Describe the supports, programs, resources, and personnel (including qualifications) that will be used to assist special education students both inside and outside of the general education classroom; Describe the processes and procedures that the proposed school will use to provide specialized instruction to each student in need of special education services that are consistent with the IEP developed by the CSE of the student’s school district of residence. Describe the process by which the school will work with the districts of residence to ensure that eligible students receive services consistent with their IEPs and comparable to services provided in other public schools in the district, and ensure fair financing for those services; Describe how the school will manage IEP record-keeping, including the processes for providing copies of the IEPs to teachers and service providers; Describe the process by general education teachers and those providing supports to special student populations will coordinate and communicate; Describe any ancillary and support services the school expects to offer students and families, for example, counseling, family outreach, and/or relationships with community organizations or service agencies; and Describe the process used to evaluate the effectiveness of the programs employed to support special student populations and how the school will ensure that it is meeting the needs of these students. C. Achievement Goals General Overview: Provide a detailed description of the proposed school’s progress used to measure student achievement, the overall educational program, and the key components of the school design. Applicant groups should keep in mind that at renewal, as set forth in the New York State Charter School Performance Framework Benchmark 1: Student Performance, the school is expected to meet or exceed growth and progress/achievement goals based on the New York State assessments (elementary and middle school) or Regents examinations (high school), as well as college and career readiness measures. Evaluation Criteria: A response that meets the standard will: Describe the incoming student population, including the anticipated percentages of students with disabilities, English language learners, and students who are eligible applicants for the free and reduced price lunch program as referenced in Section I.C. of the RFP;
Describe the supports, programs, resources, and personnel (including qualifications) that will be used to assist special education students both inside and outside of the general education classroom; Describe the processes and procedures that the proposed school will use to provide specialized instruction to each student in need of special education services that are consistent with the IEP developed by the CSE of the student’s school district of residence. Describe the process by which the school will work with the districts of residence to ensure that eligible students receive services consistent with their IEPs and comparable to services provided in other public schools in the district, and ensure fair financing for those services; Describe how the school will manage IEP record-keeping, including the processes for providing copies of the IEPs to teachers and service providers; Describe the process by general education teachers and those providing supports to special student populations will coordinate and communicate; Describe any ancillary and support services the school expects to offer students and families, for example, counseling, family outreach, and/or relationships with community organizations or service agencies; and Describe the process used to evaluate the effectiveness of the programs employed to support special student populations and how the school will ensure that it is meeting the needs of these students. C. Achievement Goals General Overview: Provide a detailed description of the proposed school’s progress used to measure student achievement, the overall educational program, and the key components of the school design. Applicant groups should keep in mind that at renewal, as set forth in the New York State Charter School Performance Framework Benchmark 1: Student Performance, the school is expected to meet or exceed growth and progress/achievement goals based on the New York State assessments (elementary and middle school) or Regents examinations (high school), as well as college and career readiness measures. Evaluation Criteria: A response that meets the standard will: Describe the incoming student population, including the anticipated percentages of students with disabilities, English language learners, and students who are eligible applicants for the free and reduced price lunch program as referenced in Section I.C. of the RFP;
rfp2017.docx