Applicant Group Member Name/Phone/ Email Address Current Employment Relevant Experience/Skills and Role on Applicant Group (key words) Proposed Role(s) in School (e.g., trustee, employee, none) Proposed Position on the Board (e.g., officer, trustee, or constituent representative) John Smith (555) 555-5555 NYU Education Professor Teaching area on Curriculum Development Worked on Education Plan for the application Trustee President
Table 2: Public Outreach Information 2 is not counted toward the page limits Date(s) of Outreach (mm/dd/yy) Target Stakeholder Description of the Outreach Location of Input Action Taken on Input Number of Attendees 01/16/17 meeting date Families of students with disabilities, community members Sent flyers to community based organizations serving children and families with special needs. Hosted a meet/greet to introduce team and solicit feedback on application. ABC Center 1000 Avenue A NYC CSD 5 Need for family partners Add a family liaison to the staff who is 22 families of students in grades and Kindergarten
Describe the supports, programs, resources, and personnel (including qualifications) that will be used to assist special education students both inside and outside of the general education classroom; Describe the processes and procedures that the proposed school will use to provide specialized instruction to each student in need of special education services that are consistent with the IEP developed by the CSE of the student’s school district of residence. Describe the process by which the school will work with the districts of residence to ensure that eligible students receive services consistent with their IEPs and comparable to services provided in other public schools in the district, and ensure fair financing for those services; Describe how the school will manage IEP record-keeping, including the processes for providing copies of the IEPs to teachers and service providers; Describe the process by general education teachers and those providing supports to special student populations will coordinate and communicate; Describe any ancillary and support services the school expects to offer students and families, for example, counseling, family outreach, and/or relationships with community organizations or service agencies; and Describe the process used to evaluate the effectiveness of the programs employed to support special student populations and how the school will ensure that it is meeting the needs of these students. C. Achievement Goals General Overview: Provide a detailed description of the proposed school’s progress used to measure student achievement, the overall educational program, and the key components of the school design. Applicant groups should keep in mind that at renewal, as set forth in the New York State Charter School Performance Framework Benchmark 1: Student Performance, the school is expected to meet or exceed growth and progress/achievement goals based on the New York State assessments (elementary and middle school) or Regents examinations (high school), as well as college and career readiness measures. Evaluation Criteria: A response that meets the standard will: Describe the incoming student population, including the anticipated percentages of students with disabilities, English language learners, and students who are eligible applicants for the free and reduced price lunch program as referenced in Section I.C. of the RFP;
If applicable, present compelling research or models that demonstrate the efficacy of the school’s calendar and schedules. G. School Culture and Climate General Overview: School culture is critical not only to the academic success of charter schools, but to student and retention as well. Applicant groups must have a clear vision of school culture and present a detailed plan realizing that vision. The school may employ schoolwide, grade-wide or class-based strategies and applicants should describe how the social-emotional development of students as well as behavior management and discipline will be addressed in the school. Describe the strategies the school will employ to develop and sustain a safe and orderly school climate that supports the achievement of the educational Required Attachment: Attachment 4d: Student Discipline Policy - Provide a student discipline policy that reflects the mission and culture of the school. Evaluation Criteria: A response that meets the standard will: Explain the school's approach to student behavior management and discipline for both the general student population and for students with special Provide a student discipline policy that is reasonably likely to promote a safe and orderly learning environment and addresses student behavior and discipline for the general student population and for students with disabilities. The policy should include rules and procedures by which students may be disciplined up to and including expulsion or suspension from the school, which are consistent with (a) the requirements of due process and with federal laws and regulations governing the placement of students with disabilities, and (b) the requirements of the Dignity for All Students Act (Education Law Article 2) relating to the creation of policies intended to create a school environment that is free from discrimination or harassment; Describe the culture of the school, specifically how the school's discipline policy will be implemented by administrators, teachers, and parents starting from the day of the school's operation, and the methods by which the school will evaluate that the environment is safe and conducive to learning; and Explain how the school will encourage family involvement and communication to support student learning, and how it will gauge satisfaction with school climate.