Full Enrollment Vear 1 Vear 2 Budget Budget Vear 3 Budget Assumptions I Details I Sources
Classroom Teachers FTE Amount FTE Amount FTE Amount FTE Amount
Elementary Teachers
Secondary Teachers 14.0 762.204.00 18.00 1.025.431.00 24.50 1.527.003.00 28.00 1.822.478.00
Specialty Teachers 1.0 54,719.00 1.00 56.361.00 1.00 60.612.00 1.00 65.068.00
Classroom T eache, Subtotals 15.00 816.923.00 19.00 1.081,792.00 25.50 1.587,615.00 29.00 1.887 .546. 00 A1,1eraqe classroom siz:e:
Special Education FTE Amounl FTE Amount FTE Amount FTE Amount
SPED Director
Special Education Teacher 1.0 54,713.00 1.00 56,361.00 2.00 121.224.00 2.00 130,136.00
Special Education Subtotals 1.00 54.719.00 1.00 56.361.00 2.00 121.224.00 2.00 130.136.00 Anticipated 1/, Special Education Students:
Other Certified Staff FTE Amount FTE Amount FTE Amount FTE Amount
Lead Administrato1 1.0 92.000.00 1.00 95,000.00 1.00 97,850.00 1.00 100.786.00
Assistant Administ1ato1 1.0 89.000.00 1.00 80,000.00 1.00 92,700.00 1.00 85,481.00
Other Certified Staff Subtotals 2.00 181,000.00 2.00 185.000.00 2.00 190.550.00 2.00 196.267.00
CERTIFIED STAFF TOT AL 18.00 •••••••••• 22.00 $1,323,153.00 29.50 $1,899,389.00 33.00 •••••••••••
lb, CLASSIFIED STAFF Break-Even Full Enrollment Vear 1
Vear 1 Budget Budget Vear 2 Budget Vear 3 Budget Assumptions I Details I Sources
Position FTE Amount FTE Amount FTE Amount FTE Amount
Paraprofessionals-General 1.00 20.000.00 1.00 20,000.00 1.00 20,600.00 4.00 33.360.00
Paraprofessionals-SPED 1.00 20.000.00 1.00 20.000.00 2.00 41,200.00 3.00 63.654.00
Admin I Front Office Staff 1.00 31,500.00 1.00 31.500.00 1.00 32,445.00 3.00 96.900.00
Other 6.00 132,100.00 6.00 144,000.00 8.00 188,880.00 9.00 218.865 00 Bus Dri1,1ers, Nutrition Staff & Custodial
CLASSIFIED STAFF TOTAL 9.00 203,600.00 9.00 215,500.00 12.00 283,125.00 19.00 472,779.00
k BENEFITS
Break-Even Full Enrollment Vear 1 Vear 2 Budget Vear 3 Budget Assumptions I Details I Sources Vear 1 Budget Budget
T,pe Rate Amount Rate Amount Rate Amount Rate Amount
Retirement 11.94% 149.995.00 11.94% 183,715.00 11.94% 260,592.00 11.94% 320.795.00
Wo,kers comp/ FICA/ Medicare 7.65% 96,103.00 7.65% 117,707.00 7.65% 166,962.00 7.65% 205.535.00
Group lnsu,ance (Medical/Dental) 152,402.00 178.906.00 254.040.00 343,476.00 $552.18 pe, month per employee Yea, 1
Paid time off (010 ... ide assumotions) 1.26% 15.829.00 1.26% 19,387.00 1.26% 27,500.00 1.26% 33.853.00
BENEFITS TOT AL 414,329.00 499,715.00 709,094.00 903,659.00
CERTIFIED & CLASSIFIED STAFF TOTAL 1,256,242.00 1,538,653.00 $2,182,514.00 $2,686,728.00
TOTAL STAFF & BENEFITS TOTAL 1,670,571.00 2,038,368.00 $2,891,608.00 $3,590,387.00
68
Section 2: Educational Program
2ac OVERALL EDUCATION PROGRAM COSTS
Break-Even
Year 1 Budget
Professional Development 42,500.00
SPED Conuact Services 35,000.00
Leadership Stipends 18,297.00
Authorizer Fee 7,500.00
Other Contract Services (i.e. accounting, HR, management) 50,000.00
Office Supplies
OVERALL EDUCATION PROGRAM TOTAL 153,297.00
2b, ELEMENT ARV PROGRAM
Break-Even
Year 1 Budget
Elementa1v Curriculum
Elemental lnsuuctional Sunnlies & Consumables
Elemenla11J Soecial Education Curricular Materials
Elemental Contract Services fnrovide assumntions
ELEMENTARY PROGRAM TOTAL -
2cc SECONDARY PROGRAM
Break-Even
Year 1 Budget
Seconda1y Curriculum 22,500.00
Seconda1y Instructional Supplies & Consumables 47,500.00
Seconda1y Special Education Curricular Materials
Seconda11J Contract Services (orovide assumotions)
SECONDARY PROGRAM TOT AL 70,000.00
EDUCATIONAL PROGRAM TOTAL 223,297.00
Additional Notes or Details Regarding Educational Program Expenditures:
ection 3: Technology
Line hem I Account
Internet Access
Cont,acted Services
Technology Software & Licenses
Computers for Staff Use
Computers for Student Use
Othe, Technology Hardware (i.e. document cameras,
p1ojectors, etc.)
TECHNOLOGY TOTAL
Break-Even
Year 1 Budget
10,415.00
15,000.00
59,000.00
10,000.00
94,415.00
Additional Notes or Details Regarding T echnolog,i E,cpenditures:
Section 4: Non-Facilities Capital Outlay
Line hem I Account
Furnitu1e (school-wide)
CTE Equipment
Othe, Capital Outlay (i.e. library, kitchen small wares,
maintenance equipment, etc.)
CAPITAL OUTLAY TOT AL
Break-Even
Year 1 Budget
39,545.00
25,000.00
64,545.00
full Enrollment Year 1
Budget
50,000.00
35,000.00
21,347.00
7,500.00
50,000.00
163,847.00
Full Enrollment Year 1
Budget
-
full Enrollment Year 1
Budget
25,000.00
50,000.00
75,000.00
238,847.00
Full Enrollment Year 1
Budget
11,765.00
15,000.00
66,959.00
10,000.00
103,724.00
Full Enrollment Year 1
Budget
45,000.00
30,000.00
75,000.00
Additional Notes or Details Regarding Non-Facilities Capital Outla1 Expenditures:
Section 5: Board of Di rectors
Line hem I Account
Break-Even Full Enrollment Year 1
Year 1 Budget Budget
Board Training 6,000.00 6,000.00
Legal 2,50000 2,500.00
Insurance (property, liability, E & 0, e1c.) 34,500.00 34,500.00
Audit 6,600.00 6,600.00
BOARD OF DIRECTORS TOTALS 49,600.00 49,600.00
Additional Notes or Details Regarding Board ol Directors E,cpenditures:
Year 2 Budget Year 3 Budget Assumptions I Details I Sources
55,000.00 55,000.00
37,500.00 40,000.00 SLP and Psych Contract Services
27,954.00 29,987.00
8,000.00 8,500.00
100,000.00 100,000.00 SRO Contracted Ser1Jice
228,454.00 233,487.00
Year 2 Budget Year 3 Budget Assumptions I Details I Sources
--
Year 2 Budget Year 3 Budget Assumptions I Details I Sources
25,000.00 25,000.00
50,000.00 50,000.00
T voes of antici ated Contractors:
75,000.00 75,000.00
303,454.00 308,487.00
Year 2 Budget Year 3 Budget Assumptions I Details I Sources
14,302.00 16,836.00 Include details.
17,500.00 20,000.00
62,000.00 60,000.00
14,000.00 17,000.00
107,802.00 113,836.00
Year 2 Budget Year 3 Budget Assumptions I Details I Sources
51,000.00 58,000.00
30,000.00 30,000.00
81,000.00 88,000.00
Year 2 Budget Year 3 Budget Assumptions I Details I Sources
8,500.00 6,500.00
3,000.00 4,000.00
37,500.00 37,500.00
7,000.00 7,500.00
54,000.00 55,500.00
69
ection 6: Facilities Details (consistent with fac1
Line Item I Account
Mortgage or Lease
Construction I Remodeling {if applicable)
Repairs and Maintenance
Facilities Maintenance Contracts (i.e. snow remo,.,al; trash:
lawn care, custodial, security, etc.)
Utilities (i.e. gas, electric, water, etc.)
Phone
Other Facilities Related Costs (s ecif )
FACILITIES TOT AL
Brealc-Even Full Enrollment Vear 1
Vear 1 Budget Budget
485,000.00 485,000.00
30,000.00 30,000.00
12,000.00 12,000.00
72,000.00 72,000.00
599,000.00 599,000.00
Additional Noles or Details Regarding Facilities EHpenditures:
ection 7: Transportation
Brealc-Even Full Enrollment Vear 1
line Item I Account Vear 1 Budget Budget
Fuel Costs $21,000.00 $24,500.00
Special Transportation (i.e. SPED, field t1ips, etc.)
Other Trans ortation Costs (s ecif ) $23,502.00 $23,502.00
TRANSPORTATION TOT AL $44,502.00 $48,002.00
Yea, 2 Budget Vea, 3 Budgel Assumptions I Details I Sources
800,000.00 800,000.00
35,000.00 40,000.00
20,000.00 20,000.00
74,160.00 76,385.00
929,160.00 936,385.00
Yea, 2 Budget Vear 3 Budget Assumptions I Details I Sources
$27,000.00 $28,000.00
$23,500.00 $23,500.00 Bus Pa ments I Insurance
$50,500.00 $51,500.00
Additional Notes or Details Regarding Transportation EHpenditures: Bus Drivers are included above in Sala,,, I Benefit Costs under ·other· Classified positions.
Section 8: Nutrition Program
line Item I Account
Food Costs
Non-Food Costs
NUTRITION TOT AL
Brealc-Even
Vear 1 Budget
60,000.00
20,000.00
80,000.00
Full Enrollment Vear 1
Budget
65,000.00
20.000.00
85,000.00
Yea, 2 Budget Vear 3 Budget Assumptions I Details I Sources
70,000.00 75,000.00
30,000.00 30,000.00
100,000.00 105,000.00
Additional Notes or Details Regarding Other EHpenditures: 2 Child Nutrition Staff are included above in the ·other· Classified positions. The staffing costs would equate to an additional
$70,000 in Nutrition Program costs and therefore the total Nutrition Program would run a loss of approHimatel)' $60,000.
Section 9: Other Expenditures
Line Item I Account
Brealc-Even Full Enrollment Vear 1
Vear 1 Budget Budget Vear 2 Budget Vear 3 Budget Assumptions I Details I Sources
Testing I Assessment 10,000.00 10,000.00 10,000.00 10,000.00
Advertisina & Other Misc EHoenses 4,500.00 4,500.00 4,500.00 4,500.00
OTHER TOTAL 14,500.00 14,500.00 14,500.00 14,500.00
Additional Notes or Details Regarding Other EHpenditures:
Appendix A4: Cash Flow Projections
70
Idaho Pubhc Charter School Comm1ss1on
Ca.sh Flow Opera.t1ona.l Yea.r 1
Year 1
Budieted JUL
Student Enrollment Capacit 33(
Donations and Contributions
loans
Grants
Federal Programs/Child Nutr 185,006
Entitlement 731,165 5182,791.25
5alaryand BenefitApportior 1,942,993 5485,748.25
Transportation Allowance 85,000 521,250.00
Special Distributions 320,807
Total Revenue 53,264,971.00 5689,789.50
Salaries and Benefits (1) 2,038,368.00 519,624.00
Education Program 238,8-47.00
Technology Totals (2) 101,n-4.oo
Capital Outlay Totals (2) 75,000.00
Board of Directors 49,600.00
Facillties 599,000.00 S9,500.00
Transportation 548,002.00
Nutrition 85,000.00 525,000.00
Other 14,500.00
Total Expenditures 53,252,041.00 S54,124.00
Operational Cash Flow S635,665.50
Cash on Hand SO.OD
Cash End of Period 5635,665.50
AUG SEPT OCT HOV
518,500.00 518,500.00 518,500.00
5182,791.25 5146,233.00
5485,748.25 5388,598.60
S21,250.00 S17,000.00
5689,789.50 518,500.00 518,500.00 5570,331.60
$169,864.00 5169,864.00 5169,864.00 5169,864.00
S21,713.00 521,713.00 521,713.00 S21,713.00
S81,959.00 52,176.00 S2,176.00 52,176.00
559,000.00 51,600.00 51,600.00 51,600.00
54,509.00 54,509.00 54,509.00 54,509.00
5252,000.00 59,500.00 S9,500.00 S106,500.00
54,500.00 54,500.00 5-4,500.00 54,500.00
55,454.00 55,455.00 55,454.00 55,455.00
S1,318.00 51,318.00 S1,318.00 51,318.00
S600,317.00 S220,635.00 S220,63-4.00 S317,635.00
S89,472.50 (S202,135.00) (S202,134.00) S252,696.60
S635,665.50 5725,138.00 S523,003.00 S320,869.00
S725,138.00 5523,003.00 5320,869.00 S573,565.60
(1) 5150,240 of Salaries/Benefits will be accrued in June and paid in July. (staff contracts are August thru July)
DEC JAN FEB MAR
518,500.00 518,500.00 518,500.00 518,500.00
5146,233.00
5388,598.60
S17,000.00
SB0,201.00
518,500.00 518,500.00 5570,331.60 598,701.00
5169,864.00 5169,864.00 5169,864.00 5169,864.00
521,713.00 521,713.00 S21,713.00 521,713.00
52,177.00 S2,177.00 52,177.00 S2,177.00
51,600.00 51,600.00 51,600.00 51,600.00
54,509.00 54,509.00 54,509.00 54,509.00
59,500.00 S9,500.00 S106,500.00 S9,500.00
54,500.00 5-4,500.00 54,500.00 54,500.00
55,454.00 55,455.00 55,454.00 55,455.00
51,318.00 S1,318.00 51,318.00 S1,318.00
S220,635.00 S220,636.00 S317,635.00 S220,636.00
(S202,135.00) (S202,136.00) S252,696.60 (S121,935.00)
5573,565.60 S371,430.60 5169,294.60 5421,991.20
5371,430.60 5169,294.60 S421,991.20 5300,056.20
171 TPrhnnlnPV 11nrl rAnit11I Cl11tl11v h11<. hPPn frnnt ln11rlPrl tn A111•11d <.n <.t11ff/<.h1rlPnt rnmn11tP,-.;. Pm1inmPnt 11nrl fllrnitmP will hP ;w11i111hlP 11t thP hPl'inninP nf thP <.rhnnl VPilr.
APR MAY JUNE Total
SO.OD
SO.DD
SO.DD
518,500.00 518,500.00 518,506.00 S185,CX16.00
573,116.50 SlJl,165.00
5194,299.30 51,942,993.00
S8,500.00 SBS,000.00
580,202.00 580,202.00 580,202.00 S320,807.00
598,702.00 5374,617.80 598,7ctl.OO 53,264,971.00
5169,864.00 5169,864.00 5169,864.00 S 1,888, 128.00
521,713.00 S21,713.00 521,717.00 $238,847.00
52,177.00 52,177.00 S2,175.00 S103,724.00
51,600.00 51,600.00 51,600.00 575,000.00
54,509.00 54,509.00 54,510.00 S49,600.00
59,500.00 S58,000.00 S9,500.00 $599,000.00
54,500.00 54,500.00 53,002.00 S48,002.00
55,454.00 55,455.00 55,455.00 SBS,000.00
51,318.00 51,318.00 S1,320.00 S14,500.00
S220,635.00 S269,136.00 S219,143.00 S3,101,801.00
(S121,933.00) S105,481.80 (S120,435.00) 5163,170.00
5300,056.20 S178,123.20 S283,605.00
S178,123.20 S283,605.00 5163,170.00 5163,170.00
Appendix A5: Facility Options
Facility Options TBD
71
Appendix B: Articles of Incorporation and Bylaws
Articles of Incorporation in progress as of 10-6-21
72
73
OPERATING AGREEME T
OF
Elevate Academy East Idaho LLC
Effective as of October 20, 2021
74
OPERATING AGREEME T
OF
ELEV ATE ACADEMY EAST IDAHO LLC
A Sole Member Limited Liability Company
THIS OPERATING AGREEMENT (this "Agreement"), made and entered into effective as of
October 20, 2020 (the "Effective Date"), by Elevate Academy, Inc., an Idaho nonprofit corporation
(the "Sole Member"), located at 114 W Chicago Street, Caldwell, Idaho 83605. Capitalized terms
used herein are defined in 0.
ARTICLE I
FORMATION OF THE COMPANY
Section 1. 1 Organization. The Company was formed upon the filing of the Certificate
with the Idaho Secretary of State on October 20, 2020. All actions taken by the Person who
executed and filed the Certificate are hereby adopted and ratified, such Person being an "authorized
person" under the Act.
Section 1.2 Company ame. The business of the Company shall be conducted under
the name "Elevate Academy East Idaho, LLC" or such other name as the Sole Member shall
hereafter designate.
Section 1.3 Sole Member. The Sole Member of the Company shall be Elevate
Academy, Inc., located at 114 W. Chicago St. Caldwell, ID 83605.
Section 1.3 Filing of Certificate and Amendments. The Sole Member is hereby
authorized to appoint an officer or other representative of the Company to execute, deliver, file
and record all such certificates and documents, including amendments to, or restatements of, the
Certificate, and to do such other acts as may be appropriate to comply with all requirements for
the formation, continuation and operation of a limited liability company, the ownership of
property, and the conduct of business under the laws of the State ofldaho and any other jurisdiction
in which the Company may own property or conduct business.
Section 1.4 Term of Company. The Company's te1111 conunenced on the date the
Certificate was filed with the Idaho Secretary of State and is perpetual. The Company may be
terminated in accordance with the terms and provisions hereof, and will continue unless and until
dissolved as provided in Article VIII. The existence of the Company as a separate legal entity will
continue until the cancellation of the Certificate as provided in the Act.
Section 1.5 Registered Agent and Office. The Company's initial registered agent and
office in the State of Idaho is Darren Uranga, 114 W. Chicago St. Caldwell, ID 83605. The Sole
Member may designate another registered agent and/or registered office from time to time in
accordance with the then-applicable provisions of the Act and any other applicable laws.
Section 1.6 Principal Place of Business. The Company's principal place of business
shall be at 114 W. Chicago St. Caldwell, ID 83605 or such other place within or outside of the
State ofidaho as detennined by the Sole Member. The location of the Company's principal place
-1 -
75
of business may be changed by the Sole Member from time to time in accordance with the then-
applicable provisions of the Act and any other applicable laws. The Company may have other
offices as the Sole Member may from time to time deem necessary or advisable.
Section 1. 7 Qualification in Other Jurisdictions. Any authorized person of the Company
may execute, deliver and file any certificates (and any amendments and/or restatements thereof)
necessary for the Company to qualify to do business in any jurisdiction in which the Company
may wish to conduct business.
Section 1. 8 Fiscal Year; Taxable Year. The fiscal year of the Company for financial
accounting and income tax purposes will end June 30 unless otherwise required by law.
Section 1.9 Covenants Regarding Organization. The Sole Member shall take such steps
as are necessary to ( a) maintain the Company's status as a limited liability company formed under
the laws of the State of Idaho and its qualification to conduct business in any jurisdiction where
the Company does business and is required to be qualified, and (b) ensure that the Company shall
continue to be treated as a disregarded entity for federal, state and local income tax purposes.
ARTICLE II
PURPOSE AND POWERS OF THE COMPANY
Section 2.1 Purpose. The Company is organized exclusively for charitable, scientific,
literary, and educational purposes within the meaning of Section 501( c )(3) of the Internal Revenue
Code of 1986, as amended (the "Code"), or within corresponding provisions of any subsequent
federal tax laws, including the operation of a public charter school under the laws of the State of
Idaho.
Section 2.2 The broadest discretion is vested in and conferred upon the Sole Member
for the accomplishment of these purposes.
Section 2.3 Powers of the Company. The Company will have the power and authority
to take any and all actions that are necessary, appropriate, advisable, convenient or incidental to or
for the furtherance of the purposes set forth in Section 2.1.
Section 2.4 Failure to Observe Formalities. A failure to observe any formalities or
requirements of this Agreement, the Certificate, or the Act shall not be grounds for imposing
personal liability on the Sole Member for liabilities of the Company.
Section 3.1
ARTICLE III
SOLE MEMBER
Powers and Limitations on the Rights of the Sole Member.
(a) The Sole Member is authorized on the Company's behalf to make all decisions in
accordance with this agreement as to ( a) the sale, development lease or other disposition of the
Company's assets; (b) the purchase or other acquisition of other assets of all kinds; ( c) the
management of all or any part of the Company's assets; ( d) the borrowing of money and the
granting of security interests in the Company's assets; ( e) the pre-payment, refinancing or
- 2 -
76
extension of any loan affecting the Company's assets; (f) the compromise or release of any of the
Company's claims or debts; and, (g) the employment of persons, firms or corporations for the
operation and management of the company's business.
(b) In the exercise of its management powers, the Member is authorized to execute and
deliver (a) all contracts, conveyances, assignments leases, sub-leases, franchise agreements,
licensing agreements, management contracts and maintenance contracts covering or affecting the
Company's assets; (b) all checks, drafts and other orders for the payment of the Company's funds;
(c) all promissory notes, loans, security agreements and other similar documents; and, (d) all other
instruments of any other kind relating to the Company's affairs, whether like or unlike the
foregoing.
( c) The Sole Member shall have the right to take any action with respect to the
Company necessary, in its sole discretion, to protect the Sole Member's status as an exempt entity
under section 501(c)(3) of the Code.
Section 3.2 Limited Liability of the Sole Member. Notwithstanding anything to the
contrary in this Agreement, the debts, obligations and liabilities of the Company, whether arising
in contract, tort or otherwise, will be solely the debt , obligations and liabilities of the Company
and the Sole Member will not be obligated personally for any such debt, obligation or liability
solely by reason of being a Member of the Company.
Section 3.3 Competing Activities. The Sole Member may engage or invest in,
independently or with others, any business activity of any type or description, including without
limitation those that might be the same as or similar to the Company's business and that might be
in direct or indirect competition with the Company. The Company shall not have any right in or to
such other ventures or activities or to the income or proceeds derived therefrom. TI1e Sole Member
shall not be obligated to present any investment opportunity or prospective economic advantage
to the Company, even if the opportunity is of the character that, if presented to the Company, could
be taken by the Company. The Sole Member shall have the right to hold any investment
opportunity or prospective economic advantage for its own account or to recommend such
opportunity to Persons other than the Company.
Section 3.4 Compensation of the Sole Member. The Sole Member may not be
compensated for performing services to the Company, but shall be entitled to reimbursement of
reasonable expenses incurred on behalf of the Company in connection with the performance of
such services.
ARTICLE IV
MANAGEMENT
Section 4.1 Management of the Companv by Sole Member. The business, property and
affairs of the Company shall be managed and all powers of the Company shall be exercised by or
under the direction of the Sole Member. The Member is in control, management, direction and
operation of the Company's affairs and shall have powers to bind the Company with any legally
binding agreement, including setting up and operating a Company bank account.
-3 -
77
Section 4.2 Meetings of Sole Member. Meetings of the Sole Member shall be called,
noticed and held pursuant to the Bylaws of the Sole Member. All meetings related to the Company
shall comply with Idaho Open Meeting laws.
Section 4.3 Transactions between the Company and the Board. Notwithstanding that it
may constitute a conflict of interest, the Board may, and may cause their affiliates to, engage in
any transaction (including, without limitation, the purchase, sale, lease, or exchange of any
property or the rendering of any service, or the establishment of any salary, other compensation,
or other terms of employment) with the Company so long as (i) such transaction is not expressly
prohibited by this Agreement, (ii) the terms and conditions of such transaction, on an overall basis,
are fair and reasonable to the Company and are at least as favorable to the Company as those that
are generally available from Persons capable of similarly performing them and in similar
transactions between parties operating at arm's length, and (iii) such transaction has been
consented to in writing by the Sole Member. 111ese agreements include, but are not limited to,
professional services agreements with other schools affiliated with the Sole Member.
Section 4.4 Reliance Upon Advisors. 111e Board and/or officers may consult with legal
counsel chosen by them and any act or omission suffered or taken by them on behalf of the
Company or in furtherance of the interests of the Company in good faith in reliance upon and in
accordance with the advice of such counsel shall be full justification for any such act or omission
and the Board and/or officers shall be fully protected in so acting or omitting to act, provided such
counsel was chosen with reasonable care.
Section 4.5 Bank Accounts. The funds of the Company shall be deposited in such bank
account or accounts, or invested in such interest-bearing or non-interest bearing investments, as
shall be designated by the Sole Member. Company funds shall be separately identifiable from and
not commingled with those of any other Person.
ARTICLE V
BOOKS AND RECORDS
Section 5.1 Books, Records and Financial Statements. At all times during the
continuance of the Company, the Company will maintain, at its principal place of business,
separate books of account in which complete entries will be made that will show a true and accurate
record of all costs and expenses incurred, all charges made, all credits made and received and all
U.S. income derived in connection with the operation of the Company's business and reflecting
all financial transactions of the Company in accordance with this Agreement. The books shall be
kept in accordance with Idaho law. Such books of account, together with a copy of this Agreement
and the Certificate, will at all times be maintained at the principal place of business of the Company
and will be open to inspection and examination at reasonable times, within ten (10) business days
following receipt by the Company of a request by the Sole Member, or its duly authorized
representatives, for any purpose.
The Company will furnish to the Sole Member within ninety (90) days after the end of each
fiscal year of the Company, an unaudited report of the activities of the Company for the preceding
- 4 -
78
fiscal year, including a copy of a balance sheet of the Company as of the end of such year and a
statement of income or loss for such year.
Section 5.2 Corporate Existence. The Company will maintain its respective legal
existence.
ARTICLE VI
LIABILITY AND INDEMNIFICA TIO
Section 6.1 Liability. Except as otherwise provided by the Act, the debts, obligations
and liabilities of the Company, whether arising in contract, tort or otherwise, will be solely the
debts, obligations and liabilities of the Company, and the Sole Member will not be obligated
personally for any such debt, obligation or liability of the Company solely by reason of being the
Sole Member.
Section 6.2 Standard of Care: Fiduciarv Duties.
(a) Each Member or officer or employee of the Company (i) is to perfonn his, her or
its duties in good faith on behalf of the Company, in a manner that he, she or it reasonably believes
to be within the scope of authority confetTed upon such Member, officer or employee, in a manner
that such Member, officer or employee reasonably believes to be in the best interests of the
Company, and with such care as an ordinarily prudent person in a like position would use under
similar circumstances, and, (ii) except to the extent expressly modified by this Agreement, shall
have the same fiduciary duties to the Company as a director or officer, as the case may be, of an
Idaho corporation would have to such corporation and its shareholders tmder the Idaho Uniform
Business Organizations Code (Idaho Code, Title 30, Chapter 21), as the same may be amended
from time to time.
(b) Each Member or officer or employee of the Company, in the performance of his,
her or its duties, is entitled to rely in good faith on information, opinions, reports or other
statements, including financial statements, books of accotmt and other financial data, if prepared
or presented by: (i) one or more other Members, officers or employees of the Company if the
Person relying on the statements reasonably believes that the Person preparing or presenting the
material is reliable and competent in that matter; or (ii) legal counsel, public accountants or other
Persons as to matters that the Person relying on the statements reasonably believes are within the
Person's professional or expert competence.
Section 6.3 Indemnification. To the fullest extent permitted by applicable law, a
Member, officer or employee will be entitled to indemnification from the Company for any loss,
damage or claim incurred by such Member, officer or employee by reason of any act or omission
perfonned or omitted by such Member, officer or employee in good faith on behalf of the Company
and in a manner believed to be within the scope of authority conferred on such Member, officer or
employee by this Agreement, except that no Member, officer or employee will be entitled to be
indemnified in respect of any loss, damage or claim which is found by a coUJt of competent
jurisdiction, not subject to further appeal, to have been incurred by such Member, officer or
employee by reason of such Member, officer or employee's gross negligence, willful misconduct
or willful breach of tl1is Agreement with respect to such acts or omissions; provided, tl1at any
-5 -
79
indemnity under this Section will be provided out of and to the extent of Company assets only,
and no Member, officer or employee will have any personal liability on account thereof.
Section 6.4 Exculpation. Any act or omission of the Member, the effect of which may
cause or result in loss or damage to the Company or the Member, if done in good faith to
promote the best interests of the Company, shall not subject the Member to any liability to the
Member.
Section 6.5 Indemnification Severability. To the fullest extent permitted by applicable
law, if any portion of this Article is invalidated on any ground by any court of competent
jurisdiction, then the Company will neve1iheless indemnify each Member, officer or employee as
to costs, charges and expenses (including reasonable attorneys' fees), judgments, fines and
amounts paid in settlement with respect to any action, suit or proceeding, whether civil, criminal,
administrative or investigative, including an action by or in the right of the Company, to the fullest
el\ient permitted by any applicable portion of this Article VI that has not been invalidated.
ARTICLE VII
TRA SFERS OF I TERESTS
Section 7.1 Assignment, Sale or Transfer of Interest. The Sole Member may not
volw1tarily assign, sell or transfer its Interest in the Company, without the express written consent
of the charter school authorizer or other person that has a right to consent.
ARTICLE VIII
DISSOL TION, LIQUIDATION AND TERMINATIO
Section 8.1 Dissolving Events. The Company will be dissolved and its affairs wound up
in the manner hereinafter provided upon the happening of any of the following events:
(a) The Sole Member elects to dissolve the Company;
(b) The sale or liquidation of all, or substantially all, of the Company's assets;
(c) The bankruptcy of the Company; or
(d) The occurrence of any event which, under applicable law, would cause the
dissolution of the Company; provided, however, that, unless required by applicable law, the
Company will not be wound up as a result of any such event and the business of the Company will
continue.
Section 8.2 Dissolution and Winding-Up. Upon the dissolution of the Company, the
as ets of the Company will be liquidated or distributed under the direction of, and to the extent
determined by, the Sole Member in accordance with the provisions of the Certificate and in
accordance with Idaho Code 33-5212 and the Internal Revenue Code as it applies to charitable
organizations.
-6 -
80
Section 8.3 Termination. The Company will terminate when the winding up of the
Company's affairs has been completed, all of the assets of the Company have been distributed,
and the Certificate has been canceled.
Section 8.4 No Personal Liability/Claims of the Sole Member. The Sole Member shall
not be personally liable for any debts, liabilities or obligations of the Company, whether to the
Company or to the creditors of the Company; and the members of the Board shall be not personally
liable for any debts, liabilities or obligations of the Company, whether to the Company, the Sole
Member or to the creditors of the Company.
ARTICLE IX
MISCELLANEOUS
Section 9.1 Notices. All notices, requests, demands and other communications
(collectively, "Notices") given pursuant to this Agreement shall be in writing, and shall be
delivered by personal service, courier, facsimile transmission (which must be confirmed),
electronic mail transmission (which must be confinned) or by United States first class, registered
or certified mail, postage prepaid, to the addresses, facsimile numbers and/or electronic mail
addresses set forth in the Company's files. All Notices shall be deemed given when received.
Section 9.2 Headings. Captions contained in this Agreement are inse1ted only as a
matter of convenience and in no way define, limit or extend the scope or intent of this Agreement
or any provision thereof
Section 9.3 Interpretation. In the event any claim is made by any Member relating to
any conflict, omission or ambiguity in this Agreement, no presumption or burden of proof or
persuasion shall be implied by virtue of the fact that this Agreement was prepared by or at the
request of a particular Member or its counsel.
Section 9.4 Entire Agreement. Except as herein provided, this Agreement constitutes
the entire agreement among the parties relating to the subject matter hereof and supersedes any
prior agreement or understanding between them relating to the subject matter hereof This
Agreement may not be modified or amended in any manner other than as set forth herein.
Section 9. 5 Counterparts. This Agreement may be executed in any number of
counterparts, and by fax or portable document form ("pdf') signatures, each of which will be
deemed an original but all of which together will constitute one and the same instrument.
Section 9.6 Attorneys' Fees. In the event of any litigation or arbitration between the
patties hereto respecting or arising out of this Agreement, the prevailing party, whether or not such
litigation or arbitration proceeds to final judgment or determination, shall be entitled to recover all
of the attorneys' fees incurred with respect to such legal efforts, in each and every such action, suit
or other proceeding, including any and all appeals or petitions therefrom: provided, however, that
in the case of any negotiated settlement of any litigation or arbitration between the parties, there
shall be no "prevailing patty" for purposes of this Section 9 .6. As used herein, the te1m "attorneys'
fees" shall be deemed to mean the reasonable cost of any legal services actually perfonned in
connection with the matters involved.
- 7 -
81
Section 9. 7 Severability. Whenever possible, each provision of this Agreement shall be
interpreted in such manner as to be effective and valid under applicable law, but if any provision
of this Agreement, or the application of such provision to any Person or circumstances shall be
held invalid, the remainder of this Agreement, or the application of such provision to Persons or
circumstances other than those to which it is held invalid, shall not be affected hereby.
Section 9.8 Amendments. Neither this Agreement nor the Certificate may be amended
(including by way of merger), modified or supplemented except by a written instrument signed by
the Sole Member.
Section 9.9 No Third Party Beneficiaries. Except as otherwise provided herein with
respect to Member, officer or employees pursuant to Article VI, this Agreement is not intended to
confer upon any Person, except for the parties hereto, any rights or remedies hereunder.
Section 9.10 Governing Law. This Agreement and the rights of the parties hereunder
shall be governed by and interpreted in accordance with the laws of the State ofldaho. All te1ms
used herein shall have the meaning given them under the Act, as such may be amended from time
to time, except as otherwise provided herein.
Section 9.11 Successors and Assigns. Except as herein othenvise provided to the
contrary, this Agreement will be binding upon and inure to the benefit of the parties hereto, their
successors and permitted assigns.
Section 9.12 Exhibits. All Exhibits attached to this Agreement are incorporated and shall
be treated as if set forth herein.
Section 9.13 Legal Representation and Conflicts of Interest. Legal counsel to the
Company may also be legal counsel to the Sole Member, or any Affiliate of the Sole Member and
the parties hereto expressly waive any conflicts of interest with respect to such representation.
Such waiver may be revoked at any time. The Company's revocation will be effective upon the
affim1ative vote of the Sole Member or the Sole Member.
Section 9.14 Parties in Interest. Except as expressly provided in the Act, nothing in this
Agreement shall confer any rights or remedies under or by reason of this Agreement on any
Persons other than the Sole Member and their respective successors and assigns nor shall anything
in this Agreement relieve or discharge the obligation or liability of any third person to any party
to this Agreement, nor shall any provision give any third person any right of subrogation or action
over or against any party to this Agreement.
[ Signature pages follow]
-8 -
82
IN WIT ESS WHEREOF, the parties hereto have executed and delivered this Agreement
as of November 9, 2020.
COMPANY:
HOU:3740985.2
Elevate Academy East Idaho LLC, a Idaho
limited liability company
By: _____________ _
Name: ---------
Title: CEO, ELEVATE ACADEMY INC., the Sole
Member
[Company Signature Page to Operating Agreement]
83
EXHIBIT A-1
MEMBERS OF THE BOARD OF DIRECTORS OF
ELEV ATE ACADEMY I 'C.
Date of Exhibit: As of September 30, 2021
Kellie Foreman
21395 Chicago St.
Nampa, ID 83607
Erick Bullock
15701 Palomino Ln.
Murphy, ID 83650
Amy Rojas
1215 Fillmore St.
Caldwell ID 83605
Becki Woodbury
1885 W Sheep Hill Ct.
Meridian, ID 83646
Brooke Stevenson
2301 Nordic Ave.
Middleton, ID 83644
513363336
HOU:3740985.2
Name and Address
A-1
84
ARTICLES OF AMENDMENT
(Non-profit)
Title 30, Chapters 21 and 30, Idaho Code
Filing fee: $30 typed, $50 not typed
Complete and submit the application in duplicate.
1. The name of the corporation is:
Elevate Academy, Inc.
ZJl7NOV -6 fll'f 10: 46
SECR£TARY OF STATE
STATE OF IDAHO
If the corporatlon has been administratively dissolved and the corporate name ls no longer
available for use, the amendment(s) below must Include a change of corporate name.
2. The text of each article being amended:
Article 2: The purpose for which the corporation is orgainzed: Elevate Academy, Inc. is
organized exclusively for educational purposes, specifically a public charter school, including,
for such pruposes, the making of distributions to organizations that qualify as exempt
organizations described under section 501 (c)(3) of the Internal Revenue Code, or
corresponding of any future federal tax code.
3. The date of adoption of the amendment(s) was: _1_1_11_1_2_0_1_7 _________________ _
4. Manner of adoption (check one):
~ Each amendment consists exclusively of matters which do not require member approval pursuant to sec-
tion 30-30-705, Idaho Code, and was, therefore, adopted by the incorporators, or by the board of direc-
tors. (Please fill spaces below)
a. The number of directors entitled to vote was:_2 _____ ...,,.. ______________ _
b. The number of directors that voted for each amendment was: ~2~--=--------------
c. The number of directors that voted against each amendment was: ~O _____________ _
D The amendment consists of matters other than those described in section 30-30-705, Idaho Code, and was,
therefore adopted by the members. (Please fill spaces below)
a. The number of members entitled to vote
was:
b. The number of members that voted for each
amendment was: -----------
c. The number of members that voted against
each amendment was: ---------
Printed Name: Monica White, Board Director
Revised 06/2016
Secretary of State use only
85
204
ARTICLES OF AMENDMENT
(Non-profit)
Title 30, Chapters 21 and 30, Idaho Code
Filing fee: $30 typed, $50 not typed
Complete and submit the application in duplicate.
1. The name of the corporation is:
Elevate Academy, Inc.
ZJJ?Nov -6 flM JO: 46
SECRETARY OF STATc
STATE OF IDAHO L
If the corporatJon has been administratively dissolved and the corporate name is no longer
available for use, the amendment(s) below must Include a change of corporate name.
2. The text of each article being amended:
Article 2: The purpose for which the corporation is orgainzed: Elevate Academy, Inc. is
organized exclusively for educational purposes, specifically a public charter school, including,
for such pruposes, the making of distributions to organizations that qualify as exempt
organizations described under section 501 {c){3) of the Internal Revenue Code, or
corresponding of any future federal tax code.
3. The date of adoption of the amendment(s) was: _1_1_/1_/_2_0_1_7 _________________ _
4. Manner of adoption (check one):
~ Each amendment consists exclusively of matters which do not require member approval pursuant to sec-
tion 30-30-705, Idaho Code, and was, therefore, adopted by the incorporators, or by the board of direc-
tors. (Please fill spaces below)
a. The number of directors entitled to vote was:.;;2;;_ ____ -=---------------
b. The number of directors that voted for each amendment was: =2'----,,--------------
c. The number of directors that voted against each amendment was: ..::O _____________ _
D The amendment consists of matters other than those described in section 30-30-705, Idaho Code, and was,
therefore adopted by the members. (Please fill spaces below)
a. The number of members entitled to vote
was:
b. The number of members that voted for each
amendment was: -----------
c. The number of members that voted against
each amendment was:
Printed Name: Monica White, Board Director
Sigoat,,e ~2L-L--c_ ·--.. /
Secretary of State use only
86
87
201
ARTICLES OF INCORPORATION
(Non-Profit)
Title 30, Chapters 21 and 30, Idaho Code
Filing fee: $30 typed, $50 not typed
Complete and submit the form in duplicate.
Article 1: The name of the corporation shall be:
Elevate Academy, Inc.
2017 S£P 26 PH I: 26
SE~~Ilti'f ?cf~tiATE
Article 2: The purpose for which the corporation is organized is: th e operation of a public charter school
pursuant to the Idaho Public Charter Schools Act of 1998
Article 3: Registered agent name and address:
Chris Yorgason 6200 Meeker Pl., Boise, ID 83713
(I ame) (Address)
Article 4: The board of directors shall consist of no fewer than three (3) people. The names and addresses of the
initial directors are:
Monica White 1010 W. Jefferson St. #201, Boise, ID 83702
( ame) (Address)
Matt Strong 1010 W. Jefferson St. #201 Boise, ID 83702
(Name (Address)
Randy Schrader 1010 W. Jefferson St. #201 Boise, ID 83702
( ame (Address)
Article 5: lncorporator name(s) and address(es):
Monica White 1010 W. Jefferson St. #201,Boise, ID 83702
(Name) (Address)
Matt Strong 1010 W. Jeffrson St. #201 Boise, ID 83702
(Name (Address)
(Name (Address)
Article 6: The mailing address of the corporation shall be:
1010 W. Jefferson St. #201 Boise, ID
(Address)
Article 7: The corporation ( D does ~ does not ) have voting members.
Articles: Upon dissolution the assets shall be distributed: to organizations described in Internal Revenue Cod
501 (c)(3)
Signatures of all incorporators:
hite
Secretary of State use only
Printed Na e: Matthew S. Strong
Signature: ~w S'. r .... -C
Printed Name: _______________ _
Signature: _________________ _
Rovi'ied 0812015
88
89
ARTICLES OF AMENDMENT
(Non-profit)
Title 30, Chapters 21 and 30, Idaho Code
Filing fee: $30 typed, $50 not typed
Complete and submit the application in duplicate.
1. The name of the corporation is:
Elevate Academy, Inc.
ZJl7NOV -6 fll'f 10: 46
SECR£TARY OF STATE
STATE OF IDAHO
If the corporatlon has been administratively dissolved and the corporate name ls no longer
available for use, the amendment(s) below must Include a change of corporate name.
2. The text of each article being amended:
Article 2: The purpose for which the corporation is orgainzed: Elevate Academy, Inc. is
organized exclusively for educational purposes, specifically a public charter school, including,
for such pruposes, the making of distributions to organizations that qualify as exempt
organizations described under section 501 (c)(3) of the Internal Revenue Code, or
corresponding of any future federal tax code.
3. The date of adoption of the amendment(s) was: _1_1_11_1_2_0_1_7 _________________ _
4. Manner of adoption (check one):
~ Each amendment consists exclusively of matters which do not require member approval pursuant to sec-
tion 30-30-705, Idaho Code, and was, therefore, adopted by the incorporators, or by the board of direc-
tors. (Please fill spaces below)
a. The number of directors entitled to vote was:_2 _____ ...,,.. ______________ _
b. The number of directors that voted for each amendment was: ~2~--=--------------
c. The number of directors that voted against each amendment was: ~O _____________ _
D The amendment consists of matters other than those described in section 30-30-705, Idaho Code, and was,
therefore adopted by the members. (Please fill spaces below)
a. The number of members entitled to vote
was:
b. The number of members that voted for each
amendment was: -----------
c. The number of members that voted against
each amendment was: ---------
Printed Name: Monica White, Board Director
Revised 06/2016
Secretary of State use only
90
BYLAWS OF ELEVATE ACADEMY, INC.
1. Name and offices
1. Name
The name of the corporation shall be Elevate Academy, Inc.
2. Mission and Vision
Vision: Community focused, rigorous, personalized education for all.
Mission: Engage students in meaningful education that will contribute to success in their future career,
Ignite a passion within each student to lead their life in a positive direction, Inspire students to become
engaged, contributing members of their community.
3. Principal office
The principal office of the corporation shall be located in Canyon County, Idaho. The Corporation may
have such other offices, either within or without the State of Idaho, as the Board of Directors may
designate or as the business of the corporation may require from time to time.
4. Registered office
The registered office of the corporation required by the Idaho Business Corporation Act to be maintained
in the State of Idaho may be, but need not be, identical with the principal office in the State of Idaho, and
the address of the registered office may be changed from time to time by the board of directors.
5. Purpose
The corporation is organized and shall be operated exclusively for the specific purposes set forth in the
corporation's Articles of Incorporation, namely educational purposes within the meaning of Section
501 (c)(3) of the Internal Revenue Code.
2. Board of Directors
1. General powers
The business and affairs of the corporation shall be managed by its Board of Directors.
2. Number, tenure and qualification
The number of directors of the corporation shall consist of not less than 5 nor more than 9 persons and
each directorship shall have a numerical designation as follows: Director 1, Director 2, Director 3 and so
on. The number of directors serving on the Board of Directors may be increased from time to time by
resolution adopted at a regular or special meeting of the Board of Directors. During the initial year of
operation, the Board shall be comprised of the Directors listed in the Articles of Incorporation and any
other Directors elected by the then current Board or appointed in accordance with these bylaws.
The Directors stated in the Articles shall hold office until the 2020 annual meeting of the Board of
Directors, or until they shall have appointed successors, whichever shall first occur, or until their earlier
death, resignation, or removal. The Directors staled in the Articles may, at any time prior to the 2020
annual meeting of the Board of Directors, appoint successors and/or additional directors up to the
91
maximum number of directors allowed under these Bylaws and such directors shall serve until the 2020
annual meeting of the corporation.
Thereafter, all directors shall serve until replaced by a duly elected replacement or otherwise removed
pursuant to these Bylaws. The term of service between elections shall be a term of 3 years except that for
Directors serving from the date of the 2019 annual meeting of the Board of Directors, whose seats shall
be staggered to ensure staggered transitions going forward. After the initial term of each seat, directors
shall serve for a term of 3 years so that up to, but no more than, 3 directors may be replaced each year at
the annual meeting of the Corporation as set forth in these Bylaws.
3. Election of Directors
During the initial year of operations, the Board shall consist of those Directors appointed pursuant to the
terms of these Bylaws. After the initial year of operations Directors will continue to be appointed by a
majority vote of Directors Elevate Academy's annual meeting or as needed as per Board-approved
nominating policy.
4. Vacancies
Any vacancy occurring in the Board of Directors may be filled by the affirmative vote of a majority of the
remaining directors though less than a quorum of the Board of Directors. A Director elected to fill a
vacancy shall be elected for the un-expired term of his/her predecessor in office. Any directorship to be
filled by reason of an increase in the number of directors may be filled by election by the Board of
Directors for a term of office continuing only until the next election of directors.
5. Compensation
By resolution of the Board of Directors, each director may be paid his/her expenses, if any, of attendance
at each meeting of the Board of Directors. There shall be no salary or fixed sum paid to any director other
than expenses of attending meetings or other authorized functions.
6. Presumption of assent
A Director of the Corporation who is present at a meeting of the Board of Directors at which action on any
corporate matter is taken shall be presumed to have assented to the action taken unless his/her dissent
shall be entered in the minutes of the meeting or unless he/she shall file his/her written dissent to such
action with the person acting as the secretary of the meeting before the adjournment thereof or shall
forward such dissent by registered mail to the Secretary of the Corporation immediately after the
adjournment of the meeting Such right to dissent shall not apply to a director who voted in favor of such
action.
7. Removal of Director
Any board member may be removed with or without cause by majority vote of the board. A Director may
be removed only at a meeting of the Board of Directors called for the purpose of removing one or more
Director(s). Any vacancy in the Board of Directors caused by removal, death, resignation, or an increase
in the number of Directors by reason of amendment of the Bylaws shall be filled as specified in Section
2.4 herein.
8. Meetings by telephone/ Internet
Members of the Board of Directors or any Committee may participate in a meeting of the Board or
Committee by means of conference telephone, online video chat, or similar communications equipment
by which all persons participating in the meeting can hear each other at the same time as allowed through
the state open meetings laws. Such participation shall constitute presence in person at the meeting. As
public must be able to attend phone meetings, at least one Board member must be present at the posted
meeting location.
92
9. Committees
The Board of Directors may create one or more committees and appoint members of the Board of
Directors to chair them. Members of the committees other than the chairperson need not be directors.
Each committee may have two or more members, who shall serve at the pleasure of the Board of
Directors. The provisions of this Article which govern meetings, action without meetings, and quorum and
voting requirements of the Board of Directors, shall apply to committees and their members as well.
3 ■ Board Meetings
1. Annual meeting
The annual meeting of the Board of Directors shall be held at the time and date established by the Board
of Directors. In the absence of a designation from the Board of Directors, the annual meeting shall be
held on the 2nd Tuesday in November. The failure to hold the meeting at the lime stated shall not affect
the validity of any corporate action.
2. Regular meetings
The Board of Directors may establish, by action at a meeting or unanimous written consent, the time and
place for holding subsequent regular meetings of the Board of Directors and they shall be held without the
need of further notice. Agenda's for regular meetings will be posted for the public to review a minimum of
24 hours before the scheduled board meeting.
3. Special meetings
Special meetings of the Board of Directors may be called by or at the request of the president or at least 2
directors. The person or persons authorized to call special meetings of the Board of Directors shall fix any
place, either within or without the State of Idaho, as the place for holding any special meeting of the
Board of Directors called by them.
4. Public Meetings
Except as otherwise set forth in these Bylaws, all meetings shall be open to the public. Pursuant to Title
33, Chapter 52 of the Idaho Code, all other provisions of Title 67, Chapter 23 of the Idaho Code shall be
applicable to meetings called by the Directors of the Corporation in the same manner that a traditional
school and the boards of trustees are subject to those provisions.
5. Notice and Agendas
Not less than 24 hours prior to any regular meeting, including the annual meeting of the Board of
Directors, agenda notice shall be published Agenda items may be added subsequent to notice provided
a good faith effort was made to include all known agenda items in the published notice at the lime of its
publication.
Notice of any special meeting shall be given at least 24 hours prior thereto by written notice, which could
include text message, e-mail, fax or letter (either mailed or personally delivered) at his/her mailing
address. If mailed, such notice shall be deemed to be delivered when deposited in the United States mail,
so addressed, with postage thereon prepaid. Any e-mail is deemed to be delivered the day ii was sent.
Any director may waive notice of any meeting. The attendance of a director at a meeting shall constitute a
waiver of notice of such meeting, except where a director attends a meeting for the express purpose of
objecting to the transaction of any business because the meeting is not lawfully called or convened.
Neither the business to be transacted at, nor the purpose of, any regular or special meeting of the board
of directors' need be specified in the notice or waiver of notice of such meeting.
93
6. Quorum
A majority of the number of directors then in office shall constitute a quorum for the transaction of
business at any meeting of the board of directors, but if less than such majority is present at a meeting, a
majority of the directors' present may adjourn the meeting without further notice.
7. Manner of taking action
The act of the majority of the directors present at a meeting at which a quorum is present shall be the act
of the Board of Directors. Action required or permitted to be taken by the laws of the State of Idaho at a
meeting of the Board of Directors may be taken without a meeting. If all the Directors consent to taking
such action without a meeting, the affirmative vote of all of the Directors shall be the act of the Board. The
action must be evidenced by one (1) or more written consents describing the action taken, signed by
each Director in one (1) or more counterparts, indicating each signing Director's vote or abstention on the
action, and included in the minutes or filed with the corporate records reflecting the action taken. Action
taken under this section shall be effective when the last Director signs the consent, unless the consent
specifies a different effective date. A consent signed under the section shall have the effect of a meeting
vote and may be described as such in any document
8. Meeting Minutes
Written minutes shall be maintained at all meetings of the Board of Directors. Neither a full transcript nor a
recording of the meeting is required. Minutes shall be available to the public within a reasonable time after
the meeting, including: (a) Members of the Directors present; (b) Motions, resolutions, orders, or
ordinances propcsed and their dispcsition; (c) Results of all votes. Minutes of any executive sessions
held by the Directors of the Corporation under Title 67, Chapter 23 of the Idaho Code may be limited to
material, the disclosure of which is not inconsistent with the provisions of section 67-2345, Idaho Code,
but must contain sufficient detail to convey the general tenor of the meeting.
9. Executive Sessions
Executives sessions, closed to any persons for deliberation on specified matters, may be held by the
Board of Directors for those reasons outlined and specified in Title 67, Chapter 23 of the Idaho Code.
Unless otherwise allowed by law, no Director may disclose the content of an executive session to an
outside source.
4. Officers
1. Numbers
In addition to the Board Chair and Board Vice Chair identified in Section 2, the officers of the corporation
shall a treasurer. In the discretion of the Board of Directors, Vice-Chair (the number thereof to be
determined by the Board of Directors) may be elected by the Board of Directors. Such other officers and
assistant officers as may be deemed necessary may be elected or appointed by the Board of Directors.
Any two or more offices may be held by the same person, except the offices of Board Chair and
Treasurer.
2. Election and term of office
The officers of the corporation shall be selected from the members of the Board of Directors and shall be
elected annually by the Board of Directors at the annual meeting of the Board of Directors held after the
annual meeting of the stakeholders of the Corpcration. The initial Board of Directors shall select initial
officers who shall seNe until the first annual meeting If the election of officers shall not be held at such
meeting, such election shall be held as soon thereafter as conveniently may be. Each officer shall hold
94
office until his/her successor shall have been duly elected and shall have qualified or until his/her death or
until he/she shall resign or shall have been removed in the manner hereinafter provided.
3. Removal
Any officer or agent may be removed by the Board of Directors whenever, in its judgment, the best
interests of the corporation will be served thereby, but such removal shall be without prejudice to the
contract rights, if any, of the person so removed. Election or appointment of an officer or agent shall not of
itself create contract rights.
4. Vacancies
A vacancy in any office because of death, resignation, removal, disqualification or otherwise, may be filled
by the Board of Directors for the un-expired portion of the term.
5. Chair
At its annual meeting, the Board of Directors shall elect from among its members a Board Chair who
shall, when present, preside at all meetings of the Board of Directors and ensure the Board of Directors
follows appropriate parliamentary procedures. The Chair shall be the principal executive officer of the
corporation and, subject to the control of the Board of Directors, shall be responsible to establish the
agenda for all meetings of the stakeholders of the Corporation and all meetings of the Board of Directors
and ensure that all participants in such meetings have access to the materials necessary to their
participation. The Chair shall serve as the chief liaison between the Board of Directors and the school
administration and as the primary signing agent for all official board documents. The Chair shall also be
responsible to ensure compliance by the Board of Directors with the performance certificate, the board
manual, if any, and these corporate Bylaws.
6. Vice Chair
In the absence of the Chair or in the event of his/her death, inability or refusal to act, the Vice Chair, if
any, or in the event there be more than one Vice Chair, the Vice Chairs in the order designated at the
time of their election, (or in the absence of any designation, then in the order of their election) shall
perform the duties of the Chair, and when so acting, shall have all the powers of and be subject to all the
restrictions upon the Chair.
7. Secretary
The Secretary shall (a) keep the minutes of the proceedings of the members and of the Board of
Directors in one (1) or more books provided for that purpose; (b) see that all notices are duly given in
accordance with the provisions of these Bylaws or as required by law; (c) be custodian of the corporate
records, excepting the financial records; (d) keep a register of the post office address of each board
member which shall be furnished to the secretary by such board member; and (e) in general perform all
duties incident to the office of secretary.
8. Treasurer
The Treasurer shall: (a) serve as custodian of all financial records and inventory lists of the corporation;
(b) track and record deposits from any source whatsoever in the name of the Corporation in such banks,
trust companies or other depositories as shall be selected in accordance with the provisions of Article Ill
of these bylaws; (c) serve as the chief liaison with the business manager for the school; and (d) in general
perform all of the duties incident to the office of treasurer
9. Salaries
Unless otherwise determined by action of the Board in a properly notice meeting or by written consent,
the officers shall serve without compensation other than reimbursement for expenses.
95
5. Contracts, loans, checks, and deposits
1. Contracts
The Board of Directors may authorize any officer or officers, agent or agents, to enter into any contract or
execute and deliver any instrument in the name of and on behalf of the Corporation, and such authority
may be general or confined to specific instances.
2. Loans
No loans shall be contracted on behalf of the Corporation and no evidences of indebtedness shall be
issued in its name unless authorized by a resolution of the Board of Directors. Such authority may be
general or confined to specific instances.
3. Checks, drafts, etc.
All checks, drafts or other orders for the payment of money, notes or other evidences of indebtedness
issued in the name of the Corporation, shall be signed by such officer or officers, agent or agents of the
Corporation and in such manner as shall from time to time be determined by resolution of the Board of
Directors.
4. Deposits
All funds of the Corporation shall be deposited from time to time to the credit of the Corporation and in
such banks, trust companies or other depositories as the Board of Directors may select.
6. Fiscal year
The fiscal year of the Corporation shall begin on July 1 and shall end on June 30.
7. No private inurement
No part of the net earnings of the corporation shall inure to the benefit of, or be distributable to its
directors, officers, or other private persons, except that the corporation shall be authorized and
empowered to pay reasonable compensation for services rendered and to make payments and
distributions in furtherance of the purposes set forth in the Articles of Incorporation. No substantial part of
the activities of the corporation shall be the carrying on of propaganda, or otherwise attempting to
influence legislation, and the corporation shall not participate in, or intervene in (including the publishing
or distribution of statements) any political campaign on behalf of or in opposition to any candidate for
public office. Notwithstanding any other provisions, the corporation shall not carry on any other activities
not permitted to be carried on
(a) by a corporation exempt from federal income tax under section 501 (c)(3) of the Internal Revenue
Code, as amended; or
(b) by a corporation, contributions to which are deductible under section 170(c)(2) of the Internal Revenue
Code, as amended
8. Corporate seal
The corporation shall not have a corporate seal.
9. Waiver of notice
96
Whenever any notice is required to be given to any member of the Board of Directors of the corporation
under the provisions of these Bylaws or under the provisions of the Act, a waiver thereof in writing signed
by the person or persons entitled to such notice, whether before or after the time stated therein, shall be
deemed equivalent to the giving of such notice.
10.Amendments
These Bylaws may be altered, amended or repealed and new Bylaws may be adopted by a majority vote
of the Board of Directors at any regular or special meeting. Bylaw amendments must also be approved by
the Idaho Public Charter School Commission.
11. Indemnification
The corporation shall indemnify its directors, officers, employees and agents fully permitted under Idaho
Code 30-3-88.
12. Dissolution
Upon dissolution, and once appropriate assets have been used to pay creditors, the school will donate or
redistribute the remaining assets to the Public School Income Fund other non-profits, in accordance with
the requirements of Idaho Code 33-5212(2). Any assets bought with federal funds will be returned to the
Idaho Public Charter School Commission and will not be used to pay creditors.
13. Severability
The invalidity of any provision of these bylaws shall not affect the other provisions.
Appendix C: Board of Directors & Petitioning Group
Elevate Academy, Inc. Board of Directors
Brooke Stevenson
bstevenson@elevate2c.org
Becki Woodbury
bwoodbury@elevate2c.org
Amy Rojas
arojas@elevate2c.org
Kellie Foreman
kforeman@elevate2c.org
Erik Bullock
ebullock@elevate2c.org
Elevate Academy Caldwell Founders
Matt Strong
mstrong@elevate2c.org
Monica White
mwhite@elevate2c.org
Elevate Academy East Idaho Founder
97
Logan Waetje
lwaetje@elevateif.org
Appendix D: School Administration Org Chart &
Elevate Academy Inc. Roles/Responsibilities
(Rapid Framework)
98
ELEVATE
ACADEMY
EASTIDAHO
99
!ELEVATE
ACADEMY INC.
100
"RAPID" Framework Overview ~ELEVATE
~ACADEMY INC.
Recommend. "R" stands for "recommender" -the person who initiates or drives the process. The "R" is the
"go to" person who sticks with the process from start to finish, ensures that others understand what they
need to do, and keeps things moving along. In other words, the "R" does most of the work to secure the
decision.
Agree. "A" stands for an individual who needs to "agree with" or "approve" a recommendation. An "A" is
essentially an "I" with more power; an "A" has a stronger voice during the recommendation process. An "A"
who raises concerns with a proposal must work with the recommender to develop an alternative or elevate
the issue to the person who will decide. Generally, the more people with an "A," the more time and effort it
takes to make a decision.
Perform. "P" stands for "perform." "Ps" are the people who carry out the decision once it has been made.
Input. "I" stands for "input." An "I" must be consulted on a recommendation before a decision is made.
Although an "I" has the right to be heard, he or she does not have a vote or a veto. Including someone as an
"I" says that the organization values the facts and perspectives he or she brings to the decision.
Decide. "D" means "decide." The "D" has final authority and is the only individual who can commit the
organization to action. Generally, the Dis one person.
"RAPID" Framework: Part One
CEO/CAO CGO coo
Setting vision, mission, values RD
Org Vision & Strategy
Setting strategy and growth RD
Defining core tenets of model RD
Measures of success RD
Standards Mapping RDP
Choosing/Creating Curriculum
Assessment RD
Special Education
School Culture
Setting Student Ratio RDP
Setting Daily/Yearly School Schedules
School Program CTE Program
State Testing RD
Behavioral Expectations
Grading RD
Club/Programs -Community
Elective Offerings - Community
Coaching Model RD
RTI RD
CFO Principals
RDP
RDP
RDP
RDP
RDP
RDP
RDP
RDP
~ELEVATE
~ACADEMY INC.
Board Notes
A
A
A
101
"RAPID" Framework: Part Two ,$ELEVATE
ACADEMY INC.
l•1t•_ l I 1 1
CEO/CAO CGO coo CFO Principals Board Notes
Data Collection & Management D RP p
Facilities Management RDP
Safety (Safe School) RDP
Technology (Google, LIFT, Infinite
Campus) D RP p
School Start-Up RDP p p p p
Transportation Implementation A RD p
Operations Food Service Implementation A RD p
Federal Programs Implementation A RD p
ISEE Implementation A RD p
Compliance and Reporting A RDP
School Look (uniforms, mascots, logo,
etc.) A RDP p
Alumni Tracking RDP p
Legal Matters A RDP
,$ELEVATE
ACADEMY INC.
Board Notes
Teacher Recruiting RDP Pl
Teacher Onboarding RDP Pl
Teacher Hire/Fire/Management RDP
Principal Hire/Fire/Management RDP
Other School Staff
Hire/Fire/Management RDP
Central Staff Hire/Fire/Management RDP
People CEO Hire/Fire RDP
School Org Chart RDP
Central Org Chart RDP
Teacher Professional Development RDP
Teacher Evaluation RDP
Setting Compensation RDP
HR policies and procedures TBD
The RAPID Framework was developed through strategic planning through the Elevate
Academy Inc. Board and is subject to change future needs and strategic planning.
Appendix F1: Letters to Impacted School Districts
102
"RAPID" Framework: Part Four 4JELEVATE
ACADEMY INC.
CEO/CAO CGO coo CFO s Board Notes
... Function
School budgeting D RP RP A
Eagles Nest budgeting D RP A
Facilities Financing D RP A
Finance
Long-term planning D RP A
Audit D RP A
AP/AR/Bookkeeping RDP
Board of Directors RPO A
Authorizing D RP
Branding/Marketing RPO
Family Engagement RPO
External
Relations Student Recruiting RPO
Industry Partnerships TBD
Fundraising D RP RPO
Local Community Relations RPO
Statewide Advocacy D RP
Sent on October 6, 2021
103
~ELEVATE
~ACADEMY INC.
Engage! Inspire! Ignite!
Board of c,irectors
Brooke Stevenson
bstevenson@elevate2c.org
Becki Woodbury
bwoodbul)'@.elevate2c.org
Amy Rojas
arojas@elevate2c.org
Kellie foreman
kforeman@etevate2c.org
Erik Bullock
ebullock@elevate2c.org
Octobe:r 5, 2021
Dr. James Shank
Idaho Falls School District #91
790 John Adams Pkwy
Idaho Falls, ID 83401
Dear Superintendent SbaDk,
Elevate Academy East will be a J)llblic charter ~ch00l 11i'.0d:wa to create a pipeline of
highly-skilled, employable workers that meet the needs of East Idaho indui.--try and
busines;;, while empo'il.rering students to be l~ders in their own lives. The scnool is:
phmned to be ope-n the full of2023, will ml~ ju Bonneville. County, and will be. a
school of choice for at-riid:: students in the Idaho Falls/Ammon area. Elevate Academy
will provide CTE (Carea-& Technical Education) offerin~ that reflect wo~kfor,ce meeds
and opportunities in these local communities.
Under Idaho Code, section 33-5202A, Elevate Academy East is submi~g a copy ,of
the completed charter to superimende-111: Shank and fue Idaho Falls SD 91 SchooJ Boor&
The purpose of this letter is to infOllll Idaho Falls SD 91 of the 1l'ri1Mrv attendance area
and to let the di.strict know that Elevate Academy East follllder, Logan \\ aetj e met ~,jtih
Superintendent James Shank on Friday, Augu.1: 20th to d!iscu:ss local needs and smre the
vision. As per our cmvenation, Ele,vate Academy East will be submitting this charte.r
petition to1h.e Idaho llubhc Oharter School Commission for authorization in Febrnary
2022.
If you !Jave any~ please email Logan Waetje at lwaetje@elevatcif.or.~
Thank you,
·\V Logan Waetje
El.evate Academy Ea:.1: Foundel'
h•.raetje@elevate.if.org
208:-598-548:0
104
.HlELEVATE
~ACADEMY INC.
Engage! Inspire!
lgn·itef
Board of Directors
Brook,e Stevemson
bstf"N!'nson@el'1.'Vate2c.org
Becki Woodbury
bwoodburyfteil!Yah!2c.org
Amy Rojas
arojas@ell!Ym2c.org
Kellie Foreman
kforeman@ell!Ym2c.org
&ik Bui ock
ebu lock@ele-vm2c.org
pctober 5, 202-1
Dr. Scott ~lR.
Baww.ille School Distri.cit #9.3
349'7N Ammon Rd!.
IdaJ!w, Falh, ID U 0,1
~all! _-lcademy E3'1 nill be a. public c!i!,;rtEY acb.ool. wo~ to create a pipeline olfhi§hly-
_kiJled, employable \\'Oika-s tlila.t meet l!iJ.e needs of!East ldsli,o industry and. btllme,s, while
emp1m~ snrd'ents to b2 leaders in 1!heir om1 li,;;es. The school i3 plarm.ed to be open ilie fall
of202.3, will ~i:IIBolll!.1!,:ill.e CoUllty, a!!.d. will be,.a~ool ofchoi.ae,:fo.r a!:-ri..:ik
smdena in the IcW!o :Fall• Amman area. Eile.ate, Academy will pi:o.'i'de cm (C11I,e.er &
Tedurica! Educaifo:ri) ,offerings In.at reflect 'ilrarkfi:lro! needs .. and opportunities im ih.e!e l.acal
cammu.nine.
Ul!:de.r d.al1'o Code, ~ectiDl!l 33-52.02..A, E!e\;-:;.te l!.cad.emyE2,otfa sub.mittmg a copy afth:e,
completed charter to Sliperi:ll.tendem ~ and lhe Boimeville SD 93 Schaal Bai!iid.
Thi! ))lllpOse,,oflfus letteri.9 to imfo:1mBallll~ille SD 95 olfthe pr.immyattend3.ll.Ce,,3!'ea 3.ll.d to
let tke, lfumct lw.O'tlr 1lbiat !Ete.ate Ac.ai!emy East follll.de.r, Lae...,al!. Wa.etje .reached out to Dr.
Scott~ Oll S-eptemba-n, lOJ.l to dtKllS5 local needs and ~hare the '>'i!imL
Eie.;m _-lcademy East wiill be ~ mrtting this charte.r petition to ihe ldal!,o Publ!ic Cbarte.r
School Commi~lion far au1l!torization ill Febru!!!j" 2022.
Ify011 ha,;·e ar1y ~ ple~e email Logan Wse,tje ,at lws.etje@elec1,-arteiforg.
Thmlkyou,
•W. Logan 'i.lii'setje
Ele.sare .. -lcademy E3'1-Fall!1der
hwetje@e l!,;-;.teif.org
208-598-5480
Appendix F2: Draft Contracts
TBD
105
Appendix F3: Timeline and Support for Facilities
106
Upon approval of charter begin
construction with expectation to
openschoo1August2023
107
October 1, 2021
Ms. Jen Thompson
Director
Idaho Charter School Commission
304 North 8th Street, Suite 242
Boise, ID 83702
Re: Elevate Academy East Idaho
Dear Director Thompson,
...
..........
.................
Building Hope
t'llllMldte
I am writing to confirm we are actively working with Elevate Academy to support the School's
expansion of new school facilities in the East Idaho specifically Idaho Falls market area. We provide
technical assistance, real estate development, and we intend to finance an affordable facility that
supports the School's program and unique student population to open in fall 2023.
Our team has been actively working with the school's leadership to identify potential locations.
As a non-profit charter school developer and lender, we have deep experience developing new
charter facilities and real estate for schools offering career technical education programs, serving at-
risk populations. We also have deep experience in investing in and developing charter schools in
Idaho.
The successful School launch of the Elevate Caldwell campus demonstrates student demand for this
unique program, and we believe the School will continue to succeed throughout Idaho.
Please let us know if you have any questions or need any additional information. Thank you in
advance for your s uppo1t of Elevate Academy.
Dru Damico
President
Building Hope Real Estate
1109 W. Main St.• Suite 340 • Boise, ID 83702 • P: (202) 457-1999 • www.bulldlnghopa.org
108
Appendix F4: Elevate Academy, Inc. Action
Research
109
110
~ELEVATE
~ACADEMY
AC1ION ~[HARCH
o1H-l21H lfARNING rROGRf ))ION
CH & COH )lANDAW)
snr l: MAr rROBL[M sn fOCUS
Idaho Career and Technical Education (CTE)
Standards are written as general program
standards and are lacking a clear progression for
6th-12th CTE Pathways.
Elevate Academy is a free public charter school
of choice for students who qualify as at risk,
according to the State of Idaho's criteria, and are
not finding success in a traditional education
setting. Elevate Academy's mastery-based
program is designed to align industry work with
core academic subjects so that students will find
purpose behind everything that is learned in the
classroom.
Having a crosswalk for CTE offerings and core
academic subjects in the form of a 6th-12th
learning progression will provide Elevate
Academy students, families, and staff with a
needed tool to determine relevant connections,
learning growth, and mastery of essential skills.
The culture of Elevate Academy and the
expectations in academic areas in the
classroom, will be based on the Workforce
Readiness Standards. In addition to industry
certification, all students will be expected to
graduate from Elevate Academy with their
Workforce Readiness Certificate.
Elevate Academy opened in the 2019-2020
school year with 320 students (67% Hispanic,
30% White, and 3% Other) and a staff of 40
(core teachers, CTE teachers, support staff).
Elevate Academy provides free meals for all
students, as 80% qualify for free/reduced.
For the 2020-2021 school year, we will have 44
students in the 6th grade class. The 7th and 8th
grade classes will be 66 students. The 9th,
10th, 11th grade classes will have 78 students.
Elevate Academy will eventually carry 462
students. Our staff size allows for a 17:1
student/teacher ratio and provides opportunity
to personalize and offer needed support for
each student.
111
SHP 2: f UNDS Of KNOWUDG[ ClARIH YOUR lH[OR~
Elevate Academy offers both production and
service CTE Pathways.
CTE Production Pathways: Welding and
Manufacturing, Construction, Culinary Arts, and
Graphic Arts.
CTE Service Pathways: Medical Arts, Criminal
Justice, Firefighting (Land and Civic) and
Business/Marketing.
The expectation at Elevate Academy is for all
students to earn two Industry Certificates, along
with their High School Diploma upon
graduation, therefore the 6-12th grade CTE
Program Standards and 6th-12th Idaho Content
Standards will be aligned and incorporated into
the hands-on learning opportunities for
students. Resources and support will be offered
to ensure mastery of these essential standards.
https://cte.idaho.gov/
https://cte.idaho.gov/assiqnment-manual-course-codes/
bttps·/twww sde idaho gov/academic/standards/
https://nextsteps.idaho.gov/proqram-focus/education-career-pathways/
https ://sites .gooq le .com/view/idaho-mastery-education/b u i Id inq-a-sha red-vision/vision-for -a-k-12-q r
aduate
SHP ~: SORT AND ANAHH DATA
We spent a lot of time navigating the above websites in order to bring clarity to the Idaho CTE and
State Content Standards requirements. We found some outdated resources, and some that didn't
align. After reaching out to SOE staff, studying Idaho Statute and IDAPA, we were able to begin
alignment and create the 6th-12th learning progressions, specific to Elevate Academy's CTE
offerings. Elevate Academy's 6th-12th Learning Progressions
112
SHP o: Hll 1K[ STOR~ Of mm HS[AR(H
Elevate Academy Middle School CTE Pathways
CTE Program Area !:lev~l!! CTE PathWllX!! Science/Social Stud lea 6th Grade 7th Grade 8th Grade
!Business Management
& Marketing Marketing
Public Safety Education Criminal Justice
Skilled & Technical
Sciences Construction
Family & Consumer
Sciences Culinary Arts
Public Safety Education Firefighting
Engineering
Technology Education Graphic Arts
Skilled & Technical Manufacturing •
Sciences Welding
Social Studies
Social Studies
Science
Science
Science
Social Studies
Social Studies
Computer Applications Computer Applications Computer Applications
6th Grade Criminal 7th Grade Criminal 8th Grade Criminal
Justice Justice Justice
6th Grade Construction 7th Grade Construction 8th Grade Construction
6th Grade Culinary Aris 7th Grade Culinary Arts 8th Grade Culinary Arts
6th Grade Fire Science 7th Grade Fire Science 8th Grade Fire Science
6th Grade Graphic Aris 7th Grade Graphic Arts 8th Grade Graphic Arts
6th Grade Manufacturing 7th Grade Manufacturing 8th Grade Manufacturing
Health Professions Medical Arts Science 6th Grade Medical Arts 7th Grade Medical Arts 8th Grade Medical Arts
[:~:~~~e! Technlcai ________ Preclsion Machining _____ Science---------------------~~c~~i~~ Precision ______ ~~~~i~~ Precision _____ ~~!~i~ Precision ______ _
Elevate Academy High School CTE Pathways
CTE Program Area ~ Science/Social Studies 9th Grade 10th Grade 11th Grade 12th Grade
Business
Buslness Management Business Computer Marketing/School Based
& Markttling Matk.etin9 Socia! StudiH Applications Busltiiess E.ss.entials Marbling Economics Enterprise
Law Enforcement, Law EnfOfceme,-it,
oetenliOo Correction (40 Deleoboo, Correotion II
Publlc Safety Education Criminal Justice Socia! Studies Orientalion ( 10 wt<) Orientatioo ( 10 wt<) wk) (40 wt<)
Skilled & Technical Residential A Level 1 (10 Residential B Level 1 (10 Residential II (J wt<), Residential Ill (40 wt<) •
Sc~nces ConstrueUon Selene• wt<) wt<) Resootial 1 (10 wk) SRB
lntroduChOn 10 Culinary
Family & Consume, Arts - Food Program Advanced Culinary Arts -
Sciences C ullnary Arts Science Nulrilion end FOOds NutriUOn end FOOds MallSilement SRB
Public Safety Education Firefighting Science Orienta lion ( 10 wt<) Orientatioo ( 1 0 wt<) E55efllials or Fire Fire Fighting II
Graphic Communications
I (20 wk) Graphic
Enginoorlng Modia Tochcjogy Moooa Tochology Comrnunk:a o,s II (20 Graph_lc Communicatlons
Technology Educatlon Graphic Arts Soclal Studies Fundamentals A (10 wk) Fundamootals B (10 wk) wk) 111-SRB
Skilled & Technical Manufacturing -Welding Level 1C (10 wk) Welding Ill (40 wks) -
Sclenoet Welding S0<:lal Studies Welding Level 1A Welding Level 1 B Welding II (JO wks) SRB
Fundamootal Health (2 •
10 wt< blocks) Mid-Toon A & P (11th grade) Emergency Medical
Health Professions Medical Arts Sclonce Fundamenlal Heallh (1 block) Mooical Tetml110logy Tedintcian-CapMOOe
Skilled & Technlcal ?recision Machining ?reclslon Mac:hl"llng Precision Mad"nnlng Precision Machining
Sciences Preci$k>n MiilChining Science Level lA Level 1B Level 2 Level 3
The visuals above show the 6th-12th CTE pathways for Elevate Academy. Each CTE Pathway has a live
Google Spreadsheet that CTE teachers and Core Standards teachers are using to map out learning
opportunities and projects. Having a resource, like the above, that shows the overarching expectations helps
grade level teams to determine levels of mastery for all required standards. Required standards are
student-facing and displayed in their Learning Management System, LIFT.
113
)Hr J: TAK[ lNfORMlD ACTION AND A)K NlXT QU[)TlON
As Elevate Academy is mastery-based, opportunity and community driven, career tech focus, with
an integrated purpose driven curriculum the 6th-12th grade CTE/Core Standards Learning
Progression will provide the needed crosswalk to support our team with focusing on how to
measure and provide feedback for individual student growth.
Elevate Academy's 2019-2020 Action Research has provided a 6th-12th grade learning
progression that aligns with CTE pathways and Idaho Content Standards. Our next question will
involve how we provide feedback and offer support along this learning progression.
Appendix F5: Elevate Academy Inc. Learning Hook
and Learning Management System
114
Elevate Academy, Inc. Learning Management
System - Unit Design
115
Elevate Academy, Inc. Mastery-Based Process
State Standard
Essential state standards are
listed here and written in
student-friendly language.
WHY
Everything at Elevate has a
reason!
We show students 'why'
they are learning the
standard.
All Apply success criteria
should mirror the 'WHY'.
~ELEVATE
~ACADEMY
Learning Hook
*C2
~
b, ,,.
UV
b, ,,.
IT!)
Apply:
Final Project will
Apply all of the
learning and connect
with the WHY.
Explain:
Success criteria for
Explain goes here.
Instruction and
feedback offered until
mastery met at this
level. Then Level Up!
Do
Success criteria for Do
goes here. Instruction
and feedback offered
until mastery met at
this level. Then Level
Up!
Define:
Success criteria for
Define goes here:
Students can assess or
work on this level until
they show mastery.
Then they Level Up!
116
~ELEVATE
~ACADEMY Units Designed for Learning & Growth
Targets Progression Opportunities Assessment Reflection
Clearly define the
standards (learning
targets) for each unit.
Include extensions
and interventions.
Complete a
Learning Hook
(Define, Do, Teach,
Apply) and put into
the LIFT rubric
format.
Create options
within the LIFT
content bank for
each level (Define,
Do, Teach, Apply) of
the rubric.
Consider the access
and time
commitment for
each activity making
attainable goals.
Students assess upon Students complete a readiness for each level.
Teachers unlock self-assessment as
assessment choices, as a reflection.
needed. Teachers and
students use this
What evidence will you reflection to plan for
collect and provide continued learning
feedback on for each of and adjust learning
level (Define, Do, Teach, opportunities, as
Apply)? needed. (all students
reflect before unit
Decide what evidence starts as well)
(assessment) will be
added to a student's
LIFT Portfolio
Appendix F6: Elevate Academy Caldwell Academic Data
2019-2020
117
STAR Reading Growth
160
140
120
100
80
60
40
20
0
■ Elevate Growth
■Na:i:>nalGrowth
STAR Reading
Elevate-National Growth
2019-20
1. 1. I.
6th 7th 8th
64 106 152
27 47 15
■ Elevate Growth ■ Na:i:>nalGrowth
I_
9th
113
12
I ■
10th
71
36
.d1ELEVATE
~ACADEMY
• During Covid, STAR
data was the only
standardized academic
data collected.
• Reading growth at
Elevate Academy
dramatically outpaced
national at-risk growth
rates.
STAR Reading Continued ELEVATE
ACADEMY
900
800
700
600
500
I 400
300
200
100
0
6th
STAR Reading Elevate-National Comparison
2019-20
I
7th 8th 9th 10th
■ Elevate Fal ■ E evatespr·ng ■ Na:bnal Fal Na:bnalSpring
• Note that Elevate
Academy
students started
the year well
behind the
national at-risk
average.
118
STAR Math Growth
STAR Math
Elevate-National Growth Comparison
2019-20
70
60
50
40
11 I. I. 30
20 I 10
0
6th 7th 8th 9th
■ Elevate Growth 5 25 44 44
■ Na:bnal Growth 26 49 13 15
■ Elevate Growth ■Na:bnalGro111th
STAR Math Continued
900
800
700
600
500
400
300
200
100
0
STAR Math Elevate-National Comparison
2019-20
6th 7th 8th 9th
11
10th
58
35
10th
■ Fall Elevate ■Spr ng Elevate I Fall Nat anal Spring Nat anal
.A1ELEVATE
~ACADEMY
• Math growth at
Elevate Academy
significantly
outpaced national
averages of
national at-risk
students in four
out of five grades.
~ELEVATE
~ACADEMY
• Elevate Academy
students started
the year below the
national at-risk
average in math in
three out of five
grades ..
Appendix F7: Elevate Academy Inc. Power 100
Curriculum Sample
119
ELEVATE
ACADEMY
STRENGTHS -(8 days)
• Intro/learning Hook (½ day)
Power 100 Curriculum Sample
o What are strengths? Why are we studying them?
• Take Test (1 day)
o Strengthsfinder Assessment
• Summary (2 days)
o Students summarize their top 5 strengths and 5 additional strengths that they feel
represent them (must have specific evidence).
o Discuss the four categories of strengths and how it is beneficial to work with
others who have different strengths.
o Students determine which categories they are strongest in and which category
they have the fewest strengths. Students read the strengths of the category that
they have the fewest strengths in and determine what three strengths would be
most beneficial to have in a partner/team.
• Presentation (4 days)
o Students create a presentation that contains the following:
■ Top 5 Strengths
• Definitions
• Categories they are in
• How it benefits them
■ Additional 5 Strengths
• Definitions
• Why they believe this is another strength of theirs
■ Strengths they need in their team
• Definitions
• Why these would be most beneficial
Students present individually to the teacher for feedback
Students present their presentations at rotating tables 4 times
Students make notes during presentations of who has strengths that
would benefit them or categories of strengths that would benefit them in a
team environment.
• Create group (1 day)
o Students create groups based off their strengths to work with during the next unit.
VULNERABILITY -(5 days)
• Intro/learning Hook (½ day)
o What is trust? Why are we studying it? Who do we currently trust? Why?
Appendix F8: Elevate Academy Inc. Integrated Purpose
Driven Curriculum and Sample Schedules
120
CTE
Course/Unit
Tank Safety
Grinder Safety
Linear
Measurement
manuf_weld_map_01
.dlELEVATE
~ACADEMY
Math-in-CTE Curriculum Map:
Manufacturing (Welding)
Common Core
CTE Concepts Math Math
Concepts Standards
Middle School
Start up (shut Reading 6.NS.2; 6.NS.3;
down); gauges, scales; 7.NS.1; 7.EE.3;
100% Finding 6.G.2; 6.G.3;
accuracy; numbers on a 7.G.6; 8.G.9;
117th rule; line (scale); 6.EE.2; 7.G.1;
Adjust Volume of 6.RP.1; 6.RP.2;
regulator; cylinder; 6.RP.3; 7.RP.1;
Max pressure; Order of 7.RP.2; 7.RP.3
Dangers operations;
(hazards) Lbs/ft3
(explosions, estimate;
rupture); Vocabulary;
Tachometer Ratio-PSI;
analogy; Percent;
Shielding gas Multiplication
mixtures
Keep hands out Circumference 6.NS.2; 6.NS.3;
of the wheel; (diameter/ 7.NS.1; 7.EE.3;
Drop wheel radius); 6.G.1; 7.G.4;
throw away; Rpm to mph; 7.G.6; 8.F.3
Check Reaction time;
condition; Average each
Chunk off student (online
wheel; reaction test);
Cutting vs Change in size
grinding; effects of speed
Know RPM; at edge
Match rpm to
arinder
Read to 1 /16"; Reading a 6.NS.2; 6.NS.3;
Read metric ruler; 7.NS.1; 7.EE.3;
(millimeter, Reducing 6.NS.1; 6.EE.2;
centimeter, fractions; 7.NS.2; 7.NS.3
meter); Equivalent
Estimating size fractions;
Comparing
fractions;
Reasonable
dimensions;
Tolerance
Manufacturing Curriculum Map
Common Core
Math
Standards
Hiah School
A.APR.1;
A.APR.?;
N.RN.3; N.Q.1;
G.GMD.1;
G.GMD.3;
G.MG.2;
G.MG.3
A.APR.1;
A.APR.?;
N.RN.3; N.Q.1;
G.C0.5;
G.GMD.1
A.APR.1;
A.APR.7;
N.RN.3; N.Q.1;
N.Q.3
Sample Schedules
CTE Grade Level Progressions
Middle School and High School - Sample Block Schedule
121
CTE GRADE LEVEL PROGRESSION
..., CTE'S will hove 11th and 12th graders all year, in addition to the grades below.
Aerospace Business Construction Manufacturing/Welding Culinary Arts Technology Medical Arts Law Enforcement
MS Block 1A/HS
19th
16th
Loth Block 1 9th 6th 7th 8th 10th
MS Block 1B 9th 10th 9th 8th 7th 10th
MS Block ZA/HS
Block 2 7th 9th 8th 10th 9th 10th 6th
MS BlockZB 8th 9th 7th 6th 10th 9th 10th
MS Block 3A/HS
Block 3 10th 8th 9th 10th 7th 9th
MS Block3B 10th 7th 9th 10th 8th 6th 9th
MS Block 4A/HS
Block4 6th 10th 7th 9th 10th 9th 8th
MS Block4B 10th 6th 8th 9th 10th 9th 7th
MIDDLE SCHOOL· SAMPLE SCHEDULE· OVERVIEW FOR CTE and CORE SUBJECTS
MSBlocklA
6th Grade Teacher 6th Grade Teacher 7th Grade Teacher 7th Grade Teacher 7th Grade Teacher 8th Grade Teacher 8th Grade Teacher 8th Grade Teacher
8:15 Homeroom 6th 6th 7th 7th 7th '" 8th 8th
9:05 Shift 1 Cul Math6 Cul ELA6 CJ History7 CJ ELA 7 CJMath7 EMTELA8 EMTSci8 EMTMath8
10:08 Shift2 Cu1Math6 Cul ELA 6 CJ History7 CJ ELA7 CJMath7 EMT ELAB EMTSciS EMTMath8
11:lllunch
11:44 Shift.3 Cu1Science6 Cul ELA6 History Support ELA Support Math Support ELA Support Science Support Math Support
12:47 Shift4 Cu1Science6 PBL CJ History7 CJ ELA 7 CJMath7 EMTELA8 EMTSci8 EMTMath8
1:50 ShiftS Cul Math6 PBL CJ History7 CJ ELA 7 CJMath7 EMTELA8 EMTSciS EMTMathS
2:53 Homeroom 6th 6th 7th 7th 7th 8th 8th 8th
HIGH SCHOOL-SAMPLE SCHEDULE-OVERVIEW FOR CTE and CORE SUBJECTS
HSBlockl
9th Grade Teacher 9th Grade Teacher 9th Grade Teacher 10th Grade Teacher 10th Grade Teacher 10th Grade Teacher 11th Grade Teacher 11th Grade Teacher 11th Grade Teacher
8:lS Homeroom 9th 9th 9th 10th 10th 10th Support HS Support HS Support HS
8:48 PBL ELA9 Support Math9Support Work Support ELAlOSupport Math lOSupport Science lOSupport W~yort Work Support Science Support
9:05 Shiftl ELA9 lnteg.Mathl Part.Topics ELAlO lnteg.Mathll SciencelO Government Envi.Science
10:08 Shift2 ELA9 lnteg.Mathl Part.Topics ELAlO lnteg.Mathll SciencelO Government A&P
ll:11Shift3 ELA9 lnteg.Mathl Part.Topics ELAlO lnteg.Mathll SciencelO Government Envi.Science
12:14Lunch
12:47 Shift4 ELA9 lnteg.Mathl Part.Topics ELAlO lnteg.Mathll SciencelO ELA 11 A&P
1:50 ShiftS ELA9 lnteg.Mathl Part.Topics ELAlO lnteg.Mathll SciencelO ELA 11 Envi.Support
2:53Shift6 ELA9 lnteg.Mathl Part.Topics ELAlO lnteg.Mathll SciencelO ELA 11 A&P
Sample Daily Schedule - Teacher
Sample Daily Schedule - Student (Updated daily, as per need)
122
Today < >
SUN
3
GMT-07
7AM
BAM
9AM
10AM
11 AM
12PM
1 PM
2PM
3PM
4PM
Today < >
SUN
3
GMT-07
> 7AM
BAM
9AM
16
23 10AM
30
11 AM
12PM
1 PM
2PM
g
January 2021
MON •
A Homeroom, 8:30am
Mai: Group 2
9 -'Oar
Mai: Group 3
0-l'am
A Homeroom. am
TUE WED THU
5 6 7
B Homeroom, 8 30am A Homeroom, a·30am B Homeroom, 8 30am
--------Mai: Study Hall, 2 30p Mai. Study Hall, 2 30p
MA IEP meeting
3 -4pm
January 2021
MON •
Homeroom - A, s·30ar
de Leon-Al
9 - 10am
Group 1 - Science AD
,,,, -11am
Homeroom - A 11 am .,,,,
■altUeiJu •iu&·WIRif.ffl,
Mai: Credit Recovery, --.
TUE
5
Mal: Online Support
12-1pm
Mai. Study Hall, 2 30p Mai: Study Hall, 2 30p
a.. (1)
WED
6
+
Homeroom - A, 8 30a -.
111111 I .
■:;.:,,14,.;.:,,&·tiffi'tal
--.
THU
7
Mal: Online Support
12-1pm
Week •
Week •
de Leon -Credit Reco de Leon -Credit Reco de Leon -Credit Reco de Leon -Credit Reco
FRI
8
FRI
8
... ...
... ...
Appendix F9: Letters of Support
123
124
Wheeler
ELECTRIC INC.
IDAHO FALL!i, IDAHO i!OB.Si!i!.1906
September 30, 2021
To: Idaho Public Charter School Commission
Chairman Alan Reed
Vice-Chair Brian Scigliano
RE Support for Elevate Academy in Idaho Falls
Dear Chairman Reed and members of the Idaho Public Charter School Commission:
My name is Josh Wheeler and I am writing in behalf of my team at Wheeler Electric to express our
support for Elevate Academy entering the market in southeast Idaho. I recently met with Matt Strong,
Monica White, and Logan Waetje to learn more about their vision and mission. I am, both personally and
professionally, thrilled with the direction Elevate Academy is heading.
A college graduate myself, I work with dozens of team members who have established fantastic careers
as professional electricians, and who arrived at that career via an apprenticeship program Not enough of
my team members had the opportunity to connect with their apprenticeship or career technical training
during their high school years. Our traditional public school designs simply do not provide enough
promotion or preparation for students who may find more success in technical career spaces. Elevate
Academy's design for work force development fills a critical need for businesses in my industry and other
technical trades throughout the area For these reasons alone I am enthusiastic in my support of their
mission.
In addition, I have been impressed with the passion and vision that Elevate Academy's founders
demonstrate. They are clearly willing to listen and partner with the community, and I am excited for their
success.
Wheeler Electric will do all it can to provide resources, guidance on needed technical training, and
opportunities for on-the-job experience for Elevate Academy students in our area. We look forward to
partnering with the school, and their future students.
Sincerely,
• ~\Nheeler
~ ELECTHIC 7 ll'\IC.
DEDICATED TO EXCELLENCE~INCE 196~
.JO!iH WHEELER
-E!ilDENT
469 W 161:h !!iitreet: D "i!08.5i!i!.19D6
Idaho Fa■■, ID 8340i! M "i!08.589.i!B69
www.wheelerelectrlc.com jo!lhnti!wheelerelect:rtc.com
125
Quality Steel,Inc.
8alldhgAmMcJ
09-10-2021
To Whom it May Concern:
I am writing this letter in support of Elevate Academy on behalf of Quality Steel, Inc., a SE Idaho native family-owned
steel construction company that has successfully been in business for over 30 years.
Quality Steel, lnc.'s has multiple skilled positions. We have welders, fabricators, structural detailers, project managers,
estimators, steel erectors, miscellaneous metals specialists, crane operators and more. All these positions are essential
to allow our company to operate smoothly. As the industry transitions from the older workforce to the younger
generations we are experiencing firsthand how extremely difficult it is to find skilled labors and craftsman who show up
wanting to learn, grow and work hard for their wages or take pride in their career choice- and they should be proud. This
industry is a very necessary piece of the construction puzzle, and our employees are intelligent, skilled, wonderful
human beings who are trying their very best to educate the younger generation coming into the industry. Unfortunately,
between lack of knowledge, confidence, instability, etc. our industry is having a hard time creating the next generation
workforce.
After meeting with Logan Waetje, the Charter Administrator for Elevate Academy Idaho Falls, and learning about the
academy's mission, Quality Steel, Inc. thin k's the idea is a wonderful opportunity for the younger generations to gain
experience in their potential perspective industries. The programs will appeal to the youth who aren't challenged in a
formal setting, and it has the potential to help our workforce in our community. A major problem our industry see's is
the people coming out of the trade schools have no real-world concept of the trades as they are not challenged by the
environment, the pressure of deadlines for businesses to make a profit, the true skill, heart, grit it takes to be a
craftsman and therefore they come into the industry believing they are fully equipped for an employer and sadly, they
are far from, simply because they need real challenges in the harsh elements, in uncomfortable positions, hands on
experience. The thought that these young children are going to have the opportunity to develop with guidance
throughout the community and with input from our local businesses is exciting to say the least!
Kindly,
Camille Bailey
Project Director
Quality Steel, Inc.
1 of 1
126
~~········· Zfl,1' WOlall DRllW • milllD ,.u.s, ID SMDiZ• IMIJN£ ~l-1315,~ f'A:Jt :ZD■, szz.:s:a,,, W'P"ttt'IP1·-
Friday, Octobc I, 200 I
. ubile : Eleva.lo eadc:my Mailo Fall
To \\<ii.om it may omn~l:II.!
Amcri. n fabric-a.1fa11 (Afl} ~ a n H bl'.lsinc:ss loc-a.100 in Idaho Falls. ldailo. For o•,e thirty-fl o
ye= "'-e ha,,'C pcrfamioo ,oomplc:ic. dc:si!Jll and fahi-iica.lfati of sic-cl eornpo:ocnt:s. f. al I S11:grt1oots of
industry. We proud])• SC •o ill tho lkfrns.ic toous.trisl 13 ill~ of Oil n illltlal dcfcll c:.
tn support of Elc\•ato Academy Idaho F II and Charter Admill~11'8tm l..ogan. Wactjc, I Milo ill~
lcttc: -Having met wi1h. L~ 3.11d E:IC'l'llk fmlllld~ \\'C !i.lliare their Yi OClll fo:r altcma1i\•(l
educ-atioo. and moo! of choice. The Ele\•a.lo mooc:ls nd mis ion will certainly provide:
o,ppo:rnmitic;;. for bolb stud.c:111S and loc.al bus.in.c: s.
mritJ'a.ditilmal nd tccilnic-al cduc-auon wi1h. an miphas..is i11 proj t-bas.cd kamin and the
' .T.E.M. p "nciplc:s fill a muc-11.--occ:dcd gap in.OW"ll'&ditional s ,lMIOI ym:m. Tbett i,.cun<c:nll)• a
largo demand fur indi\•idual wi1h. tbis. type oftraating and ,cdu aJioll.
The Idaho Falls lll'Ca., !homo l.olhc Idaho a.1·ollal l..a.boratmry, i gro.,,.<ingra~dly, andr;:quirc a
sl:i!!oo w11Moree. lnslituuoo,. lil:o Elevate will l1ollri ll and add significantly and producti\•c:ly io
1ho :m:-a"s. coonoonic gJ0\\1h.
The iSl:y i Ille li'rnil fa Eleva.lo c:-ad my Idaho Fall . Plc,a fed free: to eootact me at any timc
sllOUld }'Oil ha\'C: fm:th. quc ioni O lll'iill lo disc, tlti fillllhor.
R ctfully,
Ame • can F:!.bric-ation, rn .
Thsl'OOI Hall
Vice Piresidc:nl
Sf'ECIAl n-METAL F'AmllD\TIONi, l'RE.SSt!IRE VESSELS, ruRNliEY OJE:Cll'S. P.ROOESS EOlllflMENl,
~ESIG~ ENGIN6E G, AWS CE FIEll I ASt.E ACCllEDITED
127
October 4, 2020
To Whom it May Concern:
I am wri Ing this letter in support of Elevate Ac.a e my as a, repr,esentative of Co m unity Y,o uth in .Action.
We are a local nonprofit serving all youth ages 11-19 i c uding at risk youth. We are highly active in drug
preventkm efforts and have a strong C10alition of youth who serve the community's need to he,1p reduce
substance use, and other aNisk behaviors among their peers.
Community Youth in Action (CYA) hosts afterschoo'f ,e,nr"chmen activities dally including 51iEM dasses,
art classes, physica,I education, mLJsic, cooki • g, tutori g, and much more. We rovide services for free to
alt yo1.1th, and love whe.n other or,ganitations such as Elevate Academy have a mission that aligns with
ours.
We have seen the positive outcomes a schoo with non~traditi4nal ed cational resources ,can have on
academic actlievement and lrrfe outcomes for young people ve,ses a traditional approach. With no young
person's 'earning style l>eing the same, we advocate for having various options and mec anisms for
youth to achieve Kademic success. Our specialty is proving leader5h1ip opportunities .. and afterschool
enrfchment
We look orwa,rd to partnering with Elevate Academy and bringing their .services in o the community as
anolher great resource and option for our youth to have success.
If you nave further q,uestkms. feel free to reach out to me directly
Sini::erelv
Ma rrco Ericksc n M.S.
Program Dlredor
Community Youth n Actlon (CYAI
574 41 Street
Idaho Falls,, Idaho 83401
Marrn@cyaiclaho,org
(2081241·5665
Appendix F10: Resumes for Leadership & Governance
128
Lagan wae ·e
.275(] Plamrron S.t.
lo.,ho Falls, IO 83402
l()g.598-5480
Cti3rter Administrator
£r,,ro1,. Acm:f.-my
fut, 11t!1-Curr,..-.
a Beringwi!h [lev.,t,, 11/.::,, <,myfc1.m:li,n.a,no wr.h !ll<Jum l,,om· art1<Jg.h:, Bli, -n I{,,.... Schoo fella•N>hip ta bring
[l.....,t .. Acaidemy to ldaha Fall, fc,, I .. F I cf .202.3. Re,'(pam.: ili.., incluu,. canr,ecling with oc,-nmunity, authoring
ch ter, d.....,lapi prc.sra -n>, and p,:,rlicipo • g ir F
Dir0<:tor of Digital L..,mi11g Oclcb..-2-00°"J"lr 2012:1.
Jdaho k»s khor,J Di5tricr 1191
Ou-ectocl di "rt.:,I li,orninspra.gn,ms i11 IFSO ~91. Oulie5 incluaed imuli,mi,r • g "'"" olrict-w'a,. LMS Schaologv,
•~crkin_g colk,bamtive-ly wi n :;cMals ta m ed1Jei:1 ~ an;:i lL-chn ~ deci5icru,. Diil!lrtnNi wit lnfarCTI'1tior.
l~ clc.g.y O~pii!lrtmienl ta mil ,.3.Se ,;:ma impl~~, ~II dist.-ict vices.., Bii':!lr e 3n.d schwa.re.
Principal S..ptemb..-2-00°"J"lr 2012:1.
D:91 Onlim, Aa,d'.-my S.,cc,nd,ory Sci,""/
Ma11011,et a,II a,,pc:ct,, cf a i sch.,:,ol for 1" ar<>u!l,h 12"' grad .... Oulies inclua .. rad olion p "S"''"'• dn, ,g,
d~cipline. m ketin_g. pro_gr;::!lm, st-1
Deon of S111i1..,1,
Camp= Aro...,my
d 3II cLt-er .ac: minis'lnlli11~ ties..
Moy 1018-S..ptemb..-2011:11
Atf11inis1nlti1e1edJtie~-r di:' :.lude-.,tdi:;cip irie.scho be:sting coo -ni.3'l.cK', prcreziono1[d.9clopmenl h:-.:iiaer,
tech agy ~Jlecioli5l," d a,ll alherstudent..-el.:,t-,d •=ices. Man eel schic,cll..MS-[d,o .:,r:11-1 techoo agy ,u,.,(aes
fer SIX] student>. lmplemi, ted ~ Jde:,l a,ide "'l>lem foOOJsed <Kl mod.-lin,s g,ocd >I dm\ "" ovior in camrran = of
tiuih:Hn_g,. nnied a d or -ed rr ulti cam Jni y eve ts h 1::1 .al ~col foa.Jsed on prt;ect-i::\;Hed leilrning .ard
corr "Tl 11 ?t'J' Cf'J'l:tt
1l11Sii,,.,,s,/i a,rlu,li □g/[cc,nomi~Ph-,.ic>I Eifocotio11 T.,od,.,r
Camp= Aroikmy
It u.t 2016-Moy 20U
F..cilit•,.,• h" h >choal srud.-e'ls (9-121 ·a pra;,,ct-"'"" .-;:irn in gv rich
envircr m51,_ Inst. dee ;:md ilsEted othB ~.::rff il3 buildi "s Tee oo ag,i In~ ction Miln t:-r:. Advised oe1 dli3p'Ler
of Bu ·nes.s-Prcfessicnal3 cf AmericJ_ Mem!ler ~ Guidin,s Coali'ti:m,. re5p:1,sible, fer plil ,ning. .a
ccordinilting 311 tr:s=( ;-i ~ al'E sct-ool ev:1511.s.
o.-.ine Teadier
Jdaho Oigiiar l.-arni11g Altia-= rmd c,,JJ,,ge· of W...s.l,.m Jdrmo
.irt Lime ti:-;, -g i111vari:o"'JS 5-1.Jbjeru i'actudin,g bu -e.5.5, eco1orr· , phy •
stu11ents. Frorr aU .across Idaho inclu c !B!I credit entr~ ne1.1r..l-: ip Lt:
J.,chnolo.g'f and Plry,ical Ed'ualian T...,clt,,rfT.,d,.,ology Directer
Am.-ria,n lkrita!,<" a..,,i-,r 5c'1oal
AllgOJ<>l 11)1!;-C ... rr"'1t
I educolion, .:,r,d nari<.,:li . l""truct
" Coll~e cf W""t""' ll!IOho.
JOJljo 20!B-J.,11.,2.0,1S
l1'1:'itructedstucl!ntsr6-21inrigo f.n,carrpu,eril!lp-ns~·r din.g.wontll ce.zin.g,.spr9d ee,~,
IJresent.Jtion KJ tw.are., ;:md .g ll 'llC' ~rt,._ Coo -i3'Led ;md inmw::'ll:d technoloigy prcg far studmts ,grMes -6 th.at
"-np,cr....d typins.,fficie cy and technology ,kills. strucled "'"ud"',,. (K-10] "a • ori,us p~y.sic,i educalia11 a,..,r.;..,.,
1-h:ln p:1a;iticm er l~~ild ..,.~.::n:f1er i:!I :I si:---ve-d i:!ls. cc-;:,,dmini5-tr.J~or cf eel m3n.aging ,3II sc ~al di5ci i e. tech IJV1-
,3nr:i: .... -uious. st.1.ff lrilinin .. A t Lego Le-2 Le-Rob ·cs e-;am. 1e-ctmolog.y coordinator
~ re~:ion -for m,3 ocl hard•,n1re and softW3r,e_
1l11Sin., .. J.,d,.,ology 1 ... cher ALJ.GllS'I 2Cl(1°"JOJ"" 20,1i
ampo s .. 11iar ~jgJ, SdiooJ
11'15truct~ ccur!ies i111 oo pu er .! Dpli~ns, 11isuo1l rr ar
Y"• b:io Advi• fer I!. ,in""• ,of.,, • of Am,eric, Cl
schoo • n...., 'NL-h ·i-, in 2010.
ED CAJ/0,Y
[cl11calia11 5'p<eci• list-lluildi11g Adrni11i.trotar
Nanh~~ a.ran:-~ UfflV~rsjty
.i..-. Di A.-ts-'SMJCJnda v· [d:U£.!tia11
U11i,,..,.rity of Pf,..,..r,ix
B,ai:::belors of SciS1ce-BL1sines-s Adm-nis'lratiori
U11i~1e1r.sity aJ Montar1t1-~:1te-m
deign, i3rtt de~ ll publis:ii:ig. Ad11i5or fa school
As.sisted with EI ~lcp--n~~ i:!lr:d anagement .EI
Jon""'l' 2018-Moy 20(1;1)
h1111,.,y 20()9-May 2010
Augu.t 2000-May 2Cl04
129
KELLIE FOREMAN
QUALIFICATIONS
21395 Chicago St
Caldwell, ID 83607
(208) 249-0574
kforeman63@msn.com
Managerial and director experience, staff recruitment and retention, staff
development and training, flexible scheduling, excellent communication skills,
excellent critical thinking skills, like to think outside of the box to effect change,
knowledge ofTJC and CMS standards.
EDUCATIO
2013-2015 MS , Research College of ursing
2007-2009 BSN, University of Phoenix
1999-2002 AS , Boise State University
1991-1992 RMA, American Institute of Health Technology
CERTIFICATIONS
Basil: Lift: Support
Advance Cardiac Life Support
ORGANIZATIONAL AFFILIT A TIONS
Association of Peri-Operative Registered Nurse
Sigma Theta Tau International
EMPLOYME T
2015-Present Clinical Educator, Education Coordinator
Responsibilities include development and coordination of education for
facility encompassing live training and computer based education. Health Stream
Administrator, AAP/NRP Administrator, and monitoring of staff education to ensure
compliance with regulatory bodies. Work closely with local high schools, technical
school, colleges, and universities to provide clinical opportunities for students including
development and maintenance of affiliation agreements, and coordination of clinical
opportunities.
2012- 2015 RN, Manager of Peri operative Services
Responsible for oversight of the operations of all departments of surgical services
including recruitment; retention; training and development of staff;
development and maintenance of policies and procedures; process improvement;
labor control; scheduling; and physician satisfaction.
2007-2012 RN, Director of Nursing, Idaho Surgery Center.
130
Responsible for oversight of the operations an ambulatory surgical center
including recruitment; retention; training and development of staff;
development and maintenance of policies and procedures; process improvement;
risk management; quality control; infection control; safety; pharmacology;
supplies; labor control; scheduling; and physician satisfaction. Primary participant
in very successful surveys with both CMS and AAAHC.
2002-2007 RN, Saint Alphonsus Regional Medical Center
Circulator: Responsibilities include patient advocacy, ensuring safe surgical
environment, collaborating with anesthesia, surgeons, and OR to provide quality
care.
Preceptor Coordinator: Coordinate the training and development of new nurses
during their orientation phase.
Service Line Coordinator: coordinating the activities of 8 ORs with the control
desk, anesthesia, and surgeons, RNs, C Ts and ORAs to ensure that cases ran
smoothly and efficiently.
1992-2002 RMA, Saint Alphonsus Medical Group
Responsibilities included directly assisting the physicians with patient
care, assisting with office surgeries, ensuring a smooth flow of the
schedule, coordinating appointments for patients, patient phone calls,
patient education, triage, urgent care, immunization program, OSHA
educator, preceptor, employee schedule, x-rays, phlebotomy, insurance
forms and referrals.
1996-1997 RMA, Russell Snow D.O.
Responsibilities included direct assisting of Dr. Snow, assisting in
office surgeries, triaging, billing and collections, OSHA maintenance,
scheduling of patients, coordination of patient appointments.
131
PERSONAL O ALIFICATIONS:
Erik A. Bullock
15701 Palomino Ln.
Murphy, Idaho 83650
404-783-2474
erik.buUock@ymcatvidaho.org
Highly successful and visionary YMCA Team Leader ready for VP Executive Leader hip position. Demonstrates exceptional skills
through program progression, staff training and management, fundraising, and nurturing community relations. Passion for enhancing
youth development, establishing community relationships, and elevating the overall member experience. Accomplished in taff
hiring, training, fiscal management, volunteer recruitment, marketing, fundraising, facility management, and overall program delivery.
Known for integrity and character, developing staff, and producing quality programs that are engaging and align with the YMCA
mission. Visible and highly regarded in the community as a devoted servant and respected YMCA leader.
EXPERLENCE:
Executive Director -Caldwell YMCA Branch and Y Camp at Horsethief Reservoir 2015 to Present
♦ Complete operation responsibilities of two facilities totaling $10.4 mill. gross annual budgets.
♦ 14,000 members/ 250 staff.
♦ Increased and achieved total Annual Campaign Goals by I 00,000 for a current ytd of $324,000.
♦ Increased membership growth by 15%.
♦ Increased resident camp registration by 48%.
♦ Reduced Insurance claims and MOD rates through focused area of safety and training culture.
♦ Achieved Capital Campaign 800,000 for new weight room installation (90 days)
♦ Secured $1 million in Grants to date.
Senior Program Director -Cherokee Outdoor YMCA and Pruett YMCA 2007 to 2015
♦ Accountable for $900,000 annual gross budget with complete operations and growth of7 successful programs at 2 branches
consisting oflarge ( +600) summer day camp , school break camps, group retreats, outdoor education and teens.
♦ Supervise 2 full time taff and 85 seasonal camp staff.
♦ Established strong community partnerships along with fundraising for Why It Matters Annual Campaign and value based
volunteer opportunities, while exceeding overall expectations of fund raised through community, member, and WIM Golf
Tournament.
♦ Demonstrated facility risk assessment knowledge on 225 acre outdoor branch on Lake Allatoona and indoor Pruett facility.
♦ Ensured relationship building and enhancement through membership service experience.
♦ Provided measurable results through programs serving the community's needs. Implemented visionary programs that are
sustainable and impacting the community through youth development and healthy living.
Assistant Camp Director -Cherokee Outdoor YMCA 2006 to 2007
♦ Served exceptional leadership through budget management, summer staff development, member service, and program
delivery.
♦ Managed summer day camp for approximately (+400) campers and supervised 65 counselors.
♦ Conducted weekly staff meeting and training sessions.
♦ Handled member concerns and delegated authority on high stress situations.
♦ Provided staff feedback and document evaluations.
♦ Demonstrated the responsibility of primary lead over camp when director was off site.
Day Camp Unit Leader -Cherokee Outdoor YMCA 2005 to 2006
♦ Managed day camp for approximately 120 campers and supervised 12 counselors.
♦ Wrote weekly lesson plans and scheduled activities through duration of summer.
♦ Operated a safe, inclusion based program that was beneficial to YMCA, staff and members of camp.
132
Site Coordinator -Treasure Valley Family YMCA 1998 to 2000
♦ Operated successful summer day camp and after school program.
♦ Responsible for daily programing of 65 children and 5 staff.
♦ Conducted training with staff through YMCA mission and guidelines.
♦ Established an efficient program from the ground up and generated awareness in the community through marketing
initiatives.
♦ Primary lead supervisor over the facility and handled all parent concerns with timely resolution.
♦ Procured extension of annual site contract through presentation to Kuna City Council.
EDUCATIO :
♦ Reinhardt University/ Criminal Justice/ Graduate 2015
• Attended Borah High School/ Graduate 1994
♦ Caldwell Kiwanis 2015-Present (Board Member 2019-Present)
♦ Caldwell School District Superintendent Ad-Hoc Search Committee 2015-16
♦ Treasure Valley Community College Advisory Committee 2015-Present
♦ Caldwell Chamber of Commerce fa:lucation Committee 2016-Present
♦ Advocates Against Family Violence 2018 Man in Top Tier Award
♦ YMCA Campfire Conference Chair 2013-1 S
REFERE CES:
♦ John Hicks (Professional)
Executive Director
Cherokee Outdoor YMCA/Pruett Indoor YMCA
678-880-3500
johnh@ymcaatlanta.org
♦ Shane Brown (Professional)
Executive Director
Camp Kanata
919-270-8149
Shane.brown@campkanata.org
♦ Wes Bender (Professional)
Senior Consultant
Daxko T2 Consulting
770-490-4946
wbender@daxko.com
♦ Carolyn Holly (Personal)
News Anchor
KTVB Channel 7
208-283-6007
cholly@ktvb.com
133
134
Brooke Stevenson
PROFESSIONAL SUMMARY
11650 Willis Rd. Middleton, ID 83644
(208) 869-2295 brooke.stevenson@rulesteel.com
Team-oriented detailing manager dedicated to being a leader the Structural Steel industry by producing an innovative
top quality product. Driven to utilize cutting edge technology and a continual desire to learn new and more efficient practices
with the specialized real-world knowledge in the steel fabrication industry.
EDUCATION
Certificate of Completion: Tekla Structures and Steel Detailing
Dowco Consultants Ltd -Burnaby, BC
A11t0Cad Drafting
Treasure Valley Community College -Ontario, OR
High School Diploma
Middleton High School -Middleton, ID
SKILLS
Software Knowledge:
•Tekla Structures •Auto Cad •Blue Beam
OV 2002
Jun2000
May 1999
•Office 365
Valued consultant in connection design, installation efficiencies, and 3D model capabilities
Experienced in construction general practices, processes, means and methods
Extensive experience Design Build and BIM collaboration on high profile complex construction projects
Versatile background in project phasing and Levels of Development for General Construction
PROFESSIONAL EXPERIENCE
Rule Steel, Caldwell, ID, Feb 2002 -Present
Manage and train our detailing staff of 11 to follow industry protocols, standards and practices.
Collaborate with design teams on design-build projects, delivering cost effective processes and procedures that positively
affect the overall construction process.
Continually integrate cutting edge technology with a focus of keeping my division ahead of our competition
New client development and education on our company capabilities.
Weld Tech, Caldwell, ID, May 1992- Feb 2002
Pre-fab -creating cut lists, operating cutting equipment and fabrication of detail parts.
Welder -interpretation of fabrication drawings and responsible for the layout, fit up and final welding of steel handrail
systems and white water rafting frames.
Estimating- responsible for providing quantity take offs for structural and miscellaneous steel providing accurate and
timely estimates for customers.
Detailing-Created fabrication documents that can be used in the fabrication shop for the fit up, and final fabrication on
construction projects
SUCCESSFUL PROJECTS
Micron Building 50
Micron ano-Fab
Zion Bank 18 Story Tower-8th & Main
JUMP Oacks Urban Meeting Place)
Chobani Yogurt Plant
Melaleuca WHQ
City Center Plaza
SimplotWHQ
ScentsyWHQ
135
Becki Woodbury is the Executive Director of CLM Marketing in Boise, Idaho. Becki has
20 years of experience in marketing and advertising leadership, including 14 years at
CLM. She has worked on business, marketing and media strategy for a wide array of
clients in industries including retail, healthcare, financial, manufacturing, mining,
entertainment, hospitality, automotive and gaming. Her clients have been local, regional
and national in scope.
In her role at CLM, Becki has been instrumental in helping the Idaho Lottery return the
largest to-date dividend to the State of Idaho and was on the team that helped grow
Idaho Central Credit Union from hundreds of millions in assets to billions in assets. She
pioneered the CLM embedded-team model that seasonally manages Western Idaho
Fair's award-winning marketing and advertising programs. She worked extensively with
Pizza Hut across many markets throughout the West to test concepts and promotions
for National rollout. Becki is an analytic with a knack for numbers, but she often uses
non-traditional methodologies to find solutions.
Becki was born and raised in Emmett, Idaho. She attended Idaho State University and
graduated with a Bachelor of Arts in Advertising/Public Relations with a Minor in
Music. Becki studied with the National Media Buying Academy on all forms of media. In
addition, she recently completed an Executive Education program from Northwestern's
Kellogg School of Business on Digital Marketing Transformation. She loves to volunteer,
read, travel, bake and be a mom to her three kids.
A few things you should know about Becki if you work with her. She can help you
develop complex competitive advantage, but she can't be your road trip navigator - she
has no sense of direction. You will rarely see her take notes because she has excellent
recall, but if you ask her about a movie reference from pop culture, she won't know it or
won't remember it. She is a huge Notre Dame fan, even when they are losing and she'll
let everyone know, "it's just a rebuilding year."
136
Amy Rojas
EDUCATION
PROFESSIONAL
EXPERIENCE
REFERENCES
2619 S. Indiana Avenue
Caldwell, ID 83605
Phone (208) 371-4761
Fax (208) 455-7947
E-mail amyojas@earthlink.net
1986 Diploma
1986 -1987
Caldwell Senior High School
ITT Technical Institute
Caldwell, ID
Boise, ID
Automation Secretarial Diploma
Courses:
Business Law
Electronic Calculations
Payroll Accounting
Progressive Filing
Business Communications
Speedwriting
Dictation & Transcription
Legal Procedures
Accounting I
Proofreading Skills
Advanced Word Processing
Public Relations
1993-Present Looks Nu, Inc. Ontario, OR
Owner/Bookkeeper
■ Maintaining a complete accounting system; Accounts
Receivable/Accounts Payable; processing payroll, payroll taxes and
reports; sending monthly invoices; compiling monthly financial reports;
answering phones; filing; data entry; reconciling checkbooks and
communicating with customers and businesses regarding accounts.
1989 -1998 Canyon County Courthouse Caldwell, ID
Pre-Trial Release Officer/Misdemeanor Probation Officer
■ Conducted pre-sentence and special investigations, personal interviews
and made release recommendations of an inmate. NCIC certified and
made extensive background and criminal research. Attended court
hearings to determine release of inmate to our programs. Made collateral
contacts with family members, law enforcement agencies, attorneys, etc.
Extensive data entry; answering phones; typing subpoenas and warrants;
supervision of clients and files. Served as interpreter and translated
documents. Assistant Supervisor to the Pre-Trial Release Supervisor.
Assisted in the set up of the computer programs.
1988-1989 Goicoechea Law Offices Boise, ID
Accounts Receivable/Bookkeeper
■ Bookkeeping duties; handling the accounts receivables, helping clients,
translation of documents and extensive filing.
Richard Comstock (208) 454-7596 Kathy Vanscoy (208) 454-7495
Alicia Brown (208) 454-4101
Carol Hoadley (208) 454-7300
Rebecca Lovelace (208) 459-2743
Susie Greenfield (208) 459-0673
137
Monica White
23906 Garret Ranch Way Wilder, ID 83676 I 208-407-4963 I mwhite@elevate2c.org
Monica White has been in the education profession for 19 years. During this time, she has served as a teacher, coach, principal and assistant
superintendent. She believes that there is genius in all of us and that the best way to create success is to ensure that people have the tools to work
and live with passion and purpose. Monica is an inspired and passionate educator who is committed to being an advocate for teachers, and even
more importantly, students. She's a problem-solver who will work tirelessly with her team to find opportunities and resources to help all students
become successful. Monica is deeply involved in the Caldwell community and the education community. She currently serves on the Caldwell YMCA
leadership circle and the Teach for America regional board. In both of these roles she aids in finding ways to better serve the youth of the
communities she impacts. Professionally she is strong in visionary leadership, professional development, budgeting, and advocating for those that
cannot advocate for themselves. Monica is Co-Founder of Elevate Academy, a public charter school designed to train and create a pipeline of highly-
skilled, employable workers that meet the needs of Idaho industry and business, while empowering students to be leaders in their own lives.
EDUCATION
University of Idaho
ED.S Education Leadership
Superintendent Focus
Montana State University, Bozeman MT
M.A. Education Leadership
School Principal Focus
Boise State University, Boise, ID
B.S. Kinesiology
Physical Education
AWARDS
2006 Teacher of the Year, New Plymouth High School
2005 Carol M. White Physical Education for Progress, Federal grant awardee: New Plymouth School District
2008 Carol M. White Physical Education for Progress, Federal grant awardee: Caldwell School District
2017 Lifetime Service 3,, District Coaches Association
2019 Idaho Juvenile Justice Commitment to Service Award
EDUCATION LEADERSHIP EXPERIENCE
Founder & Director of Elevate Academy
At-Risk Charter School Opened Fall 2019
Designed, Developed and implemented an innovative approach to reaching at risk
youth.
Principal, Canyon Springs High School, Caldwell, ID
School Improvement, Turn Around Status School
Developed systems and culture that inspired at-risk youth.
Central Office Administrator, Caldwell School District, Caldwell, ID
Developed budget, advised on curriculum and federal programs, managed human resources,
supervised principals and other central office staff as well as grounds, maintenance, and nutrition
services.
Principal, Syringa Middle School
Managed day to day operations of Syringa Middle School including teacher evaluation and
supervision, curriculum and budgets
Assistant Principal, Syringa Middle School
Managed day to day operations with a focus on school safety and discipline.
2014
2007
1999
2017- Current
2013-2017
2011-2013
2009-2011
2007-2009
138
MONICA WHITE
RELATED EXPERIENCE
New School Entrepreneur
Research and develop a charter school designed to meet the economic, social emotional and
academic needs of at risk youth in Canyon County.
Western Governors
Student Teacher Supervisor
Evaluate and mentor aspiring teachers in their final semester with Western Governors.
Idaho Leads
Professional Development Consultant
Engage teachers and administrators in training to enhance their practice.
MEMBERSHIPS
Association of Supervision and Curriculum Development, ASCD 2007-2017
American Association of Health Physical Education Recreation and Dance, AAHPERD 2001-2009
National Association of Secondary School Principals, NASSP 2007-2017
Idaho 3,. District Coaches Association 2004-2007
Idaho Alternative Schools Network 2015-2016
PROFESSIONAL SPEAKING ENGAGEMENTS
2017- 2019
2014-2019
2016-2018
2008 Lobby Team for Sports Equipment USA, Advocating for continued support of Carole M. White program, Washington D.C.
2009 ASCD National Convention, Philadelphia, PA
2013 National Drop Out Prevention Conference, Louisville, KY
2013 National At-Risk Youth Conference, San Antonio, TX
2017 Idaho At-Risk Youth Conference, Sun Valley, ID
VOLUNTEER EXPERIENCE
2001-2007 2A Representative 3"' District coaches board
2018-Current Board Member Teach for America
2018-Current YMCA Leadership Circle
REFERENCES
Heather Williams
Program Coordinator of Executive Educational Leadership
Boise State University
208-316-6205
Mayor Garrett Nancolas
Mayor
Caldwell Idaho
208-455-3011
Terry Ryan
CEO
BLUUM
202-341-4575
PAGE 2
139
140
1103 West Ash Sl
Caldwell, Idaho 83605
Cell Number: 208-869-7 4 58
Email: mstrong@elevate2c.org
Matt Strong
BIO
Experience
I have been an educator since 1995, my tenure includes time at Weiser Middle School,
Skyview High School and Caldwell High School before becoming the assistant principal at
Canyon Springs High School. I have been deeply involved in athletics; coaching football at
every level, including an assistant football coach at the College of Idaho. I am community
minded and serve with Caldwell Proud, a community improvement organization, and Go
Purple, a College/Community collaboration initiative. As an assistant principal, I was an
instrumental part in transforming Canyon Springs High School from a school in need of
restructuring to a school that has become a model throughout the state of Idaho.I believe
my true gift is working with at risk students and making them believe in their potential,
while providing them the opportunity and resources necessary to reach it. My strengths
lie in community relations and recruitment, fund raising, classroom management and
school culture.
2019-Present Principal Elevate Academy
2017- 2019 Elevate Academy (BLUUM)
Co-Founder, Innovator of Elevate Academy
2014 -2019 College of Idaho Football
Caldwell, ID
Boise, ID
Caldwell, ID
Coach Defensive Line, Linebackers and Defensive Backs. Started a community
booster group that supports College of Idaho athletics called Go Purple.
2010- 2017 Canyon Springs High School
Vice Principal at Canyon Springs High School
Caldwell, ID
2003- 2010 Caldwell High School Caldwell, ID
Physical Education/Weight Training teacher at Caldwell High School
Head Football Coach 2003 -2009
Head Track Coach 2004 - 2007
Assistant Track Coach 2007 - 2009
1999-2003 Skyview High School
Physical Education/Weight Training
Head Football Coach & Assistant Track Coach
Compiled a 31-10 record
District Champions 2001
State Playoffs 1999-2001
2X Girl's State Track Champions
Nampa, Id
141
Education
References
Matt Strong -Resume 2
1996-1999 Weiser Mlddle School
Health & P.E. Instructor 7-8
Head 7'" Grade basketball Coach 1996-1999
8'" Grade Girl's Basketball Coach 1996
Weiser, ID.
1996-1999 Weiser High School Weiser, ID.
Assistant Football Coach/ Assistant Track Coach
State Champions 1997 State Semi-finals 1998
1997-1998 District Champions
Carroll College
Eastern Oregon State College
B.S., Physical Education and Health
Helena, MT.
LaGrande, OR.
Boise State University Boise, ID.
Secondary Education Teaching Certificate
University of Phoenix Meridian, ID.
Masters in Educational Leadership
Monica White
Principal at Canyon Springs High School 208-407-4963
Reagan Rossi
Athletic Director at the College of Idaho 208-989-6457
Mike Moroski
Head Football Coach at College of Idaho 208-615-0776
Garrett Nancolas
Mayor of Caldwell, Idaho 208-250-9022
142
23802 GARRE"rrRANCH WAY• WII. DER, ID 8 3 6 7 6 •
P H ON E (2 08) 989-9 1 9 3 • E-MAJ LURA G A C P A@G MAI L C O M
DARREN URANGA, MBA, CPA
CERTIFICATIO
Certified Public Accountant -November 2007
PROFESSIONAL EXPERIENCE
July '19 -Present Elevate Academy Inc -Caldwell, ID
ChiejFinandalOJ!icer
■ Manage all monthly payroll functions
■ Prepares & manages the budget.
■ Administers accounts payable and receivable functions.
■ Prepares monthly and annual financial reports for review by the Board
and auditors.
■ Completes monthly bank reconciliations.
■ Completes all state reporting (ISEE)
May '08 -June '19 Middleton School District #134- Middleton, ID
Director of Finance & Operations
■ Manage all monthly payroll functions for over 300 employees, including
quarterly & annual tax filings.
■ Prepares & manages the $20+ Million budget.
■ Administers accounts payable and receivable functions.
■ Prepares monthly and annual financial reports for review by the Board
and auditors.
■ Completes monthly bank reconciliations.
■ Completes all state reporting (ISEE)
■ 2018 School Business Official of the Year
ov '05 -May '08 Legislative Services Office: Audit Division -Boise, ID
St4f Auditor II
■ Conduct financial/ compliance audits of federal grants received by state
entities (A-133 compliance audits)
■ Conduct financial/ compliance audits by reviewing systems of internal
controls, analyzing financial information, and appraising the economical
and efficient use of resources
■ Complete financial opinion audits based on the standards of GASB 34.
Winter '06 & Winter '07
Tax Assodate
■ Prepare individual tax returns
■ Provide tax planning advice
H & R Block Corporation -Boise, ID
143
EDUCATION
Dec '04 -May 'OS J .R. Simplot Company- Boise, ID
Small Business Accountant
■ Provide daily accounting functions for three small companies (Brundage
Mountain, Osprey Resorts, and Bar-U Inc.)
■ Prepare month end bank and account reconciliations
■ Prepare monthly and quarterly financial statements
Dec '02 -Mar '03
Accounting Internship
TitleOne Corporation -Boise, ID
■ Assist with daily accounts receivables and payables
■ Assist in preparation of daily activities report
2004-2006 Northwest Nazarene University-Nampa, ID
Masters of Business Administration
■ 3.75 cumulative GPA
1999- 2003 College of Idaho -Caldwell, ID
Bachelors of Science in Accounting (M.inor Computer Science)
■ 3.56 cumulative GP A
■ 4 year participant in baseball; Academic All-American
COMPUTER SKILLS
Microsoft Word, Excel, Access, PowerPoint, Outlook., Quickbooks,
Proseries, Skyward, Google Apps
INTERESTS AND ACTIVITIES
Basketball, Golf, Softball, Hunting, and Coaching Youth Sports
REFERE CES
Available Upon Request
Appendix B: Articles of Incorporation & Operating Agreement & Bylaws
144
145
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CERTIIFICATE OF OR.GANIZATIONI OF
ELEVATE ACADEMY EAST IIDAHO,. LLC
The Certificate of Organization of Elevate Academy East lldaho, L!LC ·s to in.elude-the following:
Add a new Seoti~m 6:
Six
Erevate Academy East Idaho, LLC is org.anized exclusively foc charila:ble, scientific. literary, and
educaUonal purposes, including for such, purposes, the maldng of dislriboUons to organintions
that qualify as exempt organizations. des.cribed under Section 501 (c)(3) of the lntemall Revenue
Code of 1986, as amended (the "Code"), or corresponding provisions of any sub!llequent federal
tax laws, indlud·ng lhe· operation of a public oharter school under the lav.rs of he Staie of Idaho.
Add a ,new section 7:
S&ven
Upon the diSS-Olution of Blevate Academy East Idaho L!LC, the assels of the LLC will be
distributed under the direclion of, and to the e:ictent. determined by, the Sole Member for one or
more exempt p11rposes in accordance with I1daho Code 33·5212 and th.e Internal Revenue Code
as it applies lo charitable organttatlons, or any Mure federal lax code, or shall be distributed to
the federal govemment, or to a state or local government, for a public purpose.
DATED this J/ day of November, 2021.
ELEVATE ACAJOEMY IEAST IOP-IHO, LLC
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BYLAWS OF ELEVATE ACADEMY, INC.
1.Name and offices
1.Name
The name of the corporation shall be Elevate Academy, Inc.
2.Mission and Vision
Vision: Community focused, rigorous, personalized education for all.
Mission: Engage students in meaningful education that will contribute to success in their future
career, Ignite a passion within each student to lead their life in a positive direction, Inspire
students to become engaged, contributing members of their community.
3.Principal office
The principal office of the corporation shall be located in Canyon County, Idaho. The Corporation
may have such other offices, either within or without the State of Idaho, as the Board of Directors
may designate or as the business of the corporation may require from time to time.
4.Registered office
The registered office of the corporation required by the Idaho Business Corporation Act to be
maintained in the State of Idaho may be, but need not be, identical with the principal office in the
State of Idaho, and the address of the registered office may be changed from time to time by the
board of directors.
5.Purpose
The corporation is organized and shall be operated exclusively for the specific purposes set forth
in the corporation’s Articles of Incorporation, namely educational purposes within the meaning of
Section 501(c)(3) of the Internal Revenue Code.
2.Board of Directors
1.General powers
The business and affairs of the corporation shall be managed by its Board of Directors.
2.Number, tenure and qualification
The number of directors of the corporation shall consist of not less than 5 nor more than 9
persons and each directorship shall have a numerical designation as follows: Director 1, Director
147
2, Director 3 and so on. The number of directors serving on the Board of Directors may be
increased from time to time by resolution adopted at a regular or special meeting of the Board of
Directors. During the initial year of operation, the Board shall be comprised of the Directors listed
in the Articles of Incorporation and any other Directors elected by the then current Board or
appointed in accordance with these bylaws.
The Directors stated in the Articles shall hold office until the 2020 annual meeting of the Board of
Directors, or until they shall have appointed successors, whichever shall first occur, or until their
earlier death, resignation, or removal. The Directors stated in the Articles may, at any time prior to
the 2020 annual meeting of the Board of Directors, appoint successors and/or additional directors
up to the maximum number of directors allowed under these Bylaws and such directors shall
serve until the 2020 annual meeting of the corporation.
Thereafter, all directors shall serve until replaced by a duly elected replacement or otherwise
removed pursuant to these Bylaws. The term of service between elections shall be a term of 3
years except that for Directors serving from the date of the 2019 annual meeting of the Board of
Directors, whose seats shall be staggered to ensure staggered transitions going forward. After the
initial term of each seat, directors shall serve for a term of 3 years so that up to, but no more than,
3 directors may be replaced each year at the annual meeting of the Corporation as set forth in
these Bylaws.
3.Election of Directors
During the initial year of operations, the Board shall consist of those Directors appointed
pursuant to the terms of these Bylaws. After the initial year of operations Directors will continue
to be appointed by a majority vote of Directors Elevate Academy’s annual meeting or as needed
as per Board-approved nominating policy.
4.Vacancies
Any vacancy occurring in the Board of Directors may be filled by the affirmative vote of a majority
of the remaining directors though less than a quorum of the Board of Directors. A Director elected
to fill a vacancy shall be elected for the un-expired term of his/her predecessor in office. Any
directorship to be filled by reason of an increase in the number of directors may be filled by
election by the Board of Directors for a term of office continuing only until the next election of
directors.
5.Compensation
By resolution of the Board of Directors, each director may be paid his/her expenses, if any, of
attendance at each meeting of the Board of Directors. There shall be no salary or fixed sum paid
to any director other than expenses of attending meetings or other authorized functions.
6.Presumption of assent
A Director of the Corporation who is present at a meeting of the Board of Directors at which action
on any corporate matter is taken shall be presumed to have assented to the action taken unless
his/her dissent shall be entered in the minutes of the meeting or unless he/she shall file his/her
written dissent to such action with the person acting as the secretary of the meeting before the
adjournment thereof or shall forward such dissent by registered mail to the Secretary of the
148
Corporation immediately after the adjournment of the meeting. Such right to dissent shall not
apply to a director who voted in favor of such action.
7.Removal of Director
Any board member may be removed with or without cause by majority vote of the board. A
Director may be removed only at a meeting of the Board of Directors called for the purpose of
removing one or more Director(s). Any vacancy in the Board of Directors caused by removal,
death, resignation, or an increase in the number of Directors by reason of amendment of the
Bylaws shall be filled as specified in Section 2.4 herein.
8.Meetings by telephone / Internet
Members of the Board of Directors or any Committee may participate in a meeting of the Board or
Committee by means of conference telephone, online video chat, or similar communications
equipment by which all persons participating in the meeting can hear each other at the same time
as allowed through the state open meetings laws. Such participation shall constitute presence in
person at the meeting. As public must be able to attend phone meetings, at least one Board
member must be present at the posted meeting location.
9.Committees
The Board of Directors may create one or more committees and appoint members of the Board of
Directors to chair them. Members of the committees other than the chairperson need not be
directors. Each committee may have two or more members, who shall serve at the pleasure of the
Board of Directors. The provisions of this Article which govern meetings, action without meetings,
and quorum and voting requirements of the Board of Directors, shall apply to committees and
their members as well.
3.Board Meetings
1.Annual meeting
The annual meeting of the Board of Directors shall be held at the time and date established by the
Board of Directors. In the absence of a designation from the Board of Directors, the annual
meeting shall be held on the 2nd Tuesday in November. The failure to hold the meeting at the time
stated shall not affect the validity of any corporate action.
2.Regular meetings
The Board of Directors may establish, by action at a meeting or unanimous written consent, the
time and place for holding subsequent regular meetings of the Board of Directors and they shall
be held without the need of further notice. Agenda’s for regular meetings will be posted for the
public to review a minimum of 24 hours before the scheduled board meeting.
3.Special meetings
Special meetings of the Board of Directors may be called by or at the request of the president or
at least 2 directors. The person or persons authorized to call special meetings of the Board of
149
Directors shall fix any place, either within or without the State of Idaho, as the place for holding
any special meeting of the Board of Directors called by them.
4.Public Meetings
Except as otherwise set forth in these Bylaws, all meetings shall be open to the public. Pursuant
to Title 33, Chapter 52 of the Idaho Code, all other provisions of Title 67, Chapter 23 of the Idaho
Code shall be applicable to meetings called by the Directors of the Corporation in the same
manner that a traditional school and the boards of trustees are subject to those provisions.
5.Notice and Agendas
Not less than 24 hours prior to any regular meeting, including the annual meeting of the Board of
Directors, agenda notice shall be published. Agenda items may be added subsequent to notice
provided a good faith effort was made to include all known agenda items in the published notice
at the time of its publication.
Notice of any special meeting shall be given at least 24 hours prior thereto by written notice,
which could include text message, e-mail, fax or letter (either mailed or personally delivered) at
his/her mailing address. If mailed, such notice shall be deemed to be delivered when deposited in
the United States mail, so addressed, with postage thereon prepaid. Any e-mail is deemed to be
delivered the day it was sent. Any director may waive notice of any meeting. The attendance of a
director at a meeting shall constitute a waiver of notice of such meeting, except where a director
attends a meeting for the express purpose of objecting to the transaction of any business
because the meeting is not lawfully called or convened. Neither the business to be transacted at,
nor the purpose of, any regular or special meeting of the board of directors’ need be specified in
the notice or waiver of notice of such meeting.
6.Quorum
A majority of the number of directors then in office shall constitute a quorum for the transaction
of business at any meeting of the board of directors, but if less than such majority is present at a
meeting, a majority of the directors’ present may adjourn the meeting without further notice.
7.Manner of taking action
The act of the majority of the directors present at a meeting at which a quorum is present shall be
the act of the Board of Directors. Action required or permitted to be taken by the laws of the State
of Idaho at a meeting of the Board of Directors may be taken without a meeting. If all the Directors
consent to taking such action without a meeting, the affirmative vote of all of the Directors shall
be the act of the Board. The action must be evidenced by one (1) or more written consents
describing the action taken, signed by each Director in one (1) or more counterparts, indicating
each signing Director ’s vote or abstention on the action, and included in the minutes or filed with
the corporate records reflecting the action taken. Action taken under this section shall be effective
when the last Director signs the consent, unless the consent specifies a different effective date. A
consent signed under the section shall have the effect of a meeting vote and may be described as
such in any document.
8.Meeting Minutes
150
Written minutes shall be maintained at all meetings of the Board of Directors. Neither a full
transcript nor a recording of the meeting is required. Minutes shall be available to the public
within a reasonable time after the meeting, including: (a) Members of the Directors present; (b)
Motions, resolutions, orders, or ordinances proposed and their disposition; (c) Results of all
votes. Minutes of any executive sessions held by the Directors of the Corporation under Title 67,
Chapter 23 of the Idaho Code may be limited to material, the disclosure of which is not
inconsistent with the provisions of section 67-2345, Idaho Code, but must contain sufficient detail
to convey the general tenor of the meeting.
9.Executive Sessions
Executives sessions, closed to any persons for deliberation on specified matters, may be held by
the Board of Directors for those reasons outlined and specified in Title 67, Chapter 23 of the Idaho
Code. Unless otherwise allowed by law, no Director may disclose the content of an executive
session to an outside source.
4.Officers
1.Numbers
In addition to the Board Chair and Board Vice Chair identified in Section 2, the officers of the
corporation shall a treasurer. In the discretion of the Board of Directors, Vice-Chair (the number
thereof to be determined by the Board of Directors) may be elected by the Board of Directors.
Such other officers and assistant officers as may be deemed necessary may be elected or
appointed by the Board of Directors. Any two or more offices may be held by the same person,
except the offices of Board Chair and Treasurer.
2.Election and term of office
The officers of the corporation shall be selected from the members of the Board of Directors and
shall be elected annually by the Board of Directors at the annual meeting of the Board of Directors
held after the annual meeting of the stakeholders of the Corporation. The initial Board of Directors
shall select initial officers who shall serve until the first annual meeting. If the election of officers
shall not be held at such meeting, such election shall be held as soon thereafter as conveniently
may be. Each officer shall hold office until his/her successor shall have been duly elected and
shall have qualified or until his/her death or until he/she shall resign or shall have been removed
in the manner hereinafter provided.
3.Removal
Any officer or agent may be removed by the Board of Directors whenever, in its judgment, the best
interests of the corporation will be served thereby, but such removal shall be without prejudice to
the contract rights, if any, of the person so removed. Election or appointment of an officer or
agent shall not of itself create contract rights.
4.Vacancies
151
A vacancy in any office because of death, resignation, removal, disqualification or otherwise, may
be filled by the Board of Directors for the un-expired portion of the term.
5.Chair
At its annual meeting, the Board of Directors shall elect from among its members a Board Chair
who shall, when present, preside at all meetings of the Board of Directors and ensure the Board of
Directors follows appropriate parliamentary procedures. The Chair shall be the principal executive
officer of the corporation and, subject to the control of the Board of Directors, shall be
responsible to establish the agenda for all meetings of the stakeholders of the Corporation and all
meetings of the Board of Directors and ensure that all participants in such meetings have access
to the materials necessary to their participation. The Chair shall serve as the chief liaison between
the Board of Directors and the school administration and as the primary signing agent for all
official board documents. The Chair shall also be responsible to ensure compliance by the Board
of Directors with the performance certificate, the board manual, if any, and these corporate
Bylaws.
6.Vice Chair
In the absence of the Chair or in the event of his/her death, inability or refusal to act, the Vice
Chair, if any, or in the event there be more than one Vice Chair, the Vice Chairs in the order
designated at the time of their election, (or in the absence of any designation, then in the order of
their election) shall perform the duties of the Chair, and when so acting, shall have all the powers
of and be subject to all the restrictions upon the Chair.
7.Secretary
The Secretary shall: (a) keep the minutes of the proceedings of the members and of the Board of
Directors in one (1) or more books provided for that purpose; (b) see that all notices are duly
given in accordance with the provisions of these Bylaws or as required by law; (c) be custodian of
the corporate records, excepting the financial records; (d) keep a register of the post office
address of each board member which shall be furnished to the secretary by such board member;
and (e) in general perform all duties incident to the office of secretary.
8.Treasurer
The Treasurer shall: (a) serve as custodian of all financial records and inventory lists of the
corporation; (b) track and record deposits from any source whatsoever in the name of the
Corporation in such banks, trust companies or other depositories as shall be selected in
accordance with the provisions of Article III of these bylaws; (c) serve as the chief liaison with the
business manager for the school; and (d) in general perform all of the duties incident to the office
of treasurer.
9.Salaries
Unless otherwise determined by action of the Board in a properly notice meeting or by written
consent, the officers shall serve without compensation other than reimbursement for expenses.
152
5.Contracts, loans, checks, and deposits
1.Contracts
The Board of Directors may authorize any officer or officers, agent or agents, to enter into any
contract or execute and deliver any instrument in the name of and on behalf of the Corporation,
and such authority may be general or confined to specific instances.
2.Loans
No loans shall be contracted on behalf of the Corporation and no evidences of indebtedness shall
be issued in its name unless authorized by a resolution of the Board of Directors. Such authority
may be general or confined to specific instances.
3.Checks, drafts, etc.
All checks, drafts or other orders for the payment of money, notes or other evidences of
indebtedness issued in the name of the Corporation, shall be signed by such officer or officers,
agent or agents of the Corporation and in such manner as shall from time to time be determined
by resolution of the Board of Directors.
4.Deposits
All funds of the Corporation shall be deposited from time to time to the credit of the Corporation
and in such banks, trust companies or other depositories as the Board of Directors may select.
6.Fiscal year
The fiscal year of the Corporation shall begin on July 1 and shall end on June 30.
7.No private inurement
No part of the net earnings of the corporation shall inure to the benefit of, or be distributable to its
directors, officers, or other private persons, except that the corporation shall be authorized and
empowered to pay reasonable compensation for services rendered and to make payments and
distributions in furtherance of the purposes set forth in the Articles of Incorporation. No
substantial part of the activities of the corporation shall be the carrying on of propaganda, or
otherwise attempting to influence legislation, and the corporation shall not participate in, or
intervene in (including the publishing or distribution of statements) any political campaign on
behalf of or in opposition to any candidate for public office. Notwithstanding any other provisions,
the corporation shall not carry on any other activities not permitted to be carried on
(a) by a corporation exempt from federal income tax under section 501(c)(3) of the Internal
Revenue Code, as amended; or
(b) by a corporation, contributions to which are deductible under section 170(c)(2) of the
Internal Revenue Code, as amended.
153
8.Corporate seal
The corporation shall not have a corporate seal.
9.Waiver of notice
Whenever any notice is required to be given to any member of the Board of Directors of the
corporation under the provisions of these Bylaws or under the provisions of the Act, a waiver
thereof in writing signed by the person or persons entitled to such notice, whether before or after
the time stated therein, shall be deemed equivalent to the giving of such notice.
10.Amendments
These Bylaws may be altered, amended or repealed and new Bylaws may be adopted by a
majority vote of the Board of Directors at any regular or special meeting. Bylaw amendments must
also be approved by the Idaho Public Charter School Commission.
11.Indemnification
The corporation shall indemnify its directors, officers, employees and agents fully permitted
under Idaho Code 30-3-88.
12.Dissolution
Upon dissolution, and once appropriate assets have been used to pay creditors, the school will
donate or redistribute the remaining assets to the Public School Income Fund other non-profits, in
accordance with the requirements of Idaho Code 33-5212(2). Any assets bought with federal funds
will be returned to the Idaho Public Charter School Commission and will not be used to pay
creditors.
13.Severability
The invalidity of any provision of these bylaws shall not affect the other provisions.
154
155
156
OPERATli G AGREE IEi T
OF
Elevate Aeadem ast .Idaho LLC
Effecti e as of Odo her 20. 2020
157
OPERATING AGREE IEi T
01-·
EU ATE ADE I l!:ASTfD HOLL
A Sole Member Limited Liability Company
THIS OPERA TlNG AGREEMENT (Lhis "Agreement') made and entered into effective as of
Oclobcr 20, 2020 (the "Effccti c Date") by Elevate Academy, ].nc., an Jd!aho nonprofit corporation
, the "Sole Member''), located at 114 W Chicago Street Caldwell, Maho 83605.
ARTICLE I
FORMATIO • OF THE COMPANY
Section 1.1 Organization. The Company was fonncd upon the tiling of the Certificate
with the ]dal10 Socrctary of State on October 20 2020. AIJ actions taken by the Person who
cx.ccuted and filed the Ccrttficate arc hereby adopted and ratincd, such Person being an. "authoi-ized
person" W1der the Act.
Section I .2 Companv 'amc. TI1e business of the ompany shall be conducted 11.nder
the name "Elevate Academy East Idaho lL or such other 11am as the Sole Member shall
hereafter designate.
Section I .3 Sole Member. The Sole Member of the Company shall be Elevate
Academy Inc., local.ed at 114 '1\1. Chicago St· aldwdl, lD 83605.
Section 1 . .3 Fil.ing of Certificate and Amcndmenls. The Sot Member is hereby
authorized to appoint an officer or other rcprcscntati e of the ompany to execute, deliver fik
and record all such ccrti.fical.cs and do uments. indu.ding amendments to or rc~1..'l.temenls oC I.he
crtificate, and to do such other aots as may be appropriate to oomply with all requirements for
the formation cont:inuatton and operation of a limi.ted liabifay company, the ownership of
property, and the conduct of business under the laws of the State ofldaho and any other jurisdiction
in which the Company may own property or conduct business.
Section 1.4 Term of' ompanv. The Compa.ny's term commenced on the date the
crtificatc was tiled with the Idaho Secretary of Stale and is pcrpchial. The Company may be
terminated in accordance with the terms and pro isions hereof, and will continu.c un css and until
dissolved as provided in Article Ill. The cx.istencc of the Company as a separate legal cntily will
cont im1c until Lhc cancellation of the Certificate as pro idcd in I.he Act.
Section 1.5 Registered Agent and Office. The Company's initial registered agent an.d
office in the State of Jdaho is Darren Uranga, 114 . h.icago S!. CaM, ell [D 83605. The Sole
Member may designate another registered agent and/or registered office from Lime to Lime in
aocordancc with the th.en-applicable provisions of the Act and any olhcr applicable laws .
. I .
158
Section 1.6 Pnncipal Place of Bllsincss. The Company's principal place of business
shall be at 114 W. Chicago St. CaldwclJ, lD 83605 o.r such 0th.er place wi.thin or outside of the
State of Idaho as determined by the Sole Member. The location oflhc Company's principal place
ofb11.sincss may be changed by the Sole Member from time lo time in aocordancc with the thcn-
appl.icablc provisions of the Act and any olJi.cr applicable laws. The Company may ha c other
offices as the So e Member may Ii-om lime lo lime deem noocssary or advisable.
Section 1.7 Qualification in Other Jurisdictions. Any authorized pcrwn of the Company
may execute deli er and file any ccrtil:icalcs (and any amendments and/or rcstalcnx:·nts l.h.crcoJ)
necessary for the Company to qua.lify to do business in any jurisdiction in which the Compan}'
may ·wish lo conduct llsmcss.
Section I. . FiscaJ Y car; T a.xab le Y c-ar. The fa-cal year of the Company for financial
aooounting and income tax purposes will end June 30 unk:ss otherwise rcqklircd by law.
Section I .'9 Covcnanl:s Regarding Organization. The Sole Mcmbc.r shall take such steps
as arc nccc ·sary to (a) maintain IJi.c Company's status as a Limited lia ility company formed under
the la.ws of th Stale ofidaho and its qualification lo conduct business in any jurisdiction where
the Company docs business and is required to be qualified., and, b. ensure that lhe Company shall
continue lo be l:rcatcd as a disregarded cnti.ly ior federal slate and local income lax purposes.
RTI LEU
p· RPOSE AND 'PO\ RS OF THE ff 1PA
Section 2.1 Pm_posc. The Compa.ny is organized exclusively for d1aritable scientific
I itcrary, and educational p11.rposcs within Lhe meaning o fScct ion 50 I ( c 3) oflhe Internal Re cnuc
ode of 1986 as amended (the "Code' , or w'ilhin corresponding pro isions of any subsequent
federal tax !aws, inclllding the operation of a public charter school under the laws of the Stale of
Idaho.
Section 2.2 The broadest discretion is vested in and conferred upon the Sole Member
for the accomplishment of these purposes.
Section 2.3 Powers oflhe Company. The Company wiJI have the power and allthorily
l.o take any and all actions that arc necessary appropriate. advisable convenient or incident.al l.o or
for the furthe.rance ohh.c pwposcs set forth i.n Section 2.1.
Section 2.4 Failure lo Observe Formalities. A fail11rc lo observe any formalities or
requirements of this Agreement the Certificate, or the Act shall nol be groklnds for imposing
personal l.iability on the Sole Member for liabilities of the Company.
Section 3.1
ARTI LE lll
SOLE ME IBER
Powers and Limitations on Lhe Rights oflhe Sole Member.
(a) The Sole Member is authorized on the Company's behalf to make aU decisions in
accordance with Lhis a!,'Tecmcnt as to (a) the sak de clopmcnl lease or other disposition of the
-2.
159
Company's as1>et-s· (b) the purcha1>e or olhcr acquisition of other assets of all kinds; (c Lh.e
managemeol of all or aoy part of the Company's as1>el:s· (d) the borrowing of money and th.c
grantiog of security intcresls io lhc Company's asscls· (c) the pre-payment, refinancing or
extension of any loan affocti.11g th.e ompany's asscls; (f) lhe compromise or rdcase o any ofllie
Company's claims or debl.s· and, (g) lhe employment of persons firms or corporllitions !or the
operation and management of the compaoy's business.
(b, ln the exercise of its management powers the Member is authorized to cx.ecule and
deliver {a) all conlracl.s-con11cya11ces, assignments feases, sub-!eases, &ancruse ag;reements,
licensing agreements marngcment cool:ra.cts and maintenance contraots covering or affecting the
Company's assets; (b) all checks, drafts and other orders for l.h.e payment of the Company's funds·
c) aU promissory notes. loans, security agrcemcots and olhcr similar documents· and, d , alJ othe:r
instruments of any olhcr kind rclatiog lo the Company's affairs, whclhcr like or unlike the
foregoing.
(c) The Sole Member sha.ll have the right to lake any actioo wilh. respect lo the
ompany necessary, Lil its sole d.iscretion, lo prntcct lhe Sole Member's slatus as an exempt entity
under section 50 I ( c (3) of I.lie Code.
Section 3.2 Limited Liability of the Sole Member. otwithstandiog anything l.o the
contrary in this Agreement the debts, obligations and l.iabililres of the ompaoy, whether arising
in contract, tort or otherwise will be solely the debts, obl.igations and lia1bilities of th Company
and the Sole Member will not be obligated pcrsona.lly for aoy such debt, obligation or liabi.lity
solely by fC'Jcson of being a Member ofLhc Company.
Section 3..3 Competing Activities. The Sole kmbcr may engage or invest io,
independcolly or v ith olhers, any business activity of aoy type or description, includ.iog without
limitation those that might be the same as or simi.lar tot.he ,Company's bu.sincss and that mi.gh.t be
in direct or indirect compcfitioo with the Compaoy. The Company shall not ha c any right in or to
such other ventures or activities or to the income or pmcccd.s derived thcrdrom. The Sofe Member
shall not be obligated lo present any in es!ment opportunity or prospective economic advantage
to the Company, even if the opportunity is of th.e character that if presented to the Company, coufd
be talc.en by the Company. The Sole Member shall have the right lo hold any investment
opportunity or prospective economic advantage for it:s own account or lo recommend such
opportu11ilty to Persons other than the ompany.
Section 3.4 Compensation of the Sole Member. The Sole Member may not be
compensated for performing services to the Company, b11t sha.ll be entitled to rcimbursemeot of
reasonable expenses incurred on behalf of the Company in connectioo with the performance of
such scrviocs.
ARTI LE I
IA iAGEMEi ·r
Section 4.1 Management ofthe Company by Sole Member. The business property and
affai.r5 of the Compaoy shall be managed an.d all powers oflhe Compaoy shaJl be exercised by or
under lhe ditrcctioo oflhe Sole Member. The Member is in control managcmcot, directioo and
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160
operation oflhc Company's affairs and shall have powers lo bind l.h.e Company wil.h any !egall)•
binding agrocment including setting up and operating a Company bank acooll.llt.
Soclioo 4 .2 Meetings of So le Member. ket:ing1; of the So.le Member s.hall be caJlcd,
noticed and .hdd p11.rsuant lo the Bylaws ofth Sof Member. AU meetings related to the Company
shall comply ith Idaho Open kcling laws.
Soctioo 4.3 Trnnsaction.s between the Company and the Board. Noiwithstand:ing I.hat it
may eonsti.lulc a confli:cl ofinlcresl the Board may, and may cause their affiliates lo engage in
any transaction (including, wilhoul limil.alion the purchase, sale lease or exchange of any
property or the rendering of any service, OT the establishment of any salary, other compensation,
or other lcrm.s of employment, witJi the Company so long as (i} such transaction is not expressly
prnh:ibitcd by this Agreement ( ii) the terms and cond:itio ns of such transaction on an overall basisc
arc fair and reasonable lo the Company and ar at least as fa orab c to the ornpany as those that
arc gcRernUy available from Persons capable of similarly ped'orming them and in similar
transactions between parties operating al arm's ength, and (i.ii such transaction has bcco
consented lo in writing by the Sole Member. These agreements include, but arc not l.imitcd lo
profc:s.siooal ser ices agreemcnl:s with other schools afli.liated with the Sole Membc:r.
Soctioo 4.4 Rclianoc Upon Advisors. The Board amll'or officers may consul.t with legal
counsel chosen by th.cm and any act or omissioo suffered or taken by them oo behaff of the
ompany or in furtherance oflhc interests of the Company in goo faith in reliance upon and in
accordance wi.th the ad ice of such counsel shall be full justification for any such act or omission
and the Board and/or officers shalJ be fully protected in so acting or omitting lo act, provided such
counsel was chosen with reasonable care.
SocLioo 4.5 Bank Accounts. The fonds of the Company shall be deposited in such bank
accoURt or accounts, or invested in such interest-bearing or non-i.ntcrcst bcar-ing investments" as
shall be designated by !be Sole Member. ompaoy funds shall be separately identifiable from and
not commingled with those of any other Person.
RTI LE
BOOK A1 D RECORDS
Soclioo 5, l Books. Records and inanciaJ Slalemcnls. Al all times during the
continuance of the Company. the Company w-ill maintain. at iL-s principal place of business
separate books of accoulll m which complete eotries will be made that wiH show a true an accurate
record of all costs an expenses inc11.rred, all charges made all credits mad.c and rccci11cd. and al
U.S. income dcri cd in connection with the operation of the Company's business and reflecting
a I financial transactions oft.he Company i.n accordance with this Agreement. -kc books shaJl be
kept in accordance with (daho !a . Such books of aooounl, together with a copy of this Agreement
and the Certificate, will al a.11 D.imcs e mainta.incd at the principal place ofbusiness of the Compan}'
and ilJ be open lo inspection and examination at reasonable times, ,-i.th:in ton {10) business days
following receipt by the Company of a request by Lile Sole Member, or its d1.1.ly authorilcd
rcprescnlalivcs, for any pu.rposc.
-4-
161
The Company will rumish to the Sole Member within ninety (90) days after the end of each
fiscal year of the Company, an t1.nau itcd report of the a.cti ities oft he Company for the prcce<ling
fiscal year, in hiding a oopy ofa balance shed of the ompany as of tile end of such year and a
statement of income or loss for such year.
Section 5.2
existence.
Corporate Existence. The Company will maintain its respective legal
RTI U:: -I
LIABILH D L'IDEI lJ Inc TIO
Section 6.1 Liability. Except as otherwise ro idcd by the Act the debts obligations
and liabilities of the ompany, beth.er ii.rising in contract, lort or otherwise will be solely the
debts, obligations and liabilities of the Company, and the Sole Member will not be obligatcd
pcrsona.lly for any such debt, obligation or liability of the Company solely b)• reason of being the
Sole Member.
Section 6.2 Standard of Care; iduciary Duties.
{a) Ead1 Member or offioer or employee of the Company (i) ~s lo perform !tis, her or
its duties in good faith on behalf of I.he Company in a manner that h.e she or it reasonably believes
to be within the scope of authority conferred upon such Member, offioer or employee, in a manner
that such Member, officer or employee reasonably believes to be in the best interests of the
ompany, and ith such care as an ordinarily prndcnt person in a like posilion would use 11ndcr
similar circumstances-and, (ii) except to the extent expressly modified by this Agreement shall
have the same fiduciary dulics lo the Company as a director or officer, as the case may be, ofan
Idaho corporation would have to such corporation and its shareholders under the Idaho Uniform
Bu.sincss Organizations Code (Idaho Code, Title 30, Chapter 21 ,, as the same may be amended
from time to time.
{b) , ad1 Member or offit,er or employee of I.he Company, in the performance of his,
her or its duties, is entitled to rely in good faith on information, opinions, reports or other
statements, including financial statements, books of account and other financial data if prepared
or presented by. (i) one or more other Members, officers or employees of the Company if the
Person relying on the statements reasonably believes tltat the Person preparing or presenting the
material is rdiabl.c and competent in that matter; or (ii) legal counsel, public accountants or other
Persons as lo matters that th.e Person. relying on Lhe statements reasonably bcli.cvcs arc within the
Person's professional or expert competence.
Section 6.3 indemnification. To Lhe fuUcsl extent pcnnitted by applicable law, a
Member officer or employee will be entitled to indemnification from the· ompany for any loss,
damage OT claim incur.red b such Member, officer or employee by reason of any act or omission
performed or omitted by such Mcmbe:r officer or cmplo yec in good faith on behaJ f of the Company
and in a manner believed to be within the scope of authority conferred oR such kmbe:r offiocr or
employee by this Agreement except that 110 Member, officer or employee wi.ll be entitled to be
indemnified in respect of any loss, damage or claim which is foun by a court of compctcnl
juris iction not subject to fu.rther appeal, lo have been incurred by such Member officer or
162
employoc by reason of such Member. offroer or employee's gross negl.igenoc, willful misconduct
or w1llfid breach of th.is Agreement w1lh respect to such acts or omissions· provided, thal any
indemnity under this Section will be provided oul of and lo lh.e extent of Company assets only
a11d no Member officer or employee will have any persona.I .liability oo accounl therco£
S-cct:ioo 6.4 Ex.culpalion. Any act or omission ofth Member, the cffoct of which may
cause or result in loss or damage lo the Company or Ilic Member if done io good faith to
promote lhc best interests of the ompany shall not subj,ocl the Member to any liability to lhe
Member.
Section 6.5 Indemnification Severability. To the fullest extent pennitled by appli able
law if any portion of this Article is inval.idal.cd on any g;rmmd by any COlilrt of competent
jurisdiction then the Company will nevertheless indemnify each Member, offioc:r or employee as
l.o oosts, charges and exp nses (including reasonable attorneys' fees}, judgments fines and
amounts paid in settlement with respect to any action, suit or pmcecd.iog. whether ci ii criminal
admioislralivc or in estigativc, including an action by or io the righl oflhe Company, lo the Ji.dlcst
extent permitted by any applicable portion of this Article VI that has nol been invalidated.
ARTICLE vn
TR SFERS OF I TERE "T
Section 7.1 Assignment Sale or Transfer of lnlcrcst. The Sole Member may nol
voluntarily assign scU or traasfcr il:s Lntcrcst in the ompany, wi.thout the express written consent
of the charter school authorizer or othe:r person !hat has a right lo oonsenl.
ARTICLE VIH
Of . OL" nn . UQUIDATIO" . ND TERMJI ATIU l
S-cct:ioo 8.1 D~ssolving Events. The Company,; ill be d.issolvcd and its affairs wound up
in the manner hereinafier provided upon the happening of any of the following events;
(a) The Sole Member elects lo dissolve the Company;
(b) The safe or liquidation of all. or substantial y all. oflhe Company's assets;
(e) The b1mk.ruptcy of the ompany· or
(d) The oecll.rrence of any event which under applicable la. , would cause the
dissolution of the Company; pro ided, however, lhal, unless required by applicable law, the
Company wi I not be wound up as a result of any such e ent and the business of the Company wil I
continue.
Section 8.2 Dissolution and Winding-Up. Upon the dissolution of the Company the
assets of the ompany will be liqllidated or distributed under the direction 0£ and lo the extent
del.ennined by, the Sole Member in accordance with the provisions of the Certificate and in
accordance with Idaho· ode 33-5212 and the Lntcmal Revenue' ode as ii applies to charitable
organizations.
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163
Section 8.3 Termination. The Company will l.crminate when th.e winding up of the
ompany's affairs has been completed, all of Lhc assets of the Company have been distributed,
and Lhc CcrLificalc has been canccle ,
Section 8.4 o Personal Liability/Claims ofLhc So e Member. The Soie Member shalJ
not be persona.lly liable for any debts, liabilities or obligations ofthe ompany whether lo the
ompany or lo the creditors ofLhc Company; and lhc members of the Board shall be nol personally
liable for an debts liabilities orobl.igalioru; of Ilic ompany, whether lo the Company, the Sole
Member or to the creditors ofLhe Company.
RTI U: IX
MISCELLA EO -
Section 9, 1 oticc:s. All notices, n::qLtcsts demands and other communications
collectively, "Notices'', given p11rsuant to this Agreement s.hall be in. writing. and shall be
deli erod by personal service, courier. facsimile transmission which nr11sl he confirmed)
lectronic mai.l transmission (wh.ich must econ.firmed) or by l(Jnited SI.ates first class regis'kred
or certified mai.l poslag prepaid to the addresses fucsimi.lc nllmbers and/or dectrornic maiJ
addresses sel forth in the ompany's files. All Notices shall be deemed given when recei ed.
Section 9.2 Headings. Captions contained in this Agreement arc inserted only as a
matter of convenience and in. no way define, limit or ex.tend th.e ·cope or intent ofLhis Agreement
or any pro· ision thereof.
Section 9.3 l.ntcwrctatfon. ln I.he c cnt any clajm is made by any Member relating to
any conflicL, omission or ambiguity in this Agreement no prcs11mption or burden of proof or
persuasion shal be implied by virh1c of the fact that this Agreement was prepared by or al the
request of a particular Member or its counsel.
Section 9.4 Entire Agreement. x.ccpl as herein pro ided th.is Agreem nt consLitules
the entire agreement among the parties relating lo the subjoct mall er hereof and supersedes any
prior agreement or understanding between them relating lo the sklbj;oct matter hereof. This
Agreement may not c modified or amended in any manner other than as set forth herein.
Section 9.5 Counterparts. This Agreement may be cx.eeLtlcd in. any number of
counterparts, and by fa or portable doc11mcni form f'pd.r signa!u:res, each of,; hich wi.ll be
docmed an original bLtt all of which together wiU oonsiilule one and the same inslmmenL
Section 9.6 Attorneys' Fees. Ln Ilic event of any litigation or arbitration between the
parties hereto respecting or arising out ofLhis Agreement, the prevailing par!y, whether or not such
I itigation or arbitration proceeds lo fin.al judgment or determination shall be en lit led to recover all
of the aUorncys' fees incurred with respect to snch legal efforts, in each and c...-ery such action suit
or other prooocding indud.ing any aDd all appea.ls or pcti.tions therefrom; provided, however, that
in the case of any negotiated settl.ement of any litigation or arbitralion between the parties, there
shall be no "prevailing party" for purposes oflhis Section 9.6. As Ltsed herein the term .. attomeys'
fees'' shall be deemed lo mean the reasonable cost of an.y !egal ser ices actually performed in
connection with the matters involved.
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164
Scction 9.7 Scvcrabiltty. Whenever possible each pro\1ision of this Agreement shall be
interpreted in such ma.n.n.cr as lo be effecti e and valid under applicable !aw, but if any provision
of this Agrccmcnt, or the app1ication of sL.tch provision to any Person or circumstances shall be
held invalid, the rema.inder of this Agreement, or the application of such provision to Persons or
circumstances olher than those to which it lS hdd invalid, shall not be affected hereby.
Scction 9. Amendments. .either this Agreement nor the Certificate may be amended
, including by way of merger , modified or supplemented except by a written instrument signed by
the Sole Member.
Scction 9.9 'o Third Party Bendiciaries. Except as otherwise provided herein with
respect to Member officer or employees pursuant to Artie .e I., this Agreement is not intended to
confer upon an)' Person except for th.e parties hereto any rights or remedies hereunder.
Scction 9.10 Governing Law. This Agreement and the rights of the parties hereunder
shall be governed by and interpreted in accordance wi.th the laws ofthe Stale of Idaho. AIJ terms
used herein shall ha e the mea.ning given them under the Act, as such may be amended from time
to lime, except as otherwise provided herein.
Scction 9.11 S11coc.ssors and Assigns. Except as herein otherwise pro idcd lo the
contrary, this Agreement will be binding upon and inure to the benefit of the parties hereto their
successors and permil:tcd assigns.
Scction 9.12 Exhibits. All Exhibits attached to this Agreement arc incorporated and sha.11
be treated as if set forth herein.
Scction 9 .13 Lc·gal Rcpresentat ion and onflicts of ] nlcrcsl. Legal collfL.scl lo lh.e
ompany may also be cgal coL.lnsd to the Sole Member, or any Affiliate of the Sok Member and
the parties hereto expressly wai e any co11l1tcts of interest with respect to such representation.
Such waiver may be revoked at any time. Th.e Company's revocation will be effective upon the
affirmative olc ofthc Sole Member or the Sole Member.
Section 9 .14 Parties in lnl.eresL cept as express] y pro ided in the Act. nothing in this
Agreement sbaJI confer any rights or remedies under or by rca!;C>n of this Agreement on any
Persons other Llian the Sole Member and their rc.spcclivc successors and assigns nor shall anything
in lhis Agreement rcl.ievc or discharge Lhc obligation or liability of any third person lo any parly
to !his Agreement, nor shall any provision gi e any third person any right of subrogation or aotion
over or against any party to this Agreement.
[Signarum pages follow]
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165
l ' Wff ' ESS \ HEREOF the parties hereto have executed and delivered this Agreement
as of 1ovembc::r 9', 2020.
CO 1PA
liOU:J74091t5.2
Elevate cadem. East Idaho LL , a ldaho
l.imitcd Liability company
Elc ate cademy E t Idaho LL , a Idaho
hrn ited liability oo mpa11
By:_:_r::--,=-;;.=-.....;;..-,::..,----:,-------
ame· ___..=p,,+i:-1u=,.___i_.:..i,.i......a..
Title: ole
Member
~Compeny Si!J11alure Page lo Opc,raling Ag,ccmcnl)
166
ll:XHlBIT -I
ME m RS OF TH[ BOARD OF omECTORS OF
ELE T ACAD M
Date of 1£d1ibit: As of June 6 2021
Kdlie FOfcmen
2 I 395 Cl,icago SL
Nampa, ID &36V7
M,,,-io Pile: Mosoow Idaho
I Erid: B-uUock
15 70 l Piilomino Ln.
Murph , ID 8365 0
Arn Rojas
1215 Fillmocc SL
Caldwdl ID 83605
Becki \Voodbur)'
1885 W. Shc,cp llill Ct.
Mc.-iilian ID 83646
Adolfo Valdez: Namp• Idaho
Brooke Stevenson
2301 NOfdic Ave.
Middld.011, ID 83644
5ll16ll.J.6
HOIIJ:J74091l5.2
fune and Add.re,
A-1
APPENDIX C: Board Roster
167
~ELEVATE
~ACADEMY
El@vate Acad@my: IBDilrd of Directors 1B tos
Board Composition Profile & Terms of Service
Board I.OW, lleBI POlitl<s
1Ml!mber Edooatlon Complla.nce Btate strBtegy Aceoun.d<111 Busllless Elrtemal
Naml! OperBtlOM rac-lilles Flnana, Ma1'8£~ Relations
X X
Kerle
~,~:n
X X X
Amy Rojas
X X X ){
A.ck>lfo
Valdez
X X X
Morio
Pile
X X
Erik
&tlllod<
X X
8/ool<e
SteveMon
X X ){
111edcl
Woodbury
Years of
5.,,,.,1.,, CUffenl
Tenn
7/1/2021
From 6/30/2024
7/9/2011!,
7/1/2021
From 6/30/2024
12/l0/1J1!,
10/18/2021-
From 10/1/2024
:10/18/2021
10/18/2021·
From
:10/18/2021
10/1/2024
S/13/2019-
From 6/30/2022
S/13/'HJ19
S/13/2019-
From
5/13/'Hll9
6/30/2022
9/20/2020-
From 6/30/202.3
9/2:1/2020
Betld, oodbur. is the Execuli e Di.-et.'tor -ofCLM Marktl,ng ,n Boise Idaho. Becl:i hil 20 ,arS of experience in
rtliitl:eling ru:td advenising leadership, ineludin" 14 ye.rs at CLM_ She has ~•orked on business, marli:ding and media
scnuegy for a wide array of.cliencs in indus1ries including remil heallhcate, financial, manufa ruring, mining,
encertainmenl, hospitalit , autommive and gaming. Her clients have been local, regional nd niltional in seope. In her ro!e
a.l CLM, Bocki has been ins1rumental in helping lhe Idaho Lottery rerurn the largest lo-dale dividend to the Sca.te ofldaho
and was on the team that helped grow Idaho Central Cr-edit Union fro.m lumdreds or n:tillions in assels lo billions in i1S5ds.
She pionees-ed the CLM en:tbedded-team model lhat seasonall manages Western Idaho Fair's award-wir,ning rtliirl:eting
aad advertising programs. She worked ex lens i ely 1 ·th Pizza I lut across man rna.rl:ets lhroogho11t lhe West to lest
concepls and promolions for ational rollout. Becki is iln ilrtalyt,c with a knacl: fo,-nun:tbetS, but he often 111ses non-
traditional methodologies to find solutrons.
168
Fik Bullotk is a highly uc:oes ful and issionary YMCA Team. l.eade.-. He demonsttates e. oeptiona.l kills lhr-ousJI
pr gram prog;,essiort, sla:IJ tmrtiin ~ nd managemerr fun.dmissin , and nurturing oo:mmunity relati ns. Erik has a pa sio11
for enha.ncin~ olllth developmett· es1ablishi11g communily relationships and elevating the o crall experience, Eric: ha
e: perience in taff hirmg, ltai11i11g, fi:sml maraagem.ent, volunleer :rei.,·tuilm.ent, marketing, fundruissing, facilit
management, and o i.Tfl.11 program deli er;. Known for i111.egrity and cha:r.lcter-d doping staff, and pr,oducin,-. quality
pr,ogra:ms !hat are engaging and align with the mi ion.. Erik is is.ible and highl)' regarded in !he com:munjty as a devoloo
SttVant and respecled YMCA leadet.
Am Ro a." ite Hoard a r, is !he ,ownet and book :1reeper for Nu Look carwa ·h in Ontari.o, Oregon and has been a
life!o.n•' Calliw 11 ]daho teS:ident. Am ha O oo in lhe capa.city ,l'.Jf School Boaro cha.itltl.llll f, ir lhe Caldwell School
Di lri.ct and has years of experienc:e :managing a lar•?e dj lriet I\ 'th 1t111lti lrool!s. Am, undeirslands the needs ofthe at-
ris shld.e111s and engab,es all ,ofthecomnmnil to ensure all oic:es are being hard. Amy has a slrong business
foondati n and as a bu ines <rnmet tonlributes to the Elevate Boord through her ~rience a' an ownet and a tommunjty
minded person.
Ktllit Foreman, Boord l'lia.ir i a in !he hea.lth pr,ofes ion. She i urrently a nurse al St. luke's Boise. In her role a:s a
nur:se for St. Luke's she has e.i::perieni.-.e in staff recruilm.ertt and retention, slaffde elopm.enl m:td ttaining flexible
schooc l.ing, communicati n skills, ~'ritical. thinkin , kills like to think outside of !he box to effecl. d1a:nge, ]mo !edge ,of
TJ .i:nd MS standards. Her basic responsibililies in her role in lude developm.eJtt and coordination ,of edtK·:aboo for
facility en om.passing l.i e tmrrun ·, .i:nd tom.p111et oosed education. Health Slream Adminjslmto.r, AAP RP
Adminislral.or, and :monjtorin,, of staff education to ens11re mplia:nce 'th regullalory bodies. Kelly works closel ilh
local. high s h.ool!s technical • h.ool, olleges and 11ni · ersities lo pro • de clinical opp rtunities for students in.duding
developmenl and m.aintenan.ce of affilialioo agreemen1:s, and ~':OOl'dination of dinical opportunibes.
Drookt te\a·e· on is a team.-orienl.oo detailin :marui ·,er dedicated t being a leader the Slrnctural Steel industry by
prodlDcing an irtil'.IO alive top qu lily prodm:t. D.riven to utilize l'Uttin • edge lechnology and a l':Olltinu I desire to !earn 11e:
and mo.re effi ient p:ractices ilh the specialized real-world kno !edge in the steel fab:ric,atioo industt)". 111 her role a:t
Rufe Steel. she is tasked to manage and tmin the detailing sl ff of J J lo follow industry p:rotoc".Ols, ~,andards and practi es.
Collaborate ilh design team<l 011 design-build projects delivering cost effective p.roc..esses and procoonres !hat positive!.
affect the o •eroll con trncron pr,oces . Continual! integrale l'lllting edge technolog)• ~rjth a focus ofkeeping her divi ion
ahead fthe compelition. Brooke al!so lakes on lient development anded cation ,on the ompan. capabilibes. Proj,ecl~
Drooke has lead include: Micron Building 50 Micron an -Fall, .Zi II Ba:nk I St r Tower -Slh & Main, JUMP (Jad::
Urban Meeting Place , Ch bani Y og,11r1 Planl Melalaic:-..:i WHQ, Cily Centet Plaza, implot WHQ, c:en1sy WHQ.
Mario Vi e is passionate about impro ing oou.catio11 for studenls. He is the P:r-ojec.t Drredor for Veterans p td
Bound al Boise Slate ni er:s ity and a.ls gel' the pleasure ,of ser ing as !he ad isor for !he Blac"k Student As 'OC ialfon.
P:ri r to his role al Boise State, Mano enred outh al the ]dah.o Y,0111h Ranch and lhe Idaho Y,outh Chal!enge Ac-adem.y,
an Idaho National. Guard p:rogmm. He eurnmtly . ·erve:s on the boards ,of Lee Pesky l ea:mjn ~ Center and Boise Pub lie
Radio. Mano j,oined the Air F rce in 2002 whjch e entualty brooAbt him. to ldnho in the 'Ummer of201l6. He has
ser ed a total ,of 19 yea.-s in the military; 6 ears acti e d and I. 3, )•ear:s in the ]dah.o Ajr ational Guard. Mario
eamoo a degree in Criminal Jusli e from I rado Technjcal 11i ersity and iss currenlly \ ,or ing on his~ ·ler-s in
Edu atioo in Edu ational Leadership at Boise State Uni ersit . Mario's grealest jo i:s being a :father to his 11 yea:r old
son Malachi.
Ailo V.a'ldez. i:s a pr,oc,ess manager foc unhems USA Ille. BASF. He iss tasked ilh :managin, three deparlments in !he
seed processing :facil.il . He has experlise ith managing people, fil,,ility d el.opment budb-el managing. Ado
understands i ork.ing i ithin poli . and p.r•O edutes based 011 co:rp :rale ,organi:zalion. In addition lo managin for
Nurtherm Ado lias been an business o net and ,operat r and managed his o • ite ithin !he ,compan . He iss a people
person a solid c,ommunic:alor ho pays attention lo detail. He has a : ee.11 11ndetslandin_c: to.r bud_c:etin_c: and finance. He
is a :family orienloo person that enjoys bein.~ ouldoots i ·th his family. He c.oo.ches b ·e!xtll and bas elba.11 and
olunleets throughout !he commun.ily.
Appendix: D Performance FRAMEWORK
Financial Goals: The following metrics are intended to ensure the financial health of
Elevate Academy East.Elevate will be moved into formal corrective action status if 2 or
more areas are in needs improvement status. If one area is in need of improvement, Elevate
will have 90 days to regain compliance before formal corrective action is initiated by the
district.
1.The school will maintain 60 days unrestricted cash on hand by year of
operations.
2.School has a current debt services coverage ratio 1.1 or shows a positive trend
from year to year.
3.The school is not in default of any financial obligations, and did not experience
any instances of default during the fiscal year. Financial obligations include,
but are not limited to, making payments to vendors and utility services on
time, complying with all loan covenants, filing any reports required for
maintenance of grants or philanthropic funds, meeting all tax obligations, and
operating without financial judgements or property liens.
4.Enrollment variance is equal to or greater than 90%.Based on the Charter
approved enrollment table.
5.Annual Audit with unqualified opinion
Meets Exceeds Needs
Improvement
1.Cash on hand 60 Days or
trending toward
60 days by year 3
>60 Days or
trending toward
>60 days by year 3
<60 Days or
trending toward
<60 days by year 3
2.Debt Service
Coverage
Ratio of 1.1 or a
positive trend
Ration above 1.1 Negative trend and
a Ratio below 1.1
3.0 Defaults on any
financial
obligations.
NA Any Default on
Financial
Obligation.
4.Enrollment 90% of students >90% of students >90% of students
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Variance enrolled in
relation to
enrollment table
enrolled in
relation to
enrollment table
enrolled in
relation to the
enrollment table.
Annual Audit Audit completed
on time with an
unqualified
opinion.
NA Audit completed
outside of
deadline and or
completed on time
with findings.
Academic Goals: Proposed Goals for Elevate Academy Charter School
Background
Over the few months, leaders from Elevate Academy participated in the A-GAME (Assessing
– Global access, Academics, Mission, and Equity) process to establish charter goals for
continuous improvement and to be able to tell their school’s story using more than
anecdotes. This process included regular meetings with school leadership teams and the
A-GAME team’s directors, Naomi DeVeaux and Dr. Jody Ernst. As Elevate Academy collects
data on these goals, they may need to be adjusted to adequately present the learning
occurring in the school’s middle and high school.
While many of the proposed goals apply across the entire student body, some are
differentiated based on the number of life challenges and engagement behaviors a student
possess upon enrolling in the school. Research supports the conclusion that students with
more life challenges have more difficulty engaging in school, even when present in online
classrooms or in the school building . Thus, students’ engagement levels are defined as
1
follows:
Cluster:Disengaged Partially Engaged Engaged Idaho At-Risk Qualifications
1 See detailed article summarizing all the research that has been done on the number of traumatic events and their
relationship to both the identified risk factors and educational, health, and economic outcomes of people
here:https://acestoohigh.com/2012/10/03/the-adverse-childhood-experiences-study-the-largest-most-important-public
-health-study-you-never-heard-of-began-in-an-obesity-clinic/.
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g
Attendance Attends school less
than 80% of
required days.
Attends school
between 80% and
90% of required
days.
Attends school
90% or more of
the required days.
b. Has
absenteeism
that is greater
than ten percent
during the
preceding
semester.
Credits HS: "Is behind" in
more than 6
credits.
HS: "Is behind" in
3-6 credits.
HS: "Is behind" in
less than 3 credits.
d. Has failed one
or more
academic
subjects in the
past year.
f. Is two or more
semester credits
per year behind
the rate required
to graduate or for
grade promotion.MS: Has failed or
is incomplete in
50% or more of the
previous year's
attempted course
work.
MS: Has failed or
is incomplete in
25% or more (but
less than 50%) of
the previous
year's attempted
coursework.
MS: Has failed or
is incomplete in
less than 25% of
the previous year's
coursework.
STAR Data Urgent Intervention
in both Math and
ELA. (10th
percentile)
Between 10th and
35th percentile in
Either Math or
ELA (or both)
35th percentile (or
higher) in both
ELA and Math
e. Is below
proficient, based
on local criteria
or standardized
test or both.
OR 1st Percentile
in EITHER math or
ELA
Idaho Behavior
At-Risk/Other
Factors
Hits two or more
criteria on the
Idaho Behavior
At-Risk/Other
Factor Sheet
Hits one criteria
on the Idaho
Behavior
At-Risk/Other
Factor Sheet
Doesn't hit any
criteria on the
Idaho
Behavior/Other
Factor Sheet
All criteria h-n on
Idaho At-risk
Student
Qualification
Form plus a few
additional
criteria.
Elevate Network
At-Risk Behavioral
Factors Check
Sheet
Hope Scale Student scores
6-15 on the Hope
Scale
Student scores
16-24 on the
Hope Scale
Student scores a
25-36 on the Hope
Scale
Hope Scale Data Children's Hope
Scale
The final phase for each student is based on how they “score” on each of the five data points
examined. A student may fall into the engaged category on one indicator, or data point,
partially engaged on two indicators and disengaged on two. An “overall” placement is
determined by the mode placement between the five clusters. In the event of a tie, credits
will be the tiebreaker to determine overall placement. We recommend weighing school
engagement higher than risk factors and assessment data, as these actions are more
indicative of their actual attitude and engagement with school.
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Students’ engagement phases are determined using prior school, prior year (if continuing),
and beginning of year observations. Students' engagement phases are to be determined by
the end of the fall count window and should not be changed, for purposes of accountability,
until the following year. Engagement phases for students enrolling after the fall count
window are to be reported at the end of the spring count window. However, for any goal
requiring FAY (full academic year) enrollment, late enrolling (and early exiting) students
will not be included in the accountability formula.
Proposed Goals
The table below outlines the benchmark for each of the specific goals outlined afterwards.
Elevate will be moved into formal corrective action status if 2 or more areas are in need of
improvement status. If one area is in need of improvement, Elevate will have 90 days to
regain compliance before formal corrective action is initiated by the district.
Goal(s)Exceeds Meets Needs
Improvement
M1 – M2 – H1 – H2
(STAR)
90%70%Less than 70%
M3 – H3
(LEXILE)
90%70%Less than 70%
M4 – M6 – H4 – H7
(CORE/CTE Credits)
90%70%Less than 70%
H11
(WRA)
90%70%Less than 70%
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The following tables present the specific goals designed for Elevate Academy.
Elevate Middle School Goals
173
Measure Goal Type Goal Business Rules
Academic
M1
Math XX% of full academic year
(FAY) students will either be
at or above grade level, meet
an SGP of 40, or show at least
1 GLE growth on the STAR
360 assessment in math.
* will review fall to winter if
spring results show drop in
performance
Definition of FAY students: Students who attend the
school for the full academic year as counting in the fall
enrollment count and enrolled during the state testing
window in the spring.
Numerator:
●# of students who score at or above their GLE
on STAR 360 PLUS
●# of students with a GLE below their current
grade level who had an SGP of 40 or higher
PLUS
●# of students with a GLE below their current
grade level, with an SGP below 40, and who
showed one GLE improvement from fall to
spring PLUS
●# of students with a GLE below their current
grade level, with an SGP below 40 from fall to
spring, and who did not grow 1GLE from fall to
spring, and showed 40 SGP or higher from fall
to winter
Denominator: All FAY students
Data source: STAR 360 reports, enrollment files
Academic
M2
English/
Reading
XX% of full academic year
(FAY) students will either be
at or above grade level, meet
an SGP of 40, or show at least
1 GLE growth on the STAR
360 assessment in reading.
Definition of FAY students: Students who attend the
school for the full academic year as counting in the fall
enrollment count and enrolled during the state testing
window in the spring.
Numerator:
●# of students who score at or above their GLE
on STAR 360 PLUS
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I I I I I I I I
Measure Goal Type Goal Business Rules
* will review fall to winter if
spring results show drop in
performance
●# of students with a GLE below their current
grade level who had an SGP of 40 or higher
PLUS
●# of students with a GLE below their current
grade level, with an SGP below 40, and who
showed one GLE improvement from fall to
spring PLUS
●# of students with a GLE below their current
grade level, with an SGP below 40 from fall to
spring, and who did not grow 1GLE from fall to
spring, and showed an SGP of 40 or higher
from fall to winter
Denominator: All FAY students
Data source: STAR 360 reports, enrollment files
Academic
M3
Reading XX% of all students are either
at or above Lexile Level 800
OR significantly increase their
lexile level.
Numerator:
●# of students reading at or above Lexile Level
800 by the end of the year
●# of Disengaged students below lexile level 800
increasing their lexile level by 40 points or
more
●# of Partially Engaged students below lexile
level 800 increasing their Lexile Level by 55
points or more
●# of Engaged students below 800 increasing
their Lexile level of 70 points or more
Denominator: All FAY students
Data source: STAR 360
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I I I I I I I I
Measure Goal Type Goal Business Rules
Academic
M4
Credits
earned
XX% of all MS students will
earn the expected course
credit for all core content
courses attempted
Numerator:
●# of Disengaged students earning at least 10
core content course credits PLUS
●# of Partially engaged students with at least 14
core content credits PLUS
●# of Engaged students with at least 18 core
content credits
Denominator: # of FAY MS students
Data Source: Transcripts/Student information system
Global
Access
M6
Career
and
Technical
Education
XX% of 6th, 7th, and 8th grade
students who take a CTE
course earn the expected CTE
credits
Numerator:
●# of Disengaged students who earn at least 4
(50%) of their attempted CTE credits PLUS
●# of Partially engaged students who earn at
least 5 (62.5%) of their attempted CTE credits
PLUS
●# of Engaged students who earn at least 6
(75%) of their attempted CTE credits
Denominator: # middle school students taking at least
8 CTE courses
Data Source: Transcripts/student information system
176
I I I I I I I I
177
Elevate High School Goals
Measure Goal Type Goal Business Rules
Academic
H1
Math XX% of full academic year
(FAY) students will either be
at or above grade level, meet
an SGP of 40, or show at least
1 GLE growth on the STAR
360 assessment in math.
* will review fall to winter if
spring results show drop in
performance
Definition of FAY students: Students who attend the
school for the full academic year as counting in the fall
enrollment count and enrolled during the state testing
window in the spring.
Numerator:
●# of students who score at or above their GLE
on STAR 360 PLUS
●# of students with a GLE below their current
grade level who had an SGP of 40 or higher
PLUS
●# of students with a GLE below their current
grade level, with an SGP below 40, and who
showed one GLE improvement from fall to
spring PLUS
●# of students with a GLE below their current
grade level, with an SGP below 40 from fall to
spring, and who did not grow 1GLE from fall to
spring, and showed 40 SGP or higher from fall
to winter
Denominator: All FAY students
Data source: STAR 360 reports, enrollment files
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I 11 I I 11 I
Measure Goal Type Goal Business Rules
Academic
H2
English/R
eading
XX% of full academic year
(FAY) students will either be
at or above grade level, meet
an SGP of 40, or show at least
1 GLE growth on the STAR
360 assessment in reading.
* will review fall to winter if
spring results show drop in
performance
Definition of FAY students: Students who attend the
school for the full academic year as counting in the fall
enrollment count and enrolled during the state testing
window in the spring.
Numerator:
●# of students who score at or above their GLE
on STAR 360 PLUS
●# of students with a GLE below their current
grade level who had an SGP of 40 or higher
PLUS
●# of students with a GLE below their current
grade level, with an SGP below 40, and who
showed one GLE improvement from fall to
spring PLUS
●# of students with a GLE below their current
grade level, with an SGP below 40 from fall to
spring, and who did not grow 1GLE from fall to
spring, and showed an SGP of 40 or higher
from fall to winter
Denominator: All FAY students
Data source: STAR 360 reports, enrollment files
179
I I I I I I I I
Measure Goal Type Goal Business Rules
Academic
H3
Reading XX% of students will
graduate able to enter their
profession of choice or
college as measured by
having a Lexile Level of 1210
or higher or show
improvement.
Numerator:
●# of 9th and 10th grade students with a lexile
level at or above 1000 PLUS
●# of 11th and 12th grade students with a lexile
level of 1210 or higher PLUS
●# of Disengaged Students below 1000/1210
with an increase in lexile of 20 or more PLUS
●# of partially engaged students below
1000/1210 with an increase in lexile of 35 or
more points PLUS
●# of engaged students below 1000/1210 with
an increase in lexile of 50 or more.
Denominator: All FAY students
Data source: STAR 360
Academic
H4
Credits
earned
XX% of all students will earn
the expected course credit for
all courses attempted
Numerator:
●# of Disengaged students with 6 core content
credits or more PLUS
●# of Partially engaged students with 8 or more
core content credits PLUS
●# of Engaged students with 10 or more core
content credits
Denominator: # of FAY students
Data Source: Transcripts/Student information system
Global
Access
H7
Career and
Technical
Education
XX% of 9th and 10th graders
who take a CTE course earn
the expected CTE credits
Numerator:
●# of Disengaged students who earn 2 CTE
credits PLUS
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I I I I I I I I
Measure Goal Type Goal Business Rules
●# of partially engaged and engaged students
who earn 3 CTE credits.
Denominator: # of 9th and 10th grade students
Data Source: Transcripts/student information system
Global
Access
H11
Workforce
Readiness
Assessmen
t
XX% of seniors will earn the
expected score on the WRA
Numerator:
●# of Disengaged seniors with two valid WRA
scores PLUS
●# of Partially engaged seniors with a score of
70% or higher PLUS
●# of Engaged seniors with a score of 75% or
higher.
Denominator: # of seniors
Note: Each senior will take the WRA at least two times.
Data Source: WRA results
181
I I I I I I I I
Appendix E Enrollment Policy
SF1.3 Enrollment
Per the Admissions process defined in the charter contract and bylaws, Elevate Academy will not
make any distinction based on disability, race, creed, color, gender, national origin, religion, or
ancestry of any student who seeks admission. Furthermore, admission will be offered publicly
with an effort to invite all families in Elevate Academy Inc. network school’s primary attendance
area to carefully review the charter and enroll their children if the parents value Elevate
Academy’s philosophy and educational offering.
SF1.3.1 Admission Procedures
Vacancies exist whenever the number of students enrolled in a class falls below that
class’s capacity. As vacancies occur, those vacancies will be filled using a lottery system
as defined in the charter contract and implementing the following lottery enrollment
procedures:
1.To be included in the enrollment pool for the initial enrollment for the upcoming school
year, Parents must apply to the lottery pool during the open enrollment period ending determined
by the Elevate Academy Inc. Board on an annual basis. The lottery drawing is held within [2]
week(s) after the Open Enrollment period ends. This lottery determines the initial enrollment for
the upcoming School Year.
2.Enrollment priority may be given to students in a manner consistent with State law and as
defined in the charter contract.
3.Wait lists: Once the equitable selection process is conducted each year, wait lists for each
grade will be developed. Students will be placed on the list according to the order they were
drawn for each priority group. These lists will be used to fill available spots until the next
equitable selection process is conducted. If a student does not accept an offer for enrollment, or a
parent does not respond to the offer by the designated date in said offer, the student’s name will
be removed from the list and the next eligible student will be offered the seat. Any written
requests for admission received after the lottery has been conducted will be added to the bottom
of the wait- list for the appropriate age group.
4.Wait lists will not carry over from one year to the next.
182
5.When a vacancy occurs during the school year, that vacancy may or may not be filled at
the school’s discretion. IfElevate Academy Inc. network school chooses to fill the vacancy, the
space will be filled by the next person on the waitlist for that grade level.
Appendix F: School Closure
A. Termination by the School. Should the School choose to terminate its Charter
before the expiration of the Certificate, it may do so upon written notice to the
Authorizer. Any school terminating its charter shall work with the Authorizer to ensure a
smooth and orderly closure and transition for students and parents, as guided by the
public charter school closure protocol established by the Authorizer
183
B. Nonrenewal. The Authorizer may non-renew the Charter at the expiration of
the Certificate if the School failed to meet one (1) or more of the terms of its Certificate.
Any school which is not renewed shall work with the Authorizer to ensure a smooth and
orderly closure and transition for students and parents, as guided by the public charter
school closure protocol established by the Authorizer.
C. Dissolution. Upon termination of the Charter for any reason by the Charter
Board, or upon nonrenewal, the Charter Board will supervise and have authority to
conduct the winding up of the business and other affairs of the School; provided,
however, that in doing so the Authorizer will not be responsible for and will not assume
any liability incurred by the School. The Charter Board and School personnel shall
cooperate fully with the winding up of the affairs of the School.
D. Disposition of School’s Assets upon Termination or Dissolution. Upon
termination of the Charter for any reason, any assets owned by the School shall be
distributed in accordance with Charter Schools Law.
184