appendix 1: puc-opcs strategic priorities 2012-2017 · please do not exceed 5 pages, excluding...

Appendix 1: PUC-OPCS Strategic Priorities 2012-2017

About Pillsbury United Communities & Approach to Authorizing

Pillsbury United Communities (PUC) is a nonprofit organization with a long history, dating back to the settlement house movement of the late 19th century, supporting recent immigrants. PUC now operates 6 neighborhood or community centers, through which it provides a variety of services in five impact areas: education, youth and family, wellness and nutrition, employment and training, and asset creation. It employs 180 people and impacted the lives of 54,000 people in 2013-14. PUC serves the Twin Cities metro area. The organizational mission is to create choice, change and connection.

PUC has been a charter school authorizer since the 1990s, with a portfolio that included 15 at its largest. In 2010, after Minnesota law changed to require charter school authorizers to be approved by the MN Dept. of Education, PUC submitted its Charter School Authorizer Application. It was approved, effective July 2011.

OUR MISSION: PUC charter schools will: offer bold and innovative educational strategies; provide an environment that promotes respect for all students and their individual identities; and engage students in academic and authentic learning opportunities, service learning, and personal development.

OUR VISION: Authorized schools are committed to creating communities where students can excel academically and socially to realize their opportunities and potential for higher education, citizenship, self-sufficiency and personal fulfillment.

OUR VALUES: We are motivated by the success of the people we serve; We value open and honest communication; We work in partnership, collaboration and participate in peer review; We value diversity in all of its forms; We strive toward continuous improvement; We value transparency; We understand that fiscal responsibility is required; We value quality board training and development.

The PUC – Office of Public Charter Schools is working to implement the following seven strategies.

STRATEGIES FOR STRONGER SCHOOLS

Broadly

Articulate

Unique Success

and Niche of

Schools

Expand

Authorizing

Capacity

Identify Areas

for Internal

Improvement

Close

Chronically

Low

Performing

Schools

Identify 1-2

Schools for

Turnaround

Interventions

Transfer In

Existing High

Performing

Schools

Open New,

High Promise

Schools

Office of Public Charter Schools

Strategic Priorities

2012-2017 Updated February 2015

New School Application Guidance - Page 1 of 23

Appendix 2: New School Application Guidance


New School Application Guidance

Updated: August 2016


Table of Contents

Appendix 2: New School Application Guidance ...................................................................................................................... 1

Overview ................................................................................................................................................................................. 4

Guidelines for Applicants ........................................................................................................................................................ 5

Process and Timeline .......................................................................................................................................................... 5

Intent to Apply .................................................................................................................................................................... 6

Application Submission and Format ................................................................................................................................... 8

Application Rating Criteria .................................................................................................................................................. 8

Final Decision ...................................................................................................................................................................... 9

Application Components..................................................................................................................................................... 9

1. Executive Summary ..................................................................................................................................................... 9

2. Mission, Strategy and Goals ...................................................................................................................................... 10

3. Academics ................................................................................................................................................................. 12

4. Governance ............................................................................................................................................................... 13

5. Financial .................................................................................................................................................................... 14

6. Leadership and Operations ....................................................................................................................................... 16

7. Student Recruitment, Enrollment and Outreach ...................................................................................................... 18

New School Application Review ........................................................................................................................................ 20

Application Rating Criteria ................................................................................................................................................ 20

Application Component Ratings ....................................................................................................................................... 20

Supplemental Information Request (if necessary) ........................................................................................................... 22

Reviewer Recommendations ............................................................................................................................................ 22


Overview

Welcome to Pillsbury United Communities (PUC) Office of Public Charter Schools (OPCS). Thank you for your interest in

our organization. We enthusiastically invite charter school founders whose vision, mission and values align with that of

PUC-OPCS to submit an intent to apply proposal. This document is designed to provide guidance in the development and

review of new charter school applications and is the first step in our application process.

Pillsbury United Communities

PUC creates choice, change and connection in underestimated populations across Minneapolis. Through PUC’s

interconnected network of community centers, schools, and social enterprises, PUC fosters the resilience and self-

sufficiency of individuals, families, and the community as a whole. We are creating multidimensional solutions to move

individuals faced with multiple and complex challenges to economic stability. PUC’ programs and services address a

spectrum of intersecting needs in five impact areas—education, youth and family services, wellness and nutrition,

employment and training, and asset creation.

PUC Office of Public Charter Schools

Vision: PUC authorized schools are committed to creating communities where students can excel academically and

socially to realize their opportunities and potential for higher education, citizenship, self-sufficiency and personal

fulfillment.

Mission: PUC authorized charter schools will: offer bold and innovative educational strategies; provide an environment

that promotes respect for all students and their individual identities; and engage students in academic and authentic

learning opportunities, service learning and personal development.

Values: We are motivated by the success of the people we serve; We value open and honest communication; We work in

partnership and collaboration, and participate in peer review; We value diversity in all of its forms: We strive toward

continuous improvement; We value transparency; We understand that fiscal responsibility is required; We value quality

board training and development.


Guidelines for Applicants

Process and Timeline

1•1a. Applicant(s) submits intent to apply proposal

•1b. PUC-OPCS reviews intent to apply

2

•2a. New school application is submitted

•2b. Application is reviewed for completeness

•2c. Supplements to application are submitted (If requested)

3

•3a. Application is evaluated by review team

•3b. Applicant(s) interviewed by Advisory Council

•3c. Supplemental information is requested and submitted (If necessary)

•3d. Review Team makes recommendation

4•4a. PUC-OPCS submits recommendation to PUC Board to approve or decline application

•4b. PUC Board makes final decision

5

•5a. Applicant is informed of final decision

•5b. If approved, PUC-OPCS drafts new charter school affidavit and submits to MDE

•5c. Charter contract negotiations begin

•5d. Charter contract is executed


1. Intent to Apply

a. Applicant(s) submits an intent to apply proposal b. Upon receipt of the proposal, PUC-OPCS will review and contact the applicant(s) to:

i. inform applicant(s) of interest or capacity to accept new school application and/or; ii. request meeting with applicant(s) for further discussion and/or; iii. invite submission of a new school application

2. New School Application Submission a. Application is submitted to PUC-OPCS b. Application is screened to determine whether:

i. application was turned in on time ii. application was submitted properly, as outlined

c. If requested, additional information is provided by applicant 3. Application Review

a. Application is distributed to PUC-OPCS staff and Advisory Council, reviewers independently assess application

b. Interview of applicant(s) by Advisory Council c. Additional information or documents are requested from applicant(s) founding team (if necessary) d. Recommendation is made by Review Team

4. Final Decision a. PUC- OPCS submits recommendation to the PUC Board of Directors to approve or decline application b. Final decision is made by PUC Board of Directors

5. Applicant Follow-up a. Applicant is informed of the decision within 150 days following receipt of completed application b. If approved, PUC- OPCS drafts the new charter school affidavit and submits to the Minnesota Department

of Education in alignment with State Statute and associated timelines. c. Charter contract negotiations begin, including decision upon the performance framework as aligned with

all PUC authorized charter schools d. Charter contract is executed

Intent to Apply

New schools intending to apply to Pillsbury United Communities (PUC) Office of Public Charter Schools (OPCS) for charter school authorization must first submit an intent to apply proposal (visit www.puc-mn.org for current contact information). Please do not exceed 5 pages, excluding resume attachments.

Please note that the intent to apply proposal is not scored as part of the overall application process. It is for pre-

application informational purposes only. Please respond to the following as comprehensively as possible.


1. Name of proposed school: Click here to enter text.

2. Primary contact person: Click here to enter text.

Mailing address:

Street or PO Box Click here to enter text.

City: Click here to enter text. State: Click here to enter text. Zip Code: Click here to enter text.

Phone (day): Click here to enter text. (evening): Click here to enter text.

Email address: Click here to enter text.

3. Describe proposed school program and how it aligns with the statutory purposes of forming a charter school.

Please describe any innovative design concepts of the school.

4. Describe any curriculum choices or recommendations made to date.

5. Grade levels to be served and target student population. Describe why the school is needed and how it will

provide a more effective option than school options that currently exist.

6. What is the proposed general location for the new school? Please describe why the location was chosen.

7. Does the school expect to contract with a charter management organization (CMO) or company for school

management or operations? If so, please provide further reasoning for the choice and identify the CMO or

company.

8. Proposed director, principal or lead administrator information (if already identified). *Include, as attachment, a

resume for the named proposed director, principal or lead administrator.

Proposed candidate:Click here to enter text.

Current employment: Click here to enter text.

Phone (day): Click here to enter text. (evening) Click here to enter text.

Email address:Click here to enter text.

9. Name(s) of applicant team or founding entity:

a. Names, roles and current employment of all persons on the applicant team, including outside

consultants assisting in the application process (where applicable).

NAME ROLE CURRENT EMPLOYMENT


b. Do any members of the team currently operate or are employed by any other school (e.g. charter,

traditional public or private)? If yes, please describe.

c. Explain the individual and collective qualification of the applicant team members to establish a high-

quality charter school, in particular, the capacity to assume responsibility for public funds,

administration and governance.

d. Identify any applicant team members that plan to become founding board members and/or staff at the

new school.

e. Explain the circumstances and motivations that brought the applicant team together to propose this

charter school.

* Include, as attachments, resumes for each individual on the applicant team.

10. Identify any organizations, agencies, consultants or institutions of higher education that partners in planning and

establishing this charter school, along with a description of their current and planned role and resources they

have contributed to the school’s development.

Application Submission and Format

New school applications are submitted electronically or in printed format to PUC-OPCS (visit www.puc-mn.org for current contact information). Checklists are provided in each section below the component description; checklist and rating rubrics are included in the application materials for your reference. The application will be checked for completeness to ensure all questions/requirements have been addressed and that all additional documents have been provided. Applications that are missing information, responses and/or documents may not be considered for further review.

Application Rating Criteria All written components of the application except the initial intent to apply proposal and executive summary will be rated. Applications receive a rating for each section of the application as well as an overall recommendation for the application as a whole. Section Rating: Reviewers will assign one of four ratings to each section for Level of Completion and Strength of Response: Inadequate, Fair, Satisfactory or Excellent - with applicable comments for each section.

RATING GUIDE 1 - Inadequate 2 - Fair 3 - Satisfactory 4 - Excellent

Level of Completion Adequately

addresses few or no

criteria

Adequately addresses

some criteria


most criteria

Adequately

addresses all criteria


Applicants may be requested to provide supplemental information in a meeting or document submission format. Any supplemental information provided prior to decision-making will be considered as part of the application.

Final Decision

The PUC Board of Directors makes all final decisions. PUC-OPCS will make a recommendation to approve or decline the application based on ratings and comments from the application and recommendations from the Advisory Council. Additional factors considered in the recommendation from PUC-OPCS include mission fit, PUC-OPCS capacity, the larger educational landscape, and the conduciveness of this type of the school in the current market. If PUC-OPCS considers one of these factors and it contradicts with the Advisory Council recommendation, PUC-OPCS makes a written explanation upon the matter. PUC-OPCS reserves the right to decline an application without legal recourse.

Application Components

Application components are outlined in the subsequent sections:

1. Executive Summary* (up to 2 pages) The executive summary serves as a concise overview of the proposed charter school and identifies who is submitting the charter application, and should include: School Founders:

Summarize the relevant experience of the school’s founders and why you are seeking to open a public charter school.

Vision and Mission: ▪ Briefly state the vision and mission of the proposed school (there will be opportunity for further expansion within

the application in component 2). ▪ Describe key programmatic features the school will implement in order to accomplish its vision and mission.

Educational Plan: ▪ Describe the educational philosophy and instructional approach. ▪ Include other unique features, such as non-traditional school year, longer school day, key partner organizations,

multiple campuses, school culture, etc. and how (if at all) this school departs from traditional education in the proposed location.

▪ Explain how the school will increase learning opportunities and improve student achievement, specifically for the intended student population.

Community: ▪ Provide evidence of a community need for a school of this nature. ▪ Identify the proposed school’s name, grade levels to be served, planned opening date (month/year). ▪ Identify students to be served, such as key demographic data, targeted geographical area, etc. ▪ Projected size of school – start up enrollment and growth plan (if school does not plan to initially open with all

grade levels). *Please note that statements made in your Executive Summary should align with the contents of the entire application and vice versa.

*The Executive Summary is required but is not rated.

Strength of Response Important

weaknesses

outweigh strengths

Some strengths but

also indicates some

important

weaknesses

Strengths outweigh

weaknesses

Key strengths and

only minor or no

weaknesses


2. Mission, Strategy and Goals (6-7 pages) a. Under Minnesota Statute, Chapter 124 E, charter schools must be designed to improve all pupil learning and all student achievement. The law states five additional purposes that include:

1. Increase learning opportunities for all pupils; 2. encourage the use of different and innovative teaching methods; 3. measure learning outcomes and create different and innovative forms of measuring outcomes; 4. establish new forms of accountability for schools; and/or 5. create new professional opportunities for teachers, including the opportunity to be responsibility for the learning

program at the school site. Determine which of the above five additional purposes (one or more) the charter school intends to meet. For each purpose identified, provide a paragraph or two describing how the school’s educational program meets these purposes. Checklist for Comprehensive Application 2a

Describe how the charter school will improve all pupil learning and all student achievement. Identify at least one of the five additional statutory purposes the charter school seeks to serve. Provide a narrative description of how the charter school shall fulfill the above-identified purposes.

b. Developing strong vision and mission statements will help stakeholders in your school reach a common understanding of purpose and goals. These guiding statements should be succinct, easy to understand, inspiring, and memorable. They should demonstrate alignment with PUC and OPCS’ vision and mission statements (see OVERVIEW).

▪ Provide a vision statement that articulates your school’s goal – where you hope to see it in the future ▪ Create a mission statement that provides an overview of how the school will attain its vision for the future ▪ Explain how the school will evaluate whether the vision is realized and the mission has been accomplished

Checklist for Comprehensive Application 2b

The vision and mission statements are clear, focused and compelling. The vision and mission statements describe the guiding purpose for the charter school with a focus on impact

rather than inputs. The vision and mission statements are the driving force and rationale behind all other components of the

application. The school’s goals, educational program, operations, etc. align with and support the fulfillment of the vision and mission statements.

The vision and mission statements express the ideal, long-term impact, scope and scale of the school. The vision articulates what the school hopes to be. The mission statement explains how the school will attain the vision.

The vision and mission statements link to program features throughout the application. The vision and mission statements align with PUC-OPCS vision and mission statements.

c. The application should reflect an understanding of the requirements of the law and alignment with PUC’s use of multiple measures and data-driven decision-making. Provide a clear plan for:

what and how goals will be measured;

how ongoing progress toward goals will be measured throughout the year; and

how the data are relevant to the target population. Explain how data will be obtained stored and utilized for program improvement

Note: It is understood that there are not actual baseline test ratings, attendance rates or other data before the school is established. In addition to goals required by state law, a charter school may choose to utilize other measures for which


they will be held accountable. Include measures that the school is willing to be held accountable for over time, as these additional measures become a part of the school’s academic and non-academic goals (as required by state statute). Checklist for Comprehensive Application 2c Goals:

Specified student achievement goals for achieving the school’s mission and the Minnesota Academic Standards including mathematics, reading, and any other content areas applicable to the school’s program focus.

Specified student performance goals for achieving other accountability measures such as attendance, graduation, and appropriate aspects of school’s proposed program.

Specified goals for student growth over time in content areas, especially mathematics and reading, when appropriate, and are tied to future decision-making regarding goals.

Additional measures appropriate to student population are outlined. Clear realistic strategies for improving student achievement and closing achievement gaps. Goals are written in the SMART framework (Specific, Measurable, Attainable, and Reflective of the school’s

mission, and Time-bound) and includes objectives and benchmarks. Data:

Reflects basic understanding of state achievement and reporting requirements. Explanation of how the school’s assessment system will provide baseline data and appropriate ongoing data

throughout the year to continuously monitor student achievement and performance toward SMART goals and make adjustments to teaching and learning.

A plan for data-driven decision-making is articulated. Data gathering, maintenance, and storage capacity appear to be adequate for the school’s immediate and future

decision-making needs as well as reporting to authorizer, students, parents, and other stakeholders. d. The evaluation of the education program model will include information on the school’s achievement of SMART goals and student performance expectations in relationship to the fidelity of implementation of both the school’s instruction and assessment system and identified curriculum scope and sequence. Student assessment results should be aligned to the Minnesota Academic Standards and associated with instruction, assessment, and curriculum behaviors. The process should include both: (1) formative evaluation to adjust teaching and learning as well as job-embedded professional development, and (2) summative evaluation to judge the value added by the school’s unique educational program model. Checklist for Comprehensive Application 2d

Description of how the school plans to analyze comparison data of student achievement and performance expectations to identify areas of gaps or deficits including comparisons to: 1) the State of Minnesota, 2) schools with similar demographics.

Description of how the 1) school plans to self-monitor student achievement and performance expectation trends to identify areas of gaps or deficits needing attention including school trends of accountability assessment data identified in SMART goals and ongoing assessment data used to measure ongoing progress throughout the year and 2) will use data for decision-making.

Description of how the school will gather and organize implementation data for the education program model including instruction/assessment system, curricula, and other identified critical aspects of model identified in section 2A of application.

Description of the school's procedures for taking corrective action in the event student achievement results fall below the SMART goals approved by the authorizer in the charter contract.

e. The evaluation of the organizational plan will focus on the fidelity of implementation of the governance plan, the management plan, and the operations plan outlined in the application. Since all of these plans should be coordinated to


provide a cohesive functioning structure for the school, the coordination of these plans should be addressed in the organizational evaluation. Checklist for Comprehensive Application 2e

Description of how the school plans to gather and organize implementation data of each of organization components: a) governance plan; b) management plan; and c) operation plan.

Evaluation of the school’s organization plan adequately measures the effectiveness and efficiency of the school’s governance process, administration plan, and operations plan and establishes a logical structure to use the results for continuous improvement of the organization.

Plan clearly outlines roles and responsibilities for implementing the school’s comprehensive evaluation plan and is sufficiently frequent to effectively monitor and adjust behaviors or structures within the school.

If the school plans to contract with an external service provider for evaluation services, describe evaluation components to be completed by external contractor; describe how contractor will be selected, financial commitments for the evaluation, and level of external evaluator’s flexibility in determining evaluation methods.

3. Academics (4-6 pages) The application should describe the school’s educational model and philosophy with rationale and supporting research evidence for the selection of the program. The school’s curriculum must be aligned to the Minnesota Academic Standards. Instruction should reflect the needs of the proposed student body as well as carry out the focus of the program model. The supporting assessment system should include diagnostic and formative tools as well as summative assessments.

As public schools, charter schools must open their enrollment to any student and must provide appropriate special

education services as needed for students with disabilities. The charter school developer should consider the general

philosophy of the school when developing delivery of special education services.

Checklist for Comprehensive Application 3 Educational Program Model:

Description of the educational program model with supporting research evidence showing how it will improve student achievement for the proposed student body.

Program model reflects the vision and mission for the school. Description of other vital aspects of the program and supporting research evidence to demonstrate how they will

increase student academic performance, and/or meet the social and emotional needs of the students. Daily schedule and calendar for first year of operation that align with the educational program and school vision

and mission (e.g. extended day, after-school programming, etc.) The calendar and daily schedule meet (at least) the minimum number of hours required by state statute.

Curriculum: Proposed curriculum is identified and a plan for alignment to the Minnesota Academic Standards is clearly

described. School has a plan for ongoing curriculum development that is data-driven. Description of core learning areas, including the curriculum and how it will be aligned to the Minnesota Academic

Standards. Description of supplemental curricula for Special Education, electives or “special” courses and how they align with

Minnesota Academic Standards. Teaching and Learning:

Instruction and assessment clearly support the educational program model, and are aligned from analysis of student achievement through formative and summative assessments.


Explanation of how the school’s assessment system will provide baseline data gathering, short and long-term types of assessments, and how the school will use this information to revise professional development and instruction.

Description of the role of school leadership staff as instructional leaders and are clearly involved in the implementation of the school’s educational model.

Description of teaching skills and experiences needed by educational staff to effectively carry out the educational program model.

Special Needs:

Clear indications are given that the school understands requirements to meet the needs of IEP’s and ELL’s and to

comply with the requirements of IDEA and 504 plans. Include certified personnel, documentation, assessments,

adaptations and modifications.

Description child find process to address needs for adaptations or special education assessments and staffing.

Description of how the school plans to identify and meet the learning needs of at-risk students, students with

disabilities, English language learners (ELL), and gifted/talented students.

Plans are in place to provide adequate staff to meet the needs of these students including a licensed special

education teacher.

4. Governance (4-6 pages excluding requested documents)

Charter school governance is extremely important to the success of a charter school. Oftentimes, a proposed charter school’s applicant team transitions to become the school’s founding governing board. The charter school application should describe how the applicant team was formed, completed its tasks and plans to transition the governance of the school to the governing board.

The number of directors on a charter school board may not be less than five and it is generally considered a best practice to have no more than nine directors. While some existing Minnesota charter schools have a teacher majority on the governing board, others do not. Under Minnesota law, the chief administrator and chief financial officer are ex-officio, non-voting board members. If staff members have voting privileges, there should be clear policies to explain when that board member should excuse him or herself. Any potential conflict of interest by any board member should be disclosed and addressed.

The charter school application should also describe the school’s legal status. Schools authorized by PUC are required to obtain a nonprofit corporation status and apply for tax-exempt status with the IRS. The charter school governing board must operate in compliance with the Minnesota Open Meetings Law and Minnesota Government Data Practices Act. Every charter school governing board should have a set of board policies. Much of what is included in the charter school application will become board policy. For instance, the school’s vision/mission statement, legal status, enrollment policy, discipline policy and nondiscrimination policy will all be in the board policy book. These board policies shall be made available to school staff and families This section should also provide a description of pre-opening tasks assigned to the team members to ensure a successful opening. Charter school may elect to become part of a cooperative or contract with an educational service provider. If so, describe the arrangement.

Checklist for Comprehensive Application 4

Description of:


o the process involved in developing the applicant team;

o the individual expertise represented on the applicant team;

o the role of each member of the application team in coordinating and contributing to the start-up

process;

o the process to appoint or elect the initial governing board;

o how and when bylaws will be adopted by the board;

o the governance structure for the school; and

o the nature and extent of parental and/or community involvement in governance.

Description of authority the governing board will convey to the school’s administrator, along with clear delineation of their respective roles and means by which the administrator will be evaluated.

Explanation of the proposed transition between the applicant team and the school’s governing board, including: o comprehensive description of start-up tasks to ensure a successful opening; o timeline for start-up tasks with applicant team’s duties to ensure successful opening; o identification of individuals making the transition; o how the transition plan will provide for a smooth shift of responsibilities; and o How the founder’s group original vision and mission will be brought to fruition.

Description of how a lead administrator will be hired and transition of leadership will happen. Description of how all board members and school leadership will be trained and/or demonstrate at least a minimal

level of understanding needed for informed decision making regarding student achievement, school operations, and finance.

Clear description of working board members selection and removal procedures, term limits, meeting schedules, powers, roles, and decision-making process.

Explanation of the proposed board meeting frequency and focus; the role of any standing committees is included.

Identification of ongoing timeline where student achievement, school operations, and finance are discussed. Explanation of compliance with Minnesota Open Meeting and Open Records laws. Explanation of compliance with Minnesota Government Data Practices Act. Description of how the founding governing board will create and adopt board policies. Clear explanation of meaningful parent and community involvement in the governance of the school.

Attach the following documents:

Actual or draft articles of incorporation or bylaws indicating legal status. Proposed bylaws explain powers and duties, size, terms, composition, qualifications, term limits, officer positions and duties, election procedure, vacancy replacement, minimum number on the board, quorum and decision making process, how board members are elected or appointed, when this takes place, open meeting and data privacy.

Resumes of applicant team members and/or founding board members.

Draft of initial board policies including Conflict of Interest and Grievance Process policies. Conflict of Interest policy delineates potential conflicts and how they will be addressed appropriately. Grievance process is clear and follows an appropriate route for resolution of concerns raised by students or parents.

5. Financial (3-4 pages excluding requested documents) The budget and financial plan for the charter school must include a plan for revenues and expenditures plus a plan for compliance with state and federal accounting and reporting requirements. The plan should demonstrate diligent financial practices, clear alignment to the other components in the application (e.g., vision and mission, learning program), and strong oversight. Particular attention should be given to facility and salary costs, as a large portion of the school’s budget.


The budget and financial plan for the charter school must include a plan for revenues and expenditures plus a plan for compliance with state and federal accounting and reporting requirements. The plan should demonstrate diligent financial practices, clear alignment to the other components in the application (e.g., vision and mission, learning program), and strong oversight. Particular attention should be given to facility and salary costs, as a large portion of the school’s budget. The proposed budget should be based on reasonable estimates that reflect choices made throughout the rest of the charter application. For example, enrollment projections used elsewhere in the application need to be the same enrollment projections used in the development of the budget. The budget should demonstrate an ability to understand the sources of funding available to the charter school and the types of expenditures required to operate the charter school. When projecting revenue numbers, the single most important factor to understand is enrollment. Enrollment projections must be accurate, and it is best to project conservatively for budget purposes. Expenditures may not exceed revenues obtained from state school funding allotments. Describe other sources of revenue in funding specific programs or in helping with startup costs such as federal grants, compensatory aid, special education and more. When planning expenditures, it is important to understand how choices affect different areas of the budget. Describe other costs such as staffing, special education, various professional services, classroom supplies and materials, general supplies and materials, technology, lease, liability insurance, and authorizer fees. Employees of charter schools are public employees and must participate in Minnesota’s Public Employees’ Retirement Association (PERA) or in the Teachers Retirement Association (TRA).

Checklist for Comprehensive Application 5

Start-up plan for staff, planning, preparations and other costs with timelines including only grants or donations already received or for which commitments have been received.

Description of financial policies and procedures including checks and balances of cash disbursements and ways to ensure alignment with the school’s vision and mission.

Description of proposed state-approved financial management system. Identification of who will be responsible for the school’s financial management. Budget includes:

o Start-up budget: three-year operating budget (including scenarios for minimum enrollment for solvency and 100% anticipated enrollment);

o cash flow budget – first 18 months; o realistic assumptions and their basis - using UFARS Chart of Accounts; accounting for direct student

instructional expenses; TRA/PERA contributions and other benefits; accounting for state holdbacks; o shows separation of general fund and food service fund; o establishment of emergency/long-term reserve fund; o adequate staffing aligned with the narrative in other application settings; and o list of any planned services to be contracted to outside providers.

Budget balances each year with realistic cash flow for first year, has sufficient checks and balances, and does not

include ‘contingent funds’ such as grant money or donations.

Adequate and reasonable plan to manage startup costs with available federal, state and/or private grant funds with

adequate allocations and anticipated timelines.

Spending priorities align with the school’s mission, educational plan, plans for management and operations, and growth.


Identification of costs associated with the anticipated facilities needs is realistic (based on anticipated location, size, lease aid expected, etc.) and inclusive of renovation, rent, utilities, insurance and maintenance.

Description of the school’s process to contract with an audit firm to conduct an annual independent financial

audit including how results will be disseminated to MDE and the authorizer.

Explanation of how the financial audit data will be used to make adjustments in fiscal policies. Explanation of how the school will remain fiscally solvent, adhere to generally acceptable accounting practices,

have no material breaches, and will address any concerns from the independent financial audit. Descriptions of plan to ensure that STAR, MARSS, UFARS, EDRS, CLICS, SERVS reports and data uploads are

completed. School’s proposed financial plan clearly describes the school’s compliance with fiscal policies and procedures required

by MDE and the authorizer.

6. Leadership and Operations (8-10 pages with up to 4 additional pages if contracting with an education service provider (ESP) a. A charter school must provide an explanation of its proposed management structure, along with an organizational chart to provide a visual picture of the management structure. The narrative should give a clear delineation of employee classifications and who is responsible for oversight of the educational program and of school operations at each level of the organization chart. It must describe the relationship that will exist between the charter school and its employees. Hiring, evaluation processes, and termination processes are part of the relationship. Proposed employment policies should be addressed.

If the proposed school intends to contract with an education service provider (ESP), such as a charter management organization, cooperative, education management organization, or any other type of school management provider, the applicants must describe how and why the ESP was selected and present evidence demonstrating a well thought-out plan to manage the relationship with the service provider for the benefit of the school.

Checklist for Comprehensive Application 6a

An organizational chart is included as an attachment; the chart shows the relationship between administrative,

teaching and support staff positions.

Organizational chart reflects staffing that is aligned with school vision and mission.

Explanation of the relationship that will exist between the charter school and its employees, with employee

classification clearly defined.

Narrative description gives clear delineation of employee classification and who is responsible for oversight of

the educational program and of school operations at each level of the organizational chart.

Clear definition of where the responsibilities lie for employee hiring, evaluation and termination.

Job descriptions for administrator, teachers and key employees are included.

Clear standards are in place for determining staff qualifications to meet statutory and licensure requirements.

Description of how key employee policies will be provided (e.g. employment practices, benefits, leave policies,

grievance policy, conflict of interest policy, harassment, drug-free workplace, classroom practices, and

evaluation practices). Description of a clear plan for timely development and intent of such policies.

A manageable plan for job-embedded professional development, mentorship, retention, and regular evaluation of

staff is linked to the school’s mission and educational program, including a timeline, lead contact, and specific

actions.

Clear plan of support for staff development and funding.


If contracting with ESP, please also address the following:

Note: no preferences are given to applicants for working with an ESP; nor are there preferences for applicants who do not plan to work with an ESP.

Explanation of how and why the ESP was selected

Evidence that the service provider is authorized to do business in Minnesota

Detailed explanation of the ESP’s success in serving student populations similar to the targeted student

population, including demonstrated academic achievement as well as successful management of non-academic

school functions (e.g., back-office services, school operations, extra-curricular programs) if these are to be

covered in the contract.

Draft of the proposed management contract setting forth the proposed duration of the management contract;

roles and responsibilities; scope of services and resources to be provided by the ESP; performance evaluation

measures and timelines; compensation structure including identification of all fees to be paid to the ESP;

methods of contract oversight and enforcement; investment disclosure; and conditions for renewal and

termination of contract.

Explanation of relationship between the school governing board and the ESP, specifying how the governing

board will monitor and evaluate the performance of the service provider, the internal controls that will guide

the relationship, and how the governing board will ensure fulfillment of performance expectations, or have a

means for severing the contract.

Details sufficient to assure there are no potential conflicts of interest between the ESP and the governing board.

Explanation of which staff will be hired and terminated by the ESP or report to or be paid by the ESP.

Clear understanding of financial obligation to ESP if enrollment increases, decreases or stays the same for the

duration of the relationship.

b. The operations section of the application guides the plan to structure the day-to-day functioning of the school and to analyze the adequacy of the identified facility for the school. The most important thing during the application process is to plan as much as possible and to clearly articulate those strategies. A charter school may choose to provide transportation or have it provided by the resident school district. If a charter school chooses to provide transportation services, the application must briefly describe these services. The transportation services should include provisions for transporting students to and from the charter school and their homes, and to and from the charter school and extracurricular activities.

For food services, the plan should include a description of how this service will be offered. The cost of these services must be included in the charter school’s budget.

One of the greatest challenges to opening a new school is finding a suitable facility. It can be difficult to negotiate for facility space without having an approved charter. It is not necessary to have a signed formal agreement for a facility during the application process. Any viable options should be explained and should include reasonable space requirements, a feasible plan for space utilization, a discussion of how the facility will be ready for use when the school opens and, most importantly, reasonable costs of that facility reflected in the proposed budget. Charter schools may rent, lease, or otherwise finance facility space (they may own buildings but at present are not allowed to use public funds for purchase). In some cases, a school district may have an unused facility; in other cases, a charter school may share space with another tenant. With any facility, building permits and inspections are required. Life and safety requirements (including asbestos regulations) also apply to rented or contributed facilities.

Checklist for Comprehensive Application 6b


Transportation and Food Service:

Brief description of the charter school’s transportation arrangements. Brief description of the charter school’s

food service program.

Financial plan addressing transportation and food service needs is viable.

Facilities:

Description of facility needs assessment including:

o how many instructional spaces are needed;

o how many specialized spaces are needed (art, music, library, gym);

o number of bathrooms needed;

o number of offices needed;

o amount of common and outdoor space needed; and

o approximate amount of total square feet per student. Description of plan for identifying location (if not

yet completed).

Analysis of alignment between target location (or prospective sites if not affected by confidentiality issues) for

school and facility needs assessment including:

o overall facility size given design of school’s education program model;

o zoning and occupancy requirement;

o assurance of compliance with applicable building codes;

o assurance of compliance with health and safety laws;

o understanding of occupancy permit requirement; and

o assurance of compliance with the requirements of the American with Disabilities Act (ADA).

Identification of additional funding or financing needed to bring facility online with potential sources for needed

funding and description of relationship and/or budget impacts if real estate consultants are involved.

Explanation of fund allocation based on estimated renovation costs, square foot needs per pupil and cost per

square foot, average square foot costs in the intended location, and the percentage of budget designated for

facility needs.

7. Student Recruitment, Enrollment and Outreach

A critical factor in developing a sustainable charter school is the capacity to recruit and retain students. The majority of a

schools funding comes from state and federal governments through per-pupil allotment. When planning, it is important

to understand the number of students you will need to support the school, and that you have realistic expectations for

recruitment of target population, and how you will be competitive within the market.

Identify the number of students expected to attend the school each year by grade level in the following table:

Year of

Operation

Grade Level Total

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

Year 1


Year 2

Year 3

Year 4

Year 5

Total

The Charter Schools Law requires the charter school to admit by lottery if applications for enrollment exceed school

capacity. The lottery policies and plan for enrollment should demonstrate how the school plans to enroll students. State

and federal law requires a public charter school to not discriminate on the basis of disability, race, creed, color, gender,

national origin, religion, ancestry, or need for special education services. The Minnesota charter schools law prohibits

discrimination based on academic ability. Diagnostic or placement exams may be given after students have been officially

enrolled.

It is important for charter school developers to provide adequate notice to the community about the possibility of the

new charter school. Some parts of the community may need additional outreach. For example, publications may need to

be translated into other languages. A feasible recruitment plan is essential to attract a projected enrollment.

The application should demonstrate the expectations and plans for ongoing parent and community involvement and the

support of volunteers.

Checklist for Comprehensive Application

Identified target enrollment for years 1-5 (aligned with budget projections)

Chart/table showing the number of students expected to attend the school each year by grade level,

demonstrating growth to enrollment cap within 5 years.

Market analysis results

Description of school’s policy and procedures for admissions, including lotteries, admissions preference system

(i.e., siblings or children of teachers, etc.); student waiting list, withdrawals and transfers

Details of sound plan and timeline to inform the community about the school, especially hard to reach

stakeholders, and recruit the projected student population.

Defined student recruitment strategy that explains how the school will successfully attract and recruit the target

population.

Explanation of the process used to transfer student records to or from the charter school. Description of

proposed policy for student discipline, suspension, or expulsion that provides due process rights under the

Minnesota Pupil Fair Dismissal Act (PFDA).

Explanation of parent involvement and volunteer requirements or policies and opportunities after the

school is open.

Description of definition of partnerships or community involvement with the purpose and expectation


New School Application Review

Prospective School: Click here to enter text. Reviewer: Click here to enter text. Date: Click here to enter a date.

Application Rating Criteria

All written components of the application except the initial intent to apply proposal and executive summary will be rated. Applications receive a rating for each section of the application as well as an overall recommendation for the application as a whole. Application Component Rating: Reviewers will assign one of four ratings to each application component for Level of Completion and Strength of Response: Inadequate, Fair, Satisfactory or Excellent - with applicable comments for each section.

Application Component Ratings

Application Component Rating Comment

1.

Level of Completion Choose an item.

Strength of Response Choose an item.

2a.

Strengths Click here to enter text.

Concerns Click here to enter text.

Compliance Click here to enter text.

RATING GUIDE 1 - Inadequate 2 - Fair 3 - Satisfactory 4 - Excellent

Level of Completion Adequately

addresses few or no

criteria


some criteria


most criteria

Adequately

addresses all criteria

Strength of Response Important

weaknesses

outweigh strengths

Some strengths but

also indicates some

important

weaknesses

Strengths outweigh

weaknesses

Key strengths and

only minor or no

weaknesses




2b.



2c.



2d.



2e.



3.



4.



5.




6a.



6b.



7.



Supplemental Information Request (if necessary)

Applicants may be requested to provide supplemental information in a meeting or document submission format. Any supplemental information provided prior to decision-making will be considered as part of the application.

Information Requested: Click here to enter text.

Choose an

item.

Supplemental Information Addressed Questions/ Concerns:

Click here to enter text.

Reviewer Recommendations

Please note and explain your recommendation for approval/ disapproval of the New Charter School Application.

Note: Your recommendation does not indicate an approval or disapproval decision. The PUC Board of Directors makes the final decision to approve or disapprove a New Charter School Application.


Recommendations: Choose an item.

If applicable, additional Information necessary: Click here to enter text.

If applicable, conditions for approval: Click here to enter text.

Please provide a summary of your recommendation citing evidence from scoring rubrics: Click here to enter text.

Transfer Application - Page 1 of 15

Appendix 3: Transfer Application


Charter School Transfer Application & Process

Updated: August 2016

Contents

Overview ................................................................................................................................................................................. 2

Guidelines for Applicants ........................................................................................................................................................ 3

Executive Summary ................................................................................................................................................................. 5

Transfer Application ................................................................................................................................................................ 6

Section I. Cover Sheet ........................................................................................................................................................ 6

Section II. Student and Staff Report ................................................................................................................................... 6

Section III. Mission, Strategy & Goals ................................................................................................................................ 8

Section IV. Leadership and Operations ............................................................................................................................ 10

Section V. Academics ....................................................................................................................................................... 10

Section VI. Governance .................................................................................................................................................... 12

Section VII. Financial ........................................................................................................................................................ 12

Transfer School Evaluation Rubrics ....................................................................................................................................... 14

Overview

Welcome to Pillsbury United Communities (PUC) Office of Public Charter Schools (OPCS). Thank you for your interest in

our organization. Consistent with Pillsbury United Communities Office of Public Charter Schools (PUC-OPCS) vision and

school portfolio, PUC-OPCS will accept requests from schools to transfer that align with the vision, mission, and values of

PUC-OPCS. This application is designed to provide guidance in the process and review of transfer charter schools.

Pillsbury United Communities PUC creates choice, change and connection in underestimated populations across Minneapolis. Through PUC’s interconnected network of community centers, schools, and social enterprises, PUC fosters the resilience and self-sufficiency of individuals, families, and the community as a whole. PUC is creating multidimensional solutions to move individuals faced with multiple and complex challenges to economic stability. Therefore, PUC’ programs and services address a spectrum of intersecting needs in five impact areas—education, youth and family services, wellness and nutrition, employment and training, and asset creation.

PUC Office of Public Charter Schools

Vision: Authorized schools are committed to creating communities where students can excel academically and socially

to realize their opportunities and potential for higher education, citizenship, self-sufficiency and personal fulfillment.


Mission: PUC’ charter schools will: offer bold and innovative educational

strategies; provide an environment that promotes respect for all students

and their individual identities; and engage students in academic and

authentic learning opportunities, service learning and personal

development.

Values: We are motivated by the success of the people we serve; We value

open and honest communication; We work in partnership and

collaboration, and participate in peer review; We value diversity in all of

its forms: We strive toward continuous improvement; We value

transparency; We understand that fiscal responsibility is required; We

value quality board training and development.

Guidelines for Applicants

Description of Successful Application

Proposal will be checked for completeness to ensure all

questions/requirements have been addressed and that all additional

documents have been provided. Applications that are missing

information, responses and/or documents may not be considered for

further review. Checklists are provided in each section below the

component description; checklist and scoring rubrics are included in the

application materials for your reference.

Application Submission Format

Submit an electronic or paper copy of the proposal to PUC-OPCS

Submit a USB drive containing the proposal and appendix

documents

Follow page limits

Process & Decision- Making

1. To start the process of a school transfer, the school submits the

Executive Summary to PUC-OPCS. A complete Executive Summary follows

the guidelines as outlined.

2. PUC-OPCS collaborates with the transfer school and the prior authorizer

to determine an appropriate timeline for transfer that will not interrupt

with school operations and student learning. PUC-OPCS will review the

Executive Summary and contact the applicant to:

i. Inform applicant of interest or capacity to accept transfers and/or; ii. Request applicant orientation meeting and/or;

iii. Invite submission of Transfer Application.

1. School submits Executive Summary

2. PUC-OPCS communicate with prior authorizer

3. School submits Transfer Application

4. PUC-OPCS conducts site visit(s)

5. Advisory Council interviews applicant

6. Review Team recommends approval or denial of transfer

7. PUC Board of Directors final decision

8. PUC-OPCS drafts the change in authorizer documentation


3. The school submits the Transfer Application to PUC-OPCS within the requested timeframe. A complete Transfer

application follows the guidelines as outlined. If additional information is warranted, PUC-OPCS will request

supplementary documents.

4. PUC-OPCS conducts site visits of the potential transfer school. The site visit team is completed in a team format. The

site visit typically consists of the PUC – OPCS staff, outside individuals with particular areas of expertise and school

directors from other PUC authorized schools.

The site visit team goes to a school site for a 1-3 day period. Some team members are there all of the time; others come

and go in order to fulfill their responsibilities to the review. Some site visit team members arrive 30 minutes before school

starts and also observe after-school, extended day activities. The time commitment for reviewers varies, however team

members should anticipate anywhere between 3-10 hours.

The potential transfer school will arrange the site visit in alignment with their schedule and philosophy including these

components wherever possible:

1) Tour of the Facilities

2) Interview with School Director

3) Interview with Board Chair

4) Interview with New Teacher and Veteran Teacher

5) Interview with Parent Representative(s)

6) Classroom Observations

Members of the site visit team interview the school leadership team, teachers, para-professionals, students, parents,

community partners, and other stakeholders. Interviews take place in person or by phone. The team observes classrooms,

hallways, activities in common areas, meetings that are not confidential in nature and arrival/ departure of buses.

Reviewers utilize review documents to assist in the evaluation including draft interview questions, surveys, and

observation forms / rubrics. After the onsite review, the site visit team (all of the reviewers) share via verbal and written

feedback thoughts and findings with the PUC-OPCS.

The site visit team assess the overall health and performance of each charter school at the onsite review. Reviewers look

for evidence of student progress and accomplishments; how teaching and classroom environments support learning; the

types of instructional approaches and repertoire of strategies being used; the learning opportunities different students

experience and how the school functions as a community.

PUC- OPCS combines the transfer application, information from the prior authorizer, and publicly accessible data on the

school. All information is considered, collected, and included as part of the review of a transfer school.

5. A team of reviewers consisting of individuals from the PUC-OPCS and Advisory Council will review all information

gathered. The Advisory Council will interview the applicant and if additional information is warranted it will be requested

from the applicant.

6. The Review Team (PUC-OPCS and Advisory Council) make a determination regarding school transfer, the evaluation is

captured through the Transfer School Evaluation Rubric.

The Review Team considers the following areas in the decision making:


- Demonstration of Alignment with PUC-OPCS vision, mission, and values

- Past Review History from Previous Authorizer. PUC-OPCS requests 2 contract renewal reports containing

information regarding the schools’ academic performance, financial performance, and governance performance,

from the schools’ current Authorizer.

- Financial Audits from the past 2 years, current lease, past history of balanced budgets, financial obligations in

good standing, proper completion of all financial reporting.

- Communications with the current Authorizer regarding school performance and any related information to the

reason for school’s transfer.

- Communications with the school leadership, including the director and board of directors, regarding school

performance (e.g., financial, academic, and governance) and reason for school transfer.

In order to recommend a school for transfer, PUC must determine that a school has met or is making reasonable progress

toward pupil performance standards, meets accepted standards of fiscal management, meets governance and operations

standards, and has not committed a material violation of its contract.

7. Recommendations from the review team, inclusive of PUC-OPCS and Advisory Council, will be presented to the PUC

Board of Directors for a final decision on the school transfer.

8. PUC-OPCS drafts the change in authorizer documentation in tandem with the charter school. PUC-OPCS submits the

change in authorizer application to the Minnesota Department of Education in accordance with State Statute and

associated timelines. An approved school transfer is the equivalent of a Charter School Contract. The school will be

subject to a quality school review and contract renewal after the contract term under PUC Authorization.

Executive Summary

The Executive Summary serves as a concise explanation of the transfer charter school and its performance over time.

1. The mission and vision of your school. Emphasize the unique, innovative, and/research-driven elements of your

school.

2. Grade levels served

3. Student body served, such as key demographic data, enrollment and attrition.

4. Size of the school including any known, future plans for growth.

5. A description of the key programmatic features of the school and their alignment to the school’s vision and

mission.

6. The school’s effectiveness with serving the targeted student population, provide evidence for the school’s

demonstration of student growth towards proficiency and meeting graduation standards.

7. Any other unique features, such as a non-traditional school year, longer school day, key partner organizations,

multiple campuses, school culture, etc. and how (if at all) this school departs from traditional education.

8. Evidence of the community need the school fulfills.


Transfer Application Section I. Cover Sheet

Name of Charter Leader: Click here to enter text.

Name of Board Chair: Click here to enter text.

Charter School’s Initial Opening Date: Click here to enter a date.

Current Operational Grades for the School: Click here to enter text.

Name of Contact Person for this Application: Click here to enter text.

Mailing Address, Telephone, and Email of Contact Person: Click here to enter text.

Name of Alternate Contact Person for this Application: Click here to enter text.

Mailing Address, Telephone, and Email of Alternate Contact Person: Click here to enter text.

Section II. Student and Staff Report

Complete the following including data for each year of your contract term: Multiple sites complete this form for each site.

Add rows/ columns for additional grade levels served and school years.

Two School Years Prior Last School Year Current School Year

Enrollment (by grade)

PK

K

1st

2nd

Signature of Charter Leader Signature of Board Chair Date: Jan – 01 - 0000


(etc….) use applicable grades

Gender

Male

Female

Ethnicity/Race

White

Black

Hispanic

Asian American/ Pacific Islander

Native American

Immigrant (specify)

Specialized Populations

Student with IEPS

English Language Learners

Homeless / Highly Mobile Students

Eligible for free and Reduced lunch

# of in-school suspensions

# of out-of-school suspensions

# of students expelled


Total # of teacher positions

# of teachers returning to the school from the

previous school year

# of teacher hired due to growth in grade levels or

enrollment

Section III. Mission, Strategy & Goals

1. How does the charter school fit with Pillsbury United Communities mission, vision and values for authorizing charter

schools? Complete the below table for any applicable alignment.

PUC- OPCS Vision, Mission & Values School Vision & Practice Indicators

Vision

Higher Education

Citizenship

Self-sufficiency

Personal Fulfillment

Mission

Innovative Education Strategies

Promotion of Respect

Engage students

Service Learning


2. Please describe programs and activities that support the mission (e.g. community partnerships, parent programs,

after school and extracurricular activities). How have these programs helped the school realize its mission? Include

specific examples.

3. How does the charter school collaborate with parents to encourage active participation in their student’s education?

Provide an example. Multisite, note differences between sites.

4.

Personal Development

Values

Motivated by success of people we serve

Open and honest communication

Collaboration

Transparency

Diversity

Continuous Improvement

Fiscal Responsibility

Quality Board Training and Development

Mission, Strategy & Goals- DOCUMENT REQUEST

School Mission and Vision Statement

Annual Reports from all years in the contract term

Past two summative evaluations from authorizer (one conducted within past year)


Section IV. Leadership and Operations

1. Describe the distribution of tasks and responsibilities. How does this distribution ensure compliance with state statute

and enable pupil performance for all students?

2. Does the school contract out any of the essential business functions (e.g., finances, student data management,

human resources)? If yes, please list each contract and identify the area in which they are contracted. Multisite,

please list and note any differences in business function.

Section V. Academics

1. Provide a description of the document(s) that are used to link classroom practices with that of state standards (e.g. sample curriculum map, scope and sequencing document, pacing guides). Multisite, please provide a description for each site.

2. Provide, if applicable, a list of educational programs (Everyday Math, Houghton Mifflin, etc.) used to support the implementation of the curriculum. Multisite, provide information regarding each site.

3. Describe the process by which teachers use data to inform decisions regarding instruction. Multisite, please list each site and note any differences in use of data for decision-making.

4. Please fill out the below table. Add additional rows as necessary.

5. Describe the academic and non-academic goals established in the charter contract with the prior authorizer. Include

other board approved academic goals if applicable. How is the school measuring progress towards achieving these

goals? Provide the results of each goal to date. Use the below table to organize if applicable.

INTERNAL ASSESSMENT PURPOSE FREQUENCY MONTH ADMINISTERED

Leadership & Operations- DOCUMENT REQUEST

School admission policies School admission policies Student and staff handbooks School calendar School schedule (start time, class times, etc.)


Charter Contract

Goal

Year 1 Year 2 Year 3 Year 4 Year 5

Academic Goal #1

State goal here

according to

charter contract.

☐ Goal met

☐ Goal partially

met

☐ Goal currently

not met

List source of

information and

any additional

info pivotal to

this goal.

☐ Goal met

☐ Goal partially

met

☐ Goal currently

not met

List source of

information and

any additional

info pivotal to

this goal.

☐ Goal met

☐ Goal partially

met

☐ Goal currently

not met

List source of

information and

any additional

info pivotal to

this goal.

☐ Goal met

☐ Goal partially

met

☐ Goal currently

not met

List source of

information and

any additional

info pivotal to

this goal.

☐ Goal met

☐ Goal partially

met

☐ Goal currently

not met

List source of

information and

any additional

info pivotal to

this goal.

Non-Academic Goal

#1

State goal here

according to

charter contract.

☐ Goal met

☐ Goal partially

met

☐ Goal currently

not met

List source of

information and

any additional

info pivotal to

this goal.

☐ Goal met

☐ Goal partially

met

☐ Goal currently

not met

List source of

information and

any additional

info pivotal to

this goal.

☐ Goal met

☐ Goal partially

met

☐ Goal currently

not met

List source of

information and

any additional

info pivotal to

this goal.

☐ Goal met

☐ Goal partially

met

☐ Goal currently

not met

List source of

information and

any additional

info pivotal to

this goal.

☐ Goal met

☐ Goal partially

met

☐ Goal currently

not met

List source of

information and

any additional

info pivotal to

this goal.

Etc… ☐ Goal met

☐ Goal partially

met

☐ Goal met

☐ Goal partially

met

☐ Goal met

☐ Goal partially

met

☐ Goal met

☐ Goal partially

met

☐ Goal met

☐ Goal partially

met


☐ Goal currently

not met

List source of

information and

any additional

info pivotal to

this goal.

☐ Goal currently

not met

List source of

information and

any additional

info pivotal to

this goal.

☐ Goal currently

not met

List source of

information and

any additional

info pivotal to

this goal.

☐ Goal currently

not met

List source of

information and

any additional

info pivotal to

this goal.

☐ Goal currently

not met

List source of

information and

any additional

info pivotal to

this goal.

Section VI. Governance

1. Describe how the board monitors the school’s academic performance and charter contract compliance. Multisite,

please list each site and note how this is addressed across sites.

2. How does the board intervene if the school is not meeting goals? Provide an example where the Board has

intervened. Multisite, please note any differences in sites.

3. What is the schedule the board has adopted for evaluating the school leader(s)? Multisite, please note any

differences in sites.

Section VII. Financial

1. Describe how the school has implemented a balanced budget over time.

Academics- DOCUMENT REQUEST

Sample lesson plans from various grades and subject areas

List of teacher names, assignments

Governance – DOCUMENT REQUEST

Signed letter of request for transfer from school board

Board roster

Board bylaws

Board conflict of interest statements


2. Has the school experienced any financial challenges within the last three years? Does the school anticipate any

upcoming financial challenges? If yes, please describe.

Financial – DOCUMENT REQUEST

Current budget with actuals

Provide copies of the last two financial audits

Current lease


Transfer School Evaluation Rubrics

A comprehensive transfer application must include all items from the following checklist and an executive summary. PUC-

OPCS may request additional information to further inform the transfer decision.

Executive Summary

A description of the following is provided:

☐Grade levels served

☐Size of the school including any known, future plans for growth.

☐A description of the key programmatic features of the school and their alignment to the school’s vision and mission.

☐The school’s effectiveness with serving the targeted student population, provide evidence for the school’s

demonstration of student growth towards proficiency and meeting graduation standards.

☐Any other unique features, such as a non-traditional school year, longer school day, key partner organizations, multiple

campuses, school culture, etc. and how (if at all) this school departs from traditional education.

☐Student body served, such as key demographic data, enrollment and attrition.

☐Evidence of the community need the school fulfills.

Executive Summary Complete: Choose an item.

Additional Information Requested: Choose an item.

Additional Information Needed: Click here to enter text.

Transfer Application Document Submission

A description of the following is provided:

☐Completed Executive Summary

☐Signed letter of Request for Transfer from School Board

☐Demonstration of alignment with PUC Vision, Mission, and Values

☐Two school summative evaluations from the prior authorizer submitted (one within the past year)

☐Audits submitted from last two fiscal years

☐Current lease

Documentation Submission Complete: Choose an item.

Additional Information Requested: Choose an item.

Additional Information Needed: Click here to enter text.


Reviewer Recommendation

Reviewer’s Name: Click here to enter text.

Date: Click here to enter a date.

Name of Proposed Transfer School: Click here to enter text.

Section III. Mission, Vision, & Goals - Transfer school has demonstrated a fit of vision, mission, and values of Pillsbury

United Communities and the Office of Public Charter Schools.

Rating: Choose an item.

Comments: Click here to enter text.

Section IV. Operations- Transfer school authorizer has provided information demonstrating sound operation of the

charter school including student outcomes, financial performance, and governance.



Section V. Academics- Transfer school has demonstrated sound student performance and student achievement.



Section VI. Governance- Transfer school has demonstrated sound governance practices.



Section VII. Financial- Transfer school has demonstrated sound fiscal management and sustainable financial plans.



Reviewer Final Recommendation:

Recommendation: Choose an item.


Appendix 4: PUC-OPCS Organization Chart

Color Coding

Green - general PUC organizational structure, staff positions are not denoted

Blue - full time employment dedicated to charter authorizing

Yellow- partial time employment dedicated to charter authorizing

Grey- temporary or as needed employment dedicated to charter authorizing

Red Outline- indicates Review Team

PUC Board of Directors

PUC CEO- President

Executive Office

Coordinator, Organizational

Performance and Evaluation

Community Centers (Oak Park, Waite

House, Pillsbury House + Theatre, Brian Coyle)

Urban Institute

Office of Public Charter Schools

Charter Liaison Operations ManagerExternal Relations and

Special Projects Manager

Public Affairs and Evaluation Coordinator

Data and Evaluation Specialist

Consultants

PUC-OPCS Advisory Council

Appendix 5: Organizational Chart

appendix 1: puc-opcs strategic priorities 2012-2017 · please do not exceed 5 pages, excluding...

Documents