o INDIANA CHARTER NETWORK Charter School Application for Experienced Operators INDIANA CHARTER ACADEMY #1 & INDIANA CHARTER ACADEMY #2 School locations: TBD Submitted to: Nick LeRoy, Executive Director Indiana Charter School Board 143 West Market Street Suite 300 Indianapolis, IN 46204 Submitted on: March 16, 2015 PROPOSAL OVERVIEW AND ENROLLMENT PROJECTIONS Please provide information for the applicant group’s designated representative. This individual will serve as the contact for all communications, interviews, and notices from the ICSB regarding the submitted application. IMPORTANT NOTE: The full application, including this form, will be posted on the ICSB website. Applicants are advised that local community members, including members of the media, may contact the designated representative for questions about the proposed school(s). Legal name of group applying for charter(s): Indiana Charter Network, Inc. Names, roles, and current employment for all persons on applicant team, including each board member: James Owen, Board President, Senior Staff Attorney, Simon Property Group, Inc. Chris Bird, Board Vice President, Head of Medical and Scientific Affairs, Roche Diagnostics Corporation Brian Anderson, Board Treasurer, Director of Strategic Planning – Charter Schools, Bookkeeping Plus, Inc. Carrie W. O’Connor, Board Secretary, VP-Director of Corporate Communications, Federal Home Loan Bank of Indianapolis Felicia Howells, Board Member, Owner and Senior Partner, Howells Legal Group Katelyn (Hancock) Prentice, Board Member, Director of Media Relations and Public Affairs, Indiana Economic Develop Corp. Designated applicant representative: Paula Jackson, ESP Representative Address: 800 Corporate Drive, Suite 124 Fort Lauderdale, FL 33334 Office and cell phone numbers: 954-202-3500; 606-356-3008 Email address: [email protected] Provide the requested information for each school included in this proposal. (You may add rows to the table if needed.) Proposed Opening Year School Model Geographic School Grade Levels at School Name (e.g., college Community District(s) in Full Enrollment prep, dropout * Proposed recovery) Location ICN Academy #1 2016 College Prep Perry Township/ Perry Township/ K – 8 Greenwood Greenwood ICN Academy #2 2016 College Prep New Albany/ New Albany/ K – 8 Clarksburg/ Clarksburg/ Sellersburg Sellersburg NOTE: * Please indicate the city/town and, if known, potential address or neighborhood of location. Virtual operators should indicate the relevant geographies the operator intends to serve. Proposed Grade Levels and Student Enrollment Specify the planned year of opening for each, the grade levels served, and both the planned and maximum number of enrolled students by grade level for each year. (You may duplicate the table as needed.) Proposed School Name: ICN Academy #1 Academic Year Grade Levels Student Enrollment (Planned/Maximum) Year 1 (2016-2017) K – 6 661/1145 Year 2 (2017-2018) K – 7 903/1145 Year 3 (2018-2019) K - 8 1076/1145 Year 4 (2019-2020) K – 8 1099/1145 K – 8 1145/1145 Year 5 (2020–2021) K – 8 1145/1145 At Capacity Proposed School Name: ICN Academy #2 Academic Year Grade Levels Student Enrollment (Planned/Maximum) Year 1 (2016-2017) K – 6 591/860 Year 2 (2017-2018) K – 7 714/860 Year 3 (2018-2019) K - 8 837/860 Year 4 (2019-2020) K – 8 860/860 K – 8 860/860 Year 5 (2020–2021) K – 8 860/860 At Capacity Do any of the proposed schools expect to contract or partner with an Education Service Provider (ESP) or other organization for school management/operation?* Yes No If yes, identify the ESP or other partner organization: Charter Schools USA Will an application for the same charter school(s) be submitted to another authorizer in the near future? Yes No Please list the number of previous submissions (including withdrawn submissions) for request to authorize this(ese) charter school(s) over the past five years, as required under IC § 20-24-3-4. Include the following information: Authorizer(s): N/A Submission date(s): N/A TABLE OF CONTENTS PROPOSAL NARRATIVE .................................................................................................................................. 1 EXECUTIVE SUMMARY............................................................................................................................... 1 Mission and Vision for Growth in Indiana............................................................................................. 1 Educational Need .................................................................................................................................. 1 Target Population ................................................................................................................................. 1 Community Engagement ...................................................................................................................... 2 Education Plan/School Design .............................................................................................................. 4 Network Governance and Leadership .................................................................................................. 5 SECTION I: EVIDENCE OF CAPACITY ............................................................................................................... 6 Founding Group ........................................................................................................................................ 6 School Leader and Leadership Team ........................................................................................................ 8 Governance ............................................................................................................................................. 11 Network Vision, Growth Plan & Capacity ................................................................................................ 15 Network Management ............................................................................................................................ 15 SECTION II: SCHOOL DESIGN ....................................................................................................................... 16 Education Plan ......................................................................................................................................... 16 Parents & Community ............................................................................................................................. 34 Performance Management ..................................................................................................................... 37 SECTION III: IMPLEMENTATION PLAN ......................................................................................................... 43 Human Capital ......................................................................................................................................... 43 Start-Up & Operations ............................................................................................................................ 51 Facility Plan ............................................................................................................................................. 53 Budget & Finance .................................................................................................................................... 53 SECTION IV: INNOVATION ........................................................................................................................... 55 Foundations of Innovation .................................................................................................................. 55 Description of Innovation(s) ................................................................................................................ 55 SECTION V: PORTFOLIO REVIEW & PERFORMANCE RECORD ...................................................................... 56 ICSB 2015 Charter School RFP: Experienced Operators i PROPOSAL NARRATIVE EXECUTIVE SUMMARY Mission and Vision for Growth in Indiana The mission of the Indiana Charter Network (ICN) Academies is to create an academically rigorous learning environment for a diverse student body by focusing on the priorities of student, parent, and community engagement; citizenship; and experiential learning in a culture of student safety and academic success. The teachers, administrators, staff, and students of ICN will embrace the core philosophy that all students can learn, become self- motivated lifelong learners, function as responsible citizens, and reach their potential as productive members of the local community, global society, and 21st century workforce. The strategic vision of the organization is currently focused on bringing educational options to families in the two targeted market areas. The Indiana Charter Network has a broader vision to eventually create and operate a statewide network of 10 – 15 high-performing charter schools located throughout the state. However, the implementation of this broader expansion will be contingent upon charter school funding equalization sufficient to support the high-quality model in a fiscally sound and sustainable manner in those additional markets. For the 2016- 2017 school year, ICN is proposing to open two K – 8 schools with target enrollments of 1,145 and 860 students. The first targeted community is the Perry Township/Greenwood area. ICN Academy #1 is proposed for this area. This area is just south of Indianapolis and aligns with the future I-69 corridor expansion. There is a distinct lack of middle school choices for families in this area, and with the anticipated population growth expected for the area, the need will only increase into 2017. The community includes over 14,000 students in grades K – 8, with approximately 30% minority, 12% special needs, and 17% English Language Learners, with a free and reduced lunch rate of close to 40%. The second of the targeted communities is the New Albany/Clarksburg/Sellersburg area. ICN Academy #2 is proposed for this area. This area is quickly growing with a significant service gap between the number of students and the number of high performing seats available to families. The general area includes more than 10,000 students in grades K – 8 with approximately 33% minority, 18% special needs, and 6% English Language Learners, with a free and reduced lunch rate of over 60%. Educational Need While each community is unique, both are similar in that they demonstrate a clear need for additional educational opportunities and school choice options. Both have a service gap between numbers of students and high-performing seats, in addition to projected population growth rates exceeding the statewide average. The free and reduced lunch rates are reflective of the Charter Schools USA (CSUSA) network average of 51% (CSUSA also has high-performing schools at 99% FRL rates). Both communities have growing English Language Learner (ELL) populations, an education challenge for which CSUSA has a strong track record of delivering results. For example, in the state of Florida, where CSUSA serves the highest percentages of ELL students, CSUSA performance for ELL students exceeds the state in reading, math, and graduation rates. CSUSA ELL graduation rates are at 88%, compared to only a 55% statewide average. The two targeted communities have minority rates that exceed the Indiana statewide average of approximately 47%. CSUSA has a national overall student body of 70% minority students and the educational model has been proven to meet the needs of diverse learners from a variety of ethnic and socioeconomic backgrounds. In both communities, thousands of students at the K – 8 level are zoned in D- or F-rated schools. Given the very limited number of private and/or charter schools accessible to students within the communities, ICN chose these two areas as locations with the potential to significantly impact student achievement on a large scale. Target Population For ICN Academy #1 we are targeting the region surrounding the vertex of Perry Township, Johnson County, and the ICSB 2015 Charter School RFP: Experienced Operators 1 future path of I-69 into Indianapolis. Our hope is that a school placed in this area will serve two purposes. First, we hope to offer a public school of choice to families in the area, who currently have to drive a great distance to Indianapolis to attend the nearest public charter school. Secondly, we hope to help the local schools absorb the population growth that will follow development along the new interstate. Within the proposed area, there are 17 elementary schools, 1 intermediate or single-grade school, and 3 middle schools across 4 separate school districts. Over 570 nearby students in grades K – 6 are zoned for D-rated Gold Academy, while almost 2,300 area students in grades K – 8 are zoned for C-rated schools like West Newton Elementary, Winchester Village Elementary, and Perry Meridian Middle, the last of which is one of only three middle school options in the area. A charter school serving grades K – 8 in the area would help mitigate the lack of middle schools, since average enrollment at those three local middle schools is over 1,000 students. Unfortunately, there are few to no viable options nearby for students seeking educational alternatives. There are no charter school options at all, which is surprising given the expansion of charter programs statewide, especially throughout nearby Marion County. There are only three private school options in the region, and even considering the availability of voucher programs, the enrollments at those schools are small and discretionary, accounting for only about 1,000 students in grades K – 8. The area is expected to see a surge in population and household growth over the next 5 years, easily exceeding that of the state’s growth averages. The population and the number of households within the area is expected to expand 1% annually into and beyond 2017 (an addition of more than 1,100 people per year). Given the absence of schools of choice in the area and the growth the area is expected to see, we feel that a charter K – 8 option would be a beneficial addition to a community that values the academic future of its children. For ICN Academy #2 we are targeting the area of Clarksville, Jeffersonville, and greater Clark County and east New Albany. We anticipate our student body to be comprised of students residing in these areas, with a majority of them coming from the nearby school districts of Clarksville Community School Corporation and Greater Clark County Schools. Within the proposed region, there are 13 public elementary schools and 5 middle schools. Over 340 nearby students in grades K – 4 are zoned for F-rated Green Valley Elementary, while almost 1,600 area students in grades K – 8 are zoned for D-rated schools like River Valley Middle, Spring Hill Elementary, and Community Montessori, the last of which is one of only two charter school options in the area. An additional four schools serving grades K – 8 (most notably Clarksville Middle School) were C-rated in 2014. The relative lack of school choice in the area is surprising given the expansion of charter programs statewide. There are only five private school options in the area measured, and even considering the availability of voucher programs, the enrollments at them are small and discretionary, accounting for less than 1,800 students in grades K – 8 (< 360 per school). The metro Louisville area has experienced incredible growth since the 1960s, and the counties of Clark and Floyd have benefitted. Indiana’s side of the river is expected to exceed Indiana’s statewide growth averages. The population and the number of households within this region is expected to expand over the next five years. Given the absence of schools of choice in the area and the growth the area is expected to see, we feel that a charter K – 8 option would be a beneficial addition to a community that values the academic future of its children. Community Engagement The Indiana Charter Network plans to partner with a host of community organizations to enrich the experience of students within our charter schools, increase family involvement, and build stronger ties with the targeted communities. The Governing Board is in the process of building partnerships with a variety of groups, including Teach for America, Roche Diagnostics, the Gateway Community Alliance, and others. ICN will partner with Garry ICSB 2015 Charter School RFP: Experienced Operators 2 Holland and associates to provide culturally responsive training for faculty and staff and other services similar to those currently provided at other CSUSA-operated schools. Once the charter is granted, the schools will begin to build neighborhood specific partnerships with groups situated in close proximity to the school site. Many of the students and families who currently choose to enroll in the CSUSA-operated turnaround academies located on the south side of Indianapolis actually reside within or in the proximity of the Perry/Greenwood/I-69 community. The turnaround academies currently only serve grades 7 – 12. Numerous families who currently choose one of these schools have requested a CSUSA-operated school for younger siblings. We continue to work with these families to provide K – 8 solutions to meet their needs. CSUSA has existing partnerships with a variety of national, state, and community organizations and intends to expand these partnerships to the new schools. See below for examples of some existing CSUSA partnerships in Indiana. These will be particularly applicable to the Perry/Greenwood/I-69 community because of the proximity to the turnaround academies. • Rolls Royce • Friedman Foundation for Educational Choice • Deloitte Financial • Eli Lilly • University Indianapolis • Gleaners food Drive • Meridian Health Services • St. Francis • Lilly’s Boys and Girls Club • White Castle • Institute for Quality Education • Angie’s List • Kmart • Blue Bell Ice Cream • Jane Pauley Wellness Center and Community Hospital • Rotary Club of Indianapolis • Young Champions • Butler University • Indiana Partnerships Center • Little Caesars ICSB 2015 Charter School RFP: Experienced Operators 3 Education Plan/School Design The CSUSA Education Model provides students with the greatest opportunity to attain at least a year’s worth of learning by following a continuous cycle of baseline assessment, data-driven instruction, assessment, grading, reporting, and a decision to reteach or move on to the next standard. This process allows individualization to meet the needs of each student. Students will be given the instruction and resources needed to achieve a level of proficiency on the Indiana Standards through a Guaranteed and Viable Curriculum (GVC), Personalized Learning Plans (PLP), and Instructional Focus Plans (IFP). The model is used at other CSUSA-managed schools in Indiana and can be scaled by providing extensive training for administrators and teachers; a continuous school monitoring process including data chats and site visits; and ongoing professional development throughout the year. The schools will constantly evaluate and analyze empirical data to overcome any issues that may hinder the success of the students. The rigorous culture of the schools will be based on high expectations for both academics and behavior and unparalleled support from teachers and parents. This will translate into expected success even after the students have left, as the schools will produce high-achieving, responsible citizens prepared for high school and future aspirations. CSUSA has developed a continuously innovative and rigorous approach to monitoring, supporting, and improving results at schools. When implemented with fidelity, the CSUSA Education Model has shown success with all students regardless of a school’s demographics. The longer students and schools are in the network, the higher performing they become. Nationwide, CSUSA serves a student population that is 70% minority with individual school-level populations ranging from 16% to 100%. Approximately half of CSUSA students receive free or reduced price lunch. At the school level, this ranges from 6% to 98%. The diversity of CSUSA’s schools paired with their historical performance trends speaks to the versatility and effectiveness of the CSUSA Education Model. CSUSA’s past performance record demonstrates its capability to effectively increase student learning gains regardless of student demographics. As of the most recent school year (2014), 87% of CSUSA-managed schools are rated an “A”, “B”, or “C” and 100% of schools managed for 3 or more years are rated an “A”, “B”, or “C”. Furthermore, 85% of schools that have been in operation for at least 5 years maintained or improved their letter grade to an “A” or “B” in 2014. Success is not isolated to CSUSA’s established schools, 100% of CSUSA’s charter schools in only their second year maintained a “passing” grade of a C or better, or improved one or more letter grades in a single year. Over half of these second year charter schools actually improved by 2 or more letter grades in 2014! CSUSA’s Performance Highlights from 2014: • FLORIDA: Net proficiency growth in CSUSA’s 41 Florida schools was 10 times higher than the state of Florida. All of 2012-13’s D or F schools earned an “A”, “B”, or “C” in 2014. These once struggling schools improved reading proficiency by 3% points, students making learning gains by 15% points, and students making gains among the lowest quartile by 21% points. In math, these numbers are even more impressive. Math proficiency improved by 8% points, learning gains by 22% points, and gains for the lowest quartile of students improved by 23% points. • GEORGIA: CSUSA’s Georgia students exceeded their districts’ performance in 80% of grade level and subject categories. 99% of students achieved proficiency in reading on Georgia’s state assessment. • LOUISIANA: The veteran Louisiana schools were ranked in the top 20% of statewide schools for growth, and both exceeded the performance of local schools on state assessments and final school performance scores. • ILLINOIS: Each of CSUSA’s 3 Chicago schools that receives a final rating improved one or more levels this year. Performance at the fourth school, a primary campus, was rated “Far Above Average,” the highest rating awarded by Chicago Public Schools. • INDIANA: CSUSA’s Indiana turnaround schools continue to make progress. Emmerich Manual high school was the first turnaround school in Indianapolis to improve its letter grade from an “F” in 2014, and was also the only turnaround school to have more than 60% of students proficient in any subject. All three schools ICSB 2015 Charter School RFP: Experienced Operators 4 made significant gains in 2014, many of which outpaced students in their home district and growth at the state level. Additionally, Algebra performance increased by double digits at all three schools in 2014. • NORTH CAROLINA: Both of CSUSA’s North Carolina schools opened in 2013-14 and quickly established themselves in their communities. Both schools outperformed the state and their respective districts on the rigorous new college and career readiness performance standards for both math and reading. They also achieved an average 15% point proficiency advantage over state performance. Both schools “Exceeded Growth Expectations,” the highest growth rating awarded by the state of North Carolina. Historically, CSUSA schools with lower school grades or proficiency results are typically in their initial years of operations. CSUSA’s results clearly show that once schools are in operation for multiple years, they get on the track of high performance. Even in the initial years of operation, CSUSA students demonstrate growth that translates into higher overall proficiency and performance rates over time. Network Governance and Leadership The Indiana Charter Network is a not-for-profit, network-level Governing Board that will hold the charter for the proposed schools. The schools will be led by its Board of Directors. The Board of Directors has decided to hire Charter Schools USA to manage the day-to-day instruction and operation of the schools. The role of the Board is to provide governance and strategic support to the schools while holding the ESP accountable for the operation and performance of the schools in accordance with the management agreement. The Board is responsible for ensuring that the schools’ programs and operations are faithful to the terms of the charter, including compliance with all statutory and regulatory requirements. The Board will uphold the mission and vision of the schools through ethical leadership and good stewardship of public funds. The Board will communicate the mission and vision of the schools to the public, represent the schools as leaders in the community, and lead by example in all professional endeavors. The ESP will manage the day-to-day operations of the schools, submit timely reports to the Board in accordance with the management agreement and Board reporting calendar, adhere to the approved annual budget, and perform such goals as are contained within the charter application. The ESP shall consult with the Board with respect to the hiring of the school leader. The school leader and all school employees will be employed by and report to the ESP. The school leader will attend all Board meetings and provide a monthly report for the Board with opportunities for follow-up questions and answers. The school leader will field any questions of the Board members and conduct follow-up action items as necessary. Board members will be given the opportunity to provide input on the school leader’s performance and the ESP will remove the school leader if the Board is reasonably dissatisfied with his/her performance. The school’s principal serves as the site-based leader of the school and is responsible for implementing and managing the policies, regulations, procedures, and CSUSA curriculum to ensure all students have a safe learning environment and receive instruction that meets or exceeds CSUSA standards. The principal is also responsible for leading curriculum content and course development, program evaluation, extracurricular activities, personnel management, financial management, facilities operations, emergency procedures, and resource scheduling. The principal also serves as the educational leader of the school; develops and coordinates educational programs in accordance with CSUSA and Indiana standards and guidelines; supervises the guidance program to enhance individual student education and development; leads school-level planning of processes to ensure development, implementation, and evaluation of all school programs and activities; supervises the instructional programs of the school; ensures lesson plans are evaluated; and observes classes on a regular basis to encourage the use of a variety of instructional strategies and materials consistent with CSUSA guidelines and procedures. The Governing Board brings a well-rounded, experienced skill set to the role of governance. Jim Owen, Board President, brings over 20 years of experience in legal affairs and years of board service with non- profit organizations to the Indiana Charter Network Board. His background working with the largest real estate ICSB 2015 Charter School RFP: Experienced Operators 5 property company in the world will impart valuable insight to the Board on matters of real property and facilities. He brings board leadership experience to the group, having founded a 501(c)3 to operate Youth Enhancement and Training Initiative, Inc. (YETI), an orphanage in Nepal. Jim continues to serve on the YETI board 10 years later and is also the immediate past president of the Indiana Leadership Forum. Beyond legal and board experience, Jim also has a solid understanding of school choice and Indiana charter schools in particular. Having served on the Walton Family Foundation charter school grant committee for Indianapolis for a number of grant cycles, he has reviewed numerous charter applications and has participated in several interviews of potential charter school operators and grant recipients. Dr. Christopher Bird, Board Vice President, provides executive level experience in personnel, human resources, finance, marketing, and business development to the Board. Dr. Bird is an executive ultimately responsible for the proper utilization of all Roche diagnostic scientific and clinical products for North America, and serves as a point person for all strategic alliances and foundational support for the company. Global executive training programs have afforded him the opportunity to develop mastery of high-level leadership acumen in process development, project management, marketing, and finance in a variety of settings while working with diverse groups. He has lived in India, China, Switzerland and the United States and has been responsible for driving multi-billion dollar acquisitions/ licensing opportunities. These skills will enhance the Board’s decision-making processes, strategic planning, and business perspective. He is currently responsible for a multi-million dollar budget, which further demonstrates his capacity to provide effective oversight and governance as part of the ICN Board. Brian Anderson, the Board Treasurer, brings a depth of knowledge specific to charter school finance. Brian has been a school-level business manager, a legislative budget analyst, administered federal grants for charter schools through a state department of education, led the Colorado charter school business managers network, developed the Chicago Public Schools charter school finance metrics, and worked with charter school lending through IFF. He is a recognized expert in charter school finance. Carrie O’Connor, Board Secretary, holds an MBA and adds more than 20 years of strategy, marketing, and communications experience to the Board. She has served on the Board of Directors for the City Market Corporation, appointed to that role by the Mayor of Indianapolis, and was a member of the Board of Directors for the National Junior Tennis League. She contributes a host of education reform, school choice, and policy experience, including the role of chief speechwriter for the Mayor of Indianapolis (the only Mayor nation at the time with chartering authority); consultant for a firm specializing in higher education gifts; and work with Luntz Global on a wide array of projects in educational choice, education reform, and educational foundations. Katelyn (Hancock) Prentice, Board Member, has a master’s degree in teaching and offers successful classroom teaching experience and the perspective of a Teach for America Corps member to the Board. Having taught on the south side of Indianapolis in one of the city’s most challenging schools, she knows firsthand the kind of educational programs and support services necessary to meet the needs of the state’s most underserved students. Katelyn also brings expertise in the areas of economic development and media relations. Felicia Howells, Board Member, contributes not only years of experience in family and criminal law to the Board, but also the perspective of a parent whose child attended a charter school in central Indiana. Her contributions to the Board will include monitoring and accountability for the involvement of parents and families in the schools. Organizational charts can be found in Attachment 10. SECTION I: EVIDENCE OF CAPACITY Founding Group Founding Group Membership ICSB 2015 Charter School RFP: Experienced Operators 6