Kansas City Girls Preparatory Academy Application to the ...

[Pages:282]Kansas City Girls Preparatory Academy Application to the Missouri Charter Public School Commission

Appendices

Section A A.1.1 A.1.2 A.1.3 A.2.1 A.2.2 A.2.3 A.3.1 A.4.1 A.4.2 A.4.3 A.5.1

A.6.1 A.6.2 A.7.1 A.7.2 A.8.1 A.8.2 A.8.3

Title Education Plan Research-Based Design Approach Key Influencers on KCGPA's Design High-Performing Schools that Influenced KCGPA's Design Curriculum Overview Curriculum Development and Training Timeline Unit of Study and Assessment Standards by Subject Annual Calendar for First Year of Operation Sample Daily Schedule A "Day in the Life" of a Student Academic Results and Demographics for Schools in KCGPA's Priority Zip Codes, School Year 2016-2017 Instructional Methods for Specific Disabilities Instructional Methods for Specific English Language Learning Categories KCGPA Key Goals Peer Schools Orientation and Ongoing Development to Support Climate and Culture Student Discipline Policy Sample Social and Emotional Learning Unit Overview

B B.1.1 B.1.2 B.1.3 B.1.4 B.1.5 B.1.6 B.1.7 B.1.8

B.2.1 B.2.2 B.2.3 B.3.1 B.3.2 B.3.3 B.3.4 B.4.1 B.4.2

Organizational Plan Articles of Incorporation Corporate Bylaws Documentation of Missouri Nonprofit Status Documentation of IRS Nonprofit Status Criminal Background and Family Care Safety Registry Check Requests Evidence of Application Submission to Kansas City Public Schools Compliance with Nondiscrimination Laws Affiliation Agreement Between Young Women's Leadership Network and Kansas City Girls' Preparatory Academy (KCGPA) Bios of Founding Team Prospective Board Member Resumes and Requests for Information Board Development Timeline Organizational Chart Staffing Schedule Job Descriptions Personnel Policies Staff Recruitment Plan Staff Retention Plan

Pages

3-4 5-6 7 8-9 10-11 12-14 15 16 17-18 19-20 21-22

23 24 25-26 27-28 29-30 31-43 44

45-66 67-76 77-78 79-80 81-83 84-85 86-87 88-102

103-104 105-117

118 119 120-121 122-147 148-157 158 159

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Section B.5.1 B.5.2 B.5.3 B.5.4 B.6.1 B.6.2

Title Student Recruitment Plan Student Retention Plan Admission and Enrollment Policy Lottery Policy Letters of Support Student and/or Parent/Guardian Grievance Procedures

C C.1.1 C.1.2 C.1.3 C.1.4 C.2.1 C.2.2 C.2.3 C.2.4 C.3.1 C.4.1 C.4.2 C.4.3

Business Plan Five Year Operational Budget Cash flow for Pre-Opening Year Cash Flow for Opening Year Budget Contingency Plans Criteria for Internal Control Policies Conflict of Interest Policies Financial Management Policies Office Methods and Data Management Policies Space Needs Program Policies and Procedures for Contracted Services Liability Insurance Quote Transportation Quote

D D.1.1 D.2.1

Pre-Opening and Closure Plans Pre-Opening Plan Closure plan

E E.1.1 E.2.1

Sponsorship Letter from the Missouri Charter Public School Commission Missouri Charter Public School Commission/Kansas City Girls Preparatory Academy Contract & Performance Agreement

Pages 160-161 162-163 164-165 166-167 168-173 174-181

182-197 198 199

200-201 202

203-209 210-226 227-231

232 233-240 241-244

245

246-248 249-254

255 256-282

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Appendix A.1.1: Research-Based Design Approach

KCGPA's educational philosophy has been shaped and is supported by five primary influences.

Priority Direct experience of KCGPA's founding team members Lessons from the Young Women's Leadership Schools

Research on highperforming urban public schools

Overview KCGPA's founding team has achieved significant results in areas critical to the success of a high-performing urban public charter school. Our direct experience has informed our educational philosophy and gives us confidence in its merit. Additional detail is provided in Section B.2: Governing Board Composition. The founding team has benefited from studying the success of YWLN's most successful schools. This model includes a rigorous academic program and culture of high expectations, a clear definition of quality instruction, and intensive coaching and professional development for teachers. Given the success demonstrated by YWLN schools, their practices have informed our cultural and academic approach and verify its strong likelihood of success. A rich body of research highlights the attributes that high-performing schools use to ensure high levels of achievement for all students:

? Scaffolded practices to support ELL1 and students with special needs2 ? High expectations and equally high support structures, including:3

o Staff culture built on collaboration and continuous improvement o Close student-adult and student-student relationships o Clear systems for student culture, engagement, and discipline o Personalized instruction based on ongoing assessment and

flexible time on task o Extended school day and year

Direct observations of exemplar urban public middle and high schools

KCGPA has leveraged this research in formulating its educational philosophy and designing the core elements of the school. KCGPA has also consulted with experts in the field of gender and race theory to customize programming that maximizes identity development for young women. The specific practices of high-performing schools in Kansas City and across the United States have guided the development of KCGPA's model. Without question, all of these schools exemplify the principles noted above. What stands out most from in-person visits is the quality and intensity of staff development. Teachers experience coherent learning in content knowledge and pedagogical content knowledge through cycles of action, reflection, and collaborative learning. All development aligns to standards-based assessments and curricula. These practices in turn drive student-centered practices that maximize student engagement with standards-based skills and content. These schools have deeply influenced KCGPA's integrated approach to curriculum, assessment, and staff development, described in Section A.2: Curriculum and Instruction.

1 Walqui, Aida and Leo van Lier. Scaffolding the Academic Success of Adolescent English Language Learners: A Pedagogy of Promise. WestEd. 2010 2 Count Me In: Special Education in an Era of Standards. Education Week. 2004. 3 Abigail and Stephan Thernstrom. No Excuses: Closing the Racial Achievement Gap in Learning. David Whitman. "Sweating the Small Stuff: Inner-City Schools and the New Paternalism." The Fordham Institute. 2008.

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Research on effective strategies for rigorous content and pedagogy

KCGPA's instruction is grounded in seminal academic studies and texts. For example, the school's pedagogical approach is in line with the research underpinning the Missouri Learning Standards (MLS). KCGPA's mathematics approach is also grounded in the research underpinning the MLS, including the National Council of Teachers of Mathematics' principles for mathematical teaching and learning. Similarly, Science, Technology, and Engineering content is grounded in research beneath the Next Generation Science Standards.

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Appendix A.1.2: Key Influencers on KCGPA's Design

Name

Organization

Title

Kansas City Charter School and Education Resources

Aditya Voleti The Lean Lab

Chief Operating Officer

Bette Morrf Corey Scholes

Missouri Charter Public Schools Association Ewing Marion Kauffman Foundation

Director of Federal Programs Director of Education

Doug Thaman Hannah Lofthus Josh Best Katie Boody

Missouri Charter Public Schools Association Ewing Marion Kauffman School IFF The Lean Lab

Chief Executive Officer

Chief Executive Officer

Senior Project Manager Founder and Chief Executive Officer

Kelly Garrett KIPP St. Louis

Chief Executive Officer

Kevin Wineinger Lisa Pelofsky Maria Kennedy

Gastinger-Walker

Pelofsky and Associates Ewing Marion Kauffman School

Partner

Chief Executive Officer Teacher

Meaghan

Jewish Vocational Services Lead Social Worker

Fanning

Mariya

Branch Global

Founder and Director of

Dostzadah

Training

Shannon

Guadalupe Centers

Chief Financial Officer

Spradling

Tony Kline University Academy

Superintendent

National Charter School and Education Resources

Alexandra Up Academies

Former Director of Special

Kuehnle

Education, Current

Principal

Alicia

EdPlus Consulting

Chief Career Catalyst

Robinson

Amy Rome Leading Educators

Chief Program Officer

Ann Tisch

Young Women's Leadership Founder and President

Area of Expertise

Equity-focused design thinking and community engagement Compliance and federal programs Strategy, school design, personalized learning, and Expeditions Strategy

School design

School facilities and finance Equity-focused design thinking and community engagement Strategy and district partnerships School architecture and design Fundraising strategy Teacher development to support students from northeast Kansas City Family and community engagement Family and community engagement School finance and operations Strategy

Design of Special Education programming

Design of equity-focused recruitment and hiring processes Leader and teacher development, school design, and district partnerships Strategy, school design,

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Name Bill Kurtz Chong-Hao Fu

Organization Network Denver School of Science and Technology Leading Educators

Title CEO Chief Learning Officer

Elana Feinberg

Evan Rudall

Laura Rebell Gross Jon Roure

Independent consultant, former instructional leader with Summit Public Schools Independent consultant, former CEO of Uncommon Schools Young Women's Leadership Network CollegeBound Initiative

Consultant

Consultant

Managing Director of Girls' Education Senior Managing Director

Josie Carbone Public Prep and Girls Prep Bronx Elementary School

Karn

Achievement Network

Engelsgjerd

Assistant Superintendent, Middle Schools and former founding principal Vice President

Mariela Graham

Urban Assemblies Academy Founding principal for Criminal Justice

Area of Expertise fundraising Charter school design and leadership, school culture Charter school design and launch strategy, leader and teacher development School design and laucn, personalized learning

Strategic planning

Young Women's Leadership Network school model College-going culture and strategy Hiring and teacher development in singlegender setting Assessment strategy and leader and teacher development Single-gender school culture in founding years

Sarah Boldin

Marci Brehnolz Matt Bradford Nicole Temple Stephanie McCall Todd Dickson

Tom Vander Ark

Young Women's Leadership Network Young Women's Leadership Network Leading Educators, formerly KIPP Houston UChicago Impact STEP

East Stroudsburg University

Director of Girls' Education

Managing Director of Development Director of Technology

Co-Director of STEP, Partnerships and Growth Assistant Professor

Valor Collegiate Academies Chief Executive Officer

Getting Smart

Chief Executive Officer and Partner

Young Women's Leadership Network school model Fundraising and financial strategy Tech systems for a growing charter network STEP Literacy Assessment

All-girls school models and culture School culture systems and social and emotional learning Innovative school design

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Appendix A.1.3: High-Performing Schools that Influenced KCGPA's Design

School Academy for Urban School Leadership

Achievement First Schools Brooklyn Labs Charter School EPIC Elementary School Ewing Marion Kauffman School Girls Prep Lower East Side Middle School Kent Place School

KIPP Schools MATCH Charter School Middlebridge School Noble Street Schools Uncommon Schools

University Academy

Valor Collegiate Academies YES Prep Public Schools Young Women's Leadership Schools

Location Chicago

New York City

New York City

Liberty, MO

Kansas City

New York City

Summit, New Jersey

Houston and Newark Boston

Rhode Island Chicago Newark and New York City Kansas City

Nashville

Houston

Dallas, Fort Worth, and New York

Key Contributions Shared learning structures for partnering with urban districts, research-aligned leader and teacher development Systems for school operations, academics, and culture

Personalized learning, SPED programming

Personalized learning

School operations and college preparatory culture and academics Single-gender STEM education models

Social and emotional learning, college-prep academic expectations and rigor Systems for school operations, academics, and culture Leader and teacher development

Social and emotional learning Systems for school operations, academics, and culture Systems for principal and teacher hiring and development; school culture and academic systems School operations and college preparatory culture and academics Social and emotional learning and school culture

Supports for English Language Learners

Systems for school operations, academics, and culture; Single-gender education models

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Appendix A.2.1: Curriculum Overview

Curricula proposed here will be adapted for MLS and student-specific needs by the School Leader. These are proposed resources and will be finalized during the pre-opening phase in accordance with the Appendix A.2.3: Curriculum Selection Development, and Training Timeline.

Grade Potential Resources

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6 7

Humanities (ELA and Social Studies/History)

EL Education ELA Modules, Edward Brooke Charter Schools Social Studies Units, UnboundEd

Note: ELA content and standards are TBD based on curriculum integration work occurring in the preopening phase

Declaration of Independence, Constitutional principles, and Bill of Rights; Separation of Powers; Native American history and culture before European arrival through Reconstruction; intro to geographic and economic concepts

Governmental and citizen responsibilities; Constitutional principles; River civilizations in ancient world history; Greek, Roman, medieval Europe, feudal Japan, Central and South American, and African cultures; continuation of geographic and economic concepts Sociological and cultural concepts; human and economic system interactions; continuation of geographic and economic concepts

Mathematics

Eureka Math, Achievement First, Match Fishtank, UnboundEd

Place Value and Decimal Fractions; Multi-Digit Whole Number and Decimal Fraction Operations; Addition and Subtraction of Fractions; Multiplication and Division of Fractions and Decimal Fractions; Addition and Multiplication with Volume and Area; Problem Solving with the Coordinate Plane

Ratios and Unit Rates; Arithmetic Operations Including Division of Fractions; Rational Numbers; Expressions and Equation; Area, Surface Area, and Volume; Statistics

Ratios and Proportional Relationships; Rational Number; Expressions and Equations; Percent and Proportional

Science, Technology, Engineering

Lawrence Hall of Science's Full Options Science System (FOSS)

Motion and Matter; Energy; Soils, Rocks, and Landforms; Environments

Mixtures and Solutions, Earth and Sun, Living Systems

Weather and Water, Diversity of Life, Human Systems Interactions

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