Provide a Brief Overviewof Your Proposed School, Including

STATEPUBLICCHARTERSCHOOLAUTHORITY

2016CALLFORQUALITYCHARTERSCHOOLSWINTERCYCLEREQUESTFORPROPOSALS

SchoolsOpeningFall2017andBeyond

MSWordApplicationTemplate

ReleasedOctober30,2015

ApplicationTrackD:ExperiencedNon-ProfitCMOApplicant

4 Page Limit

EXECUTIVE SUMMARY

Provide a brief overviewof your proposed school, including:

• Anoverviewof themissionand visionfor the school
• Proposed model and target community
• Theoutcomesyouexpectto achieve
• The keycomponents of your educational model
• The values, approach, andleadership accomplishments of yourschool leaderor leadershipteam
• Keysupporters, partners,or resourcesthat willcontribute to your school’ssuccess

MEETING THENEED

TARGETEDPLAN

(1)Identifythe communityyouwishtoserve and describe your interest inservingthis specificcommunity.

(2)Explainhowyour model,and the commitment toserve thispopulation,includingthe gradelevelsyou have chosen, wouldmeet the district andcommunityneedsand alignwiththemissionof the SPCSA.

PARENT AND COMMUNITYINVOLVEMENT

(1)Describe the role to dateof anyparents, neighborhood, and/or communitymembersinvolvedinthe development of theproposed school.

(2)Describe howyouwill engage parents, neighborhood, and communitymembersfromthe timethat the applicationis approved throughthe openingofthe school. What specificstrategieswill be implemented to establishbuy-inand to learnparent prioritiesand concernsduringthetransitionprocessand post opening?

(3)Describe howyouwill engage parents inthe lifeofthe school (inadditiontoanyproposedgovernance roles).Explain the planfor buildingfamily-school partnershipsthat strengthensupport for learningand encourage parental involvement.Describe anycommitments orvolunteer activitiestheschool will seekfrom, offerto, or require of parents.

(4)Discussthecommunityresourcesthat will be available to studentsand parents.Describe anystrategicpartnershipstheschool will have withcommunityorganizations, businesses, or othereducational institutionsthat are part of the school’score mission, vision, andprogramotherthandual-credit partnersdiscussed insubsequent sections.Specifythe nature, purposes,terms, and scope of services of anysuchpartnerships, includinganyfee-based or in-kindcommitmentsfromcommunityorganizations orindividualsthat will enrichstudent-learningopportunities.Include, asAttachment 1, existingevidence of support fromcommunitypartnerssuch asletters ofintent/commitment,memoranda ofunderstanding, and/orcontracts.

(5)Describe the group’stiesto and/or knowledge of the target community.What initiativesand/or strategies will youimplement to learnfromand engage the neighborhood, community,and broader city?

(6)Identifyanyorganizations, agencies, orconsultantsthat are partners inplanningandestablishingtheschool, alongwith a brief descriptionof their current and planned role andanyresourcestheyhave contributedor planto contribute to the school’sdevelopment. If thegroup is new toNevada, describe howyour previousworkhasprepared you to establishrelationshipsand supports inthisnewcommunity.

ACADEMICPLAN

MISSION VISION

The missionof yourschoolshould describe thepurposeof yourschool,includingthe students andcommunityto be served and the values to whichyouwilladhere while achieving thatpurpose.Thevisionof yourschoolshould describe whatsuccesslooks like forstudents,forthe schoolas awhole,andforanyotherentities thatare critical to your mission.The missionand visionstatementshould alignwith the purposesoftheNevadacharterschool lawandthe missionofthe StatePublicCharterSchoolAuthorityand serves as the foundationforthe entireproposal.

(1)Provide the missionof your proposedschool and describe howthatmissionwill informyourschool’sdailyactivitiesand students’classroomexperience.

(2)Describe the visionfor your school, clearlyillustratingwhat successwill looklikein terms oflife outcomesfor studentsand the impactonthe local communityand/or larger society.

(a)Articulate clear guidingpurposesand prioritiesthat are meaningful,measurable,andattainable.

(3)Acharterschool must have as itsstated purposeatleast oneof the goalsset forth inNRS

386.520.Please identifythe statutorypurpose(s) of the school and how these alignto themissionand visionof the school.The sixstatutorypurposesare:

(a)Improvingthe academicachievement of pupils;

(b)Encouragingthe use ofeffectiveand innovativemethods of teaching;

(c)Providinganaccuratemeasurement of the educational achievement ofpupils;

(d)Establishingaccountabilityand transparencyof publicschools;

(e)Providingamethod for publicschoolstomeasureachievement based upontheperformance of the schools;and

(f)Creatingnewprofessionalopportunities for teachers.

TRANSFORMATIONALCHANGE

The SPCSA is committed toauthorizing applicants thatseektransformationalchange forthecommunities theyserve,meaning that theoperator:

• Puts forth a modelthatwillresult indouble-digitacademic gains,and
• Hasasolid plantomove schools toward the top25%inNevada.Schoolprogressis evaluatedbased onthe SPCSA’s CharterSchoolPerformance Framework(CSPF) and the NevadaSchoolPerformance Framework(NSPF) adopted bytheNevada Department of Education.

(1)Articulate yourapproachto education.Describe the most essential featuresof yourschool thatensureitwillmeet theSPCSA’sambitiousacademicgoals. Specificallydescribe howyourstudents,manyof whomwill not be proficient initially, will experience and practice academicrigor duringthe first yearand subsequent years inwhichyourschool isprogressingtoward the SPCSA’sacademicgoals.

(2)Describe the fundamentalfeaturesof your educational model that will driveoutcomesinyourproposed school.Keyfeaturesmayinclude:

• Programs(e.g.,curriculum, PD, afterschool program, parent program, etc.)
• Principles(e.g., no excuses, individualized learning,learnat your ownpace, etc.)
• Structures(e.g., blended learning, small learningcommunities, smallclasssizes, etc.)

(3)Describe themechanismsbywhich the fundamentalfeaturesyoudescribed in(2) willdramaticallyinfluence student success.Please provide evidencefromyour ownexperienceand/or valid research.

(4)Howwill you drive growthamongstudents atall achievement levels, acceleratingtheachievement of those whoare most behind?

(5)Provide, asAttachment 22, academicperformancedata for the CMO andcontact informationfor eachcampus, school, and charterschool authorizer inthe appropriate tabs of thespreadsheet.

CURRICULUM INSTRUCTIONALDESIGN

The frameworkproposed forinstructionaldesignmustbothreflect the needsofthe anticipatedpopulationand ensure allstudents willmeetorexceed the expectations of the NevadaAcademicContentStandards.

(1)Describe the proposed academicprogramand howit complieswiththe requirements ofNRS

386.550 and NRS389.018.

(2)Describe the instructionalstrategiesthat you willimplement tosupport theeducationplanand whytheyare wellsuited for the anticipated student population.Outline the data,methods, and systemsteacherswill use to providedifferentiated instructionto all students.Please note that SPCSAschoolstypicallystart withstudentsperformingacross a broadspectrumfromyearsbelowgrade level to advancedlearners. Include theprofessionaldevelopment teacherswill receive to ensure highlevels ofimplementation.

(3)Describe the school’sapproachto helpremediate students’academicunderperformance.Detail the identificationstrategy, interventions, andremediationto be implemented.Cite theresearch/rationale for thechosenmethods.Whatstudent academicsupport resourcesshouldyour school expectfromthe EMO orCMO (if applicable)? Howwill you measure thesuccess ofyour academicremediationefforts(inyear 1, year 3, year 5, and beyond? Howwill youcommunicate the need forremediationto parents?Howwill staffingbe structured to ensurethat giftedstudentsare adequatelysupported?

(4)Describe howyou will identifythe needs of all students.Identifythe research-based programs,strategiesandsupportsyouwill utilize to provide abroad continuum ofservices, ensurestudents’accessto the generaleducationcurriculum inthe least restrictive environment,andfulfill NV’srequired Response to Interventionmodel.

(5)Explainhowthe school will identifyand differentiate to meet the needs ofintellectuallygiftedstudents ina waythat extendstheir learningand offersthemunique, tailoredopportunities.Please note thatNevada lawclassifiesintellectuallygifted studentsaseligiblefor specificsupportservices. How will staffingbe structured to ensure that gifted studentsare adequatelysupported?

(6)Describe the enrichment opportunitiesthat will beavailable to studentsperformingatorabove grade level aspartof theschool’scomprehensivestrategyto ensure that all pupilsaremakingaccelerated academicprogress.

(7)Explainhowstudents willmatriculate throughthe school (i.e., promotion/retentionpolicies)and howstakeholderswill be informed of these standards.

PROGRAMS OFDISTANCE EDUCATION(DistanceEducation ApplicantsOnly)

A charterschoolthatwishes to provide distance education(online,virtual,cyber,etc.) courses and/orprograms (NRS388.820-388.874and NAC388.800-388.860) mustsubmit adistance educationapplicationto theNevada Department of Educationpriorto orinconjunctionwith its applicationtothe SPCSA.

Forapplicants who donotpropose to offeraprogramof distance education,please provide abriefstatementexplaining that the questions inthissection are notapplicable.

(1)Describe the system ofcoursecreditsthat theschool will use.

(2)Describe howthe schoolwill monitor and verifythe participationinandcompletionof coursesbypupils.

(3)Describe howthe schoolwill ensure studentsparticipate inassessmentsandsubmitcoursework.

(4)Describe howthe schoolwill conduct parent-teacher conferences.

(5)Describe howthe schoolwill administer all tests, examinations orassessmentsrequired bystate orfederallawor integral to the performance goals of the charterschool ina proctoredsetting.

PRE-KINDERGARTENPROGRAMS

A charterschoolthatwishes to provide pre-kindergartenservices to students whowilllaterenroll in itsK-12programs mustapplyseparatelyto the Nevada Department of Educationtooffereducationbelowthekindergartenlevelfollowing charterapproval.Approval to offerpre-kindergartencannot beguaranteed.Consequently,revenues and expenditures related to pre-kindergartenshould not beincluded inthe initialcharterapplicationbudget. Please note thatstate-funded pre-kindergartenprograms arenotdirected throughthe state Distributive Schools AccountforK-12education.Inadditionto alimited amount of state pre-kindergarten funding available through theDepartment ofEducation,the SPCSA is also asub-recipient ofafederalgrant to expand earlychildhood services incertainhigh-need communities throughprogramsapprovedbyNDE.Applicants are encouraged toreview resources availableatForapplicantswho donotpropose tooffer pre-kindergarten,please provide abrief statementexplaining thatthequestions inthis sectionare notapplicable.

(1)Identifywhether the school plansto offer pre-kindergarteninthe first yearofoperationor anysubsequent year of thecharter term.

(2)Identifywhether the school will offer fee-based pre-kindergartenservices.Ifthe school doesplanto offer fee-based pre-kindergarten, explainhowthe school willensurethat parentswillbe informed bothinitiallyand onanongoingbasisthat bothstate and federallawpreclude a K-

12 charter school fromgivingadmissionspreference to studentsto whom ithas previouslycharged tuition.

(3)Describe the school’splans for ensuringthat the pre-kindergartenprogramalignswiththemission, vision, and program of the school’sother gradesandmeets allotherstaterequirements.

(4)Explainhowthe school’sproposed pre-kindergartenprogrammaymeet the federal pre-kindergartenexpansion grant criteria.

HIGHSCHOOLGRADUATIONREQUIREMENTS AND POSTSECONDARYREADINESS(High

SchoolApplicantsOnly)

High schools approvedbythe SPCSA will be expected to meet orexceedNevadagraduationrequirements.Forapplicants who donotproposetooperate ahighschoolprogram during the initialcharterterm,please provide abrief statementexplaining that the questions inthis sectionare notapplicable.

(1)Explainhowthe school will meetstate requirements.Describe howstudentswill earncredithours, howgrade-point averageswill be calculated,what informationwill be ontranscripts,and what electivecourseswill be offered.If graduationrequirementsfor theschool willexceed those required bythe Stateof Nevada, explainthe additional requirements.

(2)Explainhowthe graduationrequirementswill ensure student readinessfor collegeor otherpostsecondaryopportunities(e.g.,tradeschool, militaryservice, or enteringthe workforce).

(3)Explainwhatsystemsandstructurestheschool willimplement for studentsatriskfordroppingout and/or not meetingthe proposed graduationrequirements,includingplanstoaddressstudentswho areoverage forgrade, thoseneedingto accesscredit recoveryoptions,and those performingsignificantlybelowgrade level.

DRIVINGFOR RESULTS

The SPCSA willevaluate the performance of everycharterschoolannually,and forrenewal,replication,and replacement(restart orreconstitution) purposes according to aset of academic,financial,and organizationalperformance standards thatwill be incorporatedinto thecharteragreementand measuredbythe SPCSA CharterSchoolPerformance Framework,the NevadaSchoolPerformance Frameworkadopted bythe Nevada Department of Education,and applicable law andregulation.The academic performance standards considerstatus,growth,and comparativeperformance based onfederal,state,and school-specific measures. The financialperformancestandards are based onstandard accounting and industrystandards forsound financialoperation.The organizationalperformance standards are based primarilyoncompliance withlegalobligationsand state law and regulationand SPCSA policies,including fulfillmentofthegoverning board’sfiduciaryobligations related to sound governance.

Applicants are expected topropose additionalmission-specific goalsto complement orsupplement,butnotreplace,the SPCSA’s performance standardswith school-specific,mission-drivenacademic,financial,ororganizationalgoals.Allsuchindicators, measures,and metrics are expected to berigorous,valid,and reliable.

(1)Describethemission-specificacademicgoalsand targetsthat the school willhave.State goalsclearlyinterms of the measures or assessmentsyou planto use and describethe processbywhichyou will determineand set targets.

(2)Inthe table below,outlinethe clearlymeasurable annual performance and growthgoalsthatthe school willsetin order to meet or exceed SPCSAexpectationsfor the Charter SchoolPerformance Frameworkindicatorsand tomeetstate expectationsfor student academicgrowth inaccordance withthe Nevada School Performance Framework (NSPF) adopted bytheNevada Department of Education. Youmayadd or delete rows as needed.Also:

(a)Describe your presumedbaseline and explainhowit wasset.

(b)Articulate howthe organizationwill measure and evaluate academicprogress –ofindividualstudents,student cohorts,sub-groups, campuses(for invitedmulti-siteapplicants),and the entire school – throughout theschool year, at the endof the academicyear, and for the first three yearsof operation.

Goal / Evaluation Tooland Frequency / Baseline / 2017-18 / 2018-19 / 2019-20

(3)Inadditionto mandatorystate testing, identifythe primaryinterimacademicassessmentstheschool will use to assessstudent-learningneedsand ensure progresstowardsSPCSA and stateproficiencytargetsand describe howtheywill be used.

(a)Howwill yousupport teachers indevelopingembedded assessmentsand checksforunderstandinginorder toensure that instructionmeetsstudent needs?

(b)Explainhowyou will knowthat your proposed interimassessmentsare validand reliableindicators of progress.Explainhowthese interimassessmentsalignwiththe school’scurriculum, performance goals for the school and the SPCSA, and state standards.

(c)Describe the corrective actionsthe school will take if it fallsshort ofstudent academicachievement expectationsor goals at the school-wide and classroomlevel.Explainwhatwould triggersuch corrective actionsand who would be responsible for implementingthem.

(d)Articulate howinterimassessments will be used toinforminstruction. Howwill teachersand school leadersbe trainedintheir use?

(e)Regardlessof grade levelsserved, newcharter schoolswill not receive anNSPFor CSPFratinguntil after thecompletionof their first full year. Therefore, inthe table below,identifyspecificinterimperformance goalsand assessmentsthat you willuse to confirmthat theschoolis on-trackto meet ambitiousacademicgoalsthroughout theschool’s firstyear withstudents.Youmayadd or delete rowsasneeded.

Goal / Assessment / Quarter1 / Quarter2 / Quarter3 / Quarter4

(4)Describe the processfor collectingand storingdata,includingthe informationsystem(s)usedbeyond the statewide Infinite Campussystem.

(5)Describe the processfor collectingand reportingdata acrossthe networkof schools.

AT-RISKSTUDENTS AND SPECIALPOPULATIONS

Pursuant to State and federal law,SPCSA schools are required to serve the needsofall students inspecialpopulations.Beginning inthe 2016-17schoolyear,the State of Nevadawillswitchto aweighted formulafor specialeducation.Forthe firsttime,this willprovide forequitable specialeducationfunding acrossall Nevadapublic schools.Overtime,this willnecessitate currentSPCSA-sponsored charterschools moving fromadefined continuumof service to a broader continuumofservices.All applicants submitting proposalsto theSPCSA afterthe conclusionofthe2015LegislativeSessionshould planon offering students abroad continuumof services.

The SPCSA operates underthe following principles withregardsto specialpopulations of students:

SPCSA schools serve alleligible students.SPCSA schools donotdenytheenrollment of anystudentbased onneeds ordisability.

1.SPCSA schools are to ensure streamlined access forallstudents requiring specialprograms.

2.SPCSA schools develop programsto support the needs of theirstudents.

3.SPCSA schools donotcounsel orkickanystudents out.

4.SPCSA schools utilize bestpractices to expose students to the mostinclusive environmentsappropriate.

5.If needed,anSPCSA schoolis responsible for developing more restrictive placements to meetthe needs of the highestneeds students,including butnotlimited to clustered placements inconsortiumwithothercharterschools.

6.SPCSA schools are responsible forproviding highfunctioning,trained specialeducationteams,whichfocusonstudentadvocacyand highexpectations.IEP teams (including school’sleadership) make placementdecisions atIEP meetings.Decisions are made basedonevidence/datato supportwhat is bestforthe student.

At-RiskStudents

(1)Howdoyou define“at-risk”students?Whatare themethodsfor identifyingat-riskstudentsthroughacademicand behavioral processes?

(2)Describe your Response toInterventionmodel indetail,includingtheinterventionsand theanticipated proportionofthe student bodyserved ateach tier level.

(3)Whatinterventions willbe offered forstudentsexhibitingearlysignsof behavioralconcerns?Howwill individual behavior plans for studentsbe implemented andmonitored?

SpecialEducation

(1)TrackRecord:Please explainthe extent to whichoneor more membersof thefoundingschoolteam(e.g., foundingboard, instructional leader, etc.)has experience working to achievehighacademicoutcomesof studentswithdisabilities, includingstudentswithmild,moderate, andsevere disabilities.

(2)Identification:Howwill the schoolidentifystudentsinneed of additional supports orservices?

(a)(ElementarySchools Only)Howwill theschool accuratelyidentifystudentsprior toenrollment (e.g., those who require pre-school special educationand relatedservices) andinthe early grades(PreK, K,1,or2) for appropriateservices?

(b)(Middleand HighSchools) Howwill theschool identifyand servestudentswho requirespecial educationservicesand develop transitionplans?

(c)(AllSchools) Howwill theschoolhandle over-identificationof studentsashavingadisabilitythat qualifiesthem forspecial educationservices?What will be theprocesstotransitiona student out ofspecial educationwho hasbeenincorrectlyidentified as havinga disabilityinthe past?

(3)Continuumof Services:Howwill theoperator provide a broadcontinuum ofinstructionaloptionsand behavioralsupportsand interventionsfor studentswith a range of disabilities?Specificallydescribe howstudentswithsevere intellectual, learning, and/or emotionaldisabilities will beserved.

(4)General EducationCollaboration/Access:Howwill special educationand related servicepersonnelcollaborate withgeneral educationteachers(e.g., teamteaching, teamplanning, etc.)to ensure that allstudentsare able to access a rigorousgeneral academiccurriculum?

(5)Staffing:Howwill you ensure qualified staffingto meet the needs ofstudents withdisabilities?Note:Federal and Nevadalawrequireslicensure for the special educationteachers, relatedservice personnel, and psychologists atallcharter schools.

(6)StaffDevelopment:Howdoesthe school planto train general education teacherstomodifythecurriculumand instructionto addresstheunique needsof studentswithdisabilities?

(7)Discipline:Explainhowthe school will protect the rights ofstudentswithdisabilitiesindisciplinaryactionsand proceedingsandexhaust all options inorder to promote thecontinuationof educational services inthe homeschool.

(8)Monitoring:What are your plans formonitoring and evaluatingboththe progressandsuccessof studentswho qualifyfor special educationand related services, and the extent to whichyour special educationprogramcomplieswithrelevant federal andstate laws?Howwillcurriculumand instructional decisionsbe tracked and monitored byIEPteamsandschoolpersonnel?

(9)Parental Involvement:What appropriate programs, activities, and procedures will beimplemented for the participationof parentsof studentswithdisabilities?

(10)For DistanceEducationSchools:Describe howthe school will provide appropriateservicesinthe distance educationlearningenvironment to studentswithdisabilities.Ifyouare notproposing to operate adistance educationorvirtualschool,please explainthatthisis notapplicable.

EnglishLanguage Learners

(1)Identification:Whatmethodswill you employtoidentifyEnglishLanguage Learners?Howwill you workto avoidmisidentification?

(2)Placement: Howwill the results of the W-APTassessment and other identification and programplacement decisions becommunicated to staff and parents?

(3)Staffing:Howwill you ensure qualified staffingtomeet the needs of ELLstudents? What staffwill be responsible for administeringthe W-APT ortheWIDA MODELtonewstudents?Whatstaffwill be accountable for ongoingmonitoringofthe performance ofELLstudents?Note:Nevada law requireslicensure (TESLendorsement)for the primaryteacher providingELLservices inpull-out and inclusive environments at all charter schools.

(4)StaffDevelopment:Howdoesthe school planto train general education teacherstomodifythecurriculumand instructionto address theunique needsof ELLstudents?

(5)Curriculumand Instruction:What specificinstructional programs, practices, and strategieswill be employed to ensure academicsuccessand equitable accessto the core academicprogramfor EnglishLanguage Learners?

(6)Monitoring:What plansareinplace formonitoringand evaluatingthe progressandsuccess ofELLstudents, includingthe process for exitingstudentsfromELLservicesas needed?

(7)Parental Involvement:What appropriate programs, activities, and procedures will beimplemented for the participationof parentsof ELLs?

(8)For DistanceEducationSchools:Describe howthe school will provide appropriateservicesinthe distance educationlearningenvironment to ELLs.Ifyouare notproposingto operate adistance educationorvirtualschool,please explainthat thisis notapplicable.

Homeless/MigrantServices

(1)Identification:Whatmethodswill you employtoidentifyfamilieswho qualify for homelessand/or migrant services?Howwill youworkto avoid misidentification?

(2)MeetingtheNeed:Howwill you ensure that identified familiesreceive the required serviceswithinthe mandated timeframe?

(3)For DistanceEducationSchools:Describe howthe school will provide appropriateservicesinthe distance educationlearningenvironment to students who qualifyfor homelessand/ormigrantservices.If youare notproposing tooperate adistance educationor virtualschool,please explainthatthis is notapplicable.

SCHOOLSTRUCTURE:CULTURE

(1)Describe the culture or ethosof the proposed school.Explainhowitwill promote a positiveacademicenvironment and reinforcestudentintellectual andsocial development.

(2)Duringtheincubationyear, howwill youincorporate parent and communityinput into theplanfor developinga positive school culture?

(3)Explainhowyou willcreate and implement thisculture forstudents, teachers,administrators,and parentsstartingfromthe first dayofschool.Describe the planfor enculturatingstudentswho enter the school mid-year.

(4)Discussyour approachtoreinforcingpositive student behavior and ensuringthat all studentsremainontrackto achieve the academicand socialobjectivesset outinthe missionof yourschool.

(5)Describe howthe schoolplansto align staff andstudentsaround highexpectations for studentbehavior.

(6)Please describe howyou will measureschoolculture and evaluate implementationof yourculture plan.Include howparent and student feedbackwill beincorporated inmeasuringyourschool’ssuccessincreatinga positive culture.

(7)Describe the school’sapproachto helpsupport all students’social and emotional needs. Detailthe identificationstrategy, interventions, and remediationto be implemented and cite theresearch/rationale for theselectedmethods. Howwill youmeasure the success of yoursocialand emotional remediationefforts(inyear 1, year 3, year 5, and beyond)?Howwill youcommunicate the need forremediationto parentsandinvest them insupports?

SCHOOLSTRUCTURE:STUDENTDISCIPLINE

(1)Describethe school’sdiscipline policy.Discussthepracticestheschool will use to promotegood discipline, includingbothpenaltiesfor infractionsand incentives for positive behavior.

(2)Describethe proceduresfor due processwhena student issuspended or expelled as a result ofacodeof conduct violation, includinga descriptionof the appeal processthatthe school willemployfor studentsfacing expulsion.