The mission of the Kenai Peninsula Borough School District is supporting students in life success.
","admin_content":null,"executive_content":null,"sort_order":3,"is_current":0,"is_pulled":false,"is_private":false,"scheduled_start_time":null,"is_workflow_managed":false,"updated_at":"2026-05-28T15:11:15.885Z","last_editor_name":null,"first_presented_at":null,"recommended_action":null,"linked_policy_id":null,"linked_policy_version_id":null,"linked_goal_id":null,"linked_meeting_id":null,"linked_meeting_title":null,"linked_meeting_starts_at":null,"linked_meeting_minutes_status":null,"policy_action_type":null,"policy_display":null,"workflow_instance_id":null,"workflow_status":null,"workflow_tree_name":null,"workflow_submitter_name":null,"workflow_approver_name":null,"workflow_current_level":null,"workflow_total_levels":null,"has_visible_attachments":false,"attachments":[],"motions":[]},{"id":9127,"meeting_id":608,"category_id":3634,"item_number":"D","item_type":"procedural","title":"Roll Call","public_content":"Miss Shania Weathers, Student Representative
Ms. Kelley Cizek
Mr. Tim Daugharty
Ms. Sarah Douthit
Ms. Dianne MacRae
Ms. Patti Truesdell
Mrs. Penny Vadla
Ms. Mica VanBuskirk
Ms. Ash-Lee Waddell
Mr. Jason Tauriainen
","admin_content":null,"executive_content":null,"sort_order":4,"is_current":0,"is_pulled":false,"is_private":false,"scheduled_start_time":null,"is_workflow_managed":false,"updated_at":"2026-05-28T15:11:15.888Z","last_editor_name":null,"first_presented_at":null,"recommended_action":null,"linked_policy_id":null,"linked_policy_version_id":null,"linked_goal_id":null,"linked_meeting_id":null,"linked_meeting_title":null,"linked_meeting_starts_at":null,"linked_meeting_minutes_status":null,"policy_action_type":null,"policy_display":null,"workflow_instance_id":null,"workflow_status":null,"workflow_tree_name":null,"workflow_submitter_name":null,"workflow_approver_name":null,"workflow_current_level":null,"workflow_total_levels":null,"has_visible_attachments":false,"attachments":[],"motions":[]},{"id":9128,"meeting_id":608,"category_id":3634,"item_number":"E","item_type":"action","title":"Approval of Agenda","public_content":"The November 17, 2025 Special Meeting agenda is presented for approval.
","admin_content":null,"executive_content":null,"sort_order":5,"is_current":0,"is_pulled":false,"is_private":false,"scheduled_start_time":null,"is_workflow_managed":false,"updated_at":"2026-05-28T15:11:15.891Z","last_editor_name":null,"first_presented_at":null,"recommended_action":"Move to approve the November 17, 2025 Special Meeting agenda as presented.","linked_policy_id":null,"linked_policy_version_id":null,"linked_goal_id":null,"linked_meeting_id":null,"linked_meeting_title":null,"linked_meeting_starts_at":null,"linked_meeting_minutes_status":null,"policy_action_type":null,"policy_display":null,"workflow_instance_id":null,"workflow_status":null,"workflow_tree_name":null,"workflow_submitter_name":null,"workflow_approver_name":null,"workflow_current_level":null,"workflow_total_levels":null,"has_visible_attachments":false,"attachments":[],"motions":[{"id":1478,"agenda_item_id":9128,"motion_text":"Move to approve the November 17, 2025 Special Meeting agenda as presented.","motion_type":"main","mover_id":17,"seconder_id":22,"parent_motion_id":null,"status":"passed","sort_order":1,"is_vote_locked":0,"device_voting_active":0,"created_at":"2026-05-28T15:11:15.895Z","vote_method":null,"consent_category":null,"noted_objections":null,"divided_from_motion_id":null,"proposed_parts":null,"pre_reconsider_snapshot":null,"amended_text":null,"pre_amend_text":null,"mover_name":"Patricia Truesdell","seconder_name":"Kelley Cizek","votes":[{"id":12786,"motion_id":1478,"user_id":22,"vote_value":"yes","cast_at":"2026-05-28T15:11:15.897Z","is_manual":1,"display_name":"Kelley Cizek"},{"id":12787,"motion_id":1478,"user_id":19,"vote_value":"yes","cast_at":"2026-05-28T15:11:15.899Z","is_manual":1,"display_name":"Tim Daugharty"},{"id":12788,"motion_id":1478,"user_id":24,"vote_value":"yes","cast_at":"2026-05-28T15:11:15.902Z","is_manual":1,"display_name":"Sarah Douthit"},{"id":12789,"motion_id":1478,"user_id":23,"vote_value":"yes","cast_at":"2026-05-28T15:11:15.904Z","is_manual":1,"display_name":"Dianne Macrae"},{"id":12794,"motion_id":1478,"user_id":14,"vote_value":"absent","cast_at":"2026-05-28T15:11:15.916Z","is_manual":1,"display_name":"Jason Tauriainen"},{"id":12790,"motion_id":1478,"user_id":17,"vote_value":"yes","cast_at":"2026-05-28T15:11:15.906Z","is_manual":1,"display_name":"Patricia Truesdell"},{"id":12791,"motion_id":1478,"user_id":4,"vote_value":"yes","cast_at":"2026-05-28T15:11:15.909Z","is_manual":1,"display_name":"Penny Vadla"},{"id":12792,"motion_id":1478,"user_id":25,"vote_value":"yes","cast_at":"2026-05-28T15:11:15.911Z","is_manual":1,"display_name":"Mica VanBuskirk"},{"id":12793,"motion_id":1478,"user_id":26,"vote_value":"yes","cast_at":"2026-05-28T15:11:15.914Z","is_manual":1,"display_name":"Ash-Lee Waddell"}],"voting_underway":false,"vote_result_meta":{"closed_at":"2025-11-17T22:00:00.000Z","resolution_amended_at":null}}]}],"item_count":5},{"id":3635,"meeting_id":608,"name":"Discussion: Nikolaevsk Charter School Initial Application","sort_order":2,"is_collapsed":0,"is_consent_section":false,"description":null,"scheduled_start_time":null,"is_current":false,"first_presented_at":null,"items":[{"id":9129,"meeting_id":608,"category_id":3635,"item_number":"A","item_type":"information","title":"Nikolaevsk Charter School Initial Application","public_content":"The Board will discuss the Nikolaevsk Charter School Initial Application prior to taking action on the application today.
Administration's Recommendation:
The KPBSD Administration recommends non-approval of the Nikolaevsk Charter School application at this time for the following reasons:
1. Lack of Demonstrated Fiscal Responsibility and Sustainability
2. Unresolved Facilities and Lease Agreement Concerns
3. Incomplete and Noncompliant Enrollment Documentation
4. Inconsistencies with KPBSD Board Policy and State Regulations
5. Insufficient Operational Planning and Staffing Structure
Summary Recommendation
Based on the deficiencies identified above, the District Administration does not believe the Nikolaevsk Charter School application meets the requirements established by KPBSD Board Policy 6187 or the applicable state statutes and regulations. The absence of verified financial data, finalized facilities agreements, compliant enrollment documentation, and a viable staffing and instructional plan poses significant fiscal, operational, and legal risks to the Kenai Peninsula Borough School District.
Background Information:
September 29, 2025, Nikolaevsk Charter School applicants submitted the Nikolaevsk Charter School Initial application.
October 9, 2025, the Charter School Oversight Committee was presented the Nikolaevsk Charter School Initial application and placed it on the October 20, 2025 Board of Education work session schedule.
October 20, 2025, the Board of Education held a work session to review the Nikolaevsk Charter School Initial application and moved the application to the November 3, 2025 work session for further review.
November 3, 2025, the Board of Education held a second work session to further review the Nikolaevsk Charter School Initial application and moved it to the November 17, 2025 Special Meeting agenda for Board action.
The final Nikolaevsk Charter School Initial application is presented today on the November 17, 2025 Special Meeting agenda.
","admin_content":null,"executive_content":null,"sort_order":1,"is_current":0,"is_pulled":false,"is_private":false,"scheduled_start_time":null,"is_workflow_managed":false,"updated_at":"2026-05-28T15:11:15.939Z","last_editor_name":null,"first_presented_at":null,"recommended_action":null,"linked_policy_id":null,"linked_policy_version_id":null,"linked_goal_id":null,"linked_meeting_id":null,"linked_meeting_title":null,"linked_meeting_starts_at":null,"linked_meeting_minutes_status":null,"policy_action_type":null,"policy_display":null,"workflow_instance_id":null,"workflow_status":null,"workflow_tree_name":null,"workflow_submitter_name":null,"workflow_approver_name":null,"workflow_current_level":null,"workflow_total_levels":null,"has_visible_attachments":false,"attachments":[{"id":5606,"entity_type":"agenda_item","entity_id":9129,"original_filename":"Nikolaevsk Charter School Initial Application.pdf","storage_path":"agenda_item/9129/5606/Nikolaevsk Charter School Initial Application.pdf","content_type":"application/pdf","file_size":"4124041","checksum_sha256":"40a501787a483cee88499271657e24fed9e5b0484f681ae774263739ce346a55","visibility_tier":"public","extracted_text":"\n\n \n \n \n \nCharter School \nAPPLICATION \nNikolaevsk Charter School \n \n \nFY [2026-2027] \n \nAlaska Department of Education & Early Development \n801 W 10\nth\n Street, Suite 200 \nP.O. Box 110500 \nJuneau, AK 99811-0500 \n \n1 \n\n \nDIRECTIONS \nApplication for an Initial Charter \nParties interested in submitting an initial application for a charter school should familiarize \nthemselves with all applicable state statutes and regulations contained within this document. \nLocal School Districts/School Boards may have developed a Charter Schools application form for \napproval at the local level that requires additional information, however for the purposes of \nseeking State Board of Education & Early Development approval, this application form MUST be \nused. Sufficient evidence must be presented to address all sections of this application form for \nthe department to deem the application compliant and forward to the State Board of Education \nfor approval. \nTimeline: \nInitial applicants must follow all local procedures to seek Charter School approval by their local \nboards. \n \nNot later than 30 days after a local school board's decision to approve an initial application for a \ncharter school, the local school board must forward the application to the State Board of \nEducation & Early Development for review and approval by mailing to the department: \n(1) the complete application filed with the local school board, including all supporting \ndocuments required; \n(2) the written decision of the local school board; \n(3) all other materials considered by the local school board in support or in opposition to the \napplication; and \n(4) the minutes of the local school board meeting at which the charter was approved. \n \nIn the event the local school district/local board has a separate application form that differs \nfrom the state required form, it is the responsibility of the Charter School to transfer complete \nresponses to the department form. \nAn original and 4 copies of the DEED Charter School Application Form should be mailed to: \nAlaska Department of Education & Early Development \nAttn: Charter School Program Manager \nP.O. Box 110500 \nJuneau, Alaska 99811-0500 \n \nPlease also submit via email an electronic copy of the application form to: \namanda.duvall@alaska.gov \nAn initial application approved by a local school board and submitted to the department must \nbe received by the department at least 90 days before the next regularly scheduled meeting of \n \n2 \n\n \nthe State Board of Education and Early Development. See the State Board schedule \n(education.alaska.gov/State_Board) for a list of upcoming Board meetings. \nAn initial application for a charter school approved by a local school board may not be \nsubmitted to the department more than 12 months before the planned start-up date for the \nnew school. \nRequired Format: \n1. Not more than 200 pages single-sided, unbound, in 12 point font. \n2. ALL pages numbered in consecutive order (i.e. 1, 2, 3, ...200). \n3. A table of contents. \n4. Follow in numerical order the numbered sections and sub-elements of the application. \n5. ALL numbered sections and sub-elements must be addressed. \n \nUpon receipt, the application will go through a technical review committee to determine if any \nadditional information is necessary. Addressing each section with sufficient detail and evidence \nexamples will decrease the likelihood of additional information being requested. \nOnce the technical review committee agrees the applicant has demonstrated compliance, the \napplication will be scheduled to be addressed by the State Board of Education & Early \nDevelopment at their next meeting. \n \n \n \n3 \n\n \nTable of Contents \nDIRECTIONS.............................................................................................................................2\n \nTable of Contents.....................................................................................................................4\n \nSection 1: Establishment of the Charter at the local level.........................................................7\n \nSection 2: Organization and Administration...........................................................................12\n \n2.1 NCS Administration...........................................................................................................13\n \n2.2 Administrative Policy Manual at Nikolaevsk Charter School.............................................16\n \n2.3 Parent and Teacher Engagement (AS 14.03.255(b)(3)......................................................17\n \nNikolaevsk Charter School will maintain regular and structured communication with parents \nand teachers to review, evaluate, and improve school operations........................................17 \n2.4 APC Monitoring of Policies and Goals (AS 14.03.255(b)(4))..............................................17\n \n2.5 Calendar and Schedule.....................................................................................................18\n \n2.6 Alternative Educational Options.......................................................................................18\n \nSection 3: Educational Program and Student Achievement....................................................19\n \n3.1 Description of Educational Program.................................................................................20\n \n3.2 Written Instructional Program Aligned with State Standards...........................................23\n \n3.3 Evidence of Written Plan to Address PTR and Projected Enrollment................................39\n \n3.4 Description of Plans for Serving Special Education, Vocational Education, Gifted, and \nBilingual Students...................................................................................................................40 \n3.5 Written Objectives for Program Achievement & Mechanisms for Student Assessment..42\n \nSection 4: Professional Development.....................................................................................47 \n4.1 Professional Development................................................................................................47\n \n4.2 Ongoing School-Year Training (2026–2027)......................................................................48\n \n4.3 Montessori Certification & Training..................................................................................48\n \n4.4 Career & Technical Education (CTE) Training....................................................................48\n \n4.5 Professional Development Timeline & Milestones...........................................................48\n \n4.6 Oversight and Evaluation..................................................................................................49\n \nSection 5: Facility...................................................................................................................49\n \n5.1 Facility Location................................................................................................................50\n \n5.2 Facility Use and Capacity..................................................................................................50\n \n5.3 Projected Growth and Class Size.......................................................................................51\n \n5.4 Health, Safety, and Compliance........................................................................................51\n \n5.5 Contracted Services..........................................................................................................51\n \n5.6 Facility Sharing..................................................................................................................51\n \nSection 6: Admission.............................................................................................................52 \n6.1 NCS will be open to the public.\n........................................................................................52 \n6.2 Enrollment and Lottery Procedures..................................................................................53\n \n \n4 \n\n \nSection 7: Fiscal.....................................................................................................................54 \n7.1 Budget Summary and Financial Plan.................................................................................54\n \n7.2 Description of How Financial Records Will be Kept..........................................................56\n \n7.3 Accounting Services Provided by NCS - The Operating Budget.........................................56\n \n7.4 Homeschool Student Allotment Policy.............................................................................58\n \nSection 8: Transportation.......................................................................................................61\n \n8.1 Transportation...................................................................................................................61\n \nAppendix A............................................................................................................................62\n \nEvidence of School Board Approval........................................................................................62\n \nAppendix B............................................................................................................................63\n \nNIKOLAEVSK CHARTER SCHOOL CONTRACT...........................................................................63\n \nAppendix C............................................................................................................................69\n \nNikolaevsk Charter School Bylaws..........................................................................................69\n \nAppendix D............................................................................................................................76\n \nMembers of the APC, Respective Qualifications and Meeting Minutes.................................76\n \nAppendix E............................................................................................................................84\n \nNikolaevsk Charter School Administrative Policy Manual.......................................................84\n \nTABLE OF CONTENTS...............................................................................................................84\n \nSection 1: Establishment of the Charter at the Local Level.....................................................86\n \nSection 2: Organization and Administration...........................................................................87\n \nSection 3: Educational Program and Student Achievement...................................................93\n \nSection 4: Professional Development.....................................................................................97\n \n4.5 Professional Development Timeline & Milestones...........................................................98 \nSection 5: Facility....................................................................................................................99\n \nSection 6: Admissions.........................................................................................................100 \nSection 7: Fiscal..................................................................................................................101 \nSection 8: Transportation......................................................................................................102\n \nSection 9: Corrective Action at NCS......................................................................................102\n \nSection 10: Nikolaevsk Charter School Complaint Resolution Policy....................................104\n \nSection 11: NCS Dress Code Requirements for Staff, Students and Volunteers....................105\n \nAppendix F..........................................................................................................................107\n \nProgram that Aligns with State Content Standards and Statewide Assessment System......107\n \nAppendix G..........................................................................................................................108\n \nAdmission Policy and Procedures.......................................................................................108 \nAppendix H..........................................................................................................................110\n \nProjected Budget..................................................................................................................110\n \n \n \n5 \n\n \nAppendix I...........................................................................................................................113\n \nFinancials..............................................................................................................................113\n \nAppendix J...........................................................................................................................116\n \nTransportation......................................................................................................................116\n \nAppendix K School Meals Program.....................................................................................116\n \nExhibit A \nNikolaevsk Charter School Calendar (2026-2027)\n..........................................116\n \nExhibit B \nNCS Facility Floor Plan\n....................................................................................117\n \nExhibit C \nCommunity Approval\n........................................................................................119 \nExhibit D \nIntent to Enroll\n..................................................................................................119\n \nExhibit E \nSchool Comparison\n..........................................................................................123\n \nExhibit F \nDescription of 2026/2027 School Schedule\n.....................................................124\n \nExhibit G \nSamples of meeting Alaska state standards for K-12\n......................................129\n \nExhibit H \nDetailed APC Meeting Minutes from June 9, 2025\n..........................................161\n \nExhibit I \nLetter from Alaskan Homestead Education, INC\n.............................................163\n \nExhibit J \n501c3 Determination Letter - Alaskan Homestead Education, Inc\n..................165\n \nExhibit K \nMOA Between AHE and NCS\n..........................................................................166\n \nExhibit L \nLetter from Nikolaevsk Community Council\n.....................................................169\n \nExhibit M \nMEMO on Contracts and Negotiations for the Facility\n.....................................170\n \nExhibit N- DEED Correspondence Assurance Document..................................................171\n \nExhibit O \nMOA Between AHE and NCS - Custodial Services\n........................................175\n \nExhibit P \nMOA Between NCS and Volunteer School Nurse\n...........................................177\n \n \n \n6 \n\n \nCharter School Application – Initial \nPlease provide narrative responses to the following areas. If referencing evidence within a \ndocument that is included as an appendix, please also provide sufficient detail in the \nnarrative response for review purposes. \nSection 1: Establishment of the Charter at the local level \nReferences: AS 14.03.250. Application for charter school, AS 14.03.255 Organization and \noperation of a charter school, AS 14.03.265 Admission, 4 AAC 33.110 Charter school application \nand review procedure. \nUse the reviewer rating template below to fill in the page numbers to depict the location of the \nresponses for each sub-element. Do not use the reviewer’s notes column. \nReviewer Rating Template \nSection 1 Page Number location(s) of \nresponse(s) including \nAppendices \nReviewer’s notes \nRating: \nCompliant/Noncompliant \nPurpose page 9 \npage 87 (Appendix E) \n \n \n \n \nEvidence of board approval page 63 (Appendix A) \n \n \n \nEvidence of signed contract \nwith all required elements \npages 63-68 (Appendix B) \nSee required element below \n(Items 1-14) \n \n \n \n1. Description of \neducational program \npages 20-39 \npage 63 (Appendix B) \npages 93-97 (Appendix E) \npage 108 (Appendix F) \npages 129-160 (Exhibit G) \n \n \n \n2. Specific levels of \nachievement for the \neducation program \npages 42-46 \npage 63 (Appendix B) \n \n \n3. Admissions Policy and \nProcedures \npages 52-53 \npage 63 (Appendix B) \npages 100-101 (Appendix E) \npage 109 (Appendix G) \n \n \n \n4. Administrative \nPolicies \npage 63 (Appendix B) \npages 84-107 (Appendix E) \n \n \n \n \n7 \n\n \nSection 1 Page Number location(s) of \nresponse(s) including \nAppendices \nReviewer’s notes \nRating: \nCompliant/Noncompliant \n5. \nStatement of Charter \nfunding \npages 54-56 \npage 65 (Appendix B) \npages 113-115 (Appendix I) \n \n \n \n6. Method of \naccountability for \nreceipts and \nexpenditures \npages 56-59 \npage 65 (Appendix B) \npages 113-115 (Appendix I) \n \n7. Location and \ndescription of facility \npage 50-52 \npage 65 (Appendix B) \npage 99 (Appendix E) \n \n \n \n8. Name of teachers \nwho by agreement \nwill teach in the \ncharter \npage 66 (Appendix B) \n \n \n \n9. Teacher to student \nratio \npage 39-40 \npage 66 (Appendix B) \n \n \n \n \n10. Number of students \nto be served \npage 51 \npage 66 (Appendix B) \n \n \n \n11. Term of contract (not \nto exceed 10 years) \npage 66 (Appendix B) \n \n \n \n12. \nTermination Clause page 67 (Appendix B) \n \n \n \n13. Statement of state \nand federal law \ncompliance \npage 67 (Appendix B) \n \n14. Exemptions or \nrequirements \nincluded in contract \npage 67 (Appendix B) \n \nEvidence of bylaws pages 69-75 (Appendix C) \n \n \n \nEvidence of APC, including list \nof names/qualifications, \nmeeting minutes \npages 76-83 (Appendix D) \npage 161-162 (Exhibit H) \n \n \n \n \n8 \n\n \ni. Provide the primary purpose of the charter, how it will specifically differ from other \neducational options available in the community and the student population the \ncharter hopes to attract. AS 14.03.265(a)(1-3) \n1.1. The purpose of Nikolaevsk Charter School is to deliver an innovative hybrid \nacademic program tailored to the diverse needs of the Nikolaevsk and Anchor Point \ncommunities, fostering a lifelong passion for learning. Our school serves both families \nseeking a traditional public school experience with a focus on hands-on learning, and \nthose who prefer the flexibility of homeschooling, ensuring every student has access to a \nsupportive, community-centered education. \nFor families desiring a structured educational environment, Nikolaevsk Charter \nSchool offers a robust 5-day-per-week public school program with classes held on \ncampus. This traditional model provides students with a comprehensive curriculum, \naccess to certified teachers, and opportunities for specialized courses and extracurricular \nactivities, all within a close-knit community setting. For homeschooling families, we offer \ntailored guidance from on-campus certified homeschool advisors, along with access to \nspecialized courses, group learning projects, and extracurricular activities. This dual \napproach addresses the unique needs of our community, where many families have \nopted for homeschooling due to personal beliefs or the demands of agricultural and \nhomesteading lifestyles but seek greater opportunities for collaboration and specialized \neducation. \nMany local families face long, costly drives on rough roads to access homeschool \nsupport. Nikolaevsk Charter School offers those services closer to home—keeping \neducation accessible, consistent, and community-based. Many homeschooling families \nin the area underutilize existing programs because of geographic barriers. Our school \nbridges this gap by offering both a traditional public school option and a homeschool \nsupport model, ensuring all families have access to flexible, high-quality educational \nopportunities that foster academic growth, social connection, and community \nengagement. \n1.1A Institution’s Beliefs: \n● Nikolaevsk Charter School is “The Heart of the Community.” \n● Our school motto is: “It takes a village.” We believe students thrive \nwhen learning is a shared effort—uniting home, school, and \ncommunity to nurture character, skill, and purpose. \n● Genuine respect for the local culture, which was founded on \nfreedom and autonomy by the Russian Old Believers in a rural, \nagricultural setting. By affording flexibility for subsistence and \nagricultural lifestyles through integrating homeschool with \n \n9 \n\n \non-campus learning, we support the educational needs of \nNikolaevsk. \n● An education of the highest standards can be offered without \ncompromising family, culture, religious beliefs and observances, or \nour community’s agricultural and subsistence heritage. \n● By fostering parent, student, and community involvement—and \nbuilding responsibility and accountability into our curriculum—we \ncan provide access to quality education in our community. \n \n1.1B Institute’s Vision, Mission, and Goals: \n● Vision: To prepare students for college, careers and productive \ncivic life. \n● Mission: To provide a high-quality, community-focused education \nand foster academic excellence through our K-8 Montessori-based \nprogram, hands-on high school CTE program, and supportive \nhomeschool program. \nGoals: \n● To establish a supportive learning environment and encourage \nindependent thought, curiosity and critical thinking through \nsuccessful learning experiences. \n● Implement ongoing student progress-monitoring assessments to \ninform instruction and make data-informed decisions. \n● Support Neurodivergent Learners with flexible, inclusive \ninstruction across Montessori-based, Homeschool, and High \nSchool programs. This support is built into daily learning—through \nindividualized pacing, sensory-friendly environments, hands-on \nmaterials, and collaboration with families and teachers—so every \nstudent can thrive. \n● Engage students in community outreach, by aligning the projects \nwithin our DEED approved CTE classes with the needs of the \ncommunity. \n● Provide ongoing support to homeschool families through a \ncorrespondence program which includes an allotment, a certified \nhomeschool advisor who will oversee their ILP’s, and access to \nILP-aligned on-campus instruction. \n● We will provide ongoing professional development through \nAmerican Montessori Society (AMS) online modules, in-house \n \n10 \n\n \nworkshops, and optional parent sessions to ensure consistent, \nhigh-quality instruction across all programs. \nii. Provide evidence of the local school board approval of the new charter school marked as \nAppendix A. AS 14.03.250(b) \n1.2 Appendix A: This evidence will be provided as meeting minutes once the KPBSD \nSchool Board approves this charter application. Page 62. \niii. Provide evidence of the signed contract between the new charter school and the local \nschool board containing all required elements marked as Appendix B. AS 14.03.255(c)(1-14) \n1.3 Appendix B: The proposed MOA will be provided in Appendix B, and will be amended \nto include the signed MOA, upon approval, Page 63. \niv. Provide the charter schools’ bylaws marked as Appendix C. 4 AAC 33.110(a)(4) \n1.4 Appendix C: Charter School Bylaws, Page 69 \nv. Provide evidence of the formation of an Academic Policy Committee (APC) consisting of \nparents of students attending the school, teachers, and school employees. Evidence includes \na list of the members of the APC and their qualifications, as well as the written minutes from \nmeetings where discussions regarding academic policies, bylaws, school administration, and \nschool educational programming occurred. Mark as Appendix D. AS 14.03.250(a), 4 AAC \n33.110(a)(1) \n 1.5 Meeting minutes, times and location, APC Bylaw, and our current charter will be \nposted on our website provided by KPBSD. Evidence of APC meetings listed in the charter \napplication in Appendix D (Pages 76-83), Exhibit H (Page 161- 162). \n \n \n11 \n\n \nSection 2: Organization and Administration \nReferences: AS 14.03.255. Organization and operation of a charter school, 4 AAC 33.110 Charter \nschool application and review procedure. \nUse the reviewer rating template below to fill in the page numbers to depict the location of the \nresponses for each sub-element. Do not use the reviewer’s notes column. \nReviewer Rating Template \nSection 2 Page Number location(s) of \nresponse(s) including \nAppendices \nReviewer’s notes \nRating: \nCompliant/Noncompliant \nDescription of administrative \noversight \n \npages 13-16 \npages 84- 90 (Appendix E) \n \n \n \n \nEvidence of written \nadministrative policy manual \npage 16 \npages 84-106 (Appendix E) \n \n \n \n \nDescription of regular parent \nand teacher contacts for \ncontinuous improvement \npages 17 \npages 91-92 (Appendix E) \n \n \n \n \nDescription of APC \nmeeting(s) to monitor \nprogress \n \npages 17-18 \npages 90-92 (Appendix E) \n \n \n \n \nDescription of school \nschedule and calendar \n \npage 18 \npages 92 (Appendix E) \npages 117 (Exhibit A) \npages 124-128 (Exhibit F) \n \n \n \n \n \nAlternative options for \nstudents if no other \neducational program exists \npages 18-19 \npage 123 (Exhibit E) \n \n \n \n \n \n \n \n \n12 \n\n \ni. Provide information on how the charter school shall oversee the operation of the \ncharter school to ensure that the terms of the contract required by AS 14.03.255 (c) \nare being met; including who will be responsible and what mechanism(s) they will use. \nAS 14.03.255(b)(2) \nThe APC shall provide the governance for the charter school, and the operations of the school \nwill be carried out by the administrative staff with input, guidance, and support from the APC. \nThe school will include a 1.0 FTE Type B certificated administrator, Type A certificated teachers \n(depending on enrollment), certificated special education teacher, Type A certificated \nhomeschool advisor(s) (depending on enrollment) and secretary/administrative assistant. Staff \nresponsibilities are listed below. \n2.1 NCS Administration \nNikolaevsk Charter School (NCS) will employ staff aligned with student enrollment needs. The \nstaffing plan outlined below is based on projected enrollment for the 2026–2027 school year. \nFinal staffing levels, including the number of full-time and part-time positions, will be confirmed \nfollowing spring enrollment counts in order to ensure both compliance with class size \nrequirements and fiscal responsibility. \nPrincipal with Type B Certificate (1.0 FTE) \n● Oversees, and in consultation with the APC, guides the implementation of the school’s \neducational programs, APC bylaws, and student handbook \n● Supervises daily operations of the school \n● Oversees and manages staff and personnel issues \n● Assigns staff additional responsibilities such as Assessment Coordinator, Intervention \nCoordinator, Activities Coordinator, Parent/Community Engagement Coordinator, and \nother roles as needed \n● Develops an annual professional development plan for staff and submits it to the APC for \napproval \n● Assists and verifies that staff complete mandated training and school safety drills \n● Provides reports to the APC during regularly scheduled meetings regarding school \noperations, including the school’s designation by the State of Alaska’s assessment system \n● Attends meetings with KPBSD administration as needed or required \n● Develops draft annual program budget for APC approval, monitors ongoing \nimplementation of the budget throughout the year, and provides audit reports on \nyear-to-date expenditures versus planned budget \n● Oversees the preparation of all reports required by the district administration, including \nenrollment and budget reports \n● Approves purchase orders and parent reimbursements \n● Prepares written evaluations of certified and classified staff as required by KPBSD \n● Ensures compliance with applicable federal and state laws, as well as KPBSD policies \nCertified Teachers (3.0 FTE) \n● Plans for the instruction of students \n \n13 \n\n \n● Provides whole-group, small-group, and individual instruction to students \n● Communicates with parents to keep them informed of classroom learning and activities, \nand communicates individually with parents as needed \n● Assesses student learning through formative and summative assessments \n● Attends mandated training and curriculum-specific training \nHomeschool Advisor with Professional (Type A) Teacher Certificate (0.4 FTE) \n● Provides input, assists parents, and approves students’ individual learning plans \n● Conducts grade conferences and tracks student’s progress through regular \ncommunication with the parent-teacher and maintains records of communication \n● Monitors implementation of ILPs to ensure progress toward Alaska State Standards and \nKPBSD high school graduation requirements \n● Facilitates student learning activities during supplemental education opportunities such \nas sessions or field trips \n● Acts as a liaison between homeschool families and the district, ensuring compliance \nwith homeschool purchase order guidelines \n● Certifies and records student report cards, credits, and transcripts \n● Proctors student assessments for high school courses, district assessments, and \nstate-mandated assessments \n● Attends mandated training and curriculum-specific training \n● Provides resources, support, and training to parents in hands-on, Montessori-inspired \ninstruction \n● Processes homeschool student allotments, including submitting and paying for allowable \nexpenses in accordance with district and state regulations \n● Prepares financial reports for the Principal and APC to monitor allotment usage \nCTE Instructor with Type M Certificate (0.25 FTE) \n● Provides Career and Technical Education instruction aligned with state standards and \nindustry expectations \n● Delivers hands-on learning experiences in selected CTE pathways (e.g., agriculture, food \nsystems, construction, trades, or technology) \n● Prepares students for industry-recognized certifications and workplace readiness skills. \n● Integrates academic knowledge with technical skills to support applied learning \n● Develops, implements, and assesses CTE curriculum and projects \n● Collaborates with staff to align CTE programming with Montessori K–8 foundations and \nhigh school pathways \n● Ensures compliance with all state and district requirements for CTE programs \nSPED Interventionist/ Teacher (1.0 FTE) \n● Develops Individualized Education Plans (IEPs) for students \n● Meets established timelines for annual review of IEPs and three-year reevaluations \n● Provides support to classroom teachers for implementation of IEPs, including classroom \naccommodations and modifications \n \n14 \n\n \n● Meets all federal, state, and district requirements applicable to special education \nprocesses \n● Assumes responsibilities designated under a Certified Teacher when fulfilling a role in \nthe general education classroom \nSecretary/Administrative Assistant (0.4 FTE) \n● Provides support to the school principal for the smooth daily operation of the school \n● Communicates and provides assistance in obtaining important information requested by \nparents, staff, students, and community members \n● Completes and maintains student records such as attendance, registration, enrollment, \nand permanent records \n● Completes and maintains budgeting documents and reports \n● Maintains accurate financial records for allotments, reimbursements, and \ncurriculum/materials purchases \n● Prepares financial reports for the Principal and APC to monitor overall school finances \n● Ensures compliance with KPBSD fiscal policies, state law, and audit requirements \n● Communicates with parents regarding reimbursement procedures, required \ndocumentation, and timelines \n● Assists the Principal in managing budget implementation and reporting on expenditure \nCustodian (Volunteer) \n● Maintains and cleans school facilities as part of the agreement with Alaskan Homestead \nEducation, Inc. To be provided by Alaskan Homestead Education, Inc (0.5 FTE) Contract \nto be signed upon approval located in Exhibit O page 175 \nNurse (Volunteer) \n● Registered Nurse \n● On-site twice monthly \n● Maintains student health records, including immunization records, as required by state \nlaw and district policy \n● Establishes protocols and procedures for training staff in safe storage and administration \nof medications \n● Routine health screenings for vision and hearing \n● Contract to be signed upon approval in Exhibit P page 177 \n \n2.1.1 The bargaining agreements with KPBSD will be honored for any covered employee \nof Nikolaevsk Charter School. \n2.1.2 The administrator for Nikolaevsk Charter School will be a principal with a current \nAlaska Type B Administrative Certificate. \n2.1.3 Teaching Staff: Instruction will be provided to Nikolaevsk Charter School students \nby certificated teachers and/or by qualified instructors as determined by \n \n15 \n\n \nparent/guardian and approved in the ILP. This section covers those individuals who are \nKPBSD full-time teachers, retired KPBSD teachers, or certificated teachers on the KPBSD \neligible-to-hire list. \n \n2.1.3.1 Any teacher employed by or retired from the KPBSD or in the KPBSD’s \neligible-to-hire pool of approved teacher candidates shall be eligible to be \nemployed by Nikolaevsk Charter School. A teacher may not be assigned to the \ncharter school unless the teacher consents to the assignment. \n2.1.3.2 Charter school teachers and homeschool advisors shall be evaluated in an \nequivalent manner as all other teachers in the District and in conformance with \napplicable District and State requirements. Although an advisor/ teacher may \nteach about various religions as part of the curriculum, they may not advocate a \nparticular religious view or that a particular religious view is true or false. Sept. \n15, 1988 Op. Att’y Gen. on AS 14.0090. \n2.1.3.3 The compensation rate for a teacher shall be that provided for under the \nexisting collective bargaining agreement. \n2.1.3.4 The principal will select and supervise teachers with input from the APC. \nThey will work at Nikolaevsk Charter School and be assigned students according \nto a procedure designed in partnership between the APC and the principal. \n \nii. Provide the written administrative policy manual utilized by the charter marked as \nAppendix E . 4 AAC 33.110(a)(13) \n2.2 Administrative Policy Manual at Nikolaevsk Charter School \nAttached and marked as Appendix E, page 84-106. \n2.2.1 Nikolaevsk Charter School will follow the KPBSD Administrative Policies and \nprocedures as defined in the applicable documents created by the Kenai \nPeninsula Borough School District. \n2.2.2 The aforementioned KPBSD policy manual is available online and a copy is \nto be located in the Nikolaevsk Charter School Office. \n \niii. Provide information on how the charter school will meet regularly with parents and \nwith teachers of the charter school to review, evaluate, and improve operations of the \ncharter school; including who will be responsible, what mechanism(s) they will use and \nhow often contact(s) will take place. AS 14.03.255(b)(3) \n \n \n16 \n\n \n2.3 Parent and Teacher Engagement (AS 14.03.255(b)(3) \nNikolaevsk Charter School will maintain regular and structured communication with parents \nand teachers to review, evaluate, and improve school operations. \n● Academic Policy Committee (APC) Meetings: The APC will meet at least nine times per \nyear, exceeding statutory requirements. All meetings are open to the public, and families \nare encouraged to attend. Each meeting will include time for public comment, giving \nparents and staff the opportunity to provide input. The APC is responsible for \nconsidering this feedback and implementing changes in policy or practice to ensure \ncontinuous improvement. \n● Parent Engagement: Two annual Parent Community Meetings will be held — one at the \nbeginning of the school year and one at the end. In addition, Parent Conferences will \ntake place twice each year. Both formats will provide families with opportunities to share \nfeedback on school operations and educational programs. \n● Teacher Engagement: Staff professional development days will include structured \nopportunities for teachers to provide input on school operations, curriculum, and \ninstruction. \n● Responsibility: The school Principal is responsible for implementing these processes and \nensuring meaningful communication between parents, teachers, and the APC. \n2.4 APC Monitoring of Policies and Goals (AS 14.03.255(b)(4)) \nWhile AS 14.03.255(b)(4) requires at least one annual meeting of the Academic Policy \nCommittee to monitor progress toward its goals, Nikolaevsk Charter School will exceed this \nrequirement by holding regular APC meetings throughout the school year. \n● Meeting Schedule: The APC will meet monthly from August through November and \nfrom January through May, resulting in nine meetings per year. \n● Annual Review: The May meeting will serve as the official annual review required by \nstatute. At this meeting, the Principal will present a comprehensive report including \nstate assessment results, local benchmark data, enrollment trends, and financial \nstatements. \n● Ongoing Monitoring: At each APC meeting, the Principal will provide updates on \nstaffing, budgeting, enrollment, curriculum, and facilities, ensuring continuous \nmonitoring of progress throughout the year. \n● Strategic Planning: To refine APC goals and establish specific timelines and measurable \noutcomes, the APC may seek consultative support from the Alaska Association of School \nBoards (AASB) or an independent consultant. \n \n \n17 \n\n \n● Responsibility: The Principal will attend all APC meetings, provide regular reports, and \nfacilitate the annual review process. \nv. Provide a description of the school schedule and calendar. 4 AAC 33.110(a)(9) \n2.5 Calendar and Schedule \nThe calendar in section 2.f pages 92 of the Administrative Policy Manual (Appendix E) provides \ndetailed information for the 2026-2027 school year. The key differences of the Nikolaevsk \nCharter school calendar is allowing for three weeks of winter break to accommodate the \nobservation of Russian Orthodox Christmas on January 7, and in addition to the standard spring \nbreak, there will be an extra week off to accommodate the observance of Pascha. A full visual of \nthe calendar for Nikolaevsk Charter School 2026-2027 is attached as Exhibit A page 117 \nCalendar Adjustment- NCS will begin one week earlier and end one week later than the \nstandard KPBSD calendar. The schedule includes additional observance days for Russian \nOrthodox Christmas and a spring week for Russian Orthodox Easter. Instructional days and \nhours will be adjusted to meet or exceed Alaska’s minimum requirements. \n K–8 Schedule Overview (Instructional Components) \n● Montessori Work Cycle (Core Subjects): 3 hours daily (~15 hours/week) \n(Math, Language Arts, Science, Social Studies, Practical Life integrated through \nmaterials-based lessons.) \n● Specials (Music / PE / Art): 1 hour, 3 days per week (≈3 hours/week) \n● Cross-Curricular Group Lessons/Projects: 2 hours, 3 days per week (≈6 hours/week) \n● Quarterly Projects: 3 hours, 2 days per week during project weeks (≈6 hours/week) \n● Recess & Lunch: 1 hour daily (non-instructional) \n Assurance: This schedule meets or exceeds Alaska and KPBSD minimum instructional \n time requirements. \n2.5.1 Daily Schedule for K-8: (see pages 124-125 Exhibit F for complete description.) \n 2.5.2 High school students will follow a daily block schedule. \n (see pages 125-128 Exhibit F for complete description.) \n \nvi. If applicable: Provide information on alternative educational options for students not \nwishing to attend the charter if the charter school is the only school in the community. 4 AAC \n33.110(a)(12) \n2.6 Alternative Educational Options \n● If families choose not to enroll their students in Nikolaevsk Charter School, they have \nseveral alternative educational options. Students may: \n \n18 \n\n \n● Enroll in NCS correspondence program as homeschool students with an Individualized \nLearning Plan (ILP) \n● Homeschool independently \n● Participate in district- or state-wide homeschool programs such as Connections or IDEA \n● Attend another KPBSD public school, including Chapman School (K–8), Ninilchik School \n(K-12), or Homer-area schools (K–12) \nSee Exhibit E page 123 for School Comparison \nSection 3: Educational Program and Student Achievement \nReferences: AS 14.03.255. Organization and operation of a charter school, AS 14.03.265 \nAdmission, 4 AAC 33.110 Charter School application and review procedure. \nUse the reviewer rating template below to fill in the page numbers to depict the location of the \nresponses for each sub-element. Do not use the reviewer’s notes column. \nReviewer Rating Template \nSection 3 Page Number location(s) of \nresponse(s) including \nAppendices \nReviewer’s notes \nRating: \nCompliant/Noncompliant \nDescription of educational \nprogram \n \npages 20-39 \npage 63 (Appendix B) \npages 84 (Appendix E) \npage 107 (Appendix F) \npages 129-162 (Exhibit G) \n \n \n \nEvidence of written \ninstructional program that \naddresses content standards \nand aligns with statewide \nassessment system \npages 23-36, 93 \npage 109 (Appendix F) \npages 130-162 (Exhibit G) \n \n \n \n \nEvidence of written plan to \naddress PTR and projected \nenrollment \npages 39-40 \n \n \nDescription of plans for \nserving special education, \nvocational education, gifted \nand bilingual students \npages 40-42 \npage 84 (Appendix E) \n \n \n \n \nEvidence of written \nobjectives for program \nachievement \npages 42-46 \npage 84 (Appendix E) \n \n \n \nDescription of the \nmechanisms for student \nassessment in addition to \nthose required by state law \npages 42-46 \n \n \n \n \n \n19 \n\n \n \ni. Provide a description of the educational program to be offered at the charter school. \nInformation in this section should explicitly detail if the program is designed to meet \nthe needs of students in a particular age group or grade level and/or meet the needs \nof students who will benefit from a particular teaching method or curriculum. AS \n14.03.255(c)(1), AS 14.03.265(a)(1-3), 4 AAC 33.110(a)(5) \n3.1 Description of Educational Program \nNikolaevsk Charter School (NCS) is committed to providing a developmentally appropriate, \nhands-on education that meets Alaska State Standards while preparing students for successful \nfutures rooted in both academic knowledge and practical skills. Our approach is based on the \neducational principles of Montessori for grades K–8 and Career & Technical Education (CTE) for \ngrades 9–12. \nThe philosophy of NCS rests on three pillars: \n● Individualized, student-centered instruction – Montessori-inspired pedagogy ensures \nstudents progress at their own pace and demonstrates mastery through applied \nlearning. \n● Hands-on, real-world experiences – Students engage in agricultural projects, engineering \ndesign, and subsistence-based learning that connect directly to community needs. \n● Career readiness and community contribution – CTE programs equip students with \ntechnical knowledge, certifications, and entrepreneurial skills to graduate prepared for \nwork, higher education, and leadership within their communities. \nThe program will have three distinct and complimentary components: \n● Montessori-Based K - 8 Program \n● CTE Enriched 9 - 12 Program \n● Homeschool Path \n3.1.1 Montessori-Based K - 8 Program \nThe Montessori method takes a holistic approach to literacy, viewing language as both a tool \nfor communication and a foundation for critical thought. At Nikolaevsk Charter School, literacy \ndevelopment will be cultivated through hands-on, multisensory materials and a carefully \nprepared environment that supports students as they progress from phonetic awareness to \nfluent reading and articulate writing. \nInstruction is individualized, allowing each child to advance at their own pace while ensuring \nmastery at every stage. In the early grades, students engage with tactile materials such as \nsandpaper letters and movable alphabets to internalize phonetic principles. As they mature, \nthey transition naturally to more abstract work, engaging in research projects, literature \nstudies, and written expressions that deepen comprehension and foster a lifelong love of \nreading. \n \n20 \n\n \nMontessori language education also emphasizes oral communication, listening, and \ncollaborative dialogue. Multi-age classrooms provide authentic opportunities for students to \npractice public speaking, peer teaching, and respectful discourse. By integrating language \nlearning with science, history, and the arts, students not only gain fluency but also develop the \nability to think critically, synthesize ideas, and communicate effectively across disciplines. \nThrough this approach, NCS ensures that every student graduates with strong literacy skills, \nconfidence in self-expression, and the capacity to engage thoughtfully in both academic and \nreal-world contexts. \n3.1.2 Career and Technical Education (CTE) (9–12) \nOur grades 9–12 high school program is built around CTE, giving students practical skills \nalongside core academics. All in-person high school students will participate in 6 hours of CTE \nweekly, delivered in 3-hour blocks on Tuesday and Thursday afternoons. \nNCS Homeschool High School students may also enroll in on-campus CTE courses, provided \nspace is available. This structure is consistent with AS 14.03.255(c) and KPBSD Board Policy BP \n6187, which allow charter schools to design flexible learning opportunities and determine \nadmission procedures that meet student needs while complying with district oversight. \nStudents can graduate with nationally recognized certifications, job-ready skills, and portfolios \nof real projects. \nHigh School CTE courses at NCS will align with DEED approved CTE courses, and will incorporate \nrigorous academics such as applied math, language and communication skills, and science. \nThese courses will be overseen by an instructor with an M type certification or an Alaska \ncertified teacher with a CTE endorsement, and delivered in progression (for example, levels 1, 2, \nand 3) and earn students relevant certifications making them highly employable and work-force \nready. \nIn years 1-3 we will offer a National Center for Construction Education and Research Core class, \ndivided into 3 levels; the first year will be level 1- Introduction to Architecture and Construction, \nand will earn students their OSHA 10 hour Construction Safety certificate. The second year will \nbe level 2- Intermediate Construction Technology, and will earn students their NCCER Carpentry \nLevel 1 modules 1-2 certificate. The third year will be level 3- Advanced Architecture and \nConstruction, earning students their NCCER Core, and Carpentry Level 1 Certificate. \nThroughout the three levels, students will take part in Skills USA leadership workshops, and \ncompetitions focused on Construction, Architectural drafting, and project management. \nWhile we will initially focus on Architecture and Construction for the first 3 years of our CTE \nprogram, we plan to expand the program to incorporate additional career clusters offering \nstudents foundational exposure and certifications in other in-demand fields. These expansions \nwill depend on availability of qualified instructors, resources, and partnerships. These pathways \ncould include; Sustainable Agriculture and Horticulture; Advanced Welding and Metal \nFabrication; Culinary Arts and Food Entrepreneurship; Robotics and Technology; Health \n \n21 \n\n \nSciences; Aviation Fundamentals; Fisheries and Aquaculture. \nA distinguishing feature of the CTE program is access to industry-recognized certifications \nthrough our CTE instructors, or local partnerships and apprenticeships. These may include: \n● First Aid/CPR and Wilderness Safety Certification \n● OSHA 10/30 Workplace Safety Training \n● Food Handler’s Card / ServSafe Certification \n● Small Engine Repair Certification \n● Welding Certifications (AWS entry-level) \n● Carpentry/Construction Safety and Skills Certificates (NCCER Core) \n● Technology Certifications such as Microsoft Office Specialist (MOS), Google IT Support, \nor CompTIA Fundamentals \n● Agricultural and Animal Husbandry Certificates \n● Alaska Hunter and Safety Education \nUpon approval of Nikolaevsk Charter School, the school will implement the Alaska Department \nof Education & Early Development (DEED)-approved Architecture and Construction courses \n(Levels 1, 2, and 3) for high school students, as well as any additional DEED-approved CTE \ncourses adopted in the future. These courses are fully aligned with Alaska State Standards and \nmeet the requirements for Career and Technical Education (CTE) under the Carl D. Perkins \nCareer and Technical Education Act, ensuring that students follow a recognized, high-quality CTE \npathway that supports skill development, industry readiness, and practical application in \narchitecture and construction. \n3.1.3 Homeschool Path (K-12) \nNikolaevsk Charter School (NCS) provides a structured framework to support homeschool \nstudents while honoring the flexibility of parent-led education. Each student will have an \nIndividual Learning Plan (ILP) developed collaboratively by the parent, student, and an NCS \nHomeschool Advisor. The ILP will clearly outline academic goals aligned with Alaska State \nStandards, identify instructional resources, and establish timelines for completion. \nOngoing monitoring will ensure accountability and growth. Homeschool advisors will conduct \nquarterly progress reviews to evaluate student work, provide feedback, and adjust plans as \nneeded. Parents will submit work samples such as math assignments, writing samples, and \nproject documentation to demonstrate student learning. \nHomeschool Assessment Assurance NCS will administer all state-required standardized \nassessments to eligible students in accordance with Alaska and KPBSD testing calendars and \nguidelines. Students who qualify for gifted education, special education, or English Learner \nservices will receive accommodations and support during assessments as required. \nCollaboration between parents and NCS homeschool advisors will be central to the program. \nParents will receive training and ongoing support in their student’s learning progress, while \nhomeschool advisors provide feedback and coaching to ensure students remain on track with \n \n22 \n\n \ngrade-level expectations. \nFinally, accountability measures will be in place to support student success. If a student is not \nmaking sufficient progress, targeted intervention supports and adjustments to the learning plan \nwill be implemented to help the student meet established goals. \nSee page 35 and 36 (section 3.2.4 Homeschool Pathway & Policy (Homeschool On-Campus \nClasses) for more details on how NCS will integrate homeschoolers into the school schedule. \n3.2 Written Instructional Program Aligned with State Standards \n3.2.1 Montessori-Based K - 8 Program \nOur program will address Alaska content standards and align with the statewide assessment \nsystem by integrating the KPBSD standards-aligned curriculum framework for language arts, \nmathematics, science, and social studies with Montessori content and methods. The KPBSD \ncurriculum framework can be found here: \nhttps://kpbsd.org/departments/assistant-superintendent/instructional-services/curriculum/. \nFor all content areas, the academic content for K - 8 grounded in the Priority Standards and \nSupporting Standards in the KPBSD curriculum framework will be taught through the core \nprinciples of Montessori education as follows: \n1. Child-Centered Learning \n● Students choose activities based on interest and ability. \n● Teachers act as guides or facilitators rather than lecturers. \n● Students who demonstrate readiness may engage in self-directed projects, research, and \nindependent study. \n2. Mixed-Age Classrooms \n● Lower Elementary (K–2), Upper Elementary (3–5), Middle School (6–8) groups span 3 \ngrade levels. \n● Promotes peer mentoring, collaboration, and social development. \n● Younger students learn from older peers; older students reinforce knowledge by \nteaching. \n3. Hands-On, Experiential Learning \n● Use of Montessori materials for concrete learning in math, language, and science. \n● Projects, experiments, and real-world applications are emphasized, especially for upper \nelementary and middle school. \n● Art, music, and practical life activities continue to support cognitive and social \ndevelopment. \n \n23 \n\n \n4. Intrinsic Motivation and Responsibility \n● Students develop self-discipline through choice and freedom within limits. \n● Responsibilities like caring for the classroom, community projects, or leading discussions \nencourage independence. \n● For middle schoolers, group projects, student-led conferences, or service learning \nintegrate responsibility. \n5. Integrated Curriculum (K–8) \nMontessori Delivery \n● Core approach: multi-age groupings, prepared environments, and 3 hour work cycles. \n● Integration: science, geography, ELA, math, and arts are woven into thematic units (e.g., \nbiomes, water systems, cultures). \n● Accountability: unit plans and pacing guides crosswalk to Alaska ELA, Math, Science, and \nSocial Studies standards; student portfolios and performance tasks provide evidence of \nmastery. \nCurriculum Resources & Roles \nNCS delivers a Montessori curriculum aligned to Alaska Content Standards using American \nMontessori Society (AMS) informed albums and materials. The school maintains grade-level \nscope & sequence and standards crosswalks for ELA, Math, Science, and Social Studies. \nRepresentative resources include (but are not limited to) Waseca (Language Arts; \nBiomes/Cosmic), Great Books Shared Inquiry, Albanesi/ETC Montessori albums and task cards, \nLaughing Star Montessori, and Transparent Classroom for lesson records and standards tagging. \nEnglish Language Arts (K–8) \n● Waseca Language Arts (K–5): \nFoundational skills (phonemic awareness, phonics/phonograms, decodables), \nhandwriting, word study/morphology, grammar symbol work, sentence analysis, and \nstructured writing. \nMontessori fit: self-paced card work; concrete → pictorial → abstract progression; \nintegrates with content studies. \n● Great Books – Shared Inquiry (2–8): \nSeminar-style close reading, text-evidence discussion, and response writing. \nMontessori fit: student-led discourse; ties to history/science themes; supports \nspeaking/listening and argumentative/explanatory writing. \nScience / Geography (K–8) \n● Waseca Biomes & Cosmic Education (K–5; adaptable 6–8): \nBiomes, ecosystems, earth systems, continents, nomenclature, field journaling. \n \n24 \n\n \nMontessori fit: concrete classification and systems thinking; natural integration with ELA \nwriting and math data work. \n● Map of the Month (2–8; simple 1–2 options): \nLarge-format maps for spatial skills, research, and data displays. \nMontessori fit: independent work cycle artifacts; cross-curricular mapping for history, \nscience, and current events. \nMathematics (K–8) \n● Formative Loop (K–6/8): \nFive-minute individualized daily spiral/fluency practice and quick progress checks. \nMontessori fit: slots before/after hands-on math lessons without displacing materials \nwork. \n● Illustrative Mathematics (6–8) to provide scope/sequence and common assessments \nwhile continuing Montessori materials as primary instruction. \nCulture & Language Extensions (K–2) \n● Laughing Star Montessori: \nPhonics/word-study, handwriting, and cultural card sets for shelves. \nMontessori fit: self-correcting materials; independence; integrates with \ncontinent/culture studies. \n \nHigh-Level Standards \nGrade \nBand \nELA \n(Reading/Foundational\n/SL/Writing) \nMath \n(Concepts/Fluency\n/Practices) \nScience \n(Practices/PEs) \nGeography & SS \n(Inquiry/Geo) \nK–2 Waseca LA decodables, \nphonics, handwriting; \nshared reading & \ndictated writing tied to \nbiomes/cultures. \nMontessori \nmaterial for \nnumber, place \nvalue, ops, \nmeasurement; \nFormative Loop \nfluency; \nWaseca \nBiomes \nnature study, \nclassification, \nweather; \nobservations/ \njournals. \nMap of the \nMonth \nintro mapping; \ncommunity & \nplace studies; \nsimple research \nnotes. \n3–5 Waseca LA \nmorphology, grammar \nsymbols, \nMontessori → \nabstract fractions, \ngeometry, data; \nWaseca \nBiomes \nMap of the \nMonth \nregions/human-e\n \n25 \n\n \nGrade \nBand \nELA \n(Reading/Foundational\n/SL/Writing) \nMath \n(Concepts/Fluency\n/Practices) \nScience \n(Practices/PEs) \nGeography & SS \n(Inquiry/Geo) \nK–2 Waseca LA decodables, \nphonics, handwriting; \nshared reading & \ndictated writing tied to \nbiomes/cultures. \nMontessori \nmaterial for \nnumber, place \nvalue, ops, \nmeasurement; \nFormative Loop \nfluency; \nWaseca \nBiomes \nnature study, \nclassification, \nweather; \nobservations/ \njournals. \nMap of the \nMonth \nintro mapping; \ncommunity & \nplace studies; \nsimple research \nnotes. \nparagraphing/research; \nGreat Books seminars \n& evidence-based \nessays. \nFormative Loop \nspiral; \necosystems/ \nearth systems; \ndata collection \n& simple \nstatistics \nwoven into \nmath. \nnvironment; \nproject maps tied \nto history/science \n6–8 Waseca LA (support) \ncontinued \nmorphology/grammar \nfor technical vocab; \nGreat Books close \nreading, seminars, \nanalytic & \nargumentative writing. \nFormative Loop as \nneeded; (optional) \nIllustrative \nMathematics 6–8 \nfor coherent units \n& assessments). \nThematic \ninvestigations \n(watersheds, \nclimate, \nenergy); \nlabs/fieldwork; \npresentations. \nAnalytical \nmapping \n(migration, trade, \nenvironment); \nprimary/seconda\nry source \nprojects. \n \nHow alignment is ensured \n● Each unit includes a brief Alaska standards map (ELA strands, Math domains, Science \nPEs, Social Studies/Geography indicators) \n● Waseca/Great Books/Map of the Month/Formative Loop. \n● Benchmark checks (e.g., writing rubrics, math fluency targets, science investigation \nrubrics) document progress. \nStandards & Integration \nNCS implements a comprehensive Montessori curriculum delivered through protected \n \n26 \n\n \nwork cycles and mixed-age groups. Core resources include Waseca Language Arts \n(foundational skills, word study, grammar, structured writing), Great Books Shared \nInquiry (text-based discussion and writing), Waseca Biomes (science and geography), \nMap of the Month (spatial skills and research), Formative Loop (daily math fluency). \nIllustrative Mathematics 6–8—may be used to provide district-friendly scope/sequence \nand common assessments while maintaining Montessori materials as the primary mode \nof instruction. All units are cross-walked to Alaska English Language Arts, Mathematics, \nScience, and Social Studies standards, with evidence gathered through portfolios, \nperformance tasks, program reports, and benchmark assessments. \n6. Prepared Environment \n● Classrooms are designed for accessibility, order, and student engagement. \n● Materials are within student reach, easily accessible and organized to encourage \nexploration. \n● Middle school labs, makerspaces, and outdoor classrooms can extend the Montessori \nenvironment. \n7. Observation and Individualized Instruction \n● Teachers observe students to tailor lessons and provide targeted challenges. \n● Learning progresses at each child’s pace; remediation or enrichment is built in naturally. \n● More advanced students may have personalized learning plans, portfolios, or \nindependent capstone projects. \n8. Focus on Social and Emotional Development \n● Emphasis on conflict resolution, collaboration, and empathy. \n● Peace education, community service, and mentoring younger peers are common. \n● Leadership and team skills are cultivated in middle school projects. \n9. Autonomy and Self-Assessment \n● Students set goals and reflect on their progress. \n● Self-assessment and teacher conferences replace standard “one-size-fits-all” grading in \nmany cases, allowing for a more personalized understanding of student growth. In \ntraditional Montessori practice, mastery is the goal and the A,B,C,D,F rubric is not \ntypically referenced. However, to meet district reporting requirements and ensure \nconsistency with state expectations, NCS will employ the A,B,C,D,F rubric. \n10. Connection to the Real World \n● Community engagement, field trips, and practical experiences are integrated. \n● Students may participate in local environmental projects, entrepreneurship, or \ninternships by grades 7–8 \n \n27 \n\n \n3.2.2 Academic Core (Grades 9–12) \nOur high school program will be grounded in the KPBSD curriculum framework which ensures \nalignment with Alaska content standards and alignment with the statewide assessment system. \nThe KPBSD curriculum framework can be found here: \nhttps://kpbsd.org/departments/assistant-superintendent/instructional-services/curriculum/. \nAdditionally, our program will meet KPBSD’s graduation requirements by following the course \nprogression and required credits outlined in KPBSD board policy 6146.1 found here: \nhttps://go.boarddocs.com/ak/kpbsd/Board.nsf/goto?open&id=B9ZSBY71B6AA \nPhysical Education (Grades 9–12) \nCurriculum: SPARK High School PE & Presidential Youth Fitness Program \nOverview: \nSPARK High School PE is a research-based, standards-aligned curriculum promoting \nlifelong physical activity and wellness. The program emphasizes fitness development, \nskill acquisition, and inclusive participation through varied activities such as team sports, \naerobic training, and subsistence-based outdoor fitness (e.g., snowshoeing, hiking). The \nintegrated Presidential Youth Fitness Program provides personalized health-related \nfitness assessments, goal setting, and progress tracking. \nWhy it works for NCS and Alaska Standards: \n● Supports physical literacy and lifelong wellness essential for all career pathways \n● Emphasizes culturally responsive, age-appropriate instruction adaptable to rural Alaska \nenvironments \n● Builds motor skills, cardiovascular fitness, strength, and flexibility in alignment with \nAlaska Physical Education Standards \nTeaching Flexibility: \nThe curriculum allows adaptation to student interests, seasonal conditions, and available \nresources, ensuring a responsive, engaging program that meets core standards while \nfostering positive attitudes toward physical activity. \nLanguage Arts (Grades 9-12) \nStudySync, technical writing, public speaking, and literature with real-world application \nin CTE pathways. \n \nCurriculum: Writing with Skill & Well-Trained Mind Press Literature \nOverview: \nStudySync’s Language Arts curriculum for grades 9-12 builds writing proficiency through \nstructured instruction in research, expository, argumentative, and narrative writing. \n \n28 \n\n \nAligned with State Standards, it features progressive skill development and cohesive \ninstructional design. Each grade includes thematic units, novel studies, and skill lessons \nthat increase in complexity, from identifying themes in grade 9 to synthesizing multiple \ntexts in grade 12. Uniform 30-day unit structures integrate reading, writing, and \ndiscussion tasks, supported by diverse texts and multimedia resources tailored to \ndevelopmental needs. Differentiation tools, like scaffolds for English learners and \ntext-to-speech, ensure accessibility. Standardized assessments, including quizzes and \nwriting prompts, escalate in rigor, with rubrics and performance data available on the \nteacher platform. StudySync has coherent design, balanced text selection, and \ninstructional flexibility. \n \nWhy it works for NCS and Alaska Standards: \n● Writing across disciplines: Develops clear, professional writing skills essential for CTE \nfields, such as business reports, grant proposals, and technical documentation. \n● Grammar and mechanics: Direct instruction ensures mastery of foundational skills \ncritical for workplace communication. \n● Reading with relevance: Flexible text selections can incorporate CTE-relevant content, \nsuch as biographies of innovators, civics-related historical fiction, or nonfiction on \nsustainability. \nTeaching Flexibility: \nThe instructor-led structure ensures consistency, while the modular nature allows \nstudents to progress at their own pace. It’s highly adaptable to small class sizes or \nmulti-age classrooms. \nMath (Grades 9-12) \nAlgebra I & II, Geometry, and Applied Math for CTE, using contexts from welding, \nconstruction, and engineering. \nCurriculum: Illustrative Mathematics (IM) \nOverview: \nIllustrative Mathematics is a problem-based curriculum that emphasizes conceptual \nunderstanding, collaborative problem-solving, and mathematical reasoning. The high \nschool courses include Algebra I, Geometry, and Algebra II, and offer full alignment to \nAlaska State Standards and College & Career Readiness expectations. \nThe structure supports CTE by encouraging students to: \n Apply math in real-world contexts (budgeting, data analysis, measurement, design), \nwork in collaborative groups, mimicking project-based workplace environments, justify \n \n29 \n\n \ntheir thinking with evidence, supporting technical communication,develop mathematical \nmodeling skills used in engineering, construction, health, and tech fields. \n \nAdvanced Math Access (Dual Enrollment ) \nAny NCS high school student who exceeds the highest on-site math course will be \nsupported to enroll in KPBSD-aligned dual credit options (e.g., JumpStart) or approved \nonline college courses. NCS will coordinate eligibility, placement, and scheduling with \nKPBSD/Kenai Peninsula College so students may take College Algebra, Precalculus, \nCalculus I (and beyond) in online or hybrid formats and earn transcripted high school \nand college credit. Participation is open to all qualified NCS students who meet course \nprerequisites and district requirements. \nScience (Grades 9-12) \nBiology, Chemistry, Physics, and Environmental Science with lab-based and aligned with \nCTE applications. \nCurriculum: SAVVAS Science ( ex.Miller & Levine Biology, Experience Physics, \nEnvironmental Science, Marine Science, Experience Chemistry) \nOverview: \nSAVVAS Science is a lab-based, inquiry-driven curriculum designed to promote deep \nunderstanding of scientific concepts through hands-on investigation. It covers Physical \nScience, Biology, Chemistry, and Environmental Science. \n \nWhy it works for NCS and Alaska Standards: \n● Strong hands-on emphasis: Built-in labs and equipment kits promote real-world \nscientific exploration, critical for CTE pathways in Health Science, Natural Resources, and \nEngineering. \n● Alaska alignment: Meets Alaska Science Standards and integrates NGSS-style scientific \npractices (modeling, data analysis, lab safety, etc.). \n● Career connection: Lessons often include industry-related topics like energy transfer, \nchemical reactions, genetics, environmental systems, and practical lab skills. \nTeaching Flexibility: \nEach course comes with extensive teacher support materials, assessments, and built-in \nsafety protocols for lab environments. SAVVAS is known for its visuals and clear \nexplanations, making it effective for mixed-ability classrooms. \n \n30 \n\n \n \nSocial Studies (Grades 9-12) \nWorld History, U.S. History, Government/Economics, with options to focus on Alaska \nStudies and civics in career contexts. \nCurriculum: TCI (Teachers’ Curriculum Institute) History Alive! \nOverview: \nTCI History Alive!’s has an inquiry-based, student-centered learning approach rooted in \nthe Next Generation Social Studies (NGSS) framework. It emphasizes interactive \nmethods like role-plays, simulations and primary source analysis to engage students in \nhistorical thinking, supporting Montessori’s hands-on, student-centered pedagogy. This \ncurriculum offers World History, U.S. History, and Government/Economics, customizable \nfor Grades 9-12. Units cover ancient civilizations to Modern Issues, with Alaskan context \neasily integrated (e.g., Russian colonization, Alaska Purchase). \nWhy it works for NCS and Alaska Standards: \n● Project-based learning: Projects can be incorporated from the Alaska CTE Plan (e.g., \neconomic analysis of fisheries for Business and Finance) \n● Primary source integration: History Alive! emphasizes analysis, critical thinking, and \ncommunication—skills needed for careers in public service, law, journalism, and \neducation. \n● Economic and civic literacy: Econ Alive! The Power to Choose: introduces students to \nfundamental economic principles, such as scarcity, trade-offs, market analysis, which are \nfoundational for CTE fields like business management, entrepreneurship, or agricultural \neconomics. Government Alive! Power, Politics, and You: covers the U.S. government’s \nstructure, the Constitution, and civic rights and responsibilities, which translate to \nworkplace citizenship skills like understanding labor laws, workplace ethics, or \ncommunity involvement. \nTeaching Flexibility: \n History Alive!’s modular structure, pacing guides and editable materials make lesson \nplanning easily customizable. Differentiated instruction is supported through scaffolded \nactivities, adjustable reading levels and lessons that incorporate multiple learning styles. \nTCI’s History Alive! meets Alaska’s Social Studies Standards and provides clear \ninstructional pathways for required government and economics credits. \n \n31 \n\n \n \nHomeschool Integration (Grades 9-12): \nHomeschool High school students can enroll in (2) on-campus CTE/ core academic \nclasses based on ILP goals. Students will be able to register for quarterly projects \nlike the fall farmers market. Students may participate in on-campus planning \nsessions or complete remote tasks (e.g., budgeting, marketing flyers) aligned with \nILP objectives in math or social studies. ILPs are customized to ensure credit \naccrual aligns with state graduation requirements. See section 3.2.4. (page 35) \n \nNCS will administer all state- and district-required assessments for the applicable grades and \nstudent groups each year, in accordance with Alaska and KPBSD testing guidelines. Required \nassessments may change over time; NCS will comply with any updates without further contract \namendment. \nCurrent Practice (examples, not limiting): \n● State/district summative ELA & Math (e.g., AK STAR and/or district-approved \nequivalents) \n● State Science assessment at required grades \n● English language proficiency assessment for identified ELs \n● ILP-aligned portfolios with virtual submissions or in-person presentations \nNote: Examples above are illustrative only; NCS will follow whatever assessments are officially \nrequired at the time of administration. \nHomeschool students’ CTE work and project outcomes are assessed via \nILP-aligned portfolios, with options for virtual submissions or in-person \npresentations. \nHomeschool Integration: Students may attend on-campus core or CTE classes (up to 2 classes) \nper ILP. Quarterly projects such as the farmers market allow participation through in-person \nsessions or remote tasks aligned to academic goals. \n3.2.3 CTE (Grades 9-12) \nNikolaevsk Charter School’s (NCS) high school Career & Technical Education (CTE) program \nintegrates core academics with hands-on, career-focused training to meet Alaska State \nGraduation Requirements (4 AAC 04) and statewide assessment requirements (4 AAC \n06.710–790). The program prepares students for postsecondary training, trade careers, \nentrepreneurship, and community leadership through project-based learning, dual-credit \nopportunities (e.g., Kenai Peninsula College, AVTEC), and industry certifications. Instruction \n \n32 \n\n \nemphasizes applied skills, safety, workplace readiness, and alignment with Alaska Performance \nScholarship (APS) criteria where applicable. \nCTE instruction builds on Montessori foundations of independence and applied learning (K–8), \nemphasizing student agency, real-world problem solving, and integrated academic application \nacross pathways. \nPathways Offered \nPerkins CTE: Architecture & Construction (Levels 1–3) Years 1–3 \nNikolaevsk Charter School (NCS) will implement the DEED-approved Architecture & \nConstruction course (Levels 1–3) for all full-time high school students, providing a recognized \nCTE pathway that meets Carl D. Perkins Career and Technical Education requirements. The \ncourse will integrate student-centered, project-based learning aligned with local community \nneeds, with hands-on projects emphasizing sustainable living, farm infrastructure, and practical \ndesign. \nProgram Format \n● Delivery: 3-hour blocks (with a 5-minute break) on Tuesdays and Thursdays (12:25–3:30 \nPM), accommodating homeschool schedules and maximizing hands-on experience. \n● Cross-Curricular Integration: \n○ Math: measurement, structural calculations, budgeting, and geometry applied to \ndesign and construction projects. \n○ Science: environmental systems, and basic physics for building and mechanical \nsystems. \n○ Language Arts: technical writing, project documentation, and presentation skills. \n○ Social Studies: local food systems, economics of sustainable projects, and \ncommunity planning. \nQuarterly Project Progression \nCTE class quarterly projects are for high school students only, separate from the school-wide \nquarterly projects. While both programs run concurrently on Tuesday and Thursday afternoons, \nand may be working towards a common goal, these programs will be segregated in terms of \ninstruction and workspace. CTE classes will be held in the grades 9-12 classroom, and the \nhands-on instruction will take place in the woodshop shed, outdoors on campus, and may at \ntimes take place at off-campus build-sites. \n● Year 1 (Foundations): Plan and construct a community garden, including raised beds \nand irrigation systems; create initial design blueprints; implement sustainable growing \npractices; document work in technical portfolios. \n \n33 \n\n \n● Year 2 (Infrastructure & Market Skills): Design and build outdoor kitchens, chicken \ncoops, goat or small livestock shelters, develop marketing plans and budget for \ncommunity produce or craft projects; applied math and biology concepts. \n● Year 3 (Advanced Systems & Applied Design): Design and construct greenhouse, \nstorage sheds, and community-use structures; integrate sustainability, safety, and \nfunctional design; focus on advanced construction, applied engineering, and \nproduct/process documentation. \nAssessment & Evaluation \n● Skill mastery: 40% \n● Project deliverables: 40% \n● Cross-curricular integration: 20% \n● Evaluation documented in student CTE portfolios using DEED-approved rubrics. \nStaffing & Supports \n● Instruction: Certified teachers with a CTE endorsement or M-type Certified instructor \nsupported by parent volunteers and industry mentors (e.g., welders, farmers, builders). \n● Resources: Equipment funded through school CTE Perkins Funding, grants, and \nfundraising; includes woodshop tools, welding stations, seeds, greenhouse supplies, and \nPPE. \n● Funding: Supplemented by grants, community partnerships, and fundraising; budget \nlines cover equipment, consumables, and certification costs. \nFuture CTE Expansion (Years 4 and Beyond) \nAs enrollment and resources grow, Nikolaevsk Charter School will expand Career & Technical \nEducation (CTE) pathways. These courses will be phased in based on demonstrated student \ninterest, staffing capacity, safety and cost feasibility, and partnership opportunities. \nPossible Future CTE Courses \n● Advanced Welding & Metal Fabrication – MIG/stick welding, blueprint reading, AWS \nentry-level preparation, with potential AWS certifications through KPC partnerships. \n● Culinary Arts & Food Entrepreneurship – advanced cooking techniques, ServSafe \ncertification, and small-scale food product development. \n● Sustainable Agriculture & Horticulture – greenhouse management, hydroponics, \npermaculture, and animal husbandry. \n● Carpentry & Construction Trades – framing, joinery, sustainable building practices, and \napprenticeship placements. \n● Robotics & Technology – coding, CAD, automation, electronics, and VR tools. \n \n34 \n\n \n● Health Sciences – EMT, CNA, and BHA preparation, with anatomy and clinical \nsimulations. \n● Aviation Fundamentals – flight theory, navigation, VR/flight simulators, and FAA ground \nschool preparation (with dual-credit opportunities). \n● Fisheries & Aquaculture – fisheries management, seafood handling certifications, \naquaculture systems, and water quality monitoring. \nImplementation \nIn grades 9–10, students will be introduced to entry level CTE courses to build a broad \nfoundation of applied skills. By grades 11–12, students will specialize in a pathway of their \nchoice, with opportunities for certifications, dual-credit, and work-based learning placements. \nHomeschool students may enroll in individual CTE courses or complete equivalent Individual \nLearning Plan (ILP) tasks. Each course will include safety training, documented learning \noutcomes, and assessment rubrics to ensure rigor, accountability, and alignment with Alaska \nState CTE Standards. \nCapstone Projects & Internships \n● Senior Capstone: Each graduating student completes a capstone project demonstrating \nintegration of academic knowledge and technical skills related to a pathway. Capstones \nare presented publicly to staff, peers, and community. \n● Internships & Apprenticeships: NCS will develop local internship placements with \nbusinesses, service providers, and regional partners. Homeschool students may \nparticipate with flexible scheduling; all internships include a performance assessment \nsurvey by a mentor and portfolio documentation done by the intern. \n \n3.2.4 Homeschool Pathway \nStudents’ ILPs will be aligned with state content standards and the assessment system by \nincorporating KPBSD’s curriculum framework as noted above. Homeschool students may be \nintegrated into the high school CTE program with CTE-related goals on Individual Learning Plans. \nThis participation will take place in person at Nikolaevsk Charter School. Assessment for \nhomeschool students is ILP-aligned and may include portfolios, in-person projects, or \npresentations. Homeschool students will develop ILPs with the certified homeschool advisor \nthat specify pathway participation, credits, assessment methods, and attendance. \nPolicy (Homeschool On-Campus Classes): \nHomeschoolers in grades K-8 will be allowed to register for NCS Quarterly Projects, which are \n3-hour blocks on Tuesday and Thursday afternoons. No fee charged. K–8 homeschool students \nwill not participate in the daily Montessori classroom work cycles due to the individualized and \n \n35 \n\n \nimmersive nature of Montessori instruction. This approach ensures that the integrity of the \nclassroom environment and the continuity of learning for full-time students are maintained \nwithout disruption. (This policy applies to year 1 only. APC may revise K-8 integration in future \nyears) \nHomeschool High School students may take up to two on-campus classes per semester at NCS. \nThe first class is free (whether CTE or a core class). CTE counts as one class. \nIf a high school student adds a second on-campus class in the same semester, a program fee \nequal to 25% of the student’s annual allotment is charged for that semester. The 25% of \nallotment per semester fee (for example $625 of $2700 annual allotment) will be reallocated \nfrom the student’s allotment fund to the NCS supplies and materials budget line. \nExamples: \n● CTE only → 1 class → no fee \n● CTE + Math → 2 classes → 25% of annual allotment charged that semester \n● Math only → 1 class → no fee \n● Science + Language Arts (no CTE) → 2 classes → 25% fee that semester \nHomeschool On-Campus Participation Fee — Calculation & Distribution \nEligibility/Trigger \n● First on-campus class per semester: no fee. \n● Second on-campus class in the same semester: program fee = 25% of the annual \nallotment. \nAmount (2026-2027 projected Allotment = $2,700) \n● 25% of $2,700 = $675 per semester (per student) when a second class is added. \nDistribution (Accounting Treatment) \n● No out-of-pocket payment. \n● Within 10 business days of course add, NCS reallocates $675: \n○ From: the student’s $2,700 allotment account (family pool attributed to the \nstudent). \n○ To: NCS Supplies & Materials budget line for on-campus homeschool \nparticipation (consumables, lab/safety supplies, small tools, software/licenses \ntied to the course and ILP). \nAllowable Uses of Reallocated Funds \n● Course consumables, lab/safety equipment, small tools, software/licenses, and project \nmaterials aligned to the student’s ILP and Alaska standards. \n \n36 \n\n \n● Not used for salaries/benefits or capital purchases (unless separately approved per \ndistrict policy). \nProration/Changes \n● Drop ≤ 10 school days from semester start → 100% reversal of the $675. \n● Drop days 11–30 → 50% reversal ($337.50). \n● After day 30 → no reversal. \n● If a student converts to full-time NCS mid-semester, the fee is reversed pro-rata from the \nconversion date. \nFamily Allotments \n● Fee is drawn from the student’s share first; if insufficient, the family may authorize use \nof remaining funds in the family allotment pool. \nAudit & Transparency \n● Reallocation documented in the student’s ILP and family allotment statement; purchases \nfollow district procurement and are available for audit. \n● Registration Process: \n○ Families submit an enrollment request to the school’s homeschool advisor by the \nsemester deadline (August 5 for fall, December 21 spring). \n○ The advisor reviews the student’s ILP to recommend classes that meet academic \nand credit needs. \n○ Students are enrolled on a space-available basis, prioritizing alignment with ILP \nobjectives. \n● Attendance: Students must adhere to the on-campus class schedule, arriving punctually \nand participating fully. Absences must be reported to the instructor and advisor per \nschool policy. \n● Credit Accrual: Credits earned through on-campus classes are documented in the \nstudent’s ILP and transcript, ensuring compliance with Alaska state graduation \nrequirements (e.g., 22 credits, including 4 English, 3 Math, 3 Science, 3 Social Studies). \nParticipation in Quarterly Projects (k-12) \n● Project Overview: Students may participate in quarterly projects, such as the Fall \nFarmers Market, to earn credits aligned with ILP goals in subjects like math (e.g., \nbudgeting) or social studies (e.g., marketing flyers). \n● On-Campus and Remote Options: \n○ On-Campus: Students may attend planning sessions (e.g., organizing event \nlogistics) during designated times (published in the school calendar). \n○ Homeschool: Students unable to attend on-campus sessions can complete \nassigned tasks (e.g., creating digital flyers, calculating budgets) with instructor \napproval. \n○ Tasks are assigned based on ILP goals and subject-area standards. \n● Project Registration: \n \n37 \n\n \n○ Students register for projects via the homeschool advisor at least two weeks \nbefore the project start date. \n○ A project agreement outlines tasks, deliverables, and credit alignment. \n● Evaluation: Project work is assessed by instructors using rubrics tied to state standards. \nCompletion earns credits toward ILP requirements. \nILP Customization and Compliance \n● ILP Development: \n○ The homeschool advisor collaborates with families, students, and teachers to \ncreate or update ILPs annually, ensuring alignment with Alaska graduation \nrequirements. \n○ ILPs specify how on-campus classes, projects, and homeschool coursework \ncontribute to credit accrual. \n● Monitoring and Reporting: \n○ Families submit quarterly progress reports to the advisor, detailing homeschool \ncoursework and project contributions. \n○ The advisor verifies credit alignment and updates transcripts. \n● State Standards: All coursework and projects meet Alaska Content and Performance \nStandards, ensuring eligibility for a high school diploma. \nExpectations For Students \n● Actively participate in enrolled classes and projects, meeting deadlines for assignments \nand deliverables. \n● Communicate scheduling conflicts or remote participation needs to the homeschool \nadvisor in advance. \n● Maintain respectful behavior in on-campus settings, adhering to the school’s code of \nconduct. \nExpectations For Families \n● Collaborate with the homeschool advisor to develop and update ILPs. \n● Ensure timely submission of enrollment requests, project registrations, and progress \nreports. \n● Support students in balancing homeschool and on-campus commitments. \nExpectations For Nikolaevsk Charter School \n● Provide clear communication about class schedules, project details, and deadlines via \nthe school website and direct outreach. \n● Assign a dedicated homeschool advisor to oversee ILP development, enrollment, and \ncredit tracking. \n● Ensure instructors provide feedback and assessments aligned with ILP goals and state \nstandards. \n \n \n38 \n\n \nAccountability Measures \n● Progress Reviews: The homeschool advisor conducts quarterly reviews with families to \nensure ILP goals are met and credits are on track. \n● Record Keeping: The school maintains accurate records of attendance, project \nparticipation, and credits earned, accessible to families upon request. \n● Conflict Resolution: Any disputes regarding participation or credits are addressed \nthrough a meeting with the advisor, family, and school administration. \nExample Workflow \n1. A student’s ILP identifies a need for 1 math credit. The student enrolls in an on-campus \nAlgebra II class and participates in the Fall Farmers Market, completing a budgeting task \nfor 0.5 math credits. \n2. The advisor verifies task completion, awards credits, and updates the ILP and transcript. \n3. The family submits a quarterly report confirming homeschool coursework, ensuring all \nrequirements are met. \nThese guidelines ensure homeschool students benefit from on-campus opportunities while \nmaintaining flexibility and meeting graduation standards. \n3.3 Evidence of Written Plan to Address PTR and Projected Enrollment \nHomeschool Access to On-Campus Programming (Year 1) \nHomeschool students will have access—as space allows and within the pupil-teacher ratio \n(PTR)—to on-campus programming through CTE and the quarterly project afternoon blocks on \nTuesdays and Thursdays, integrating students into community-based learning without disrupting \nclassroom schedules. \nSeat allocation for on-campus classes (when demand exceeds available seats): \n1. Full-time, in-person students have first priority. \n2. High school homeschool students have next priority. \n3. Siblings of students already placed in the same class follow. \n4. All other eligible homeschool applicants are considered next. \nIf requests exceed the number of available seats within any priority tier, NCS will use a random \nlottery among applicants in that tier only to allocate the remaining seats. This ensures a neutral, \nnondiscriminatory process. \nNote: If demand does not exceed available seats, no lottery is used—students are \nplaced in priority order. \n \n39 \n\n \nYear 1 cap and growth plan. The homeschool enrollment cap applies only to Year 1. Each year \nthereafter, the charter may incrementally add students and staff as needed, with capacity to \nexpand up to 10 classrooms within the existing facility. \nFamily units. NCS strives to keep immediate family units together. The APC may approve a small, \ntemporary overage to avoid splitting a family when PTR, facility capacity, and safety \nrequirements are still met. If a full family placement would exceed safe capacity, remaining \nsiblings receive sibling preference on the waitlist and are offered the next available seat(s). \nTargeted class size is ≤20 students per classroom (K-2; 3-5; 6-8; 9-12). PTR 20:1, Homeschool \nAdvisor to student ratio 75:1. \n3.4 Description of Plans for Serving Special Education, Vocational Education, \nGifted, and Bilingual Students \n3.4.1 Special Education and Neurodiversity Support \nNikolaevsk Charter School (NCS) is committed to full inclusion of students with disabilities in \naccordance with IDEA and Section 504. Students with Individualized Education Programs (IEPs) \nwill receive appropriate accommodations, modifications, and specialized instruction as outlined \nin their plans. A certified Special Education teacher, in coordination with general education \nteachers, will ensure that services are delivered within the Montessori/High School framework, \nwhich naturally supports individualized pacing and small-group instruction. Collaboration \nbetween families, staff, and the district’s Special Education department will ensure that \nstudents’ academic, social, and behavioral needs are met. \nNCS recognizes that students learn and process information in diverse ways. The term \n“neurodivergent” refers to individuals whose neurological development and functioning differ \nfrom what is considered typical, including but not limited to students with autism, ADHD, \ndyslexia, dyscalculia, sensory processing differences, or other cognitive variations. \nThe Montessori and CTE instructional models were intentionally selected to support \nneurodivergent learners by emphasizing hands-on, experiential learning; individualized progress \nrather than age-based pacing; and flexible pathways that honor each student’s strengths and \ninterests. This approach allows all students—whether identified under IDEA, Section 504, or \nnot—to thrive within a structure that naturally accommodates differences in attention, sensory \nneeds, and learning style. Through adaptive teaching strategies, collaboration, and \nenvironmental design, NCS seeks to create a learning community where neurodiversity is \nunderstood, supported, and valued as an essential part of an inclusive educational \nenvironment. \n3.4.2 Vocational Education and Career & Technical Education (CTE) \nAt the high school level, Nikolaevsk Charter School (NCS) will emphasize Vocational Education \nand Career & Technical Education (CTE) pathways aligned with Alaska’s workforce needs. Initial \nprograms will focus on Architecture and Construction, with future expansion into Trades, \n \n40 \n\n \nEngineering & Innovation, and Business & Entrepreneurship. \nStudents will also have access to additional vocational and CTE opportunities through AVTEC, \nthe Kenai Peninsula College (KPC) JumpStart Program, providing pathways toward industry \ncertifications, apprenticeships, postsecondary education, or direct employment. \nVocational coursework at NCS will emphasize hands-on skill-building in areas such as carpentry, \nmechanics, animal care, welding, food production, and other trades relevant to local community \nand regional economic needs. \nThrough CTE and vocational instruction, students will apply academic knowledge in practical \nsettings while developing essential employability skills such as teamwork, communication, \nproblem-solving, and entrepreneurship. Local partnerships with tradespeople, farms, and \nbusinesses will provide opportunities for job shadowing, internships, and work-based learning \nexperiences. \nFor younger students, exposure to vocational and technical concepts will occur through \nage-appropriate Montessori “Practical Life” and quarterly projects, where students learn \nresponsibility, craftsmanship, and applied problem-solving—laying a strong foundation for \nfuture specialization within the high school CTE pathways. \n3.4.3 Gifted Education \nGifted and high-achieving students at Nikolaevsk Charter School (NCS) will be supported \nthrough enrichment and extension opportunities embedded within the Montessori model, \nwhich emphasizes self-paced advancement, student-led inquiry, and multi-age classrooms. \nThese students will have access to accelerated curriculum options in core academic areas as \nwell as advanced projects in science, technology, engineering, arts, and mathematics (STEAM). \nAt the high school level, gifted students may pursue dual-credit courses, independent research \nprojects, or leadership roles within Career & Technical Education (CTE) pathways, allowing them \nto deepen subject-area expertise and develop professional and academic skills. Enrichment \nprograms will challenge students academically while fostering creativity, critical thinking, \nleadership, and civic engagement. \nExtensions to the regular coursework will be provided when students are formally identified as \ngifted, ensuring individualized learning that meets their advanced needs. Opportunities may \ninclude: \n● Independent study projects tailored to student interests \n● Advanced problem-solving challenges and competitions \n● Mentorship roles supporting peers in collaborative learning \n● Participation in specialized workshops or community-based projects \nThis approach ensures that gifted learners are continuously challenged, engaged, and supported \nin developing their talents and leadership skills while remaining integrated into the NCS learning \ncommunity. \n \n41 \n\n \n3.4.4 Bilingual Education / English Learners \nNikolaevsk Charter School (NCS) recognizes the presence of bilingual students and English \nLearners (ELs) in the community, particularly students from Russian-speaking homes and, in \nsome cases, students from other linguistic backgrounds. Instruction will follow Alaska State \nEnglish Language Proficiency Standards, with support provided through small-group \ninterventions, and additional resources in reading and language development. Montessori’s \nemphasis on individualized, multisensory learning supports language acquisition across subject \nareas. High school students will receive language development support embedded in both core \ncourses and CTE pathways to ensure equitable access to all academic opportunities. \n3.4.5 Rural Student Considerations \nAs a rural school, NCS is designed to provide comprehensive services in one central location, \nreducing the need for families to travel long distances for specialized programs. The Montessori \napproach ensures individualized attention in the elementary grades, while the high school’s CTE \npathways provide practical skills for students who may wish to enter the local workforce after \ngraduation. Through community partnerships, NCS will offer students opportunities for \nexperiential learning, mentorship, and cultural connections that prepare them for success in \nboth local and global contexts. \n3.5 Written Objectives for Program Achievement & Mechanisms for Student \nAssessment \n3.5.1 Specific Levels of Achievement for K - 12 Program \na. Performance Targets \nNCS students will meet or exceed Alaska State Content and Performance Standards through a \nMontessori K–8 program and high school program with Career & Technical Education (CTE) \npathways in grades 9–12. Targets include: \n● Reading & Writing – All students will show annual growth in literacy. By grade 8, \nstudents will analyze literature independently, compose multi-paragraph essays, and \nconduct research-based projects. \n● Mathematics – Students will demonstrate annual progress in computation, reasoning, \nand problem-solving. By grade 8, students who have been attending NCS for at least 3 \nyears will be prepared for Algebra I or equivalent coursework. \n● Science & Social Studies – Students will meet grade-level benchmarks through \ninquiry-based, hands-on projects. \n● CTE (Grades 9–12) – Students will demonstrate proficiency in at least one CTE pathway, \ncomplete industry-standard projects, and, when available, earn certifications. \n● Schoolwide – participate in community-based learning projects, and engage in service or \ncultural activities. \n \n \n42 \n\n \nb. Measurement Tools \nNCS will use a combination of statewide and local assessments to monitor growth, including: \n● Full participation in all required DEED assessments, including the AK STAR system \n(interim benchmarks via NWEA MAP Growth and spring summative) for English \nLanguage Arts (ELA) and Mathematics in grades 3–10; the Alaska Science Assessment for \ngrades 5, 8, and 10; Dynamic Learning Maps (DLM) alternate assessments for eligible \nstudents with significant cognitive disabilities; ACCESS for ELLs for English learners in \ngrades K–12; and early literacy screenings (e.g., DIBELS) for grades K–3 as mandated by \nthe Alaska Reads Act. These align with Alaska's content standards (4 AAC 04) and \nstatewide assessment system (4 AAC 06.710–06.790) for accountability under the Every \nStudent Succeeds Act (ESSA).NCS will follow the then-current requirements and update \npolicy accordingly. \n● Portfolios and performance tasks aligned with Montessori and CTE standards. \n● CTE skill demonstrations and capstone projects to document technical proficiency. \n● Teacher observations and progress reports to assess social-emotional growth and \npractical life skills. \nParents retain the right to opt their students out of statewide assessments in accordance \nwith Alaska law (e.g., House Bill 156). NCS aims to achieve at least 95% participation \nrates, providing accommodations as needed, and using assessment data for instructional \nimprovement and charter renewal evaluations, as required under 4 AAC 33.110(a)(5) \nand 4 AAC 06.820. \nc. Timeline for Achievement \n● Year 1: All students will establish baseline data through MAP Growth and portfolio \nassessment. \n● Annual Growth: Students will demonstrate measurable progress in literacy and math \neach year as evidenced by assessment results, and teacher evaluations. \n● By Grade 8: Students will be ready for Algebra I or equivalent and demonstrate strong \nliteracy skills. \n● By Grade 12: Students will meet or exceed Alaska graduation requirements and \ncomplete a CTE capstone project. \nd. Corrective Action Procedures \nIf student performance falls below district or state standards, NCS will: \n1. Conduct a root-cause analysis with teachers and administrators to identify barriers. \n2. Implement targeted intervention plans for individuals and groups, using research-based \nstrategies. \n3. Provide professional development to staff in areas of student deficiency. \n4. Communicate progress and plans to families to ensure transparency and support. \n5. Monitor student progress quarterly, adjusting interventions as necessary. \n \n \n43 \n\n \n3.5.2 Specific Levels of Achievement – Homeschool Path \na. Performance Targets \n● Student progress is monitored quarterly, with interventions adjusted as needed to \nensure continued academic growth. \n● A low student-to-homeschool advisor ratio ensures that families have regular and timely \naccess to their homeschool advisor through scheduled meetings, email, and \nphone/video conferencing. \n● Students are expected to participate in all required statewide assessments, providing a \nclear measure of achievement and alignment with Alaska State Standards. \n● Families engage in quarterly homeschool projects that support and reflect the mission of \nthe school, fostering hands-on learning and community involvement. \n● Students and families are actively engaged in their community, strengthening the \nconnection between learning and real-world application. \n● Parents are invited to attend at least one training session per semester and are offered a \nminimum of two workshops annually to support effective homeschooling practices and \nalignment with Montessori pedagogy and CTE pathways. Attendance is optional but \nstrongly encouraged. \nb. Tools for Measuring Homeschool Success \n● Quarterly Progress Reviews –Homeschool advisors review student portfolios, samples of \nwork, to confirm progress toward ILPs. Homeschool advisors provide feedback, \ndocument growth, and suggest interventions. \n● Statewide Assessments –Our program expects all enrolled students to participate in \nAlaska’s required statewide assessments as a benchmark for academic achievement, to \nthe extent required by applicable state and federal law. NCS will honor written parent \nopt-out requests as permitted by law and will document them for DEED reporting. \nOpt-outs do not affect enrollment status or access to services, but may trigger additional \nprogress monitoring via quarterly reviews to ensure continued alignment with each \nstudent’s Individualized Learning Plan (ILP). \n● Portfolio & Project Documentation – Homeschool advisors retain a student portfolio \nthat includes work samples across subjects (writing, math, science, art, practical skills). \nPortfolios also showcase major projects, community service, and CTE-related work, \nincluding any certifications, competitions, or entrepreneurial products. Families \ncontribute selected samples, while homeschool advisors assist students in building and \norganizing their portfolios. \n● Community & Applied Learning Records – Homeschool advisors help families track \nstudent participation in community engagement, service projects, work-based learning, \nor applied skills experiences. Documentation may include photos, short write-ups, \nhomeschool advisor observations, or public exhibitions. \n● Homeschool Advisor Rubrics & Checklists – Homeschool advisors provide standardized \nrubrics and checklists aligned to Alaska State Standards and Montessori benchmarks to \ntrack mastery of skills. For high school students, rubrics also incorporate CTE \ncompetencies, pathway progress, and work-based learning outcomes to support credit \n \n44 \n\n \nattainment and certification goals. \nc. Timeline for Achievement – Homeschool Path \nYear 1: All homeschool students will establish baseline data through MAP Growth assessments \nand portfolio review. Homeschool advisors will work with families to create Individual Learning \nPlans (ILPs) tailored to student needs and goals. \nAnnual Growth: Homeschool students will demonstrate measurable progress in literacy and \nmath each year as evidenced by portfolio submissions, Homeschool advisor evaluations, and ILP \nbenchmarks. \nBy Grade 8: Homeschool students will be prepared for Algebra I or an equivalent math pathway \nand demonstrate strong literacy skills aligned with Alaska State Standards. \nBy Grade 12: Homeschool students will meet or exceed Alaska graduation requirements \nthrough Homeschool advisor-verified coursework, portfolio completion, and will participate in a \ncapstone project that may include CTE, community service, or a self-directed independent study \naligned with their interests and future goals. \nd. Corrective Action Procedures – Homeschool Path \nIf homeschool student performance falls below district or state standards, NCS will: \n● Conduct a root-cause analysis with the Homeschool advisor and family to identify \nbarriers to progress. \n● Revise the ILP and implement targeted intervention strategies (additional tutoring \nresources, curriculum adjustments, or increased Homeschool advisor support). \n● Provide parent support opportunities through workshops, resource guides, or \none-on-one consultations with Homeschool advisors. \n● Communicate progress clearly with families, offering practical strategies to support \nstudent learning at home. \n● Monitor student progress quarterly, adjusting interventions as necessary through \nportfolio reviews, project evaluations, and Homeschool advisor check-ins. \n3.5.3 Grading System \nNikolaevsk Charter School (NCS) Grading and Instructional Alignment \nNikolaevsk Charter School (NCS) will align grading practices with the instructional models used \nin Montessori (K–8) and High School (9–12). \nFor Montessori students, assessment will focus on individualized learning goals, mastery of core \nconcepts, and skill development. Teachers will use observation, work journals, and \nperformance-based assessments to evaluate student progress. Letter grades will be assigned \nbased on mastery of learning objectives, with corresponding GPA calculated from the \npercentage achieved. \nAt the high school level (grades 9–12), NCS will provide a rigorous academic foundation aligned \nwith Alaska State Standards while integrating Career and Technical Education (CTE) pathways to \nensure students meet graduation requirements. Core academic classes will include English \n \n45 \n\n \nLanguage Arts, Mathematics, Science, and Social Studies, all designed to meet or exceed \ngraduation requirements. Instruction in these courses will emphasize applied learning, \nproject-based integration with CTE programs, and real-world skill development. \n● English Language Arts (4.0 credits) will focus on technical writing, communication, and \nresearch to support both college readiness and workplace communication. \n● Mathematics (3.0 credits) will emphasize algebra, geometry, and applied math for \ntrades, construction, and agricultural management. \n● Science (3.0 credits) will integrate environmental studies, biology, and applied sciences \nrelated to agriculture, engineering, and sustainability. \n● Social Studies (3.0 credits) will cover U.S. and Alaska history, government, and \neconomics, with an emphasis on community development and rural sustainability. \n● PE (1.0 credits) will meet Alaska Physical Education Standards and Alaska Healthy Living \nStandards, and emphasizes physical skills, activity participation, and fitness testing. \n● Health (0.5 credits) will align with Content Standards for Skills for a Healthy Life and \ncover key topics like nutrition, disease prevention, mental health, substance use, safety, \nand relationship skills. Instruction will align with these standards, incorporating cultural \nresponsiveness. \n● Practical/Creative Arts (3.0 credits) NCS will ensure students can earn the required 3.0 \ncredits in Practical and Creative Arts. CTE courses transcript as Practical Arts; Creative \nArts may include visual arts, music, drama, and design. All courses will meet Alaska \nContent Standards and KPBSD graduation requirements. \n● Electives (4.5+ credits) Students will have access to at least 4.5 credits of electives \naligned to Alaska standards. Annual offerings may vary based on staffing expertise, \nstudent demand, and partnerships (e.g., adjunct instructors, distance/online, dual \ncredit). When needed, NCS will provide alternative delivery options to ensure every \nstudent can meet graduation requirements. \nFor CTE students, grades will be based on mastery of technical skills, industry-standard \ncertifications, applied projects, and competency in academic content integrated with vocational \ntraining. Letter grades will follow a traditional scale, and GPA will be calculated as follows: \nA (90–100%) = 4.0 \nB (80–89%) = 3.0–3.9 \nC (70–79%) = 2.0–2.9 \nD (60–69%) = 1.0–1.9 \nF (below 60%) = 0 \nThe GPA calculation will include the percentage within the letter grade for precision. For \nexample, a C+ at 79% would result in a GPA of 2.9. \nThis grading system ensures meaningful feedback for students, supports individualized learning \nand competency-based progress, and prepares high school students for post-secondary \neducation or career pathways. \n \n \n46 \n\n \n3.5.4 Grading and Standards \nAt Nikolaevsk Charter School (NCS), a student’s grade reflects not only the quality and quantity \nof their work but also their mastery of relevant standards, including federal, state, and \ncourse-specific benchmarks. Grades will be assigned and reviewed in alignment with NCS \nadministration policies and guidance from designated academic committees to ensure \nconsistency, fairness, and adherence to established learning objectives. \nSection 4: Professional Development \nReferences: 4 AAC 33.110 Charter school application and review procedure. \nUse the reviewer rating template below to fill in the page numbers to depict the location of the \nresponses for each sub-element. Do not use the reviewer’s notes column. \nReviewer Rating Template \nSection 4 Page Number location(s) of \nresponse(s) including \nAppendices \nReviewer’s notes \n \nRating: \nCompliant/Noncompliant \nDescription of and schedule \nfor planned professional \ndevelopment \npages 47-49 \npages 97-98 (Appendix E) \n \n \n \n \ni. Provide a description of and schedule for staff development activities. 4 AAC 33.110(a)(8) \n4.1 Professional Development \nNikolaevsk Charter School (NCS) is committed to providing ongoing professional development \n(PD) for all staff. PD is designed to support high-quality instruction, effective implementation of \nMontessori and Career & Technical Education (CTE) methods, and alignment with Alaska State \nStandards. \n● August (5th-7th): Montessori introductory/refresher training for K–8 teachers \nusing American Montessori Society (AMS) online materials, with hands-on \nclassroom setup and practice implementation of Montessori work cycles. \nCTE-focused training for high school instructors covering rural trades, applied \ntechnologies, and safety certifications. \n● March 12th: Spring follow-up and planning: deepen PBL practices, refresh \nhands-on Montessori methods, calibrate assessments, and map next-year \ninstructional plans. \nDates are flexible and subject to change based on provider availability and staffing needs. \n \n47 \n\n \n4.2 Ongoing School-Year Training (2026–2027) \n● In-Service Day/Early Release Days: Focus on curriculum alignment, instructional \nstrategies, peer coaching, and student support. \n● Ongoing Learning Opportunities: \n○ Webinars, online courses, and peer observations \n○ Focused sessions on special education, behavioral interventions, and effective \nteaching practices \n○ Attendance at state or national professional conferences when applicable \n4.3 Montessori Certification & Training \n● NCS staff will participate in professional development through American Montessori \nSociety (AMS) and Center for Guided Montessori Studies (CGMS). \n● K-8 Staff will complete blended (online + in-person) training to meet Montessori \ncredentialing requirements. \n● By Year 3, full Montessori school certification is anticipated for 2 elementary staff, with \nK–8 staff fully implementing Montessori practices. \n4.4 Career & Technical Education (CTE) Training \n● CTE instructors will receive professional development in applied trades and safety \nstandards. \n● Training will include: \n○ Trade-specific certifications (e.g., shop safety, first aid, equipment operation) \n○ Effective instructional strategies for hands-on CTE learning in rural settings \n○ Integration of CTE into project-based and Montessori-aligned instruction \n● Ongoing PD will include industry workshops, peer collaborations, and continuing \neducation updates. \n4.5 Professional Development Timeline & Milestones \nYear Montessori Milestones CTE Milestones \nYear 1 \n(2026–2027) \nAMS membership initiated; \nCGMS training begins for 2 \nteachers \nHire/designate CTE lead; initial safety/trade \n certifications; first CTE training \nYear 2 \n(2027–2028) \nContinue Montessori certification \nfor 2 teachers; deeper curriculum \nimplementation. 3rd teacher \nbegins training \nExpanded CTE programming; incorporate \nstudent projects; ongoing workshops and \nindustry engagement, increased student \nprojects \n \n48 \n\n \nYear 3 \n(2028–2029) \nFull Montessori certification for 2 \nteachers anticipated; K–8 \npractices fully implemented \nCTE offerings stabilized; Sustained \nintegration with Montessori + CTE learning; \ncontinuous improvement \n \n4.6 Oversight and Evaluation \n● NCS will maintain records of all PD activities, including attendees, hours, content focus, \nand reflections. \n● Staff feedback will be collected after sessions to assess relevance and effectiveness. \n● The Academic Policy Committee (APC) will review annual reports on PD progress, \nMontessori certification status, and CTE program development. \nSection 5: Facility \nReferences: AS 14.03.255. Organization and operation of a charter school, 4 AAC 33.110 Charter \nSchool application and review procedure. Use the reviewer rating template below to fill in the \npage numbers to depict the location of the responses for each sub-element. Do not use the \nreviewer’s notes column. \nReviewer Rating Template \nSection 5 Page Number location(s) of \nresponse(s) including \nAppendices \nReviewer’s notes \nRating: \nCompliant/Noncompliant \nDescription of facility and \nlocation of the charter school \nincluding addressing district \nleased space if applicable \npages 49-51 \npage 63 (Appendix B) \npage 84 (Appendix E) \npages 166-168 (Exhibit K) \npage 170 (Exhibit M) \n \n \n \n \nEvidence of a written facility \nplans \npages 99-100 \n \n \n \nI. Provide information on the location for the charter school, description of the facility and \nlease information. Information in this section should include a description of the process used \nby the school and district to comply with the right of first refusal for a lease of space in an \nexisting school district facility or in a facility within the school district that is not currently \nbeing used as a public school. AS 14.03.255(c)(7)(d), 4 AAC 33.110(a)(15) \n \n49 \n\n \n5.1 Facility Location \nNikolaevsk Charter School (NCS) will be located at: \n65524 Nikolaevsk Road, Nikolaevsk, Alaska 99556 \nAlaskan Homestead Education, Inc. (AHE) is working on behalf of NCS to secure the use of the \nborough-owned building at this address as the school facility. AHE will lease the building from \nthe Kenai Peninsula Borough (KPB) and will serve as the lessee of record. \nAs lessee, AHE will be responsible for all maintenance, utilities, insurance, and general upkeep \nof the facility. As compensation for these expenses related to the operation of the charter \nschool, KPBSD will use the $215,000 allocated for facility costs within the NCS budget as \npayment of rent to AHE. \nDuring school hours, the building will operate as Nikolaevsk Charter School. Outside of school \nhours—including evenings, weekends, and summer months—the facility will remain under the \nmanagement and control of AHE, ensuring it can be used for AHE programs and broader \ncommunity activities. \nThis arrangement will be formalized through three agreements: \n1. Between KPB and AHE (facility agreement); \n2. Between AHE and NCS (operations agreement); and \n3. Between KPBSD and NCS (charter school contract). \nThe building’s primary purpose will be to serve as the Nikolaevsk Charter School facility. To \nmaximize the benefit of this community resource, AHE will make the building available for \ncommunity use during non-school hours, providing space for classes, training, and other \ncommunity events. These agreements are designed to ensure that the facility serves both its \neducational mission and the broader needs of the Nikolaevsk community. \n(See Exhibit M -Memo on Contracts and Negotiations for the Facility page 170) \n5.2 Facility Use and Capacity \nThe Nikolaevsk School facility offers a well-rounded environment that supports both Montessori \neducation (K–8) and Career & Technical Education (CTE, 9–12). The building currently includes \nten classrooms, two office and administrative spaces, a gymnasium with storage and locker \nrooms, a music room/library, cafeteria and kitchen, staff lounge, staff and student restrooms, a \nnurse’s office, concession stand, and a supply room. Hall lockers, built-in shelves, and ample \ncabinet space add to the functionality of the learning environment. \nThe school sits on 11.35 acres, providing more than enough space for outdoor learning and \nstudent-led projects. The large lawn on the east side of the building will be developed into a \nschool garden and space for chickens, while the wooded area will be used for trails and \nMontessori-based outdoor activities. The playground, soccer fields, and basketball court will \ncontinue to serve as areas for recreation and physical education. \n \n50 \n\n \nThe facility also includes several outbuildings, including the existing woodshop located behind \nthe main school, which will be used for CTE classes. Another outbuilding will serve as a small \nmarket space where students can sell handmade items and agricultural products. These spaces \nprovide students with authentic opportunities to develop skills in entrepreneurship, \ncraftsmanship, and food production. \nThe school building itself has the capacity to serve approximately 175 students. As enrollment \ngrows, additional classrooms will be opened. \n5.3 Projected Growth and Class Size \n● NCS will strive to maintain class sizes of 20 students or fewer. \n● Multi-age classrooms will be preserved in grades K–12. \n● Enrollment growth will be managed incrementally with additional classrooms and \nstaffing as needed. \n● SY2026-27 NCS anticipates up to 80 students in-person and 75 homeschool \n5.4 Health, Safety, and Compliance \nIn accordance with KPBSD Board Policy 6187 – Charter Schools Policy, NCS will ensure all \nfacilities meet federal, state, and borough building, fire, health, and safety codes. The charter \nschool is responsible for: \n● Obtaining inspections from the Department of Environmental Conservation (DEC) and \nthe fire marshal \n● Correcting any deficiencies in non-district facilities \n● Maintaining compliance throughout the duration of the charter contract \nCertificates and Compliance Documentation: \n● Certificates from DEC and the fire marshal confirming facility compliance with all \napplicable regulations will be maintained on file. \n5.5 Contracted Services \nNCS will use contracted services as needed. Contractors will be selected through competitive \nbidding and approved by the Academic Policy Committee (APC) to ensure quality and \ncompliance. \n5.6 Facility Sharing \nNCS will not share the facility with an active district-operated school. The charter school has full \naccess to the building, ensuring scheduling, safety, and programmatic needs are fully met. \nShould any shared use occur in the future, NCS will comply with all “Sharing District Facility” \nrequirements as outlined in Policy 6187. \n \n51 \n\n \n \nSection 6: Admission \nReferences: AS 14.03.255 Organization and operation of a charter school, AS 14.02.265 \nAdmission, 4 AAC 33.110 Charter School application and review procedure. \nUse the reviewer rating template below to fill in the page numbers to depict the location of the \nresponses for each sub-element. Do not use the reviewer’s notes column. \nReviewer Rating Template \nSection 6 Page Number location(s) of \nresponse(s) including \nAppendices \nReviewer’s notes \nRating: \nCompliant/Noncompliant \nEvidence of written \nadmission policies and \nprocedures \n \npages 52-53 \npage 100 (Appendix E) \npages 108-110 (Appendix G) \n \n \n \n \nEvidence of a written student \nrecruitment process, \nincluding plans if applicants \nexceed capacity \npages 52-53 \npages 100-101 (Appendix E) \npages 108-109 (Appendix G) \n \n \n \n \n \nProvide the written admission policies and procedures utilized by the charter. Please \ninclude evidence that the school is ensuring an equal and bias-free access to all eligible \nstudents. Mark as Appendix G. AS 14.03.255(c)(3), 4 AAC 33.110(a)(11) \n6.1 NCS will be open to the public. \n6.1.1 Tuition will not and cannot be charged. \n6.1.2 Enrollment Preferences (uniform and nondiscriminatory). \nWhen timely applications exceed capacity, NCS will apply the following preferences, consistent \nwith AS 14.03.265 and KPBSD BP/AR 6187: \na) Returning students (continuation of enrollment upon timely confirmation each year); \nb) Children/grandchildren of NCS staff; \nc) Siblings of currently enrolled students. \nAfter these preferences are placed, any remaining seats—and the waitlist order—will be \ndetermined by random lottery. All procedures are applied uniformly and without regard to any \nprotected class under AS 14.18.020. \n \n52 \n\n \n \n \nProvide a written student recruitment process, including a lottery or random drawing \nmechanism for enrollment if applicants exceed the school’s capacity. Mark as Appendix \nH. AS 14.03.265(b) Admission, 4 AAC 33.110(a)(17) \n6.2 Enrollment and Lottery Procedures \nNCS may advertise enrollment opportunities through local social media, radio, print \nnews, community bulletin boards, and at local events or gatherings to ensure broad \ncommunity awareness. \n6.2.1 Application Period: \nNCS will accept student applications for the upcoming school year through \nFebruary 28. \n6.2.2 Open Enrollment: \nIf the number of applications received is at or below capacity, all eligible \napplicants will be enrolled. \n6.2.3 Lottery Procedure: \nIf applications exceed capacity for any program, class, grade level, or for the \nschool overall, NCS will conduct a random lottery to determine enrollment order. \nApplications not drawn for immediate placement will be assigned a waitlist \nnumber based on the order of the draw. \n6.2.4 Rural Family Hardship Consideration: \nIn extraordinary cases where not enrolling a sibling would create a significant \nhardship—such as excessive transportation distance or unique family \nlogistics—the Academic Policy Committee (APC) may recommend temporary \nover-enrollment to allow siblings to attend together. \nSuch exceptions must be approved jointly by the APC and the Kenai Peninsula \nBorough School District (KPBSD) to ensure that facility capacity, safety, and \nstaffing considerations remain within state and district requirements. The APC \nwill document the rationale for each decision and submit written notification and \njustification to the District for final review and recordkeeping. \n6.2.5 Lottery Oversight: \nThe lottery will be held on the third Tuesday in March and supervised by an \nindependent third party or district-approved representative to ensure \ntransparency and compliance with Alaska Statute AS 14.03.265 and KPBSD Policy \nBP/AR 6187. \n6.3 Lottery Process (see pages 100-101 Appendix E for full description) \n \n53 \n\n \nSection 7: Fiscal \nReferences: AS 14.03.255. Organization and operation of a charter school, 4 AAC 33.110 Charter \nSchool application and review procedure \nUse the reviewer rating template below to fill in the page numbers to depict the location of the \nresponses for each sub-element. Do not use the reviewer’s notes column. \nReviewer Rating Template \nSection 7 Page Number location(s) of \nresponse(s) including \nAppendices \nReviewer’s notes \nRating: \nCompliant/Noncompliant \nWritten budget summary and \nfinancial plan \n \npages 54-60 \npages 101-102 (Appendix E) \npages 110-112(Appendix H) \npages 113-115 (Appendix I) \n \n \n \n \nDescription of how financial \nrecords will be kept \n \npage 56 \n \n \n \n \nDescription of accountability \nfor receipts and expenditures \npages 56-59 \npages 63-68 (Appendix B) \npages 113-115 (Appendix I) \n \n \ni. Provide a written budget summary and financial plan, including a statement of the \ncharter school’s funding allocation from the local school board and costs assignable to \nthe charter school program budget. Information in this section should explicitly detail \nthe amount and sources of the revenue streams; the specific indirect rate (not to \nexceed 4%) and details of what the indirect rate charges cover; as well as the charter’s \neligibility to receive additional revenue over the 2.65 mills required in the foundation \nformula. Projected budget marked as Appendix I. AS 14.03.255(c)(5), 4 AAC \n33.110(a)(14)(A) \n7.1 Budget Summary and Financial Plan \n7.1.1 Funding \nFunding for Nikolaevsk Charter School (NCS) will be provided via the state’s public education \nfoundation formula and local, borough contribution on a per-pupil basis. The school will operate \nwith financial oversight and accountability in accordance with Kenai Peninsula Borough School \nDistrict (KPBSD) procedures and the Alaska Department of Education and Early Development \n(DEED) regulations. \n \n \n54 \n\n \n7.1.2 Supplementary Revenue Sources \nIn addition to state funding, NCS may pursue additional revenue sources including: \n● Title I and other federal funds, based on student eligibility; \n● Competitive and formula-based grants, aligned with the mission and instructional \nmodel of the school (e.g., CTE, Montessori, rural education); \n● Community fundraising events, coordinated in partnership between school staff and the \nAcademic Policy Committee (APC); \n● Support from an associated non-profit organization, which may independently solicit \nand receive donations for program enhancement. All such funds will remain the \nproperty of the non-profit and used solely in support of NCS programs. \n7.1.3 Fundraising Coordination \nAll fundraisers conducted by or for Nikolaevsk Charter School will be coordinated jointly by \nschool leadership and the APC. Funds raised will support school-specific needs aligned with the \nmission and strategic goals of NCS. \n7.1.4 Grant Approval Process \nAll grant applications made on behalf of NCS must directly support the school’s educational \nprogram or facilities. Proposals—including those related to extracurricular activities, \ntransportation, and student meals—must be reviewed and approved by the APC prior to \nsubmission to ensure alignment with the school’s charter, priorities, and legal requirements. \n \n7.1.5 Donations and Nonprofit Funds \nDonations and funds raised through the affiliated 501(c)(3) nonprofit organization supporting \nNikolaevsk Charter School (NCS) will remain under the stewardship and financial management \nof the nonprofit. \nThese funds will be designated for use in support of NCS programs and activities, but will be \nmaintained in separate nonprofit accounts and not deposited into or commingled with \nDistrict-managed funds, in accordance with KPBSD BP 3290 (Gifts, Grants, and Bequests). \nAny funds or items that are formally accepted by the District on behalf of NCS will become \nDistrict property under BP 3290. Items purchased with nonprofit funds that are retained as \nnonprofit property will be clearly labeled as such and may be loaned to or used by NCS under \nwritten agreement approved by both the nonprofit board and school leadership. \n \n7.1.6 Indirect Rate \nThe indirect cost rate applied to Nikolaevsk Charter School shall not exceed 4%, in accordance \nwith 4 AAC 33.110(a)(14)(A). Indirect costs charged under this rate may include district-level \nadministrative support services such as human resources, payroll, IT services, and fiscal \nauditing. These services will be detailed in a Memorandum of Agreement between KPBSD and \nNCS. \n \n \n55 \n\n \n7.1.7 Mills Eligibility \nAs required under AS 14.17.410, NCS is eligible to receive funding derived from the required \nlocal contribution, equivalent to a 2.65 mill levy or as determined by KPBSD, included in the \nstate foundation formula. Any revenues beyond the required local contribution may be available \nfor district-approved charter expenses, subject to KPBSD’s budgeting and approval processes as \noutlined in the charter contract and KPBSD policy. Eligibility for additional funds will be \ndetermined by KPBSD in alignment with district budgeting procedures and AS 14.03.260. \n \n7.1.8 Projected Budget \nThis can be found in Appendix H (page 110-112) \n \nii. Provide information on how the charter school will keep financial records, including \nwho will be responsible, what mechanism(s) they will use and how often financial \noversight will take place. AS 14.03.255(b)(1) \n7.2 Description of How Financial Records Will be Kept \n7.2.1 NCS will provide a budget summary, and a statement of the charter school funding \nallocation for the local school board and costs assignable to the charter school program \nbudget. \n7.2.2 The charter school accounts for receipts and expenditures by using and complying \nwith district accounting, audit and fiscal procedures that apply to charter schools. \nNikolaevsk Charter School will allow district personnel or district auditor’s access to \nfinancial information to perform the annual audit. \n7.2.3 The charter school shall cooperate with the School Board and the Department of \nEducation in complying with the requirements of AS 14.17.910. \n7.2.4 All leases, debts and other financial obligations of NCS shall not constitute a debt \nliability or financial obligation of the Kenai Peninsula School Board or District. \n7.2.5 All financial and accounting information requested by the Department of \nEducation will be provided. \n \niii. Provide a description of the method by which the charter school will account for \nreceipts and expenditures. AS 14.03.255(b)(1)(c)(6), 4 AAC 33.110(a)(14)(B) \n7.3 Accounting Services Provided by NCS - The Operating Budget. \n7.3.1 Includes all expenses necessary for the day-to-day operation and continuation of \nthe school, and is negotiated with the KPBSD School Board each year. \n7.3.2 The budget is a cost-effective and efficient plan for educating students. \n \n56 \n\n \n7.3.3 NCS is responsible for certifying all staff payroll information through current KPBSD \nprocesses to KPBSD in accordance with specific timelines that allow for the sequential \nprocessing of all employees’ data and preparation of payroll checks consistent with \nKPBSD requirements. \n7.3.4 KPBSD is responsible for furnishing NCS with these payroll practices and \nprocedures, necessary to fulfill KPBSD requirements. \n7.3.5 NCS reserves the right to reallocate funds from one line item to another if \npurchasing practices or conservation result in an expenditure less than budgeted. \n7.3.6 For budgetary purposes, annual appropriations lapse at fiscal year-end, except for \nthat portion related to encumbered amounts. \n7.3.7 Encumbrances outstanding at year-end are reported as reservations of fund \nbalance and are automatically carried forward to the new fiscal year budget, not \nincluded in the KPBSD negotiated budget for the new FY. \n7.3.8 NCS agrees to maintain appropriate financial records in accordance with all \napplicable federal, state, and local laws, rules and regulations. \n7.3.9 The school further agrees to make all such records available to the KPBSD for \nauditing purposes and cooperate in the annual independent financial audit of KPBSD \nrecords. \n7.3.9.1 Accounting Services Provided by KPBSD \n7.3.9.1.1 KPBSD provides appropriate assistance to NCS in the areas of \nfinance, budgeting, insurance, legal issues, administrative and \ninstructional in-services to help ensure the most economical and sensible \ndecision-making process in the utilization of the NCS budget funds. \n7.3.9.1.2 KPBSD assists with technical details of budgeting and \naccounting. All purchase orders, expenses and payroll are routed to the \nKPBSD for payment Proceeds from public funds, such as state \nfoundational revenue, are forwarded directly to the KPBSD for credit to \nthe NCS account. \n7.3.9.1.3 KPBSD provides payroll functions for NCS similar to those \nprovided for other employees of KPBSD, including the preparation of \nW-2's and other Form # 05-15-036 Alaska Department of Education & \nEarly Development 35 reports that are required by state or federal law to \nbe given to employees or filed with such agencies. \n7.3.9.1.4 NCS is audited as any other public school. \n \n \n57 \n\n \n7.4 Homeschool Student Allotment Policy \n7.4.1 NCS recognizes the importance of providing equitable financial support to homeschool \nstudents enrolled in the program. To align with best practices observed in other homeschool \nhybrid programs, such as Twindly Bridge Charter School in the Matanuska-Susitna School \nDistrict, NCS will implement a structured allotment system for homeschool students, which \nwill be detailed in a handbook created for NCS homeschool program. \n7.4.2 Allotment Structure \nAllotment Amounts. NCS will establish annual homeschool allotments comparable to other \nAlaska programs. Final amounts are set each spring based on the approved budget. \nAccess & Release. Up to 50% of a student’s allotment may be accessed before the school year \nfor ILP-approved purchases. The remaining balance is released after October 31 following \nenrollment verification. \nProration. \n● Enroll by October 15 → 100% allotment \n● October 16–January 9 → 50% allotment \n● January 10–March 1 → 25% allotment \n● After March 1 → 0% (case-by-case for required credits) \n7.4.3 Fund Distribution and Management \nFund Distribution, Management, and Participation Options for Homeschool Students \nNikolaevsk Charter School (NCS) values its partnership with homeschool families and is \ncommitted to offering meaningful opportunities for student participation while ensuring \nresponsible stewardship of resources. \nAllowable Uses: ILP-aligned curriculum and materials, instructional supplies, tutoring/lessons, \ntesting fees, dual-credit tuition/fees (as approved), approved CTE costs and safety gear, and \nother educational services tied to standards. \nNon-Allowable Uses: Non-educational purchases; gifts; food; routine clothing; travel/lodging \nunless pre-approved for educational programs; entertainment; sectarian/religious materials \nwith public funds. \nProcurement: Purchases must be pre-approved and made via: (1) district direct purchase, (2) \napproved vendor direct-pay, or (3) parent reimbursement with itemized receipt and proof of \npayment. Sales tax is not reimbursed where the district can purchase tax-exempt. Used items \nrequire pre-approval and documentation. \nOwnership: Non-consumables are district property and must be returned upon withdrawal or if \n \n58 \n\n \nnot re-enrolling; consumables remain with the family. \nDeadlines: Encumber funds by April 15; submit reimbursements by May 15 (or dates set \nannually). \nCarryover: Unspent funds carry over only if the student remains continuously enrolled at NCS; \notherwise, unspent allotment funds will be reallocated back to the supplies and materials line of the \nNCS budget. \nFamily Allotments: Families with multiple enrolled students may pool allotments. NCS will track \nby student and require ILP alignment for each expenditure. \nWithdrawals/Transfers: Unencumbered balances revert to NCS; encumbered POs may be \ncanceled; all non-consumables must be returned; final reimbursements due within 15 days of \nwithdrawal. \nAdvisor Oversight: Homeschool Advisors approve ILPs and submit expenditures, monitor \nprogress, and confirm balanced coverage of core subjects prior to fund release. \nCompliance & Audit: NCS may conduct random audits; ineligible expenditures must be repaid; \nconflicts of interest require disclosure and approval. \nTechnology Purchases. Families may use allotment funds to purchase approved technology \ndevices necessary for student learning (e.g., laptops, tablets, or printers). Technology purchases \nmay be made once every three years per student and must be pre-approved as part of the \nstudent’s Individual Learning Plan (ILP). \nAlternatively, families may check out a device from NCS. Device checkout requires a signed Use \nand Care Agreement, which outlines expectations for responsible use, maintenance, and return. \nFamilies will be responsible for replacement or repair costs resulting from loss, negligence, or \ndamage beyond normal wear and tear. \nHigh School Participation \nHomeschool Student Enrollment Options \nHomeschool high school students may enroll in on-site classes at Nikolaevsk Charter School \n(NCS) under the following structure: \n● One-Class Enrollment: Students may participate in one NCS class per semester free of \ncharge, with no deduction from their allotment. \n● Two-Class Enrollment: Students who enroll in two NCS classes per semester will \ncontribute 25% of their annual allotment per semester toward participation costs. \n \n59 \n\n \nClass Participation Limit \nHomeschool students enrolled through NCS may participate in a maximum of two on-site \nclasses per semester. This limit ensures that resources are equitably distributed, prioritizes \naccess for full-time enrolled students, and maintains the integrity of the homeschool program. \nEnrollment Priority \n● Full-time, in-person NCS students will be given priority placement in all classes during \ninitial scheduling. \n● Homeschool students may register for any remaining open seats after full-time student \nschedules are finalized. \n● Enrollment for homeschool students will be approved on a space-available basis each \nsemester and coordinated through the NCS homeschool advisor to ensure appropriate \nplacement. \nK–8 Participation \nIn the 2026–2027 school year, K–8 homeschool students will not participate in the daily \nMontessori classroom work cycles due to the individualized and immersive nature of \nMontessori instruction. This approach ensures that the integrity of the classroom environment \nand the continuity of learning for full-time students are maintained without disruption. \nInstead, NCS will offer on-campus quarterly project sessions designed specifically to incorporate \nK-8 homeschool students. Each session will consist of three-hour project blocks scheduled \nduring the high school Career and Technical Education (CTE) period. These projects will \nintegrate Montessori principles with hands-on, thematic learning experiences that promote \ncreativity, collaboration, and real-world application of academic concepts. Participation will be \noffered at no cost to homeschool families. \nTo complement the quarterly projects, the Homeschool Advisor will organize enrichment \nopportunities, such as interest-based activities, workshops, and field trips, that extend learning \nbeyond the classroom and strengthen community connections. \nFor family convenience, the CTE block and Quarterly project block will be scheduled \nconcurrently, allowing parents with students in multiple grade levels to drop off all participating \nhomeschool students at the same time. \nThe Academic Policy Committee (APC) will periodically review the effectiveness of these \nofferings and may consider expanding access to the Montessori work cycle for homeschool \nstudents in future years if it is determined to be beneficial to all NCS students. \n \n \n \n60 \n\n \n7.4.4 Annual Adjustments \n● NCS will review and adjust allotment amounts annually to account for inflation and \nrising costs of educational materials, ensuring students maintain equitable access to \nresources necessary for their ILPs. \n7.4.5 Compliance and Oversight \n● Documentation Requirements: Parents must submit appropriate documentation for all \npurchases made using allotment funds to ensure alignment with the student’s ILP and \ncompliance with state and federal financial policies. \n● Audit and Reporting: NCS will maintain detailed records of all allotment fund \ndistributions and expenditures. These records will be subject to periodic audits to ensure \ntransparency and accountability in the management of public funds. \nSection 8: Transportation \nReferences: AS 14.09.010 (e)(1-3)(f)(g) Transportation, 4 AAC 33.110 Charter School application \nand review procedure, 4 AAC 27.057 Charter School Transportation policy. \nUse the reviewer rating template below to fill in the page numbers to depict the location of the \nresponses for each sub-element. Do not use the reviewer’s notes column. \nReviewer Rating Template \nSection 8 Page Number location(s) of \nresponse(s) including \nAppendices \nReviewer’s notes \nRating: \nCompliant/Noncompliant \nPlans for pupil transportation \n \npage 61 \npage 67 (Appendix B) \npage 102 (Appendix E) \npage 116 (Appendix J) \n \n \n \n \ni. Provide a plan for pupil transportation and the district charter school transportation \npolicy, if proposed or adopted, marked as Appendix J. 4 AS 14.09.010 (e)(1-3)(f)(g), AAC \n33.110(a)(19) \n8.1 Transportation \nFor the 2026–2027 school year, parents and guardians will be responsible for providing \ntransportation to and from Nikolaevsk Charter School (NCS). NCS will continue to \nmonitor and explore safe and feasible transportation solutions, in coordination with the \ndistrict and state authorities, should conditions allow for district-provided or alternative \ntransportation in the future. \n \n61 \n\n \nAppendix A \nEvidence of School Board Approval \n \n62 \n\n \nAppendix B \nNIKOLAEVSK CHARTER SCHOOL CONTRACT \n \nTHIS AGREEMENT is between Nikolaevsk Charter School, whose address is 65524 Nikolaevsk Rd, \nNikolaevsk, Alaska 99556, hereinafter \"Charter School,\" and the Kenai Peninsula Borough School \nBoard, whose address is 148 N. Binkley, Soldotna, Alaska 99669, hereinafter \"School Board.\" \nWHEREAS, Charter School desires to operate within the Kenai Peninsula Borough School District \n(hereinafter \"School District\") in conformance with Alaska Statute 14.03.250–.290 and School \nDistrict policies and procedures; and \nWHEREAS, at its meeting dated , the School Board reviewed and approved Charter School's \napplication; and \nWHEREAS, at its meeting scheduled for, the Alaska State School Board will review and approve \nCharter School's application: \nNOW THEREFORE, in consideration of the mutual covenants and agreements contained herein, \nthe parties do agree as follows: \nCharter School shall provide educational programs and services subject to the terms and \nconditions of this contract, commencing with the first day of school in the School District for the \n2026–2027 school year and continuing through the last day of school in the 2030-2031 school \nyear. \n1. Educational Program \nCharter School shall provide an educational program based on Montessori pedagogy for grades \nK–8 and Career and Technical Education (CTE) pathways for grades 9–12. In addition, the \nCharter School shall operate a homeschool program that offers families either full-time \nhomeschool enrollment or a blended option that combines homeschool and in-person learning. \nThe educational program shall be designed and implemented as defined in the Charter School \nProposal as approved by the School District and the Alaska State Board of Education. \n2. Achievement Levels \nCharter School's educational program shall meet the specific levels of achievement specified in \nthe proposal. \n \n \n \n63 \n\n \n3. Policies and Procedures \nCharter School shall comply with all applicable School Board policies and procedures and Alaska \nDepartment of Education and Early Development (DEED) regulations, except where explicitly \nexempted in this charter contract or by state law. Charter School shall establish an Academic \nPolicy Committee (APC) to develop, implement, and oversee admission and administrative \npolicies, ensuring alignment with the school’s mission and state requirements. The APC shall \nconsist of six parents and one community member, appointed by the Charter School’s governing \nboard. \na. Admission Policies and Procedures \nEligibility & Non-Discrimination. Nikolaevsk Charter School (NCS) is open to all students eligible \nto attend KPBSD schools. Admission is non-discriminatory. If applications exceed capacity at any \ngrade, NCS will conduct a public, random lottery as required by law. \nPreferences (applied uniformly): \n1. Returning students (continuation of enrollment upon timely confirmation each year); \n2. Children of NCS staff; \n3. Siblings of currently enrolled students. \nAfter preferences are placed, all remaining eligible applicants will be entered into the \nlottery for any remaining seats and for waitlist order. Procedures will comply with AS \n14.03.265 (lottery when oversubscribed) and the charter-contract requirement in AS \n14.03.255(c) to state admissions policies, and will align with KPBSD guidelines for equal, \nbias-free access. \nb. Administrative Policies \nCharter School shall adopt administrative policies to govern operations, including \nattendance, grading, staff hiring, and parent communication, consistent with KPBSD \npolicies unless otherwise specified in this charter. These policies will be developed by \nthe APC, approved by the governing board, and made available to families and staff \nannually. \nc. Student Conduct \nCharter School shall maintain a safe and respectful learning environment by prohibiting \nviolence, bullying, and the use or possession of drugs, alcohol, tobacco, or weapons on \nschool grounds or at school-sponsored events. Disciplinary procedures for violations \nshall comply with Alaska Statutes (e.g., AS 14.33.120), federal regulations (including IDEA \nfor students with disabilities), and School Board policies. The APC shall develop a \nstudent handbook outlining conduct expectations and disciplinary processes, subject to \napproval by the School Board. \n \n \n64 \n\n \n4. Funding \nSchool District shall allocate funding for Charter School in accordance with State Law, less \nadministrative costs determined by applying the DOE-approved indirect cost rate to the amount \nallocated for Charter School. An annual budget for Charter School shall be submitted to the \nSchool District according to schedules established by the district. Funds shall be made available \nto Charter School on July 1 of each year of this contract. The amount of the budget will be \nadjusted immediately following the ADM count period as established by the State of Alaska. \n5. School District Charges \nAll materials and services provided by School District to Charter School shall be provided to \nCharter School at rates equal to those charged to other schools in the district. \nNo tuition shall be charged to Charter School students who reside in the district. Fees consistent \nwith School District policy and collected from Charter School students shall be retained by \nCharter School. \n6. Budget and Accounting \nCharter School shall account for receipts and expenditures by using and complying with the \nschool district purchasing and accounting systems. Charter School covenants and agrees that it \nshall comply with all state and federal requirements for receipt and use of public money. \n7. Facility \nNikolaevsk Charter School (NCS) will operate at 65524 Nikolaevsk Road, Nikolaevsk, Alaska \n99556 (the “Facility”). Alaskan Homestead Education, Inc. (AHE) is the lessee of record with the \nKenai Peninsula Borough and will maintain responsibility for property and liability insurance \n(meeting Borough/District requirements), utilities (water, electric, heat, trash, internet), routine \ncustodial services, and maintenance/repairs necessary for school use, providing proof of \ninsurance upon request. The District will conduct NCS operations at the Facility and ensure \ncompliance with applicable local, state, and federal health and safety requirements for public \nschools; NCS will have priority use for regular instruction, after-school programs, clubs, and \nschool-sponsored events, while any AHE-coordinated community uses will not interfere with \nschool operations. In consideration of these facility operations, the District will provide AHE a \nFacility Operations Payment of $215,000 for the 2026–27 school year, funded through the NCS \nbudget, to support insurance, maintenance, utilities, and related operating costs; AHE will \nfurnish customary summary documentation upon request to support budgeting and audit \nneeds. \n \n65 \n\n \n8. Teachers and Support Staff \nAt the time of executing this contract, Charter School anticipates that the following teachers (no \nspecific names available) and support staff, will perform teaching/support services in the \ncharter school: \na) Principal \nb) Teachers as budgeted \nc) Support Staff- Secretary/ Administrative Assistant \nCharter School shall promptly provide the School District with written notice of any permanent \nchanges to staff. It is agreed and understood that all employees will be recruited and employed \nthrough district processes and that teachers must sign a written contract with the School \nDistrict before providing services. Unless the School District and any association representing a \nteacher or support employee agree to an exemption, all provisions of an existing negotiated or \ncollective bargaining agreement applicable to employees shall remain in effect while the \nemployee provides services at Charter School. \nThe Charter School agrees to hire an administrator with Class B Alaska certification. \n9. Teacher-to-Student Ratio \nCharter School agrees to maintain the teacher-to-student ratio as defined in the charter school \nproposal approved by the School District. Targeted teacher-to-student ratio 20:1 in person, 75:1 \nhomeschool. \n10. Enrollment \nCharter School shall enroll a minimum of forty-four (44) students (in-person/ homeschool) at all \ntimes and shall enroll a maximum number of students as specified in the proposal. \n11. Contract Term \nTerm; Renewal. This Agreement becomes effective upon full execution and continues through \nthe end of the fifth (5th) academic year (the “Initial Term”). At the commencement of the fifth \nacademic year, the Parties shall renew this Agreement for an additional ten (10) academic years \n(the “Renewal Term”), to take effect immediately upon expiration of the Initial Term, subject to: \n(a) the School’s good standing and material compliance with this Agreement; (b) approval by \nthe Kenai Peninsula Borough School District Board of Education consistent with BP/AR 6187; (c) \napproval by the Alaska State Board of Education and Early Development, if required; and (d) \ncompliance with AS 14.03.255–.290 and 4 AAC 33. The Parties will cooperate in good faith to \ncomplete all Year-5 renewal reviews and submissions in accordance with District timelines so \nthe Renewal Term is effective without interruption. \n \n66 \n\n \n12. Termination \nThis contract may be terminated by the School Board for Charter School’s failure to meet \neducational achievements goals or fiscal management standards, for a default in any material \nprovision of this agreement or for other good cause. The School Board shall provide 90 days \nwritten notice to Charter School of its intent to terminate this contract and the reason \ntherefore. If Charter School fails to remedy the cause for termination within the time provided \nby the School District, this contract shall automatically terminate at the end of the stated time. \nAny unused funds and all properties remaining shall immediately be returned to the School \nDistrict upon such termination. \nUpon dissolution, any net proceeds from charitable gaming conducted under AS 05.15 shall be \ndistributed to a permittee (as defined in AS 05.15.690) other than a multiple-beneficiary \npermittee, and used solely for the purposes authorized by AS 05.15.150(a). Distribution and \nfinal reporting will comply with Department of Revenue gaming regulations. \n 13. Statement of State and Federal Law Compliance \nCharter School convents and agrees that it shall not discriminate against applicants based upon \nany of the protected classes, and that it shall provide equal access to its facilities to all students \nin compliance with state and federal law. \n14. Nonsecretarian \nThe Charter School shall be nonsectarian, and shall not be affiliated in any respect with any \ninstitution. \n15. Charter School Proposal \nThe Charter School Proposal as approved by the Alaska State Board of Education is hereby \nincorporated into this contract. This contract shall bind Charter School to its stated purpose, \ngoals, operational procedures, and all other aspects of the approved proposal. \n16. Exemption for Pupil Transportation \nShall not be provided by the district under this contract. \n17. Exemption for Student Nutrition \n Shall not be provided by the district under this contract. \n 18. Workers Compensation \nCost will be charged based on actual salaries for workers compensation class code _____ ,school \nprofessional and clerical employees, and class code ----- , all other school employees multiplied \nby the fiscal year workers compensation rate for these class codes. These costs will be charged \nto the applicable function code related to employee salaries \n \n67 \n\n \nClass code---- School Professional Employee \nClass code ----- Clerical Staff \nClass code ----- Other School Employees \nSection 19 – Insurance Costs \nIn accordance with Borough Ordinance and KPBSD policy, the District normally allocates \ninsurance costs based on a pro-rata per-pupil share of risk-management expenses (liability \ninsurance) and a per-square-foot allocation (property insurance). \nHowever, under the Contract between Alaskan Homestead Education, Inc. (AHE) and Nikolaevsk \nCharter School (NCS), all property and liability insurance associated with the Nikolaevsk School \nfacility will be provided and paid by AHE. \nAHE shall maintain insurance coverage meeting or exceeding Kenai Peninsula Borough and \nKPBSD requirements and will provide proof of coverage annually or upon request. \nAccordingly, no separate insurance costs will be charged to NCS under the District’s per-pupil or \nper-square-foot cost-allocation formula, as those services are included in the rent payment of \n$215,000 per year. \n \nThis Charter School was approved by the Kenai Peninsula Borough School Board on [Insert \nDate]. \nThe undersigned agree to this contract as specified herein: \nFor Kenai Borough School District ______________________ Date: _________ \nFor Nikolaevsk Charter School ______________________ Date: _________ \n \nAll highlighted information has been requested from the District and is awaiting their review \nand response \n \n68 \n\n \nAppendix C \nNikolaevsk Charter School Bylaws \nMission Statement \nTo provide a high-quality, community-focused education and foster academic excellence \nthrough our K-8 Montessori-based program, hands-on high school CTE program, and supportive \nhomeschool program. \nArticle 1 \nSCHOOL NAME \nThe name of the school Nikolaevsk Charter School, hereinafter referred to as NCS. \nArticle 2 \nIMPLEMENTATION OF MISSION STATEMENT \nA. To conduct NCS affairs in accordance with its mission statement. \nB. To exercise all such powers as are provided by state and federal law, Kenai \nPeninsula Borough School District (KPBSD) policy, including but not limited to the \nthe power to make use of and file the applicable forms (listed) under KPBSD \npolicy 6187, and these bylaws in order to accomplish this NCS mission statement. \nC. Support teachers in maintaining a classroom environment where high academic, \ncharacter, and citizenship standards can be met for all students. \nD. Support the administrator in the accomplishment of this mission statement \nthrough implementation of adopted policies and procedures while holding the \nadministrator accountable for the achievement of measurable standards through \nannual review of test scores. \nE. Maintain current core curriculum classroom materials as approved by the APC. \nF. Encourage parents/guardians to actively participate in their child's education. \n \nArticle 3 \nACADEMIC POLICY COMMITTEE \nThere shall be an Academic Policy Committee (APC) pursuant to Alaska State Statute 14.03.255. \nOrganization and Operation of Charter Schools. \n \n69 \n\n \nSection 1: APC Seats \nA. Composition \nThe Academic Policy Committee (APC) shall consist of 7 voting members and up to three \nnon-voting members: \n● Six (6) parents of currently enrolled Nikolaevsk Charter School (NCS) students, elected at \nlarge by NCS parents. \n● One (1) community member, nominated by the APC and elected by NCS parents, serves \nas a voting member. \n● The Principal/Type B certificated administrator under contract to the school shall be an \nadvisory member of the APC (non-voting). \n● Teacher Representative (non-voting) \n● Student Body President – student representative (non-voting; the student body \npresident will be invited to attend when appropriate) \nAny members of the charter school staff (classified or certified) who serve on the APC as a \nparent seat, shall recuse themselves from any votes, discussions, or other APC proceedings \npertaining to the Principal/Teacher’s salary, contract, evaluation, and termination. \nB. Parent Seat Terms \nParent members serve 3-year terms, beginning upon charter approval in 2025 or on February 28 \nfor subsequent elections, and ending February 28 of the third year following their election, with \nthe exception of the first operating year of the Charter. There shall be no limitation on the \nnumber of consecutive or non-consecutive terms that any parent member of the APC may \nserve. \nTo ensure continuity and prevent simultaneous replacement of the majority of seats, the 6 \nparent seats shall be staggered as follows: \n● Initial Terms (2025–2029): For the current APC (established 2025), parent member \nterms starting upon charter approval are assigned as follows: \n● Natalie Thomas and Olivia Tipikin: Terms expire February 28, 2029 \n● Mariah Kerrone and Annebelle Kuzmin: Terms expire February 28, 2028 \n● Blake Sawyer and Fektista Nelson: Terms expire February 28, 2027 \n● Ongoing Elections: \n● After the initial terms, elections shall occur annually to replace expiring parent \nseats. \n● Each year, two parent seats shall be elected for a 3-year term. \n \n70 \n\n \n● Elected members shall be seated at the next APC meeting following February 28 \nof the election year. \nC. Community Member Seat Terms \nThe community member serves a 1-year term, beginning upon charter approval in 2025 or on \nFebruary 28 for subsequent terms, and ending February 28 of the following year. There shall be \nno limitation on the number of consecutive or non-consecutive terms that any community \nmember of the APC may serve. \nThe current community member, Jim Engebretsen, has a term expiring February 28, 2027. \nCommunity members are nominated by the APC and elected by NCS parents. They may be \nremoved by a majority vote of the APC. \nD. Vacancies \n● Parent Seats: Interim vacancies shall be filled by appointment by a majority of the \nremaining APC members, provided a quorum (4 voting members) exists. Appointed \nmembers shall serve until the end of the original term. If a quorum does not exist due to \nresignations or dismissals, a special election by secret ballot shall be held to fill vacant \nseats for the remainder of the original term. \n● Community Member Seats: Vacancies may be filled at the nomination of the APC and \nelection by NCS parents, serving until the end of the original term (February 28). \nE. Election of Parent Members \n● Parent seats shall be filled by parents of currently enrolled NCS students, with only one \nparent per family eligible to serve. \n● Nominations shall be accepted in writing during February. \n● Elections shall be conducted via ballots distributed and collected in the NCS gymnasium \non an APC-designated election day. One ballot per family shall be provided; in custody \ncases, only one custodial parent/guardian may vote. \nF. Election of Community Member \n● A Community Member shall be nominated by the APC and elected by NCS parents. \n● Nominations shall be accepted in writing during February. \n \n \n \n71 \n\n \nSection 2: \nAPC Offices \nThe APC shall elect the following officer position as determined among the APC at the \nfirst APC meeting following the February election. The offices are: \n1. Chairperson: The Chairperson shall preside over all meetings of the APC and shall have \nthe duties and powers normally given to that office, in addition to those particularly \nspecified by these by laws. \n2. Vice Chairperson: The Vice Chairperson shall have the powers and exercise the duties of \nthe Chairperson in his/her absence or incapacitation, as well as assign duties by the APC \nover the course thereof. \n3. Secretary- The Secretary shall keep a record of all meetings of the APC and shall have all \nthe duties and powers normally attributed to the office of Secretary. \n4. Treasurer- The Treasurer shall have access to all financial records of NCS both present \nand past and have all the powers and duties attributed to the office of Treasurer. The \nTreasurer shall give a financial report at each quarterly meeting of the APC and such \nreport shall be made a part of the minutes of that meeting. \nSection 3: \nAPC Responsibilities \n1. The APC is accountable to the KPBSD School Board. \n2. Pursuant to the State of Alaska Charter School Law (AS 14.03.255 (b) (4)), the NCS APC \nshall meet at least annually to monitor progress in achieving the committee’s policies and \ngoals. However, the APC will strive to meet at least 9 times. \n3. The APC has the due responsibility to review and approve proposed annual budget, make \nchanges to the maximum enrollment, curricula, plan, brainstorm approve and help bring \nto fruition co-curricular activities, as well as make any changes to policies and procedures \nof any part of Nikolaevsk Charter School that is under the jurisdiction of the APC. \n4. The APC shall review all proposed contracts with any party seeking to make a contract \nwith the Nikolaevsk Charter School or any part thereof. \n5. The APC will discuss the terms of employment of and hire the NCS Administrator. \n6. The APC will conduct an Annual Administrator Performance Review based on the \nAdministrator’s contract and renew the contract as merited. \n7. An APC member’s absence from 3 consecutive APC meetings may constitute grounds for \ndismissal from the APC. \n \n72 \n\n \n8. To avoid conflicts of interest, APC members shall disclose known or potential conflicts of \ninterest prior to the time set for voting on any transactions and shall not vote on the \nmatter or attempt to influence the decision of other APC members in voting on the \nmatter. Such disclosure will be noted in the minutes of the meeting. The APC may, by a \nmajority vote, determine there is not a conflict of interest. If no such declaration of \nconflict of interest is made while the person has such conflict of interest and such conflict \nof interest is made known to the board or any of its members at a subsequent meeting or \nat another time such may constitute grounds to nullify the vote of the person who \nwrongly declared they did not have such conflict of interest. \n9. Members of the APC shall not receive any form of compensation due to their \nmembership of the APC. \n10. For voting purposes a quorum shall consist of 4 voting APC members. Action requires an \naffirmative vote of at least 4 of the voting members. Audio or video conferencing \nparticipation is permitted. The vote at a meeting held by teleconference shall be taken \nby roll call. Members of the APC may not vote by proxy. \n11. All regular and special meetings of the APC shall be open to the public. \n12. The APC may call an Executive Session to discuss any one or more of the following: \na. Attorney/client matters \nb. Acquisitions, leases, rental, or sale of school property \nc. Contract proposals and/or negotiations \nd. Confidential or sensitive personal or student matters. Only those persons invited \nby the APC may be present during the Executive Session. The APC shall not make \nfinal policy decisions, nor shall any resolution, rule, regulation, formal action, or \nany action approving a contract or regarding monetary payments or debts be \nadopted or approved at any session that is closed to the general public. Matters \ndiscussed during an Executive Session shall remain confidential among those \nattending. The Secretary of the APC will name the topic of the Executive Session \nin the APC minutes of the following, open to the public APC meeting. \n13. Any APC member may resign at any time by giving written notice to the Chairperson or \nthe Secretary of the APC. Such resignation shall take effect at the time specified in the \nwritten notice. \n14. The APC may recommend removal of an APC member with an affirmative vote for \nremoval by 4 of the APC members at an APC meeting open to the public. The APC \nmember who is being considered to be removed from their office shall not participate in \nthe voting of the APC on the matter of their removal. \na. Upon an affirmative vote by the APC to remove an APC member, such APC \nmember shall be suspended from membership on the APC until a \n \n73 \n\n \nparent/guardian vote is conducted. \nb. Removal of an APC member shall be confirmed by a majority of ballots cast by \nparents/guardians of currently enrolled students. The confirmation vote shall be \nheld within ten (10) days of the removal recommendation, in the school \ngymnasium, and conducted by paper ballot in a manner comparable to a regular \nelection (voter check-in, anonymous ballots, secure ballot box). Notice of the \nvote shall be provided to all eligible parents/guardians at least five (5) days in \nadvance. \nc. Notifications of the removal of an APC member shall be posted within the \nminutes of the following APC meeting. \nArticle 4 \nADVISORY COMMITTEES \nThe APC possesses and shall possess certain legal powers and prerogatives, which can not be \ndelegated or surrendered to others or other committees. As a result, all recommendations of an \nadvisory committee must be submitted to the APC for an or any official action. The APC shall \nhave power to create or dissolve any advisory committee or committees and shall reserve the \nright to exercise this right at any time during the term of the current Academic Policy \nCommittee. \nArticle 5 \nNOTICE OF THE MEETINGS OF THE ACADEMIC POLICY COMMITTEE \nNotice of meetings of the APC and committee meetings shall be posted, at least one week prior, \nat a prominent place outside of NCS office. Such notice should include specified agenda \ninformation when possible, including any proposed policy, position, resolution, rule, regulation, \nor formal action to be considered. The posting of such notice shall be considered full and timely \nnotice to the public of such meetings. Parents will also be notified of such meetings by receiving \nan email stating the same items of the posted notice of meetings. The “Notice of Meetings” can \nand may be posted on any social media account operated full or in part by Nikolaevsk Charter \nSchool. \nArticle 6 \nTRANSACTION OF BUSINESS \nAll business shall be conducted through the financial office of the Kenai Peninsula Borough \nSchool District. \n \n \n74 \n\n \nArticle 7 \nBYLAWS \nA draft of changes to the bylaws of NCS will be read at two consecutive, open to the public, APC \nmeetings before a vote is held regarding the changes. The approval or amendment of said \nbylaws requires a 2/3rd vote of the APC. \nArticle 8 \nBOOKS AND RECORDS \nNCS shall keep minutes of regular APC meetings and meetings of APC committees. It shall also \nkeep at its registered or principal office: a record giving the names and contact information of \nthe APC members and the APC committees. All records of NCS are considered public and may \nbe inspected at any reasonable time. \nArticle 9 \nINDEMNIFICATION AND HOLD HARMLESS OF APC MEMBERS \nAPC members shall be indemnified and held harmless in the conduct of official NCS business in \nthe same manner as the members of the KPBSD School Board. \nArticle 10 \nDISSOLUTION \nOn the dissolution of NCS, all properties not labeled as non profit property, shall be dispersed in \naccordance with contract provisions approved by the State of Alaska Department of Education \nand the Kenai Peninsula School District. \n \n \n75 \n\n \nAppendix D \nMembers of the APC, Respective Qualifications and Meeting Minutes \nNikolaevsk Charter School is governed by an APC consisting of parents, educators and members \nof our community. \nChairperson- Blake Sawyer (parent) term expires 2027 \nVice Chairperson- Natalie Thomas (parent) term expires 2029 \nSecretary- Olivia Tipikin (parent) term expires 2029 \nProfessional Development- Mariah Kerrone (parent) term expires 2028 \nSpecial Events Coordinator- Annebelle Kuzmin (parent) term expires 2028 \nTreasurer- Fektista Nelson (parent) term expires 2027 \nCommunity Member- Jim Engebretsen term expires 2027 \n \nThese volunteers establish the mission for our school and ensure that the policies are in line \nwith this mission. They oversee the management, budget, and processes of our school, \naccording to established bylaws. \nAdditionally, APC members conduct an extensive rewrite of the charter and resubmit an \napplication for renewal to the Kenai Peninsula School District and the State of Alaska year five \nand then every ten years. \nParents and advisors serve three- year terms, and other community members serve one-year \nterms. \nAPC meetings are held at least 9 times a year and more, as needed. All members of the public, \nand especially our Nikolaevsk Charter families, are invited to attend meetings to engage with \nour APC members and learn more about school operations. \nChairperson Blake Sawyer \nBlake is a father of six, with three children currently homeschooling and three still too young for \nschool. He grew up in the Nikolaevsk area and, after serving his country as a Marine helicopter \nmechanic, returned home to raise his family and contribute to the community. In addition to his \nmilitary service, Blake is also a skilled diesel mechanic, bringing both technical expertise and \nreal-world problem-solving to his work. He is passionate about practical education that equips \nstudents with skills they can use in everyday life and believes that strong schools help build \nstronger communities. Blake is committed to supporting Nikolaevsk Charter School in preparing \nthe next generation with both academic knowledge and hands-on learning. \nVice-Chairperson Natalie Thomas \nNatalie is a homeschooling mother of five and a dedicated member of the Nikolaevsk \ncommunity. With four years of homeschooling experience, Natalie has developed skill in \ncreating personalized educational plans that promote academic growth and creativity. As a \n \n76 \n\n \nhomesteader, she offers a unique perspective, advocating for hands-on, community-rooted \nlearning that reflects Nikolaevsk’s values. Natalie previously taught high school Language Arts at \nthe Nikolaevsk homeschool co-op, where she designed engaging curricula to support student \nlearning. A graduate of San Diego State University, she has lived in Alaska for 13 years. She \nactively contributes to local initiatives with a focus on enhancing educational opportunities for \nfamilies. Her commitment to collaborative decision-making and innovative education \nstrengthens the APC’s mission to select effective curricula and guide school leadership. \nTreasurer Fektista (Tisa) Nelson \nRaised in Nikolaevsk, Fektista Nelson is a respected member of the Nikolaevsk community and a \nhomeschooling mother of five. As a local business owner and manager, she brings strong \norganizational and financial skills to the Academic Policy Committee. Fektista holds a Bachelor’s \ndegree in Science and has been a Registered Nurse since 2012, contributing her expertise \nthrough volunteer work at the local hospital. Her deep ties to Nikolaevsk Village and \ncommitment to education make her a valuable asset to the charter school’s mission. \nSecretary Olivia Tipikin \nOlivia has deep roots in the community and a genuine love for its children. A mother of three \ngirls who grew up in Nikolaevsk, Olivia knows the students personally and understands the \nneeds of both the school and the village. \nOver the years, she has filled nearly every role at Nikolaevsk School—including secretary, nurse, \ntemporary substitute teacher, hall monitor, custodian, and lunch staff—always stepping in \nwherever help was needed. While not formally certified in every position, Olivia’s willingness to \nserve and her many talents have made her an indispensable part of school life. \nBeyond the school, Olivia has served for many years on the Nikolaevsk Community Council and \nis passionate about community development, including hydroponics and local food production. \nHer strong relationships with families, her dedication to the well-being of children, and her \ncountless hours of service make her a trusted and invaluable member of the APC. \nProfessional Development/Curriculum Coordinator Mariah Kerrone \nMariah Kerrone is serving on the APC as the professional development and curriculum \ncoordinator. As a mother who has been homeschooling children for 12 years, raising them in \nAlaska with a lifestyle rooted in subsistence fishing and homesteading. She has also worked in \nboth public and charter schools, giving her a well-rounded perspective on the strengths and \nchallenges of different learning environments. Mariah graduated from Western Washington \nUniversity, where she focused on early childhood development and psychology, providing her \nwith a strong foundation in understanding how children learn and grow. She is dedicated to \nhelping Nikolaevsk Charter School become a place where Alaskan kids receive a high-quality \neducation that prepares them for both academics and real-life skills. \n \n \n77 \n\n \nSpecial Events Coordinator Annebelle Kuzmin \nAnnebelle Kuzmin is a vibrant member of the Nikolaevsk Charter School’s Academic Policy \nCommittee, bringing creativity and global perspective to her role as Special Events Coordinator. \nA mother of five, Annebelle was born and raised in South Africa, where her family managed a \nfarm, instilling in her a strong work ethic and connection to community. A world traveler and \nmulti-linguistic, she has a deep appreciation for diverse cultures. Annebelle designs and sells her \nown clothing and ceramics, showcasing her skills in textiles and pottery. Married to a Nikolaevsk \nVillage native, she now calls the village home and actively homesteads, contributing her artistic \ntalents and organizational flair to enrich the school’s community events. \nCommunity Member Jim Engebretsen \nJim is a lifelong resident of Nikolaevsk, having grown up in the area and attended Chapman \nSchool. A mechanic, small business owner, and property owner in the village, Jim is a dedicated \nlifelong fisherman and a trusted pillar of the community. He brings practical problem-solving \nskills and a “jack-of-all-trades” approach that has benefited countless local projects. \nJim has volunteered extensively at both the statewide and local levels, particularly in water and \nsoil conservation, and has served on the boards of numerous local organizations. His leadership, \nreliability, and willingness to step in wherever needed have made him a valued team member \nthroughout the community. \nDeeply familiar with the people, the local way of life, and the unique needs and strengths of \nNikolaevsk, Jim is committed to supporting Nikolaevsk Charter School. He works to ensure the \nschool remains rooted in community values while providing students with the skills and \nopportunities they need to succeed. For Jim, Nikolaevsk has been his family for many, many \nyears. \nInformative Positions on the APC \n● Principal (non voting) \n● Teacher Representative (Non voting) \n● Student Body President - student representative (Non voting, student body president \nwill be invited to attend when appropriate) \n \n \n78 \n\n \nEvidence of APC Meetings \nThe Academic Policy Committee meetings were held on the following dates. Official Meeting \nminutes will be posted to the Nikolaevsk Charter School website upon approval of the charter. \n(Dates with an asterisk have detailed minutes included in this document. See in Exhibit H page \n161-162) \n1.5.6.1. Jun 2, 2025 6:00pm 65524 Nikolaevsk Road. \nIn attendance: Lisa James, Blake Sawyer, Colleen James, Jenny Stauffer, \nAnnebelle Kuzmin, Nicole Donham, Mariah Kerrone, Natalie Thomas, Lisa \nRobbins, Juley McConnell, Sophia Martishev, Miron Martishev, Olivia \nTipikin, Fektista Nelson, Jim Engebrestsen \nDiscussion focused on the following: \n- General meeting for those interested in pursuing a charter school \n- Charter School APC members nominated \n- Community members in attendance vote in favor of the \nnominations \n1.5.6.2. *Jun 9, 2025 at 6pm 64498 Nikolaevsk Road. \nIn attendance: Blake Sawyer (member), Mariah Kerrone (member), Juley \nMcConnell (member), Lisa Robbins (member), Sophia Martishev \n(member), Natalie Thomas (member), Olivia Tipikin (member), Jim \nEngebretsen, Annebelle Kuzmin, Nicole Donham, Kerstin Sawyer, Lisa \nJames, Colleen James \nDiscussion focused on the following: \n- APC voted on the roles of its members, and the number of seats \nof which the APC will be comprised \n- Deadline for submitting the Intent to Develop Charter School \nApplication \n- Vision and mission for the school \n1.5.6.3. Jun 16, 2025 at 6:15pm 64498 Nikolaevsk Road. \nIn attendance: Blake Sawyer (chairperson), , Juley McConnell (member), \nNatalie Thomas (member), Lisa Robbins (member), Olivia Tipikin \n(secretary), Sophia Martishev (treasurer), Lisa James, Colleen James, \nAnnebelle Kuzmin, Jim Engebretsen, Kerstin Sawyer, Miron Martishev \nDiscussion focused on the following: \n- Meeting to write the mission statement and vision statement for \nthe school. \n \n79 \n\n \n- Goals for the school \n- Invite Tim Daugharty to next meeting \n- Set up meeting with Robert Ruffner for use of the building \n- Advertising \n1.5.6.4. Jun 23, 2025 6:15pm 64498 Nikolaevsk Road \nIn attendance: Mariah Kerrone (vice chairperson), Olivia Tipikin \n(secretary), Sophia Martishev (treasurer), Lisa Robbins (member), Natalie \nThomas (member), Juley McConnell (member), Lisa James, Colleen \nJames, Annebelle Kuzmin, Jim Engebretsen, Miron Martishev, Fektista \nNelson (via phone), Tim Daugherty (via phone) \nDiscussion focused on the following: \n- Open Q&A with Daugharty (not speaking on behalf of the School \nBoard) \n- APC approves official Mission Statement \n- Continue collaborating on Vision and Goals \n- Special Education Services \n- Twindly Bridge Charter School hybrid model \n1.5.6.5. Jul 1, 2025 6:15pm 64498 Nikolaevsk Road. \nIn attendance: Blake Sawyer (chairperson), Olivia Tipikin (secretary), Juley \nMcConnell (member), Natalie Thomas (member), Lisa James, Colleen \nJames, Miron Martishev \nDiscussion focused on the following: \n- Finalize the Vision Statement \n- Blake Sawyer will act as point of contact for the Intent to Apply for \na Charter, due Aug 1st \n- Approving and publishing a parent interest survey/ intent to enroll \nto start building list of students \n- Support of Nikolaevsk Community Council and local non-profit \nAlaskan Homestead Education, Inc. \n1.5.6.6. Jul 7, 2025 6:15pm 64498 Nikolaevsk Road. \nIn attendance: Blake Sawyer (chairperson)- via phone, Mariah Kerrone \n(vice chairperson), Olivia Tipikin (secretary), Sophia Martishev (Treasurer), \nJuley Mc Connell (member), Lisa James, Nicole Donham, Colleen James, \nMiron Martishev \nDiscussion focused on the following: \n- Members present vote on finalized vision statement \n \n80 \n\n \n- Open discussion on curriculum \n- Open discussion on school policy \n- APC has gathered strong interest from community in a \nhomeschool/hybrid option \n- Meeting with IXL representative set for July 14th at 6:15pm \n1.5.6.7. Jul 18, 2025 6:15pm 64498 Nikolaevsk Road. \nIn attendance: Blake Sawyer (chairperson), Olivia Tipikin (secretary), \nNatalie Thomas (member), Lisa Robbins (member), Lisa James, Colleen \nJames, Kerstin Sawyer \nDiscussion focused on the following: \n- Meeting to finalize Intent Narrative Application and discuss \nenrollment survey. \n- APC members present vote in favor of adoption of \nhomeschool-hybrid model to include and support all families in \nour community \n- APC members present vote in favor of finalized Goals \n- Open discussion on policies and educational program \n1.5.6.8. Jul 22, 2025 6:30pm 65524 Nikolaevsk Road in the school \nparking lot. \nIn attendance: Blake Sawyer (chairperson), Mariah Kerrone (vice \nchairperson), Olivia Tipikin (secretary), Natalie Thomas (member), Lisa \nRobbins (member), Juley McConnell (member), Lisa James, Colleen \nJames, Kerstin Sawyer, Nicole Donham, Jim Engebretsen \nDiscussion focused on the following: \n- Delegate APC members into groups, one publish the enrollment \nsurvey and one group to write the charter application. \n- Intent Application has been submitted \n- MOA for the building \n- Open discussion on curriculum and policies \n1.5.6.9. Aug 5, 2025 6:15pm 65524 Nikolaevsk Road in the school \nparking lot. \nIn attendance: Blake Sawyer (chairperson), Mariah Kerrone (vice \nchairperson), Olivia Tipikin (secretary), Natalie Thomas (member), Lisa \nJames, Colleen James, Jim Engebretsen \nDiscussion focused on the following: \n- Intent application received by KPBSD. Need required meetings \n \n81 \n\n \n- Current results of the distributed interest and enrollment survey \n- Progress of the charter application, access to Google Docs \n- Resignation of Sophia Martishev from APC \n- APC votes in favor of addition of Jim Engebretsen to the APC \n- APC votes in favor of new APC roles for Mariah Kerrone, and \nNatalie Thomas \n- Set up a meeting with Robert Ruffner regarding the building \n- Informative presentation for the community about the charter \nschool \n- Open discussion on curriculum and policies and administration \n1.5.6.10 Aug 12, 2025 6:30pm 65524 Nikolaevsk Road in the school \nparking lot \nIn attendance: Blake Sawyer (chairperson), Natalie Thomas (vice \nchairperson, Olivia Tipikin (secretary), Mariah Kerrone (treasurer), Lisa \nRobbins (member), Jim Engebretsen (member), Annebelle Kuzmin \nDiscussion to focus on the following: \n- to discuss fundraising for radio advertisement and planning for \ncommunity presentation. \n- APC votes in favor of Montessori for K-8 curriculum and CTE for \nhigh school program \n- Plan a tour of Soldotna Montessori. \n- Bylaws and academic policies. \n- school mascot and colors \n1.5.6.11 Aug 19, 2025 6:30pm 65524 Nikolaevsk Road in the school \nparking lot \nIn attendance: Blake Sawyer (chairperson), Natalie Thomas (vice \nchairperson), Olivia Tipikin (secretary), Mariah Kerrone (treasurer), Jim \nEngebretsen (member), Juley McConnell (member), Lisa Robbins \n(member) \nDiscussion to focus on the following: \n- Academic Program and bylaws \n- Insight into CTE with retired CTE teacher \n- Still needing budget meeting and MOA \n1.5.6.12 Aug 26, 2025 6:30pm 65524 Nikolaevsk Road in the school \nparking lot \nIn attendance: Natalie Thomas (vice chairperson), Olivia Tipikin \n(secretary), Mariah Kerrone (treasurer), Jim Engebretsen(member) \n \n82 \n\n \nDiscussion to focus on the following: \n- upcoming meetings, goals, deadlines \n- Bylaws and Academic Policies \n1.5.6.13 Sept 10, 2025 6:00pm 65524 Nikolaevsk Road in the school \nparking lot \nIn attendance: Mariah Kerrone (treasurer), Natalie Thomas (vice \nchairperson), Olivia Tipikin (secretary), Jim Engebretsen (member), \nFektista Nelson \nDiscussion to focus on the following: \n- Debriefing on the 9/2/25 meeting with Robert Ruffner regarding \nthe building \n- Debriefing on the 9/9/25 meeting with Kari Dendurent and her \nfinancial team regarding budget \n1.5.6.14 Sept 16, 2025 6:30pm 65538 Nikolevsk Road \nIn attendance: Blake Sawyer (chairperson) via phone, Natalie Thomas \n(vice chairperson) -via phone, Mariah Kerrone (curriculum coordinator), \nOlivia Tipikin (secretary), Fektista Nelson (treasurer), Annebelle Kuzmin \n(special events coordinator), Lisa Airaudi \nDiscussion to focus on the following: \n- Resignation on members Juley McConnell and Lisa Robbins \n- Nomination and voting in by quorum of 2 new APC members \nFektista Nelson and Annebelle Kuzmin \n- APC votes in favor of new role for Mariah Kerrone \n- Nomination and voting on the APC roles of the 2 new members \n- Upcoming meeting on 9/22/25 with Kari Dendurent regarding \nMOA \n- Tour of Soldotna Montessori on 9/22/25 \n- Finishing charter application with goal to submit on 9/22/25 \n \n \n83 \n\n \nAppendix E \nNikolaevsk Charter School Administrative Policy Manual \nNikolaevsk Charter School (NCS) will comply with Alaska State Statutes applicable to charter \nschools and with Kenai Peninsula Borough School District's Charter School Policy. The bylaws of \nthe Academic Policy Committee adhere to applicable laws, policies, and regulations of the \ndistrict, borough, and state. When in doubt, the APC Board and administration of NCS will refer \nto the KPBSD, KPAA, KPEA, KPESA, and appropriate training institutions for guidance on charter \nschool law, labor law, and state and local school district policy. \nThe charter application, including the APC Bylaws, serves as the foundation for the \nAdministrative Policy Manual (APM) for NCS. This living document is maintained by the APC \nBoard and provides guidelines that ensure the daily requirements of the school’s operations are \nmet. Review, adoption, and amendments to the APM are the result of APC meetings and reflect \nand ensure ongoing actions and practices fall within the parameters established by the charter \napplication and contract approved by both the KPBSD and DEED. \nThe Principal/Administrator and APC Chair are expected to follow and ensure compliance of NCS \nwith the administrative policy manual, charter application, and APC bylaws. The administrator \nattends district-wide administrator meetings when possible and advises the staff and APC Board \nof KPBSD policies and procedures. When a situation arises not covered by the NCS policy \nmanual, the staff will follow the applicable administrative policies of the district. \n \nTABLE OF CONTENTS \nSection 1: Establishment of the Charter at the Local Level \na. Primary purpose \nb. Local school board approval \nc. Evidence of the signed contract \nd. Charter school bylaws \ne. Academic Policy Committee (APC) \nSection 2: Organization and Administration \na. Administration of charter school \nb. Administrative policy manual \nc. Regular stakeholder meetings \nd. APC meetings \ne. e. Standard Parent and Teacher Contacts for Continuous Sustainable \nImprovement of Academic Learning and Administration \nf. School calendar \n \n84 \n\n \nSection 3: Educational Program and Student Achievement \n a. Educational program \n b. Instructional program addresses state standards \n c. Plans to serve special populations \n d. Objectives for program achievement \n e. Student assessment utilized \nSection 4: Professional Development \na. Staff professional development \nSection 5: Facility \na. Location and description of facility \nb. Plans for projected growth \nSection 6: Admission \na. Admission policies \nb. Recruitment process \nSection 7: Fiscal \na. Budget summary and financial plan \nb. Fiscal assurances \nSection 8: Transportation \na. Transportation policy \nSection 9: Corrective Action at NCS \na. Academic Expectations and Corrective Procedures \nb. Disciplinary Actions at NCS \nSection 10: Nikolaevsk Charter School Complaint Resolution Policy \nSection 11: NCS Dress Code Requirements for Staff, Students and Volunteers \nAppendix A: Evidence of school board approval \nAppendix B: Contract between the charter school and school board \nAppendix C: Charter School Bylaws \n \n \n85 \n\n \nSection 1: Establishment of the Charter at the Local Level \n1.a Primary Purpose \nThe purpose of Nikolaevsk Charter School is to deliver an innovative hybrid academic program \ntailored to the diverse needs of the Nikolaevsk and Anchor Point communities, fostering a \nlifelong passion for learning. \nOur school serves both families seeking a traditional public school experience and those who \nprefer the flexibility of homeschooling, ensuring every student has access to a supportive, \ncommunity-centered education. \n● Traditional Program (On-Campus, 5 Days/Week): Students receive a comprehensive \ncurriculum, instruction from certified teachers, access to specialized courses, and \nextracurricular activities in a close-knit community setting. \n● Homeschool Program: Families receive guidance from certified homeschool advisors, \naccess to specialized courses, group learning projects, and extracurricular opportunities. \nThis model supports families balancing education with agricultural and homesteading \nlifestyles while reducing the need for long, costly drives to access homeschool support \nservices. \nNikolaevsk Charter School bridges the gap between existing educational models by providing \nflexible, high-quality opportunities that foster academic growth, social connection, and \ncommunity engagement. \n1.b Local School Board Approval \nNikolaevsk Charter School operates under the authority of the Kenai Peninsula Borough School \nDistrict (KPBSD). Local school board approval will be documented and included in Appendix A \nonce finalized. \n1.c Evidence of the Signed Contract \nNikolaevsk Charter School will operate under a charter contract between the Academic Policy \nCommittee (APC) and the KPBSD Board of Education. The signed contract, including all required \nelements, will be submitted upon completion and filed as Appendix B. \n1.d Charter School Bylaws \nThe bylaws of Nikolaevsk Charter School define the structure, authority, and responsibilities of \nthe Academic Policy Committee. They establish procedures for governance, policy development, \nand accountability. The bylaws will be included as Appendix C. \n \n \n86 \n\n \n1.e Academic Policy Committee (APC) \nThe Academic Policy Committee (APC), the governing body of Nikolaevsk Charter School, shall \nconsist of six parents or guardians of currently enrolled NCS students (acting in an advisory, \nvoting capacity), a selected community member (acting in an advisory, voting capacity), and the \nschool administrator, a teacher representative and a student representative (acting in an \nadvisory, non-voting capacity). \nThe Nikolaevsk Charter School (APC) shall operate according to the provisions of Alaska Statute \n14.03.255. The APC may execute any powers delegated to it by federal or Alaska state law. The \nAcademic Policy Committee (APC) will meet at least 9 times a year to monitor progress in \nachieving the schools’ goals. The role of the APC: \n● Establish and adopt school policies. \n● Approve the school’s annual budget. \n● Oversee educational programs and outcomes. \n● Supervise and evaluate the school principal. \n● Ensure compliance with the charter contract, KPBSD policies, and state and federal law. \nThe APC works collaboratively with the KPBSD Board of Education, which maintains ultimate \noversight authority, ensuring that Nikolaevsk Charter School remains aligned with district \nstandards while meeting community-specific needs. \nSection 2: Organization and Administration \n2.a Administration of the Charter School \nThe Academic Policy Committee (APC) provides governance for Nikolaevsk Charter School (NCS) \nin accordance with Alaska State statutes. The APC is responsible for establishing and monitoring \nschool policies, ensuring compliance with state law, and overseeing the administrator. The \nadministrator reports directly to the APC and is charged with day-to-day management, staff \nsupervision, and ensuring that educational programs meet the goals outlined in the charter. The \nschool will employ a certificated principal/administrator, certificated teachers, a certificated \nspecial education teacher, a certificated homeschool advisor and secretary/administrative \nassistant. \n2.b NCS Administration and Staff Roles \nStaff and Instructional Oversight \nStaff are responsible for implementing policies established by the APC and ensuring student \nsuccess across Montessori and CTE programs. The administrator oversees staff professional \ndevelopment, performance evaluations, and ensures adherence to established educational and \nsafety standards. \nAs of the current Intent to Enroll commitments (11/07/25)—reflecting 51 full-time students and \n \n87 \n\n \n43 homeschool students projected for the 2026–2027 school year—Nikolaevsk Charter School \n(NCS) projects the following staffing plan. Staffing levels will be reviewed and adjusted annually \nin response to verified enrollment: \n● Principal (1.0 FTE, Type B Certificate): \nOversees the daily in-person, homeschooling, and hybrid operations of the school and \nthe effective implementation of Montessori programs (K–8) and Career & Technical \nEducation (CTE) programs (9–12); oversees the supervision of assessment, grading, and \nreporting systems; supervises and evaluates all certified and classified staff; develops \nand implements professional development plans; provides standing reports to the APC \nat scheduled meetings; completes district-required reports; attends KPBSD \nadministrative meetings; prepares the annual program budget for APC approval; \nmanages the financial, facility, and resource allocations according to the approved the \nbudget; and ensures compliance with applicable laws, Alaska State Standards and KPBSD \npolicies. \n● Certified Teachers (3.0 FTE): \nDeliver instruction to students through whole-group, small-group, and individualized \nteaching. Maintain ongoing communication with parents regarding classroom activities \nand student progress. Assess student learning using formative and summative \nassessments aligned with state standards. \n● Certified Homeschool Advisor (0.4 FTE): \nWorks collaboratively with parents of homeschool families to develop and monitor \nIndividualized Learning Plans (ILPs). Maintains records of student progress and parent \ncommunication. \n● SPED Interventionist/Teacher (1.0 FTE): Develops and implements Individualized \nEducation Programs (IEPs). Ensures timely annual reviews and triennial evaluations. \nSupports classroom teachers in implementing accommodations and modifications. \nMeets all federal, state, and district requirements related to special education. Will also \nfulfill the role of teacher for grades K-2 classroom. \n● CTE Instructor (0.25 FTE): Lead hands-on learning experiences, guide students in \ndeveloping technical and career skills, and support exploration of real-world \napplications. Retain the necessary credentials to award state-standards-aligned CTE \ncredit. \n● Secretary/Administrative Assistant (0.4 FTE): Provides clerical support for daily school \noperations. Manages communication with parents, staff, and community members. \nMaintains attendance, registration, enrollment, and permanent student records. \nSupports budgeting and reporting functions. \n● Custodian (Volunteer): Maintains and cleans the school facility in accordance with the \n \n88 \n\n \nrental agreement with Alaskan Homestead Education, Inc. Custodial services will be \nprovided by Alaska Homestead Education, Inc. (0.5 FTE) \n● School Nurse (Volunteer): Provides services twice monthly. Maintains health and \nimmunization records; establishes and trains staff in health protocols, medication \nmanagement, and student illness procedures, in compliance with state law and district \npolicy. \nCollective Bargaining Agreements \nNikolaevsk Charter School will honor existing bargaining agreements with the Kenai Peninsula \nBorough School District (KPBSD) for any covered employees. \nAdministrator Qualifications \nThe school administrator will be a principal holding a current Alaska Type B Administrative \nCertificate. \nTeaching Staff \nInstruction will be provided by certificated teachers and/or qualified instructors as determined \nby parent/guardian and approved in the ILP. Eligible teachers include current or retired KPBSD \nteachers, or certificated teachers on the district’s eligible-to-hire list. \n● Teachers employed by or retired from KPBSD, or listed as eligible-to-hire, may be \nemployed by NCS. Assignment to the school requires teacher consent. \n● Teachers and Homeschool Advisors will be evaluated in accordance with district and \nstate requirements. Instruction may include comparative teaching about religions but \nmay not advocate for or against any particular belief (AS 14.0090, Sept. 15, 1988 Op. \nAtt’y Gen.). \n● Teacher compensation will follow the existing KPBSD collective bargaining agreement. \n● Hourly compensation will be calculated by dividing the teacher’s annual salary (per the \n105 Salary Schedule) by the number of school days and contracted hours. \n● The principal, with input from the APC, will select and supervise teachers. Student \nassignments will be determined through procedures designed jointly by the principal \nand APC. \n2.b Administrative Policy Manual \nThis Administrative Policy Manual is a living document maintained by the APC. It is reviewed \nand updated regularly to reflect compliance with the charter contract, district requirements, \nand state law. Amendments to the manual are adopted during APC meetings and recorded in \nofficial minutes. \nPolicy Development and Implementation \nNCS develops internal policies to govern curriculum, student assessment, staff conduct, and \n \n89 \n\n \noperational procedures. These policies are: \n● Approved by the APC and reviewed annually. \n● Designed to meet state standards and promote student achievement. \n● Maintained on-site for staff access and accountability. \nContinuous Improvement \nThe APC and administrator review policies and operational outcomes annually to ensure that \nthe school’s programs remain effective, relevant, and aligned with the educational needs of the \nNikolaevsk community. \nCompliance and Reporting \nNCS maintains records and documentation to demonstrate compliance with all applicable state \nand federal statutes. Reporting to KPBSD is limited to statutory requirements and charter \ncontract obligations. NCS reserves authority over all instructional, operational, and \nadministrative decisions. \nOperation of Social Media Account and Website \nNCS will operate a school website that will allow students and parents to find all necessary \ntools. NCS also has the power to operate social media accounts on all major and minor social \nmedia platforms. \n2.c APC Meetings \nThe Academic Policy Committee will administer the contract with the Kenai Peninsula Borough \nSchool District Board of Education, ensuring that NCS operates in compliance with federal, state, \nand local laws and regulations. \n● The APC will hold 9 meetings per year to review progress, update goals, revise \nhandbooks and policies, and make decisions regarding educational and programmatic \nmatters. \n● The APC will conduct at least one annual goal-setting meeting to review data, establish \nschool goals, and align priorities with community and educational needs. \n● Periodic school improvement work sessions will be scheduled, with guidance from the \nschool administrator and partnering entities, to ensure the APC operates using best \npractices in school governance. \n● The school administrator will attend all APC meetings and subcommittee meetings, \nproviding updates on staffing, budgeting, facilities, and school operations. \n● The APC will assess student academic outcomes and program effectiveness \n● The APC will facilitate necessary adjustments to school operations and curriculum \n● The APC will evaluate the performance of the school administrator \n● The APC will review and oversee financial management \n● The APC will make informed decisions regarding curriculum implementation and \n \n90 \n\n \ndevelopment \nThe APC will document meeting outcomes and action items to ensure transparency, \naccountability, and continuous improvement. Staff, parents, and community members are \nencouraged to attend APC meetings. Staff may be invited to present reports about school \nfunctions such as cultural events, field trips, or family engagement activities. \n2.d Parental and Community Involvement \nNCS is a public school. Teachers and staff are hired under Kenai Peninsula Education Association \nnegotiated agreements, and Nikolaevsk Charter School is and will be administered under a \nspecific Academic Policy Committee (APC) according to the provision of the applicable Alaska \nStatute. The APC sets school policy and is accountable to the parents of enrolled students. The \nAPC is subject to its written bylaws and funding formulas negotiated by the Kenai Peninsula \nBorough School District. Parents are encouraged to be involved in the education of their \nchildren at NCS. Parents are expected to support the educational needs of their children by \nassisting in various areas of organization and preparation. Parents and community members are \nencouraged to be involved in NCS, including volunteering in classrooms and/or the office, \nserving on the APC, and/or its subcommittees. \nParents are strongly encouraged to volunteer in whatever capacity they are able, whether \nin-classroom or behind-the-scenes support. Nikolaevsk Charter School motto is: “it takes a \nvillage” and we are stronger when we come together. \n2.e Standard Parent and Teacher Contacts for Continuous Sustainable Improvement of \nAcademic Learning and Administration \nNikolaevsk Charter School (NCS) maintains regular and structured communication between \nparents and teachers to support student learning and the effective administration of the school. \nStandard practices include: \nParent-Teacher Conferences – In-Person Students \nNCS will hold parent-teacher conferences twice per year for all in-person students. These \nconferences provide families with opportunities to: \n● Review student progress, assessment results, and classroom performance. \n● Discuss learning goals, instructional needs, and areas for growth. \n● Address social and emotional development, ensuring a well-rounded educational \nexperience. \n● Celebrate student achievements and set strategies for continued success. \nConferences are designed to strengthen the partnership between families and teachers, \nproviding a structured space to ensure students remain on track academically and personally. \n● Homeschool and Hybrid Family Support: Families participating in the homeschool or \n \n91 \n\n \nhybrid models have additional structured contact with their assigned homeschool \nadvisor. Homeschool advisors assist with the development and review of Individual \nLearning Plans (ILPs), monitor student progress, provide guidance on coursework and \nstandards, and follow up on grades to ensure students are meeting academic \nexpectations. We aim to offer an allotment comparable to other local homeschool \nprogram options (e.g., Connections and IDEA) while leaving flexibility for adjustment \naccording to inflation and needs specific to the particular circumstances of our rural \ncommunity. In future years, we hope to offer a pre-school sibling allotment of $500, but \nwill not be able to budget for this in year 1. \n● APC Feedback Opportunities: Parents are invited to provide feedback during each \nAcademic Policy Committee (APC) meeting. Each agenda includes a dedicated parent \ncomment section to solicit input on school operations, programs, and student learning. \n● Regular Communication: Weekly newsletters and announcements are sent to families \nthrough written letters and email. Parents may join the NCS email list to receive \nelectronic communications and updates. \n● Annual Parent Survey: The APC administers a yearly survey to all parents to gather \nfeedback on the academic year, identify areas for improvement, and inform future \nplanning. \nThrough these regular contacts and feedback mechanisms, NCS ensures ongoing \ncollaboration with families, promotes continuous improvement in academic \nprogramming, and provides structured support for both in-person and homeschool \nstudents. \n2.f School Calendar \nNikolaevsk Charter School will follow a calendar beginning in August and ending in May, \nproviding 170 instructional days while accommodating Russian Orthodox religious observances. \n2026–2027 School Year Calendar \n● Start Date: August 12, 2026 \n● End Date: May 26, 2027 \n● Winter Break: December 21, 2026 – January 8, 2027 (three weeks, to include Russian \nOrthodox Christmas on January 7). \n● Spring Break: March 15-19, 2027 \n● Pascha Break May 3-7, 2027 (this varies year to year) \n● Other Closures: Standard U.S. holidays observed by KPBSD, including: \n● Labor Day – September 7, 2026 \n● Thanksgiving – November 26–27, 2026 \n● Memorial Day – May 31, 2027 (not in session, but included for clarity). \n● Nikolaevsk Charter School’s variance calendar aligns with the Kenai Peninsula \nBorough School District (KPBSD) calendar, providing 170 student days and 188 \nteacher workdays. Should the State of Alaska require a minimum of 180 student \ndays, the school will make the necessary adjustments to ensure full compliance \nwith state requirements. \n \n92 \n\n \nSection 3: Educational Program and Student Achievement \n3.a. Educational Program \nNikolaevsk Charter School (NCS) offers a hybrid educational model that combines Montessori \ninstruction for grades K–8 with Career and Technical Education (CTE) pathways for grades 9–12. \nThe school provides two distinct options: \n● Five-day, on-campus program: Designed for families seeking a structured public school \nexperience. \n● Homeschool support program: Offers certified homeschool advisors, elective \nopportunities, and access to specialized courses for families desiring flexibility. \nThis dual approach reflects the needs of the Nikolaevsk and Anchor Point communities, where \nagricultural and homesteading lifestyles are common, and ensures equitable access to a \nhigh-quality, community-centered education. \n3.b. Instructional Program Addresses State Standards \nNCS aligns instruction with the Alaska Content and Performance Standards, ensuring education \nis academically rigorous, and Montessori instruction fosters self-directed learning, \nindependence, and mastery of foundational skills in grades K–8. In grades 9–12, CTE courses \nprovide hands-on, career-focused learning in fields such as agriculture, construction, \nengineering, and applied arts. \nAlaska Reads Act Compliance \nNikolaevsk Charter School (NCS) will comply with the Alaska Reads Act (AS \n14.03.420–14.03.440), which requires schools to identify and provide support for students in \ngrades K–3 who demonstrate a reading deficiency as measured by the state-approved screening \nand assessment tools. In the event a student is identified as below proficiency, NCS will develop \nan Individual Reading Improvement Plan (IRIP) in collaboration with parents, in alignment with \nthe timelines and requirements outlined in the Act. \nAt NCS, these plans will be developed and implemented by our Montessori teachers, ensuring \ninterventions are seamlessly integrated into the Montessori curriculum and philosophy. While \nMontessori instruction has historically resulted in students performing at or above their grade \nlevel in literacy, NCS recognizes need for compliance under the Alaska Reads Act and will meet \nall state requirements should a student fall below proficiency. \n3.c. Plans to Serve Special Populations \nNikolaevsk Charter School (NCS) is committed to providing an inclusive educational environment \nthat supports the success of every student. \n \n \n93 \n\n \nStudents with Disabilities (IEPs & 504 Plans) \nNCS will serve students with disabilities in full compliance with the Individuals with Disabilities \nEducation Act (IDEA), Section 504 of the Rehabilitation Act, and state regulations (4 AAC 52). \nSpecial education and related services will be coordinated by the KPBSD Special Education \nDepartment and delivered by certified staff. Individualized Education Programs (IEPs) will be \nimplemented within the Montessori and CTE classrooms through accommodations, modified \nmaterials, and differentiated instruction. \nMulti-Tiered System of Supports (MTSS) \nNCS will utilize a data-driven MTSS model to identify students in need of additional support. \nTier 1 focuses on high-quality, inclusive instruction; Tier 2 provides targeted small-group \ninterventions; and Tier 3 offers individualized support and may lead to referral for special \neducation evaluation when appropriate. \nNeurodivergent Learners \nInstructional strategies will emphasize universal design for learning (UDL) and sensory-friendly \nenvironments to support students with ADHD, autism, dyslexia, and other neurological \ndifferences. Montessori materials naturally allow for self-paced, hands-on learning, while CTE \npathways provide concrete, project-based applications that help neurodivergent students \ndemonstrate mastery through action. Staff will receive ongoing professional development in \ntrauma-informed practices, executive-function supports, and differentiated assessment. \nEnglish / Bilingual Learners (EL Program) \nNCS will identify and support students who are English Learners (ELs) in accordance with Title VI \nof the Civil Rights Act and the Equal Educational Opportunities Act (EEOA). Upon enrollment, all \nstudents will complete a Home Language Survey, and those flagged for review will receive \nlanguage proficiency screening using district-approved tools. \nIdentified EL students will receive English Language Development (ELD) instruction delivered by \na certified teacher in coordination with KPBSD’s ELL Program. Services may include small-group \nor push-in instruction emphasizing vocabulary, reading comprehension, and academic language \ndevelopment. Progress will be monitored at least twice per year, and students will exit the \nprogram once they demonstrate proficiency on the state-approved English Language Proficiency \nAssessment. \nGifted & Advanced Learners \nGifted students will be supported through accelerated work plans, enrichment projects, and \nmentorship opportunities integrated within both Montessori and CTE pathways. \n \n \n94 \n\n \nFamily & Community Partnership \nNCS will maintain strong collaboration with families and the community to ensure support is \npersonalized, culturally responsive, and respectful of local values and traditions. \n3.d. Objectives for Program Achievement \nNCS has established the following objectives: \n1. Academic Growth: Students will demonstrate measurable progress in reading and math, \nwith a focus on proficiency beginning in the first year of operation. \n2. Career Readiness: High school students will graduate with skills, certifications, and \nexperiences that prepare them for employment, postsecondary education, or vocational \ntraining. Community Responsiveness: Students will engage in projects that honor local \ntraditions, agriculture, and homesteading lifestyles, strengthening community ties. \n3. Support for Homeschool Families: The hybrid model will expand access to resources, \ntraining, and electives, improving educational outcomes for homeschoolers. \n4. Professional Growth: Staff and parents will receive ongoing Montessori and CTE training \nto sustain program quality. \nWritten objective for Academic Success \nAcademic success at NCS will be seen through performance in the state standardized test in \ncurrent use during the current school year. Nikolaevsk Charter School will constantly be looking \nto improve the state testing results of the attending students. Nikolaevsk Charter School will \ndiscover and document the level of state deemed, proficient, advanced, approaching proficient \nand needs support (or any future terms used by the state to deem academic performance) and \nseek to improve and (or) maintain the level of proficient and advanced students. \nIn addition students academic success will be measured by quarterly and semester grades \nassigned by teachers of the Nikolaevsk Charter School. \n3.e. Student Assessment Utilized \nStudent achievement will be measured through a variety of assessments, including: \n● State-mandated assessments (e.g., AK STAR) \n● NCS will administer the state-mandated Alaska Reads literacy screener \n(mCLASS/Amplify) in fall, winter, and spring to all K–3 students. Students identified as \nhaving reading deficiencies will receive intensive reading interventions in addition to \ncore reading instruction \n● Montessori-based evaluations, including portfolios, observational records, and \nperformance demonstrations \n● CTE-based assessments, such as project completions, skills checklists, certifications, and \n \n95 \n\n \napprenticeships \n● Formative and summative classroom assessments, including oral presentations, written \nwork, and digital demonstrations \nNCS Student Assessment \nNCS will administer all state- and district-required assessments each year in accordance with \nAlaska and KPBSD guidelines; Charter school required assessments may change over time, and \nNCS will comply with any updates without further contract amendment. Academic success will \nbe measured using these required assessments and a balanced set of school-based measures \ngrounded in current educational research, Alaska Content Standards, KPBSD goals, parent input, \nand needs assessments. Performance standards are evaluated through multiple measures, \nincluding (but not limited to) formative checks, anecdotal records, reading diagnostics, student \nportfolios, report cards, presentations, and common/course assessments. Attainment of \nstandards may be demonstrated via oral presentations, written examinations, writing samples, \naudio/video artifacts, artistic renderings, technology-based products, capstone projects, or any \ncombination thereof. \nEarly Literacy Assessment and Alaska Reads Act Compliance \nEarly Literacy Screening (K–3). In accordance with the Alaska Reads Act and to the extent \nrequired of charter schools under AS 14.03.250–.290, NCS will administer the state-approved \nearly literacy screener (currently mCLASS by Amplify) three times annually (fall, winter, spring) \nfor all K–3 students, or any successor screener designated by DEED, NCS will follow the \napplicable statute. \nThe screener will assess foundational reading skills, including phonemic awareness, phonics, \nfluency, vocabulary, and comprehension, to identify students who may be at risk for reading \ndifficulties. \nIntervention and Support Process \n1. Benchmark Screening: \nStudents are assessed at the beginning (fall), middle (winter), and end (spring) of each \nacademic year using the state-mandated screener. Results are reviewed by teachers and \nadministrators within ten (10) days of completion. \n2. Identification of Reading Deficiencies: \nStudents scoring below the state-defined proficiency threshold are identified as having a \nreading deficiency. These students will receive targeted, evidence-based reading \ninterventions designed to address specific skill gaps. \n \n96 \n\n \n3. Parent Notification and Individualized Reading Improvement Plans (IRIPs): \nParents or guardians will be notified in writing within fifteen (15) days of the screening if \ntheir child demonstrates a reading deficiency. Together with the classroom teacher, \nparents will participate in developing an Individualized Reading Improvement Plan \noutlining goals, progress-monitoring methods, and at-home reading activities. \n4. Progress Monitoring: \nStudents receiving interventions will be progress-monitored bi-weekly using \ncurriculum-based measures to evaluate growth and adjust supports as needed. \n5. Tiered Support Structure: \n● Tier 1: High-quality, research-based literacy instruction for all students. \n● Tier 2: Small-group targeted instruction using diagnostic data for students below \nbenchmark. \n● Tier 3: Intensive, individualized intervention for students with persistent reading \ndeficiencies, possibly including supplemental reading specialists or SPED referral \nwhen warranted. \n6. Reporting and Accountability: \nScreening data will be entered into the state’s Alaska Reads data system and shared with \nthe KPBSD Office of Teaching and Learning to ensure compliance with reporting and \nprogress-monitoring requirements. \nProgram Alignment \nAll literacy instruction and intervention materials used at NCS will align with the Science of \nReading and state-approved curricula under the Alaska Reads framework. Teachers will receive \nongoing professional development in explicit phonics instruction, structured literacy, and \ndata-driven intervention planning. \nSection 4: Professional Development \n4.a Ongoing School-Year Training (2026–2027) \n● Pre-Service (Aug 5–7): Montessori intro/refresher for K–8 using American Montessori \nSociety (AMS) online materials, plus hands-on classroom setup and implementation of \nMontessori work cycles. \n● CTE Prep (late August): CTE-focused training for high school instructors covering rural \ntrades, applied technologies, and safety certifications. \n \n97 \n\n \n● Monthly In-Service (Early Release): Curriculum alignment, instructional strategies, peer \ncoaching, and student support. \n● Spring Follow-Up (March 12): Deepen PBL practices, refresh hands-on Montessori \nmethods, calibrate assessments, and map next-year instructional plans. \nDates are flexible and may adjust based on provider availability and staffing needs. \n4.b Montessori Certification & Training \n● Staff participate in professional development through American Montessori Society \n(AMS) and Center for Guided Montessori Studies (CGMS). \n● Blended (online + in-person) training will be used to meet Montessori credentialing \nrequirements. \n● By Year 3, full Montessori school certification is anticipated for 2 teachers, with K–8 staff \nfully implementing Montessori practices. \n4.c Career & Technical Education (CTE) Training \n● CTE instructors receive PD in applied trades and safety standards. \n● Training includes: trade-specific certifications (e.g., shop safety, first aid, equipment \noperation); effective instructional strategies for hands-on CTE learning in rural settings; \nand integration of CTE into project-based and Montessori-aligned instruction. \n● Ongoing PD includes industry workshops, peer collaborations, and continuing-education \nupdates. \n4.5 Professional Development Timeline & Milestones \nYear Montessori Milestones CTE Milestones \nYear 1 \n(2026–2027) \nAMS membership initiated; \nCGMS training begins for 2 \nteachers \nHire/designate CTE lead; initial safety/trade \n certifications; first CTE training \nYear 2 \n(2027–2028) \nContinue Montessori certification \nfor 2 teachers; deeper curriculum \nimplementation. 3rd teacher \nbegins training \nExpanded CTE programming; incorporate \nstudent projects; ongoing workshops and \nindustry engagement, increased student \nprojects \nYear 3 \n(2028–2029) \nFull Montessori certification for 2 \nteachers anticipated; K–8 \npractices fully implemented \nCTE offerings stabilized; Sustained \nintegration with Montessori + CTE learning; \ncontinuous improvement \n \n98 \n\n \n \n \n4.e Oversight and Evaluation \nNCS will maintain records of all PD activities, including attendees, hours, content focus, and \nreflections. \nStaff feedback will be collected after sessions to assess relevance and effectiveness. \nThe Academic Policy Committee (APC) will review annual reports on PD progress, Montessori \ncertification status, and CTE program development. \n \nSection 5: Facility \n5.a Proposed Location \nNCS’s proposed location is at the Nikolaevsk School, 65524 Nikolaevsk Road 99556 in the village \nof Nikolaevsk, Alaska. Alaskan Homestead Education, Inc. is currently pursuing a building \nagreement with the Kenai Peninsula Borough for Nikolaevsk Charter School. \n5.b Written Facility Plans and Evidences Thereof \nAlaska Homestead Education, INC is in active negotiations to lease the former Nikolaevsk School \nbuilding from the Kenai Peninsula Borough on behalf of NCS. Once the final lease agreement is \nexecuted, a copy of the contract will be inserted here as documentation of the facility plan. \nHealth, Safety, and Compliance \nIn accordance with KPBSD Board Policy 6187 – Charter Schools Policy, NCS will ensure all \nfacilities meet federal, state, and borough building, fire, health, and safety codes. The charter \nschool is responsible for: \n● Obtaining inspections from the Department of Environmental Conservation (DEC) and \nthe fire marshal \n● Correcting any deficiencies in non-district facilities \n● Maintaining compliance throughout the duration of the charter contract \nCertificates and Compliance Documentation: \n● Certificates from DEC and the fire marshal confirming facility compliance with all \napplicable regulations will be maintained on file. \n \n99 \n\n \nSection 6: Admissions \n6.a. Admission Policies \nAS 14.18.020: “No person may be deprived of access to an educational program or activity \nbased on sex, race, religion, color, national origin, or disability.” Nikolaevsk Charter School shall \nnot discriminate against applicants based upon any of the protected classes, and shall provide \nequal access to its facilities to all students in compliance with state and federal law. \nNikolaevsk Charter School (NCS) is a public school. Tuition cannot and will not be charged. NCS \nis open to all students eligible to attend KPBSD schools. The staff’s children/grandchildren \naccount for a small percentage of the student body and are to be considered the highest priority \nafter returning students. Students enrolled in the current year will be offered continuation of \nenrollment for the following year upon timely confirmation; unconfirmed seats are released to \nthe lottery. \nParents must meet with the Administrator prior to enrollment to ensure that our academic \nprogram will meet their needs. This meeting is informational only and is not a condition of \nadmission. NCS will assess students to ensure appropriate academic placement. Assessments \nmay include diagnostic or subject-specific tests to determine academic levels, identify strengths \nand weaknesses, and inform placement in programs such as remedial support, advanced \ncoursework, or special education services. Testing will be conducted equitably (with required \naccommodations) and results are used solely for placement, not as a condition of admission. \nRecruitment & Applications NCS will advertise on local social media and post notices on local \nbulletin boards and at local events. Families submit one application listing all eligible children to \nensure family unity. Applications are accepted digitally (via email or online portal) or in person \nby 4:00 PM on February 28 for the upcoming school year. \nIf Timely Applications Exceed Capacity The charter school and KPBSD may attempt to \naccommodate applicants by considering additional classroom space and staffing. If it is not \npossible to accommodate all eligible students who submit a timely application, students shall be \naccepted by a random drawing (lottery). Siblings (including foster siblings) of currently enrolled \nstudents will be enrolled if space is available; otherwise they receive sibling preference on the \nwaitlist. \nLottery \nThe lottery will be held on the third Tuesday in March and will be supervised by an outside \nagency. The lottery is managed by an impartial third-party organization (e.g., a certified auditing \nor administrative firm) to ensure transparency and fairness. Each family drawn is assigned a \nplace number based on the order of the random draw. This place number determines \nenrollment order and establishes the waitlist order for the applicable school year. \n \n100 \n\n \nFamily applications will be flagged as either “full-time” or “homeschool” and may indicate \neligibility for uniform, nondiscriminatory preferences (returning students by confirmation, staff \nchildren/grandchildren, and siblings). As space becomes available (e.g., due to withdrawal), NCS \nwill contact the family closest to the top of the waitlist in order, after applying the listed \npreferences. When there are no applicants with applicable preferences, the family at the top of \nthe waitlist will be enrolled. Selected families are notified via email, phone, or mail within one \nweek of the lottery. \n \nSection 7: Fiscal \n7.a. Budget Summary and Financial Plan \nNikolaevsk Charter School (NCS) will be funded primarily through the state public education \nfoundation formula and local per-pupil contributions. Additional revenue sources may include \nfederal Title I funds, competitive and formula grants aligned with the school’s mission, \ncommunity fundraising events, and contributions from an affiliated non-profit organization. All \nfundraisers and grant applications will be coordinated and approved by the Academic Policy \nCommittee (APC) to ensure alignment with NCS priorities and legal requirements. \nThe school’s projected budget covers staffing, instructional materials, facility use, and \noperational expenses, with indirect costs capped at 4% per DEED guidelines. Annual \nappropriations lapse at fiscal year-end, except for encumbered funds, which carry forward to \nthe next fiscal year. Homeschool students enrolled in Nikolaevsk Charter School (NCS) will \nreceive allotments to support purchases outlined in their Individual Learning Plans (ILPs). \nAllotments are designated at the family level, allowing funds to be used for any enrolled student \nwithin the same household as needed. \nWithdrawal and Allotment Adjustment Policy \nIn the event that a student withdraws from Nikolaevsk Charter School (NCS), the student’s \nportion of the family allotment will be prorated and subtracted from the family’s total allotment \nbalance based on the student’s date of withdrawal. \nEncumbered funds or pending purchase orders associated with the withdrawing student will be \nreviewed and cancelled unless the goods or services were rendered prior to the date of \nwithdrawal. \nOnly pre-approved purchases completed before the withdrawal date will be eligible for \nreimbursement. \nThe remaining allotment funds may continue to be used for other enrolled students in the \nhousehold, up to the total of their respective allotment amounts. \nIf all students in the family withdraw, any remaining funds shall revert to NCS and be used to \nsupport the general student body. \n7.b. Fiscal Assurances \nNCS will maintain financial records in accordance with federal, state, and local laws. Accounting \nand budgeting processes follow KPBSD procedures, and NCS cooperates fully with district \n \n101 \n\n \npersonnel for annual audits. All leases, debts, and obligations of NCS are the responsibility of \nthe school and do not constitute liabilities of KPBSD. Payroll, purchasing, and financial reporting \nare managed in coordination with KPBSD, ensuring transparency and compliance. Detailed \nrecords of revenues, expenditures, and homeschool allotments are maintained and subject to \naudit. \n \nSection 8: Transportation \n8.a For the 2026–2027 school year, parents and guardians will be responsible for providing \ntransportation to and from Nikolaevsk Charter School (NCS). NCS will continue to monitor and \nexplore safe and feasible transportation solutions, in coordination with the district and state \nauthorities, should conditions allow for district-provided or alternative transportation in the \nfuture. \n \nSection 9: Corrective Action at NCS \n9.1 Academic Expectations and Corrective Procedures \nStudents at Nikolaevsk Charter School are expected to maintain at least a C (70%) average in all \nsubject areas. Students experiencing academic difficulty will receive individual or small-group \nsupport from a peer tutor or staff member, under the direction of NCS, with input from the \nstudent, teacher, parent, or other relevant staff. \nIndicators that a student may require additional support include, but are not limited to: \n● Failing to turn in assignments resulting in a grade below 70%. \n● Demonstrating a lack of understanding in class or in submitted work. \n● Consistently submitting low-quality work. \n● Submitting three or more consecutive assignments below a passing grade. \nWhen appropriate, students may be referred for further evaluation to determine eligibility for \nSpecial Education or Section 504 services in accordance with the Individuals with Disabilities \nEducation Act (IDEA), Section 504 of the Rehabilitation Act, and Alaska Administrative Code (4 \nAAC 52). Referrals may be initiated by a teacher, parent, or homeschool advisor when a student \ndemonstrates persistent academic, behavioral, or developmental difficulties that interfere with \nlearning despite targeted support. \nAcademic Probation \nAcademic probation is a formal warning status for a student whose academic \nperformance falls below the school’s minimum expectations. It is intended to prompt \nimprovement with extra support, not to punish. Athletics eligibility is determined by \n \n102 \n\n \nASAA/KPSAA (e.g., GPA/credit checks). NCS may limit non-athletic privileges (e.g., some \noptional trips) during probation. Students earning below 70 percent in a course may be \nplaced on academic probation. \nMiddle School: five academic days \nHigh School: ten academic days \nProbation may be enacted when a student has failing grades on three or more \nconsecutive assignments over 30 days, as determined by the administrator with input \nfrom the instructor. \nDuring probation, an Academic Corrective Contract is established between the student, \nstaff, and parents, outlining specific academic goals and expectations. At the end of the \nprobation period: \n• Staff review the student’s progress. \n• If the contract terms are met, the student is removed from probation. \n• If not met, the contract is revised and probation continues for an additional five (MS) \nten (HS) academic days. \nStudents who remain on probation after repeated interventions will be referred to the \nIntervention Team for additional support and planning. The team includes the school \nadministrator, certified teacher(s), and the student’s parent/guardian, and may include \nother relevant staff (e.g. peer tutor, mentor, special education teacher) as needed. The \nteam will: \n• Review academic performance, attendance, and behavioral data; \n• Identify barriers to learning and potential underlying causes; \n• Develop a Student Support Plan that may include tutoring, schedule adjustments, \nstudy skills assistance, mentoring, behavioral or attendance interventions, or referral for \nfurther evaluation under Section 504 or Special Education, if appropriate. \n \n9.2 Disciplinary Actions at NCS \nThe purpose of our disciplinary policy is to foster an environment where teacher centered \ninstruction is both possible and effective. Classroom teachers will work with their students to \nestablish rules and consequences in their classroom. Additionally, the school staff will construct \nrules and consequences for general indoor/outdoor areas and will be responsible for enforcing \nthem. \nCard-Based Discipline System \nNikolaevsk Charter School uses a card-based discipline system for students of all ages and \ngrades. Each student is issued four cards: green, yellow, red, and white. \n \n \n103 \n\n \nDaily Start: \n● Students generally begin each day on green. \nCard Pulls and Meaning: \n● Green → Yellow: Minor offense; a warning or area of caution. \n● Yellow → Red: Continued minor infractions; may result in a special chore or minor \nrestriction. \n● Red → White: Further infractions; student is referred to the administrator, and a \nparent/guardian is contacted. \nBehavior Contracts: \n● If a student receives multiple white cards over time, a behavior contract will be created \noutlining specific expectations and steps to improve behavior. \nAdministrative Referral: \n● Students engaging in mischief or repeated violations may be sent directly to the \nadministrator for review. \n● The administrator gathers information from the student, teacher, and other relevant \nparties before determining consequences. \n● Parents are notified of all administrative interactions and consequences. \nEscalation: \n● Persistent or severe behavioral issues may lead to suspension or, after due process, a \nrecommendation to the KPBSD School Board for expulsion. \n● NCS follows KPBSD policies concerning alcohol, drugs, weapons, and other serious \ninfractions. \n● Discipline is applied progressively, escalating as needed, with the goal of corrective \nintervention before severe consequences. \nSection 10: Nikolaevsk Charter School Complaint Resolution Policy \nNikolaevsk Charter School values open communication and is committed to resolving concerns \npromptly and fairly. Parents, students, and community members are encouraged to bring \nforward complaints or concerns following this process: \n1. Direct Resolution – Concerns should first be discussed directly with the staff member \ninvolved. \n2. Escalation to Administration – If the issue is not resolved, the complaint may be \nsubmitted in writing to the school principal or director. \n3. APC Review – If the concern remains unresolved, it may be brought to the Academic \nPolicy Committee (APC) for review and final decision. \n \n104 \n\n \n4. District Appeal – If necessary, unresolved matters may be appealed through the Kenai \nPeninsula Borough School District’s established procedures. \nAll complaints will be addressed in a respectful and timely manner. Retaliation against \nindividuals who raise concerns are strictly prohibited. \nAccountability \nThe Nikolaevsk Charter School Academic Policy Committee (APC) shall operate according to the \nprovisions of Alaska Statute 14.03.255. The APC may execute any powers delegated to it by \nfederal or Alaska state law. The APC will, hereby, consist of: six parents or guardians of currently \nenrolled NCS students, a selected community member, the school administrator and \nappropriate staff designee acting in an advisory, and non-voting capacity, and a student \nrepresentative acting in an advisory, non-voting capacity. \nThe Academic Policy Committee (APC) will meet at least 9 times to monitor progress in \nachieving the schools’ goals. \nNikolaevsk Charter School will develop a complaint resolution policy along with their \nadministrator, in accordance with all applicable laws, statutes and policies. \nSection 11: NCS Dress Code Requirements for Staff, Students and Volunteers \nAll students and staff are expected to abide by these uniform requirements. The dress code is \ndesigned to ensure a positive and distraction-free learning environment, foster school pride, \nand promote student safety. \n1. Clothing Must Be Appropriate: \n● Clothing should be clean, modest, and in good repair. \n● Attire must not disrupt the educational process or pose a safety hazard. \n● Clothing should not display offensive, obscene, or inappropriate content, \nincluding references to drugs, alcohol, tobacco, violence, or discriminatory \nlanguage. \n2. Tops: \n● Shirts must have sleeves (e.g., short or long sleeves; no sleeveless tops, tank \ntops, or crop tops). \n● No low-cut or revealing tops that expose cleavage, midriff, or undergarments. \n● Hoodies are allowed, but hoods must remain down during school hours for safety \nand identification purposes. \n \n3. Bottoms: \n \n105 \n\n \n● Pants, shorts, skirts, or dresses must be worn at the waist and fit appropriately. \n● Shorts and skirts must be at least mid-thigh length or longer. \n● No sagging pants or exposed undergarments. \n● Leggings and yoga pants are permitted only if paired with a top that reaches \nmid-thigh. \n4. Footwear: \n● Closed-toed shoes are required for safety (e.g., sneakers, loafers). \n● No flip-flops, sandals, or high-heels \n● Shoes must be appropriate for school activities, including recess and gym. \n5. Accessories and Other Items: \n● Hats, caps, or head coverings are not permitted indoors, except for religious or \nmedical reasons. \n● Jewelry should not be excessive or pose a safety risk (e.g., no large hoop earrings \nor spiked accessories). \n● Backpacks and bags must be stored in lockers or designated areas during class \ntime. \n6. Prohibited Items: \n● Clothing with gang-related symbols or logos. \n● Pajamas, slippers, or costumes (except on designated spirit or theme days). \n● See-through, ripped, or overly tight clothing that reveals undergarments or skin \ninappropriately. \n● Face paint or masks that obscure identity (except for approved events). \n7. Special Considerations: \n● Physical Education: Students must wear appropriate athletic attire (e.g., sneakers \nshorts/sweatpants, and t-shirts) during PE classes. \n● Dress-up Days: NCS may allow exceptions for spirit weeks, cultural events, or \nspecial activities, but guidelines for modesty and appropriateness still apply. \n● Religious/Cultural Accommodations: Reasonable accommodations will be made \nfor religious or cultural attire upon request. \n8. Enforcement: \n● First violation: Verbal warning and opportunity to correct attire (e.g., change into \nschool-provided clothing or call home). \n● Repeated violations: May result in parent/guardian contact, detention, or other \ndisciplinary actions. \n \n106 \n\n \nAppendix F \nProgram that Aligns with State Content Standards and Statewide Assessment System \nOur program will address Alaska content standards and align with the statewide assessment \nsystem by integrating the KPBSD standards-aligned curriculum framework for language arts, \nmathematics, science, and social studies with Montessori content and methods. The KPBSD \ncurriculum framework can be found here: \nhttps://kpbsd.org/departments/assistant-superintendent/instructional-services/curriculum/. \nNikolaevsk Charter School’s (NCS) high school Career & Technical Education (CTE) program \nintegrates core academics with hands-on, career-focused training to meet Alaska State \nGraduation Requirements (4 AAC 04) and statewide assessment requirements (4 AAC \n06.710–790). The program prepares students for postsecondary training, trade careers, \nentrepreneurship, and community leadership through project-based learning, dual-credit \nopportunities (e.g., Kenai Peninsula College, AVTEC), and industry certifications. Instruction \nemphasizes applied skills, safety, workplace readiness, and alignment with Alaska \nPerformance Scholarship (APS) criteria where applicable. \nCTE instruction builds on Montessori foundations of independence and applied learning (K–8), \nemphasizing student agency, real-world problem solving, and integrated academic application \nacross pathways. Our high school program will be grounded in the KPBSD curriculum framework \nwhich ensures alignment with Alaska content standards and alignment with the statewide \nassessment system. The KPBSD curriculum framework can be found here: \nhttps://kpbsd.org/departments/assistant-superintendent/instructional-services/curriculum/. \nAdditionally, our program will meet KPBSD’s graduation requirements by following the course \nprogression and required credits outlined in KPBSD board policy 6146.1 found here: \nhttps://go.boarddocs.com/ak/kpbsd/Board.nsf/goto?open&id=B9ZSBY71B6AA \n \n \n107 \n\n \nAppendix G \nAdmission Policy and Procedures \nNikolaevsk Charter School (NCS) is a public school. Tuition cannot and will not be charged. NCS \nis open to all students eligible to attend KPBSD schools. The staff’s children/grandchildren \naccount for a small percentage of the student body, and after returning students (seat \nconfirmation each year), NCS requests that the district allow staff children/grandchildren to be \nconsidered a priority preference, applied uniformly and in a nondiscriminatory manner. \nStudents enrolled in the current year will be offered continuation of enrollment for the \nfollowing year upon timely confirmation; unconfirmed seats are released to the lottery. Parents \nmust meet with the Administrator prior to enrollment to ensure that our academic program will \nmeet their needs. This meeting is informational only and is not a condition of admission. NCS \nreserves the right to test all students for proper academic placement. Any assessments are used \nsolely for placement, not for admission, with accommodations provided as required. \nEvidence of Equal and Bias-Free Access \nAS 14.18.020: “No person may be deprived of access to an educational program or activity \nbased on sex, race, religion, color, national origin, or disability.” Nikolaevsk Charter School \ncovenants and agrees that it shall not discriminate against applicants based upon any of the \nprotected classes, and that it shall provide equal access to its facilities to all students in \ncompliance with state and federal law. \nStudent Recruitment Procedure and in Case of Excess Applications \nNCS will advertise on local social media as well as posting on local bulletin boards and local \ngatherings. Nikolaevsk Charter School shall enroll all eligible students who submit a timely \napplication, without discrimination. Families submit one application listing all eligible children to \nensure family unity. Applications are accepted digitally (via email or online portal) or in person \nby 4:00 PM on February 28 for the 2026–2027 school year. If it is not possible to accommodate \nall eligible students who submit a timely application, students shall be accepted by a random \ndrawing (lottery). Those whose applications are not drawn will be entered into a lottery to \ndetermine their place number on the waitlist. Students enrolled in the current year are offered \ncontinuation of enrollment upon timely confirmation each year. If a student who is enrolled has \na sibling, including foster siblings, that would like to enroll in NCS, the sibling will be enrolled if \nspace is available; otherwise the sibling receives sibling preference on the waitlist. \nThe lottery will be held on the third Tuesday in March and will be supervised by an outside \nagency. The lottery is managed by an impartial third-party organization (e.g., a certified auditing \nor administrative firm) to ensure transparency and fairness. Each family drawn in the lottery is \nassigned a place number based on the order of the random draw. This place number \ndetermines enrollment order and establishes the waitlist order for the applicable school year. \nFamily applications will be flagged as either “full-time” or “homeschool” and may indicate \neligibility for uniform, nondiscriminatory preferences (returning students by confirmation, staff \n \n108 \n\n \nchildren/grandchildren, and siblings). Applications are assigned a waitlist number by random \ndrawing. As space becomes available (e.g., due to withdrawal), NCS will reach out to the family \nclosest to the top of the waitlist in order, after applying the listed preferences. When there are \nno applicants with applicable preferences, the family at the top of the waitlist will be enrolled. \nSelected families are notified via email, phone, or mail within one week of the lottery. \nIn-Person Enrollment Capacity and Preferences (Year One 2026–2027) \nFor the initial year of operation, in-person enrollment shall be capped at eighty (80) students, \nwith an approximate class size of twenty (20) students per classroom. \nEnrollment preferences (applied uniformly and only when applications exceed capacity): \n1. Returning students (continuation of enrollment upon timely confirmation each year); \n2. Children/grandchildren of NCS staff; \n3. Siblings of currently enrolled students. \nClass size limits may be temporarily adjusted, at the discretion of the Academic Policy \nCommittee (APC), to prevent the separation of immediate family members, provided the school \nremains within facility capacity and safety requirements established by the Kenai Peninsula \nBorough School District (KPBSD) and state regulation. If in-person enrollment reaches full \ncapacity, additional applicants—including homeschool students requesting on-campus class \nparticipation—shall be placed on a waitlist in the order determined by the approved lottery \nprocess, in compliance with AS 14.03.265 and KPBSD BP/AR 6187. \nEnrollment for Homeschool Students (Year One 2026–2027) \nFor the initial year of operation, homeschool enrollment shall be capped at seventy-five (75) \nstudents to ensure that Individual Learning Plans (ILPs) can be effectively overseen by the \ncertified Homeschool Advisor and that all homeschool families receive appropriate instructional \nsupport. \nIf the number of timely applications exceeds available capacity, students shall be admitted \nthrough a random drawing until the homeschool enrollment cap is reached. Applications not \nselected during the drawing shall be assigned a waitlist position determined by the lottery, in \naccordance with AS 14.03.265 and KPBSD BP/AR 6187. Enrolled homeschool students may \nregister for up to two (2) in-person classes per semester, if space permits. If applications exceed \navailable seats for any program, class, grade level, or the school overall, a lottery will be \nconducted to determine enrollment order for those seats. All waitlist assignments and seat \noffers follow the approved lottery and preference order described above. \n \n \n109 \n\n \nAppendix H \nProjected Budget \nProjected Budget 2026-2027 \nAll funding generated by NCS students will be provided to NCS. ALASKA STATUTES 14.03.260 \nFunding for charter schools; The \"amount generated by students enrolled in the charter school\" \nis to be determined in the same manner as it would be for a student enrolled in another public \nschool in that school district and includes funds generated by grants, appropriations, federal \nimpact aid, the required local contribution, the local contribution under AS 14.17.410(c), special \nneeds under AS 14.17.420(a)(1), and secondary school vocational and technical instruction \nunder AS 14.17.420(a)(3). A school district shall direct state aid under AS 14.11 for the \nconstruction or major maintenance of a charter school facility to the charter school that \ngenerated the state aid, subject to the same terms and conditions that apply to state aid under \nAS 14.11 for construction or major maintenance of a school facility that is not a charter school. \n \n \n110 \n\n \n \n \n \n111 \n\n \nBreakdown of Professional Technical Services $10,000.00 \n● Accounting Firm (for Lottery) \n● Consultants \n● HVAC repair \n● Engineers \n● Conference Fees (in person or virtual) \n● Personnel who provide direct instruction for students \nBreakdown of Supplies/ Materials Costs: $76,260.87 Total \n● $20,000 K-8 Montessori instructional materials / supplies (we already have one \ncomplete Montessori classroom set) \n● $31,080 9-12 High School core curriculum / supplies \n➢ Savvas Science $19,850 \n➢ TCI HistoryAlive! $2,625 \n-teacher licensing cost: ~$300–$500 per teacher annually (digital access to all \nhigh school programs) \n➢ StudySync $730 \n➢ Illustrative Mathematics $1,625 \n➢ Spark PE/Health $1,250 \n➢ Art $5,000 \n● $25,180.87 CTE instructional materials/ supplies \nBreakdown of Office Supplies $2000.00 \n● Paper, glue, staples, etc. \n● We are a resourceful group \nBreakdown of Equipment $5,113.79 \n● Computers, printers,etc. \n● Discounted from sources like Government Surplus where computers are $25, etc. \nBreakdown of Professional Development \n● $10,000 dedicated yearly to Montessori training \n● $8,000 for all other trainings \n*Budget will be adjusted based upon final enrollment count \n \nAlaska Homestead Education \nAlaska Homestead Education, Inc (AHE) is a 501c3 established for Nikolaevsk Charter School. \nAHE agrees to provide Nikolaevsk Charter school with custodial services, and furniture. \nAll other funding generated by NCS student enrollment not included in the proposed budget by \nKPBSD will be provided to NCS for the appropriate spending purposes. \n \n112 \n\n \nAppendix I \nFinancials \nStatement of Charter Funding \nAll funding generated by NCS students will be provided to NCS. ALASKA STATUTES 14.03.260 \nFunding for charter schools \nThe \"amount generated by students enrolled in the charter school\" is to be \ndetermined in the same manner as it would be for a student enrolled in another \npublic school in that school district and includes funds generated by grants, \nappropriations, federal impact aid, the required local contribution, the local \ncontribution under AS 14.17.410(c), special needs under AS 14.17.420(a)(1), and \nsecondary school vocational and technical instruction under AS 14.17.420(a)(3). \nA school district shall direct state aid under AS 14.11 for the construction or \nmajor maintenance of a charter school facility to the charter school that \ngenerated the state aid, subject to the same terms and conditions that apply to \nstate aid under AS 14.11 for construction or major maintenance of a school \nfacility that is not a charter school. \nKPBSD, or any relevant boards, shall allocate funding for NCS in accordance with Alaska State \nLaw, including administrative costs. This is to be determined by applying the Department of \nEducation approved indirect cost rate to the amount allocated for Nikolaevsk Charter School. An \nannual budget for NCS shall be submitted to the school district according to schedules \nestablished as standard by the Kenai Peninsula School District. Funds shall be made available to \nNikolaevsk Charter School on July 1st of each year of this contract. The amount of the budget \nwill be adjusted immediately following the ADM (average daily member) count period as \nestablished by the State of Alaska. All materials and services provided by the school district to \nNikolaevsk Charter School shall be provided to Nikolaevsk Charter School at rates equal to those \nof other schools in the district. No tuition shall be charged to Nikolaevsk Charter School \nstudents who reside in the Kenai Peninsula School District. Fees shall be consistent with KPBSD \npolicy and any funds collected from charter school students shall be retained by the Nikolaevsk \nCharter School. \nMethod of Accountability for Receipts and Expenditures \nFunding and Financial Operations \nFunding for Nikolaevsk Charter School (NCS) is based on the per-pupil allocation from the \nfederal, state and borough to the district. \nThere is a standard percentage (4%) of the per-pupil operating revenue retained by KPBSD for \nroutine services provided by the District in the handling of payroll, purchasing, business \nservices, accounts payable, insurance, and other services. This 4% fee is accounted for by KPBSD \n \n113 \n\n \nin a detailed breakdown of services and is applied to NCS’s operating budget after allocations \nfor building, maintenance, and utilities expenses. NCS will use the normal procedures \nestablished by KPBSD for its accounting, purchasing, and business functions. \nGrants, gifts, donations, and special revenue funds may also be received by NCS if accepted by \nthe APC and will be used for the specified purpose agreed upon at the time of acceptance. Fees \nmay be charged only for optional activities held outside of the instructional day. \nUpon approval Nikolaevsk Charter School (NCS) will immediately finalize Memorandums of \nAgreement (MOA) with Alaskan Homestead Education (AHE) for services related to custodial \nwork, school nursing, and facility maintenance and support. \nThe NCS budget is built upon the student count of 40 in-person students, 2 intensive needs and \n40 homeschool students in grades K–12. Similar to the district budget, the NCS budget \ndevelopment process is centered on students. The students generate funding on a per-pupil \nbasis, and these amounts will be used for preliminary budget purposes. Of course, the \npreliminary NCS budget is built from district averages and will need to be adjusted as actual \nenrollment numbers are realized. \nPower of Operation \nNCS is responsible to operate with the allocated funds it receives, consistent with law, and has \nthe authority to independently exercise the following powers: prepare a budget; contract for \ngoods and services; purchase, lease, or rent furniture, equipment, and supplies; and accept and \nexpend donations, gifts, or grants according to the specifications of the donor. \nThe school administrator and administrative assistant will work with the KPBSD Finance \ndepartment to ensure appropriate accounting. In the event additional staffing is required to \nassist with the charter school’s accounting, the school will budget for additional in-house \nsupport. \nNCS will work cooperatively with KPBSD to seek appropriate assistance in the areas of finance, \nbudget, insurance, legal issues, administrative and instructional in-services, and workshops to \nhelp ensure the most economical and sensible decision-making process in the utilization of \nbudget funds. NCS will utilize the APECS system for succinct record keeping, and the APC will \nreview financial records at monthly meetings to ensure effective oversight. \nAdministrative Assistant Accounting Duties \n● Record Keeping – Performs secretarial/bookkeeping duties such as but not limited to: \nprocessing payroll, petty cash, and pro-card statements; data entry; processing \nreimbursements; processing requisitions; reviewing and managing budget accounts as \nnecessary; answering phone calls/emails; documenting parent contacts. Manages, \nprocesses, and audits all school attendance. Maintains, processes, and audits all student \nrecords, including permanent records, enrollment information, student demographics, \n \n114 \n\n \ntransfers, and charter school lottery procedures. Maintains all student attendance \nrecords and communicates with parents, teachers, and students regarding attendance. \nInitiates, processes, audits, and updates specific reports, records, and files, including but \nnot limited to: student enrollment, discipline, and attendance records. Creates, updates, \nand maintains appropriate files and records. Ensures that required records and \npaperwork are handled efficiently, orderly, and confidentially with consideration for \nlong-term archiving. \n● Fiscal Duties: \n● Processes and tracks certified, classified, and substitute payroll \n● Processes and tracks vendor payments and contracts \n● Maintains accurate records of the school's student activity funds \n● Provides budget information to the administrator upon request \n● Purchases curriculum and school supplies \n \n115 \n\n \nAppendix J \nTransportation \nFor the 2026–2027 school year, parents and guardians will be responsible for providing \ntransportation to and from Nikolaevsk Charter School (NCS). NCS will continue to monitor and \nexplore safe and feasible transportation solutions, in coordination with the district and state \nauthorities, should conditions allow for district-provided or alternative transportation in the \nfuture. \n \nAppendix K \nSchool Meals Program \nFor the 2026–2027 school year, Nikolaevsk Charter School is opting not to participate in the \nNational School Lunch Program. Students will bring home-packed lunches. Nikolaevsk Charter \nSchool (NCS) has partnered with Alaskan Homestead Education (AHE) to develop a sustainable, \nhigh-quality school meals program that emphasizes whole, nutritious foods and aligns with our \neducational mission and local agricultural values. As our school garden and community \nagriculture initiatives grow, we aim to incorporate fresh, locally produced ingredients into the \nmeals we serve. Through our Montessori program, students will engage in hands-on learning by \nplanning menus, preparing meals, managing food-safety protocols, serving students, and \nhandling kitchen cleanup and bookkeeping. This integrated approach supports student nutrition \nand wellness while equipping students with practical life and career skills. \n \nExhibit A \nNikolaevsk Charter School Calendar (2026-2027) \nNikolaevsk Charter School’s calendar will be a variance calendar but will meet the Kenai \nPeninsula Borough School District (KPBSD) and State requirements by providing 170 student \ndays and 188 teacher workdays. Calendar on next page, 117. \n \n116 \n\n \n \n117 \n\n \nExhibit B \nNCS Facility Floor Plan \n \n \n \n118 \n\n \nExhibit C \nCommunity Approval \nOn June 2nd, 2025 a community meeting was held at Nikolaevsk School where families \ngathered to discuss the possibility of opening a charter school. The community was in full \nagreement, with 100 percent support expressed for moving forward. This strong and unified \nresponse reflects the overwhelming desire voiced by the community for many years. During the \nmeeting, several members stepped forward to assume leadership roles, and the Academic \nPolicy Committee (APC) was formally established. Evidence of this meeting can be found on \npages 161–162. Exhibit H. \n \nExhibit D \nIntent to Enroll \nParents name \nNumber of \nStudents to \nenroll 2026-2027 \nStudent grade \n2026-27 \nCurrent \nSchool \nTraditional or \nhomeschool \nhybrid \nRebecca Ellsworth 1 Student 12th IDEA traditional \nMariah Kerrone 4 Students \n3rd, 5th, 11th, \n12th \nIDEA traditional \nJuley McConnell 1 Student 10th Homer High traditional \nOlivia Tipikin 3 Students 12th, 7th, 5th IDEA traditional \nMaura Sutherland 1 Student 7th Chapman traditional \nNatalie Thomas 4 Students 4th, 3rd, 3rd, K IDEA traditional \nVinidim Martushev 3 Students 9th, 6th, 5th Chapman traditional \nDoughty 1 Student 5th West Homer traditional \n \n119 \n\n \nAbi Rios 1 Student 3rd Chapman traditional \nVanessa Perry 5 Students \n8th, 6th, 3rd, 1st, \nK \nIDEA traditional \nNicole Donham 3 Students 12th, 7th, 4th IDEA traditional \nCrystal Riedel 4 Students \n12th, 11th, 9th, \n5th \nConnections homeschool \nBonnie Pierson 4 Students 4th, 2nd, K, K Connections homeschool \nKatie Hand 5 Students \n11th, 10th, 7th, \n5th, 2nd \nIDEA homeschool \nVanessa Albertson 1 Student 4th West Homer traditional \nJoshua Jackson 1 Student 4th Connections \nHomeschool \n \nDaniel Airaudi 2 Students 6th, 5th IDEA homeschool \nFektista Nelson 4 Students \n10th, 10th, 2nd, \nK \nIDEA homeschool \nSarah Duncan 2 Students 9th, 4th IDEA \nHomeschool \nConsidering \ntraditional \nCoertunay Krause 1 Student K homeschool \nAnnabelle Kuzmin 3 Students 11th, 9th, 1st IDEA traditional \n \n120 \n\n \nSherri Roth 2 Students 11th, 7th IDEA homeschool \nJanis Tracy 2 Students 8th, 6th IDEA homeschool \nKerstin Sawyer 3 Students 6th, 4th, 2nd IDEA traditional \nCena Rhodes 1 Student 9th IDEA \nHomeschool \nConsidering \ntraditional \nLisa Kauffman 3 Students 6th, 4th, 2nd IDEA \nHomeschool \n \nTracy Collins 1 Student K traditional \nLisa Robbins 1 Student 10th Homer High traditional \nLeland Kokel 1 Student 10th Flex traditional \nJesse Cantu 1 Student 4th Big Lake Elem. traditional \nLisa James 2 Students 11th, 7th \nConnections \nIDEA \ntraditional \nLisa Airaudi 1 Student K IDEA traditional \nCailey Staver 3 Students 3rd, 2nd, K Connections homeschool \nCatherine Fye 2 Students 12th, 12th \nConnections \nHomer High \nhomeschool \n \n121 \n\n \nRachel Bice 1 Student 6th Connections homeschool \nVarsonofy \nMartushev \n3 Students 8th, 5th, 5th Chapman traditional \nAlicia Hall 1 Student 11th IDEA traditional \nPriscilla Miller 4 Students \n1st, 3rd, 10th, \n12th \nHomer High \nPaul Banks \ntraditional \nPaul Robinette 2 Students 8th, 11th \nChapman \nHomer High \ntraditional \nRosalie Rice 2 Students 3rd, 9th Chapman homeschool \n \nEfrosinia Yakunin 3 Students K, 5th, 8th \nPaul Banks \nConnections \nhomeschool \nMichelle \nCarmichael \n1 Student K homeschool \n \n \n122 \n\n \nExhibit E \nSchool Comparison \n \n \n123 \n\n \nExhibit F \nDescription of 2026/2027 School Schedule \nK-8 Schedule \n \nMonday- Friday \n8:30- 11:30– Core Instruction/Montessori Work Cycle: Math, Language Arts \n11:30-12:00– Lunch \n12:00-12:30– Recess: Outdoor play, fostering social skills in rural Alaskan context \n \nMonday-Wednesday-Friday \n12:30- 2:30– Group project/ lessons in Science/Social studies \n2:30-3:30 Specials (Music, PE, Art): Standards based activities (e.g., PE: SPARK, outdoor games; \nArt: nature sketches; Music: learn a song in English and Russian). Rotates. \n \nTuesday-Thursday \n12:30-3:30 Quarterly projects - hands on, cross curricular \n \n \n124 \n\n \nThe Schedule will include the following components: \n K–8 Schedule Overview (Instructional Components) \n● Montessori Work Cycle (Core Subjects): 3 hours daily (~15 hours/week) \n(Math, Language Arts, Science, Social Studies, Practical Life integrated through \nmaterials-based lessons.) \n● Specials (Music / PE / Art): 1 hour, 3 days per week (≈3 hours/week) \n● Cross-Curricular Group Lessons/Projects: 2 hours, 3 days per week (≈6 hours/week) \n● Quarterly Projects: 3 hours, 2 days per week during project weeks (≈6 hours/week) \n● Recess & Lunch: 1 hour daily (non-instructional) \nAssurance: This schedule meets or exceeds Alaska and KPBSD minimum instructional time \nrequirements. \nStudents will develop a weekly work plan in collaboration with their teacher to ensure that \nacademic balance is maintained throughout the week. This process helps confirm that each \nstudent dedicates sufficient time to Math and Language Arts while meeting Alaska State \nStandards within the Montessori work cycle. \nBecause Montessori education emphasizes student choice and self-direction, learners may \ndecide to complete a concentration of one subject—such as finishing most of their math work \nin the first two days of the week—while maintaining a full range of learning experiences across \nall core areas by week’s end. \nHigh School Block Schedule \nNikolaevsk Charter School proposes a 90-minute block schedule for core subjects (Math, \nScience, English/Language Arts, and Social Studies) to foster personalized learning and support \na multi-grade classroom environment. This structure provides the ability to meet students \nwhere they are at in regards to graduation requirements. For example, the program block \nschedule makes room for the fact that one 11th grade student may have completed geometry \nrequirements and is working on Algebra II, while another homeschooled 11th grade student \nenrolled in the class may be currently completing geometry. \nThe 90-minute block schedule offers several key advantages: \n• Personalized Learning: Extended blocks provide time for differentiated instruction, enabling \nteachers to address diverse skill levels within a single classroom. Students can engage in \nindependent, group, or teacher-led activities tailored to their grade-specific standards, \nensuring mastery of core concepts. \n \n125 \n\n \n• Multi-Grade Flexibility: The schedule supports mixed-grade classrooms by allowing teachers \nto deliver targeted instruction and assign grade-appropriate tasks within the same block. This is \nparticularly effective for subjects like math, where 9th graders may focus on Algebra I while \n10th graders work on Geometry. A longer work period for core subjects in a multi-grade \nclassroom allows the teacher more time to instruct separate groups of students in their \nrespective level or focus of the subject. Students can break into groups according to their level \n(e.g. Algebra II, Geometry) and the teacher may go from group to group to provide instruction \nand explanation, in a way that would be less feasible in a 50 or 60 minute work period. \n• Homeschool Integration: Homeschool students can enroll in specific blocks without \ncommitting to a full school day, aligning their participation to fulfill their ILP criteria with the \nschool’s curriculum and standards. This flexibility strengthens community ties and expands \neducational opportunities for homeschool families. \n• Deeper Engagement: Longer blocks allow for in-depth exploration of subjects through \nhands-on activities, projects, and discussions, promoting critical thinking and skill \ndevelopment. \n \n \n126 \n\n \n9th-12th Schedule \n \n \nMonday \n8:30- 10:00 AM- Language Arts: Reading, Writing, Literature, Communications \n10:05- 11:35 AM- Social Studies: Government, Geography, World History, Economics \n 11:40 AM- 12:20 PM- Lunch Break \n 12:25- 1:55 PM- Science: Biology, Physics, Chemistry, Environmental Science \n 2:00- 3:30 PM- PE/ Health, Art, Elective \n \nTuesday \n8:30- 10:00 AM- Math: Algebra I, Geometry, Algebra II \n10:05- 11:35 AM- Science: Biology, Physics, Chemistry, Environmental Science \n11:40AM- 12:20 PM- Lunch Break \n12:25- 3:30 PM- CTE: Architecture and Construction (includes 5 min break mid-class) \n \n \n127 \n\n \nWednesday \n8:30- 10:00 AM- Language Arts: Reading, Writing, Literature, Communications \n10:05- 11:35 AM- Social Studies: Government, Geography, World History, Economics \n11:40 AM- 12:20 PM- Lunch Break \n12:25- 1:55 PM- Math: Algebra I, Geometry, Algebra II \n2:00- 3:30 PM- PE/ Health, Art, Elective \n \nThursday \n8:30- 10:00 AM- Math: Algebra I, Geometry, Algebra II \n10:05- 11:35 AM- Science: Biology, Physics, Chemistry, Environmental Science \n11:40 AM- 12:20 PM- Lunch Break \n12:25- 3:30 PM- CTE: Architecture and Construction (includes 5 min break mid-class) \n \nFriday \n8:30- 10:00AM- Language Arts (Reading, Writing, Literature, Communications) \n10:05-11:35AM- Social Studies: Government, Geography, World History, Economics \n11:40AM- 12:20 PM- Lunch Break \n12:25- 1:55PM- Study Hall/Flex \n2:00- 3:30 PM PE/ Health, Art, Elective \n \n \n128 \n\n \nExhibit G \nSamples of meeting Alaska state standards for K-12 \nIncluding all core subjects \nIn the sample schedules demonstrating how K–8 students may meet Alaska State Standards, \nspecific examples of daily activities are provided to illustrate what learning might look like in a \nMontessori classroom. However, because each student learns differently and may use a variety \nof Montessori materials to master a concept, these examples are not prescriptive or limited to \nparticular materials or days. \nEach student will have an individualized work plan and participate in a three-hour uninterrupted \nmorning work cycle, during which they choose activities from their plan to complete each day. \nThis structure supports student independence, encourages deep engagement, and ensures that \nall learners meet academic standards through personalized pacing and meaningful hands-on \nwork. \nKindergarten Montessori Work Plan \nCore Subjects \n1. Language Arts (Reading, Writing, Speaking, Listening) \nStandards: \n● ELA.K.RF.1–4: Phonological awareness, phonics, fluency \n● ELA.K.RL.1–10 / ELA.K.RI.1–10: Reading comprehension of literary & \ninformational texts \n● ELA.K.W.1–3: Writing narratives, labeling, drawing to express ideas \n● ELA.K.SL.1–6: Speaking & listening skills \n● ELA.K.L.1–6: Language conventions, vocabulary, grammar \nWeekly Plan: \n● Phonics & letter recognition with sandpaper letters; shared reading of a picture \nbook (RF.1–4, RL.1–2). \n● Writing workshop: drawing & labeling stories or observations (W.1–3); \nvocabulary games (L.4–6). \n● Story retelling & oral discussions (SL.1–3); guided reading with small groups \n(RL.1–3). \n● Phonics practice with moveable alphabet; writing simple sentences (RF.2, W.1). \n● Reflection journal or class storytelling circle; reading fluency games (RF.3–4, \nSL.4). \n \n129 \n\n \nMontessori-Specific Connection: \n● Sandpaper letters, moveable alphabet, and phonetic objects for hands-on \nliteracy learning. \n● Oral storytelling and peer discussions build communication and social skills. \n2. Mathematics \nStandards: \n● MA.K.CC.1–9: Counting, number recognition, and cardinality \n● MA.K.OA.1–5: Operations and algebraic thinking (basic addition & subtraction) \n● MA.K.NBT.1: Numbers 11–19 \n● MA.K.MD.1–3: Measurement & data \n● MA.K.G.1–4: Geometry \nWeekly Plan: \n● Number rods & bead chains for counting and place value practice (CC.1–3). \n● Addition & subtraction with manipulatives (OA.1–4). \n● Shape exploration & pattern recognition using Montessori geometric solids \n(G.1–4). \n● Measurement activities: comparing lengths, weights, capacities (MD.1–3). \n● Math games & puzzles; calendar activities for sequencing & counting (CC.4–9). \nMontessori-Specific Connection: \n● Bead chains, number rods, golden beads, and geometric solids for hands-on \nunderstanding. \n● Daily math time ensures 60 minutes of focused math activities, meeting Alaska \nstandards. \n3. Science \nStandards: \n● SC.K.P.1–3: Properties of materials, motion, energy \n● SC.K.L.1–3: Plants, animals, habitats \n● SC.K.E.1–3: Earth, weather, and the environment \nWeekly Plan: \n● Nature walk; observe plants, animals, and seasonal changes (L.1–3). \n● Simple experiments: water, light, and motion (P.1–3). \n \n130 \n\n \n● Weather charting & earth materials exploration (E.1–3). \n● Planting seeds and documenting growth in journals. \n● Science storytelling; class discussion on observations and experiments. \nMontessori-Specific Connection: \n● Nature trays, magnifying glasses, and hands-on experiments connect students to \nreal-world science. \n4. Social Studies / Cultural Studies \nStandards: \n● SS.K.H.1–2: Understanding self, family, community \n● SS.K.G.1–3: Map awareness, local community, globe introduction \n● SS.K.E.1–2: Basic economics (needs/wants, goods/services) \nWeekly Plan: \n● Family & community studies; storytelling about home and culture. \n● Mapping activities: classroom map, local neighborhood (G.1–3). \n● Explore needs vs. wants; class market activity (E.1–2). \n● Cultural traditions & celebrations; art tied to history. \n● Reflection journal; discussion circle on community values. \nMontessori-Specific Connection: \n● Use maps, globes, cultural artifacts, and timeline exercises. \n● Encourage peer teaching, role play, and storytelling. \nMontessori-Specific Subjects \n1. Practical Life / Life Skills \n● Daily chores: pouring, sweeping, food preparation, plant care, self-care routines. \n● Builds coordination, independence, and responsibility. \n2. Sensorial \n● Activities to refine senses: color tablets, sound boxes, geometric solids, tactile \nexploration. \n● Develops pattern recognition, observation, and cognitive skills. \n3. Art / Music / Grace & Courtesy \n● Daily art and music activities integrated with core subjects. \n● Grace & Courtesy exercises embedded throughout the day to support \nsocial-emotional learning. \n \n131 \n\n \n1st Grade Montessori Work Plan \nCore Subjects \n1. Language Arts (Reading, Writing, Speaking, Listening) \nStandards: \n● ELA.1.RF.1–4: Phonemic awareness, phonics, decoding, fluency \n● ELA.1.RL.1–10 / ELA.1.RI.1–10: Reading comprehension of literary & \ninformational texts \n● ELA.1.W.1–8: Writing narratives, opinions, informative/explanatory texts \n● ELA.1.SL.1–6: Speaking & listening skills \n● ELA.1.L.1–6: Language conventions, grammar, vocabulary \nWeekly Plan: \n● Guided reading of literary and informational texts; comprehension journal \nentries (RL.1–2, RI.1–2). \n● Writing workshop: short stories or personal narratives (W.3, W.5); grammar & \nvocabulary activities (L.1–3). \n● Small-group reading; oral storytelling & peer discussions (SL.1–3). \n● Writing sentences with correct punctuation & capitalization (W.2, L.2); spelling \npractice. \n● Reflection journal, fluency practice, and vocabulary games (RF.3–4, SL.4–6). \nMontessori-Specific Connection: \n● Use sandpaper letters, moveable alphabet, and phonetic objects for \nreading/writing reinforcement. \n● Storytelling and peer presentations develop social-emotional skills. \n2. Mathematics \nStandards: \n● MA.1.CC.1–9: Counting, number recognition, number patterns \n● MA.1.OA.1–8: Addition and subtraction within 20 \n● MA.1.NBT.1–5: Place value (tens and ones) \n● MA.1.MD.1–4: Measurement, time, and data \n● MA.1.G.1–3: Geometry: shapes, spatial reasoning \n \n132 \n\n \nWeekly Plan: \n● Number rods and bead bars for counting and addition/subtraction practice \n(CC.1–3, OA.1–4). \n● Addition and subtraction word problems with manipulatives (OA.2, OA.4). \n● Geometry exploration with Montessori geometric solids and pattern blocks \n(G.1–3). \n● Thursday: Measurement: compare lengths, weights, and capacities; calendar \nexercises (MD.1–3). \n● Math games: sequencing, skip counting, and interactive bead chain activities \n(CC.4–9). \nMontessori-Specific Connection: \n● Hands-on manipulatives like beads, rods, and geometric solids reinforce abstract \nconcepts. \n● Ensures daily math instruction meets Alaska State Standard time requirements \n(~45–60 min/day). \n3. Science \nStandards: \n● SC.1.P.1–3: Properties of matter, energy, motion \n● SC.1.L.1–3: Plants, animals, habitats, basic ecosystems \n● SC.1.E.1–3: Earth and space: weather, seasons, environment \nWeekly Plan: \n● Nature walk: observe plants, animals, and local habitats (L.1–3). \n● Simple physical science experiments with motion, light, or water (P.1–3). \n● Weather observation charts, discuss seasonal changes (E.1–3). \n● Planting seeds and documenting growth; animal care observation. \n● Science storytelling or reflection journal; discussion on findings. \nMontessori-Specific Connection: \n● Hands-on materials (nature trays, magnifying glasses, experiments) support \ninquiry-based learning. \n● Encourages multi-age peer teaching for observation and discussion. \n4. Social Studies / Cultural Studies \nStandards: \n● SS.1.H.1–3: Understanding family, community, history of local and state traditions \n● SS.1.G.1–3: Maps, globes, and geography awareness \n \n133 \n\n \n● SS.1.E.1–2: Basic economics: needs vs. wants, goods and services \nWeekly Plan: \n● Family and community studies; storytelling about local culture and traditions. \n● Map and globe activities; classroom and community mapping (G.1–3). \n● Explore needs vs. wants; simple classroom market activity (E.1–2). \n● Cultural or historical project (drawing, diorama, storytelling). \n● Reflection journal; group discussion about community values. \nMontessori-Specific Connection: \n● Globes, maps, timelines, and cultural artifacts for tactile learning. \n● Multi-age students can collaborate: older students mentor younger ones in \nmapping and cultural activities. \nMontessori-Specific Subjects \n1. Practical Life / Life Skills \n● Daily chores: food prep, pouring, sweeping, self-care routines. \n● Develops independence, coordination, and responsibility. \n2. Sensorial \n● Color tablets, sound boxes, tactile materials, geometric solids. \n● Refines observation, pattern recognition, and cognitive reasoning. \n3. Art / Music / Grace & Courtesy \n● Daily creative activities integrated with core subjects. \n● Grace & Courtesy exercises embedded throughout the day for social-emotional \nlearning. \n \n2nd Grade Montessori Work Plan \nCore Subjects \n1. Language Arts (Reading, Writing, Speaking, Listening) \nStandards: \n● ELA.2.RF.1–4: Phonics, decoding, fluency \n● ELA.2.RL.1–10 / ELA.2.RI.1–10: Reading comprehension of literary & \ninformational texts \n \n134 \n\n \n● ELA.2.W.1–8: Writing narratives, opinion, and informative/explanatory texts \n● ELA.2.SL.1–6: Speaking & listening skills \n● ELA.2.L.1–6: Grammar, vocabulary, and conventions \nWeekly Plan: \n● Guided reading of literary & informational texts; comprehension journal (RL.1–2, \nRI.1–2). \n● Writing workshop: short stories or informational paragraphs; grammar & \nvocabulary exercises (W.3, L.1–3). \n● Small-group reading; peer storytelling & oral discussion (SL.1–3). \n● Sentence writing practice: punctuation, capitalization, and spelling (W.2, L.2). \n● Reflection journal, fluency activities, vocabulary games (RF.3–4, SL.4–6). \nMontessori-Specific Connection: \n● Moveable alphabet, sandpaper letters, and word-building activities support \nphonics and reading fluency. \n● Peer presentations and storytelling enhance Grace & Courtesy and \ncommunication skills. \n2. Mathematics \nStandards: \n● MA.2.NBT.1–9: Place value, addition & subtraction, and regrouping \n● MA.2.OA.1–4: Addition & subtraction word problems, strategies \n● MA.2.MD.1–6: Measurement, time, money, and data \n● MA.2.G.1–3: Geometry, shapes, spatial reasoning \nWeekly Plan: \n● Number rods, golden beads, and place value exercises (NBT.1–5). \n● Addition & subtraction word problems with manipulatives (OA.1–4). \n● Geometry activities: pattern blocks, solids, and spatial reasoning (G.1–3). \n● Measurement activities: length, weight, time, and money (MD.1–6). \n● Math games: skip counting, bead chains, and interactive problem-solving \n(NBT.6–9). \nMontessori-Specific Connection: \n● Hands-on materials reinforce abstract concepts, supporting daily 45–60 minutes \nof math. \n \n135 \n\n \n● Multi-age grouping allows peer tutoring for advanced students. \n3. Science \nStandards: \n● SC.2.P.1–3: Properties of matter, energy, motion \n● SC.2.L.1–3: Plant & animal life, habitats, and ecosystems \n● SC.2.E.1–3: Earth & space: weather, seasons, soil, and environmental awareness \nWeekly Plan: \n● Nature walk and observation journal (L.1–3). \n● Hands-on experiments: motion, light, water, and materials (P.1–3). \n● Weather and seasonal patterns; simple earth science experiments (E.1–3). \n● Planting and tracking growth; observation of local animals. \n● Science reflection and group discussion; create posters or presentations. \nMontessori-Specific Connection: \n● Use nature trays, magnifying glasses, and small experiments to explore concepts. \n● Encourage older students to mentor younger peers in observation and \njournaling. \n4. Social Studies / Cultural Studies \nStandards: \n● SS.2.H.1–4: Local history, family, community, and cultural traditions \n● SS.2.G.1–3: Maps, globes, and geographic awareness \n● SS.2.E.1–2: Economics: needs vs. wants, goods/services, community roles \nWeekly Plan: \n● Local history & community traditions; storytelling or skits. \n● Mapping activities: classroom, school, and local geography (G.1–3). \n● Needs vs. wants activity; simple classroom economy project (E.1–2). \n● Cultural art or research project (drawing, diorama, storytelling). \n● Reflection journal; discussion circle on community and culture. \nMontessori-Specific Connection: \n● Globes, maps, cultural artifacts, and timelines support tactile and visual learning. \n● Peer teaching: multi-age students collaborate and mentor younger classmates. \n \n136 \n\n \nMontessori-Specific Subjects \n1. Practical Life / Life Skills \n● Daily chores: food prep, cleaning, plant care, self-care routines. \n● Supports independence, coordination, and responsibility \n2. Sensorial \n● Activities include color tablets, sound boxes, tactile materials, geometric solids. \n● Develops pattern recognition, observation skills, and cognitive reasoning. \n3. Art / Music / Grace & Courtesy \n● Daily creative activities integrated with core subjects. \n● Grace & Courtesy exercises embedded throughout the day for social-emotional \nlearning. \n3rd Grade Montessori Work Plan \nCore Subjects \n1. Language Arts (Reading, Writing, Speaking, Listening) \nStandards: \n● ELA.3.RF.1–4: Phonics, decoding, fluency \n● ELA.3.RL.1–10 / ELA.3.RI.1–10: Reading comprehension of literary & \ninformational texts \n● ELA.3.W.1–8: Narrative, opinion, and informative/explanatory writing \n● ELA.3.SL.1–6: Speaking & listening, collaborative discussions \n● ELA.3.L.1–6: Grammar, vocabulary, and conventions \nWeekly Plan: \n● Guided reading of literary & informational texts; comprehension journal (RL.1–2, \nRI.1–2). \n● Writing workshop: opinion pieces, narratives, and informational paragraphs \n(W.1–3, W.5); vocabulary exercises (L.4–6). \n● Wednesday: Small-group reading; peer storytelling & oral discussions (SL.1–3). \n● Sentence writing with punctuation, capitalization, and grammar focus (W.2, L.2). \n● Reflection journal, reading fluency activities, vocabulary games (RF.3–4, SL.4–6). \n \n137 \n\n \nMontessori-Specific Connection: \n● Use of moveable alphabet, grammar boxes, and word-building exercises to \nreinforce reading and writing skills. \n● Peer presentations and storytelling promote Grace & Courtesy and \ncommunication skills. \n2. Mathematics \nStandards: \n● MA.3.NBT.1–9: Place value, multi-digit addition and subtraction, rounding \n● MA.3.OA.1–9: Multiplication, division, problem-solving strategies \n● MA.3.MD.1–7: Measurement, time, perimeter, data, and graphs \n● MA.3.G.1–3: Geometry: shapes, angles, area, spatial reasoning \nWeekly Plan: \n● Place value exercises with Montessori beads and number rods (NBT.1–5). \n● Multiplication and division practice using manipulatives (OA.1–4). \n● Geometry: shape exploration, area & perimeter with blocks and solids (G.1–3). \n● Measurement: length, weight, time, and graphing activities (MD.1–7). \n● Math games and problem-solving activities; multi-age peer support (NBT.6–9, \nOA.5–9). \nMontessori-Specific Connection: \n● Hands-on manipulatives reinforce abstract math concepts and support daily \n45–60 min math instruction. \n● Multi-age grouping allows older students to mentor younger students. \n3. Science \nStandards: \n● SC.3.P.1–3: Matter, energy, and forces \n● SC.3.L.1–3: Plant and animal life, ecosystems, adaptation \n● SC.3.E.1–3: Earth & space sciences: weather, geology, natural resources \nWeekly Plan: \n● Observation of local ecosystems; nature journaling (L.1–3). \n● Experiments: properties of matter, motion, energy (P.1–3). \n \n138 \n\n \n● Earth science exploration: rocks, soil, water cycle (E.1–3). \n● Plant and animal life study; record growth and behavior. \n● Science reflection, class presentations, or posters summarizing findings. \nMontessori-Specific Connection: \n● Hands-on experiments, nature trays, magnifying glasses, and observation \njournals. \n● Older students help younger students with experiments, journaling, and \nreporting. \n4. Social Studies / Cultural Studies \nStandards: \n● SS.3.H.1–5: State and local history, government, community roles \n● SS.3.G.1–3: Geography: maps, globes, spatial awareness \n● SS.3.E.1–3: Economics: goods/services, needs vs. wants, community resources \nWeekly Plan: \n● Study Alaska history and local community traditions (H.1–3). \n● Mapping exercises; classroom, school, and local area maps (G.1–3). \n● Needs vs. wants activities; classroom economy project (E.1–3). \n● Cultural research projects: art, storytelling, or mini-presentations. \n● Reflection journal and discussion on community values and history. \nMontessori-Specific Connection: \n● Globes, maps, timelines, and cultural artifacts provide hands-on learning. \n● Peer teaching: multi-age students collaborate and mentor younger classmates. \nMontessori-Specific Subjects \n1. Practical Life / Life Skills \n● Daily chores: food prep, sweeping, plant care, self-care routines. \n● Builds independence, coordination, and responsibility. \n2. Sensorial \n● Color tablets, sound boxes, geometric solids, tactile materials. \n● Enhances observation, pattern recognition, and reasoning skills. \n \n139 \n\n \n3. Art / Music / Grace & Courtesy \n● Daily art/music integrated with core subjects. \n● Grace & Courtesy exercises embedded throughout the day to support \nsocial-emotional learning. \n4th Grade Montessori Work Plan \nCore Subjects \n1. Language Arts (Reading, Writing, Speaking, Listening) \nStandards: \n● ELA.4.RF.1–4: Fluency, decoding, comprehension \n● ELA.4.RL.1–10 / ELA.4.RI.1–10: Reading comprehension of literary & \ninformational texts \n● ELA.4.W.1–8: Narrative, opinion, informative/explanatory writing \n● ELA.4.SL.1–6: Speaking & listening, collaborative discussions \n● ELA.4.L.1–6: Grammar, vocabulary, conventions \nWeekly Plan: \n● Guided reading of literary & informational texts; comprehension journal (RL.1–2, \nRI.1–2). \n● Writing workshop: narratives, persuasive, and informational paragraphs (W.1–3, \nW.5); vocabulary exercises (L.4–6). \n● Small-group reading; oral presentations and peer discussions (SL.1–3). \n● Sentence writing with grammar, punctuation, and editing practice (W.2, L.2). \n● Reflection journal, reading fluency exercises, and vocabulary games (RF.3–4, \nSL.4–6). \nMontessori-Specific Connection: \n● Grammar boxes, moveable alphabet, and word-building exercises reinforce \nreading/writing skills. \n● Peer storytelling and oral presentations develop communication and \nsocial-emotional skills. \n \n \n \n140 \n\n \n2. Mathematics \nStandards: \n● MA.4.NBT.1–9: Multi-digit addition, subtraction, place value, rounding \n● MA.4.OA.1–9: Multiplication, division, problem-solving strategies \n● MA.4.MD.1–7: Measurement, area, perimeter, data, graphs \n● MA.4.G.1–3: Geometry: angles, shapes, symmetry, spatial reasoning \nWeekly Plan: \n● Place value, rounding, and multi-digit operations using Montessori beads and \nnumber rods (NBT.1–5). \n● Multiplication and division problem-solving with manipulatives (OA.1–4). \n● Geometry: area, perimeter, angles, symmetry with geometric solids (G.1–3). \n● Measurement activities: length, weight, volume, time, and graphing data \n(MD.1–7). \n● Math games, interactive problem-solving, and multi-age peer collaboration \n(NBT.6–9, OA.5–9). \nMontessori-Specific Connection: \n● Hands-on manipulatives support abstract math concepts and scaffold multi-age \nlearning. \n● Daily 45–60 minutes of focused math instruction meets Alaska State Standards. \n3. Science \nStandards: \n● SC.4.P.1–3: Matter, energy, forces, and motion \n● SC.4.L.1–3: Plant & animal life, ecosystems, adaptations \n● SC.4.E.1–3: Earth & space science: weather, geology, natural resources \nWeekly Plan: \n● Observation of local ecosystems; nature journaling (L.1–3). \n● Experiments: properties of matter, energy, and motion (P.1–3). \n● Earth science exploration: rocks, soil, water cycle, climate (E.1–3). \n● Plant and animal study; document growth, behavior, and adaptations. \n● Reflection journal, science presentations, or poster projects summarizing \nfindings. \n \n141 \n\n \nMontessori-Specific Connection: \n● Hands-on experiments, nature trays, magnifying glasses, and observation \njournals engage students in inquiry-based learning. \n● Older students can mentor younger peers in experiments and data recording. \n4. Social Studies / Cultural Studies \nStandards: \n● SS.4.H.1–5: Alaska history, local government, cultural traditions \n● SS.4.G.1–3: Geography: maps, globes, regions, and spatial reasoning \n● SS.4.E.1–3: Economics: goods/services, needs vs. wants, community resources \nWeekly Plan: \n● Alaska history & cultural traditions; storytelling or class discussion (H.1–3). \n● Mapping exercises: classroom, school, local, and regional maps (G.1–3). \n● Economics: needs vs. wants, classroom economy project, community roles \n(E.1–3). \n● Cultural research projects: art, storytelling, or mini-presentations. \n● Reflection journal and group discussion on community, history, and geography. \nMontessori-Specific Connection: \n● Globes, maps, timelines, and cultural artifacts support tactile and visual learning. \n● Peer mentoring allows multi-age collaboration on projects. \nMontessori-Specific Subjects \n1. Practical Life / Life Skills \n● Daily chores: food prep, cleaning, plant care, self-care routines. \n● Develops independence, coordination, and responsibility. \n2. Sensorial \n● Activities include color tablets, sound boxes, geometric solids, and tactile \nmaterials. \n● Enhances observation, pattern recognition, and reasoning skills. \n3. Art / Music / Grace & Courtesy \n● Daily art/music integrated with core subjects. \n \n142 \n\n \n● Grace & Courtesy exercises embedded throughout the day to support \nsocial-emotional learning. \n5th Grade Montessori Work Plan \nCore Subjects \n1. Language Arts (Reading, Writing, Speaking, Listening) \nStandards: \n● ELA.5.RI.1–10: Reading comprehension of literary & informational texts \n● ELA.5.W.1–10: Writing arguments, informative/explanatory texts, narratives \n● ELA.5.SL.1–6: Speaking & listening skills, collaborative discussions \n● ELA.5.L.1–6: Language conventions, vocabulary, grammar \nWeekly Plan: \n● Independent reading (informational/literary text); comprehension journal \naligned to standards (RI.1, RI.2). \n● Grammar & vocabulary exercises (L.1–3); write a short narrative paragraph (W.3). \n● Peer discussion on reading; oral presentation on research topic (SL.1, SL.4). \n● Writing workshop: persuasive or informative essay draft (W.1–2, W.5). \n● Reflection & editing session; vocabulary quiz/game (L.4–6). \nMontessori-Specific Connection: \n● Use language cards, sandpaper letters, moveable alphabet for grammar/phonics \nreinforcement. \n● Oral presentations build Grace & Courtesy, confidence, and communication skills. \n2. Mathematics \nStandards: \n● MA.5.NBT.1–7: Place value, operations with multi-digit whole numbers & \ndecimals \n● MA.5.NF.1–7: Fractions & operations \n● MA.5.MD.1–5: Measurement & data \n● MA.5.G.1–4: Geometry, coordinate plane \nWeekly Plan: \n \n143 \n\n \n● Place value & multiplication/division exercises (NBT.1–5). \n● Fraction equivalence & operations practice with manipulatives (NF.1–4). \n● Geometry & coordinate plane exploration using Montessori geometric solids \n(G.1–4). \n● Measurement & data: graphs, area, volume, unit conversion (MD.1–5). \n● Math games using Montessori bead frames, fraction insets, and golden beads. \nMontessori-Specific Connection: \n● Bead chains, fraction circles, and geometric solids reinforce abstract concepts \nwith hands-on learning. \n3. Science \nStandards: \n● SC.5.P.1–3: Matter & energy, properties of materials \n● SC.5.L.1–5: Structure & function of organisms, ecosystems \n● SC.5.E.1–3: Earth & space sciences \nWeekly Plan: \n● Observations of the local environment (ecosystems, plant/animal life). Lab \nnotebook entries (L.1–3). \n● Experiments with matter, energy, and physical science concepts (P.1–3). \n● Earth science activities: weather patterns, soil, water cycle (E.1–3). \n● Research & presentation on a living organism or ecosystem. \n● Reflection & discussion; concept mapping; tie to real-world sustainability. \nMontessori-Specific Connection: \n● Hands-on experiments with botany, zoology, geology kits, fieldwork, and nature \njournaling. \n● Independent and collaborative exploration builds scientific method skills. \n4. Social Studies / Cultural Studies \nStandards: \n● SS.5.H.1–5: U.S. & Alaska history, government \n● SS.5.G.1–3: Geography, map skills, global awareness \n● SS.5.E.1–3: Economic concepts \n \n144 \n\n \nWeekly Plan: \n● Study Alaska history & indigenous cultures (H.1–3). \n● Map reading & geography exercises (G.1–3). \n● Economics concepts: local trade, resources, community projects (E.1–3). \n● Current events discussion; reflection journals. \n● Cultural project: storytelling, art, or research presentation. \nMontessori-Specific Connection: \n● Timeline exercises, globes, map puzzles, and cultural artifacts support hands-on \nlearning. \n● Encourage peer teaching and storytelling. \nMontessori-Specific Subjects \n1. Practical Life / Life Skills \n● Daily chores, care of classroom environment, food prep, gardening, self-care \nroutines. \n● Builds executive function, responsibility, coordination, and independence. \n2. Sensorial \n● Activities to refine senses: geometric solids, sound boxes, color tablets, tactile \nexploration. \n● Supports pattern recognition, observation, and logical thinking. \n3. Art / Music / Grace & Courtesy \n● Weekly art projects aligned to cultural studies or science themes. \n● Music lessons using classroom instruments or singing. \n● Grace & Courtesy exercises incorporated daily into all interactions. \n6th Grade Montessori Work Plan \nCore Subjects and Alaska Standards \n1. Language Arts (Reading, Writing, Speaking, Listening) \nStandards: \n● ELA.6.RL.1–10 / ELA.6.RI.1–10: Reading comprehension, literary analysis, \ninformational texts \n \n145 \n\n \n● ELA.6.W.1–10: Narrative, opinion, informational, and research writing \n● ELA.6.SL.1–6: Collaborative discussions, presentations \n● ELA.6.L.1–6: Grammar, vocabulary, conventions \nWeekly Plan \n● Independent reading of literary or informational texts (RL.1–3, RI.1–3). \n● Writing exercises: paragraph/essay drafting, grammar practice (W.2–3, L.1–3). \n● Vocabulary activities (L.4–6). \n● Peer review, editing, and collaborative writing projects (W.5–6). \n● Oral presentations, group discussion, and reflection journals (SL.1–6). \nMontessori Specific Connection: \n● Use independent work trays, choice-based reading, and journaling for morning \nfocus. \n● Afternoon group projects integrate research, debate, and collaborative \nstorytelling. \n2. Mathematics \nStandards: \n● MA.6.NS.1–8: Fractions, decimals, ratios, negative numbers \n● MA.6.EE.1–9: Expressions, equations, inequalities \n● MA.6.RP.1–3: Ratios and proportional relationships \n● MA.6.G.1–4: Geometry, area, volume, coordinate plane \n● MA.6.SP.1–6: Statistics and probability \nWeekly Plan \n● Independent practice on fractions, decimals, ratios, and algebraic expressions \n(45–60 min). \n● Hands-on manipulatives: fraction tiles, number lines, and coordinate grids. \n● Word problem workshops, real-world application, peer tutoring. \n● Group math projects or problem-solving challenges integrating geometry, data, \nor statistics. \nMontessori Specific Connection: \n● Use hands-on manipulatives, visual models, and self-paced independent practice. \n● Multi-age peer collaboration allows 7th–8th graders to mentor 6th graders. \n \n \n \n146 \n\n \n3. Science \nStandards: \n● SC.6.P.1–6: Matter, energy, forces, motion \n● SC.6.L.1–3: Ecosystems, cell biology, human body systems \n● SC.6.E.1–3: Earth and space sciences, climate, geology, natural resources \nWeekly Plan: \n● Independent observations, journaling, and small experiments. \n● Lab notebooks: record hypotheses, procedures, and results. \n● Hands-on lab experiments or simulations. \n● Group science projects: ecosystem models, climate reports, or engineering \ndesign challenges. \nMontessori Specific Connection: \n● Nature trays, lab experiments, and inquiry-based activities encourage \nexploration. \n● Multi-age collaboration builds teamwork and reinforces concepts for younger \nstudents. \n4. Social Studies \nStandards: \n● SS.6.H.1–5: History of Alaska, U.S., and world civilizations \n● SS.6.G.1–3: Geography: maps, spatial thinking, regions, human-environment \ninteraction \n● SS.6.E.1–2: Economics: trade, resources, personal finance \nWeekly Plan: \n● Independent research, reading primary/secondary sources, note-taking. \n● Map work and geography exercises. \n● Collaborative history or geography project planning. \n● Group projects: timelines, dioramas, presentations, or simulations of historical \nevents and trade systems. \nMontessori Specific Connection: \n● Independent research supports self-directed learning. \n● Group projects allow multi-age collaboration, fostering peer teaching. \n \n \n147 \n\n \nMontessori Specific Subjects \n1. Practical Life / Life Skills \n● Independent classroom responsibilities, organization, time management. \n2. Sensorial / Hands-On Learning \n● Experiments, manipulatives, models, maps, and art integration. \n3. Art / Music / Grace & Courtesy \n● Integrated into projects, discussion, and reflections to support social-emotional \nlearning. \n7th Grade Montessori Work Plan \nCore Subjects and Alaska Standards \n1. Language Arts (Reading, Writing, Speaking, Listening) \nStandards: \n● ELA.7.RL.1–10 / ELA.7.RI.1–10: Reading comprehension, literary analysis, \ninformational texts \n● ELA.7.W.1–10: Narrative, opinion, informational, and research writing \n● ELA.7.SL.1–6: Collaborative discussions, presentations \n● ELA.7.L.1–6: Grammar, vocabulary, conventions \nWeekly Plan \n● Independent reading of literary and informational texts. \n● Writing exercises: essays, research reports, grammar, and vocabulary practice. \n● Peer review, editing, and collaborative writing projects. \n● Oral presentations, group discussion, debate, and reflection journals. \nMontessori Specific Connection: \n● Independent choice-based reading trays and research stations. \n● Afternoon projects integrate research, presentation, and collaborative \nstorytelling. \n \n \n148 \n\n \n2. Mathematics \nStandards: \n● MA.7.NS.1–8: Operations with rational numbers, integers, fractions, decimals \n● MA.7.EE.1–9: Expressions, equations, inequalities, proportional relationships \n● MA.7.G.1–4: Geometry, area, volume, angles, transformations \n● MA.7.SP.1–6: Probability, statistics, data analysis \nWeekly Plan \n● Independent practice on rational numbers, expressions, and equations. \n● Hands-on manipulatives: algebra tiles, number lines, geometry models. \n● Word problems, real-world applications, peer tutoring. \n● Group math projects: design challenges, data collection, statistical analysis. \nMontessori Specific Connection: \n● Use visual models and manipulatives to scaffold abstract concepts. \n● Multi-age collaboration allows 6th–8th graders to mentor each other \n3. Science \nStandards: \n● SC.7.P.1–6: Matter, energy, forces, motion \n● SC.7.L.1–3: Cells, human body systems, ecosystems, adaptation \n● SC.7.E.1–3: Earth & space science: geology, climate, natural resources \nWeekly Plan: \n● Independent experiments, lab notebooks, observation journaling. \n● Hands-on lab experiments or simulations. \n● Group science projects: ecosystem models, engineering challenges, climate \nresearch presentations. \nMontessori Specific Connection: \n● Nature trays, lab experiments, inquiry-based stations. \n● Older students mentor younger students in scientific procedures and \nobservations. \n \n \n \n149 \n\n \n4. Social Studies \nStandards: \n● SS.7.H.1–5: Alaska, U.S., and world history, government, civics \n● SS.7.G.1–3: Geography, spatial thinking, regions, human-environment interaction \n● SS.7.E.1–3: Economics, trade, resources, personal finance \nWeekly Plan: \n● Independent research, reading primary/secondary sources, note-taking. \n● Map work and geography exercises. \n● Collaborative history or geography project planning. \n● Group projects: historical simulations, region-based research, economic models, \npresentations. \nMontessori Specific Connection: \n● Independent research supports self-directed learning. \n● Group projects allow multi-age peer collaboration and presentation skills. \nMontessori Specific Subjects \n● Practical Life / Life Skills: Organization, time management, classroom \nresponsibilities. \n● Sensorial / Hands-On Learning: Manipulatives, models, maps, and STEM \nmaterials. \n● Art / Music / Grace & Courtesy: Integrated into projects, discussion, and \nreflections for social-emotional learning. \n8th Grade Montessori Work Plan \nCore Subjects and Alaska Standards \n1. Language Arts (Reading, Writing, Speaking, Listening) \nStandards: \n● ELA.8.RL.1–10 / ELA.8.RI.1–10: Reading comprehension, literary analysis, \ninformational texts \n● ELA.8.W.1–10: Narrative, opinion, informational, and research writing \n● ELA.8.SL.1–6: Collaborative discussions, presentations, debate \n● ELA.8.L.1–6: Grammar, vocabulary, conventions \n \n150 \n\n \nWeekly Plan / Daily Structure: \n● Independent reading of literary and informational texts. \n● Writing exercises: essays, research papers, grammar, and vocabulary practice. \n● Peer review, editing, and collaborative writing projects. \n● Oral presentations, debates, and reflective journals. \nMontessori Specific Connection: \n● Independent research stations, choice-based reading trays, and journaling \nsupport self-directed learning. \n● Afternoon projects integrate research, debate, and multi-age collaboration. \n \n2. Mathematics \nStandards: \n● MA.8.NS.1–8: Real numbers, exponents, scientific notation \n● MA.8.EE.1–9: Expressions, equations, inequalities, functions \n● MA.8.G.1–4: Geometry, transformations, congruence, volume, Pythagorean \nTheorem \n● MA.8.SP.1–6: Statistics, probability, data analysis \nWeekly Plan \n● Independent practice on real numbers, algebra, functions, and geometry \nconcepts. \n● Hands-on manipulatives: algebra tiles, geometric models, graphing tools. \n● Problem-solving workshops, real-world applications, peer tutoring. \n● Group math projects: STEM challenges, data collection, statistical analysis, or \ndesign projects. \nMontessori Specific Connection: \n● Visual models, manipulatives, and self-paced independent work support mastery. \n● Peer mentoring allows 6th–7th graders to scaffold learning for younger students. \n3. Science \nStandards: \n● SC.8.P.1–6: Physics: energy, forces, motion, conservation laws \n● SC.8.L.1–3: Biology: cells, genetics, ecosystems, human body systems \n \n151 \n\n \n● SC.8.E.1–3: Earth & space science: geology, climate change, natural resources, \nastronomy \nWeekly Plan: \n● Independent labs, research, observations, and lab notebook documentation. \n● Hands-on experiments, simulations, and hypothesis testing. \n● Group science projects: ecosystem studies, engineering challenges, climate \nreports, or astronomy models. \nMontessori Specific Connection: \n● Inquiry-based stations, lab experiments, and observation trays reinforce \nself-directed exploration. \n● Multi-age collaboration strengthens teamwork and leadership skills. \n4. Social Studies \nStandards: \n● SS.8.H.1–5: Alaska, U.S., and world history, government, civics \n● SS.8.G.1–3: Geography, regions, spatial thinking, human-environment interaction \n● SS.8.E.1–3: Economics: trade, resources, personal finance, global systems \nWeekly Plan: \n● Independent research, map work, reading primary/secondary sources, \nnote-taking. \n● Collaborative project planning and preparation. \n● Group projects: historical simulations, economic models, presentations, debates. \nMontessori Specific Connection: \n● Independent research stations and project-based learning support self-directed \nwork. \n● Peer collaboration allows 8th graders to lead multi-age group projects. \nSpecific Montessori Subjects \n● Practical Life / Life Skills: Organization, time management, classroom \nresponsibilities, project planning. \n● Sensorial / Hands-On Learning: Models, manipulatives, STEM kits, and maps. \n● Art / Music / Grace & Courtesy: Integrated into projects, presentations, and \nreflections. \n \n \n152 \n\n \n9th Grade Work Plan \nCore Subjects and Alaska Standards \n1. Language Arts (Reading, Writing, Speaking, Listening) \nStandards: \n● ELA.9–10.RL.1–10 / ELA.9–10.RI.1–10: Comprehension of complex texts, analysis \nof literary and informational works \n● ELA.9–10.W.1–10: Argumentative, narrative, expository, and research writing \n● ELA.9–10.SL.1–6: Discussions, presentations, speaking and listening skills \n● ELA.9–10.L.1–6: Grammar, vocabulary, language conventions \nWeekly Plan \n● Independent reading of assigned literature and informational texts tied to CTE \nthemes; writing practice in essays, research projects, and technical writing. \n● Peer review, collaborative workshops, oral presentations. \n● Applied literacy in CTE context—technical manuals, grant proposals, product \nmarketing copy. \n2. Mathematics \nStandards: \n● MA.HS.N.1–12: Real numbers, exponents, roots, scientific notation \n● MA.HS.A.1–10: Algebraic expressions, equations, functions \n● MA.HS.G.1–9: Geometry, transformations, measurement \n● MA.HS.S.1–8: Statistics, probability, data analysis \nWeekly Plan \n● Algebra I concepts, geometry foundations, applied math (welding \nmeasurements, carpentry calculations, budgeting). \n● Problem-solving workshops, collaborative projects, peer tutoring. \n● Applied math in CTE (building scale models, energy efficiency calculations, farm \nyield data). \n \n \n \n153 \n\n \n3. Science \nStandards: \n● SC.HS.P.1–6: Physical science (energy, forces, motion, engineering design) \n● SC.HS.L.1–4: Life science (cells, ecosystems, genetics, health) \n● SC.HS.E.1–3: Earth & environmental science (resources, climate, geology) \nWeekly Plan: \n● Inquiry-based labs and observations documented in lab notebooks. \n● Applied experiments connected to CTE (hydroponics, soil testing, welding \nmetallurgy). \n● Group projects such as environmental studies, greenhouse efficiency, or robotics \nchallenges. \n4. Social Studies \nStandards: \n● SS.HS.H.1–6: U.S. and world history, civics, government \n● SS.HS.G.1–3: Geography, mapping, human-environment interaction \n● SS.HS.E.1–3: Economics, personal finance, entrepreneurship \nWeekly Plan: \n● Independent research, reading of primary/secondary sources, map work, \nnote-taking. \n● Small-group collaboration on civic or historical projects. \n● Applied civics and economics—business plan development, market research for \nstudent-run enterprises, historical simulations. \n10th Grade Work Plan \nCore Subjects and Alaska Standards \n1. Language Arts (Reading, Writing, Speaking, Listening) \nStandards: \n● ELA.9-10.RL.1–10 / ELA.9-10.RI.1–10: Literary and informational text analysis, \nevaluating arguments and themes. \n \n154 \n\n \n● ELA.9-10.W.1–10: Argumentative, narrative, research, and expository writing. \n● ELA.9-10.SL.1–6: Structured discussions, collaborative presentations, debates, \nspeeches. \n● ELA.9-10.L.1–6: Conventions, grammar, vocabulary, and language use. \nWeekly Plan \n● Independent literary analysis of novels, nonfiction, and primary sources. \n● Writing: argumentative essays, research-based reports, narrative journals. \n● Peer editing workshops, Socratic seminars, and oral presentations. \n● Project-based writing linked to CTE (e.g., technical manuals, business plans, \nhealth brochures). \n \n2. Mathematics \nStandards: \n● MA.HS.A-SSE, A-CED, F-IF, F-LE, G-SRT, S-ID: \n● Expressions and equations, functions, linear/quadratic models. \n● Geometry: similarity, right triangles, trigonometry. \n● Statistics: data interpretation, regression models, probability. \nWeekly Plan \n● Problem-based practice: algebra, geometry, and functions. \n● Real-world application (budgeting, construction measurements, welding angles). \n● Group workshops solving applied math in CTE contexts. \n● STEM challenges: design projects, data analysis, or cost-estimation for projects. \n3. Science \nStandards: \n● SC.HS.PS.1–4: Chemistry: atomic structure, bonding, reactions, energy transfer. \n● SC.HS.LS.1–3: Biology: ecosystems, genetics, cellular processes. \n● SC.HS.ESS.1–3: Earth & space: environmental impact, resource management. \n● SC.HS.ETS.1–2: Engineering design & technology application. \nWeekly Plan: \n● Independent labs, reading scientific texts, maintaining lab journals. \n● Group experiments, hypothesis testing, simulations (e.g., soil health, energy \ntransfer). \n \n155 \n\n \n● CTE-linked projects (hydroponics, food preservation, welding material science). \n4. Social Studies \nStandards: \n● SS.HS.H.1–5: U.S. and world history, civics, government. \n● SS.HS.G.1–4: Geography, environment, human systems, spatial reasoning. \n● SS.HS.E.1–4: Economics, trade, personal finance, entrepreneurship. \n● SS.HS.C.1–5: Civic participation, rights, and responsibilities. \nWeekly Plan: \n● Research projects, primary source analysis, economics simulations. \n● Collaborative presentations, debates, model UN, or town-hall simulations. \n● Applied social studies: business planning, policy proposals, community projects. \n11th Grade Work Plan \nCore Subjects and Alaska Standards \n1. Language Arts (Reading, Writing, Speaking, Listening) \nStandards: \n● ELA.11-12.RL.1–10 / ELA.11-12.RI.1–10: Literary analysis, informational text \nevaluation, synthesis of multiple sources. \n● ELA.11-12.W.1–10: Research, argumentative, narrative, and technical writing. \n● ELA.11-12.SL.1–6: Advanced discussions, presentations, formal debates, \nprofessional communication. \n● ELA.11-12.L.1–6: Grammar, vocabulary, conventions in academic and workplace \nwriting. \nWeekly Plan \n● Independent reading: classic literature, contemporary works, technical texts tied \nto CTE. \n● Writing: argumentative essays, technical reports, resumes, cover letters. \n● Peer critique, Socratic seminars, oral defenses of research. \n● Applied writing projects: grant proposals, marketing plans, lab reports, business \ndocumentation. \n \n \n156 \n\n \n2. Mathematics \nStandards: \n● MA.HS.F-IF, F-BF, F-LE, F-TF, S-CP, S-MD:Functions, trigonometry, sequences, \nprobability, statistics, decision-making with data. \n● MA.HS.G-GMD, G-MG: Geometry: modeling with 3D shapes, surface area, \nvolume, measurement. \n● MA.HS.A-CED, A-REI: Solving equations, systems, inequalities. \nWeekly Plan \n● Independent practice with algebra, trigonometry, and statistics. \n● Applied math in construction, budgeting, and agriculture projects. \n● Group workshops solving industry-based math problems (e.g., estimating \ngreenhouse yields, welding angle calculations). \n● CTE-integrated math projects: blueprint scaling, CAD measurements, or financial \nmodeling. \n3. Science \nStandards: \n● SC.HS.PS.1–4: Physics: energy, motion, electricity, thermodynamics. \n● SC.HS.LS.1–4: Biology: evolution, ecosystems, genetics, biotechnology. \n● SC.HS.ESS.1–3: Environmental systems, climate science, resource management. \n● SC.HS.ETS.1–2: Engineering design, testing, iterative problem-solving. \nWeekly Plan: \n● Independent labs and technical readings. \n● Lab notebooks documenting hypotheses and results. \n● Hands-on experiments and field studies (e.g., soil analysis, energy systems, \nhealth science labs). \n● Project-based science applications: renewable energy prototypes, watershed \nmonitoring, greenhouse system trials. \n4. Social Studies \nStandards: \n● SS.HS.H.1–5: U.S. History post-1900, world history, government, civics. \n \n157 \n\n \n● SS.HS.G.1–4: Global geography, economics, resource use, cultural systems. \n● SS.HS.E.1–4: Microeconomics, macroeconomics, business systems, \nentrepreneurship. \n● SS.HS.C.1–5: Policy-making, civic responsibility, community engagement. \nWeekly Plan: \n● Independent research on U.S. history, economics, and global issues. \n● Document analysis and case studies. \n● Debates, model legislation, and economic simulations. \n● Applied social studies projects: business plans, community surveys, civic \nengagement initiatives. \n12th Grade Work Plan \nCore Subjects and Alaska Standards \n1. Language Arts (Reading, Writing, Speaking, Listening) \nStandards: \n● ELA.11-12.RL.1–10 / ELA.11-12.RI.1–10: Advanced literary analysis, synthesis \nacross multiple sources, evaluation of informational texts. \n● ELA.11-12.W.1–10: Extended research projects, argumentative and technical \nwriting, professional communication. \n● ELA.11-12.SL.1–6: Formal debates, polished presentations, collaborative \nplanning, oral defense of capstone. \n● ELA.11-12.L.1–6: Advanced grammar, vocabulary, and language conventions in \nacademic and professional writing. \nWeekly Plan \n● Independent reading: classic works, modern nonfiction, technical and \nprofessional texts. \n● Writing: essays, research reports, technical documentation, grant proposals, \nworkplace writing. \n● Peer review, oral defenses of capstone drafts, Socratic seminars. \n● Senior capstone writing, speeches, and portfolio development. \n \n \n158 \n\n \n2. Mathematics \nStandards: \n● MA.HS.A-REI, A-CED, F-IF, F-BF, F-LE, F-TF, S-IC, S-ID: Algebraic modeling, \ntrigonometry, probability, statistics, functions. \n● MA.HS.G-GMD, G-MG: Geometry and measurement in applied design and \nreal-world contexts. \n● MA.HS.N-Q, N-CN: Quantitative reasoning, complex numbers, applied problem \nsolving. \nWeekly Plan \n● Independent practice in advanced algebra, functions, statistics, or applied math. \n● Financial literacy and quantitative reasoning for real-world readiness. \n● Workshops applying math to senior projects: budgeting, engineering, data \nanalysis. \n● Capstone integration: blueprint scaling, market analysis, or scientific data \ninterpretation. \n3. Science \nStandards: \n● SC.HS.PS.1–4: Physics and applied sciences (energy, motion, thermodynamics, \nengineering). \n● SC.HS.LS.1–4: Advanced life sciences (biotechnology, health sciences, \necosystems). \n● SC.HS.ESS.1–3: Earth systems, climate, environmental and cultural resource \nmanagement. \n● SC.HS.ETS.1–2: Engineering design and innovation applied to community needs. \nWeekly Plan: \n● Independent labs, technical readings, data collection for capstone. \n● Lab journals documenting applied research. \n● Peer collaboration on experiments, simulations, and environmental studies. \n● Capstone experiments: renewable energy trials, health projects, sustainability \nstudies. \n \n \n159 \n\n \n4. Social Studies \nStandards: \n● SS.HS.H.1–5: Contemporary U.S. history, civics, and government. \n● SS.HS.G.1–4: Global systems, economics, and geography of resources. \n● SS.HS.E.1–4: Entrepreneurship, business systems, personal finance. \n● SS.HS.C.1–5: Civic responsibility, leadership, and policy analysis. \nWeekly Plan: \n● Independent research on civics, economics, and global issues. \n● Case studies: policy, law, and business planning. \n● Seminars on civic engagement, business strategies, or current events. \n● Senior capstone integration: policy proposals, business plans, or civic \nengagement projects. \n \n \n160 \n\n \nExhibit H \nDetailed APC Meeting Minutes from June 9, 2025 \n \n \n161 \n\n \n \n \n \n162 \n\n \nExhibit I \nLetter from Alaskan Homestead Education, INC \n \n163 \n\n \n \n \n164 \n\n \nExhibit J \n501c3 Determination Letter - Alaskan Homestead Education, Inc. \n \n165 \n\n \nExhibit K \nMOA Between AHE and NCS \n \nMEMORANDUM OF AGREEMENT \nBetween \nAlaskan Homestead Education, Inc. (AHE) \nand \nNikolaevsk Charter School (NCS) \nEffective Date: Signed upon the approval of the Nikolaevsk Charter School \n1. Purpose \nThis Memorandum of Agreement (MOA) outlines the terms between Alaskan Homestead \nEducation, Inc. (AHE) and Nikolaevsk Charter School (NCS) for the sublease and use of the \nschool facility located at: \n65524 Nikolaevsk Road, Nikolaevsk, Alaska 99556. \nThe purpose of this agreement is to ensure that NCS has access to a safe and functional \neducational facility while maintaining AHE’s ability to manage the property for community \nbenefit in coordination with the Kenai Peninsula Borough (KPB). \n2. Contingency \nThis sublease and agreement are expressly contingent upon the official approval and operation \nof Nikolaevsk Charter School by the Kenai Peninsula Borough School District (KPBSD) and the \nAlaska Department of Education & Early Development (DEED). \nIf NCS is not approved, this MOA shall be rendered null and void. \n3. Facility Use and Sublease Terms \n● AHE, as the lessee of the Nikolaevsk School facility under agreement with KPB, agrees to \nsublease the facility to NCS for the operation of the charter school. \n● The annual lease cost shall be Two Hundred Fifteen Thousand Dollars ($215,000.00), \npaid from the Nikolaevsk Charter School budget allocated through KPBSD. \n● The initial lease term shall be five (5) years, aligning with the initial charter authorization \nperiod. \n● Upon renewal of the charter, NCS shall have first right of renewal for the facility \nsublease, with each renewal period extending up to ten (10) years by mutual written \nagreement between AHE, KPB, and KPBSD. \n \n166 \n\n \n4. Services Provided by AHE \nAHE shall provide the following services as part of this lease arrangement: \n1. Custodial Services – (FTE 0.5) Routine cleaning and sanitation of classrooms, offices, \nrestrooms, and shared spaces. \n2. Maintenance – General facility upkeep, repairs, and coordination of required \nmaintenance. \n3. Utilities – Including, but not limited to: \n● Water and septic services \n● Electricity \n● Trash \n● Heating gas \n● Internet access \n4. Insurance – AHE shall maintain facility and liability insurance in accordance with KPB and \nKPBSD requirements and provide proof of coverage annually or upon request. \n5. Furnishings and Equipment – AHE shall provide and maintain school furnishings \nnecessary for the operation of Nikolaevsk Charter School, including classroom furniture, \ndesks, chairs, shelving, and essential equipment as mutually agreed upon by both \nparties. All furnishings provided by AHE shall remain the property of AHE unless \notherwise transferred under a separate written agreement. \n5. Priority Use and Access \n● NCS shall have first priority use of the building and all related facilities for: \n○ Regular school-day operations \n○ After-school programs \n○ School-sponsored activities, clubs, and athletics \n● AHE may schedule community programs, training, or events during non-school hours, \nprovided such use does not interfere with NCS operations or facility maintenance. \n● Both parties will maintain a shared-use calendar and coordinate scheduling to ensure \nsmooth operation and equitable community access. \n6. Compliance \nBoth parties agree to comply with all applicable federal, state, and local laws, as well as KPB and \nKPBSD policies governing school facilities, insurance, and public safety. \n7. Hold Harmless and Indemnification \nEach party agrees to indemnify, defend, and hold harmless the other party, as well as the Kenai \nPeninsula Borough and Kenai Peninsula Borough School District, and their officers, agents, and \nemployees, from and against any and all claims, damages, losses, and expenses, including \nattorney’s fees, arising out of or resulting from the acts, omissions, or negligence of its own \n \n167 \n\n \nofficers, employees, agents, contractors, or invitees, in connection with the performance of this \nAgreement. \nThis clause shall survive the termination or expiration of this Agreement. \n8. Term and Renewal \nThis agreement shall: \n● Take effect upon approval of the Nikolaevsk Charter School; \n● Remain in effect for five (5) years, concurrent with the initial charter authorization; \n● Automatically be eligible for renewal priority by NCS for successive ten (10) year terms \nupon charter renewal, subject to mutual written agreement among all parties; and \n● Be subject to annual review to ensure continued compliance and effectiveness. \n \n9. Signatures \nFor Alaskan Homestead Education, Inc. (AHE): \nName: ___________________________________ \nTitle: ____________________________________ \nDate: ____________________________________ \nSignature: ________________________________ \nFor Nikolaevsk Charter School (NCS): \nName: ___________________________________ \nTitle: ____________________________________ \nDate: ____________________________________ \nSignature: ________________________________ \n \n \n168 \n\n \nExhibit L \nLetter from Nikolaevsk Community Council \n \n169 \n\n \nExhibit M \nMEMO on Contracts and Negotiations for the Facility \nAlaskan Homestead Education, Inc. (AHE) is working on behalf of Nikolaevsk Charter School \n(NCS) to secure the use of the borough-owned building at this address as the school facility. AHE \nwill lease the building from the Kenai Peninsula Borough (KPB) and will serve as the lessee of \nrecord. \nAs lessee, AHE will be responsible for all maintenance, utilities, insurance, and general upkeep \nof the facility. As compensation for these expenses related to the operation of the charter \nschool, KPBSD will use the $215,000 allocated for facility costs within the NCS budget as \npayment of rent to AHE. \nDuring school hours, the building will operate as Nikolaevsk Charter School. Outside of school \nhours—including evenings, weekends, and summer months—the facility will remain under the \nmanagement and control of AHE, ensuring it can be used for AHE programs and broader \ncommunity activities. \nThis arrangement will be formalized through three agreements: \n1. Between KPB and AHE (facility lease agreement); \n2. Between AHE and NCS (sublease and operations agreement); and \n3. Between KPBSD and NCS (charter school contract). \nThe building’s primary purpose will be to serve as the Nikolaevsk Charter School (NCS) facility. \nTo maximize the benefit of this community resource, AHE will make the building available for \ncommunity use during non-school hours, providing space for classes, training, and other \ncommunity events. \nNikolaevsk Charter School will be given priority access to the facility for all school-sponsored \nactivities, including athletics, clubs, performances, and other extracurricular programs that \noccur outside of regular instructional hours. Community use of the facility will be scheduled \naround NCS events to ensure that all student and school needs are fully supported before other \nactivities are approved. \nThese agreements are not yet executed, but will be formally drafted and signed upon approval \nof the Nikolaevsk Charter School charter. Execution of these agreements shall occur in a timely \nmanner following charter approval to ensure facility access, district compliance, and \nuninterrupted preparation for school operations. \n \n170 \n\n \nExhibit N- DEED Correspondence Assurance Document \n \n171 \n\n \n \n \n \n \n \n172 \n\n \n \n \n173 \n\n \n \n \n \n174 \n\n \nExhibit O \nMOA Between AHE and NCS - Custodial Services \n \nMEMORANDUM OF AGREEMENT \n \nBetween \nAlaskan Homestead Education, Inc. (AHE) \nand \nNikolaevsk Charter School (NCS) \n \nEffective Date: August 3, 2026 \nExpiration Date: May 30, 2027 \n1. Purpose \nThis Memorandum of Agreement (MOA) establishes an agreement between Alaskan \nHomestead Education, Inc. (AHE) and Nikolaevsk Charter School (NCS) for the provision of \ncustodial services for the 2026–2027 school year at the Nikolaevsk School facility, located at: \n65524 Nikolaevsk Road, Nikolaevsk, Alaska 99556 \n2. Scope of Services \nAHE agrees to provide a 0.5 Full-Time Equivalent (FTE) custodian to perform the following \nduties: \n● Daily cleaning and sanitation of classrooms, restrooms, offices, and common areas. \n● Trash removal. \n● Floor care (sweeping, mopping, vacuuming, periodic deep cleaning). \n● Basic maintenance tasks as assigned by the site administrator. \n● Coordination with NCS administration for supply and maintenance needs. \n3. Personnel \nThe assigned custodian for the 2026–2027 school year shall be: \nMariah Kerrone \nMs. Kerrone agrees to fulfill custodial responsibilities for the duration of the school year as \nscheduled (August 3, 2026 – May 30, 2027). \n4. Compensation and Coverage \n \n175 \n\n \nCustodial services will be provided by AHE as part of the service agreement between AHE and \nNCS. \nAll required custodial supplies and equipment will be provided by AHE. \n5. Insurance and Liability \nAHE shall maintain appropriate liability insurance for the custodian in accordance with Kenai \nPeninsula Borough (KPB) and Kenai Peninsula Borough School District (KPBSD) requirements. \nProof of coverage will be provided upon request. \n6. Term and Renewal \nThis agreement shall remain in effect from August 3, 2026 through May 30, 2027. \nIt may be renewed annually upon mutual written consent of both parties. \n7. Signatures \nFor Alaskan Homestead Education, Inc. (AHE): \nName: ___________________________________ \nTitle: ____________________________________ \nDate: ____________________________________ \nSignature: ________________________________ \nFor Nikolaevsk Charter School (NCS): \nName: ___________________________________ \nTitle: ____________________________________ \nDate: ____________________________________ \nSignature: ________________________________ \n \n \n176 \n\n \nExhibit P \nMOA Between NCS and Volunteer School Nurse \n \nMEMORANDUM OF AGREEMENT \n \nBetween \nNikolaevsk Charter School \nand \nFektista Nelson, RN P.O Box 1302 Anchor Point Ak 99556 \nDate: October 21, 2025 \nRECITALS \nWHEREAS, Nikolaevsk Charter School (hereinafter referred to as the \"School\") is committed to \nproviding a safe and healthy educational environment for its students, in compliance with \napplicable Alaska state laws, including those governing student health records, immunizations, \nand school health services; \nWHEREAS, Fektista Nelson, RN (hereinafter referred to as the \"Volunteer\"), is a licensed \nRegistered Nurse in the State of Alaska, possessing the necessary qualifications and expertise to \nprovide volunteer health services in a school setting; \nWHEREAS, the School desires to engage the services of the Volunteer on a voluntary, unpaid \nbasis to assist with specific health-related responsibilities, including maintenance of student \nhealth records, medication protocols, staff training, and routine health screenings; \nWHEREAS, the Volunteer is willing to provide such services on an intermittent basis, without \nexpectation of compensation, benefits, or employment status; \nWHEREAS, this Memorandum of Agreement (MOA) is contingent upon the approval of the \nNikolaevsk Charter School; \nNOW, THEREFORE, in consideration of the mutual promises and covenants contained herein, \nthe parties agree as follows: \nAGREEMENT \n1. Volunteer Services \n \n177 \n\n \nThe Volunteer agrees to provide the following services to the School on an as-needed, \ntwice-monthly basis (approximately 8-16 hours per month, scheduled in coordination with \nSchool administration): \na. Maintain student health records, including immunization records, in accordance with Alaska \nstate law (AS 14.30.150 et seq.) and School/district policies. This includes updating records, \nensuring compliance, and reporting discrepancies to School administration. \nb. Establish and implement protocols and procedures for training School staff in the safe storage \nand administration of medications, consistent with guidelines from the Alaska Department of \nEducation and Early Development and federal regulations (e.g., FERPA and HIPAA where \napplicable). \nc. Perform routine health screenings for students, including vision and hearing assessments, \nusing School-provided equipment and following protocols established by the Alaska School \nHealth Advisory Council. Screenings will be documented and reported to parents/guardians as \nrequired by law. \nThe Volunteer will perform these services diligently, professionally, and in a manner consistent \nwith the standards of the nursing profession. All services will be provided during School hours or \nas mutually agreed upon, subject to the School's operational needs. \n2. Term \nThis Agreement shall commence on August 1, 2026, and continue through May 31, 2027, unless \nterminated earlier as provided herein. It may be renewed by mutual written agreement of the \nparties. \n3. Compensation and Benefits \nThe Volunteer acknowledges that all services provided under this Agreement are voluntary and \nunpaid. No compensation, reimbursement for expenses (unless pre-approved in writing by the \nSchool), fringe benefits, workers' compensation, unemployment insurance, or other \nemployment-related entitlements shall be provided. The Volunteer agrees to cover any personal \nexpenses incurred, such as travel or materials, unless otherwise arranged. \n4. Volunteer Status \nThe Volunteer is an independent volunteer and not an employee, agent, contractor, or \nrepresentative of the School. The Volunteer shall have no authority to bind the School or enter \ninto any agreements on its behalf. The Volunteer agrees to comply with all School policies, \nincluding those related to child protection, confidentiality, and conduct. \n5. Confidentiality \n \n178 \n\n \nThe Volunteer agrees to maintain the confidentiality of all student, staff, and School information \nencountered during the provision of services, in accordance with the Family Educational Rights \nand Privacy Act (FERPA), Health Insurance Portability and Accountability Act (HIPAA), and Alaska \nstate privacy laws. Any breach of confidentiality may result in immediate termination of this \nAgreement. \n6. Liability and Indemnification \nThe School shall provide general liability insurance coverage for the Volunteer's activities \nperformed on School premises, subject to the terms of the School's policy. However, the \nVolunteer agrees to indemnify, defend, and hold harmless the School, its officers, employees, \nand agents from any claims, damages, losses, or liabilities arising from the Volunteer's \nnegligence, willful misconduct, or breach of this Agreement. \nThe Volunteer shall not be liable for any acts or omissions arising from the School's failure to \nprovide accurate information or necessary resources. Both parties agree to notify the other \npromptly of any potential claims. \n7. Termination \nThis Agreement may be terminated by either party at any time, with or without cause, upon \nthirty (30) days written notice. The School reserves the right to terminate immediately for \ncause, including but not limited to breach of confidentiality, misconduct, or failure to perform \nservices adequately. Upon termination, the Volunteer shall return all School property and \nconfidential materials. \n8. Governing Law \nThis Agreement shall be governed by the laws of the State of Alaska. Any disputes arising \nhereunder shall be resolved in the Superior Court for the Kenai Peninsula Borough. \n9. Entire Agreement \nThis Agreement constitutes the entire understanding between the parties and supersedes all \nprior agreements. It may be amended only in writing, signed by both parties. If any provision is \nheld invalid, the remainder shall remain in full force. \n10. Notices \nAll notices shall be in writing and delivered via email or certified mail to the addresses listed \nabove. \nIN WITNESS WHEREOF, the parties have executed this Memorandum of Agreement as of the \ndate first above written. \n \n179 \n\n \n \nNikolaevsk Charter School \nBy: _______________________________ \nName: [Principal's Name] Title: Principal \nDate: _____________________________ \n \nFektista Nelson, RN \nBy: _______________________________ \nName: Fektista Nelson Title: Volunteer Registered Nurse \nDate: _____________________________ \n \n180 ","scan_status":"clean","is_featured":false,"sort_order":1,"uploaded_by":3,"created_at":"2026-05-28T15:11:16.050Z","boarddocs_unique":"DNCPUY6625A5","pending_state":null}],"motions":[]}],"item_count":1},{"id":3636,"meeting_id":608,"name":"Action Item","sort_order":3,"is_collapsed":0,"is_consent_section":false,"description":null,"scheduled_start_time":null,"is_current":false,"first_presented_at":null,"items":[{"id":9130,"meeting_id":608,"category_id":3636,"item_number":"A","item_type":"action","title":"Nikolaevsk Charter School Initial application","public_content":"Administration's Recommendation:
The KPBSD Administration recommends non-approval of the Nikolaevsk Charter School application at this time for the following reasons:
1. Lack of Demonstrated Fiscal Responsibility and Sustainability
2. Unresolved Facilities and Lease Agreement Concerns
3. Incomplete and Noncompliant Enrollment Documentation
4. Inconsistencies with KPBSD Board Policy and State Regulations
5. Insufficient Operational Planning and Staffing Structure
Summary Recommendation
Based on the deficiencies identified above, the District Administration does not believe the Nikolaevsk Charter School application meets the requirements established by KPBSD Board Policy 6187 or the applicable state statutes and regulations. The absence of verified financial data, finalized facilities agreements, compliant enrollment documentation, and a viable staffing and instructional plan poses significant fiscal, operational, and legal risks to the Kenai Peninsula Borough School District.
Background Information:
September 29, 2025, Nikolaevsk Charter School applicants submitted the Nikolaevsk Charter School Initial application.
October 9, 2025, the Charter School Oversight Committee was presented the Nikolaevsk Charter School Initial application and placed it on the October 20, 2025 Board of Education work session schedule.
October 20, 2025, the Board of Education held a work session to review the Nikolaevsk Charter School Initial application and moved the application to the November 3, 2025 work session for further review.
November 3, 2025, the Board of Education held a second work session to further review the Nikolaevsk Charter School Initial application and moved it to the November 17, 2025 Special Meeting agenda for Board action.
The final Nikolaevsk Charter School Initial application is presented today on the November 17, 2025 Special Meeting agenda for Board action.
","admin_content":null,"executive_content":null,"sort_order":1,"is_current":0,"is_pulled":false,"is_private":false,"scheduled_start_time":null,"is_workflow_managed":false,"updated_at":"2026-05-28T15:11:19.302Z","last_editor_name":null,"first_presented_at":null,"recommended_action":"Move to approve the Nikolaevsk Charter School Initial application.","linked_policy_id":null,"linked_policy_version_id":null,"linked_goal_id":null,"linked_meeting_id":null,"linked_meeting_title":null,"linked_meeting_starts_at":null,"linked_meeting_minutes_status":null,"policy_action_type":null,"policy_display":null,"workflow_instance_id":null,"workflow_status":null,"workflow_tree_name":null,"workflow_submitter_name":null,"workflow_approver_name":null,"workflow_current_level":null,"workflow_total_levels":null,"has_visible_attachments":false,"attachments":[{"id":5607,"entity_type":"agenda_item","entity_id":9130,"original_filename":"Nikolaevsk Charter School Initial Application.pdf","storage_path":"agenda_item/9130/5607/Nikolaevsk Charter School Initial Application.pdf","content_type":"application/pdf","file_size":"4124041","checksum_sha256":"40a501787a483cee88499271657e24fed9e5b0484f681ae774263739ce346a55","visibility_tier":"public","extracted_text":"\n\n \n \n \n \nCharter School \nAPPLICATION \nNikolaevsk Charter School \n \n \nFY [2026-2027] \n \nAlaska Department of Education & Early Development \n801 W 10\nth\n Street, Suite 200 \nP.O. Box 110500 \nJuneau, AK 99811-0500 \n \n1 \n\n \nDIRECTIONS \nApplication for an Initial Charter \nParties interested in submitting an initial application for a charter school should familiarize \nthemselves with all applicable state statutes and regulations contained within this document. \nLocal School Districts/School Boards may have developed a Charter Schools application form for \napproval at the local level that requires additional information, however for the purposes of \nseeking State Board of Education & Early Development approval, this application form MUST be \nused. Sufficient evidence must be presented to address all sections of this application form for \nthe department to deem the application compliant and forward to the State Board of Education \nfor approval. \nTimeline: \nInitial applicants must follow all local procedures to seek Charter School approval by their local \nboards. \n \nNot later than 30 days after a local school board's decision to approve an initial application for a \ncharter school, the local school board must forward the application to the State Board of \nEducation & Early Development for review and approval by mailing to the department: \n(1) the complete application filed with the local school board, including all supporting \ndocuments required; \n(2) the written decision of the local school board; \n(3) all other materials considered by the local school board in support or in opposition to the \napplication; and \n(4) the minutes of the local school board meeting at which the charter was approved. \n \nIn the event the local school district/local board has a separate application form that differs \nfrom the state required form, it is the responsibility of the Charter School to transfer complete \nresponses to the department form. \nAn original and 4 copies of the DEED Charter School Application Form should be mailed to: \nAlaska Department of Education & Early Development \nAttn: Charter School Program Manager \nP.O. Box 110500 \nJuneau, Alaska 99811-0500 \n \nPlease also submit via email an electronic copy of the application form to: \namanda.duvall@alaska.gov \nAn initial application approved by a local school board and submitted to the department must \nbe received by the department at least 90 days before the next regularly scheduled meeting of \n \n2 \n\n \nthe State Board of Education and Early Development. See the State Board schedule \n(education.alaska.gov/State_Board) for a list of upcoming Board meetings. \nAn initial application for a charter school approved by a local school board may not be \nsubmitted to the department more than 12 months before the planned start-up date for the \nnew school. \nRequired Format: \n1. Not more than 200 pages single-sided, unbound, in 12 point font. \n2. ALL pages numbered in consecutive order (i.e. 1, 2, 3, ...200). \n3. A table of contents. \n4. Follow in numerical order the numbered sections and sub-elements of the application. \n5. ALL numbered sections and sub-elements must be addressed. \n \nUpon receipt, the application will go through a technical review committee to determine if any \nadditional information is necessary. Addressing each section with sufficient detail and evidence \nexamples will decrease the likelihood of additional information being requested. \nOnce the technical review committee agrees the applicant has demonstrated compliance, the \napplication will be scheduled to be addressed by the State Board of Education & Early \nDevelopment at their next meeting. \n \n \n \n3 \n\n \nTable of Contents \nDIRECTIONS.............................................................................................................................2\n \nTable of Contents.....................................................................................................................4\n \nSection 1: Establishment of the Charter at the local level.........................................................7\n \nSection 2: Organization and Administration...........................................................................12\n \n2.1 NCS Administration...........................................................................................................13\n \n2.2 Administrative Policy Manual at Nikolaevsk Charter School.............................................16\n \n2.3 Parent and Teacher Engagement (AS 14.03.255(b)(3)......................................................17\n \nNikolaevsk Charter School will maintain regular and structured communication with parents \nand teachers to review, evaluate, and improve school operations........................................17 \n2.4 APC Monitoring of Policies and Goals (AS 14.03.255(b)(4))..............................................17\n \n2.5 Calendar and Schedule.....................................................................................................18\n \n2.6 Alternative Educational Options.......................................................................................18\n \nSection 3: Educational Program and Student Achievement....................................................19\n \n3.1 Description of Educational Program.................................................................................20\n \n3.2 Written Instructional Program Aligned with State Standards...........................................23\n \n3.3 Evidence of Written Plan to Address PTR and Projected Enrollment................................39\n \n3.4 Description of Plans for Serving Special Education, Vocational Education, Gifted, and \nBilingual Students...................................................................................................................40 \n3.5 Written Objectives for Program Achievement & Mechanisms for Student Assessment..42\n \nSection 4: Professional Development.....................................................................................47 \n4.1 Professional Development................................................................................................47\n \n4.2 Ongoing School-Year Training (2026–2027)......................................................................48\n \n4.3 Montessori Certification & Training..................................................................................48\n \n4.4 Career & Technical Education (CTE) Training....................................................................48\n \n4.5 Professional Development Timeline & Milestones...........................................................48\n \n4.6 Oversight and Evaluation..................................................................................................49\n \nSection 5: Facility...................................................................................................................49\n \n5.1 Facility Location................................................................................................................50\n \n5.2 Facility Use and Capacity..................................................................................................50\n \n5.3 Projected Growth and Class Size.......................................................................................51\n \n5.4 Health, Safety, and Compliance........................................................................................51\n \n5.5 Contracted Services..........................................................................................................51\n \n5.6 Facility Sharing..................................................................................................................51\n \nSection 6: Admission.............................................................................................................52 \n6.1 NCS will be open to the public.\n........................................................................................52 \n6.2 Enrollment and Lottery Procedures..................................................................................53\n \n \n4 \n\n \nSection 7: Fiscal.....................................................................................................................54 \n7.1 Budget Summary and Financial Plan.................................................................................54\n \n7.2 Description of How Financial Records Will be Kept..........................................................56\n \n7.3 Accounting Services Provided by NCS - The Operating Budget.........................................56\n \n7.4 Homeschool Student Allotment Policy.............................................................................58\n \nSection 8: Transportation.......................................................................................................61\n \n8.1 Transportation...................................................................................................................61\n \nAppendix A............................................................................................................................62\n \nEvidence of School Board Approval........................................................................................62\n \nAppendix B............................................................................................................................63\n \nNIKOLAEVSK CHARTER SCHOOL CONTRACT...........................................................................63\n \nAppendix C............................................................................................................................69\n \nNikolaevsk Charter School Bylaws..........................................................................................69\n \nAppendix D............................................................................................................................76\n \nMembers of the APC, Respective Qualifications and Meeting Minutes.................................76\n \nAppendix E............................................................................................................................84\n \nNikolaevsk Charter School Administrative Policy Manual.......................................................84\n \nTABLE OF CONTENTS...............................................................................................................84\n \nSection 1: Establishment of the Charter at the Local Level.....................................................86\n \nSection 2: Organization and Administration...........................................................................87\n \nSection 3: Educational Program and Student Achievement...................................................93\n \nSection 4: Professional Development.....................................................................................97\n \n4.5 Professional Development Timeline & Milestones...........................................................98 \nSection 5: Facility....................................................................................................................99\n \nSection 6: Admissions.........................................................................................................100 \nSection 7: Fiscal..................................................................................................................101 \nSection 8: Transportation......................................................................................................102\n \nSection 9: Corrective Action at NCS......................................................................................102\n \nSection 10: Nikolaevsk Charter School Complaint Resolution Policy....................................104\n \nSection 11: NCS Dress Code Requirements for Staff, Students and Volunteers....................105\n \nAppendix F..........................................................................................................................107\n \nProgram that Aligns with State Content Standards and Statewide Assessment System......107\n \nAppendix G..........................................................................................................................108\n \nAdmission Policy and Procedures.......................................................................................108 \nAppendix H..........................................................................................................................110\n \nProjected Budget..................................................................................................................110\n \n \n \n5 \n\n \nAppendix I...........................................................................................................................113\n \nFinancials..............................................................................................................................113\n \nAppendix J...........................................................................................................................116\n \nTransportation......................................................................................................................116\n \nAppendix K School Meals Program.....................................................................................116\n \nExhibit A \nNikolaevsk Charter School Calendar (2026-2027)\n..........................................116\n \nExhibit B \nNCS Facility Floor Plan\n....................................................................................117\n \nExhibit C \nCommunity Approval\n........................................................................................119 \nExhibit D \nIntent to Enroll\n..................................................................................................119\n \nExhibit E \nSchool Comparison\n..........................................................................................123\n \nExhibit F \nDescription of 2026/2027 School Schedule\n.....................................................124\n \nExhibit G \nSamples of meeting Alaska state standards for K-12\n......................................129\n \nExhibit H \nDetailed APC Meeting Minutes from June 9, 2025\n..........................................161\n \nExhibit I \nLetter from Alaskan Homestead Education, INC\n.............................................163\n \nExhibit J \n501c3 Determination Letter - Alaskan Homestead Education, Inc\n..................165\n \nExhibit K \nMOA Between AHE and NCS\n..........................................................................166\n \nExhibit L \nLetter from Nikolaevsk Community Council\n.....................................................169\n \nExhibit M \nMEMO on Contracts and Negotiations for the Facility\n.....................................170\n \nExhibit N- DEED Correspondence Assurance Document..................................................171\n \nExhibit O \nMOA Between AHE and NCS - Custodial Services\n........................................175\n \nExhibit P \nMOA Between NCS and Volunteer School Nurse\n...........................................177\n \n \n \n6 \n\n \nCharter School Application – Initial \nPlease provide narrative responses to the following areas. If referencing evidence within a \ndocument that is included as an appendix, please also provide sufficient detail in the \nnarrative response for review purposes. \nSection 1: Establishment of the Charter at the local level \nReferences: AS 14.03.250. Application for charter school, AS 14.03.255 Organization and \noperation of a charter school, AS 14.03.265 Admission, 4 AAC 33.110 Charter school application \nand review procedure. \nUse the reviewer rating template below to fill in the page numbers to depict the location of the \nresponses for each sub-element. Do not use the reviewer’s notes column. \nReviewer Rating Template \nSection 1 Page Number location(s) of \nresponse(s) including \nAppendices \nReviewer’s notes \nRating: \nCompliant/Noncompliant \nPurpose page 9 \npage 87 (Appendix E) \n \n \n \n \nEvidence of board approval page 63 (Appendix A) \n \n \n \nEvidence of signed contract \nwith all required elements \npages 63-68 (Appendix B) \nSee required element below \n(Items 1-14) \n \n \n \n1. Description of \neducational program \npages 20-39 \npage 63 (Appendix B) \npages 93-97 (Appendix E) \npage 108 (Appendix F) \npages 129-160 (Exhibit G) \n \n \n \n2. Specific levels of \nachievement for the \neducation program \npages 42-46 \npage 63 (Appendix B) \n \n \n3. Admissions Policy and \nProcedures \npages 52-53 \npage 63 (Appendix B) \npages 100-101 (Appendix E) \npage 109 (Appendix G) \n \n \n \n4. Administrative \nPolicies \npage 63 (Appendix B) \npages 84-107 (Appendix E) \n \n \n \n \n7 \n\n \nSection 1 Page Number location(s) of \nresponse(s) including \nAppendices \nReviewer’s notes \nRating: \nCompliant/Noncompliant \n5. \nStatement of Charter \nfunding \npages 54-56 \npage 65 (Appendix B) \npages 113-115 (Appendix I) \n \n \n \n6. Method of \naccountability for \nreceipts and \nexpenditures \npages 56-59 \npage 65 (Appendix B) \npages 113-115 (Appendix I) \n \n7. Location and \ndescription of facility \npage 50-52 \npage 65 (Appendix B) \npage 99 (Appendix E) \n \n \n \n8. Name of teachers \nwho by agreement \nwill teach in the \ncharter \npage 66 (Appendix B) \n \n \n \n9. Teacher to student \nratio \npage 39-40 \npage 66 (Appendix B) \n \n \n \n \n10. Number of students \nto be served \npage 51 \npage 66 (Appendix B) \n \n \n \n11. Term of contract (not \nto exceed 10 years) \npage 66 (Appendix B) \n \n \n \n12. \nTermination Clause page 67 (Appendix B) \n \n \n \n13. Statement of state \nand federal law \ncompliance \npage 67 (Appendix B) \n \n14. Exemptions or \nrequirements \nincluded in contract \npage 67 (Appendix B) \n \nEvidence of bylaws pages 69-75 (Appendix C) \n \n \n \nEvidence of APC, including list \nof names/qualifications, \nmeeting minutes \npages 76-83 (Appendix D) \npage 161-162 (Exhibit H) \n \n \n \n \n8 \n\n \ni. Provide the primary purpose of the charter, how it will specifically differ from other \neducational options available in the community and the student population the \ncharter hopes to attract. AS 14.03.265(a)(1-3) \n1.1. The purpose of Nikolaevsk Charter School is to deliver an innovative hybrid \nacademic program tailored to the diverse needs of the Nikolaevsk and Anchor Point \ncommunities, fostering a lifelong passion for learning. Our school serves both families \nseeking a traditional public school experience with a focus on hands-on learning, and \nthose who prefer the flexibility of homeschooling, ensuring every student has access to a \nsupportive, community-centered education. \nFor families desiring a structured educational environment, Nikolaevsk Charter \nSchool offers a robust 5-day-per-week public school program with classes held on \ncampus. This traditional model provides students with a comprehensive curriculum, \naccess to certified teachers, and opportunities for specialized courses and extracurricular \nactivities, all within a close-knit community setting. For homeschooling families, we offer \ntailored guidance from on-campus certified homeschool advisors, along with access to \nspecialized courses, group learning projects, and extracurricular activities. This dual \napproach addresses the unique needs of our community, where many families have \nopted for homeschooling due to personal beliefs or the demands of agricultural and \nhomesteading lifestyles but seek greater opportunities for collaboration and specialized \neducation. \nMany local families face long, costly drives on rough roads to access homeschool \nsupport. Nikolaevsk Charter School offers those services closer to home—keeping \neducation accessible, consistent, and community-based. Many homeschooling families \nin the area underutilize existing programs because of geographic barriers. Our school \nbridges this gap by offering both a traditional public school option and a homeschool \nsupport model, ensuring all families have access to flexible, high-quality educational \nopportunities that foster academic growth, social connection, and community \nengagement. \n1.1A Institution’s Beliefs: \n● Nikolaevsk Charter School is “The Heart of the Community.” \n● Our school motto is: “It takes a village.” We believe students thrive \nwhen learning is a shared effort—uniting home, school, and \ncommunity to nurture character, skill, and purpose. \n● Genuine respect for the local culture, which was founded on \nfreedom and autonomy by the Russian Old Believers in a rural, \nagricultural setting. By affording flexibility for subsistence and \nagricultural lifestyles through integrating homeschool with \n \n9 \n\n \non-campus learning, we support the educational needs of \nNikolaevsk. \n● An education of the highest standards can be offered without \ncompromising family, culture, religious beliefs and observances, or \nour community’s agricultural and subsistence heritage. \n● By fostering parent, student, and community involvement—and \nbuilding responsibility and accountability into our curriculum—we \ncan provide access to quality education in our community. \n \n1.1B Institute’s Vision, Mission, and Goals: \n● Vision: To prepare students for college, careers and productive \ncivic life. \n● Mission: To provide a high-quality, community-focused education \nand foster academic excellence through our K-8 Montessori-based \nprogram, hands-on high school CTE program, and supportive \nhomeschool program. \nGoals: \n● To establish a supportive learning environment and encourage \nindependent thought, curiosity and critical thinking through \nsuccessful learning experiences. \n● Implement ongoing student progress-monitoring assessments to \ninform instruction and make data-informed decisions. \n● Support Neurodivergent Learners with flexible, inclusive \ninstruction across Montessori-based, Homeschool, and High \nSchool programs. This support is built into daily learning—through \nindividualized pacing, sensory-friendly environments, hands-on \nmaterials, and collaboration with families and teachers—so every \nstudent can thrive. \n● Engage students in community outreach, by aligning the projects \nwithin our DEED approved CTE classes with the needs of the \ncommunity. \n● Provide ongoing support to homeschool families through a \ncorrespondence program which includes an allotment, a certified \nhomeschool advisor who will oversee their ILP’s, and access to \nILP-aligned on-campus instruction. \n● We will provide ongoing professional development through \nAmerican Montessori Society (AMS) online modules, in-house \n \n10 \n\n \nworkshops, and optional parent sessions to ensure consistent, \nhigh-quality instruction across all programs. \nii. Provide evidence of the local school board approval of the new charter school marked as \nAppendix A. AS 14.03.250(b) \n1.2 Appendix A: This evidence will be provided as meeting minutes once the KPBSD \nSchool Board approves this charter application. Page 62. \niii. Provide evidence of the signed contract between the new charter school and the local \nschool board containing all required elements marked as Appendix B. AS 14.03.255(c)(1-14) \n1.3 Appendix B: The proposed MOA will be provided in Appendix B, and will be amended \nto include the signed MOA, upon approval, Page 63. \niv. Provide the charter schools’ bylaws marked as Appendix C. 4 AAC 33.110(a)(4) \n1.4 Appendix C: Charter School Bylaws, Page 69 \nv. Provide evidence of the formation of an Academic Policy Committee (APC) consisting of \nparents of students attending the school, teachers, and school employees. Evidence includes \na list of the members of the APC and their qualifications, as well as the written minutes from \nmeetings where discussions regarding academic policies, bylaws, school administration, and \nschool educational programming occurred. Mark as Appendix D. AS 14.03.250(a), 4 AAC \n33.110(a)(1) \n 1.5 Meeting minutes, times and location, APC Bylaw, and our current charter will be \nposted on our website provided by KPBSD. Evidence of APC meetings listed in the charter \napplication in Appendix D (Pages 76-83), Exhibit H (Page 161- 162). \n \n \n11 \n\n \nSection 2: Organization and Administration \nReferences: AS 14.03.255. Organization and operation of a charter school, 4 AAC 33.110 Charter \nschool application and review procedure. \nUse the reviewer rating template below to fill in the page numbers to depict the location of the \nresponses for each sub-element. Do not use the reviewer’s notes column. \nReviewer Rating Template \nSection 2 Page Number location(s) of \nresponse(s) including \nAppendices \nReviewer’s notes \nRating: \nCompliant/Noncompliant \nDescription of administrative \noversight \n \npages 13-16 \npages 84- 90 (Appendix E) \n \n \n \n \nEvidence of written \nadministrative policy manual \npage 16 \npages 84-106 (Appendix E) \n \n \n \n \nDescription of regular parent \nand teacher contacts for \ncontinuous improvement \npages 17 \npages 91-92 (Appendix E) \n \n \n \n \nDescription of APC \nmeeting(s) to monitor \nprogress \n \npages 17-18 \npages 90-92 (Appendix E) \n \n \n \n \nDescription of school \nschedule and calendar \n \npage 18 \npages 92 (Appendix E) \npages 117 (Exhibit A) \npages 124-128 (Exhibit F) \n \n \n \n \n \nAlternative options for \nstudents if no other \neducational program exists \npages 18-19 \npage 123 (Exhibit E) \n \n \n \n \n \n \n \n \n12 \n\n \ni. Provide information on how the charter school shall oversee the operation of the \ncharter school to ensure that the terms of the contract required by AS 14.03.255 (c) \nare being met; including who will be responsible and what mechanism(s) they will use. \nAS 14.03.255(b)(2) \nThe APC shall provide the governance for the charter school, and the operations of the school \nwill be carried out by the administrative staff with input, guidance, and support from the APC. \nThe school will include a 1.0 FTE Type B certificated administrator, Type A certificated teachers \n(depending on enrollment), certificated special education teacher, Type A certificated \nhomeschool advisor(s) (depending on enrollment) and secretary/administrative assistant. Staff \nresponsibilities are listed below. \n2.1 NCS Administration \nNikolaevsk Charter School (NCS) will employ staff aligned with student enrollment needs. The \nstaffing plan outlined below is based on projected enrollment for the 2026–2027 school year. \nFinal staffing levels, including the number of full-time and part-time positions, will be confirmed \nfollowing spring enrollment counts in order to ensure both compliance with class size \nrequirements and fiscal responsibility. \nPrincipal with Type B Certificate (1.0 FTE) \n● Oversees, and in consultation with the APC, guides the implementation of the school’s \neducational programs, APC bylaws, and student handbook \n● Supervises daily operations of the school \n● Oversees and manages staff and personnel issues \n● Assigns staff additional responsibilities such as Assessment Coordinator, Intervention \nCoordinator, Activities Coordinator, Parent/Community Engagement Coordinator, and \nother roles as needed \n● Develops an annual professional development plan for staff and submits it to the APC for \napproval \n● Assists and verifies that staff complete mandated training and school safety drills \n● Provides reports to the APC during regularly scheduled meetings regarding school \noperations, including the school’s designation by the State of Alaska’s assessment system \n● Attends meetings with KPBSD administration as needed or required \n● Develops draft annual program budget for APC approval, monitors ongoing \nimplementation of the budget throughout the year, and provides audit reports on \nyear-to-date expenditures versus planned budget \n● Oversees the preparation of all reports required by the district administration, including \nenrollment and budget reports \n● Approves purchase orders and parent reimbursements \n● Prepares written evaluations of certified and classified staff as required by KPBSD \n● Ensures compliance with applicable federal and state laws, as well as KPBSD policies \nCertified Teachers (3.0 FTE) \n● Plans for the instruction of students \n \n13 \n\n \n● Provides whole-group, small-group, and individual instruction to students \n● Communicates with parents to keep them informed of classroom learning and activities, \nand communicates individually with parents as needed \n● Assesses student learning through formative and summative assessments \n● Attends mandated training and curriculum-specific training \nHomeschool Advisor with Professional (Type A) Teacher Certificate (0.4 FTE) \n● Provides input, assists parents, and approves students’ individual learning plans \n● Conducts grade conferences and tracks student’s progress through regular \ncommunication with the parent-teacher and maintains records of communication \n● Monitors implementation of ILPs to ensure progress toward Alaska State Standards and \nKPBSD high school graduation requirements \n● Facilitates student learning activities during supplemental education opportunities such \nas sessions or field trips \n● Acts as a liaison between homeschool families and the district, ensuring compliance \nwith homeschool purchase order guidelines \n● Certifies and records student report cards, credits, and transcripts \n● Proctors student assessments for high school courses, district assessments, and \nstate-mandated assessments \n● Attends mandated training and curriculum-specific training \n● Provides resources, support, and training to parents in hands-on, Montessori-inspired \ninstruction \n● Processes homeschool student allotments, including submitting and paying for allowable \nexpenses in accordance with district and state regulations \n● Prepares financial reports for the Principal and APC to monitor allotment usage \nCTE Instructor with Type M Certificate (0.25 FTE) \n● Provides Career and Technical Education instruction aligned with state standards and \nindustry expectations \n● Delivers hands-on learning experiences in selected CTE pathways (e.g., agriculture, food \nsystems, construction, trades, or technology) \n● Prepares students for industry-recognized certifications and workplace readiness skills. \n● Integrates academic knowledge with technical skills to support applied learning \n● Develops, implements, and assesses CTE curriculum and projects \n● Collaborates with staff to align CTE programming with Montessori K–8 foundations and \nhigh school pathways \n● Ensures compliance with all state and district requirements for CTE programs \nSPED Interventionist/ Teacher (1.0 FTE) \n● Develops Individualized Education Plans (IEPs) for students \n● Meets established timelines for annual review of IEPs and three-year reevaluations \n● Provides support to classroom teachers for implementation of IEPs, including classroom \naccommodations and modifications \n \n14 \n\n \n● Meets all federal, state, and district requirements applicable to special education \nprocesses \n● Assumes responsibilities designated under a Certified Teacher when fulfilling a role in \nthe general education classroom \nSecretary/Administrative Assistant (0.4 FTE) \n● Provides support to the school principal for the smooth daily operation of the school \n● Communicates and provides assistance in obtaining important information requested by \nparents, staff, students, and community members \n● Completes and maintains student records such as attendance, registration, enrollment, \nand permanent records \n● Completes and maintains budgeting documents and reports \n● Maintains accurate financial records for allotments, reimbursements, and \ncurriculum/materials purchases \n● Prepares financial reports for the Principal and APC to monitor overall school finances \n● Ensures compliance with KPBSD fiscal policies, state law, and audit requirements \n● Communicates with parents regarding reimbursement procedures, required \ndocumentation, and timelines \n● Assists the Principal in managing budget implementation and reporting on expenditure \nCustodian (Volunteer) \n● Maintains and cleans school facilities as part of the agreement with Alaskan Homestead \nEducation, Inc. To be provided by Alaskan Homestead Education, Inc (0.5 FTE) Contract \nto be signed upon approval located in Exhibit O page 175 \nNurse (Volunteer) \n● Registered Nurse \n● On-site twice monthly \n● Maintains student health records, including immunization records, as required by state \nlaw and district policy \n● Establishes protocols and procedures for training staff in safe storage and administration \nof medications \n● Routine health screenings for vision and hearing \n● Contract to be signed upon approval in Exhibit P page 177 \n \n2.1.1 The bargaining agreements with KPBSD will be honored for any covered employee \nof Nikolaevsk Charter School. \n2.1.2 The administrator for Nikolaevsk Charter School will be a principal with a current \nAlaska Type B Administrative Certificate. \n2.1.3 Teaching Staff: Instruction will be provided to Nikolaevsk Charter School students \nby certificated teachers and/or by qualified instructors as determined by \n \n15 \n\n \nparent/guardian and approved in the ILP. This section covers those individuals who are \nKPBSD full-time teachers, retired KPBSD teachers, or certificated teachers on the KPBSD \neligible-to-hire list. \n \n2.1.3.1 Any teacher employed by or retired from the KPBSD or in the KPBSD’s \neligible-to-hire pool of approved teacher candidates shall be eligible to be \nemployed by Nikolaevsk Charter School. A teacher may not be assigned to the \ncharter school unless the teacher consents to the assignment. \n2.1.3.2 Charter school teachers and homeschool advisors shall be evaluated in an \nequivalent manner as all other teachers in the District and in conformance with \napplicable District and State requirements. Although an advisor/ teacher may \nteach about various religions as part of the curriculum, they may not advocate a \nparticular religious view or that a particular religious view is true or false. Sept. \n15, 1988 Op. Att’y Gen. on AS 14.0090. \n2.1.3.3 The compensation rate for a teacher shall be that provided for under the \nexisting collective bargaining agreement. \n2.1.3.4 The principal will select and supervise teachers with input from the APC. \nThey will work at Nikolaevsk Charter School and be assigned students according \nto a procedure designed in partnership between the APC and the principal. \n \nii. Provide the written administrative policy manual utilized by the charter marked as \nAppendix E . 4 AAC 33.110(a)(13) \n2.2 Administrative Policy Manual at Nikolaevsk Charter School \nAttached and marked as Appendix E, page 84-106. \n2.2.1 Nikolaevsk Charter School will follow the KPBSD Administrative Policies and \nprocedures as defined in the applicable documents created by the Kenai \nPeninsula Borough School District. \n2.2.2 The aforementioned KPBSD policy manual is available online and a copy is \nto be located in the Nikolaevsk Charter School Office. \n \niii. Provide information on how the charter school will meet regularly with parents and \nwith teachers of the charter school to review, evaluate, and improve operations of the \ncharter school; including who will be responsible, what mechanism(s) they will use and \nhow often contact(s) will take place. AS 14.03.255(b)(3) \n \n \n16 \n\n \n2.3 Parent and Teacher Engagement (AS 14.03.255(b)(3) \nNikolaevsk Charter School will maintain regular and structured communication with parents \nand teachers to review, evaluate, and improve school operations. \n● Academic Policy Committee (APC) Meetings: The APC will meet at least nine times per \nyear, exceeding statutory requirements. All meetings are open to the public, and families \nare encouraged to attend. Each meeting will include time for public comment, giving \nparents and staff the opportunity to provide input. The APC is responsible for \nconsidering this feedback and implementing changes in policy or practice to ensure \ncontinuous improvement. \n● Parent Engagement: Two annual Parent Community Meetings will be held — one at the \nbeginning of the school year and one at the end. In addition, Parent Conferences will \ntake place twice each year. Both formats will provide families with opportunities to share \nfeedback on school operations and educational programs. \n● Teacher Engagement: Staff professional development days will include structured \nopportunities for teachers to provide input on school operations, curriculum, and \ninstruction. \n● Responsibility: The school Principal is responsible for implementing these processes and \nensuring meaningful communication between parents, teachers, and the APC. \n2.4 APC Monitoring of Policies and Goals (AS 14.03.255(b)(4)) \nWhile AS 14.03.255(b)(4) requires at least one annual meeting of the Academic Policy \nCommittee to monitor progress toward its goals, Nikolaevsk Charter School will exceed this \nrequirement by holding regular APC meetings throughout the school year. \n● Meeting Schedule: The APC will meet monthly from August through November and \nfrom January through May, resulting in nine meetings per year. \n● Annual Review: The May meeting will serve as the official annual review required by \nstatute. At this meeting, the Principal will present a comprehensive report including \nstate assessment results, local benchmark data, enrollment trends, and financial \nstatements. \n● Ongoing Monitoring: At each APC meeting, the Principal will provide updates on \nstaffing, budgeting, enrollment, curriculum, and facilities, ensuring continuous \nmonitoring of progress throughout the year. \n● Strategic Planning: To refine APC goals and establish specific timelines and measurable \noutcomes, the APC may seek consultative support from the Alaska Association of School \nBoards (AASB) or an independent consultant. \n \n \n17 \n\n \n● Responsibility: The Principal will attend all APC meetings, provide regular reports, and \nfacilitate the annual review process. \nv. Provide a description of the school schedule and calendar. 4 AAC 33.110(a)(9) \n2.5 Calendar and Schedule \nThe calendar in section 2.f pages 92 of the Administrative Policy Manual (Appendix E) provides \ndetailed information for the 2026-2027 school year. The key differences of the Nikolaevsk \nCharter school calendar is allowing for three weeks of winter break to accommodate the \nobservation of Russian Orthodox Christmas on January 7, and in addition to the standard spring \nbreak, there will be an extra week off to accommodate the observance of Pascha. A full visual of \nthe calendar for Nikolaevsk Charter School 2026-2027 is attached as Exhibit A page 117 \nCalendar Adjustment- NCS will begin one week earlier and end one week later than the \nstandard KPBSD calendar. The schedule includes additional observance days for Russian \nOrthodox Christmas and a spring week for Russian Orthodox Easter. Instructional days and \nhours will be adjusted to meet or exceed Alaska’s minimum requirements. \n K–8 Schedule Overview (Instructional Components) \n● Montessori Work Cycle (Core Subjects): 3 hours daily (~15 hours/week) \n(Math, Language Arts, Science, Social Studies, Practical Life integrated through \nmaterials-based lessons.) \n● Specials (Music / PE / Art): 1 hour, 3 days per week (≈3 hours/week) \n● Cross-Curricular Group Lessons/Projects: 2 hours, 3 days per week (≈6 hours/week) \n● Quarterly Projects: 3 hours, 2 days per week during project weeks (≈6 hours/week) \n● Recess & Lunch: 1 hour daily (non-instructional) \n Assurance: This schedule meets or exceeds Alaska and KPBSD minimum instructional \n time requirements. \n2.5.1 Daily Schedule for K-8: (see pages 124-125 Exhibit F for complete description.) \n 2.5.2 High school students will follow a daily block schedule. \n (see pages 125-128 Exhibit F for complete description.) \n \nvi. If applicable: Provide information on alternative educational options for students not \nwishing to attend the charter if the charter school is the only school in the community. 4 AAC \n33.110(a)(12) \n2.6 Alternative Educational Options \n● If families choose not to enroll their students in Nikolaevsk Charter School, they have \nseveral alternative educational options. Students may: \n \n18 \n\n \n● Enroll in NCS correspondence program as homeschool students with an Individualized \nLearning Plan (ILP) \n● Homeschool independently \n● Participate in district- or state-wide homeschool programs such as Connections or IDEA \n● Attend another KPBSD public school, including Chapman School (K–8), Ninilchik School \n(K-12), or Homer-area schools (K–12) \nSee Exhibit E page 123 for School Comparison \nSection 3: Educational Program and Student Achievement \nReferences: AS 14.03.255. Organization and operation of a charter school, AS 14.03.265 \nAdmission, 4 AAC 33.110 Charter School application and review procedure. \nUse the reviewer rating template below to fill in the page numbers to depict the location of the \nresponses for each sub-element. Do not use the reviewer’s notes column. \nReviewer Rating Template \nSection 3 Page Number location(s) of \nresponse(s) including \nAppendices \nReviewer’s notes \nRating: \nCompliant/Noncompliant \nDescription of educational \nprogram \n \npages 20-39 \npage 63 (Appendix B) \npages 84 (Appendix E) \npage 107 (Appendix F) \npages 129-162 (Exhibit G) \n \n \n \nEvidence of written \ninstructional program that \naddresses content standards \nand aligns with statewide \nassessment system \npages 23-36, 93 \npage 109 (Appendix F) \npages 130-162 (Exhibit G) \n \n \n \n \nEvidence of written plan to \naddress PTR and projected \nenrollment \npages 39-40 \n \n \nDescription of plans for \nserving special education, \nvocational education, gifted \nand bilingual students \npages 40-42 \npage 84 (Appendix E) \n \n \n \n \nEvidence of written \nobjectives for program \nachievement \npages 42-46 \npage 84 (Appendix E) \n \n \n \nDescription of the \nmechanisms for student \nassessment in addition to \nthose required by state law \npages 42-46 \n \n \n \n \n \n19 \n\n \n \ni. Provide a description of the educational program to be offered at the charter school. \nInformation in this section should explicitly detail if the program is designed to meet \nthe needs of students in a particular age group or grade level and/or meet the needs \nof students who will benefit from a particular teaching method or curriculum. AS \n14.03.255(c)(1), AS 14.03.265(a)(1-3), 4 AAC 33.110(a)(5) \n3.1 Description of Educational Program \nNikolaevsk Charter School (NCS) is committed to providing a developmentally appropriate, \nhands-on education that meets Alaska State Standards while preparing students for successful \nfutures rooted in both academic knowledge and practical skills. Our approach is based on the \neducational principles of Montessori for grades K–8 and Career & Technical Education (CTE) for \ngrades 9–12. \nThe philosophy of NCS rests on three pillars: \n● Individualized, student-centered instruction – Montessori-inspired pedagogy ensures \nstudents progress at their own pace and demonstrates mastery through applied \nlearning. \n● Hands-on, real-world experiences – Students engage in agricultural projects, engineering \ndesign, and subsistence-based learning that connect directly to community needs. \n● Career readiness and community contribution – CTE programs equip students with \ntechnical knowledge, certifications, and entrepreneurial skills to graduate prepared for \nwork, higher education, and leadership within their communities. \nThe program will have three distinct and complimentary components: \n● Montessori-Based K - 8 Program \n● CTE Enriched 9 - 12 Program \n● Homeschool Path \n3.1.1 Montessori-Based K - 8 Program \nThe Montessori method takes a holistic approach to literacy, viewing language as both a tool \nfor communication and a foundation for critical thought. At Nikolaevsk Charter School, literacy \ndevelopment will be cultivated through hands-on, multisensory materials and a carefully \nprepared environment that supports students as they progress from phonetic awareness to \nfluent reading and articulate writing. \nInstruction is individualized, allowing each child to advance at their own pace while ensuring \nmastery at every stage. In the early grades, students engage with tactile materials such as \nsandpaper letters and movable alphabets to internalize phonetic principles. As they mature, \nthey transition naturally to more abstract work, engaging in research projects, literature \nstudies, and written expressions that deepen comprehension and foster a lifelong love of \nreading. \n \n20 \n\n \nMontessori language education also emphasizes oral communication, listening, and \ncollaborative dialogue. Multi-age classrooms provide authentic opportunities for students to \npractice public speaking, peer teaching, and respectful discourse. By integrating language \nlearning with science, history, and the arts, students not only gain fluency but also develop the \nability to think critically, synthesize ideas, and communicate effectively across disciplines. \nThrough this approach, NCS ensures that every student graduates with strong literacy skills, \nconfidence in self-expression, and the capacity to engage thoughtfully in both academic and \nreal-world contexts. \n3.1.2 Career and Technical Education (CTE) (9–12) \nOur grades 9–12 high school program is built around CTE, giving students practical skills \nalongside core academics. All in-person high school students will participate in 6 hours of CTE \nweekly, delivered in 3-hour blocks on Tuesday and Thursday afternoons. \nNCS Homeschool High School students may also enroll in on-campus CTE courses, provided \nspace is available. This structure is consistent with AS 14.03.255(c) and KPBSD Board Policy BP \n6187, which allow charter schools to design flexible learning opportunities and determine \nadmission procedures that meet student needs while complying with district oversight. \nStudents can graduate with nationally recognized certifications, job-ready skills, and portfolios \nof real projects. \nHigh School CTE courses at NCS will align with DEED approved CTE courses, and will incorporate \nrigorous academics such as applied math, language and communication skills, and science. \nThese courses will be overseen by an instructor with an M type certification or an Alaska \ncertified teacher with a CTE endorsement, and delivered in progression (for example, levels 1, 2, \nand 3) and earn students relevant certifications making them highly employable and work-force \nready. \nIn years 1-3 we will offer a National Center for Construction Education and Research Core class, \ndivided into 3 levels; the first year will be level 1- Introduction to Architecture and Construction, \nand will earn students their OSHA 10 hour Construction Safety certificate. The second year will \nbe level 2- Intermediate Construction Technology, and will earn students their NCCER Carpentry \nLevel 1 modules 1-2 certificate. The third year will be level 3- Advanced Architecture and \nConstruction, earning students their NCCER Core, and Carpentry Level 1 Certificate. \nThroughout the three levels, students will take part in Skills USA leadership workshops, and \ncompetitions focused on Construction, Architectural drafting, and project management. \nWhile we will initially focus on Architecture and Construction for the first 3 years of our CTE \nprogram, we plan to expand the program to incorporate additional career clusters offering \nstudents foundational exposure and certifications in other in-demand fields. These expansions \nwill depend on availability of qualified instructors, resources, and partnerships. These pathways \ncould include; Sustainable Agriculture and Horticulture; Advanced Welding and Metal \nFabrication; Culinary Arts and Food Entrepreneurship; Robotics and Technology; Health \n \n21 \n\n \nSciences; Aviation Fundamentals; Fisheries and Aquaculture. \nA distinguishing feature of the CTE program is access to industry-recognized certifications \nthrough our CTE instructors, or local partnerships and apprenticeships. These may include: \n● First Aid/CPR and Wilderness Safety Certification \n● OSHA 10/30 Workplace Safety Training \n● Food Handler’s Card / ServSafe Certification \n● Small Engine Repair Certification \n● Welding Certifications (AWS entry-level) \n● Carpentry/Construction Safety and Skills Certificates (NCCER Core) \n● Technology Certifications such as Microsoft Office Specialist (MOS), Google IT Support, \nor CompTIA Fundamentals \n● Agricultural and Animal Husbandry Certificates \n● Alaska Hunter and Safety Education \nUpon approval of Nikolaevsk Charter School, the school will implement the Alaska Department \nof Education & Early Development (DEED)-approved Architecture and Construction courses \n(Levels 1, 2, and 3) for high school students, as well as any additional DEED-approved CTE \ncourses adopted in the future. These courses are fully aligned with Alaska State Standards and \nmeet the requirements for Career and Technical Education (CTE) under the Carl D. Perkins \nCareer and Technical Education Act, ensuring that students follow a recognized, high-quality CTE \npathway that supports skill development, industry readiness, and practical application in \narchitecture and construction. \n3.1.3 Homeschool Path (K-12) \nNikolaevsk Charter School (NCS) provides a structured framework to support homeschool \nstudents while honoring the flexibility of parent-led education. Each student will have an \nIndividual Learning Plan (ILP) developed collaboratively by the parent, student, and an NCS \nHomeschool Advisor. The ILP will clearly outline academic goals aligned with Alaska State \nStandards, identify instructional resources, and establish timelines for completion. \nOngoing monitoring will ensure accountability and growth. Homeschool advisors will conduct \nquarterly progress reviews to evaluate student work, provide feedback, and adjust plans as \nneeded. Parents will submit work samples such as math assignments, writing samples, and \nproject documentation to demonstrate student learning. \nHomeschool Assessment Assurance NCS will administer all state-required standardized \nassessments to eligible students in accordance with Alaska and KPBSD testing calendars and \nguidelines. Students who qualify for gifted education, special education, or English Learner \nservices will receive accommodations and support during assessments as required. \nCollaboration between parents and NCS homeschool advisors will be central to the program. \nParents will receive training and ongoing support in their student’s learning progress, while \nhomeschool advisors provide feedback and coaching to ensure students remain on track with \n \n22 \n\n \ngrade-level expectations. \nFinally, accountability measures will be in place to support student success. If a student is not \nmaking sufficient progress, targeted intervention supports and adjustments to the learning plan \nwill be implemented to help the student meet established goals. \nSee page 35 and 36 (section 3.2.4 Homeschool Pathway & Policy (Homeschool On-Campus \nClasses) for more details on how NCS will integrate homeschoolers into the school schedule. \n3.2 Written Instructional Program Aligned with State Standards \n3.2.1 Montessori-Based K - 8 Program \nOur program will address Alaska content standards and align with the statewide assessment \nsystem by integrating the KPBSD standards-aligned curriculum framework for language arts, \nmathematics, science, and social studies with Montessori content and methods. The KPBSD \ncurriculum framework can be found here: \nhttps://kpbsd.org/departments/assistant-superintendent/instructional-services/curriculum/. \nFor all content areas, the academic content for K - 8 grounded in the Priority Standards and \nSupporting Standards in the KPBSD curriculum framework will be taught through the core \nprinciples of Montessori education as follows: \n1. Child-Centered Learning \n● Students choose activities based on interest and ability. \n● Teachers act as guides or facilitators rather than lecturers. \n● Students who demonstrate readiness may engage in self-directed projects, research, and \nindependent study. \n2. Mixed-Age Classrooms \n● Lower Elementary (K–2), Upper Elementary (3–5), Middle School (6–8) groups span 3 \ngrade levels. \n● Promotes peer mentoring, collaboration, and social development. \n● Younger students learn from older peers; older students reinforce knowledge by \nteaching. \n3. Hands-On, Experiential Learning \n● Use of Montessori materials for concrete learning in math, language, and science. \n● Projects, experiments, and real-world applications are emphasized, especially for upper \nelementary and middle school. \n● Art, music, and practical life activities continue to support cognitive and social \ndevelopment. \n \n23 \n\n \n4. Intrinsic Motivation and Responsibility \n● Students develop self-discipline through choice and freedom within limits. \n● Responsibilities like caring for the classroom, community projects, or leading discussions \nencourage independence. \n● For middle schoolers, group projects, student-led conferences, or service learning \nintegrate responsibility. \n5. Integrated Curriculum (K–8) \nMontessori Delivery \n● Core approach: multi-age groupings, prepared environments, and 3 hour work cycles. \n● Integration: science, geography, ELA, math, and arts are woven into thematic units (e.g., \nbiomes, water systems, cultures). \n● Accountability: unit plans and pacing guides crosswalk to Alaska ELA, Math, Science, and \nSocial Studies standards; student portfolios and performance tasks provide evidence of \nmastery. \nCurriculum Resources & Roles \nNCS delivers a Montessori curriculum aligned to Alaska Content Standards using American \nMontessori Society (AMS) informed albums and materials. The school maintains grade-level \nscope & sequence and standards crosswalks for ELA, Math, Science, and Social Studies. \nRepresentative resources include (but are not limited to) Waseca (Language Arts; \nBiomes/Cosmic), Great Books Shared Inquiry, Albanesi/ETC Montessori albums and task cards, \nLaughing Star Montessori, and Transparent Classroom for lesson records and standards tagging. \nEnglish Language Arts (K–8) \n● Waseca Language Arts (K–5): \nFoundational skills (phonemic awareness, phonics/phonograms, decodables), \nhandwriting, word study/morphology, grammar symbol work, sentence analysis, and \nstructured writing. \nMontessori fit: self-paced card work; concrete → pictorial → abstract progression; \nintegrates with content studies. \n● Great Books – Shared Inquiry (2–8): \nSeminar-style close reading, text-evidence discussion, and response writing. \nMontessori fit: student-led discourse; ties to history/science themes; supports \nspeaking/listening and argumentative/explanatory writing. \nScience / Geography (K–8) \n● Waseca Biomes & Cosmic Education (K–5; adaptable 6–8): \nBiomes, ecosystems, earth systems, continents, nomenclature, field journaling. \n \n24 \n\n \nMontessori fit: concrete classification and systems thinking; natural integration with ELA \nwriting and math data work. \n● Map of the Month (2–8; simple 1–2 options): \nLarge-format maps for spatial skills, research, and data displays. \nMontessori fit: independent work cycle artifacts; cross-curricular mapping for history, \nscience, and current events. \nMathematics (K–8) \n● Formative Loop (K–6/8): \nFive-minute individualized daily spiral/fluency practice and quick progress checks. \nMontessori fit: slots before/after hands-on math lessons without displacing materials \nwork. \n● Illustrative Mathematics (6–8) to provide scope/sequence and common assessments \nwhile continuing Montessori materials as primary instruction. \nCulture & Language Extensions (K–2) \n● Laughing Star Montessori: \nPhonics/word-study, handwriting, and cultural card sets for shelves. \nMontessori fit: self-correcting materials; independence; integrates with \ncontinent/culture studies. \n \nHigh-Level Standards \nGrade \nBand \nELA \n(Reading/Foundational\n/SL/Writing) \nMath \n(Concepts/Fluency\n/Practices) \nScience \n(Practices/PEs) \nGeography & SS \n(Inquiry/Geo) \nK–2 Waseca LA decodables, \nphonics, handwriting; \nshared reading & \ndictated writing tied to \nbiomes/cultures. \nMontessori \nmaterial for \nnumber, place \nvalue, ops, \nmeasurement; \nFormative Loop \nfluency; \nWaseca \nBiomes \nnature study, \nclassification, \nweather; \nobservations/ \njournals. \nMap of the \nMonth \nintro mapping; \ncommunity & \nplace studies; \nsimple research \nnotes. \n3–5 Waseca LA \nmorphology, grammar \nsymbols, \nMontessori → \nabstract fractions, \ngeometry, data; \nWaseca \nBiomes \nMap of the \nMonth \nregions/human-e\n \n25 \n\n \nGrade \nBand \nELA \n(Reading/Foundational\n/SL/Writing) \nMath \n(Concepts/Fluency\n/Practices) \nScience \n(Practices/PEs) \nGeography & SS \n(Inquiry/Geo) \nK–2 Waseca LA decodables, \nphonics, handwriting; \nshared reading & \ndictated writing tied to \nbiomes/cultures. \nMontessori \nmaterial for \nnumber, place \nvalue, ops, \nmeasurement; \nFormative Loop \nfluency; \nWaseca \nBiomes \nnature study, \nclassification, \nweather; \nobservations/ \njournals. \nMap of the \nMonth \nintro mapping; \ncommunity & \nplace studies; \nsimple research \nnotes. \nparagraphing/research; \nGreat Books seminars \n& evidence-based \nessays. \nFormative Loop \nspiral; \necosystems/ \nearth systems; \ndata collection \n& simple \nstatistics \nwoven into \nmath. \nnvironment; \nproject maps tied \nto history/science \n6–8 Waseca LA (support) \ncontinued \nmorphology/grammar \nfor technical vocab; \nGreat Books close \nreading, seminars, \nanalytic & \nargumentative writing. \nFormative Loop as \nneeded; (optional) \nIllustrative \nMathematics 6–8 \nfor coherent units \n& assessments). \nThematic \ninvestigations \n(watersheds, \nclimate, \nenergy); \nlabs/fieldwork; \npresentations. \nAnalytical \nmapping \n(migration, trade, \nenvironment); \nprimary/seconda\nry source \nprojects. \n \nHow alignment is ensured \n● Each unit includes a brief Alaska standards map (ELA strands, Math domains, Science \nPEs, Social Studies/Geography indicators) \n● Waseca/Great Books/Map of the Month/Formative Loop. \n● Benchmark checks (e.g., writing rubrics, math fluency targets, science investigation \nrubrics) document progress. \nStandards & Integration \nNCS implements a comprehensive Montessori curriculum delivered through protected \n \n26 \n\n \nwork cycles and mixed-age groups. Core resources include Waseca Language Arts \n(foundational skills, word study, grammar, structured writing), Great Books Shared \nInquiry (text-based discussion and writing), Waseca Biomes (science and geography), \nMap of the Month (spatial skills and research), Formative Loop (daily math fluency). \nIllustrative Mathematics 6–8—may be used to provide district-friendly scope/sequence \nand common assessments while maintaining Montessori materials as the primary mode \nof instruction. All units are cross-walked to Alaska English Language Arts, Mathematics, \nScience, and Social Studies standards, with evidence gathered through portfolios, \nperformance tasks, program reports, and benchmark assessments. \n6. Prepared Environment \n● Classrooms are designed for accessibility, order, and student engagement. \n● Materials are within student reach, easily accessible and organized to encourage \nexploration. \n● Middle school labs, makerspaces, and outdoor classrooms can extend the Montessori \nenvironment. \n7. Observation and Individualized Instruction \n● Teachers observe students to tailor lessons and provide targeted challenges. \n● Learning progresses at each child’s pace; remediation or enrichment is built in naturally. \n● More advanced students may have personalized learning plans, portfolios, or \nindependent capstone projects. \n8. Focus on Social and Emotional Development \n● Emphasis on conflict resolution, collaboration, and empathy. \n● Peace education, community service, and mentoring younger peers are common. \n● Leadership and team skills are cultivated in middle school projects. \n9. Autonomy and Self-Assessment \n● Students set goals and reflect on their progress. \n● Self-assessment and teacher conferences replace standard “one-size-fits-all” grading in \nmany cases, allowing for a more personalized understanding of student growth. In \ntraditional Montessori practice, mastery is the goal and the A,B,C,D,F rubric is not \ntypically referenced. However, to meet district reporting requirements and ensure \nconsistency with state expectations, NCS will employ the A,B,C,D,F rubric. \n10. Connection to the Real World \n● Community engagement, field trips, and practical experiences are integrated. \n● Students may participate in local environmental projects, entrepreneurship, or \ninternships by grades 7–8 \n \n27 \n\n \n3.2.2 Academic Core (Grades 9–12) \nOur high school program will be grounded in the KPBSD curriculum framework which ensures \nalignment with Alaska content standards and alignment with the statewide assessment system. \nThe KPBSD curriculum framework can be found here: \nhttps://kpbsd.org/departments/assistant-superintendent/instructional-services/curriculum/. \nAdditionally, our program will meet KPBSD’s graduation requirements by following the course \nprogression and required credits outlined in KPBSD board policy 6146.1 found here: \nhttps://go.boarddocs.com/ak/kpbsd/Board.nsf/goto?open&id=B9ZSBY71B6AA \nPhysical Education (Grades 9–12) \nCurriculum: SPARK High School PE & Presidential Youth Fitness Program \nOverview: \nSPARK High School PE is a research-based, standards-aligned curriculum promoting \nlifelong physical activity and wellness. The program emphasizes fitness development, \nskill acquisition, and inclusive participation through varied activities such as team sports, \naerobic training, and subsistence-based outdoor fitness (e.g., snowshoeing, hiking). The \nintegrated Presidential Youth Fitness Program provides personalized health-related \nfitness assessments, goal setting, and progress tracking. \nWhy it works for NCS and Alaska Standards: \n● Supports physical literacy and lifelong wellness essential for all career pathways \n● Emphasizes culturally responsive, age-appropriate instruction adaptable to rural Alaska \nenvironments \n● Builds motor skills, cardiovascular fitness, strength, and flexibility in alignment with \nAlaska Physical Education Standards \nTeaching Flexibility: \nThe curriculum allows adaptation to student interests, seasonal conditions, and available \nresources, ensuring a responsive, engaging program that meets core standards while \nfostering positive attitudes toward physical activity. \nLanguage Arts (Grades 9-12) \nStudySync, technical writing, public speaking, and literature with real-world application \nin CTE pathways. \n \nCurriculum: Writing with Skill & Well-Trained Mind Press Literature \nOverview: \nStudySync’s Language Arts curriculum for grades 9-12 builds writing proficiency through \nstructured instruction in research, expository, argumentative, and narrative writing. \n \n28 \n\n \nAligned with State Standards, it features progressive skill development and cohesive \ninstructional design. Each grade includes thematic units, novel studies, and skill lessons \nthat increase in complexity, from identifying themes in grade 9 to synthesizing multiple \ntexts in grade 12. Uniform 30-day unit structures integrate reading, writing, and \ndiscussion tasks, supported by diverse texts and multimedia resources tailored to \ndevelopmental needs. Differentiation tools, like scaffolds for English learners and \ntext-to-speech, ensure accessibility. Standardized assessments, including quizzes and \nwriting prompts, escalate in rigor, with rubrics and performance data available on the \nteacher platform. StudySync has coherent design, balanced text selection, and \ninstructional flexibility. \n \nWhy it works for NCS and Alaska Standards: \n● Writing across disciplines: Develops clear, professional writing skills essential for CTE \nfields, such as business reports, grant proposals, and technical documentation. \n● Grammar and mechanics: Direct instruction ensures mastery of foundational skills \ncritical for workplace communication. \n● Reading with relevance: Flexible text selections can incorporate CTE-relevant content, \nsuch as biographies of innovators, civics-related historical fiction, or nonfiction on \nsustainability. \nTeaching Flexibility: \nThe instructor-led structure ensures consistency, while the modular nature allows \nstudents to progress at their own pace. It’s highly adaptable to small class sizes or \nmulti-age classrooms. \nMath (Grades 9-12) \nAlgebra I & II, Geometry, and Applied Math for CTE, using contexts from welding, \nconstruction, and engineering. \nCurriculum: Illustrative Mathematics (IM) \nOverview: \nIllustrative Mathematics is a problem-based curriculum that emphasizes conceptual \nunderstanding, collaborative problem-solving, and mathematical reasoning. The high \nschool courses include Algebra I, Geometry, and Algebra II, and offer full alignment to \nAlaska State Standards and College & Career Readiness expectations. \nThe structure supports CTE by encouraging students to: \n Apply math in real-world contexts (budgeting, data analysis, measurement, design), \nwork in collaborative groups, mimicking project-based workplace environments, justify \n \n29 \n\n \ntheir thinking with evidence, supporting technical communication,develop mathematical \nmodeling skills used in engineering, construction, health, and tech fields. \n \nAdvanced Math Access (Dual Enrollment ) \nAny NCS high school student who exceeds the highest on-site math course will be \nsupported to enroll in KPBSD-aligned dual credit options (e.g., JumpStart) or approved \nonline college courses. NCS will coordinate eligibility, placement, and scheduling with \nKPBSD/Kenai Peninsula College so students may take College Algebra, Precalculus, \nCalculus I (and beyond) in online or hybrid formats and earn transcripted high school \nand college credit. Participation is open to all qualified NCS students who meet course \nprerequisites and district requirements. \nScience (Grades 9-12) \nBiology, Chemistry, Physics, and Environmental Science with lab-based and aligned with \nCTE applications. \nCurriculum: SAVVAS Science ( ex.Miller & Levine Biology, Experience Physics, \nEnvironmental Science, Marine Science, Experience Chemistry) \nOverview: \nSAVVAS Science is a lab-based, inquiry-driven curriculum designed to promote deep \nunderstanding of scientific concepts through hands-on investigation. It covers Physical \nScience, Biology, Chemistry, and Environmental Science. \n \nWhy it works for NCS and Alaska Standards: \n● Strong hands-on emphasis: Built-in labs and equipment kits promote real-world \nscientific exploration, critical for CTE pathways in Health Science, Natural Resources, and \nEngineering. \n● Alaska alignment: Meets Alaska Science Standards and integrates NGSS-style scientific \npractices (modeling, data analysis, lab safety, etc.). \n● Career connection: Lessons often include industry-related topics like energy transfer, \nchemical reactions, genetics, environmental systems, and practical lab skills. \nTeaching Flexibility: \nEach course comes with extensive teacher support materials, assessments, and built-in \nsafety protocols for lab environments. SAVVAS is known for its visuals and clear \nexplanations, making it effective for mixed-ability classrooms. \n \n30 \n\n \n \nSocial Studies (Grades 9-12) \nWorld History, U.S. History, Government/Economics, with options to focus on Alaska \nStudies and civics in career contexts. \nCurriculum: TCI (Teachers’ Curriculum Institute) History Alive! \nOverview: \nTCI History Alive!’s has an inquiry-based, student-centered learning approach rooted in \nthe Next Generation Social Studies (NGSS) framework. It emphasizes interactive \nmethods like role-plays, simulations and primary source analysis to engage students in \nhistorical thinking, supporting Montessori’s hands-on, student-centered pedagogy. This \ncurriculum offers World History, U.S. History, and Government/Economics, customizable \nfor Grades 9-12. Units cover ancient civilizations to Modern Issues, with Alaskan context \neasily integrated (e.g., Russian colonization, Alaska Purchase). \nWhy it works for NCS and Alaska Standards: \n● Project-based learning: Projects can be incorporated from the Alaska CTE Plan (e.g., \neconomic analysis of fisheries for Business and Finance) \n● Primary source integration: History Alive! emphasizes analysis, critical thinking, and \ncommunication—skills needed for careers in public service, law, journalism, and \neducation. \n● Economic and civic literacy: Econ Alive! The Power to Choose: introduces students to \nfundamental economic principles, such as scarcity, trade-offs, market analysis, which are \nfoundational for CTE fields like business management, entrepreneurship, or agricultural \neconomics. Government Alive! Power, Politics, and You: covers the U.S. government’s \nstructure, the Constitution, and civic rights and responsibilities, which translate to \nworkplace citizenship skills like understanding labor laws, workplace ethics, or \ncommunity involvement. \nTeaching Flexibility: \n History Alive!’s modular structure, pacing guides and editable materials make lesson \nplanning easily customizable. Differentiated instruction is supported through scaffolded \nactivities, adjustable reading levels and lessons that incorporate multiple learning styles. \nTCI’s History Alive! meets Alaska’s Social Studies Standards and provides clear \ninstructional pathways for required government and economics credits. \n \n31 \n\n \n \nHomeschool Integration (Grades 9-12): \nHomeschool High school students can enroll in (2) on-campus CTE/ core academic \nclasses based on ILP goals. Students will be able to register for quarterly projects \nlike the fall farmers market. Students may participate in on-campus planning \nsessions or complete remote tasks (e.g., budgeting, marketing flyers) aligned with \nILP objectives in math or social studies. ILPs are customized to ensure credit \naccrual aligns with state graduation requirements. See section 3.2.4. (page 35) \n \nNCS will administer all state- and district-required assessments for the applicable grades and \nstudent groups each year, in accordance with Alaska and KPBSD testing guidelines. Required \nassessments may change over time; NCS will comply with any updates without further contract \namendment. \nCurrent Practice (examples, not limiting): \n● State/district summative ELA & Math (e.g., AK STAR and/or district-approved \nequivalents) \n● State Science assessment at required grades \n● English language proficiency assessment for identified ELs \n● ILP-aligned portfolios with virtual submissions or in-person presentations \nNote: Examples above are illustrative only; NCS will follow whatever assessments are officially \nrequired at the time of administration. \nHomeschool students’ CTE work and project outcomes are assessed via \nILP-aligned portfolios, with options for virtual submissions or in-person \npresentations. \nHomeschool Integration: Students may attend on-campus core or CTE classes (up to 2 classes) \nper ILP. Quarterly projects such as the farmers market allow participation through in-person \nsessions or remote tasks aligned to academic goals. \n3.2.3 CTE (Grades 9-12) \nNikolaevsk Charter School’s (NCS) high school Career & Technical Education (CTE) program \nintegrates core academics with hands-on, career-focused training to meet Alaska State \nGraduation Requirements (4 AAC 04) and statewide assessment requirements (4 AAC \n06.710–790). The program prepares students for postsecondary training, trade careers, \nentrepreneurship, and community leadership through project-based learning, dual-credit \nopportunities (e.g., Kenai Peninsula College, AVTEC), and industry certifications. Instruction \n \n32 \n\n \nemphasizes applied skills, safety, workplace readiness, and alignment with Alaska Performance \nScholarship (APS) criteria where applicable. \nCTE instruction builds on Montessori foundations of independence and applied learning (K–8), \nemphasizing student agency, real-world problem solving, and integrated academic application \nacross pathways. \nPathways Offered \nPerkins CTE: Architecture & Construction (Levels 1–3) Years 1–3 \nNikolaevsk Charter School (NCS) will implement the DEED-approved Architecture & \nConstruction course (Levels 1–3) for all full-time high school students, providing a recognized \nCTE pathway that meets Carl D. Perkins Career and Technical Education requirements. The \ncourse will integrate student-centered, project-based learning aligned with local community \nneeds, with hands-on projects emphasizing sustainable living, farm infrastructure, and practical \ndesign. \nProgram Format \n● Delivery: 3-hour blocks (with a 5-minute break) on Tuesdays and Thursdays (12:25–3:30 \nPM), accommodating homeschool schedules and maximizing hands-on experience. \n● Cross-Curricular Integration: \n○ Math: measurement, structural calculations, budgeting, and geometry applied to \ndesign and construction projects. \n○ Science: environmental systems, and basic physics for building and mechanical \nsystems. \n○ Language Arts: technical writing, project documentation, and presentation skills. \n○ Social Studies: local food systems, economics of sustainable projects, and \ncommunity planning. \nQuarterly Project Progression \nCTE class quarterly projects are for high school students only, separate from the school-wide \nquarterly projects. While both programs run concurrently on Tuesday and Thursday afternoons, \nand may be working towards a common goal, these programs will be segregated in terms of \ninstruction and workspace. CTE classes will be held in the grades 9-12 classroom, and the \nhands-on instruction will take place in the woodshop shed, outdoors on campus, and may at \ntimes take place at off-campus build-sites. \n● Year 1 (Foundations): Plan and construct a community garden, including raised beds \nand irrigation systems; create initial design blueprints; implement sustainable growing \npractices; document work in technical portfolios. \n \n33 \n\n \n● Year 2 (Infrastructure & Market Skills): Design and build outdoor kitchens, chicken \ncoops, goat or small livestock shelters, develop marketing plans and budget for \ncommunity produce or craft projects; applied math and biology concepts. \n● Year 3 (Advanced Systems & Applied Design): Design and construct greenhouse, \nstorage sheds, and community-use structures; integrate sustainability, safety, and \nfunctional design; focus on advanced construction, applied engineering, and \nproduct/process documentation. \nAssessment & Evaluation \n● Skill mastery: 40% \n● Project deliverables: 40% \n● Cross-curricular integration: 20% \n● Evaluation documented in student CTE portfolios using DEED-approved rubrics. \nStaffing & Supports \n● Instruction: Certified teachers with a CTE endorsement or M-type Certified instructor \nsupported by parent volunteers and industry mentors (e.g., welders, farmers, builders). \n● Resources: Equipment funded through school CTE Perkins Funding, grants, and \nfundraising; includes woodshop tools, welding stations, seeds, greenhouse supplies, and \nPPE. \n● Funding: Supplemented by grants, community partnerships, and fundraising; budget \nlines cover equipment, consumables, and certification costs. \nFuture CTE Expansion (Years 4 and Beyond) \nAs enrollment and resources grow, Nikolaevsk Charter School will expand Career & Technical \nEducation (CTE) pathways. These courses will be phased in based on demonstrated student \ninterest, staffing capacity, safety and cost feasibility, and partnership opportunities. \nPossible Future CTE Courses \n● Advanced Welding & Metal Fabrication – MIG/stick welding, blueprint reading, AWS \nentry-level preparation, with potential AWS certifications through KPC partnerships. \n● Culinary Arts & Food Entrepreneurship – advanced cooking techniques, ServSafe \ncertification, and small-scale food product development. \n● Sustainable Agriculture & Horticulture – greenhouse management, hydroponics, \npermaculture, and animal husbandry. \n● Carpentry & Construction Trades – framing, joinery, sustainable building practices, and \napprenticeship placements. \n● Robotics & Technology – coding, CAD, automation, electronics, and VR tools. \n \n34 \n\n \n● Health Sciences – EMT, CNA, and BHA preparation, with anatomy and clinical \nsimulations. \n● Aviation Fundamentals – flight theory, navigation, VR/flight simulators, and FAA ground \nschool preparation (with dual-credit opportunities). \n● Fisheries & Aquaculture – fisheries management, seafood handling certifications, \naquaculture systems, and water quality monitoring. \nImplementation \nIn grades 9–10, students will be introduced to entry level CTE courses to build a broad \nfoundation of applied skills. By grades 11–12, students will specialize in a pathway of their \nchoice, with opportunities for certifications, dual-credit, and work-based learning placements. \nHomeschool students may enroll in individual CTE courses or complete equivalent Individual \nLearning Plan (ILP) tasks. Each course will include safety training, documented learning \noutcomes, and assessment rubrics to ensure rigor, accountability, and alignment with Alaska \nState CTE Standards. \nCapstone Projects & Internships \n● Senior Capstone: Each graduating student completes a capstone project demonstrating \nintegration of academic knowledge and technical skills related to a pathway. Capstones \nare presented publicly to staff, peers, and community. \n● Internships & Apprenticeships: NCS will develop local internship placements with \nbusinesses, service providers, and regional partners. Homeschool students may \nparticipate with flexible scheduling; all internships include a performance assessment \nsurvey by a mentor and portfolio documentation done by the intern. \n \n3.2.4 Homeschool Pathway \nStudents’ ILPs will be aligned with state content standards and the assessment system by \nincorporating KPBSD’s curriculum framework as noted above. Homeschool students may be \nintegrated into the high school CTE program with CTE-related goals on Individual Learning Plans. \nThis participation will take place in person at Nikolaevsk Charter School. Assessment for \nhomeschool students is ILP-aligned and may include portfolios, in-person projects, or \npresentations. Homeschool students will develop ILPs with the certified homeschool advisor \nthat specify pathway participation, credits, assessment methods, and attendance. \nPolicy (Homeschool On-Campus Classes): \nHomeschoolers in grades K-8 will be allowed to register for NCS Quarterly Projects, which are \n3-hour blocks on Tuesday and Thursday afternoons. No fee charged. K–8 homeschool students \nwill not participate in the daily Montessori classroom work cycles due to the individualized and \n \n35 \n\n \nimmersive nature of Montessori instruction. This approach ensures that the integrity of the \nclassroom environment and the continuity of learning for full-time students are maintained \nwithout disruption. (This policy applies to year 1 only. APC may revise K-8 integration in future \nyears) \nHomeschool High School students may take up to two on-campus classes per semester at NCS. \nThe first class is free (whether CTE or a core class). CTE counts as one class. \nIf a high school student adds a second on-campus class in the same semester, a program fee \nequal to 25% of the student’s annual allotment is charged for that semester. The 25% of \nallotment per semester fee (for example $625 of $2700 annual allotment) will be reallocated \nfrom the student’s allotment fund to the NCS supplies and materials budget line. \nExamples: \n● CTE only → 1 class → no fee \n● CTE + Math → 2 classes → 25% of annual allotment charged that semester \n● Math only → 1 class → no fee \n● Science + Language Arts (no CTE) → 2 classes → 25% fee that semester \nHomeschool On-Campus Participation Fee — Calculation & Distribution \nEligibility/Trigger \n● First on-campus class per semester: no fee. \n● Second on-campus class in the same semester: program fee = 25% of the annual \nallotment. \nAmount (2026-2027 projected Allotment = $2,700) \n● 25% of $2,700 = $675 per semester (per student) when a second class is added. \nDistribution (Accounting Treatment) \n● No out-of-pocket payment. \n● Within 10 business days of course add, NCS reallocates $675: \n○ From: the student’s $2,700 allotment account (family pool attributed to the \nstudent). \n○ To: NCS Supplies & Materials budget line for on-campus homeschool \nparticipation (consumables, lab/safety supplies, small tools, software/licenses \ntied to the course and ILP). \nAllowable Uses of Reallocated Funds \n● Course consumables, lab/safety equipment, small tools, software/licenses, and project \nmaterials aligned to the student’s ILP and Alaska standards. \n \n36 \n\n \n● Not used for salaries/benefits or capital purchases (unless separately approved per \ndistrict policy). \nProration/Changes \n● Drop ≤ 10 school days from semester start → 100% reversal of the $675. \n● Drop days 11–30 → 50% reversal ($337.50). \n● After day 30 → no reversal. \n● If a student converts to full-time NCS mid-semester, the fee is reversed pro-rata from the \nconversion date. \nFamily Allotments \n● Fee is drawn from the student’s share first; if insufficient, the family may authorize use \nof remaining funds in the family allotment pool. \nAudit & Transparency \n● Reallocation documented in the student’s ILP and family allotment statement; purchases \nfollow district procurement and are available for audit. \n● Registration Process: \n○ Families submit an enrollment request to the school’s homeschool advisor by the \nsemester deadline (August 5 for fall, December 21 spring). \n○ The advisor reviews the student’s ILP to recommend classes that meet academic \nand credit needs. \n○ Students are enrolled on a space-available basis, prioritizing alignment with ILP \nobjectives. \n● Attendance: Students must adhere to the on-campus class schedule, arriving punctually \nand participating fully. Absences must be reported to the instructor and advisor per \nschool policy. \n● Credit Accrual: Credits earned through on-campus classes are documented in the \nstudent’s ILP and transcript, ensuring compliance with Alaska state graduation \nrequirements (e.g., 22 credits, including 4 English, 3 Math, 3 Science, 3 Social Studies). \nParticipation in Quarterly Projects (k-12) \n● Project Overview: Students may participate in quarterly projects, such as the Fall \nFarmers Market, to earn credits aligned with ILP goals in subjects like math (e.g., \nbudgeting) or social studies (e.g., marketing flyers). \n● On-Campus and Remote Options: \n○ On-Campus: Students may attend planning sessions (e.g., organizing event \nlogistics) during designated times (published in the school calendar). \n○ Homeschool: Students unable to attend on-campus sessions can complete \nassigned tasks (e.g., creating digital flyers, calculating budgets) with instructor \napproval. \n○ Tasks are assigned based on ILP goals and subject-area standards. \n● Project Registration: \n \n37 \n\n \n○ Students register for projects via the homeschool advisor at least two weeks \nbefore the project start date. \n○ A project agreement outlines tasks, deliverables, and credit alignment. \n● Evaluation: Project work is assessed by instructors using rubrics tied to state standards. \nCompletion earns credits toward ILP requirements. \nILP Customization and Compliance \n● ILP Development: \n○ The homeschool advisor collaborates with families, students, and teachers to \ncreate or update ILPs annually, ensuring alignment with Alaska graduation \nrequirements. \n○ ILPs specify how on-campus classes, projects, and homeschool coursework \ncontribute to credit accrual. \n● Monitoring and Reporting: \n○ Families submit quarterly progress reports to the advisor, detailing homeschool \ncoursework and project contributions. \n○ The advisor verifies credit alignment and updates transcripts. \n● State Standards: All coursework and projects meet Alaska Content and Performance \nStandards, ensuring eligibility for a high school diploma. \nExpectations For Students \n● Actively participate in enrolled classes and projects, meeting deadlines for assignments \nand deliverables. \n● Communicate scheduling conflicts or remote participation needs to the homeschool \nadvisor in advance. \n● Maintain respectful behavior in on-campus settings, adhering to the school’s code of \nconduct. \nExpectations For Families \n● Collaborate with the homeschool advisor to develop and update ILPs. \n● Ensure timely submission of enrollment requests, project registrations, and progress \nreports. \n● Support students in balancing homeschool and on-campus commitments. \nExpectations For Nikolaevsk Charter School \n● Provide clear communication about class schedules, project details, and deadlines via \nthe school website and direct outreach. \n● Assign a dedicated homeschool advisor to oversee ILP development, enrollment, and \ncredit tracking. \n● Ensure instructors provide feedback and assessments aligned with ILP goals and state \nstandards. \n \n \n38 \n\n \nAccountability Measures \n● Progress Reviews: The homeschool advisor conducts quarterly reviews with families to \nensure ILP goals are met and credits are on track. \n● Record Keeping: The school maintains accurate records of attendance, project \nparticipation, and credits earned, accessible to families upon request. \n● Conflict Resolution: Any disputes regarding participation or credits are addressed \nthrough a meeting with the advisor, family, and school administration. \nExample Workflow \n1. A student’s ILP identifies a need for 1 math credit. The student enrolls in an on-campus \nAlgebra II class and participates in the Fall Farmers Market, completing a budgeting task \nfor 0.5 math credits. \n2. The advisor verifies task completion, awards credits, and updates the ILP and transcript. \n3. The family submits a quarterly report confirming homeschool coursework, ensuring all \nrequirements are met. \nThese guidelines ensure homeschool students benefit from on-campus opportunities while \nmaintaining flexibility and meeting graduation standards. \n3.3 Evidence of Written Plan to Address PTR and Projected Enrollment \nHomeschool Access to On-Campus Programming (Year 1) \nHomeschool students will have access—as space allows and within the pupil-teacher ratio \n(PTR)—to on-campus programming through CTE and the quarterly project afternoon blocks on \nTuesdays and Thursdays, integrating students into community-based learning without disrupting \nclassroom schedules. \nSeat allocation for on-campus classes (when demand exceeds available seats): \n1. Full-time, in-person students have first priority. \n2. High school homeschool students have next priority. \n3. Siblings of students already placed in the same class follow. \n4. All other eligible homeschool applicants are considered next. \nIf requests exceed the number of available seats within any priority tier, NCS will use a random \nlottery among applicants in that tier only to allocate the remaining seats. This ensures a neutral, \nnondiscriminatory process. \nNote: If demand does not exceed available seats, no lottery is used—students are \nplaced in priority order. \n \n39 \n\n \nYear 1 cap and growth plan. The homeschool enrollment cap applies only to Year 1. Each year \nthereafter, the charter may incrementally add students and staff as needed, with capacity to \nexpand up to 10 classrooms within the existing facility. \nFamily units. NCS strives to keep immediate family units together. The APC may approve a small, \ntemporary overage to avoid splitting a family when PTR, facility capacity, and safety \nrequirements are still met. If a full family placement would exceed safe capacity, remaining \nsiblings receive sibling preference on the waitlist and are offered the next available seat(s). \nTargeted class size is ≤20 students per classroom (K-2; 3-5; 6-8; 9-12). PTR 20:1, Homeschool \nAdvisor to student ratio 75:1. \n3.4 Description of Plans for Serving Special Education, Vocational Education, \nGifted, and Bilingual Students \n3.4.1 Special Education and Neurodiversity Support \nNikolaevsk Charter School (NCS) is committed to full inclusion of students with disabilities in \naccordance with IDEA and Section 504. Students with Individualized Education Programs (IEPs) \nwill receive appropriate accommodations, modifications, and specialized instruction as outlined \nin their plans. A certified Special Education teacher, in coordination with general education \nteachers, will ensure that services are delivered within the Montessori/High School framework, \nwhich naturally supports individualized pacing and small-group instruction. Collaboration \nbetween families, staff, and the district’s Special Education department will ensure that \nstudents’ academic, social, and behavioral needs are met. \nNCS recognizes that students learn and process information in diverse ways. The term \n“neurodivergent” refers to individuals whose neurological development and functioning differ \nfrom what is considered typical, including but not limited to students with autism, ADHD, \ndyslexia, dyscalculia, sensory processing differences, or other cognitive variations. \nThe Montessori and CTE instructional models were intentionally selected to support \nneurodivergent learners by emphasizing hands-on, experiential learning; individualized progress \nrather than age-based pacing; and flexible pathways that honor each student’s strengths and \ninterests. This approach allows all students—whether identified under IDEA, Section 504, or \nnot—to thrive within a structure that naturally accommodates differences in attention, sensory \nneeds, and learning style. Through adaptive teaching strategies, collaboration, and \nenvironmental design, NCS seeks to create a learning community where neurodiversity is \nunderstood, supported, and valued as an essential part of an inclusive educational \nenvironment. \n3.4.2 Vocational Education and Career & Technical Education (CTE) \nAt the high school level, Nikolaevsk Charter School (NCS) will emphasize Vocational Education \nand Career & Technical Education (CTE) pathways aligned with Alaska’s workforce needs. Initial \nprograms will focus on Architecture and Construction, with future expansion into Trades, \n \n40 \n\n \nEngineering & Innovation, and Business & Entrepreneurship. \nStudents will also have access to additional vocational and CTE opportunities through AVTEC, \nthe Kenai Peninsula College (KPC) JumpStart Program, providing pathways toward industry \ncertifications, apprenticeships, postsecondary education, or direct employment. \nVocational coursework at NCS will emphasize hands-on skill-building in areas such as carpentry, \nmechanics, animal care, welding, food production, and other trades relevant to local community \nand regional economic needs. \nThrough CTE and vocational instruction, students will apply academic knowledge in practical \nsettings while developing essential employability skills such as teamwork, communication, \nproblem-solving, and entrepreneurship. Local partnerships with tradespeople, farms, and \nbusinesses will provide opportunities for job shadowing, internships, and work-based learning \nexperiences. \nFor younger students, exposure to vocational and technical concepts will occur through \nage-appropriate Montessori “Practical Life” and quarterly projects, where students learn \nresponsibility, craftsmanship, and applied problem-solving—laying a strong foundation for \nfuture specialization within the high school CTE pathways. \n3.4.3 Gifted Education \nGifted and high-achieving students at Nikolaevsk Charter School (NCS) will be supported \nthrough enrichment and extension opportunities embedded within the Montessori model, \nwhich emphasizes self-paced advancement, student-led inquiry, and multi-age classrooms. \nThese students will have access to accelerated curriculum options in core academic areas as \nwell as advanced projects in science, technology, engineering, arts, and mathematics (STEAM). \nAt the high school level, gifted students may pursue dual-credit courses, independent research \nprojects, or leadership roles within Career & Technical Education (CTE) pathways, allowing them \nto deepen subject-area expertise and develop professional and academic skills. Enrichment \nprograms will challenge students academically while fostering creativity, critical thinking, \nleadership, and civic engagement. \nExtensions to the regular coursework will be provided when students are formally identified as \ngifted, ensuring individualized learning that meets their advanced needs. Opportunities may \ninclude: \n● Independent study projects tailored to student interests \n● Advanced problem-solving challenges and competitions \n● Mentorship roles supporting peers in collaborative learning \n● Participation in specialized workshops or community-based projects \nThis approach ensures that gifted learners are continuously challenged, engaged, and supported \nin developing their talents and leadership skills while remaining integrated into the NCS learning \ncommunity. \n \n41 \n\n \n3.4.4 Bilingual Education / English Learners \nNikolaevsk Charter School (NCS) recognizes the presence of bilingual students and English \nLearners (ELs) in the community, particularly students from Russian-speaking homes and, in \nsome cases, students from other linguistic backgrounds. Instruction will follow Alaska State \nEnglish Language Proficiency Standards, with support provided through small-group \ninterventions, and additional resources in reading and language development. Montessori’s \nemphasis on individualized, multisensory learning supports language acquisition across subject \nareas. High school students will receive language development support embedded in both core \ncourses and CTE pathways to ensure equitable access to all academic opportunities. \n3.4.5 Rural Student Considerations \nAs a rural school, NCS is designed to provide comprehensive services in one central location, \nreducing the need for families to travel long distances for specialized programs. The Montessori \napproach ensures individualized attention in the elementary grades, while the high school’s CTE \npathways provide practical skills for students who may wish to enter the local workforce after \ngraduation. Through community partnerships, NCS will offer students opportunities for \nexperiential learning, mentorship, and cultural connections that prepare them for success in \nboth local and global contexts. \n3.5 Written Objectives for Program Achievement & Mechanisms for Student \nAssessment \n3.5.1 Specific Levels of Achievement for K - 12 Program \na. Performance Targets \nNCS students will meet or exceed Alaska State Content and Performance Standards through a \nMontessori K–8 program and high school program with Career & Technical Education (CTE) \npathways in grades 9–12. Targets include: \n● Reading & Writing – All students will show annual growth in literacy. By grade 8, \nstudents will analyze literature independently, compose multi-paragraph essays, and \nconduct research-based projects. \n● Mathematics – Students will demonstrate annual progress in computation, reasoning, \nand problem-solving. By grade 8, students who have been attending NCS for at least 3 \nyears will be prepared for Algebra I or equivalent coursework. \n● Science & Social Studies – Students will meet grade-level benchmarks through \ninquiry-based, hands-on projects. \n● CTE (Grades 9–12) – Students will demonstrate proficiency in at least one CTE pathway, \ncomplete industry-standard projects, and, when available, earn certifications. \n● Schoolwide – participate in community-based learning projects, and engage in service or \ncultural activities. \n \n \n42 \n\n \nb. Measurement Tools \nNCS will use a combination of statewide and local assessments to monitor growth, including: \n● Full participation in all required DEED assessments, including the AK STAR system \n(interim benchmarks via NWEA MAP Growth and spring summative) for English \nLanguage Arts (ELA) and Mathematics in grades 3–10; the Alaska Science Assessment for \ngrades 5, 8, and 10; Dynamic Learning Maps (DLM) alternate assessments for eligible \nstudents with significant cognitive disabilities; ACCESS for ELLs for English learners in \ngrades K–12; and early literacy screenings (e.g., DIBELS) for grades K–3 as mandated by \nthe Alaska Reads Act. These align with Alaska's content standards (4 AAC 04) and \nstatewide assessment system (4 AAC 06.710–06.790) for accountability under the Every \nStudent Succeeds Act (ESSA).NCS will follow the then-current requirements and update \npolicy accordingly. \n● Portfolios and performance tasks aligned with Montessori and CTE standards. \n● CTE skill demonstrations and capstone projects to document technical proficiency. \n● Teacher observations and progress reports to assess social-emotional growth and \npractical life skills. \nParents retain the right to opt their students out of statewide assessments in accordance \nwith Alaska law (e.g., House Bill 156). NCS aims to achieve at least 95% participation \nrates, providing accommodations as needed, and using assessment data for instructional \nimprovement and charter renewal evaluations, as required under 4 AAC 33.110(a)(5) \nand 4 AAC 06.820. \nc. Timeline for Achievement \n● Year 1: All students will establish baseline data through MAP Growth and portfolio \nassessment. \n● Annual Growth: Students will demonstrate measurable progress in literacy and math \neach year as evidenced by assessment results, and teacher evaluations. \n● By Grade 8: Students will be ready for Algebra I or equivalent and demonstrate strong \nliteracy skills. \n● By Grade 12: Students will meet or exceed Alaska graduation requirements and \ncomplete a CTE capstone project. \nd. Corrective Action Procedures \nIf student performance falls below district or state standards, NCS will: \n1. Conduct a root-cause analysis with teachers and administrators to identify barriers. \n2. Implement targeted intervention plans for individuals and groups, using research-based \nstrategies. \n3. Provide professional development to staff in areas of student deficiency. \n4. Communicate progress and plans to families to ensure transparency and support. \n5. Monitor student progress quarterly, adjusting interventions as necessary. \n \n \n43 \n\n \n3.5.2 Specific Levels of Achievement – Homeschool Path \na. Performance Targets \n● Student progress is monitored quarterly, with interventions adjusted as needed to \nensure continued academic growth. \n● A low student-to-homeschool advisor ratio ensures that families have regular and timely \naccess to their homeschool advisor through scheduled meetings, email, and \nphone/video conferencing. \n● Students are expected to participate in all required statewide assessments, providing a \nclear measure of achievement and alignment with Alaska State Standards. \n● Families engage in quarterly homeschool projects that support and reflect the mission of \nthe school, fostering hands-on learning and community involvement. \n● Students and families are actively engaged in their community, strengthening the \nconnection between learning and real-world application. \n● Parents are invited to attend at least one training session per semester and are offered a \nminimum of two workshops annually to support effective homeschooling practices and \nalignment with Montessori pedagogy and CTE pathways. Attendance is optional but \nstrongly encouraged. \nb. Tools for Measuring Homeschool Success \n● Quarterly Progress Reviews –Homeschool advisors review student portfolios, samples of \nwork, to confirm progress toward ILPs. Homeschool advisors provide feedback, \ndocument growth, and suggest interventions. \n● Statewide Assessments –Our program expects all enrolled students to participate in \nAlaska’s required statewide assessments as a benchmark for academic achievement, to \nthe extent required by applicable state and federal law. NCS will honor written parent \nopt-out requests as permitted by law and will document them for DEED reporting. \nOpt-outs do not affect enrollment status or access to services, but may trigger additional \nprogress monitoring via quarterly reviews to ensure continued alignment with each \nstudent’s Individualized Learning Plan (ILP). \n● Portfolio & Project Documentation – Homeschool advisors retain a student portfolio \nthat includes work samples across subjects (writing, math, science, art, practical skills). \nPortfolios also showcase major projects, community service, and CTE-related work, \nincluding any certifications, competitions, or entrepreneurial products. Families \ncontribute selected samples, while homeschool advisors assist students in building and \norganizing their portfolios. \n● Community & Applied Learning Records – Homeschool advisors help families track \nstudent participation in community engagement, service projects, work-based learning, \nor applied skills experiences. Documentation may include photos, short write-ups, \nhomeschool advisor observations, or public exhibitions. \n● Homeschool Advisor Rubrics & Checklists – Homeschool advisors provide standardized \nrubrics and checklists aligned to Alaska State Standards and Montessori benchmarks to \ntrack mastery of skills. For high school students, rubrics also incorporate CTE \ncompetencies, pathway progress, and work-based learning outcomes to support credit \n \n44 \n\n \nattainment and certification goals. \nc. Timeline for Achievement – Homeschool Path \nYear 1: All homeschool students will establish baseline data through MAP Growth assessments \nand portfolio review. Homeschool advisors will work with families to create Individual Learning \nPlans (ILPs) tailored to student needs and goals. \nAnnual Growth: Homeschool students will demonstrate measurable progress in literacy and \nmath each year as evidenced by portfolio submissions, Homeschool advisor evaluations, and ILP \nbenchmarks. \nBy Grade 8: Homeschool students will be prepared for Algebra I or an equivalent math pathway \nand demonstrate strong literacy skills aligned with Alaska State Standards. \nBy Grade 12: Homeschool students will meet or exceed Alaska graduation requirements \nthrough Homeschool advisor-verified coursework, portfolio completion, and will participate in a \ncapstone project that may include CTE, community service, or a self-directed independent study \naligned with their interests and future goals. \nd. Corrective Action Procedures – Homeschool Path \nIf homeschool student performance falls below district or state standards, NCS will: \n● Conduct a root-cause analysis with the Homeschool advisor and family to identify \nbarriers to progress. \n● Revise the ILP and implement targeted intervention strategies (additional tutoring \nresources, curriculum adjustments, or increased Homeschool advisor support). \n● Provide parent support opportunities through workshops, resource guides, or \none-on-one consultations with Homeschool advisors. \n● Communicate progress clearly with families, offering practical strategies to support \nstudent learning at home. \n● Monitor student progress quarterly, adjusting interventions as necessary through \nportfolio reviews, project evaluations, and Homeschool advisor check-ins. \n3.5.3 Grading System \nNikolaevsk Charter School (NCS) Grading and Instructional Alignment \nNikolaevsk Charter School (NCS) will align grading practices with the instructional models used \nin Montessori (K–8) and High School (9–12). \nFor Montessori students, assessment will focus on individualized learning goals, mastery of core \nconcepts, and skill development. Teachers will use observation, work journals, and \nperformance-based assessments to evaluate student progress. Letter grades will be assigned \nbased on mastery of learning objectives, with corresponding GPA calculated from the \npercentage achieved. \nAt the high school level (grades 9–12), NCS will provide a rigorous academic foundation aligned \nwith Alaska State Standards while integrating Career and Technical Education (CTE) pathways to \nensure students meet graduation requirements. Core academic classes will include English \n \n45 \n\n \nLanguage Arts, Mathematics, Science, and Social Studies, all designed to meet or exceed \ngraduation requirements. Instruction in these courses will emphasize applied learning, \nproject-based integration with CTE programs, and real-world skill development. \n● English Language Arts (4.0 credits) will focus on technical writing, communication, and \nresearch to support both college readiness and workplace communication. \n● Mathematics (3.0 credits) will emphasize algebra, geometry, and applied math for \ntrades, construction, and agricultural management. \n● Science (3.0 credits) will integrate environmental studies, biology, and applied sciences \nrelated to agriculture, engineering, and sustainability. \n● Social Studies (3.0 credits) will cover U.S. and Alaska history, government, and \neconomics, with an emphasis on community development and rural sustainability. \n● PE (1.0 credits) will meet Alaska Physical Education Standards and Alaska Healthy Living \nStandards, and emphasizes physical skills, activity participation, and fitness testing. \n● Health (0.5 credits) will align with Content Standards for Skills for a Healthy Life and \ncover key topics like nutrition, disease prevention, mental health, substance use, safety, \nand relationship skills. Instruction will align with these standards, incorporating cultural \nresponsiveness. \n● Practical/Creative Arts (3.0 credits) NCS will ensure students can earn the required 3.0 \ncredits in Practical and Creative Arts. CTE courses transcript as Practical Arts; Creative \nArts may include visual arts, music, drama, and design. All courses will meet Alaska \nContent Standards and KPBSD graduation requirements. \n● Electives (4.5+ credits) Students will have access to at least 4.5 credits of electives \naligned to Alaska standards. Annual offerings may vary based on staffing expertise, \nstudent demand, and partnerships (e.g., adjunct instructors, distance/online, dual \ncredit). When needed, NCS will provide alternative delivery options to ensure every \nstudent can meet graduation requirements. \nFor CTE students, grades will be based on mastery of technical skills, industry-standard \ncertifications, applied projects, and competency in academic content integrated with vocational \ntraining. Letter grades will follow a traditional scale, and GPA will be calculated as follows: \nA (90–100%) = 4.0 \nB (80–89%) = 3.0–3.9 \nC (70–79%) = 2.0–2.9 \nD (60–69%) = 1.0–1.9 \nF (below 60%) = 0 \nThe GPA calculation will include the percentage within the letter grade for precision. For \nexample, a C+ at 79% would result in a GPA of 2.9. \nThis grading system ensures meaningful feedback for students, supports individualized learning \nand competency-based progress, and prepares high school students for post-secondary \neducation or career pathways. \n \n \n46 \n\n \n3.5.4 Grading and Standards \nAt Nikolaevsk Charter School (NCS), a student’s grade reflects not only the quality and quantity \nof their work but also their mastery of relevant standards, including federal, state, and \ncourse-specific benchmarks. Grades will be assigned and reviewed in alignment with NCS \nadministration policies and guidance from designated academic committees to ensure \nconsistency, fairness, and adherence to established learning objectives. \nSection 4: Professional Development \nReferences: 4 AAC 33.110 Charter school application and review procedure. \nUse the reviewer rating template below to fill in the page numbers to depict the location of the \nresponses for each sub-element. Do not use the reviewer’s notes column. \nReviewer Rating Template \nSection 4 Page Number location(s) of \nresponse(s) including \nAppendices \nReviewer’s notes \n \nRating: \nCompliant/Noncompliant \nDescription of and schedule \nfor planned professional \ndevelopment \npages 47-49 \npages 97-98 (Appendix E) \n \n \n \n \ni. Provide a description of and schedule for staff development activities. 4 AAC 33.110(a)(8) \n4.1 Professional Development \nNikolaevsk Charter School (NCS) is committed to providing ongoing professional development \n(PD) for all staff. PD is designed to support high-quality instruction, effective implementation of \nMontessori and Career & Technical Education (CTE) methods, and alignment with Alaska State \nStandards. \n● August (5th-7th): Montessori introductory/refresher training for K–8 teachers \nusing American Montessori Society (AMS) online materials, with hands-on \nclassroom setup and practice implementation of Montessori work cycles. \nCTE-focused training for high school instructors covering rural trades, applied \ntechnologies, and safety certifications. \n● March 12th: Spring follow-up and planning: deepen PBL practices, refresh \nhands-on Montessori methods, calibrate assessments, and map next-year \ninstructional plans. \nDates are flexible and subject to change based on provider availability and staffing needs. \n \n47 \n\n \n4.2 Ongoing School-Year Training (2026–2027) \n● In-Service Day/Early Release Days: Focus on curriculum alignment, instructional \nstrategies, peer coaching, and student support. \n● Ongoing Learning Opportunities: \n○ Webinars, online courses, and peer observations \n○ Focused sessions on special education, behavioral interventions, and effective \nteaching practices \n○ Attendance at state or national professional conferences when applicable \n4.3 Montessori Certification & Training \n● NCS staff will participate in professional development through American Montessori \nSociety (AMS) and Center for Guided Montessori Studies (CGMS). \n● K-8 Staff will complete blended (online + in-person) training to meet Montessori \ncredentialing requirements. \n● By Year 3, full Montessori school certification is anticipated for 2 elementary staff, with \nK–8 staff fully implementing Montessori practices. \n4.4 Career & Technical Education (CTE) Training \n● CTE instructors will receive professional development in applied trades and safety \nstandards. \n● Training will include: \n○ Trade-specific certifications (e.g., shop safety, first aid, equipment operation) \n○ Effective instructional strategies for hands-on CTE learning in rural settings \n○ Integration of CTE into project-based and Montessori-aligned instruction \n● Ongoing PD will include industry workshops, peer collaborations, and continuing \neducation updates. \n4.5 Professional Development Timeline & Milestones \nYear Montessori Milestones CTE Milestones \nYear 1 \n(2026–2027) \nAMS membership initiated; \nCGMS training begins for 2 \nteachers \nHire/designate CTE lead; initial safety/trade \n certifications; first CTE training \nYear 2 \n(2027–2028) \nContinue Montessori certification \nfor 2 teachers; deeper curriculum \nimplementation. 3rd teacher \nbegins training \nExpanded CTE programming; incorporate \nstudent projects; ongoing workshops and \nindustry engagement, increased student \nprojects \n \n48 \n\n \nYear 3 \n(2028–2029) \nFull Montessori certification for 2 \nteachers anticipated; K–8 \npractices fully implemented \nCTE offerings stabilized; Sustained \nintegration with Montessori + CTE learning; \ncontinuous improvement \n \n4.6 Oversight and Evaluation \n● NCS will maintain records of all PD activities, including attendees, hours, content focus, \nand reflections. \n● Staff feedback will be collected after sessions to assess relevance and effectiveness. \n● The Academic Policy Committee (APC) will review annual reports on PD progress, \nMontessori certification status, and CTE program development. \nSection 5: Facility \nReferences: AS 14.03.255. Organization and operation of a charter school, 4 AAC 33.110 Charter \nSchool application and review procedure. Use the reviewer rating template below to fill in the \npage numbers to depict the location of the responses for each sub-element. Do not use the \nreviewer’s notes column. \nReviewer Rating Template \nSection 5 Page Number location(s) of \nresponse(s) including \nAppendices \nReviewer’s notes \nRating: \nCompliant/Noncompliant \nDescription of facility and \nlocation of the charter school \nincluding addressing district \nleased space if applicable \npages 49-51 \npage 63 (Appendix B) \npage 84 (Appendix E) \npages 166-168 (Exhibit K) \npage 170 (Exhibit M) \n \n \n \n \nEvidence of a written facility \nplans \npages 99-100 \n \n \n \nI. Provide information on the location for the charter school, description of the facility and \nlease information. Information in this section should include a description of the process used \nby the school and district to comply with the right of first refusal for a lease of space in an \nexisting school district facility or in a facility within the school district that is not currently \nbeing used as a public school. AS 14.03.255(c)(7)(d), 4 AAC 33.110(a)(15) \n \n49 \n\n \n5.1 Facility Location \nNikolaevsk Charter School (NCS) will be located at: \n65524 Nikolaevsk Road, Nikolaevsk, Alaska 99556 \nAlaskan Homestead Education, Inc. (AHE) is working on behalf of NCS to secure the use of the \nborough-owned building at this address as the school facility. AHE will lease the building from \nthe Kenai Peninsula Borough (KPB) and will serve as the lessee of record. \nAs lessee, AHE will be responsible for all maintenance, utilities, insurance, and general upkeep \nof the facility. As compensation for these expenses related to the operation of the charter \nschool, KPBSD will use the $215,000 allocated for facility costs within the NCS budget as \npayment of rent to AHE. \nDuring school hours, the building will operate as Nikolaevsk Charter School. Outside of school \nhours—including evenings, weekends, and summer months—the facility will remain under the \nmanagement and control of AHE, ensuring it can be used for AHE programs and broader \ncommunity activities. \nThis arrangement will be formalized through three agreements: \n1. Between KPB and AHE (facility agreement); \n2. Between AHE and NCS (operations agreement); and \n3. Between KPBSD and NCS (charter school contract). \nThe building’s primary purpose will be to serve as the Nikolaevsk Charter School facility. To \nmaximize the benefit of this community resource, AHE will make the building available for \ncommunity use during non-school hours, providing space for classes, training, and other \ncommunity events. These agreements are designed to ensure that the facility serves both its \neducational mission and the broader needs of the Nikolaevsk community. \n(See Exhibit M -Memo on Contracts and Negotiations for the Facility page 170) \n5.2 Facility Use and Capacity \nThe Nikolaevsk School facility offers a well-rounded environment that supports both Montessori \neducation (K–8) and Career & Technical Education (CTE, 9–12). The building currently includes \nten classrooms, two office and administrative spaces, a gymnasium with storage and locker \nrooms, a music room/library, cafeteria and kitchen, staff lounge, staff and student restrooms, a \nnurse’s office, concession stand, and a supply room. Hall lockers, built-in shelves, and ample \ncabinet space add to the functionality of the learning environment. \nThe school sits on 11.35 acres, providing more than enough space for outdoor learning and \nstudent-led projects. The large lawn on the east side of the building will be developed into a \nschool garden and space for chickens, while the wooded area will be used for trails and \nMontessori-based outdoor activities. The playground, soccer fields, and basketball court will \ncontinue to serve as areas for recreation and physical education. \n \n50 \n\n \nThe facility also includes several outbuildings, including the existing woodshop located behind \nthe main school, which will be used for CTE classes. Another outbuilding will serve as a small \nmarket space where students can sell handmade items and agricultural products. These spaces \nprovide students with authentic opportunities to develop skills in entrepreneurship, \ncraftsmanship, and food production. \nThe school building itself has the capacity to serve approximately 175 students. As enrollment \ngrows, additional classrooms will be opened. \n5.3 Projected Growth and Class Size \n● NCS will strive to maintain class sizes of 20 students or fewer. \n● Multi-age classrooms will be preserved in grades K–12. \n● Enrollment growth will be managed incrementally with additional classrooms and \nstaffing as needed. \n● SY2026-27 NCS anticipates up to 80 students in-person and 75 homeschool \n5.4 Health, Safety, and Compliance \nIn accordance with KPBSD Board Policy 6187 – Charter Schools Policy, NCS will ensure all \nfacilities meet federal, state, and borough building, fire, health, and safety codes. The charter \nschool is responsible for: \n● Obtaining inspections from the Department of Environmental Conservation (DEC) and \nthe fire marshal \n● Correcting any deficiencies in non-district facilities \n● Maintaining compliance throughout the duration of the charter contract \nCertificates and Compliance Documentation: \n● Certificates from DEC and the fire marshal confirming facility compliance with all \napplicable regulations will be maintained on file. \n5.5 Contracted Services \nNCS will use contracted services as needed. Contractors will be selected through competitive \nbidding and approved by the Academic Policy Committee (APC) to ensure quality and \ncompliance. \n5.6 Facility Sharing \nNCS will not share the facility with an active district-operated school. The charter school has full \naccess to the building, ensuring scheduling, safety, and programmatic needs are fully met. \nShould any shared use occur in the future, NCS will comply with all “Sharing District Facility” \nrequirements as outlined in Policy 6187. \n \n51 \n\n \n \nSection 6: Admission \nReferences: AS 14.03.255 Organization and operation of a charter school, AS 14.02.265 \nAdmission, 4 AAC 33.110 Charter School application and review procedure. \nUse the reviewer rating template below to fill in the page numbers to depict the location of the \nresponses for each sub-element. Do not use the reviewer’s notes column. \nReviewer Rating Template \nSection 6 Page Number location(s) of \nresponse(s) including \nAppendices \nReviewer’s notes \nRating: \nCompliant/Noncompliant \nEvidence of written \nadmission policies and \nprocedures \n \npages 52-53 \npage 100 (Appendix E) \npages 108-110 (Appendix G) \n \n \n \n \nEvidence of a written student \nrecruitment process, \nincluding plans if applicants \nexceed capacity \npages 52-53 \npages 100-101 (Appendix E) \npages 108-109 (Appendix G) \n \n \n \n \n \nProvide the written admission policies and procedures utilized by the charter. Please \ninclude evidence that the school is ensuring an equal and bias-free access to all eligible \nstudents. Mark as Appendix G. AS 14.03.255(c)(3), 4 AAC 33.110(a)(11) \n6.1 NCS will be open to the public. \n6.1.1 Tuition will not and cannot be charged. \n6.1.2 Enrollment Preferences (uniform and nondiscriminatory). \nWhen timely applications exceed capacity, NCS will apply the following preferences, consistent \nwith AS 14.03.265 and KPBSD BP/AR 6187: \na) Returning students (continuation of enrollment upon timely confirmation each year); \nb) Children/grandchildren of NCS staff; \nc) Siblings of currently enrolled students. \nAfter these preferences are placed, any remaining seats—and the waitlist order—will be \ndetermined by random lottery. All procedures are applied uniformly and without regard to any \nprotected class under AS 14.18.020. \n \n52 \n\n \n \n \nProvide a written student recruitment process, including a lottery or random drawing \nmechanism for enrollment if applicants exceed the school’s capacity. Mark as Appendix \nH. AS 14.03.265(b) Admission, 4 AAC 33.110(a)(17) \n6.2 Enrollment and Lottery Procedures \nNCS may advertise enrollment opportunities through local social media, radio, print \nnews, community bulletin boards, and at local events or gatherings to ensure broad \ncommunity awareness. \n6.2.1 Application Period: \nNCS will accept student applications for the upcoming school year through \nFebruary 28. \n6.2.2 Open Enrollment: \nIf the number of applications received is at or below capacity, all eligible \napplicants will be enrolled. \n6.2.3 Lottery Procedure: \nIf applications exceed capacity for any program, class, grade level, or for the \nschool overall, NCS will conduct a random lottery to determine enrollment order. \nApplications not drawn for immediate placement will be assigned a waitlist \nnumber based on the order of the draw. \n6.2.4 Rural Family Hardship Consideration: \nIn extraordinary cases where not enrolling a sibling would create a significant \nhardship—such as excessive transportation distance or unique family \nlogistics—the Academic Policy Committee (APC) may recommend temporary \nover-enrollment to allow siblings to attend together. \nSuch exceptions must be approved jointly by the APC and the Kenai Peninsula \nBorough School District (KPBSD) to ensure that facility capacity, safety, and \nstaffing considerations remain within state and district requirements. The APC \nwill document the rationale for each decision and submit written notification and \njustification to the District for final review and recordkeeping. \n6.2.5 Lottery Oversight: \nThe lottery will be held on the third Tuesday in March and supervised by an \nindependent third party or district-approved representative to ensure \ntransparency and compliance with Alaska Statute AS 14.03.265 and KPBSD Policy \nBP/AR 6187. \n6.3 Lottery Process (see pages 100-101 Appendix E for full description) \n \n53 \n\n \nSection 7: Fiscal \nReferences: AS 14.03.255. Organization and operation of a charter school, 4 AAC 33.110 Charter \nSchool application and review procedure \nUse the reviewer rating template below to fill in the page numbers to depict the location of the \nresponses for each sub-element. Do not use the reviewer’s notes column. \nReviewer Rating Template \nSection 7 Page Number location(s) of \nresponse(s) including \nAppendices \nReviewer’s notes \nRating: \nCompliant/Noncompliant \nWritten budget summary and \nfinancial plan \n \npages 54-60 \npages 101-102 (Appendix E) \npages 110-112(Appendix H) \npages 113-115 (Appendix I) \n \n \n \n \nDescription of how financial \nrecords will be kept \n \npage 56 \n \n \n \n \nDescription of accountability \nfor receipts and expenditures \npages 56-59 \npages 63-68 (Appendix B) \npages 113-115 (Appendix I) \n \n \ni. Provide a written budget summary and financial plan, including a statement of the \ncharter school’s funding allocation from the local school board and costs assignable to \nthe charter school program budget. Information in this section should explicitly detail \nthe amount and sources of the revenue streams; the specific indirect rate (not to \nexceed 4%) and details of what the indirect rate charges cover; as well as the charter’s \neligibility to receive additional revenue over the 2.65 mills required in the foundation \nformula. Projected budget marked as Appendix I. AS 14.03.255(c)(5), 4 AAC \n33.110(a)(14)(A) \n7.1 Budget Summary and Financial Plan \n7.1.1 Funding \nFunding for Nikolaevsk Charter School (NCS) will be provided via the state’s public education \nfoundation formula and local, borough contribution on a per-pupil basis. The school will operate \nwith financial oversight and accountability in accordance with Kenai Peninsula Borough School \nDistrict (KPBSD) procedures and the Alaska Department of Education and Early Development \n(DEED) regulations. \n \n \n54 \n\n \n7.1.2 Supplementary Revenue Sources \nIn addition to state funding, NCS may pursue additional revenue sources including: \n● Title I and other federal funds, based on student eligibility; \n● Competitive and formula-based grants, aligned with the mission and instructional \nmodel of the school (e.g., CTE, Montessori, rural education); \n● Community fundraising events, coordinated in partnership between school staff and the \nAcademic Policy Committee (APC); \n● Support from an associated non-profit organization, which may independently solicit \nand receive donations for program enhancement. All such funds will remain the \nproperty of the non-profit and used solely in support of NCS programs. \n7.1.3 Fundraising Coordination \nAll fundraisers conducted by or for Nikolaevsk Charter School will be coordinated jointly by \nschool leadership and the APC. Funds raised will support school-specific needs aligned with the \nmission and strategic goals of NCS. \n7.1.4 Grant Approval Process \nAll grant applications made on behalf of NCS must directly support the school’s educational \nprogram or facilities. Proposals—including those related to extracurricular activities, \ntransportation, and student meals—must be reviewed and approved by the APC prior to \nsubmission to ensure alignment with the school’s charter, priorities, and legal requirements. \n \n7.1.5 Donations and Nonprofit Funds \nDonations and funds raised through the affiliated 501(c)(3) nonprofit organization supporting \nNikolaevsk Charter School (NCS) will remain under the stewardship and financial management \nof the nonprofit. \nThese funds will be designated for use in support of NCS programs and activities, but will be \nmaintained in separate nonprofit accounts and not deposited into or commingled with \nDistrict-managed funds, in accordance with KPBSD BP 3290 (Gifts, Grants, and Bequests). \nAny funds or items that are formally accepted by the District on behalf of NCS will become \nDistrict property under BP 3290. Items purchased with nonprofit funds that are retained as \nnonprofit property will be clearly labeled as such and may be loaned to or used by NCS under \nwritten agreement approved by both the nonprofit board and school leadership. \n \n7.1.6 Indirect Rate \nThe indirect cost rate applied to Nikolaevsk Charter School shall not exceed 4%, in accordance \nwith 4 AAC 33.110(a)(14)(A). Indirect costs charged under this rate may include district-level \nadministrative support services such as human resources, payroll, IT services, and fiscal \nauditing. These services will be detailed in a Memorandum of Agreement between KPBSD and \nNCS. \n \n \n55 \n\n \n7.1.7 Mills Eligibility \nAs required under AS 14.17.410, NCS is eligible to receive funding derived from the required \nlocal contribution, equivalent to a 2.65 mill levy or as determined by KPBSD, included in the \nstate foundation formula. Any revenues beyond the required local contribution may be available \nfor district-approved charter expenses, subject to KPBSD’s budgeting and approval processes as \noutlined in the charter contract and KPBSD policy. Eligibility for additional funds will be \ndetermined by KPBSD in alignment with district budgeting procedures and AS 14.03.260. \n \n7.1.8 Projected Budget \nThis can be found in Appendix H (page 110-112) \n \nii. Provide information on how the charter school will keep financial records, including \nwho will be responsible, what mechanism(s) they will use and how often financial \noversight will take place. AS 14.03.255(b)(1) \n7.2 Description of How Financial Records Will be Kept \n7.2.1 NCS will provide a budget summary, and a statement of the charter school funding \nallocation for the local school board and costs assignable to the charter school program \nbudget. \n7.2.2 The charter school accounts for receipts and expenditures by using and complying \nwith district accounting, audit and fiscal procedures that apply to charter schools. \nNikolaevsk Charter School will allow district personnel or district auditor’s access to \nfinancial information to perform the annual audit. \n7.2.3 The charter school shall cooperate with the School Board and the Department of \nEducation in complying with the requirements of AS 14.17.910. \n7.2.4 All leases, debts and other financial obligations of NCS shall not constitute a debt \nliability or financial obligation of the Kenai Peninsula School Board or District. \n7.2.5 All financial and accounting information requested by the Department of \nEducation will be provided. \n \niii. Provide a description of the method by which the charter school will account for \nreceipts and expenditures. AS 14.03.255(b)(1)(c)(6), 4 AAC 33.110(a)(14)(B) \n7.3 Accounting Services Provided by NCS - The Operating Budget. \n7.3.1 Includes all expenses necessary for the day-to-day operation and continuation of \nthe school, and is negotiated with the KPBSD School Board each year. \n7.3.2 The budget is a cost-effective and efficient plan for educating students. \n \n56 \n\n \n7.3.3 NCS is responsible for certifying all staff payroll information through current KPBSD \nprocesses to KPBSD in accordance with specific timelines that allow for the sequential \nprocessing of all employees’ data and preparation of payroll checks consistent with \nKPBSD requirements. \n7.3.4 KPBSD is responsible for furnishing NCS with these payroll practices and \nprocedures, necessary to fulfill KPBSD requirements. \n7.3.5 NCS reserves the right to reallocate funds from one line item to another if \npurchasing practices or conservation result in an expenditure less than budgeted. \n7.3.6 For budgetary purposes, annual appropriations lapse at fiscal year-end, except for \nthat portion related to encumbered amounts. \n7.3.7 Encumbrances outstanding at year-end are reported as reservations of fund \nbalance and are automatically carried forward to the new fiscal year budget, not \nincluded in the KPBSD negotiated budget for the new FY. \n7.3.8 NCS agrees to maintain appropriate financial records in accordance with all \napplicable federal, state, and local laws, rules and regulations. \n7.3.9 The school further agrees to make all such records available to the KPBSD for \nauditing purposes and cooperate in the annual independent financial audit of KPBSD \nrecords. \n7.3.9.1 Accounting Services Provided by KPBSD \n7.3.9.1.1 KPBSD provides appropriate assistance to NCS in the areas of \nfinance, budgeting, insurance, legal issues, administrative and \ninstructional in-services to help ensure the most economical and sensible \ndecision-making process in the utilization of the NCS budget funds. \n7.3.9.1.2 KPBSD assists with technical details of budgeting and \naccounting. All purchase orders, expenses and payroll are routed to the \nKPBSD for payment Proceeds from public funds, such as state \nfoundational revenue, are forwarded directly to the KPBSD for credit to \nthe NCS account. \n7.3.9.1.3 KPBSD provides payroll functions for NCS similar to those \nprovided for other employees of KPBSD, including the preparation of \nW-2's and other Form # 05-15-036 Alaska Department of Education & \nEarly Development 35 reports that are required by state or federal law to \nbe given to employees or filed with such agencies. \n7.3.9.1.4 NCS is audited as any other public school. \n \n \n57 \n\n \n7.4 Homeschool Student Allotment Policy \n7.4.1 NCS recognizes the importance of providing equitable financial support to homeschool \nstudents enrolled in the program. To align with best practices observed in other homeschool \nhybrid programs, such as Twindly Bridge Charter School in the Matanuska-Susitna School \nDistrict, NCS will implement a structured allotment system for homeschool students, which \nwill be detailed in a handbook created for NCS homeschool program. \n7.4.2 Allotment Structure \nAllotment Amounts. NCS will establish annual homeschool allotments comparable to other \nAlaska programs. Final amounts are set each spring based on the approved budget. \nAccess & Release. Up to 50% of a student’s allotment may be accessed before the school year \nfor ILP-approved purchases. The remaining balance is released after October 31 following \nenrollment verification. \nProration. \n● Enroll by October 15 → 100% allotment \n● October 16–January 9 → 50% allotment \n● January 10–March 1 → 25% allotment \n● After March 1 → 0% (case-by-case for required credits) \n7.4.3 Fund Distribution and Management \nFund Distribution, Management, and Participation Options for Homeschool Students \nNikolaevsk Charter School (NCS) values its partnership with homeschool families and is \ncommitted to offering meaningful opportunities for student participation while ensuring \nresponsible stewardship of resources. \nAllowable Uses: ILP-aligned curriculum and materials, instructional supplies, tutoring/lessons, \ntesting fees, dual-credit tuition/fees (as approved), approved CTE costs and safety gear, and \nother educational services tied to standards. \nNon-Allowable Uses: Non-educational purchases; gifts; food; routine clothing; travel/lodging \nunless pre-approved for educational programs; entertainment; sectarian/religious materials \nwith public funds. \nProcurement: Purchases must be pre-approved and made via: (1) district direct purchase, (2) \napproved vendor direct-pay, or (3) parent reimbursement with itemized receipt and proof of \npayment. Sales tax is not reimbursed where the district can purchase tax-exempt. Used items \nrequire pre-approval and documentation. \nOwnership: Non-consumables are district property and must be returned upon withdrawal or if \n \n58 \n\n \nnot re-enrolling; consumables remain with the family. \nDeadlines: Encumber funds by April 15; submit reimbursements by May 15 (or dates set \nannually). \nCarryover: Unspent funds carry over only if the student remains continuously enrolled at NCS; \notherwise, unspent allotment funds will be reallocated back to the supplies and materials line of the \nNCS budget. \nFamily Allotments: Families with multiple enrolled students may pool allotments. NCS will track \nby student and require ILP alignment for each expenditure. \nWithdrawals/Transfers: Unencumbered balances revert to NCS; encumbered POs may be \ncanceled; all non-consumables must be returned; final reimbursements due within 15 days of \nwithdrawal. \nAdvisor Oversight: Homeschool Advisors approve ILPs and submit expenditures, monitor \nprogress, and confirm balanced coverage of core subjects prior to fund release. \nCompliance & Audit: NCS may conduct random audits; ineligible expenditures must be repaid; \nconflicts of interest require disclosure and approval. \nTechnology Purchases. Families may use allotment funds to purchase approved technology \ndevices necessary for student learning (e.g., laptops, tablets, or printers). Technology purchases \nmay be made once every three years per student and must be pre-approved as part of the \nstudent’s Individual Learning Plan (ILP). \nAlternatively, families may check out a device from NCS. Device checkout requires a signed Use \nand Care Agreement, which outlines expectations for responsible use, maintenance, and return. \nFamilies will be responsible for replacement or repair costs resulting from loss, negligence, or \ndamage beyond normal wear and tear. \nHigh School Participation \nHomeschool Student Enrollment Options \nHomeschool high school students may enroll in on-site classes at Nikolaevsk Charter School \n(NCS) under the following structure: \n● One-Class Enrollment: Students may participate in one NCS class per semester free of \ncharge, with no deduction from their allotment. \n● Two-Class Enrollment: Students who enroll in two NCS classes per semester will \ncontribute 25% of their annual allotment per semester toward participation costs. \n \n59 \n\n \nClass Participation Limit \nHomeschool students enrolled through NCS may participate in a maximum of two on-site \nclasses per semester. This limit ensures that resources are equitably distributed, prioritizes \naccess for full-time enrolled students, and maintains the integrity of the homeschool program. \nEnrollment Priority \n● Full-time, in-person NCS students will be given priority placement in all classes during \ninitial scheduling. \n● Homeschool students may register for any remaining open seats after full-time student \nschedules are finalized. \n● Enrollment for homeschool students will be approved on a space-available basis each \nsemester and coordinated through the NCS homeschool advisor to ensure appropriate \nplacement. \nK–8 Participation \nIn the 2026–2027 school year, K–8 homeschool students will not participate in the daily \nMontessori classroom work cycles due to the individualized and immersive nature of \nMontessori instruction. This approach ensures that the integrity of the classroom environment \nand the continuity of learning for full-time students are maintained without disruption. \nInstead, NCS will offer on-campus quarterly project sessions designed specifically to incorporate \nK-8 homeschool students. Each session will consist of three-hour project blocks scheduled \nduring the high school Career and Technical Education (CTE) period. These projects will \nintegrate Montessori principles with hands-on, thematic learning experiences that promote \ncreativity, collaboration, and real-world application of academic concepts. Participation will be \noffered at no cost to homeschool families. \nTo complement the quarterly projects, the Homeschool Advisor will organize enrichment \nopportunities, such as interest-based activities, workshops, and field trips, that extend learning \nbeyond the classroom and strengthen community connections. \nFor family convenience, the CTE block and Quarterly project block will be scheduled \nconcurrently, allowing parents with students in multiple grade levels to drop off all participating \nhomeschool students at the same time. \nThe Academic Policy Committee (APC) will periodically review the effectiveness of these \nofferings and may consider expanding access to the Montessori work cycle for homeschool \nstudents in future years if it is determined to be beneficial to all NCS students. \n \n \n \n60 \n\n \n7.4.4 Annual Adjustments \n● NCS will review and adjust allotment amounts annually to account for inflation and \nrising costs of educational materials, ensuring students maintain equitable access to \nresources necessary for their ILPs. \n7.4.5 Compliance and Oversight \n● Documentation Requirements: Parents must submit appropriate documentation for all \npurchases made using allotment funds to ensure alignment with the student’s ILP and \ncompliance with state and federal financial policies. \n● Audit and Reporting: NCS will maintain detailed records of all allotment fund \ndistributions and expenditures. These records will be subject to periodic audits to ensure \ntransparency and accountability in the management of public funds. \nSection 8: Transportation \nReferences: AS 14.09.010 (e)(1-3)(f)(g) Transportation, 4 AAC 33.110 Charter School application \nand review procedure, 4 AAC 27.057 Charter School Transportation policy. \nUse the reviewer rating template below to fill in the page numbers to depict the location of the \nresponses for each sub-element. Do not use the reviewer’s notes column. \nReviewer Rating Template \nSection 8 Page Number location(s) of \nresponse(s) including \nAppendices \nReviewer’s notes \nRating: \nCompliant/Noncompliant \nPlans for pupil transportation \n \npage 61 \npage 67 (Appendix B) \npage 102 (Appendix E) \npage 116 (Appendix J) \n \n \n \n \ni. Provide a plan for pupil transportation and the district charter school transportation \npolicy, if proposed or adopted, marked as Appendix J. 4 AS 14.09.010 (e)(1-3)(f)(g), AAC \n33.110(a)(19) \n8.1 Transportation \nFor the 2026–2027 school year, parents and guardians will be responsible for providing \ntransportation to and from Nikolaevsk Charter School (NCS). NCS will continue to \nmonitor and explore safe and feasible transportation solutions, in coordination with the \ndistrict and state authorities, should conditions allow for district-provided or alternative \ntransportation in the future. \n \n61 \n\n \nAppendix A \nEvidence of School Board Approval \n \n62 \n\n \nAppendix B \nNIKOLAEVSK CHARTER SCHOOL CONTRACT \n \nTHIS AGREEMENT is between Nikolaevsk Charter School, whose address is 65524 Nikolaevsk Rd, \nNikolaevsk, Alaska 99556, hereinafter \"Charter School,\" and the Kenai Peninsula Borough School \nBoard, whose address is 148 N. Binkley, Soldotna, Alaska 99669, hereinafter \"School Board.\" \nWHEREAS, Charter School desires to operate within the Kenai Peninsula Borough School District \n(hereinafter \"School District\") in conformance with Alaska Statute 14.03.250–.290 and School \nDistrict policies and procedures; and \nWHEREAS, at its meeting dated , the School Board reviewed and approved Charter School's \napplication; and \nWHEREAS, at its meeting scheduled for, the Alaska State School Board will review and approve \nCharter School's application: \nNOW THEREFORE, in consideration of the mutual covenants and agreements contained herein, \nthe parties do agree as follows: \nCharter School shall provide educational programs and services subject to the terms and \nconditions of this contract, commencing with the first day of school in the School District for the \n2026–2027 school year and continuing through the last day of school in the 2030-2031 school \nyear. \n1. Educational Program \nCharter School shall provide an educational program based on Montessori pedagogy for grades \nK–8 and Career and Technical Education (CTE) pathways for grades 9–12. In addition, the \nCharter School shall operate a homeschool program that offers families either full-time \nhomeschool enrollment or a blended option that combines homeschool and in-person learning. \nThe educational program shall be designed and implemented as defined in the Charter School \nProposal as approved by the School District and the Alaska State Board of Education. \n2. Achievement Levels \nCharter School's educational program shall meet the specific levels of achievement specified in \nthe proposal. \n \n \n \n63 \n\n \n3. Policies and Procedures \nCharter School shall comply with all applicable School Board policies and procedures and Alaska \nDepartment of Education and Early Development (DEED) regulations, except where explicitly \nexempted in this charter contract or by state law. Charter School shall establish an Academic \nPolicy Committee (APC) to develop, implement, and oversee admission and administrative \npolicies, ensuring alignment with the school’s mission and state requirements. The APC shall \nconsist of six parents and one community member, appointed by the Charter School’s governing \nboard. \na. Admission Policies and Procedures \nEligibility & Non-Discrimination. Nikolaevsk Charter School (NCS) is open to all students eligible \nto attend KPBSD schools. Admission is non-discriminatory. If applications exceed capacity at any \ngrade, NCS will conduct a public, random lottery as required by law. \nPreferences (applied uniformly): \n1. Returning students (continuation of enrollment upon timely confirmation each year); \n2. Children of NCS staff; \n3. Siblings of currently enrolled students. \nAfter preferences are placed, all remaining eligible applicants will be entered into the \nlottery for any remaining seats and for waitlist order. Procedures will comply with AS \n14.03.265 (lottery when oversubscribed) and the charter-contract requirement in AS \n14.03.255(c) to state admissions policies, and will align with KPBSD guidelines for equal, \nbias-free access. \nb. Administrative Policies \nCharter School shall adopt administrative policies to govern operations, including \nattendance, grading, staff hiring, and parent communication, consistent with KPBSD \npolicies unless otherwise specified in this charter. These policies will be developed by \nthe APC, approved by the governing board, and made available to families and staff \nannually. \nc. Student Conduct \nCharter School shall maintain a safe and respectful learning environment by prohibiting \nviolence, bullying, and the use or possession of drugs, alcohol, tobacco, or weapons on \nschool grounds or at school-sponsored events. Disciplinary procedures for violations \nshall comply with Alaska Statutes (e.g., AS 14.33.120), federal regulations (including IDEA \nfor students with disabilities), and School Board policies. The APC shall develop a \nstudent handbook outlining conduct expectations and disciplinary processes, subject to \napproval by the School Board. \n \n \n64 \n\n \n4. Funding \nSchool District shall allocate funding for Charter School in accordance with State Law, less \nadministrative costs determined by applying the DOE-approved indirect cost rate to the amount \nallocated for Charter School. An annual budget for Charter School shall be submitted to the \nSchool District according to schedules established by the district. Funds shall be made available \nto Charter School on July 1 of each year of this contract. The amount of the budget will be \nadjusted immediately following the ADM count period as established by the State of Alaska. \n5. School District Charges \nAll materials and services provided by School District to Charter School shall be provided to \nCharter School at rates equal to those charged to other schools in the district. \nNo tuition shall be charged to Charter School students who reside in the district. Fees consistent \nwith School District policy and collected from Charter School students shall be retained by \nCharter School. \n6. Budget and Accounting \nCharter School shall account for receipts and expenditures by using and complying with the \nschool district purchasing and accounting systems. Charter School covenants and agrees that it \nshall comply with all state and federal requirements for receipt and use of public money. \n7. Facility \nNikolaevsk Charter School (NCS) will operate at 65524 Nikolaevsk Road, Nikolaevsk, Alaska \n99556 (the “Facility”). Alaskan Homestead Education, Inc. (AHE) is the lessee of record with the \nKenai Peninsula Borough and will maintain responsibility for property and liability insurance \n(meeting Borough/District requirements), utilities (water, electric, heat, trash, internet), routine \ncustodial services, and maintenance/repairs necessary for school use, providing proof of \ninsurance upon request. The District will conduct NCS operations at the Facility and ensure \ncompliance with applicable local, state, and federal health and safety requirements for public \nschools; NCS will have priority use for regular instruction, after-school programs, clubs, and \nschool-sponsored events, while any AHE-coordinated community uses will not interfere with \nschool operations. In consideration of these facility operations, the District will provide AHE a \nFacility Operations Payment of $215,000 for the 2026–27 school year, funded through the NCS \nbudget, to support insurance, maintenance, utilities, and related operating costs; AHE will \nfurnish customary summary documentation upon request to support budgeting and audit \nneeds. \n \n65 \n\n \n8. Teachers and Support Staff \nAt the time of executing this contract, Charter School anticipates that the following teachers (no \nspecific names available) and support staff, will perform teaching/support services in the \ncharter school: \na) Principal \nb) Teachers as budgeted \nc) Support Staff- Secretary/ Administrative Assistant \nCharter School shall promptly provide the School District with written notice of any permanent \nchanges to staff. It is agreed and understood that all employees will be recruited and employed \nthrough district processes and that teachers must sign a written contract with the School \nDistrict before providing services. Unless the School District and any association representing a \nteacher or support employee agree to an exemption, all provisions of an existing negotiated or \ncollective bargaining agreement applicable to employees shall remain in effect while the \nemployee provides services at Charter School. \nThe Charter School agrees to hire an administrator with Class B Alaska certification. \n9. Teacher-to-Student Ratio \nCharter School agrees to maintain the teacher-to-student ratio as defined in the charter school \nproposal approved by the School District. Targeted teacher-to-student ratio 20:1 in person, 75:1 \nhomeschool. \n10. Enrollment \nCharter School shall enroll a minimum of forty-four (44) students (in-person/ homeschool) at all \ntimes and shall enroll a maximum number of students as specified in the proposal. \n11. Contract Term \nTerm; Renewal. This Agreement becomes effective upon full execution and continues through \nthe end of the fifth (5th) academic year (the “Initial Term”). At the commencement of the fifth \nacademic year, the Parties shall renew this Agreement for an additional ten (10) academic years \n(the “Renewal Term”), to take effect immediately upon expiration of the Initial Term, subject to: \n(a) the School’s good standing and material compliance with this Agreement; (b) approval by \nthe Kenai Peninsula Borough School District Board of Education consistent with BP/AR 6187; (c) \napproval by the Alaska State Board of Education and Early Development, if required; and (d) \ncompliance with AS 14.03.255–.290 and 4 AAC 33. The Parties will cooperate in good faith to \ncomplete all Year-5 renewal reviews and submissions in accordance with District timelines so \nthe Renewal Term is effective without interruption. \n \n66 \n\n \n12. Termination \nThis contract may be terminated by the School Board for Charter School’s failure to meet \neducational achievements goals or fiscal management standards, for a default in any material \nprovision of this agreement or for other good cause. The School Board shall provide 90 days \nwritten notice to Charter School of its intent to terminate this contract and the reason \ntherefore. If Charter School fails to remedy the cause for termination within the time provided \nby the School District, this contract shall automatically terminate at the end of the stated time. \nAny unused funds and all properties remaining shall immediately be returned to the School \nDistrict upon such termination. \nUpon dissolution, any net proceeds from charitable gaming conducted under AS 05.15 shall be \ndistributed to a permittee (as defined in AS 05.15.690) other than a multiple-beneficiary \npermittee, and used solely for the purposes authorized by AS 05.15.150(a). Distribution and \nfinal reporting will comply with Department of Revenue gaming regulations. \n 13. Statement of State and Federal Law Compliance \nCharter School convents and agrees that it shall not discriminate against applicants based upon \nany of the protected classes, and that it shall provide equal access to its facilities to all students \nin compliance with state and federal law. \n14. Nonsecretarian \nThe Charter School shall be nonsectarian, and shall not be affiliated in any respect with any \ninstitution. \n15. Charter School Proposal \nThe Charter School Proposal as approved by the Alaska State Board of Education is hereby \nincorporated into this contract. This contract shall bind Charter School to its stated purpose, \ngoals, operational procedures, and all other aspects of the approved proposal. \n16. Exemption for Pupil Transportation \nShall not be provided by the district under this contract. \n17. Exemption for Student Nutrition \n Shall not be provided by the district under this contract. \n 18. Workers Compensation \nCost will be charged based on actual salaries for workers compensation class code _____ ,school \nprofessional and clerical employees, and class code ----- , all other school employees multiplied \nby the fiscal year workers compensation rate for these class codes. These costs will be charged \nto the applicable function code related to employee salaries \n \n67 \n\n \nClass code---- School Professional Employee \nClass code ----- Clerical Staff \nClass code ----- Other School Employees \nSection 19 – Insurance Costs \nIn accordance with Borough Ordinance and KPBSD policy, the District normally allocates \ninsurance costs based on a pro-rata per-pupil share of risk-management expenses (liability \ninsurance) and a per-square-foot allocation (property insurance). \nHowever, under the Contract between Alaskan Homestead Education, Inc. (AHE) and Nikolaevsk \nCharter School (NCS), all property and liability insurance associated with the Nikolaevsk School \nfacility will be provided and paid by AHE. \nAHE shall maintain insurance coverage meeting or exceeding Kenai Peninsula Borough and \nKPBSD requirements and will provide proof of coverage annually or upon request. \nAccordingly, no separate insurance costs will be charged to NCS under the District’s per-pupil or \nper-square-foot cost-allocation formula, as those services are included in the rent payment of \n$215,000 per year. \n \nThis Charter School was approved by the Kenai Peninsula Borough School Board on [Insert \nDate]. \nThe undersigned agree to this contract as specified herein: \nFor Kenai Borough School District ______________________ Date: _________ \nFor Nikolaevsk Charter School ______________________ Date: _________ \n \nAll highlighted information has been requested from the District and is awaiting their review \nand response \n \n68 \n\n \nAppendix C \nNikolaevsk Charter School Bylaws \nMission Statement \nTo provide a high-quality, community-focused education and foster academic excellence \nthrough our K-8 Montessori-based program, hands-on high school CTE program, and supportive \nhomeschool program. \nArticle 1 \nSCHOOL NAME \nThe name of the school Nikolaevsk Charter School, hereinafter referred to as NCS. \nArticle 2 \nIMPLEMENTATION OF MISSION STATEMENT \nA. To conduct NCS affairs in accordance with its mission statement. \nB. To exercise all such powers as are provided by state and federal law, Kenai \nPeninsula Borough School District (KPBSD) policy, including but not limited to the \nthe power to make use of and file the applicable forms (listed) under KPBSD \npolicy 6187, and these bylaws in order to accomplish this NCS mission statement. \nC. Support teachers in maintaining a classroom environment where high academic, \ncharacter, and citizenship standards can be met for all students. \nD. Support the administrator in the accomplishment of this mission statement \nthrough implementation of adopted policies and procedures while holding the \nadministrator accountable for the achievement of measurable standards through \nannual review of test scores. \nE. Maintain current core curriculum classroom materials as approved by the APC. \nF. Encourage parents/guardians to actively participate in their child's education. \n \nArticle 3 \nACADEMIC POLICY COMMITTEE \nThere shall be an Academic Policy Committee (APC) pursuant to Alaska State Statute 14.03.255. \nOrganization and Operation of Charter Schools. \n \n69 \n\n \nSection 1: APC Seats \nA. Composition \nThe Academic Policy Committee (APC) shall consist of 7 voting members and up to three \nnon-voting members: \n● Six (6) parents of currently enrolled Nikolaevsk Charter School (NCS) students, elected at \nlarge by NCS parents. \n● One (1) community member, nominated by the APC and elected by NCS parents, serves \nas a voting member. \n● The Principal/Type B certificated administrator under contract to the school shall be an \nadvisory member of the APC (non-voting). \n● Teacher Representative (non-voting) \n● Student Body President – student representative (non-voting; the student body \npresident will be invited to attend when appropriate) \nAny members of the charter school staff (classified or certified) who serve on the APC as a \nparent seat, shall recuse themselves from any votes, discussions, or other APC proceedings \npertaining to the Principal/Teacher’s salary, contract, evaluation, and termination. \nB. Parent Seat Terms \nParent members serve 3-year terms, beginning upon charter approval in 2025 or on February 28 \nfor subsequent elections, and ending February 28 of the third year following their election, with \nthe exception of the first operating year of the Charter. There shall be no limitation on the \nnumber of consecutive or non-consecutive terms that any parent member of the APC may \nserve. \nTo ensure continuity and prevent simultaneous replacement of the majority of seats, the 6 \nparent seats shall be staggered as follows: \n● Initial Terms (2025–2029): For the current APC (established 2025), parent member \nterms starting upon charter approval are assigned as follows: \n● Natalie Thomas and Olivia Tipikin: Terms expire February 28, 2029 \n● Mariah Kerrone and Annebelle Kuzmin: Terms expire February 28, 2028 \n● Blake Sawyer and Fektista Nelson: Terms expire February 28, 2027 \n● Ongoing Elections: \n● After the initial terms, elections shall occur annually to replace expiring parent \nseats. \n● Each year, two parent seats shall be elected for a 3-year term. \n \n70 \n\n \n● Elected members shall be seated at the next APC meeting following February 28 \nof the election year. \nC. Community Member Seat Terms \nThe community member serves a 1-year term, beginning upon charter approval in 2025 or on \nFebruary 28 for subsequent terms, and ending February 28 of the following year. There shall be \nno limitation on the number of consecutive or non-consecutive terms that any community \nmember of the APC may serve. \nThe current community member, Jim Engebretsen, has a term expiring February 28, 2027. \nCommunity members are nominated by the APC and elected by NCS parents. They may be \nremoved by a majority vote of the APC. \nD. Vacancies \n● Parent Seats: Interim vacancies shall be filled by appointment by a majority of the \nremaining APC members, provided a quorum (4 voting members) exists. Appointed \nmembers shall serve until the end of the original term. If a quorum does not exist due to \nresignations or dismissals, a special election by secret ballot shall be held to fill vacant \nseats for the remainder of the original term. \n● Community Member Seats: Vacancies may be filled at the nomination of the APC and \nelection by NCS parents, serving until the end of the original term (February 28). \nE. Election of Parent Members \n● Parent seats shall be filled by parents of currently enrolled NCS students, with only one \nparent per family eligible to serve. \n● Nominations shall be accepted in writing during February. \n● Elections shall be conducted via ballots distributed and collected in the NCS gymnasium \non an APC-designated election day. One ballot per family shall be provided; in custody \ncases, only one custodial parent/guardian may vote. \nF. Election of Community Member \n● A Community Member shall be nominated by the APC and elected by NCS parents. \n● Nominations shall be accepted in writing during February. \n \n \n \n71 \n\n \nSection 2: \nAPC Offices \nThe APC shall elect the following officer position as determined among the APC at the \nfirst APC meeting following the February election. The offices are: \n1. Chairperson: The Chairperson shall preside over all meetings of the APC and shall have \nthe duties and powers normally given to that office, in addition to those particularly \nspecified by these by laws. \n2. Vice Chairperson: The Vice Chairperson shall have the powers and exercise the duties of \nthe Chairperson in his/her absence or incapacitation, as well as assign duties by the APC \nover the course thereof. \n3. Secretary- The Secretary shall keep a record of all meetings of the APC and shall have all \nthe duties and powers normally attributed to the office of Secretary. \n4. Treasurer- The Treasurer shall have access to all financial records of NCS both present \nand past and have all the powers and duties attributed to the office of Treasurer. The \nTreasurer shall give a financial report at each quarterly meeting of the APC and such \nreport shall be made a part of the minutes of that meeting. \nSection 3: \nAPC Responsibilities \n1. The APC is accountable to the KPBSD School Board. \n2. Pursuant to the State of Alaska Charter School Law (AS 14.03.255 (b) (4)), the NCS APC \nshall meet at least annually to monitor progress in achieving the committee’s policies and \ngoals. However, the APC will strive to meet at least 9 times. \n3. The APC has the due responsibility to review and approve proposed annual budget, make \nchanges to the maximum enrollment, curricula, plan, brainstorm approve and help bring \nto fruition co-curricular activities, as well as make any changes to policies and procedures \nof any part of Nikolaevsk Charter School that is under the jurisdiction of the APC. \n4. The APC shall review all proposed contracts with any party seeking to make a contract \nwith the Nikolaevsk Charter School or any part thereof. \n5. The APC will discuss the terms of employment of and hire the NCS Administrator. \n6. The APC will conduct an Annual Administrator Performance Review based on the \nAdministrator’s contract and renew the contract as merited. \n7. An APC member’s absence from 3 consecutive APC meetings may constitute grounds for \ndismissal from the APC. \n \n72 \n\n \n8. To avoid conflicts of interest, APC members shall disclose known or potential conflicts of \ninterest prior to the time set for voting on any transactions and shall not vote on the \nmatter or attempt to influence the decision of other APC members in voting on the \nmatter. Such disclosure will be noted in the minutes of the meeting. The APC may, by a \nmajority vote, determine there is not a conflict of interest. If no such declaration of \nconflict of interest is made while the person has such conflict of interest and such conflict \nof interest is made known to the board or any of its members at a subsequent meeting or \nat another time such may constitute grounds to nullify the vote of the person who \nwrongly declared they did not have such conflict of interest. \n9. Members of the APC shall not receive any form of compensation due to their \nmembership of the APC. \n10. For voting purposes a quorum shall consist of 4 voting APC members. Action requires an \naffirmative vote of at least 4 of the voting members. Audio or video conferencing \nparticipation is permitted. The vote at a meeting held by teleconference shall be taken \nby roll call. Members of the APC may not vote by proxy. \n11. All regular and special meetings of the APC shall be open to the public. \n12. The APC may call an Executive Session to discuss any one or more of the following: \na. Attorney/client matters \nb. Acquisitions, leases, rental, or sale of school property \nc. Contract proposals and/or negotiations \nd. Confidential or sensitive personal or student matters. Only those persons invited \nby the APC may be present during the Executive Session. The APC shall not make \nfinal policy decisions, nor shall any resolution, rule, regulation, formal action, or \nany action approving a contract or regarding monetary payments or debts be \nadopted or approved at any session that is closed to the general public. Matters \ndiscussed during an Executive Session shall remain confidential among those \nattending. The Secretary of the APC will name the topic of the Executive Session \nin the APC minutes of the following, open to the public APC meeting. \n13. Any APC member may resign at any time by giving written notice to the Chairperson or \nthe Secretary of the APC. Such resignation shall take effect at the time specified in the \nwritten notice. \n14. The APC may recommend removal of an APC member with an affirmative vote for \nremoval by 4 of the APC members at an APC meeting open to the public. The APC \nmember who is being considered to be removed from their office shall not participate in \nthe voting of the APC on the matter of their removal. \na. Upon an affirmative vote by the APC to remove an APC member, such APC \nmember shall be suspended from membership on the APC until a \n \n73 \n\n \nparent/guardian vote is conducted. \nb. Removal of an APC member shall be confirmed by a majority of ballots cast by \nparents/guardians of currently enrolled students. The confirmation vote shall be \nheld within ten (10) days of the removal recommendation, in the school \ngymnasium, and conducted by paper ballot in a manner comparable to a regular \nelection (voter check-in, anonymous ballots, secure ballot box). Notice of the \nvote shall be provided to all eligible parents/guardians at least five (5) days in \nadvance. \nc. Notifications of the removal of an APC member shall be posted within the \nminutes of the following APC meeting. \nArticle 4 \nADVISORY COMMITTEES \nThe APC possesses and shall possess certain legal powers and prerogatives, which can not be \ndelegated or surrendered to others or other committees. As a result, all recommendations of an \nadvisory committee must be submitted to the APC for an or any official action. The APC shall \nhave power to create or dissolve any advisory committee or committees and shall reserve the \nright to exercise this right at any time during the term of the current Academic Policy \nCommittee. \nArticle 5 \nNOTICE OF THE MEETINGS OF THE ACADEMIC POLICY COMMITTEE \nNotice of meetings of the APC and committee meetings shall be posted, at least one week prior, \nat a prominent place outside of NCS office. Such notice should include specified agenda \ninformation when possible, including any proposed policy, position, resolution, rule, regulation, \nor formal action to be considered. The posting of such notice shall be considered full and timely \nnotice to the public of such meetings. Parents will also be notified of such meetings by receiving \nan email stating the same items of the posted notice of meetings. The “Notice of Meetings” can \nand may be posted on any social media account operated full or in part by Nikolaevsk Charter \nSchool. \nArticle 6 \nTRANSACTION OF BUSINESS \nAll business shall be conducted through the financial office of the Kenai Peninsula Borough \nSchool District. \n \n \n74 \n\n \nArticle 7 \nBYLAWS \nA draft of changes to the bylaws of NCS will be read at two consecutive, open to the public, APC \nmeetings before a vote is held regarding the changes. The approval or amendment of said \nbylaws requires a 2/3rd vote of the APC. \nArticle 8 \nBOOKS AND RECORDS \nNCS shall keep minutes of regular APC meetings and meetings of APC committees. It shall also \nkeep at its registered or principal office: a record giving the names and contact information of \nthe APC members and the APC committees. All records of NCS are considered public and may \nbe inspected at any reasonable time. \nArticle 9 \nINDEMNIFICATION AND HOLD HARMLESS OF APC MEMBERS \nAPC members shall be indemnified and held harmless in the conduct of official NCS business in \nthe same manner as the members of the KPBSD School Board. \nArticle 10 \nDISSOLUTION \nOn the dissolution of NCS, all properties not labeled as non profit property, shall be dispersed in \naccordance with contract provisions approved by the State of Alaska Department of Education \nand the Kenai Peninsula School District. \n \n \n75 \n\n \nAppendix D \nMembers of the APC, Respective Qualifications and Meeting Minutes \nNikolaevsk Charter School is governed by an APC consisting of parents, educators and members \nof our community. \nChairperson- Blake Sawyer (parent) term expires 2027 \nVice Chairperson- Natalie Thomas (parent) term expires 2029 \nSecretary- Olivia Tipikin (parent) term expires 2029 \nProfessional Development- Mariah Kerrone (parent) term expires 2028 \nSpecial Events Coordinator- Annebelle Kuzmin (parent) term expires 2028 \nTreasurer- Fektista Nelson (parent) term expires 2027 \nCommunity Member- Jim Engebretsen term expires 2027 \n \nThese volunteers establish the mission for our school and ensure that the policies are in line \nwith this mission. They oversee the management, budget, and processes of our school, \naccording to established bylaws. \nAdditionally, APC members conduct an extensive rewrite of the charter and resubmit an \napplication for renewal to the Kenai Peninsula School District and the State of Alaska year five \nand then every ten years. \nParents and advisors serve three- year terms, and other community members serve one-year \nterms. \nAPC meetings are held at least 9 times a year and more, as needed. All members of the public, \nand especially our Nikolaevsk Charter families, are invited to attend meetings to engage with \nour APC members and learn more about school operations. \nChairperson Blake Sawyer \nBlake is a father of six, with three children currently homeschooling and three still too young for \nschool. He grew up in the Nikolaevsk area and, after serving his country as a Marine helicopter \nmechanic, returned home to raise his family and contribute to the community. In addition to his \nmilitary service, Blake is also a skilled diesel mechanic, bringing both technical expertise and \nreal-world problem-solving to his work. He is passionate about practical education that equips \nstudents with skills they can use in everyday life and believes that strong schools help build \nstronger communities. Blake is committed to supporting Nikolaevsk Charter School in preparing \nthe next generation with both academic knowledge and hands-on learning. \nVice-Chairperson Natalie Thomas \nNatalie is a homeschooling mother of five and a dedicated member of the Nikolaevsk \ncommunity. With four years of homeschooling experience, Natalie has developed skill in \ncreating personalized educational plans that promote academic growth and creativity. As a \n \n76 \n\n \nhomesteader, she offers a unique perspective, advocating for hands-on, community-rooted \nlearning that reflects Nikolaevsk’s values. Natalie previously taught high school Language Arts at \nthe Nikolaevsk homeschool co-op, where she designed engaging curricula to support student \nlearning. A graduate of San Diego State University, she has lived in Alaska for 13 years. She \nactively contributes to local initiatives with a focus on enhancing educational opportunities for \nfamilies. Her commitment to collaborative decision-making and innovative education \nstrengthens the APC’s mission to select effective curricula and guide school leadership. \nTreasurer Fektista (Tisa) Nelson \nRaised in Nikolaevsk, Fektista Nelson is a respected member of the Nikolaevsk community and a \nhomeschooling mother of five. As a local business owner and manager, she brings strong \norganizational and financial skills to the Academic Policy Committee. Fektista holds a Bachelor’s \ndegree in Science and has been a Registered Nurse since 2012, contributing her expertise \nthrough volunteer work at the local hospital. Her deep ties to Nikolaevsk Village and \ncommitment to education make her a valuable asset to the charter school’s mission. \nSecretary Olivia Tipikin \nOlivia has deep roots in the community and a genuine love for its children. A mother of three \ngirls who grew up in Nikolaevsk, Olivia knows the students personally and understands the \nneeds of both the school and the village. \nOver the years, she has filled nearly every role at Nikolaevsk School—including secretary, nurse, \ntemporary substitute teacher, hall monitor, custodian, and lunch staff—always stepping in \nwherever help was needed. While not formally certified in every position, Olivia’s willingness to \nserve and her many talents have made her an indispensable part of school life. \nBeyond the school, Olivia has served for many years on the Nikolaevsk Community Council and \nis passionate about community development, including hydroponics and local food production. \nHer strong relationships with families, her dedication to the well-being of children, and her \ncountless hours of service make her a trusted and invaluable member of the APC. \nProfessional Development/Curriculum Coordinator Mariah Kerrone \nMariah Kerrone is serving on the APC as the professional development and curriculum \ncoordinator. As a mother who has been homeschooling children for 12 years, raising them in \nAlaska with a lifestyle rooted in subsistence fishing and homesteading. She has also worked in \nboth public and charter schools, giving her a well-rounded perspective on the strengths and \nchallenges of different learning environments. Mariah graduated from Western Washington \nUniversity, where she focused on early childhood development and psychology, providing her \nwith a strong foundation in understanding how children learn and grow. She is dedicated to \nhelping Nikolaevsk Charter School become a place where Alaskan kids receive a high-quality \neducation that prepares them for both academics and real-life skills. \n \n \n77 \n\n \nSpecial Events Coordinator Annebelle Kuzmin \nAnnebelle Kuzmin is a vibrant member of the Nikolaevsk Charter School’s Academic Policy \nCommittee, bringing creativity and global perspective to her role as Special Events Coordinator. \nA mother of five, Annebelle was born and raised in South Africa, where her family managed a \nfarm, instilling in her a strong work ethic and connection to community. A world traveler and \nmulti-linguistic, she has a deep appreciation for diverse cultures. Annebelle designs and sells her \nown clothing and ceramics, showcasing her skills in textiles and pottery. Married to a Nikolaevsk \nVillage native, she now calls the village home and actively homesteads, contributing her artistic \ntalents and organizational flair to enrich the school’s community events. \nCommunity Member Jim Engebretsen \nJim is a lifelong resident of Nikolaevsk, having grown up in the area and attended Chapman \nSchool. A mechanic, small business owner, and property owner in the village, Jim is a dedicated \nlifelong fisherman and a trusted pillar of the community. He brings practical problem-solving \nskills and a “jack-of-all-trades” approach that has benefited countless local projects. \nJim has volunteered extensively at both the statewide and local levels, particularly in water and \nsoil conservation, and has served on the boards of numerous local organizations. His leadership, \nreliability, and willingness to step in wherever needed have made him a valued team member \nthroughout the community. \nDeeply familiar with the people, the local way of life, and the unique needs and strengths of \nNikolaevsk, Jim is committed to supporting Nikolaevsk Charter School. He works to ensure the \nschool remains rooted in community values while providing students with the skills and \nopportunities they need to succeed. For Jim, Nikolaevsk has been his family for many, many \nyears. \nInformative Positions on the APC \n● Principal (non voting) \n● Teacher Representative (Non voting) \n● Student Body President - student representative (Non voting, student body president \nwill be invited to attend when appropriate) \n \n \n78 \n\n \nEvidence of APC Meetings \nThe Academic Policy Committee meetings were held on the following dates. Official Meeting \nminutes will be posted to the Nikolaevsk Charter School website upon approval of the charter. \n(Dates with an asterisk have detailed minutes included in this document. See in Exhibit H page \n161-162) \n1.5.6.1. Jun 2, 2025 6:00pm 65524 Nikolaevsk Road. \nIn attendance: Lisa James, Blake Sawyer, Colleen James, Jenny Stauffer, \nAnnebelle Kuzmin, Nicole Donham, Mariah Kerrone, Natalie Thomas, Lisa \nRobbins, Juley McConnell, Sophia Martishev, Miron Martishev, Olivia \nTipikin, Fektista Nelson, Jim Engebrestsen \nDiscussion focused on the following: \n- General meeting for those interested in pursuing a charter school \n- Charter School APC members nominated \n- Community members in attendance vote in favor of the \nnominations \n1.5.6.2. *Jun 9, 2025 at 6pm 64498 Nikolaevsk Road. \nIn attendance: Blake Sawyer (member), Mariah Kerrone (member), Juley \nMcConnell (member), Lisa Robbins (member), Sophia Martishev \n(member), Natalie Thomas (member), Olivia Tipikin (member), Jim \nEngebretsen, Annebelle Kuzmin, Nicole Donham, Kerstin Sawyer, Lisa \nJames, Colleen James \nDiscussion focused on the following: \n- APC voted on the roles of its members, and the number of seats \nof which the APC will be comprised \n- Deadline for submitting the Intent to Develop Charter School \nApplication \n- Vision and mission for the school \n1.5.6.3. Jun 16, 2025 at 6:15pm 64498 Nikolaevsk Road. \nIn attendance: Blake Sawyer (chairperson), , Juley McConnell (member), \nNatalie Thomas (member), Lisa Robbins (member), Olivia Tipikin \n(secretary), Sophia Martishev (treasurer), Lisa James, Colleen James, \nAnnebelle Kuzmin, Jim Engebretsen, Kerstin Sawyer, Miron Martishev \nDiscussion focused on the following: \n- Meeting to write the mission statement and vision statement for \nthe school. \n \n79 \n\n \n- Goals for the school \n- Invite Tim Daugharty to next meeting \n- Set up meeting with Robert Ruffner for use of the building \n- Advertising \n1.5.6.4. Jun 23, 2025 6:15pm 64498 Nikolaevsk Road \nIn attendance: Mariah Kerrone (vice chairperson), Olivia Tipikin \n(secretary), Sophia Martishev (treasurer), Lisa Robbins (member), Natalie \nThomas (member), Juley McConnell (member), Lisa James, Colleen \nJames, Annebelle Kuzmin, Jim Engebretsen, Miron Martishev, Fektista \nNelson (via phone), Tim Daugherty (via phone) \nDiscussion focused on the following: \n- Open Q&A with Daugharty (not speaking on behalf of the School \nBoard) \n- APC approves official Mission Statement \n- Continue collaborating on Vision and Goals \n- Special Education Services \n- Twindly Bridge Charter School hybrid model \n1.5.6.5. Jul 1, 2025 6:15pm 64498 Nikolaevsk Road. \nIn attendance: Blake Sawyer (chairperson), Olivia Tipikin (secretary), Juley \nMcConnell (member), Natalie Thomas (member), Lisa James, Colleen \nJames, Miron Martishev \nDiscussion focused on the following: \n- Finalize the Vision Statement \n- Blake Sawyer will act as point of contact for the Intent to Apply for \na Charter, due Aug 1st \n- Approving and publishing a parent interest survey/ intent to enroll \nto start building list of students \n- Support of Nikolaevsk Community Council and local non-profit \nAlaskan Homestead Education, Inc. \n1.5.6.6. Jul 7, 2025 6:15pm 64498 Nikolaevsk Road. \nIn attendance: Blake Sawyer (chairperson)- via phone, Mariah Kerrone \n(vice chairperson), Olivia Tipikin (secretary), Sophia Martishev (Treasurer), \nJuley Mc Connell (member), Lisa James, Nicole Donham, Colleen James, \nMiron Martishev \nDiscussion focused on the following: \n- Members present vote on finalized vision statement \n \n80 \n\n \n- Open discussion on curriculum \n- Open discussion on school policy \n- APC has gathered strong interest from community in a \nhomeschool/hybrid option \n- Meeting with IXL representative set for July 14th at 6:15pm \n1.5.6.7. Jul 18, 2025 6:15pm 64498 Nikolaevsk Road. \nIn attendance: Blake Sawyer (chairperson), Olivia Tipikin (secretary), \nNatalie Thomas (member), Lisa Robbins (member), Lisa James, Colleen \nJames, Kerstin Sawyer \nDiscussion focused on the following: \n- Meeting to finalize Intent Narrative Application and discuss \nenrollment survey. \n- APC members present vote in favor of adoption of \nhomeschool-hybrid model to include and support all families in \nour community \n- APC members present vote in favor of finalized Goals \n- Open discussion on policies and educational program \n1.5.6.8. Jul 22, 2025 6:30pm 65524 Nikolaevsk Road in the school \nparking lot. \nIn attendance: Blake Sawyer (chairperson), Mariah Kerrone (vice \nchairperson), Olivia Tipikin (secretary), Natalie Thomas (member), Lisa \nRobbins (member), Juley McConnell (member), Lisa James, Colleen \nJames, Kerstin Sawyer, Nicole Donham, Jim Engebretsen \nDiscussion focused on the following: \n- Delegate APC members into groups, one publish the enrollment \nsurvey and one group to write the charter application. \n- Intent Application has been submitted \n- MOA for the building \n- Open discussion on curriculum and policies \n1.5.6.9. Aug 5, 2025 6:15pm 65524 Nikolaevsk Road in the school \nparking lot. \nIn attendance: Blake Sawyer (chairperson), Mariah Kerrone (vice \nchairperson), Olivia Tipikin (secretary), Natalie Thomas (member), Lisa \nJames, Colleen James, Jim Engebretsen \nDiscussion focused on the following: \n- Intent application received by KPBSD. Need required meetings \n \n81 \n\n \n- Current results of the distributed interest and enrollment survey \n- Progress of the charter application, access to Google Docs \n- Resignation of Sophia Martishev from APC \n- APC votes in favor of addition of Jim Engebretsen to the APC \n- APC votes in favor of new APC roles for Mariah Kerrone, and \nNatalie Thomas \n- Set up a meeting with Robert Ruffner regarding the building \n- Informative presentation for the community about the charter \nschool \n- Open discussion on curriculum and policies and administration \n1.5.6.10 Aug 12, 2025 6:30pm 65524 Nikolaevsk Road in the school \nparking lot \nIn attendance: Blake Sawyer (chairperson), Natalie Thomas (vice \nchairperson, Olivia Tipikin (secretary), Mariah Kerrone (treasurer), Lisa \nRobbins (member), Jim Engebretsen (member), Annebelle Kuzmin \nDiscussion to focus on the following: \n- to discuss fundraising for radio advertisement and planning for \ncommunity presentation. \n- APC votes in favor of Montessori for K-8 curriculum and CTE for \nhigh school program \n- Plan a tour of Soldotna Montessori. \n- Bylaws and academic policies. \n- school mascot and colors \n1.5.6.11 Aug 19, 2025 6:30pm 65524 Nikolaevsk Road in the school \nparking lot \nIn attendance: Blake Sawyer (chairperson), Natalie Thomas (vice \nchairperson), Olivia Tipikin (secretary), Mariah Kerrone (treasurer), Jim \nEngebretsen (member), Juley McConnell (member), Lisa Robbins \n(member) \nDiscussion to focus on the following: \n- Academic Program and bylaws \n- Insight into CTE with retired CTE teacher \n- Still needing budget meeting and MOA \n1.5.6.12 Aug 26, 2025 6:30pm 65524 Nikolaevsk Road in the school \nparking lot \nIn attendance: Natalie Thomas (vice chairperson), Olivia Tipikin \n(secretary), Mariah Kerrone (treasurer), Jim Engebretsen(member) \n \n82 \n\n \nDiscussion to focus on the following: \n- upcoming meetings, goals, deadlines \n- Bylaws and Academic Policies \n1.5.6.13 Sept 10, 2025 6:00pm 65524 Nikolaevsk Road in the school \nparking lot \nIn attendance: Mariah Kerrone (treasurer), Natalie Thomas (vice \nchairperson), Olivia Tipikin (secretary), Jim Engebretsen (member), \nFektista Nelson \nDiscussion to focus on the following: \n- Debriefing on the 9/2/25 meeting with Robert Ruffner regarding \nthe building \n- Debriefing on the 9/9/25 meeting with Kari Dendurent and her \nfinancial team regarding budget \n1.5.6.14 Sept 16, 2025 6:30pm 65538 Nikolevsk Road \nIn attendance: Blake Sawyer (chairperson) via phone, Natalie Thomas \n(vice chairperson) -via phone, Mariah Kerrone (curriculum coordinator), \nOlivia Tipikin (secretary), Fektista Nelson (treasurer), Annebelle Kuzmin \n(special events coordinator), Lisa Airaudi \nDiscussion to focus on the following: \n- Resignation on members Juley McConnell and Lisa Robbins \n- Nomination and voting in by quorum of 2 new APC members \nFektista Nelson and Annebelle Kuzmin \n- APC votes in favor of new role for Mariah Kerrone \n- Nomination and voting on the APC roles of the 2 new members \n- Upcoming meeting on 9/22/25 with Kari Dendurent regarding \nMOA \n- Tour of Soldotna Montessori on 9/22/25 \n- Finishing charter application with goal to submit on 9/22/25 \n \n \n83 \n\n \nAppendix E \nNikolaevsk Charter School Administrative Policy Manual \nNikolaevsk Charter School (NCS) will comply with Alaska State Statutes applicable to charter \nschools and with Kenai Peninsula Borough School District's Charter School Policy. The bylaws of \nthe Academic Policy Committee adhere to applicable laws, policies, and regulations of the \ndistrict, borough, and state. When in doubt, the APC Board and administration of NCS will refer \nto the KPBSD, KPAA, KPEA, KPESA, and appropriate training institutions for guidance on charter \nschool law, labor law, and state and local school district policy. \nThe charter application, including the APC Bylaws, serves as the foundation for the \nAdministrative Policy Manual (APM) for NCS. This living document is maintained by the APC \nBoard and provides guidelines that ensure the daily requirements of the school’s operations are \nmet. Review, adoption, and amendments to the APM are the result of APC meetings and reflect \nand ensure ongoing actions and practices fall within the parameters established by the charter \napplication and contract approved by both the KPBSD and DEED. \nThe Principal/Administrator and APC Chair are expected to follow and ensure compliance of NCS \nwith the administrative policy manual, charter application, and APC bylaws. The administrator \nattends district-wide administrator meetings when possible and advises the staff and APC Board \nof KPBSD policies and procedures. When a situation arises not covered by the NCS policy \nmanual, the staff will follow the applicable administrative policies of the district. \n \nTABLE OF CONTENTS \nSection 1: Establishment of the Charter at the Local Level \na. Primary purpose \nb. Local school board approval \nc. Evidence of the signed contract \nd. Charter school bylaws \ne. Academic Policy Committee (APC) \nSection 2: Organization and Administration \na. Administration of charter school \nb. Administrative policy manual \nc. Regular stakeholder meetings \nd. APC meetings \ne. e. Standard Parent and Teacher Contacts for Continuous Sustainable \nImprovement of Academic Learning and Administration \nf. School calendar \n \n84 \n\n \nSection 3: Educational Program and Student Achievement \n a. Educational program \n b. Instructional program addresses state standards \n c. Plans to serve special populations \n d. Objectives for program achievement \n e. Student assessment utilized \nSection 4: Professional Development \na. Staff professional development \nSection 5: Facility \na. Location and description of facility \nb. Plans for projected growth \nSection 6: Admission \na. Admission policies \nb. Recruitment process \nSection 7: Fiscal \na. Budget summary and financial plan \nb. Fiscal assurances \nSection 8: Transportation \na. Transportation policy \nSection 9: Corrective Action at NCS \na. Academic Expectations and Corrective Procedures \nb. Disciplinary Actions at NCS \nSection 10: Nikolaevsk Charter School Complaint Resolution Policy \nSection 11: NCS Dress Code Requirements for Staff, Students and Volunteers \nAppendix A: Evidence of school board approval \nAppendix B: Contract between the charter school and school board \nAppendix C: Charter School Bylaws \n \n \n85 \n\n \nSection 1: Establishment of the Charter at the Local Level \n1.a Primary Purpose \nThe purpose of Nikolaevsk Charter School is to deliver an innovative hybrid academic program \ntailored to the diverse needs of the Nikolaevsk and Anchor Point communities, fostering a \nlifelong passion for learning. \nOur school serves both families seeking a traditional public school experience and those who \nprefer the flexibility of homeschooling, ensuring every student has access to a supportive, \ncommunity-centered education. \n● Traditional Program (On-Campus, 5 Days/Week): Students receive a comprehensive \ncurriculum, instruction from certified teachers, access to specialized courses, and \nextracurricular activities in a close-knit community setting. \n● Homeschool Program: Families receive guidance from certified homeschool advisors, \naccess to specialized courses, group learning projects, and extracurricular opportunities. \nThis model supports families balancing education with agricultural and homesteading \nlifestyles while reducing the need for long, costly drives to access homeschool support \nservices. \nNikolaevsk Charter School bridges the gap between existing educational models by providing \nflexible, high-quality opportunities that foster academic growth, social connection, and \ncommunity engagement. \n1.b Local School Board Approval \nNikolaevsk Charter School operates under the authority of the Kenai Peninsula Borough School \nDistrict (KPBSD). Local school board approval will be documented and included in Appendix A \nonce finalized. \n1.c Evidence of the Signed Contract \nNikolaevsk Charter School will operate under a charter contract between the Academic Policy \nCommittee (APC) and the KPBSD Board of Education. The signed contract, including all required \nelements, will be submitted upon completion and filed as Appendix B. \n1.d Charter School Bylaws \nThe bylaws of Nikolaevsk Charter School define the structure, authority, and responsibilities of \nthe Academic Policy Committee. They establish procedures for governance, policy development, \nand accountability. The bylaws will be included as Appendix C. \n \n \n86 \n\n \n1.e Academic Policy Committee (APC) \nThe Academic Policy Committee (APC), the governing body of Nikolaevsk Charter School, shall \nconsist of six parents or guardians of currently enrolled NCS students (acting in an advisory, \nvoting capacity), a selected community member (acting in an advisory, voting capacity), and the \nschool administrator, a teacher representative and a student representative (acting in an \nadvisory, non-voting capacity). \nThe Nikolaevsk Charter School (APC) shall operate according to the provisions of Alaska Statute \n14.03.255. The APC may execute any powers delegated to it by federal or Alaska state law. The \nAcademic Policy Committee (APC) will meet at least 9 times a year to monitor progress in \nachieving the schools’ goals. The role of the APC: \n● Establish and adopt school policies. \n● Approve the school’s annual budget. \n● Oversee educational programs and outcomes. \n● Supervise and evaluate the school principal. \n● Ensure compliance with the charter contract, KPBSD policies, and state and federal law. \nThe APC works collaboratively with the KPBSD Board of Education, which maintains ultimate \noversight authority, ensuring that Nikolaevsk Charter School remains aligned with district \nstandards while meeting community-specific needs. \nSection 2: Organization and Administration \n2.a Administration of the Charter School \nThe Academic Policy Committee (APC) provides governance for Nikolaevsk Charter School (NCS) \nin accordance with Alaska State statutes. The APC is responsible for establishing and monitoring \nschool policies, ensuring compliance with state law, and overseeing the administrator. The \nadministrator reports directly to the APC and is charged with day-to-day management, staff \nsupervision, and ensuring that educational programs meet the goals outlined in the charter. The \nschool will employ a certificated principal/administrator, certificated teachers, a certificated \nspecial education teacher, a certificated homeschool advisor and secretary/administrative \nassistant. \n2.b NCS Administration and Staff Roles \nStaff and Instructional Oversight \nStaff are responsible for implementing policies established by the APC and ensuring student \nsuccess across Montessori and CTE programs. The administrator oversees staff professional \ndevelopment, performance evaluations, and ensures adherence to established educational and \nsafety standards. \nAs of the current Intent to Enroll commitments (11/07/25)—reflecting 51 full-time students and \n \n87 \n\n \n43 homeschool students projected for the 2026–2027 school year—Nikolaevsk Charter School \n(NCS) projects the following staffing plan. Staffing levels will be reviewed and adjusted annually \nin response to verified enrollment: \n● Principal (1.0 FTE, Type B Certificate): \nOversees the daily in-person, homeschooling, and hybrid operations of the school and \nthe effective implementation of Montessori programs (K–8) and Career & Technical \nEducation (CTE) programs (9–12); oversees the supervision of assessment, grading, and \nreporting systems; supervises and evaluates all certified and classified staff; develops \nand implements professional development plans; provides standing reports to the APC \nat scheduled meetings; completes district-required reports; attends KPBSD \nadministrative meetings; prepares the annual program budget for APC approval; \nmanages the financial, facility, and resource allocations according to the approved the \nbudget; and ensures compliance with applicable laws, Alaska State Standards and KPBSD \npolicies. \n● Certified Teachers (3.0 FTE): \nDeliver instruction to students through whole-group, small-group, and individualized \nteaching. Maintain ongoing communication with parents regarding classroom activities \nand student progress. Assess student learning using formative and summative \nassessments aligned with state standards. \n● Certified Homeschool Advisor (0.4 FTE): \nWorks collaboratively with parents of homeschool families to develop and monitor \nIndividualized Learning Plans (ILPs). Maintains records of student progress and parent \ncommunication. \n● SPED Interventionist/Teacher (1.0 FTE): Develops and implements Individualized \nEducation Programs (IEPs). Ensures timely annual reviews and triennial evaluations. \nSupports classroom teachers in implementing accommodations and modifications. \nMeets all federal, state, and district requirements related to special education. Will also \nfulfill the role of teacher for grades K-2 classroom. \n● CTE Instructor (0.25 FTE): Lead hands-on learning experiences, guide students in \ndeveloping technical and career skills, and support exploration of real-world \napplications. Retain the necessary credentials to award state-standards-aligned CTE \ncredit. \n● Secretary/Administrative Assistant (0.4 FTE): Provides clerical support for daily school \noperations. Manages communication with parents, staff, and community members. \nMaintains attendance, registration, enrollment, and permanent student records. \nSupports budgeting and reporting functions. \n● Custodian (Volunteer): Maintains and cleans the school facility in accordance with the \n \n88 \n\n \nrental agreement with Alaskan Homestead Education, Inc. Custodial services will be \nprovided by Alaska Homestead Education, Inc. (0.5 FTE) \n● School Nurse (Volunteer): Provides services twice monthly. Maintains health and \nimmunization records; establishes and trains staff in health protocols, medication \nmanagement, and student illness procedures, in compliance with state law and district \npolicy. \nCollective Bargaining Agreements \nNikolaevsk Charter School will honor existing bargaining agreements with the Kenai Peninsula \nBorough School District (KPBSD) for any covered employees. \nAdministrator Qualifications \nThe school administrator will be a principal holding a current Alaska Type B Administrative \nCertificate. \nTeaching Staff \nInstruction will be provided by certificated teachers and/or qualified instructors as determined \nby parent/guardian and approved in the ILP. Eligible teachers include current or retired KPBSD \nteachers, or certificated teachers on the district’s eligible-to-hire list. \n● Teachers employed by or retired from KPBSD, or listed as eligible-to-hire, may be \nemployed by NCS. Assignment to the school requires teacher consent. \n● Teachers and Homeschool Advisors will be evaluated in accordance with district and \nstate requirements. Instruction may include comparative teaching about religions but \nmay not advocate for or against any particular belief (AS 14.0090, Sept. 15, 1988 Op. \nAtt’y Gen.). \n● Teacher compensation will follow the existing KPBSD collective bargaining agreement. \n● Hourly compensation will be calculated by dividing the teacher’s annual salary (per the \n105 Salary Schedule) by the number of school days and contracted hours. \n● The principal, with input from the APC, will select and supervise teachers. Student \nassignments will be determined through procedures designed jointly by the principal \nand APC. \n2.b Administrative Policy Manual \nThis Administrative Policy Manual is a living document maintained by the APC. It is reviewed \nand updated regularly to reflect compliance with the charter contract, district requirements, \nand state law. Amendments to the manual are adopted during APC meetings and recorded in \nofficial minutes. \nPolicy Development and Implementation \nNCS develops internal policies to govern curriculum, student assessment, staff conduct, and \n \n89 \n\n \noperational procedures. These policies are: \n● Approved by the APC and reviewed annually. \n● Designed to meet state standards and promote student achievement. \n● Maintained on-site for staff access and accountability. \nContinuous Improvement \nThe APC and administrator review policies and operational outcomes annually to ensure that \nthe school’s programs remain effective, relevant, and aligned with the educational needs of the \nNikolaevsk community. \nCompliance and Reporting \nNCS maintains records and documentation to demonstrate compliance with all applicable state \nand federal statutes. Reporting to KPBSD is limited to statutory requirements and charter \ncontract obligations. NCS reserves authority over all instructional, operational, and \nadministrative decisions. \nOperation of Social Media Account and Website \nNCS will operate a school website that will allow students and parents to find all necessary \ntools. NCS also has the power to operate social media accounts on all major and minor social \nmedia platforms. \n2.c APC Meetings \nThe Academic Policy Committee will administer the contract with the Kenai Peninsula Borough \nSchool District Board of Education, ensuring that NCS operates in compliance with federal, state, \nand local laws and regulations. \n● The APC will hold 9 meetings per year to review progress, update goals, revise \nhandbooks and policies, and make decisions regarding educational and programmatic \nmatters. \n● The APC will conduct at least one annual goal-setting meeting to review data, establish \nschool goals, and align priorities with community and educational needs. \n● Periodic school improvement work sessions will be scheduled, with guidance from the \nschool administrator and partnering entities, to ensure the APC operates using best \npractices in school governance. \n● The school administrator will attend all APC meetings and subcommittee meetings, \nproviding updates on staffing, budgeting, facilities, and school operations. \n● The APC will assess student academic outcomes and program effectiveness \n● The APC will facilitate necessary adjustments to school operations and curriculum \n● The APC will evaluate the performance of the school administrator \n● The APC will review and oversee financial management \n● The APC will make informed decisions regarding curriculum implementation and \n \n90 \n\n \ndevelopment \nThe APC will document meeting outcomes and action items to ensure transparency, \naccountability, and continuous improvement. Staff, parents, and community members are \nencouraged to attend APC meetings. Staff may be invited to present reports about school \nfunctions such as cultural events, field trips, or family engagement activities. \n2.d Parental and Community Involvement \nNCS is a public school. Teachers and staff are hired under Kenai Peninsula Education Association \nnegotiated agreements, and Nikolaevsk Charter School is and will be administered under a \nspecific Academic Policy Committee (APC) according to the provision of the applicable Alaska \nStatute. The APC sets school policy and is accountable to the parents of enrolled students. The \nAPC is subject to its written bylaws and funding formulas negotiated by the Kenai Peninsula \nBorough School District. Parents are encouraged to be involved in the education of their \nchildren at NCS. Parents are expected to support the educational needs of their children by \nassisting in various areas of organization and preparation. Parents and community members are \nencouraged to be involved in NCS, including volunteering in classrooms and/or the office, \nserving on the APC, and/or its subcommittees. \nParents are strongly encouraged to volunteer in whatever capacity they are able, whether \nin-classroom or behind-the-scenes support. Nikolaevsk Charter School motto is: “it takes a \nvillage” and we are stronger when we come together. \n2.e Standard Parent and Teacher Contacts for Continuous Sustainable Improvement of \nAcademic Learning and Administration \nNikolaevsk Charter School (NCS) maintains regular and structured communication between \nparents and teachers to support student learning and the effective administration of the school. \nStandard practices include: \nParent-Teacher Conferences – In-Person Students \nNCS will hold parent-teacher conferences twice per year for all in-person students. These \nconferences provide families with opportunities to: \n● Review student progress, assessment results, and classroom performance. \n● Discuss learning goals, instructional needs, and areas for growth. \n● Address social and emotional development, ensuring a well-rounded educational \nexperience. \n● Celebrate student achievements and set strategies for continued success. \nConferences are designed to strengthen the partnership between families and teachers, \nproviding a structured space to ensure students remain on track academically and personally. \n● Homeschool and Hybrid Family Support: Families participating in the homeschool or \n \n91 \n\n \nhybrid models have additional structured contact with their assigned homeschool \nadvisor. Homeschool advisors assist with the development and review of Individual \nLearning Plans (ILPs), monitor student progress, provide guidance on coursework and \nstandards, and follow up on grades to ensure students are meeting academic \nexpectations. We aim to offer an allotment comparable to other local homeschool \nprogram options (e.g., Connections and IDEA) while leaving flexibility for adjustment \naccording to inflation and needs specific to the particular circumstances of our rural \ncommunity. In future years, we hope to offer a pre-school sibling allotment of $500, but \nwill not be able to budget for this in year 1. \n● APC Feedback Opportunities: Parents are invited to provide feedback during each \nAcademic Policy Committee (APC) meeting. Each agenda includes a dedicated parent \ncomment section to solicit input on school operations, programs, and student learning. \n● Regular Communication: Weekly newsletters and announcements are sent to families \nthrough written letters and email. Parents may join the NCS email list to receive \nelectronic communications and updates. \n● Annual Parent Survey: The APC administers a yearly survey to all parents to gather \nfeedback on the academic year, identify areas for improvement, and inform future \nplanning. \nThrough these regular contacts and feedback mechanisms, NCS ensures ongoing \ncollaboration with families, promotes continuous improvement in academic \nprogramming, and provides structured support for both in-person and homeschool \nstudents. \n2.f School Calendar \nNikolaevsk Charter School will follow a calendar beginning in August and ending in May, \nproviding 170 instructional days while accommodating Russian Orthodox religious observances. \n2026–2027 School Year Calendar \n● Start Date: August 12, 2026 \n● End Date: May 26, 2027 \n● Winter Break: December 21, 2026 – January 8, 2027 (three weeks, to include Russian \nOrthodox Christmas on January 7). \n● Spring Break: March 15-19, 2027 \n● Pascha Break May 3-7, 2027 (this varies year to year) \n● Other Closures: Standard U.S. holidays observed by KPBSD, including: \n● Labor Day – September 7, 2026 \n● Thanksgiving – November 26–27, 2026 \n● Memorial Day – May 31, 2027 (not in session, but included for clarity). \n● Nikolaevsk Charter School’s variance calendar aligns with the Kenai Peninsula \nBorough School District (KPBSD) calendar, providing 170 student days and 188 \nteacher workdays. Should the State of Alaska require a minimum of 180 student \ndays, the school will make the necessary adjustments to ensure full compliance \nwith state requirements. \n \n92 \n\n \nSection 3: Educational Program and Student Achievement \n3.a. Educational Program \nNikolaevsk Charter School (NCS) offers a hybrid educational model that combines Montessori \ninstruction for grades K–8 with Career and Technical Education (CTE) pathways for grades 9–12. \nThe school provides two distinct options: \n● Five-day, on-campus program: Designed for families seeking a structured public school \nexperience. \n● Homeschool support program: Offers certified homeschool advisors, elective \nopportunities, and access to specialized courses for families desiring flexibility. \nThis dual approach reflects the needs of the Nikolaevsk and Anchor Point communities, where \nagricultural and homesteading lifestyles are common, and ensures equitable access to a \nhigh-quality, community-centered education. \n3.b. Instructional Program Addresses State Standards \nNCS aligns instruction with the Alaska Content and Performance Standards, ensuring education \nis academically rigorous, and Montessori instruction fosters self-directed learning, \nindependence, and mastery of foundational skills in grades K–8. In grades 9–12, CTE courses \nprovide hands-on, career-focused learning in fields such as agriculture, construction, \nengineering, and applied arts. \nAlaska Reads Act Compliance \nNikolaevsk Charter School (NCS) will comply with the Alaska Reads Act (AS \n14.03.420–14.03.440), which requires schools to identify and provide support for students in \ngrades K–3 who demonstrate a reading deficiency as measured by the state-approved screening \nand assessment tools. In the event a student is identified as below proficiency, NCS will develop \nan Individual Reading Improvement Plan (IRIP) in collaboration with parents, in alignment with \nthe timelines and requirements outlined in the Act. \nAt NCS, these plans will be developed and implemented by our Montessori teachers, ensuring \ninterventions are seamlessly integrated into the Montessori curriculum and philosophy. While \nMontessori instruction has historically resulted in students performing at or above their grade \nlevel in literacy, NCS recognizes need for compliance under the Alaska Reads Act and will meet \nall state requirements should a student fall below proficiency. \n3.c. Plans to Serve Special Populations \nNikolaevsk Charter School (NCS) is committed to providing an inclusive educational environment \nthat supports the success of every student. \n \n \n93 \n\n \nStudents with Disabilities (IEPs & 504 Plans) \nNCS will serve students with disabilities in full compliance with the Individuals with Disabilities \nEducation Act (IDEA), Section 504 of the Rehabilitation Act, and state regulations (4 AAC 52). \nSpecial education and related services will be coordinated by the KPBSD Special Education \nDepartment and delivered by certified staff. Individualized Education Programs (IEPs) will be \nimplemented within the Montessori and CTE classrooms through accommodations, modified \nmaterials, and differentiated instruction. \nMulti-Tiered System of Supports (MTSS) \nNCS will utilize a data-driven MTSS model to identify students in need of additional support. \nTier 1 focuses on high-quality, inclusive instruction; Tier 2 provides targeted small-group \ninterventions; and Tier 3 offers individualized support and may lead to referral for special \neducation evaluation when appropriate. \nNeurodivergent Learners \nInstructional strategies will emphasize universal design for learning (UDL) and sensory-friendly \nenvironments to support students with ADHD, autism, dyslexia, and other neurological \ndifferences. Montessori materials naturally allow for self-paced, hands-on learning, while CTE \npathways provide concrete, project-based applications that help neurodivergent students \ndemonstrate mastery through action. Staff will receive ongoing professional development in \ntrauma-informed practices, executive-function supports, and differentiated assessment. \nEnglish / Bilingual Learners (EL Program) \nNCS will identify and support students who are English Learners (ELs) in accordance with Title VI \nof the Civil Rights Act and the Equal Educational Opportunities Act (EEOA). Upon enrollment, all \nstudents will complete a Home Language Survey, and those flagged for review will receive \nlanguage proficiency screening using district-approved tools. \nIdentified EL students will receive English Language Development (ELD) instruction delivered by \na certified teacher in coordination with KPBSD’s ELL Program. Services may include small-group \nor push-in instruction emphasizing vocabulary, reading comprehension, and academic language \ndevelopment. Progress will be monitored at least twice per year, and students will exit the \nprogram once they demonstrate proficiency on the state-approved English Language Proficiency \nAssessment. \nGifted & Advanced Learners \nGifted students will be supported through accelerated work plans, enrichment projects, and \nmentorship opportunities integrated within both Montessori and CTE pathways. \n \n \n94 \n\n \nFamily & Community Partnership \nNCS will maintain strong collaboration with families and the community to ensure support is \npersonalized, culturally responsive, and respectful of local values and traditions. \n3.d. Objectives for Program Achievement \nNCS has established the following objectives: \n1. Academic Growth: Students will demonstrate measurable progress in reading and math, \nwith a focus on proficiency beginning in the first year of operation. \n2. Career Readiness: High school students will graduate with skills, certifications, and \nexperiences that prepare them for employment, postsecondary education, or vocational \ntraining. Community Responsiveness: Students will engage in projects that honor local \ntraditions, agriculture, and homesteading lifestyles, strengthening community ties. \n3. Support for Homeschool Families: The hybrid model will expand access to resources, \ntraining, and electives, improving educational outcomes for homeschoolers. \n4. Professional Growth: Staff and parents will receive ongoing Montessori and CTE training \nto sustain program quality. \nWritten objective for Academic Success \nAcademic success at NCS will be seen through performance in the state standardized test in \ncurrent use during the current school year. Nikolaevsk Charter School will constantly be looking \nto improve the state testing results of the attending students. Nikolaevsk Charter School will \ndiscover and document the level of state deemed, proficient, advanced, approaching proficient \nand needs support (or any future terms used by the state to deem academic performance) and \nseek to improve and (or) maintain the level of proficient and advanced students. \nIn addition students academic success will be measured by quarterly and semester grades \nassigned by teachers of the Nikolaevsk Charter School. \n3.e. Student Assessment Utilized \nStudent achievement will be measured through a variety of assessments, including: \n● State-mandated assessments (e.g., AK STAR) \n● NCS will administer the state-mandated Alaska Reads literacy screener \n(mCLASS/Amplify) in fall, winter, and spring to all K–3 students. Students identified as \nhaving reading deficiencies will receive intensive reading interventions in addition to \ncore reading instruction \n● Montessori-based evaluations, including portfolios, observational records, and \nperformance demonstrations \n● CTE-based assessments, such as project completions, skills checklists, certifications, and \n \n95 \n\n \napprenticeships \n● Formative and summative classroom assessments, including oral presentations, written \nwork, and digital demonstrations \nNCS Student Assessment \nNCS will administer all state- and district-required assessments each year in accordance with \nAlaska and KPBSD guidelines; Charter school required assessments may change over time, and \nNCS will comply with any updates without further contract amendment. Academic success will \nbe measured using these required assessments and a balanced set of school-based measures \ngrounded in current educational research, Alaska Content Standards, KPBSD goals, parent input, \nand needs assessments. Performance standards are evaluated through multiple measures, \nincluding (but not limited to) formative checks, anecdotal records, reading diagnostics, student \nportfolios, report cards, presentations, and common/course assessments. Attainment of \nstandards may be demonstrated via oral presentations, written examinations, writing samples, \naudio/video artifacts, artistic renderings, technology-based products, capstone projects, or any \ncombination thereof. \nEarly Literacy Assessment and Alaska Reads Act Compliance \nEarly Literacy Screening (K–3). In accordance with the Alaska Reads Act and to the extent \nrequired of charter schools under AS 14.03.250–.290, NCS will administer the state-approved \nearly literacy screener (currently mCLASS by Amplify) three times annually (fall, winter, spring) \nfor all K–3 students, or any successor screener designated by DEED, NCS will follow the \napplicable statute. \nThe screener will assess foundational reading skills, including phonemic awareness, phonics, \nfluency, vocabulary, and comprehension, to identify students who may be at risk for reading \ndifficulties. \nIntervention and Support Process \n1. Benchmark Screening: \nStudents are assessed at the beginning (fall), middle (winter), and end (spring) of each \nacademic year using the state-mandated screener. Results are reviewed by teachers and \nadministrators within ten (10) days of completion. \n2. Identification of Reading Deficiencies: \nStudents scoring below the state-defined proficiency threshold are identified as having a \nreading deficiency. These students will receive targeted, evidence-based reading \ninterventions designed to address specific skill gaps. \n \n96 \n\n \n3. Parent Notification and Individualized Reading Improvement Plans (IRIPs): \nParents or guardians will be notified in writing within fifteen (15) days of the screening if \ntheir child demonstrates a reading deficiency. Together with the classroom teacher, \nparents will participate in developing an Individualized Reading Improvement Plan \noutlining goals, progress-monitoring methods, and at-home reading activities. \n4. Progress Monitoring: \nStudents receiving interventions will be progress-monitored bi-weekly using \ncurriculum-based measures to evaluate growth and adjust supports as needed. \n5. Tiered Support Structure: \n● Tier 1: High-quality, research-based literacy instruction for all students. \n● Tier 2: Small-group targeted instruction using diagnostic data for students below \nbenchmark. \n● Tier 3: Intensive, individualized intervention for students with persistent reading \ndeficiencies, possibly including supplemental reading specialists or SPED referral \nwhen warranted. \n6. Reporting and Accountability: \nScreening data will be entered into the state’s Alaska Reads data system and shared with \nthe KPBSD Office of Teaching and Learning to ensure compliance with reporting and \nprogress-monitoring requirements. \nProgram Alignment \nAll literacy instruction and intervention materials used at NCS will align with the Science of \nReading and state-approved curricula under the Alaska Reads framework. Teachers will receive \nongoing professional development in explicit phonics instruction, structured literacy, and \ndata-driven intervention planning. \nSection 4: Professional Development \n4.a Ongoing School-Year Training (2026–2027) \n● Pre-Service (Aug 5–7): Montessori intro/refresher for K–8 using American Montessori \nSociety (AMS) online materials, plus hands-on classroom setup and implementation of \nMontessori work cycles. \n● CTE Prep (late August): CTE-focused training for high school instructors covering rural \ntrades, applied technologies, and safety certifications. \n \n97 \n\n \n● Monthly In-Service (Early Release): Curriculum alignment, instructional strategies, peer \ncoaching, and student support. \n● Spring Follow-Up (March 12): Deepen PBL practices, refresh hands-on Montessori \nmethods, calibrate assessments, and map next-year instructional plans. \nDates are flexible and may adjust based on provider availability and staffing needs. \n4.b Montessori Certification & Training \n● Staff participate in professional development through American Montessori Society \n(AMS) and Center for Guided Montessori Studies (CGMS). \n● Blended (online + in-person) training will be used to meet Montessori credentialing \nrequirements. \n● By Year 3, full Montessori school certification is anticipated for 2 teachers, with K–8 staff \nfully implementing Montessori practices. \n4.c Career & Technical Education (CTE) Training \n● CTE instructors receive PD in applied trades and safety standards. \n● Training includes: trade-specific certifications (e.g., shop safety, first aid, equipment \noperation); effective instructional strategies for hands-on CTE learning in rural settings; \nand integration of CTE into project-based and Montessori-aligned instruction. \n● Ongoing PD includes industry workshops, peer collaborations, and continuing-education \nupdates. \n4.5 Professional Development Timeline & Milestones \nYear Montessori Milestones CTE Milestones \nYear 1 \n(2026–2027) \nAMS membership initiated; \nCGMS training begins for 2 \nteachers \nHire/designate CTE lead; initial safety/trade \n certifications; first CTE training \nYear 2 \n(2027–2028) \nContinue Montessori certification \nfor 2 teachers; deeper curriculum \nimplementation. 3rd teacher \nbegins training \nExpanded CTE programming; incorporate \nstudent projects; ongoing workshops and \nindustry engagement, increased student \nprojects \nYear 3 \n(2028–2029) \nFull Montessori certification for 2 \nteachers anticipated; K–8 \npractices fully implemented \nCTE offerings stabilized; Sustained \nintegration with Montessori + CTE learning; \ncontinuous improvement \n \n98 \n\n \n \n \n4.e Oversight and Evaluation \nNCS will maintain records of all PD activities, including attendees, hours, content focus, and \nreflections. \nStaff feedback will be collected after sessions to assess relevance and effectiveness. \nThe Academic Policy Committee (APC) will review annual reports on PD progress, Montessori \ncertification status, and CTE program development. \n \nSection 5: Facility \n5.a Proposed Location \nNCS’s proposed location is at the Nikolaevsk School, 65524 Nikolaevsk Road 99556 in the village \nof Nikolaevsk, Alaska. Alaskan Homestead Education, Inc. is currently pursuing a building \nagreement with the Kenai Peninsula Borough for Nikolaevsk Charter School. \n5.b Written Facility Plans and Evidences Thereof \nAlaska Homestead Education, INC is in active negotiations to lease the former Nikolaevsk School \nbuilding from the Kenai Peninsula Borough on behalf of NCS. Once the final lease agreement is \nexecuted, a copy of the contract will be inserted here as documentation of the facility plan. \nHealth, Safety, and Compliance \nIn accordance with KPBSD Board Policy 6187 – Charter Schools Policy, NCS will ensure all \nfacilities meet federal, state, and borough building, fire, health, and safety codes. The charter \nschool is responsible for: \n● Obtaining inspections from the Department of Environmental Conservation (DEC) and \nthe fire marshal \n● Correcting any deficiencies in non-district facilities \n● Maintaining compliance throughout the duration of the charter contract \nCertificates and Compliance Documentation: \n● Certificates from DEC and the fire marshal confirming facility compliance with all \napplicable regulations will be maintained on file. \n \n99 \n\n \nSection 6: Admissions \n6.a. Admission Policies \nAS 14.18.020: “No person may be deprived of access to an educational program or activity \nbased on sex, race, religion, color, national origin, or disability.” Nikolaevsk Charter School shall \nnot discriminate against applicants based upon any of the protected classes, and shall provide \nequal access to its facilities to all students in compliance with state and federal law. \nNikolaevsk Charter School (NCS) is a public school. Tuition cannot and will not be charged. NCS \nis open to all students eligible to attend KPBSD schools. The staff’s children/grandchildren \naccount for a small percentage of the student body and are to be considered the highest priority \nafter returning students. Students enrolled in the current year will be offered continuation of \nenrollment for the following year upon timely confirmation; unconfirmed seats are released to \nthe lottery. \nParents must meet with the Administrator prior to enrollment to ensure that our academic \nprogram will meet their needs. This meeting is informational only and is not a condition of \nadmission. NCS will assess students to ensure appropriate academic placement. Assessments \nmay include diagnostic or subject-specific tests to determine academic levels, identify strengths \nand weaknesses, and inform placement in programs such as remedial support, advanced \ncoursework, or special education services. Testing will be conducted equitably (with required \naccommodations) and results are used solely for placement, not as a condition of admission. \nRecruitment & Applications NCS will advertise on local social media and post notices on local \nbulletin boards and at local events. Families submit one application listing all eligible children to \nensure family unity. Applications are accepted digitally (via email or online portal) or in person \nby 4:00 PM on February 28 for the upcoming school year. \nIf Timely Applications Exceed Capacity The charter school and KPBSD may attempt to \naccommodate applicants by considering additional classroom space and staffing. If it is not \npossible to accommodate all eligible students who submit a timely application, students shall be \naccepted by a random drawing (lottery). Siblings (including foster siblings) of currently enrolled \nstudents will be enrolled if space is available; otherwise they receive sibling preference on the \nwaitlist. \nLottery \nThe lottery will be held on the third Tuesday in March and will be supervised by an outside \nagency. The lottery is managed by an impartial third-party organization (e.g., a certified auditing \nor administrative firm) to ensure transparency and fairness. Each family drawn is assigned a \nplace number based on the order of the random draw. This place number determines \nenrollment order and establishes the waitlist order for the applicable school year. \n \n100 \n\n \nFamily applications will be flagged as either “full-time” or “homeschool” and may indicate \neligibility for uniform, nondiscriminatory preferences (returning students by confirmation, staff \nchildren/grandchildren, and siblings). As space becomes available (e.g., due to withdrawal), NCS \nwill contact the family closest to the top of the waitlist in order, after applying the listed \npreferences. When there are no applicants with applicable preferences, the family at the top of \nthe waitlist will be enrolled. Selected families are notified via email, phone, or mail within one \nweek of the lottery. \n \nSection 7: Fiscal \n7.a. Budget Summary and Financial Plan \nNikolaevsk Charter School (NCS) will be funded primarily through the state public education \nfoundation formula and local per-pupil contributions. Additional revenue sources may include \nfederal Title I funds, competitive and formula grants aligned with the school’s mission, \ncommunity fundraising events, and contributions from an affiliated non-profit organization. All \nfundraisers and grant applications will be coordinated and approved by the Academic Policy \nCommittee (APC) to ensure alignment with NCS priorities and legal requirements. \nThe school’s projected budget covers staffing, instructional materials, facility use, and \noperational expenses, with indirect costs capped at 4% per DEED guidelines. Annual \nappropriations lapse at fiscal year-end, except for encumbered funds, which carry forward to \nthe next fiscal year. Homeschool students enrolled in Nikolaevsk Charter School (NCS) will \nreceive allotments to support purchases outlined in their Individual Learning Plans (ILPs). \nAllotments are designated at the family level, allowing funds to be used for any enrolled student \nwithin the same household as needed. \nWithdrawal and Allotment Adjustment Policy \nIn the event that a student withdraws from Nikolaevsk Charter School (NCS), the student’s \nportion of the family allotment will be prorated and subtracted from the family’s total allotment \nbalance based on the student’s date of withdrawal. \nEncumbered funds or pending purchase orders associated with the withdrawing student will be \nreviewed and cancelled unless the goods or services were rendered prior to the date of \nwithdrawal. \nOnly pre-approved purchases completed before the withdrawal date will be eligible for \nreimbursement. \nThe remaining allotment funds may continue to be used for other enrolled students in the \nhousehold, up to the total of their respective allotment amounts. \nIf all students in the family withdraw, any remaining funds shall revert to NCS and be used to \nsupport the general student body. \n7.b. Fiscal Assurances \nNCS will maintain financial records in accordance with federal, state, and local laws. Accounting \nand budgeting processes follow KPBSD procedures, and NCS cooperates fully with district \n \n101 \n\n \npersonnel for annual audits. All leases, debts, and obligations of NCS are the responsibility of \nthe school and do not constitute liabilities of KPBSD. Payroll, purchasing, and financial reporting \nare managed in coordination with KPBSD, ensuring transparency and compliance. Detailed \nrecords of revenues, expenditures, and homeschool allotments are maintained and subject to \naudit. \n \nSection 8: Transportation \n8.a For the 2026–2027 school year, parents and guardians will be responsible for providing \ntransportation to and from Nikolaevsk Charter School (NCS). NCS will continue to monitor and \nexplore safe and feasible transportation solutions, in coordination with the district and state \nauthorities, should conditions allow for district-provided or alternative transportation in the \nfuture. \n \nSection 9: Corrective Action at NCS \n9.1 Academic Expectations and Corrective Procedures \nStudents at Nikolaevsk Charter School are expected to maintain at least a C (70%) average in all \nsubject areas. Students experiencing academic difficulty will receive individual or small-group \nsupport from a peer tutor or staff member, under the direction of NCS, with input from the \nstudent, teacher, parent, or other relevant staff. \nIndicators that a student may require additional support include, but are not limited to: \n● Failing to turn in assignments resulting in a grade below 70%. \n● Demonstrating a lack of understanding in class or in submitted work. \n● Consistently submitting low-quality work. \n● Submitting three or more consecutive assignments below a passing grade. \nWhen appropriate, students may be referred for further evaluation to determine eligibility for \nSpecial Education or Section 504 services in accordance with the Individuals with Disabilities \nEducation Act (IDEA), Section 504 of the Rehabilitation Act, and Alaska Administrative Code (4 \nAAC 52). Referrals may be initiated by a teacher, parent, or homeschool advisor when a student \ndemonstrates persistent academic, behavioral, or developmental difficulties that interfere with \nlearning despite targeted support. \nAcademic Probation \nAcademic probation is a formal warning status for a student whose academic \nperformance falls below the school’s minimum expectations. It is intended to prompt \nimprovement with extra support, not to punish. Athletics eligibility is determined by \n \n102 \n\n \nASAA/KPSAA (e.g., GPA/credit checks). NCS may limit non-athletic privileges (e.g., some \noptional trips) during probation. Students earning below 70 percent in a course may be \nplaced on academic probation. \nMiddle School: five academic days \nHigh School: ten academic days \nProbation may be enacted when a student has failing grades on three or more \nconsecutive assignments over 30 days, as determined by the administrator with input \nfrom the instructor. \nDuring probation, an Academic Corrective Contract is established between the student, \nstaff, and parents, outlining specific academic goals and expectations. At the end of the \nprobation period: \n• Staff review the student’s progress. \n• If the contract terms are met, the student is removed from probation. \n• If not met, the contract is revised and probation continues for an additional five (MS) \nten (HS) academic days. \nStudents who remain on probation after repeated interventions will be referred to the \nIntervention Team for additional support and planning. The team includes the school \nadministrator, certified teacher(s), and the student’s parent/guardian, and may include \nother relevant staff (e.g. peer tutor, mentor, special education teacher) as needed. The \nteam will: \n• Review academic performance, attendance, and behavioral data; \n• Identify barriers to learning and potential underlying causes; \n• Develop a Student Support Plan that may include tutoring, schedule adjustments, \nstudy skills assistance, mentoring, behavioral or attendance interventions, or referral for \nfurther evaluation under Section 504 or Special Education, if appropriate. \n \n9.2 Disciplinary Actions at NCS \nThe purpose of our disciplinary policy is to foster an environment where teacher centered \ninstruction is both possible and effective. Classroom teachers will work with their students to \nestablish rules and consequences in their classroom. Additionally, the school staff will construct \nrules and consequences for general indoor/outdoor areas and will be responsible for enforcing \nthem. \nCard-Based Discipline System \nNikolaevsk Charter School uses a card-based discipline system for students of all ages and \ngrades. Each student is issued four cards: green, yellow, red, and white. \n \n \n103 \n\n \nDaily Start: \n● Students generally begin each day on green. \nCard Pulls and Meaning: \n● Green → Yellow: Minor offense; a warning or area of caution. \n● Yellow → Red: Continued minor infractions; may result in a special chore or minor \nrestriction. \n● Red → White: Further infractions; student is referred to the administrator, and a \nparent/guardian is contacted. \nBehavior Contracts: \n● If a student receives multiple white cards over time, a behavior contract will be created \noutlining specific expectations and steps to improve behavior. \nAdministrative Referral: \n● Students engaging in mischief or repeated violations may be sent directly to the \nadministrator for review. \n● The administrator gathers information from the student, teacher, and other relevant \nparties before determining consequences. \n● Parents are notified of all administrative interactions and consequences. \nEscalation: \n● Persistent or severe behavioral issues may lead to suspension or, after due process, a \nrecommendation to the KPBSD School Board for expulsion. \n● NCS follows KPBSD policies concerning alcohol, drugs, weapons, and other serious \ninfractions. \n● Discipline is applied progressively, escalating as needed, with the goal of corrective \nintervention before severe consequences. \nSection 10: Nikolaevsk Charter School Complaint Resolution Policy \nNikolaevsk Charter School values open communication and is committed to resolving concerns \npromptly and fairly. Parents, students, and community members are encouraged to bring \nforward complaints or concerns following this process: \n1. Direct Resolution – Concerns should first be discussed directly with the staff member \ninvolved. \n2. Escalation to Administration – If the issue is not resolved, the complaint may be \nsubmitted in writing to the school principal or director. \n3. APC Review – If the concern remains unresolved, it may be brought to the Academic \nPolicy Committee (APC) for review and final decision. \n \n104 \n\n \n4. District Appeal – If necessary, unresolved matters may be appealed through the Kenai \nPeninsula Borough School District’s established procedures. \nAll complaints will be addressed in a respectful and timely manner. Retaliation against \nindividuals who raise concerns are strictly prohibited. \nAccountability \nThe Nikolaevsk Charter School Academic Policy Committee (APC) shall operate according to the \nprovisions of Alaska Statute 14.03.255. The APC may execute any powers delegated to it by \nfederal or Alaska state law. The APC will, hereby, consist of: six parents or guardians of currently \nenrolled NCS students, a selected community member, the school administrator and \nappropriate staff designee acting in an advisory, and non-voting capacity, and a student \nrepresentative acting in an advisory, non-voting capacity. \nThe Academic Policy Committee (APC) will meet at least 9 times to monitor progress in \nachieving the schools’ goals. \nNikolaevsk Charter School will develop a complaint resolution policy along with their \nadministrator, in accordance with all applicable laws, statutes and policies. \nSection 11: NCS Dress Code Requirements for Staff, Students and Volunteers \nAll students and staff are expected to abide by these uniform requirements. The dress code is \ndesigned to ensure a positive and distraction-free learning environment, foster school pride, \nand promote student safety. \n1. Clothing Must Be Appropriate: \n● Clothing should be clean, modest, and in good repair. \n● Attire must not disrupt the educational process or pose a safety hazard. \n● Clothing should not display offensive, obscene, or inappropriate content, \nincluding references to drugs, alcohol, tobacco, violence, or discriminatory \nlanguage. \n2. Tops: \n● Shirts must have sleeves (e.g., short or long sleeves; no sleeveless tops, tank \ntops, or crop tops). \n● No low-cut or revealing tops that expose cleavage, midriff, or undergarments. \n● Hoodies are allowed, but hoods must remain down during school hours for safety \nand identification purposes. \n \n3. Bottoms: \n \n105 \n\n \n● Pants, shorts, skirts, or dresses must be worn at the waist and fit appropriately. \n● Shorts and skirts must be at least mid-thigh length or longer. \n● No sagging pants or exposed undergarments. \n● Leggings and yoga pants are permitted only if paired with a top that reaches \nmid-thigh. \n4. Footwear: \n● Closed-toed shoes are required for safety (e.g., sneakers, loafers). \n● No flip-flops, sandals, or high-heels \n● Shoes must be appropriate for school activities, including recess and gym. \n5. Accessories and Other Items: \n● Hats, caps, or head coverings are not permitted indoors, except for religious or \nmedical reasons. \n● Jewelry should not be excessive or pose a safety risk (e.g., no large hoop earrings \nor spiked accessories). \n● Backpacks and bags must be stored in lockers or designated areas during class \ntime. \n6. Prohibited Items: \n● Clothing with gang-related symbols or logos. \n● Pajamas, slippers, or costumes (except on designated spirit or theme days). \n● See-through, ripped, or overly tight clothing that reveals undergarments or skin \ninappropriately. \n● Face paint or masks that obscure identity (except for approved events). \n7. Special Considerations: \n● Physical Education: Students must wear appropriate athletic attire (e.g., sneakers \nshorts/sweatpants, and t-shirts) during PE classes. \n● Dress-up Days: NCS may allow exceptions for spirit weeks, cultural events, or \nspecial activities, but guidelines for modesty and appropriateness still apply. \n● Religious/Cultural Accommodations: Reasonable accommodations will be made \nfor religious or cultural attire upon request. \n8. Enforcement: \n● First violation: Verbal warning and opportunity to correct attire (e.g., change into \nschool-provided clothing or call home). \n● Repeated violations: May result in parent/guardian contact, detention, or other \ndisciplinary actions. \n \n106 \n\n \nAppendix F \nProgram that Aligns with State Content Standards and Statewide Assessment System \nOur program will address Alaska content standards and align with the statewide assessment \nsystem by integrating the KPBSD standards-aligned curriculum framework for language arts, \nmathematics, science, and social studies with Montessori content and methods. The KPBSD \ncurriculum framework can be found here: \nhttps://kpbsd.org/departments/assistant-superintendent/instructional-services/curriculum/. \nNikolaevsk Charter School’s (NCS) high school Career & Technical Education (CTE) program \nintegrates core academics with hands-on, career-focused training to meet Alaska State \nGraduation Requirements (4 AAC 04) and statewide assessment requirements (4 AAC \n06.710–790). The program prepares students for postsecondary training, trade careers, \nentrepreneurship, and community leadership through project-based learning, dual-credit \nopportunities (e.g., Kenai Peninsula College, AVTEC), and industry certifications. Instruction \nemphasizes applied skills, safety, workplace readiness, and alignment with Alaska \nPerformance Scholarship (APS) criteria where applicable. \nCTE instruction builds on Montessori foundations of independence and applied learning (K–8), \nemphasizing student agency, real-world problem solving, and integrated academic application \nacross pathways. Our high school program will be grounded in the KPBSD curriculum framework \nwhich ensures alignment with Alaska content standards and alignment with the statewide \nassessment system. The KPBSD curriculum framework can be found here: \nhttps://kpbsd.org/departments/assistant-superintendent/instructional-services/curriculum/. \nAdditionally, our program will meet KPBSD’s graduation requirements by following the course \nprogression and required credits outlined in KPBSD board policy 6146.1 found here: \nhttps://go.boarddocs.com/ak/kpbsd/Board.nsf/goto?open&id=B9ZSBY71B6AA \n \n \n107 \n\n \nAppendix G \nAdmission Policy and Procedures \nNikolaevsk Charter School (NCS) is a public school. Tuition cannot and will not be charged. NCS \nis open to all students eligible to attend KPBSD schools. The staff’s children/grandchildren \naccount for a small percentage of the student body, and after returning students (seat \nconfirmation each year), NCS requests that the district allow staff children/grandchildren to be \nconsidered a priority preference, applied uniformly and in a nondiscriminatory manner. \nStudents enrolled in the current year will be offered continuation of enrollment for the \nfollowing year upon timely confirmation; unconfirmed seats are released to the lottery. Parents \nmust meet with the Administrator prior to enrollment to ensure that our academic program will \nmeet their needs. This meeting is informational only and is not a condition of admission. NCS \nreserves the right to test all students for proper academic placement. Any assessments are used \nsolely for placement, not for admission, with accommodations provided as required. \nEvidence of Equal and Bias-Free Access \nAS 14.18.020: “No person may be deprived of access to an educational program or activity \nbased on sex, race, religion, color, national origin, or disability.” Nikolaevsk Charter School \ncovenants and agrees that it shall not discriminate against applicants based upon any of the \nprotected classes, and that it shall provide equal access to its facilities to all students in \ncompliance with state and federal law. \nStudent Recruitment Procedure and in Case of Excess Applications \nNCS will advertise on local social media as well as posting on local bulletin boards and local \ngatherings. Nikolaevsk Charter School shall enroll all eligible students who submit a timely \napplication, without discrimination. Families submit one application listing all eligible children to \nensure family unity. Applications are accepted digitally (via email or online portal) or in person \nby 4:00 PM on February 28 for the 2026–2027 school year. If it is not possible to accommodate \nall eligible students who submit a timely application, students shall be accepted by a random \ndrawing (lottery). Those whose applications are not drawn will be entered into a lottery to \ndetermine their place number on the waitlist. Students enrolled in the current year are offered \ncontinuation of enrollment upon timely confirmation each year. If a student who is enrolled has \na sibling, including foster siblings, that would like to enroll in NCS, the sibling will be enrolled if \nspace is available; otherwise the sibling receives sibling preference on the waitlist. \nThe lottery will be held on the third Tuesday in March and will be supervised by an outside \nagency. The lottery is managed by an impartial third-party organization (e.g., a certified auditing \nor administrative firm) to ensure transparency and fairness. Each family drawn in the lottery is \nassigned a place number based on the order of the random draw. This place number \ndetermines enrollment order and establishes the waitlist order for the applicable school year. \nFamily applications will be flagged as either “full-time” or “homeschool” and may indicate \neligibility for uniform, nondiscriminatory preferences (returning students by confirmation, staff \n \n108 \n\n \nchildren/grandchildren, and siblings). Applications are assigned a waitlist number by random \ndrawing. As space becomes available (e.g., due to withdrawal), NCS will reach out to the family \nclosest to the top of the waitlist in order, after applying the listed preferences. When there are \nno applicants with applicable preferences, the family at the top of the waitlist will be enrolled. \nSelected families are notified via email, phone, or mail within one week of the lottery. \nIn-Person Enrollment Capacity and Preferences (Year One 2026–2027) \nFor the initial year of operation, in-person enrollment shall be capped at eighty (80) students, \nwith an approximate class size of twenty (20) students per classroom. \nEnrollment preferences (applied uniformly and only when applications exceed capacity): \n1. Returning students (continuation of enrollment upon timely confirmation each year); \n2. Children/grandchildren of NCS staff; \n3. Siblings of currently enrolled students. \nClass size limits may be temporarily adjusted, at the discretion of the Academic Policy \nCommittee (APC), to prevent the separation of immediate family members, provided the school \nremains within facility capacity and safety requirements established by the Kenai Peninsula \nBorough School District (KPBSD) and state regulation. If in-person enrollment reaches full \ncapacity, additional applicants—including homeschool students requesting on-campus class \nparticipation—shall be placed on a waitlist in the order determined by the approved lottery \nprocess, in compliance with AS 14.03.265 and KPBSD BP/AR 6187. \nEnrollment for Homeschool Students (Year One 2026–2027) \nFor the initial year of operation, homeschool enrollment shall be capped at seventy-five (75) \nstudents to ensure that Individual Learning Plans (ILPs) can be effectively overseen by the \ncertified Homeschool Advisor and that all homeschool families receive appropriate instructional \nsupport. \nIf the number of timely applications exceeds available capacity, students shall be admitted \nthrough a random drawing until the homeschool enrollment cap is reached. Applications not \nselected during the drawing shall be assigned a waitlist position determined by the lottery, in \naccordance with AS 14.03.265 and KPBSD BP/AR 6187. Enrolled homeschool students may \nregister for up to two (2) in-person classes per semester, if space permits. If applications exceed \navailable seats for any program, class, grade level, or the school overall, a lottery will be \nconducted to determine enrollment order for those seats. All waitlist assignments and seat \noffers follow the approved lottery and preference order described above. \n \n \n109 \n\n \nAppendix H \nProjected Budget \nProjected Budget 2026-2027 \nAll funding generated by NCS students will be provided to NCS. ALASKA STATUTES 14.03.260 \nFunding for charter schools; The \"amount generated by students enrolled in the charter school\" \nis to be determined in the same manner as it would be for a student enrolled in another public \nschool in that school district and includes funds generated by grants, appropriations, federal \nimpact aid, the required local contribution, the local contribution under AS 14.17.410(c), special \nneeds under AS 14.17.420(a)(1), and secondary school vocational and technical instruction \nunder AS 14.17.420(a)(3). A school district shall direct state aid under AS 14.11 for the \nconstruction or major maintenance of a charter school facility to the charter school that \ngenerated the state aid, subject to the same terms and conditions that apply to state aid under \nAS 14.11 for construction or major maintenance of a school facility that is not a charter school. \n \n \n110 \n\n \n \n \n \n111 \n\n \nBreakdown of Professional Technical Services $10,000.00 \n● Accounting Firm (for Lottery) \n● Consultants \n● HVAC repair \n● Engineers \n● Conference Fees (in person or virtual) \n● Personnel who provide direct instruction for students \nBreakdown of Supplies/ Materials Costs: $76,260.87 Total \n● $20,000 K-8 Montessori instructional materials / supplies (we already have one \ncomplete Montessori classroom set) \n● $31,080 9-12 High School core curriculum / supplies \n➢ Savvas Science $19,850 \n➢ TCI HistoryAlive! $2,625 \n-teacher licensing cost: ~$300–$500 per teacher annually (digital access to all \nhigh school programs) \n➢ StudySync $730 \n➢ Illustrative Mathematics $1,625 \n➢ Spark PE/Health $1,250 \n➢ Art $5,000 \n● $25,180.87 CTE instructional materials/ supplies \nBreakdown of Office Supplies $2000.00 \n● Paper, glue, staples, etc. \n● We are a resourceful group \nBreakdown of Equipment $5,113.79 \n● Computers, printers,etc. \n● Discounted from sources like Government Surplus where computers are $25, etc. \nBreakdown of Professional Development \n● $10,000 dedicated yearly to Montessori training \n● $8,000 for all other trainings \n*Budget will be adjusted based upon final enrollment count \n \nAlaska Homestead Education \nAlaska Homestead Education, Inc (AHE) is a 501c3 established for Nikolaevsk Charter School. \nAHE agrees to provide Nikolaevsk Charter school with custodial services, and furniture. \nAll other funding generated by NCS student enrollment not included in the proposed budget by \nKPBSD will be provided to NCS for the appropriate spending purposes. \n \n112 \n\n \nAppendix I \nFinancials \nStatement of Charter Funding \nAll funding generated by NCS students will be provided to NCS. ALASKA STATUTES 14.03.260 \nFunding for charter schools \nThe \"amount generated by students enrolled in the charter school\" is to be \ndetermined in the same manner as it would be for a student enrolled in another \npublic school in that school district and includes funds generated by grants, \nappropriations, federal impact aid, the required local contribution, the local \ncontribution under AS 14.17.410(c), special needs under AS 14.17.420(a)(1), and \nsecondary school vocational and technical instruction under AS 14.17.420(a)(3). \nA school district shall direct state aid under AS 14.11 for the construction or \nmajor maintenance of a charter school facility to the charter school that \ngenerated the state aid, subject to the same terms and conditions that apply to \nstate aid under AS 14.11 for construction or major maintenance of a school \nfacility that is not a charter school. \nKPBSD, or any relevant boards, shall allocate funding for NCS in accordance with Alaska State \nLaw, including administrative costs. This is to be determined by applying the Department of \nEducation approved indirect cost rate to the amount allocated for Nikolaevsk Charter School. An \nannual budget for NCS shall be submitted to the school district according to schedules \nestablished as standard by the Kenai Peninsula School District. Funds shall be made available to \nNikolaevsk Charter School on July 1st of each year of this contract. The amount of the budget \nwill be adjusted immediately following the ADM (average daily member) count period as \nestablished by the State of Alaska. All materials and services provided by the school district to \nNikolaevsk Charter School shall be provided to Nikolaevsk Charter School at rates equal to those \nof other schools in the district. No tuition shall be charged to Nikolaevsk Charter School \nstudents who reside in the Kenai Peninsula School District. Fees shall be consistent with KPBSD \npolicy and any funds collected from charter school students shall be retained by the Nikolaevsk \nCharter School. \nMethod of Accountability for Receipts and Expenditures \nFunding and Financial Operations \nFunding for Nikolaevsk Charter School (NCS) is based on the per-pupil allocation from the \nfederal, state and borough to the district. \nThere is a standard percentage (4%) of the per-pupil operating revenue retained by KPBSD for \nroutine services provided by the District in the handling of payroll, purchasing, business \nservices, accounts payable, insurance, and other services. This 4% fee is accounted for by KPBSD \n \n113 \n\n \nin a detailed breakdown of services and is applied to NCS’s operating budget after allocations \nfor building, maintenance, and utilities expenses. NCS will use the normal procedures \nestablished by KPBSD for its accounting, purchasing, and business functions. \nGrants, gifts, donations, and special revenue funds may also be received by NCS if accepted by \nthe APC and will be used for the specified purpose agreed upon at the time of acceptance. Fees \nmay be charged only for optional activities held outside of the instructional day. \nUpon approval Nikolaevsk Charter School (NCS) will immediately finalize Memorandums of \nAgreement (MOA) with Alaskan Homestead Education (AHE) for services related to custodial \nwork, school nursing, and facility maintenance and support. \nThe NCS budget is built upon the student count of 40 in-person students, 2 intensive needs and \n40 homeschool students in grades K–12. Similar to the district budget, the NCS budget \ndevelopment process is centered on students. The students generate funding on a per-pupil \nbasis, and these amounts will be used for preliminary budget purposes. Of course, the \npreliminary NCS budget is built from district averages and will need to be adjusted as actual \nenrollment numbers are realized. \nPower of Operation \nNCS is responsible to operate with the allocated funds it receives, consistent with law, and has \nthe authority to independently exercise the following powers: prepare a budget; contract for \ngoods and services; purchase, lease, or rent furniture, equipment, and supplies; and accept and \nexpend donations, gifts, or grants according to the specifications of the donor. \nThe school administrator and administrative assistant will work with the KPBSD Finance \ndepartment to ensure appropriate accounting. In the event additional staffing is required to \nassist with the charter school’s accounting, the school will budget for additional in-house \nsupport. \nNCS will work cooperatively with KPBSD to seek appropriate assistance in the areas of finance, \nbudget, insurance, legal issues, administrative and instructional in-services, and workshops to \nhelp ensure the most economical and sensible decision-making process in the utilization of \nbudget funds. NCS will utilize the APECS system for succinct record keeping, and the APC will \nreview financial records at monthly meetings to ensure effective oversight. \nAdministrative Assistant Accounting Duties \n● Record Keeping – Performs secretarial/bookkeeping duties such as but not limited to: \nprocessing payroll, petty cash, and pro-card statements; data entry; processing \nreimbursements; processing requisitions; reviewing and managing budget accounts as \nnecessary; answering phone calls/emails; documenting parent contacts. Manages, \nprocesses, and audits all school attendance. Maintains, processes, and audits all student \nrecords, including permanent records, enrollment information, student demographics, \n \n114 \n\n \ntransfers, and charter school lottery procedures. Maintains all student attendance \nrecords and communicates with parents, teachers, and students regarding attendance. \nInitiates, processes, audits, and updates specific reports, records, and files, including but \nnot limited to: student enrollment, discipline, and attendance records. Creates, updates, \nand maintains appropriate files and records. Ensures that required records and \npaperwork are handled efficiently, orderly, and confidentially with consideration for \nlong-term archiving. \n● Fiscal Duties: \n● Processes and tracks certified, classified, and substitute payroll \n● Processes and tracks vendor payments and contracts \n● Maintains accurate records of the school's student activity funds \n● Provides budget information to the administrator upon request \n● Purchases curriculum and school supplies \n \n115 \n\n \nAppendix J \nTransportation \nFor the 2026–2027 school year, parents and guardians will be responsible for providing \ntransportation to and from Nikolaevsk Charter School (NCS). NCS will continue to monitor and \nexplore safe and feasible transportation solutions, in coordination with the district and state \nauthorities, should conditions allow for district-provided or alternative transportation in the \nfuture. \n \nAppendix K \nSchool Meals Program \nFor the 2026–2027 school year, Nikolaevsk Charter School is opting not to participate in the \nNational School Lunch Program. Students will bring home-packed lunches. Nikolaevsk Charter \nSchool (NCS) has partnered with Alaskan Homestead Education (AHE) to develop a sustainable, \nhigh-quality school meals program that emphasizes whole, nutritious foods and aligns with our \neducational mission and local agricultural values. As our school garden and community \nagriculture initiatives grow, we aim to incorporate fresh, locally produced ingredients into the \nmeals we serve. Through our Montessori program, students will engage in hands-on learning by \nplanning menus, preparing meals, managing food-safety protocols, serving students, and \nhandling kitchen cleanup and bookkeeping. This integrated approach supports student nutrition \nand wellness while equipping students with practical life and career skills. \n \nExhibit A \nNikolaevsk Charter School Calendar (2026-2027) \nNikolaevsk Charter School’s calendar will be a variance calendar but will meet the Kenai \nPeninsula Borough School District (KPBSD) and State requirements by providing 170 student \ndays and 188 teacher workdays. Calendar on next page, 117. \n \n116 \n\n \n \n117 \n\n \nExhibit B \nNCS Facility Floor Plan \n \n \n \n118 \n\n \nExhibit C \nCommunity Approval \nOn June 2nd, 2025 a community meeting was held at Nikolaevsk School where families \ngathered to discuss the possibility of opening a charter school. The community was in full \nagreement, with 100 percent support expressed for moving forward. This strong and unified \nresponse reflects the overwhelming desire voiced by the community for many years. During the \nmeeting, several members stepped forward to assume leadership roles, and the Academic \nPolicy Committee (APC) was formally established. Evidence of this meeting can be found on \npages 161–162. Exhibit H. \n \nExhibit D \nIntent to Enroll \nParents name \nNumber of \nStudents to \nenroll 2026-2027 \nStudent grade \n2026-27 \nCurrent \nSchool \nTraditional or \nhomeschool \nhybrid \nRebecca Ellsworth 1 Student 12th IDEA traditional \nMariah Kerrone 4 Students \n3rd, 5th, 11th, \n12th \nIDEA traditional \nJuley McConnell 1 Student 10th Homer High traditional \nOlivia Tipikin 3 Students 12th, 7th, 5th IDEA traditional \nMaura Sutherland 1 Student 7th Chapman traditional \nNatalie Thomas 4 Students 4th, 3rd, 3rd, K IDEA traditional \nVinidim Martushev 3 Students 9th, 6th, 5th Chapman traditional \nDoughty 1 Student 5th West Homer traditional \n \n119 \n\n \nAbi Rios 1 Student 3rd Chapman traditional \nVanessa Perry 5 Students \n8th, 6th, 3rd, 1st, \nK \nIDEA traditional \nNicole Donham 3 Students 12th, 7th, 4th IDEA traditional \nCrystal Riedel 4 Students \n12th, 11th, 9th, \n5th \nConnections homeschool \nBonnie Pierson 4 Students 4th, 2nd, K, K Connections homeschool \nKatie Hand 5 Students \n11th, 10th, 7th, \n5th, 2nd \nIDEA homeschool \nVanessa Albertson 1 Student 4th West Homer traditional \nJoshua Jackson 1 Student 4th Connections \nHomeschool \n \nDaniel Airaudi 2 Students 6th, 5th IDEA homeschool \nFektista Nelson 4 Students \n10th, 10th, 2nd, \nK \nIDEA homeschool \nSarah Duncan 2 Students 9th, 4th IDEA \nHomeschool \nConsidering \ntraditional \nCoertunay Krause 1 Student K homeschool \nAnnabelle Kuzmin 3 Students 11th, 9th, 1st IDEA traditional \n \n120 \n\n \nSherri Roth 2 Students 11th, 7th IDEA homeschool \nJanis Tracy 2 Students 8th, 6th IDEA homeschool \nKerstin Sawyer 3 Students 6th, 4th, 2nd IDEA traditional \nCena Rhodes 1 Student 9th IDEA \nHomeschool \nConsidering \ntraditional \nLisa Kauffman 3 Students 6th, 4th, 2nd IDEA \nHomeschool \n \nTracy Collins 1 Student K traditional \nLisa Robbins 1 Student 10th Homer High traditional \nLeland Kokel 1 Student 10th Flex traditional \nJesse Cantu 1 Student 4th Big Lake Elem. traditional \nLisa James 2 Students 11th, 7th \nConnections \nIDEA \ntraditional \nLisa Airaudi 1 Student K IDEA traditional \nCailey Staver 3 Students 3rd, 2nd, K Connections homeschool \nCatherine Fye 2 Students 12th, 12th \nConnections \nHomer High \nhomeschool \n \n121 \n\n \nRachel Bice 1 Student 6th Connections homeschool \nVarsonofy \nMartushev \n3 Students 8th, 5th, 5th Chapman traditional \nAlicia Hall 1 Student 11th IDEA traditional \nPriscilla Miller 4 Students \n1st, 3rd, 10th, \n12th \nHomer High \nPaul Banks \ntraditional \nPaul Robinette 2 Students 8th, 11th \nChapman \nHomer High \ntraditional \nRosalie Rice 2 Students 3rd, 9th Chapman homeschool \n \nEfrosinia Yakunin 3 Students K, 5th, 8th \nPaul Banks \nConnections \nhomeschool \nMichelle \nCarmichael \n1 Student K homeschool \n \n \n122 \n\n \nExhibit E \nSchool Comparison \n \n \n123 \n\n \nExhibit F \nDescription of 2026/2027 School Schedule \nK-8 Schedule \n \nMonday- Friday \n8:30- 11:30– Core Instruction/Montessori Work Cycle: Math, Language Arts \n11:30-12:00– Lunch \n12:00-12:30– Recess: Outdoor play, fostering social skills in rural Alaskan context \n \nMonday-Wednesday-Friday \n12:30- 2:30– Group project/ lessons in Science/Social studies \n2:30-3:30 Specials (Music, PE, Art): Standards based activities (e.g., PE: SPARK, outdoor games; \nArt: nature sketches; Music: learn a song in English and Russian). Rotates. \n \nTuesday-Thursday \n12:30-3:30 Quarterly projects - hands on, cross curricular \n \n \n124 \n\n \nThe Schedule will include the following components: \n K–8 Schedule Overview (Instructional Components) \n● Montessori Work Cycle (Core Subjects): 3 hours daily (~15 hours/week) \n(Math, Language Arts, Science, Social Studies, Practical Life integrated through \nmaterials-based lessons.) \n● Specials (Music / PE / Art): 1 hour, 3 days per week (≈3 hours/week) \n● Cross-Curricular Group Lessons/Projects: 2 hours, 3 days per week (≈6 hours/week) \n● Quarterly Projects: 3 hours, 2 days per week during project weeks (≈6 hours/week) \n● Recess & Lunch: 1 hour daily (non-instructional) \nAssurance: This schedule meets or exceeds Alaska and KPBSD minimum instructional time \nrequirements. \nStudents will develop a weekly work plan in collaboration with their teacher to ensure that \nacademic balance is maintained throughout the week. This process helps confirm that each \nstudent dedicates sufficient time to Math and Language Arts while meeting Alaska State \nStandards within the Montessori work cycle. \nBecause Montessori education emphasizes student choice and self-direction, learners may \ndecide to complete a concentration of one subject—such as finishing most of their math work \nin the first two days of the week—while maintaining a full range of learning experiences across \nall core areas by week’s end. \nHigh School Block Schedule \nNikolaevsk Charter School proposes a 90-minute block schedule for core subjects (Math, \nScience, English/Language Arts, and Social Studies) to foster personalized learning and support \na multi-grade classroom environment. This structure provides the ability to meet students \nwhere they are at in regards to graduation requirements. For example, the program block \nschedule makes room for the fact that one 11th grade student may have completed geometry \nrequirements and is working on Algebra II, while another homeschooled 11th grade student \nenrolled in the class may be currently completing geometry. \nThe 90-minute block schedule offers several key advantages: \n• Personalized Learning: Extended blocks provide time for differentiated instruction, enabling \nteachers to address diverse skill levels within a single classroom. Students can engage in \nindependent, group, or teacher-led activities tailored to their grade-specific standards, \nensuring mastery of core concepts. \n \n125 \n\n \n• Multi-Grade Flexibility: The schedule supports mixed-grade classrooms by allowing teachers \nto deliver targeted instruction and assign grade-appropriate tasks within the same block. This is \nparticularly effective for subjects like math, where 9th graders may focus on Algebra I while \n10th graders work on Geometry. A longer work period for core subjects in a multi-grade \nclassroom allows the teacher more time to instruct separate groups of students in their \nrespective level or focus of the subject. Students can break into groups according to their level \n(e.g. Algebra II, Geometry) and the teacher may go from group to group to provide instruction \nand explanation, in a way that would be less feasible in a 50 or 60 minute work period. \n• Homeschool Integration: Homeschool students can enroll in specific blocks without \ncommitting to a full school day, aligning their participation to fulfill their ILP criteria with the \nschool’s curriculum and standards. This flexibility strengthens community ties and expands \neducational opportunities for homeschool families. \n• Deeper Engagement: Longer blocks allow for in-depth exploration of subjects through \nhands-on activities, projects, and discussions, promoting critical thinking and skill \ndevelopment. \n \n \n126 \n\n \n9th-12th Schedule \n \n \nMonday \n8:30- 10:00 AM- Language Arts: Reading, Writing, Literature, Communications \n10:05- 11:35 AM- Social Studies: Government, Geography, World History, Economics \n 11:40 AM- 12:20 PM- Lunch Break \n 12:25- 1:55 PM- Science: Biology, Physics, Chemistry, Environmental Science \n 2:00- 3:30 PM- PE/ Health, Art, Elective \n \nTuesday \n8:30- 10:00 AM- Math: Algebra I, Geometry, Algebra II \n10:05- 11:35 AM- Science: Biology, Physics, Chemistry, Environmental Science \n11:40AM- 12:20 PM- Lunch Break \n12:25- 3:30 PM- CTE: Architecture and Construction (includes 5 min break mid-class) \n \n \n127 \n\n \nWednesday \n8:30- 10:00 AM- Language Arts: Reading, Writing, Literature, Communications \n10:05- 11:35 AM- Social Studies: Government, Geography, World History, Economics \n11:40 AM- 12:20 PM- Lunch Break \n12:25- 1:55 PM- Math: Algebra I, Geometry, Algebra II \n2:00- 3:30 PM- PE/ Health, Art, Elective \n \nThursday \n8:30- 10:00 AM- Math: Algebra I, Geometry, Algebra II \n10:05- 11:35 AM- Science: Biology, Physics, Chemistry, Environmental Science \n11:40 AM- 12:20 PM- Lunch Break \n12:25- 3:30 PM- CTE: Architecture and Construction (includes 5 min break mid-class) \n \nFriday \n8:30- 10:00AM- Language Arts (Reading, Writing, Literature, Communications) \n10:05-11:35AM- Social Studies: Government, Geography, World History, Economics \n11:40AM- 12:20 PM- Lunch Break \n12:25- 1:55PM- Study Hall/Flex \n2:00- 3:30 PM PE/ Health, Art, Elective \n \n \n128 \n\n \nExhibit G \nSamples of meeting Alaska state standards for K-12 \nIncluding all core subjects \nIn the sample schedules demonstrating how K–8 students may meet Alaska State Standards, \nspecific examples of daily activities are provided to illustrate what learning might look like in a \nMontessori classroom. However, because each student learns differently and may use a variety \nof Montessori materials to master a concept, these examples are not prescriptive or limited to \nparticular materials or days. \nEach student will have an individualized work plan and participate in a three-hour uninterrupted \nmorning work cycle, during which they choose activities from their plan to complete each day. \nThis structure supports student independence, encourages deep engagement, and ensures that \nall learners meet academic standards through personalized pacing and meaningful hands-on \nwork. \nKindergarten Montessori Work Plan \nCore Subjects \n1. Language Arts (Reading, Writing, Speaking, Listening) \nStandards: \n● ELA.K.RF.1–4: Phonological awareness, phonics, fluency \n● ELA.K.RL.1–10 / ELA.K.RI.1–10: Reading comprehension of literary & \ninformational texts \n● ELA.K.W.1–3: Writing narratives, labeling, drawing to express ideas \n● ELA.K.SL.1–6: Speaking & listening skills \n● ELA.K.L.1–6: Language conventions, vocabulary, grammar \nWeekly Plan: \n● Phonics & letter recognition with sandpaper letters; shared reading of a picture \nbook (RF.1–4, RL.1–2). \n● Writing workshop: drawing & labeling stories or observations (W.1–3); \nvocabulary games (L.4–6). \n● Story retelling & oral discussions (SL.1–3); guided reading with small groups \n(RL.1–3). \n● Phonics practice with moveable alphabet; writing simple sentences (RF.2, W.1). \n● Reflection journal or class storytelling circle; reading fluency games (RF.3–4, \nSL.4). \n \n129 \n\n \nMontessori-Specific Connection: \n● Sandpaper letters, moveable alphabet, and phonetic objects for hands-on \nliteracy learning. \n● Oral storytelling and peer discussions build communication and social skills. \n2. Mathematics \nStandards: \n● MA.K.CC.1–9: Counting, number recognition, and cardinality \n● MA.K.OA.1–5: Operations and algebraic thinking (basic addition & subtraction) \n● MA.K.NBT.1: Numbers 11–19 \n● MA.K.MD.1–3: Measurement & data \n● MA.K.G.1–4: Geometry \nWeekly Plan: \n● Number rods & bead chains for counting and place value practice (CC.1–3). \n● Addition & subtraction with manipulatives (OA.1–4). \n● Shape exploration & pattern recognition using Montessori geometric solids \n(G.1–4). \n● Measurement activities: comparing lengths, weights, capacities (MD.1–3). \n● Math games & puzzles; calendar activities for sequencing & counting (CC.4–9). \nMontessori-Specific Connection: \n● Bead chains, number rods, golden beads, and geometric solids for hands-on \nunderstanding. \n● Daily math time ensures 60 minutes of focused math activities, meeting Alaska \nstandards. \n3. Science \nStandards: \n● SC.K.P.1–3: Properties of materials, motion, energy \n● SC.K.L.1–3: Plants, animals, habitats \n● SC.K.E.1–3: Earth, weather, and the environment \nWeekly Plan: \n● Nature walk; observe plants, animals, and seasonal changes (L.1–3). \n● Simple experiments: water, light, and motion (P.1–3). \n \n130 \n\n \n● Weather charting & earth materials exploration (E.1–3). \n● Planting seeds and documenting growth in journals. \n● Science storytelling; class discussion on observations and experiments. \nMontessori-Specific Connection: \n● Nature trays, magnifying glasses, and hands-on experiments connect students to \nreal-world science. \n4. Social Studies / Cultural Studies \nStandards: \n● SS.K.H.1–2: Understanding self, family, community \n● SS.K.G.1–3: Map awareness, local community, globe introduction \n● SS.K.E.1–2: Basic economics (needs/wants, goods/services) \nWeekly Plan: \n● Family & community studies; storytelling about home and culture. \n● Mapping activities: classroom map, local neighborhood (G.1–3). \n● Explore needs vs. wants; class market activity (E.1–2). \n● Cultural traditions & celebrations; art tied to history. \n● Reflection journal; discussion circle on community values. \nMontessori-Specific Connection: \n● Use maps, globes, cultural artifacts, and timeline exercises. \n● Encourage peer teaching, role play, and storytelling. \nMontessori-Specific Subjects \n1. Practical Life / Life Skills \n● Daily chores: pouring, sweeping, food preparation, plant care, self-care routines. \n● Builds coordination, independence, and responsibility. \n2. Sensorial \n● Activities to refine senses: color tablets, sound boxes, geometric solids, tactile \nexploration. \n● Develops pattern recognition, observation, and cognitive skills. \n3. Art / Music / Grace & Courtesy \n● Daily art and music activities integrated with core subjects. \n● Grace & Courtesy exercises embedded throughout the day to support \nsocial-emotional learning. \n \n131 \n\n \n1st Grade Montessori Work Plan \nCore Subjects \n1. Language Arts (Reading, Writing, Speaking, Listening) \nStandards: \n● ELA.1.RF.1–4: Phonemic awareness, phonics, decoding, fluency \n● ELA.1.RL.1–10 / ELA.1.RI.1–10: Reading comprehension of literary & \ninformational texts \n● ELA.1.W.1–8: Writing narratives, opinions, informative/explanatory texts \n● ELA.1.SL.1–6: Speaking & listening skills \n● ELA.1.L.1–6: Language conventions, grammar, vocabulary \nWeekly Plan: \n● Guided reading of literary and informational texts; comprehension journal \nentries (RL.1–2, RI.1–2). \n● Writing workshop: short stories or personal narratives (W.3, W.5); grammar & \nvocabulary activities (L.1–3). \n● Small-group reading; oral storytelling & peer discussions (SL.1–3). \n● Writing sentences with correct punctuation & capitalization (W.2, L.2); spelling \npractice. \n● Reflection journal, fluency practice, and vocabulary games (RF.3–4, SL.4–6). \nMontessori-Specific Connection: \n● Use sandpaper letters, moveable alphabet, and phonetic objects for \nreading/writing reinforcement. \n● Storytelling and peer presentations develop social-emotional skills. \n2. Mathematics \nStandards: \n● MA.1.CC.1–9: Counting, number recognition, number patterns \n● MA.1.OA.1–8: Addition and subtraction within 20 \n● MA.1.NBT.1–5: Place value (tens and ones) \n● MA.1.MD.1–4: Measurement, time, and data \n● MA.1.G.1–3: Geometry: shapes, spatial reasoning \n \n132 \n\n \nWeekly Plan: \n● Number rods and bead bars for counting and addition/subtraction practice \n(CC.1–3, OA.1–4). \n● Addition and subtraction word problems with manipulatives (OA.2, OA.4). \n● Geometry exploration with Montessori geometric solids and pattern blocks \n(G.1–3). \n● Thursday: Measurement: compare lengths, weights, and capacities; calendar \nexercises (MD.1–3). \n● Math games: sequencing, skip counting, and interactive bead chain activities \n(CC.4–9). \nMontessori-Specific Connection: \n● Hands-on manipulatives like beads, rods, and geometric solids reinforce abstract \nconcepts. \n● Ensures daily math instruction meets Alaska State Standard time requirements \n(~45–60 min/day). \n3. Science \nStandards: \n● SC.1.P.1–3: Properties of matter, energy, motion \n● SC.1.L.1–3: Plants, animals, habitats, basic ecosystems \n● SC.1.E.1–3: Earth and space: weather, seasons, environment \nWeekly Plan: \n● Nature walk: observe plants, animals, and local habitats (L.1–3). \n● Simple physical science experiments with motion, light, or water (P.1–3). \n● Weather observation charts, discuss seasonal changes (E.1–3). \n● Planting seeds and documenting growth; animal care observation. \n● Science storytelling or reflection journal; discussion on findings. \nMontessori-Specific Connection: \n● Hands-on materials (nature trays, magnifying glasses, experiments) support \ninquiry-based learning. \n● Encourages multi-age peer teaching for observation and discussion. \n4. Social Studies / Cultural Studies \nStandards: \n● SS.1.H.1–3: Understanding family, community, history of local and state traditions \n● SS.1.G.1–3: Maps, globes, and geography awareness \n \n133 \n\n \n● SS.1.E.1–2: Basic economics: needs vs. wants, goods and services \nWeekly Plan: \n● Family and community studies; storytelling about local culture and traditions. \n● Map and globe activities; classroom and community mapping (G.1–3). \n● Explore needs vs. wants; simple classroom market activity (E.1–2). \n● Cultural or historical project (drawing, diorama, storytelling). \n● Reflection journal; group discussion about community values. \nMontessori-Specific Connection: \n● Globes, maps, timelines, and cultural artifacts for tactile learning. \n● Multi-age students can collaborate: older students mentor younger ones in \nmapping and cultural activities. \nMontessori-Specific Subjects \n1. Practical Life / Life Skills \n● Daily chores: food prep, pouring, sweeping, self-care routines. \n● Develops independence, coordination, and responsibility. \n2. Sensorial \n● Color tablets, sound boxes, tactile materials, geometric solids. \n● Refines observation, pattern recognition, and cognitive reasoning. \n3. Art / Music / Grace & Courtesy \n● Daily creative activities integrated with core subjects. \n● Grace & Courtesy exercises embedded throughout the day for social-emotional \nlearning. \n \n2nd Grade Montessori Work Plan \nCore Subjects \n1. Language Arts (Reading, Writing, Speaking, Listening) \nStandards: \n● ELA.2.RF.1–4: Phonics, decoding, fluency \n● ELA.2.RL.1–10 / ELA.2.RI.1–10: Reading comprehension of literary & \ninformational texts \n \n134 \n\n \n● ELA.2.W.1–8: Writing narratives, opinion, and informative/explanatory texts \n● ELA.2.SL.1–6: Speaking & listening skills \n● ELA.2.L.1–6: Grammar, vocabulary, and conventions \nWeekly Plan: \n● Guided reading of literary & informational texts; comprehension journal (RL.1–2, \nRI.1–2). \n● Writing workshop: short stories or informational paragraphs; grammar & \nvocabulary exercises (W.3, L.1–3). \n● Small-group reading; peer storytelling & oral discussion (SL.1–3). \n● Sentence writing practice: punctuation, capitalization, and spelling (W.2, L.2). \n● Reflection journal, fluency activities, vocabulary games (RF.3–4, SL.4–6). \nMontessori-Specific Connection: \n● Moveable alphabet, sandpaper letters, and word-building activities support \nphonics and reading fluency. \n● Peer presentations and storytelling enhance Grace & Courtesy and \ncommunication skills. \n2. Mathematics \nStandards: \n● MA.2.NBT.1–9: Place value, addition & subtraction, and regrouping \n● MA.2.OA.1–4: Addition & subtraction word problems, strategies \n● MA.2.MD.1–6: Measurement, time, money, and data \n● MA.2.G.1–3: Geometry, shapes, spatial reasoning \nWeekly Plan: \n● Number rods, golden beads, and place value exercises (NBT.1–5). \n● Addition & subtraction word problems with manipulatives (OA.1–4). \n● Geometry activities: pattern blocks, solids, and spatial reasoning (G.1–3). \n● Measurement activities: length, weight, time, and money (MD.1–6). \n● Math games: skip counting, bead chains, and interactive problem-solving \n(NBT.6–9). \nMontessori-Specific Connection: \n● Hands-on materials reinforce abstract concepts, supporting daily 45–60 minutes \nof math. \n \n135 \n\n \n● Multi-age grouping allows peer tutoring for advanced students. \n3. Science \nStandards: \n● SC.2.P.1–3: Properties of matter, energy, motion \n● SC.2.L.1–3: Plant & animal life, habitats, and ecosystems \n● SC.2.E.1–3: Earth & space: weather, seasons, soil, and environmental awareness \nWeekly Plan: \n● Nature walk and observation journal (L.1–3). \n● Hands-on experiments: motion, light, water, and materials (P.1–3). \n● Weather and seasonal patterns; simple earth science experiments (E.1–3). \n● Planting and tracking growth; observation of local animals. \n● Science reflection and group discussion; create posters or presentations. \nMontessori-Specific Connection: \n● Use nature trays, magnifying glasses, and small experiments to explore concepts. \n● Encourage older students to mentor younger peers in observation and \njournaling. \n4. Social Studies / Cultural Studies \nStandards: \n● SS.2.H.1–4: Local history, family, community, and cultural traditions \n● SS.2.G.1–3: Maps, globes, and geographic awareness \n● SS.2.E.1–2: Economics: needs vs. wants, goods/services, community roles \nWeekly Plan: \n● Local history & community traditions; storytelling or skits. \n● Mapping activities: classroom, school, and local geography (G.1–3). \n● Needs vs. wants activity; simple classroom economy project (E.1–2). \n● Cultural art or research project (drawing, diorama, storytelling). \n● Reflection journal; discussion circle on community and culture. \nMontessori-Specific Connection: \n● Globes, maps, cultural artifacts, and timelines support tactile and visual learning. \n● Peer teaching: multi-age students collaborate and mentor younger classmates. \n \n136 \n\n \nMontessori-Specific Subjects \n1. Practical Life / Life Skills \n● Daily chores: food prep, cleaning, plant care, self-care routines. \n● Supports independence, coordination, and responsibility \n2. Sensorial \n● Activities include color tablets, sound boxes, tactile materials, geometric solids. \n● Develops pattern recognition, observation skills, and cognitive reasoning. \n3. Art / Music / Grace & Courtesy \n● Daily creative activities integrated with core subjects. \n● Grace & Courtesy exercises embedded throughout the day for social-emotional \nlearning. \n3rd Grade Montessori Work Plan \nCore Subjects \n1. Language Arts (Reading, Writing, Speaking, Listening) \nStandards: \n● ELA.3.RF.1–4: Phonics, decoding, fluency \n● ELA.3.RL.1–10 / ELA.3.RI.1–10: Reading comprehension of literary & \ninformational texts \n● ELA.3.W.1–8: Narrative, opinion, and informative/explanatory writing \n● ELA.3.SL.1–6: Speaking & listening, collaborative discussions \n● ELA.3.L.1–6: Grammar, vocabulary, and conventions \nWeekly Plan: \n● Guided reading of literary & informational texts; comprehension journal (RL.1–2, \nRI.1–2). \n● Writing workshop: opinion pieces, narratives, and informational paragraphs \n(W.1–3, W.5); vocabulary exercises (L.4–6). \n● Wednesday: Small-group reading; peer storytelling & oral discussions (SL.1–3). \n● Sentence writing with punctuation, capitalization, and grammar focus (W.2, L.2). \n● Reflection journal, reading fluency activities, vocabulary games (RF.3–4, SL.4–6). \n \n137 \n\n \nMontessori-Specific Connection: \n● Use of moveable alphabet, grammar boxes, and word-building exercises to \nreinforce reading and writing skills. \n● Peer presentations and storytelling promote Grace & Courtesy and \ncommunication skills. \n2. Mathematics \nStandards: \n● MA.3.NBT.1–9: Place value, multi-digit addition and subtraction, rounding \n● MA.3.OA.1–9: Multiplication, division, problem-solving strategies \n● MA.3.MD.1–7: Measurement, time, perimeter, data, and graphs \n● MA.3.G.1–3: Geometry: shapes, angles, area, spatial reasoning \nWeekly Plan: \n● Place value exercises with Montessori beads and number rods (NBT.1–5). \n● Multiplication and division practice using manipulatives (OA.1–4). \n● Geometry: shape exploration, area & perimeter with blocks and solids (G.1–3). \n● Measurement: length, weight, time, and graphing activities (MD.1–7). \n● Math games and problem-solving activities; multi-age peer support (NBT.6–9, \nOA.5–9). \nMontessori-Specific Connection: \n● Hands-on manipulatives reinforce abstract math concepts and support daily \n45–60 min math instruction. \n● Multi-age grouping allows older students to mentor younger students. \n3. Science \nStandards: \n● SC.3.P.1–3: Matter, energy, and forces \n● SC.3.L.1–3: Plant and animal life, ecosystems, adaptation \n● SC.3.E.1–3: Earth & space sciences: weather, geology, natural resources \nWeekly Plan: \n● Observation of local ecosystems; nature journaling (L.1–3). \n● Experiments: properties of matter, motion, energy (P.1–3). \n \n138 \n\n \n● Earth science exploration: rocks, soil, water cycle (E.1–3). \n● Plant and animal life study; record growth and behavior. \n● Science reflection, class presentations, or posters summarizing findings. \nMontessori-Specific Connection: \n● Hands-on experiments, nature trays, magnifying glasses, and observation \njournals. \n● Older students help younger students with experiments, journaling, and \nreporting. \n4. Social Studies / Cultural Studies \nStandards: \n● SS.3.H.1–5: State and local history, government, community roles \n● SS.3.G.1–3: Geography: maps, globes, spatial awareness \n● SS.3.E.1–3: Economics: goods/services, needs vs. wants, community resources \nWeekly Plan: \n● Study Alaska history and local community traditions (H.1–3). \n● Mapping exercises; classroom, school, and local area maps (G.1–3). \n● Needs vs. wants activities; classroom economy project (E.1–3). \n● Cultural research projects: art, storytelling, or mini-presentations. \n● Reflection journal and discussion on community values and history. \nMontessori-Specific Connection: \n● Globes, maps, timelines, and cultural artifacts provide hands-on learning. \n● Peer teaching: multi-age students collaborate and mentor younger classmates. \nMontessori-Specific Subjects \n1. Practical Life / Life Skills \n● Daily chores: food prep, sweeping, plant care, self-care routines. \n● Builds independence, coordination, and responsibility. \n2. Sensorial \n● Color tablets, sound boxes, geometric solids, tactile materials. \n● Enhances observation, pattern recognition, and reasoning skills. \n \n139 \n\n \n3. Art / Music / Grace & Courtesy \n● Daily art/music integrated with core subjects. \n● Grace & Courtesy exercises embedded throughout the day to support \nsocial-emotional learning. \n4th Grade Montessori Work Plan \nCore Subjects \n1. Language Arts (Reading, Writing, Speaking, Listening) \nStandards: \n● ELA.4.RF.1–4: Fluency, decoding, comprehension \n● ELA.4.RL.1–10 / ELA.4.RI.1–10: Reading comprehension of literary & \ninformational texts \n● ELA.4.W.1–8: Narrative, opinion, informative/explanatory writing \n● ELA.4.SL.1–6: Speaking & listening, collaborative discussions \n● ELA.4.L.1–6: Grammar, vocabulary, conventions \nWeekly Plan: \n● Guided reading of literary & informational texts; comprehension journal (RL.1–2, \nRI.1–2). \n● Writing workshop: narratives, persuasive, and informational paragraphs (W.1–3, \nW.5); vocabulary exercises (L.4–6). \n● Small-group reading; oral presentations and peer discussions (SL.1–3). \n● Sentence writing with grammar, punctuation, and editing practice (W.2, L.2). \n● Reflection journal, reading fluency exercises, and vocabulary games (RF.3–4, \nSL.4–6). \nMontessori-Specific Connection: \n● Grammar boxes, moveable alphabet, and word-building exercises reinforce \nreading/writing skills. \n● Peer storytelling and oral presentations develop communication and \nsocial-emotional skills. \n \n \n \n140 \n\n \n2. Mathematics \nStandards: \n● MA.4.NBT.1–9: Multi-digit addition, subtraction, place value, rounding \n● MA.4.OA.1–9: Multiplication, division, problem-solving strategies \n● MA.4.MD.1–7: Measurement, area, perimeter, data, graphs \n● MA.4.G.1–3: Geometry: angles, shapes, symmetry, spatial reasoning \nWeekly Plan: \n● Place value, rounding, and multi-digit operations using Montessori beads and \nnumber rods (NBT.1–5). \n● Multiplication and division problem-solving with manipulatives (OA.1–4). \n● Geometry: area, perimeter, angles, symmetry with geometric solids (G.1–3). \n● Measurement activities: length, weight, volume, time, and graphing data \n(MD.1–7). \n● Math games, interactive problem-solving, and multi-age peer collaboration \n(NBT.6–9, OA.5–9). \nMontessori-Specific Connection: \n● Hands-on manipulatives support abstract math concepts and scaffold multi-age \nlearning. \n● Daily 45–60 minutes of focused math instruction meets Alaska State Standards. \n3. Science \nStandards: \n● SC.4.P.1–3: Matter, energy, forces, and motion \n● SC.4.L.1–3: Plant & animal life, ecosystems, adaptations \n● SC.4.E.1–3: Earth & space science: weather, geology, natural resources \nWeekly Plan: \n● Observation of local ecosystems; nature journaling (L.1–3). \n● Experiments: properties of matter, energy, and motion (P.1–3). \n● Earth science exploration: rocks, soil, water cycle, climate (E.1–3). \n● Plant and animal study; document growth, behavior, and adaptations. \n● Reflection journal, science presentations, or poster projects summarizing \nfindings. \n \n141 \n\n \nMontessori-Specific Connection: \n● Hands-on experiments, nature trays, magnifying glasses, and observation \njournals engage students in inquiry-based learning. \n● Older students can mentor younger peers in experiments and data recording. \n4. Social Studies / Cultural Studies \nStandards: \n● SS.4.H.1–5: Alaska history, local government, cultural traditions \n● SS.4.G.1–3: Geography: maps, globes, regions, and spatial reasoning \n● SS.4.E.1–3: Economics: goods/services, needs vs. wants, community resources \nWeekly Plan: \n● Alaska history & cultural traditions; storytelling or class discussion (H.1–3). \n● Mapping exercises: classroom, school, local, and regional maps (G.1–3). \n● Economics: needs vs. wants, classroom economy project, community roles \n(E.1–3). \n● Cultural research projects: art, storytelling, or mini-presentations. \n● Reflection journal and group discussion on community, history, and geography. \nMontessori-Specific Connection: \n● Globes, maps, timelines, and cultural artifacts support tactile and visual learning. \n● Peer mentoring allows multi-age collaboration on projects. \nMontessori-Specific Subjects \n1. Practical Life / Life Skills \n● Daily chores: food prep, cleaning, plant care, self-care routines. \n● Develops independence, coordination, and responsibility. \n2. Sensorial \n● Activities include color tablets, sound boxes, geometric solids, and tactile \nmaterials. \n● Enhances observation, pattern recognition, and reasoning skills. \n3. Art / Music / Grace & Courtesy \n● Daily art/music integrated with core subjects. \n \n142 \n\n \n● Grace & Courtesy exercises embedded throughout the day to support \nsocial-emotional learning. \n5th Grade Montessori Work Plan \nCore Subjects \n1. Language Arts (Reading, Writing, Speaking, Listening) \nStandards: \n● ELA.5.RI.1–10: Reading comprehension of literary & informational texts \n● ELA.5.W.1–10: Writing arguments, informative/explanatory texts, narratives \n● ELA.5.SL.1–6: Speaking & listening skills, collaborative discussions \n● ELA.5.L.1–6: Language conventions, vocabulary, grammar \nWeekly Plan: \n● Independent reading (informational/literary text); comprehension journal \naligned to standards (RI.1, RI.2). \n● Grammar & vocabulary exercises (L.1–3); write a short narrative paragraph (W.3). \n● Peer discussion on reading; oral presentation on research topic (SL.1, SL.4). \n● Writing workshop: persuasive or informative essay draft (W.1–2, W.5). \n● Reflection & editing session; vocabulary quiz/game (L.4–6). \nMontessori-Specific Connection: \n● Use language cards, sandpaper letters, moveable alphabet for grammar/phonics \nreinforcement. \n● Oral presentations build Grace & Courtesy, confidence, and communication skills. \n2. Mathematics \nStandards: \n● MA.5.NBT.1–7: Place value, operations with multi-digit whole numbers & \ndecimals \n● MA.5.NF.1–7: Fractions & operations \n● MA.5.MD.1–5: Measurement & data \n● MA.5.G.1–4: Geometry, coordinate plane \nWeekly Plan: \n \n143 \n\n \n● Place value & multiplication/division exercises (NBT.1–5). \n● Fraction equivalence & operations practice with manipulatives (NF.1–4). \n● Geometry & coordinate plane exploration using Montessori geometric solids \n(G.1–4). \n● Measurement & data: graphs, area, volume, unit conversion (MD.1–5). \n● Math games using Montessori bead frames, fraction insets, and golden beads. \nMontessori-Specific Connection: \n● Bead chains, fraction circles, and geometric solids reinforce abstract concepts \nwith hands-on learning. \n3. Science \nStandards: \n● SC.5.P.1–3: Matter & energy, properties of materials \n● SC.5.L.1–5: Structure & function of organisms, ecosystems \n● SC.5.E.1–3: Earth & space sciences \nWeekly Plan: \n● Observations of the local environment (ecosystems, plant/animal life). Lab \nnotebook entries (L.1–3). \n● Experiments with matter, energy, and physical science concepts (P.1–3). \n● Earth science activities: weather patterns, soil, water cycle (E.1–3). \n● Research & presentation on a living organism or ecosystem. \n● Reflection & discussion; concept mapping; tie to real-world sustainability. \nMontessori-Specific Connection: \n● Hands-on experiments with botany, zoology, geology kits, fieldwork, and nature \njournaling. \n● Independent and collaborative exploration builds scientific method skills. \n4. Social Studies / Cultural Studies \nStandards: \n● SS.5.H.1–5: U.S. & Alaska history, government \n● SS.5.G.1–3: Geography, map skills, global awareness \n● SS.5.E.1–3: Economic concepts \n \n144 \n\n \nWeekly Plan: \n● Study Alaska history & indigenous cultures (H.1–3). \n● Map reading & geography exercises (G.1–3). \n● Economics concepts: local trade, resources, community projects (E.1–3). \n● Current events discussion; reflection journals. \n● Cultural project: storytelling, art, or research presentation. \nMontessori-Specific Connection: \n● Timeline exercises, globes, map puzzles, and cultural artifacts support hands-on \nlearning. \n● Encourage peer teaching and storytelling. \nMontessori-Specific Subjects \n1. Practical Life / Life Skills \n● Daily chores, care of classroom environment, food prep, gardening, self-care \nroutines. \n● Builds executive function, responsibility, coordination, and independence. \n2. Sensorial \n● Activities to refine senses: geometric solids, sound boxes, color tablets, tactile \nexploration. \n● Supports pattern recognition, observation, and logical thinking. \n3. Art / Music / Grace & Courtesy \n● Weekly art projects aligned to cultural studies or science themes. \n● Music lessons using classroom instruments or singing. \n● Grace & Courtesy exercises incorporated daily into all interactions. \n6th Grade Montessori Work Plan \nCore Subjects and Alaska Standards \n1. Language Arts (Reading, Writing, Speaking, Listening) \nStandards: \n● ELA.6.RL.1–10 / ELA.6.RI.1–10: Reading comprehension, literary analysis, \ninformational texts \n \n145 \n\n \n● ELA.6.W.1–10: Narrative, opinion, informational, and research writing \n● ELA.6.SL.1–6: Collaborative discussions, presentations \n● ELA.6.L.1–6: Grammar, vocabulary, conventions \nWeekly Plan \n● Independent reading of literary or informational texts (RL.1–3, RI.1–3). \n● Writing exercises: paragraph/essay drafting, grammar practice (W.2–3, L.1–3). \n● Vocabulary activities (L.4–6). \n● Peer review, editing, and collaborative writing projects (W.5–6). \n● Oral presentations, group discussion, and reflection journals (SL.1–6). \nMontessori Specific Connection: \n● Use independent work trays, choice-based reading, and journaling for morning \nfocus. \n● Afternoon group projects integrate research, debate, and collaborative \nstorytelling. \n2. Mathematics \nStandards: \n● MA.6.NS.1–8: Fractions, decimals, ratios, negative numbers \n● MA.6.EE.1–9: Expressions, equations, inequalities \n● MA.6.RP.1–3: Ratios and proportional relationships \n● MA.6.G.1–4: Geometry, area, volume, coordinate plane \n● MA.6.SP.1–6: Statistics and probability \nWeekly Plan \n● Independent practice on fractions, decimals, ratios, and algebraic expressions \n(45–60 min). \n● Hands-on manipulatives: fraction tiles, number lines, and coordinate grids. \n● Word problem workshops, real-world application, peer tutoring. \n● Group math projects or problem-solving challenges integrating geometry, data, \nor statistics. \nMontessori Specific Connection: \n● Use hands-on manipulatives, visual models, and self-paced independent practice. \n● Multi-age peer collaboration allows 7th–8th graders to mentor 6th graders. \n \n \n \n146 \n\n \n3. Science \nStandards: \n● SC.6.P.1–6: Matter, energy, forces, motion \n● SC.6.L.1–3: Ecosystems, cell biology, human body systems \n● SC.6.E.1–3: Earth and space sciences, climate, geology, natural resources \nWeekly Plan: \n● Independent observations, journaling, and small experiments. \n● Lab notebooks: record hypotheses, procedures, and results. \n● Hands-on lab experiments or simulations. \n● Group science projects: ecosystem models, climate reports, or engineering \ndesign challenges. \nMontessori Specific Connection: \n● Nature trays, lab experiments, and inquiry-based activities encourage \nexploration. \n● Multi-age collaboration builds teamwork and reinforces concepts for younger \nstudents. \n4. Social Studies \nStandards: \n● SS.6.H.1–5: History of Alaska, U.S., and world civilizations \n● SS.6.G.1–3: Geography: maps, spatial thinking, regions, human-environment \ninteraction \n● SS.6.E.1–2: Economics: trade, resources, personal finance \nWeekly Plan: \n● Independent research, reading primary/secondary sources, note-taking. \n● Map work and geography exercises. \n● Collaborative history or geography project planning. \n● Group projects: timelines, dioramas, presentations, or simulations of historical \nevents and trade systems. \nMontessori Specific Connection: \n● Independent research supports self-directed learning. \n● Group projects allow multi-age collaboration, fostering peer teaching. \n \n \n147 \n\n \nMontessori Specific Subjects \n1. Practical Life / Life Skills \n● Independent classroom responsibilities, organization, time management. \n2. Sensorial / Hands-On Learning \n● Experiments, manipulatives, models, maps, and art integration. \n3. Art / Music / Grace & Courtesy \n● Integrated into projects, discussion, and reflections to support social-emotional \nlearning. \n7th Grade Montessori Work Plan \nCore Subjects and Alaska Standards \n1. Language Arts (Reading, Writing, Speaking, Listening) \nStandards: \n● ELA.7.RL.1–10 / ELA.7.RI.1–10: Reading comprehension, literary analysis, \ninformational texts \n● ELA.7.W.1–10: Narrative, opinion, informational, and research writing \n● ELA.7.SL.1–6: Collaborative discussions, presentations \n● ELA.7.L.1–6: Grammar, vocabulary, conventions \nWeekly Plan \n● Independent reading of literary and informational texts. \n● Writing exercises: essays, research reports, grammar, and vocabulary practice. \n● Peer review, editing, and collaborative writing projects. \n● Oral presentations, group discussion, debate, and reflection journals. \nMontessori Specific Connection: \n● Independent choice-based reading trays and research stations. \n● Afternoon projects integrate research, presentation, and collaborative \nstorytelling. \n \n \n148 \n\n \n2. Mathematics \nStandards: \n● MA.7.NS.1–8: Operations with rational numbers, integers, fractions, decimals \n● MA.7.EE.1–9: Expressions, equations, inequalities, proportional relationships \n● MA.7.G.1–4: Geometry, area, volume, angles, transformations \n● MA.7.SP.1–6: Probability, statistics, data analysis \nWeekly Plan \n● Independent practice on rational numbers, expressions, and equations. \n● Hands-on manipulatives: algebra tiles, number lines, geometry models. \n● Word problems, real-world applications, peer tutoring. \n● Group math projects: design challenges, data collection, statistical analysis. \nMontessori Specific Connection: \n● Use visual models and manipulatives to scaffold abstract concepts. \n● Multi-age collaboration allows 6th–8th graders to mentor each other \n3. Science \nStandards: \n● SC.7.P.1–6: Matter, energy, forces, motion \n● SC.7.L.1–3: Cells, human body systems, ecosystems, adaptation \n● SC.7.E.1–3: Earth & space science: geology, climate, natural resources \nWeekly Plan: \n● Independent experiments, lab notebooks, observation journaling. \n● Hands-on lab experiments or simulations. \n● Group science projects: ecosystem models, engineering challenges, climate \nresearch presentations. \nMontessori Specific Connection: \n● Nature trays, lab experiments, inquiry-based stations. \n● Older students mentor younger students in scientific procedures and \nobservations. \n \n \n \n149 \n\n \n4. Social Studies \nStandards: \n● SS.7.H.1–5: Alaska, U.S., and world history, government, civics \n● SS.7.G.1–3: Geography, spatial thinking, regions, human-environment interaction \n● SS.7.E.1–3: Economics, trade, resources, personal finance \nWeekly Plan: \n● Independent research, reading primary/secondary sources, note-taking. \n● Map work and geography exercises. \n● Collaborative history or geography project planning. \n● Group projects: historical simulations, region-based research, economic models, \npresentations. \nMontessori Specific Connection: \n● Independent research supports self-directed learning. \n● Group projects allow multi-age peer collaboration and presentation skills. \nMontessori Specific Subjects \n● Practical Life / Life Skills: Organization, time management, classroom \nresponsibilities. \n● Sensorial / Hands-On Learning: Manipulatives, models, maps, and STEM \nmaterials. \n● Art / Music / Grace & Courtesy: Integrated into projects, discussion, and \nreflections for social-emotional learning. \n8th Grade Montessori Work Plan \nCore Subjects and Alaska Standards \n1. Language Arts (Reading, Writing, Speaking, Listening) \nStandards: \n● ELA.8.RL.1–10 / ELA.8.RI.1–10: Reading comprehension, literary analysis, \ninformational texts \n● ELA.8.W.1–10: Narrative, opinion, informational, and research writing \n● ELA.8.SL.1–6: Collaborative discussions, presentations, debate \n● ELA.8.L.1–6: Grammar, vocabulary, conventions \n \n150 \n\n \nWeekly Plan / Daily Structure: \n● Independent reading of literary and informational texts. \n● Writing exercises: essays, research papers, grammar, and vocabulary practice. \n● Peer review, editing, and collaborative writing projects. \n● Oral presentations, debates, and reflective journals. \nMontessori Specific Connection: \n● Independent research stations, choice-based reading trays, and journaling \nsupport self-directed learning. \n● Afternoon projects integrate research, debate, and multi-age collaboration. \n \n2. Mathematics \nStandards: \n● MA.8.NS.1–8: Real numbers, exponents, scientific notation \n● MA.8.EE.1–9: Expressions, equations, inequalities, functions \n● MA.8.G.1–4: Geometry, transformations, congruence, volume, Pythagorean \nTheorem \n● MA.8.SP.1–6: Statistics, probability, data analysis \nWeekly Plan \n● Independent practice on real numbers, algebra, functions, and geometry \nconcepts. \n● Hands-on manipulatives: algebra tiles, geometric models, graphing tools. \n● Problem-solving workshops, real-world applications, peer tutoring. \n● Group math projects: STEM challenges, data collection, statistical analysis, or \ndesign projects. \nMontessori Specific Connection: \n● Visual models, manipulatives, and self-paced independent work support mastery. \n● Peer mentoring allows 6th–7th graders to scaffold learning for younger students. \n3. Science \nStandards: \n● SC.8.P.1–6: Physics: energy, forces, motion, conservation laws \n● SC.8.L.1–3: Biology: cells, genetics, ecosystems, human body systems \n \n151 \n\n \n● SC.8.E.1–3: Earth & space science: geology, climate change, natural resources, \nastronomy \nWeekly Plan: \n● Independent labs, research, observations, and lab notebook documentation. \n● Hands-on experiments, simulations, and hypothesis testing. \n● Group science projects: ecosystem studies, engineering challenges, climate \nreports, or astronomy models. \nMontessori Specific Connection: \n● Inquiry-based stations, lab experiments, and observation trays reinforce \nself-directed exploration. \n● Multi-age collaboration strengthens teamwork and leadership skills. \n4. Social Studies \nStandards: \n● SS.8.H.1–5: Alaska, U.S., and world history, government, civics \n● SS.8.G.1–3: Geography, regions, spatial thinking, human-environment interaction \n● SS.8.E.1–3: Economics: trade, resources, personal finance, global systems \nWeekly Plan: \n● Independent research, map work, reading primary/secondary sources, \nnote-taking. \n● Collaborative project planning and preparation. \n● Group projects: historical simulations, economic models, presentations, debates. \nMontessori Specific Connection: \n● Independent research stations and project-based learning support self-directed \nwork. \n● Peer collaboration allows 8th graders to lead multi-age group projects. \nSpecific Montessori Subjects \n● Practical Life / Life Skills: Organization, time management, classroom \nresponsibilities, project planning. \n● Sensorial / Hands-On Learning: Models, manipulatives, STEM kits, and maps. \n● Art / Music / Grace & Courtesy: Integrated into projects, presentations, and \nreflections. \n \n \n152 \n\n \n9th Grade Work Plan \nCore Subjects and Alaska Standards \n1. Language Arts (Reading, Writing, Speaking, Listening) \nStandards: \n● ELA.9–10.RL.1–10 / ELA.9–10.RI.1–10: Comprehension of complex texts, analysis \nof literary and informational works \n● ELA.9–10.W.1–10: Argumentative, narrative, expository, and research writing \n● ELA.9–10.SL.1–6: Discussions, presentations, speaking and listening skills \n● ELA.9–10.L.1–6: Grammar, vocabulary, language conventions \nWeekly Plan \n● Independent reading of assigned literature and informational texts tied to CTE \nthemes; writing practice in essays, research projects, and technical writing. \n● Peer review, collaborative workshops, oral presentations. \n● Applied literacy in CTE context—technical manuals, grant proposals, product \nmarketing copy. \n2. Mathematics \nStandards: \n● MA.HS.N.1–12: Real numbers, exponents, roots, scientific notation \n● MA.HS.A.1–10: Algebraic expressions, equations, functions \n● MA.HS.G.1–9: Geometry, transformations, measurement \n● MA.HS.S.1–8: Statistics, probability, data analysis \nWeekly Plan \n● Algebra I concepts, geometry foundations, applied math (welding \nmeasurements, carpentry calculations, budgeting). \n● Problem-solving workshops, collaborative projects, peer tutoring. \n● Applied math in CTE (building scale models, energy efficiency calculations, farm \nyield data). \n \n \n \n153 \n\n \n3. Science \nStandards: \n● SC.HS.P.1–6: Physical science (energy, forces, motion, engineering design) \n● SC.HS.L.1–4: Life science (cells, ecosystems, genetics, health) \n● SC.HS.E.1–3: Earth & environmental science (resources, climate, geology) \nWeekly Plan: \n● Inquiry-based labs and observations documented in lab notebooks. \n● Applied experiments connected to CTE (hydroponics, soil testing, welding \nmetallurgy). \n● Group projects such as environmental studies, greenhouse efficiency, or robotics \nchallenges. \n4. Social Studies \nStandards: \n● SS.HS.H.1–6: U.S. and world history, civics, government \n● SS.HS.G.1–3: Geography, mapping, human-environment interaction \n● SS.HS.E.1–3: Economics, personal finance, entrepreneurship \nWeekly Plan: \n● Independent research, reading of primary/secondary sources, map work, \nnote-taking. \n● Small-group collaboration on civic or historical projects. \n● Applied civics and economics—business plan development, market research for \nstudent-run enterprises, historical simulations. \n10th Grade Work Plan \nCore Subjects and Alaska Standards \n1. Language Arts (Reading, Writing, Speaking, Listening) \nStandards: \n● ELA.9-10.RL.1–10 / ELA.9-10.RI.1–10: Literary and informational text analysis, \nevaluating arguments and themes. \n \n154 \n\n \n● ELA.9-10.W.1–10: Argumentative, narrative, research, and expository writing. \n● ELA.9-10.SL.1–6: Structured discussions, collaborative presentations, debates, \nspeeches. \n● ELA.9-10.L.1–6: Conventions, grammar, vocabulary, and language use. \nWeekly Plan \n● Independent literary analysis of novels, nonfiction, and primary sources. \n● Writing: argumentative essays, research-based reports, narrative journals. \n● Peer editing workshops, Socratic seminars, and oral presentations. \n● Project-based writing linked to CTE (e.g., technical manuals, business plans, \nhealth brochures). \n \n2. Mathematics \nStandards: \n● MA.HS.A-SSE, A-CED, F-IF, F-LE, G-SRT, S-ID: \n● Expressions and equations, functions, linear/quadratic models. \n● Geometry: similarity, right triangles, trigonometry. \n● Statistics: data interpretation, regression models, probability. \nWeekly Plan \n● Problem-based practice: algebra, geometry, and functions. \n● Real-world application (budgeting, construction measurements, welding angles). \n● Group workshops solving applied math in CTE contexts. \n● STEM challenges: design projects, data analysis, or cost-estimation for projects. \n3. Science \nStandards: \n● SC.HS.PS.1–4: Chemistry: atomic structure, bonding, reactions, energy transfer. \n● SC.HS.LS.1–3: Biology: ecosystems, genetics, cellular processes. \n● SC.HS.ESS.1–3: Earth & space: environmental impact, resource management. \n● SC.HS.ETS.1–2: Engineering design & technology application. \nWeekly Plan: \n● Independent labs, reading scientific texts, maintaining lab journals. \n● Group experiments, hypothesis testing, simulations (e.g., soil health, energy \ntransfer). \n \n155 \n\n \n● CTE-linked projects (hydroponics, food preservation, welding material science). \n4. Social Studies \nStandards: \n● SS.HS.H.1–5: U.S. and world history, civics, government. \n● SS.HS.G.1–4: Geography, environment, human systems, spatial reasoning. \n● SS.HS.E.1–4: Economics, trade, personal finance, entrepreneurship. \n● SS.HS.C.1–5: Civic participation, rights, and responsibilities. \nWeekly Plan: \n● Research projects, primary source analysis, economics simulations. \n● Collaborative presentations, debates, model UN, or town-hall simulations. \n● Applied social studies: business planning, policy proposals, community projects. \n11th Grade Work Plan \nCore Subjects and Alaska Standards \n1. Language Arts (Reading, Writing, Speaking, Listening) \nStandards: \n● ELA.11-12.RL.1–10 / ELA.11-12.RI.1–10: Literary analysis, informational text \nevaluation, synthesis of multiple sources. \n● ELA.11-12.W.1–10: Research, argumentative, narrative, and technical writing. \n● ELA.11-12.SL.1–6: Advanced discussions, presentations, formal debates, \nprofessional communication. \n● ELA.11-12.L.1–6: Grammar, vocabulary, conventions in academic and workplace \nwriting. \nWeekly Plan \n● Independent reading: classic literature, contemporary works, technical texts tied \nto CTE. \n● Writing: argumentative essays, technical reports, resumes, cover letters. \n● Peer critique, Socratic seminars, oral defenses of research. \n● Applied writing projects: grant proposals, marketing plans, lab reports, business \ndocumentation. \n \n \n156 \n\n \n2. Mathematics \nStandards: \n● MA.HS.F-IF, F-BF, F-LE, F-TF, S-CP, S-MD:Functions, trigonometry, sequences, \nprobability, statistics, decision-making with data. \n● MA.HS.G-GMD, G-MG: Geometry: modeling with 3D shapes, surface area, \nvolume, measurement. \n● MA.HS.A-CED, A-REI: Solving equations, systems, inequalities. \nWeekly Plan \n● Independent practice with algebra, trigonometry, and statistics. \n● Applied math in construction, budgeting, and agriculture projects. \n● Group workshops solving industry-based math problems (e.g., estimating \ngreenhouse yields, welding angle calculations). \n● CTE-integrated math projects: blueprint scaling, CAD measurements, or financial \nmodeling. \n3. Science \nStandards: \n● SC.HS.PS.1–4: Physics: energy, motion, electricity, thermodynamics. \n● SC.HS.LS.1–4: Biology: evolution, ecosystems, genetics, biotechnology. \n● SC.HS.ESS.1–3: Environmental systems, climate science, resource management. \n● SC.HS.ETS.1–2: Engineering design, testing, iterative problem-solving. \nWeekly Plan: \n● Independent labs and technical readings. \n● Lab notebooks documenting hypotheses and results. \n● Hands-on experiments and field studies (e.g., soil analysis, energy systems, \nhealth science labs). \n● Project-based science applications: renewable energy prototypes, watershed \nmonitoring, greenhouse system trials. \n4. Social Studies \nStandards: \n● SS.HS.H.1–5: U.S. History post-1900, world history, government, civics. \n \n157 \n\n \n● SS.HS.G.1–4: Global geography, economics, resource use, cultural systems. \n● SS.HS.E.1–4: Microeconomics, macroeconomics, business systems, \nentrepreneurship. \n● SS.HS.C.1–5: Policy-making, civic responsibility, community engagement. \nWeekly Plan: \n● Independent research on U.S. history, economics, and global issues. \n● Document analysis and case studies. \n● Debates, model legislation, and economic simulations. \n● Applied social studies projects: business plans, community surveys, civic \nengagement initiatives. \n12th Grade Work Plan \nCore Subjects and Alaska Standards \n1. Language Arts (Reading, Writing, Speaking, Listening) \nStandards: \n● ELA.11-12.RL.1–10 / ELA.11-12.RI.1–10: Advanced literary analysis, synthesis \nacross multiple sources, evaluation of informational texts. \n● ELA.11-12.W.1–10: Extended research projects, argumentative and technical \nwriting, professional communication. \n● ELA.11-12.SL.1–6: Formal debates, polished presentations, collaborative \nplanning, oral defense of capstone. \n● ELA.11-12.L.1–6: Advanced grammar, vocabulary, and language conventions in \nacademic and professional writing. \nWeekly Plan \n● Independent reading: classic works, modern nonfiction, technical and \nprofessional texts. \n● Writing: essays, research reports, technical documentation, grant proposals, \nworkplace writing. \n● Peer review, oral defenses of capstone drafts, Socratic seminars. \n● Senior capstone writing, speeches, and portfolio development. \n \n \n158 \n\n \n2. Mathematics \nStandards: \n● MA.HS.A-REI, A-CED, F-IF, F-BF, F-LE, F-TF, S-IC, S-ID: Algebraic modeling, \ntrigonometry, probability, statistics, functions. \n● MA.HS.G-GMD, G-MG: Geometry and measurement in applied design and \nreal-world contexts. \n● MA.HS.N-Q, N-CN: Quantitative reasoning, complex numbers, applied problem \nsolving. \nWeekly Plan \n● Independent practice in advanced algebra, functions, statistics, or applied math. \n● Financial literacy and quantitative reasoning for real-world readiness. \n● Workshops applying math to senior projects: budgeting, engineering, data \nanalysis. \n● Capstone integration: blueprint scaling, market analysis, or scientific data \ninterpretation. \n3. Science \nStandards: \n● SC.HS.PS.1–4: Physics and applied sciences (energy, motion, thermodynamics, \nengineering). \n● SC.HS.LS.1–4: Advanced life sciences (biotechnology, health sciences, \necosystems). \n● SC.HS.ESS.1–3: Earth systems, climate, environmental and cultural resource \nmanagement. \n● SC.HS.ETS.1–2: Engineering design and innovation applied to community needs. \nWeekly Plan: \n● Independent labs, technical readings, data collection for capstone. \n● Lab journals documenting applied research. \n● Peer collaboration on experiments, simulations, and environmental studies. \n● Capstone experiments: renewable energy trials, health projects, sustainability \nstudies. \n \n \n159 \n\n \n4. Social Studies \nStandards: \n● SS.HS.H.1–5: Contemporary U.S. history, civics, and government. \n● SS.HS.G.1–4: Global systems, economics, and geography of resources. \n● SS.HS.E.1–4: Entrepreneurship, business systems, personal finance. \n● SS.HS.C.1–5: Civic responsibility, leadership, and policy analysis. \nWeekly Plan: \n● Independent research on civics, economics, and global issues. \n● Case studies: policy, law, and business planning. \n● Seminars on civic engagement, business strategies, or current events. \n● Senior capstone integration: policy proposals, business plans, or civic \nengagement projects. \n \n \n160 \n\n \nExhibit H \nDetailed APC Meeting Minutes from June 9, 2025 \n \n \n161 \n\n \n \n \n \n162 \n\n \nExhibit I \nLetter from Alaskan Homestead Education, INC \n \n163 \n\n \n \n \n164 \n\n \nExhibit J \n501c3 Determination Letter - Alaskan Homestead Education, Inc. \n \n165 \n\n \nExhibit K \nMOA Between AHE and NCS \n \nMEMORANDUM OF AGREEMENT \nBetween \nAlaskan Homestead Education, Inc. (AHE) \nand \nNikolaevsk Charter School (NCS) \nEffective Date: Signed upon the approval of the Nikolaevsk Charter School \n1. Purpose \nThis Memorandum of Agreement (MOA) outlines the terms between Alaskan Homestead \nEducation, Inc. (AHE) and Nikolaevsk Charter School (NCS) for the sublease and use of the \nschool facility located at: \n65524 Nikolaevsk Road, Nikolaevsk, Alaska 99556. \nThe purpose of this agreement is to ensure that NCS has access to a safe and functional \neducational facility while maintaining AHE’s ability to manage the property for community \nbenefit in coordination with the Kenai Peninsula Borough (KPB). \n2. Contingency \nThis sublease and agreement are expressly contingent upon the official approval and operation \nof Nikolaevsk Charter School by the Kenai Peninsula Borough School District (KPBSD) and the \nAlaska Department of Education & Early Development (DEED). \nIf NCS is not approved, this MOA shall be rendered null and void. \n3. Facility Use and Sublease Terms \n● AHE, as the lessee of the Nikolaevsk School facility under agreement with KPB, agrees to \nsublease the facility to NCS for the operation of the charter school. \n● The annual lease cost shall be Two Hundred Fifteen Thousand Dollars ($215,000.00), \npaid from the Nikolaevsk Charter School budget allocated through KPBSD. \n● The initial lease term shall be five (5) years, aligning with the initial charter authorization \nperiod. \n● Upon renewal of the charter, NCS shall have first right of renewal for the facility \nsublease, with each renewal period extending up to ten (10) years by mutual written \nagreement between AHE, KPB, and KPBSD. \n \n166 \n\n \n4. Services Provided by AHE \nAHE shall provide the following services as part of this lease arrangement: \n1. Custodial Services – (FTE 0.5) Routine cleaning and sanitation of classrooms, offices, \nrestrooms, and shared spaces. \n2. Maintenance – General facility upkeep, repairs, and coordination of required \nmaintenance. \n3. Utilities – Including, but not limited to: \n● Water and septic services \n● Electricity \n● Trash \n● Heating gas \n● Internet access \n4. Insurance – AHE shall maintain facility and liability insurance in accordance with KPB and \nKPBSD requirements and provide proof of coverage annually or upon request. \n5. Furnishings and Equipment – AHE shall provide and maintain school furnishings \nnecessary for the operation of Nikolaevsk Charter School, including classroom furniture, \ndesks, chairs, shelving, and essential equipment as mutually agreed upon by both \nparties. All furnishings provided by AHE shall remain the property of AHE unless \notherwise transferred under a separate written agreement. \n5. Priority Use and Access \n● NCS shall have first priority use of the building and all related facilities for: \n○ Regular school-day operations \n○ After-school programs \n○ School-sponsored activities, clubs, and athletics \n● AHE may schedule community programs, training, or events during non-school hours, \nprovided such use does not interfere with NCS operations or facility maintenance. \n● Both parties will maintain a shared-use calendar and coordinate scheduling to ensure \nsmooth operation and equitable community access. \n6. Compliance \nBoth parties agree to comply with all applicable federal, state, and local laws, as well as KPB and \nKPBSD policies governing school facilities, insurance, and public safety. \n7. Hold Harmless and Indemnification \nEach party agrees to indemnify, defend, and hold harmless the other party, as well as the Kenai \nPeninsula Borough and Kenai Peninsula Borough School District, and their officers, agents, and \nemployees, from and against any and all claims, damages, losses, and expenses, including \nattorney’s fees, arising out of or resulting from the acts, omissions, or negligence of its own \n \n167 \n\n \nofficers, employees, agents, contractors, or invitees, in connection with the performance of this \nAgreement. \nThis clause shall survive the termination or expiration of this Agreement. \n8. Term and Renewal \nThis agreement shall: \n● Take effect upon approval of the Nikolaevsk Charter School; \n● Remain in effect for five (5) years, concurrent with the initial charter authorization; \n● Automatically be eligible for renewal priority by NCS for successive ten (10) year terms \nupon charter renewal, subject to mutual written agreement among all parties; and \n● Be subject to annual review to ensure continued compliance and effectiveness. \n \n9. Signatures \nFor Alaskan Homestead Education, Inc. (AHE): \nName: ___________________________________ \nTitle: ____________________________________ \nDate: ____________________________________ \nSignature: ________________________________ \nFor Nikolaevsk Charter School (NCS): \nName: ___________________________________ \nTitle: ____________________________________ \nDate: ____________________________________ \nSignature: ________________________________ \n \n \n168 \n\n \nExhibit L \nLetter from Nikolaevsk Community Council \n \n169 \n\n \nExhibit M \nMEMO on Contracts and Negotiations for the Facility \nAlaskan Homestead Education, Inc. (AHE) is working on behalf of Nikolaevsk Charter School \n(NCS) to secure the use of the borough-owned building at this address as the school facility. AHE \nwill lease the building from the Kenai Peninsula Borough (KPB) and will serve as the lessee of \nrecord. \nAs lessee, AHE will be responsible for all maintenance, utilities, insurance, and general upkeep \nof the facility. As compensation for these expenses related to the operation of the charter \nschool, KPBSD will use the $215,000 allocated for facility costs within the NCS budget as \npayment of rent to AHE. \nDuring school hours, the building will operate as Nikolaevsk Charter School. Outside of school \nhours—including evenings, weekends, and summer months—the facility will remain under the \nmanagement and control of AHE, ensuring it can be used for AHE programs and broader \ncommunity activities. \nThis arrangement will be formalized through three agreements: \n1. Between KPB and AHE (facility lease agreement); \n2. Between AHE and NCS (sublease and operations agreement); and \n3. Between KPBSD and NCS (charter school contract). \nThe building’s primary purpose will be to serve as the Nikolaevsk Charter School (NCS) facility. \nTo maximize the benefit of this community resource, AHE will make the building available for \ncommunity use during non-school hours, providing space for classes, training, and other \ncommunity events. \nNikolaevsk Charter School will be given priority access to the facility for all school-sponsored \nactivities, including athletics, clubs, performances, and other extracurricular programs that \noccur outside of regular instructional hours. Community use of the facility will be scheduled \naround NCS events to ensure that all student and school needs are fully supported before other \nactivities are approved. \nThese agreements are not yet executed, but will be formally drafted and signed upon approval \nof the Nikolaevsk Charter School charter. Execution of these agreements shall occur in a timely \nmanner following charter approval to ensure facility access, district compliance, and \nuninterrupted preparation for school operations. \n \n170 \n\n \nExhibit N- DEED Correspondence Assurance Document \n \n171 \n\n \n \n \n \n \n \n172 \n\n \n \n \n173 \n\n \n \n \n \n174 \n\n \nExhibit O \nMOA Between AHE and NCS - Custodial Services \n \nMEMORANDUM OF AGREEMENT \n \nBetween \nAlaskan Homestead Education, Inc. (AHE) \nand \nNikolaevsk Charter School (NCS) \n \nEffective Date: August 3, 2026 \nExpiration Date: May 30, 2027 \n1. Purpose \nThis Memorandum of Agreement (MOA) establishes an agreement between Alaskan \nHomestead Education, Inc. (AHE) and Nikolaevsk Charter School (NCS) for the provision of \ncustodial services for the 2026–2027 school year at the Nikolaevsk School facility, located at: \n65524 Nikolaevsk Road, Nikolaevsk, Alaska 99556 \n2. Scope of Services \nAHE agrees to provide a 0.5 Full-Time Equivalent (FTE) custodian to perform the following \nduties: \n● Daily cleaning and sanitation of classrooms, restrooms, offices, and common areas. \n● Trash removal. \n● Floor care (sweeping, mopping, vacuuming, periodic deep cleaning). \n● Basic maintenance tasks as assigned by the site administrator. \n● Coordination with NCS administration for supply and maintenance needs. \n3. Personnel \nThe assigned custodian for the 2026–2027 school year shall be: \nMariah Kerrone \nMs. Kerrone agrees to fulfill custodial responsibilities for the duration of the school year as \nscheduled (August 3, 2026 – May 30, 2027). \n4. Compensation and Coverage \n \n175 \n\n \nCustodial services will be provided by AHE as part of the service agreement between AHE and \nNCS. \nAll required custodial supplies and equipment will be provided by AHE. \n5. Insurance and Liability \nAHE shall maintain appropriate liability insurance for the custodian in accordance with Kenai \nPeninsula Borough (KPB) and Kenai Peninsula Borough School District (KPBSD) requirements. \nProof of coverage will be provided upon request. \n6. Term and Renewal \nThis agreement shall remain in effect from August 3, 2026 through May 30, 2027. \nIt may be renewed annually upon mutual written consent of both parties. \n7. Signatures \nFor Alaskan Homestead Education, Inc. (AHE): \nName: ___________________________________ \nTitle: ____________________________________ \nDate: ____________________________________ \nSignature: ________________________________ \nFor Nikolaevsk Charter School (NCS): \nName: ___________________________________ \nTitle: ____________________________________ \nDate: ____________________________________ \nSignature: ________________________________ \n \n \n176 \n\n \nExhibit P \nMOA Between NCS and Volunteer School Nurse \n \nMEMORANDUM OF AGREEMENT \n \nBetween \nNikolaevsk Charter School \nand \nFektista Nelson, RN P.O Box 1302 Anchor Point Ak 99556 \nDate: October 21, 2025 \nRECITALS \nWHEREAS, Nikolaevsk Charter School (hereinafter referred to as the \"School\") is committed to \nproviding a safe and healthy educational environment for its students, in compliance with \napplicable Alaska state laws, including those governing student health records, immunizations, \nand school health services; \nWHEREAS, Fektista Nelson, RN (hereinafter referred to as the \"Volunteer\"), is a licensed \nRegistered Nurse in the State of Alaska, possessing the necessary qualifications and expertise to \nprovide volunteer health services in a school setting; \nWHEREAS, the School desires to engage the services of the Volunteer on a voluntary, unpaid \nbasis to assist with specific health-related responsibilities, including maintenance of student \nhealth records, medication protocols, staff training, and routine health screenings; \nWHEREAS, the Volunteer is willing to provide such services on an intermittent basis, without \nexpectation of compensation, benefits, or employment status; \nWHEREAS, this Memorandum of Agreement (MOA) is contingent upon the approval of the \nNikolaevsk Charter School; \nNOW, THEREFORE, in consideration of the mutual promises and covenants contained herein, \nthe parties agree as follows: \nAGREEMENT \n1. Volunteer Services \n \n177 \n\n \nThe Volunteer agrees to provide the following services to the School on an as-needed, \ntwice-monthly basis (approximately 8-16 hours per month, scheduled in coordination with \nSchool administration): \na. Maintain student health records, including immunization records, in accordance with Alaska \nstate law (AS 14.30.150 et seq.) and School/district policies. This includes updating records, \nensuring compliance, and reporting discrepancies to School administration. \nb. Establish and implement protocols and procedures for training School staff in the safe storage \nand administration of medications, consistent with guidelines from the Alaska Department of \nEducation and Early Development and federal regulations (e.g., FERPA and HIPAA where \napplicable). \nc. Perform routine health screenings for students, including vision and hearing assessments, \nusing School-provided equipment and following protocols established by the Alaska School \nHealth Advisory Council. Screenings will be documented and reported to parents/guardians as \nrequired by law. \nThe Volunteer will perform these services diligently, professionally, and in a manner consistent \nwith the standards of the nursing profession. All services will be provided during School hours or \nas mutually agreed upon, subject to the School's operational needs. \n2. Term \nThis Agreement shall commence on August 1, 2026, and continue through May 31, 2027, unless \nterminated earlier as provided herein. It may be renewed by mutual written agreement of the \nparties. \n3. Compensation and Benefits \nThe Volunteer acknowledges that all services provided under this Agreement are voluntary and \nunpaid. No compensation, reimbursement for expenses (unless pre-approved in writing by the \nSchool), fringe benefits, workers' compensation, unemployment insurance, or other \nemployment-related entitlements shall be provided. The Volunteer agrees to cover any personal \nexpenses incurred, such as travel or materials, unless otherwise arranged. \n4. Volunteer Status \nThe Volunteer is an independent volunteer and not an employee, agent, contractor, or \nrepresentative of the School. The Volunteer shall have no authority to bind the School or enter \ninto any agreements on its behalf. The Volunteer agrees to comply with all School policies, \nincluding those related to child protection, confidentiality, and conduct. \n5. Confidentiality \n \n178 \n\n \nThe Volunteer agrees to maintain the confidentiality of all student, staff, and School information \nencountered during the provision of services, in accordance with the Family Educational Rights \nand Privacy Act (FERPA), Health Insurance Portability and Accountability Act (HIPAA), and Alaska \nstate privacy laws. Any breach of confidentiality may result in immediate termination of this \nAgreement. \n6. Liability and Indemnification \nThe School shall provide general liability insurance coverage for the Volunteer's activities \nperformed on School premises, subject to the terms of the School's policy. However, the \nVolunteer agrees to indemnify, defend, and hold harmless the School, its officers, employees, \nand agents from any claims, damages, losses, or liabilities arising from the Volunteer's \nnegligence, willful misconduct, or breach of this Agreement. \nThe Volunteer shall not be liable for any acts or omissions arising from the School's failure to \nprovide accurate information or necessary resources. Both parties agree to notify the other \npromptly of any potential claims. \n7. Termination \nThis Agreement may be terminated by either party at any time, with or without cause, upon \nthirty (30) days written notice. The School reserves the right to terminate immediately for \ncause, including but not limited to breach of confidentiality, misconduct, or failure to perform \nservices adequately. Upon termination, the Volunteer shall return all School property and \nconfidential materials. \n8. Governing Law \nThis Agreement shall be governed by the laws of the State of Alaska. Any disputes arising \nhereunder shall be resolved in the Superior Court for the Kenai Peninsula Borough. \n9. Entire Agreement \nThis Agreement constitutes the entire understanding between the parties and supersedes all \nprior agreements. It may be amended only in writing, signed by both parties. If any provision is \nheld invalid, the remainder shall remain in full force. \n10. Notices \nAll notices shall be in writing and delivered via email or certified mail to the addresses listed \nabove. \nIN WITNESS WHEREOF, the parties have executed this Memorandum of Agreement as of the \ndate first above written. \n \n179 \n\n \n \nNikolaevsk Charter School \nBy: _______________________________ \nName: [Principal's Name] Title: Principal \nDate: _____________________________ \n \nFektista Nelson, RN \nBy: _______________________________ \nName: Fektista Nelson Title: Volunteer Registered Nurse \nDate: _____________________________ \n \n180 ","scan_status":"clean","is_featured":false,"sort_order":1,"uploaded_by":3,"created_at":"2026-05-28T15:11:19.464Z","boarddocs_unique":"DNANJH60285D","pending_state":null}],"motions":[{"id":1479,"agenda_item_id":9130,"motion_text":"Move to approve the Nikolaevsk Charter School Initial application.","motion_type":"main","mover_id":22,"seconder_id":17,"parent_motion_id":null,"status":"passed","sort_order":1,"is_vote_locked":0,"device_voting_active":0,"created_at":"2026-05-28T15:11:19.326Z","vote_method":null,"consent_category":null,"noted_objections":null,"divided_from_motion_id":null,"proposed_parts":null,"pre_reconsider_snapshot":null,"amended_text":null,"pre_amend_text":null,"mover_name":"Kelley Cizek","seconder_name":"Patricia Truesdell","votes":[{"id":12795,"motion_id":1479,"user_id":22,"vote_value":"yes","cast_at":"2026-05-28T15:11:19.329Z","is_manual":1,"display_name":"Kelley Cizek"},{"id":12800,"motion_id":1479,"user_id":19,"vote_value":"no","cast_at":"2026-05-28T15:11:19.346Z","is_manual":1,"display_name":"Tim Daugharty"},{"id":12801,"motion_id":1479,"user_id":24,"vote_value":"no","cast_at":"2026-05-28T15:11:19.349Z","is_manual":1,"display_name":"Sarah Douthit"},{"id":12796,"motion_id":1479,"user_id":23,"vote_value":"yes","cast_at":"2026-05-28T15:11:19.332Z","is_manual":1,"display_name":"Dianne Macrae"},{"id":12803,"motion_id":1479,"user_id":14,"vote_value":"absent","cast_at":"2026-05-28T15:11:19.359Z","is_manual":1,"display_name":"Jason Tauriainen"},{"id":12797,"motion_id":1479,"user_id":17,"vote_value":"yes","cast_at":"2026-05-28T15:11:19.334Z","is_manual":1,"display_name":"Patricia Truesdell"},{"id":12802,"motion_id":1479,"user_id":4,"vote_value":"no","cast_at":"2026-05-28T15:11:19.351Z","is_manual":1,"display_name":"Penny Vadla"},{"id":12798,"motion_id":1479,"user_id":25,"vote_value":"yes","cast_at":"2026-05-28T15:11:19.336Z","is_manual":1,"display_name":"Mica VanBuskirk"},{"id":12799,"motion_id":1479,"user_id":26,"vote_value":"yes","cast_at":"2026-05-28T15:11:19.344Z","is_manual":1,"display_name":"Ash-Lee Waddell"}],"voting_underway":false,"vote_result_meta":{"closed_at":"2025-11-17T22:00:00.000Z","resolution_amended_at":null}}]}],"item_count":1},{"id":3637,"meeting_id":608,"name":"Adjourn","sort_order":4,"is_collapsed":0,"is_consent_section":false,"description":null,"scheduled_start_time":null,"is_current":false,"first_presented_at":null,"items":[{"id":9131,"meeting_id":608,"category_id":3637,"item_number":"A","item_type":"procedural","title":"Adjourn Meeting","public_content":null,"admin_content":null,"executive_content":null,"sort_order":1,"is_current":0,"is_pulled":false,"is_private":false,"scheduled_start_time":null,"is_workflow_managed":false,"updated_at":"2026-05-28T15:11:22.569Z","last_editor_name":null,"first_presented_at":null,"recommended_action":null,"linked_policy_id":null,"linked_policy_version_id":null,"linked_goal_id":null,"linked_meeting_id":null,"linked_meeting_title":null,"linked_meeting_starts_at":null,"linked_meeting_minutes_status":null,"policy_action_type":null,"policy_display":null,"workflow_instance_id":null,"workflow_status":null,"workflow_tree_name":null,"workflow_submitter_name":null,"workflow_approver_name":null,"workflow_current_level":null,"workflow_total_levels":null,"has_visible_attachments":false,"attachments":[],"motions":[]}],"item_count":1},{"id":3638,"meeting_id":608,"name":"Meeting Video","sort_order":5,"is_collapsed":0,"is_consent_section":false,"description":null,"scheduled_start_time":null,"is_current":false,"first_presented_at":null,"items":[{"id":9132,"meeting_id":608,"category_id":3638,"item_number":"A","item_type":"information","title":"Special Meeting Video 11-17-2025","public_content":"Special Meeting Video 11-17-2025
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November 17, 2025
Meeting Minutes-APPROVED (12-01-2025)
Kenai Peninsula Borough School District
148 N. Binkley St., Soldotna, AK 99669
1. Opening Activities
A. Call to Order
Vice President Daugharty called the meeting to order at 1:00 p.m.
B. Pledge of Allegiance/National Anthem/Alaska Flag Song
The Pledge of Allegiance was recited.
C. District Mission Statement
Ms. Cizek read the district mission statement.
D. Roll Call
8 Board Members Present:
Board Member Cizek
Board Member Daugharty
Board Member Douthit
Board Member MacRae
Board Member Truesdell
Board Member Vadla(attended virtually)
Board Member VanBuskirk
Board Member Waddell (attended virtually)
1 Board Member Absent:
President Tauriainen
A quorum was established.
Others present:
Student Representative: Miss Shania Weathers
Superintendent Holland
Assistant Superintendent Dendurent
Planning and Operations Director Lyon
Human Resources Director Crabtree
Finance Director Voivedich
E. Approval of Agenda
Motion: Move to approve the November 17, 2025 Special Meeting agenda as presented.
Motion by Patti Truesdell, second by Kelley Cizek.
Final Resolution: Motion Carried
Yes: Kelley Cizek, Tim Daugharty, Sarah Douthit, Dianne MacRae, Patti Truesdell, Penny Vadla, Mica VanBuskirk, Ash-Lee Waddell
Not Present at Vote: Jason Tauriainen
2. Discussion: Nikolaevsk Charter School Initial Application
A. Nikolaevsk Charter School Initial Application
Vice President Daugharty called for Board discussion on the Nikolaevsk Charter School Initial Application, and asked the Board if they had any questions for the applicants.
Vice President Daugharty read the Administration's recommendation featured on the agenda today, and called on applicants to see if they'd like to address any points in Administration's recommendation.
APC members that provided comments:
Blake Sawyer, Nikolaevsk Charter School, APC President
Natalie Thomas, Nikolaevsk Charter School, APC Vice President
Vice President Daugharty called on Administration to speak to the recommendation.
Administration that provided information regarding Administration's recommendation:
Superintendent Holland
Vice President Daugharty called for any other comments from the APC, the Board or Administration.
APC Members that commented:
Mariah Kerrone
Director Voivedich posed a budgetary question to the applicants.
Natalie Thomas, APC Vice President provided comment.
Vice President Daugharty called for any further comments.
Seeing and hearing no further comments Vice President Daugharty closed discussion and comments.
3. Action Item
A. Nikolaevsk Charter School Initial application
Vice President Daugharty called for public comment on the Nikolaevsk Charter School Initial application.Motion by Kelley Cizek, second by Patti Truesdell.
Vice President Daugharty called for Board comments on the motion.Motion: Move to approve the Nikolaevsk Charter School Initial application.
Motion by Kelley Cizek, second by Patti Truesdell.
Final Resolution: Motion Carried
Yes: Kelley Cizek, Dianne MacRae, Patti Truesdell, Mica VanBuskirk, Ash-Lee Waddell
No: Tim Daugharty, Sarah Douthit, Penny Vadla
Not Present at Vote: Jason Tauriainen
4. Adjourn
A. Adjourn Meeting
Seeing that business was complete Vice President Daugharty adjourned the Special meeting at 1:58 p.m.
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