Vision Charter School, Inc.

The undersigned, in order to form a Non-Profit Corporation
under the provisions of Title 30, Chapter 3, Idaho Code, submits the following
articles of incorporation to the Secretary of the State.

ARTICLE 1:
Name

The name of the corporation shall be: Vision Charter School.

ARTICLE 2:
Purposes and Powers

This Corporation is organized for the basic purpose to do
all things reasonable and proper in the operation of a nonprofit charter school
within the state of Idaho and to deal generally therein. This corporation is
organized exclusively for educational purposes within the meaning of IRC
Section 501(c) (3) of the Internal Revenue Code.

Notwithstanding any other provision of these Articles, the
corporation shall not carry on any other activities not permitted to be carried
on (a) by a corporation exempt from Federal Income tax under Section 501(c)(3)
of the Internal Revenue Code of 1986 (or corresponding provision of any future
United States Internal Revenue Law), or (b) by a corporation, contributions to
which are deductible under Section 170(c)(2) of the Internal Revenue Code of
1986 (or the corresponding provision of any future United States Internal
Revenue Law).

This corporation is a nonprofit corporation under the laws
of the state of Idaho, and is not formed for pecuniary profit. No part of the
income or assets of the corporation are distributable to or for the benefit of
its Incorporators, Directors, or Officers, except to the extent permissible by
law. The Corporation shall have all powers allowed by law, including, without
limitation, those powers described in Section 30-2-24 of the Idaho Code, as
amended and supplemented.

ARTICLE 3:
Registered Office and Agent

The address of the registered office of the Corporation is
23640 Lansing Lane, Middleton, Idaho 83644, and the name of its initial
registered agent is Michelle R. Lambright.

ARTICLE 4:
Directors

The number of directors that shall constitute the Board of
Directors of the Corporation shall be fixed by the Bylaws, but in any event
shall not be less than five (5) and no more than seven (7). The number of
directors constituting the initial Board of Directors of the Corporation shall
be five (5) and the names and addresses of these persons who are to serve as
directors until their successors are elected and shall qualify are:

Jody Benson 14460 Sand Hollow Road, Caldwell, ID 83607

Michelle R. Lambright 23640 Lansing Lane, Middleton, ID
83644

Kamille Crawford 16266 Mink Rd, Caldwell, ID 83607

Tracie Wood 14450 Chukar St., Caldwell, Idaho 83607

ARTICLE 5: Incorporators

The name and address of the initial incorporator is Michelle
R. Lambright 23640 Lansing Lane, Middleton, ID 83644.

ARTICLE 6:
Mailing Address

The mailing address of the corporation shall be 23640
Lansing Lane, Middleton, ID 83644.

ARTICLE 7:
Membership

The corporation shall have no members and shall exist
perpetually or until dissolved according to law.

ARTICLE 8: Dissolution and Distribution

Upon the dissolution of the Corporation the assets of the
Corporation shall be distributed to creditors pursuant to Sections 30-3-114 and
30-3-115 of the Idaho Code. Upon
winding up and dissolution of this corporation, and paying or adequately
providing for the debts and obligations of the corporation, after paying or
adequately providing for the debts and obligations of the corporation, the
remaining assets shall be distributed to the Idaho Public Charter School
Commission, Boise, Idaho.

ARTICLE 9: Non-stock Corporation

The corporation shall not issue certificates of stock and no
dividends or pecuniary profits shall be declared or paid to the Incorporators
and Directors thereof.

ARTICLE 10: Bylaws

Provisions for the regulation for the internal affairs of
the corporation shall be set forth in the Bylaws.

ARTICLE 11: Amendment to Articles

These Articles may be amended only upon the unanimous
consent of the Directors.

Revised effective the 23rd day of
November 2005.

Incorporators:

_______________________ ______________________

Jody Benson Michelle
R. Lambright

Bylaws of Vision Charter School An Idaho Nonprofit
Corporation

ARTICLE 1: Offices

Section 1.1
Offices

The Corporation's principal office shall be fixed and
located in the County of Canyon, State of Idaho as the Board of Directors
("Board") shall determine. The Board is granted full power and authority to
change the principal office from one location to another within the County of
Canyon, State of Idaho.

ARTICLE 2: Purpose

Section 2.1
Purpose

The Corporation is organized exclusively for educational
purposes within the meaning Section 501(c)(3) of the Internal Revenue Code of
1986, or the corresponding provisions of any future Federal income tax code.

Not withstanding any
other provision of these Bylaws to the contrary, the Corporation shall not
carry on any activities not permitted of:

a
corporation exempt from Federal income tax under Section 50l(c)(3) of the
Internal Revenue Code of 1986 or the corresponding provisions of any future
Federal income tax code, or

a
corporation, contributions to which are deductible under Section 170(c)(2) of
the Internal Revenue Code of 1986, or the corresponding provisions of any
future Federal income tax code.

ARTICLE 3: No Members

Section 3.1 No
Members

The Corporation shall have
no members. Any action which would otherwise by law require approval by a
majority of all members or approval by the members shall require only approval
of the Board. All rights, which would otherwise by law vest in the members,
shall vest in the Board.

Section 3.2
Associates

Nothing in the Article 3 shall be construed to limit the
Corporation's right to refer to persons associated with it as "members" even
though such persons are not members, and no such reference by the Corporation
shall render anyone a member within the meaning of Section 30-3-34 of the Idaho
Nonprofit Corporation Act. Such individuals may originate and take part in the
discussion of any subject that may properly come before any meeting of the
Board, but may not vote.

ARTICLE 4: Board of Directors

Section 4.1
Board of Directors

The number of Directors
constituting the Board of the Corporation shall be not less than five (5) or
more than seven (7) Directors. The function of the Board can be described as
policy making, advising and evaluating. The Board shall have the further duty
of directing the financial means by which the educational program is conducted.
They shall also ensure that the community be informed of the needs, purposes,
values and status of the charter school.

Section 4.2
Powers of the Board of Directors

The Board, as a board,
shall have the full power and duty to manage and oversee the operation of the
Corporation's business and to pledge the credit, assets and property of said
Corporation when necessary to facilitate the efficient operation thereof.
Authority is given to the Charter School Board of Directors by the State of
Idaho as provided in the "Public Charter Schools Act of 1998." (I.C. 33-5201)

Section 4.3 Election of Directors

During the initial year of
operation, the Board shall be comprised of the Directors nominated and
appointed by the organizing members and founders of Vision Charter School. One
additional non-voting member may be appointed by the Public Charter School
Commission. Two additional Directors may be added at the discretion of the
Directors, as established with a two-thirds majority vote.

After the initial year of
operation, Directors shall be elected in accordance with the provisions of
Section 4.3 (c).

After the initial year of
operation, Directors will be elected to fill vacancies on the Board by the
process outlined below;

All Board of Directors applicants will be
required to fill out a questionnaire.

All Board of Directors applicants will be
required to go through a screening process, overseen by a committee that is
nominated by the Charter School Board of Directors. The committee shall consist
of staff members, members of the Parent Faculty Association (PFA) Executive
Committee and members of the Board of Directors.

The committee will then nominate to the
Charter School Board of Directors, candidates for each open position.

No more than three candidates per position
shall be nominated.

Stakeholders of the school will
then be asked to vote on the candidates. A stakeholder of the school is defined
as one or more of the following; a parent of a child attending the school;
staff members or employees of Vision Charter School; Vision Charter School
board members and founders of the Charter School that signed the charter
petition.

Vision Charter School Board of
Directors has final authority over all ballots.

The time, date and location of all
elections will be advertised by Vision Charter School using, but not limited
to, the following methods; public service announcements in newspapers and
sending notification home with students.

Voting on board member elections
can be done in person or via absentee ballot. Absentee ballots are valid only
if person is named on the Stakeholder list. The stakeholder list consists of;
parents of students attending the school; staff members or employees of Vision
Charter School; Vision Charter School board members and founders of the Charter
School that signed the charter petition. The cut-off for being listed as a
stakeholder is the final day of school each year.

Section 4.4 Terms

Directors shall be elected or
appointed to a two (2) year term of office. However, during the initial year of
operation one Director shall be selected by the founders of the charter school
for a term of only one (1) year; two Directors will be appointed for a term of
two (2) years and two Directors will be appointed for a term of three (3)
years.

Each Director shall serve until the
stakeholders at the annual meeting of the Corporation duly elect his/her
successor.

Section 4.5 Resignation and Removal

Subject to the provisions
of Section 30-3-69 of the Idaho Nonprofit Public Corporation Act, any Director
may resign effective upon giving written notice to the Chairman of the Board,
or the Secretary of the Board, unless the notice specifies a later effective
time. If the resignation is effective at a future time, a successor may be
selected before such time, to take office when the resignation becomes
effective. A director may be removed from office by a vote of the directors.

Section 4.6
Vacancies

A Board vacancy or vacancies shall be deemed
to exist if any Director dies, resigns, or is removed, or if the authorized
number of Directors is increased.

The Board may declare vacant the office of
any director who has been convicted of a felony, or has been found to have
breached any duty arising under Article 30-3-85 of the Idaho Nonprofit Public
Corporation Act or to be of unsound mind, by any court of competent
jurisdiction, or has failed to attend four (4) or more meetings of the Board in
any calendar year.

Removal of a Director for one or more of the
reasons listed in Section 4.6(b) above may be initiated by any member of the
Board or by a majority vote petition of the Stakeholders. The Board shall hold
a public meeting within ten (10) school attendance days of receiving such a
request or petition. Such meeting shall be conducted with regard for the
reasonable due process rights of all parties and in public, except where either
the Board or the Director whose removal is sought requests a closed session.
Where a closed session is held, the final action of the Board shall be taken in
public.

A vacancy on the Board may be filled by a
majority vote of the remaining Directors, although less than a quorum. Each
Director so elected shall hold office until the next annual meeting of the
Corporation.

No reduction of the authorized number of
Directors shall have the effect of removing any Director prior to the
expiration of the Director's term of office.

Section 4.7
Compensation of Directors

Directors shall not receive any compensation for their
services; however, the Directors may approve the reimbursement of a Director's
actual and necessary expenses incurred in the conduct of the Corporation's
business. The Corporation shall carry liability insurance covering the
Corporation's business.

Section 4.8
Employees

The Board shall have the power to hire employees of the
Corporation whose duties shall be specified by the Board.

Section 4.9
Voting

Voting by the Board shall be in person and no proxy voting
on the Board may occur. Tie votes will be broken by the Chairman of the Board.

Section 4.10
Quorum

A quorum consisting of a majority or more of the then
current Directors must be assembled to vote and conduct business.

Section 4.11
Rights of Inspection

Every Director has the
right to inspect and copy all books, records and documents of every kind and to
inspect the physical properties of the Corporation provided such inspection is
conducted at a reasonable time after reasonable notice, and provided that such
right of inspection and copying is subject to the Corporation's obligations to
maintain the confidentiality of certain books, records and documents under any
applicable federal, state or local law.

ARTICLE 5: Board Meetings

Section 5.1
Place of Meeting

The place of all meetings
of the Directors shall be the principal office of the Corporation in the County
of Canyon, Idaho, or at such other place as shall be determined from time to
time by the Board; and the place at which such meetings shall be held shall be
stated in the notice and call of meeting. No change in the place of meeting
shall be made within three (3) days before the day on which an election of
directors is to be held.

Section 5.2
Annual Meeting

The annual meeting of the
Directors of the Corporation for the election of Directors and Officers to
succeed those whose terms expire and for the transaction of other business as
may properly come before the meeting, shall be held each year during the first
full week of June, at the principal office of the Corporation in the County of
Canyon, Idaho. If the annual meeting of the Directors be not held as herein
prescribed, the election of Directors and Officers may be held at any meeting
called thereafter, pursuant to these Bylaws.

Section 5.3
Monthly Meetings

Monthly meetings of the
Directors of the Corporation will not be mandatory, but will be scheduled for
the first Tuesday of each month if a Director sees the need to have a meeting
during the month.

Section 5.4
Notice of Meeting

Notice of the time and
place of the annual meeting of the Directors or of any monthly meetings of the
Directors shall not be given by mailing written or printed notice of the same
but shall be posted at the school bulletin board and in three other locations
within the city of Middleton Idaho at least three (3) days prior to the
meeting. Locations might include city hall, local grocery stores, and the
Middleton Public Library.

ARTICLE 6: Officers and Duties

Section 6.1
Officers

The Officers of the Corporation shall be Chairman of the
Board, Vice Chairman, Secretary, and Treasurer. Any number of offices may be
held by the same person, except that neither the Secretary nor the Treasurer
may serve concurrently as the Chairman of the Board. Officers of the
Corporation shall also be Directors of the Corporation. The Officers shall be
elected each year at the annual meeting by the Board and serve a one (1) year
term.

Section 6.2
Chairman of the Board

The Chairman of the Board is the general manager and chief
executive officer of the Corporation and has, subject to the control of the
Board, general supervision, direction and control of the business of the
Corporation. The Chairman of the Board shall preside at all meetings of the
Board. The Chairman of the Board has the general management powers and duties
usually vested in the office of President and General Manager of a corporation
as well as such other powers and duties as may be prescribed from time to time
by the Board.

Section 6.3 Vice
Chairman

In the absence or
disability of the Chairman of the Board, the Vice Chairman will perform all the
duties of the Chairman of the Board and, when so acting, shall have all the
powers of, and be subject to all the restrictions upon, the Chairman of the
Board. The Vice Chairman shall have such other powers and perform such other
duties as the Board may prescribe from time to time.

Section 6.4
Secretary

The Secretary shall keep or cause to be
kept, at the principal office or such other place as the Board may order, a
book of minutes of all meetings of the Board and its committees, including the
following information for all such meetings: the time and place of holding;
whether regular or special; if special, how authorized; the notice thereof
given; the names of those present and absent, and the proceedings thereof. The
Secretary shall keep, or cause to be kept, at the principal office in the State
of Idaho the original or a copy of the Corporation's Articles of Incorporation
and Bylaws, as amended to date, and a register showing the names of all
Directors and their respective addresses.

The Secretary shall give, or cause to be
given, notice of all meetings of the Board and any committees thereof required
by these Bylaws or by law to be given, and shall distribute the minutes of
meetings of the Board to all its members promptly after the meetings; shall see
that all reports, statements and other documents required by law are properly
kept or filed, except to the extent the same are to kept or filed by the
Treasurer; and shall have such other powers and perform such duties as may be
prescribed from time to time by the Board.

Section 6.5 Treasurer

The Treasurer of the Corporation shall keep
and maintain, or cause to be kept and maintained, adequate and correct accounts
of the properties and business transactions of the Corporation, including
accounts of its assets, liabilities, receipts and disbursements. The books of
account shall at all times be open to inspection by any Board member.

The Treasurer shall deposit, or cause to be
deposited, all money and other valuables in the name and to the credit of the
Corporation with such depositories as may be designated from time to time by
the Board. The Treasurer shall disburse the funds of the Corporation as may be
ordered by the Board, and shall render to the Board, upon request, an account
of all transactions as Treasurer and of the financial condition of the
Corporation. The Treasurer shall present an operating statement and report,
since the last preceding regular Board meeting, to the Board at all regular
meetings. The Treasurer shall have such other powers and perform such other
duties as may be prescribed from time to time by the Board.

Section 6.6
Removal

Any Officer may be
removed, either with or without cause, by a majority of the Directors then in
office.

Section 6.7
Vacancies

A vacancy in any office
because of death, resignation, removal, disqualification or any other cause
shall be filled in the manner prescribed in these Bylaws for regular election
or appointment to such office, provided that such vacancies shall be filled as
they occur and not on an annual basis.

ARTICLE 7: Fiscal Affairs

Section 7.1
Fiscal Year

The fiscal year of the Corporation shall be from July 1st
to June 30th.

ARTICLE 8: Notices

Section 8.1
Manner of Giving Notice

Whenever provisions of any statute or these Bylaws require
notice to be given to any Director, Officer or other individual, they shall not
be construed to mean personal notice. Such notice shall be given in writing and
placed on the bulletin board of the Corporation in sufficient amount of time
prior to the meeting or action to be taken as required by Statute, the Articles
of Incorporation or these Bylaws; said notice need not be given individually
and may be given in one notice document.

Section 8.2 Waiver

A waiver of any notice in
writing, signed by a Director or Officer, whether before or after the time
stated in said waiver for holding a meeting, or presence at any such meeting,
shall be deemed equivalent to a notice required to be given to any Director, or
individual.

ARTICLE 9: Dissolution

Section 9.1
Dissolution

Upon dissolution of the Corporation, assets shall be
distributed to creditors pursuant to Sections 30-3-114 and 30-3-115 of the
Idaho Code. All remaining assets will be distributed the Idaho Public Charter
School Commission, Boise, Idaho.

ARTICLE 10: Amendments

Section 10.1 Bylaws

New Bylaws may be adopted
or these Bylaws may be amended or repealed by a majority vote of the Board.
Whenever any amendment or new Bylaws are adopted, copies shall be placed in the
Book of Bylaws with the original Bylaws, and immediately after them, and shall
not take effect until so copied. If any Bylaws are repealed, the fact of repeal
with the date of the meeting at which the repeal was enacted must be stated in
the book and until so stated, the repeal must not take effect. Whenever any
provision of the Bylaws is either amended or repealed, a marginal note shall be
made thereon indicating the place or page where the amendment or repeal may be
found.

Certificate
of Bylaws

I certify that I am the initial agent of Vision Charter
School, Inc., an Idaho Nonprofit Corporation, and that the foregoing Bylaws,
constitute the Bylaws of such corporation. IN WITNESS WHEREOF, I have signed my
name to this Certificate on

________________ (date).

___________________________

Michelle R. Lambright, CPA

Signatures of qualified electors

Copies of the signatures are included behind Tab 10.

Mission Statement

The mission of Vision Charter School is to provide a
classical education to all students in an effort to produce well-educated,
respectful citizen leaders. A classical education is one which utilizes
concepts and facts from History, Language Arts, Literature, Science,
Mathematics, Fine Arts, and Social Studies to impart skills in reasoning,
problem-solving, and critical thinking. Classical education depends on a
three-part process of training the mind. First students spend time
learning facts, systematically laying the foundations for advanced
study. Then, students learn to think through arguments and finally, they
learn to express themselves. This classical pattern is called the trivium.
The skills learned in this classical education are mandatory in today's
changing society.

The Vision Charter School
plans to help students learn how to think and share ideas through group
inquiry. The goal is to strengthen critical thinking skills, encourage reading,
and form the foundation for a lifelong appreciation of literature.

Leaders are identified by their moral character and
intellectual qualities. Vision Charter School will nurture the intellectual
capacity of our students with a foundation in reading and writing.
Problem-solving and cognitive development will be heightened through the
teaching of mathematics and the scientific method. These skills will be
enhanced with application to real-world problems. Many studies have suggested
that early musical training can increase cognitive development in abstract
thinking and logical skills. Through the use of a second language and music
from cultures around the world, we will enhance student understanding of
different historical and cultural settings. We will also study local, state,
regional, and national heritage and culture to promote greater understanding
and appreciation of our nation and its diverse population.

As part of our mission we will
seek to help our students develop the following academic and personal habits:

curiosity;
lifelong learning;
clear oral and written communication;
creative thinking;
logical thinking and the ability to make informed
judgments;
effective use of technology as a tool;
adaptability to new situations and new information;
problem-solving skills;
the ability to find, select, evaluate, organize, and
use information from various sources;
the ability to make easy and flexible connections among
various disciplines of thought; and
respecting others' individuality and creativity, as
well as one's own, while seeking to work within teams to create common
solutions.

In addition, we hope to help them
develop the following personal habits and actions:

accepting responsibility for personal decisions and
actions;
academic honesty and the ability to face challenges
with courage and integrity;
a healthy lifestyle;
empathy and courtesy for others and respect for
differences among people and cultures;
self-confidence and willingness to risk setbacks in order
to learn;
concentration and perseverance;
managing time in a responsible manner;
seeking a fair share of the workload; and
working cooperatively with others, which includes the
ability to listen, share opinions, negotiate, compromise, and help a group reach
consensus.

TAB 2: Proposed Operation and Potential Effects
of the Public Charter School

Target
Student Population

Vision Charter School will open in the Fall of 2007 with
grades Kindergarten through 7th. Each year thereafter, we plan to
add one additional grade (i.e. in Year 2 we will add 8th grade).
Expansion in Year 2 and beyond will be at the discretion of the Governing Board
of Directors based on enrollment demand and adequate finances. Class size will
range from 28 to 33 students. Our long-term goal is to add one grade per year
until the school serves the entire kindergarten through 12th grade
population.

Distinguishing
Features

The school will be distinguished by five features: an Arts
and Sciences emphasis, character and
leadership development, a small environment for the students, study in a second
language, and music training. These five features distinguish our program and
establish the basis for offering a unique learning program and environment.

Arts and Sciences - We desire to instill in our students a love of
literature, fine arts, and scientific inquiry. Success will be defined as a
student with fundamental knowledge of Language Arts, Fine Arts, and Science.
This education will allow students to pursue any life career with confidence.
Career opportunities in science, medicine, and mathematics-based jobs, such as
engineering, are on the rise and students prepared to take advantage of these
careers through a fundamental understanding of these subjects will have the
knowledge and reasoning skills necessary for success.

Character and Leadership
Development - We intend to reprioritize
character development as a fundamental purpose of education. This will
generally be accomplished by embracing a child centered educational model built
on high expectations for both student behavior and academic endeavor. We will
provide a comprehensive plan for character education that taps into each
child's innate need to know boundaries, while protecting each child's dignity.
The heart of character education curriculum is simply being kind to one
another. The result of character education is a school free of teasing,
taunting, bullying, negative peer pressure and students who help create a
kinder community around them, whether at school, at home or in their neighborhoods.

Small School Environment - Not all students thrive in schools with large
student populations. Our small school offers a safe and small alternative for
these students. Our students and faculty will come to know each other on a more
personal basis.

Music Training - A
number of studies have found a strong correlation between cognitive development
and musical training. Further studies have shown that the best time to boost
intellectual development through music is between the ages of two and ten.
Therefore, we will create a keyboard lab within the first two years of the
inception of Vision Charter School where students will learn the basics of
playing the keyboard. In addition, a music curriculum for older students will
focus on the development of fundamental musician skills, while also exposing
students to local musical heritage and culture.

Second Language - Vision Charter School recognizes the importance of
a second language to the scholastic development and future careers of students.
Knowledge of a second language will become increasingly important to effective
leadership in the 21st century. In addition, research has suggested
that knowledge of a second language may boost English proficiency, improve
memory and self-discipline, and enhance verbal and problem-solving skills. The
school intends to expose students from kindergarten onwards to a second
language, with a primary emphasis on the Spanish language. Initially, parents
who are fluent speakers of Spanish will be invited on at least a bi-weekly
basis and under the direct supervision of a Highly Qualified Teacher, will assist
with Spanish classes at the school. These parent assistants will utilize
existing Spanish language curricula as a framework for lessons provided to each
grade. This will not only achieve our goal of exposing student to a second
language, but will also encourage more parental involvement within the school.
Additional languages may be added at the discretion of the Board of Directors
based on demand and adequate finances.

An Enriched Curriculum For All Students - While gifted and talented students will be
identified in accordance with Idaho Code (33.2001, 33.2003, IDAPA
08.02.03.999), we will offer an enriched gifted and talented curriculum for ALL
students. Teachers, with the help of educational assistants and a team of
parent volunteers will be engaged in the act of direct teaching throughout the
day, using every method available to them (tactile, visual, kinesthetic,
auditory, group and independent approaches). By taking into account and
addressing the varying developmental rates and learning modalities of the
student population, it is possible through this direct-teaching and monitoring
approach to keep the curricula challenging and the expectations for learning high.
The result is above grade level performance, high standardized-test scores, and
extraordinary levels of parent and student satisfaction, and meeting the needs
of identified gifted and talented students.

Core
Values

Vision Charter School's core values are reflected in its
philosophy and mission statement. It is important for students to be
challenged, to be taught as individuals, and to learn in a safe environment.

School
Status

Vision Charter School will be a public charter school. It
will not be a religious school, a conversion of a private or parochial school,
or a school operated for profit.

Facilities to be utilized

Vision Charter School has entered into an agreement with
Woodland Investments to lease 15 acres of farmland located at the corner of
Middleton Road and Busy Bee Road. We will locate 5 portable units on the site.
Our engineer and architect are working with the City of Middleton and the
property owners to have city sewer and water extended to the property. It is
expected to be on city sewer and water by early summer of 2006. We are in
consultation with the city over permits and estimated expenses for hooking up
the portable units. We have estimated $200,000 for portable set-up and
connection to sewer, water, and electricity.

Potential Impact on Middleton School District

We are aware that, because of an emergency levy in place in
the district, opening the charter school may have some financial impact on the
school district. This impact will likely be offset by the tremendous growth in
the Middleton School District. This growth should minimize the impact of taking
230 students out of the district. Currently the Middleton School District is
growing at between 150 and 200 students per year. This is expected to increase
slightly as the population of Middleton increases. We believe that the impact
of the charter school will be neutral by year 2 and that the district will
continue to grow despite the charter school taking an additional 33 students
from the district each year over the next 5 years.

Potential Impact on Vallivue School District

We have tried to establish a compact, contiguous, and
logical primary attendance area to minimize confusion in potential attendees.
We hope that Vallivue School District will benefit from an expanded tax based
as the land we use, which is currently agricultural, is improved.

Administrative Services

Administrative services for the school
will be provided by the Principal with support from the Board of Directors. The
Board Treasurer is also a CPA and has agreed to provide accounting services to
the school for the first three years of operation. We will hire a full-time
secretary who will assist with handling paperwork and required reporting for
the school. A part-time administrative assistant may be added as needed. An
independent audit will be performed each year by an outside auditor (not
affiliated with Vision Charter School). Board members and founding family
members will be utilized according to their background and experience, which
includes prior teaching experience, grant writing expertise, and civil
engineering.

Civil Liability

To the fullest extent permitted by law, Vision Charter
School agrees to indemnify and hold harmless the state of Idaho, the Idaho
Public Charter School Commission, Vallivue School District, the Middleton
School District, or any other sending districts, and their officers, directors,
agents, or employees from and against all claims, damages, losses and expenses
for wrongful acts, including but not limited to attorneys' fees, arising out of
or resulting from any action of the school, provided that such claim, damage,
loss or expense (a) is attributable to bodily injury, sickness, disease or
death, or to injury or to destruction of tangible property including the loss
of use resulting there from; and (b) is issued in whole or in part by any
negligent act or omission of the school, any contractor of the school, or
anyone directly or indirectly employed by any of them who may be liable,
regardless of whether or not it is caused in part by a party indemnified
hereunder. Such obligation will not be construed to negate, abridge, or
otherwise reduce any other right or obligation of indemnity, which would
otherwise exist as to any party or person, described in this paragraph. No
host, or receiving district, will be held liable for damages in an action to
recover for bodily injury, personal injury, or property damage arising out of
the establishment or operation of the school.

The Idaho State Board of
Education and the Idaho Public Charter School Commission shall have no
liability for the acts, omissions, debts or other obligations of any charter
schools, except as may be provided in an agreement or contract between the
state and Vision Charter School.

Types
of Insurance

Vision Charter School will procure
and maintain a policy of general liability insurance in the amount required by
state law and errors and omissions insurance with limits not less than one
million dollars. Insurance companies who have and maintain a rating of "A"
according to the A.M. Best Company will provide insurance. Potential insurance
companies in Idaho who meet this standard include, but may not be limited to,
Farmer's Insurance, Farm Bureau, Woodsman, Regence Blue Shield of Idaho, Blue
Cross of Idaho, State Farm, Primary Care of Idaho, and the Principal Group
Insurance. Vision Charter School will have the same role as a public school in
matters of civil liability. The appropriate insurance and legal waivers of all
district liability will be obtained as required of other nonprofit users of
district resources and facilities. Liability and property insurance will be
similar to the coverage purchased by the district. A copy of the proof of
insurance will be given to the Idaho Public Charter School Commission each time
it is renewed to insure continuous coverage. Vision Charter School will provide
a list of all other types and amounts of insurance required prior to the
opening of the school.

TAB 3: Educational Program and Goals

Core Educational
Philosophy

No matter how skilled the teacher, or elaborate the
classroom, learning takes place in the mind of the student. The ideal
educational environment, therefore, is the one that stimulates and engages the
mind of the student. The core educational philosophy of Vision Charter School
is grounded in the belief that a highly challenging content in a safe
environment creates the setting for accelerated learning. Vision Charter
School's core educational philosophy is that learning occurs when:

learners
construct meaning;
learners see the connection between what they learn and
the real world;
learners are actively engaged in purposeful tasks;
activities are integrated and meaningful;
learners work individually and as members of a group;
learners work side by side with community members to
develop solutions and opinions on issues that can be presented to local policy
makers;
learners are expected and encouraged to learn;
learners internalize that what they learn and do in
school makes a positive change in the community;
challenged learners have an individual plan, and
support is an intrinsic part of the educational program;
learners are supported with teachers, mentors, and
advocates;
all learners have advanced learning opportunities; and
learners see themselves as part of the community and
find ways to serve the community.

Vision Charter School represents a partnership among its
students, parents, faculty, administration, and staff. The Vision Charter
School is committed to the concept that each child has the right to come to school
without fear of taunting, teasing, or violence. Parents have the right to
expect a school to provide a safe, kind environment for their children, but
also have a responsibility to ensure that their child understands the standards
and expectations of behavior that is expected by the school. Teachers have the
right to teach in an orderly environment without fear of violence. We strongly
believe that a kind environment should be extended through the potentially
tumultuous middle school years.

We draw not only on time-honored practices, but also on many
valuable insights into childhood cognitive and developmental processes realized
in recent decades. Moreover, we place strong emphasis on the relationship
between the school and the home, recognizing the critical role of parents in
fostering children's education.

Above all else, we see ourselves as allies of the family,
reinforcing parents' efforts to guide the intellectual, emotional, and moral
development of their children. By providing and enforcing moral and ethical
standards, the school prepares its students to accept the privileges and
responsibilities of citizenship. Every child is capable of achieving his
potential to the fullest extent when afforded respect, fairness, kindness,
discipline, and appropriate instruction.

A
21st century education

Vision Charter School intends to meet the goal of producing
students who possess the academic and personal habits and attitudes desired of
an educated citizen in the 21st century. Goal attainment will be
monitored by quarterly student assessment and staff professional development.
Student enrollment will be small, with generally one class in each grade so
that students move up together. The receiving teacher will have intimate
knowledge of what has been taught and which students struggle with which
concepts. The school will know if it accomplishes these goals by the continuing
success of its students and by student scores on statewide evaluation tools.

Thoroughness
Standards (Idaho Code 33-1612)

Vision Charter School will fulfill the thoroughness
standards identified in Idaho Code. It has been established that a thorough
system of public schools in Idaho is one in which the following standards are
met:

Standard
a. A safe environment conducive to learning is provided.

Goal: Maintain a
positive and safe teaching and learning climate. Every student has the right to
attend a school that encourages positive and productive learning, provides a
safe and orderly environment, and promotes student respect for themselves and
others.

Objectives: Vision
Charter School will:

Develop guidelines for physical safety. These
guidelines will include, but not be limited to, the procedures for fire drills,
reporting unsafe equipment, methods for checking students in and out of school,
notification of parents' rights, and staff monitoring responsibilities.
Provide a facility and adopt policies that meet all
required city, state, and federal health, accessibility, safety, fire, and
building codes for public schools.
Establish, publish, and enforce policies that define
acceptable and unacceptable behavior, including zero tolerance for weapons,
violence, gangs, and use or sale of alcohol and drugs.
Create an environment that encourages parents and other
adults to visit the school and participate in the school's activities.

Standard
b. Educators are empowered to maintain classroom discipline.

Goal: Create a
positive teaching and learning environment with an emphasis on high
expectations of behavior and performance.

Objectives: Vision Charter School will:

Adapt the policies into a student handbook providing a
code of conduct including clear expectations and consequences for unacceptable
behavior.
There will be school-wide process for teachers to
handle minor and major infractions in the classroom setting.
Teach appropriate behaviors and foster responsible
decision-making skills.
Establish and maintain consistent rules aligned
throughout the school.

Standard
c. The basic values of honesty, self-discipline, unselfishness, respect for authority,
and the central importance of work are emphasized.

Goal: Offer
opportunities for students to develop and express exemplary character traits in
concert with the overall educational program.

Objectives: Vision Charter School will:

Utilize the general philosophy of the character
education program to instill appropriate values.
Emphasize the importance of adults modeling important
values at school.
Help students build personal bonds and carry out
responsibilities to one another and to the faculty and staff.
Develop a sense of community and service within the
school, and between the school and the larger community. Community service
instills a sense of individual, social, and civic responsibility and enables
the student to use newly found knowledge to solve community problems.

Standard
d. The skills necessary to communicate effectively are taught.

Goal: Teach students
a range of effective communication skills appropriate for the 21st century.

Objectives: Vision
Charter School will:

Emphasize meaningful language experience in the
language arts, enhanced by dramatization, memorization and a foreign language.
Provide access to computers to teach students basic
computer skills and, in the older grades, appropriate communication through
technology (via e-mail and the Internet).
Provide instruction in a foreign language. Knowledge of
a second language is essential in many occupations. In addition, knowledge of a
second language will boost English proficiency, improve memory and
self-discipline, and enhance verbal and problem-solving skills.

Standard
e. A basic curriculum necessary to enable students to enter academic or
professional-technical post-secondary educational programs is provided.

Goal: Develop an educated citizenry for the 21st century
through a dynamic, interactive academic program where student capabilities
rather than textbooks drive pacing. Students must be well grounded in the
basics such as reading, writing, mathematics, science, and social studies.

Objectives: Vision
Charter School will:

Use the Idaho State Standards as a starting point to be
enhanced by unifying themes and other creative methods.
Use a variety of methods to ensure student learning,
including but not limited to: Spalding (phonics); CORE (reading/ spelling
research); 6-Traits (writing); the Shurley method (English); teaching of
mathematics through direct instruction, mathematics manipulative and relevant
activities; computation and mathematics for homework; hands-on experimentation
for science learning; and emphasis on community service in social studies.
Develop a personalized learning goal for each student.
Together, the student, parents and educator will consider the student's
strengths and weaknesses. Faster students will continuously be presented with
new challenges. Learners who need more time will benefit from extra help,
multiple methods and different environments.
Emphasize Fine and Language Arts and the Scientific
Method.
Health knowledge and physical activity are very
important for students. A comprehensive health curriculum will be taught, as
required by the state. Physical activity during the school day will be
difficult in a temporary setting, but we are planning for ample playground
space, along with access to the warehouse facility during inclement weather.

Standard
f. The skills necessary for the students to enter the workforce are taught.

Goal: Provide
students with basic skills that prepare them for future employment using
learning tools such as computers, scientific equipment, and local and national
resources. These tools assist students in learning how to learn so that they
become lifelong learners and are prepared to enter the workforce with a solid
foundation of knowledge and skills.

Objectives: Vision
Charter School will:

Provide a strong foundation in reading, writing,
problem solving, math concepts, science, social studies, and computational
skills.
Provide a technology-rich environment, encouraging the
effective use of technology as a tool in the workplace of the 21st century.
Enable students to develop the following intellectual
habits important in the work place: adapting to new situations and responding
effectively to new information; solving problems; locating and evaluating
information from a variety of sources; making flexible connection among various
disciplines of thought; thinking logically and making informed judgments.
Enable students to develop the following personal
habits important in the work place: accepting responsibility for personal
decisions and actions; honesty, courage, and integrity; a healthy lifestyle;
empathy, courtesy, and respect for differences among people; self-confidence;
concentration and perseverance; responsible time management; assuming a fair
share of the work load; and working cooperatively with others to reach group
consensus.

Standard g. The students are introduced to current
technology.

Goal: Provide
students with a technology environment using tools such as computers,
scientific equipment, and networks linked to local and nationwide resources.

Objectives: Vision
Charter School will:

Use interactive technology as tools in an integrated
educational program rather than as primary instructional delivery systems.
All students leaving Vision Charter School will be
proficient in using both a word processing and spreadsheet package.
Use computers as tools for such activities as accessing
research information, authoring, computation, record keeping and data storage,
and communication.

Standard h. The importance of students acquiring the
skills to enable them to be responsible citizens of their homes, schools, and
communities is emphasized.

Goal: Provide
students with the skills and understanding necessary to become responsible
citizens in their respective jobs and communities of the 21st century.

Objectives: Vision
Charter School will:

Provide a comprehensive program of community service by
the third year of operation that reflects responsible citizenship in a
democratic society and an interdependent world.
Enable students to develop the following habits of responsible
citizens: accepting responsibility for personal decisions and actions; honesty,
courage and integrity; empathy, courtesy and respect for differences among
people; assuming a fair share of the workload; and working cooperatively with
others to reach group consensus.
Enable students to understand and apply concepts and
principles embedded in each of the social studies: history, geography,
political science, and economics.

Vision Charter School will achieve the Thoroughness
Standards through its taught curriculum and the unique aspects of the school,
including our small size and the ability of the Principal and teachers to be
fully cognizant of the curricula taught at all grade levels within the school.
With one Principal and 8 teachers in the first year, collaboration time can be
accomplished during regularly scheduled staff meetings and in-service days.
Instruction of the curriculum will be accomplished using an aligned proactive
method. A combination of a strong emphasis on kindness, the "golden rule," and
a reward system which honors children who are hard working, responsible,
honest, and respectful creates an environment allowing for student peace of
mind which then maximizes learning potential.

Instructional
Methods

Vision Charter School is distinguished by the multiplicity
of ways in which it seeks to ensure student learning. Some of these are
highlighted in the sections that follow. The Charter School uses uncommon means
to achieve common ends. Through its multiple methods, all students are potentially
successful and capable of fulfilling their individual potential. Vision Charter
School plans to use the specific methods mentioned earlier (see "Standard e" in
Section III.B. Idaho Thoroughness Standards) and the following instructional
methods:

a. The
Subject Matter Method presumes that an
educated learner needs to know clearly defined skills and concepts that can
best be learned in an organized sequential fashion.

b. The
Inquiry and Problem-Solving Method suggests
that learning occurs when individuals think critically and solve problems. The
predominant premise of this method is that it is important to know how to
retrieve and use the information, not just to have instant recall and
possession of the information.

c. The
Individualized Learning Method attempts
to personalize the learning process to the interests of the individual by
allowing students to develop goals for their self-study. The reasons for
learning thus become intrinsic--one's own curiosity and personal applicability
of the information learned.

d. The
Discussion Method encourages learning
through sharing of information and concepts within a group, with the thinking
process playing an important role. A discussion leader is prepared to recognize
each learner's level of understanding and can respond at the level most helpful
to the learner.

e. In
addition, we will employ a comprehensive plan for character education and a
rigorous program of core subject instruction that taps into each child's innate
need to know boundaries while protecting every child's dignity. It will provide
an enriched gifted-and-talented curriculum for all students.

Curriculum Overview

All students will participate in a common core of learning
that will fulfill the school's mission to develop virtuous citizen leaders. It
is the intent of the Vision Charter School to remain aligned with the general
goals and curriculum of the Idaho State Standards. However, acceleration will
take place whenever possible.

Our students will learn to:

Develop oral and written skills;
Use knowledge and skills, think logically, and solve
problems related to mathematics;
Have a working understanding of the scientific method
to promote responsible use of scientific information;
Develop their aesthetic talents in music, visual arts,
or performance;
Develop oral, written and listening skills in a
non-native language;
Participate in a comprehensive program of community
service that reflects responsible citizens in a democratic society and an
interdependent world;
Understand and apply the knowledge, concepts,
principles, and themes embedded in each of the social studies--history,
geography, political science, and economics.

In keeping with Vision Charter School's mission, we
recognize that education is more than the assimilation of facts. Proficiency in
a discipline means that the learner becomes a capable practitioner and has a
sufficient foundation to pursue advanced study. The Charter School emphasizes
both the acquisition and application of knowledge.

The Vision Charter School curriculum contains traditional
academic subjects, foreign language instruction, fine arts opportunities and a
community service component that make the Charter unique. The Idaho State
Standards serve as the starting point and are enhanced with unifying themes and
other creative methods. The subjects that make up the curriculum are listed and
briefly discussed below. Traditional core curriculum areas; language,
mathematics and science remain strongly emphasized. The core curriculum will be
enhanced with a second language and the fine arts.

Language Arts (English and Foreign). The goal is to develop learners who are effective
communicators, who love literature, and are lifelong readers and writers. The
reading curriculum is literature based. Comprehension skills and vocabulary
development are integrated within the literature program. Dramatization and
memorization of accelerated vocabulary is a motivational aspect of the language
arts experience. Writing includes self-analysis using the 6-Traits writing
model in conjunction with creative and expository writing. Communication skills
include speaking, writing and listening and expand into presentation skills.
Grammar usage, punctuation and capitalization skills are specifically taught,
used and practiced daily. Spelling is taught methodically, focusing on
patterns, phonograms, rules and stages that children pass through as they
develop spelling proficiency. The innovative teaching methods used in language
arts are Spalding's phonics, the 6-Traits, CORE research and the Shurley method.

Mathematics. Students
will master the arithmetic processes of addition, subtraction, multiplication,
and division of whole numbers, fractions, and decimals, as well as algebra and
geometry. Concept, relevant and manipulative experiences that engage students
in exploring, conjecturing, and thinking will continue in these grades.
Students will view and use mathematics as a tool for reasoning and problem
solving in relevant ways.

Science and Health.
The science curriculum is a multiyear sequence that emphasizes hands-on
experimentation and functional knowledge of scientific phenomena. Science must
take students beyond the factual approach of reading, reciting, drilling, and
testing science to actual experiments with instruments. This process approach
lets students experience the excitement of science so they can better
understand facts and concepts and is in line with the Idaho State Standards.
Emphasis will be placed on the Idaho Standards addressing student understanding
of the importance of health behaviors and lifestyles, including nutrition and
physical activity.

Social Studies and Community Service. All grades will follow the basic elements of the
Idaho State Standards curriculum in social studies. In addition there will be a
strong emphasis on community service as students apply their understanding of
and their contributions to the world around them. We will seek out ways for the
students to discover and experience responsibilities and rights as members of
our democratic community.

Technology. Technology
will be used to support a child's natural way of learning through individual
and group discovery and seeking solutions to real-life challenges. Vision
Charter School will provide our learners with technology skills that prepare
them for future employment. One source of technology will be the Internet. We
have developed a draft Computer Use Policy, included in Tab 10. This policy
will be in compliance with the Children's Internet Protection Act. We will
allocate up to $50,000 per year for technology expenditures, including
hardware, software, training, maintenance, and repair costs. We will solicit
technology donations in an effort to reduce direct costs to our budget that
will need to be used for technology purposes.

Curriculum Development and Approval

Curriculum development will be an ongoing process directed
by the Administrator/Principal with the approval of the Board of Directors. The
curriculum will be implemented and evaluated through observations of teachers
and students, with follow-up discussions with the Principal to include written
future goals.

Textbooks

Vision Charter School will follow the Idaho State Standards.
Textbooks for the school are not yet chosen and will be selected by the Principal
with input from teachers and parents. Textbooks will enrich, not drive
instruction.

Educational Programs and Services

Provision of supplemental educational programs and services
such as physical education, HlV/AIDS education, family life/sex education,
occupational education, driver education, guidance and counseling services,
summer school programs, parent education programs, social work, and
psychological services will be provided to students who require them. The Board
of Directors, Principal, and PFA will work together to determine the need for,
and estimated cost and value of, these programs. As needed, we will seek
outside contracts to meet identified needs, with the understanding that all
required services will be performed.

Special
Needs Students

Vision Charter School will identify special needs students,
including LEP (Limited English Proficient), special education, gifted and
talented, and students qualifying for section 504. Vision Charter School will
utilize the Idaho Special Education Manual as now adopted or as amended in the
future and will comply with federal regulations dealing with these areas. The
Idaho Special Education Manual will be used for identifying, evaluating,
programming, developing individualized education plans, planning services,
developing our discipline policy, budgeting, and providing transportation for
special needs students, as necessary. The Vision Charter School Special
Education administrator will be the Section 504 Compliance Officer.

If a student is found to be eligible for special education
services at the charter school, services will be provided for that student in
one or more of the following ways:

Vision
Charter School will form a multidisciplinary team to consider a student's
eligibility for special education. If a team determines the need for an
evaluation by other personnel, such as a school psychologist, speech therapist,
or occupational therapist, not currently employed by the school, such
evaluations will be contracted with
a private provider.

Disciplinary
problems by special education students will be assessed by the
multidisciplinary team. Teachers and administrators will follow the Idaho
Special Education Manual (as currently defined in Chapter 7, Section 13, and
titled "Student Discipline") to address these issues. See the draft policies
for disciplining students with disabilities and Drug and Alcohol Use in Tab 10.

Appropriate
personnel will be responsible to monitor Individual Education Plans (IEPs) and
supervise the implementation as written. A certificated teacher will provide
services in an inclusion or a pullout model depending on the degree of
intervention necessary to meet the student's needs. A paraprofessional will be
used to support instruction as allowed by IDEA and the ESEA. The appropriate
personnel will consult with the general education staff to utilize effective
classroom interventions, adaptations, and modifications.

Vision
Charter School will contract with a private provider for the provision of
related services. Direct speech, language, or OT services may be provided by a
paraprofessional under the direct supervision of a licensed therapist. In the
event that the IEP team determines that the student's academic needs cannot be
met on site, Vision Charter School will determine the least restrictive
environment complying with PL 94-142.

Vision
Charter School will apply the federal definition of Limited English Proficient
(LEP) as defined in Title III and IX of the ESEA. We will use a home-language
survey upon student's registration. In addition, the "Woodcock Munoz" test will
determine the student's eligibility and language level - L1, L2, and L3. The
"Woodcock Munoz" test will be used as a pre-post test to document the progress
in both content areas and English language development. Students who are
eligible for the LEP program will participate in the Vision Charter LEP program
according to state and federal guidelines. State and federally mandated testing
of LEP students will be administered as they become available. LEP services may
be provided on-site or contracted out.

Other Special Needs Student Services

In a society based on democratic principles, each person has
the right to learn at the most appropriate level where growth will take place.
Because gifted and/or talented, LEP, Title I and Section 504 students have
special needs, they will be provided educational experiences that will strive
to meet those needs in the regular classroom as well as in special classes,
seminars or workshops. The Charter environment will allow areas to be pursued
beyond the scope of the regular curriculum - regardless of their areas of
special needs. This will be accomplished through, but not limited to, the
following: clustering, competitions, consultations, curriculum compacting,
special topic classes, independent study, interest-based workshops,
remediation, tutoring and pullout classes. Transportation will be provided as
needed and required.

Dual Enrollment

There will be reciprocal agreement between the Vision
Charter School and both Middleton School District and Vallivue School District to
meet dual enrollment requirements as specified in Idaho Code 33-203. Middleton
School District already has a policy in place (Dual Enrollment Policy #630) which
it is using successfully.

Academic Freedom, Controversial Issues, and Religion

The Vision Charter School shall
offer an educational program appropriate to the level of student understanding
which:

allows
students to study and discuss controversial issues.
provides
opportunities to examine evidence, facts, and differing viewpoints.
teaches
the importance of fact, the value of judgment, and the respect of conflicting
opinions.

TAB 4: Assessment of Student Educational
Progress

Measurable Student Standards

Standards and standardization are the basis of assessment.
Performance will be assessed on at least three levels:

student
progress relative to previous performance will be assessed following state
requirements

attitudes
and personal/academic habits will be assessed through teacher evaluations

performance
will be assessed relative to district and state developed standards.

Self-assessment will provide a unique learning opportunity
for Vision Charter School students. As active participants in assessment of
their own work, learners are encouraged to develop an understanding of their
strengths and deficiencies, and an objective view of their accomplishments. In
addition, an individual score on a piece of work can be improved if the learner
is willing to accept the challenge for improvement put forth by the assessment.

The goals of this school are as follows:

show
improvement or score in the top quartile on standardized tests offered at the
national or state level, after a period of two consecutive academic years at
Vision Charter School

strive
for all students to write, read, compute and solve mathematical problems at
grade level

aim
for a student absenteeism of less than 4%

samples
of each students' work reflects acquired, integrated, extended, refined and
meaningful utilization of knowledge

students
will show positive growth on annual parental/student/teacher surveys that
address attitudes and habits toward, but not limited to; work ethic, honesty,
showing initiative, taking and accepting responsibility and self-confidence.

Student performance will be assessed relative to other learners
of the same age through district, state, and national testing. We will follow
the timeline established by the Idaho State Department of Education in
administering student assessments. A student baseline will be established
during the first year of testing and will be evaluated each year thereafter. As
other state mandated tests are required, Vision Charter School will administer
these tests.

Student
Assessment

A goal for students enrolled at Vision Charter School for
two (2) years will be to meet the statewide performance standards developed by
the Idaho State Department of Education. These standards include the subjects
of English, Reading, Science, Social Studies, Health/Wellness, Humanities, and
Mathematics.

Student assessment evaluation,
reported annually, will consist of:

a student baseline developed during the first year using
testing results;

1. a
comparison of annual results with baseline scores to assess progress;

grade-level and school composite
scores;

2. a
graph of annual results showing year-to-year change;

3. a
graph of school scores relative to state and national averages; and

4. sub-analysis
of a variety of variables to identify areas for improvement.

Monitoring the progress of our students and evaluating
innovations in education procedures are an important part of our curriculum
development process. The annual report of student progress will be made to the Idaho
Public Charter School Commission no later than June 30 of each year for the
previous school year. In addition to the data listed above, it will provide
formative and summative data to demonstrate that the school is meeting
performance standards prescribed by the state. This data will also include
Vision Charter School-developed assessment information.

Student Educational Standards

The State Standards clearly define the essential knowledge
and skills for student learning in each program area. Vision Charter school
will meet or exceed the state standards in reading, language arts, math,
science, social studies, health/wellness, and humanities. Students will be
evaluated for progress in the following areas in addition to academic skills:

Personal Responsibility. Students will have positive attitudes and perceptions about creating
quality work, striving for excellence and interpersonal skills.

Expanding and Integrating Knowledge. Students will acquire and integrate knowledge and
experiences from different subject areas. Students will gather and use
subject-area information effectively in order to gain new information and
knowledge, classify and organize information, support inferences, and justify
conclusions appropriate to the context and audience.

Communication Skills. Students
will communicate with clarity, purpose, and an understanding of audience using
a variety of communication forms and skills. Students will develop their
talents in music, visual arts, and/or performance.

Thinking and Reasoning Skills. Students will utilize, evaluate, and refine the use
of multiple strategies to solve a variety of problems.

Social Responsibility and
Skills. Students will deal with
disagreement and conflict caused by diversity of opinions and beliefs. Students
will evaluate and manage their behavior as group members. Students will
participate in community service that reflects responsible citizens in a
democratic society.

Accreditation

Vision Charter School will obtain accreditation in
accordance with Idaho Code 33-119. Idaho Administrative Procedures Act (IDAPA)
08.02.02.140, Accreditation, which defines the State Board of Education's accreditation
requirements, will be utilized. This would include developing the following:

a School/District Strategic Plan,
a Continuous School Improvement Plan,
an aligned and focused plan for the improvement of
school and staff capacity (including structure, resource allocation, and
teacher skill sets) to increase student achievement,
a plan to meet state approved accreditation standards,
submitting reports as requested, and
meeting the Elements of Thoroughness.

Improvement Planning

If it were ever determined that, based on student
performance, the school was in need of improving performance, the Principal and
the Board of Directors would meet both internally and with outside experts,
such as the Idaho Charter School Network, to develop a comprehensive plan for
improving performance. Vision Charter School is committed to a school where
student success is our top priority. We would examine the current processes and
develop a detailed performance improvement plan to address each process deemed
important to achieve increased student learning. These processes may include
the amount of time spent on critical subjects, the teaching method employed,
the textbooks and other learning materials utilized, and the integration of
core subjects.

Improvement of Student Learning

Multiple learning opportunities are afforded the Charter
School students. Some are familiar, some are novel, but all strive to make
learning relevant and purposeful and to actively engage the learner.
Problem-solving groups apply knowledge they have acquired and practice new
skills by tackling both real-world problems and problems simulated to model the
current work world. For example, the school's requirement for students to
perform genuine community service not only informs students about real needs
our community has, but also encourages them as a group to decide which needs
they can reasonably address, plan an approach, implement the plan, and then
evaluate the result. Peer teaching, when appropriate, provides an opportunity
for learners to become educators and reinforces their own knowledge and mastery
of new skills through presentation of their own work and through working with a
"learning buddy." Projects will include a balance of individual effort and
group collaboration to ensure mastery of important basic skills, content, and
interaction skills.

Vision Charter School's learning program is built on the
belief that all children can learn, but not in the same way, at the same pace,
or from the same sources. It recognizes that children are gifted in different
ways and may excel in the following areas: linguistic; mathematical/logical;
intrapersonal (self); interpersonal (others); bodily kinesthetic; spatial; and
musical.

Although all seven areas will be examined and encouraged
through daily instruction, the Charter School will retain a traditional focus
on linguistic, kinesthetic, mathematical/ logical areas, and implement a unique
musical component. The staff at Vision Charter School will ensure a safe, kind
environment allowing students to acquire essential information and attitudes
that will help them lead productive lives.

Use of the Personalized Learning Goal concept will encourage
learners to take responsibility for their own learning, while encouraging
teachers, parents and the community to share in that responsibility. Working
together, the student, parents, and educator will consider learner strength's
and weaknesses. They will then identify an academic and personal goal for each
learner. These goals capitalize on learner strengths and shore up areas of
weakness, while enhancing parental involvement.

Through the use of personalized goals, the Vision Charter
School ensures that children are not penalized for the rate at which they
learn. The faster learner is continuously presented with new challenges, while
the learner who needs more time benefits from extra adult help, multiple
methods, and different environments. The learning program supports Vision
Charter School's goal of developing lifelong learners. It is designed to
stimulate the desire to learn, and is based on the belief that all learners
possess an innate and unique creativity that can be developed given the
appropriate environment. It allows for the joy of knowledge, self-expression,
and the thrill of exploration. It is flexible to accommodate the individuality
of learners and to evolve as Vision Charter School learns and grows.

TAB 5: Governance
Structure

Vision Charter School is a non-profit organization organized
and managed under the Idaho Nonprofit Corporation Act. The School's Bylaws and Articles of Incorporation
are provided in Tab 1. The Board of Directors will be the public agents who
control and govern the charter school. Vision Charter School shall be
responsible to identify and comply with all statutory requirements affecting
the operation of a public school. The Board of Directors' meetings will follow
the open meeting laws, keep accurate minutes, and make the minutes available to
the public, according to the Bylaws of the charter school.

Organizing Group

The organizing group of founding
families has written the Charter petition and elected the initial Board of
Directors. The Board of Directors will recruit candidates for the position of
school Principal, and establish a preliminary operating budget. The current
function of the organizing group is to serve as a data-gathering resource and
to provide input and advice to the Board of Directors. We anticipate a total of
10 founding families.

Board of Directors

Initial Formation

The Board of Directors of Vision Charter School will consist
of no less than five (5) and no more than seven (7) members. Two additional
Directors may be added subject to the Bylaws of Vision Charter School.

Selection and Replacement

Elections for members of the
Board of Directors will be held every two years according to the Bylaws.

Powers and Limitations

Vision Charter School will be a
legally and operationally independent entity established by the nonprofit
corporation's Board of Directors. The elected Board of Directors will be legally
accountable for the operation of the charter school. Vision Charter School
acknowledges that upon approval of the petition and the contract, the school's
Board of Directors will be public agents required by the Idaho Public Charter
School Commission to control the Charter School. Vision Charter School commits
to compliance with all federal and state laws and rules and acknowledges its
responsibility for identifying essential laws and regulations, and complying
with them.

The Board of Directors will have the responsibility to
approve the selection of the school Principal, who may not be one of its
members. The Board also will be responsible for hearing, and approving or
disapproving, the recommendations of the school Principal with respect to
changes in staffing, program, or curriculum. The Board will, when necessary,
adjudicate disagreements between parents and the administration. Vision Charter
School commits to keeping complete and accurate Board of Directors' meeting
minutes and to making them available to the public.

d. Relationship between Board of
Directors and School Administration

Administrator / Principal - The Principal will be empowered
to provide educational direction, administration, and on-site day to day
operation as well as certain decisions concerning but not limited to:

implementation of the school vision and mission

instructional materials and supplies

resource allocation

state charter school requirements

school-wide community building

special services

contracted services

disciplinary support

public and media relations

business and community partnerships

curriculum, instruction, and assessment

professional development

employment and personnel issues

enrollment and attendance

formative/summative staff evaluations

facility conditions

transportation

climate for innovation and growth

staff and school morale

district/board liaison

treasurer/keep budget and financial records

annual report

Standing Committees and Ancillary Support Personnel

Standing committees will be formed in accordance with the
bylaws of the corporation. These committees will include, but are not limited
to, a Parent-Faculty Association (PFA), a fundraising committee, and the like.

Ancillary support personnel, including clerical and
custodial, will be hired and supervised by the Principal. The state funding
formula will be used for funding to hire staff through the regular budgetary
process. Additional resources will be sought through grants, volunteers, and
fundraising efforts.

Teacher/Parent
Decision Making

The PFA and Board of Directors of
Vision Charter School may provide consultation to the Principal regarding
ongoing plans for the school. Parents of students who attend Vision Charter
School will be involved in the education of their children and in the school at
many levels. Parents bring an in-depth understanding of their children's
personalities, learning styles, and strengths and weaknesses, which is
essential for the continuing educational development of their children. The
process to ensure parental involvement will be as follows:

1.
Parents will receive written information as each year begins.

2.
Parents will be encouraged to attend two parent teacher
conferences per year.

3.
Parents will be asked to complete a survey during the school
year addressing the following issues: safety of students, classroom discipline,
school-wide discipline, child's response to classroom atmosphere, and parents'
perception of learning environment.

4.
Parents will be encouraged to be involved in the
Parent-Faculty Association and to volunteer for school projects, programs,
committees and to work with students.

5.
Parents will be encouraged to provide an appropriate learning
environment at home for study.

6.
Parents will be encouraged and welcomed to volunteer in their
child's(ren's) classrooms(s).

7.
Parents will be encouraged to communicate regularly with the
school. In turn, the school and the PFA will regularly communicate with the
parents.

Parental
Participation

As described earlier, parents of students who attend Vision
Charter School will be involved in the education of their children and in the
school at many levels. The process to ensure parental involvement will be as
follows:

1.
Parents will receive written materials at the beginning of
each school year.

2.
Parents will be encouraged to attend two parent teacher
conferences per year.

4.
Parents will be encouraged to be involved in the
Parent-Faculty Association (PFA) and to volunteer for school projects,
programs, and committees, and to work with students.

5.
Parents will be encouraged to provide an appropriate learning
environment at home for study.

4.
Parents will be encouraged and welcomed to volunteer in their
child's(ren's) classrooms(s).

5.
Parents will be encouraged to communicate regularly with the
school. In turn, the school and the PFA will regularly communicate with the
parents.

Community and Business Partnerships

Vision Charter School has no formal business arrangements or
partnerships with other schools, educational programs, businesses, or
non-profit organizations at this time.

Audit
of Programmatic Operations

An annual educational program and financial audit will be
conducted after the completion of each charter school year. Vision Charter
School will conduct a programmatic audit through information obtained via its
own instruments, timeline, and processes. An independent auditing firm will
conduct a financial audit. The Idaho Public Charter School Commission may
choose to do an independent audit at the Commission's expense. An independent
audit may be performed as specified (annually) or at such time as revocation or
non-renewal of the charter may be initiated.

Dispute
Resolution

The Idaho Public Charter School Commission and the Governing
Board of Vision Charter School will resolve disputes relating to provisions of
the charter following the procedures set forth in Section 33-5209, Idaho Code,
and the applicable rules of the Idaho State Board of Education for notice of
defect and submission of a corrective action plan. Vision Charter School would
like to meet annually, or as necessary, to discuss relations in an effort to be
proactive concerning disputes that may arise relating to provisions of the
charter contract.

TAB
6: Employees of the charter school

Employee
Qualifications

Vision Charter School's full-time
staff will meet or exceed qualifications required by state law. Staff will be
required to possess personal characteristics, knowledge, and experience
consistent with the philosophy, mission, and expectations of Vision Charter
School as outlined within this petition. The Principal will make
recommendations to the Board of Directors for approval of instructional staff. Each
professional staff member (teachers and the principal) will be on a written
contract approved by the Superintendent of Public Instruction.

Vision Charter School reserves the
right to seek limited certification options as provided by rule of the Idaho
State Board of Education when deemed in the best interests of the educational
program. Additionally, Vision Charter School reserves the right to employ any
person for temporary assistance under the direct supervision of certified staff
members. These provisions are intended to allow various community experts and
other specialized persons who may not hold certification to contribute to the
school according to their talents, experience, creativity, or expertise on an
as needed basis.

Job announcements and all other
hiring practices will be free of discriminatory language.

Professional Opportunities

Faculty at Vision Charter School
will work in an environment where they have opportunities to work with other
faculty to align subject areas. The Principal will determine in-service
training days in order to provide teachers with training in the teaching
methods described in this petition.

Background Checks

All employees will undergo State of
Idaho criminal background checks and FBI fingerprinting checks. One fingerprint
card will be submitted to the Office of Certification at the State Department
of Education and one will be kept in the individual's personnel file.

Targeted Staff Size

Vision Charter School will employ one teacher per class,
with additional staff for music, physical education, and foreign language as
the budget permits. The goal is to have 1 teacher per 25-30 students per class.
Education assistants or other adults will be considered for classes in excess
of 28 students.

Estimated staff: 11.5 - 12 FTE in Year 1

Principal - 1 FTE

Kindergarten (maximum class size =
28) - 0.5 FTE

First grade (maximum class size - 28)
- 1 FTE

Second grade (maximum class size = 33)
- 1 FTE

Third grade (maximum class size = 33)
- 1 FTE

Fourth grade (maximum class size = 33)
- 1 FTE

Fifth grade (maximum class size = 33)
- 1 FTE

Sixth grade (maximum class size = 33)
- 1 FTE

Seventh grade (maximum class size =
33) - 1 FTE

Administrative Assistant - 1.5 FTE
(One full-time and one part-time employee)

Special Education Teacher - 1 FTE
(if needed based on student population)

Music - 0.5 FTE

Spanish - 0.5 FTE (may wait until
Year 2 and add 1 FTE)

Teacher Certification

A copy of the certificates for all
certified teachers/staff members will be kept on file at Vision Charter School
and will be provided upon request.

Employee
Benefits

All employees will participate in the following programs and
benefits: group health insurance, sick leave benefits, Public Employee
Retirement System, Federal Social Security, Unemployment Insurance, and
Worker's Compensation Insurance to the extent allowed and required by law.

Status
of Vision Charter School Employees

Employees of Vision Charter School
are not employees of the either Vallivue or Middleton School District. They may apply to teach in either
School District. Teachers at the charter school will not be eligible for an
in-district transfer to another school within the Vallivue or Middleton School
District.

Experience

Certified teachers at Vision
Charter School are public school teachers. Their service at Vision Charter
School counts as one year experience on the state indexing scale.

Collective
Bargaining

Vision Charter School's staff and employees will be a
separate unit for purposes of collective bargaining.

Staff
Development

Vision Charter School's Principal
will ensure that the school's employees understand and are able to implement
the school's vision upon hiring and through in-service training. All employees
will undergo an annual performance review.

Health
and Safety

To ensure the safety of our employees and students, Vision
Charter School will comply with the following health and safety procedures:

1.
Conduct criminal history checks for all employees in
compliance with Idaho Code 33-130. This requirement is a condition of
employment.

2.
Require that all students have proof of immunization or have a
written parental waiver and have a birth certificate or other identification
before being enrolled at the Vision Charter School.

3.
Require that all visitors sign in at the office and receive
and wear a visitor's pass when visiting the school building.

4.
Provide for inspection of the facility in compliance with Section
39-4130 of Idaho Code. Adopt policies to meet all required city, state, and
federal health, accessibility, safety, fire, and building codes for public
schools. Fire and safety officials using the same guidelines for all public
schools will inspect the facility.

5. Adopt and implement, where appropriate,
policies regarding health, safety and risk management policies, unless
otherwise written and adopted by the Board of Directors. These policies will at
a minimum address the above and the following items:

a. policies and procedures for
response to natural disasters and emergencies, including fires and bomb
threats.

b. policies relating to preventing
contact with blood-borne pathogens.

c. a policy requiring that all staff
receives training in emergency response, including appropriate "first
responder" training.

d. policies relating to the
administration of prescription drugs and other medicine.

e. policies establishing that the
school functions as a gun-free, drug-free, alcohol-free and tobacco-free workplace.

Policies will be incorporated as
appropriate into the school's student and staff handbooks and will be reviewed
on an ongoing basis in the school's staff development efforts.

TAB 7: Admission Procedures

Admission
Procedures

Vision Charter School will follow the model admission
procedure identified by the Idaho State Board of Education in the initial year
and for every year thereafter.

Prospective
students will be given the opportunity to enroll regardless of race, color,
national or ethnic origin, religion, sex, social or economic status, or special
needs.

Vision
Charter School founders' children will have first preference for admission to
the school, with a maximum of 10% of the student population consisting of
founders' children.

Prior
to enrollment each year, Vision Charter School will advertise in, local
newspapers and make application forms available at the Charter School office,
via e-mail or other designated locations in Middleton, Idaho. The application
will include information pertinent to filling a limited number of positions in
each classroom.

The
primary attendance area for Vision Charter School shall be as follows: Galloway
Road on the North boundary, in a line east to Kingsbury, then south in a line
on Kingsbury to Hwy 20/26, then west along Hwy 20/26 to the Caldwell School
District boundary, north along the Caldwell School District boundary to the
Boise River, follow the Boise River west to Old Hwy 30 (this is the existing
boundary between the Middleton and Caldwell School Districts), north on Old Hwy
30 to Galloway Road. Please refer to the map provided for a visual
depiction of the primary attendance area and the relationship between Vision
Charter School and the surrounding School Districts. This primary attendance
area contains land currently in both the Middleton and Vallivue School
Districts.

Students
residing in the primary attendance area will be given admission preference to
enroll in the school.

Siblings
of current students will be given admission preference to enroll in the school.

Once
enrolled in Vision Charter School, students will not be required to reapply
each year thereafter.

Public School Attendance Alternative

Because Vision Charter School is a new entity and not a
conversion of an existing school, the attendance alternative would be the same
as for those presently residing within the Middleton or Vallivue School
Districts. Students located within the attendance area of the Charter School
would have the option to enroll in existing public schools presently serving
the area. No student will be required to attend Vision Charter School.

Over-Enrollment Procedures

Vision Charter School has
identified the following over-enrollment procedures:

a)
Vision Charter School founders' children will have first
preference for admission to the school, with a maximum of 10% of the student
population consisting of founders' children.

b)
Five lottery pools and/or waiting lists will be established
and prioritized as listed: 1) returning students, 2) children of founder's, 3) siblings
of pupils already attending, 4) students within the primary attendance area, and
5) all other students. Applications will be drawn for placement using the
Equitable Selection Process outlined in Subsection 203 of the Administrative
Rules Governing Charter Schools. The process will begin with a randomly drawn
grade and continue with randomly selected grades. Those on the waiting list may
be placed in the school any time during the year when an opening occurs.
Available positions will be filled from the waiting list established from the
initial lottery.

d)
Once on a waiting list, students will remain eligible for
placement within the school without repeating the application process. Each
year, Vision Charter will contact all waiting list students and request written
verification of the continued desire to be on the waiting list. The order of
these waiting lists will be revised annually based on the lottery results.
Students wishing to be removed from the waiting list must make their request
directly to Vision Charter School, preferably in writing.

e)
Once the enrollment period is complete and waiting lists have
been established through lottery as described above, subsequent applications
will be added to the waiting lists on a first come-first served basis.

f)
A lottery will be held by June 30 to establish the waiting
list order of entrance for the upcoming school year in the initial year and
each year thereafter. All openings during the school year will be filled
according to the order established by that lottery. The lottery will be held in
a public forum and the Chairman of the Board of Directors of Vision Charter
School or the Principal will conduct the lottery selection.

Non-Discrimination

Prospective students will be given the opportunity to enroll
regardless of race, color, national or ethnic origin, religion, sex, social or
economic status, or special needs as required by federal state and local laws.

Minimum
Enrollment

The minimum enrollment for financial viability depends on
the financial status of the school at the start of the school year. As enrollment approaches the minimum
for financial viability, the Board of Directors shall take action including,
but not limited to, the following:

1
Increase enrollment demand through a marketing campaign.

2
Increase fund-raising from external sources through the PFA.

3
Request voluntary donations from parents.

4
Eliminate or defer expenses.

5
Prepare for the termination of operation as necessary.

Attendance Requirements

Students, parents, and educators recognize the importance of
attendance and punctuality at school. Key reasons for regular and punctual
attendance are employability, educational benefits, and success in school.

1
Employability, punctuality, and attendance are important
skills for employment identified by employers. Developing these skills is
critical whether students plan to work during the school year, after
graduation, or after college.

2
Educational Benefits. Regular attendance assures that students
stay current in academic skills, personal management skills, and teamwork
skills.

3
Success. Students must be present in order to experience
success. Further, each student's presence enhances the success of the entire
class.

Excused Absences.
Absences from school with the knowledge and approval of a student's
parents/guardian are excused absences, but such absences are counted toward the
maximum allowed per semester. In order for an absence to be excused, oral or
written communication from the student's parents/guardian must be received
within 48 hours of the last day of the absence, except for school approved
activity absences.

Make-up Work. Make-up
work is allowed for students who have excused absences. Credit for make-up work
is not allowed for an unexcused absence.

Tardies. A
student is tardy if he or she is not in the assigned classroom when school
starts.

Attendance Requirements. Students may miss up to 4% of the institutional time.
Absence from class for any reason, including family convenience, shall be
counted when the percentage of attendance and eligibility for promotion is
being considered.

Notification of Absences and Discipline. Parents/guardians will be notified on
the school report cards, during conferences and via phone calls about absences.
Notice of the 8th absence will inform the parent/guardian that the school
Principal may deny promotion to the next grade or refer the parent/guardian to
the Board of Directors for further discussion and appropriate action.

Grounds for an Appeal.
Those parents who have valid reasons to believe that all or part of
their child's absences are the result of extraordinary circumstances may
request a review of their case following the attendance appeal process below.
Extraordinary circumstances may include, but are not limited to, verified
illness or medical treatment, death in the family or death of close friends,
and medical or dental professional appointments.

Attendance Appeal Process. If a parent/guardian wishes to appeal the denial of
promotion to the next grade due to the attendance requirement, the following
policy applies:

1.
The parent/guardian has five (5) school days from the date
shown on the notification to appeal the loss of credit or denial of promotion.

2.
The appeal process starts with the Principal. An adverse
decision may be appealed to the Board of Directors. The decision of the Board
of Directors is final.

3.
In each situation, representatives of the school and the
parent/guardian have five (5) days in which to respond to the appeal or the
ruling. Appeals and responses shall be in writing.

Grading,
Homework, and Promotion

Vision Charter School's Principal will establish policies
and procedures for grading, homework, promotion, and retention.

Corrective Action

Those students not reading at grade level or computing grade
level mathematics will be identified and receive a variety of services
including but not limited to: one-on-one tutoring by paraprofessionals or
teachers, tutoring by volunteers, and/or they may attend school during an
extended session (if offered). Every effort will be made to help students
achieve at Vision Charter School.

Student
Activities

Vision Charter School's Principal
and staff will determine the school's student activities, as appropriate and
necessary, including student government, student organizations, trips, before
and after school care, interscholastic and intramural sports and activities,
band, orchestra, and choir.

Student
Fees

No fees from students are planned at this time. Some fees
may be identified in the future by the Principal, as appropriate, and as allowed
by the state law. Accommodations for low-income students will be made through
fundraising efforts of the PFA. Vision Charter School is a public charter
school and will not charge tuition.

Student
Rights and Responsibilities

Vision Charter School is committed to a safe learning
environment. Student expectations for appropriate behavior are high and will be
communicated to both students and parents through the student handbook and upon
enrollment. Students may be denied attendance to the charter school for any of
the following reasons:

1.
Being a habitual truant

2.
Being deemed incorrigible by the school Principal

3.
Being deemed by the Board of Directors to be disruptive to the
school for disciplinary reasons

4.
Being detrimental to the health and/or safety of other
students

In addition, students who attend the charter school after
being expelled from another district may be placed on probation for one year.
During this time, the student may be denied attendance for violation of the
probationary requirements.

Parents/guardians will be notified of disruptive behavior
via phone calls, in writing, and during school conferences. If the situation
causing concern is not immediately corrected, the student may be referred to
the school Principal or to the Board of Directors for further discussion and
appropriate action. The steps which will be followed to address these
concerns are described below. If a student is caught being under the influence
of alcohol or controlled substances, Vision Charter School will follow the procedures
required by Section 33-210, Idaho Code.

Vision Charter School will assemble a student handbook,
following state law and due process that outlines a Code of Conduct, including
expectations and consequences for unacceptable behavior. Suspension or expulsion
will be considered only as the final option in a series of efforts to avoid
such measures, including but not limited to, the following steps:

Step 1: Parent/Guardian Incident Notification Procedure
(Written and/or Verbal)

Step 2: Principal Intervention.

Step 3: Suspension with parental notification - 3 days.
Re-admission after a conference with student, parents, and principal.

Step 4: Suspension with parental notification - 5 days.
Re-admission after a hearing within five (5) school days with the Board of
Directors.

Step 5: Expulsion until the next calendar
break/semester/rest of year. A hearing within five (5) school days, whenever
possible, with the Governing Board. The Governing Board shall have the right to
permanently expel students for disciplinary or attendance reasons.

It is the intent of Vision Charter
School to establish a process for denial of attendance similar to the process
currently in use in the Middleton School District (Policy #544).

TAB 8: Business Plan

Business Description

Vision Charter School, Incorporated, is organized
exclusively for educational purposes within the meaning of IRC Section 501(c)
(3) of the Internal Revenue Code. Notwithstanding any other provision of these
Articles, the corporation shall not carry on any other activities not permitted
to be carried on (a) by a corporation exempt from Federal Income tax under
Section 501(c)(3) of the Internal Revenue Code of 1986 (or corresponding
provision of any future United States Internal Revenue Law), or (b) by a corporation,
contributions to which are deductible under Section 170(c)(2) of the Internal
Revenue Code of 1986 (or the corresponding provision of any future United
States Internal Revenue Law). Vision Charter School was established in June of
2005.

Marketing
Plan

Prospective students will be
given the opportunity to enroll regardless of race, color, national or ethnic
origin, religion, sex, social or economic status, or special needs. The primary
attendance area for Vision Charter School shall be as follows: Galloway Road on
the North boundary, in a line east to Kingsbury, then south in a line on
Kingsbury to Hwy 20/26, then west along Hwy 20/26 to the Caldwell School
District boundary, north along the Caldwell School District boundary to the
Boise River, follow the Boise River west to Old Hwy 30 (this is the existing
boundary between the Middleton and Caldwell School Districts), north on Old Hwy
30 to Galloway Road. This target area has a potential student body of
approximately 5,000 students with a minimum expected growth of 150 to 200
students per year. Each year one additional grade will be added through 12th
grade.

Vision Charter School will
actively recruit students for enrollment using, but not limited to, the
following methods:

Advertising
with elementary and middle schools located within the target area upon
administrative approval

Direct
mailing to primary attendance area households

Ongoing
articles (in both English and Spanish) in the Middleton Gazette

Holding
public forums in Middleton at the Civic Center

Posting
advertising materials in English and Spanish in prominent locations in
Middleton (i.e. the library, the community notice board, at City Hall).

News
releases and articles

The cost for the advertising
budget is approximately $1,500.

Facility
Description

We plan to construct a permanent school building prior to
the start of school in August 2012 and the facilities will be inspected to
ensure compliance with applicable state and federal guidelines as provided in
Section 39-4130, Idaho Code and the Americans with Disabilities Act.

Instructional
Arrangements

Vision Charter School plans to open
in August of 2007. Grade organization will generally consist of traditional
single-grade classrooms. The Principal will determine the school calendar,
schedule, and hours of operation based upon a modified schedule. Within that
general format, the Principal, in consultation with the Board of Directors,
will establish the school year calendar in compliance with the requirement of
providing 900 hours of instruction. The school day is initially planned to
begin at 8:00 AM and end at 2:45 PM (school start and ending times will also be
dependent on busing availability). This schedule will be reviewed on an annual
basis and may be changed, as necessary, by the Principal in consultation with
the Board of Directors. State and District-required hours of attendance will be
met.

Administrative services will be provided by the Vision
Charter School Principal supplemented by other contracted services as needed.
Annual programmatic and financial reports will be presented to the Board of
Directors. The Principal will also serve as the liaison between the Governing
Board, the Public Charter School Commission, and parents.

Financial operations will be contracted out to licensed and
bonded entities. Funding sources will include state allocation per pupil,
federal start-up grants, private grants, business partnerships, and donations.

Day-to-Day
Operations

The Principal of Vision Charter School will determine the
day-to-day operations of the school. The Governing Board will have oversight
authority.

Budget: The budget for Vision Charter School, 1) will be
prepared in compliance with section 33-801, Idaho Statutes and policy of the
State Board of Education, 2) will be presented at a public hearing in June of
the year the school will open, and 3) will be delivered to the State Department
of Education as required on or before July 15 prior to the start of the school
year. The budget will be prepared, approved and filed using the Idaho Financial
Accounting Reporting Management System (IFARMS) format.

Start-Up and Long Term Budget: A start-up budget with forms, three-year operating
budget, and first year month-by-month cash flow form are attached.

Income Sources: Funding
sources will include state allocation per pupil, federal start-up grants,
private grants, business partnerships, and donations.

Working Capital and Assets: Vision Charter School does not expect to have working capital and
assets until after the Charter is approved.

Fundraising: A
committee has been established to conduct fundraising efforts to generate
capital or to supplement the per-pupil allocations. We have not included any
fundraising monies in our budget.

Expenditures

Expenditures will be handled as
described in the following sections.

Purchasing Process: Vision
Charter School's Principal will determine procedures for procuring goods and
services, with approval of the Board of Directors.

Payroll Processing: Vision
Charter School intends to outsource its payroll processing as determined by the
Principal, with approval of the Board of Directors.

Financial Management: The
accounting records will be kept in accordance with generally accepted
accounting principles. Vision Charter School will follow the requirements set
forth by the Idaho State Department of Education, including formats for account
numbering. The Principal of Vision Charter School will be responsible for
financial management.

Bonding: Documentation
of bonding of all personnel involved in the school's financial operations will
be provided prior to the opening of the school.

Transportation

Transportation will be provided to in-district students and
at selected pick-up locations for out-of-district students. If seating becomes
limited, priority will be given to in-district students. We have based our
transportation costs on an estimate provided to us by the Middleton Bus
Company.

Food
Service

Free and reduced lunch forms will be provided to all
students by Vision Charter School. Once a suitable lunch preparation facility
is available, any qualifying student will receive their lunch from the school. Until
that time, alternative methods of feeding qualifying students are being
explored, including use of the Idaho Special Milk Program and contracting food
services from the Middleton School District. Vision Charter School will use
verification, reporting, and record keeping procedures as outlined in the
National School Lunch Program through the State Department of Education.

Resumes

Resumes for the Board of
Directors are on the following pages.

Name: Elizabeth "Lee" Lyon Hannah

Home/Office 23412 Lansing Lane

Address: Middleton,
Idaho 83644

Phone: 208-585-6544

Marital
Status: Married, two children

EDUCATION

M.P.H. Public
Health/Epidemiology, 1997

University
of Kansas

Kansas
City, Kansas

D.V.M. Doctor
of Veterinary Medicine, 1993

University
of Florida, College of Veterinary Medicine

Gainesville,
Florida

M.S. Master
of Science (Prog. Development and Eval.), 1991

University
of Florida, Department of Ag. and Extension Ed.

Gainesville,
Florida

B.S. Bachelor
of Science, 1989

University
of Florida, Department of Animal Science

Gainesville,
Florida

PROFESSIONAL EXPERIENCE

Research
Faculty, Boise State University, Master of Health Sciences Program
(1/03-Present)

Provide
instruction to Boise State University Master's degree students in epidemiology,
research techniques, and statistics. Work with students to identify thesis
topics, conduct research, and report research findings. Develop and conduct
research grants with the Center for Health Policy and the Department of
Community and Environmental Health. Support research activities by other BSU
departments and colleges.

University of Utah, School
of Medicine, Department of Internal Medicine, Division of Clinical
Epidemiology, Medical Epidemiologist (10/03-12/04)

Responsible
for the development, implementation and analysis of research projects related
to antibiotic use and appropriate antibiotic prescribing. Currently the lead
investigator involved with a Centers for Disease Control and Prevention Grant
on agricultural antibiotic use and rural physician antibiotic use.

Adjunct
Faculty, Idaho State University, Master of Public Health Program (8/01-Present)

Provide
instruction to Idaho State University MPH students in epidemiology, research
techniques, and statistics. Work with students to identify thesis topics,
conduct research, and report research findings.

Rocky
Mountain Epidemiology, LLC, Consultant / Epidemiologist (2/01-Present)

Provide consultation to
public and private organizations on a variety of issues including data
collection and analysis, program development, and program evaluation.
Additional skills include assisting with the identification and writing of grants,
preparing manuscripts for publication, presenting at local and national
meetings, and helping build relationships and infrastructure which will allow
for expanded public health activities.

Qualis Health, Idaho
Branch, Medical Epidemiologist (7/00-10/03)

Experience
in the development, implementation and analysis of quality improvement projects
in a variety of clinical settings including hospitals, physician office's,
dialysis facilities and nursing homes under the Idaho Medicare contract.
Currently involved with a Centers for Disease Control and Prevention grant on
antimicrobial resistance. Particular emphasis is placed on two areas; data
issues and intervention development and implementation. Data issues include
data collection tool development and testing, field data collection, data
quality, analysis of collected data, and production of summary reports.
Intervention activities include review of current literature, intervention
development, design and implementation of the interventions, and design of the
evaluation component. Additional
responsibilities include representing Qualis Health to external stakeholders
and partners, developing partnerships with academic institutions, state
agencies, community organizations, and federal agencies, preparing manuscripts
for publication, locating and successfully competing for grants, and developing
additional areas of expertise within Qualis Health.

U.S.
Public Health Service Commissioned Corp, Veterinary Officer (7/98-6/00)

Detailed
as a Medical Epidemiologist to the Centers for Disease Control and Prevention
(CDC) assigned to the Colorado Department of Public Health and Environment,
Disease Surveillance and Investigation, Denver, Colorado.

Investigated suspected and confirmed disease outbreaks
throughout the State of Colorado including: questionnaire development,
case/control interviews, data collection and analysis, disease control and
prevention, and dissemination of results.

Developed
and implemented a statewide influenza surveillance system using school and
sentinel physician reporting.
Worked with private practice physicians to improve recognition and
targeting of high-risk patients for immunization. Served as a lead on a Physician Summit targeting improved
immunization rates among private physicians in the metro Denver area. Member of the Colorado Influenza and
Pneumococcal Alert Coalition, the statewide influenza and pneumococcal
coalition. Developed and implemented
a comprehensive website on influenza for the state health department.

Conducted
analytic studies using multiple data sources (BRFSS data, hospital discharge
data, death certificate data, etc.), determined which data sources to utilize,
cleaned and quality checked data files, performed data analysis using SAS and
Epi-Info software, prepared summary reports using the analyzed data, and
presented findings to internal and external groups.

Developed and initiated a new statewide surveillance
system for Creutzfeldt-Jakob Disease (CJD) working closely with other state and
CDC staff. Facilitated meetings
with university and private practice neurologists and pathologists. Developed a questionnaire for use in
the epidemiologic and clinical investigation of newly diagnosed CJD cases.

Prepared
journal articles and other publications, handled media requests, prepared
grants and cooperative agreements, responded to public requests and concerns,
worked with local health departments, other state health departments, and other
PHS and HHS agencies.

U.S.
Public Health Service Commissioned Corp, Veterinary Officer (2/95-6/98)

Detailed
as a Clinical Consultant/Epidemiologist to the Health Care Financing
Administration (HCFA), Quality Improvement Operations Staff, Kansas City, MO.

Managed projects related to quality improvement for
Medicare beneficiaries, both those developed by Peer Review Organizations and
those developed by the HCFA Regional or Central Offices.

Developed and implemented a seven state Congestive
Heart Failure project, including development of chart abstraction tools,
ensuring data quality, performing the data analysis, and preparing the results
for dissemination.

Served as the lead on a multistate project addressing
outcomes following Carotid Endarterectomy surgery.

Worked with CDC National Immunization Program staff to
develop Interagency Agreements in 1995 and 1996. Developed a Scope of Work for 1995. Wrote contract language and served as
the HCFA lead on the 1997-1998 Guillan-Barre Syndrome (GBS) study that examined
the relationship between influenza immunization and the incidence of GBS among
Medicare beneficiaries. Planned
and organized a National Immunization Conference which was held in Chicago,
1996, program chair, 1997.

Chaired
the data committee for the national mammography campaign. Ensured timely delivery of data to
HCFA's internal and external partners.

Clinical
Veterinarian (6/93-6/98)

Managed
a mixed animal satellite clinic in Oregon (6/93-2/95). This clinic offered full medical,
surgical, and emergency services; providing laboratory, radiology, and farm
call services. Supervised
employees (three full-time and one part-time). (4/95-6/98) Served as a
part-time relief veterinarian in a small animal clinic. Performed medical consultations,
diagnostic workups, and surgical services.

Laboratory
Technician

Supervised
the laboratory on weekends and assisted staff during the week. Performed bacterial cultures and
sensitivities using MIC techniques.
Read cultures and reported results to referring doctor. Performed routine serology and
parasitology testing. (5/91-5/93) Conducted research related to the immune
system (major histocompatibility complex) of various species. Supervised laboratory personnel and
developed schedules. Laboratory
techniques included southern blotting, radioactive labeling, PCR, and plasmid
cloning and subcloning. (7/87-5/91)

Research
Assistant (6/90-8/90)

Conducted
research on the maternal immune response to pregnancy in the mare, including
field and laboratory work. James
A. Baker Institute, Cornell University, Ithaca, NY.

PROFESSIONAL TRAINING

Epidemic
Intelligence Service (EIS) Program, CDC, assigned to the Colorado Department of
Public Health and Environment (7/98-6/00).

How
to Work Effectively with the Media, Colorado Public Health Assoc., March 2000.

Prevention
Effectiveness Course, CDC, October 5-7, 1999.

Surveillance
and Scientific Communications Course, CDC, October 26-30, 1998.

Certificate
Program in Outcomes Management and Research, University of Kansas, Lawrence,
KS. Lecture series focused on
developing, assessing, and evaluating health outcomes (9/96-4/97).

Thirteenth
Annual Graduate Summer Program in Epidemiology, The Johns Hopkins University,
School of Hygiene and Public Health, Baltimore, MD (6/95-7/95)

PROFESSIONAL
ASSOCIATIONS

2001 Idaho
Public Health Association, President 2003-2006

Idaho Rural
Health Association

2000 Diplomat,
American College of Veterinary Prev. Medicine

1993 American
Veterinary Medical Association

AWARDS/ACHIEVEMENTS

Group
Recognition Award, Food and Drug Admin, DHHS

2000 Finalist,
J.D. Lane Young Investigator Award, COA

1998 Secretary's
Award for Distinguished Service, DHHS

1998 Regional
Administrator's Citation, HCFA, Region VII

1998 Unit
Commendation Award, HCFA, Region VII

1998 Nominated
for an Exceptional Capabilities Promotion

1998 Nominated
for a P.H.S. Commendation Medal

1997 Appointed
to the P.H.S. Uniform Board

1996 Achievement
Medal, U.S. Public Health Service

1996 Nominated
for an Exceptional Capabilities Promotion

1995-1996 Kansas
Health Foundation Scholarship

1995 Regional
Director's Award, HHS, Region VII

1990-1992 President
and Vice-President of Veterinary School Class

1990 Geraldine
R. Dodge Summer Research Fellowship

PRESENTATIONS

Molecular
analysis of susceptible and resistant E. coli recovered from food, stool, and
clinical specimens in a rural community setting. Elizabeth Hannah, J.
R. Johnson, F. Angulo, B. Haddadin, J. Williamson, M. Samore. 2004
International Conference on Emerging Infectious Diseases, March 1, 2004,
Atlanta, Georgia.

Community-based
surveillance of resistant E. coli in commercially purchased meat products -
2002-2004. Elizabeth Hannah, F. Angulo, B. Haddadin, J.
Williamson, M. Samore. 2004
International Conference on Emerging Infectious Diseases, February 29, 2004,
Atlanta, Georgia.

Molecular analysis of susceptible and resistant Escherichia
coli
recovered from food, stool, and clinical specimens in a rural community
setting. Elizabeth Hannah, J. R. Johnson, F. Angulo,
A. Gajewski, M. Samore. Presentation
at the 2003 Conference on Antimicrobial Resistance, June 23-25, 2003.

Population-based
surveillance of resistant E. coli
carriage among rural community residents: epidemiology and risk factors. Lee
Lyon Hannah, Frederick Angulo, Michelle Wilkin, James Johnson, Sam Haddadin,
and Matthew Samore. Poster presentation at the 2003 Conference on Antimicrobial
Resistance, June 23-25, 2003.

Creutzfeldt-Jakob
Disease after Receipt of a Previously Unimplicated Brand of Dura Mater Graft,
Commissioned Officers Association Meeting, June 9, 2000, Scottsdale, AZ.

Trends in Behavioral Risks and Outcomes for
Cardiovascular Disease, Colorado, 1990-1998. 2000 EIS Conference, April 2000,
Atlanta, GA.

Control and Prevention of Adult Varicella Among
Detainees in an Immigration and Naturalization Service Facility. National
Immunization Conference, June 1999, Dallas, TX.

Control and Prevention of Adult Varicella Among
Detainees in an Immigration and Naturalization Service Facility. 1999 EIS Conference, April 1999,
Atlanta, GA.

Failure
to Titrate Angiotensin-converting Enzyme Inhibitors in Patients Hospitalized
with Congestive heart Failure.
1998 Public Health Professional Conference, COA Meeting, June 9, 1998,
Bethesda, MD.

PUBLICATIONS

Hannah EL, Angulo FJ, Johnson JJ, Haddadin B,
Williamson J, and Samore MH. Rural Community-Based Study of
Antimicrobial-resistant Escherichia coli: Epidemiology, Reservoirs, and Potential
Consequences. EID,
11(10):1614-17, 2005.

Stevenson KB, Murphy C, Samore M, Hannah
EL, Barbera J,
Gerberding JL, and Houck P.
Assessing the Status of Infection Control Programs in Small Rural
Hospitals in the Western United States. Am J Infect Control, 32(5):255-261, 2004.

Stevenson KB, Samore M, Barbera J, Hannah
E, Moore JW, Houck
P and Gerberding JL. Evaluating
Antimicrobial Management in Rural Community Hospitals in the Western United
States. Am J Health Syst Pharm, 61:787-792, 2004.

Stevenson KB, Samore M, Barbera J,
Moore JW, Hannah E,
Houck P, Tenover FC, and Gerberding JL.
Detection of Antimicrobial Resistance by Small Rural Hospital
Microbiology Laboratories: Comparison of Survey Responses with Current NCCLS
Laboratory Standards. Diagn
Microbiol Infect Dis
47:303-311, 2003.

Hannah EL , Stevenson KB, Lowder C, Adcox MJ, Davidson RL, Mallea MC, Narsimhan N, and
Wagnild JP. Outbreak of
Hemodialysis Vascular Access Infections Related to Malfunctioning Cuffed
Tunneled Catheters: Making the Case for Active Infection Surveillance. Infect Cont Hosp Epidemiol, 23:538-541, 2002.

Stevenson
KB, Hannah EL, Lowder, CA, et al.
Epidemiology of Hemodialysis Vascular Access Infections from Longitudinal
Infection Surveillance Data: Predicting the Impact of NKF-DOQI Clinical
Practice Guidelines for Vascular Access. 2002; 39(3):549-555.

Hannah
EL, Belay ED, Gambetti P, Krause G,
Parchi P, Capellari S, Hoffman RE, and Schonberger LB. Creutzfeldt-Jakob
Disease after Receipt of a Previously Unimplicated Brand of Dura Mater
Graft. Neurology 2001;
56(8):1080-1083.

Hannah,
EL, AM Bailey, R Hajjeh, K Gershman,
M Lindsley, and R Hoffman. Public health response to two cases of Blastomycosis
in Colorado residents. CID 2001:32;e151-e153.

Hannah,
Elizabeth Lyon, McCarthy, Tara,
Beach, Michael, et al. CDC. Pseudomonas Dermatitis/Folliculitis Associated with
Pools and Hot Tubs - Colorado and Maine, 1999-2000. MMWR 2000;
49(48):1087-1091.

Hannah,
Elizabeth Lyon, Rickard, Russ,
Hoffman, Richard, and Moolenar, Ron. Trends in Behavioral Risks and Outcomes
for Cardiovascular Disease, Colorado, 1990-1998. Colorado Medicine, 2000;
97(11):392-393.

Hannah,
Elizabeth Lyon, CDC. Blastomycosis Acquired Occupationally
During Prairie Dog Relocation, Colorado, 1998. MMWR 1999; 48:98-100.

Jody Benson

14460 Sand
Hollow Road

Caldwell, Idaho 83607

(208) 250-5298

Education

1978 - Graduated from Pope John XXIII Catholic High
School, Everett, Ma.

2002 - Registered Yoga Instructor with a 500 hour
certification through Master Yoga Academy, La Jolla, Ca.

2005 - May 90 hour Real Estate licensing program with
Executrain of Boise

Work
Experience

June 1
2005 to present:

Real
Estate Agent at Silverhawk Realty.

Presently
being nominated for 2 awards, Rookie of the Year and Top Producer of the Year.

2002 thru
2005:

Owner
Energy Works Yoga Studio~ 208 Main St. Middleton, Idaho 83644

Class
schedule in studio as well as Contracts with the Nampa Recreation Center,
Caldwell Recreation Center, Albertson College of Idaho & Mountain States
Tumor Institute with St. Luke's Hospital.

Closed
studio in March of 2005 and ended all contracts except continuing to teach a

credit program at Albertson College of
Idaho.

2000 thru
2002

Fine
Host Corporation. Simplot Dining
Hall, Albertson College of Idaho.

Asst.
Mgr. working full time running the dining facility on campus overseeing all
operations of the facility with a staff of 25 employees.

1996 thru
1999

Milligan's
Fine Dining and Grill, La Jolla, Ca.
92037

Asst.
Mgr. working full time running a high profile fine dining facility. Overseeing all areas of management and
operations with a staff of 20 employees.

Originally from Boston, Ma. Moved
to Middleton 6 years ago from San Diego. Married to David Benson, an
Independent Insurance Broker. Jody & David have 3 children,
Dina 14, Lisa 11 & Dakota 7. Currently working with Silverhawk Realty
as a licensed real estate agent

MICHELLE R. LAMBRIGHT

23640 LANSING LANE

MIDDLETON, IDAHO
83644

(208) 585-3818

mrlcpa@earthlink.net

SUMMARY: Over 25 years experience in the
accounting sector. Extensive skill
in taxation and forensic accounting.

PROFESSIONAL EXPERIENCE:

Michelle R. Lambright, C.P.A. Middleton, Idaho 1994
- Present

Sole Proprietor

Self-employed specializing in taxation and forensic
accounting. This includes
preparation of tax returns, civil and criminal litigation, and bookkeeping
services.

Internal Revenue Service, Boise, Idaho 1/1991 to 5/1994

Special Agent, Criminal Investigation Division

Criminal investigations, including tax fraud, money
laundering, embezzlement, bankruptcy fraud and narcotic related
activities.

Internal Revenue Service, Boise, Idaho 5/1988
to 1/1991

Revenue Agent

Civil investigations, including tax protestors, compliance
projects, and civil fraud cases.
Prior to transferring to the Criminal Investigation Division I reviewed
civil cases before their closure.

Internal Revenue Service, Boise, Idaho 8/1986
to 5/1988

Intern with Internal Revenue Service

Part-time employment included non-filing projects,
specialized tax divisions, and Phase I training for Revenue Agents.

Boise State University, Accounting Department Boise, Idaho 10/1986
to 5/1988

Part-time employment, included grading homework and tests
for several instructors.

Kamille Crawford

16266 Mink Road,
Caldwell Idaho
(208)454-0316

kamillecrawford@yahoo.com

Experience 1994-1997 Notus Junior and Senior High School Notus, ID

English Teacher

·Taught
English in both the Junior and Senior High School

·Class
advisor to the Senior Class

1996-2001 Notus High School Notus,
ID

Head Varsity Volleyball Coach

·1998-2001
Conference champions, qualified for state tournament

·2000-2001
District champions, 5th & 3rd place finishes at state

·2001
Sportsmanship award at state tournament

·1994-1995
Coached junior varsity and junior high volleyball

1995-1998 Notus High School Notus,
ID

Basketball and Track Coach

·Coached
varsity and junior varsity girls basketball

·Coached
junior high and high school track

1992-1993 Vallivue High School Caldwell,
ID

Volleyball Coach and Student Teacher

·Coached
junior varsity and junior high volleyball

·1993
District Champions

·Student
taught U.S. History at Vallivue High School

Education 1991-1993 Albertson
College of Idaho Caldwell,
ID

B.A., History &
English, certified in History, English, & Humanities

·Played
volleyball

1988-1990 Brigham
Young University Provo,
UT

Awards Academic
Scholarship- Brigham Young University

Dean's
List- Albertson College of Idaho 1991-1993

2000
Third District Coaches Association Coach of the Year

2001
Sportsmanship Award at the state tournament

Volunteer Experience

Worked in Short
Sports program for Caldwell Parks and Rec

Vision
Charter School Board of Directors

Volunteer
at Purple Sage Elementary

Member
of PTA at Purple Sage Elementary

Holding page for the resume of Tracie Wood
TAB 9: Not a virtual school

Vision Charter School is not a virtual charter school

TAB
10: Termination or dissolution

Public Access

Vision Charter School's policies regarding the ways in which
the public may have access to the school's students, staff, and facilities will
be similar to that of the Middleton School District. We will comply will all
aspects of the Idaho Public Records Law (Idaho Code 9-337 - 9-350). The Charter
School will comply with Idaho statutes relating to public records and public
meetings, as indicated in the Bylaws. We will comply with the Idaho Open
Meeting Law (Idaho Code 67-2340-67-2347). Vision Charter School gives
permission for public inspection.

Complaint Process

Vision Charter School's procedures for a complaint process
for parents/guardians and the public are as follows, with the ultimate
authority residing with the Board of Directors of the Vision Charter School;

Have pertinent parties meet and try to resolve the
issue.
If no resolution can be found to the dispute, the
Principal will intervene and attempt to find a resolution.
Ultimately, the issue could be brought before the Board
of Directors for resolution. Once all needed input has been obtained by the
Board of Directors, the Board will render a final decision.

School Records

Vision Charter School's Principal
will determine how the school will maintain school records and required
information, consistent with state and Federal guidelines

IRS Regulations

Vision Charter School will comply with
all Internal Revenue Service (IRS) regulations and reporting requirements.

Use of District Facilities

At this time we have no arrangements to utilize any
Middleton School District facilities.

Lease/Purchase Documentation

When Vision Charter School enters
into any lease or purchase agreement for portable units or facilities prior to
the opening of the school, the school will provide complete documentation of
this commitment. Our current plan is to open with portable units leased from a
Treasure Valley dealership.

Inspection
Reports

Vision Charter School will provide
certification that the facilities meet all requirements for health, safety,
fire, and accessibility for the handicapped required of all public schools
prior to the opening of the school and by the date specified in the contract.
The Charter School will provide initial and ongoing certifications of the
facilities for health, safety, and fire compliance to the district and other
entities as required.

State Compliance

Vision Charter School will comply
with the rules of the Idaho State Board of Education and Superintendent for
Public Instruction as they relate to Charter Schools and all state statutes
applying to public education unless exempt through charter legislation.

Right
to Evaluate Contract Compliance

The Idaho Public Charter School Commission shall retain the
right at any time to evaluate the degree to which Vision Charter School is
meeting the terms of the contract. The Board of Trustees or designee may choose
to have a district representative(s) or an independent evaluator(s):

visit the Charter
School;
review the
Charter School's records and data;
directly survey
the Charter School's parents/guardians, students, or employees;
audit the books
of the Charter School;
pursue
other reasonable means of determining accountability for the Charter School
contract.

To enact any of the above measures, the Board must state the
specific nature of the concern and that the concern must be substantial. The
request must be reasonable in terms of the timing and the amount or types of
information required.

Amending
the Contract

A material revision of the terms of the Charter School
contract requires the approval of the Idaho Public Charter School Commission
and the Board of Directors.

Termination
or Non-renewal

Vision Charter School understands
that the Idaho Public Charter School Commission may terminate the charter if it
finds that the Charter School has:

Committed
a material violation of any condition, standard or procedure set forth in the
charter petition or contract;

Failed
to substantially meet one or more of the student educational standards
identified in the charter contract;

Failed
to meet generally accepted accounting standards of fiscal management;

Failed
to submit required reports, as defined by Idaho Charter School Law, to the
district;

Lost
substantial support of the school's students, parents, staff, and/or community;

Shown
that it is not in the best interest of students for the school to continue
operation;

Violated
any provision of law;

Filed
for bankruptcy or financial reorganization and is unable to pay its creditors.

Except
in emergency situations, the Public Charter School Commission will provide
thirty (30) days written prior notice and an opportunity for the Charter
Schools' Board of Directors to be heard by the Idaho Public Charter School
Commission, before the charter contract can be terminated.

A
decision to terminate or not to renew a charter may be appealed directly to the
Idaho State Board of Education, based on Idaho Code 33-5207, 5208, 5209.

Dissolution

In cases of termination or non-renewal, the Governing Board
of Vision Charter School is responsible for the dissolution of the business and
affairs of the school. Vision Charter School will fully cooperate with the
Middleton School District and the Vallivue School District for the dissolution
process. All records of students residing in either District will be
immediately transferred to the appropriate District. All students will receive
written notice of how to request a transfer of student records to a specific
school. Vision Charter School will accommodate student record requests from
schools outside of Middleton or Vallivue School Districts for up to one year
after dissolution. Upon the dissolution of Vision Charter School, remaining
assets will be distributed to creditors pursuant to Sections 30-3-114 and
30-3-115 of the Idaho Code. All
remaining assets will be distributed to the Idaho Public Charter School
Commission.

Proof of Attendance at the Petitioner's Workshop

Four of the five Board of
Directors attended the Petitioner's Workshop held on July 11, 2005.
Certificates of Attendance have been included for three attendees.

Policies and Procedures

Please see the attached policies and procedures on discipline,
attendance, Drug and Alcohol Use, and computer use for Visions Charter School.
These policies will be considered draft until the school Principal is hired and
has the opportunity to review and accept these policies. If the Principal
desires any changes to these policies, they will be resubmitted to the Idaho State
Charter School Commission for approval.

Vision Charter School, Inc.

Draft Attendance Policy

Attendance
at school must be regular and punctual. Make-up work granted a student after an
absence is, at the very best, a poor replacement for the actual class
experience. A student's absence requires additional work for everyone,
including the student, instructor, and school administration, which cost the
school money. Students should plan on attending school every day that classes
are scheduled.

A
student may not miss more than nine (9) days a semester. Absences from a
specific class may be considered as a day of absence. All students should be in
physical attendance 90% of instructional time. Students should be in the
classes in which they are enrolled unless they have been excused to conduct
school business.

Students
not meeting the attendance requirement may not receive credit even through
their grades are passing. However, those students who believe that all or part
of their absences are the result of extraordinary circumstances may request a
review of their cases.

Examples
of extraordinary circumstances include the following:

Extended illness of
such severity that the student cannot attend school regularly; verification of
the extended illness must be obtained from a licensed health official.

Involvement in an
accident or other malady which may preclude regular attendance until full
recuperation; verification of the need to be away from the school setting until
recuperated must be obtained from a licensed health official.

Pregnancy-associated
difficulties that would endanger the emotional and physical well-being of the
affected individual as verified by a licensed health official.

Educational and
travel programs initiated by the parents and/or students that are neither
sanctioned nor sponsored by the school.

Absences that are
beyond the control of the student, parent, or school.

A
Review Committee, appointed by the Principal, will examine the student's
records and may approve a waiver of the loss of credit. The records of the
student, which may be considered, will include the following:

Attendance for the
current year and previous year and semester, specifically including the number
of absences which occurred, and the amount and type of extended illness.

Grades for the
current and previous year and semester, specifically including the subject or
grade under consideration.

Make-up of work
missed, including whether the work was made up prior to the absence or after
the absence.

Make up of time
missed in supervised attendance during the school year or during the period
immediately following the completion of the school year.

If the
Review Committee does not approve the waiver of the loss of credit, the student
may request a determination by the Appeals Board, consisting of the Principal
and Board of Directors. A final determination will be made from materials
presented to this Appeals Board.

Appeals
Process

Appeal forms will be
given to each student near the end of each semester.

A letter requesting
a waiver of attendance policy should be submitted to the Attendance Officer at
the end of each semester. Any physician's statement or appropriate verification
of absence should accompany this letter.

The Review Committee
will convene to review all requests for waiver of attendance policy.

Recommendations not
to grant credit may be appealed by the parents to the Appeals Board.

A personal
appearance may be requested by the parent to attend the Review Board and/or
Appeals Board hearings.

Definitions

Excused
absence: Any absence that is approved by the parent or school. The student
has the opportunity to make-up work in classes missed.

Truancy:
Absence from classes without the approval of the parent or school authorities.

Truancy
Process

First
truancy: A conference will be held between the school Principal and the
student. The parents will be notified. The student will be required to make-up
all work missed.

Second
Truancy: A conference will be held with the student, parent, and school Principal.
The student will be required to make-up all work missed.

Third
truancy: A conference will be held with the student, parent, and school Principal.
The student may be referred to the Appeals Board for consideration and action.

Vision Charter School, Inc.

Draft Discipline Policy

Safe Environment

The number one goal of
Vision Charter School is having a safe and orderly school and creating an
environment that is conducive to learning. We also believe that all parents
send their children to school expecting that their child will be taken care of
physically, emotionally, socially and academically. As a result, some student
behavior cannot, and will not, be condoned in any way.

Students who engage in
fighting and/or who are defiant to a staff member will have the following
consequences:

1st
Offense - Loss
of recesses for one week

2nd
Offense - 1
day in school suspension

3rd
Offense - 2
day in school suspension

4th
Offense -
referred to Board of Directors for possible expulsion

*Parents
will be notified at the time of each offense.

Other behavior that will
not be tolerated includes harassment and intimidation of other students,
profanity, and not using the playground equipment appropriately. The
consequences of these infractions will correspond with the severity of the
offense.

Drugs and Weapons

Vision Charter School has a
zero tolerance policy for
drugs and weapons. Students in possession of drugs or weapons will be
automatically suspended with an expulsion hearing in front of the Board of
Directors.

Suspension and
Expulsion

Vision Charter School
recognizes that students are entitled to attend a free public school and that
even temporary denial of that right may occur only after careful attention
designed to protect the individual rights of the students. However, the school
is also responsible for providing a safe learning environment which protects
the safety of all students, volunteers, and personnel.

The Idaho Legislature has
empowered public schools to provide temporary suspension and for the expulsion
of individual students when circumstances demonstrate that such action is
necessary for the protection of the rights of other students, necessary for the
orderly operation of the school process, and/or necessary for the protection of
the safety of other students.

Suspension

Authority to temporarily
suspend students has been delegated by the Idaho legislature to principals and
school Principal. No person other than the school principal/administrator or
the Board of Directors may suspend a student from Vision Charter School.

Grounds for suspension may
include the following:

A student may be suspended
for disciplinary reasons, or for other conduct that is disruptive and
detrimental to the instructional process of the school, or to the health and
safety of other students and the general climate of the school.

A student may also be
suspended when, in the judgment of the Principal, the suspension is necessary
to protect the health, welfare, or safety of the student or other students of
the school.

Period of suspension:
A temporary suspension by the Principal shall not exceed five (5) school days
in length. Upon appeal to the Board of Directors, the suspension may be
extended for an additional ten (10) days. This appeal for additional suspension
would only be granted if there was a finding by the Board that immediate return
to school attendance by the temporarily suspended student would be detrimental
to other pupil's health, safety, or welfare.

Procedure for suspension:

Prior to suspension, steps
will be taken to ensure compliance with all applicable policies and procedures.

Prior to suspension,
unless an emergency exists, the Principal shall grant the student an informal
hearing on the reasons for the suspension.

The student shall be given
the opportunity to challenge the reasons for the suspension and explain the
circumstances surrounding the event.

If the student is
suspended, a complete explanation will be given orally and in writing to the
student regarding the terms or conditions required to lift the suspension.

Written notice describing
the reasons for the suspension, term of the suspension, and conditions required
to lift the suspension shall be delivered or mailed to the parent or guardian.

The Board of Directors
shall receive a copy of the written notice delivered to the parent or guardian.

Expulsion

Only the Appeals Board,
consisting of the Principal and the Board of Directors, may expel a student. If
a Special Education or Special Services student accumulates, or is likely to
accumulate, more than ten (10) days of suspension in a school year, the
students IEP team must be convened to determine if the current program and
placement are appropriate and if the behavior is related to the student's
disability. Based on this determination, the IEP Team shall make needed
modifications to the student's IEP.

Grounds for Expulsion:

A student may be expelled
only for the following reasons:

When the student is a
habitual truant

When the student is
incorrigible

When the student's conduct
is such as to be continually disruptive to the instructional effectiveness of
the school.

When the student carries a
firearm, dirk knife, bowie knife, dagger, metal knuckles or other deadly or
dangerous weapon concealed on or about his or her person while on the property
of the school.

When the student's
presence in the school is detrimental to the health, safety, or welfare of
other students or staff.

Procedure for Expulsion:

Formal Hearing: When events
or circumstances are such that a student faces expulsion from school, the
following will occur:

The student and the
parents or guardian shall be notified of:

The grounds of the
proposed expulsion, and the date, time, and place where a full and fair hearing
of the expulsion will be held.

The right to be
represented by legal counsel.

The privilege
against self-incrimination.

The right to
confront and cross-examine adult witnesses who testify against him/ her and to
submit evidence on his/her own behalf.

The student and the parent
or guardian shall be provided a written copy of the charges.

The student's home
district will be notified of the hearing and may have a representative in
attendance at the hearing. If a student is expelled, the Board of Trustees of
the student's home district will hold a hearing to determine if the student
will be allowed to attend another school within their district.

Expelled students within
the age of compulsory attendance fall under the purview of the Juvenile
Corrections Act, and an authorized representative of the Board of Directors
shall, within five (5) days, give a written notice of the expulsion to both the
Middleton School District Board of Trustees and the Prosecuting Attorney of the
county in which the student resides.

Vision Charter School, Inc.

Draft Discipline of Students with
Disabilities

All procedures set forth
in the "Student Suspension" policy and the "Student Expulsion" policy will be
followed when it is necessary to discipline students with disabilities as
defined by the Individuals with Disabilities Education Act (IDEA). The
following additional procedures will also be adhered to when disciplining students
with disabilities.

DISCIPLINARY ACTIONS

Ten-day disciplinary removal

School personnel may order a disciplinary removal of a
student with disabilities for not more than ten (10) cumulative school days per
infraction to the extent suspension would apply to students without
disabilities. Cumulative suspensions, if over 10 school days in a school year
must not constitute a significant change in placement.

In determining whether a significant change in placement has
occurred, school personnel, through the multi-disciplinary team process, will
review whether the student is subjected to a series of removals that constitute
a pattern of exclusion because they cumulate to more than ten (10) school days
in a school year, and because the length of each removal, the total amount of
time the child is removed, and the proximity of the removals to one another
indicate such a pattern of exclusion.

Any time a student is suspended for more than ten (10)
school days in a school year the student will be provided services to the
extent necessary to enable the student to appropriately progress in the general
curriculum and appropriately advance toward achieving the goals set out on his
or her IEP, as determined by school personnel, in consultation with the
student's special education teacher or as determined by the student's IEP Team.

Forty-five day disciplinary removal

1. The
Principal may order a change in placement of a student with a disability to an
appropriate interim alternative educational setting, as determined by the IEP
Team, for the same amount of time that a student without a disability would be
subject to discipline, but for not more than forty-five (45) days if:

a. The
student carries or possesses a weapon to or at school, on school premises, or
to a school function. "Weapon" for the purposes of this policy is defined as
any weapon, device, instrument, material, or substance, animate or inanimate,
that is used for, or is readily capable of, causing death or serious bodily
injury. This term does not include a pocket knife with a blade of less than two
and one-half (2 1/2) inches in length.

b. The
student knowingly possesses or uses illegal drugs or sells or solicits the sale
of a controlled substance while at school or a school function.

2. School
personnel may request a change in placement to an appropriate interim
alternative educational setting from a hearing officer for not more than
forty-five days if it is determined by personnel that a student with a
disability is substantially likely to cause injury to himself or herself, or to
others in the current educational placement.

3. School
personnel may petition the court for an injunction to remove any student with a
disability from school or to change the student's current educational placement
if personnel believe that maintaining the student in the current educational
placement is substantially likely to result in injury to the student or to
others.

FUNCTIONAL BEHAVIORAL ASSESSMENT AND INTERVENTION PLAN

If a student with a disability is suspended for ten (10)
school days or more in a school year, or placed in an interim alternative
educational setting for not more than forty-five (45) days for disciplinary
reasons, the following will occur within ten (10) days after taking the
disciplinary action:

1.
If
school personnel have not conducted a functional behavioral assessment and
implemented a behavioral intervention plan for the student prior to the
behavior that resulted in the interim alternative educational setting, an IEP
Team meeting will be convened to develop an assessment plan to address the
behavior; or

2.
If the
student has a behavioral intervention plan, the IEP Team will review the plan
and modify it, as necessary to address the behavior.

3. In
subsequent removals in a school year of a student who already has a functional
behavioral assessment and behavioral intervention plan, the IEP Team members
can review the behavioral intervention plan and its implementation in light of
the students behavior, without a meeting, and must only meet if one or more of
the team members believe that the plan or its implementation need modification.

MANIFEST DETERMINATION

Prior to submitting an expulsion recommendation to the Board
of Directors for a student with a disability, the IEP Team will conduct a
manifestation determination. A
manifestation determination will occur within ten (10) school days after the
date on which a decision was made to recommend the expulsion.

EXPULSION

If a student on an Individualized Education Program (IEP) is
expelled from school after a manifestation determination has found that the
student's behavior was not a manifestation of the student's disability,
educational services, consisting of services necessary to enable the student to
appropriately progress in the general curriculum and appropriately advance
toward achieving the goals set out in the student's IEP will be provided to
that student at an alternative setting.

STUDENTS WITH SECTION 504 DISIBILITIES

This section addresses disciplining students with
disabilities as defined by Section 504 of the 1973 Rehabilitation Act. For those students with disabilities
under the Individuals with Disabilities Education Act (IDEA), the disciplinary
procedures required by the IDEA will be followed. In the event a student has
disabilities under both Section 504 and the IDEA, both policies shall be
followed in determining appropriate disciplinary actions.

SUSPENSION

A student with a disability, as defined by Section 504 of
the 1973 Rehabilitation Act, may be suspended for not more than ten (10)
consecutive school days per incident.

Whenever a school considers suspending a student with a
disability for more than ten (10) cumulative school days in a school year, a
Multi-Disciplinary Team (MDT) will be convened to determine if the cumulative suspensions
constitute a significant change in placement by reviewing the following
factors:

1. The
length of each suspension;

2. The
proximity of the suspension to one another; and

3. The
total amount of time the student is excluded from school.

The MDT will consist of individuals who are knowledgeable
about the student, the student's school history, the student's individual
needs, the evaluation data, and the placement options. If the MDT determines
that the exclusion would constitute a significant change in placement, the
school will conduct a manifestation determination as set forth below.

EXPULSION

Prior to submitting an expulsion recommendation to the
School Board for any student with a disability as defined by Section 504 of the
1973 Rehabilitation Act, an MDT will make a "manifestation determination." A manifestation determination involves
a review of the student's misconduct, the student's disability and the services
provided to determine:

1. Is
the misconduct a manifestation, or result, of an inappropriate placement or
educational program for the student?

2. Is
the misconduct a manifestation, or result, of the student's disability?

In reviewing the questions set forth above, the MDT will
review information regarding the student's disability that is recent enough to
afford an understanding of the student's current behavior. In the absence of reasonably current
information about the student's disability, the Principal will conduct or cause
to be conducted additional evaluation(s) regarding the student's disability
before making the manifestation determination. If either manifest determination question answer is "yes,"
the student will not be expelled. However,
the MDT may determine that a placement change is necessary for that student.

If the answers to both the questions set forth above are
"no," the school may proceed with the recommendation of expulsion to the School
Board in the same manner as for similarly-situated students who do not have
disabilities.

If the student's parent/guardian disagree with the MDT's
determination of the manifestation determination, a hearing may be requested
with the Board of Directors.
Although the parent/guardian may disagree with the manifestation
determination findings, the student may be expelled after following the proper
procedures. Educational services
may cease after expulsion.

Vision Charter School, Inc.

Draft Drug and Alcohol Use Policy

Drug Free School Policy

In
harmony with the federal regulations established by the Drug Free Workplace Act
of 1988, Vision Charter School is committed to the concept of having a drug
free student environment. It is our intent that programs and activities be
planned and carried out by the professional staff that will enable the school
to achieve this goal.

The
primary focus of our program shall be educational in nature, with instruction
geared to discourage student experimentation of any mood altering substance. A
companion focus of this program shall be aimed to assist students who have made
unacceptable choices regarding any controlled substance. A necessary part of
the latter focus is an attitude among teachers and other staff members that one
of our responsibilities is to assist those students who need help in overcoming
their potentially addictive behaviors. We believe that it is possible to have a
totally drug free environment in the school setting. If a student cannot, or
will not, commit to responsible behavior to help achieve this goal, several
sanctions may be imposed as a disciplinary measure. They include, but are not
limited to, the following:

a. Parent or guardian contacted

b. Referral to assistance, such as
counselors and/or health professionals

c. Referral to an outside agency
for chemical dependency assessment and/or treatment

d. Suspension from school

e. Expulsion from school

Referral Policy

When there is reasonable cause
to believe that a student illegally uses, sells, distributes,

or possesses drug paraphernalia,
drugs, alcohol, or other mood-altering substances in school, on or adjacent to
school property, or at school functions, the student will be subject to the
disciplinary procedures contained in this regulation.

As used in this policy,
reasonable cause shall mean the existence of specific observable evidence or
behaviors that can be described.

Observable
behaviors may include chronic attendance problems, sleeping in class, erratic
behavior, inappropriate comments, drop in grades, defiance of or disrespect
toward authority, or motor coordination problems. Possession of alcoholic
beverages, drugs or drug paraphernalia is also considered as evidence.

Evidence shall
include, but not be limited to, smell of alcohol, or other mood-altering
substances, impaired speech, impaired coordination or other recognizable
characteristics unusual for the particular student

Offenses for elementary students
shall be cumulative from grades K-6 and offenses for secondary students shall
be cumulative from grades 7-12.

Procedures

Vision
Charter School will send staff to training to identify drug, alcohol, and mood-altering
substance use. Staff will refer such information to the Principal through
appropriate procedures. To develop reasonable cause for taking action the
following procedures may be indicated.

1.
Documented behaviors or
indicators of drug, alcohol or mood-altering substance use.

2.
Possession of alcohol or
other illegal drugs

3.
All procedures are to be
performed with discretion and documented.

4.
Refusal to submit to a
request to any of the procedures may result in disciplinary action.

Elementary Disciplinary Procedure

1.
First Offense for Use or
Possession (Grades K-6)

a.
Parent or guardian will be
contacted.

b.
Student will be suspended for
5 days.

c.
Suspension may be modified if
the student participates in and follows the recommendations of an assessment by
a certified drug/alcohol agency. A release of information would also be
required.

i. Law Enforcement Agency shall be contacted.

ii. If the student does not complete the recommendations of the
assessment, then the remainder of the 5-day suspension will go into effect.

2.
Second Offense for Use or
Possession (K-6)

a.
Parent or guardian will be
contacted.

b.
Board of Directors may be
petitioned for expulsion of student.

c.
Law Enforcement Agency shall be
contacted

d.
Child Protection Services
(C.P.S.) may be contacted.

3.
Third Offense for Use or Possession
(K-6)

a.
Parent or guardian will be
contacted.

b.
The student shall be
suspended and the Board of Directors will be petitioned for expulsion of the
student.

c.
Law Enforcement Agency shall
be contacted.

d.
Child Protection Services
(C.P.S.) will be contacted.

4.
First Offense for Selling or
Delivering (Grades K-6)

a.
Parent or Guardian will be
contacted.

b.
Law Enforcement Agency shall
be contacted.

c.
The student will be suspended
and the Board of Directors will be petitioned for expulsion of the student.

d.
C.P.S. may be contacted.

Secondary Discipline
Procedure

1.
First Offense for Use or
Possession (Grades 7-12)

a.
Parent or guardian will be
contacted.

b.
Law Enforcement Agency shall
be contacted

c.
Student shall be suspended
for 5 days.

i. Suspension may be modified if the student participates in
and follows the recommendations of an assessment by a certified drug/alcohol
agency. A release of information to the school district will also be required.

2.
Second Offense for Use or
Possession (Grades 7-12)

a.
Parent or guardian will be
contacted.

b.
Law Enforcement Agency shall
be contacted.

c.
School Board may be
petitioned for expulsion of the student.

3.
Third Offense for Use or
Possession (Grades 7-12)

a.
Parent or guardian will be
contacted.

b.
The student will be suspended
and the School Board will be petitioned for expulsion.

c.
Law Enforcement Agency shall
be contacted.

4.
First Offense for Selling
and/or Delivering Alcohol or Drugs (Grades 7-12)

a.
Law Enforcement Agency shall be
contacted.

b.
Parent or guardian will be
contacted.

c.
The student shall be suspended
and the School Board petitioned for expulsion.

Search and Seizure
Philosophy

In order
to maintain a quality educational atmosphere, preserve discipline and good
order, and promote the safety and security of students and employees, all
school property, including, but not limited to, buildings, equipment, buses,
grounds, and other physical settings and equipment of Vision Charter School is
under the direct jurisdiction and exclusive control of the Board of Directors
and subject to search by members of the administrative staff. Therefore,
students are advised that it is the policy of this school that members of the
administrative staff have the authority to search the student lockers and all
other school property over which the school has control at any time, without
student consent, and without a search warrant. Members of the administrative
staff also have the authority to search the personal property of students when
reasonable under the circumstances. This authority to search school property,
or personal property of the student when appropriate, is extended to members of
the teaching staff who accompany students on out-of-town activities for
school-related purposes at school expense.

Enforcement Procedures

Any
student exhibiting inappropriate behavior that suggests "using" or "being under
the influence" of controlled substances will be immediately escorted by an
employee to the administrative office for interviewing and observation. Except
in the case of an emergency, the student will not be left unattended and will
not be allowed to leave the school premises.

The Principal or designee will
refer the student to the law enforcement agency after a trained staff member,
upon observing and/or interviewing the student, reasonably suspects that the
student is using or under the influence of a controlled substance. All
employees will cooperate fully with any law enforcement investigation of a
violation of this policy, including but not limited to providing access to
lockers, desks, and other school property, and providing oral and/or written
statements regarding the relevant events.

The Principal and/or any other
employee having observed the student's behavior will document his or her
observations of the student; the documentation will be provided to the law enforcement
agent, and a copy will be placed in the student's discipline record.

The procedures to enforce this
policy are as follows:

1. Suspension/Expulsion: Students
who violate this policy will be suspended by the Principal. Suspension for the
first offense of this policy will be for three to five (3-5) days, unless
extraordinary circumstances exist. The time period for suspension for the
second or third offense will be determined at the discretion of the Principal
and/or Board of Directors. The Principal will determine whether or not the
suspension will be served in school or out of school. If deemed appropriate by
the Principal, he or she may request that the board expel a student who has
violated this policy for a second or third offense.

2. Referral to Law Enforcement:
The student will be referred to the law enforcement agency.

3. Search and Seizure: A student's
person and/or personal effects (e.g., purse, book bag, etc.) may be searched
whenever a school official has reasonable cause to believe that the student is
in possession of drug paraphernalia or drugs, including alcohol, tobacco or
controlled substances. Any evidence of a violation of the law or this policy
may be seized by the Principal or designee. Lockers and desks are school
property and remain at all times under the control of the school; however,
students are expected to assume full responsibility for the security of
personal property.

Vision Charter School, Inc.

Draft Computer Use Policy

Student
Computer Use Agreement

There
is a need for full disclosure and understanding for the partnership between
parents, children, and the school in regard to technology and its use. This
agreement has been created to inform and provide knowledge of student use of
the school's network/computers and Internet access and to ensure that all
parties understand the areas of responsibility identified. Each child will need
to have an agreement form signed and on file for use of the Internet.

Electronic
Network Use Rules

School
account holders are expected to act in a responsible, ethical, and legal
manner, in accordance with the missions and purposes of the networks they use
on the Internet, and the laws of the states and the United States. Students
will be provided with a school atmosphere and procedures of student
control/discipline that will assure a suitable learning environment, and
students will learn to act as responsible and productive citizens with respect
for civil rights and the role of the individual in a democracy. Using the
network is a privilege, not a right, and the privilege may be revoked at any
time for unacceptable conduct. Unacceptable
conduct includes, but is not limited to, the following:

Using the
network for any illegal activity, including violation of copyright or other
contracts.
Using the
network for financial or commercial gain.
Degrading or
disrupting equipment or system performance.
Vandalizing
the data of another user.
Wastefully
using finite resources.
Gaining
unauthorized access to resources or entities.
Willfully
and knowingly accessing pornographic or other inappropriate sites.
Invading the
privacy of individuals.
Using an
account owned by another user without authorization.
Posting
personal communications without the author's consent.
Posting anonymous
messages.
Placing of
unlawful or unlicensed information on a system.
Using
abusive or otherwise objectionable language in either public or private
message.
Sending of
messages that are likely to result in the loss of recipients' work or systems.
Sending of chain
letters or broadcast messages to lists or individuals, or any other type of use that
would cause congestion of the networks or otherwise interfere with the work of
others.

Network Etiquette

Be polite. Do not get abusive in your
messages to others.
Use appropriate language. Do not
swear, use vulgarities, or any other inappropriate language. Illegal activities
are strictly forbidden.
Do not reveal your personal address
or phone number or that of other students or colleagues. Any student who
receives unsolicited requests for personal information will immediately report
that to the supervising teacher. That teacher will report this incident to
appropriate authorities.
Note that electronic mail (e-mail) is
not guaranteed to be private. People who operate the system do have access to
all mail. Messages relating to or in support of illegal activities may be
reported to authorities.
Do not use the network in such a way
that you would disrupt the use of the network by other users.
Information accessible via the
network and Internet should be assumed to be private property and possibly
copyrighted.

Security

Security
on any computer is a high priority. If you feel you can identify a security
problem on the Internet, you must notify faculty members. Do not demonstrate
the problem to other users. Do not use another individual's account without
written permission from that individual. Attempts to log onto the Internet with
another person's identification without permission will result in cancellation
of user privileges. Any user identified as a security risk or having a history
of problems with other computer systems may be denied access to the Internet.

Vision
Charter School, Inc.

Electronic
Network Use Agreement

School computer systems are for
use by authorized individuals only. Any unauthorized access to these systems is
prohibited and is subject to criminal and civil penalties under Federal Laws.
Individuals using these systems are subject to having all activities on these
systems monitored by system or security personnel. Anyone using these systems
expressly consents to such monitoring. Prosecution and/or account termination
may occur without warning.

The school believes that the
benefits to educators and students from access to the Internet (in the form of
information resources and opportunities for collaboration) far exceed any
disadvantages of access. Ultimately, parent(s) and guardian(s) of minors are
responsible for their child's behavior, and this includes use of the Internet.
It is possible for all users of the world wide Internet (including your child)
to access information that is intended for adults. Although the school has
taken reasonable steps to ensure the Internet connection is used only for
purposes consistent with the curriculum, the school can neither prevent the
availability of, nor begin to identify, inappropriate material elsewhere on the
Internet. Computer security cannot be made perfect, and it is likely that a
determined student can make use of computer resources for inappropriate
purposes.

I,
______________________________and ______________________________

Parent name (please print)
Student name (please print)

have read the Electronic Network
Use Rules document, understand it, and agree to adhere to the principles and
procedures detailed within. We understand and accept the conditions stated
above and release from any liability the Vision Charter School, Inc. (the
sponsoring school), its subcontractors, and employees.

I understand that my child is
expected to use good judgment and follow the Student Computer Use Policy in
making electronic contact with others. Furthermore, I have discussed the
information contained in this policy with my child. Should my child breach the
guidelines suggested, I understand that my child will lose all privileges on
the Vision Charter School, Inc. network.

________________________________________

Parent Signature

_____________________________________

Student Signature

____________________

Date

Vision Charter School, Inc.

Draft Safety Policy

PURPOSE

It is the policy of Vision Charter
School, Inc. to take all practical steps to safeguard employees and students
from accidents and to maintain an effective risk control program. The school
believes that accident prevention and education go hand in hand. A
comprehensive safety program will enhance the total education program. All
employees have a primary responsibility for their own safety as well as the
safety and well being of students and co-workers.

SAFETY COMMITTEE

The school will establish a safety
committee, which will work to assure that all necessary safety precautions are
established.

The composition of the Safety Committee will be as follows:

a. Principal/Administrator
(Chairperson)

b. Designated Safety Officer
(appointed by the Principal)

c. President of the PFA

BUILDING/SAFETY INSPECTIONS

In the
interest of students, personnel and the general public, Vision Charter School
shall provide its own safety inspection program and will cooperate with other
appropriate public agencies properly authorized to conduct safety inspections.
Authorized agencies include the State of Idaho Department of Labor and
Industrials Services, Southwest District Health, the school's insurance
carriers, the Idaho State Department of Education, fire departments and duly
authorized law enforcement agencies. Safety deficiencies cited by duly
authorized safety inspectors will be promptly reported to the Idaho Public
Charter School Commission upon receipt of written reports.

It shall be the duty of the
Principal, in cooperation with the Safety Committee, to prepare a list of
necessary repairs in order to keep the buildings in proper condition. The
school will conduct its own safety program to include at least:

One school-wide
building and grounds inspection by the Safety Committee shall be conducted each
year.

Monthly fire and/or
emergency drills shall be conducted.

Verification of an
annual bus safety program for all bus drivers who transport Vision students.

An annual safety
seminar, prior to the start of each school year, for all teachers, staff, and
custodians.

A requirement that
all accidents resulting in injury to personnel be promptly reported to the
Principal. The Principal will work with the Charter School Commission and the
insurance companies to ensure timely reporting of all injuries.

Vision Charter School, Inc.

Draft Health Policy

COMMUNICABLE DISEASES

Vision
Charter School, Inc. shall follow state guidelines to assist in preventing the
spread of communicable diseases in the school setting. The school shall also
follow the most current guidelines issued by the Centers for Disease Control
(CDC), currently entitled "Universal Precautions for Prevention of Transmission
of Human Immunodeficiency Virus, Hepatitis B Virus, and Other Blood-borne
Pathogens in Health-Care Settings."

The Board of Directors has
the power to exclude students and/or employees with contagious or infectious
diseases from school. Human Immunodeficiency Virus (HIV) or Hepatitis B Virus
(HBV) infections are not transmitted casually and, therefore, are not, in and
of themselves, a reason to either remove a student or staff member from school
or place the student in a restricted setting.

A. The following
guidelines shall be followed when the Principal receives appropriate
notification that a student, or employee, is diagnosed with an HIV or HBV
infection:

1. Subject to obtaining
appropriate written consent from the parents and/or guardian of an infected
student (or from the infected student in the event they have reached the age of
majority), or with the consent of the infected employee, each case will be
considered individually by a team comprised of the following:

a.
The student's or employee's physician;

b.
A qualified Public Health Official who is responsible for such determinations;

c.
The student's parents or guardians or the infected employee; and

d.
The Principal.

If requested by the
employee, an additional team member shall consist of a representative of the
employee.

2. An unrestricted setting
is generally appropriate for students. In the event the infected student has a
secondary infection which constitutes a recognized risk of transmission in the
school setting, the team shall agree on an appropriate placement. If the
student is determined to be handicapped, an appropriate placement will be made
pursuant to Individuals with Disabilities Act (IDEA) in the least restrictive
environment.

3. Since there is a
potential for social isolation should an infected student's condition become
known to the general public, school personnel and all others involved in
education the student will respect the student's right to privacy and need for
confidentiality. The privacy of an infected student's school records will be strictly
maintained and there will be a concerted effort to limit the number of persons
who are made aware of the student's condition to those persons necessary to
assure the proper education of the student and to detect and avoid situations
where the potential for transmission of the disease may increase. Any further
dissemination of medical records or information shall require the specific
consent of a parent and/or guardian or the student (if over the age of
majority). The team shall periodically review the infected student's case to
determine whether a modification of the student's education program is
necessary or advisable. The team shall address ways within which the school may
help anticipate and meet the needs of the infected student in the educational
process.

4. An infected employee
who is otherwise qualified to perform required tasks will continue with
employment as long as he or she is able. In the event the infected employee has
a secondary infection which constitutes a recognized risk of transmission in
the school setting, the team shall attempt to identify reasonable
accommodations which the school can make in an effort to allow the employee to
continue with his or her employment. All usual regulations and policies
regarding employee sick leave will be applied to the infected employee. The
privacy right of the employee will be strictly maintained. Any further
dissemination of medical records and information shall require the specific
consent of the employee.

In the event it is
determined that an individually tailored plan is necessary for any student or
employee who is diagnosed with a communicable disease, the plan shall be
designed to have minimal impact o the infected person's education or
employment. Any official action will be consistent with applicable federal and
state law.

C. In an effort to protect
the privacy of a student or employee who may be diagnosed with a communicable
disease, the Principal, without divulging the name of the infected person or
the infected person's place of school or employment, shall notify the Board of
Directors that the school has a student or employee who is diagnosed as having
a communicable disease.

PREVENTION

Prevention
measures against communicable diseases should be employed whenever reasonable.
Reasonable prevention measures include requiring all students to wash their
hands (either with soap and water or through the use of instant hand sanitizer)
before lunch, after using the restroom, and after blowing their nose. Each
classroom will have both a sink with running water and soap and an available
supply of instant hand sanitizer for use by employees and students.

IMMUNIZATION

Parent(s)
or guardian(s) of any child(ren) enrolled in Vision Charter School are required
to provide school authorities with the immunization information regarding the
child's immunity to certain childhood diseases in accordance with Idaho Code,
39-4801, and Title 2, Chapter 15, Immunization
Requirements for Idaho School Children, "Rules and Regulations of the Idaho Department of Health and Welfare".

Proof of immunity must be
received upon first admission and prior to attendance. If

school authorities do not
receive the immunization information prior to attendance, the

child must be denied
attendance until the information is received. The immunization information
provided by the parent shall be in the form of a written statement or record
signed by a physician or a physician's representative. This statement must
provide the vaccine type, number and date of each immunization the child had
received or that the child is immune through prior illness (physician diagnosed
measles or mumps disease or laboratory proof of immunity). Exemptions to these
requirements shall be as stated in the law, Idaho Code 39-4802.