The Full Application will be screened by for completeness before being accepted and sent for full evaluation by review panels. (Incomplete applications will not be accepted). August – September Background Checks via Fingerprint Scans NYSED will contact the applicant group members to arrange for the required fingerprint scans. September – October Phase III: Capacity Interviews NYSED conducts interviews with qualified applicant groups and proposed boards of trustees. May 3 – May 13 September 26 – October 7 Phase IV: Request for Modifications Following the capacity interviews, NYSED may request that applicant groups/proposed boards make technical modifications to charter applications. May October Reviewer Feedback to Applicants NYSED prepares written recommendations to the Board of Regents and provides applicants not recommended for Board of Regents approval with comments and summative feedback from reviewers. May - June October Charter Agreement NYSED and the proposed boards of the charter schools recommended for Board of Regents approval preview/discuss the terms and conditions of the proposed charter agreement with the Board of Regents. June November – December of Regents Action The Board of Regents will review recommendations from staff and vote to approve or deny the application at its regularly scheduled meeting. Only those applicant groups whose applications are approved by the Board of Regents will be issued a charter. June 13 – 14 November 14 – 15
C. Enrollment, Recruitment, and Retention General Overview: Provide information about the number of students and the ages and grade levels to be served in each year of the proposed charter term. Discuss past efforts and future plans designed to meet or exceed the enrollment and retention targets established by the Board of Regents for students with disabilities, English language learners, and students who are eligible applicants for the free and reduced price lunch program. Required Attachment: Attachment 1: Admissions Policy and Procedures (Policy should how any vacancies created during the school year will be filled and any date by which the school will no longer fill such vacancies). Evaluation Criteria: A response that meets the standard will: Provide a projected enrollment table that presents the number of students to be served by the school (the minimum number of students shall be at least fifty at a single site, or, if less than fifty students are to be served by the school, the response must include a compelling justification for the enrollment projection), and the ages and grade levels to be served by the proposed school (use the Projected Enrollment Table Template on the following page); Describe the proposed application, admissions, and enrollment process, including a plan for a public lottery. Include a description of the proposed policy for addressing any vacancies (attrition) created during the school year; Describe how any vacancies created during the school year will be filled (backfilling) and any date by which the school will no longer fill such vacancies; Explain in detail the rationale for selecting the particular enrollment size as well as the growth strategy for the proposed school; Present evidence to indicate that the enrollment projections by and school-wide for each year of the charter will meet or exceed the enrollment and retention targets established by the Board of Regents for students with disabilities, English language learners, and students who are eligible applicants for the free and reduced price lunch program; Describe the school’s recruitment and retention plan, including how the school will publicize its education program to a broad cross-section of prospective students; Describe the school’s specific plan to recruit and then retain students with disabilities, English language learners, students who are eligible applicants for the free and reduced lunch program, and students whose families may be less informed about available options; and Describe how the proposed school will ensure adequate enrollment and for full accessibility of the school for all eligible students.
Attachment 9* Budget and Cash Flow Template No limit, Excel Template Attachment 10* Optional Strategic/Business Growth Plan (Existing Education Corporations) No limit, excluded from total attachment page limit Table 1* Applicant Group Information No limit, excluded from total attachment page limit Table 2* Public Outreach Information No limit, excluded from total attachment page limit APPENDIX A: REVIEWER EVALUATION GUIDANCE AND RUBRIC Reviewer Information: The evaluation rubric is designed to guide the review of charter school applications submitted to the Board of Regents. The evaluation rubric is aligned to each section and subsection of the application, and list the criterion by which the reviewers are to evaluate each section and sub-section. Throughout the evaluation, reviewer will be asked to rate how well the applicant’s responses address the evaluation criterion. Reviewers are to rate the responses as Inadequate, Approaches, Meets, or Exceeds. These ratings are defined as follows: Rating Definitions Inadequate The response lacks meaningful detail; demonstrates lack of preparation; or otherwise raises substantial concerns about the applicant’s understanding of the issue in concept and/or ability to meet the requirement in practice. Approaches The response addresses most of the selection criteria, but lacks some meaningful detail and requires important additional information in order to be reasonably comprehensive. Meets The response indicates solid preparation and grasp of key issues that would be considered reasonably comprehensive. It contains many of the characteristics of a response that excels even though it may require additional specificity, support or elaboration in places. Exceeds The response reflects a thorough understanding of key issues and indicates capacity to open and operate a quality charter school. It addresses the topic with specific and accurate information that shows thorough preparation and presents a clear, realistic picture of how the school expects to operate. At the end of each sub-section, reviewers will note key strengths and concerns, and will identify questions that are important to getting a full understanding of the plan. Reviewers are directed to explain and elaborate on respective ratings. Reviewers will also be asked to provide summative ratings and comments regarding each section of the application and the application as a whole. Reviewer comments are essential and will be used to prepare feedback to the applicants, to prepare for the Capacity Interviews, and to inform final recommendations.
Strengths Reference Concerns & Questions Reference APPENDIX B: NEW YORK STATE STATUTORY PRIORITY SCORING RUBRIC Priority Objective (1 – 4 Points Each) Weight Key Indicators Primary Evidence Sources 1. The school will increase student achievement and decrease student achievement gaps in reading/language arts and mathematics. 2 The academic program (curriculum, instructional design, and pedagogy) has strong potential to build student mastery in reading, literacy and mathematics concepts and skills. The academic program explicitly defines strategies to identify and accelerate the achievement of students who are in reading and mathematics. The school’s assessment framework supports the implementation of accelerated instruction with valid and reliable information about student need and progress. The organizational structure of the school provides strong student support services. I. EDUCATIONAL PLAN A. Achievement Goals C. Curriculum and Instruction D. Assessment 2. The school will increase high school graduation and focus on serving specific high school student populations including, but not limited to, students at risk of not obtaining a high school diploma, high school drop-outs and students with academic skills below grade level. 2 Recruitment and retention strategies are specific to students who are at risk of dropping out or have dropped out of school. The core content and pedagogy of the academic program has the potential to meet the learning needs of at risk high school students. The school culture and student support services have the strong potential to engage and meet the needs of at risk high school students. IA. Mission IB. Key Design Elements IC. Enrollment, Recruitment II. EDUCATIONAL PLAN III.C. Management and Staffing III.E. Professional Development III.I. Parent and Community Involvement 3. The school will focus on the academic achievement of middle school students and prepare them for a successful transition to high school. 1 The school will serve middle school students. The academic program (curriculum, instructional design and pedagogy) has strong potential to engage and increase the academic achievement of middle-school students. The school culture and program supports the needs of young adolescents. The proposal includes explicit programs and approaches that are likely to support the effective transition to high school. IA. Mission IB. Key Design Elements IC. Enrollment, Recruitment II. EDUCATIONAL PLAN III.C. Management and Staffing III.E. Professional Development