Facility Placement Application 2015
For existing and already approved schools seeking possible placement
for the priority needs identified in the 2015 Call for New Quality Schools Supplement.
Placement applications are due July 22, 2015. Questions? Email Jennifer Holladay, Director of School
Development, at jennifer_holladay@dpsk12.org
I.
Letter of Intent
Please include your program’s letter of intent (to be submitted June 1, 2015) as the first pages of your
placement application. (A template was provided in the Call Supplement.)
II.
Student Growth and Achievement
1. Please describe your program’s track record of successfully serving, or its readiness to serve, the targeted
student population, as defined in the Call supplement.
2. For applicants already approved, but for a different region or no region at all: Please describe any anticipated
changes to your program, if any, based on the identified targeted student population.
III.
Alignment to Priority Needs
1. How does your program align to the priority need as identified in the 2015 Call for New Quality Schools
Supplement?
a. For applicants seeking placement as a turnaround provider (Henry World School): Describe success
factors and benchmarks critical to your capacity to execute well in a turnaround context.
b. Describe how you will serve English Language Learners at any time of enrollment, as well as how you will
specifically attract and serve an equitable share of ACCESS level 1 to 3.5 students
c. Detail your plan to meet the cultural and academic needs of English Language Learners. (Note: ELA
rubrics for placement consideration differ, depending on the priority need, see rubric, below.)
d. Describe your program’s track record of successfully serving, or its readiness to serve, center programs
for students with more significant disabilities.
1
e. Detail critical benchmarks your school must meet to successfully open and serve students, beginning in
Fall 2016.
f. Affirm your school’s willingness to provide service to a boundary or enrollment zone, as identified in the
Call supplement.
IV.
Enrollment Demand and Support
1. Describe enrollment demand and community support for your program’s placement to meet this priority need.
V.
Supplemental Criteria
1. Is your program willing and able to contribute either upfront or ongoing funding towards the financial need
associated with any facility changes? If so, please describe.
2. Is your program able to meet ongoing financial obligations, including any new debt service and/or, for charter
providers, facility-use fees? If so, please describe.
Required attachments for all placement applicants:
Attachment A (supporting IId): Timeline of Critical Benchmarks Toward a Fall 2016 Open
Attachment B (supporting II): School-Level Staffing Charts for Years 1, 2 and 3
Attachment C (supporting II and III): Five-Year Budget
2
Placement Rubric
Criteria
Student Growth and Achievement
Indicators
a. The application presents a thorough and accurate description of the
intended student population and the provider’s understanding of student
and community needs.
b. The provider offers a track record of service to similar students or a
readiness to serve, as evidenced by:
For programs already serving a substantively similar student population
and possessing SPF data: performance as measured by the School
Performance Framework (SPF) for school(s) serving a substantively
similar student population.
For schools currently serving a substantively different student population:
Disaggregated academic data aligned to the targeted student population.
For schools without SPF data: Other performance data (i.e. MAP, DRA,
etc.), leadership capacity
For new schools: New school application quality, including demonstrated
capacity of the intended leadership team and targeted program design.
For new schools already approved, absence of school-specific conditions.
For applicants already approved, but
for a different region or no region at
all:
Alignment to Priority Need
For applicants seeking placement as a
turnaround provider (Henry World
School):
Equitable enrollment of English
Language Learners
Meets the academic and cultural
needs of English Language Learners
Service to students in Center
programs
All applicants: Other, relevant measures beyond the SPF used to evaluate
academic performance
The applicant provides a compelling, thoughtful case for any changes needed in
the core areas of Culture, Leadership, Education Program, Teaching and
Governance/Finance, in order to meet the needs of the newly identified student
population. Alternately, the applicant describes clearly why the original program
design elements will serve the intended students well.
The applicant provides a thorough and accurate description of the priority need
and a compelling case as to why its program is highly aligned.
For programs serving previously in a turnaround capacity with a similar student
population: Performance data for any previous turnaround programs, with a
comparative before/after analysis.
For programs without a prior track record: Research-based description of its
approach to turnaround and critical success factors, including building and
sustaining the community engagement partnerships critical to turnaround.
The applicant provides a detailed plan about how it will attract and recruit English
Language Learners, provides appropriate targets and defines how ELLs will be
served at any time of enrollment with targeted strategies.
Provides a detailed plan meeting criteria in the appropriate ELA placement rubric:
 For the priority needs at Henry World School and the NNE middle school:
Native Language Supports Rubric
 For the priority need for a Southwest Middle School for possible
placement at Lincoln: Native Language Instruction Rubric. **Required
attachment: Language Allocation Guidelines**
Affirmation of service to center programs, as identified in the Call supplement.
3
All programs: Description of how the center program will be integrated into the
school’s educational program and culture overall.
For providers with prior service to students in similar center programs: Indicators
of program success.
School-Level Staffing Charts Staffing charts for years 1, 2 and 3 include necessary staff to implement ELA and
(Attachment B) special education programming, as described in this placement application.
For providers already approved or existing: Any changes from the originally
approved staffing model are explained clearly in the narrative.
Capacity to Open in Fall 2016 Provides a detailed timeline of key action items, with benchmarks, for
(Narrative summary, plus implementing each area of the school’s plan (Culture, Leadership, Education
Attachment A) Program, Teaching and Governance/Finance), backwards planning from a Fall
2015 Board of Education vote through the first day of school in August 2016.
Service to boundary or zone Affirmation of provider’s willingness and ability to provide service to a boundary
or enrollment zone, as described in the Call Supplement.
Alignment to enrollment targets Applicant clearly demonstrates financial viability of school in all years, with full
(Narrative summary, plus enrollment at 350-450 students.
Attachment C)
Enrollment Demand
Applicant makes a compelling case for demand and support for the program, as
evidenced by:
For providers with existing school(s) in the immediate area: Wait lists for schools
in the immediate area, i.e. region, enrollment zone or boundary; intent to enroll
forms from families in the immediate area
For all applicants: Petitions and/or other forms of testimony from families in the
immediate area
Supplemental Criteria
Upfront and ongoing facility
improvements
(Narrative summary, plus
Attachment C)
Financial viability
(Narrative summary, plus
Attachment C)
The applicant clearly identifies its threshold of financial support for facility
improvements, if at all, and provides a solvent 5-year budget that includes these
expenses.
The applicant clearly identifies all revenue assumptions and provides a solvent, 5year budget based on appropriate enrollment targets. The applicant clearly
identifies in the narrative the threshold at which the school could not open and
provide the intended program, should under-enrollment occur.
The applicant reasonably accounts for all anticipated expenses, including its
identified staffing, any anticipated debt service and, for charters, assumptions for
facility-use fees.
4