Call for Quality Schools Guidance and Application Process for New Operators

Mississippi Administrative Code

Section: 10-420

Jurisdiction: MS

Bluebook Citation: 10 Miss. Admin. Code Pt. 420

Title 10: Education Institutions and Agencies Part 420: Call for Quality Schools Guidance and Application Process for New Operators Part 420: Chapter 1: Call for Quality Schools Guidance and Application Process for New Operators Source: Miss. Code Ann. §§ 37-28-9 and -15.

Call for Quality Schools Guidance and Application Process for New Operators

© 2017 National Association of Charter School Authorizers (NACSA) and MCSAB This document was developed in partnership with NACSA and carries a Creative Commons license, which permits noncommercial re-use of content when proper attribution is provided. This means you are free to copy, display and distribute this work, or include content from this report in derivative works, under the following conditions: Attribution You must clearly attribute the work to the National Association of Charter School Authorizers, and provide a link back to the publication at http://www.qualitycharters.org/. Noncommercial You may not use this work for commercial purposes, including but not limited to any type of work for hire, without explicit prior permission from NACSA. Share Alike If you alter, transform, or build upon this work, you may distribute the resulting work only under a license identical to this one. For the full legal code of this Creative Commons license, please visit www.creativecommons.org. If you have any questions about citing or reusing NACSA content, please contact us

CQS Guidance and Application Process for New Operators

Introduction The Mississippi Charter School Authorizer Board (MCSAB or the Board) is pleased to invite proposals for high-quality charter schools seeking to open in the upcoming school year or thereafter. The MCSAB is charged with approving quality charter proposals that meet identified educational needs and promote a diversity of educational choices, and declining weak or inadequate charter proposals. Specifically, MCSAB seeks proposals for charter schools that will: 1. 2. 3. 4. 5. 6. 7. 8.

improve student learning; close achievement gaps between high- and low-performing groups; increase educational opportunities for all students, but especially for those with a likelihood of academic failure; allow teachers and school administrators to have a direct voice in the operation of the school; encourage the use of high-quality models of teaching, governing and scheduling; provide for exceptional levels of results-driven accountability; create expanded opportunities for involvement in the education system by students, parents and community members; and encourage the replication of successful charter schools, if applicable. All New Operators approved through this process will be public schools subject to the legal requirements set forth in Mississippi Code Annotated §37-28-3 et seq. and the state of Mississippi Ethics Laws and Open Meetings Act.

Statement of Preference Mississippi Code Annotated § 37-28-15 permits the board to adopt an application preference for applications intended to help underserved students. This serves as notice that the board will grant such a preference for applications that demonstrate a commitment to and plan for recruiting, enrolling, and serving underserved students, and/or that demonstrate strong, credible evidence of a compelling community need for the proposed school. This preference will be considered when determining whether applicants proceed to the capacity interview stage of the application process. Performance Framework Mississippi Code Annotated § 37-28-15 requires that this RFP include information regarding the elements of the performance framework that MCSAB will use to annually evaluate charter school performance. Charter schools in Mississippi are evaluated annually using the Mississippi Charter School Performance Framework. The Performance Framework includes performance metrics and standards for academic, financial, and organizational performance that guide MCSAB’s evaluation of each charter school. The Mississippi Charter School Performance Framework is the accountability mechanism for all charter schools authorized by MCSAB. The objective of the Performance Framework is to provide charter school operators and governing boards with clear expectations, fact-based oversight, and timely feedback while ensuring charter autonomy. The Mississippi Charter School Performance Framework assesses schools on their ability to operate as sound, independent entities that successfully serve all students. The Performance Framework features three key components: 1) routine ongoing oversight and submissions, 2) three performance frameworks and 3) annual performance reports. All Mississippi charter schools are issued an initial contract of five years. Over the course of this five-year contract term, charter schools are evaluated annually using the components of the Mississippi Charter School Performance Framework.

CQS Guidance and Application Process for New Operators

Eligibility State law sets out specific requirements for all groups submitting charter proposals: • Only non-profit organizations may hold charters in Mississippi • Charter holders may only contract with non-profit Educational Service Providers (ESPs) • Applicant teams must provide proof of US citizenship for all board members, school staff, and (if applicable) key staff of the ESP • Any applicant proposing to open a charter school in a school district rated ‘A’, ‘B’, or ‘C’ [based on the most recent accountability ratings must also receive approval by the local school board, which must vote on the charter school proposal at a public meeting. • Any applicant proposing conversion of an existing public school must demonstrate support for the conversion, specifically: ▪ a petition signed by a majority of teachers in the existing non-charter public school; or ▪ a petition signed by a majority of parents of students in the existing noncharter public school; or ▪ evidence of a majority vote of the local school board; or ▪ In the case of schools in districts under state conservatorship) evidence of a majority vote of the State Board of Education Please see the table below to determine any additional steps that may be needed to submit a charter school proposal and to determine which students are eligible to attend the charter school. Local School District Accountability Rating Where School is to Be Located

A&B

D&F

Additional Approval Requirements and Student Enrollment Eligibility • Applicant must receive local school board approval before submitting a complete proposal to MCSAB. • Students residing in ‘A’ & ‘B’ rated school districts shall not cross local school district boundaries to attend a charter school. • Applicant must receive local school board approval before submitting a complete proposal to MCSAB. • Students residing in a ‘C’ rated school district may cross local school district boundaries to attend a charter school. • Applicant submits complete proposal directly to MCSAB. • Students residing in ‘D’ & ‘F’ rated school districts may cross local school district boundaries to attend a charter school.

A complete list of school districts accountability ratings are available on the Mississippi Department of Education website.

CQS Guidance and Application Process for New Operators

Applicant Groups In this RFP cycle, applicants will be considered in three groups, each of which has specific requirements. New Operators are nonprofit organizations which: Have never operated a charter school OR currently operate a charter school that has been open for less than one school year (regardless of location) Do not intend to employ an educational service provider OR intend to employ an educational service provider that has not operated a school for more than one year (regardless of location) Existing Operators are nonprofit organizations which currently: Have one or more schools in operation nationwide which have been in operation for more than one full school year Intend to employ an educational service provider with one or more schools in operation for more than one full school year. Conversion Applicants are nonprofit organizations, either new operators or existing operators, which propose to convert an existing traditional public school to charter status.

Evaluation Process The MCSAB charter school proposal evaluation process includes a letter of intent and eligibility check and three stages of review, summarized below. Additional information regarding Stages 2 and 3 may be found in the published Evaluation Criteria for each Stage, which are incorporated in this RFP.

Initial Stage: Letter of Intent and Eligibility To be eligible to submit a full proposal, all interested parties must submit the mandatory Letter of Intent and accompanying eligibility documentation. Conversion schools must also submit their proof of support at this time. Eligibility packets must be prepared using the template documents provided and submitted via the online portal. Only eligible applicants will be able to submit a full proposal.

Stage 1: Completeness Check All eligible proposals will be reviewed for completeness before they are distributed to evaluators. If a proposal is incomplete or incorrectly formatted, the applicant will have 48 hours to remedy issues and resubmit their proposal. Proposals deemed incomplete will not be eligible to proceed to Stage 2.

Stage 2: Threshold Quality Review Independent evaluators will assess critical elements of each proposal against the published Stage 2 evaluation criteria. At the conclusion of Stage 2, Applicants who fail to meet the threshold will not be eligible to proceed to Stage 3 Evaluation.

CQS Guidance and Application Process for New Operators

Stage 3: Independent Evaluation Team Review Teams of independent evaluators will evaluate each proposal and discuss their findings based on the written materials. Applicants that meet the criteria will be invited to an in-person capacity interview. During an in-person capacity interview, applicants will have the opportunity to further demonstrate their capacity to open and maintain a high-quality charter school as well as to answer specific questions about their proposal. Applicants will receive a copy of the independent evaluation team’s recommendation and will have the opportunity to provide a final (3) page written response to MCSAB before the Board votes to approve or deny applications. Instructions for Developing a Proposal The MCSAB is pleased to invite proposals for new quality charter schools seeking to open in the upcoming school year or thereafter. Prior to developing your proposal please be sure to read this entire RFP.

Components of the Proposal Proposal Cover Sheet: The cover sheet includes basic information about the applicant team and the proposed school. Narrative Proposal: The proposal is the formal application to MCSAB, and is a comprehensive description of the school’s educational, operational, and financial plans. Attachments: Throughout the proposal, specific documents are requested in addition to narrative answers. Attachments may not contain additional narrative unless specified. A comprehensive list of the attachments is provided in these instructions. Capacity Interview: Invited applicants will have the opportunity to further demonstrate the team’s capacity to open and maintain a high-quality charter school and answer specific questions evaluators may have about their proposal.

CQS Guidance and Application Process for New Operators

Application Document Specifications Applicants MUST submit proposals through the electronic platform and must use the following templates: Letter of Intent and Eligibility Packet Template - ALL APPLICANTS (MS Word) Proposal Cover Sheet and Enrollment Projection Template - ALL APPLICANTS (MS Word) School-Wide Curriculum Description - ALL APPLICANTS (MS Word) Proposal Narrative Template - ALL APPLICANTS (MS Word) Statement of Assurances Template - ALL APPLICANTS (MS Word) Staffing Chart Template - ALL APPLICANTS (MS Word) Charter School Board Member Information Sheet Template - ALL APPLICANTS (MS Excel) Financial Plan Workbook - ALL APPLICANTS (MS Excel) All templates are available via the online portal. All elements of the proposal must be typed with 1-inch page margins and 12-point font, single-spaced. Each major section of the proposal (School Summary, Educational Program, etc.) and each addendum must begin on a separate page, as indicated in the template document. Adhere to all page limits as indicated. If you believe a particular question does not apply to your team or proposal, respond “Not Applicable,” AND state the reason this question is not applicable to your team or proposal. All required documents should be uploaded in the file format specified. Late or incorrectly formatted submissions will not be accepted. When submitting resumes and biographies, label each document with the individual’s role with the proposed school (board member, principal, teacher, etc.). Review all elements of the proposal for completeness before submitting. All proposals will be reviewed for completeness before they are accepted and distributed to evaluation teams. If a proposal is found to be incomplete or incorrectly formatted, the applicant will have 48 hours to satisfactorily rectify the identified issues and resubmit their proposal. Applicants failing to rectify identified issues within the allotted time will not be evaluated in this cycle.

CQS Guidance and Application Process for New Operators

Required Attachments The following is a list of attachments to accompany the proposal. Note that not all attachments will be applicable for all applicants. It is the responsibility of the applicant to ensure they submit all attachments required for their proposal. Do not upload documents for any attachment that is not applicable. Additional attachments are required for various addenda. Complete List of Attachments 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21.

New Operators School-wide curriculum description table Summary scope and sequence Curriculum map Learning standards Calendar and schedules Enrollment policy Discipline policy Evidence of community support/demand Leadership team qualifications School leader qualifications Organizational charts Board documents Board member information Staffing chart Personnel policies Supplemental teacher evaluation tools Supplemental leadership evaluation tools Facility commitment and description Start-up plan Financial plan workbook Budget narrative

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24.

Existing Operators School-wide curriculum description table Exit standards Calendar and schedules Enrollment policy Discipline policy Evidence of community support/demand Leadership team qualifications School leader qualifications Organization annual reports Portfolio summary Previous legal records Organizational charts Board documents Board member information Staffing chart Personnel policies Supplemental teacher evaluation tools Supplemental leadership evaluation tools Facility commitment and description Start-up plan Audited financial statements Financial plan workbook Network level budget Budget narrative

Applicant Code of Conduct Members of the Board are obligated to make decisions in the best interests of children, free from personal or political influences. Similarly, charter school applicants have the responsibility of respecting and upholding the integrity of the charter school proposal process. Specifically, charter school applicants shall not: Initiate, or attempt to initiate, any activity with a MCSAB member with the exception of a public hearing; Initiate, or attempt to initiate, any activity with a member of the independent evaluation team; or Direct any communications, including proposal documents, to a MCSAB member or to a member of the independent evaluation team. Charter school applicants found to be in violation of these requirements may be deemed ineligible for consideration in future proposal processes.

Public Disclosure All charter school proposal materials submitted to MCSAB become public records.

CQS Guidance and Application Process for New Operators

Directions

Please submit an application that addresses the following questions / issues. The total narrative response may not exceed 75 pages (not including the requested attachments and addenda). There are no page limits for individual sections except for the School Summary, Attachments, and Addenda. Please keep in mind that your application is a professional document. The quality of the document that you submit should reflect the quality of the school that you propose to open. Evaluation teams will be able to navigate well-organized, effectively edited documents easily, thereby focusing their energy on reviewing the content of each application. Grammar, spelling, and formatting all make an impression on an evaluator. Plagiarism

The University of Southern Mississippi defines plagiarism as "copying words, concepts, or ideas from any source and submitting the material as one’s own without acknowledging the source by the use of footnotes, quotation marks, or both” (University of Southern Mississippi, Academic Integrity Policy). Individuals and groups seeking the right and responsibility to educate public school children at public expense should be accountable to the highest standards of academic integrity. The MCSAB adopts this definition and considers plagiarism, including the copying of language from any other charter application without proper attribution, as grounds for immediate denial. MCSAB understands that in order to implement an existing curriculum, instructional framework, or educational model (e.g. Montessori, arts integration, project-based learning, blended learning, etc.) with fidelity, key concepts must be discussed. However, it is not acceptable to copy and paste this discussion or description from another source. A high-quality applicant team with the capacity to operate a high-quality school must be able to thoughtfully explain in their own words how they intend to educate children. MCSAB also understands that existing operators proposing to replicate a model may use their own intellectual property, which is appropriate and acceptable.

CQS Guidance and Application Process for New Operators

School Overview (New and Existing Operators) Executive Summary Narrative (Limit 2 Pages)

The Executive Summary should provide a concise overview of: the proposed plan for the school; the outcomes you expect to achieve; the geographic and population considerations of the school environment; the challenges particular to those considerations; and the applicant team’s capacity to successfully open and operate a highquality school given the above considerations. Mission and Vision. State the mission and vision of the proposed school. The mission is a statement of the fundamental purpose of the school, describing why it exists. The vision statement describes how the school will operate and what success looks like for students. The mission and vision statement provide the foundation for the entire proposal, and taken together, should identify the students and community to be served and illustrate what success for students will look like. Educational Need and Anticipated Student Population. Describe the anticipated student population, students anticipated educational needs and non-academic challenges the school is likely to encounter. Describe the rationale for selecting the location and targeting this student population. Education Plan/School Design. Provide an overview of the education program of the proposed school, including major instructional methods, assessment strategies and non-negotiables of the school model. Describe the evidence that demonstrates the school model will be successful in improving academic achievement for the targeted student population. Community Engagement. Describe the relationships that you have established to generate community engagement in and support for the proposed school and how you have assessed demand and/or solicited support for the school. Briefly describe activities to date and summarize their results. Leadership and Governance. List the current members of the school’s proposed leadership team and governing board, including their roles with the school and their current professional affiliation. Add lines to the table as needed. Do not list members of the applicant team who will not have an official leadership role with the school going forward, such as consultants. Name EX. John Doe EX. Jane Doe (no relation to John)

Current Job Title & Employer Bank President, ABC Bank, Location Principal, Best Charter School Ever, Location

CQS Guidance and Application Process for New Operators

Position with Proposed School Governing Board Treasurer School Principal

Enrollment Summary (Limit 2 Pages) Complete the table below, illustrating the growth plan for the school. Indicate the school year for each column. This enrollment table will be used to complete the school’s enrollment table in its charter school contract. Describe the rationale for the number of students and grade levels served in year one and the basis for the growth plan illustrated above. Do Not propose grades served outside the original contract term of five years. Number of Students Grade Level

Year 1 20 - 20

Year 2 20 - 20

Year 3 20 - 20

Year 4 20 - 20

Year 5 20 - 20

Full Enrollment 20 - 20

Pre - K K 1 2 3 4 5 6 7 8 9 10 11 12 TOTAL

CQS Guidance and Application Process for New Operators

New Operator Proposal Section 1: Educational Program Design & Capacity

Program Overview Summarize the education program and any non-negotiable elements of the school model. Briefly describe the evidence that promises success for this program with the anticipated student population.

Curriculum and Instructional Design Describe the basic learning environment (e.g., classroom-based, independent study), including class size and structure. Give an overview of the planned curriculum, addressing alignment with Mississippi’s state standards as required by Mississippi Code Annotated 37-28-15. If the curriculum is fully developed, summarize curricular choices (e.g., textbook or computer-based curricula selection) by subject, and the rationale for each. Describe the evidence that these curricula will be appropriate and effective for the targeted students. Provide, in Attachment 1 a school-wide curriculum description table. See Exhibit A for an exemplar. Your curriculum summary table may be no longer than one page per grade level and must be prepared in 12-point font with 1-inch margins.

-OR-

If the curriculum is not already developed, explain the plan for how the curriculum will be developed between approval of the proposal and the opening of the school, and instead provide in Attachment 1, a curriculum development timeline, identifying milestones, individuals responsible for included tasks, and when key stages will be completed. Provide, as Attachment 2, a summary of the scope and sequence of the curriculum for all grades you propose to serve, including core academic as well as non-academic classes. See Exhibit B for an exemplar. Regardless of the number of grades served, your summary scope and sequence may not be longer than two pages per grade and must be prepared in 12-point font with 1-inch margins.

Provide, as Attachment 3 a curriculum map for one core academic subject for one grade the school will serve in year one. The curriculum map should identify course outcomes and demonstrate a clear alignment with appropriate state standards. See Exhibit C for an exemplar.

Describe the primary instructional strategies that the school will expect teachers to use and why they are well suited for the anticipated student population.

CQS Guidance and Application Process for New Operators

Pupil Performance Standards 1. Describe the pupil performance standards for the school as a whole. 2. Provide, in Attachment 4, a complete set of the school’s proposed learning standards for one grade for each division the school will serve. Address the skills and knowledge each student will be expected to attain by the end of that grade. If the school will serve only one division, the exit standards provided in response to question 5 in this section will suffice. 3. If the school has, or will adopt or develop, additional academic standards beyond those mandated by the state, explain the types of standards (content areas, grade levels). Describe the adoption or development process. Select one grade level and subject area as an example and explain how these additional standards exceed requirements. 4. Explain the policies and standards for promoting students from one grade to the next. 5. Discuss how and when promotion and graduation criteria will be communicated to parents and students. 6. Provide, also in Attachment 4, the school’s exit standards for graduating students. These should clearly set forth what students in the last grade served will know and be able to do.

High School Graduation Requirements (for schools serving grades 9-12) 1.

2. 3.

Describe how the school will meet the graduation (exit) requirements described in Attachment 4. Explain how students will earn credit hours, how grade-point averages will be calculated, what information will be on transcripts, and what elective courses will be offered. If graduation requirements will exceed state and district standards, explain the additional requirements. Explain how the graduation requirements will ensure student readiness for college or other postsecondary opportunities (e.g. trade school, military service, or entering the workforce). Discuss the systems and structures the school will implement for students at risk of dropping out or not meeting these requirements.

School Calendar and Schedule 1. Discuss the annual academic schedule for the school, including total number of days/hours of instruction. Explain how the calendar reflects the needs of the educational program. a. Provide, as Attachment 5, the school’s proposed calendar for the first year of operation. 2. Describe the structure of the school day and week. Include the number of instructional hours/ minutes in a day for core subjects such as language arts, mathematics, science, and social studies. Note the length of the school day, including start and dismissal times. Explain why the school’s daily and weekly schedule will be optimal for student learning. Provide the minimum number of hours/minutes per day and week that the school will devote to academic instruction in each grade. a. Provide, also in Attachment 5, a sample daily and weekly schedule for each division of the school.

School Culture 1. 2. 3. 4. 5.

Describe the culture or ethos of the proposed school. Explain how it will promote a positive academic environment and reinforce student intellectual and social development. Explain the plan to create and implement this culture for students, teachers, administrators, and parents, starting from the first day of school. Describe a typical school day from the perspective of a student in a grade that will be served in the first year of operation. Describe a typical day for a teacher of a grade that will be served in the first year of operation. Explain how the school culture will support students with special needs, English Language Learners, and students at-risk of academic failure.

CQS Guidance and Application Process for New Operators

Supplemental Programming 1. If summer school will be offered, describe the program(s). Explain the schedule and length of the program including the number of hours and weeks. Discuss the anticipated participants including number of students and the methods used to identify them. Describe the anticipated resource and staffing needs for these programs and how they will be funded. 2. Describe the extra- or co-curricular activities or programming the school will offer, how often they will occur, and how they will be funded. 3. Describe the programs or strategies the school will employ to address student mental, emotional, and social development and health. 4. If applicable, describe any other student-focused activities and programs that are integral to the educational and student-development plan.

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CQS Guidance and Application Process for New Operators

Special Populations and At-Risk Students 1. Describe the overall plan to serve students with special needs, including but not limited to: students with Individualized Education Programs or Section 504 plans, English Learners (ELs), students identified as intellectually gifted, and students at risk of academic failure or dropping out. Identify the special populations that the school expects to serve, and the basis for these assumptions, whether through data related to a specific school district, or a more generalized analysis of the population to be served. Discuss how the course scope and sequence, daily schedule, staffing plans, and support strategies and resources will meet or be adjusted for the diverse needs of students. 2. Complete this table to demonstrate calculation of at-risk students the school anticipates serving. Please use the demographic information provided by MCSAB via the online portal for the local school district where the charter school will be located to complete the first row of the table. Current School District Demographics 80% Charter School Requirement Anticipated Charter School Demographics 3.

Specifically describe the plan to identify and meet the learning needs of students with mild, moderate, and severe disabilities in the least restrictive environment possible. Specify the programs, strategies, and supports you will provide, including the following: a. Methods for identifying students with special education needs (and avoiding misidentification); b. Specific instructional programs, practices, and strategies the school will employ to provide a continuum of services, ensure access to the general education curriculum, and ensure academic success for students with special education needs. c. Plans for monitoring and evaluating the progress and success of special education students with mild, moderate, and severe needs to ensure the attainment of each student’s goals as set forth in the IEP; d. Plans for promoting graduation for students with special education needs (high schools only); and e. Plans to have qualified staffing adequate for the anticipated special needs population.

4. Explain how the school will meet the needs of EL students, including the following: a. Methods for identifying EL students (and avoiding misidentification); b. Specific instructional programs, practices, and strategies the school will employ to ensure academic success and equitable access to the core academic program for these students. c. Plans for monitoring and evaluating the progress and success of EL students, including exiting students from EL services. d. Means for providing qualified staffing for EL students. 5. 6.

Explain how the school will identify and meet the learning needs of students who are performing below grade level and monitor their progress. Specify the programs, strategies, and supports that will be provided for these students. Explain how the school will identify and meet the needs of intellectually gifted students, including the following: a. Specific instructional programs, practices, strategies, and opportunities the school will employ or provide to enhance their experience; b. Plans for monitoring and evaluating the progress and success of these students; and c. Means for providing qualified staffing for intellectually gifted students.

CQS Guidance and Application Process for New Operators

Student Recruitment and Enrollment 1. 2. 3.

Explain the plan for student recruitment and marketing that will provide equal access to interested students and families. Specifically, describe the plans for outreach to families in poverty, academically lowachieving students, students with disabilities, and other youth at risk of academic failure. Describe the timeline and individuals responsible for student recruitment/engagement and enrollment. Provide, as Attachment 6, the school’s Enrollment Policy, which should include the following: a. Tentative dates for application period, and enrollment deadlines and procedures, including explanation of how the school will receive and process applications. b. Description of any enrollment preferences or priorities. c. Describe the school’s lottery procedures and how they will comply with the statutory requirement in Mississippi Code Annotated § 37-28-15 that lotteries be “equitable, randomized, transparent, and impartial”; d. Policies and procedures for student waiting lists, withdrawals, re-enrollment, and transfers; and e. Explanation of the purpose of any pre-admission activities for students or parents.

Student Discipline Describe in detail the school’s approach to student discipline. Taken together, the narrative description and discipline policy should: a. Explain the practices the school will use to promote discipline, including both penalties for infractions and incentives for positive behavior; b. List and define the offenses for which students must (where non-discretionary) and may (where discretionary) be suspended or expelled; c. Explain how the school will take into account the rights of students with disabilities, including students with Behavior Support Plans in disciplinary actions and proceedings; and d. Explain procedures for due process when a student is suspended or expelled as a result of a violation, including a description of the appeal process that the school will employ for students facing expulsion and a plan for providing services to students who are expelled or out of school for more than ten days. 2. If already developed, provide the proposed discipline policy as Attachment 7. 3. Discuss how students and parents will be informed of the school’s discipline policy. 1.

Parent and Community Involvement 1. 2.

Describe the role of any parents and community members involved in developing the proposed school. Discuss specifically what has been done to assess and build parent and community demand for the school. Explain the plan to continue to engage parents and community members from the present time, to approval, and through opening. Explain the plan to engage parents in the life of the school (in addition to any proposed governance roles described below). Describe any opportunities and/or expectations for ongoing parent, student, and community involvement. Any parent volunteer requirements must also include a waiver process that considers individual familycircumstances. Discuss the community resources that will be available to students and parents. Describe any partnerships the school will have with community organizations, businesses, or other educational institutions. Specify the nature, purposes, terms, and scope of services of any such partnerships including any fee-based or in-kind commitments from community organizations or individuals that will enrich student learning. Provide, as Attachment 8, existing evidence of demand for the school (e.g. letters of support or intent to apply forms from families and students) and/or support from intended community partners (e.g. letters of intent/commitment, memoranda of understanding, and/or contracts). DO NOT ATTACH CONVERSION SCHOOL PETITIONS HERE.

CQS Guidance and Application Process for New Operators

Educational Program Capacity 1.

Identify the key members of the school’s leadership team. Identify only individuals who will play a substantial and ongoing role in school development, governance and/or management, and will thus share responsibility for the school’s educational success. These may include current or proposed governing board members, school leadership/management, and any essential partners who will play an important ongoing role in the school’s development and operation. Describe the team’s individual and collective qualifications for implementing the school design successfully, including capacity in areas such as: administration, and governance; curriculum, instruction, and assessment; performance management; and parent and community engagement. If known, identify the individuals who will fill these positions, explain why each is well qualified for a specific role, and summarize their relevant track record of success. Provide, as Attachment 9, the qualifications, resumes, professional biographies, and proof of US citizenship for each identified individual. -AND/ORIf any of these positions are not yet filled, discuss the process and timeline for recruiting, selecting, and hiring these team members. Describe the criteria to be used in selecting each, and instead provide in Attachment 9 a complete job description and required qualifications for each unfilled role.

Identify the principal/head of school candidate and explain why this individual is well qualified to lead the proposed school in achieving its mission. Summarize the proposed leader’s academic and organizational leadership record. Provide specific evidence that demonstrates capacity to design, launch, and manage a high- performing charter school. Discuss the evidence of the leader’s ability to effectively serve the anticipated population. This evidence may include annual student achievement data, disaggregated by subgroup, for every school under the current or prior management of the leader or other administrator. If the proposed leader has never run a school, describe any leadership training programs that have been completed. Also provide, as Attachment 10, the qualifications, resume, professional biography, and proof of US Citizenship for this individual. -ORIf no candidate has been identified, discuss the process and timeline for recruiting, selecting, and hiring the school leader. Describe the criteria to be used in selecting this leader, and instead provide as Attachment 10 a complete job description and required qualifications.

5. 6.

Describe the team’s ties to and/or knowledge of the target community. Identify any organizations, agencies, or consultants that are partners in planning and establishing the school, along with a brief description of their current and planned role, and any resources they have contributed or plan to contribute to the school’s development. Explain who is currently leading the school development process, and who will work on a full-time or nearly fulltime basis following approval of the charter to lead development of the school.

CQS Guidance and Application Process for New Operators

Section 2: Operations Plan & Capacity Organization Charts Submit, as Attachment 11, organization charts that show the school governance, management, and staffing structure in the first year of school operations, at the end of the charter term; and when the school reaches full capacity, if in a year beyond the first charter term. Each organization chart should clearly delineate the roles and responsibilities of, and lines of authority and reporting among, the governing board, staff, any related bodies (such as advisory bodies or parent/teacher councils), and any external organizations that will play a role in managing the school. The organization charts should

also specifically document lines of authority and reporting within the school. Legal Status and Governing Documents 1. 2.

Describe the proposed school’s legal status, including non-profit status and federal tax-exempt status. Provide, as Attachment 12: a. The bylaws of the board, including any amendments; b. The code of ethics and conflict of interest policies for the board; c. Any additional governing documents already adopted, including other board policies; and d. The completed and signed statement of assurances (prepared using the template provided by MCSAB).

Governing Board 1. 2. 3. 4.

6. 7.

Explain the governance philosophy that will guide the board, including the nature and extent of involvement by key stakeholder groups. Describe the governance structure of the proposed school, including the primary roles, powers, and duties of the governing board and how it will interact with the principal/head of school and any advisory bodies. Describe the current and desired size and composition of the governing board. Identify key skills, areas of expertise, and constituencies that are and/or will be represented on the governing board. Explain how this governance structure and composition will: a) help ensure that the school will be an educational and operational success; b) evaluate the success of the school and school leader including what the board will evaluate and when it will evaluate the school and school leader; and c) include active and effective representation of key stakeholders, including parents. List all current and prospective board members and their intended roles. For each individual identified, summarize interest in and qualifications to serve on the board. Explain the procedure by which board members have been and will be selected. How often will the board meet? Discuss the plans for any committee structure. Provide, as Attachment 13, the following documents for each individual identified here: a completed and signed Board Member Information Sheet, resume, professional biography, and proof of US citizenship(if aboard member’s documentation is attached elsewhere in this proposal or was submitted with the Letter of Intent, state so on the Information Sheet). If the current applicant team does not include the initial board, explain how and when the transition to the formal governing board will take place. Describe plans for increasing the capacity of the governing board. How will the board expand and develop over time? How and on what timeline will new members be recruited and added, and how will vacancies be filled?

CQS Guidance and Application Process for New Operators

What are the priorities for recruitment of additional board members? What kinds of orientation or training will new board members receive, and what kinds of ongoing development will existing board members receive? The plan for training and development should include a timetable, specific topics to be addressed, and any requirement to participate. 9. If this proposal is being submitted by a pre-existing non-profit organization respond to the following: a. Was the pre-existing non-profit formed for a purpose other than operating schools? If so, please provide the mission of the organization and explain how operating charter schools serves that mission. b. Will the pre-existing non-profit board govern the new school, or will a new non-profit corporation governed by a separate board hold the charter? c. If the non-profit’s current board will govern the charter school, what steps have been taken to transform its board membership, mission, and bylaws to assume its new duties? Describe the plan and timeline for completing the transition and orienting the board to its new duties. d. If a new board has been or will be formed, describe what, if anything, its ongoing relationship to the existing non-profit’s board will be. 10. Describe the board’s ethical standards and procedures for identifying and addressing conflicts of interest. Identify any existing relationships that could pose actual or perceived conflicts if the proposal is approved; discuss specific steps that the board will take to avoid any actual conflicts and to mitigate perceived conflicts.

Advisory Bodies 1.

Describe any advisory bodies or councils that are in place or will be formed, including the roles and duties of each. For each identified group describe: a. Its current and/or planned composition and the strategy for achieving that composition; b. The role of parents, students, and teachers, as applicable; and c. The reporting structure relative to the school’s governing board and leadership.

Grievance Process 1. Explain the process that the school will follow should a parent or student have an objection to a governing board policy or decision, administrative procedure, or practice at the school.

Staff Structure 1.

2. 3.

Summarize the staffing structure and growth plan for the school, describing: a. Year 1 positions, as well as positions to be added in future years; b. Administrative, instructional, and operational and support staff; and c. The teacher-student ratio, as well as the ratio of total adults to students for the school. Provide, as Attachment 14, a complete staffing chart for the school (prepared using the template provided by MCSAB). Explain how the relationship between the school’s senior administrative team and the rest of the staff will be managed.

Staffing Plans, Hiring, Management, and Evaluation 1.

Explain the relationship that will exist between the school and its employees, including whether the employees will be at-will and whether the school will use employment contracts. If the school will use contracts, explain the nature and purpose of the contracts. If developed, provide, as Attachment 15, any personnel policies or employee manual.

Outline compensation structure for all employees, including salary ranges and employment benefits, as well as any incentives or reward structures, if applicable.

CQS Guidance and Application Process for New Operators

Staffing Plans, Hiring, Management, and Evaluation continued 3.

Describe the strategy, plans, and timeline for recruiting and hiring teaching staff, including the school’s plan for hiring highly qualified staff in accordance with the ESSA. Explain required qualifications for instructional staff, key selection criteria, and any special considerations relevant to your school design.

Outline the school’s procedures for hiring and dismissing school personnel, including conducting criminal background checks.

Explain how teachers will be supported, developed, and evaluated; outline the tools and key inputs. If using the Mississippi Educator and Administrator Professional Growth System, please indicate, but do NOT include samples of the assessment tools. Details regarding the Professional Growth System may be found here. If using a system already developed,provide, in Attachment 16, the teacher evaluation tool(s).

Explain how the school leader will be supported, developed, and evaluated each school year. Will the school use the Mississippi Educator and Administrator Professional Growth System If you intend to supplement or use an alternative to the Professional Growth System, outline the tools and key inputs. Provide, in Attachment 17, any supplemental leadership evaluation tool(s) that you have developed already. If you intend to use only the Mississippi Educator and Administrator Professional Growth System, do NOT include the mandated assessment tools. Details regarding the Professional Growth System may be found here.

Explain how the school intends to handle unsatisfactory leadership or teacher performance, as well as leadership/teacher changes and turnover. Note the reporting requirements by MCSAB for all schools to adhere to the Mississippi Educator Code of Ethics. Details may be found here.

Professional Development 1.

Identify the person(s) or position(s) responsible for overseeing professional development (PD).

Discuss the core components of the school’s PD plan and how they will support effective implementation of the educational program. Discuss the extent to which professional development will be individualized or uniform. Who will be responsive for administering PD programs (e.g. a staff member, consultant, etc.)?

Provide a schedule and explanation of professional development that will take place prior to school opening. Explain what will be covered during this induction period and how teachers will be prepared to deliver any unique or particularly challenging aspects of the curriculum and instructional methods.

Describe the expected number of days/hours for professional development throughout the school year, and explain how the school’s calendar, daily schedule, and staffing structure accommodate this plan. Include time scheduled for common planning or collaboration and discuss how such time will typically be used

2024 Call for Quality Schools Application for New Operators CQS Guidance and Application Process for New Operators

21 19

Performance Management Explain the plan for using internal and external assessments to measure and report progress against the Mississippi Charter School Performance Framework. Specifically, how will this plan address the following key areas on which charter schools will be evaluated: a. b. c. d. e. f.

student academic proficiency and growth; achievement gaps in both proficiency and growth between major student subgroups; attendance; recurrent enrollment from year to year; in-school and out-of-school suspension rates and expulsion rates; graduation and dropout rates for appropriate multiple-year cohorts;

(for high schools only) student postsecondary readiness, including the percentage of graduates submitting applications to postsecondary institutions, high school completion, postsecondary admission and postsecondary enrollment or employment. financial performance and sustainability; and governing board performance and stewardship, including compliance with all applicable laws, regulations and terms of the charter contract.

h. i. 2.

3. 4. 5.

Explain how the school will measure and evaluate academic progress – of individual students, student cohorts, and the school as a whole –throughout the school year, at the end of each academic year, and for the term of the charter contract. Explain how the school will collect and analyze student academic achievement data, use the data to refine and improve instruction, and report the data to the school community. Identify the person(s), position(s), and/or entities that will be responsible and involved in the collection and analysis of assessment data. Who will be responsible for managing the data, interpreting it for classroom teachers, and leading or coordinating professional development to improve student achievement? Explain the training and support that school leadership and teachers will receive in analyzing, interpreting, and using performance data to improve student learning. Describe the corrective actions the school will take if it falls short of student academic achievement expectations or goals at the school-wide, classroom, or individual student level. Explain what would trigger such corrective actions and who would be responsible for implementing them.

Facilities 1. 2.

Describe the basic facilities requirements for accommodating your school plan, including number of classrooms, square footage per classroom, common areas, overall square footage, and amenities. Identify any other significant facilities needs not already specified, including: playground, large common space for assemblies and other large group meetings, athletic facilities, and other special considerations (identify and explain). Describe the process for identifying and securing a facility, including any brokers or consultants you are employing to navigate the real estate market, plans for renovations, timelines, financing, etc. Include in this discussion the plan for ensuring that identified facilities will comply with applicable state and local health and safety requirements and applicable planning review procedures. If you currently hold a facility or have an MOU or other proof of intent to secure a specific facility, please provide proof of the commitment as Attachment 18. Briefly describe the facility including location, size, and amenities. You may provide, also in Attachment 18, up to 10 pages of supporting documents providing details about the facility.

2023 Call for Quality Schools Application for New Operators CQS Guidance and Application Process for New Operators

22 20

Start-Up & Ongoing Operations 1.

Provide, as Attachment 19, a detailed start-up plan for the school, specifying tasks, timelines, and responsible individuals.

Describe the transportation plan that details how reliable and safe transportation will be provided for all students. In addition to daily transportation needs, describe how the school plans to meet transportation needs for field trips and athletic events, if applicable.

Provide the school plan for safety and security for students, the facility, and property. Explain the types of security personnel, technology, equipment, and policies that the school will employ.

List the types of insurance coverage the school will secure, including a description of the levels of coverage and estimated costs. Explain the basis for these assumptions.

Operations Capacity 1.

Describe the applicant team’s individual and collective qualifications for implementing the Operations Plan successfully, including capacity in areas such as the following: staffing; professional development; performance management; general operations; and facilities management.

Describe the organization’s capacity and experience in facilities acquisition and management, including managing build-out and/or renovations, as applicable.

Section 3: Financial Plan & Capacity Financial Plan 1.

Describe the systems, policies and processes the school will use for financial planning, accounting, purchasing, and payroll, including a description of how it will establish and maintain strong internal controls and ensure compliance with all financial reporting requirements.

Describe the roles and responsibilities of the school’s administration and governing board for school finance and distinguish between each.

Describe the school’s plans and procedures for conducting an annual audit of the financial and administrative operations of the school.

Describe how the school will ensure financial transparency to the authorizer and the public, including its plans for public adoption of its budget and public dissemination of its annual audit and an annual financial report.

Describe any services to be contracted, such as transportation, business services, payroll, and auditing services, including the anticipated costs and criteria for selecting such services.

Describe the school’s plans for liability insurance to indemnify the school, its board, staff and teachers against tort claims.

2024 Call for Quality Schools Application for New Operators CQS Guidance and Application Process for New Operators

23 21

Financial Plan continued 7.

Submit the completed Financial Plan Workbook as Attachment 20. In developing your budget, use the information provided to calculate your per-pupil revenue projection. Prepare your submission using the template provided by MCSAB. Complete ALL sheets in the workbook. NOTE: Applicants for multiple schools should complete all sheets in the workbook for all schools opening in year one.

Budget Narrative: As Attachment 21, present a detailed description of assumptions, calculations, and revenue estimates. The narrative should include, at minimum, the basis for revenue projections, staffing levels, and costs. Provide specific evidence supporting assumptions and/or describe the source of estimated amounts wherever possible. a. Describe all anticipated funding sources. Clearly address the degree to which the school budget will rely on variable income (e.g., grants, donations, fundraising). Indicate the amount and sources of funds, property, or other resources expected to be available through banks, lending institutions, corporations, foundations, grants, etc. Note which are secured and which are anticipated, and include in Attachment 21 evidence of commitment for any funds on which the school’s core operation depends. b. Discuss the school’s contingency approach and plan to meet financial needs if anticipated revenues are not received or are lower than estimated. c. Explain in detail the year one cash flow contingency plan, in the event that revenue projections are not met (or not met on time).

Financial Management Capacity 1. Describe the applicant team’s individual and collective qualifications for implementing the Financial Plan successfully, including capacity in areas such as the following: Financial management; Fundraising and development; and Accounting and internal controls.

2024 Call for Quality Schools Application for New Operators CQS Guidance and Application Process for New Operators

23 22

List of Addenda The following addenda should be completed as applicable by new and existing operators. Note that some addenda require additional attachments. 1. 2. 3.

For applicants requesting WAIVERS from Mississippi Code Annotated § 37-28-47 For CONVERSION SCHOOL proposals For proposals from operators using EDUCATION SERVICE PROVIDERS • Attachment ESP-1: ESP audited financial statements and annual report • Attachment ESP-2: ESP contract

CQS Guidance and Application Process for New Operators

Addendum 1. Request for Waivers from Mississippi Code Annotated § 37-28-47

• • •

Identify all positions for which you are requesting a waiver. Provide a summary of the job descriptions and required qualifications foreach. Explain the rationale for this waiver request. Include in your explanation a summary of your efforts to date to recruit lawful permanent residents of the United States for the relevant position(s). Describe how this waiver will positively impact student achievement.

Addendum 2. For Conversion School Proposals

Community Need and Support Explain the rationale for converting the existing public school to charter status. Describe the efforts to date to garner parent and community support and involve individuals and organizations in the conversion. Include a discussion of the process by which the applicant team gathered the evidence of eligibility for conversion (previously presented with the LOI), namely: a. a petition signed by a majority of teachers in the existing non-charter public school; or b. a petition signed by a majority of parents of students in the existing non-charter public school; or c. evidence of a majority vote of the local school board; or (in the case of schools in districts under state conservatorship) evidence of a majority vote of the State Board of Education. Provide specific plans for ongoing family and community engagement, including timing and responsible individuals.

Enrollment and Recruitment Supplement 1.

Explain the plan to cultivate student and parent investment in the conversion, especially how the school plans to limit attrition from the existing student body. Describe how this plan will successfully transition students who currently attend or are zoned to attend the school being converted. If applicable, summarize the school’s policy regarding enrollment preferences for students who reside within the former attendance area of the proposed charter school. a. The policies provided above as Attachment 6 must specifically address differences between policy and procedure for students outside of the former attendance zone vs. students currently attending or zoned to attend the existing school.

CQS Guidance and Application Process for New Operators

Turnaround Planning 1. Describe your organization’s prior experience in taking over or turning around an underperforming school. 2. Discuss specific ways that you will engage and transform the existing school culture during the prelaunch period and the first year of operation. 3. Present a phase-in plan that details how the proposed school would take responsibility for all grades and all existing programs of the school, including (but not limited to) programs for students with severe disabilities, ELL programs, and any early childhood education programs. 4. Describe the plan to work with the existing school during the conversion/transition process.

CQS Guidance and Application Process for New Operators

Addendum 3. Education Service Providers ESP Selection 1. 2.

Explain why the applicant is seeking to contract with an ESP rather than operate the school(s) directly. Explain how and why the ESP was selected, including when and how the applicant learned of the ESP, which other ESPs were considered, why the ESP was selected over other ESPs, and what due diligence was conducted.

ESP Track Record 1.

3. 4.

Explain the ESP’s success in serving student populations similar to the target population of the school. Describe the ESP’s demonstrated academic track record as well as successful management of nonacademic school functions (e.g., back-office services, school operations, extracurricular programs). Provide summary information from reference checks conducted by the applicant (regarding the third-party ESP), identifying each reference. List all schools operated by the ESP. Identify those schools that serve the same grade levels and student populations demographically similar to the anticipated population of the proposed school. Include name, year opened, contact information, location, number of students, and contact information for the authorizer foreach currently operating school. Provide evidence of the financial health of the ESP. Attach as Attachment ESP-1 the most recent independent financial audit report of the ESP and its most recent annual report. List and explain any management contract terminations as well as any charter revocations, non-renewals or withdrawals/non-openings that the proposed ESP has experienced in the past five (5) years.

Legal Relationship with ESP 1. 2. 3. 4.

Provide evidence that the board is independent from the ESP and self-governing, including evidence of independent legal representation and arm’s-length negotiating. Describe any existing or potential conflicts of interest between the school’s governing board, proposed school employees, proposed ESP, and any affiliated business entities. List all subsidiaries or related entities that are affiliated or owned in whole or in part by the ESP and identify the nature of those entities’ business activities. Explain whether the school has or will have any relationship with or receive any services from any of the entities listed in the previous question.

CQS Guidance and Application Process for New Operators

5. 6.

Explain the supervisory responsibilities of the ESP (if any), including which school employees the ESP will supervise, how the ESP will supervise these employees, and how the charter school board will oversee the ESP’s supervisory responsibilities. If the school’s governing board intends to execute promissory notes or other negotiable instruments, or enter into a lease, lease-purchase agreement or any other facility or financing relationships with the ESP, provide evidence that such agreements are separately documented and not part of or incorporated in the school management contract. Any facility or financing agreements must be consistent with the school governing board’s authority and practical ability to terminate the management agreement and continue operation of the school. Describe and provide documentation of any loans, grants, or investments made between the ESP and the school, including an explanation of how any such loans, grants, or investments may be initiated, repaid, and refused by the school.

ESP Management Plan 1. 2. 3.

4. 5.

7. 8.

Provide a detailed description of the roles and responsibilities of the ESP. Describe the scope of services and costs of all resources to be provided by the ESP. Describe the oversight and evaluation methods that the Board will use to oversee the ESP. What are the school-wide and student achievement results that the management organization is responsible for achieving? How often, and in what ways, will the board review and evaluate the ESP’s progress toward achieving agreed- upon goals? Will there be an external evaluator to assess the ESP’s performance? What are the conditions, standards, and procedures for board intervention, if the management organization’s performance is deemed unsatisfactory? Describe the compensation structure and payment schedule, including clear identification of all fees, bonuses, and any other compensation to be paid to the ESP. Describe the respective financial responsibilities of the school governing board and the ESP. Who will own property purchased with public funds? Which operating and capital expenditures will each party be responsible for? What types of spending decisions can the management organization make without obtaining board approval? What reports must the ESP submit to the board on financial performance, and on what schedule? How will the school governing board provide financial oversight? What is the term (duration) of the management agreement? Explain the conditions and procedures (including time frames, notice, and decision-making procedures) for renewal and termination of the contract. How often will the management agreement be renewed? Describe the conditions that both the ESP and the school must satisfy for the management agreement to be renewed. On what grounds may the ESP or the school terminate the management agreement for cause, and without cause? List any indemnification provisions in the event of default or breach by either party. Describe the plan for the operation of the school in the event of termination of the management agreement. Provide as Attachment ESP-2 a draft of the proposed management agreement with the ESP.

CQS Guidance and Application Process for New Operators

List of Exhibits A. B. C. D. E.

Sample School-Wide Curriculum Description Table Sample Scope and Sequence Document Sample Curriculum Map RFP Description of Stage 2 Evaluation Criteria RFP Description of Stage 3 Evaluation Criteria

CQS Guidance and Application Process for New Operators

Exhibit A: Sample School-Wide Curriculum Description Table Content Area

Publisher/Product

Rationale for Selection

Grade Level: ELA

Connected Mathematics

Math

ST Math

Connected Mathematics is a constructivist, problem-centered middle school math curriculum that asks students to spend significant portions of time solving problems in contexts that require thinking, planning, reasoning, computing, and evaluating. Problem-centered math helps students make sense of and retrieve math concepts more readily. Connected Math focuses on depth of understanding, as well as on developing the necessary habits of mind that are conducive to the long-term study of mathematics. An independent study conducted by Claremont Graduate University’s Institute of Organizational and Program Evaluation Research, reported that Connected Mathematics students demonstrated significantly greater gains in problem-solving, math communication, and math reasoning strategies than their peers using other math programs as evidenced by performance on the Balanced Assessment of Mathematics (BAM.)

Created by the MIND Research Institute, ST Math provides game- based, visual math instruction. This interactive program adapts to students’ mastery as they progress through various skills and concepts targeted to their needs. ST Math focuses on improving conceptual learning and problem solving by visually representing concepts students learn during traditional instruction. Schools that use ST Math achieve at least double the growth in math proficiency than comparable schools.

Science Social Studies Other (specify)

Grade Level: ELA Math Science Social Studies Other (specify)

CQS Guidance and Application Process for New Operators

Exhibit B: Sample Scope and Sequence Summary Core Academic Program Scope and Sequence ELA English Language Arts I: Classics across genres Higher level of analysis of the novel, drama (Shakespeare), poetry, memoir, literary elements, speeches, short stories, nonfiction, crafting an argument

MATH Geometry Graphing and the relations between equations and graphs, including points, lines, polynomials, circles, and other curves, graphing inequalities, slope, properties and relations of plane figures, circles, triangles and other polygons, transformations and proofs --OR-Algebra I

SCIENCE Biology I Matter, chemical building block of life, cell structure and life processes, genetics, DNA, classification of life, evolution, human body systems, biodiversity

SOCIAL STUDIES Contemporary US History and Civics WWII and the Holocaust, the Cold War, the 1950s, cultural revolutions, Civil Rights, social policy, the 80s, 9/11 and post 9/11 US, Civics

SPANISH Spanish I

10 11 12

Non- Core Academic Program Scope and Sequence PHYSICAL EDUCATION Health and Fitness I Cardio, muscular development, team sports, yoga, dance, separate and co-gender sex-ed

ACADEMIC ELECTIVES Creative Writing

FINE ARTS ELECTIVES Visual Art, Choir or Band, Theatre

Architecture

CQS Guidance and Application Process for New Operators

Exhibit C: Sample Curriculum Map 9th Grade English Language Arts Curriculum Map Unit 1: Literary Elements and the Short Story (6 weeks – Aug- Sept.) Standards Objectives Key Concepts/Vocabulary Suggested Resources Reading: RL.9-10.1: Cite strong and • Identify and explain plot “The Tell Tale Heart” by thorough textual evidence to structure (i.e., exposition, □ Character, characterization Edgar Allan Poe support analysis of what the rising action, crisis/climax, □ Figurative language “The Gift of the Magi” text says explicitly as well as falling action, □ Irony (e.g., dramatic, by O Henry inferences drawn from the resolution/denouement) in situational, verbal) text. short stories. □ Narrator (reliable and “New African” from RL.9-10.5: Analyze how an • Understand and explain unreliable) Sarah Phillips by author’s choices concerning why plots in short stories □ Parable Andrea Lee how to structure a text, order usually focus on a single □ Plot (i.e., exposition, rising events within it (e.g., parallel event. action, crisis/climax, falling “Between the Pool and plots), and manipulate time • Analyze how authors create action, resolution/ the Gardenias” from (e.g., pacing, flashbacks) the settingin a short story. denouement) Krik Krak by Edwidge create such effects as • Define the concept of theme □ Point of view Danticat mystery, tension, or and identify the theme(s) in □ Sensory language surprise.W.9-10.2: Write stories read. □ Setting informative/explanatory texts • Identify and explain □ Style to examine and convey characterization techniques □ Symbol, symbolism complex ideas, concepts, in short stories. □ Theme and information clearly • Identify and explain the use □ Tone and accurately through of figurative language in Writing: the effective selection, short stories. □ Review parts of organization, and analysis of • Analyze how authors create speech (Verbs: content. tone in short stories. principal parts of verbs, SL.9-10.1: Initiate and • Identify the point of view in especially irregular past participate effectively in a a short story and analyze and past participles; range of collaborative how point of view affects the simple, perfect, and discussions (one-on-one, in reader’s interpretation of the progressive tenses; groups, and teacher-led) with story. agreement of subject and diverse partners on grades 9– • Write a coherent essay of verb, especially with 10 topics, texts, and issues, literary analysis with a clear collective nouns building on others’ ideas and thesis statement, at least Nouns: common, proper, expressing their own three pieces of evidence concrete, abstract, clearly and persuasively. from texts, and a strong countable, collective, L.9-10.1: Demonstrate introduction and conclusion. compound, possessive, command of the conventions • Define and refine research gerunds) of Standard English questions; cite sources □ Review capitalization of grammar and usage when accurately, distinguishing common and proper nouns writing or speaking. between paraphrasing and L.9-10.5: Demonstrate quoting. understanding of figurative language, word relationships, and nuances in word meanings. Assessments/Activities Literary Analysis Essay – Select a short story and write an essay that analyzes how a particular literary element plays a part in the essence and workings of one of the chosen stories.

CQS Guidance and Application Process for New Operators

Exhibit D MISSISSIPPI CHARTER SCHOOL AUTHORIZER BOARD CHARTER SCHOOL PROPOSAL STAGE TWO EVALUATION CRITERIA NEW AND EXISTING OPERATORS The Stage 2 Evaluation Process The Stage 2 Evaluation Criteria are the essential tools used by evaluators to determine whether a proposal meets the minimum quality threshold required to merit a full evaluation. A response is Inadequate if it significantly fails to address the RFP requirements or criteria for approval, or wholly lacks merit. During Stage 2, evaluators only provide a rating to indicate that a proposal has not met the threshold and is thus deemed inadequate. At the conclusion of Stage 2, if a proposal has no inadequate ratings the proposal proceeds to a full review to assess the extent to which it meets the Stage 3 criteria for approval. THRESHOLD 1: PUBLIC CHARTER SCHOOL OBLIGATIONS Documents considered include (but may not be limited to): ● Proposal Narrative ○ Executive Summary ○ Section 1. Educational Program Design & Capacity: Student Recruitment & Enrollment ○ (if applicable): Addendum 1. Request for Waivers from Mississippi Code Annotated § 37-28-47 ○ (if applicable): Addendum 2.For Conversion School Applications: Enrollment &Recruitment Supplement, Turnaround Planning ● Attachment: Enrollment Policy A response is inadequate if: It raises significant concerns about the applicant’s understanding of, preparation for, and/or commitment to non- sectarian operation. It is lacking in or raises significant concerns about the applicant’s understanding of, preparation to, and/or commitment to operating free of any prohibited application, admissions, or enrollment policies/practices. THRESHOLD 2: STUDENT POPULATIONS Documents considered include (but may not be limited to): ● Proposal Narrative ○ Executive Summary ○ Section 1. Educational Program Design &Capacity: Special Student Populations and At-Risk Students, Student Recruitment & Enrollment, Student Discipline ○ Section 2. Operations Plan & Capacity: Facilities ○ (if applicable): Addendum 2.For Conversion School Applications: Enrollment &Recruitment Supplement, Turnaround Planning ● Attachment: Enrollment Policy ● Attachment: Discipline Policy ● Attachment: Financial Plan Workbook

CQS Guidance and Application Process for New Operators

THRESHOLD 2: STUDENT POPULATIONS Continued A response is inadequate if: It is lacking in merit or raises significant concerns about the applicant’s understanding of, preparation and/or commitment to meeting the needs of all special populations, including students with disabilities, ELLs, students requiring remediation or gifted and talented students. The funds allocated to serving special populations are inadequate or are contradicted by the assumptions in other parts of the plan. Demographic projections fail to meet the statutory “80% rule” (i.e., the proposed school’s underserved student population is equivalent to at least 80% of the underserved student percentage of the school District in which the school will be located). THRESHOLD 3: STARTUP PLAN Documents considered include (but may not be limited to): ● Proposal Narrative ○ Executive Summary ○ Section 1. Educational Program Design &Capacity: Student Recruitment & Enrollment, Education Program Capacity ○ Section 2. Operations Plan & Capacity: Staffing Plans, Hiring, Management, & Evaluation; Professional Development, Facilities, Start-up & Ongoing Operations ○ (if applicable): Addendum 1. Request for Waivers from Mississippi Code Annotated § 37-28-47 ○ (if applicable): Addendum 2. For Conversion School Applications: Enrollment & Recruitment Supplement, Turnaround Planning ● Attachment: Enrollment Policy ● Attachment: Facility commitment and description ● Attachment: Start-up plan ● Attachment: Financial Plan Workbook A response is inadequate if: The start-up plan insufficiently identifies critical work streams required before school opening. The start-up plan fails to identify a specific and reasonable completion date for each milestone, and/or the time allocated to complete work streams within the start-up plan is inadequate. The start-up plan indicates that the applicants are unprepared to meet compliance requirements or to understand what will be required to open on time and be ready to serve students effectively. The plan for securing a viable facility in time for school opening is either non-existent or implausible.

CQS Guidance and Application Process for New Operators

THRESHOLD 4: PERSONNEL Documents considered include (but may not be limited to): ● Proposal Narrative ○ Executive Summary ○ Section 1. Educational Program Design & Capacity: Educational Program Capacity ○ Section 2. Operations Plan & Capacity: Organization Charts, Governing Board, Advisory Bodies, Staff Structure, Professional Development ● Attachment: School leader qualifications ● Attachment: Leadership team qualifications ● Attachment: Organizational charts ● Attachment: Board documents ● Attachment: Board member information ● Attachment: Staffing chart ● Attachment: Financial Plan Workbook ● Attachment: Budget Narrative A response is inadequate if: The applicants provided insufficient evidence that the proposed school leader has satisfactory experience in serving the proposed student population. The proposed staffing structure is not viable or is materially inconsistent with other parts of the plan. The proposed organization chart and board information raise significant concerns about the understanding of, preparation for, and/or commitment to principles of sound board governance, including avoiding conflicts of interest. THRESHOLD 5: FINANCIAL PLAN

Documents considered include (but may not be limited to): ● Proposal Narrative ○ Executive Summary ○ Section 2. Operations Plan & Capacity: Staff Structure, Facilities, Start-up & Ongoing Operations ○ Section 3. Financial Plan &Capacity ● Attachment: Staffing chart ● Attachment: Start-up plan ● Attachment: Financial Plan Workbook ● Attachment: Budget narrative A response is inadequate if: The revenue assumptions are lacking in merit or raise significant concerns about the applicant’s understanding of, preparation to, or ability to account for state and federal per pupil funding streams. Budget worksheets as presented are mathematically inaccurate, and/or revenue and expense lines are accounted for incorrectly. Budget projections for any year(s) result in a cash-negative position.

Private funds are included in financial projections (loans, grants, lines of credit, etc.), but are wholly unsubstantiated by evidence of commitment in Attachment: Budget Narrative.

CQS Guidance and Application Process for New Operators

Expenditure assumptions are not provided, lack merit or are unsustainably high or low on their face. Any assumption detail fails to provide a credible rationale for accepting the facially invalid assumptions. Employees and consultants/contractors working prior to school opening are not accounted for in the start-up budget, and/or the revenue allocated to cover those expenditures is wholly inadequate in relation to the work assumptions. THRESHOLD 6: PERFORMANCE HISTORY (For Existing Operators, including applicants proposing to partner with an ESP)

Documents considered include (but may not be limited to): • Proposal Narrative: o Executive Summary o Section 2. Operations Plan & Capacity: Staff Structure, Facilities, Start-up & Ongoing Operations o Addendum 3. Education Service Providers • Attachment: Annual report and/or business plan • Attachment: Portfolio summary • Attachment: Litigation documents • Attachment: ESP audited financial statements and annual report • Attachment: ESP contract • Attachment: Organization audited financial statements • Attachment: Organization-level budget A response is inadequate if: Evidence demonstrating the operator’s track record of academic performance is not provided or fails to meet the statutory requirement to demonstrate gains in student achievement. Evidence of successful management of nonacademic school functions (e.g., back-office services, school operations, extracurricular programs) is not provided or is plainly inadequate. THRESHOLD 7: ESP RELATIONSHIP (For applicants proposing to contract with an ESP)

Documents considered include (but may not be limited to): ● Proposal narrative o Executive Summary o Addendum 3. Education Service Providers □ Attachment: Financial Plan Workbook □ Attachment: Budget Narrative □ Attachment: Annual report and/or business plan □ Attachment: Portfolio summary □ Attachment: Litigation documents □ Attachment: ESP audited financial statements and annual report □ Attachment: ESP contract □ Attachment: Organization audited financial statements □ Attachment: Organization-level budget

CQS Guidance and Application Process for New Operators

THRESHOLD 7: ESP RELATIONSHIP (For applicants proposing to contract with an ESP) A response is inadequate if: The contract is not in the form of a fee-for-service agreement, and/or any financial transactions, facility transactions, etc., are included in the contract. The term sheet and/or contract indicate contract duration longer than the first term of the charter. The term sheet and/or contract wholly fail to articulate roles of and differentiate responsibilities between the governing board, school staff, and the ESP (e.g., the board cedes independent oversight/authority over budget, performance). The term sheet and/or contract do not assign ownership rights (e.g., curricular materials, FFE, facility/land) or employment authority (for members of school-level staff).

CQS Guidance and Application Process for New Operators

Exhibit E MISSISSIPPI CHARTER SCHOOL AUTHORIZER BOARD STAGE THREE EVALUATION CRITERIA NEW AND EXISTING OPERATORS The Stage 3 Evaluation Process Independent evaluators utilize the Stage 3 criteria in their individual and team assessments of each proposal. There are additional evaluation criteria for existing operator applicants. Based on evaluation criteria evaluators present a rating and a narrative analysis of each section of the proposal. Within each section, specific criteria define the expectations for a response that “Meets the Standard.” In addition to meeting the criteria that are specific to that section, each part of the proposal should align with the overall mission, budget, and other sections of the proposal. In general, the following definitions guide evaluator ratings: Rating

Meets the Standard

Partially Meets the Standard

Does Not Meet the Standard Falls Far Below the Standard

Characteristics

The response reflects a thorough understanding of key issues. It addresses the topic with specific and accurate information that shows thorough preparation; presents a clear, realistic picture of how the school expects to operate; and inspires confidence in the applicant’s capacity to carry out the plan effectively.

The response meets the criteria in many respects but lacks detail and/or requires additional information in one or more areas. The response meets the criteria in some respects but has substantial gaps in a number of areas. The response is wholly undeveloped or significantly incomplete; demonstrates lack of preparation; or otherwise raises substantial concerns about the viability of the plan or the applicant’s ability to carry it out.

A proposal that merits a recommendation for approval should present a clear, realistic picture of how the school expects to operate; be detailed in how this school will raise student achievement; and inspire confidence in the applicant’s capacity to successfully implement the proposed academic and operational plans.

CQS Guidance and Application Process for New Operators

Evidence of Capacity Throughout the proposal, evaluators will assess the evidence that the applicant team has the capacity to execute the plan as presented. In total, a high-quality proposal will demonstrate evidence that the team has the capacity needed in all key areas to open and operate a charter school that improves academic outcomes for students. □ Individual and collective qualifications (documented, for example, by resumes and biographies for all

members) to implement the Education Plan successfully, including capacities in areas such as school leadership, administration, and governance; curriculum, instruction, and assessment; performance management; and parent and community engagement. □ Individual and collective qualifications for implementing the Organizational Plan successfully,

including capacity in areas such as staffing, professional development, performance management, school start-up, general operations, and facilities management. □ Individual and collective qualifications for implementing the Financial Plan successfully, including

capacity in areas such as financial management, fundraising and development, accounting, and internal controls.

CQS Guidance and Application Process for New Operators

Stage Three Evaluation Criteria: New Operator Proposal School Overview Section 1: Educational Program Design & Capacity A strong Educational Program Design is coherent overall and aligned internally with the school’s mission and vision, Operations Plan, and Financial Plan. A strong plan will have the following characteristics:

Curriculum and Instructional Design • Framework for a rigorous, quality instructional design that reflects the needs of the school’s target population and will ensure all students meet or exceed the expectations of the Mississippi Curriculum Frameworks □Comprehensive, quality curriculum overview that includes a sample course scope and sequence for one subject for one grade for each division (elementary, middle, high school) the school would serve, and demonstrated alignment of course outcomes with applicable standards. Sound curricular choices, by subject, including reasonable evidence the curriculum will be appropriate and effective for the targeted students. □Sound instructional strategies and explanation of why they are well suited for the targeted student population, including effective methods and systems for providing differentiated instruction to meet the needs of all students. □Evidence that the proposed educational program has a sound base in research, theory, and/or experience, and has been or is likely to be rigorous, engaging, and effective for the anticipated student population.

Pupil Performance Standards □Clear, rigorous learning standards (provided for one grade for each division the school would serve) and exit standards aligned with applicable standards. □Thoughtful identification of and plan for development and adoption of any additional academic standards beyond state and authorizer that the school would adopt or develop, including explanation and evidence of how those standards would exceed the state standards. □Clear, rigorous promotion and exit policies and standards.

High School Graduation Requirements □ Clear, persuasive explanation of how the school’s graduation requirements will ensure student readiness

for college or other post-secondary opportunities (trade school, military service, or entering the workforce).

School Calendar and Schedule □School calendar and daily and weekly schedules meet or exceed minimum state requirements regarding annual instructional time. □Schedules and calendar align with the educational program; demonstrate that they are conducive to improving student learning.

CQS Guidance and Application Process for New Operators

Section 1: Educational Program Design & Capacity Continued School Culture □Vision for school culture or ethos that will promote high expectations, a positive academic environment and intellectual and social development for all students, including those with special needs, English Language Learners, and students at risk of academic failure. □Coherent plan for establishing and maintaining the intended culture for students, teachers, administrators, and parents from the first day of school and throughout the school year. □Articulate, compelling descriptions of the typical daily experiences of a student and a teacher in grades served in year one. Descriptions demonstrate a well-thought-out school design that reflects the vision and will support student intellectual and social development.

Supplemental Programming (If applicable) □ Sound plan, design, schedule, and funding for summer school that will meet anticipated student needs. □ Well-designed plans and funding for extracurricular and co-curricular activities, programs, and services that will meet anticipated student needs and provide enrichment experiences. □ Thoughtful, well-supported description of programs or strategies to address student mental, emotional, and social development and health, and any other student-focused activities and programs that are integral to the school’s educational and student-development plans.

Special Populations and At-Risk Students □ Demonstrated understanding of – and capacity to fulfill – state and federal obligations and requirements

pertaining to students with disabilities, students identified as intellectually gifted, and English Learners (ELs) including appropriate discipline procedures for students with disabilities. □ Sound explanation of evidence from which the projection of anticipated special populations was derived. □ Comprehensive and compelling plan for appropriate identification of students who are performing below grade level or at risk of academic failure or dropping out and a detailed plan for providing services to such students. □ Comprehensive and compelling plan for appropriate identification of students with special needs and to ensure they are served in the least restrictive environment possible, have appropriate access to the general education curriculum and school-wide educational, extra-curricular, and culture-building activities in ways that support their development, receive required and appropriate support services as outlined in their Individual Education Plans and 504 plans, and participate in standardized testing. □ Comprehensive and compelling plan for providing services to ELs, including methods for appropriate identification of ELs, specific instructional programs, practices, and strategies the school will employ to ensure academic success and equitable access to the general education curriculum and core academic program for these students, plans for monitoring and evaluating student progress and success of ELs and for exiting them from services, and plan for including ELs in standardized testing and school-wide educational, extra-curricular, and culture-building activities. □ Plans describe evidence-based instructional programs and practices; effective design or adaptation of the educational program; qualified staffing; and support strategies and resources.

Student Recruitment and Enrollment □ Enrollment Policy complies with state law and ensures the school will be open to all eligible students. □ Sound and thoughtful student recruitment and marketing plan, timeline, and Enrollment Policy that will provide equal access to all interested students and families, including those in poverty, academically low-achieving students, students with disabilities, and other youth at risk of academic failure.

CQS Guidance and Application Process for New Operators

Section 1: Educational Program Design & Capacity Continued Student Discipline □ Student discipline policy that provides for appropriate and effective strategies to support a safe, orderly school climate and fulfillment of educational goals, promoting a strong school culture while respecting student rights. Legally sound policies for student discipline, suspension and expulsion that do not indicate students will be removed in an inappropriate manner, as well as appeals, including proper processes for students with disabilities. □ Appropriate plan for disseminating the discipline policy to teachers, parents, and students.

Parent and Community Involvement • Effective strategies for informing parents and the community about the school’s development. □ Sound pre- and post- opening parent engagement plan, including family-school partnerships, that is welcoming and accessible to all parents. □ Community resources and partnerships that will benefit students and parents and that include a) description of the nature, purposes, terms, and scope of services of any such partnerships; and b) evidence of commitment from identified community partners.

Educational Program Capacity □ Evidence that the school leadership and management team have the collective qualifications (documented by resumes and bios for all members) to implement the school design successfully, including capacities in areas such as school leadership, administration, and governance; curriculum, instruction, and assessment; performance management; and parent and community engagement. □ Sound plans for sourcing and training potential leaders for future campuses and for developing pipeline of potential leaders for the network. (If applicable) Existing leadership pipeline is adequate to meet growth projections and includes strong candidates for future schools. □ Evidence that organizations, agencies, or consultants that are essential to successful implementation of the plan are committed to having an ongoing role with the school. □ (If School Leader candidate(s) is identified) Evidence of the leader’s experience in/ability to design, launch, and lead a school that effectively serves the target population, as well as evidence that the proposed leader is well qualified to implement the specific educational program being proposed. Any identified leadership training is appropriate for and aligned with the educational program. □ (If School Leader candidate(s) is not yet identified) Evidence of the Board and/or network’s preparation and plan to recruit and retain a leader with the ability to lead a school that effectively serves the target population. □ Appropriate responsibilities and qualifications of the school’s leadership/management team (beyond the school leader). □(If members of the leadership team are identified) Individuals who demonstrate the qualifications, capacities, and commitment to carry out the designated leadership roles to ensure the success of the proposed school. □(If leadership team is not yet identified) Sound timeline, criteria, and process for recruiting and hiring the leadership team. □Sound plan for leading the development of the school from post-approval to opening, including identification of a capable individual or team to lead the planning and start-up, as well as a viable plan for compensating this individual or team that is aligned with the budget.

CQS Guidance and Application Process for New Operators

Section 2: Operations Plan & Capacity A strong Operations Plan is coherent overall and aligned internally with the school’s mission and vision, Educational Program, and Financial Plan. A strong plan will have the following characteristics:

Organization Charts □ Clearly indicate all positions in all years, including any changes in reporting/authority over time. □ Delineates appropriate board and management roles and lines of authority.

Legal Status and Governing Documents □ Proposed school’s legal status and structure are in compliance with state law. □ Governing bylaws, policies, and procedures are comprehensive and sound.

Governing Board □ Effective governance structure for network and school governance, whether each school will have an independent board or there will be one or more boards overseeing multiple schools. Well-planned board(s) size, powers, duties, and current and desired composition (including diverse expertise and effective representation) that will foster school(s)/network success. □ Clear division of duties if there will be multiple boards serving multiple schools. (If applicable) □ Clear, appropriate plans for the board(s) to evaluate the success of the school(s) and school leader(s). □ Proposed board members who demonstrate (as documented by resumes, bios, and Board Information sheets for all currently identified proposed members): (a) will, capacity and commitment to govern the school(s)/network effectively; and (b) shared vision, purposes, and expectations for the school(s)/network. □ Evidence that the proposed governing board members will contribute the wide range of knowledge, skills, and commitment needed to oversee a successful charter school including educational, financial, legal, and community experience and expertise. □ Other effective governance procedures, including planned frequency of meetings and standing committees, duties, and current and desired composition (including diverse expertise and effective representation) that will foster school(s)/network success □ Appropriate proposed Code of Ethics and Conflict of Interest policy/procedures that will minimize real or perceived conflicts. □ Clear, appropriate plans for the board(s) to evaluate the success of the school(s) and school leader(s). □ Proposed board members who demonstrate (as documented by resumes, bios, and Board Information sheets for all currently identified proposed members): (a) will, capacity and commitment to govern the school(s)/network effectively; and (b) shared vision, purposes and expectations for the school(s)/network. □ Evidence that the proposed governing board members will contribute the wide range of knowledge, skills, and commitment needed to oversee a successful charter school including educational, financial, legal, and community experience and expertise. □ Sound plan and timeline for board recruitment, expansion, orientation of new members, and ongoing training for members. Plan should include a thoughtful identification of desired experience and capacities. □ If there will be a network-level board, plan for clear identification and plan for addressing board development needs relative to growth. (If applicable) □ If applicant is an existing not-for-it organization other than a charter school governing board ~ Sound plan for transforming existing board to assume its new duties or forming a new board. □ Sound, timely plan for creating or transitioning to the school governing board. (If applicable)

CQS Guidance and Application Process for New Operators

Section 2: Operations Plan & Capacity Continued A strong Operations Plan is coherent overall and aligned internally with the school’s mission and vision, Educational Program, and Financial Plan. A strong plan will have the following characteristics:

Advisory Bodies □ Clear roles, duties, and composition of any advisory bodies/councils, and effective relationship to the school governing board and leadership.

Grievance Process □ Fair, accessible grievance process for parents and students.

Staff Structure □ Sensible staffing rollout plan for the school model(s) aligned with the educational program and conducive to school success. □ Effective structure and strategies for managing the administration-staff relationship.

Staffing Plans, Hiring, Management, and Evaluation □ Compensation packages, system, and strategy that are likely to attract and retain strong staff. □ Recruitment and hiring strategy, criteria, timeline, and procedures that are likely to result in a strong staff that meet ESEA requirements for being “Highly Qualified” and are well suited to the school. □ Plan for supporting, developing, and annually evaluating school leadership and teachers that is likely to produce and retain a successful staff. □ Sensible allocation of school vs. network responsibilities for staffing. □ Leadership and teacher evaluation tools that are likely to be effective. □ Effective planning for unsatisfactory leadership/teacher performance and turnover.

Professional Development □ Sensible allocation of school vs. Network responsibilities for professional development, including demonstrated understanding of and preparation for professional development needs that are common to all schools in the network. □ Professional development standards, opportunities, leadership, and calendar/scheduling that effectively support the education program and are likely to maximize success in improving student achievement, including an induction program that will prepare teachers to deliver any unique or particularly challenging aspects of the educational program.

CQS Guidance and Application Process for New Operators

Performance Management □ (Optional; maybe network-level or school-level) Meaningful mission-specific educational and/or organizational goals and targets, which are measurable or demonstrable by externally credible measures or assessments. □ Quality interim assessments that are aligned with (each) school’s curriculum, performance goals, and state standards. □ Effective plan (including qualified personnel) and system for measuring and evaluating academic progress – of individual students, student cohorts, each school, and the network as a whole – throughout the school year, at the end of each academic year, and for the charter term. □ Comprehensive, effective plan (including qualified personnel) and system for collecting and analyzing student academic achievement data, using the data to refine and improve instruction – including providing training and support to school leadership and teachers – and reporting the data to the school community. This should include identification of the student data system to be used, as well as qualified personnel who will be responsible for managing and interpreting the data for teachers and leading or coordinating data-driven professional development. □ Thoughtful, appropriate corrective actions the school and network will take if either falls short of the MCSAB’s (or the operator’s) goals at any level, including explanation of what would trigger such actions and who would implement them. □ Sound plan for monitoring performance of the portfolio as a whole and thoughtfully considering portfolio performance in decisions regarding continued growth and replication.

Facilities □ Sound plan and timeline for identifying, financing, renovating, and ensuring code compliance for a facility that will meet the requirements of the educational program and anticipated student population.

Start-Up & Ongoing Operations □ Detailed start-up plan specifying tasks, timelines, and responsible individuals, which is aligned with sound Start-Up Budget. □ Sound plan for student transportation, including both daily and special-event transportation. □ Sound plans for school and student safety and security, including security personnel, technology, equipment, and policies. □ Plan to secure comprehensive and adequate insurance coverage, including workers’ compensation, liability, property, indemnity, directors and officers, automobile, and other.

Operations Capacity □ Individual and collective qualifications for implementing the Operations Plan successfully, including capacity in areas such as staffing, professional development, performance management, school start-up, general operations, and facilities management. □ (If proposing an independent facility) Demonstrated experience in facilities acquisition and management, including managing build-out and/or renovations.

CQS Guidance and Application Process for New Operators

Section 3: Financial Plan & Capacity A strong Financial Plan is coherent overall and aligned internally with the school’s mission and vision, Educational Program, and Organization Plan. A strong plan will have the following characteristics:

Financial Plan □ Draft financial procedures policy or other reasonable assurance that the operator will have sound systems, policies and processes for financial planning, accounting, purchasing, and payroll, including a description of how it will establish and maintain strong internal controls, ensure compliance with all financial reporting requirements, and conduct independent annual financial and administrative audits. □ Evidence that the school’s leadership has a strong understanding of the appropriate delineation of roles and responsibilities among the administration and governing board regarding school finance. □ Evidence that the school will ensure financial transparency, including plans for public adoption of the school’s budget and public dissemination of its annual audit and an annual report. □ Sound criteria and procedures for selecting contractors for any administrative services and the acquisition of liability insurance. □ Complete, realistic, and viable start-up and five-year operating budgets. □ Detailed budget narrative that clearly explains reasonable, well-supported revenue and cost assumptions, including grant/fundraising assumptions, including identifying the amount and sources of all anticipated funds, property, or other resources (noting which are secured vs. anticipated, and including evidence of firm commitments where applicable). □ Sound contingency plan to meet financial needs if anticipated revenues are not received or are lower than estimated.

Financial Management Capacity □ Individual and collective qualifications for implementing the Financial Plan successfully, including capacity in areas such as financial management, fundraising and development, accounting, and internal controls.

Addendum 1. Request for Waivers from Mississippi Code Annotated § 37-28-47 A strong Request for Waivers is coherent overall and aligned internally with the school’s mission and vision, Educational Program, Organization Plan, and Financial Plan as well as any other applicable Addenda. A solid case for a hiring waiver will have the following characteristics: □ Clearly identifies specific positions for which the applicant seeks hiring waivers. Job

descriptions and required qualifications are detailed and understandable. □ Solid rationale for requesting the waiver, including reasonable efforts to date to fill the

named positions with US residents. □ Demonstrates that a waiver of residency requirement in hiring will positively impact student

achievement.

CQS Guidance and Application Process for New Operators

Addendum 2. For Conversion School Applications A strong Conversion Application is coherent overall and aligned internally with the school’s mission and vision, Educational Program, Organization Plan, and Financial Plan as well as any other applicable Addenda. A solid case for conversion will have the following characteristics:

Community Need and Support □Presents a compelling case for converting the school. □Demonstrates, beyond delivering the required petitions, clear support from one or more key stakeholder groups (staff, families, LEA, etc.) □Includes a thoughtful plan for community engagement during the conversion process, including information on timing and specific individuals who will execute the plan.

Enrollment and Recruitment Supplement □Specific plans for engagement of students, families and the community that are realistic and likely to foster student retention and community support. □ If applicable, clear description of any enrollment preferences/priorities designed to support the enrollment of students who would be zoned to attend the school.

Turnaround Planning □Effective strategies, programming, and support services – and demonstrated capacity (preferably including prior takeover/turnaround experience) – to transform an underperforming school culture into a positive, inclusive, high- performing culture and to significantly raise student achievement among at-risk populations currently attending a lowperforming school. □ Strong partnerships with the targeted community, including a robust community engagement plan for the pre - opening year.

Addendum 3. Education Service Providers A strong proposal using an Education Service Provider, regardless of the composition of the applicant team/organizations is coherent overall and aligned internally with the school’s mission and vision, Educational Program, Organization Plan, Financial Plan, and any other applicable Addenda. A strong plan will have the following characteristics.

Details on following page

CQS Guidance and Application Process for New Operators

ESP Selection □ Compelling justification for the applicant organization’s decision to contract with an ESP rather than operate the school(s) directly. □ Compelling explanation of how and why this specific ESP was selected including when and how the applicant learned of the ESP, which other ESPs were considered, why the ESP was selected over other ESPs, and what due diligence was conducted.

ESP Track Record □ Evidence that the applicant conducted reference checks on the ESP. □ Evidence of the financial health of the ESP as demonstrated through an independent financial audit report and its most recent annual report. □ No evidence of any management contract terminations or charter revocations, non-renewals, withdrawals, or failures to open. □ Evidence of the ESP’s success in serving populations similar to the population that the applicant intends to serve, including evidence of academic success and successful management of non-academic school functions (e.g., back- office services, school operations, extracurricular programs).

Legal Relationship with ESP □ Evidence that the board is independent from the ESP and self-governing, including separate legal representation of each and arms-length negotiating. □ No existing or potential conflicts of interest between the school’s governing board and proposed ESP or any affiliated business entities. □ No unexplained or unjustified relationships between the school and any subsidiary or related entities of the ESP. □ Clear and detailed explanation of the supervisory responsibilities of the ESP (if any), including which school employees the ESP will supervise, how the ESP will supervise these employees, and how the charter school board will oversee the ESP supervisory responsibilities. □ Detailed explanation and compelling justification of any lease, promissory notes or other negotiable instruments, any lease-purchase agreements or other financing relationships with the ESP, including evidence that such agreements are separately documented and not part of or incorporated in the ESP agreement. Such agreements must be consistent with the school’s authority to terminate the ESP agreement and continue operation of the school. □ Detailed explanation and compelling justification of any loans, grants, or investments made between the ESP and the school, including an explanation and justification of how any such loans, grants, or investments may be initiated, repaid, and refused by the school .

CQS Guidance and Application Process for New Operators

ESP Management Plan □ Detailed description of the roles and responsibilities of the ESP. □ Detailed explanation the scope of services and costs of all resources to be provided by the ESP. □ Detailed description of the oversight and evaluation methods that the board will use to oversee the ESP, including school-wide and student achievement results which the management organization is responsible for achieving, and a description of how often, and in what ways, the board will review and evaluate the ESP’s progress toward achieving agreed-upon goals? □ Detailed explanation of the conditions, standards, and procedures for board intervention, if the management organization’s performance is deemed unsatisfactory. □ Detailed explanation of the compensation structure, including clear identification of all fees to be paid to the ESP and the schedule on which the ESP will receive compensation. □ Detailed explanation of the financial responsibilities of the ESP, including the ownership of items purchased with public funds, including which operating and capital expenditures each party will be responsible for assuming, what types of spending decisions the ESP can make without obtaining board approval, and what reports ESP submit to the board on financial performance, and on what schedule. □ Detailed description of the duration, renewal and termination of the management agreement, including how often the management agreement may be renewed, the conditions that both the ESP and the school must satisfy for the management agreement to be renewed and the procedures for determining whether the management agreement will be renewed. □ Detailed description of the grounds for which the ESP or the school can terminate the management agreement for cause (including provisions for notice to the other party, and any conditions under which either party may terminate the management agreement without cause. □ Explanation and justification of any indemnification provisions in the event of default or breach by either party. □ A compelling plan for the operation of the school in the case that the management agreement is terminated. In reviewing the draft management agreement presented as an attachment to the application, evaluators will look for provisions that align with the descriptions and explanations evaluated under the Legal Relationships and Organizational Structure sections above. A sound management agreement also will have the following characteristics:

□ □ □ □ □

Clearly defined terms. Fairly and reasonably distributed rights and responsibilities. Evidence of equitable bargaining power and balanced contractual authority. Does not include financial transactions (loans/grants/leases). Includes the following key areas: Roles and Responsibilities; Contract Duration, Renewal and Termination; Performance Oversight and Evaluation; Compensation and Finances; Intellectual and Physical Property; Contingency Planning for Terminated Contracts.

CQS Guidance and Application Process for New Operators

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