DC Clean Energy Application

Adul t Chart er School Appl i cat i on Document Cont ent s
Submitted by TheWashington DC Clean Energy Adult Public Charter School, Inc. i

DOCUMENT CONTENTS

Section Page
EXECUTIVE SUMMARY..ES-1
SECTION 1 - EDUCATION PLAN ................................................................................................................ 1-1
1.1 MISSION AND PURPOSES OF THE PROPOSED PUBLIC CHARTER SCHOOL ........................................................... 1-1
1.1.1 Educational Needs of the Target Student Population ........................................................................ 1-1
1.1.2 Mission and Philosophy ..................................................................................................................... 1-4
1.1.2.1 Non-Traditional Hours ....................................................................................................................................... 1-4
1.1.2.2 Increased Access to Professors........................................................................................................................... 1-4
1.1.2.3 Aftercare Services .............................................................................................................................................. 1-5
1.1.2.4 GED/ Workforce Readiness Services ................................................................................................................. 1-5
1.1.2.5 Inter-generational ............................................................................................................................................... 1-5
1.1.3 Educational Focus .................................................................................................................................. 1-5
1.1.4 Goals ....................................................................................................................................................... 1-6
1.2 CURRICULUM OF PROPOSED PUBLIC CHARTER SCHOOL ....................................................................................... 1-7
1.2.2 GED Curriculum ..................................................................................................................................... 1-8
1.2.3 Clean Energy Course Descriptions Overview ....................................................................................... 1-20
1.2.3.1 Introduction to Renewable Energy ................................................................................................................... 1-21
1.2.3.2 Home Energy Auditor (Certificate) .................................................................................................................. 1-21
1.2.3.3 Building Analyst- (BPI National Certification) ................................................................................................ 1-22
1.2.3.4 PV101 Solar Electric Design and Installation (Grid-Direct) with Supplemental Battery Training (NABCEP
Entry Level Exam) ....................................................................................................................................................... 1-22
1.2.3.5 PV202 Solar Grid-Direct Design and the NEC (NABCEP Solar Installer Certification) ................................. 1-23
1.2.3.6 Biodiesel Product Development (Certificate) ................................................................................................... 1-24
1.2.4 Methods of Instruction .......................................................................................................................... 1-24
1.2.5 Strategies for Providing Intensive Academic Support ........................................................................... 1-25
1.2.6 Students with Disabilities ...................................................................................................................... 1-26
1.2.6.1 Assessment Procedures ................................................................................................................................ 1-27
1.2.6.2 Eligibility ..................................................................................................................................................... 1-28
1.3 STUDENT PERFORMANCE .................................................................................................................................... 1-28
1.3.1 Student Assessment................................................................................................................................ 1-28
1.3.1.1 Pre-Test ............................................................................................................................................................ 1-28
1.3.1.2 Post-Test .......................................................................................................................................................... 1-28
1.3.1.3 Levels ............................................................................................................................................................... 1-29
1.3.1.4 Student Portfolios ............................................................................................................................................. 1-29
1.3.1.5 Internal Evaluations ......................................................................................................................................... 1-29
1.3.1.6 Assessment Procedures .................................................................................................................................... 1-29
1.3.2 Basis for Promotion and Graduation .................................................................................................... 1-30
1.3.3 Student Intervention .............................................................................................................................. 1-30
1.4 SUPPORT FOR LEARNING .................................................................................................................................... 1-33
1.4.1 Parent Involvement ............................................................................................................................... 1-33
1.4.2 Community Participation ...................................................................................................................... 1-33
1.4.3 School Organization and Culture ......................................................................................................... 1-34
1.4.4 Extracurricular Activities ...................................................................................................................... 1-35
1.4.5 Safety, Order, and Student Discipline ................................................................................................... 1-35
1.4.6 Professional Development for Teachers, Administrators, and Other School Staff ............................... 1-35
1.4.7 Structure of the School Day and Year ................................................................................................... 1-35
1.4.7.1 Career Planning Achievement and Work-readiness ......................................................................................... 1-36
1.4.7.2 Technology Skills and Clean Energy J obs ....................................................................................................... 1-36
1.4.7.3 ProgramServices ............................................................................................................................................. 1-36
1.4.7.4 Counseling/Internships Services ...................................................................................................................... 1-36
1.4.7.5 Blended Classroom/Online Courses ................................................................................................................. 1-36

Submitted by TheWashington DC Clean Energy Adult Public Charter School, Inc. ii
SECTION 2 - BUSINESS PLAN ..................................................................................................................... 2-1
2.1 PLANNING AND ESTABLISHMENT ......................................................................................................................... 2-1
2.1.1 Profile of Founding Group ..................................................................................................................... 2-1
2.1.2 Planning Process ................................................................................................................................... 2-3
2.1.3 Corporate Structure and Nonprofit Status of the School ....................................................................... 2-3
2.2 GOVERNANCE AND MANAGEMENT ...................................................................................................................... 2-4
2.2.1 Board of Trustees ................................................................................................................................... 2-4
2.2.1.1 School Reporting Requirements ........................................................................................................................ 2-5
2.2.1.2 Charter Renewal ................................................................................................................................................ 2-5
2.2.1.3 Non-religious, Non-sectarian Status .................................................................................................................. 2-5
2.2.1.4 Commitment to Nondiscrimination ................................................................................................................... 2-5
2.2.1.5 Control .............................................................................................................................................................. 2-5
2.2.1.6 Accountability ................................................................................................................................................... 2-5
2.2.1.7 Composition, Roles, and Responsibilities of the Board of Trustees ................................................................... 2-6
2.2.1.8 Board of Trustees J ob Descriptions and Performance Expectations ................................................................. 2-6
Chairman/President................................................................................................................................................... 2-8
Vice Chairman/Vice President .................................................................................................................................. 2-8
Treasurer ................................................................................................................................................................... 2-8
Secretary ................................................................................................................................................................... 2-8
2.2.1.9 Strategic Direction, Monitoring, and Succession Planning ................................................................................ 2-8
2.2.2 Rules and Polices ................................................................................................................................... 2-9
2.2.2.1 -Determination of Members .......................................................................................................................... 2-9
Tenure ....................................................................................................................................................................... 2-9
Meetings ................................................................................................................................................................... 2-9
Action of Members ................................................................................................................................................... 2-9
Resignation and Removal ......................................................................................................................................... 2-9
2.2.2.2 Board Actions .................................................................................................................................................. 2-10
Meetings ................................................................................................................................................................. 2-10
Resignation and Removal ....................................................................................................................................... 2-10
2.2.2.3 Elections .......................................................................................................................................................... 2-10
General ................................................................................................................................................................... 2-10
Election ................................................................................................................................................................... 2-10
Resignation and Removal ....................................................................................................................................... 2-10
Compensation ......................................................................................................................................................... 2-10
2.2.2.4 Authority .......................................................................................................................................................... 2-11
2.2.2.5 Contracts and Payments .................................................................................................................................. 2-11
Contracts ................................................................................................................................................................. 2-11
Payments................................................................................................................................................................. 2-11
Deposits .................................................................................................................................................................. 2-11
Contributions .......................................................................................................................................................... 2-11
2.2.2.6 Representation ................................................................................................................................................. 2-11
2.2.2.7 Hold Harmless................................................................................................................................................. 2-11
2.2.3 Administrative Structure ...................................................................................................................... 2-12
2.2.4 School Management Contracts ............................................................................................................ 2-13
2.3 FINANCE ............................................................................................................................................................ 2-13
2.3.1 Anticipated Sources of Funds ............................................................................................................... 2-13
2.3.2 Planned Fundraising Efforts ................................................................................................................ 2-14
2.3.3 Financial Management and Accounting .............................................................................................. 2-14
2.3.3.1 Revenue........................................................................................................................................................... 2-14
2.3.3.2 Federal Funds .................................................................................................................................................. 2-15
2.3.3.3 Endowments .................................................................................................................................................... 2-16
2.3.3.4 Financial Management ................................................................................................................................... 2-16
2.3.3.5 Provision for Financial/Budget Reviews ......................................................................................................... 2-16
2.3.3.6 Major Contracts .............................................................................................................................................. 2-16
2.3.4 Civil Liability and Insurance ................................................................................................................ 2-16
2.3.4.1 Legal Liability ................................................................................................................................................. 2-17
2.3.4.1.1 Insurance and Liability ........................................................................................................................... 2-17
2.3.4.1.2 Faith and Credit ...................................................................................................................................... 2-17

Submitted by TheWashington DC Clean Energy Adult Public Charter School, Inc. iii
2.3.4.1.3 Indemnification ....................................................................................................................................... 2-17
2.3.4.1.4 Liability and Legal Issues ........................................................................................................................ 2-17
2.3.4.2 Insurance ......................................................................................................................................................... 2-17
2.3.4.3 Legal Liabilities .............................................................................................................................................. 2-18
2.3.5 Provision for Audit ............................................................................................................................... 2-19
2.4 FACILITIES ......................................................................................................................................................... 2-19
2.4.1 Identification of a Site .......................................................................................................................... 2-19
2.4.2 Site Renovation .................................................................................................................................... 2-19
2.4.3 Financing Plans for Facilities .............................................................................................................. 2-20
2.4.4 Building Maintenance .......................................................................................................................... 2-20
2.5 RECRUITING AND MARKETING .......................................................................................................................... 2-21
2.5.1 Outreach to the Community ................................................................................................................. 2-21
2.5.2 Recruitment of Students ......................................................................................................................... 2-21
2.5.3 Future Expansion and Improvements .................................................................................................... 2-23
SECTION 3 - PLAN OF OPERATION .......................................................................................................... 3-1
3.1 STUDENT POLICIES AND PROCEDURES .................................................................................................................. 3-1
3.1.1 Timetable for Registering and Admitting ............................................................................................... 3-1
3.1.2 Policies and Procedures for Selection, Admission, Enrollment, Withdrawal, Suspension, and Expulsion
of Students ........................................................................................................................................................ 3-1
3.1.2.1 Selection Process ............................................................................................................................................ 3-2
3.1.2.2 Criteria for Prospective Students .................................................................................................................... 3-2
3.1.2.3 Admission Requirements ............................................................................................................................... 3-3
3.1.3 Discipline ........................................................................................................................................... 3-3
3.1.3.1 Student Code of Conduct ............................................................................................................................... 3-3
3.1.3.2 Student Rights, Freedoms and Responsibilities .............................................................................................. 3-4
3.1.3.3 Procedural Requirements ............................................................................................................................... 3-5
3.1.3.4 Administrative Hearing .................................................................................................................................. 3-6
3.1.3.5 Disciplinary Hearings during the Summer, Vacation and Emergency Situations........................................... 3-7
3.1.3.6 Disciplinary Sanctions.................................................................................................................................... 3-7
3.1.3.7 Scope and Limitation of the Student Code of Conduct and the J udiciary Authority ...................................... 3-8
3.1.3.8 Organization of the J udiciary Committee ....................................................................................................... 3-8
3.1.3.9 Quorum.......................................................................................................................................................... 3-8
3.1.3.10 Appeals Process ........................................................................................................................................ 3-9
3.1.3.11 Organization of the Appellate Board ...................................................................................................... 3-10
3.1.3.12 Quorum................................................................................................................................................... 3-10
3.1.3.13 Amendment and Review ......................................................................................................................... 3-10
3.2 HUMAN RESOURCE INFORMATION ..................................................................................................................... 3-10
3.2.1 Key Leadership Roles ........................................................................................................................... 3-10
3.2.2 Qualifications of School Staff ............................................................................................................... 3-10
3.2.2.1 Director/Principal ............................................................................................................................................. 3-11
3.2.2.2 Assistant Principal ............................................................................................................................................ 3-11
3.2.2.3 Faculty Teaching Certification ..................................................................................................................... 3-11
3.2.2.4 Lab Assistants ................................................................................................................................................. 3-12
3.2.2.5 Secretary ......................................................................................................................................................... 3-12
3.2.2.6 Security Officer ............................................................................................................................................... 3-12
3.2.2.7 Counselor ........................................................................................................................................................ 3-12
3.2.3 Staffing Plan ......................................................................................................................................... 3-12
3.2.4 Employment Policies ............................................................................................................................ 3-13
3.2.4.1 Payroll .......................................................................................................................................................... 3-13
3.2.4.2 Benefits ........................................................................................................................................................ 3-14
3.2.4.3 Equal Opportunity Employer .................................................................................................................. 3-14
3.2.4.4 Definitions .................................................................................................................................................... 3-14
3.2.4.5 Merit Pay ..................................................................................................................................................... 3-14
3.2.4.6 Continuing Education .................................................................................................................................. 3-14
3.2.4.7 Requirements for Employment .................................................................................................................... 3-14
3.2.4.8 Dismissal, Discipline, and Termination ....................................................................................................... 3-15

Submitted by TheWashington DC Clean Energy Adult Public Charter School, Inc. iv
3.2.4.9 Employee Observations ............................................................................................................................... 3-15
3.2.4.10 Formal Reviews ...................................................................................................................................... 3-15
3.2.4.11 Formal Reviews for Returning Employees ............................................................................................. 3-16
3.2.4.12 Assistant Principal Evaluation ................................................................................................................ 3-16
3.2.4.13 Response to Observation and Review Findings ...................................................................................... 3-16
3.2.4.14 Schedule .................................................................................................................................................. 3-16
3.2.4.15 Sick Leave .............................................................................................................................................. 3-16
3.2.4.16 Personal Leave ........................................................................................................................................ 3-17
3.2.4.17 Long TermLeave .................................................................................................................................... 3-17
3.2.4.18 J ury Duty ................................................................................................................................................ 3-17
3.2.4.19 Professional Development Leave ............................................................................................................ 3-17
3.2.4.20 Punctuality and Attendance .................................................................................................................... 3-17
3.2.4.21 Salaries .................................................................................................................................................... 3-18
3.2.4.22 Employee Grievance Procedure .............................................................................................................. 3-18
3.2.4.23 Health and Welfare Benefits ................................................................................................................... 3-19
3.2.4.24 Nondiscrimination................................................................................................................................... 3-19
3.2.4.25 Payroll ..................................................................................................................................................... 3-20
3.2.4.26 Benefits ................................................................................................................................................... 3-20
3.2.4.27 Qualifications to be Employed ................................................................................................................ 3-20
3.2.4.28 Article XI: Assignments, Transfers and Filling of Vacancies ................................................................. 3-21
3.2.5 Volunteers ............................................................................................................................................. 3-22
3.3 ARRANGEMENTS FOR MEETING DISTRICT AND FEDERAL REQUIREMENTS ........................................................ 3-22
3.3.1 Health and Safety ................................................................................................................................. 3-22
3.3.2 Safety and Fire Codes .......................................................................................................................... 3-22
3.3.3 Transportation ..................................................................................................................................... 3-22
3.3.4 Enrollment Data ................................................................................................................................... 3-22
3.3.5 Maintenance and Dissemination of Student Records ........................................................................... 3-22
3.3.6 Compulsory Attendance Laws .............................................................................................................. 3-23
3.3.7 Subchapter B of the Individuals with Disabilities Education Act ......................................................... 3-23
3.3.7.1 Individualized Educational Program(IEP) ................................................................................................... 3-23
3.3.7.2 Placement and Service Delivery ................................................................................................................... 3-24
3.3.7.3 Reevaluation................................................................................................................................................. 3-24
3.3.7.4 Parental Consent........................................................................................................................................... 3-24
3.3.7.5 Complaint Procedures .................................................................................................................................. 3-25
3.3.7.6 Due Process Hearing .................................................................................................................................... 3-25
3.3.7.7 Discipline ..................................................................................................................................................... 3-26
3.3.7.8 Records ........................................................................................................................................................ 3-26
3.3.8 Title I of the Improving Americas Schools Act .................................................................................... 3-27
3.3.9 Civil Rights Statutes and Regulations of the Federal Government and the District of Columbia........ 3-27
3.3.10 Other .................................................................................................................................................. 3-27
3.4 IMPLEMENTATION OF THE CHARTER ................................................................................................................... 3-28
3.4.1 Timetable and Tasks for Implementation of Charter............................................................................ 3-28
3.4.2 Maintenance and Reporting of Academic and Non-Academic Performance Data .............................. 3-29
3.4.2 Major Contracts Planned ..................................................................................................................... 3-30
3.4.3 Orientation of Parents, Teachers, and Other Community Members .................................................... 3-30
3.4.4 Services Sought from the District of Columbia Public Schools ........................................................... 3-31
SECTION 4 - PUBLIC CHARTER SCHOOL ACCOUNTABILITY PLAN ............................................. 4-1
4.1 GOALS AGAINST WHICH THE SCHOOLS SUCCESS WILL BE J UDGED .................................................................... 4-1
4.2 BASELINE PERFORMANCE ..................................................................................................................................... 4-2
4.3 MEASUREMENT .................................................................................................................................................... 4-2
4.4 REPORTING PERFORMANCE AND PROGRESS ......................................................................................................... 4-3
4.6 TIMELINE FOR IMPLEMENTATION ......................................................................................................................... 4-3
SECTION 5 - CERTIFICATIONS ................................................................................................................. 5-1

Submitted by TheWashington DC Clean Energy Adult Public Charter School, Inc. v
SECTION 6 - BUDGET ................................................................................................................................... 6-1
6.1 PRE-OPENING EXPENSES ...................................................................................................................................... 6-1
6.2 TWO-YEAR OPERATING BUDGET ......................................................................................................................... 6-1
6.3 ESTIMATED FIVE-YEAR BUDGET PROJ ECTIONS ................................................................................................... 6-5
6.4 CAPITAL BUDGET ................................................................................................................................................ 6-6
SECTION 7 - RESUMES, BOARD MEMBER AGREEMENTS, AND STATEMENTS OF INTEREST
AND QUALIFICATIONS ...................................................................................................................................... 7-1
SECTION 8 - CONFLICT OF INTEREST.................................................................................................... 8-1
SECTION 9 - DEMOGRAPHIC ANALYSIS FORM ................................................................................... 9-1

Appendices
APPENDIX A CHARTER SCHOOL BOARD OF DIRECTORS J OB DESCRIPTION
APPENDIX B CHARTER SCHOOL INDIVIDUAL DIRECTOR PERFORMANCE EXPECTATIONS
APPENDIX C ARTICLES OF INCORPORATION
APPENDIX D BY-LAWS
APPENDIX E CODE OF ETHICS
APPENDIX F BOARD CONFLICT OF INTEREST STATEMENT
APPENDIX G DESCRIPTION OF CURRICULUM
APPENDIX H PARTNERSHIP LETTERS

Table Page

Table 1.1.1 - Initial Student Estimate SY 2011-2012 ................................................................................................. 1-3
Table 2.1.1 Founding Group .................................................................................................................................. 2-1
Table 2.4.5 - Enrollment Statistics........................................................................................................................... 2-23
Table 3.4.1 - Timeline for Commencement of Operations ....................................................................................... 3-28
Table 6.1 - The Washington DC Clean Energy Adult Public Charter School Pre-Opening Costs............................ 6-1

Figure Page
Figure 2.2.3 - The Washington DC Clean Energy Adult Public Charter School Administrative Structure ............ 2-13
Adul t Publ i c Chart er School Appl i cat i on Execut i ve Summary

Submitted by TheWashington DC Clean Energy Adult Public Charter School, Inc. ES-1
EXECUTIVE SUMMARY

The state of adult literacy in the District of Columbia is at a critical point. The 2003 National Assessment
of Adult literacy indicated that the District of Columbia has the 4
th
largest adult population that lack basic
literacy skills in the nation. According to this study, 19% of the adults in the District of Columbia read
and compute below basic literacy levels. The State Education Agency for the District of Columbia
estimated that the number of adults unable to read or compute in 2010 to be more than 180,000 of its
residents. Many report that residents lack of literacy has created high dropout rates, unemployment and
underemployment in the District of Columbia.
This adult education charter school concept was developed in partnership with Hope Academy, ARS
Energy and Strive DC. Our vision of the Washington DC Clean Energy Adult Public Charter School is to
be the most innovative GED program in the District of Columbia. The academic focus of the school is
GED completion, workforce readiness, job training and certification in one or more of the renewable
technology industries, which includes energy auditor, building analyst, solar installer, and biofuel
technician. In the course of their studies, students attending the Washington DC Clean Energy Adult
Public Charter School will develop skills that will allow them to formulate questions and define critical
issues. Students will solve problems and make decisions based on available information. Students will
be able to organize and present their work utilizing oral and written communications integrating
applicable technological skills.

We pledge to educate all students and develop career readiness skills as required by the reauthorization of
ESEA. The mission of the Washington DC Clean Energy Adult Public Charter School is to provide
adult learners ages 16-24 who have not completed high school with the best possible Adult Basic
Education that focuses on skill levels in Reading, Writing, English Language, Problem Solving,
Mathematics, career/workforce readiness and technical skills related to renewable energy technology and
efficiency that will provide employment and post secondary educational opportunities to students after
receiving their GED. Our goals are through:

High expectations and standards for all students;
New approaches to teaching;
Being an accountable school; and
Building partnerships

The Washington DC Clean Energy Charter School will:
Provide rigorous and relevant instruction to better engage students in learning and provide the skills
needed to obtain a GED and becoming employed with the renewable energy industry within a year of
program completion.
Provide academic support and enrichment to improve academic performance for successfully
obtaining a GED and becoming employed within the renewable energy industry within a year of
program completion.
Utilize data to identify students who are at risk for drop out in order to obtain an 80% completion
rate.
Assign advocates and link services to students who are at risk of dropping out in order to obtain an
80% completion rate.
Implement programs to improve students academic achievement in order to obtain an 80%
completion rate.
Adul t Publ i c Chart er School Appl i cat i on Execut i ve Summary

Submitted by TheWashington DC Clean Energy Adult Public Charter School, Inc. ES-2
Implement programs to improve students social skills in order to obtain an 80% completion rate.
Implement programs to improve students career/workforce readiness skills in order to obtain an 80%
completion rate.
Personalize the learning environment, and tailor the instructional process in order to obtain an 80%
program completion rate.
The Washington DC Clean Energy Adult Public Charter School will initially serve one hundred students
that will be demographically selected from Wards 1 through 8 within District of Columbia. The age
range of the students will be 16 through 24 years of age.
Student will attend classes from 9 am to 5 p.m., Monday through Thursday; or Saturday; 9 a.m. to 12 p.m.
As a need arises the program will offer classes from 6 pm to 10 pm Mon-Thurs. The faculty/student ratio
will be 1:25. Students will attend classes 32 hours per week while in the program.

With the community as their classrooms, students will work with the school faculty to learn through the
use of higher order thinking skills and the application of current technological skills. Educational
experiences will allow each student to set personal, academic and occupational goals based upon their
interests in renewable energy technology occupations. Students will participate in a GED preparation
curriculum; receive a GED certificate, receive career /workforce readiness training, select and complete
coursework that will provide certification in one of four renewable technologies occupations.

The Washington DC Clean Energy Adult Public Charter School is committed to teaching methods that
provide students support and challenges they need to master grade-appropriate skills, ideas, and facts in
every subject area. The school atmosphere encourages academic achievement, recognizes the importance
of hard work and personal responsibility, and holds out high expectations for every student and faculty.

Adul t Publ i c Chart er School Appl i cat i on Sect i on 1 Educat i on Pl an

Submitted by TheWashington DC Clean Energy Adult Public Charter School, Inc. 1-1
Secti on 1 - Educati on Pl an
1.1 Mi ssi on and Purposes of the Proposed Publ i c Charter School
1.1.1 Educational Needs of the Target Student Population
In 2003, the U.S. Department of Education conducted the National Literacy Assessment. The purpose of
the assessment was to identify reading skill proficiency of our 16 and older population. The assessment
results revealed that 14% or 30 million adults had below basic literacy skills, which would prevent them
from completing a job application, following directions on a medicine bottle, adding amounts on a bank
slip or locating a program on a television guide. The assessment also revealed that only 63 million adults
read slightly better. As a result, the assessment confirmed that a startling 93 million individuals 16 years
or older have below basic literacy skills in our nation.

The state of adult literacy in the District of Columbia is at a critical point. The 2003 National Assessment
of Adult literacy indicated that the District of Columbia has the 4
th
largest adult population that lacked
basic literacy skills in the nation. According to this study, 19% of the adults in the District of Columbia
read and compute below basic literacy levels. Many report that residents lack of literacy has created high
dropout rates, unemployment and underemployment in the District of Columbia.
District residents poor literacy skills have been attributed to a continually growing dropout rate. The
District of Columbia has one of the highest dropout rates in the country. The National Center for
Education Statistics (NCES) reported that the graduation rate for students in the District was less than
50% in 2006-2007. In 2008, the Alliance for Excellence in Education identified that the dropout rate for
the Washington, DC metropolitan area to be 18,200 students, which was 7.1% of the class of 2008. As
noted by this study, students who drop out of school are unlikely to acquire skills needed to function in
our increasingly complex society.
High school dropouts are more likely to be unemployed or underemployed than individuals who
completed high school. In October 2010, twelve percent or 40,000 District of Columbia residents were
unemployed. The unemployment rate for African-American residents was a startling 16%, 8.4% for
Latino workers and 4% for White residents of the city. Social service agencies assert that the Districts
high school dropouts and unemployed are the same population, which includes teenage parents, non-
English speaking adults, incarcerated youth, and homeless adults, individuals with disabilities with
multiple barriers to educational enhancement, single parents and other institutionalized individuals. Social
services agencies also indicate that the District dropouts/unemployed are also more likely to receive
public assistance. Overall, 52,520 economically disadvantaged residents of the District are eligible for J ob
Training and Partnership Act Services. The Department of Employment Services surveyed 14,793 adult
TANF recipients. From the survey, 97% of the recipients are single mothers and 33% are engaged in
some form of work activity and only 3% are enrolled in some type of school or training program. 60% of
these TANF recipients are between the ages of 17 and 30.
Providing young adults literacy opportunities through completion of a GED program can reduce both
dropout and unemployment rates. Many dropouts report an interest in preparing for a GED. Many
dropouts, according to studies, return to school completion programs.

Childs Trend databank reported that many students who drop out earned their GED within 2-8 years of
their original graduation date. Many states report a significant loss in revenues due to the staggering
dropout rate. Alliance for Excellence in Education in 2010 reported that if half of the class of 2008 in the
DC metro area had remained in school, the DMV communities would have profited significantly.
According to this study, revenues of at least $275 million would have been provided to the DMV

communities from purchased homes. The study further asserts that home purchases would have
supported 750 additional new jobs or increased gross regional product by 179 million. Additionally, the
DMV metro area would have profited from $157 million increased earnings in that these residents would
have spent $99 million, which would enable the city to invest $43 million, and acquire $22 million in
taxes and revenue.

Increasing dropout rates, staggering literacy data, high unemployment and poor economic recovery,
mandates a call to action! While there are justifiable and countervailing reasons for many of the
difficulties facing dropouts and unemployed residents. Adult education programs that lead to
employment opportunities can significantly resolve many of these problems. Research indicates that
GED holders earn less than high school graduates; however, after two years of post secondary schooling,
all differences in earnings tend to disappear. Additionally, studies suggest that 11% of GED holders
complete one year of college by age 27. This research appears to indicate that GED programs are more
effective in improving ones life when they offer a direct pathway to post secondary education. As a
result, district residents should be provided an opportunity to receive their GED and postsecondary
training in order to eradicate poverty levels and raise revenues for the city. This can be achieved by
providing residents with literacy opportunities that are merged with career training pathways and
postsecondary educational experiences.

One promising career-training pathway is renewable energy and energy efficiency occupations.
Renewable energy and energy efficiency industries in 2007 created more than 9 million jobs and
generated $1 billion in revenues. Since 2007, the renewable energy industry has grown three times as fast
as the US economy with solar, biodiesel, ethanol and efficiency sectors leading the annual revenue
growth. According to an analysis conducted by American Solar Energy Society and Management
Information Services, renewable energy and energy efficiency occupational pathways will generate 16-37
million jobs and $1.9- $4.2 billion in annual revenues by 2030. Renewable energy industries include
wind, solar, and biomass (ethanol, biodiesel and biomass power) occupations. This industry also
encompasses energy efficiency occupations, which includes jobs within an energy service company,
recycling, reuse, and/or re-manufacturing. Additionally, jobs in the renewable energies and energy
efficiency includes persons working for or with federal, state, local government, universities, nonprofit
trade professional associations, nongovernmental organizations, foundations, consultancies, investment
companies and other direct or indirect occupations or organizations.

Currently, in the District of Columbia, employment opportunities are available for individuals who are
interested in energy auditing, and solar installation, as well as other fields, which include biomass or wind
technology. For instance, the solar power industry is one area where an individual with a high school
education can enter the field as an installer and work to become a technician. Also, the biofuels industry
is growing at the rate of 25-50% each year. Because of this growth, jobs in biofuel labs, plants and
retailers will be plentiful.

Studies show that more than 850,000 people are employed in the wind industry. These individuals hold
jobs in the areas of turbine component manufacturing, construction, installation of wind turbines, wind
turbine operations and maintenance, transportation and other logistical services. To insure that a skilled
workforce is provided, technical schools and community colleges are developing educational programs,
which provide a certificate or degree for coursework, completion related to renewable energy technology
and energy efficiency industries. Labor market forecasts indicate that there is a need of 100,000 or more
renewable energy and energy efficiency workers anticipated by 2030 for the Washington metro area,
however, there are only a few programs currently being offered in the Maryland to prepare residents for
these jobs.


Educational organizations, businesses, schools and industries have a shared responsibility to provide
opportunities for residents to become literate and employable within occupations that will provide them
economic stability and economic recovery for our community. A program that provides both GED
preparations, GED support through completion and certification in a marketable trade can assist residents
with achieving self-sufficiency. It is equally important that these individuals come to realize the value of
literacy in their lives and to recognize the benefits associated with having better skills. Only then will
more adults in this nation develop the literacy resources they need to function in society, to achieve their
goals, and to develop their knowledge and potential.

The Washington DC Clean Energy Adult Public Charter School target population is approximately 100
FTE students for SY 2011-2012. These students will represent three age groups. The age segmentation
of the groups is 1) 16-18, 2) 19-21, and 3) 22-24. Though this number is small, it allows for efficient
tracking and evaluation of students within the program. The population will include 33-34 students for
each of the three literacy levels/segments. They are a) 4
th
6
th
grade level, b) 6
th
8
th
-grade level, and c)
9
th
12
th
grade level.

This program is an alternative to the regular classroom programs and designed to meet the needs of all
learners. With the community as their classrooms, students will work with the school faculty to learn
through the use of higher order thinking skills and the application of current technological skills.
Educational experiences will allow each student to set personal, academic and occupational goals based
upon their interests in renewable energy technology occupations. The Washington DC Clean Energy
Adult Public Charter School will pre-test students prior to entering school using a pre-GED assessment.
Students will participate in a GED preparation curriculum; receive a GED certificate, select and complete
coursework that will provide certification in one of four renewable technologies occupations.

The geographical location will be at the McKinley Technical High School A-Wing. As the facility is
being renovated, the school shall lease space from the District of Columbias school facility inventory.
Also, we are currently having discussions with the Community College of the District of Columbia
(CCDC) to lease space within P.R. Harris Educational Facility located in Ward 8. The school will initially
serve one hundred students that will be demographically selected from Wards 1 through 8 within District
of Columbia. The estimated age range of the students will between the ages of 16 through 24. No student
will be denied the opportunity to attend the school on the basis of race, creed, color, disability or religious
beliefs.

Table 1.1.1 - Initial Student Estimate SY 2011-2012
Number of
Students Expected
Maximum Enrollment
100 150

By meeting its objectives, the school will provide students with a positive educational and experiential
learning program in a structured, challenging but nurturing environment. It will be a community in which
students, faculty, and other significant adults are jointly aware of and committed to the mission and
academic goals of the individual student and school.

Specific Student Objectives
Students will apply reading, mathematics, science, social studies content and higher order thinking

skills to questions on the GED assessment in order to achieve a passing score.
Students will choose an occupational interest within the field of renewable technologies in order to
apply their knowledge, and skills to an assessment, which will lead to industry certification.
Students will develop clear and effective written and oral communication skills using Standard
English in order to improve interview and employment results.
Students will employ strategies in order to obtain or retain employment within renewable energy
and/or energy efficiency industry.
Students will establish self-sufficiency in order to provide essentials for a healthy and safe home and
school environment.
Students from all demographic groups will perform at comparably high achievement levels in order to
demonstrate proficiency on the Comprehensive Adult Student Assessment System.
1.1.2 Mission and Philosophy
The adult education charter school concept was developed in partnership with Hope Academy, ARS
Energy and Strive DC (see Appendix H). We propose the inception of The Washington DC Clean Energy
Adult Public Charter School. Our mission is to provide adult learners ages 16-24 who have not
completed high school with the best possible Adult Basic Education that focuses on skill levels in
Reading, Writing, English Language, Problem Solving, Mathematics, career/workforce readiness and
technical skills related to renewable energy technology and efficiency that will provide employment and
post secondary educational opportunities to students after receiving their GED. We envision our
curriculum being fully recognized as the premiere adult education program in the District of Columbia
that has the potential to be replicated nationally and internationally.

The Washington DC Clean Energy Adult Public Charter Schools core philosophy is to provide adult
learners access to as many learning options as possible. Evidence does suggest that adult learners need
non-traditional hours, increased access to professors, after care services, college services, and
motivational assistance and extended distance learning opportunities. Once students complete the adult
program, we expect our students to obtain the skills to attend college full-time; work full-time and attend
college part-time; and /or form their own corporation while attending college part-time.
1.1.2.1 Non-Traditional Hours
Having non-traditional hours is critical to the success of the Adult Education Program. In fact, adult
learners rate this key issue as a factor of dropping out of GED programs. To accommodate students, we
intend to provide students with the opportunity to attend classes from 9 am to 5 p.m., Monday through
Thursday; Saturday; 9 a.m. to 12 p.m. As a need arises, the program will offer classes from 6 pm to 10
p.m. Mon-Thurs. The faculty/student ratio will be 1:25. Students will attend classes 32 hours per week
while in the program.
1.1.2.2 Increased Access to Professors
Adult learners have expressed interest in greater access to faculty. We will provide extended office hours
by creating a virtual online office. Faculty and staff will hold office hours via the Internet. Students will
be able to log on the net and ask questions about class assignments or work on school projects with other
students on Friday of each week.

1.1.2.3 Aftercare Services
Aftercare services are critical to single parents attending GED programs. Adult learners have expressed
an interest in having childcare services while attending classes. The Washington DC Clean Energy Adult
Public Charter School plans to provide aftercare opportunities for our students. First, we will provide
aftercare services at the site. Creating an aftercare site within the school will increase the likelihood of a
single parent completing the program.
1.1.2.4 GED/ Workforce Readiness Services
Access to college services is critical for adult learners continuing on to the next phase of their academic
learning stage. The Washington DC Clean Energy Adult Public Charter School has established a linkage
with Strive DC.
1.1.2.5 Inter-generational
The inter-generational aspect of The Washington DC Clean Energy Adult Public Charter School will
highlight and develop the mentorship possibilities that exist between each age group. Students will be
given the opportunity to mentor other students based on their advancement in the classroom. Study teams
will be formed and include an equal portion of each age group. In addition, each teacher will receive
leadership training that incorporates inter-generational cooperative projects and assignments that will lead
to a better understanding and respect for each generation represented in the class/program. Two grouping
of student will be formed to help raise issues and find the solution, the first grouping will consist of same
generation groups and the second will consist of mix generational groupings.
1.1.3 Educational Focus
Students attending The Washington DC Clean Energy Adult Public Charter School will be adult learners
that have scored 4 or above on the GED Pre-Test. These students will range in ages from 16 through 24
years of age. Students will attend four days a week, which will include three days of classroom
instruction for GED preparation and a one-day of career pathways content.

The cornerstone of The Washington DC Clean Energy Adult Public Charter School curriculum will be the
successful achievement of a GED and certification within one or more of the renewable energy or energy
efficiency industries. The schools program will employ experiential learning by providing
performance/project-based instruction and develop thinking skills using Webbs Domains of Knowledge.
The Washington DC Clean Energy Adult Public Charter School will also focus upon providing
employment strategies, which lead to obtaining and maintaining self-sufficiency. Upon completion of
The Washington DC Clean Energy Adult Public Charter School, our students will be prepared for the
GED Test, obtain and retain employment in the renewable energy and energy efficiency industry and/or
attend a competitive college or university.

In the course of their studies, students attending the school will develop skills that will enable them to
formulate questions and evaluate critical issues. Students will organize and present their work utilizing
both oral/written communication, which demonstrates both an application and integration of core content
and technical trade skills and resources. Through critical thinking and analysis, students will be able to
find relevant information needed to solve problems and make decisions, which will increase their self-
sufficiency in school, home and in the community.

The Washington DC Clean Energy Adult Public Charter School will use a variety of teaching methods to
ensure the mastery of appropriate skills, ideas, and knowledge. Regular assessments will be integrated
into the curriculum. The assessments will aide in determining how students are progressing. In addition,

these assessments provide school administrators with individual student performance information,
highlighting academic areas that need more support or present greater challenges. The Washington DC
Clean Energy Adult Public Charter School will be responsible for meeting the educational needs of its
students and is held accountable for meeting its mission and academic goals. Beyond its core program,
the school will be dedicated to challenging and stimulating every student.
1.1.4 Goals
To accomplish this mission, the school will have the following goals:

THE WASHINGTON DC CLEAN ENERGY ADULT PUBLIC CHARTER SCHOOL
STRATEGIC PLANNING GOALS
Measurable Improvement Objectives
GOAL 1:
Student
Achievement

The students at the school will demonstrate improvement in reading,
mathematics, science, social studies, and writing skills by passing the
GED Test. The goal is as follows, comparing the performance standards
of the Spring 2012 administration with the Spring 2013 administration:
70% first time pass rate
The students will meet/exceed the Districts Average score on the GED.
GOAL 2
Attendance
The Washington DC Clean Energy Adult Public Charter School will
achieve an average daily attendance rate of 90% as shown by daily
attendance records, comparing annual records from 2011-2012 and
2012-2013 school terms.
GOAL 3
Parent
Involvement
Parental participation in school activities, parent-teacher conference
day, and PTSA will increase by 20% as shown by attendance records
when comparing annual records from Spring 2012 administration with
the Spring 2013 administration for students 16-17 years of age.
GOAL 4
Graduation Rate
exhibit a graduation/completion rate of 75% amongst students,
beginning with students entering in the program in 2011.
GOAL 5
Discipline
The Washington DC Clean Energy Adult Public Charter School
students will exhibit improved classroom and school behavior as
evidenced by a 20% decrease in In-school and Out-of-School
suspensions, or withdrawals comparing the suspension/withdrawal rate
for the Spring 2012 with the Spring 2013.
GOAL 6
Certification in
Renewable
Energy and
Energy
Efficiency

Students will demonstrate competence in one of the four renewable
energy or energy efficiency arenas by passing an industry based
assessment.
students will receive a certificate in one of the four renewable energy or
energy efficiency sectors within one year of the program.
GOAL 7

students will demonstrate the use of employment strategies and self-
sufficiency by obtaining and retaining employment for one year after
program completion.
GOAL 8
Registering to
99% of the Washington DC Clean Energy Adult Public Charter School
adult learners will be registered voters.

Vote

1.2 Curri cul um of Proposed Publ i c Charter School
The Washington DC Clean Energy Adult Public Charter School plans to establish appropriate content
standards that will exceed State GED norms and clean energy training certification requirements (See
Appendix G for a description of the Clean Energy Curriculum). In order to improve the overall learning
process for all students, the following skills will be enhanced:

Foundation Skills
Reading, Listening, Writing, Speaking and Computing Effectively
Reading - Locate, understand and interpret written information using documents such as manuals,
graphs and schedules.
Listening/Writing/Speaking - Communicate thoughts, ideas, information and messages in writing;
creates documents such as letters, and directions, manuals, reports, graphs and flow charts.
Arithmetic/Mathematics - Performs basic computations and practical problems by choosing
appropriately from a variety of mathematical techniques.

Thinking Skills
Problem Solving, Decision Making and Application Information
Systems - Use of social, organizational and technological systems.
Monitoring - Predicts impacts on system operations, diagnoses systems' performance and corrects
malfunctions.
Improvements - Suggest modification to existing systems and develops new alternative system to
improve performance.

Life Skills
Confidence, Motivation, Effort, Responsibility, Initiative, Perseverance, Caring, Teamwork, Common
Sense and Problem Solving Confidence

Motivation - Wanting to do it.
Effort - Being willing to work hard.
Responsibility - Doing what is right.
Initiative - Moving into action on your own.
Perseverance - Completing what you started.
Caring - Showing concern for others.
Teamwork - Working collaboratively with others.
Common Sense - Using good judgment.
Problem Solving - Putting what you know and what you can do into action

Technology Skills


Technology - Use tools or equipment including computers and related technologies.
Application Understand applications needed to research and produce content related to interests
1.2.2 GED Curriculum
Grade level A: First Six (Elementary)

Grade level B: Seven Eight (Pre-GED)

Grades level C: Nine-Twelve (Basic GED

Grade Level A:
Basic Math
Resources and Instructional Materials: Comprehensive Adult Student Assessment System (CASAS)

Goal: To develop, reinforce and apply basic arithmetic functions for the students' successful progress to
the evolving stages of advanced mathematics.

TASK OBJ ECTIVES APPROACH RELATIONSHIP
Basic
Addition

To introduce
students to the
basics of addition.
Interactive lecture and
discussion. Includes
the addition
mechanics on the
number line.

Grade Level A
Basic
Subtraction
To introduce
students to the
basics of
subtraction.
the subtraction
mechanics on the
number line.
Grade Level A
Basic
Multiplication
To introduce
students to the
basics of
multiplication.
the multiplication
mechanics on the
number line.
Grade Level A

Basic Division

To introduce
students to the
basics of division.

the division
mechanics on the
number line.

Grade Level A

Grade Level A:
Reading Comprehension/ Interpretation


Goal: To develop, reinforce and apply basic skills necessary for the student to effectively progress to the
more advanced stages of interpreting literature and arts.

Alphabets and
visual stimulation

Students will be able
to identify letters and
pair them with
pictures.
Understanding how
words are formulated
with the alphabet.

Picture books, various
forms of media,
(films, videos, and
educational programs)
and other relevant
exercises.

Grade Level A

Pronunciation and
Syllables

to demonstrate and
reinforce their
knowledge of the
alphabets by
understanding how
words are
pronounced. Initial
phase in developing
speaking skills.
Exposure to basic
familiar words via
computer based
programs, oral
lessons: flash cards,
drills, question/answer
sessions and other
relevant exercises.
Grade Level A

Vocabulary
recognition, Root
Words,
Handwriting Skills

to match words with
proper definitions and
understand how words
are created via prefix,
suffix, and affix.
Developing legible
handwriting.
Computer based
programs featuring
word meaning and
discrimination. Use of
dictionary, flash
cards, handouts and
innovative vocabulary
cross word puzzles.
Grade Level A

Listening and
Communication
Skills

to demonstrate their
ability to follow
instructions and
communicate ideas
effectively.
Audiotape exercises
and phonetically
transcribing ideas.
Exercises include
vocal stimulation such
as musical
entertainment as well
as other relevant
forms of learning.
Grade Level A

Reading and
Interpretation

to demonstrate higher
level thinking skills
and begin to
distinguish between
main ideas and
supporting
information.
Demonstrate basic

Reading short (grade
level) passages and
orally reconstructing
passages based on
their understandings.
Read- aloud,
answering questions,

Grade Level A

proficiency in
speaking skills.

Introduction to
Level B English

Introduces the
students to Level B
English
Review and
reinforcement of
Level A English by
applying acquired
skills gained in Level
A English
Grade Level A

Grade Level B:
Mathematical Concepts

Goal: To develop and strengthen the student's aptitude in understanding and applying mathematical
operations to everyday living.

Addition Addition of
decimals numbers
greater than 100,
and multiple
numbers.
Using the lessons
learned in Level A
mathematics, students
will focus on basic
operation for addition
of decimals

Grade Level B
Subtraction Subtraction of
decimals and
numbers greater
than 100.
Using the lessons
learned in Level A
will focus on basic
operation for
subtraction of
decimals
Grade Level B
Multiplication Multiplication of
decimals and
numbers greater
than 100.
Using the lessons
learned in Level
would focus on basic
rules for
multiplication of
decimals.
Grade Level B
Division Division of
decimals and
numbers greater
than 100.
Using the lessons
learned in Level
would focus on basic
rules for division of
decimals.
Grade Level B
Division and an
intro to
fractions
We will show how
fractions and
division are
interrelated.
Using the lessons
learned in Level
would focus on
Grade Level B

Students will also
learn how division
can be used for
conversion
purposes with
fractions, decimals
and percents.
mathematical
functions for division
and fractions.
Introduction To
Grade Level
One: GED
Basics
Advanced topics
in addition,
subtraction,
multiplication, and
division. With a
special focus on
geometry.
Reinforcement of
concepts learned
in Level B
Mathematics.

Short examples in
addition, subtraction,
multiplication,
division, and basic
geometry.
Grade Level B

Grade Level B:
Reading Comprehension/ Writing Skills

Goal: To develop and enhance the students ability to apply new concepts in strengthening reading and
writing skills.

Grammar,
Mechanics and
Usage and Sentence
Structure

Students will identify,
label and apply
grammatical concepts.
Demonstrate effective
use of mechanics and
ability to write clear
and concise sentences.
Handouts, lectures
and discussions, oral
lessons, drill,
independent readings
and other relevant
exercises.
Grade Level B

The Writing
Process

Students will apply
the writing process in
all writing exercises
by generating and
organizing ideas.
Students will also
identify and apply
editing strategies.
Experimenting with a
variety of writing
techniques as they
gain confidence in
their writing.
Readings lecture and
discussions, class
presentations, peer-to-
peer interaction and
other relevant forms
of learning.
Grade Level B

Composition: Essay
Development
Students will apply
and synthesize prior
knowledge of
Exposure to and
engagement in a
variety of writing
Grade Level B



grammar and
mechanics into their
writing. Ability to
identify and
distinguish among the
various forms of
expository writing.
Express creativity and
imagination in
creative writing.
styles and strategies:
Cause/Effect.
Compare/Contrast,
Persuasive,
Argumentative,
Creative
Reading, writing,
peer-to-peer
interaction, lectures,
presentations, read-
aloud and other
relevant exercises.

Reading,
Interpretation,
Analysis, Synthesis,
Application and
Evaluation.

Students will
reinforce, apply
comprehension,
analytical and critical
thinking skills in
understanding
literature.

Read a variety of
plays, short stories,
essays, poetry and
novels. Application of
poetic devices and
novel terms.
Understanding literary
terminology via
lectures, Discussions,
reading,
question/answer
sessions and other
relevant forms of
learning.

Grade Level B

Grade Level C:
Basic Math Skills

Goal: To develop and improve students ability to understand, compute and apply mathematical
operations as they relate to the students academic and social economic situation.

TASK OBJ ECTIVE (S) APPROACH INTERRELATIONSHIP
Whole
Numbers
To introduce,
reinforce and/or
apply the basic
mathematical
operations to whole
numbers
Lecture, discussion,
questions, answers, drills,
other relevant exercises,
problem solving and
evaluations. To
supplement group
sessions, computer
assisted basic education
and advanced training
program will be used via
the internet.
Allows participant to acquire
the foundation and skills
needed to: perform in other
courses, pass the GED, and
become an integral and
productive part of the
changing and increasing
more technological
workforce.


Common
Fractions

To introduce,
reinforce and or
apply the basic
mathematical
operations to
common fractions.

problem solving and
evaluations. To
supplement group
sessions, computer
the internet.

more technological
workforce.

Decimal
Fractions

To introduce,
reinforce and or
apply the basic
mathematical
operations to
common decimal
fractions.

problem solving and
evaluations. To
supplement group
sessions, computer
the internet.

more technological
workforce.
Percentages To introduce,
reinforce and or
apply the basic
mathematical
operations to
percentages. To
introduce, reinforce
and or apply the
basic mathematical
operations to
percentages.
problem solving and
evaluations. To
supplement group
sessions, computer
the internet.
more technological
workforce.

Equations,
Fundamentals
or Algebra
and Geometry
To introduce,
reinforce and or
apply the basic
mathematical
operations to
equations.
problem solving and
evaluations. To
supplement group
sessions, computer

the internet.
more technological
workforce.

Measurements

To introduce,
reinforce and or
apply the basic
mathematical
operations to
measurements.

problem solving and
evaluations. To
supplement group
sessions, computer
program will be used
via the internet.

more technological
workforce.

Grade Level C:
Basic Writing Skills
Goal: To develop and improve students ability to understand and apply basic writing tools as they relate
to the students academic, social and economic situation.

Parts of
Speech
To review the eight
basic parts of speech
problem solving and
evaluations. To
supplement group
sessions, computer
the internet.
more technological
workforce.


Usage To increase accuracy
in the use of subject-
verb agreement, verb
tense, and pronoun
references.
problem solving and
evaluations. To
supplement group
sessions, computer
the internet.

more technological
workforce.
Sentence
Structure
To enhance ability to
write completes and
clear sentences.
problem solving and
evaluations. To
supplement group
sessions, computer
the internet.
more technological
workforce.
Mechanics To enhance ability to
use capitalization and
punctuation in writing
problem solving and
evaluations. To
supplement group
sessions, computer
the internet.
more technological
workforce.

The Writing
Process

To enhance ability to
understand topics,
generate ideas,
organize and edit.

problem solving and
evaluations. To
supplement group
sessions, computer

more technological
workforce.

the internet.

Grade Level C:
Interpreting Text

Goal: To develop and improve students ability to understand and apply basic reading critical analysis.

Word
Recognition
Skills
To enhance word
recognition skills:
sight vocabulary,
phonics, prefixes,
suffixes, and
vocabulary building
exercises.
problem solving and
evaluations. To
supplement group
sessions, computer
the internet.
more technological
workforce.
Advanced
Basic Skills
Students will interpret
routine charts, graphs,
and labels; Read and
interpret a simple
handbook for
employees; interpret a
payroll stub; complete
an order form;
complete information
forms and job
applications; Follow
multi-step diagrams
and written
instructions; write
simple reports; Follow
oral and simple
written instructions
and diagram.
problem solving and
evaluations. To
supplement group
sessions, computer
the internet.
needed to perform in other
courses, and pass the GED.
Become an integral become
an integral and productive
part of the changing and
increasing more
technological workforce.

Adult
Secondary
Skills
Students will read and
follow multi step
directions; read and
interpret common
legal forms and
manuals;
communicate a
personal opinion in
written form; write an
incident report;
Integrate information
from multiple texts,
charts and graphs;
Evaluate and organize
information; Perform
tasks that involve oral
and written
instructions in both
familiar and
unfamiliar situations.
problem solving and
evaluations. To
supplement group
sessions, computer
the internet.
increasing more

Advanced
Adult
Secondary
Skills

technical information,
more complex
manuals, and safety
data sheets.
Comprehend college
textbooks and
apprenticeship
manuals.

problem solving and
evaluations. To
supplement group
sessions, computer
the internet.

increasing more

Grade Level C:
Goal: To develop and strengthen students ability to apply mathematical operations in order to solve
every day problems.

Advanced
Basic Skills
routine charts, graphs
and labels; Complete
order form and do
calculations; Compute
tips; Reconcile a bank
statement; Maintain a
family budget;
problem solving and
evaluations. To
supplement group
sessions, computer
the internet.
increasing more
Adult
Secondary
Skills
Students will calculate
discounts; use tables
and graphs; integrate
mathematical content
from multiple texts,
charts and graphs as
well as organize and
evaluate mathematical
information.
problem solving and
evaluations. To
supplement group
sessions, computer
the internet.
increasing more

Advanced
Adult Skills
technical mathematic
information, more
complex manuals that
utilize algebraic and
geometric algorithms,
and data sheets.
Comprehend college
textbooks and
apprenticeship
manuals using
algebraic and
geometric content
problem solving and
evaluations. To
supplement group
sessions, computer
the internet.
increasing more

Employment Skills
Resources and Instructional Materials: Strive DC J ob Readiness Manuel
Goal: To improve students workforce readiness by providing vocational services such as job training,
job seeking skills, resume development and other skills in order to facilitate employment.

Introduction
to the
Internet.
Students will learn
how to browse the
Internet, view web
pages, search for
documents, and learn
the utility functions
of Netscape and
Microsoft Explorer
functions.
problem solving and
evaluations. To
supplement group
sessions, computer
the internet.
more technological
workforce.
Resume
writing Skills
Students will learn
and create different
formats for resume
presentations that
include proper
biographical and
professional work
experience
information.
problem solving and
evaluations. To
supplement group
sessions, computer
more technological
workforce.

the internet.
On-line
resume
Development
Students will have
hands-on training for
developing and
formatting a personal
resume that will be
viewed on-line.
problem solving and
evaluations. To
supplement group
sessions, computer
the internet.
more technological
workforce.

Interview
101

Students will
participate in mock
interviews, video
presentations on
professionalism and
learn interview
techniques.

problem solving and
evaluations. To
supplement group
sessions, computer
the internet.

more technological
workforce.
J ob Search Students will have
hands-on training for
developing the skills
to search via the
Internet for job
employment
opportunities.
problem solving and
evaluations. To
supplement group
sessions, computer
the internet.
more technological
workforce.

1.2.3 Clean Energy Course Descriptions Overview
The clean energy course descriptions provide a brief overview of each course and job outlook for that job
sector. For a detailed description of the Clean Energy Curriculum, see Appendix G.


1.2.3.1 Introduction to Renewable Energy

Course Description
Introduction to Renewable Energy is a blended online/classroom course for those who wish to learn the
basics of renewable energy - including where it is found, how we can harvest it for use in our homes and
how it can help ease pressures on the environment. This course provides an overview of renewable
energy technologies, which includes heat pumps, solar thermal, biofuel, and solar photovoltaic and wind
turbines. Through this course, students will analyze and synthesize information related to a variety of
renewable energy technologies. Through discussions and experiences, students will select a renewable
energy occupation of interest.
Job Outlook
Students will explore the following primary jobs:

1. Energy Auditor
2. Building Analyst
3. Biofuels Technology Product Manager
4. Solar Installer

1.2.3.2 Home Energy Auditor (Certificate)

Course Description
In this blended online and classroom course, students will evaluate external and internal environmental
factors that affect energy efficiency and investigate various careers within the energy industry. Students
will analyze and apply course content by conducting practice home assessments and recommending to
consumers practical methods of improving energy efficiency in homes throughout the District of
Columbia. At the completion of this course, students will have an opportunity to take the Professional
Home Inspector Institute Energy Auditor exam. After passing the exam, students will receive a
Certificate of Completion.
Job Outlook and Certification Body
Primary J ob Home Energy Auditor
Top Secondary J obs Energy Engineers, Energy Brokers, Solar Energy Systems
Engineers, Wind Energy Project, Energy Rater, Energy
Consultant, Home Performance Consultant, Building
Performance Consultant, Home Energy Rater, Environmental
Science & Protection Technicians, Green Marketers, and
Sustainability Specialists
Regional Certification Body Students successfully passing with a 70% on the exam shall
receive the Professional Home Inspectors Institute (PHII)

Home Energy Auditor Certificate. Information on the PHII
standards can be found at www.phii.com.
1.2.3.3 Building Analyst- (BPI National Certification)

Course Description
The Building Performance Institute (BPI) Building Analyst Course will teach students the basic principles
of building science to assess energy efficiency in a home while also monitoring conditions that have a
direct impact on human health and safety. BPI Standards emphasize the 'house-as-a-system' approach to
inspecting a home, meaning that all systems are interconnected from the HVAC equipment, to the
envelope, the foundation, walls, roof, doors and windows. Students will learn how to use diagnostic
equipment such as the blower door and the combustion analyzer to ensure systems are functioning
together correctly to maximize home performance, comfort, energy efficiency, safety and durability. This
course will prepare students to pass the BPI written, field examinations, and achieve BPIs Building
Analyst National Certification.

After completing this course, students will use the O*NET online database for career exploration for
exploring the following job opportunities:

Primary Job Building Analyst
Top Secondary Jobs Building Inspector, Engineering Technician, Construction
Inspector, Engineer, Associate Architect, Construction Project
Supervisor, Inspector, Plumbing Inspector, Building Code
Administrator, Building Mechanical Engineer, Auditors,
Green Marketers, Sustainability Specialists, Weatherization
Installers and Technicians
National Certification
Body
Students successfully passing with an 80% on the exam shall
receive the Building Performance Institute (BPI) Building
Analyst Certification. Information on the BPI standards can
be found at www.bpi.org/home.aspx.
1.2.3.4 PV101 Solar Electric Design and Installation (Grid-Direct) with Supplemental Battery
Training (NABCEP Entry Level Exam)

Course Description
This blended online and classroom course will provide an overview of the three basic PV system
applications, primarily focusing on grid-direct systems. The goal of the course is to create a fundamental
understanding of the core concepts necessary to work with all PV systems, including system components,
site analysis, PV module criteria, mounting solutions, safety, and commissioning. The course will also
cover the basics of sizing a residential grid-direct system, wire sizing, over current protection, and
grounding all of which will be expanded upon in PV 202. This blended online and classroom PV
101course. The course is co-taught by online instructors, ensuring prompt attention and encouraging
interaction between students and the classroom instructor.



Primary Job Solar Photovoltaic Installer
Top Secondary Jobs Solar Energy Installation Manager, Solar Energy, Solar
Thermal Installer, Solar Sales Representative, HVAC
Installers, construction Manager, Electrician, and Electrical
Technician
Body
Students successfully passing with a 70% on the exam shall
receive the North American Board of Certified Energy
Practitioners (NABCEP) Solar Entry Level Certification.
Information on the NABCEP standards can be found at
www.nabcep.org.

1.2.3.5 PV202 Solar Grid-Direct Design and the NEC (NABCEP Solar Installer Certification)

Course Description
This blended online and classroom advanced solar training course will build upon the core concepts from
PV 101 and continue to emphasize grid-direct systems. The course will focus significantly on the
National Electrical Code (NEC), including grid interface calculations, grounding considerations, and
advanced component specification. Students will then evaluate a systems performance under various
operating conditions. Commercial system design elements, such as inter-row shading, inverter selection,
and data monitoring solutions will also be examined during the course. This course combines class
lectures with individual problem solving exercises covering common design considerations. This blended
online and classroom PV 202 course is co-taught by online instructors, ensuring prompt attention and
encouraging interaction between students and the classroom instructor.

Top Secondary Jobs Solar Energy Systems Engineers, Solar Energy Installation
Managers, Solar Thermal Installers and Technicians, Solar
Sales Representatives and Assessors, Electrical Engineers,
Electro-Mechanical Technicians Electricians, Helpers--
Installation, Maintenance, and Repair Workers, Energy
Engineers, Mechanical Engineers, Industrial Engineering
Technicians, Line Supervisors/Managers of Construction
Trades and Extraction Workers, Construction Managers,
Grinding and Polishing Workers, Construction and Related
Workers, Assemblers and fabricator, Electrical Engineering

Technicians, Heating and Air Conditioning Mechanics and
Installers, Manufacturing Production Technicians.
Body
Practitioners (NABCEP) Solar PV Installer Certification.
www.nabcep.org.

1.2.3.6 Biodiesel Product Development (Certificate)

Course Description
This classroom course will focus on general information related to biofuels, in particular biodiesel.
Students will examine the advantages and disadvantages of biorenewable technology, its impact on the
environment and automotive industry. Classroom and laboratory experiences will enable the student to
complete biodiesel production from selecting pretreatment, trans-etherification, post-treatment, and
storage analysis. At the completion of this course, students will have an opportunity to manufacture low-
grade biodiesel. After passing the exam, students will receive a Certificate of Completion.

Primary Job Biodiesel Product Development Manager
Top Secondary Jobs Biofuels Production Manager, Biofuels Processing
Technicians, Biomass Plant Technicians, Biochemical
Engineers, Forensic Science Technicians, Environmental
Engineering Technicians, and Geothermal Technicians
Local Certification Body Students successfully passing with a 70% on the exam shall
receive Biodiesel Certificate from ARS Energy. Information
on the ARS Energy standards can be found at www.ars-
energy.net.

1.2.4 Methods of Instruction
The Washington DC Clean Energy Adult Public Charter School seeks to ensure every students academic
success through its mission and goals. Our curriculum is consistent with the overall mission of the
school. Most GED programs fall short at providing a more integrated program that prepares students for
the current workforce. The Washington DC Clean Energy Adult Public Charter School believes that an
integrated clean energy, experiential learning focused curriculum using performance based instructional
methods will assist faculty in preparing students for the GED test , provide job readiness and renewable
energy technology occupational skills. Methods of instruction will include performance-based labs that
integrate GED preparation classroom instruction with clean energy projects to enhance a students
academic, work force readiness and renewable energy technological skills. Additionally, the methods of
instruction will also provide students with real life experiences specific to the use of renewable energies

technology. Classroom instruction will consist of group work, interactive lectures, online resources, class
discussions, direct instruction exercises, and PowerPoint presentations, Internet illustrations, videos and
field based experiences. We believe that merging literacy, and workforce readiness skills through the use
of technology and experiential learning opportunities within the field of renewable technology will
increase the likelihood of a students successfully completing the program and gaining employment. It is
important to note that the curriculum and instructional methodologies can be used with a variety of
learners, which may include both English proficient learners and/or students with disabilities.

The Washington DC Clean Energy Adult Public Charter School students will meet or exceed testing and
academic performance standards as established by law and regulation for public school students in
Washington, D.C. This includes demonstrating sufficient proficiency on the GED Test. The school will
utilize the Comprehensive Adult Student Assessment system (CASAS), which is a nationally normed
assessment system for adult literacy. The Washington DC Clean Energy Adult Public Charter School
will expect high academic achievement as assessed through the CASAS instruments. Our school
standards will be challenging and support student achievement.
1.2.5 Strategies for Providing Intensive Academic Support
The needs of students who do not perform at acceptable levels on the GED tests, despite the ongoing
remediation available in the school, will be addressed in the following uniform manner:

1) Determine whether the student is doing his/her job in terms of attendance, attention in the classroom,
and completion of class work and homework.
2) Determine whether the faculty is doing his/her job of teaching and consistently requiring a given level
of student performance. If one or both parties are not doing the required work, then appropriate steps
are taken to ensure that the work is done. If these steps do not solve the problem, or if the required
work is being performed by both parties, the school staff will :
a. Identify the factors hindering the student from meeting the necessary proficiency level.
b. Isolate those factors, which may be ameliorated in the school environment from those, which may
not.
c. Develop, in concert with the faculty and parents, an individual plan to address factors, which the
school may ameliorate. Problems external to or beyond the control of the school will be
discussed with the student, the parent if appropriate and/or outside support team services
providers and documented. The Washington DC Clean Energy Adult Public Charter School
encourages the supportive efforts of parents and works with them to identify options outside
school that might benefit the student.

The Washington DC Clean Energy Adult Public Charter School is committed to teaching methods that
provide students support and challenges that they will need to master GED skills, ideas, and facts in every
subject area. The school atmosphere encourages academic achievement, recognizes the importance of
hard work and personal responsibility, and holds out high expectations for every student and faculty.
The Washington DC Clean Energy Adult Public Charter School cannot hope to erase achievement
differences entirely, but it believes that a strong education program will significantly ameliorate them. A
special part of the program that distinguishes it from most public schools is that early intervention is
provided so that the student does not fall irremediably behind. Several strategies are used to promote
high achievement for all students:

Tutoring: During daily break periods, students may receive tutoring from the faculty. This is the
most important instructional innovation. Its use is not limited to remediation. Even students with a
strong achievement record sometimes need this kind of one-on-one instruction.

Program Adjustments: Special steps are taken to support any student who appears to be falling
behind in any areas. If the daily tutoring period proves insufficient, the faculty, in consultation with
the Assistant Principal, parents, and/or outside support services may consider adjusting the student's
weekly academic schedule, so that some additional time is made available for tutoring. An
appropriately modified program is provided for any student with an individual educational plan,
which requires it.
Flexible and Highly Mobile Groupings: When appropriate, the faculty may use flexible grouping,
cooperative grouping, and ability special-interest groupings as a tool to ensure that all students
receive appropriate and stimulating instruction.
Faculty: The faculty establishes milestones to punctuate a student's progress and to give students and
the whole community an opportunity to celebrate academic achievement. Milestones are not
competitive; they are goals that students, with the help of faculty, set for themselves and meet
successfully. A well-presented report showing proper use of data analysis, a grammatically correct
report showing proper use of the elements of grammars are examples of such milestones.

Our curriculum is consistent with the overall mission of the school. Most GED programs fail at providing
a more integrated program that prepares students for the 21
st
century workforce. We believe that
providing the basic skills for passing the GED Test coupled with employment skills and certification in an
industry area will create self-sufficient citizens. This curriculum is flexible enough to be used with
English Language Learners and Students with Disabilities. The GED curriculum has been successfully
used at the Hope Academy and Strive DC programs, which have a 80% graduation rate.
1.2.6 Students with Disabilities
Referrals for identification of students with suspected disabilities might come from parents, school
principal, teachers, doctors, social workers or other community workers. Anyone who suspects that a
child needs services should notify either the Executive Director/Principal or designee. This referral shall
be made using the Referral Form (Form A-ref) or in writing and include the childs name, birthdate,
current grade, and any other information which supports the childs need for services.

CHILD STUDY TEAM TIMELINE
The Child Study Team (CST) must meet within 10 administrative working days of referral to the
principal.

The CST will be composed of the following people:
Director/Principal or designee
Teachers
Specialist
Referral source
Student

Once a student has been referred, the parents/guardians will be notified and invited to attend the Child
Study Team meeting. The CST will review records, information contained in the referral, and other
materials that include information relevant to the referred students behavior/emotional difficulties,
academic progress, attendance, speech / language deficits, vision or hearing difficulties, physical / motor
impairments, home related factors, etc. CST meeting minutes will be recorded on FORM B-cst. Upon
careful review of the data, the team may recommend any of the following:

Further information is needed:
No action is necessary
Suggest alternative methods / accommodations to be used within the regular classroom with follow
up / monitoring by an appointed school official. Once these methods are tried, the team will meet
again to decide if further action is needed. Appropriate timelines will be established.
Recommendation for mental health services / evaluation
Recommendation for a comprehensive evaluation / assessment if the child is suspected of having a
disability.

TIMELINE
The CST minutes (Form B-cst) must be presented to the Director/Principal within 5 administrative
working days following the determination by the CST that the child is suspected of having a disability.
1.2.6.1 Assessment Procedures
The Director/Principal or designee will notify the parents / guardians, in writing, that the CST has
recommended a comprehensive evaluation / assessment be completed on their child. The parent must
give the school written permission before the assessment can begin. This notice (FORM C), in the
parents native language or primary method of communication will include:

1. A description and an explanation of the action proposed
2. The other option considered and the reasons why these options were rejected
3. The parents procedural rights
4. A general description of the kinds of tests and other procedures, which will be used in the evaluation

A team contracted by The Washington DC Clean Energy Adult Public Charter School will conduct a
comprehensive evaluation. The team will consist of individuals who are licensed to complete the
following assessments:

Educational Includes testing of a childs achievement in basic skill areas utilizing formal test
and a classroom observation. The educational report will state the childs present educational
levels and identify specific problems in learning.

Medical A physical examination performed by a licensed physician to review the childs
medical history, examine the child, and make an assessment of whether the child has a medical
condition, which may contribute to a learning problem. This includes a vision and hearing
screening.

Social / Family history This involves an interview with a qualified visiting teacher or social
worker and the parents. The report will include the childs developmental history and how he /
she functions in the home, school, and community, and what impact this may have on his / her
performance in school.

Psychological Conducted by a qualified psychologist, this evaluation will include information
about the childs intellectual, emotional, and social development.

Additional test as needed- Testing in the areas of speech, language, and motor abilities may be
recommended.


When the assessment process is complete, the parents have a right to see the information collected, to
examine all reports, and to have this information explained to them. If the parents do not agree with the
results, they have the right to obtain an Independent Educational Evaluation (IEE). The Washington DC
Clean Energy Public Charter may or may not agree to pay for an independent evaluation. If the school
does not agree to pay, a request for a Due Process Hearing to show that the schools evaluation is
appropriate will be made. An independent counsel will process the hearing. If the hearing officer finds
that the schools evaluation was not appropriate or was inadequate, then the school will pay for the IEE.
1.2.6.2 Eligibility

TIMELINE
Eligibility for special education and related services must be determined within 60 administrative working
days after the Child Study Team requested the evaluation.

Once the assessments are completed, an eligibility committee reviews the information and determines if
the child needs special education and/or related services. The Eligibility Committee will consist of:

The assessment team
Director/Principal or designee
Teacher
Student/Parent/Guardian

School personnel will inform the parent, the decision of the Eligibility Committee. If the parents
disagree with these findings, they may choose to request a Due Process Hearing by an independent
counsel.
1.3 Student Perf ormance
1.3.1 Student Assessment
The major components of student assessment include the pre-post test, performance based projects, field
project, student portfolios, teacher made assessments, informal evaluations, performance standards for
normed assessment, application of technology skills, work-readiness, and/or final examination. Many
GED programs have low completion rates. We believe that our innovative program provides students
with a greater opportunity to obtain their GED. Our program incorporates multi-level assessments and
informal evaluations. These methods create the proper placement environment for all students. Once a
student has placed out of grade levels A and B, he or she will start the Introduction to renewable energies
phase of the program. Based on our assessment methods and innovative program procedures we expect a
completion rate of 75%.
1.3.1.1 Pre-Test
This test will demonstrate the current literacy skill levels in reading, English language, numeracy,
problem solving, writing, and other literacy skills.
1.3.1.2 Post-Test
This test will demonstrate the improvements in a students skill levels in reading, English language,
numeracy, problem solving, writing, and other literacy skills.

1.3.1.3 Levels
The GED program is composed of three levels. They are Grade Levels A, B, and GED Prep/Technology
groupings. Grade level A is for students who are assessed at the 4
th
through 6
th
grade levels. Students
within Grade level A will complete the program within twelve months. Grade level B is for students who
are assessed at the 6
th
through 8
th
grade levels. Students within Grade level B will complete the program
within two years. Students within Level C or GED preparation /renewable energies segment will
complete the program within one year. This segment is for students who are assessed at the 9
th
grade
level or higher.
1.3.1.4 Student Portfolios
The Washington DC Clean Energy Adult Public Charter School will develop individual student portfolios
that contain all academic assessment materials. These materials may include student enrollment
applications; resume, surveys, internship request form, internship evaluation and other non-academic
items that show a students growth within the program.
1.3.1.5 Internal Evaluations
We will have internal evaluations conducted yearly. Evaluation will be completed at the end of each
grade level. The internal evaluation will assess the program in four categories. They are a) teachers to
student b) administration to teacher, c) student to program, and d) parents to students. Additionally,
students entering the Washington DC Clean Energy Adult Public Charter School will be required to
complete the GED pre and posttest to determine his or her literacy level. These tests will determine
students' potential for success on the GED test. Next, the student will be administered other tests every
90 hours of attendance to determine a students readiness for the GED test. The school will use a GED
Practice Test, Proprietary Test prepared by publishers, Test of Adult Basic Education (TABE), and Adult
Basic Learning Examination (ABLE) included within the CASAS program. Additionally, the CASAS
program provides assessments for ELL (English Language Learners) and/or students with disabilities.
1.3.1.6 Assessment Procedures
Those who develop assessment products and services, such as classroom faculty and other assessment
specialists, have a professional responsibility to strive to produce assessments that are of the highest
quality. Persons who develop assessments have a professional responsibility to:

1) Ensure that assessment products and services are developed to meet applicable professional,
technical, and legal standards;
2) Develop assessment products and services that are as free as possible from bias due to characteristics
irrelevant to the construct being measured, such as gender, ethnicity, race, socioeconomic status,
disability, religion, age, or national origin;
3) Plan accommodations for groups of test takers with disabilities and other special needs when
developing assessments;
4) Disclose to appropriate parties any actual or potential conflicts of interest that might influence the
developers' judgment or performance;
5) Use copyrighted materials in assessment products and services in accordance with District and
Federal laws;
6) Make information available to appropriate persons about the steps taken to develop and score the
assessment, including up-to-date information used to support the reliability, validity, scoring and
reporting processes, and other relevant characteristics of the assessment;

7) Protect the rights to privacy of those who are assessed as part of the assessment development process;
8) Caution users, in clear and prominent language, against the most likely misinterpretations and
misuses of data that arise out of the assessment development process;
9) Avoid false or unsubstantiated claims in test preparation and program support materials and services
about an assessment or its use and interpretation;
10) Correct any substantive inaccuracies in assessments or their support materials as soon as feasible; and
11) Develop score reports and support materials that promote the understanding of assessment results.
1.3.2 Basis for Promotion and Graduation
GED eligibility will continue until the participant passes the GED test; or fails to show progress on three
successive tests used to determine readiness to take the GED test. These students will enroll in a one to
one tutoring program within the school.

Students who pass the GED test will be awarded a GED certificate, often called a high school
equivalency certificate, which may be accepted by employers, colleges, and universities as equivalent to a
high school diploma. The GED testing program is administered nationally by the Commission on
Educational Credit and Credentials of the American Council on Education. A GED examiners manual,
published by the General Educational Testing Service of the American Council on Education describes
policies and procedures for operating a GED assessment center and administering the exam.

To take any part of the GED test, a student:
Must be at least 16 years of age,
Must have not earned a diploma; and

Students must achieve a minimum standard score of 200 and below for the beginning ABE literacy test,
score of 201-210 on the Beginning basic test, score of 211-220 on the low intermediate assessment, score
of 221-235 on the high intermediate assessment, score of 236-245 on the low adult secondary test and
score of 246 or above on the high adult secondary assessment for both reading and mathematics. A
separate score range is required for the CASAS in the area of writing. For writing, a student must achieve
a score of 136-200 for beginning ABE literacy in writing, score of 201-225 for beginning basic education,
score of 226-242 for low intermediate writing skills, score of 243-260 for high intermediate writing, score
of 261-270 for low adult secondary writing and 246 and above for high adult secondary writing
assessment using the CASAS.
1.3.3 Student Intervention
The Integrated Thematic Instructional (ITI) approach developed by Susan Kovalik is the pedagogical
process that we believe describes how learning best occurs. The ITI approach combines the accumulated
knowledge in the following three areas: brain research, teaching strategies, and curriculum development.
When we use knowledge from these three areas and incorporate them into lessons, there is a greater
chance that development will occur.

Moreover, the Life Skills that are part of the ITI approach are also empowering. Those skills include
perseverance, patience, and sense of humor, curiosity, common sense, cooperation, effort, friendship,
problem solving, flexibility, caring, initiative, and responsibility. Kovalik asserts that the curriculum and
the instructional strategies used in today's traditional classrooms are brain-antagonistic. Traditional
instruction is heavily weighted toward using only two intelligences: logical-mathematical and linguistic.
Kovalik's ITI approach suggests that learning best occurs when the following eight elements are present:


Absence of Threat Meaningful Content
Choices Adequate Time
Enriched Environment Collaboration
Immediate Feedback Mastery

Not all are present in the traditional classroom setting. By using the ITI approach, faculty develops
yearlong themes that serve as the mechanism to pull together the year's instruction. Each month under the
theme, an important aspect of the theme is studied. Each week, meaningful content is taught and learned
via key points and inquiries. Key points are concepts, facts, and skills worth knowing forever. Inquiries
are activities that give practice and real-world application of the key points. Key points come out of the
Washington DC Clean Energy Adult Public Charter School Schools curriculum framework.

Since the ITI model focuses on teaching and learning concepts, reading, and writing are used as tools
when studying concepts. It takes time and collaboration with other faculty to develop inquiries that do all
this. "Pupil outcomes," for purposes of this part, means the extent to which all students of the school
demonstrate that they have attained the skills, knowledge, and attitudes specified as goals in the school's
educational program.

In order to be life-long learners, students will need to: 1) be effective communicators and manage
information work collaboratively; 2) be flexible thinkers; 3) be a community contributors; 4) develop and
maintain personal well-being, 5) be critical questioners; and 6) respect diversity. Students will
demonstrate outcomes as they develop the essential skills and understandings as listed below.

Foundation Skills Work readiness Skills
Thinking skills Technology Skills

Students will gain an understanding of core curricular concepts defined by the Washington DC Clean
Energy Adult Public Charter School Schools. Our choice of methods to assess student progress is based
on the following four beliefs:

In order to have a complete picture of a student's growth, different types of assessments must be used.
Assessments should focus on a student's growth towards a proficiency standard rather than comparing
a student's performance against other students;
There should be a close relationship between a desired student outcome and the means used to assess
it;
Assessing what students do with the knowledge obtained is as important as assessing what knowledge
they have; and
Assessment should promote and support reflection and self-evaluation on the part of students, staff,
and parents.

We believe that the ITI, and The Integrated Performance Tasks (IPT) are the best instructional methods
for educating students at the school. Based on these beliefs, the Washington DC Clean Energy Adult
Public Charter School will use a variety of performance-based assessments such as portfolios,
demonstrations, and integrated performance tasks. Curriculum portfolios will provide one perspective
for assessing student growth. A portfolio is a collection of students work. Technical portfolios, for

example, will contain results of student performance on a variety of technical assessments related to
renewable energy technology. The portfolios will serve as one tool that assists us with determining how
well we meet our site-adopted target of mastering GED requirements, word processing programs,
workforce readiness skills and renewable energy technologies.

The Integrated Performance Tasks (IPT) will be used to assess students growth. In which the faculty
will identify performance tasks that map' the essential content within the GED preparation curriculum
and the renewable energy technology courses. Contextual rich tasks will be designed along with
technical assessment that specifies the requirements of task mastery. These tasks will be designed to
measure what students know and how well they apply content in a real world context. Each task
represents the integration of several highly desired outcomes for students. The task is as follows:

1) Identify an opportunity to utilize renewable energy technology content to serve the community. In the
course of completing research, students will analyze what others have done and create a project that
enables the student to serve the community as he/she applies both academic and technical skills.
2) Develop a written proposal and prepare a presentation for ANC meetings to provide home energy
auditing. After completion of home auditing, describe in proposal methods of providing
recommendation to homeowner and follow up to ANC wards. Include a method of evaluating both
presentation and auditing service.
3) Provide the service; and
4) Provide documentation through speech, video, photos, and display, PowerPoint of completion of
service.

A rubric will be used to judge student performance. Demonstrations provide another means of assessing
students growth. The specific criteria contained in the rubric will be used to measure students
attainment of specified standards by a panel of judges.

When assessment results indicate a need for remediation, the standard method will be to diagnose the
knowledge and skills that each student lacked according to the detailed standards adopted by the
Washington DC Clean Energy Adult Public Charter School. Faculty will utilize appropriate
instructional strategies, as discussed in the previous section. Sufficient communication and record
keeping provide continuity. Assessments constitute the basis for regular and frequent communication
with parents. Faculty will provide written reports at regularly scheduled intervals. Informal parent-
faculty/ meetings may supplement parent conferences. Student assessments in the aggregate will serve
as an indicator of the overall quality of the Washington DC Clean Energy Adult Public Charter School
academic program.


1.4 Support f or Learni ng
1.4.1 Parent Involvement
Once the Washington DC Clean Energy Adult Public Charter School is chartered, a Parent/Faculty
Advisory Committee will be formed. The Washington DC Clean Energy Adult Public Charter School
will maintain and increase parent involvement through school and community liaisons, in addition to
having 2 member seats on the Board of Trustees. The focus will be on training and showing parents how
they can become more effective members of their childs support team as they progress through The
Washington DC Clean Energy Adult Public Charter School. Each liaison will be responsible for the
coordination of a school wide function. The function will include, but not be limited to tutoring,
J udiciary Committee procedures, or setting up parent workshops.
Faculty will provide written notification of student progress to parents and guardians quarterly that will
focus on individual improvement towards established proficiency. All students at The Washington DC
Clean Energy Adult Public Charter School will master these standards.

Leadership at The Washington DC Clean Energy Adult Public Charter School will be shared between
administrator(s), faculty, parent(s)/guardian(s) and students. School Administrators will be
knowledgeable and supportive of the staff and faculty. Administrators will be involved in the
development and implementation of innovative curriculum and instruction. Effective school-wide
discipline and frequent and varied communication between administration and faculty will help to provide
for an innovative atmosphere. In addition, will provide quarterly updates to students, parents and the
community concerning school activities in the form of a newsletter and via school website .

The governance structure of the school, will include, but is not limited to, the process followed by D.C.
School Reform Act 2202, (15) which seeks to ensure parent involvement. The Washington DC Clean
Energy Adult Public Charter School will make the necessary provisions to ensure parental involvement in
the educational process. Training sessions and a variety of opportunities for parental involvement will be
provided. Classes designed for parents may be developed for or by parent(s) and community leaders.

A student admission interview will be held prior to the start of school for new entrants. The initial
interview will provide the expectations and responsibilities of parents and students according to the
Washington DC Clean Energy Adult Public Charter Schools mission and goal statements.

The initial interview will determine the student's familiarity with computers and be useful in determining
the student's program placement within the school. An academic contract will be signed by all parties and
reevaluated on a regular basis. Parents/ guardians when applicable are expected to participate and fulfill
the Washington DC Clean Energy Adult Public Charter Schools academic contract obligations. Failure
to honor obligations may result in the student's dismissal from the program.
1.4.2 Community Participation
The Washington DC Clean Energy Adult Public Charter School has developed strategic partnerships with
the Hope Academy, ARS Energy and Strive DC. In addition, health and social organizations will be
informed about the great opportunities that will be provided by the Washington school. Prior to the start
of The Washington DC Clean Energy Adult Public Charter School, we plan to have an open house that
will invite organizations such as Health and Human Services, DOES, Educational Institutions, Non-Profit
Organizations, and the news media. Furthermore, the school has cultivated and established commitments
with area churches and corporations that will enrich the learning process and opportunities for students.

1.4.3 School Organization and Culture
The Washington DC Clean Energy Adult Public Charter School embraces a collegial approach, used in
the Continuous School Improvement Planning Process (CSIP), in which ownership is inclusive of
stakeholders within the school and its community. This process will be used increase academic
achievement and empowers faculty with knowledge, ability to create solutions, and authority to act on
their solutions. We believe that learning can be best organized at the building level by empowering
faculty and administrators to work close with students and their families to create a culture of lifelong
learners.

The Continuous School Improvement Planning Process enables everyone within our school community to
have input in identifying problems and inventing solutions to reach both school and organizational goals.
The CSIP will begin comparing the desired state of affairs with the actual state of affairs. The process
will allow those involved to:
Identify problems that block academic achievement;
Invent solutions; and
Implement those solutions.

There will be continuous feedback that will inform faculty and administrators of their progress towards
their desired state of affairs. With updated information, additional problems will be identified. More
solutions will be then invented and implemented by all stakeholders.

At the Washington DC Clean Energy Adult Public Charter School, CSIP is facilitated by a steering
committee. Different constituencies including faculty, aides, support staff and parents, and students will
elect a 12-member committee. School wide problems are identified by means of a suggestion box. The
CSIP Steering Committee will monthly hold a forum where problems are publicly discussed. The
representatives share the discussion after the meeting in constituent meetings where the steering
committee solutions are accepted or modified. If they are not modified, the feedback is provided to the
steering committee.

This process continues until a consensus is reached or until all objections have been addressed. A key
assumption in the CSIP is that 95% of an organization's problems are created by the routines that make up
the system and 5% by the people who are members of the system. This suggests that 95% of the reason
for low student achievement stem from the way that the school and community are organized.
Accordingly, the key elements of our proposal revolve around changing the organizational structure of
our school.

In addition to the CSIP Steering Committee, The Washington DC Clean Energy Adult Public Charter
School will continue to operate other committees/councils at school that have authority over our
education program, work readiness and renewable technology program. Each of these committees will
have student, faculty, aides, staff, and parents as representatives. At the Washington DC Clean Energy
Adult Public Charter School, our motto is A Positive Attitude Breeds Employment. We believe that this
motto signifies the culture within our planned school. The Washington DC Clean Energy Adult Public
Charter School will be organized similar to a university. The organization is designed to be flexible but
consistent with nationally academic principles. The Director/Principal will provide school leadership for
the overall vision and execution of mission objectives for the school. The Assistant Principal will lead
day-to-day operations of the GED and career pathways programs. The Director and Assistant Principal

are responsible for ensuring that the program meets its academic and non-academic goals. They will both
supervise administrative and teaching staff.

Students at the school will have the option of selecting from four clean energy areas. Those areas include
Energy Auditing, Solar Installation, Building Analyst and Biofuels Production. Each student will be
paired with an Facebook mentor within that particular discipline, or commonly known as e-mentors.
1.4.4 Extracurricular Activities
The Washington DC Clean Energy Adult Public Charter School plans to offer an E-mentoring program
and a Business Entrepreneurship Program for all students. We believe that these extracurricular activities
will enhance students non-academic skills.
1.4.5 Safety, Order, and Student Discipline
At The Washington DC Clean Energy Adult Public Charter School, we have a zero tolerance for activities
that affect the safety and welfare of the staff and students. We believe that having a strong code of
conduct will provide the necessary safety for all staff, students, and parents. Any student found to be in
violation of rules within the school would be referred to the Assistant Principal. The Assistant Principal
is responsible for counseling activities with the teacher, student and parent and program dismissal. If
these counseling sessions fail, the Director/Principal will assist the group in the mediation/or conflict
process. All students are expected to follow the student code of conduct at all times.

Students may be dismissed from the Washington DC Clean Energy Adult Public Charter School for any
illegal, pornographic, or immoral activity occurring while on school property. Parents/adult students are
expected to participate and fulfill the schools contract obligations. Failure to honor obligations may
result in the student's dismissal from the program. The obligations and wrongful activities will be
specifically addressed in the Charter School's handbook and contract. The J udiciary Committee, with the
approval of the Board of Trustees will formalize dismissal, liabilities, and due process procedures.
1.4.6 Professional Development for Teachers, Administrators, and Other School Staff
All faculty are expected to keep their professional training and knowledge current through ongoing
courses and workshops in education. The Assistant Principal will work with staff to develop
professional growth plans. This may be accomplished at local colleges and universities or under
whatever auspices such advanced training is available. Each year, all faculty shall complete at least
30 hours of coursework, seminars, or workshops related to professional development. The
school shall pay for all expenses relating to professional development activities for staff. The
Director/Principal must approve these hours in advance. Faculty is required to submit
documentation of completed coursework in order to fulfill this requirement. Transcripts shall
be provided to the school to document courses, which carry university credit. For courses that
do not carry university credit, faculty are required to complete the appropriate form provided by
the school, and have it signed by the instructor.
1.4.7 Structure of the School Day and Year
The Washington DC Clean Energy Adult Public Charter School will serve 100 FTE students that will be
demographically from Wards 1 through 8. The estimated age range of the students will be from the ages
of 16 through 24. School will be in session ten months during the year. Each student will attend the

Washington DC Clean Energy Adult Public Charter School from 9 am to 5 p.m., Monday through
Thursday; or Saturday; 9a.m. to 12 p.m.

The school program will include GED preparation, workforce readiness and renewable energy technical
courses that will not only challenge students, but also prepares them for the current job market. Many
adult education programs fail to integrate GED courses. We believe that raising the standards for our
students and creating a culture of academic achievers will undoubtedly create a stimulated learner. The
courses that our students take will include industry standards and foster work readiness and critical
thinking skills.
1.4.7.1 Career Planning Achievement and Work-readiness
One of the most critical components of the program is our career planning program and work-readiness
program. Obtaining career-planning skills is critical to students seeking employment. Students will
acquire interview, job search and resume techniques that will provide them with employable skills.
Students will create online-resumes that can be viewed, edited, and evaluated by potential employers.
We plan to implement a mandatory field site/apprenticeship program for all students.
1.4.7.2 Technology Skills and Clean Energy J obs
Preparing students for the 21
st
century workforce is critical to the long-term employability of all students.
Our students with information technology skills will have a 70% chance of obtaining employment over
non-computer literate students. For students to obtain these information technology skills, all participants
will take practice sessions in the areas of keyboarding, Microsoft Word, Excel, PowerPoint, Introduction
to the Internet, and review clean energy jobs.
1.4.7.3 Program Services
Program services include the standard adult basic education GED educational components, workforce
readiness, renewable energy technology curriculum, counseling services, and placement services. In
addition, the Washington DC Clean Energy Adult Public Charter School would like to see as many
community organizations as possible participate in the social and economic services of our students.
1.4.7.4 Counseling/Internships Services
Adult learners in the program will participate in interactive counseling program that provides students
with assistance social services needs and job placement assistance for all students.
1.4.7.5 Blended Classroom/Online Courses
In the later stages of the GED program, students will have access to online-chat rooms with other
students, to discuss homework assignments and speak to instructors using the Internet, which creates
virtual office hours 24 hours a day. Students will post and submit online resumes to potential employers
and gather information on potential jobs.

Adul t Publ i c Chart er School Appl i cat i on Sect i on 2 Busi ness Pl an

Secti on 2 - Busi ness Pl an
2.1 Pl anni ng and Establ i shment
2.1.1 Profile of Founding Group
The Washington DC Clean Energy Adult Public Charter School is a non-profit corporation of the District
of Columbia that is located at 3187 Westover Drive SE, Washington, DC 20020. The purposes for which
the corporation is organized is to operate and maintain an adult public charter school that shall train,
educate, and prepare adult learners for the new clean energy economy and the greening of America through
educational outreach programs.

The Washington DC Clean Energy Adult Public Charter School Board of Trustees includes education and
business professionals from the District of Columbia and surrounding areas. The members of the Board
have experience in public school teaching, counseling, administration, housing education, mentoring,
tutoring, renewable energy, training, fundraising, financial management, law, and experience in corporate
America.

The expertise that is associated with these members has allowed the Board to design a school of
excellence in the clean energy sector to include energy auditing, building analyst, biofuels, and solar PV
installation. This Board will continue to offer the Washington DC Clean Energy Adult Public Charter
School its expertise, contact, fundraising skills that will contribute to the long-term success of the school.
The resumes pertaining to board for The Washington DC Clean Energy Adult Public Charter School are
included in Section 7.

The Washington DC Clean Energy Adult Public Charter School is a unique concept that will succeed
through the support of its Board. With an economy that needs to turn around, there is an increasing
public need and opportunity to educate a new generation of skilled workers in the renewable energy
sector. The founders represent a cross section of individuals that have education, community, training,
and energy expertise to ensure long-term school success. These founding members are former teachers,
business and community leaders that see a need to get adults a GED and begin to work. The founding
group provided the necessary expertise in management, education, and financial management. Moreover,
with a critical understanding of the needs of the workforce within the renewable energy sector, our energy
expert founding member has provided the necessary guidance, educational and workforce framework to
ensure adult learners are successful.

Table 2.1.1 Founding Group
Name & Address Biography
Lionel Neptune
12407 Annes Prospect
Drive, Bowie, Maryland
20720
Mr. Neptune has more than 20 years of experience as a financial manager
and senior executive at The Washington Post. Mr. Neptune began his
career at The Washington Post with stints as an advertising account
representative before being selected as an assistant to then-publisher
Donald Graham, working on special projects and co-authoring
speeches. After being promoted to Director of Financial Planning and
Analysis (a.k.a. Budget Director), Neptune headed a department
responsible for the newspapers annual operating and capital budgets and
financial forecasting processes. Mr. Neptunes subsequent experiences
included serving several years as production manager for the
newspapers weekly tabloids. Following his promotion to Vice President

of Affiliates, Mr. Neptune assumed responsibility for several of the
newspapers Washington area subsidiaries, including a warehouse and
trucking company, a recycling company, a weekly newspaper, and a
news service as well as the purchasing of the newspapers newsprint, a
$100 million annual expense. Mr. Neptune has also devoted a significant
amount of his time and energy to serving a multitude of non-profit
organizations as either a volunteer, board member or both. These
commitments include serving on the board of directors for Prevent Child
Abuse of Metropolitan Washington, the Anthony Bowen YMCA
(treasurer), and the YMCA of Metropolitan Washington. Mr. Neptune
currently sits on the boards of the African American Continuum Theater,
J unior Achievement of the National Capital Area, the Helen Hayes
Awards, and the Capital Area Food Bank. He also served on the board of
the Calvary Women's Shelter, an organization for which he has
volunteered for over 19 years. Mr. Neptune currently sits on the Board of
Visitors for both the Duke University Pratt School of Engineering and
Bowie State University. Mr. Neptune also volunteered as a mentor for
inner city high school students for over 20 years through a program
developed at the Washington Post, and served as chair of the newspaper's
United Way campaign from 1995 through 2008. Additionally, Mr.
Neptune was elected to serve as a trustee to the Philip L. Graham Fund
from 2001 through 2008. Lionel earned a Bachelors of Science degree in
Mechanical Engineering from Duke University and a Masters of
Business Administration from Harvard University.
Dr. Regena Williams
3187 Westover Drive, SE
Washington, DC 20020
Dr. Regena Williams is an experienced educator who has worked in
several elementary, middle and high schools within the State of
Maryland. She has also worked with both general education and students
receiving special education services for over 20 years. Dr. Williams has
served as a Principal in various school settings, which include: Summer
evening high school programs, Comprehensive Educational and
Therapeutic Programs for emotionally disturbed students, ages 9-14
years and PreK-6 grade. Dr. Williams has also served as an Assistant
Principal at the elementary and high school levels within Maryland as
well and she has designed educational and instructional programs for
both general education and students with disabilities PreK-12. Dr .
Williams has served as a consultant to the Maryland State Department of
Education. She currently is an Adjunct Professor for Trinity University
DC.
Kenneth Tolson
7503 12
th
Street NW,
Kenneth Tolson was appointed by President Obama to serve on the
Whitehouse HBCU Advisory Board. Also, he is the executive senior vice
president and chief operating officer and Innovation transformation
officer for the Emerging Technology Consortium, a division of TBED21
and. TBED21-ETC is a non-partisan research and educational institute
whose mission is to formulate and promote public policies to advance
technological innovation and economic productivity in America. Tolson
has served in various senior information technology and management
focused roles for both the public and private sectors. As a chief
information officer and chief technology officer, he has managed large-
scale technology implementation programs for the federal government
and other agencies. He is a member of the National Society for Black
Engineers and multiple technology industry associations. Tolson also
founded The Melvin B. Tolson Foundation in honor of his grandfather
who was a noted African American poet and educator. He received his
B.S. from Morehouse College and is a former United States Marine

Corps Reserve Officer Candidate.
Tom Dawson
4857 Colorado Ave NW,
Since 2007, Tom Dawson has served as the Senior Counsel for Health
Care Policy to the U.S. House of Representatives, Committee on Small
Business. In this role, he has provided guidance to Chairwoman Nydia
Velzquez and Committee members on Medicare and Medicaid
reimbursement policy, the health insurance market, and national health
care issues impacting small business owners. Tom has also advised the
Congressional Hispanic Caucus on national health care policy impacting
the Latino community. Other experience includes the development of
policy and the drafting of legislation relevant to the health care provider
community and small businesses in the areas of health insurance,
reimbursement, employee benefits, and tax. As senior health counsel to
the Committee, Tom Dawson coordinates all hearings, prepares
congressional statements, leads Committee outreach efforts, and manages
formal discussions and correspondences with executive agencies
pertaining to health care.

Christine Hart-Wright
35 V Street, NW

Christine Hart-Wright is a highly qualified senior level manager with 20
years of program, personnel and operations management. Currently, Mrs.
Hart-Wright is the Executive Director of STRIVE DC, a local
community based nonprofit organization, which is an affiliate of the
nationally recognized workforce development program called STRIVE.
2.1.2 Planning Process
The Washington DC Clean Energy Adult Public Charter School used a collaborative planning process to
form the charter school. Dr. Regena Williams, as an experienced educator, had a passion of educating
adults that needed new skills training after graduating from their educational programs. After speaking
with many students, she realized that many of the students lacked the necessary skills for the new green
economy. As a result, she felt the need to create and design a charter school that not only provided adults
with a GED, but also provided relevant training in the new green economy. After reaching out to many
colleagues, she met Lionel Neptune, Chairman of ARS Energy, Inc. ARS Energy is a non-profit
renewable energy company committed to educating and training residents in both urban and rural
communities for the new green economy.

After some discussions about her vision for a charter school, both Mr. Neptune and Dr. Williams decided
to form a planning team of committed professionals that had the skills, knowledge and expertise to create
an innovative adult education charter school thats focused on the new green economy.

During the evaluation process for developing the schools mission, philosophy, and focus, the planning
team had meetings with community-based organizations such as STRIVE DC to provide guidance on the
critical components for supporting an adult population that needed a GED. We believe that this
partnership has a strategic opportunity to provide valuable services that will help hundreds of adult
learners.
2.1.3 Corporate Structure and Nonprofit Status of the School
The Washington DC Clean Energy Adult Public Charter School was incorporated in the District of
Columbia. The Board of Directors shall be referred to as the Board of Trustees and shall be vested with
the management and control as such. The manner in which the Trustees shall be elected or appointed
shall be provided in the Washington DC Clean Energy Adult Public Charter School by-laws. The

corporation shall be divided into two classes of voting members designated as the Board of Trustees,
student, and parent members. The qualifications and rights of such classes of members shall be provided
in The Washington DC Clean Energy Adult Public Charter School by-laws (See Appendix D).

2.2 Governance and Management
2.2.1 Board of Trustees
A Board of Trustees will govern The Washington DC Clean Energy Adult Public Charter School. It will
be the responsibility of this body to uphold the mission and goals of The Washington DC Clean Energy
Adult Public Charter School by providing for the well being of the institution. The Board protects the
public interest and trust by applying the highest standards of service in governing the school according to
its Charter, by-laws, and relevant D.C. and Federal statutes. It is the duty of the Board of Trustees to
make plans, establish policies, and assess the performance of the school. The Trustees will also be
responsible for The Washington DC Clean Energy Adult Public Charter School finances and educational
integrity. The Trustees will identify, support and evaluate School Director/Principal. The
Director/Principal will serve as the Chief Academic Officer. To successfully manage all these
responsibilities, the Trustees will organize, and assess itself in an efficient, business-like manner.

Faculty, parent, and community leaders will participate directly in the governance of the school through
seats reserved for them on the Board. The Trustees will be empowered by their by-laws to create
committees. These committees may include Non-Board members as committee members. The
Director/Principal, parents, community leaders, and faculty members will be included in such committees
as appropriate.

Board members are nominated and elected on the basis of a firm commitment to the missions, goals, and
objectives of The Washington DC Clean Energy Adult Public Charter School. Board members shall
unequivocally support the educational philosophy espoused in this document.

Furthermore, Board members will be nominated and elected to the Board based on their qualities of
leadership, service, and expertise in a range of fields, which will assist in the successful function of The
Washington DC Clean Energy Adult Public Charter School. The Board of Trustees will include at least
seven members of which 2 seats will be held for parents of students attending the school and one seat for
a student trustee. The selection of parent board members under the D.C. School Reform Act shall occur
on the earliest practicable date after classes at the school have commenced. Until such date, any other
members who have been elected or selected shall serve as an interim Board of Trustees. Such an interim
Board of Trustees may exercise all of the powers, and shall be subject to all of the duties, of a Board of
Trustees. In addition, The Washington DC Clean Energy Adult Public Charter School Director/Principal
will sit on the Board ex-officio.

The by-laws provide for Board Members to be elected from parents and guardians of students enrolled in
the school. Seats reserved for parent Board members will be elected by the parents/guardians of enrolled
students. Candidates will be nominated by the Nominating Committee of the Board of Trustees, or by
petition of the parents/ guardians of students enrolled in the school. The number of signatures required
shall be no less than thirty-five percent of the number of enrolled students. The non-reserved seats will
be filled by majority vote of the Board of Trustees and shall provide for desirable expertise and
community diversity.


The Board of Trustees shall be fiduciaries of the school and shall set overall policy for the school. The
Board of Trustees may make final decisions on matters related to the operation of the school, consistent
with the charter granted to The Washington DC Clean Energy Adult Public Charter School, this subtitle,
and other applicable laws.
2.2.1.1 School Reporting Requirements
No later than September 15th of each year, The Washington DC Clean Energy Adult Public Charter
School shall submit a report to the D.C. Public Charter School Board (DCPCSB) and the Office of the
State Superintendents of Education (OSSE) containing information according to Section 2402 of the D.C.
School Reform Act.
2.2.1.2 Charter Renewal
For renewal purposes, the Board of Trustees shall file an application to renew the charter with the D.C.
Public Charter School Board not later than 120 days nor earlier than 365 days before the expiration of the
charter.
2.2.1.3 Non-religious, Non-sectarian Status
The Washington DC Clean Energy Adult Public Charter School agrees that it shall operate, in all
respects, as a nonsectarian and non-religious public school. The Washington DC Clean Energy Adult
Public Charter School shall not be affiliated with any private or sectarian school or religious organization.
2.2.1.4 Commitment to Nondiscrimination
The Washington DC Clean Energy Adult Public Charter School shall comply with all applicable Federal,
District laws, rules and regulations, including, without limitation, the constitutional provisions prohibiting
discrimination on the basis of disability, age, race, creed, color, gender, national origin, religion or
ancestry.
2.2.1.5 Control
The Washington DC Clean Energy Adult Public Charter School shall have exclusive control over its
expenditures, administration, personnel, and instructional methods, within the limitations imposed in the
D.C. School Reform Act.
2.2.1.6 Accountability
The Washington DC Clean Energy Adult Public Charter School shall operate under the auspices of its
charter and be accountable to its Board of Trustees and subject to all policies and guidelines within its
charter. The Board of Trustees shall hold the Director/Principal and Assistant Principal accountable to the
academic, financial management, safety & welfare of the school. The Director/Principal and Assistant
Principal are expected to carry out the policies of the charter school and the decisions of the Board. They
shall be expected to anticipate the developing needs of the school and changes in the community, to
interpret these needs and changes to the Board of Trustees and to provide leadership in resolving issues
and developing the clean energy programs for the school. Also, they shall be responsible for keeping the
Board of Trustees well informed on all matters pertaining to charter school.

The Board of Trustees shall hold the Director/Principal accountable as to the general supervision over the
academic and administrative operations and extracurricular activities sponsored by school. The
Director/Principal and Treasurer shall be responsible for the preparation of the annual budget, subject to
the approval of the Board of Trustees, and for the management of all business and development affairs
pertaining to school. The Director/Principal shall have the final authority to employ, discharge and

prescribe the compensation of teachers and other employees of school in accordance with the policies of
the Board of Trustees. The Director/Principal shall have complete jurisdiction over the academic,
auxiliary and other programs of the school and the discipline of the students and may, in his/his
discretion, in order to promote or maintain such discipline, suspend or expel any student from school in
accordance with policies of the Board of Trustees. Also, the Director/Principal shall have such other
powers and duties as are necessary to administer the policies and programs of school as determined by the
Board of Trustees and as the Board may, from time to time, prescribe and determine.

The Director/Principal, under the guidance of the Board will be responsible for all day-to-day decision-
making, financial transactions, purchase orders, documentation, testing, teaching and information
requests. The Assistant Principal will be responsible for personnel scheduling, benefits acquisition,
arranging for substitute faculty and aids, transportation arrangements, and other administrative functions.
The Board of Trustees shall hold the Assistant Principal responsible for the conduct of the academic and
extra-curricular activities of the School. In addition to such other duties as may from time to time be
assigned by the Director/Principal of the School, the Assistant Principal shall perform those functions
usually associated with the administration of a charter school, including without limitation, the execution
of the policies of the Board of Trustees, the hiring and firing of faculty and other personnel, the planning
of academic, and workforce readiness and renewable energy curriculum, the development of extra-
curricular activities, the enforcement of discipline, the preparation and management of budgets, and
long-range policy planning.
2.2.1.7 Composition, Roles, and Responsibilities of the Board of Trustees
The Board of Trustees shall be composed of 9 members to include 3 parent members and one student
trustee. Trustees of such number (9), shall be fixed by the members of the corporation and may be elected
at any meeting of members. Members may recommend individuals to be board members when notice is
given to the Board Chairman, which states the election of Trustees as an item of business. Members may
delegate authority for nomination and approval of new Trustees to the Board. This right may be revoked
at any meeting of members. Trustees shall hold office for terms set by the members prior to their election
and thereafter until their successors are chosen and qualified.

To ensure for the successful operations of the Washington DC Clean Energy Adult Charter School, the
Board members will serve on committees. The committees will be, but not limited to the Academic
Committee, Admission Committee, Finance & Sponsorship Committee, Nominating Committee, Social
Committee, and Personnel Committee. The Board shall determine the duties, powers, and composition of
these committees except that the Board shall not delegate to such committees powers which it by law may
not. The Board may terminate any committee at any time.
2.2.1.8 Board of Trustees J ob Descriptions and Performance Expectations
General Responsibilities
Responsible for ensuring that the academic program of the charter school is successful, that the
school's program and operation are faithful to the terms of its charter, and that the school is a viable
organization.

Specific Responsibilities
1. Selection of the School Leader
Reach consensus on the Director/Principals job description.
Undertake a careful search process to find the most qualified individual.
Oversee and approve contract negotiation and renewal.


2. Support and review the performance of the Director/Principal
Provide frequent and constructive feedback.
Assist when board members overstep prerogatives or misunderstand their roles.
Compliment for exceptional accomplishments.
Provide for an annual written performance review with a process agreed upon with the
Director/Principal well in advance.

3. Ensure effective organizational planning
Approve an annual organizational plan that includes concrete, measurable goals consistent
with the charter and accountability plan.
4. Ensure adequate resources
Approve fundraising targets and goals.
Assist in carrying out development plan.

5. Manage resources effectively
Approve the annual budget.
Monitor budget implementation through periodic financial reports.
Approve accounting and personnel policies.
Provide for an independent annual audit by a qualified CPA.
Ensure adequate insurance is in force to cover students, staff, visitors, the board and the
assets of the school.

6. Determine, monitor and strengthen the programs and services
Assure programs and services are consistent with the mission and the charter.
Approve measurable organizational outcomes.
Approve annual, attainable board and management level goals.
Monitor progress in achieving the outcomes and goals.
Assess the quality of the program and services.

7. Enhance the schools public standing
Serve as ambassadors, advocates and community representatives of the school.
Ensure that no board member represents her/himself as speaking on behalf of the board
unless specifically authorized to do so.
Provide for a written annual report and public presentation that details the schools
mission, programs, financial condition, and progress made towards charter promises.
Approve goals of an annual public relations program.

8. Ensure legal and ethical integrity and maintain accountability
Establish policies to guide the school's board members and staff.
Develop and maintain adequate personnel policies and procedures (including grievance
mechanisms).
Adhere to the provisions of the school's bylaws and articles of incorporation.
Adhere to local, state and federal laws and regulations that apply to the school.
Ensure compliance with all federal state and local government regulations.

9. Recruit and orient new board members and assess board performance
Define board membership needs in terms of skill, experience and diversity.
Cultivate, check the credentials of and recruit prospective nominees.

Provide for new board member orientation.
Conduct an annual evaluation of the full board and individual trustees.

Chairman/President
The chairman/president shall, when present, preside at all meetings of the Board. The
chairman/president, or other officer or agent authorized by the Board, may sign any contracts, deeds,
mortgages, or other instruments which the Board has authorized to be executed. The chairman/president
shall execute such other duties as may be prescribed by the Board.
Vice Chairman/Vice President
In the absence of the chairman/president, or in the event of the chairman/presidents refusal or inability to
act, the vice chairman/ vice president shall perform the duties of the chairman/president, and when so
acting, shall have and may exercise all powers of the chairman/president. Any vice chairman/ vice
president shall perform other such duties as may be assigned by the chairman/president or by the Board.
Treasurer
The treasurer shall have charge and custody of all funds and securities of the corporation, receive and give
receipts for all money due the corporation, and keep the financial records of the corporation. The
treasurer shall, upon request, make available the financial records of the corporation to any member or
Trustee. In general, the treasurer shall execute all duties incident to the office and other duties as the
chairman/president or the Board may designate.
Secretary
The secretary shall keep all minutes of meetings and actions of the Board, be the custodian of all
corporate records other than financial records, ensure that all notices are given in accordance with the
provisions of these by laws, and in general perform such duties as assigned by the Board. The secretary
shall, upon request, make available any or all of the corporate records to any member or Trustee.
2.2.1.9 Strategic Direction, Monitoring, and Succession Planning
The Board is responsible for setting the long-term strategic goals that supports the schools mission,
goals, and successful continuation of the charter school. The Board of Trustees will use a five (5) step
strategic planning process to design, develop and implement a 5-year strategic plan. The process consists
of a pre-planning phase, strategic plan design & development phase, communications phase, action-
planning phase, and monitoring & evaluation phase.

Pre-Planning- The Board will create a strategic planning team during the first year and will select an
external facilitator. Other activities includes gathering needed resources, and training the strategic
planning team.

Strategic Plan Design & Development- The strategic planning team will conduct an environmental scan
ad develop guiding beliefs, mission statement, goals, objectives, student goals, and parameters.

Communications- The strategic planning team will design and develop a process for communicating the
critical aspects of and building support for the strategic plan.

Action-Planning- The strategic planning team with prioritize objectives and establish actionable steps
needed to identify persons responsible for implementing each step. These steps will include, but not

limited to the following activities such as establishing timelines, determining indicators of
accomplishment, and establishing budgets for action plan implementation.

Monitoring & Evaluation- Finally, the planning team will monitor the implementation of all action
plans and assess the degree of accomplish of the strategic plan using a Likert scale evaluation method.
2.2.2 Rules and Polices
The fiscal year of the corporation shall be J uly 1
st
to J une 30
th
. Board meetings are held quarterly. They
are J anuary, April, J uly, and October of each fiscal year.

In the event The Washington DC Clean Energy Adult Public Charter School should cease operations for
whatever reason, including the nonrenewable or revocation of its Charter, it is agreed that the D.C. Public
Charter School Board shall supervise and have the authority to terminate all business affairs concerning
The Washington DC Clean Energy Adult Public Charter School. School dissolution provisions shall
absolve the D.C. Public Charter School Board of all liabilities incurred by The Washington DC Clean
Energy Adult Public Charter School beyond the funds allocated to the school by the D.C. Public Charter
School Board for this charter application. The D.C. Public Charter School Boards authority hereunder,
shall include, but not are limited to, the return and disposition of any assets acquired by purchase or
donation to The Washington DC Clean Energy Adult Public Charter School during the time of its
existence.
2.2.2.1 -Determination of Members
The original members shall provide three parent member seats and one student member on the Board of
Trustees.
Tenure
The terms of members shall be two years. The three parent member seats shall be held as long as their
child is attending The Washington DC Clean Energy Adult Charter School. The student trustee must
meet the following criterias: 1) be elected by majority vote from the student body; and 2) must be in
good academic standing.
Meetings
Any member may call meetings of the members by giving written notice of the date, time, place, and
purpose of such meeting to each member at least seven days in advance of such meeting. Written notice
may include the use of electronic mail or postal service if the member confirms the receipt of the notice.
A waiver of notice signed by a member at any time shall be equivalent to the giving of such notice.
Meetings may be conducted by means of a conference telephone or similar device such that each member
participating can hear every other participant at the same time.
Action of Members
An assenting vote of greater than 66 percent of the standing members of the corporation shall decide any
matter except as otherwise noted; a meeting is not required. Assenting votes may be obtained from
members by any combination of verbal approval during a face-to-face or telephone meeting of members,
or a written assent to the action signed by the member.
Resignation and Removal
Any member may resign at any time by written notice to the Secretary of the corporation. Any member
may be removed for any reason by a minimum vote of more than 66 percent of the standing members. To

effect such a removal, a meeting must be called in accordance with by-laws and must state the removal of
the member as a specific item of business.
2.2.2.2 Board Actions

Meetings
The Board shall hold an quarterly meetings. Any other meetings of the Board may be called by the
chairman/president of the Board or by a majority of the Trustees then in office by giving written notice of
the date, time, place, and purpose of such meeting to each member and Trustee at least seven days in
advance of such meeting. Written notice may include the use of electronic mail if the receipt of the notice
is confirmed by the member/Trustee. A waiver of notice signed by a member/Trustee at any time shall be
equivalent to the giving of such notice. Meetings may be conducted by means of a conference telephone
or similar device such that each member participating can hear every other participant at the same time.
Any Trustee may resign at any time by written notice to the Secretary of the corporation. Any Trustee
may be removed for any reason by a minimum vote of 66 percent of the standing members and a
minimum vote of 66 percent of the standing Trustees, or by a unanimous vote of the members. To effect
such a removal, a meeting must be called in accordance with by-laws, the notice of which must state
removal of a Trustee as an item of business.
2.2.2.3 Elections
General
The officers of the corporation shall be a chairman/president, vice chairman/ vice president, treasurer, and
a secretary. The Board may elect assistant treasurers, secretaries, or vice chairman/ vice president as it
deems appropriate. Assistant officers shall serve such terms and have such powers and duties as the
Board shall designate. An individual may hold up to two offices simultaneously, except that the
chairman/president shall not hold additional offices in the corporation.
Election
The Board shall elect officers annually at the first meeting of the corporation during the year. Officers
shall be elected from among the group of standing Trustees. The Board may fill any vacancy for the
unexpired portion of the term of office.

Any officer may resign at any time by written notice to the Secretary of the corporation. Any officer may
be removed for any reason by a minimum vote of 66 percent of the standing members, and a minimum
vote of 66 percent of the standing Trustees. To effect such a removal, a meeting must be called in
accordance with by-laws, the notice of which must state removal of an officer as an item of business. In
addition, a Trustee may be removed due to (3) unexcused absences. Removal of Trustee takes a
minimum vote of 66 percent of the standing members.
Compensation

No officer shall receive compensation for service as such to the corporation, but may be allowed
reimbursement by resolution of the Board for expenses incurred on behalf of the corporation.
2.2.2.4 Authority
The Board shall have authority to independently exercise, in compliance with Federal and District laws,
the following which will be inclusive of powers as provided for elsewhere in this charter application:
Contracting for goods and services; preparing budgets; selecting personnel and determining their
compensation; procuring insurance; leasing facilities for school purposes; purchasing, leasing or renting
furniture, equipment and supplies; and accepting and expending gifts, donations or grants of any kind in
accordance with such conditions prescribed by the donor as are consistent with Federal and District laws
and not contrary to any of the terms of this charter application. The Board shall furnish the D.C. Public
Charter School Board with copies of all written policies or procedures it may develop with respect to any
matter relating to its operations.
2.2.2.5 Contracts and Payments
Contracts
The Board may authorize any officers of the corporation or other agents to enter into any contract or
execute and deliver any instrument in the name of and on behalf of the corporation. Such authority may
be general or specific.
Payments
All checks, drafts, or orders for the payment of money, notes, or other evidence of indebtedness of the
corporation shall be signed by such officers or agents of the corporation designated by resolution of the
Board. In the absence of such resolution, the treasurer shall sign such instruments.
Deposits
All funds of the corporation shall be deposited in such bank or other depositories the Board may select.
Contributions
The Board may accept on behalf of the corporation any gift or bequest for general or specific purposes of
the corporation.
2.2.2.6 Representation
No Trustee, officer, employee, agent or any other representative of the corporation shall take any action
or carry on any activity by or on behalf of the corporation not permitted to be taken by an organization
exempt under section 501 (c)(3) of the Internal Revenue Code or corresponding provision of any future
United States Internal Revenue law or not in accordance with the laws of the District of Columbia. The
Trustees of the corporation shall, in the event of dissolution, dispose of the assets of the corporation (after
payment of liabilities) in accordance with these same statutes.
2.2.2.7 Hold Harmless
The corporation shall, to the extent legally permissible, indemnify each person who may serve or who has
served at any time as a Trustee, officer, member, employee, or agent of the corporation against all
expenses and liabilities reasonably incurred by or imposed on such person in connection with any legal
action taken against him or her in connection with service to the corporation. No indemnification shall be
provided for such person with respect to any matter he or she shall not have been finally adjudicated to
have acted in good faith and in the reasonable belief that such action was in the best interests of the

corporation. Any compromise or settlement payment shall be approved by majority vote of the Trustees
who are not at the time parties to the proceeding.

No amendment or repeal of the provisions of this article, which adversely affects the right of an
indemnified person, shall apply to such person with respect to acts or omissions, which occurred at any
time prior to such amendment or repeal.
2.2.3 Administrative Structure
The Washington DC Clean Energy Adult Public Charter School will have an administrative structure that
includes a Director/Principal and Assistant Principal that are supported by four (4) renewable energy
departments. These departments consist of the Bio-fuels, Solar PV, Energy Auditing and Building
Analyst. We believe that a flexible streamline structure allows for effective administration of the
academic and management activities for the school. In fact, we will use a Continuous School
Improvement Program (CSIP) as a process tool to deliver valued-added adult education services that
identifies and reduces potential problems. There will be a continuous feedback that will inform faculty
and administrators of their progress towards the school mission and academic goals. With updated
information, additional problems will be identified. Whereby, more solutions are then invented and
implemented.

At The Washington DC Clean Energy Adult Public Charter School, the CSIP is facilitated by a steering
committee. Different constituencies including faculty, students, parents, support staff are elected for the 5
panel committee. Schoolwide, problems are identified by means of a suggestion box. The CSIP Steering
Committee is the forum where these problems are first publicly discussed. The representatives share the
discussion after the meeting in constituent meetings, where the steering committee solutions are accepted
or modified. If they are modified, the feedback goes back to the steering committee.

This process continues until a consensus is reached or until all objections have been addressed. A key
assumption in the CSIP is that 95% of an organization's problems are created by the routines that make up
the system and 5% by the people who are members of the system. This suggests that 95% of the reason
for low student achievement stems from the way that the school and community are organized.
Accordingly, the key elements of our proposal revolve around changing the organizational structure of
our school.

In addition to the CSIP Steering Committee, The Washington DC Clean Energy Adult Public Charter
School will continue to operate other committees/councils at school that have authority over our
education program and our renewable energy program. Each of these committees will have faculty, staff,
and parents as representatives. Finally, during the first year of the proposed charter school, a process will
be developed to include student input in the CSIP. The following is the proposed administrative structure
for the school.

Figure 2.2.3 - The Washington DC Clean Energy Adult Public Charter School Administrative
Structure

2.2.4 School Management Contracts
The Board of Trustees for The Washington DC Clean Energy Adult Public Charter School shall not enter
into a contract with an educational or school management company.
2.3 Finance
2.3.1 Anticipated Sources of Funds
When The Washington DC Clean Energy Adult Public Charter School is awarded a charter, we expect to
receive $6,709 dollars for per student allocation and $3,000 for facilities allotment. These numbers may
change at the time of the submission of this charter application, due to the Citys pending budget deficit.
As a new charter school, we are entitled to receive Title X funds.


In addition, the charter school LEA plans to apply for the Federal Charter Schools Program Planning and
Implementation Grant program. Understanding that this program is competitive and that an eligible
applicant shall not receive more than a combined total of $700,000 over a three-year period. These funds
are for eligible provisional/approved charter schools for planning and implementation purposes. Over the
next 3 years, the school expects to receive $141,566 in year one and $153,000 in year two, approximately
$294,766 in Federal funds.

Fifteen days prior to the start of school, the Board of Trustees shall determine whether the anticipated
student enrollment is lower than expected or a possible pending delay in the per student allocation from
the District. If the assessment determines a shortfall is pending, the Board of Trustees shall seek funding
from the Industrial Bank of Washington cover operational costs for the school and leverage the pending
per student allocation as collateral.

The Boards financial goals are to secure public financing from the D.C. Industrial Revenue Bond
Program and from the Office of Public Charter School Financing & Support Office over the next two
years. As a result of these loan programs, the Board will be in the best financial position to sustain long-
term growth and fiscal stability for the school. The Board shall maintain its fiscal responsibility of
managing expectations and growth of the student population through a commitment to fiscal management
that ensures a positive monthly cash flow. In addition, to leverage the schools equipment needs and
instructional costs, the Board shall contract with a leasing company to provide sustainable financing
options that leverages a 1:3 ratio. Finally, through our capital improvement campaigns, the Board shall
provide the students with a rich, engaging, and sustainable learning environment.
2.3.2 Planned Fundraising Efforts
General contributions will be sought from the community, through individuals, corporations, and
charitable foundations. Plans are being made to raise an additional $30,000 through fundraising efforts
by April 1, 2012 for the Clean Energy for DC gala. We are planning to have The Washington Post
Companies serve as the official sponsor of the event. The Washington DC Clean Energy Adult Public
Charter School will also seek $100,000 for in-kind services from corporate sponsors.
2.3.3 Financial Management and Accounting
2.3.3.1 Revenue
The term "enrolled" as used in this charter application shall be deemed to mean enrolled within the
requirements of the United States Department of Education regulations. The CFOs office will adjust
the funding to reflect the actual student count as of October 1
st
of each fiscal year to the extent the
District of Columbia Public Schools experiences any reduction in city equalization support by a
legislative rescission or other action; proportionate reductions will be made to The Washington DC
Clean Energy Adult Public Charter School by adjustment or set off in subsequent months.

The amount of the payment to The Washington DC Clean Energy Adult Public Charter School described
in Section 2403 of the D.C. School Reform Act, shall be calculated by multiplying the uniform dollar
amount used in the formula established under Section 2401 (b) of the D.C. School Reform Act by 1/4 of
the total anticipated enrollment as set forth in the charter application. The per pupil allocation for the
charter school is distributed quarterly on J uly 15th, October 15
th
, J anuary 15
th
, and April 15
th
during the
school year. In addition, revenues from the facilities allowance shall be paid on J uly 15
th
and October
15
th
, 75% and 25% respectively.


The Board of Trustees will direct the Executive Director/Principal to seek Federal Entitlements and
Grants funding for the school in the amount of $896,000 dollars. In addition, the Board shall secure
loans in the amount of $7,750,000 from OPCSFS and the D.C. Industrial Revenue Bond Program.

The Board of Trustees acknowledges that the charter school must have a balanced budget. It is the intent
to create a contingency percentage of The Washington DC Clean Energy Adult Public Charter School's
budget annually. However, it is not possible to anticipate every expense The Washington DC Clean
Energy Adult Public Charter School will incur during a fiscal year. If there is a balance from the
previous year, the amount will carry forward to the current year's operating budget.
2.3.3.2 Federal Funds
As a possible charter school LEA, we expect to receive federal education funding through the DC Office
of the State Superintendent of Education (OSSE). Per OSSEs requirements, our school plans to notify
this entity of our status by the deadlines set forth in the OSSE Guidance Document dated April 28, 2010.
OSSE will be notified of the opening of the public charter school LEA through electronic submission to
PCS.Notification @dc.gov of the New Public Charter School Notification Form by noon, Monday,
May 2, 2011. The form is the only officially accepted notification of opening or significant expansion.
Moreover, the charter school plans to notify OSSE of its intention to apply for federal grant program
allocations. The Washington DC Clean Energy Adult Public Charter School shall comply with all
guidelines pertaining to the OSSE Guidance Document dated April 28, 2010 for payment and
reimbursement requirements.

All Federal funds from programs for which The Washington DC Clean Energy Adult Public Charter
School may be eligible for shall be transferred to The Washington DC Clean Energy Adult Public
Charter School within 30 days of receipt by the OSSE, whether or not The Washington DC Clean
Energy Adult Public Charter School has requested or has knowledge of such funds. Such funds shall be
distributed to The Washington DC Clean Energy Adult Public Charter School by per student allocation
or by school site, whichever is greatest, or by the method of distribution determined by the fund itself.

For Title V, Part B, Charter Schools Program (CSP), we will provide the Office of Public Charter School
Financing and Support (OPCSFS) with performance and fiscal reports, as well as equipment/inventory
logs. The collection and review of required reports allows OPCSFS to closely monitor the programmatic
and fiscal performance of sub-grantees. In doing so, OPCSFS is able to identify potential issues and
provide technical assistance earlier to enhance the performance of the grant funded program. Below is a
schedule of required reports and the due dates:

Performance Report
October 30
th
- Reporting period J uly
1-September 30

J anuary 30
th
- Reporting period October
1-December 31
April 30
th
- Reporting period J anuary
1-March 30
J uly 30
th
- Reporting period April 1-J une
Financial Statements and Report
Equipment/Inventory Log


2.3.3.3 Endowments
The Washington DC Clean Energy Adult Public Charter School reserves the right to receive gifts and
donations from corporations, public or nonpublic institutions, individuals and foundations. All private
endowments, gifts, donations, etc. to District of Columbia Public Schools will be shared with The
Washington DC Clean Energy Adult Public Charter School if the endowments are district-wide.
2.3.3.4 Financial Management
The Washington DC Clean Energy Adult Public Charter School agrees to establish, maintain and retain
appropriate financial records in accordance to the American Institute of Certified Public Accountants and
with all applicable Federal and District laws, rules and regulations, and to make such records available to
the D.C. Public Charter School Board, as requested, from time to time. The Washington DC Clean
Energy Adult Public Charter School will retain a certified public accountant to conduct the annual
audits, provided that the audit procedures meet the D.C. Public Charter School Board requirements, per
the Fiscal Policy Handbook.

The financial management of The Washington DC Clean Energy Adult Public Charter School is a
decentralized process, in which each department receives a budget. Departments are allowed to carry-
over funds for specific purposes.

Disbursements from The Washington DC Clean Energy Adult Public Charter School's account will
require the signatures of the Director/Principal and Treasurer. No other agency or individual may
request disbursements to be paid out of The Washington DC Clean Energy Adult Public Charter
Schools account. The Washington DC Clean Energy Adult Public Charter School reserves the right to
reallocate funds from one line item to another if purchasing practices or conservation result in an
expenditure less than that budgeted.
2.3.3.5 Provision for Financial/Budget Reviews
In addition to annual audits, The Washington DC Clean Energy Adult Public Charter School will have
quarterly reviews of budgets and financial records to insure public funds are spent within District and
Federal laws. Also, random checks of financial records will be done twice a year.
2.3.3.6 Major Contracts
The Washington DC Clean Energy Adult Public Charter School retains the right to purchase goods and
services through contracts. The Washington DC Clean Energy Adult Public Charter School also
reserves the right to obtain competitive bids for goods and services when it is in the best interests of The
Washington DC Clean Energy Adult Public Charter School to do. The purchasing of supplies, materials
and equipment shall be procured through a system of competitive bidding.
2.3.4 Civil Liability and Insurance
The Washington DC Clean Energy Adult Public Charter School agrees to include the D.C. Public Charter
School Board as an additional insured for acquisition of property, liability (including professional
liability), and crime coverage. The Washington DC Clean Energy Adult Public Charter School agrees to
secure bonding for personnel in accordance with the requirements of law. The Washington DC Clean
Energy Adult Public Charter School shall have the full authority to purchase insurance, administer the
claims, as well as provide loss control management of the School insurance exposures. Coverage for
worker's compensation and unemployment insurance are the responsibility of The Washington DC Clean
Energy Adult Public Charter School.

2.3.4.1 Legal Liability
2.3.4.1.1 Insurance and Liability
The Washington DC Clean Energy Adult Public Charter School will arrange for Comprehensive General
Liability, Building and Contents, Errors and Omissions, Blanket Occupational Accident, and Excess
Workers Compensation Insurance coverage to extend to the chartered school, Board of Trustees and
employees, and school activities. The Washington DC Clean Energy Adult Public Charter School agrees
that it will coordinate all risk management activities with the D.C. Public Charter School Board. This
will include the prompt reporting of any and all pending or threatened claims, filing of timely notices of
claim, cooperating fully with the D.C. Public Charter School Board in the defense of any claims and
complying with the defense and reimbursement provisions of District laws. The Washington DC Clean
Energy Adult Public Charter School shall neither compromise, settle, negotiate nor otherwise affect any
disposition of potential claims asserted against it without the D.C. Public Charter School Boards prior
written approval.
2.3.4.1.2 Faith and Credit
The Washington DC Clean Energy Adult Public Charter School agrees that it will not extend the faith
and credit of the D.C. Public Charter School Board to any third person or entity. The Washington DC
Clean Energy Adult Public Charter School acknowledges and agrees that it has no authority to enter into
a contract that would bind the D.C. Public Charter School Board, and that The Washington DC Clean
Energy Adult Public Charter School's authority to contract is limited by the same provisions of the D.C.
Public Charter School Boards policy that apply to the Board itself, unless specific exemptions have been
obtained.

The Board of Trustees shall be delegated the authority to approve contracts to which The Washington DC
Clean Energy Adult Public Charter School is a part, subject to the requirements and limitations of Federal
and District laws, and the provisions of the Contract, and this charter application.
2.3.4.1.3 Indemnification
The Washington DC Clean Energy Adult Public Charter School agrees to indemnify and hold D.C.
Public Charter School Board and its agents and employees harmless from all liability, claims and
demands on account of injury, loss or damage, including, without limitation, claims arising from bodily
injury, personal injury, sickness, disease, death, property loss or damage or any other losses of any kind
whatsoever which arise out of or are in any manner connected with The Washington DC Clean Energy
Adult Public Charter School's operations. The foregoing provision shall not be deemed a relinquishment
or waiver of any kind of applicable limitations of liability.
2.3.4.1.4 Liability and Legal Issues
The Washington DC Clean Energy Adult Public Charter School will obtain legal services and liability
coverage. Students enrolled in The Washington DC Clean Energy Adult Public Charter School would be
covered while on school property. Parents or guardians will sign a waiver releasing the D.C. Public
Charter School Board of liability for students engaged in school activities.
2.3.4.2 Insurance
The Washington DC Clean Energy Adult Public Charter School agrees that it will coordinate all risk
management activities through the D.C. Public Charter School Board. The Washington DC Clean
Energy Adult Public Charter School shall neither compromise, settle, negotiate nor otherwise affect any
disposition of potential claims asserted against it without the D.C. Public Charter School Board prior
written approval.

2.3.4.3 Legal Liabilities
The Washington DC Clean Energy Adult Public Charter School shall operate in compliance with all
D.C. Public Charter School Board approved policies and regulations and all applicable Federal, District
laws, rules and regulations, unless specifically waived as indicated.

1) Below subsequent to the execution of this Contract.
2) The Washington DC Clean Energy Adult Public Charter School agrees that it will not extend the
faith and credit of D.C. Public Charter School Board to any third person or entity. The Washington
DC Clean Energy Adult Public Charter School acknowledges and agrees that it has no authority to
enter into a contract that would bind the D.C. Public Charter School Board and that The Washington
DC Clean Energy Adult Public Charter School 's authority to contract is limited by the same
provisions in law or Board policy that apply to the D.C. Public Charter School Board itself.
3) The Washington DC Clean Energy Adult Public Charter School is limited in its authority to contract
by the amount of funds obtained from the CFO, as provided hereunder, or from other independent
sources. The Washington DC Clean Energy Adult Public Charter School's governing Board shall
hereby be delegated the authority to approve contracts to which The Washington DC Clean Energy
Adult Public Charter School is a party, subject to the requirements and limitations of the D.C.
School Reform Act, Federal and District laws, Board approved policies and the provisions of this
charter application.
4) To the extent not covered by insurance or otherwise barred by the D.C. School Reform Act, The
Washington DC Clean Energy Adult Public Charter School agrees to indemnify and hold D.C.
Public Charter School Board, its Board, agents and employees harmless from all liability, claims and
demands on account of injury, loss or damage, including, without limitation, claims arising from
bodily injury, personal injury, sickness, disease, death, property loss or damage or any other losses
of any kind whatsoever which arise out of or are in any manner connected with The Washington DC
Clean Energy Adult Public Charter School's operations. The foregoing provision shall not be
deemed a relinquishment or waiver of any kind of applicable limitations of liability provided by the
D.C. School Reform Act.

With respect to this charter application, the school shall maintain insurance as described below:
1) Workers' compensation insurance with limits of $1,000,000 or more with an insurance carrier
satisfactory to state law.
2) Directors and Officers Liability insurance with limits of $3,000,000 or more with an insurance carrier
satisfactory to state law.
3) Umbrella Coverage insurance with limits of $5,000,000 or more with an insurance carrier satisfactory
to state law.
4) Property/Lease Insurance that covers 100 percent of the replacement costs.
5) Auto Liability insurance with limits of $1,000,000 or more with an insurance carrier satisfactory to
state law.
6) Commercial or Comprehensive General Liability insurance covering bodily injury and property
damage utilizing an occurrence policy form, in an amount no less than $2,000,000.00 combined
single limit for each occurrence. Said insurance shall include, but not be limited to: Premises and
operations liability, independent contractors liability, and personal injury liability.
7) Each said comprehensive or commercial general liability insurance policy shall be endorsed with the
following specific language: (a) D.C. Public Charter School Board, its officers and employee, is
named as additional insured for all liability arising out of the operations by or on behalf of the name

insured in the performance of this school; (b) The inclusion of more than one insured shall not
operate to impair the rights of one insured against another insured, and the coverage afforded shall
apply as though separate policies had been issued to each insured, but the inclusion of more than one
insured shall not operate to increase the limits of the company's liability.
2.3.5 Provision for Audit
The annual audit for The Washington DC Clean Energy Adult Public Charter School shall be carried out
on the same basis as in District of Columbia Public Schools as specified by the D.C. School Reform Act.
It is anticipated that the audit will conform to the normal audit the District of Columbia Public Schools
does each fiscal year. The results of the audit shall be provided to the D.C. Public Charter School Board
in written form within the statutory time line required of the D.C. Public Charter School Board and shall
be published by October of each year.

The Washington DC Clean Energy Adult Public Charter School will maintain a comparison of actual
expenditures to budgeted expenses. The manner in which an annual audit of the financial and
programmatic operations of the school is to be conducted. Program audits will take the form of
established Program Quality Reviews. A Program Quality Review is scheduled to be conducted during
the 2011-12 academic school year. The Board of Trustees will audit the schools administrative and
programmatic operations. In addition, an independent audit of the schools programs will be undertaken
every seven to nine years by the Middle States Association, or comparable organization. This audit will
focus on the specific standards and goals stipulated in this application, and the success of the program in
achieving those goals. Accreditation by the Middle States Association or comparable organization will
be secured and maintained.
2.4 Facilities
2.4.1 Identification of a Site
The Washington DC Clean Energy Adult Public Charter School will be located within the A-Wing of
McKinley Technology Senior High School located at 151 T Street, NE. We plan to develop the A-Wing
into a school environment that meets the District laws pertaining to safety and occupancy requirements.
The A-Wing will be sub-leased from the District of Columbia Public Schools through their facilities
office. The planned terms of the tenancy is ten years. After ten years, our goal is to either continue leasing
the space or design/build a new facility using the DC Revenue Industrial Bond Program.

As a backup plan, The Washington DC Clean Energy Adult Public Charter School plans to lease space
from the Community College of the District Columbia within the P.R. Harris Educational Centers
basement level, which is located in Ward 8. At the time of this charter application, we are currently in
talks with the school to lease the space.
2.4.2 Site Renovation
The primary site location (A-Wing) will need site renovations. However, the secondary location will not
need renovations. The A-Wing, a 60,000 square foot location, will need full design/build services. The
Board will contract with a District-based architect firm to provide a master plan for design/build services.
The Board will follow a standard design/build model that includes site assessment, design, construction,
and commissioning phases.

2.4.3 Financing Plans for Facilities
Financing the site renovations will require the Board to apply for theDC Industrial Revenue Bond
Program. The DC Industrial Revenue Bond Program is tax-exempt bond financing for real-estate
purchases, tenant improvements, equipment, and other capital needs manufacturing businesses. This
program provides access to capital for renovation and construction. The school will be required to have
site control and a bond counsel with e tax-exempt bonds experience prior to application submission. The
timeline for applying obtaining funds for the program is 2-3 months (see graphic below).

In addition, the Board will apply for additional funding from the OSSE to fill-in gap financing for
renovations. For instance, we will use the Office of Public Charter School Financing & Support
(OPCSFS) Direct Loan ($3M) and OPCSFSs Public Financing Grant ($500K). The Board shall seek the
assistance of the OPCSFS to acquire appropriate facilities financing to support a safe and economically
efficient environment for the provision of excellent public education.
2.4.4 Building Maintenance
The owners of the primary and secondary sites are responsible for building maintenance such as roof,
boiler, windows, and HVAC. Normal maintenance issues are contracted via The Washington DC Clean
Energys janitorial staff.

2.5 Recruiting and Marketing
2.5.1 Outreach to the Community
The Washington DC Clean Energy Adult Public Charter School will advertise its services via the Internet,
radio, print ad, movie theaters, and television. In addition, we will meet with Civic Associations, ANCs,
and neighborhood groups discussing our program. On an annual basis, we will participate in the DC
Public Charter School Recruitment Expo.

As part of our social networking plan, the school will use Twitter and Facebook to attract the
demographic population that we seek for the school. The school plans to serve young adults from the age
of 16 and over to adult citizens that have not obtained a high school diploma. Moreover, these potential
students may want to transition into a new career within the green economy sector. The school will
participate as a beacon of hope for the community by working with local civic associations and ANCs to
help citizens get a GED and put residents to work.
2.5.2 Recruitment of Students
Six months prior to the opening of The Washington DC Clean Energy Adult Public Charter School, we
will host an open house to showcase The Washington DC Clean Energy Adult Public Charter Schools
academic goals, mission and objectives. We will market our services to all television and print outlets in
the Washington metropolitan area. As an added incentive, we will have give-aways that will include a
personal computer equipment and software for the first 5 students accepted at The Washington DC Clean
Energy Adult Public Charter School. Also, The Washington DC Clean Energy Adult Public Charter
School will promote its academics, mission, goals to non-traditional educational outlets such as churches,
health clinics, non-profit organizations, homeless and transition shelters and host an annual golf
tournament.

The Washington DC Clean Energy Adult Public Charter School shall be nonsectarian in its programs,
admission policies, employment practices, and all other operations, and shall not discriminate against any
student on the basis of ethnicity, national origin, gender, or disability. The school sets forth the following
non-discriminatory enrollment policy. This policy is required as it is anticipated that the enrollment
interest may exceed the enrollment capacity of the school.

1) The first preference for enrollment are for former students of the District of Columbia Public School
system or surrounding jurisdictions that didnt graduate with a high school diploma.
2) The second preference for enrollment are for former students who reside in the District of Columbia
and attend a private school. If it is the intent of the parents to enroll a child between 16 and 18 years
of age at The Washington DC Clean Energy Adult Public Charter School, they must sign a Letter of
Intent by J une 30 (prior to the enrollment school year) requesting enrollment for the following school
year.
3) The third preference is for residents who reside in a neighboring school district. If it is the intent of
the parents of the child between 16 and 18 years of age to enroll their student at The Washington DC
Clean Energy Adult Public Charter School, they must sign a Letter of Intent by April 30 (prior to the
enrollment school year) requesting enrollment for the following school year. As required by D.C.
School Reform Act, 2206 (a) and (e), the non-resident student will be required to pay tuition in the
amount set forth by the Board of Trustees.
4) If at any time (during the second and third step) the enrollment exceeds the capacity of The
Washington DC Clean Energy Adult Public Charter School, all subsequent applications for

enrollment will be put on a waiting list. If and when space becomes available, The Washington DC
Clean Energy Adult Public Charter School will conduct a lottery to determine which student is
allowed to enroll. The lottery will be governed by the following rules:

All potential students who are on the waiting list will be allowed to enter;
If a student is chosen in the lottery and there is a sibling or siblings who want to attend The
Washington DC Clean Energy Adult Public Charter School, those siblings will be given
preference so the family can all attend the same school; and
The lottery will be conducted by J uly 31 of each year. Each student's lottery draw will determine
the number that student has on the waiting list for the following school year.
It is further understood that if a student is enrolled in The Washington DC Clean Energy Adult Public
Charter School and a sibling desires to attend The Washington DC Clean Energy Adult Public Charter
School, that student will be given preference so the family can all attend the same school the following
school year.

If the number of applicants exceeds the school's enrollment cap, a random lottery process will be
instituted for applicant selection.

1) The pool of applicants will be sorted according to admissions preferences provided by statute
(younger sibling, district resident) and by GED grade level.
2) Within each GED level, applications will be sorted according to categories, arranged in order of
admissions preference: a) returning resident student; b) returning non-resident student; c) sibling of
returning resident student; d) sibling of returning non-resident student; e) new resident applicant;
and f) new non-resident applicant for space-available admission.
3) The Admissions Committee will reserve spaces for students in categories 2 (a) and (b). Any
remaining spaces will be allocated by holding a drawing of names by category in admissions
preference order starting with category 2 (c), (d), (e), and (f) in the oldest grade level and working
down.
4) After all GED levels have been completed, names that remain will be placed by preference category,
in drawing order, on the school's waiting list. Names are drawn one by one; as each student is drawn,
that student and applicant siblings are immediately placed in their respective grade levels.

To avoid splitting up families in this initial year, the oldest student will be entered in the lottery, and if
that student is selected for admission, any younger siblings who may also be applying will be
automatically admitted to their respective grade levels on a first priority basis. If the oldest student is not
selected, the next younger sibling may still be entered in the lottery for his/her grade level. If that second
sibling is selected, he/she and all subsequent younger siblings are accepted to the school on a priority
basis. If the second student is not selected, each subsequent younger student may still enter the lottery
independently.

When the lottery process is completed, wait-listed younger sibling applicants of admitted students will be
placed in category 2 (c) on the waiting list. Twins and members of other multiple births applying together
will be entered separately in the lottery. If one twin or multiple-birth sibling is admitted, the other
sibling(s) will also be admitted provided there is still space available. If no space is available, they will
be placed in category 2 (e) on the waiting list. Should attrition reduce the number of enrolled students
after completion of the admissions process, The Washington DC Clean Energy Adult Public Charter
School will fill openings from the waiting list, in order by category, or if no names remain on the list, it

will hold a secondary admissions process to fill available spaces after a suitable period of full public
notice.

Admission decisions will be made by the process described above on the date set by the Board of
Trustees. Parents of new students/adult students will be notified by mail of each student's admission
status, and will have fourteen calendar days after the postmarked date on the notification to return a
signed enrollment registration card for each student offered enrollment, or signed waiting-list applicant
card for wait-listed student. If no form is returned within ten days, The Washington DC Clean Energy
Adult Public Charter School will make three attempts to contact the family before the fourteen-day
deadline. If no form has been returned by the two-week deadline, the student's admission space or
waiting list order will be given to the next eligible candidate. Parents of new students/adult students who
will not be available at the home address listed on the application form during the notification period,
should contact The Washington DC Clean Energy Adult Public Charter School to make alternate
arrangements.
2.5.3 Future Expansion and Improvements
Enrollment will be determined by interest expressed by the community. It is the intent of The
Washington DC Clean Energy Adult Public Charter School to grow over the next four years of the charter
to 700 students.
Table 2.4.5 - Enrollment Statistics
GRADE YEAR
1(num.)
YEAR
2(num.)
YEAR
3(num.)
YEAR
4(num.)
GED 100 300 500 700
TOTAL 100 300 500 700

Maximum student enrollment will be set at 700. We expect a 75% graduation rate at The Washington DC
Clean Energy Adult Public Charter School. It is anticipated that the student population will be composed
of residents of District of Columbia. If enrollment is lower than expected, appropriate faculty and staff
adjustments will be made.

Adul t Publ i c Chart er School Appl i cat i on Sect i on 3 Pl an of Operat i on

Section 3 - Plan of Operation
3.1 Student Policies and Procedures
3.1.1 Timetable for Registering and Admitting
The Washington DC Clean Energy Adult Public Charter School shall be nonsectarian in its programs,
admission policies, employment practices, and all other operations, and shall not discriminate against any
pupil on the basis of ethnicity, national origin, gender, or disability. The school sets forth the following
non-discriminatory enrollment policy. Upon approval of the application, school staff will begin to enroll
students beginning J uly1, 2011. Enrollment will continue until the maximum capacity for the school is
reached for the SY 2011-2012.

Timetable for Enrollment
Enrollment Process Date
Onsite Registration begins J uly 1, 2011
Saturday Registration begins J uly 9, 2011
Random Selection Process J uly 31, 2011
Last day to enroll for SY 2011-2012 February 1, 2012
3.1.2 Policies and Procedures for Selection, Admission, Enrollment, Withdrawal, Suspension,
and Expulsion of Students
The Washington DC Clean Energy Adult Public Charter School will be a taxpayer-funded school serving
students residing in the District of Columbia. In the fall of 2011-2012, it will offer instruction to 100
adult learners. It is open to all eligible students on a space available basis and does not discriminate in its
admissions policies or practices on the basis of intellectual measures of achievement or aptitude, status as
a handicapped person, or proficiency in English. Admissions Policy as required by law, admissions
preference is granted students who are residents of District of Columbia. Siblings of students already
enrolled in the school are also granted preference, provided the parents with children between ages of 16-
18 years of age choose The Washington DC Clean Energy Adult Public Charter School for that sibling.

As part of the application process, The Washington DC Clean Energy Adult Public Charter School
requests that parents of new students/adult students participate annually in a half-hour information session
with the Principal or designated delegate to discuss the educational goals of the family and the school.
The purpose of the session is to help parents of new students/adult students make an informed choice.

The Washington DC Clean Energy will seek to enroll, to the greatest degree possible, a cross-section of
the local school-age population by promoting the school heavily in the entire community. To be eligible
for admission, the student must provide: 1) proof of residency in the District of Columbia; 2) proof of
eligible non-resident status elsewhere for space available consideration; and 3) completed application
form. Application forms request: student's name; date of birth; grade level; address; names, addresses,
and telephone numbers of parents/guardians; names of siblings also applying; and a signature verifying
that the information is correct and that the parents/guardians are choosing education at The Washington
DC Clean Energy Adult Public Charter School for their student. Application forms must be submitted to
the school by the annual deadline determined by the Board of Trustees. An Admissions Committee,
consisting of the Faculty/Staff, will make all decisions concerning the status of students eligibility.

3.1.2.1 Selection Process
This policy is required as it is anticipated that the enrollment interest may exceed the enrollment capacity
of the school.

1. The first preference for enrollment is former students of the District of Columbia Public School
system.
2. The second preference for enrollment is former students who reside in the District of Columbia and
attend a private school. If it is the intent of the parents to enroll their children or student at the school,
they must sign a Letter of Intent by J une 30 (prior to the enrollment school year) requesting
enrollment for the following school year.
3. The third preference is for students who reside in a neighboring school district. If it is the intent of
the parents to enroll their student, they must sign a Letter of Intent by April 30 (prior to the
enrollment school year) requesting enrollment for the following school year. As required by D.C.
School Reform Act, 2206 (a) and (e), the non-resident student will be required to pay tuition in the
amount set forth by the Board of Trustees.
4. If at any time (during the second and third step) the enrollment exceeds the capacity of the school, all
subsequent applications for enrollment will be put on a waiting list. If and when space becomes
available, the school will conduct a lottery to determine which student is allowed to enroll. The
lottery will be governed by only a few basic rules:

All students who are on the waiting list will be allowed to enter;
If a student is chosen in the lottery and there is a sibling or siblings who want to attend the school,
those siblings will be given preference so the family can all attend the same school; and
The lottery will be conducted by J uly 31 of each year. Each student's lottery draw will determine
the number that student has on the waiting list for the following school year.
3.1.2.2 Criteria for Prospective Students
The criteria for prospective students include those provided for by statute, i.e., continuing students,
siblings, and District of Columbia residents. Beyond that, by submitting an application form, parents of
new students/adult students will indicate their philosophical support of the academic goals of the school.

As provided in the charter school application, all parents of new students/adult students who choose to
enroll in The Washington DC Clean Energy Adult Public Charter School may do so, subject to
admissions requirements established by the D.C. School Reform Act and space availability. To inform
these parents of new students/adult students of the decision-making process, The Washington DC Clean
Energy Adult Public Charter School staff intends to publicize the nature and mission of the school. The
school will establish a special telephone line, whose number will be on all literature, to receive incoming
calls, which will be returned by a member of the admissions team.

This information campaign will include frequent press releases as developments warrant; paid
advertisements; and depositing copies of the charter application at the reference desk of the public library.
To promote a diverse applicant pool, The Washington DC Clean Energy Adult Public Charter School will
posts notices on church and neighborhood bulletin boards, and arrange informational meetings through
church and community leaders. The publicity efforts include Spanish-language literature, and meetings
when they can be arranged, explaining the nature and purpose of the school, and the admissions process.

3.1.2.3 Admission Requirements
No student will be denied admission to The Washington DC Clean Energy Adult Public Charter School
based on ethnicity, creed, gender, national origin, or disability. By law, first preference for enrollment
will be given to those living within the District of Columbia. These guidelines will be fully explained in
the enrollment interview and in a signed parent, student, or adult student and school contract. Upon
completion, students will qualify for a GED.
3.1.3 Discipline
Each student must submit to the judicial authority of The Washington DC Clean Energy Adult Public
Charter School upon registration. The Washington DC Clean Energy Adult Public Charter School has a
responsibility to protect the welfare and provide a safe and nurturing environment for The Washington
DC Clean Energy Adult Public Charter School community. To accomplish these objectives, The
Washington DC Clean Energy Adult Public Charter School will enforce standards of behavior for its
students as set forth in the Student Code of Conduct. The Washington DC Clean Energy Adult Public
Charter School has the right to impose reasonable disciplinary sanctions on students who are found
violating the Student Code of Conduct.
3.1.3.1 Student Code of Conduct
The Washington DC Clean Energy Adult Public Charter School expects student's to be in accordance
with accepted standards of behavior. In keeping with this expectation, a student may be disciplined for
any of the following reasons:

1) Academic Offenses
a) Cheating
b) Plagiarism

2) Offenses against The Washington DC Clean Energy Adult Public Charter School
a) Arson and/or attempted arson
b) Obstruction or disruption of teaching, research administrative or other The Washington DC
Clean Energy Adult Public Charter School activities
c) Tampering with fire extinguishers, falsely reporting a fire or setting off a fire alarm
d) Falsely reporting a bomb
e) Destruction, vandalism or misuse of The Washington DC Clean Energy Adult Public Charter
School documents, records or identification cards
f) Forgery, alteration or misuse of The Washington DC Clean Energy Adult Public Charter
School documents, records identification cards
g) Continued disruption on campus, and violation of J udiciary Committee
h) Failure to comply with a legitimate request from a The Washington DC Clean Energy Adult
Public Charter School official
i) Failure to comply with The Washington DC Clean Energy Adult Public Charter School
policies and regulations as published in the student handbook
j) Furnishing false information to members of the administration, faculty, or staff
k) Trespassing and/or unlawful entry
l) Contempt of/or interference with any J udiciary Committee of The Washington DC Clean
Energy Adult Public Charter School
m) Disorderly conduct


3) Offenses Against an Individual
a) Hazing, involving abusive and/or humiliating treatment
b) Assault and/or battery
c) Sexual assault and/or harassment
d) Destruction of private property
e) Harassment
f) Theft and/or larceny

4) Other Offenses
a) Possession or sale of firearms and/or other dangerous weapons or objects
b) To possess, manufacture, use, sell or transfer illicit drugs including narcotics, depressants,
stimulants, hallucinogens, and other drugs
c) Making false statements or providing false documents in public or private with intent to
deceive
d) Lewd, indecent or obscene behavior or conduct
e) Embezzlement
f) Gambling in violation of Federal and local laws
g) Attempted and/or violation of the criminal codes of the local governments, either on of off-
campus, where the student's presence is a danger to the health and well-being of The
Washington DC Clean Energy Adult Public Charter School community
h) Act as an accessory to any of the foregoing offenses

3.1.3.2 Student Rights, Freedoms and Responsibilities
Student status in no way confers exemptions from the requirements of obeying the laws. The Washington
DC Clean Energy Adult Public Charter School has an obligation to clarify the rights, freedoms and
responsibilities of students essential to the educational mission and the well being of The Washington DC
Clean Energy Adult Public Charter School community. However, The Washington DC Clean Energy
Adult Public Charter School is aware that students should be as free, as possible, from imposed
limitations that have no direct relevance to their education. All students enrolled at The Washington DC
Clean Energy Adult Public Charter School shall have the following rights, freedoms and responsibilities.

Rights and Freedoms
1) As members of The Washington DC Clean Energy Adult Public Charter School community, all
students are guaranteed the freedom of expression of inquiry and assembly. Students have the right to
organize groups or to join associations in support of any cause of common interest, as long as that
support is voiced or displayed in a manner, which does not disrupt the regular operation of The
Washington DC Clean Energy Adult Public Charter School.
2) Students have the right to freedom from discrimination on the basis of race, color, religion, sex,
sexual preference, disability, national origin or age.
3) Students have a right to privacy in keeping with the Family Educational Rights and Privacy Act of
1974.


Procedural Rights and Freedoms
1) Students accused of violating the Student Code of Conduct retain the following rights:

a) Upon seizure or arrest, a student will be informed of his/her rights in accordance with all
laws.
b) Students will not be subject to any form of harassment by arresting officers to coerce
admissions of guilt or gain information about other suspected individuals.
c) No searches or seizures of lockers or private property will be ordered or made, unless the
order is issued upon reasonable cause. Searches and seizures may be conducted, when
ordered, with reasonable cause by the Director/Principal. Searches and seizures will be
conducted by staff and administrators.
d) Every student has the right to a far and impartial hearing before a body of peers, faculty and
administrative officials.

2) In all academic and disciplinary matters, the student has the right to fair impartial treatment.

Responsibilities
a) Students are expected to respect the rights of others, maintain responsible behavior and
uphold the integrity of The Washington DC Clean Energy Adult Public Charter School.
b) Students are bound by the Student Code of Conduct.
3) As members of an educational entity, students have a responsibility to The Washington DC Clean
Energy Adult Public Charter School to protect and preserve the academic process.
4) As citizens, students have the responsibility to know and obey the policies and procedures of The
Washington DC Clean Energy Adult Public Charter School and the laws of the District and Federal
governments.
3.1.3.3 Procedural Requirements
The Washington DC Clean Energy Adult Public Charter School is committed to the principle of
procedural due process. Procedural due process requires that a disciplinary procedure be established for
determining the guilt or innocence of all students charged with specific violations of the Student Code of
Conduct.

1) Rights of the Student Charged with Violating the Student Code of Conduct:

a) To be presumed innocent until proven guilty and to have The Washington DC Clean Energy
Adult Public Charter School J udiciary Committee decide guilt solely on the basis of clear and
convincing evidence presented during the hearing with accuser bearing the burden of proof of
guilt.
b) To be given notice in writing, of the specific charge(s).
c) At least five days prior to any hearing, the accused student shall be notified, in writing, at the
last address known to The Washington DC Clean Energy Adult Public Charter School,
concerning the time, place and date of the hearing.
d) To be given the nature of the evidence on which the charge(s) are based. The student has the
right to receive copies of all documents to be introduced as evidence at least seventy-two (72)
hour before the hearing, if requested. The student is entitled to receive a list of all witnesses
who will testify against him/her, if requested.
e) To have the charges heard by the J udiciary Committee. The student may waive this right and

have the charge(s) considered in an administrative hearing.
f) To retain all rights as a The Washington DC Clean Energy Adult Public Charter School
student while charges are being considered and, if found guilty, all rights of appeal are upheld
until the process has been exhausted.
g) To appeal decisions and sanctions imposed by the J udiciary Committee or the administrative
officer who hears the case.

2) Rights of the Student Prior to the Hearing:

a) To request assistance from the Director/Principal, as needed, for the preparation of his/her
defense.
b) To give written authorization to the Principal to release information relating to the charge(s)
to the person(s) chosen by the accused to represent him/her. Such information is to be used
only in assisting the student in preparing a defense.

3) Rights of the Student during a Hearing:

a) To appear alone or to be represented by any person of his/her choosing.
b) To request, with just cause, that a member of the J udiciary Committee be excluded from the
panel. Such a request must be made immediately before the hearing starts. The chairperson
will excuse the member while the student presents his/her reason(s) justifying the request.
The J udiciary Committee will make the final determination.
c) To present his/her defense, to call and cross-examine witnesses or leave those functions to
his/her representative.
d) The accused may also be questioned by the individual bringing charges against him/her.

4) Rights of the Student Who is Found Guilty:

a) To have sanctions imposed that are commensurate with the charge(s).
b) To retain all rights as a student until the appeal process has been exhausted.
c) To have a summary of hearing as prepared by the chairperson for the Principal. In addition,
students are entitled to a verbatim transcript or tape of the entire proceedings. This right does
not extend to the J udiciary Committee's deliberations on the guilt or innocence of the student
and sanctions to be imposed. The hearing summary will be provided at the student's expense.
3.1.3.4 Administrative Hearing
Any student charged in violation of the Student Code of Conduct may waive his/her right to a hearing
before The Washington DC Clean Energy Adult Public Charter School J udiciary Committee and request
an administrative hearing before the Principal. Administrative hearings will only be conducted under the
following circumstances:

1) The accused student submits a written request for a hearing to the Director/Principal;
2) The person bringing the charges agrees to an administrative hearing;
3) The Director/Principal agrees to hear the case; and
4) To have sanctions imposed that are commensurate with the charges. The administrative hearing will
usually consist of the Principal, the accused, the person bringing the charge(s) and a fourth person

who normally will be the chairperson of the J udiciary Committee.
3.1.3.5 Disciplinary Hearings during the Summer, Vacation and Emergency Situations
1) The Director/Principal or a designee may choose to hear a disciplinary case in an administrative
hearing, whenever the J udiciary Committee cannot be convened.
2) The Director/Principal may conduct administrative hearings during vacation periods, summer or in
emergency situations, which may arise during the school year, and whenever a student's behavior or
activity is judged to endanger the safety and welfare of The Washington DC Clean Energy Adult
Public Charter School community.
3) When it is determined that a student's behavior is a danger to the safety and welfare of The
Washington DC Clean Energy Adult Public Charter School community, the Director/Principal will
consult with the J udicial Committee, where appropriate, for immediate suspension pending a formal
hearing.
4) The Director/Principal may request and/or assign the responsibility of the administrative hearing to
another administrative official.
5) When a decision is made to hold an administrative hearing, the Director/Principal shall meet the
accuser and defendant separately, as well as jointly, to discuss the charges of allegations and receive
evidence to consider in a hearing.
6) After meeting with all parties involved, receiving and reviewing all evidence, the Principal will
decide if the charges are valid or invalid.
7) If the charges are valid, the Director/Principal may impose appropriate disciplinary sanctions.
8) Any decision reached as a result of the administrative hearing, may be appealed to the J udiciary
Committee after vacation or summer ends. However, sanctions against the student will not be
enforced until the appeal is heard.
3.1.3.6 Disciplinary Sanctions
The J udiciary Committee may impose other penalties, as appropriate, in addition to those listed below.

1) Admonition - This is a written reprimand from the Director/Principal or Assistant Principal.
2) Warning Probation - Further violations will result in more severe disciplinary action. Further
conditions that may be imposed include counseling, educational seminars, or programs or volunteer
work assignments. Failure to adhere to sanctions shall be considered as an additional violation.
3) Disciplinary Probation - The student is placed on supervisory and/or consultative disciplinary status
for a definite or indefinite period of time. Under this sanction, the student is not permitted to hold any
student office or chair any committee.
4) Suspension for a Definite Period of Time - The students status is terminated for a definite period of
time. Students suspended for a definite period of time are eligible for re-admission on the date
stipulated.
5) Suspension for an Indefinite Period of Time - The student status of the individual is terminated for
an indefinite period of time. This sanction generally carries a stipulation that the student may not
apply for re-admission to The Washington DC Clean Energy Adult Public Charter School before a
certain date. A application for reinstatement and an application for re-admission will be reviewed by
the Principal before a decision is made concerning eligibility for remission.
6) Expulsion - The student is permanently expelled from The Washington DC Clean Energy Adult
Public Charter School. The Washington DC Clean Energy Adult Public Charter School will not

readmit nor accept the former students application for re-admission.
7) Restitution - In addition to any other sanctions, a student may be required to make reimbursement of
damage(s) to persons or The Washington DC Clean Energy Adult Public Charter School for
misappropriations of personal or The Washington DC Clean Energy Adult Public Charter School
property. Reimbursement may take the form of service, to repair, to replace or compensate for
damages.
3.1.3.7 Scope and Limitation of the Student Code of Conduct and the J udiciary Authority
The Washington DC Clean Energy Adult Public Charter School disciplinary action for violations of the
Student Code of Conduct shall be taken for violations, which take place:

1) On the campus of The Washington DC Clean Energy Adult Public Charter School including that
leased to others;
2) At The Washington DC Clean Energy Adult Public Charter School sponsored activities, away from
campus property;
3) At official functions of The Washington DC Clean Energy Adult Public Charter School;
4) To the property of others on campus;
5) If formal charges by civil authorities with the commission of a felony, of such, a nature that the
student's continued presence at The Washington DC Clean Energy Adult Public Charter School is
potentially dangerous to the health and well-being of The Washington DC Clean Energy Adult Public
Charter School community have been imposed; and
6) Prior violations of the Student Code of Conduct and/or convictions are to be prohibited from
presentation during the hearing. If a student is found guilty, such evidence shall be given to the
J udiciary Committee when the deliberation begins on imposition sanctions.
3.1.3.8 Organization of the J udiciary Committee

1) There shall be one J udiciary Committee.
2) The J udiciary Committee shall consist of five faculty members and four students. One faculty
member shall be appointed chairperson.
3) All cases to be heard by the J udiciary Committee shall be referred by the Director/Principal.
4) Support Services required by the J udiciary Committee shall be provided by the Director/Principal.
5) The faculty members of the J udiciary Committee shall be appointed/elected by the Faculty in
accordance with procedures determining committee membership.
6) The student members of the J udiciary Committee shall be elected bi-annually by The Washington DC
Clean Energy Adult Public Charter School Student Body in accordance with procedures determining
committee membership.
7) Every effort shall be made to have representation on the J udiciary Committee.
3.1.3.9 Quorum
1) The quorum required to transact business is five members and must include the chairperson and/or
vice-chairperson.
2) Any J udiciary Committee member who misses three consecutive board meetings may, at the
discretion of the J udiciary Committee, be removed.

3) All members of the J udiciary Committee have a vote, except the chairperson. The chairperson of the
J udiciary Committee may only vote in the event of a tie.
3.1.3.10 Appeals Process
Any student having appeared before the J udiciary Committee has the right to appeal any decision made to
the Appellate Committee. The purpose of the appeal procedure is to provide for a new hearing at a higher
level. The appellate process provides for a review of actions rendered during a disciplinary hearing. An
appeal may also be based upon new evidence discovered. Once the written appeal is filed, pending the
appeal hearing, the disciplinary sanctions imposed by the J udiciary Committee and/or the administrative
hearing officer shall be stayed, unless the Director/Principal determines that the student's presence on
campus poses a danger or threat to persons, property and or the academic process.

1) Procedures for filing an appeal:

a) The student must file a written request for an appellate hearing with the chairperson of the
Appellate Board within seven working days after receiving written notice of the sanctions
imposed by the J udiciary Committee.
b) The Notice of Appeal is informal. However, it must contain the student's name, the date of
the sanction or action.
c) The student must provide clear statement of new evidence, which has bearing on the case,
possible procedural error(s) or mistake(s) made during the hearing.

2) The appeal will be reviewed by the Appellate Board based on records filed by the J udiciary
Committee and students statement. The appeal hearing will be granted if:

a) The procedures followed were so fundamentally unfair to the accused; effectively denying
due process or a fair and impartial hearing.
b) The evidence presented at the hearing was not substantial enough to justify a decision against
the student(s).
c) Evidence, which could substantially affect the outcome of the hearing, has been discovered.
d) The sanction imposed was not in keeping with the gravity of the violation.

3) The Appellate Board shall have the authority to:

a) Sustain the decision of the J udiciary Committee, including the penalty imposed.
b) Sustain the decision of the J udiciary Committee, but impose a lesser penalty.
c) Remand the case back to the J udiciary Committee for further consideration.
d) Reverse the decision of the J udiciary Committee.
4) The Appellate Board shall provide the student an opportunity to present oral arguments in support of
the written appeal.
5) The chairperson of the Appellate Board shall submit in writing to the student who has appealed the
Principal and all parties identified on the original sanction letter, the decision of the Appellate Board.
7) The chairperson's letter to the student terminates the Appeals process at The Washington DC Clean
Energy Adult Public Charter School.

3.1.3.11 Organization of the Appellate Board
1) There shall be one Appellate Board.
2) The Appellate Board shall be composed of four students and five faculty members. One faculty
member shall be appointed chairperson.
3) Support services for the Appellate Board shall be provided by the Principal.
4) The faculty members of the Appellate Board shall be appointed/elected by the Faculty in accordance
with procedures determining committee membership.
5) The Washington DC Clean Energy Adult Public Charter School Student Body shall elect the student
members of the Appellate Board annually.
6) The Principal shall appoint the chairperson of the Appellate Board.
3.1.3.12 Quorum
1) The quorum required to transact business is five (5) members and must include the chairperson or
vice-chairperson.
2) Any Appellate Board member who misses three consecutive board meetings may, at the discretion of
the Appellate Board, be removed.
3) All members of the Appellate Board have one vote.
3.1.3.13 Amendment and Review

1) The Director/Principal shall be responsible conducting a periodic review of the Student Code of
Conduct and the System of J udiciaries for amendments and changes as warranted.
2) Two members, each, of the J udiciary Committee and Appellate Board will constitute the Committee
on Review.
3) Recommendations from the Committee on Review for amendments or changes shall be transmitted
by the Assistant Principal, through the Director/Principal to the Board of Trustees.

3.2 Human Resource Information
3.2.1 Key Leadership Roles
Permanent selection for these roles have not been made as of the date of charter application. However,
listed below are planning members that will assist in the developmental process for the school.

Name Leadership Areas
Dr. Regena Williams Principal/Director
Christ Hart-Wright GED Curriculum Expertise
Lionel Neptune Renewable Energy Training Expertise
3.2.2 Qualifications of School Staff
As part of the application process for employment at The Washington DC Clean Energy Adult Public
Charter School, all employees are subject to background checks and random drug testing. In addition,
volunteers will submit to background checks prior to volunteering in the school. The Washington DC
Clean Energy Adult Public Charter School shall select its personnel directly without prior authorization

from the D.C. Public Charter School Board, subject to compliance with all Federal and District rules and
regulations, including, without limitation, requirements concerning the recruitment of applicants and the
use of background and criminal checks. The Board of Trustees will hire or terminate all personnel.

The Board of Trustees will follow the guidelines of the No Child Left Behind Act as it pertains to highly
qualified teachers. To meet the highly qualified teacher requirements, all faculty will have at least a
bachelors degree, full certification, and prove that he/she knows the subject manner

If a former employee of DCPS becomes an employee of The Washington DC Clean Energy Adult Public
Charter School within 60 days after the date the employees employment with DCPS is terminated may,
at the time the employee commences employment with the school elect to stay in a DCPS retirement
system and continue to receive creditable service for the period of their employment at the school or
transfer into a retirement system established by the public charter school pursuant to the D.C. School
Reform Act.

The Board of Trustees will evaluate all employees on an annual basis. The Board will conduct the
formal evaluation of the Director/Principal and Assistant Principal once a year. This formal evaluations
will include such things as salary, performance reviews, areas for improvement and goals for the
following year. The Washington DC Clean Energy Adult Public Charter School shall adopt its own
written polices (in compliance with Federal and District laws) concerning the recruitment, promotion,
discipline, termination of personnel, and methods for evaluating performance.
3.2.2.1 Director/Principal
The Director/Principal will be a full-time employee of The Washington DC Clean Energy Adult Public
Charter School. The Director/Principal will be responsible for the overall strategic direction and vision
of The Washington DC Clean Energy Adult Public Charter School, fundraising activities, and the
development of strategic alliances. This position requires at least a Masters degree in any discipline and
5 years of administrative experience.
3.2.2.2 Assistant Principal
The Assistant Principal will be a full-time employee of The Washington DC Clean Energy Adult Public
Charter School. The Assistant Principal will be responsible for all day-to-day decision making, financial
transactions, purchase orders, documentation, testing, teaching and information requests. The Assistant
Principal will be responsible for personnel scheduling, benefits acquisition, arranging for substitute
faculty and aids, transportation arrangements, and other administrative functions. The Assistant
Principal will delegate administrative work as appropriate. This position requires at least a Masters
degree in any discipline and one or more years administrative experience. Faculty that are responsible
for teaching the general courses will report to the Assistant Principal. Experience with entrepreneurial
education systems, developing curriculum, for the Charter Schools is desirable.
3.2.2.3 Faculty Teaching Certification
They will be responsible for implementing the curriculum, coordinating with classroom aides,
maintaining current attainment level information, assigning additional studies to students not meeting or
exceeding attainment, keeping accurate and concise records, establishing personal classroom procedures,
adjusting students upwards or downwards in various subjects, and reporting all education-related
activities to the Assistant Principal. Occasionally, weekend work may be required. Faculty will also be
required to assist with extra-curricular programs on a rotating basis. All faculty must have at least a
four-year degree in the discipline areas, certification in the renewable energy sector and a strong desire

to work with an innovative educational program. They must possess the ability to work with others and
have at least a four-year degree.
3.2.2.4 Lab Assistants
The Lab Assistants will be full-time employees of The Washington DC Clean Energy Adult Public
Charter School. The Lab Assistants will report directly to the Assistant Principal and will assist in
developing, maintaining, and coordinating training activities within the school.
3.2.2.5 Secretary
The Secretary (2) will be a full-time employees of The Washington DC Clean Energy Adult Public
Charter School. The secretary will report directly to the Assistant Principal, and will be responsible for
answering the phone, calling parents in case of an ill student, filing, typing, and light receptionist-type
duties. The secretary may be required to type or copy as a support function to the teaching staff as well.
The secretary may also work in the classroom and support The Washington DC Clean Energy Adult
Public Charter School's day-to-day operations. The school secretary may also be asked to run errands,
phone parent volunteers, etc. The school secretary will be required to work a 40-hour workweek. After
hours work may be required.

The secretary must be computer literate, have general filing and office experience, be able to handle
money, be knowledgeable of standard office procedures including, but not limited to, letter writing,
purchase orders, shipping, payroll, and have prior experience working with students. The secretary must
also have the ability to work unsupervised, a strong desire to work with an innovative educational
program and the ability to work with others.
3.2.2.6 Security Officer
The Security Officer will be a full-time employee of The Washington DC Clean Energy Adult Public
Charter School. The Washington DC Clean Energy Adult Public Charter School will hire a contractor
for security services.
3.2.2.7 Counselor
The Counselor will be a full-time employee of The Washington DC Clean Energy Adult Public Charter
School. The Counselor will provide support and assistance to all classroom faculty within the four core
academic areas. In addition, help students choose a renewable energy training track that will affect their
later careers. If students wish to attend college, counselors will advise them on both their academic and
extracurricular activities. They also provide students with scholarship information, training manuals, and
college catalogs. This position requires at least a Masters degree in social work and 5 years of
administrative experience.
3.2.3 Staffing Plan
The staff at The Washington DC Clean Energy Adult Public Charter will work together in a community
atmosphere that creates a quality learning environment. Our teacher/student ratio is 1:25. We believe
that this ratio will allow for a creative teaching environment. Staff will be deployed effectively across
teaching environment, while administrative staff handles the day-to-day administrative work. The
Washington DC Clean Energy Adult Public Charter School will have the following staffing plan.

Position Number of

Staff Members
Chief Executive Officer (Director/Principal) 1
Chief Academic Officer (Assistant Principal) 1
Office Manager 1
Certified Public Accountant 1
Faculty/Teacher 4
Lab Assistants 2
Secretary 2
Counselor 1
Security 2
3.2.4 Employment Policies
The Board of Trustees of The Washington DC Clean Energy Adult Public Charter School shall be
independently responsible for the supervision and evaluation of the staff within The Washington DC
Clean Energy Adult Public Charter School, as prescribed by this charter application. The Washington
DC Clean Energy Adult Public Charter School shall adopt its own written policies in compliance with
Federal and District laws, concerning the recruitment, promotion, discipline and termination of
personnel; methods for evaluating performance; and a plan for resolving employee-related problems,
including complaint and grievance procedures. In addition, The Washington DC Clean Energy Adult
Public Charter School will obtain, seek, and maintain accreditation from the Middle States Association
of Colleges and Schools.

The governing Board of The Washington DC Clean Energy Adult Public Charter School shall determine
final administrative appeals in matters regarding employment and employee discipline. The Washington
DC Clean Energy Adult Public Charter School shall notify the D.C. Public Charter School Board and
other appropriate authorities, in accordance with Federal and District laws, of discipline of The
Washington DC Clean Energy Adult Public Charter School employees arising from misconduct that
brings direct harm to students or others or from violations of law or policy.

The Washington DC Clean Energy Adult Public Charter School shall maintain a confidential personnel
file for each employee. The personnel file will contain the evaluation documents discussed in this
section, as well as any other employment-related documents or correspondence. All documents placed
in the personnel file will have been signed by all concerned parties.

All instructional and professional staff will create and maintain a personal development portfolio
containing the goals and outcomes of the school and the employee's personal plan for meeting those goals
and outcomes and for continuous improvement. After an initial meeting between the Director/Principal
and employee, at which time mutual goals are reviewed and a professional growth program is developed,
the employee will create a portfolio. This portfolio will include samples of classroom or schoolwork,
personal reflections, and any other material deemed appropriate as evidence of continuous improvement.
3.2.4.1 Payroll
Employees shall be paid by The Washington DC Clean Energy Adult Public Charter School using its
procedures for recording employee work hours, overtime, absences, leaves, vacation and other
adjustments. Salaries for all positions shall be competitive within the surrounding Washington
Metropolitan Area by matching other LEAs salaries.

3.2.4.2 Benefits
Full-time employees shall be entitled to receive the benefits described in the employee handbook.
Unless otherwise agreed in writing, all benefit programs will be handled and administered by The
Washington DC Clean Energy Adult Public Charter School.
3.2.4.3 Equal Opportunity Employer
The Washington DC Clean Energy Adult Public Charter School affirms that it shall not discriminate
against any employee on the basis of race, creed, color, gender, national origin, religion, ancestry, age or
disability in its recruitment, selection, training, utilization, termination or other employment-related
activities.
3.2.4.4 Definitions
Full-time employee: Any employee working 35 hours or more per week on a permanent basis.
Part-time employee: Achieved when an employee has worked 30 hours or less per week for 30
calendar days in any position(s).
Hourly employee: Any employee whose pay rate is based on an hourly rate.
Salaried employee: Any employee whose pay rate is based on an annual rate.
Paid vacation days: As established by the school schedule. Only salaried employees will be entitled
to paid vacation days.
Non-paid vacation days: Holidays and other days as established by the school schedule. Hourly
employees are not paid for non-paid vacation days.
Personal days: Each full-time salaried employee shall receive two paid personal days off per school
year.
Sick days: Each full-time salaried employee shall receive five paid sick days per school year.
3.2.4.5 Merit Pay
It is the intent of The Washington DC Clean Energy Adult Public Charter School to develop a merit pay
system that will motivate the full-time employees and compensate them for their achievements. That
pay system will require the Board of Trustees approval. It is the intent of The Washington DC Clean
Energy Adult Public Charter School that up to 10 percent of the staff compensation will be available for
merit pay.
3.2.4.6 Continuing Education
All new faculty are required to complete one approved three-hour course in Cardiopulmonary
Resuscitation (CPR) and one approved three-hour course in first aid during the first 60 days of
employment. All continuing faculty are required to take a refresher course in both CPR and first aid.
Faculty will make their own arrangements for such training and will provide documentation of
completion and cost to The Washington DC Clean Energy Adult Public Charter School. As allowed by
The Washington DC Clean Energy Adult Public Charter Schools budget, the school will reimburse the
faculty for the cost of the course (s) up to a maximum of $75.00 for a 6-hour CPR/First Aid course, and
up to $40.00 for a CPR refresher course.
3.2.4.7 Requirements for Employment
1) Employees are expected to adhere to the requirements for employment described in this charter
application and personnel policies.

2) Before the first day of employment, all employees must have a tuberculosis test. The current
physician's statement must be on file in the office before the first day of employment. Failure to
provide documentation on time may result in immediate termination.
3) All noncredentialed first year employees must submit fingerprints to the Department of J ustice and
Federal Bureau of Investigation for the purpose of obtaining a criminal record summary. Such
fingerprints must be submitted prior to employment and are a condition of employment. The
Director/Principal will maintain criminal record summaries in a secured file separate from personnel
files.
4) Employees are expected to conduct themselves in a manner consistent with the highest standards of
personal character and professionalism, with student, parents, prospective parents, co-workers, and
the community.
3.2.4.8 Dismissal, Discipline, and Termination
1) The Director/Principal may terminate or suspend the employment of any employee if s/he
determines that the employee has failed to fulfill the duties and responsibilities and/or demonstrate
the qualities outlined in the job description, or if other good cause exists. All employees will be
hired on the basis of annual contracts and their terms expire at the end of their annual contract. In
the event the school finds it necessary or desirable to terminate an employee before the end of the
school year, the school will attempt to give the employee written notice at least 30 calendar days
before termination, unless the Director/Principal determines that the employee poses a threat to the
health, safety, or welfare of the school or students.
2) The Director/Principal has the authority to terminate staff. However, the evaluation and grievance
process is reviewed from the Personnel Committee, which may help to ensure that no staff are
terminated on an arbitrary or capricious basis and that due process is served. Former employees may
file a grievance if they are terminated
3) In the event an employee finds it necessary to resign during the school year, the employee shall give
written notice to the Principal as soon as possible and at least 10 calendar days before the effective
date of resignation.
4) In the event of termination of employment prior to the end of an employment contract, the employee
shall be entitled only to the prorated salary and benefits earned through the last date of employment.
5) Any employee may submit a grievance regarding dismissal, discipline, and termination pursuant to
the grievance process.
3.2.4.9 Employee Observations
The Director/Principal, using both formal and informal observations will observe all employees on an
ongoing basis. Formal observations will include a pre-observation conference as well as a post-
observation conference. First-year employees shall have at least two formal observations prior to a
three-month review. Prior to the six-month review at least two additional formal observations will be
conducted for first-year employees. Returning staff will have three formal observations prior to the six-
month review. Results of formal observations, consisting of the employee's and the Director's
observations and recommendations, will be put in writing and included within the employee's own
personal development portfolio and the school's personnel file. Nothing in this section limits the
Director/Principal from conducting other observations of an informal or unannounced nature.
3.2.4.10 Formal Reviews
For all first year employees, there shall be a formal review three months after the start of the school year.
The purpose of the three-month review shall be to review the employee's self-assessment, the job

description, areas of responsibility, and progress toward goals and outcomes, noting particularly good
work, areas for improvement and skill development, and deficient work, and developing a clear plan for
improvement.
3.2.4.11 Formal Reviews for Returning Employees
For returning staff, there shall be a formal review six months after the start of the school year. The
purpose of the review will be to review progress toward the employee's personal plan and professional
growth program described in Section 3.2.4.10. Results of these reviews will be put in writing and placed
within the employee's own personal development portfolio and the school's personnel file.
3.2.4.12 Assistant Principal Evaluation
The Assistant Principal shall be evaluated by the Director/Principal prior to the end of each year's
contract based on criteria set forth by the job description. Results shall be in writing and included in the
employee's personal development portfolio and personnel file.
3.2.4.13 Response to Observation and Review Findings
All employees shall have the right to make written objections to the observations or review findings
within one week of receipt by stating areas of disagreement. These objections will be attached to the
observation and/or evaluation and kept in the employee's personnel file.
3.2.4.14 Schedule
1) All employees are required to work according to the schedule and dates stated in their employment
agreements. Full-time and part-time staff members are expected to be present at The Washington
DC Clean Energy Adult Public Charter School 30 minutes prior to the beginning of the normal
school day to 15 minutes after the normal school day, unless other arrangements are approved by the
Principal.
2) In addition, part-time faculty are required to participate in programs related to their professional
duties, which may be held outside school hours. These days include faculty in-service sessions
conducted within the regular work hours, staff meetings, parent-faculty-student conferences, and two
informational nights. Faculty may also be required to participate in 30 hours of additional activities
per year.
3) All other employees are encouraged to attend school functions and events.
4) All full-time employees shall have a minimum lunch break of 30 minutes per day.
3.2.4.15 Sick Leave
Sick leave is available to employees due to personal illness or injury that prevent the employee from
working or for the following reasons:

1) Appearance in court as an interested party or under subpoena;
2) Death of an immediate family member; and
3) An emergency caused by an accident or illness that requires the employee to be absent from work.

Full-time staff shall accrue sick leave at the rate of 10 days per school year. If specified in the
employee's contract, part-time staff, or staff working part of the school year shall accrue sick leave on a
prorated basis to reflect the proportion of time or working months that the employee's schedule
represents in relation to a full time schedule.


Employees may accrue up to 10 unused days of sick leave to be carried over across school years if their
annual contract is renewed, for a total maximum accrual of 20 days of sick leave. Sick leave is granted
for only the reasons listed above and will not be paid out if not utilized, if the employee is terminated, or
if the employee's contract is not renewed. All employees shall inform the Assistant Principal of an
anticipated absence as soon as possible, and such leave (other than for unexpected circumstances) must
be preapproved by the Assistant Principal. The Assistant Principal may require an employee to verify
the claimed reason for any absence.
3.2.4.16 Personal Leave
The Director/Principal may grant up to two days of leave per employee per year for urgent personal
business or other emergencies. Such leave shall be at full pay and benefits but with cost of the substitute
deducted. Such leave may not be accrued and will not be paid out for any reason if not used.
3.2.4.17 Long Term Leave
Long term leave shall be defined as unpaid leave for pregnancy, maternity or paternity, adoption,
employee long-term illness, and any other reasons required by law. The Washington DC Clean Energy
Adult Public Charter School may require certification from a qualified medical professional to document
the reason for the leave and/or to verify the employee's ability to return to work.

Such leave shall be given for a maximum of up to 12 consecutive weeks, or longer if required by law. In
no event shall leave extend beyond the end of the employee's annual contract unless the contract is
renewed. Such leave is available to full-time staff only who have been employed for at least one full
school year. Any health benefits provided to the employee by the school will continue to be provided
during this leave. Whenever possible, such leave must be preapproved by the Principal and the
employee shall give at least 30 days advance notice.
3.2.4.18 J ury Duty
Upon notification by a court to report for jury duty, the employee shall immediately request jury duty
during non-school months. In the event this request is not granted, time off with no loss of salary limited
to two (2) weeks will be provided for jury duty required to be served during the school year. Any
employee, when advised of his/her notification of jury duty, must immediately inform the Principal.

Salary will be paid as usual, and the check for juror fees is to be signed over to The Washington DC
Clean Energy Adult Public Charter School. However, The Washington DC Clean Energy Adult Public
Charter School may opt to pay all or part of salary to enable employees to fulfill what many view as a
civic duty. The language here would hopefully limit the school's financial liability by requiring that the
employee request duty during non-school months.
3.2.4.19 Professional Development Leave
Full-time employees are entitled to the equivalent of six paid days during the school year for training
purposes. The Assistant Principal must approve such training in advance.
3.2.4.20 Punctuality and Attendance
Any employee who is unable to report for work on any particular day must call the Assistant Principal at
least one hour before the start of the scheduled workday. If an employee fails to report to work without
notification to the Assistant Principal, the school may consider that employee has abandoned his/her
employment and has voluntarily terminated the employment. In such cases, The Washington DC Clean
Energy Adult Public Charter School must provide notice to the employee of the decision, and the

employee may file a grievance pursuant to the process outlined in Section 3.2.4.22 if the employee
disputes the decision.

Upon returning to work after an absence for any reason, the employee must complete an absence form
and turn it in to the Assistant Principal by the end of the work day on which the employee returns. If an
employee is absent for medical reasons for more than 10 working days, the employee must, immediately
upon his or her intended day of return to work, provide the Assistant Principal with a physician's
statement certifying that the employee is able to return.
3.2.4.21 Salaries
The Director/Principal shall propose salary rates in accordance with the terms of this charter application
and will present them for approval to the Personnel Committee.
3.2.4.22 Employee Grievance Procedure
In the event of a dispute involving employment or the implementation of the personnel policies, and after
a good faith effort with the supervisor to thoroughly resolve the dispute, all employees may submit their
complaint following the procedures outlined below. The good faith effort will include problem
identification, possible solutions, selection of resolution, timeline for implementation, and follow-up. A
written summary of the good faith effort will be included in the personnel file. Failure to follow the
procedures and timelines below constitutes a waiver of the employee's right to grieve.

1) The employee may submit his/her grievance in writing to the Chair of the Personnel Committee
(Director/Principal) within five days of filing a good faith effort to resolve the dispute.
2) Within ten working days of receipt of the written complaint, the Personnel Committee shall schedule
a hearing at a mutually convenient time and place for discussion of the complaint with all parties
involved, but in no event later than 20 days after receipt of the written complaint and after
notification to the employee. The Personnel Committee members of the interested parties shall
excuse themselves from grievance proceedings if such members have a conflict of interest in the
subject of the proceedings.
3) The grievance decision, as established by a majority vote of the Personnel Committee hearing, shall
be rendered within five working days. Any such proceedings shall be conducted in closed session,
unless requested otherwise by the employee. In the event that additional information, investigation,
or hearings are necessary after the initial hearing, the hearing may be continued and the final
decision shall be made within five working days of the last committee hearing, or as soon thereafter
as is practicable. Any additional proceedings shall be completed as soon a practical.
4) The decision of the Personnel Committee shall be final unless appealed by the employee to the
Board of Trustees, which may review and modify the decision of the Personnel Committee if it finds
that the Committee failed to properly follow the grievance process described above. A request for an
appeal may be submitted to the Chairperson of the Board within five days of the decision of the
Personnel Committee. After receiving an appeal request, the Chairperson shall schedule a meeting
to consider such an appeal at soon as practical.

Board members of interested parties, as defined in the Bylaws, shall excuse themselves from reviews of
Personnel Committee decisions to the extent permitted under Federal and District laws. Any such
proceedings shall be conducted in closed session, unless requested otherwise by the employee. The
grievance process leaves much of the responsibility for hearing personnel grievances with the Personnel
Committee. The Board review is limited to cases where it finds that the Committee failed to follow the

proper process. The intent of the Personnel Committee is largely the arbiter of any grievances, and that
the full Board's role should be limited to setting policy and ensuring that the policies are implemented.
3.2.4.23 Health and Welfare Benefits
The Washington DC Clean Energy Adult Public Charter School will provide health, dental, and vision
insurance coverage for full-time staff. The Washington DC Clean Energy Adult Public Charter School
will pay the cost of such coverage for full time employees. Part-time employees may not receive health
benefits from The Washington DC Clean Energy Adult Public Charter School. No staff member will
receive paid health benefits beyond their term of employment.
3.2.4.24 Nondiscrimination
The Washington DC Clean Energy Adult Public Charter School does not discriminate in any personnel
matters or in the provision of programs and services on any basis prohibited by law.

1) Any employee who has been the subject of discrimination or harassment may bring questions,
concerns, and/or complaints to either the Director/Principal or the Chair of the Personnel Committee.
2) When there is a vacancy, any person meeting the minimum requirements, including temporary and
probationary employees of the district, may apply for a vacant classified or certified position.
Posting the position is still a Personnel Committee function as is checking for minimum
requirements. The Personnel Committee, however, will forward a list of all applicants to the
Assistant Principal. The Assistant Principal and a selection committee appointed by the Steering
Committee will select a finalist from the applicants. The committee will consist of the Assistant
Principal, parent(s), faculty(s), and classified staff member(s). The finalist's name will be forwarded
to the site Steering Committee for consensus after the selection committee has checked references.
3) Positions cannot be filled administratively by the central office. This goes for faculty as well as for
classified employees such as administrative staff and part-time personnel who work at the school.
4) Temporary positions, positions filled by surplus, and positions administratively filled at The
Washington DC Clean Energy Adult Public Charter School will be posted and filled according to the
above procedures.
5) Volunteers may be used as long as they do not displace a salaried person at the school.
6) As a hiring guideline, The Washington DC Clean Energy Adult Public Charter School will look for
people who are willing to "challenge the process," who have a vision that is consistent with the
school mission, who model what we intend to accomplish.
7) Faculty have the option of calling for substitutes when they are ill or with the prior approval of the
principal, having colleagues cover for them and then having the daily pay for the substitutes go to
the school's budget.
8) The Assistant Principal is selected by a committee appointed by the Steering Committee that
includes faculty and or classified staff assigned to the site and parents of students going to The
Washington DC Clean Energy Adult Public Charter School. The names of the finalist will be
submitted to the Steering Committee for final consideration. Selection is by consensus of the
Steering Committee. The selection committee will check references.
9) The responsibilities of the Assistant Principal may change during the life of the charter. Changes
will be agreed upon by the Steering Committee and the Continuous Improvement Process. The
principal will continue to have administrative responsibility with regard to, but not limited to,
making teaching assignments, making room assignments, supervising staff, disciplining staff,
recognizing staff, initiating spending that is described in the school plan, and filing reports.

10) In place of the evaluation process described in the employee contracts, each May, the
Director/Principal and Assistant Principal will report to the Board on the state of the school with
information pertaining to, but not limited to students, staff, and the community the school serves.
Student achievement information should include an analysis of the proportion of students reaching
the targets established by the school and the targets established by the Board. The focus of the
report will be on improvement in quality at The Washington DC Clean Energy Adult Public Charter
School.
11) It will be the policy of the charter school to encourage and support each staff member's continuous
improvement though education, training, coaching, supervision, and self-study. A committee
appointed by the Steering Committee will develop checklists of skills, abilities, and attitudes for
each program at the school. These skills need to be mastered by all faculty before full
implementation is in place so that we can achieve the goals of the charter. The lists will be adopted
by consensus of the certified staff for programs such as Class Meetings, Integrated Thematic
Instruction, and the Continuous Improvement Process.
3.2.4.25 Payroll
The Washington DC Clean Energy Adult Public Charter School will provide payroll functions including
the preparation of W-2's, payroll checks and other reports that are required by Federal and District laws
to be given to employees or filed with such agencies. The Washington DC Clean Energy Adult Public
Charter School shall be responsible for certifying all payroll information.
3.2.4.26 Benefits
Full-time employees who are selected by The Washington DC Clean Energy Adult Public Charter School
and hired by the Board of Trustees to provide services to the School shall be eligible for health, dental,
vision, unemployment, workers' compensation, 403 (b) Plan and life insurance. However, part-time
employees who are selected by The Washington DC Clean Energy Adult Public Charter School and hired
by the Board of Trustees to provide services to the School are not eligible for any benefits.
3.2.4.27 Qualifications to be Employed
The Washington DC Clean Energy Adult Public Charter School staff will show a high level of
commitment to all areas of instruction as demonstrated by, but not limited to, the participation in and
development of school programs, workshop attendance, and the writing of grants, etc. The Washington
DC Clean Energy Adult Public Charter School staff will be responsible for developing and
implementing the learning programs at the school site.

1) To be considered for employment in The Washington DC Clean Energy Adult Public Charter
School as the Director/Principal, the individual will meet, but not be limited to the following
requirements:

a) A District of Columbia Public School or reciprocal state teaching and counseling credential.
b) At least one year of experience as a Principal or 5 years as an Assistant Principal.
c) Training and/or experiences in computerized learning, behavioral learning styles and
effective teaching strategies.
d) A willingness to attend workshops, in-services and conferences.
e) A desire to design, develop and implement new and complete curriculum guidelines for the
school.


School as an Assistant Principal, the individual will meet, but not be limited to the following
requirements:

a) A District of Columbia Public School or reciprocal state teaching and counseling credential.
b) At least five years of experience as a lead teacher.
c) Training and/or experiences in computerized learning, behavioral learning styles and
effective teaching strategies.
e) A desire to design, develop and implement new and complete curriculum guidelines for the
school.

School as a Faculty member, individuals will meet, but not be limited to the following
requirements:

a) Have teaching certificate.
b) Training and/or experiences on alternate types of computers (IBM, UNIX or NeXT, and
Macintosh), computerized learning, cooperative learning and effective teaching strategies.
c) Training certification in the disciplines of biofuels, solar PV, energy auditing, and building
analyst.
e) A desire to design, develop and implement new and complete educational components in
their instructional plan.

School as a Lab Assistant, individuals will meet, but not be limited to the following requirements:

a) Have at least 3 years experience working with classroom/lab environments.
b) Training and/or experiences in computerized learning, styles and effective teaching
strategies.
c) Training experience in the disciplines of biofuels, solar PV, energy auditing, and building
analyst.
e) A desire to design, develop and implement new and complete instructional software
components in their instructional plan.

Exceptions for employment requirements stated in this section may be made with consensus of the
interview team and a two-thirds (66.6%) vote of certified staff of The Washington DC Clean Energy
Adult Public Charter School.
3.2.4.28 Article XI: Assignments, Transfers and Filling of Vacancies
Seniority and years experience shall be used for probationary purposes and determination of salary
placement. In an effort to find the best personnel for the position no undue preference for staff members
shall be given. Employment interviews for open positions at The Washington DC Clean Energy Adult
Public Charter School will begin with recommendations from the community, parents, non-profit
organizations and D.C. Public Charter School Board.


Compensation shall be given to the staff members of The Washington DC Clean Energy Adult Public
Charter School, to be divided equally, a total amount equal to 2.1% of: 1) ADA (Average Daily
Attendance) funding, as determined by the official reports to the D.C. Public Charter School Board plus;
and 2) tuition paid for by out of state students, and payable to those instructors upon receipt of those
monies from tuition, the District and Federal government for those students in attendance.
3.2.5 Volunteers
The Washington DC Clean Energy Adult Public Charter School plans to use volunteers for tutoring
purposes for students needing assistance in GED pre-test work. All tutors will have 10 hours of GED and
tutorial prep training prior to working with students. We expect the tutors to assist the school in
achieving its goals and mission.

3.3 Arrangements for Meeting District and Federal Requirements
3.3.1 Health and Safety
The Washington DC Clean Energy Adult Public Charter School will ensure the health and safety of
students and staff. These procedures shall include the requirement that each employee of the school
furnish the school with a criminal and medical record summary. The Washington DC Clean Energy
Adult Public Charter School facility will meet the present Districts health and safety standards.
3.3.2 Safety and Fire Codes
The Washington DC Clean Energy Adult Public Charter School will ensure the safety of the students
and staff by complying with all District and Federal safety laws, including the D.C. School Reform Act.
A Safety Committee will be established to deal with all safety issues and concerns. The Washington DC
Clean Energy Adult Public Charter School shall comply with all D.C. Public Charter School Board
policies, and applicable Federal and District laws, concerning employee welfare, safety and health
issues, including, without limitation to, the requirement of Federal law for a drug free workplace.
3.3.3 Transportation
Students that are 17 and below are eligible for reduced fares on the Metro bus and Metrorail Transit
System under Section 2 of D.C. Law 2-152, effective March 9, 1979 (D.C. Code, Sec. 44-216 et. seq).
However, if a student has special needs, The Washington DC Clean Energy Adult Public Charter School
will provide transportation for the student.
3.3.4 Enrollment Data
The Washington DC Clean Energy Adult Public Charter School shall comply with all the D.C. Public
Charter School Board policies and regulations, and applicable Federal and District laws, concerning
enrollment data.
3.3.5 Maintenance and Dissemination of Student Records
The Washington DC Clean Energy Adult Charter School agrees to comply with all recordkeeping
requirements of the D.C. Public Charter School Board, Federal, State, Local laws and shall provide any

reports to meet the Boards reporting obligations. Student records include, without limitation,
immunization records, class schedules, records of academic performance, disciplinary actions,
attendance and standardized test results and documentation required under Federal, State, Local laws
regarding the education of students with disabilities.

Students from other localities may apply to the school as non-residents on a space available basis. Non-
resident tuition will be determined by the Board of Trustees. Tuition shall not be charged to students
who reside in the District of Columbia. Nonresident students may be admitted pursuant to The
Washington DC Clean Energy Adult Public Charter School policy, and tuition charges for nonresident
students shall apply. Information regarding to non-resident student data shall be maintained in the
appropriate fashion under the District of Columbia School Reform Act.

Each student that attends The Washington DC Clean Energy Adult Public Charter School must provide
appropriate health records to the school. Records of the immunization of students will be maintain and
monitored by The Washington DC Clean Energy Adult Public Charter School as required by the District
of Columbia School Reform Act. The Washington DC Clean Energy Adult Public Charter School
agrees that it shall comply with all D.C. School Reform Act regulations concerning student attendance,
standards of conduct and discipline. The Washington DC Clean Energy Adult Public Charter School's
procedures shall provide appeals in student discipline cases that shall be the responsibility of the Board
of Trustees.
3.3.6 Compulsory Attendance Laws
Attendance of students at The Washington DC Clean Energy Adult Public Charter School shall be in
compliance with the D.C. School Reform Act compulsory attendance laws, including, without limitation
to, our requirements and the distinction made between excused and unexcused absences. The
importance of regular attendance cannot be overstated. The Washington DC Clean Energy Adult Public
Charter School will strive for consistently high attendance rates. We will use attendance smartcards and
a school management program as pilot program to track student attendance, retention, and tardiness each
day. The Washington DC Clean Energy Adult Public Charter School will identify and address non-
illness related situations that could prevent or hinder regular attendance.
3.3.7 Subchapter B of the Individuals with Disabilities Education Act
3.3.7.1 Individualized Educational Program (IEP)

TIMELINE
An IEP must be developed within 30 calendar days of the decision that a child needs special
education and /or related services.

The IEP Committee must include the following people:
Special education teacher (IEP Manager)
Regular education teacher
Parents
The child

The Washington DC Clean Energy Adult Charter School will use computerized IEP software that will
include the following components:
A statement of the childs present level of performance

A statement of the annual goals for the child
A statement of short-term instructional objectives
A statement of the specific special education and related services which will be provided to the child
A statement describing how much the child will participate in regular and special education programs
The date services will begin and end
Objectives, evaluation criteria, and timelines used to evaluate the childs progress
Transition plan
Accommodations for standardized test
Accommodation and modifications necessary for academic success
The IEP will be written for a single school year and reviewed yearly. If there is a need to revise the
IEP, the committee will meet. IEPs will be written by the anniversary of the students eligibility for
services of each year for the upcoming school term, for returning students.
If a student enters the charter school with a current IEP, the IEP manager will review the IEP to ensure
that the student receives the services and accommodations as outlined. If it is necessary to make any
revisions, the manager will develop an IEP team meeting within 30 days.

If a student enters the charter school without a current IEP and has not been exited from special
education, the manager will review the students records and schedule an IEP meeting to develop a
current IEP to be implemented within 30 days.
3.3.7.2 Placement and Service Delivery
The students placement and support services will be based on the goals and objectives of the IEP. The
charter school will provide an appropriate education in the Least Restrictive Environment (LRE) and the
necessary support services in accordance to the regulations established by IDEA. The charter school
plans to contract out for support services personnel and hire special education teachers part-time or full-
time, depending on the number of students and services needed.
3.3.7.3 Reevaluation
A comprehensive evaluation will be completed to determine if the child still requires special education
services and to identify those services. Parents will be notified of this evaluation and will be invited to
attend the reevaluation review meeting, however written consent is not necessary. If the reevaluation is
for any reason other than the triennial, the parents written consent is required. Form-TE will be used at
the reevaluation review meeting.

An IEP Committee may decide that a child no longer needs one or more of the special education services
in the IEP. These changes may be implemented with the parents consent. If the IEP Committee believes
that a child is no longer, eligible for any special education services (complete termination) it will refer the
child to the Eligibility Committee.

Termination of all special education services occurs when the Eligibility Committee decides that the child
no longer meets the eligibility criteria for special education and related services and the parents give their
consent.
3.3.7.4 Parental Consent
TIMELINE
Parents must consent or refuse to consent within 10 administrative working days after receiving the
notice.

The charter school must have parental consent in writing before any of the following:


Conducting any individual evaluations which would be used to qualify a child for special education
(initial evaluation)
Initial placement in a program providing special education and / or related services
Any change in program (IEP) or placement, including any partial or complete termination of special
education and related services (except long term suspensions, expulsions, and graduation).
Any change in the identification of the childs disability
Any evaluation that is conducted other than the assessments required for the triennial evaluation.

3.3.7.5 Complaint Procedures
TIMELINE
The principal has 30 calendar days after receipt of the written complaint to investigate and resolve
the complaint.

If a parent, another individual, or an organization has a complaint in reference to matters related to the
provision of special education services, the initial complaint shall be reported in writing to the
Assistant/Principal. The complaint must include a statement of the facts on which the complaint is based
and have accompanying documentation. The Assistant Principal will investigate the matter, confer with
special education consultants, and determine whether the school is in compliance with state and federal
laws and regulations.

The Assistant/Principal will report the findings to whomever filed the complaint and attempt to resolve
the conflict. If the person filing the complaint is not satisfied with the results, they may file a complaint
with the state special education liaison.
3.3.7.6 Due Process Hearing
If the parent or the school cannot agree by informal methods or the complaint process on:

Identification
Evaluation
Educational placement
Whether the school should pay for an Independent Educational Evaluation

The parents or the school may make written request for a hearing to the state special education liaison that
will appoint a hearing officer. However, it is acceptable for the parent to direct a request for a Due
Process Hearing to the Assistant/Principal. If the school requests a hearing, the parents will be notified in
writing. The school must inform the parents of any free or low-cost legal services available to parents.
TIMELINE
A hearing officer must hold a hearing and reach a decision within 45 calendar days from the receipt
of a request for a hearing. The officer may grant an extension of the 45-day period if a party
requests an extension and it is in the best interest of the child.

Both parties in a Due Process Hearing have the right to:

Receive advice and be represented by an attorney or an advocate
Ask questions of their witnesses and the other partys witnesses
Introduce evidence, such as letters, evaluations, etc.
Request the hearing officer to require the attendance of witnesses

Prohibit the introduction of any evidence which the party has not seen at least five days prior to the
hearing
Receive a written or electronically recorded record of the hearing
Receive written findings of facts and the decision of the hearing officer
Appeal the decision of the hearing officer

Parents have the following additional rights to:

Examine the childs records and receive copies
Decide whether the hearing will be open to the public
Receive written notice of the hearing in their native language or style of communication

During the Due Process Hearing, the child should remain in his present educational placement. The
parent and the school may agree to place the child in a different placement until the final decision is
reached.

After the hearing is completed, the officer will make a decision. This may be appealed by the parents or
the school.

TIMELINES
Request for the appeal must be made no later than 30 administrative working days after the date of
the hearing officers decision.

A state review officer will review an appeal and must reach a decision within 30 calendar days
after receipt of the request for a review.

Any civil action involving an appeal from a special education due process hearing must be filed
within 1 year of the state review officers decision.

The school has 45 calendar days to submit an Implementation Plan following the final decision.
3.3.7.7 Discipline

A special education student may be suspended for up to a total of 10 days in a school year for any
behavior that a student who does not have a disability would be suspended. No education or support
services have to be provided at this time. If a special education student is suspended for more than 10
days, a manifestation hearing has to be held. The IEP team will meet to determine whether the childs
behavior was caused by or related to his /her disability. This hearing must be held within the 10-day
suspension period. If the IEP team decides that the childs behavior was not related to the disability, then
the student may be disciplined just like a student without disabilities (long term suspension or expulsion).
During the suspension period however, the charter school will be responsible for providing a full
education program to the student in an Interim Alternative Educational Setting. If the IEP team decides
that the behavior is related to the childs disability, the child may not be placed on long-term suspension
or be expelled.
3.3.7.8 Records
All student records will be stored in a file cabinet in a secured area. The following personnel will have
access to student records:


Administrators
Teachers
Guidance counselors
Support service personnel
Clerical staff
Parents upon request

Each student will have one cumulative file. Anyone reviewing a students file must sign the proper
document. Records cannot be taken from the office.
3.3.8 Title I of the Improving Americas Schools Act
The Washington DC Clean Energy Adult Public Charter School does not expect to use any Title I funds.
3.3.9 Civil Rights Statutes and Regulations of the Federal Government and the District of
Columbia
The Washington DC Clean Energy Adult Public Charter School agrees that it shall operate, in all
respects, as a nonsectarian, nonreligious, non-home-based public school. The Washington DC Clean
Energy Adult Public Charter School shall not be affiliated with any private sectarian school or religious
organization. The Washington DC Clean Energy Adult Public Charter School shall comply with all
applicable Federal, District laws, rules and regulations, including, without limitation, statutory and
constitutional provisions prohibiting discrimination on the basis of disability, age, race, creed, color, sex,
national origin, religion or ancestry. The Washington DC Clean Energy Adult Public Charter School
affirms that it shall not discriminate against any employee on the basis of race, creed, color, sex, national
origin, religion, ancestry, age or disability in its recruitment, selection, training, utilization, termination
or other employment related activities.
3.3.10 Other
The Washington DC Clean Energy Adult Public Charter School shall be accountable to the D.C. Public
Charter School Board and subject to all Board approved policies and regulations unless specifically
waived. The Washington DC Clean Energy Adult Public Charter School agrees to participate the D.C.
Public Charter School Board accountability process in accordance with Board Policy. All records
established and maintained in accordance with the provisions of this contract, Board policy, Federal and
District laws shall be open to inspection by the Public Charter School Board.

On or before September 15th of each year, The Washington DC Clean Energy Adult Public Charter
School will present its Annual Report to the D.C. Public Charter School Board outlining the
accomplishment of its mission and academic goals to enable students to become self-motivated,
competent, and lifelong learners.

The Washington DC Clean Energy Adult Public Charter School shall develop with the cooperation of
the D.C. Public Charter School Board, the types of reports the Board would like from The Washington
DC Clean Energy Adult Public Charter School. These written reports will include operation, financial,
progress reports made toward its educational goals and objectives, policy development issues, student
attendance and discipline information, and personnel matters. A spokesperson from The Washington
DC Clean Energy Adult Public Charter School will update the Board at the appropriate business
meetings.

3.4 Implementation of the Charter
3.4.1 Timetable and Tasks for Implementation of Charter
The Washington DC Clean Energy Adult Public Charter School will use a timeline to implement the
timetable effectively. However, listed below is a summary of items to be completed for commencement
of operations.

Table 3.4.1 - Timeline for Commencement of Operations
Date Activity

August 2010 Develop concept paper for charter school.
Identify GED program partner
September 2010 Develop curriculum /online learning documents.
October 2010 Implement pilot program for 40 students.
December 2010 Finalize curriculum.
J anuary 2011 First meeting of the Board of Trustees. Vote on the hiring of
the Director/Principal of the Adult Public Charter School.
J anuary 2011 Submission of Articles of Incorporation to the Department
of Consumers and Regulatory Affairs.
February 2011 Submit Charter proposal
March 30, 2011 Finalize Charter School personnel and employment policies.
Hire Assistant Principal
Meet with Program Manager for GED component
May 1, 2011 Logistics of building , space, equipment and materials for
instruction.
Meeting of the Board of Trustees.
Hire Assistant Principal and Secretary;
Begin advertisement and student recruitment;
Identify provider for professional development;
J uly, 2011 Quarterly Board of Trustees meeting.
Finalize personnel policies and hiring procedures at the
school.
Recruitment of Faculty.
August, 2011 Submission of faculty/staff names to be hired to the Charter
School Board.
Begin Student enrollment.
September 6, 2011 Assessment period begins for all students.
School operation begins.
December 5, 2011 Board of Directors Meeting


3.4.2 Maintenance and Reporting of Academic and Non-Academic Performance Data
The Washington DC Clean Energy Adult Public Charter School will use QuickSchools as its school
administrative software system. QuickSchools is an online school management software for small schools
that allows the school to manage admissions, student information, scheduling and grading functionalities
anytime and anywhere. In addition, the software helps administrators and teachers with their daily
activities and will keep the students and parents up to date with progress.

Student Data- Provides access to
student particulars, their
schedules, address, parents,
disciplinary records, extra-
curricular activities, and any
reports, anytime.

Parent Communications-
Parents/Adult Students can log in
and view their children's
information anytime. They can
view report cards as soon as it is
finalized and published, get
informed of any disciplinary issues
and be notified of any extra-
curricular participation.

Scheduling- The school can
generate lessons schedules easily
for different views by student,
teacher or classroom.


Report Card- Report cards are
fully customizable to include
grading criteria, grading flow, and
report card format.

Gradebook- The online grade book
feature enables teachers to enter
frequent grades. Each teacher has
full freedom to capture any
number of grades for the subject
that he or she teaches. The teacher
can also define calculated grades.

Attendance- The school can track
daily attendance. Easy to use
interface to check off students.
Instant one click attendance
checking if all students are
present.

3.4.2 Major Contracts Planned
The Washington DC Clean Energy Adult Public Charter School plans to enter into a
construction/renovation contract 20 days are the charter application is approved in the amount of $5
million. In addition, the school plans to sign lease agreements for all school equipment and materials. At
the time of this charter application, the school doesnt have prospective contactors. However, if the school
does plan to spend more that $25,000 on any one contract, we will follow the rules and guidelines under
the D.C. School Reform Act.
3.4.3 Orientation of Parents, Teachers, and Other Community Members
The Washington DC Clean Energy Adult Public Charter School will provide all teachers with in service
and professional development training. All teachers will be trained in the The Washington DC Clean
Energy Way of educating students. In addition, Parents and Teachers will be invited to three
Orientation/PTSA Open House programs throughout the year.


Orientation Date
Teacher September 1
st
-5
th

Parent/Student August 1
st

3.4.4 Services Sought from the District of Columbia Public Schools
The Washington DC Clean Energy Adult Public Charter School plans to seek the following services from
the District of Columbia Public Schools:

1. Facilities Lease Agreement
2. Special Education Services

Adul t Publ i c Chart er School Appl i cat i on Sect i on 4 Account abi l i t y Pl an

Section 4 - Public Charter School Accountability Plan
4.1 Goals Against Which the Schools Success Will be Judged

GOAL 1:
Student Achievement
GOAL 2:
Attendance
GOAL 3:
Parent Involvement
GOAL 4:
Graduation Rate
GOAL 5:
Discipline
GOAL 6:
Certification in Renewable
Energy and Energy
Efficiency
GOAL 7:
Career/Workforce
Readiness
GOAL 8:
Registering to Vote

THE WASHINGTON DC CLEAN ENERGY ADULT PUBLIC CHARTER SCHOOL
STRATEGIC PLANNING GOALS
Measurable Improvement Objectives
GOAL 1:
Student
Achievement

The students at the Washington DC Clean Energy Adult Public
Charter School will demonstrate improvement in reading, mathematics,
science, social studies, and writing skills by passing the GED Test. The
goal is as follows, comparing the performance standards of the Spring
2012 administration with the Spring 2013 administration:
70% first time pass rate
The students will meet/exceed the Districts Average score on the GED.
GOAL 2
Attendance
achieve an average daily attendance rate of 90% as shown by daily
attendance records, comparing annual records from 2011-2012 and
2012-2013 school terms.
GOAL 3
Parent
Involvement
Parental participation in school activities, parent-teacher conference
day, and PTSA will increase by 20% as shown by attendance records
when comparing annual records from Spring 2012 administration with
the Spring 2013 administration for students 16-17 years of age.
GOAL 4
Graduation Rate
exhibit a graduation/completion rate of 75% amongst students,
beginning with students entering in the program in 2011.
GOAL 5
Discipline
students will exhibit improved classroom and school behavior as
evidenced by a 20% decrease in In-school and Out-of-School
suspensions, or withdrawals comparing the suspension/withdrawal rate
for the Spring 2012 with the Spring 2013.
GOAL 6
Certification in
Renewable Energy
and Energy
Efficiency

Students will demonstrate competence in one of the four renewable
energy or energy efficiency arenas by passing an industry based
assessment.
students will receive a certificate in one of the four renewable energy or
energy efficiency sectors within 2 years.

GOAL7:
Career/
Workforce
Readiness
students will demonstrate the use of employment strategies and self-
sufficiency by obtaining and retaining employment for one year after
program completion.
GOAL 8
Registering to
Vote
99% of the Washington DC Clean Energy Adult Public Charter School
adult learners will be registered voters.

4.2 Baseline Performance
The Washington DC Clean Energy Adult Public Charter School expects to have all students performing at
grade level within 1to 2 years of entry to the program. We will expect students baseline performance to
be at grade level for the five academic areas within 2 years of the program. The school projects that 75%
of the students enrolled in the school will obtain a GED and a certificate of completion for at least one
renewable technology profession.
4.3 Measurement
The Washington DC Clean Energy Adult Public Charter School program has three performance standard
assessment levels. The students are assessed when completion of Grade Levels A, B, and the
GED/Technology program. The performance measure and outcomes are listed below.
Performance Measures Outcomes
Adult Basic Education (Level A):
Percentage of adult learners enrolled in
beginning literacy who completed that
level
Adult Basic Education (Level B):
Percentage of adult learners enrolled in
beginning literacy that completed that
level.
70% of beginning level enrolled students
will acquire basic skills needed to complete
this level.
60% of beginning level enrolled students
this level.

Intermediate Literacy (Level C): The
percentage of adult learners enrolled in
intermediate literacy that completed that
level.
Advanced Literacy (Level C): The
percentage of adult learners enrolled in
Advanced Literacy who completed that
level.
70% of intermediate level enrolled students
this level.
75% of advanced literacy students will
acquire basic skills needed to complete this
level.


Placement in post-secondary education or
other technology training program: The
number of adult learners entering other
academic and technological programs
Retention in or job advancement: The total
number of adult learners who retain
employment or advanced on the job.
We expect 90% of the adult learners to
enroll in a post-secondary program and/or
technological career/training program.
We expect 80% of the graduates to get
unsubsidized jobs. Of that number, 65% of
the adult learners will retain or advance in
current job within a year.
High School Completion: The total
percentage of adult learners earning a high
school diploma or recognized equivalent.
75% of adult learners will earn a GED
certificate.
Attendance Rate 70% average daily attendance rate
Dropout Reduction A retention rate of 75%
GED Pass Rate We expect a 75% pass rate for students
enrolled in the GED program
Registering to Vote 100% of all students will register to vote
Clean Energy Certificate (s) 90% of all students will receive a clean
energy certificate
Public Assistance Reduction We expect a 35% increase in students
coming off public assistance

4.4 Reporting Performance and Progress
The Washington DC Clean Energy Adult Public Charter School will provide all stakeholders with
information regarding GED pass/fail ratio, employment success rate, and other assessment instruments.
These stakeholders include students, parents, community, board members and the chartering authority.
The Washington DC Clean Energy Adult Public Charter School will provide the community and parents
an annual reporting of performance standards and progress of the student population. We will provide the
chartering authority with an advance copy of this report prior to releasing it to the public.
4.6 Timeline for Implementation
Performance Measure Reporting of Progress Timeline
Student Achievement Quarterly Progress reports to
students, Board of Directors
and Charter Board
Annual Report citing level
completion and percentage of
students completing each level
November, J anuary, April,
J une

J une 30th
Year 2: Comparison of data
Spring 2012 with Spring 2013,
J une 30th
Attendance Quarterly- Included in
progress report to students,
Board of Directors and
Charter
Board

November, J anuary, April,
J une


Annual Report citing average
daily attendance monthly
J une 30th
Year 2: Comparison of data
Spring 2012 with Spring 2013,
J une 30th

Graduation Rate/Dropout
reduction
Annual Report to Board of
Directors and Charter Board
citing percentage of program
completion for both GED and
Clean Energy certifications
J une 30
th

Discipline Annual Report to Board of
citing percentages by
male/female and common
offenses
J une 30
th

Certification Completion Annual Report to Board of
citing percentage of
completion by male/female
and certified area(s)
J une 30
th

Employment Placement Annual Report to the Board of
citing companies and certified
areas by male/female
J une 30
th

Retention or job
advancement
Annual Report to the Board of
Directors and
Charter Board citing
percentage of male/female
advancement citing initial job
and advancement

J une 30
th
, 2013
Reduction of Public
Assistance
Annual Report to Board of
citing reduction by percentage
of decrease in types of
services

Adul t Publ i c Chart er School Appl i cat i on Sect i on 5 Cert i fi cat i ons

Section 5 - Certifications

See Assurance Form on the next page.

Adul t Publ i c Chart er School Appl i cat i on Sect i on 6 Budget

Submitted by TheWashington DC Clean Energy Adult Public Charter School 6-1
Section 6 - Budget
6.1 Pre-opening Expenses
The start-up cost for The Washington DC Clean Energy Adult Public Charter School will be funded
under Title X. The start-up budget is listed in the following table:
Table 6.1 - The Washington DC Clean Energy Adult Public Charter School Pre-Opening Costs
Allowable
Activities
Initial
Implementation
Initial
Implementation
FY11 FY12
Equipment
Video Presentation
Kit
$499.00 N/A
iPads (2) $950.00 N/A
HP Computer (4) $3,000.00 N/A
Printer (3) Color
Laser
$800.00 N/A
Office
Equip/
Supplies

Fax $800.00 N/A
Copier $3,000.00 N/A
Desk/chairs/table $2,500.00 N/A
Supplies $1,000.00 $0.00
Postage $1,500.00 $0.00
Misc.
Services

Cellular Service $1,500.00 $0.00
Brochures/Flyers $900.00
Phone Service Verizon $1,166.62 $0.00
Internet Access $750.00 $0.00
Public Relations $3,000.00 $10,000.00
Board Training $5,000.00 N/A
QuickSchools $1,200.00 N/A
Microsoft Office $1,500.00 N/A
Rent
Office Space $10,000.00 N/A
Staff
Director/Principal $40,000.00 $80,000.00
Grant Writer $3,000.00 $0.00
Assistant Principal $22,000.00 N/A
CPA Consultant $3,500.00 N/A

GED/Training
Specialist
$5,000.00 $30,000.00
Secretary $3,500.00 $0.00
Professional Dev.
Specialist
$2,000.00 N/A
Federal
Payments

Workman
Compensation,
Unemployment,
FICA, Benefits
$23,700.00 $33,000.00

TOTAL $141,765.62 $153,000.00



6.2 Two-Year Operati ng Budget
DESCRIPTION Year One: FY 11 Year Two: FY 12
REVENUES 100 STUDENTS 300 STUDENTS
Per Pupil Charter Payments
(J ul,Oct,J an,Apr) $670,900.00 $2,012,700.00
Facilities Allowance (75%-J uly; 25%-Oct) $300,000.00 $900,000.00
Federal Entitlements
City Build Incentive Grant $0.00 $0.00
Charter School Implementation $141,466.00 $153,000.00
Grants and Donations
Flexible Funds $25,000.00 $0.00
OPCSFS Public Facility Grant $500,000.00 $0.00
Quality Schools Initiative $50,000.00 $0.00
ERATE Funding Program $150,000.00 $80,000.00
Private Grant & Donations $30,000.00 $40,000.00
Loans
OPCSFS Direct Loan $250,000.00 $0.00
DC IRB Program $7,500,000.00 $3,000,000.00
Total Revenues $9,617,366.00 $6,185,700.00

EXPENSES
Personnel Salaries Num. Num.
Director/Principal 1 $150,000.00 1 $152,000.00

Assistant Principal 1 $90,000.00 1 $92,000.00
Office Manager 1 $40,000.00 1 $43,000.00
CPA 1 $52,000.00 1 $52,000.00
Counselor 1 $50,000.00 2 $108,000.00
Lab Assistant 2 $44,000.00 2 $44,000.00
Security 2 $40,000.00 2 $40,000.00
Secretary 2 $50,000.00 2 $50,000.00
Faculty 4 $208,000.00 12 $660,000.00
Subtotal: Personnel $724,000.00 $1,241,000.00
Federal Payments/Benefits
FICA, Workman Compensation,
Unemployment Comp, Benefits $253,400.00 $496,400.00
Subtotal: Federal $253,400.00 $496,400.00
Direct Student Costs
Textbooks
BioFuels Text $1,625.00 $4,875.00
Solar PV Text $2,125.00 $6,375.00
Energy Auditing Text $1,750.00 $5,250.00
Building Analyst Text $1,500.00 $4,500.00
Materials (CurriculumFees)
Biofuels Curriculum $3,000.00 $6,000.00
Solar PV Curriculum $13,750.00 $41,250.00
Energy Auditing Curriculum $7,500.00 $22,500.00
Building Analyst Curriculum $13,750.00 $41,250.00
Certification ExamFees $20,000.00 $50,000.00
Supplies and Materials $15,000.00 $18,000.00
ClassroomFurnishings $25,000.00 $80,000.00
Student Assessment Materials $5,000.00 $12,000.00
Subtotal: Direct Student Costs $110,000.00 $292,000.00

Occupancy
Rent $80,000.00 $10,000.00
Mortgage $0.00 $0.00
Maintenance and Repairs $8,000.00 $10,000.00
Renovations $7,500,000.00 $3,000,000.00
Utilities $1,500.00 $5,000.00
J anitorial Supplies $2,000.00 $5,000.00
Equipment Rental and Maintenance $7,000.00 $25,000.00
Subtotal: Occupancy $7,598,500.00 $3,055,000.00
Office Expense
Supplies and Materials $5,000.00 $12,000.00
Furnishings $8,000.00 $24,000.00
Equipment Rental and Maintenance $10,000.00 $40,000.00
Telephone/Telecommunications $12,000.00 $15,000.00
Accounting and Payroll $15,000.00 $16,000.00
Printing and Copying $10,000.00 $12,000.00
Postage and Shipping $6,000.00 $9,000.00
Other $15,000.00 $12,000.00
Subtotal: Office $81,000.00 $140,000.00
General Expenses
Insurance $19,000.00 $20,000.00
Computer Network $150,000.00 $100,000.00
Merit Pay $20,000.00 $30,000.00
Debt Service $200,000.00 $450,000.00
Contracted Services $150,000.00 $100,000.00
Custodial Services $20,000.00 $25,000.00
Transportation $2,000.00 $10,000.00
Administration Fee (PCSB @1/2 of 1%) $48,086.83 $30,928.50
Public Relations $10,000.00 $120,000.00
Subtotal: General $619,086.83 $885,928.50



Total Expenses $9,385,986.83 $6,110,328.50
Total Revenues $9,617,366.00 $6,185,700.00
Excess or Deficiency $231,379.17 $75,371.50


6.3 Esti mated Fi ve-Year Budget Proj ecti ons

DESCRIPTION Year 1 Year 2 Year 3 Year 4 Year 5
REVENUES 100 FTE 300 FTE 500 FTE 700 FTE 700 FTE
Per Pupil Charter Payments $670,900.00 $2,012,700.00 $3,354,500.00 $4,696,300.00 $4,696,300.00
Facilities Allowance $300,000.00 $900,000.00 $1,500,000.00 $2,100,000.00 $2,100,000.00
Federal Entitlements $141,466.00 $153,000.00 $525,000.00 $0.00 $0.00
Grants and Donations $755,000.00 $120,000.00 $90,000.00 $205,000.00 $300,000.00
Loans $7,750,000.00 $3,000,000.00 $0.00 $0.00 $0.00
TOTAL REVENUES $9,617,366.00 $6,185,700.00 $5,469,500.00 $7,001,300.00 $7,096,300.00
EXPENSES
Personnel Salaries and Benefits $977,400.00 $1,737,400.00 $2,926,000.00 $4,797,800.00 $4,811,800.00
Direct Student Costs $110,000.00 $292,000.00 $494,000.00 $724,000.00 $724,000.00
Occupancy $7,598,500.00 $3,055,000.00 $115,000.00 $167,000.00 $167,000.00
Office Expenses $81,000.00 $140,000.00 $272,000.00 $355,000.00 $355,000.00
General Expenses $619,086.83 $885,928.50 $1,567,347.50 $885,006.50 $1,005,481.50
TOTAL EXPENSES $9,385,986.83 $6,110,328.50 $5,374,347.50 $6,928,806.50 $7,063,281.50

Running Excess or Deficit $231,379.17 $306,750.67 $401,903.17 $474,396.67 $507,415.17


6.4 Capi tal Budget

2011 CAPITAL BUDGET

LOAN AMOUNT
DC Industrial Revenue Bond $7,500,000

USE OF FUNDS COST
Acquisition of Building $0
Construction/Renovation Costs

Demo of old walls $450,000
Electrical $150,000
Plumbing $125,000
Heating/ventilation $1,000,000
Roof $1,200,000
Drywall and Painting $350,000
Carpet $500,000
Windows $400,000
Fixtures and Fit-out $350,000
Cafeteria/Meeting Rooms $250,000
Hard Cost Contingency $180,000
Total Construction &
Acquisition $4,955,000
Furniture

Chairs $12,500
Desk/Tables $75,000
Teacher Workstation $6,250
Overhead projector $4,500
Storage Cabinets $15,000
Lounge Area Chairs $675
Chalkboard $3,600
Total Furniture $117,525

Lab Equipment

Biofuels Equipment $1,500,000
Solar PV Equipment $60,000
Energy Audit Equipment $60,000
Total Lab $1,620,000
General Expenses

Legal Fees $120,000
Appraisal $0
Architect $250,000
Project Manager $80,000
Engineering $90,000
Insurance $10,000
Closing Costs $15,000
Financing Fees $10,000
Interest $25,000
Inspection Fees $5,000
Environmental Studies $15,000
Accountant $15,000
Security $20,000
Bonding $50,000
Soft Cost Contingency $100,000
Total General $805,000

AMOUNT
Loan Revenue $7,500,000
Use of Funds $7,497,525
Total Balance $2,475

2012 CAPITAL BUDGET


LOAN AMOUNT

USE OF FUNDS COST
Construction/Renovation
Costs
Electrical $35,000
Plumbing $25,000
Heating/ventilation $40,000
Roof $0
Carpet $50,000
Windows $45,000
Total Construction &
Acquisition $1,195,000
Furniture
Chairs $2,500
Desk/Tables $15,000
Chalkboard $1,200
Lab Equipment

General Expenses
Legal Fees $50,000
Appraisal $0
Architect $20,000
Engineering $25,000
Insurance $6,000
Interest $18,000
Environmental Studies $0
Accountant $7,000
Security $5,000
Bonding $30,000

AMOUNT


6.5 Cash Flow

See Cash Flow for Year 1 on the next page.

Adul t Publ i c Chart er School Appl i cat i on Sect i on 7 Resumes, BMA, St at ement of I nt erest

Section 7 - Resumes, Board Member Agreements, and Statements of Interest
and Qualifications

See Resumes, BMAs, and Statements of Interest on the next page.

Adul t Publ i c Chart er School Appl i cat i on Sect i on 8 Confl i ct of I nt erest

Section 8 - Conflict of Interest

See Conflict of Interest documents on the next page.

Adul t Publ i c Chart er School Appl i cat i on Sect i on 9 Demographi c Anal ysi s

Section 9 - Demographic Analysis Form

See Demographic Analysis Form on the next page.

The Washi ngt on DC Cl ean Energy Adul t Publ i c Chart er School Appl i cat i on Appendi x A

Submitted by TheWashington DC Clean Energy Adult Public Charter School A-1

APPENDIX A -
Charter School Board of Directors Job Description

The Washi ngt on DC Cl ean Energy Adul t Publ i c Chart er School Appl i cat i on Appendi x B

Submitted by TheWashington DC Clean Energy Adult Public Charter School B-1

APPENDIX B -
Charter School Individual Director Performance Expectations
The Washi ngt on DC Cl ean Energy Adul t Publ i c Chart er School Appl i cat i on Appendi x C

Submitted by TheWashington DC Clean Energy Adult Public Charter School C-1

APPENDIX C -
Articles of Incorporation
The Washi ngt on DC Cl ean Energy Adul t Publ i c Chart er School Appl i cat i on Appendi x D

Submitted by TheWashington DC Clean Energy Adult Public Charter School D-1

APPENDIX D -
By-Laws
The Washi ngt on DC Cl ean Energy Adul t Publ i c Chart er School Appl i cat i on Appendi x E

Submitted by TheWashington DC Clean Energy Adult Public Charter School E-1

APPENDIX E -
Code of Ethics

The Washi ngt on DC Cl ean Energy Adul t Publ i c Chart er School Appl i cat i on Appendi x F

Submitted by TheWashington DC Clean Energy Adult Public Charter School F-1

APPENDIX F -
Board of Conflict of Interest Statement
The Washi ngt on DC Cl ean Energy Adul t Publ i c Chart er School Appl i cat i on Appendi x G

Submitted by TheWashington DC Clean Energy Adult Public Charter School G-1

APPENDIX G -
Description of Curriculum


Introduction to Renewable Energy

Course Description
Introduction to Renewable Energy is a blended online/classroom course for those who wish to learn the
basics of renewable energy - including where it is found, how we can harvest it for use in our homes and
how it can help ease pressures on the environment. This course provides an overview of renewable
energy technologies, which includes heat pumps, solar thermal, biofuel, and solar photovoltaic and wind
turbines. Through this course, students will analyze and synthesize information related to a variety of
renewable energy technologies. Through discussions and experiences, students will select a renewable
energy occupation of interest.
Workforce Readiness Standard
To develop students interest in occupations within the renewable energy industry.

Job Outlook
Students will explore the following primary jobs:

5. Energy Auditor
6. Building Analyst
7. Biofuels Technician
8. Solar Installer

Course Objectives
The students will be able to apply basic science to current technologies, critique renewable technologies
and evaluate options in order to select a career interest within the energy industry.

Course Content
Module 1. Why Renewable Energy (2 Lessons)
In this module, students will answer the question of Why Renewable Energy now. Students will
discover in detail how energy is made, where we get it, how we use it, and how we measure it. Topics
include:
How energy is made and where we get it
How energy is used and measured

Module 2. Energy Conservation and Energy Efficiency (2 Lessons)
Module 2 begins with a lesson on energy conservation and the impact on society. As students progress
through the energy efficiency lesson, they will learn what methods are used to improve home energy
efficiency. Topics include:

Energy conservation steps
How to improve energy efficiency

Module 3. Green Building (2 Lessons)
In the Green Building module, students explore the concepts of how buildings are designed and built
using new architectural methods. As students progress through design applications, they will learn about
U.S. Green Building Councils efforts towards reducing consumption and improving the quality of life
within building structures. Topics include:
Building design applications
Building consumption and reduction efforts

Module 4. Solar Thermal and Solar Electricity (4 Lessons)
In this module, students will learn the fundamental concepts of how solar thermal and solar electricity
works. The lesson on solar thermal teaches students how sun rays are collected from the Sun and how it
heats up water. Next, students will then learn how solar electric systems transform light from the sun
directly into electricity without using moving parts. The course concludes with a lesson on the application
of solar panels on homes and commercial buildings. Topics include:

Solar ray collection
Solar heating
Conversion of direct current to alternating current
The application of solar panels on buildings

Module 5: Wind and Micro-Hydro Power (4 Lessons)
For this module, students will learn the fundamental concepts of how the wind and water can be harvested
for creating energy. The lesson on wind teaches students how both micro and wind turbines are used to
create wind energy. As students progress through this module, they will learn how micro-hydro systems
use running water as a source to create power. Topics include:

Micro turbines
Wind turbines
Micro-hydro applications
Commercial and government applications

Module 6: Renewable Energy for the Developing World and the Economics of Renewable Energy (4
Lessons)
In this module, students will learn the roll of renewable energy in developing countries and the economic
and job impact of renewable energy. The lesson on developing countries teaches students about the
importance and relevance of technologies to improve the lives of people. Next, students will learn about
the economic impact of renewable energy from a workforce development and financial perspective.
Topics include:
Importance of renewable technologies in developing countries

Impact on the day-to-day activities in villages
Economic impact of renewable energy
Training and workforce development opportunities

Lesson Plan Outline
Module: Why Renewable Energy
Lessons Hours
Lesson 1- How energy is made and where we get it
Lesson 1- Reading & Resources, Review/Quiz 5
Lesson 2- How energy is used and measured
Why Renewable Energy Final Exam 1
Subtotal 10

Module: Energy Conservation & Efficiency
Lessons Hours
Lesson 1- Energy conservation steps
Lesson 2- How to improve energy efficiency
Energy Conservation & Efficiency Final Exam 2
Subtotal 12

Module: Green Building
Lessons Hours
Lesson 1- Building design applications
Lesson 2- Building consumption and reduction efforts
Green Building Final Exam 2
Subtotal 12

Module: Solar Thermal & Electricity
Lessons Hours
Lesson 1- Solar ray collection
Lesson 2- Solar heating
Lesson 3- Conversion of direct current to alternating current

Lesson 4- The application of solar panels on buildings
Solar Thermal & Electricity Final Exam 2
Subtotal 22

Module: Wind and Micro-Hydro
Lessons Hours
Lesson 1- Micro turbines
Lesson 2- Wind turbines
Lesson 3- Micro-hydro applications
Lesson 4- Commercial and government applications
Wind and Micro-Hydro Final Exam 2
Subtotal 22

Module: Renewable Energy for Developing World
Lessons Hours
Lesson 1- Importance of renewable technologies in developing countries
Lesson 2- Impact on the day-to-day activities in villages
Lesson 3- Economic impact of renewable energy
Lesson 4- Training and workforce development opportunities
Renewable Energy for A Developing World Final Exam
2

Subtotal 22

Review and Final Hours
Field Review 5
Final Exam 2
Subtotal 7
Total Hours 107

Resources and Instructional Materials


Selected online and printed articles.

Methods of Instruction
The methods of instruction include online and classroom instruction and homework assignments.
Classroom instruction will consist of interactive lectures, class discussions, exercises, PowerPoint
presentations, Internet illustrations, and videos.

Methods of Evaluation
1. Class Participation
2. Homework Participation and review sessions
3. Overall Attendance
4. 75% pass rate on assessment(s)

Technical Skills and Standards
N/A

Certificate of Training
N/A

Course Prerequisites
No industry experience is assumed.


Home Energy Auditor (Certificate)

Course Description
In this blended online and classroom course, students will evaluate external and internal environmental
factors that affect energy efficiency and investigate various careers within the energy industry. Students
will analyze and apply course content by conducting practice home assessments and recommending to
consumers practical methods of improving energy efficiency in homes throughout the District of
Columbia. At the completion of this course, students will have an opportunity to take the Professional
Home Inspector Institute Energy Auditor exam. After passing the exam, students will receive a
Certificate of Completion.
To provide students with the knowledge, skills and resources that lead to a certificate as an home energy
auditor.

Primary J ob Home Energy Auditor
Top Secondary J obs Energy Engineers, Energy Brokers, Solar Energy Systems
Engineers, Wind Energy Project, Energy Rater, Energy
Consultant, Home Performance Consultant, Building
Performance Consultant, Home Energy Rater, Environmental
Science & Protection Technicians, Green Marketers, and
Sustainability Specialists
Regional Certification Body Students successfully passing with a 70% on the exam shall
receive the Professional Home Inspectors Institute (PHII)
Home Energy Auditor Certificate. Information on the PHII
standards can be found at www.phii.com.

Course Objectives
At the completion of this course, students will apply key concepts related to energy efficiency in order to
conduct a home energy assessment.
Course Content
Module 1. Energy Auditing- Diagnostics & Testing Protocols (6 Lessons)
The Diagnostics & Testing Protocols module will teach students the auditing process with specific
information on how to conduct the tests. With lessons on thermal imaging, blower doors, furnace testing,

combustion appliance tests and duct leakage, students will have the foundational skills needed to begin
testing residential homes. Topics included in this module:
Auditing Process
Energy Use & Measures
Thermal Imaging
Blower Door & Furnace Tests
Testing for Duct Leaks
Combustion Appliance Safety Test

Module 2. Weatherization and Insulation Remediation (3 Lessons)
The Weatherization and Insulation Remediation module begins with a lesson on air leaks and how they
impact airflow and energy loss in a residential home. As students progress through the module, they will
learn about each portion of the building envelope, the types of insulation used, proper installation
techniques as well as remediation options. The module also concludes with a lesson on safety issues that
impact both the weatherization workers and the homeowners.
Topics included in this module:
Sealing Air Leaks
Crawlspace, Insulation & Ventilation
Windows & Doors

Module 3. Manufactured Home Weatherization (3 Lessons)
The Manufactured Home Weatherization module trains students on all aspects of manufactured home
construction, insulation and remediation. This module addresses current manufactured home construction
practices and standards as well as background information to better understand older manufactured
homes. Topics included in this module:
HUD Codes & Standards
Energy Inspection & Reporting
Insulation & Weatherization

Module 4. Residential Energy Efficiency (6 Lessons)
In the Residential Energy Efficiency module, students move inside a single family home to learn about
appliances, home systems and options for reducing energy costs. This training module addresses the
impact of those systems on energy usage including techniques for reducing consumption. Designed for
any energy profession who has direct contact with consumers, students will have the knowledge they
need to educate members of their families about energy efficiency. Topics included in this module:
Energy Consumption & Lighting
Refrigeration
Water Heaters
Heating & Air-Conditioning Systems
Residential Appliances
Selling Energy Efficiency

Lesson Plan Outline
Module: Energy Auditing- Diagnostics & Testing Protocols
Lessons Hours
Lesson 1- Auditing Process
Lesson 1- Reading & Resources, Review/Quiz
Lesson 2- Energy Uses & Measure

Lesson 3- Thermal Imaging
Lesson 4- Blower Door Testing
Lesson 5- Testing for Door Leaks
Lesson 6- Combustion Appliance Safety
Lesson 7- Furnace Testing
Energy Auditing Final Exam 2
Subtotal 20

Module: Weatherization & Insulation Remediation
Lessons Hours
Lesson 1- Sealing Air Leaks
Lesson 2- Attic Insulation
Lesson 3- Attic Ventilation
Lesson 4- Wall Insulation
Lesson 5- Basement Insulation
Lesson 6- Crawlspace Insulation
Lesson 7- Ventilation
Lesson 8- Windows & Doors
Lesson 9- Straw Bale Insulation & Remediation
Lesson 10- Workplace & Homeowner Safety
Weatherization & Insulation Remediation Final Exam 3
Subtotal 28

Module: Manufactured Home Weatherization
Lessons Hours
Lesson 1- History of Manufactured Homes
Lesson 2- HUD Codes & Standards
Lesson 3- The Manufacturing Process

Lesson 4- Energy Inspection & Reporting
Lesson 5- Insulation & Weatherization
Manufactured Home Final Exam 2
Subtotal 17

Module: Residential Appliance Efficiency/Energy Audit Diagnostics
Lessons Hours
Lesson 1- Energy Consumption
Lesson 2- Lighting
Lesson 3- Refrigerators & Freezers
Lesson 4- Water Heaters
Lesson 5- Heating & Air Conditioning
Lesson 6- Other Residential Appliances
Lesson 7- Selling Energy Efficiency
Residential Appliance Efficiency/Energy Audit Diagnostics Final Exam 1
Subtotal 21

Field Review 10
Final Certificate Exam 3
Subtotal 13
Total Hours 100


The course is an interactive, certificate energy auditor-training program, which is comprised of four core
modules that provides a comprehensive understanding of insulation and energy efficiency as well as the
energy audit process. Students will receive instruction via online content, classroom instruction, and field
experience.
The methods of instruction include hands-on training as well as classroom instruction and homework
assignments. The focus will be to provide students with real life experiences specific to conducting home
assessments. Hands on training will cover implementing of a task analysis in the field with site analysis,
incorporation of site specific safety and construction issues, use of tools and testing equipment, best

practice assessment techniques and skills, and methods of addressing specific site code and inspection
issues.

Classroom instruction will consist of interactive lectures, online content experiences, class discussions,
exercises, PowerPoint presentations, Internet illustrations, and videos.

Homework will include reading assignments, problem sets, and completion of practice home assessments.

2. Homework Participation and 100-question review test completion
4. Field Experience
5. Complete registration home audit exam (70% needed to obtain certificate)

This course, in combination with Professional Home Institute required lab experience, will qualify
students to complete the home assessment examination. Passing the exam and earning the title, as energy
home auditor is an industry mark of distinction. After completing this course, student will have met the
minimum educational requirement to apply for positions related to energy assessment and auditing.
Upon successful completion of all course requirements, the student will be given a Certificate of
Completion as verification of completion of the course.

Knowledge requirements include basic math skills (addition, subtraction, multiplication, division,
fractions, decimals, and percentages, use of formulas, algebra, and word problems), use of the Internet,
problem-solving skills, and the use of a calculator.

Building Analyst- (BPI National Certification)
Course Description
The Building Performance Institute (BPI) Building Analyst Course will teach students the basic principles
of building science to assess energy efficiency in a home while also monitoring conditions that have a
direct impact on human health and safety. BPI Standards emphasize the 'house-as-a-system' approach to
inspecting a home, meaning that all systems are interconnected from the HVAC equipment, to the
envelope, the foundation, walls, roof, doors and windows. Students will learn how to use diagnostic
equipment such as the blower door and the combustion analyzer to ensure systems are functioning
together correctly to maximize home performance, comfort, energy efficiency, safety and durability. This
course will prepare students to pass the BPI written, field examinations, and achieve BPIs Building
Analyst National Certification.

Students will evaluate and apply building science and principles, conservation strategies, and combustion
basics in order to conduct a building assessment and recommend methods of maximizing energy
efficiency.


Primary Job Building Analyst
Top Secondary Jobs Building Inspector, Engineering Technician, Construction
Inspector, Engineer, Associate Architect, Construction Project
Supervisor, Inspector, Plumbing Inspector, Building Code
Administrator, Building Mechanical Engineer, Auditors,
Green Marketers, Sustainability Specialists, Weatherization
Installers and Technicians
Body
Students successfully passing with an 80% on the exam shall
receive the Building Performance Institute (BPI) Building
Analyst Certification. Information on the BPI standards can
be found at www.bpi.org/home.aspx.

Course Objectives
At the completion of this course, students will apply basic building science concepts and principles in
order to present options for comprehensive building energy reduction to customers and to insure that
those recommendations are consistent with good building practices and code requirements.
Course Content
Module 1. Energy Auditing- Diagnostics & Testing Protocols (4 Lessons)

The Diagnostics & Testing Protocols module will teach students the auditing process with specific
information on how to conduct the tests. With lessons on thermal imaging, blower doors, furnace testing,
combustion appliance tests and duct leakage, students will have the foundational skills needed to begin
testing residential homes. Topics included in this module:
Measurements of Energy & Power
How Measurements Relate
Health, Safety, Conduct and Protocols
Basic Energy Conservation Strategies

Module 2. Weatherization and Insulation (4 Lessons)
The Weatherization and Insulation module begins with a lesson on air leaks and how they affect airflow
and energy loss in a residential home. As students progress through the module, they will learn about each
portion of the building envelope, the types of insulation used, proper installation techniques as well as
remediation options. Topics included in this module:
Insulation and Sealant Types
Diagnostic Testing Protocols & Equipment
Analysis, Comparisons, Inspections, Diagnostic Testing & Terms
Heating and Cooling Systems & Associated Diagnostics

Module 3. Manufactured Home Weatherization (4 Lessons)
The Manufactured Home Weatherization module prepares students on all aspects of manufactured home
construction, insulation and remediation. This module addresses current manufactured home construction
practices and standards as well as background information to better understand older manufactured
homes. Topics included in this module:
General Building Construction and Terms
Building Systems Types and Components
Principles of Combustion and Combustion Analysis
Air Sealing, Insulation Installation, Vapor and Air Barrier Installation

Module 4. Residential Building Energy Efficiency (4 Lessons)
In the Residential Energy Efficiency module, students move inside a single family home to learn about
home systems and options for reducing energy costs. This training module addresses the impact of those
systems on energy usage including techniques for reducing consumption. Designed for any building
analyst professional who has direct contact with consumers, students will have the knowledge they need
to educate members of their families about energy efficiency. Topics included in this module:
Various Diagnostic Tests/Techniques
Basic Concepts of Renewable Energy Sources
Roles and Responsibilities of the Building Analyst Profession
Basic Electrical Components, Safety Issues, and Systems

Lesson Plan Outline
Module: Energy Auditing & Diagnostics and Testing
Lessons Hours
Lesson 1- Measurements of Energy and Power
Lesson 2- How Measurements Relate

Lesson 3- Health, Safety, Conduct and Protocols
Lesson 4- Basic Energy Conservation Strategies
Lesson 5: Energy Audit Final Exam 2
Subtotal 22

Module: Weatherization & Insulation
Lessons Hours
Lesson 1- Insulation and Sealant Types
Lesson 2- Diagnostic Testing Protocols & Equipment
Lesson 3- Analysis, Comparisons, Inspections, Diagnostic Testing and
Terms
Lesson 4- Heating and Cooling Systems & Associated Diagnostics
Weatherization & Insulation Final Exam 2
Subtotal 22

Module: Manufactured Home Weatherization
Lessons Hours
Lesson 1- General Building Construction and Terms
Lesson 2- Building Systems Types and Components
Lesson 3- Principles of Combustion and Combustion Analysis
Lesson 4- Air Sealing, Insulation Installation, Vapor and Air Barrier
Installation
Manufactured Home Weatherization Final Exam 2
Subtotal 22

Module: Residential Building
Lessons Hours
Lesson 1- Various Diagnostic Tests/Techniques
Lesson 2- Basic Concepts of Renewable Energy Sources

Lesson 3- Roles and Responsibilities of the Building Analyst Profession
Lesson 4- Basic Electrical Components, Safety Issues, and Systems
Residential Building Final Exam 3
Subtotal 23

Total Hours 89

Field Review 20
Final Certification Exam 2
Subtotal 22
Total Hours 111


The course is an interactive blended online and classroom, BPI national certification building analyst-
training program, which is comprised of four core modules that provide a comprehensive understanding
of BPI standards, a 'house-as-a-system' approach to inspecting a home and energy efficiency as well as
the energy audit process. Students will receive instruction via classroom and field experience.
assignments. The focus will be to provide students with real life experiences specific to conducting a
building analysis. Hands on training will cover implementing of a home energy audit in the field with site
analysis, incorporation of site specific safety and construction issues, use of tools and testing equipment,
best practice assessment techniques / skills, and methods of addressing specific site code as well as
inspection implications.


Homework will include reading assignments, problem sets, and completion of practice analysis.

2. Lab Participation
5. Field Experience & Home Energy Audit
6. Complete registration for BPI Building Analyst Exam (80% needed to obtain certification)


This course, in combination with required field experience, will qualify students to meet professional
standards developed by the Building Performance Institute. Students are required to pass an exam
certifying professional knowledge and expertise. Passing the exam and earning the title, as a building
analyst is an industry mark of distinction. After completing this course and passing the industry exam, a
student will have met the minimum requirements to apply for positions related to energy assessment,
auditing and building analyst.
Upon successful completion of all course requirements and passing the BPI exam, the student will receive
a BPI National Certification as a building analyst. A building analyst with BPI certification gives
homeowners peace of mind knowing the professional meets the national standards of the Building
Performance Institute having passed both a written and a hands-on field exam.

Knowledge requirements include basic math skills (addition, subtraction, multiplication, division,
fractions, decimals, and percentages, use of formulas, algebra, and word problems), use of the Internet,
problem-solving skills, and the use of a calculator.


PV101 Solar Electric Design and Installation (Grid-Direct) with Supplemental Battery
Training (NABCEP Entry Level Exam)

Course Description
This blended online and classroom course will provide an overview of the three basic PV system
applications, primarily focusing on grid-direct systems. The goal of the course is to create a fundamental
understanding of the core concepts necessary to work with all PV systems, including: system
components, site analysis, PV module criteria, mounting solutions, safety, and commissioning. The
course will also cover the basics of sizing a residential grid-direct system, wire sizing, over current
protection, and grounding all of which will be expanded upon in PV 202. This blended online and
classroom PV 101course. The course is co-taught by online instructors, ensuring prompt attention and
To provide students with the knowledge, skills and resources needed to pass the North American Board of
Certified Energy Practitioners (NABCEP) Entry Level Exam. Passing this exam demonstrates basic
knowledge of design, installation and application of photovoltaic systems. Many prospective employers
may use this as a prerequisite to evaluate potential employees.


Top Secondary Jobs Solar Energy Installation Manager, Solar Energy, Solar
Thermal Installer, Solar Sales Representative, HVAC
Installers, construction Manager, Electrician, and Electrical
Technician
Body
Practitioners (NABCEP) Solar Entry Level Certification.
www.nabcep.org.

Course Objectives
Upon completion of this course, the student will be able to apply knowledge of a solar electric system in
order to:
1. Differentiate between various renewable energy sources and types of systems,
2. Determine power and energy calculations,
3. Distinguish a load analysis for a grid-direct system and evaluate utility bills and rate plans,
4. Implement electrical efficiency measures to reduce system size,

5. Analyze net metering and other incentives that effect the final cost of a PV system,
6. List the pros and cons and draw a block diagram of the following systems: DC direct, stand-alone,
grid-direct, and grid-tied with battery back-up,
7. Diagram an array in series and parallel configurations,
8. Conclude module specifications for a given module and determine a modules performance given
various environmental conditions,
9. Determine performance of an array/system based on irradiance changes or for array orientation and
tilt angle at a given site,
10. Determine the magnetic declination, find the orientation and altitude angle of the sun, and evaluate
the shade potential for a given site,
11. Conclude pros and cons of different mounting structures (ground, pole, roof, and trackers),
12. Read equipment specification sheets to determine the critical information needed in system design,
13. Size a residential grid-direct system including the inverter, array, PV source and inverter output
circuit conductors (basic), and overcurrent protection,
14. Determine the number of modules that can fit on a given roof space,
15. Identify the following wires and components on a three-line diagram of a residential grid-direct
system: the array, disconnects, inverter, the equipment grounding conductors, ungrounded
conductors, grounded conductors, the grounding electrode(s), and the system grounds,
16. Establish the order of commissioning and decommissioning, as well as potential safety hazards, for a
grid-direct system,
17. Diagram a battery bank in series and parallel configurations,
18. Select the proper safety protocols for working with batteries,
19. Draw a three-line schematic of a residential battery-based system, including the array, controller,
batteries, inverter, disconnects, overcurrent protection, and grounding (including the equipment
grounding conductors, ungrounded conductors, grounded conductors, the grounding electrode(s), and
the system grounds), and
20. Evaluate a clients electrical load and size a stand-alone system (including inverter, controller, battery
bank, and array).

Course Content
Module 1. The Fundamentals of Renewable Energy (5 Lessons)
The Fundamentals of Renewable Energy module will teach students the procedures for how to perform
power and energy calculations. With lessons on load analysis for grid-direct system, utility bills
evaluation, and net metering, students will have the foundational skills needed to differentiate between
various renewable energy sources and components of a solar PV system. Topics included in this module:
Introduction to Solar Careers
Basics of Electricity
Utility Bill Analysis and Net Metering
Implementing Efficiency
PV Components

Module 2. Basic Design and Layout of a Solar PV System (5 Lessons)
The Basic Design and Layout of a Solar PV System module begins with a lesson on the pros and cons of
DC direct, stand-alone, grid-direct, and battery back-up and how they are configured using series and
parallel designs. As students progress through the module, they will learn how to determine a solar
panels performance and the effect of the solar array orientation on performance using various mounting
systems and inverters. Topics included in this module:
Modules and Metering

Series and Parallel
Site Analysis and the Solar Resource
Mounting
Inverters

Module 3. Basic Residential Grid-Direct System (4 Lessons)
The Basic Residential Grid-Direct System module prepares students on all aspects of a grid-direct system
that includes an inverter, array, PV source, circuit conductors and overcurrent protection. This module
teaches students the proper procedures to design a system based on a given roof space and identification
of the wiring and components of a grid-direct system. Topics included in this course:
System Sizing
Grounding
Wiring
Overcurrent Protection and Disconnects

Module 4. Installation and Commissioning (4 Lessons)
In the Installation and Commissioning module, students learn the procedures for commissioning a solar
grid-direct system. This hands-on module includes the installation of a demo scaled project with a
battery-tied system. The module addresses proper safety protocols for working with batteries and how to
bank the batteries in series and parallel configurations. Designed for an entry-level installer, students will
have the knowledge and skills to evaluate the load and size of a stand-alone system. Topics included in
this course:
Installation, Commissioning and Safety
Supplemental Battery Training
NABCEP Review
Roles and Responsibilities of the Entry Level Solar Installer

Lesson Plan Outline
Module: Fundamentals of Renewable Energy
Lessons Hours
Lesson 1- Introduction to Solar Careers
Lesson 2- Basics of Electricity
Lesson 3- Utility Bill Analysis and Net Metering
Lesson 4- Implementing Efficiency
Lesson 5- PV Components
Lab Session 2
Fundamentals of Renewable Energy Final Exam 2
Subtotal 29

Module: Basic Design & Layout

Lessons Hours
Lesson 1- Modules and Metering

Lesson 2- Series and Parallel

Lesson 3- Site Analysis and the Solar Resource

Lesson 4- Mounting

Lesson 5- Inverters

Lab Session 3
Basic Design & Layout Final Exam 2
Subtotal 30

Module: Basic Residential Grid-Direct System
Lessons Hours
Lesson 1- System Sizing
Lesson 2- Grounding
Lesson 3- Wiring
Lesson 4- Overcurrent Protection & Disconnects
Lab Session 4
Basic Residential Grid-Direct System Final Exam 2
Subtotal 26
Module: Installation and Commissioning
Lessons Hours
Lesson 1- Installation, Commissioning and Safety

Lesson 2- Supplemental Battery Training

Lesson 3- NABCEP Review

Lesson 4- Roles & Responsibilities of the Entry Level Solar Installer

Lab Session 4
Installation and Commissioning Final Exam 2
Subtotal 33


NABCEP Prep 10
NABCEP Solar Entry Level Exam (online) 2
Subtotal 12
Total Hours 130


The instructional manual for the PV101 course is the Solar Electric Systems and Grid-Direct Design
Manual published by Solar Energy International. This installation manual provides defined measurable
learning objectives with each of the lessons. The lessons includes relevant readings, lab worksheets,
exercises, power point presentations, list of resources and assessments to reinforce each lesson.
The methods of instruction include hands-on training as well as online and classroom instruction and
homework assignments. The focus will be to provide students with real life solar site-specific knowledge.
Hands on training will cover the installation of a demo scaled project with site analysis, mechanical and
electrical design based on specific site conditions, site specific safety issues and construction issues, using
tools and testing equipment, best practice construction skills, and specific site code and inspection issues.


Labs will include experiments with solar equipment, use of meters, measurements, and a complete system
install. Homework will include reading assignments, problem sets, and the design of solar photovoltaic
systems including equipment specification.

5. Complete registration and complete the NABCEP Solar Entry Level Exam (70% needed to obtain
certification)

The course will follow the NABCEP Photovoltaic Entry Level PV Systems Learning Objectives and skill
sets, which include PV markets and applications, safety basics, electricity basics, solar energy
fundamentals, PV module fundamentals, system components, PV system sizing principles, PV system
electrical design, PV system mechanical design, performance analysis, maintenance and troubleshooting.

Students who successfully complete this course can seek a supervised, entry-level position with a
dealer/installer or other photovoltaic industry company. Moreover, students will be eligible to take the
NABCEP's (North American Board of Certified Energy Practitioners) Entry Level exam. The students

must pay for exam application fee. Passing this exam demonstrates basic knowledge of design,
installation and application of photovoltaic systems. Many prospective employers use this as a
prerequisite to evaluate potential employees.

Upon successful completion of all course requirements, the student will be given a Certificate of Training
as verification of completion of the class.

No solar industry experience is assumed. Knowledge requirements include basic math skills (addition,
subtraction, multiplication, division, fractions, decimals, and percentages, use of formulas, algebra, and
word problems), use of the Internet, problem-solving skills, and the use of a calculator. This class is a pre-
requisite for Advanced Solar PV 202 course.

PV202 Solar Grid-Direct Design and the NEC (NABCEP Solar Installer Certification)

Course Description
This blended online and classroom advanced solar training course will build upon the core concepts from
PV 101 and continue to emphasize grid-direct systems. The course will focus significantly on the
National Electrical Code (NEC), including grid interface calculations, grounding considerations, and
advanced component specification. Students will then evaluate a systems performance under various
operating conditions. Commercial system design elements, such as inter-row shading, inverter selection,
and data monitoring solutions will also be examined during the course. This course combines class
lectures with individual problem solving exercises covering common design considerations. This blended
online and classroom PV 202 course is co-taught by online instructors, ensuring prompt attention and
To provide students with the knowledge, skills and resources needed to pass the North American Board of
Certified Energy Practitioners Solar PV Installer Exam. Passing this exam demonstrates expert
knowledge of design, installation and application of photovoltaic systems. The NABCEP PV installer
certification is a voluntary certification that provides a set of national standards by which PV installers
with skills and experience can distinguish themselves from their competition. Certification provides a
measure of protection to the public by giving them a credential for judging the competency of
practitioners.


Top Secondary Jobs Solar Energy Systems Engineers, Solar Energy Installation
Managers, Solar Thermal Installers and Technicians, Solar
Sales Representatives and Assessors, Electrical Engineers,
Electro-Mechanical Technicians Electricians, Helpers--
Installation, Maintenance, and Repair Workers, Energy
Engineers, Mechanical Engineers, Industrial Engineering
Technicians, Line Supervisors/Managers of Construction
Trades and Extraction Workers, Construction Managers,
Grinding and Polishing Workers, Construction and Related
Workers, Assemblers and fabricator, Electrical Engineering
Technicians, Heating and Air Conditioning Mechanics and
Installers, Manufacturing Production Technicians.
Body
Practitioners (NABCEP) Solar PV Installer Certification.
www.nabcep.org.


Course Objectives
At the completion of this course students will apply knowledge of a PV system in order to:
1. Create a three-line electrical schematic of a residential and commercial grid-direct system, including
the following components: PV array, disconnects, inverter, equipment grounding conductors,
ungrounded conductors, grounded conductors, grounding electrode(s), and AC and DC system
grounds,
2. Calculate and diagram appropriate series fusing, disconnects, and overcurrent protection,
3. Use NEC tables to calculate maximum system voltage,
4. Perform NEC service panel and bus bar calculations and determine whether a supply side or load side
connection is more appropriate,
5. Investigate advanced climate-specific criteria for grid-tied inverters,
6. Perform a commercial site evaluation for a grid-direct system,
7. Calculate spacing between modules to minimize or eliminate inter-row shading,
8. Perform uplift force and lag bolt strength calculations,
9. Size a commercial grid-direct system with either multiple inverters or a central inverter,
10. Evaluate grid-direct system production based on given parameters and evaluate different
commercially available data monitoring options,
11. Determine NEC required workspace clearances given system parameters,
12. Size DC equipment grounding and grounding electrode conductors based on NEC requirements,
13. Provide all required NEC labeling needed for a grid-direct system, and
14. List appropriate safety concerns and OSHA guidelines given a specific scenario.

Course Content
Module 1. PV101 Review (4 Lessons)
The PV101 module will provide students a review of the four major components of a solar grid-tied
system. With lessons on renewable energy, basic design, grid-direct, installation/commissioning, students
will have the foundational skills needed to differentiate between various renewable energy sources and
components of a solar PV system. Topics included in this module:
Review PV 101- Renewable Energy
Review PV 101- Basic Design
Review PV 101- Grid-Direct System
Review PV 101- Installation and Commissioning

Module 2. Advanced Design and Layout of a Solar PV System (5 Lessons)
The Advanced Design and Layout of a Solar PV System module begins with a lesson creating a three-line
electrical schematic of a residential and commercial grid-direct system and how they are configured using
series and parallel designs. As students progress through the module, they will learn how to use the NEC
tables to calculate maximum system voltage, perform NEC service panel and bus bar calculations,
calculate spacing between modules to minimize or eliminate inter-row shading. Topics included in this
module:
Maximum System Voltage, and Disconnects
Series Fusing
Service Panel Connections
Inverters

Mounting and Layout

Module 3. Advanced Residential Grid-Direct System (4 Lessons)
The Advanced Residential Grid-Direct System module prepares students on all aspects of a grid-direct
system that includes an inverter, array, PV source, circuit conductors and overcurrent protection. This
module teaches students the proper procedures to size direct current (DC) equipment grounding and
grounding electrode conductors based on NEC requirements. Topics included in this course:
Grounding and Ground Fault
Surge Protection
System Sizing
NEC Installation Considerations

Module 4. Commissioning and Decommissioning a Solar PV System (5 Lessons)
In the Commissioning and Decommissioning a Solar PV System module, students learn the procedures
for commissioning and decommissioning a solar grid-direct system. This hands-on module includes the
commissioning of a demo scaled project, evaluating the grid-direct system production based on
commercial data monitoring options. The module addresses proper OSHA and NEC protocols for
working with the system and how to determine NEC required workspace clearances given system
parameters. Designed for an solar PV installer, students will have the knowledge and skills to evaluate the
load and size a grid-direct stand-alone system. Topics included in this course:
Commissioning
Decommissioning
Production Analysis
NABCEP Review
Roles and Responsibilities of Solar PV Installer

Lesson Plan Outline
Module: PV101 Review
Lessons Hours
Lesson 1- Review PV 101- Renewable Energy
Lesson 2- Review PV 101- Basic Design
Lesson 3- Review PV 101- Grid-Direct System
Lesson 4- Review PV 101- Installation and Commissioning
Lab Session 2
PV 101 Review Final Exam 2
Subtotal 24

Module: Advanced Design & Layout
Lessons Hours

Lesson 1- Maximum System Voltage, and Disconnects

Lesson 2- Series Fusing

Lesson 3- Service Panel Connections

Lesson 4- Inverters

Lesson 5- Mounting and Layout

Lab Session 4
Advanced Design & Layout Final Exam 2
Subtotal 31

Module: Advanced Residential Grid-Direct System
Lessons Hours
Lesson 1- Grounding and Ground Fault
Lesson 2- Surge Protection
Lesson 3- System Sizing
Lesson 4- NEC Installation Considerations
Lab Session 5
Advanced Residential Grid-Direct System Final Exam 2
Subtotal 27

Module: Commissioning & Decommissioning
Lessons Hours
Lesson 1- Commissioning

Lesson 2- Decommissioning

Lesson 3- Production Analysis

Lesson 4- Roles & Responsibilities of the Solar PV Installer

Lab Session 4
Commissioning & Decommissioning Final Exam 2

Subtotal 26

NABCEP Prep 20
NABCEP Solar PV Installer Exam (online) 2
Subtotal 22
Total Hours 130


The instructional manual for the PV202 course is the Grid-Direct Solar Electric Systems Code Criteria
Workshop and Installation Manual published by Solar Energy International. This installation manual
provides defined measurable learning objectives with each of the lessons. The lessons includes relevant
readings, lab worksheets, exercises, power point presentations, list of resources and assessments to
reinforce each lesson. In addition, the course requires the 2008 National Electric Code Book.
The methods of instruction include hands-on training as well as online and classroom instruction and
homework assignments. The focus will be to provide students with real life solar site-specific knowledge.
Hands on training will cover commissioning and decommissioning a grid-direct system in the field with
site analysis, mechanical and electrical design based on specific site conditions, site specific safety issues
and construction issues, using tools and testing equipment, best practice construction skills, and specific
site code and inspection issues.


Labs will include experiments with solar equipment, use of meters, measurements, and a complete system
install. Homework will include reading assignments, problem sets, and the design of solar photovoltaic
systems including equipment specification.

5. Complete registration and complete the NABCEP Solar PV Installer Exam (70% needed to obtain
certification)

The course will follow the NABCEP Solar PV J ob Task Analysis (J TA) that contains a detailed listing of
the skills and abilities that an installer of PV systems should have. The J TA guides the development of an
exam by which candidates for certification can demonstrate that they truly posses the skills and
knowledge that their peers and experts have deemed necessary to do the job well. It is the core document
of the NABCEP Solar PV Installer Certification.


After successful completion of course work in this advanced course, students would have met NABCEPs
education requirements for the NABCEP PV Installer Certification Exam. Students will then need to
acquire two years of work experience. This course, in combination with NABCEP required field
experience, will qualify students to sit for the NABCEP PV Installer Certification examination.

No solar industry experience is assumed. Knowledge requirements include basic math skills (addition,
subtraction, multiplication, division, fractions, decimals, and percentages, use of formulas, algebra, and
word problems), use of the Internet, problem-solving skills, and the use of a calculator. Successful
completion of PV 101 is required prior to taking this course.

Biodiesel Product Development (Certificate)

Course Description
This classroom course will focus on general information related to biofuels, in particular biodiesel.
Students will examine the advantages and disadvantages of biorenewable technology, its impact on the
environment and automotive industry. Classroom and laboratory experiences will enable the student to
complete biodiesel production from selecting pretreatment, trans-etherification, post-treatment, and
storage analysis. At the completion of this course, students will have an opportunity to manufacture low-
grade biodiesel. After passing the exam, students will receive a Certificate of Completion.
To provide students with the knowledge, skills and resources that leads to a certificate as a Biodiesel
Product Development Manager. This occupation requires a background in the following: science,
technology, engineering, and mathematics (STEM) educational disciplines: Environmental Science and
Life Sciences.


Primary Job Biodiesel Product Development Manager
Top Secondary Jobs Biofuels Production Manager, Biofuels Processing
Technicians, Biomass Plant Technicians, Biochemical
Engineers, Forensic Science Technicians, Environmental
Engineering Technicians, and Geothermal Technicians
Local Certification Body Students successfully passing with a 70% on the exam shall
receive Biodiesel Certificate from ARS Energy. Information
on the ARS Energy standards can be found at www.ars-
energy.net.

Course Objectives
At the completion of this course, students will apply concepts related to the proper handling of biodiesel
fuels, basic biology and chemistry of biodiesel, production methods, waste management and establish
economic impacts of biodiesel in order to receive certificate in biodiesel technology.
Course Content
Module 1. Overview of Biorenewable Technologies (5 Lessons)
The Overview of Biorenewable Technologies module will teach students the basic concepts and
principles of biodiesel. With lessons on chemical and physical properties based on national standards for
Diesel #1, Diesel #2, and biodiesel, students will have the foundational skills needed to understand the
importance of biodiesel production in society. Topics included in this module:

Overview of Biodiesel Concepts
Introduction to Organic Chemistry
Chemical Handling and Laboratory Safety Protocols
The U.S. Biodiesel Industry and Worldwide Production
Biodiesel Impact on the Automotive Industry

Module 2. Introduction to Biodiesel Equipment (5 Lessons)
In the Introduction to Biodiesel Equipment module, students will learn about different examples of
biodiesel production and effective process parameters. This training module provides students with
comparative studies on existing biodiesel technologies and production facilities. Designed for any
biodiesel profession who supports production capacity, students will have an understanding of advanced
diesel engine fuel requirements and relevant fuel properties. Topics included in this module:
Introduction to Pre-treatment Stages
Introduction to Production Plant Equipment & Operations
Understanding Crude Biodiesel Post-treatment Stages
Treatment and Recovery of Side Streams
Government Tax Credit Incentives

Module 3. Biodiesel Standards and Requirements (4 Lessons)
The Biodiesel Standards and Requirements module prepares students for feedstock preparation, feedstock
quality, product analysis, and process parameters for biodiesel production. This module addresses the
current and future state of biodiesel technologies, post reaction processing of glycerol removal, washing,
and drying. Topics included in this module:
Biodiesel Technologies
OSHA and EPA Requirements
Biodiesel Handling Requirements
Treatment and Recovery

Module 4. Biodiesel Production (4 Lessons)
The Biodiesel Production module begins with a lesson the impact of oil for food grade consumption and
alternative feedstock for biodiesel development. As students progress through the module, they will learn
about chemical plant controls and instrumentation for contracting for feedstock acquisition. The module
also concludes with a pre-treatment, transesterification, post-treatment production activities. Topics
included in this module:
Catalyst Technology
Handling Glycerol Byproducts
Product Storage, Transportation, Blending Requirements
Biodiesel Production Planning
Lesson Plan Outline
Module: Overview of Biorenewable Technologies
Lessons Hours
Lesson 1- Overview of Biodiesel Concepts
Lesson 2- Introduction to Organic Chemistry
Lesson 3- Chemical Handling and Laboratory Safety Protocols

Lesson 4- The U.S. Biodiesel Industry and Worldwide Production
Lesson 5- Biodiesel Impact on the Automotive Industry
Lab Session 3
Overview of Biorenewable Technologies Final Exam 2
Subtotal 28

Module: Introduction to Biodiesel Equipment
Lessons Hours
Lesson 1- Introduction to Pre-treatment Stages

Lesson 2- Introduction to Production Plant Equipment & Operations

Lesson 3- Understanding Crude Biodiesel Post-treatment Stages

Lesson 4- Treatment and Recovery of Side Streams

Lesson 5- Government Tax Credit Incentives

Lab Session 4
Introduction to Biodiesel Equipment Final Exam 2
Subtotal 32
Module: Biodiesel Standards & Requirements
Lessons Hours
Lesson 1- Biodiesel Technologies
Lesson 2- OSHA and EPA Requirements
Lesson 3- Biodiesel Handling Requirements
Lesson 4- Treatment and Recovery
Lab Session 4
Biodiesel Standards & Requirements Final Exam 2
Subtotal 26

Module: Biodiesel Production
Lessons Hours
Lesson 1- Catalyst Technology


Lesson 2- Handling Glycerol Byproducts

Lesson 3- Product Storage, Transportation, Blending Requirements
Lesson 4- Biodiesel Production Planning

Lab Session 4
Biodiesel Final Exam 2
Subtotal 26

Biodiesel Production 20
Final Certificate Exam 2
Subtotal 22
Total Hours 134


The classroom course for the Biodiesel Technology Certificate Program, which is comprised of four core
modules, provides a practical overview of the processes for producing biodiesel. Students will receive
instruction via classroom instruction, and field experience. The instructional book for this course is called
the Biodiesel Handbook by Gerhard Knothe, ISBN-13: 9781893997790.
assignments. The focus will be to provide students with real life experiences specific to the use of
biodiesel. Classroom instruction will consist of interactive lectures, online content experiences, class
discussions, exercises, PowerPoint presentations, Internet illustrations, and videos.
Homework will include reading assignments, problem sets, and group assessments.

4. Biodiesel Production Experience
5. Final Exam for Certificate (70% needed to obtain certificate)

This course, in combination with the required lab experience, will provide students with practical
experience understanding the chemical process of manufacturing biodiesel and production management.
Passing the exam and earning the certificate, students will become familiar with basic electrical skills,

instrumentation, and operation in processing biofuels and in deriving energy from biomass. Students will
develop technical lab processing skills to determine chemical quality, test chemical properties, simulate
process reactions, and to maintain compliance with environmental regulations.
Upon successful completion of all course requirements, the student will be given a Certificate of
Completion as verification of completion of the course.

Knowledge requirements include STEM courses, use of the Internet, problem-solving skills, and the use
of a calculator.
The Washi ngt on DC Cl ean Energy Adul t Publ i c Chart er School Appl i cat i on Appendi x H

Submitted by TheWashington DC Clean Energy Adult Public Charter School H-1

APPENDIX H -
Partnership Letters

Forecasted budget
DESCRIPTION Year One: FY 11 Year Two: FY 12 Year Three: FY 13 Year Four: FY 14 Year Five: FY 14
REVENUES 100 STUDENTS 300 STUDENTS 500 STUDENTS 700 STUDENTS 700 STUDENTS
City Build Incentive Grant $0.00 $0.00 $500,000.00 $0.00 $0.00
Charter School Implementation $141,466.00 $153,000.00 $25,000.00 $0.00 $0.00
Flexible Funds $25,000.00 $0.00 $0.00 $0.00 $0.00
OPCSFS Public Facility Grant $500,000.00 $0.00 $0.00 $0.00 $0.00
Quality Schools Initiative $50,000.00 $0.00 $0.00 $50,000.00 $50,000.00
ERATE Funding Program $150,000.00 $80,000.00 $40,000.00 $75,000.00 $50,000.00
Private Grant & Donations $30,000.00 $40,000.00 $50,000.00 $80,000.00 $200,000.00
Loans
OPCSFS Direct Loan $250,000.00 $0.00 $0.00 $0.00 $0.00
DC IRB Program $7,500,000.00 $3,000,000.00 $0.00 $0.00 $0.00
Total Revenues $9,617,366.00 $6,185,700.00 $5,469,500.00 $7,001,300.00 $7,096,300.00
EXPENSES
Personnel Salaries Num. Num. Num. Num. Num.
Director/Principal 1 $150,000.00 1 $152,000.00 1 $153,000.00 1 $154,000.00 1 $155,000.00
Assistant Principal 1 $90,000.00 1 $92,000.00 1 $93,000.00 1 $94,000.00 1 $95,000.00
OfficeManager 1 $40,000.00 1 $43,000.00 2 $90,000.00 2 $94,000.00 2 $94,000.00
CPA 1 $52,000.00 1 $52,000.00 1 $52,000.00 1 $54,000.00 1 $54,000.00
Counselor 1 $50,000.00 2 $108,000.00 4 $216,000.00 4 $224,000.00 4 $232,000.00
LabAssistant 2 $44,000.00 2 $44,000.00 8 $176,000.00 10 $240,000.00 10 $240,000.00
Security 2 $40,000.00 2 $40,000.00 3 $60,000.00 3 $666,000.00 3 $666,000.00
Secretary 2 $50,000.00 2 $50,000.00 2 $50,000.00 3 $81,000.00 3 $81,000.00
Faculty 4 $208,000.00 12 $660,000.00 20 $1,200,000.00 28 $1,820,000.00 28 $1,820,000.00
Subtotal: Personnel $724,000.00 $1,241,000.00 $2,090,000.00 $3,427,000.00 $3,437,000.00
FICA, Workman Compensation, Unemployment
Comp, Benefits $253,400.00 $496,400.00 $836,000.00 $1,370,800.00 $1,374,800.00
Subtotal: Federal $253,400.00 $496,400.00 $836,000.00 $1,370,800.00 $1,374,800.00
Textbooks
BioFuels Text $1,625.00 $4,875.00 $8,125.00 $11,375.00 $11,375.00
Solar PV Text $2,125.00 $6,375.00 $10,625.00 $14,875.00 $14,875.00
Energy Auditing Text $1,750.00 $5,250.00 $8,750.00 $12,250.00 $12,250.00
Building Analyst Text $1,500.00 $4,500.00 $7,500.00 $10,500.00 $10,500.00
Materials(CurriculumFees)
Biofuels Curriculum $3,000.00 $6,000.00 $9,000.00 $12,000.00 $12,000.00
Solar PV Curriculum $13,750.00 $41,250.00 $68,750.00 $96,250.00 $96,250.00
Energy Auditing Curriculum $7,500.00 $22,500.00 $37,500.00 $52,500.00 $52,500.00
Building Analyst Curriculum $13,750.00 $41,250.00 $68,750.00 $96,250.00 $96,250.00
CertificationExamFees $20,000.00 $50,000.00 $125,000.00 $200,000.00 $200,000.00
SuppliesandMaterials $15,000.00 $18,000.00 $30,000.00 $40,000.00 $40,000.00
ClassroomFurnishings $25,000.00 $80,000.00 $100,000.00 $140,000.00 $140,000.00
Student Assessment Materials $5,000.00 $12,000.00 $20,000.00 $38,000.00 $38,000.00
Subtotal: Direct Student Costs $110,000.00 $292,000.00 $494,000.00 $724,000.00 $724,000.00
Occupancy
Rent $80,000.00 $10,000.00 $15,000.00 $20,000.00 $20,000.00
Mortgage $0.00 $0.00 $0.00 $0.00 $0.00
MaintenanceandRepairs $8,000.00 $10,000.00 $20,000.00 $20,000.00 $20,000.00
Renovations $7,500,000.00 $3,000,000.00 $30,000.00 $50,000.00 $50,000.00
Utilities $1,500.00 $5,000.00 $10,000.00 $20,000.00 $20,000.00
J anitorial Supplies $2,000.00 $5,000.00 $8,000.00 $12,000.00 $12,000.00
Equipment Rental andMaintenance $7,000.00 $25,000.00 $32,000.00 $45,000.00 $45,000.00
Subtotal: Occupancy $7,598,500.00 $3,055,000.00 $115,000.00 $167,000.00 $167,000.00
Office Expense
SuppliesandMaterials $5,000.00 $12,000.00 $25,000.00 $40,000.00 $40,000.00
Furnishings $8,000.00 $24,000.00 $40,000.00 $60,000.00 $60,000.00
Equipment Rental andMaintenance $10,000.00 $40,000.00 $80,000.00 $90,000.00 $90,000.00
Telephone/Telecommunications $12,000.00 $15,000.00 $40,000.00 $50,000.00 $50,000.00
AccountingandPayroll $15,000.00 $16,000.00 $30,000.00 $35,000.00 $35,000.00
PrintingandCopying $10,000.00 $12,000.00 $20,000.00 $35,000.00 $35,000.00
PostageandShipping $6,000.00 $9,000.00 $17,000.00 $25,000.00 $25,000.00
Other $15,000.00 $12,000.00 $20,000.00 $20,000.00 $20,000.00
Subtotal: Office $81,000.00 $140,000.00 $272,000.00 $355,000.00 $355,000.00
General Expenses
Insurance $19,000.00 $20,000.00 $35,000.00 $35,000.00 $35,000.00
Computer Network $150,000.00 $100,000.00 $100,000.00 $20,000.00 $20,000.00
Merit Pay $20,000.00 $30,000.00 $40,000.00 $50,000.00 $50,000.00
Debt Service $200,000.00 $450,000.00 $900,000.00 $450,000.00 $600,000.00
ContractedServices $150,000.00 $100,000.00 $250,000.00 $150,000.00 $120,000.00
Custodial Services $20,000.00 $25,000.00 $40,000.00 $40,000.00 $40,000.00
Transportation $2,000.00 $10,000.00 $25,000.00 $25,000.00 $25,000.00
AdministrationFee(PCSB @1/2of 1%) $48,086.83 $30,928.50 $27,347.50 $35,006.50 $35,481.50
PublicRelations $10,000.00 $120,000.00 $150,000.00 $80,000.00 $80,000.00
Subtotal: General $619,086.83 $885,928.50 $1,567,347.50 $885,006.50 $1,005,481.50
Total Expenses $9,385,986.83 $6,110,328.50 $5,374,347.50 $6,928,806.50 $7,063,281.50
Total Revenues $9,617,366.00 $6,185,700.00 $5,469,500.00 $7,001,300.00 $7,096,300.00
Excess or Deficiency $231,379.17 $75,371.50 $95,152.50 $72,493.50 $33,018.50
RunningTotal $306,750.67 $401,903.17 $474,396.67 $507,415.17
Page 1
TWO YEAR BUDGET
DESCRIPTION Year One: FY 11 Year Two: FY 12
REVENUES 100 STUDENTS 300 STUDENTS
Per Pupil Charter Payments (J uly,Oct,J an,Apr) $670,900.00 $2,012,700.00
Facilities Allowance (75%-J uly; 25%-Oct) $300,000.00 $900,000.00
City Build Incentive Grant $0.00 $0.00
Charter School Implementation $141,466.00 $153,000.00
Flexible Funds $25,000.00 $0.00
OPCSFS Public Facility Grant $500,000.00 $0.00
Quality Schools Initiative $50,000.00 $0.00
ERATE Funding Program $150,000.00 $80,000.00
Private Grant & Donations $30,000.00 $40,000.00
Loans
OPCSFS Direct Loan $250,000.00 $0.00
DC IRB Program $7,500,000.00 $3,000,000.00
Total Revenues $9,617,366.00 $6,185,700.00
EXPENSES
Personnel Salaries Num. Num.
Director/Principal 1 $150,000.00 1 $152,000.00
Assistant Principal 1 $90,000.00 1 $92,000.00
OfficeManager 1 $40,000.00 1 $43,000.00
CPA 1 $52,000.00 1 $52,000.00
Counselor 1 $50,000.00 2 $108,000.00
LabAssistant 2 $44,000.00 2 $44,000.00
Security 2 $40,000.00 2 $40,000.00
Secretary 2 $50,000.00 2 $50,000.00
Faculty 4 $208,000.00 12 $660,000.00
Subtotal: Personnel $724,000.00 $1,241,000.00
FICA, Workman Compensation, Unemployment
Comp, Benefits $253,400.00 $496,400.00
Subtotal: Federal $253,400.00 $496,400.00
Textbooks
BioFuels Text $1,625.00 $4,875.00
Solar PV Text $2,125.00 $6,375.00
Energy Auditing Text $1,750.00 $5,250.00
Building Analyst Text $1,500.00 $4,500.00
Materials(CurriculumFees)
Biofuels Curriculum $3,000.00 $6,000.00
Solar PV Curriculum $13,750.00 $41,250.00
Energy Auditing Curriculum $7,500.00 $22,500.00
Building Analyst Curriculum $13,750.00 $41,250.00
CertificationExamFees $20,000.00 $50,000.00
SuppliesandMaterials $15,000.00 $18,000.00
ClassroomFurnishings $25,000.00 $80,000.00
Student Assessment Materials $5,000.00 $12,000.00
Subtotal: Direct Student Costs $110,000.00 $292,000.00
Occupancy
Rent $80,000.00 $10,000.00
Mortgage $0.00 $0.00
MaintenanceandRepairs $8,000.00 $10,000.00
Renovations $7,500,000.00 $3,000,000.00
Utilities $1,500.00 $5,000.00
J anitorial Supplies $2,000.00 $5,000.00
Equipment Rental andMaintenance $7,000.00 $25,000.00
Subtotal: Occupancy $7,598,500.00 $3,055,000.00
Office Expense
SuppliesandMaterials $5,000.00 $12,000.00
Furnishings $8,000.00 $24,000.00
Equipment Rental andMaintenance $10,000.00 $40,000.00
Telephone/Telecommunications $12,000.00 $15,000.00
AccountingandPayroll $15,000.00 $16,000.00
PrintingandCopying $10,000.00 $12,000.00
PostageandShipping $6,000.00 $9,000.00
Other $15,000.00 $12,000.00
Subtotal: Office $81,000.00 $140,000.00
General Expenses
Insurance $19,000.00 $20,000.00
Computer Network $150,000.00 $100,000.00
Merit Pay $20,000.00 $30,000.00
Debt Service $200,000.00 $450,000.00
ContractedServices $150,000.00 $100,000.00
Custodial Services $20,000.00 $25,000.00
Transportation $2,000.00 $10,000.00
AdministrationFee(PCSB @1/2of 1%) $48,086.83 $30,928.50
PublicRelations $10,000.00 $120,000.00
Subtotal: General $619,086.83 $885,928.50
Total Expenses $9,385,986.83 $6,110,328.50
Total Revenues $9,617,366.00 $6,185,700.00
Excess or Deficiency $231,379.17 $75,371.50
Page 1
Est. Five Year Budget Projectio
ESTIMATED FIVE YEAR BUDGET PROJECTIONS
DESCRIPTION Year 1 Year 2 Year 3 Year 4 Year 5
REVENUES 100 FTE 300 FTE 500 FTE 700 FTE 700 FTE
Federal Entitlements $141,466.00 $153,000.00 $525,000.00 $0.00 $0.00
Grants and Donations $755,000.00 $120,000.00 $90,000.00 $205,000.00 $300,000.00
Loans $7,750,000.00 $3,000,000.00 $0.00 $0.00 $0.00
TOTAL REVENUES $9,617,366.00 $6,185,700.00 $5,469,500.00 $7,001,300.00 $7,096,300.00
EXPENSES
Personnel Salaries and Benefits $977,400.00 $1,737,400.00 $2,926,000.00 $4,797,800.00 $4,811,800.00
Direct Student Costs $110,000.00 $292,000.00 $494,000.00 $724,000.00 $724,000.00
Occupancy $7,598,500.00 $3,055,000.00 $115,000.00 $167,000.00 $167,000.00
Office Expenses $81,000.00 $140,000.00 $272,000.00 $355,000.00 $355,000.00
General Expenses $619,086.83 $885,928.50 $1,567,347.50 $885,006.50 $1,005,481.50
TOTAL EXPENSES $9,385,986.83 $6,110,328.50 $5,374,347.50 $6,928,806.50 $7,063,281.50
Running Excess or Deficit $231,379.17 $306,750.67 $401,903.17 $474,396.67 $507,415.17
Page 1
Capital Budget (Yr. One)
2011 CAPITAL BUDGET
LOAN AMOUNT
USE OF FUNDS COST
Construction/Renovation Costs
Electrical $150,000
Plumbing $125,000
Heating/ventilation $1,000,000
Roof $1,200,000
Carpet $500,000
Windows $400,000
Total Construction & Acquisition $4,955,000
Furniture
Chairs $12,500
Desk/Tables $75,000
Chalkboard $3,600
Lab Equipment
General Expenses
Legal Fees $120,000
Appraisal $0
Architect $250,000
Engineering $90,000
Insurance $10,000
Interest $25,000
Environmental Studies $15,000
Accountant $15,000
Security $20,000
Bonding $50,000
Page 1
Capital Budget (Yr. One)
AMOUNT
Page 2
Capital Budget (Yr. Two)
2012 CAPITAL BUDGET
LOAN AMOUNT
DCIndustrialRevenueBond $3,000,000
USE OF FUNDS COST
AcquisitionofBuilding $0
Construction/RenovationCosts
Demoofoldwalls $25,000
Electrical $35,000
Plumbing $25,000
Heating/ventilation $40,000
Roof $0
DrywallandPainting $40,000
Carpet $50,000
Windows $45,000
FixturesandFitout $800,000
Cafeteria/MeetingRooms $35,000
HardCostContingency $100,000
TotalConstruction&Acquisition $1,195,000
Furniture
Chairs $2,500
Desk/Tables $15,000
TeacherWorkstation $1,250
Overheadprojector $1,500
StorageCabinets $5,000
LoungeAreaChairs $0
Chalkboard $1,200
TotalFurniture $26,450
LabEquipment
BiofuelsEquipment $1,250,000
SolarPVEquipment $70,000
EnergyAuditEquipment $70,000
TotalLab $1,390,000
GeneralExpenses
LegalFees $50,000
Appraisal $0
Architect $20,000
ProjectManager $15,000
Engineering $25,000
Insurance $6,000
ClosingCosts $10,000
FinancingFees $15,000
Interest $18,000
InspectionFees $5,000
EnvironmentalStudies $0
Accountant $7,000
Page 1
Capital Budget (Yr. Two)
Security $5,000
Bonding $30,000
SoftCostContingency $50,000
TotalGeneral $256,000
AMOUNT
TotalBalance $132,550
Page 2
TOTAL
July '11 Aug '11 Sep '11 Oct '11 Nov '11 Dec '11 Jan '12 Feb '12 Mar '12 Apr '12 May '12 Jun '12 July 1 - June 30
Income
Facilities Allowance $225,000 $0 $0 $75,000 $0 $0 $0 $0 $0 $0 $0 $0 300,000.00
Federal Entitlements $28,293 $28,293 $28,293 $28,293 $28,294 $0 $0 $0 $0 $0 $0 $0 141,466.00
Grants and Donations $300,000 $0 $0 $75,000 $100,000 $75,000 $15,000 $100,000 $25,000 $8,000 $7,000 $50,000 755,000.00
Loans $7,500,000 $250,000 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 7,750,000.00
Per Pupil Charter Payments $0 $0 $0 $167,725 $0 $0 $167,725 $0 $0 $167,725 $0 $0 503,175.00
Total Income $8,053,293 $278,293 $28,293 $346,018 $128,294 $75,000 $182,725 $100,000 $25,000 $175,725 $7,000 $50,000 9,449,641.00 $
Expense
Classroom Furnishing
$12,500 $12,500 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 25,000.00
Certification Exam Fees
$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $10,000 $10,000 20,000.00
Curriculum Fees
$0 $0 $19,000 $19,000 $0 $0 $0 $0 $0 $0 $0 $0 38,000.00
Student Assessment
Materials
$0 $0 $2,500 $0 $0 $0 $0 $0 $0 $2,500 $0 $0 5,000.00
Supplies and Materials
$5,000 $0 $0 $0 $5,000 $0 $0 $0 $5,000 $0 $0 $0 15,000.00
Textbooks
$0 $7,000 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 7,000.00
Total Direct Student Costs $17,500 $19,500 $21,500 $19,000 $5,000 $0 $0 $0 $5,000 $2,500 $10,000 $10,000 110,000.00 $
Federal Payments
FICA, Unemployment,
Comp Benefits
$15,108 $21,117 $21,117 $21,117 $21,117 $21,117 $21,117 $21,117 $21,117 $21,117 $21,117 $12,308 238,583.32
Total Federal Payments $15,108 $21,117 $21,117 $21,117 $21,117 $21,117 $21,117 $21,117 $21,117 $21,117 $21,117 $12,308 238,583.32 $
General Expenses
Administration Fees
(PCSB @1/2 of1%)
$0 $0 $0 $23,418 $0 $0 $0 $0 $0 $23,418 $0 $0 46,836.83
Contracted Services
$20,000 $0 $50,000 $0 $0 $0 $25,000 $0 $0 $30,000 $0 $25,000 150,000.00
Computer Network
$0 $50,000 $50,000 $50,000 $0 $0 $0 $0 $0 $0 $0 $0 150,000.00
Merit Pay
$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $10,000 $10,000 20,000.00
Custodial Services
$1,000 $1,000 $1,000 $1,000 $2,000 $5,000 $2,000 $1,000 $1,000 $1,000 $2,000 $2,000 20,000.00
Debt Service
$0 $4,200 $4,200 $4,200 $4,200 $3,200 $30,000 $30,000 $30,000 $30,000 $30,000 $30,000 200,000.00
Public Relations
$5,000 $2,000 $0 $0 $0 $3,000 $0 $0 $0 $0 $0 $0 10,000.00
Insurance (Umbrella)
$1,583 $1,583 $1,583 $1,583 $1,583 $1,583 $1,583 $1,583 $1,583 $1,583 $1,583 $1,583 19,000.00
Transportation $0 $0 $500 $0 $0 $500 $0 $0 $500 $0 $500 $0 2,000.00
Total General Expenses $27,583 $58,783 $107,283 $80,202 $7,783 $13,283 $58,583 $32,583 $33,083 $86,002 $44,083 $68,583 617,836.83 $
Occupancy
Equipment Rental and
Maint.
$1,000 $0 $2,000 $0 $0 $1,000 $0 $1,000 $1,000 $0 $0 $1,000 7,000.00
Janitorial Supplies
$0 $500 $0 $0 $500 $0 $0 $500 $0 $0 $500 $0 2,000.00
Maintenance & Repairs
$0 $0 $2,000 $0 $0 $1,000 $0 $1,000 $3,000 $0 $1,000 $0 8,000.00
Renovations
$0 $1,249,588 $1,249,588 $1,249,588 $1,249,588 $1,249,588 $1,249,588 $0 $0 $0 $0 $0 7,497,525.00
Rent
$8,000 $8,000 $8,000 $6,000 $6,000 $8,000 $6,000 $8,000 $6,000 $6,000 $8,000 $2,000 80,000.00
Utilities
$500 $0 $500 $0 $0 $0 $0 $500 $0 $0 $0 $0 1,500.00
Total Occupancy $9,500 $1,258,088 $1,262,088 $1,255,588 $1,256,088 $1,259,588 $1,255,588 $11,000 $10,000 $6,000 $9,500 $3,000 7,596,025.00 $
Office Expenses
Accounting & Payroll
$500 $500 $500 $1,000 $1,000 $1,000 $2,500 $1,000 $1,000 $3,000 $2,000 $1,000 15,000.00
Equipment/Rental &
Maintenance
$0 $1,000 $1,000 $2,000 $0 $0 $2,000 $1,500 $1,500 $0 $1,000 $0 10,000.00
Other
$0 $5,000 $0 $0 $5,000 $0 $0 $0 $5,000 $0 $0 $0 15,000.00
Furnishings
$4,000 $4,000 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 8,000.00
Postage and Delivery
$0 $2,000 $0 $1,000 $0 $0 $1,500 $0 $1,000 $0 $500 $0 6,000.00
Printing and Copying
$1,000 $3,000 $0 $0 $2,000 $1,000 $0 $0 $0 $1,000 $2,000 $0 10,000.00
Supplies and Materials
$1,500 $0 $0 $0 $1,000 $0 $1,500 $0 $0 $500 $500 $0 5,000.00
Telephone/Telecommuni
cations
$500 $700 $1,200 $1,500 $700 $1,000 $2,000 $1,400 $1,000 $1,000 $500 $500 12,000.00
Total Office Expenses $0 $0 $0 $0 $9,700 $3,000 $9,500 $3,900 $9,500 $5,500 $6,500 $1,500 81,000.00 $
Personnel Salaries and Benefits
Director/Principal
$12,500 $12,500 $12,500 $12,500 $12,500 $12,500 $12,500 $12,500 $12,500 $12,500 $12,500 $12,500 150,000.00
Assist. Principal
$7,500 $7,500 $7,500 $7,500 $7,500 $7,500 $7,500 $7,500 $7,500 $7,500 $7,500 $7,500 90,000.00
Office Manager
$3,333 $3,333 $3,333 $3,333 $3,333 $3,333 $3,333 $3,333 $3,333 $3,333 $3,333 $3,333 39,999.96
CPA
$4,333 $4,333 $4,333 $4,333 $4,333 $4,333 $4,333 $4,333 $4,333 $4,333 $4,333 $4,333 51,999.96
Counselor
$0 $4,167 $4,167 $4,167 $4,167 $4,167 $4,167 $4,167 $4,167 $4,167 $4,167 $0 41,666.70
Lab Assistant
$0 $3,667 $3,667 $3,667 $3,667 $3,667 $3,667 $3,667 $3,667 $3,667 $3,667 $0 36,666.70
Security
$3,333 $3,333 $3,333 $3,333 $3,333 $3,333 $3,333 $3,333 $3,333 $3,333 $3,333 $3,333 39,999.96
Secretary
$4,167 $4,167 $4,167 $4,167 $4,167 $4,167 $4,167 $4,167 $4,167 $4,167 $4,167 $4,167 50,000.04
Faculty $8,000 $17,333 $17,333 $17,333 $17,333 $17,333 $17,333 $17,333 $17,333 $17,333 $17,333 $0 181,333.30
Total Personnel Salaries $43,167 $60,333 $60,333 $60,333 $60,333 $60,333 $60,333 $60,333 $60,333 $60,333 $60,333 $35,167 681,666.63 $
Total Expense $112,858 $1,417,821 $1,472,321 $1,436,239 $1,360,021 $1,357,321 $1,405,121 $128,933 $139,033 $181,452 $151,533 $130,558 9,325,111.78 $
$7,940,435 -$1,139,528 -$1,444,028 -$1,090,221 -$1,231,727 -$1,282,321 -$1,222,396 -$28,933 -$114,033 -$5,727 -$144,533 -$80,558 124,529.22 $
$7,940,435 $6,800,907 $5,356,879 $4,266,658 $3,034,931 $1,752,610 $530,214 $501,281 $387,248 $381,521 $236,988 $156,429 156,429.22 $

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