application (pdf, 61122 kb)

SUBCHAPTER E: Public College or University APPLICATION COVERSHEET A&M-Commerce STEM Laboratory Academy Note: If the sponsoring entity is a501(c}(3) nonprofit

Proposed Charter Name organization, the name must appear exactly as it appears in Texas A&M University-Commerce the Articles ofIncorporation or any amendments therein.

Name ofSponsoring Entity

The sponsoring entity Is a (Check only one.): 0S01(c)(3) nonprofit organization 0Governmental Entity IZ!College or University

Chairperson of Governing Body of Sponsoring Entity: Mr. Cliff Thomas, Texas A&M System Board of Regents

CEO of Sponsoring Entity: Dan R. Jones, PhD, President

CEO/Superintendent of Proposed Charter School: Chuck Holt, EdO

Contact Name: Arlene Horne Contact E-mall Address: [email protected] ~~~~~~~~~~~~~~

Contact Phone #:903.886.5159 Contact Fax#: 903.886.5129 ~~~~~~~~~~~~~ ~~~~~~~~~~~~~~

Board Member Who Attended an Applicant Conference: Dr. Arlene Horne & Or. Tim Letzring Date of Conference: 9/15/2015

AppUcant Mailing Address (This address will be used for contact regarding this application.): ~~~~~~~~~~~~

Texas A&M University-Commerce, attn: Dr. Arlene Horne, PO Box 3011, Commerce, TX 75429-3011

Physical Address of Proposed Administrative Offices {if different from above): ~~~~~~~~~~~~~~~~~

Number of Campuses Being Requested: One ~~~~~~~~~~~~~~

Physical Address of Each Proposed Campus (Please include street address, city, state, zip, and county.). If the specific address is unknown at this time, please provide the county and general locatfon of the proposed campus:

Hunt County, Greenville, TX

State the estimated enrollment and check all grade levels to be served for each school year. By Year 3, at least one grade in which the state assessments are administered must be offered.

Yearl: Estimated Enrollment 280

0Pre-K3 0Pre-K4 181K 1:811 f.812 (813 (814 IZ!s 1:816 01 Os 09 010 011 012 Year2: Estimated Enrollment: 320

0Pre-K3 0Pre-K4 18JK ~1 ~2 ~3 [814 ~s 1816 (817 Os 09 010 011 012 Year3: Estimated Enrollment: 500

0Pre-K3 0Pre-K4 igjK 1811 ~2 18J3 ~4 18Js 1816 ~7 1:81s 09 010 011 012 Year4: Estimated Enrollment: 700

0Pre-K3 0Pre-K4 18JK ~1 ~2 ~3 t8]4 ~s !816 ~7 18la 1819 010 011 012 Year 5: Estimated Enrollment: qz.o

0Pre-K3 0PreK4 r81K ~1 12S12 l2j3 (814 ~s 18JG 1811 181s ~9 18110 011 012 At Capacity: Maximum Enrollment: 1300

0Pre-K3 0Pre-K4 i81K 1:811 1812 1813 (814 18ls 18l6 1811 l8la (819 18l10 18111 18l12 I certify that I have the authority to submit this application and that all Information contained herein is complete and accurate, realizing that any misrepresentation could result in disqualification from the application process or revocation after award. In accordance with TEC 12.120, I further certify that no members of the governing body of the sponsoring entity or of the proposed charter school or any officers or employees of the proposed school have been convicted of a misdemeanor involving moral turpitude or ofany felony. I understand that incomplete applications will not be considered. As part of the application submission process, I certify that I have read and reviewed the Generation Twenty-0 pen-E rollm nt Charter Application Instructions and Guidelines document.

/o :J..., ,r,S- Dan A.Jones Date Printed Name

c:Z.., 6-r:.f-/ ) ____A_rl_en_e_H_o_rn_e____ Date Printed Name

er of Sponsoring Entity

With what company is the application preparer associated? Texas A&M Univer-Commerce Was preparer paid? Dves l8J No

mailto:[email protected]

- - -

l

APPLICATION TEAM PROFILE

Nam es, roes, and current emp oyment of aII persons on appIicant team:

FuUName ~rrent Job Title anCI Employer Position wfth Proposed1School Arlene Horne, PhD VP Research/Grad Dean/A&M-Commerce Board Member

Chuck Holt Interim Dept Head, EDL/ A&M-Commerce Superintendent/Principal

Tim Letzring, EdD Dean, College of Educ/A&M-Commerce Board Member

Erin Swinson Dir of Special Projects/A&M-Commerce TBD

Does this applicant team have charter school applications under consideration by any other authorizer(s)?

0Yes ~o If yes, complete the table below.

State Authorizer -

-Application Decision

Proposed School Name Due Date Date

Does this applicant team have new schools or campuses scheduled to open elsewhere in the 2015-16 or 2016-17 school years? OYes ~o If yes, complete the table below.

Opening Proposed Schocil Name City State Date

#of

Does this applicant team have new schools or campuses approved, but scheduled to open in years beyond 2016-17?

0Yes ~o If yes, complete the table below. -

Authorizer Schools Oty or Cities State

Do any of the following describe your organization or the charter proposed in this application?

D Seeks approval for multiple campuses under a single charter. D Currently operates a school or schools in Texas or another state. D Will contract or partner with a charter management organization (CMO), management company, or other organization

to provide school management services. If yes, include the provider's portfolio in answering the above questions regarding pending applications and school openings .

.--~~~~~~~~~~~~~~~~~~~~~~---.

If contracting with a CMO, identify the provider:

D This provider currently manages schools in Texas or elsewhere in the US.

r-~~~~~~~~~~~~~~~~~~~~~~~~---.

If currently managing, please state where: '--~~~~~~~~~~~~~~~~~~~~~~~~---'

Page2

TABLE OF CONTENTS

Application Page

Application Coversheet.......... ... .. .... .. ........................................................................... ......... . 1

Application Team Profile ...................... ............... .... ... .... ........................................................ 2

Table of Contents (this page) ................ .............................. .......... ............... ........................... __3

Charter Application .. .. .. .. . . . . . . . . . .............. .... ...... .............................. .. .. . . . . . . . ... .. .... .. .. . . . ... ....... .... 5

5Education Plan.. .............................................. .. ...................................................................

Assessment and Evaluation . . . . . .. . . . . ............... ........................................... ............ ... .. . . .. . .. . . ..... 20

Community........... ......... ............................................... ........................ .......................... .. ... 22

Operations .. .... .. ...... .. .. ............................... ........ ... ...... . .. . ...... .... ...... .. ..... .. ........................... 24

Students ................... ... . ...... ..................................... .... .. .................... .. ................ . ... ...... 29

Faculty and Staff........... ....... ... .................................................................................. ............ 35

Governance.................................................................................................................... .... . 41

Financial Information . . . . .......... ............... .. ... . . . . . . . . . . . . . . . . . . . . . .. . . .. .. . .. .. .. .. . . . . . . . ...................... ....... 45

Application Attachments................ ...... ....... .... .. .................................................................. .... 52

AttachmentA4 Certified Mail Receipts or Return cards ..... . .. .................................................. .. ~

Attachment AS Geographic Attendance Boundary ........ ...... ..................................................... ~

Attachment A6-TeacherStudent Ratio ...................... ...... ....... ............................................... -n

Attachment A7 campus Location(s) ........... ........................................................... ................ --,S

Attachment Al Applicant Information Session Documentation................... ....... ... .. .. .... ....... ...... S4

Attachment A2 - Published Notice(s) of Public Meetings .... ............... ......................................... 55

Attachment A3 Synopsis of Public Meetings.... ............................ ........ ......... .. ........................ 57

Attachment El Sample Course Scope and Sequence..................... ..... ........ .............................. 80

Attachment E2 Requirements for Student Promotion/ Retention ...................... ...................... ... --gs

Attachment 3 Admissions and Enrollment Policy....................... .. .. ... ...... .. ..... .... .................... -gr

Attachment E4 Discipline Policy............... ............................. ...................... ......................... 101

Attachment ES Gun Free School Policy........................... ........ ................................... ... ......... lII

Attachment Fl - Start-Up Narrative..................... .................... ............... ...... ....... ................... 113

Attachment F2 Budget Narrative ................... ..................................................... .................. "-U5

Attachment F3 financial Plan Workbook ................................................................ ............... 1I8

Attachment F4 Audit Report........ ......................................................... ...... .. .. ............... ..... 120

Attachment FS Evidence of other Financial Support ............................... ........... ................. 187

Attachment F6 - Proposed Facility Description ............... ..... ............................... ......... .. ........... 189

Attachment Gl Direct Oversight Responsibilities............. .. .............................. .... ......... .......... 191

Attachment G2 - Board Member Biographical Affidavit Form.. .............. ........... ... ........ ......... ..... .. 193

AttachmentG3 Governing Board Code of Ethics and Conflict of Interest Policy....... ...................... 212

Attachment 01 Organization Chart(s). ... .. . . .. . ........................................ . .. . . . .. .. .. ... ..... ....... ..... 223

Attachment 02 Staffing Chart........................... ........................... ........................ .. ...... ....... 226

Attachment 03 Supplemental Human Resources Information Form ........................................... 2i9

Attachment04 Teacher Evaluation Tool(s) ...... .......... ... ............. ......................... ...... ............. 238

Attachment OS Principal/Principal candidate Qualifications ................... .... .............................. 240

Attachment 06 - Superintendent/Superintendent candidate Qualifications .................................. 242

11

.:S

TABLE OF CONTENTS cont.

Page

Letter of Special Assurances ...................... ..... ..................................................... .. ..... ..... ... .... 245

Once the application is complete and the attachment page numbers have been manually entered on all pages, return to this Table of Contents and key in the corresponding page number for the page where each response begins and for each attachment coversheet. This will ensure that the applicant has provided all of the information required by the Request for AppHcation (RFA).

4

APPLICANTS: Evaluation criteria has been provided for each subject area to assist applicants in crafting an application that meets Agency standard. Applicants should be advised that a response is not limited to the narrative sections of this application. Review will also be derived from all other information that is requested on each subject area page.

DIRECTIONS: ALL applicants must provide information below about the proposed school's organization's mission and vision

statements.

NARRATIVE (1) -State the mission and vision of the proposed charter school.

NARRATIVE (2) -Provide a succinct overview of how the school's mission will be aligned with program instruction. Provide any related research or experience that indicates why the applicant has chosen to use this approach among the anticipated student

population.

Press to Input Narrative Response

EVAWATION CRITERIA

Aresponse that meets the standard will:

Articulate the mission and vision dearfy and concisely.

Provide compelling evidence that the , proposed school will provide an

innovative approach to a diversity of students.

RatiORallze the approadl that has been proposed for the anticipated student

!population.

Present measurable educational goals.

Page 5 of 51

I

NARRATIVE (1) - State the mission and vision of the proposed charter school.

INSERT RESPONSE THIS BOX WILL AUTOMATICALLY EXPAND AS YOU TYPE.

The A&M-Commerce STEM laboratory Academy is guided by the beliefs that increasing parental involvement, increasing high level application ofconcepts, increasing flexibility, and increasing cross-disciplinary interactions of content all lead to increased student achievement. Furthermore, we believe that the knowledge and skills acquired through project based learning are critical to success in post-secondary endeavors. Finally, we believe that online learning allows for student choice, flexibility in scheduling, and more individualized instruction for each student, all ofwhich are critical factors to student success. We believe that these approaches more closely matched to the training and expectations of the work place. Please note that this vision is adopted from that of the University ofTexas at Tyler's Innovation Academy.

NARRATIVE (2) Provide a succinct overview of how the school's mission will be aligned with program instruction. Provide any related research or experience that indicates why the applicant has chosen to use this approach among

the anticipated student population.


The mission ofour charter school is to provide a high quality STEM experience for the students. Anticipated tracks are Engineering, Biomedical, and Computer Science. These are high need careers In the state. The teaching will incorporate a Project Based lesson model with a flipped classroom interaction. This approach has been proven to be successful at The University ofTexas at Permian Basin, The University ofTexas atTyler, and numerous STEM certified schools across the state. Analyses suggest that schools that stay true to the model have students who assess at a higher level that regular ISO students. Texas has been using a STEM blueprint for many years. The goal and mission of the school is to bring a hands-on environment to the charter school and to allow the knowledge and experience ofTexas A&M University-Commerce guide the mission and goals ofour proposed charter school.

r

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DIRECTIONS: ALL applicants who propose to open more-than-one campus during the initial contract period must provide information for the number of campuses requested. The term "costs/resource moblllzation" refers to the process of assessing costs, rinking funding sources to new campuses, and ensuring proper financial/budgetary allocations. The term "strategic choice area" refers to the topic areas that will be considered and applied to the decision-making process to determines if opening a new campus is viable.

Applicant proposes to open more -than-one campus during the initial contract period? 0Yes ~NoIfnot, check "na" and proceed to the next page.

Person(s), position(s), and/or entities that had a significant role in the decision making process for determining the proposed number of campuses. Include all qualifications or requirements.

Person(s), position(s), and/or entities that will be responsible for costs/resource mobilization to open any proposed campuses after Year 1. Include all qualifications and(or) requirements.

NARRATIVE (1) oescribe the step-by-step process( es) involved in determining the number of campuses requested.

NARRATIVE (2)Discuss the strategic choice areas that will be used to determine if school growth is still viable for the year it is scheduled to open. Include data sources that will help inform these areas.

Press to Input Narrative Response I

EVAWATION CRITERIA

A response that meets the standard WUI:

Establish measurable need(s) for the Aumber of campuses requested.

Illustrate dear processes for determining the number of campuses requested.

DemoAstrate a basic understanding of QPerational gr~.

Propose adequate requirements/experience for person(s), position(s), and/or entities that will manage the decision making process for opening additional ta"lf>uses.

Page 7of51

NARRATIVE (1) - Describe the step-by-step process( es) involved in determining the number of campuses requested.

INSERTRESPONSE THIS BOX WILL AUTOMATICALLY EXPAND AS YOU TYPE.

Initial determination is one campus K-5 with a grade added each year. The campus location chosen was because it rs in close proximity to the University, is In a city that has a strong industry base in STEM tracks, and lt has traditional elementary schools that sometimes struggle to Implement STEM components.

NARRATIVE (Z) - Discuss the strategic choice areas that will be used to determine if school growth is still viable for the year it is scheduled to open. Include data sources that will help inform these areas.

INSERT RESPONSE .. THIS BOX WILL AUTOMATICALLY EXPAND AS YOU TYPE.

We have requested only one campus. One campus was the target after analyzing the county populatton, city population, and the current capacity of the University in its initial foray into Charter Schoof management. Our Charter School is to be located in Greenville, TX. This location is strategic because it is located within the Texas A&M University-Commerce campus sites in Commerce, Rockwall, Dallas, Mesquite. Greenville is also the location ofthe closed Phoenix Charter School that enrolled over 600 students. L-3 Communications is a large engineering firm that employs 7000 in the Greenville facility. L-3 and A&MCommerce have both struggled to recruit and retain quality employees due to the low achievement of the public schools in the area. L-3 plans to add 1,200 new positions and would like new employees to live In the Greenville area. A STEM-focused charter school would be a valuable asset to the community and the local economy. As noted, the closed Phoenix Charter Schoof had over 600 students prior to closure (TEA Website), so there Is evidence of need for another choice. There are 88,000 people in Hunt county, 27,000 of which live in Greenville (2015, Greenville Economic Development Council). Twenty-five percent ofthe population rs under the age of 18. Only 12% ofthe population rn 2015 had earned a Bachelor's degree. In addition to the Greenville population there is a large commuter workforce travelling from East of Commerce to Dallas for work. There is also a large workforce lncluding faculty and staff at the University, L-3, and other employers, that need a highlyeducated workforce traveling from the Dallas metroplex to Greenville and Commerce. There are several tow-performing schools within a short drive of Greenvute. We have learned from other university charters that to develop a sustainable charter school, one must build a clientele in the early grades. Developing a strong feeder school system will ultimately assure sustainability ofmiddle and high school grades. This approach aligns with the T-STEM Blueprint as well as most T-STEM middle and high school programs that started with 1 grade (6 or 9) and add a grade per year to build a culture and minimize transience. To be viable, the charter school will need to average a minimum of 15 per grade level. We are targeting a 20:1 ratio as this has been effective at other university charter schools and provides flexibility in funding (see budget). We have also targeted up to 100 students per grade to keep the school small, but at the same time large enough to accommodate horizontal growth. We also surveyed the UT Tyler Charter School because it is Jn East Texas and ft was indicated that we should plan on 85% ofaccepted students actually appearing at the beginning of school. This ratio has been consistent for 4 years at all 3 UT Tyler charter school sites. We have no plans to open additional sites in the near future. In the event that were to change, the decision would be a joint academy and university decision based upon data ofneed fn other areas that A&M-Commerce has a presence.

Page aof51

!Occupied District where campus will be located (exampfe Austin /SD] I 1Greenville ISO Student Demographic Data Proposed Campus Occupied District District 1 Name District 2 Name

... In percent Commerce Sulohur Sorlnas I I I I

0I I

L I10

Kinder. D G

African American 17.6 17.6 19.5

Hispanic 37.6 37.6 21

White 39.8 39.8 52.9

American Indian 0.9 0.9 0.6

Asian 0.9 0.9 2.5

Pacific Islander 0.2 0.2 0.6

Two or More Races 2.9 2.9 2.9

Economically Disadvantaged 68.2 68.2 64.8

ELL 16.5 16.5 10

At-Risk 55 55 52.4

Gifted & Talented 7 7.6 4.1

Special Education 8.6 9.4 10

Number of charter schools currently operating within the-Occupied District.

Number of traditional school districts effected by this campus.

Projected number of students enrolled in each grade for Year1. Complete all that apply PreK

I

11.3

25.9

58.8

0.4

0.8

0

2.8

61.1

9.2

36.9

4.3

8.4

G GGrade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 G G G G Grade 7 D Grade 8 Grade 9 Grade 10 D Grade 11 Grade12DD D D

!ATTACHMENT REMINDER-AS Geographic Attendance Boundary

NARRATIVE: Describe the anticipated student population(s) that will be served at the proposed campus. Explaln how the proposed program-instruction will address the needs of the students and their communities- Including the ways in which any special

needs will be serviced among specific student groups. I Press to Input Narrative Response-I

DIRECTIONS: Applicants must complete a demographic profile for each campus proposed to open in Year 1. The term " Occupied School District" refers to the traditional school district in which the campus will be located. The term "Proposed campus" refers to projected enrollment data for the specific campus. Applicants must also provide additional demographic data on two traditional schools districts. These districts must be contiguous to the occupied school district.

Applicants must include the District name(s) in the blanks provided immediate below "District 1" and "District 2."

I Press to Add Campus Profile]

EVALUATION CRITERIA

A response that meets the standard will:

Cite realistic demographic projections and accurate district data.

Demonstrate a comprehensive understanding of the community and anticipated student populatlon(s).

Identify both common and unique learning needs among the anticipated student population(s).

Demonstrate a comprehensive understanding of any current educational settings that are available.

Page9 of 51

I_

NARRATIVE - Describe the anticipated student population(s) that will be served at the proposed campus. Explain how the proposed program-instruction will address the needs of the students and their communities- Including the ways in which any special needs will be serviced among specific student groups.


The anticipated student population at the charter school should mirror the demographics for the occupied school district. As an open enrollment charter school, we expect to pull from the same households. Because a large percentage of these students are economically disadvantaged and at risk. we believe that our hands-on teaching model will engage the students and point many home grown students to careers within the manufacturing and engineering companies within their city. The STEM blueprint calls for Project Based lessons, student activity periods, opportunities to serve in mentorships, capstone projects and enrichment programs. PLTW (Project lead the Way) engineering and computer science programs will be launched in the elementary grades and follow all the way through high school allowing the students to graduate with meaningful STEM educations that will lead straight into the University. University Dual credits will be available starting in the ninth grade from A&M-Commerce. Special needs students flourish in a hands-on environment. Ifspecial needs are discovered, individual educational plans will be initiated to provide students with the opportunity for an enriched education.

Page 10of51

!Occupied DistrlCt where campus will tie located {example Austin ISO/ l - - - STOP! Applicants should have input a narrative response for Campus One before completing this profile.

DIRECTIONS: Applicants must complete a demographic profile for each campus proposed to open in Year 1. The term "Occupied School District" refers to the traditional school district in which the campus will be located. The term "Proposed Campus" refers to projected enrollment data for the specific campus. Applicants must also provide additional demographic data on two tradltlonal schools districts. These districts must be contiguous to the occupied school district.

Applicants must include the District name(s) in the blanks provided Immediate below "District 1" and "District 2."

I Press to Add Campus Profile I

&VALUATION CRITERIA

A response that meets the stand1i'd will:

Cite reillStlc demographic projeutlons and accurate district data.

Demonstrate a comprehensive understanding of tf1e aommuliitY and antlclpat~ student , p0fi1,.1latlon(s),

Identify both common and unique learnIng need~ ame>ng the intldpated student populat!o)"l(S).

Demonstrate a comprehensive understanding ofany current educational settings that are available.

--- I

Student Demographic Data Proposed Campus Occupied District District 1 Name District 2 Name

...In percent I I I I African American

Hispanic

White

American Indian

Asian

Pacific Islander

Two or More Races

Economically Disadvantaged

ELL

AtRisk

Gifted & Talented

Special Education

Number of charter schools currently operating within the Occupled District. c=== - I Number of traditional school districts effected by this campus. L _ I Projected number of students enrolled in each grade for Year 1. Complete all that apply PreK o Kinder. D

Grade 1 D Grade 2 D Grade 3 D Grade 4 D Grade 5 D Grade6 D Grade 7 D Grade 8 D Grade 9 D Grade 10 D Grade 11 D Grade12D

!ATTACHMENT REMINDER - AS Geographic Attendance Boundary

NARRATIVE: Describe the anticipated student population(s) that will be served at the proposed campus. Explain how the proposed program-Instruction will address the needs of the students and their communities Including the ways in which any special

needs will be serviced among specific student groups. Press to Input Narrative Response I I Page 11of51

DIRECTIONS: ALL applicants must provide information below on the proposed curriculum. ANY curriculum [or parts ofa proposed curriculum] that is the lawful intellectual property of a third party MUST be cited in the box below as well as in all narratives. A failure to do so may be deemed in violation of the Agency's plagiarism policy.

Does the applicant plan to use original curriculum? Ifno, or the curriculum is a mixture oforiginal and established content, cite curriculum author(s}. ~Yes D No

I I Person(s), position(s), and/or entities that will be responsible for curriculum{rEKS alignment?

Ray Thompson, EdD, Associate Professor, Educational leadership at A&M-Commerce.

Does the applicant plan to offer special programs or extracurricular activities?

Ifyes, will any of the services be fee-based? Ifany services will be fee-based, cite specificservices

DYes

DYes

~No ~No ~A

Does the applicant plan to provide gifted and talented services in accordance with the Texas State Plan for the Education of

Gifted{ralented Students? ~ Yes 0 No

ATTACHMENT REMINDER- El Sample Course Scope and Sequence

NARRATIVE (1) EVALUATION CRITERIA Describe the proposed educational programs - Including special education and bilingual education/English as a second language. Please explain in succinct Responses tfiat meet the standard.will: terms the specific curricular programs that the applicant proposes and the II ways in which the charter staff, board members, and others will use these Describe a foundation curriculum which clearly I programs to maintain high expectation and continuous improvement. Clearly ii demonstrates alignment to the Texas E~ntial state how the curriculum wiU align with Texas Essential Knowledge and Skills Knowlftlge andSkills (TEKS) standards. (TEKS) standards.

Describe an assessment plan that covers all :

NARRATIVE (2) assessable TEKS for the course/grade level and/ or Describe the plan and schedule to evaluate the proposed curriculum. " allows a student to demonstrate mastery of TEKS !

standards.

NARRATIVE (3) Present detailed plans for meettna the needS of If the applicant proposes to serve special programs or extracurricular activities; special education and meet legal requirements founCI provide detailed information on each service. If the applicant does not propose In Texas Education Code SubchapterA and 8. to serve special programs or extracurricular activities, skip this narrative and continue to next page.

Establish well-designed ewacutricular services and programs that are also consistent with the flnanclaS plaAworltbook. {Attachment F3}


Page 12of51

NARRATIVE (1) - Describe the proposed educational programs - Including special education and bilingual education/English as a second language. Please explain in succinct terms the specific curricular programs that the

applicant proposes and the ways in which the charter staff, board members, and others will use these programs to

maintain high expectation and continuous improvement. Clearly state how the curriculum will align with Texas

Essential Knowledge and Skills (TEKS) standards.


A&M-Commerce proposes the development ofa Charter School that will ultimately be designated by TEA as a T-STEM Academy and also serve as a Laboratory School for the University where promising practices can be validated and Introduced in a school environment for eventual dissemination to all schools. The A&M-Commerce STEM Laboratory Academy will offer a K-12th grade curriculum that is aligned to the TEKS and the CCRS with the goal of creating STEM College Ready students. STEM College Ready indicates that students will be calculus ready, at a minimum, upon graduation. As a University Charter, the goal will be to accelerate learning so that students can enroll in dual credit from A&M-Commerce. Unlike many traditional schools that offer college coursework, the college classes available for dual credit at our charter school will be aligned with STEM majors so that students do not enroll in empty credit courses, which are courses that count as electives but not toward a STEM major.

The curriculum will be innovative and developed under the direction of Dr. Ray Thompson, a member of the A&M-Commerce Educational Leadership Faculty. The curriculum will be PBL based utilizing a phased-in PBL process over time from more structured to less structured as students mature from K to High School with the goal ofdeveloping independent learning, a prerequisite skill for college readiness.

Once the high school grades are implemented as part of our STEM Laboratory Academy, the school will offer a STEM Pathway and a Multidisciplinary Pathway to meet HS graduation requirements. lnltlally, the academy will serve K-6th grade students, then adding a grade each year until 12th grade. This approach has been utilized by a number ofSTEM-focused schools that seek T-STEM designation to build a university-entering STEM-focused culture.

The proposed K-6 grade curriculum will be STEM-driven but also focus on developing essential academic foundational skills, especially in literacy. STEM will be integrated into all grades. Unlike the STEM-focused charters at UT Tyler and UT Permian Basin, we plan to develop a STEM curriculum that also focuses on research-based practices that align to child development. In the early grades we will to develop a curriculum that is inspired by the Reggio approach. The Reggio Emilia Approach is an educational philosophy focused on early learning (PK and Primary). The goal of this approach is focused on using Nsymbolic languages in everyday experience to support learning (reggioalliance.org). The approach capitalizes on student interest and is based on principles ofMrespect, responsibility, and community through exploration and discovery in a supportive and enriching environment" (reggioalllance.org). Another feature of the approach is to build In various levels ofself-guidance so that students can build essential skills of being an independent learner. Independent learning is an essential skill for college readiness and success (reggioalliance.org). More information on this approach can be found at http://reggioalliance.org/.

The Reggio-inspired curriculum wiJI lay the foundation for Project-Based Learning as the primary mode of Instruction of the curriculum for all subjects except mathematics which will Implement a problem-based approach to instruction. For STEM, we plan to use Project Lead the Way curriculum for all grades.

Project Lead The Way (PLTW) is a provider ofK-12 STEM programs nationally. The curriculum is project~ and problem-based which aligns with T-STEM and our proposed charter model. The program also has support for instruction and assisting schools with developing STEM corporate partners to provide additional support, mentoring, and internship opportunities to assist students in developing the skills they need to be successful in STEM majors in the university environment as well as in STEM careers. The curriculum is relevant and rigorous and was developed by PLlW, classroom teachers, university educators, and industry experts. PL1WCTE Pathways at the high school level already have PEIMS numbers or they are aligned with College Board AP courses. The PL1Wprograms include: "PL1W Launch IElementary: Studies show that students decide as early as elementary school whether they like, and think they are good at, math and science. PLlW Launch'"' is designed to capture students' interest in math and science and spark a lifelong passion. Students use touch technology, robotics, and everyday materials to explore topics such as energy, Hght and sound, motion and stability, and gravity. With PL1WLaunch, students will leave elementary school with a passlon for and confidence in the STEM subjects, ready to continue their learning in middle school, high school, and beyond" (www.pltw.org).

PLlW Launch will primarily be delivered during "science instruction. A crosswalk of how Launch aligns to the TEKS has been completed and covers over 60% ofthe Elementary Science TEKS. Where it does not align, locally-developed PBL curriculum will be utllized.

PL1WGateway IMiddle School

Page 13 of 51

http:www.pltw.orghttp:http://reggioalliance.orghttp:reggioalliance.orghttp:reggioalllance.orghttp:reggioalliance.org

1 e sc oo 1st e pe ect time or stu ents to exp ore an earn t at t ere 1s more t an one way to reac a so ut1on. Through topics like robotics, flight and space, and DNA and crime scene analysis, PLlW Gateway"' students will find their natural curiosity and imagination engaged in creative problem solving. Using the same advanced software and tools as the world's leading companies, students see the application of science, technology, engineering, and math to their everyday lrves. PLlW Gateway provides a strong foundation for further STEM learning in high school and beyond" (www.pltw.org).

PllW Engineering IHigh School "PllW Engineering"' is more than just another high school engineering program. It is about applying science, technology, engineering, and math to solve complex, open-ended problems In a real-world context. Students focus on the process of defining and solving a problem, not on getting the Mright" answer. They learn how to apply STEM knowledge, skills, and habits of mind to make the world a better place through innovation. Through hands-on projects, students explore various engineering disciplines before beginning post-secondary education or careers" (www.pltw.org).

PLlW Computer Science IHigh School "PLlW Computer Science"' engages high school students in computational thinking and gets them excited about possibilities in careers that use computing. As students explore topics like cybersecurity, big data, and artificial intelligence, they see how computing applres in various career fields. Students use professional programming languages to create their own apps, integrate technologies across devices and platforms, develop models and run simulations to communicate ideas in the sciences, and collaborate on software solutions to real-world problems" (www.pltw.org).

Core Subjects Literacy will be through a Balanced Approach. Young students who enroll that are behind will have interventions such as Reading Recovery. In-class instruction will include Leveled Reading Strategies, including Accelerated Leveled Reading. Math will be developed using a Problem-Based Learning approach. One of the lessons ofT-STEM Academies has been the move away from Project-based learning in math in favor of PRBL as this approach is more discipline-appropriate.

Social Studies and Science will also be Project-based ESL and Special Education students flourish under this curriculum. Individualized Education Plans will incorporate and/or modify important components ofthe curriculum to fit individual needs.

NARRATIVE (2)- Describe the plan and schedule to evaluate the proposed curriculum.

INSERTRESPONSE .. THIS BOX WILL AUTOMATICALLY EXPAND AS YOU TYPE.

Assessing the curriculum will be based on a comprehensive evaluation strategy that examines student learning outcomes that should result if the curriculum is effective. The system is based on the implementation ofdiagnostic, formative, and summative assessments, and analyses ofthe data from those assessments. These Include pre-assessment over TEKS to be learned, classroom artifacts, common district assessments, Benchmark Assessments and State Assessments. These include but are not limited to: a. Diagnostic, ongoing, and end-of-semester assessments for all students, which drive instructional decisions. b. State standards are used to develop common benchmark assessments. c. Student readiness assessments are employed to determine and address gaps in learning.

Student information systems will be used to track the progress ofstudents. We plan to utilize DMAC, that is distributed by ESC Region 7. DMAC is a web-based system of applications to assist with assessment and curriculum needs. The system disaggregates data by student and can also be used to determine the effectiveness ofa curriculum based upon student outcomes. Teachers and district personnel can load student data in the program and use the resulting analyses to modify curriculum and strategies. We will also utilize the T-STEM Rubric to evaluate the effectiveness ofthe school model in which the curriculum is embedded. As part of the flipped learning model, each student will take a pre-assessment associated with each content unit. This assessment will determine the placement and appropriate content that the student needs to encounter in each unit. The system will then administer a post-assessment to ensure that the student is able to meet the TEKS for that unit as measured by an objective assessment. Each student will also regularly encounter curriculum assessments in the same format and at the same level of rigor as the STAAR assessment. To assure deeper levels of learning, students will be assessed as part of the project-based learning units using performance rubrics. These tools will capture student learning in areas not tested using traditional assessments.

Page 14 of 51

http:www.pltw.orghttp:www.pltw.orghttp:www.pltw.org

NARRATIVE (3) - If the applicant proposes to serve special programs or extracurricular activities; provide detailed information on each service. If the applicant does not propose to serve special programs or extracurricular activities, skip this narrative and continue to next page.


Page 15 of51

DIRECTIONS: ALL applicants must complete this page if any educational services will be offered to grades 9 and above at any point during the initial charter contract period [Year 1-5).

The applicant will serve grades 9 and above, If no, skip to next page ~Yes D No

The applicant will implement Personal Graduation Plans for all students ~Yes D No

The applicant will post grade 11 and grade 12 GPA class ranks on all student transcripts? ~Yes D No

The applicant will offer the following endorsement(s): Check all that apply

Arts and Humanities D Business and Industry D Multidisciplinary Studies igj Publfc Service D STEM igj

Proposed graduation rate goal(s)? (in percentage)

Vear One I 0 I Year Two j 0 I Vear Three I 0 Year Four l~__o_~ Vear Five ~I__o_~

NARRATIVE (1) Describe the proposed campus(es) course offerings and how they will create a

viable and adequate process for helping students meet graduation and

endorsement requirements.

NARRATIVE (2) Discuss strategies that will achieve successful vertical alignment between

middle school and high school.


~AWATION iRrrERIA

A response tliat meets the stafidai'd wUI:

Identify Specific resources, partnerships, or other oppor-tuAlties that will fadHtate sustainable avallablllty for each endorsemeRt.

Account for spt!Ciflc supplies and tools that wfK be needed to facilitate successful IRlJ>lementatlon of the program.

Alen ftinding projections with the budget aAd financial workbook.

Provide dear strategies that wDI assist students vertica~y align with grade.levels that are not offered by the charter school.

Page 16 of 51

NARRATIVE (1}- Describe the proposed campus( es) course offerings and how they will create a viable and adequate process for helping students meet graduation and endorsement requirements.


The proposed offerings in elementary are the core curriculum along with PL1W Launch Engineering modules. Robotics and other STEM activities will also be offered. Once a student enters into middle school, the proposed offerings are governed by TEA rules. Along with the standard classes, we will offer the middle school program from PLTW. The middle school program includes 8 modules that focus on engineering, robotics, aerodynamics, introduction to computer science, etc. Eighth grade students will have the opportunity to take high school classes In Algebra 1, Spanish 1, and receive high school electives within the engineering strand. Once students enter high school, they will be encouraged to claim aSTEM endorsement In Engineering, Biomedical, or Computer Science. The University has developed pathways that will allow them to take Dual Credit classes specific to their majors and transition seamlessly into the University, thereby being on track to graduate in four years in STEM fields.

NARRATIVE (2) - Discuss strategies that will achieve successful vertical alignment between middle school and high school.

INSERT RESPONSE THIS BOX WIU AUTOMATICALLY EXPAND AS YOU TYPE.

The University has developed engineering, biomedical, and computer science pathways that are aligned with University graduation goals in STEM fields, starting in middle school. With the heavy emphasis on engineering, biomedical, or computer science, along with taking the Dual Credit courses that are correct for their majors, students will see aclear alignment and pathway starting in middle school. For example, the engineering program would prefer that students take technical writing as a Dual Credit course rather than British Literature, for their particular degree, because it better prepares them for their degree plans. Biomedical majors should take the more comprehensive Dual Credit Biology that will allow them to progress in a science major. Pathways will be the wave of the future which will point students to the direction of not oversubscribing to unused Dual Credit hours.

Page 17 of51

DIRECTIONS: ALL appticants must provide information on an average experience that any proposed services and instruction will create for students beginning in Vear 1.

NARRATIVE (1) Briefly describe an average school day for a prospective student. How would their experience set itself apart from the average school day at the surrounding districts or charters? Input answer here or applicant may click the button at the bottom ofthe page for a larger writing space. Do not write in both.

Classes wfll be structured around a Project-Based Learning (PBL) model. Students will use an inquiry approach to learning as they work to create a project or solve a problem. The inquiry is aligned with state standards. Each PBL is concluded with a presentation oftheir problem or project to a group of students, parents, and/or community members. Students will be exposed to 21st Century Skills. In addition, students will take PLTW classes to begin receiving the teaching concepts for Engineering and Computer Science. An advisory period and study hall may be built into the students' schedules. During this time, students will explore jobs, degrees needed for jobs, requirements ofjobs, salary ofjobs, companies that employ for those jobs, and interests ofstudents. This time may also be used to provide students who are struggling with small group support. In addition to the Instructional day, students will be exposed to flipped assignments. This will require students to complete independent learning at home and application learning at school during class. Students will participate in a variety of extracurricular classes, primarily aligned with STEM.

Teachers may be provided a conference period to plan and support targeted students. Interdisciplinary lessons will be created so that students can understand how their learning is Interconnected and relevant. Teachers will plan lessons collaboratively to support a high level of academic rigor, focusing on ensuring students are university-ready.

NARRATIVE (2) Briefly explain how and why the proposed teaching methods will enhance the quality of instruction during the school day. Include information about any differentiated instruction that will be used to meet the needs of students. Including those students i) above or below grade level, ii) with disabilities, iii) identified as gifted and talented, and (iv) requiring bilingual/ESL services.

Press to Input Narrative ResP.!lnse _ , I

EVALUATION auTERIA


Provide compelling evidence that the teaching methods wll impact and enhance the quality of instruction and meet the needS of a diverse student body.

Discuss instruction for stYdents wt.o are: I) aboVe or below grade level, Ii) with disabilities, ii) Identified as gifted and tatented, and (iv) requirins biHnsual/ESL services.

. Present evidence that growth wlll be assessed, and instruction will be modified as necessary to achieve individual educational goals

Page 18of 51

NARRATIVE (1) - Briefly describe an average school day for a prospective student. How would their experience set itself apart from the average school day at the surrounding districts or charters? Input answer here or on the previous page. Do not write in both.


NARRATIVE (2) - Briefly explain how and why the proposed teaching methods will enhance the quality of instruction during the school day. Include information about any differentiated instruction that will be used to meet the needs of students. Including those students i) above or below grade level, ii) with disabilities, iii) identified as gifted and talented, and (iv) requiring bilingual/ESL services.

INSERTRESPONSE THIS BOX WILL AUTOMATICALLYEXPAND AS YOU TYPE.

Project-Based Learning (PBL) Is an effective way to engage and motivate all learners at all levels. Thoughtfully designed and implemented PBL can be more effective than traditional instruction for teaching concept mastery in core academic disciplines, supporting long-term knowledge retention, improving mastery of 21st century skills, and preparing students to synthesize and explain concepts. Because project-based learning is filled with active and engaged learning, it connects to all levels of learners. Students taught through a PBL model are more likely to retain the knowledge gained through this approach far more readily than through traditional textbook-centered learning. In addition, students develop confidence and self-direction as they move through both team-based and independent work. When students are engaged and teachers utilize a variety of strategies to support all types of learners consistently, there is Httle or no need for pullout support or specific differentiated Instruction. When the model Is implemented effectively, a variety of strategies are utilized throughout the day to supported engagement and mastery of learning.

In addition, teachers will be trained to implement strategies to support all levels of learners, included but not limited to, ELS, GT, etc. The school may consider utilizing specific programs to support struggling students as well. Some students may be supported through an extended day program taught by teachers, but pullout support will be limited. The overall goal will be to support the students through utilizing the PBL model effectively.

Pa.ge 19 of 51

DIRECTIONS: ALL applicants must provide information about assessments that will be utilized to monitor academic progress. Applicants should consider "data collection activities" to include any activity that will provide the necessary information needed to conduct the proposed assessment/evaluation design, application, and analysis.

Assessment Methods - check all that apply 181 Diagnostic 181 Formative D Interim 181 Summative Other

Person(s), position(s), and/or entities that will be responsible for planning assessment/evaluation activities.

The curriculum director and school principal wlll be responsible for planning assessment/evaluation activities.

List data collection activities that will be involved in the proposed assessment/evaluations.

Data collections will be through rubrics that grade their lessons, benchmarks (twice a year), and end-of-Project lessons assessments. Assessments will be dis-aggregated through DMAC. All assessments and evaluations will be shared with the instructors.

Person(s), position(s), and/or entities that will be responsible for collecting assessment/evaluation data.

The Curriculum Director, Principal, Coaches, and Teachers will be responsible for the data collection.

Person(s), position(s), and/or entities that will be responsible for the analysis of data. What are the qualifications or requirements for the person(s), positions(s), and/or entities?

The Curriculum Director, Principal, and other Technical Assistants will be responsible for data collection through DMAC. Each position will hold a minimum of a master's degree in curriculum and instruction or a related field.

NARRATIVE-Detail all plans to measure and evaluate academic progress of individual students, student cohorts, and the school or campuses as a whole. Including throughout the school year, at the end of each academic year, and for the initial term of the charter contract.

I Press to Input Narrative f!~po'!~ I

EVAWATION GRITERIA


Propose specific and comprehensive assessment models for student achievement.

Demonstrate a clear understanding of the proposed assessment model(s).

Rationalize the use and applicability of the proposed assessment model(s) to the schools objectives and goals.

Discuss the roles and qualification requirements for those who will oe responsible for planning, implementation, aRalysls, and reporting of data.

Detail assessment schedules, a!I necessary sources of data, and discuss any associated data collections.

Outline a dear plan to use assessment data for the . i~provement of campus teaching and learning.

Page 20of51

NARRATIVE - Detail all plans to measure and evaluate academic progress of individual students, student cohorts, and the school or campuses as a whole. Including throughout the school year, at the end of each academic year, and for the initial term of the charter contract.


Assessing students (Individually and in cohorts) will be based on a parallel comprehensive evaluatlon strategy to the curriculum assessment and will examine student learning outcomes. This includes individual scores, score by grade level, and by sub-groups.

The system is based on the implementation of diagnostic, formative, and summatlve assessments and analyses of the data from those assessments. These include pre-assessment over TEKS to be learned, classroom artifacts, common district assessments, Benchmark Assessments and State Assessments. These include but are not limited to: a. Diagnostic, ongoing and end ofsemester assessments for all students which will drive the instructional decisions. b. State standards are used to develop common benchmark assessments. c. Student readiness assessments will be employed to determine and address gaps in learning.

Student information systems will be used to track the progress of students. We will also use DMAC to analyze assessment data. This assessment plan will determine the placement and appropriate interventions students need to be successful. Select student data will be entered into DMAC to assure individual student analyses so that appropriate interventions can be introduced. The data will be used to assist teachers in differentiating the curriculum within the PBL environment. Students who struggle will be provided interventions.

We will analyze Common District Assessments, Benchmark Tests (one in Fall one in Spring) and STAAR Data by grade, gender, ethnicity, economic level, subject, and item analysis to identify students needing additional support.

The assessment model will be monitored by the Curriculum Director, the University Faculty member, and the Prlnclpal/ Superintendent. The Curriculum Director will oversee the entry of data into DMAC and assure teachers comply with data entry in a timely manner to use the data for instructional decisions and student interventions. All three individuals have expertise in Curriculum, Instruction, and Assessment and will review the data. Once the data is reviewed, they will meet with teachers to go over the data and develop plans to meet student needs and provide supports.

Assessment Schedules will include:

Common District Assessment at the end ofeach grading period. These assessments are designed to assess student success on the curriculum as taught by the teachers. Data will be placed into DMAC. There will be 6 Common District Assessment periods in the core subject areas throughout the year.

Benchmarks will be given twice per year using released STAAR/EOC items as well as similar items from standardized assessments. The schedule will be In the Fall right after Snapshot and in the Spring in late February.

Additional items such as classroom artifacts will be examined in areas where issues may surface in order to be aware of things like student misconceptions that may inadvertently result in students not understanding the material.

The teachers will meet during their planning periods and additional Program Development will be provided to assist teachers in developing Interventions specifically based on the gathered data.

Based on the analyses of data, students will be provided Individual Plans on how to accelerate~ which includes catching up or getting ahead. Students will also have access to summary data and will learn how to self-assess so that they can learn the skill of using data for assessment and decision-making.

These data sources will be the foundation ofour annual School Improvement Plan moving forward.

Page 21 of 51

DIRECTIONS: ALL applicants must provide information pertaining to the required public meeting(s) and any other awareness outreach efforts. The term "awareness outreach" refers to any demonstrable activity undertaken to build awareness of the

proposed charter school and(or) any associated public meetings.

Method(s) of Awareness Outreach: check all that applyPublic Meeting(s) Dates - dd/mm/yyyy/0:00

D In -Person20/10/2015/6:00

181 Telephone D Social Media D Direct Mail

Number of Attendees - #per meeting 181 Other

129 attendees Advertisement in local newspaper

Location(s) of Meeting - facility name and address ta

include city and zip code.

Best Western PLUS-Monica Royale

3001 Mustang Crossfng Annex

Greenville, Texas 75402-3648

ATTACHMENT REMINDER -A2 Published Notice(s) of Public Meeting(s)

NARRATIVE (1) Provide a synopsis of the public meeting(s) held to discuss the proposed charter school plan. Explain any awareness outreach methods that increased attendance at the meeting(s) or contributed to lower attendance rates. In addition, detail any other outreach efforts.

NARRATIVE (2)Detail any plans to improve community awareness within the proposed geographic boundary.

EVALUATION CRITERIA

II

u

II


Discuss initial method(s) of awareness outreach that were used to build awareness.

Detail specific areas of interest aRd concern that were discussed during the meeting(s).

Provide disclosure and explanations for low attendaAce rates.

Provide follow-up outreach strategies that were used to increase attendance in any subsequent meetings.

II Press to Input Narrative Response

Page 22of51

NARRATIVE (1) - Provide a synopsis of the public meeting(s) held to discuss the proposed charter school plan. Explain any awareness outreach methods that increased attendance at the meeting(s) or contributed to lower

attendance rates. In addition, detail any other outreach efforts.


The proposed location of the A&M-Commerce ffiM Laboratory Academy is Greenville, Texas so the public hearing was announced in the Greenville Herald Banner on Saturday, October 17, 2015. Dr. Letzring, Dean ofthe College of Education & Human Services, also made contact with some of the local superintendents by phone prior to the hearing. During the hearing, Dr. Chuck Holt, Educational Leadership Interim Department Head, presented Information to community members, teachers, administrators, school board members, and A&M-Commerce staff. He began with a description of the Charter as an open-enrollment STEM school where competency-based and project-based learning will be utilized as the curriculum models. Dr. Holt stated that the Charter will serve as a learning laboratory for Innovative practices while adhering to these goals: - Conducting high-quality research on STEM teaching and learning - Develop innovations through research-based enhancements to current practlce -To strengthen teacher preparation and professional development by connecting the STEM Lab Academy closely to preservice and in-service training - Disseminate research results The administrators in attendance were concerned that the Charter would take away students from local districts resulting in a significant loss in ADA funding. They noted that Hunt County does not have the populous ofsurrounding counties so losing just a couple of students could affect funding, subpopulations, and accountability. The administrators also questioned why a half-day university lab, one where students could attend their local school and then be bused to the university for instruction, was not being researched since it is an innovative, collaborative approach. The hearing was well-attended by school officials and community members, but there was no representation from parents. Another presentation will be made during the Greenville City Council meeting on November 10, 2015 and advertised through regular City Council announcements.

NARRATIVE (2)- Detail any plans to improve community awareness within the proposed geographic boundary.


The Greenville Herald Banner is scheduled to attend the Greenville City Council meeting. Information will be published in local newspapers in the proposed geographic boundary.

Page 23 of51

DIRECTIONS: Applicants must provide information below if the applicant, at the time of submitting this application, has a specific desired location(s}.

Does the applicant have a specific desired location? If not, check "no" and skip to next page D Yes 181 No

'Phys;cal Add"'5s of Location:

Does the applicant intend to lease or purchase property? D Lease D Purchase

Has the building been issued a certificate of occupancy for educational use? D Yes D No

The applicant will: D Use the Existing Facility D Build a New Facility O Repurpose/Remodel the Existing Facility

What was the facility's last nature ofuse? Will the facility share space with individuals/organizations in addition to the proposed charter school? If yes, provide the name of the entity,

type, and frequency of use. 0 Yes 0 No

ATTACHMENT REMINDER - F8 Proposed Facility Description

NARRATIVE-Explain how the facility [or future facility} will be suitable for the proposed

charter school. Include all plans to ensure that the school facility will be

compliant with the Americans with Disabilities Act (ADA).

EVAWAOON CRITERIA

Aresponse that meets the stllndarii Will:

Provide a dear description of the facility.

Justify the fadllty's suitability to serve the ages/grades that are proposed - lnduding specialty space, lf any.

Provide a dear description of the purchase or leasing arrangements and/or construction or

II renovations that must occur to ensure adequate fadfitles. I

IPresent budget costs and flnandng arrangements that are congruent with the flnandal workbook.


Page 24of51

DIRECTIONS: Applicants must provide information below if the applicant, at the time of submitting this application, does NOT have a specific desired location.

Does the applicant have a desired location? D Yes 181 NoIfyes, check "yes" and return to previous page

Does the applicant intend to lease or purchase property? 181 lease DPurchase

Does the applicant intend to use a broker or consultant to procure occupancy? D YesIf yes, provide name, company, website 181 No

Will the facility share space with individuals/organizations in addition to the proposed charter school? 181 YesIf yes, provide the name of the entity, type, and frequency ofuse.

D No

Possibly. The facllity may also be used to house either office or limited classroom space for University faculty.

NARRATIVE-Describe the process for identifying and securing a facility. Including plans for

building or renovations, timelines, and financing. Explain why the facility will be

suitable for the proposed charter school. Include all plans to ensure that the

school facilities will be compliant with the Americans with DJsabilities Act (ADA).


EVAWATION CRITERIA


Provide a dear process for identifying and securing a facility.

Identify relevant Individuals that will

have sfsnlf lcant roles in the facility selection and procurement process.

Provide a dear desalptlon of the anticipated purchase or leasing arrangements and/or construction or renovations that might occur to ensttre adequate facilftles.

Present budget costs and financing

arrangements that are congruent with the financial workbook.

Page 25 of51

NARRATIVE - Describe the process for identifying and securing a facility. Including plans for building or

renovations, time lines, and financing. Explaln why the facility will be suitable for the proposed charter school.

Include all plans to ensure that the school facilities will be compliant with the Americans with Disabilities Act (ADA}.

INSERTRESPONSE THIS BOX WILL AUTOMATICALLYEXPAND AS YOU TYPE.

Our Charter School will rent facilities from A&MCommerce. The University will procure facilities and update them to university system and ADA levels. The University will either purchase an existing building or bring in modular buildings to meet the needs of the Charter School. The University will finance building procurement and rent facilities to the Charter School.

Page 26 of51

DIRECTIONS: ALL applicants must provide information below on transportation services and strategies. All references to "daily

transportation" should reflect any transportation services that will facilitate student pick-up/drop-off from the home, campus,

or reasonable distance therein. At minimum, all applicants must complete a narrative below outlining transportation plans for

students with Individualized Education Plans (IEP).

Does the applicant intend to offer daily transportation to all students? D Yes 181 No If no, the applicant must still answer IEP transportation contingencies in the narrative section below

If yes, what year will the service begin? Year D 1 D 2 D 3 D 4 D S

W ill the charter provide public transportation vouchers? Ex. public bus passes D Yes 181 No

If yes, what year will the service begin? Year D 1 D 2 D 3 D 4 D S

What is the total annual dollar amount budgeted for transportation? 0

NARRATIVE-Describe any student transportation plans. If transportation plans will not be

offered, articulate reasons that contributed to choosing not to offer such services.

At a minimum. outline transportation contingencies for students with

Individualized Education Plans (IEP) that designate required transportation.

I Press to Input Narrative Response I

EVALUATION CRITERIA

A response that meets the standard wHI:

Present a detailed transportation plan, If any, that demonstrates an ability to meet

the needs of ttle student population.

. ProVide dear transportation plans for students with IEP's that require transportation.

Align budget amounts with the financial workbook.

Demonstrate compliance with 34 CFR300;34(c)(16) of the Individuals with Disabilities Act (IDEA) regulations.

i '

Page 27 of51

NARRATIVE - Describe any student transportation plans. If no transportation plans will be offered, articulate reasons that contributed to choosing not to offer such services.

At a minimum, outline transportation contingencies for students with Individualized Education Plans (IEP) that

designate

required transportation.


Our Charter School will not offer transportation unless specified in a student's Individualized Education Plan that designates transportation. Ifthe plan specifies a need for transportation, the Charter School will contract with the University to use one of their shuttle busses.

Page 28 of 51

DIRECTIONS: ALL applicants must provide information below outlining proposed admission and enrollment policies.

Enrollment Period: include start date/end dates January 1, 2017 I. tol. ongoing

'Date of Lottery (ifneeded}: IJune 1, 2017

Will the lottery process have exempted classes of students? ~Yes D No Choose all that apply

181 Returning Students l8J Siblings of Enrolled Students l8J Children of Founders & Staff

181 Other Children ofemployees of the Sponsoring Entity, A&M-Commerce.

if there are exempted classes, what is the anticipated percentage of exempt students for Vear 1? 20

ATTACHMENT REMINDER - E3 Admission and Enrollment Policy

NARRATIVE (1) Discuss plans and strategies to address the receipt of applications that exceed maximum enrollment?

NARRATIVE (2) Briefly discuss all policies and procedures for the admission of students with documented history of anv of the types of misconduct listed in TEA 12.lll(a) (S)(A).


EVALUATION CRITERIA


Attachment E3 presents an application period and application process that dearfy supports fair and equitable opportunity for all students to apply.

Describe a fair and equitable selection process In the event of oversubscription. lndudlng how this process will ensure equal access to all interested students and

families.

Any enrollment exemptions do not exceed allowable limits.

Any enrollment requirements (such as

auditions) are aligned with TEC 12.lll(a)

(6) and 12.1171.

Attachment E3 Includes a nOAdiscrlmlnation statement that satisfies TEC 12.lll(a)(S).

Page 29of51

NARRATIVE (1) - Discuss plans and strategies to address the receipt of applications that exceed maximum enrollment?


A&M-Commerce will follow the same lottery process that has proven successful at UT Tyler Charter Schools. "If, on May 31st ofeach year, applications for new students exceed the school's chartered capacity, a public lottery will be held. The applicants will be divided into grades. The names will be placed into randomizing software for student selection. The selection process will include a waiting list should space become available. When aspace becomes available, the contact information provided on a potential student's application will be used to contact the parent or guardian. The parent or guardian must respond to the A&M-Commerce Charter School staff within 48 hours of the notification to accept or decline the space. lf there is no response, the next potential student on the list will be notified of an opening."

NARRATIVE (2) - Briefly discuss all policies and procedures for the admission of students with documented history of any of the types of misconduct listed in TEA 12.lll(a}(S)(A).


Our Charter School will adopt the Charter School Association Student Code ofConduct. The procedures are well-defined to support students and ensure equal opportunity.

Page 30of51

DIRECTIONS: ALL applicants must provide information below detailing student recruitment strategies and standards.

Target number of hours dedicated to student recruitment per month? Ifany.. 5

Person(s), positions(s), and/or entities that will be responsible for planning recruitment activities?

The Superintendent, in conjunction with the University's marketing department, will be responsible for recruitment.

What percentage of the budget will be used towards student recruitment?

Will recruitment efforts specifically target any of the following? Choose all that apply

D Low Income Families D Gifted and Talented D Students with Special Needs D Students At-Risk D Drop Out Recovery 181 Other OurCharter School will be open enrollment and will not target any group.

NARRATIVE (1) Outline the needs of the community that are not being met by the local school EVALUATION CRITERtA district or other area charter schools.

A response that meets the standard will: II

NARRATIVE (2) II Glearty describe community needs that are Discuss recruitment strategies that will effectively reach the anticipated not being met by other available resources

community while also providing equal access to all interested students and and educational iAstltutions.

families? Present specific strategies to meet commllnity needs.

NARRATIVE (3) - Disatss the specific roles and responsibllities Explain how the applicant will adjust recruitment strategies if enrollment of person/positions that will plan and

numbers are lower than expected? Implement student recruitment/community engagement, If any - lndudlng any

I! educational or experience reqttirements.

Present specific assessment models, schedules, and activities that will gauge

l recruitment effectiveness.

I Reference buCfget amounts that are I I

congruent with the financial workbook. Press to Input Narrative Response

Page 31 of51

NARRATIVE (1) - Outline the needs of the community that are not being met by the local school district or other

area charter schools.

INSERTRESPONSE THIS BOX WILL AUTOMATICALLY EXPAND AS YOU TYPE

The local community, Greenville, TX, has struggling schools, especially at the elementary level. Current ISDs do not support students who have interest ln pursuing a STEM pathway. The community has expressed overwhelming interest and support for providing students with educational options that align with student and community needs. Several large companies in the area have expressed concern with recruiting local employees. Most employees currently commute from out oftown so their children can attend better schools. The University has also expressed concern with recruiting faculty due to the performance of the local schools. This results in a significant number of faculty members commuting as well. In addition, the Charter School will serve as a laboratory school for the University.

NARRATIVE (2) - Discuss recruitment strategies that will effectively reach the anticipated community while also

providing equal access to all interested students and families?

INSERT RESPONSE .. THIS BOX WILL AUTOMATICALLY EXPAND AS YOU TYPE

Our Charter School will work with the University marketing department to develop a comprehensive plan for marketing. 'Tools such as social media, newspaper advertisements, televlslon commercials, and btllboards will be considered. Our Charter School will expend up to 1% ofthe total revenue to support the provision ofequal access for all interested students.

NARRATIVE (3) - Explain how the applicant will adjust recruitment strategies if enrollment numbers are lower than

expected?

INSERT RESPONSE .. THIS BOX WILL AUTOMATICALLY EXPAND AS YOU TYPE

The marketing team will meet to evaluate the current comprehensive plan and Identify the current tools used that were the most effective in recruiting students. This information will be gathered from potentlal parents during the enrollment process. Aquestion may read, How did you hear about us?" on the enrollment form. The team will also discuss additional ways to support connecting to the community at large.

Page 32of51

DIRECTIONS: ALL applicants must provide information below on the proposed school day calendar and estimated instructional hours per grade level.

Anticipated Date-of-Opening: August.21, 2017

Total Number of Instructional Days in the School Year: i and Total Instructional Minutes per day180 75,600

Start/Dismissal Times:

PreK begins at NA and dismisses at NA

K-5 begins at 8 and dismisses at 3:30

6-8 begins at 8 and dismisses at 3:30

9-12 begins at 8 and dismisses at 3:30

Number of Instructional Hours Per Day -provide per every applicable grade level. Indicate "NA" where grades will not be served.

Prek ~ Kindergarten 0 6th Grade 0 9thGrade [2J

1st Grade 0 7th Grade 0 10th Grade [2J 2nd Grade 0 8th Grade 0 11th Grade [2J 3rd Grade 0 12th Grade [2J 4th Grade 0 5th Grade 0

NARRATIVEoescribe the schedule for the school day and week. Including how the proposed

school week/day structure will help facilitate the applicant's vision and

educational plan?

EVALUATION CRITERIA


:1 Present a dear. alig11ment with student

needs and school goals as discussed in prior narrative sections.

Follow all state attendance r~uirements.

Provide rationale for choosing the proposed school-calendar structure.

Press to Input Narrative Respon5!

Page 33 of 51

http:August.21

NARRATIVE - Describe the schedule for the school day and week. Including how the proposed school week/day structure will help facilitate the applicant's vision and educational plan?


Students will meet 5 days a week, Monday through Friday, 7 hours each day. Depending on the students' ages, a typical schedule may align with a 7 period day. An advisory period/study hall may be built into the schedule to provide students additional targeted support. Younger students will likely be served through blocked classes, proving additional focus on reading and math instruction.

Page 34 of 51

Regional service center

DIRECTIONS: ALL applicants must provide information below pertaining to faculty and staff recruitment strategies. ~ n

What method(s) will the applicant use to identify, recruit, and hire highly qualified teachers? Choose alf that apply :J

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O Web Advertising e.g. Monster, Indeed, Idealist etc. 181 Other )> z0 Print Media c

181 Social Media e.g. Facebook, Twitter, Forums etc. V> );!181 Partnerships w University or Colleges "Tl "Tl

I :JJ C'D n..,Person(s), positions(s), and/or entities that will plan recruitment strategies? -c: ,....The Superintendent and the Faculty Advisor will plan the recruitment strategies. 3 C'D ::J,....

Target Number of Special Education Teachers for Year 1

Target Number of Bilingual/ESL Teachers for Year 1

Target Number of Gifted and Talented Teachers for Year 1 3

NARRATIVEoescribe the process to be used to identify, recruit, and hire individuals with the

expertise necessary to facilitate the school's mission and educational goals.

Including teacher, administrative, and board level strategies where applicable.

I Press to Input Narrative Response I Page 35 of 51

EVALUATION CRITERIA


Include a rationale for the proposed recruitment strategies/methods.

Present a dear process for using the proposed methods to identify, recruit, and hire highly qualified teachers, administrative staff, and1(or) various support staff.

Discuss the roles and,responslbiUtles of the person/posit ion that will plan, i"lf)lement, assess recruitment efforts.

Present specific assessment modefs, schedules, and activities that will gauge recruitment

Address any foreseeable obstacles to successfully recruiting quality staff.

Reference budget amounts that are congruent with the financial workbook.

i

c NARRATIVE - Describe the process to be used to identify, recruit, and hire individuals with the expertise necessary to facilitate the schools mission and educational goals. Including teacher, administrative, and board level strategies where applicable.


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A&M-Commerce has the fourth largest teacher preparation program In the State ofTexas and it is very well-known for producing quality teachers. In conjunction wlth the College of Education at A&M-Commerce, we will identify and recruit quality individuals from within the University system. Other recruitment aspects will be to post positrons on the University website, and recruit at the Regional Services Centers. Because the College of Education works closely with our Charter School, our Charter School mission and educational goals will be communicated to students during their internships. Potential students will also be able to intern in the Charter School to be able to understand our Charter School's mission and educational goals.

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Page 36 of 51

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DIRECTIONS: ALL applicants must provide information below about professional development strategies, implementation, and ~ analysis. n c

Person(s), positions(s), and/or entities that will plan and execute professional development strategies. ~ Our Curriculum Director and our Faculty Advisor will plan and execute professional development needs and strategies. )>

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Person(s), positions(s), and/or entities that will be responsible for the management, analysis and interpretation of any data for "T1 classroom teachers to improve student achievement. I

Our Curriculum Director will use various analysis software to manage and interpret data for classroom teachers to improve ""tJ..,student performance.

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"' - 0 ::::JWill the applicant require any professional development prior to the start of the school year? 1:81 Yes D No DJIfyes, briefly explain

An intense program ofprofessional development in Project-Based Lessons will be provided for all instructors prior to the

start of the school year. Typically, this instruction will be for a minimum of 10 days.

ATTACHMENT REMINDER- 04 Teacher Evaluation Tool(s)

NARRATIVE (1) Discuss all core components of the professional development plan and how these components will support effective implementation of the educational program?

NARRATIVE (2) Explain how the school calendar, daily schedule, and staffing structure will help facilitate sufficient time to conduct, review, and provide guidance on professional development and growth.

I Press to Input Narrative Response I

-

EVAWATION CRITERIA

A response that meets the standard will address:

lndude a rationale for the proposed

professioRal development plan .l!!i. its alignmeRt with the school's goals, curriculum, and budget.

Discuss the roles and responsibilities of the person/ position that will plan, Implement, analyze, and report on professional development activit ies.

Present specific assessment models, schedules, and activities that will gauge the success of professional development resources and activities.

Address any foreseeable Obstacles to ~implementing the proposed plan.

RefereRce budget amounts that are congruent with the financial workbook.

Page 37 of 51 -

NARRATIVE (1) - Discuss all core components of the professional development plan and how these components will support effective implementation of the educational program?

INSERT RESPONSE THIS BOX WILL AUTOMATICALLY EXPAND AS YOU TYPE

Summer 2017 Professional Development:

The A&M-Commerce STEM Laboratory Academy is adopting the Project Lead the Way program at all grade levels (K-12). STEM Teachers will be attending the PLTW Courses appropriate for their grade level.

Initial Project Lead the Way courses for elementary teachers will be the LAUNCH program which is specifically for their grade level. This is a 2-day intensive training course during the summer prior to school start.

We will also utilize The University ofTexas at Tyler Ingenuity Center to provide Professional Development in Project-Based Lessons as the TEA-recognized STEM Center for the region.

June, 2017 trainings will be conducted for the Curriculum Director, Principal, University Faculty, and central staff members. These trainings will incorporate an understanding ofvarious proven philosophies and theories that have driven successful STEM schools, including:

o T-STEM Blueprint - TEA-recognized blueprint for successful STEM schools o University Charter- To develop an understanding of the model our Charter will implement o Academy Procedures -Training for policies and procedures prior to start up o Data-Driven Leadership

August, 2017 trainings will be conducted for new teachers and will incorporate some ofthe trainings above for leadership, training in various software packages that will be used, and a comprehensive PBL (Project-Based Lessons) tralnlng. Th ls training wlll cover 2-3 weeks.

o New Hire Training Haiku - LMS (Learning Management Software) MProject Based lessons" training is intensive and covers 10-14 days and includes instruction in various sections as outlined below as they align with PBL *Scope and Sequences

- Alignment to TEKS and CCRS

- T-STEM Blueprint

*Curriculum Materials

*Depth of Knowledge

-Rigor

*PBL Management

*Inquiry Style Workshops

*Problem-Based Learning Experience for all Teachers-Center. This particular section provides the detail of PBL

*Project-Based Learning Experience for all Teachers

Core Components

The Professional Development Plan for our Charter School includes: o Initial Professional Development

*This includes 3 weeks in the first summer prior to the school opening to ensure administrators and teachers understand the model and the pedagogy.

*There will be a 4th week dedicated to the typical training on school operations and compliance.

o Continuing Years: This training will be shortened to 2 weeks for returning teachers and 3 weeks for new teachers.

Ongoing Professional Development

o All teachers will have a common planning time (by grade level). One day a week the common planning time is used for professional development. This was built in to insure the fostering ofa data-driven culture.

Schedule Professional Development Days -focused on content rigor and DOK provided by the Innovation Academy. Topics will be data-driven and designed to meet the needs of students as the year unfolds.

o October: 1 Day

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NARRATIVE (2) - Explain how the school calendar, daily schedule, and staffing structure will help facilitate sufficient time to conduct, review, and provide guidance on professional development and growth.


Our Charter School calendar will be traditional but our daily scheduling will allow teachers who are teaching in similar content areas or grade levels t

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