This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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1 This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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3 This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. 3

4 This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. 4

5 1 2/17/15 Access RFP 2 2/25/15 Attend Informational Session 1 3 3/16/15 Part 1 of Application Due: Intent to Apply & Data 4 4/1/15 Attend Informational Session 2 5 4/24/15 Part 2 of Application Due: Defining Quality, Addressing the Need (Start-Up Operators: School Leaders must be selected) 6 By 6/4/15 Receive application feedback, invite to interview 7 Week of 6/15/15 Part 3 of Application Due: Capacity Interviews (Experienced Operators: Regional Leaders must be selected) 8 7/8/15 Authorization Decision Notification 9 7/15/15 Authorization Announcements 5

6 The ASD is entering its fifth authorization cycle and the second managed internally. The first three cycles were conducted with support from the National Association of Charter School Authorizers (NACSA), and we ve built our process upon the best practices we observed under their management and the unique context and experience we ve gained as a turnaround portfolio district. The process consists of several steps, beginning in February and culminating in July, with multiple cut points throughout for applicants below expectations. RFP Release Mandatory Intent to Apply Proposal Submission Performance Tasks and Capacity Interviews Authorization Decisions Cut for experienced operators not demonstrating a track record of academic success Cut based on initial scoring Cut based on final scoring

7 Evaluation Process Invited to Continue: All Start-Up Applicants Experienced Operators who demonstrate sufficient student achievement Intent to Apply Invited to Continue: All applicants who score partially meet or meet the standard in the majority of the four RFP categories Charter Proposal Capacity Interviews 7

8 Roles National reviewers (3-4) Includes Team Lead Local experts (3-4) ASD or TN DOE staff reviewer(s) Substantive experience/expertise Educational program Organizational plan Financial/business plan TN, ASD, and community context 1. Individual review 2. Team debrief/interview preparation 3. Draft preliminary Recommendation Report 4. Capacity interviews 5. Consensus 6. Final Recommendation Report 8

9 Rating Meets the Standard: Partially Meets the Standard: Does Not Meet the Standard: Characteristics The response reflects a thorough understanding of key issues. It addresses the topic with specific and accurate information that shows thorough preparation; presents a clear, realistic picture of how the school expects to operate; and inspires confidence in the applicant s capacity to carry out the plan effectively. The response meets the criteria in many respects, but lacks detail and/or requires additional information in one or more areas. The response meets the criteria in some respects but has substantial gaps in a number of areas.

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13 Alternative Models: Alternative education providers for all grades, all regions of Memphis Neighborhood School Models (Turnaround or New Start): The following grades and regions, as identified by need: New Start Turnaround Phase In Full Transformation Memphis Middle School (Full Transformation Only) High School Nashville Elementary School Middle School High School 13

14 Addresses the domains specific to each of the two Requests for Proposals, including community context and anticipated student population. Describes the applicant s plans in regard to curriculum and instruction, assessment and goal-setting, and working with diverse student populations. Outlines operational supports to the academic program, including staffing and human resources, student recruitment, and board governance. Note that start-up applicants do not complete all sections. Provides budgeting and financial plans to ensure both initial and ongoing fiscal compliance and health. Note that start-up applicants do not complete all questions. 14

15 Overall, high-quality proposals have Alignment to mission of organization and of the ASD Complimentary school and network level plans Cohesion of all elements Alignment between sections Sufficient detail Evidence based rationale Demonstration of track record High capacity team with all areas of expertise needed to execute the model

16 Alternative Model Targeted Plan Alternative Program Parent and Community Involvement Neighborhood Model Targeted Plan Parent and Community Involvement Phase In/Full Transformation Planning (Turnaround Only)

17 Meets the specific needs outlined in each RFP Establishes a clear understanding of the anticipated student population Culturally sensitive Demonstrates collaboration with critical partners (e.g., parents, community groups, nonprofits, etc.) Presents a model that is legally plausible in TN (especially applicable to Alternative Models)

18 Mission and Vision Transformational Change Curriculum & Instruction HS Graduation Requirements Driving for Results At-Risk Students and Special Populations School Structure: Culture School Structure: Student Discipline School Structure: Calendar and Schedule A Day in the Life & Scenarios

19 Comprehensive model Internally aligned and linked to the Meeting the Need section Supported by budget expenditures and organizational model Likely to succeed with the anticipated population Extensive supports for a full range of student abilities; able to meet the diverse needs of special populations and at-risk students Likely to produce double digit academic gains Evidence based rationale for the model

20 Leadership Team Leadership for Expansion (Experienced Operators Only) Staffing Human Resources Scale Strategy (Experienced Operators Only) Student Recruitment and Enrollment Board Governance Incubation Year Development School Management Contracts Services Facilities Ongoing Operations

21 Consistent with the mission Appropriate distribution of authority and responsibility for effective decision-making and efficient operations Sufficient planning for contracted services (e.g., information systems, food, transportation) Supports implementation of the educational program Viable plans for stakeholder engagement Supports teacher and staff efficacy Clear description of shared services Demonstrates capacity to fulfill public school obligations Aligned with financial plan

22 Budget Narrative Network Budget (Experienced Operators Only) Network Historical Financials Financial Plan Workbook (Experienced Operators Only)

23 All primary cost centers addressed Realistic assumptions Aligns internally Aligns with and supports the educational program Aligns with operations plan Demonstrates capacity to manage finances responsibly and effectively Contingency plans in place/flexibility in the model to accommodate a range of uncontrolled factors (e.g., larger or smaller than anticipated enrollment at turnaround school)

24 1. Letters of Community Support/Partnership 2. Student/Parent Handbook 3. Leadership team job descriptions 4. Resumes and student achievement data for school leader (if applicable; Note: required for Start-Up applicants) 5. Competencies used for school leader selection 6. Regional Director resume or job description (if applicable) 7. Teacher evaluation tool(s) 8. School leader evaluation tool(s) 9. Network organizational charts (if applicable) 10. Board Member Template 11. Board Member Information Sheets 12. Board Bylaws, Code of Ethics and Conflict of Interest Policies 13. Incubation Year Planning Table 14. CMO/ESP agreement documentation (if applicable) 15. Operational execution plan 16. Proof of Facility Commitment (if applicable) 17. Insurance coverage 18. Budget narrative 19. Financial Plan Workbook 20. Network Budget (if applicable) 21. Network historical financial documents (if applicable) 24

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26 Funding Staffing Expectations Traditional Districts Withhold State/Federal Special Education Funding Large Special Education Central Office staff to provide direct Special Education Program support Districtwide programmatic mandates, service providers, policy/forms Portfolio Districts (i.e., the ASD) 100% of State/Federal Special Education Funding goes directly to schools Minimal Special Education Central office staff to focus solely on monitoring ASD schools have the autonomy and responsibility to build excellent, innovative programs to meet the needs of their students 26

27 Services Operators are responsible for providing a full spectrum of services for students enrolled Operators must hire or contract service providers and educators to meet the needs of enrolled students Enrollment Schools do not deny enrollment on a basis of any student s disability Expertise Operators must ensure staff expertise in legal/compliance requirements and programmatic best practices Operator must provide training to build excellent programs Achievement ASD schools are accountable for reducing the achievement gap for all students, including those with a disability 27

28 Child Find Transportation Assessment Service Provision Curriculum and Instruction Funding and Budget Staffing and Administration Family and Community Engagement Individualized Education Program Development Discipline 28

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31 Completed proposals must be submitted via the SharePoint portal by 5:00 pm CT on Friday, April 24 th. Be on the lookout for any updates and activities. Please complete a brief survey that will be sent to you at the close of this webinar. Feel free to contact Anna at any time for questions or technical assistance.

32 Clearly label all files with the title of the document and school/organization name (e.g., Appendix 1_Achievement School District). Upload all documents to the SharePoint portal, utilizing the link ed to you by Anna Kucaj. All documents must be uploaded by 5 pm CT on April 24, The application portal will be closed at this time and incomplete applications will not be reviewed. ed documents will not be accepted.

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34 Anna Kucaj, Margo Roen,