Appendix B: Application
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DC Public Charter School BoardAppendix B: Application
Uploaded by
DC Public Charter School BoardST.
COLETTA
PAUL
SEPTIMA CLARK
ACHIEVEMENT PREPARATORY ACADEMY
YOUTHBUILD
APPLETREE BOOKER T. WASHINGTON
WILLIAM E DOAR ARTS AND TECHNOLOGY ACAD-
EMY
CAPITAL CITY
TREE OF LIFE
D.C. BILINGUAL
IDEAL ACADEMY D.C. PREPARATORY
E.L.
AYNES
EAGLE ACADEMY
EARLY CHILDHOOD ACADEMY
ELSIE WHITLOW STOKES COMMU-
NITY FREEDOM
SEED
FRIENDSHIP
HOPE COMMUNITY
HOWARD ROAD ACADEMY
WASHING-
TON YU YING
INTEGRATED DESIGN AND ELECTRONIC ACADEMY
EDUCATION STRENGTHENS
AMILIES
IMAGINE SOUTHEAST
KIPP DC
MARY MCLEOD BETHUNE
MUNDO VERDE
NATIONAL
COLLEGIATE
EXCEL ACADEMY
HOWARD UNIVERSITY MIDDLE SCHOOL OF MATHEMATICS
AND SCIENCE
THE NEXT STEP/EL PRXIMO PASO
OPTIONS
CARLOS ROSARIO INTERNA-
TIONAL
PERRY STREET PREP
POTOMAC LIGHTHOUSE
HOSPITALITY HIGH
RICHARD WRIGHT
OOTS SHINING STARS MONTESSORI ACADEMY
THURGOOD MARSHALL ACADEMY
INSPIRED
EACHING
TWO RIVERS
WASHINGTON LATIN
WASHINGTON MATH SCIENCE AND TECHNOL-
OGY
CENTER CITY
LATIN AMERICAN MONTESSORI BILINGUAL
MERIDIAN
BRIDGES
CESAR
CHAVEZ
MAYA ANGELOU
ST. COLETTA
PAUL
SEPTIMA CLARK
ACHIEVEMENT PREPARATORY
ACADEMY
YOUTHBUILD APPLETREE BOOKER T. WASHINGTON
WILLIAM E DOAR ARTS AND
ECHNOLOGY ACADEMY
CAPITAL CITY
TREE OF LIFE
D.C. BILINGUAL
IDEAL ACADEMY D.C.
PREPARATORY
E.L. HAYNES
EAGLE ACADEMY
EARLY CHILDHOOD ACADEMY
ELSIE WHITLOW
STOKES COMMUNITY FREEDOM
SEED
FRIENDSHIP
HOPE COMMUNITY
HOWARD ROAD ACAD-
EMY
WASHINGTON YU YING
INTEGRATED DESIGN AND ELECTRONIC ACADEMY
EDUCATION
STRENGTHENS FAMILIES
IMAGINE SOUTHEAST
KIPP DC
MARY MCLEOD BETHUNE
MUNDO
ERDE
NATIONAL COLLEGIATE
EXCEL ACADEMY
HOWARD UNIVERSITY MIDDLE SCHOOL
OF MATHEMATICS AND SCIENCE
THE THE NEXT STEP/EL PRXIMO PASO
OPTIONS
CARLOS
OSARIO INTERNATIONAL
PERRY STREET PREP
POTOMAC LIGHTHOUSE
HOSPITALITY HIGH
CHARD WRIGHT
ROOTS
SHINING STARS MONTESSORI ACADEMY
THURGOOD MARSHALL
ACADEMY
INSPIRED TEACHING
TWO RIVERS
WASHINGTON LATIN
WASHINGTON MATH SCI-
ENCE AND TECHNOLOGY
CENTER CITY
LATIN AMERICAN MONTESSORI BILINGUAL
MERIDIAN
BRIDGES
CESAR CHAVEZ
MAYA ANGELOU ST. COLETTA
PAUL
SEPTIMA CLARK
ACHIEVEMENT
PREPARATORY ACADEMY
YOUTHBUILD APPLETREE BOOKER T. WASHINGTON
WILLIAM E
OAR ARTS AND TECHNOLOGY ACADEMY
CAPITAL CITY
TREE OF LIFE
D.C. BILINGUAL
IDEAL
ACADEMY D.C. PREPARATORY
E.L. HAYNES
EAGLE ACADEMY
EARLY CHILDHOOD ACADEMY
LSIE WHITLOW STOKES COMMUNITY FREEDOM
SEED
FRIENDSHIP
HOPE COMMUNITY
HOW-
ARD ROAD ACADEMY
WASHINGTON YU YING
INTEGRATED DESIGN AND ELECTRONIC ACAD-
EMY
EDUCATION STRENGTHENS FAMILIES
IMAGINE SOUTHEAST
KIPP DC
MARY MCLEOD
BETHUNE
MUNDO VERDE
NATIONAL COLLEGIATE
EXCEL ACADEMY
HOWARD UNIVERSITY
IDDLE SCHOOL OF MATHEMATICS AND SCIENCE
THE NEXT STEP/EL PRXIMO PASO
OP-
TIONS
CARLOS ROSARIO INTERNATIONAL
PERRY STREET PREP
POTOMAC LIGHTHOUSE
HOS-
ITALITY HIGH
RICHARD WRIGHT
ROOTS SHINING STARS MONTESSORI ACADEMY
THURGOOD
ARSHALL ACADEMY
INSPIRED TEACHING
TWO RIVERS
WASHINGTON LATIN
WASHINGTON
ATH SCIENCE AND TECHNOLOGY
CENTER CITY
LATIN AMERICAN MONTESSORI BILINGUAL
ERIDIAN
BRIDGES
CESAR CHAVEZ
MAYA ANGELOU
ST. COLETTA
PAUL
SEPTIMA CLARK
ACHIEVEMENT PREPARATORY ACADEMY
YOUTHBUILD APPLETREE BOOKER T. WASHINGTON
i
ST. COLETTA
PAUL
SEPTIMA CLARK
ACHIEVEMENT PREPARATORY ACADEMY
YOUTHBUILD
APPLETREE BOOKER T. WASHINGTON
WILLIAM E DOAR ARTS AND TECHNOLOGY AC
EMY
CAPITAL CITY
TREE OF LIFE
D.C. BILINGUAL
IDEAL ACADEMY D.C. PREPARATORY
HAYNES
EAGLE ACADEMY
EARLY CHILDHOOD ACADEMY
ELSIE WHITLOW STOKES COMMU
NITY FREEDOM
SEED
FRIENDSHIP
HOPE COMMUNITY
HOWARD ROAD ACADEMY
WA
TON YU YING
INTEGRATED DESIGN AND ELECTRONIC ACADEMY
EDUCATION STRENGTHEN
FAMILIES
IMAGINE SOUTHEAST
KIPP DC
MARY MCLEOD BETHUNE
MUNDO VERDE
NATIONAL
COLLEGIATE
EXCEL ACADEMY
HOWARD UNIVERSITY MIDDLE SCHOOL OF MATHEMATI
AND SCIENCE
THE NEXT STEP/EL PRXIMO PASO
OPTIONS
CARLOS ROSARIO INTERNA
TIONAL
PERRY STREET PREP
POTOMAC LIGHTHOUSE
HOSPITALITY HIGH
RICHARD WRIGHT
ROOTS SHINING STARS MONTESSORI ACADEMY
THURGOOD MARSHALL ACADEMY
IN
TEACHING
TWO RIVERS
WASHINGTON LATIN
WASHINGTON MATH SCIENCE AND TEC
OGY
CENTER CITY
LATIN AMERICAN MONTESSORI BILINGUAL
MERIDIAN
BRIDGES
CE
CHAVEZ
MAYA ANGELOU
ST. COLETTA
PAUL
SEPTIMA CLARK
ACHIEVEMENT PREPARATORY
ACADEMY
YOUTHBUILD APPLETREE BOOKER T. WASHINGTON
WILLIAM E DOAR ART
TECHNOLOGY ACADEMY
CAPITAL CITY
TREE OF LIFE
D.C. BILINGUAL
IDEAL ACADEMY
PREPARATORY
E.L. HAYNES
EAGLE ACADEMY
EARLY CHILDHOOD ACADEMY
ELSIE WHITLO
STOKES COMMUNITY FREEDOM
SEED
FRIENDSHIP
HOPE COMMUNITY
HOWARD ROAD
EMY
WASHINGTON YU YING
INTEGRATED DESIGN AND ELECTRONIC ACADEMY
EDUC
STRENGTHENS FAMILIES
IMAGINE SOUTHEAST
KIPP DC
MARY MCLEOD BETHUNE
MUNDO
VERDE
NATIONAL COLLEGIATE
EXCEL ACADEMY
HOWARD UNIVERSITY MIDDLE SCHOOL
OF MATHEMATICS AND SCIENCE
THE THE NEXT STEP/EL PRXIMO PASO
OPTIONS
CARLO
ROSARIO INTERNATIONAL
PERRY STREET PREP
POTOMAC LIGHTHOUSE
HOSPITALITY
RICHARD WRIGHT
ROOTS
SHINING STARS MONTESSORI ACADEMY
THURGOOD MARS
ACADEMY
INSPIRED TEACHING
TWO RIVERS
WASHINGTON LATIN
WASHINGTON MATH S
ENCE AND TECHNOLOGY
CENTER CITY
LATIN AMERICAN MONTESSORI BILINGUAL
M
BRIDGES
CESAR CHAVEZ
MAYA ANGELOU ST. COLETTA
PAUL
SEPTIMA CLARK
ACHIEVEMENT
PREPARATORY ACADEMY
YOUTHBUILD APPLETREE BOOKER T. WASHINGTON
WILLIAM
DOAR ARTS AND TECHNOLOGY ACADEMY
CAPITAL CITY
TREE OF LIFE
D.C. BILINGUAL
ACADEMY D.C. PREPARATORY
E.L. HAYNES
EAGLE ACADEMY
EARLY CHILDHOOD AC
ELSIE WHITLOW STOKES COMMUNITY FREEDOM
SEED
FRIENDSHIP
HOPE COMMUNITY
ARD ROAD ACADEMY
WASHINGTON YU YING
INTEGRATED DESIGN AND ELECTRONI
EMY
EDUCATION STRENGTHENS FAMILIES
IMAGINE SOUTHEAST
KIPP DC
MARY MCLEOD
BETHUNE
MUNDO VERDE
NATIONAL COLLEGIATE
EXCEL ACADEMY
HOWARD UNIVER
MIDDLE SCHOOL OF MATHEMATICS AND SCIENCE
THE NEXT STEP/EL PRXIMO PASO
TIONS
CARLOS ROSARIO INTERNATIONAL
PERRY STREET PREP
POTOMAC LIGHTHOU
PITALITY HIGH
RICHARD WRIGHT
ROOTS SHINING STARS MONTESSORI ACADEMY
THURGOOD
MARSHALL ACADEMY
INSPIRED TEACHING
TWO RIVERS
WASHINGTON LATIN
WASHINGTON
MATH SCIENCE AND TECHNOLOGY
CENTER CITY
LATIN AMERICAN MONTESSORI BILINGUAL
MERIDIAN
BRIDGES
CESAR CHAVEZ
MAYA ANGELOU
ST. COLETTA
PAUL
SEPTIMA CLARK
Application to Establish a Public Charter School
In the District of Columbia
DISTRICT OF COLUMBIA
PUBLIC CHARTER SCHOOL BOARD
3333 14
th
Street, NW
Suite 210
Washington, DC 20010
(202) 328-2660
www.dcpcsb.org
2013-2014 APPLICATION GUIDELINES
FOR NEW CHARTER SCHOOL
START UPS
PCSB Mission
The Board's mission is to provide quality public school options for D.C. students, families
and communities through:
A comprehensive application review process;
Effective oversight;
Meaningful support; and
Active engagement of its stakeholders.
PCSB Vision
The Boards vision is to lead the transformation of public education in D.C. and serve
as a national role model for charter school authorization and accountability.
District of Columbia
Public Charter School Board
Table of Contents
District of Columbia Public Charter School Board Members . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Letter from the Board Chair . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
General Overview of the Application Review Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Application Review Process Timeline to Open a School in Fall 2015 . . . . . . . . . . . . . . . . . . . . . . . 5
Defined Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Frequently Asked Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
2014 Application Guidelines Getting Started . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
2014 Application Guidelines Contents of Application . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
Sample Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
Applicant Information Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
Executive Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
A. Educational Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
B. Business Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
C. Operations Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
D. Certifications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28
E. Budget . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28
F. Rsums, Board Member Agreements, and Statements of Interest and
Qualifications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
G. Conflict of Interest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
H. Demographic Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30
I. Required Documents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30
J. Curriculum Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30
Appendix A: Conversion Applications Special Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . .31
Appendix B: Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33
Appendix C: Budget Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45
Application Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56
1
District of Columbia Public Charter School Board Members
________________________________________________________________
John H. Skip McKoy, Chair
John H. Skip McKoy is director of programmatic initiatives at Fight for Children, where he oversees
the organizations strategic focus on improving health and educational outcomes for D.C. children
ages 3 and 4, working closely with local community, business, education and government leaders. His
background is in urban planning and community development. Earlier, he held executive positions
at the Anacostia Waterfront Corporation, D.C. Agenda, Lockheed Martin and in D.C. government.
He is the chair of the State Early Childhood Development Coordinating Council and an adviser to
the D.C. Fiscal Policy Institute and the Community Partnership for the Prevention of Homelessness.
Darren Woodruff, Ph.D., Vice Chair
Darren Woodruff is a principal research analyst at the American Institutes for Research, where he works
on issues related to improving schools, supporting at-risk youth and eliminating disproportionality
in special education. Before joining AIR, he evaluated schools implementing the Comer School
Development Program. He has also served as a teacher and counselor at the elementary, high school
and college levels. He received his Ph.D. in educational psychology from Howard University. He has
written and presented on culturally responsive instructional practices, co-written a chapter in the
Harvard book Racial Inequity in Special Education and co-written Using School Leadership Teams to
Meet the Needs of English Language Learners.
Barbara Nophlin, Member
Barbara Nophlin is an education consultant and has held senior leadership positions in DC public
and public charter schools. She was the second Head of School for Paul Public Charter School, the
citys only conversion charter school (formerly Paul JHS, a DCPS school.) She was the director of
policy, research and analysis in the former State Education Office. She has also worked as a principal,
assistant principal, early childhood coordinator, and instructional support specialist
Emily Bloomfield, Member
Emily Bloomfield works as a consultant and is leading a start-up initiative to address the educational
needs of preteens and teens in foster care. She also serves on the board of the D.C. College Success
Foundation. Most recently, she was a senior policy adviser at Stand for Children. Her previous education
experience includes serving as an elected member and president of the Santa Monica-Malibu Unified
School District Board of Education. She has worked as a product manager for Citysearch, a senior
associate in marketing and strategic planning at the Los Angeles Times and a senior economist at
LMC International.
Sara Mead, Member
Sara Mead is a principal at Bellwether Education Partners, where she focuses on thought leadership
and strategic advising. Her work on federal education policy, charter schools, preschool and gender
in education has been featured in numerous media outlets, including The Washington Post, The New
York Times and USA Today, and she has appeared on CBS, ABC and National Public Radio. Before
joining Bellwether, she directed the New America Foundations Early Education Initiative. She has also
worked for Education Sector, the Progressive Policy Institute and the U.S. Department of Education.
2
Don Soifer, Member
Don Soifer is a co-founder and executive vice president of the Lexington Institute, an Arlington, Va.-
based nonpartisan think tank where he directs domestic policy research programs on education,
energy and other topics. His education policy work, including research on higher education finance,
special education and the achievement gap for English language learners, has been published in
numerous media outlets, including the Washington Post, New York Times, USA Today and New
York Daily News. He has testified before Congress on his research and makes radio and television
appearances on Fox News, Fox Business and Wisconsin Public Radio. He serves on several advisory
and governing boards for government and nonprofit organizations.
Herb Tillery, Member
Herb Tillery is co-chair of Raise DC and Executive Director of College Success Foundation - District of
Columbia, a nonprofit that provides college scholarships and mentoring to low- income, underserved
students. He was raised in Washington, D.C. and graduated from DCPSs Theodore Roosevelt High
School. He served in the U.S. Army and retired at the rank of Colonel. Previously, he held senior
executive leadership positions at the Department of Defense, DC Public Schools, and George Washington
University. He previously served as DC Deputy Mayor for Operations
3
Letter from the Board Chair
________________________________________________________________
June 2013
Dear Prospective Applicant:
Thank you for interest in applying to the District of Columbia Public Charter School
Board to open a new charter school. These guidelines give a thorough overview of our
rigorous application process, which is designed to approve the schools that have the
most chance at success. Our board is committed to ensuring that the families in the
District of Columbia have access to high-quality school options for our students and
families.
We are committed to transforming public education in Washington, D.C., and look
forward to reading your application.
Sincerely,
John H. Skip McKoy
Chairman
District of Columbia Public Charter School Board
4
General Overview of the Application Review Process
________________________________________________________________
To ensure a thorough review of applications, the District of Columbia Public Charter School Board
(PCSB or Board) has established the following application review process:
A complete review of the written application;
A capacity interview with up to five founding group members;
A site visit of existing program and/or school(s); and
A public hearing.
Based on the information gathered through this process, the Board votes at a public meeting for one
of three possible outcomes for each application:
Denial: No further consideration of the application.
Approval with Conditions: Approved to open a new charter school only when certain conditions
are addressed, such as securing a school facility (then full approval would be granted).
Full Approval: All standards for approval were met during the application cycle, and negotiations
on the terms of the charter agreement can begin immediately.
Conversion Applications
Applications for the conversion of a public, private, or independent school to a public charter school
are due on the same date as applications for new charter schools: March 3, 2014. Also, conversion
applicants must include the required endorsement signatures from parents, adult students,
and teachers with the application otherwise the Board will consider the application incomplete
and it will not be reviewed.
5
Application Review Process Timeline to Open a School in Fall 2015
________________________________________________________________
New School and Conversion Applications
August 2, 2013 Release of Application Guidelines
November 14, 2013 Public Information Session
December 2, 2013 Submission of Declaration of Intent
March 3, 2014
Application Submission Deadline
Parental conversion endorsement signatures due
for students enrolled in Spring 2014
March 25 27, 2014 Applicant Interviews
April 14 16, 2014 Public Hearing
May 19, 2014 Board Decisions Announced Publicly
June 2014 Feedback Sessions with Charter Applicants
June 2014 Meetings to Discuss Conditions for Full Approval
June 2015
Final Date to Sign Approved Charter Contract for
Schools Opening in Fall 2015
6
Defined Terms (as used in these guidelines)
________________________________________________________________
Board Member Agreement is a signed document that outlines the specific responsibilities of each
member of the schools Board of Trustees, including a conflict of interest policy drafted by the applicant.
Each school should use its own agreement template, which will be signed by each Board Member.
Charter Management Organization is a non-profit organization that operates or manages multiple
charter schools by centralizing or sharing certain functions and resources among schools. It has a
track record of success as evidenced by a minimum of three years of high proficiency levels on state
accountability assessments or other externally validated student performance outcomes.
District-wide Assessments, also known as State Assessments, are a variety of assessment tools
administered by the Office of the State Superintendent of Education to students enrolled in District
of Columbia public schools and public charter schools.
Education Management Organization is a nonprofit or for-profit organization that contracts with
schools or school districts to provide school management services, including school administration
and educational programming. It has a track record of success as evidenced by a minimum of three
years of high proficiency levels on state accountability assessments or other externally validated
student performance outcomes.
Eligible Applicant is a founding group of individuals that is a private, public, or quasi-public entity
or an institution of higher education that seeks to establish a public charter school in the District
of Columbia.
English Language Learner is a student enrolled in school whose native language is other than English
and whose difficulties in speaking, reading or understanding English may hinder achievement in
classrooms where the language of instruction is English.
Charter Goals is a student enrolled in school whose native language is other than English and whose
difficulties in speaking, reading or understanding English may hinder achievement in classrooms
where the language of instruction is English Academic Achievement Expectations are student
academic aims measured by assessments.
Non-Resident Student refers to an individual under the age of 18 who is enrolled in a District of
Columbia public school or a public charter school and does not have a parent residing in the District
of Columbia or an individual who is age 18 or older and is enrolled in a District of Columbia public
school or public charter school and does not reside in the District of Columbia.
Parent refers to a person who has custody of a child and who is a biological parent or stepparent
of the child, has adopted the child or has been appointed as a guardian for the child by a court of
competent jurisdiction.
Performance Indicators define the level of proficiency expected from students. They answer the
questions: How good is good enough?" What is the expected level of growth from one year to
another? What is the expected performance level desired at the end of the school year, grade level
or program?
7
Performance Management Framework (PMF) is the PCSBs accountability tool that measures
school academic performance. As of this printing, two frameworksElementary/Middle School PMF
and High School PMFare in use and three frameworksEarly Childhood, Adult and Alternative
Accountabilityare being developed and piloted.
Petition means a written application.
Replicate means to open one or more charter campuses that are similar to existing charter school(s)
that are managed by the same Experienced Operator.
Student Achievement Expectations can either be the PCSBs Performance Management Framework
or a list of academic achievement expectation for all students in a grade span measured by growth
or proficiency on state assessments or the equivalent.
Student Learning Standards define what students are expected to know and be able to do. They
define what is taught in each subject area and at each instructional level and what is likely to be
tested to assess student achievement.
Students with Disabilities refers to students with disabilities as provided in the Individuals with
Disabilities Education Act (20 U.S.C. 1401(a)(1)) or students with disabilities as provided in the
Rehabilitation Act of 1973 (29 U.S.C. 706(8)).
8
Frequently Asked Questions
________________________________________________________________
1. What is a charter school?
A charter school is a publicly funded school in the District of Columbia established
pursuant to the District of Columbia School Reform Act of 1995 (SRA) and not a part of the District
of Columbia Public Schools (DCPS). A public charter school exercises exclusive control over its
expenditures, administration, personnel and instructional methodsand is, in most cases, exempt
from DCPS rules and regulations.
2. How is a charter school funded?
Each charter school receives a per pupil allocation based on a students grade level, special education
needs, and other factors. Funding is provided by the District government directly to schools on a
quarterly basis, beginning with a July 15th payment in accordance with the July 1- June 30 fiscal
year. More information, including a copy of the current years funding formula
can be found at http://www.dcpcsb.org/Data-Center/School-Finance-and-Facilities.aspx.
3. Who has authority to grant charters in Washington, D.C.?
The PCSB is the sole chartering authority in Washington, DC. The Board was created pursuant to
the SRA, and its members are appointed by the Mayor of the District of Columbia, with the advice
and consent of the Council of the District of Columbia.
4. Who is eligible to establish a public charter school?
Any Eligible Applicant.
5. Can an existing school propose to become a charter school?
Yes. An Eligible Applicant may submit a Petition proposing (1) conversion of an existing District of
Columbia public school into a public charter school; (2) conversion of an existing private or independent
school into a public charter school; or (3) establishment of a new public charter school. Conversion
schools have additional requirements with which to comply, that may be found at Section 38-1802.01
of the D.C. Municipal Code.
6. What are the application requirements?
Eligible Applicants must complete and submit all information outlined in the Contents of Application
section of these Guidelines by 5 p.m. on March 3, 2014. This includes four bound copies, along with one
unbound copy with original signatures, two electronic PDF versions (to be submitted via email to
[email protected]). One electronic PDF version should contain all sections of the application,
including the budget spreadsheets and appendices in a single PDF file. The second electronic PDF
version will be posted to www.dcpcsb.org upon submission and also made available to the
public upon request. It should be similar to the first version except that it should not contain
any personal information of founding group members, including but not limited to street
address, phone number, email address and Social Security number.
To complete the application, Eligible Applicants must submit a $150.00 processing fee by certified
check or money order made payable to the DC Public Charter School Board.
9
7. When is the application deadline?
The application for New Charter Schools must be received at DC PCSB by 5 p.m. Eastern Time
March 3, 2014.
8. Can more than one application be submitted during a calendar year?
No. An Eligible Applicant may not file more than one Petition to establish a public charter school
during a calendar year.
10
Application Guidelines Getting Started
________________________________________________________________
Invitation to Apply
The Public Charter School Board invites interested individuals and groups to submit an application
to establish a public charter school in the District of Columbia. Pursuant to the SRA 38-1802.04, a
public charter school shall provide a program of education, which shall include one or more of the
following:
A. Pre-kindergarten (3 and/or 4year-olds);
B. Any grade or grades from kindergarten through grade 12;
C. Residential education;
D. Adult, community, continuing and career and technical education programs.
Applications will be received for (1) conversion of an existing District of Columbia public school into
a public charter school; (2) conversion of an existing private or independent school into a public
charter school; or (3) establishment of a new public charter school.
Any person or entity that expects to submit an application during this application review cycle is
strongly encouraged to complete and submit a Declaration of Intent to Apply Form included in
Appendix A by December 2, 2013.
Nonprofit Status
A public charter school must be organized under the District of Columbia Nonprofit Corporation
Act to be granted full approval; however, conditional approval may be granted in cases where the
process has begun but not been completed by the application submission date.
Limitations on Filing an Application
An Eligible Applicant may not file more than one Petition to establish a public charter school during
a calendar year.
Instructions for Submitting Applications
Eligible Applicants must complete and submit all information outlined in the Contents of Application
section of these Guidelines by 5 p.m. on March 3, 2014. This includes four bound copies, along with one
unbound copy with original signatures, two electronic PDF versions (to be submitted via email to
[email protected]) One electronic PDF version should contain all sections of the application,
including the budget spreadsheets and appendices in a single PDF file. The second electronic PDF
version will be posted to www.dcpcsb.org upon submission and also made available to the
public upon request. It should be similar to the first version except that it should not contain
any personal information of founding group members, including but not limited to street
address, phone number, email address and Social Security number .
11
To complete the application, Eligible Applicants must submit a $150 processing fee by certified
check or money order made payable to the DC Public Charter School Board.
PCSB offices are located at:
3333 14th Street, NW, Suite 210
Washington, D.C. 20010
Tel 202-328-2660
[email protected]
12
2014 Application Guidelines Contents of Application
________________________________________________________________
The format provided in these guidelines allows Eligible Applicants to fully describe their plans
for a proposed public charter school in three areas - an Educational Plan, a Business Plan, and an
Operations Plan. Following this format ensures an objective review of proposals to establish public
charter schools in the District of Columbia. Therefore, applications submitted by Eligible Applicants
must meet the following guidelines:
Include a Table of Contents that lists page numbers for each section of the application. Number
each page of the educational, business, and operations plan. Follow the same format and
order as the Sample Table of Contents provided on page 14.
Include labeled tabs to separate each of the sections outlined in the Table of Contents and any
appendices.
For the bound copies, submit the application in a professionally bound format (pronged report
cover; three-ring binder - no larger than 2; tape, coil, comb, or velo binding). No applications
bound by staples, paper or binder clips or submitted in folders or portfolios will be accepted.
Limit the overall length of the application to 150 pages. Note that the following documents
are required and will not count toward the overall 150 page limit:
o Applicant Information Sheet
o Assurances Form
o Articles of Incorporation
o Bylaws
o Code of Ethics
o Conflict of Interest Form
o Rsums, Board Member Agreements, and Statements of Interest and Qualifications of
Founding Members [please submit two versions of these materials: one with full
information listed in the resume; the second version with all personal information
redacted, as outlined on pp. 9 and 11]
o Management Agreement and Related Documents (if applicable)
o Letter of Intent for Facility (if applicable)
o Conversion Endorsement Certification (if applicable)
o Demographic Analysis Form
o Charter School Board of Trustees Job Description
o Charter School Board Member Agreement
o Budget Narrative
13
o Pre-Opening/Planning Year Budget
o Public Charter School Two-Year Operating Budget Worksheet
o Public Charter School Five-Year Estimated Budget Worksheet
o Monthly Cash Flow Projection
o Capital Budget
o Discipline Policy
o In addition to the requirements outlined in the Educational Plan, if the applicant group
proposes to add grade levels after the first five years of operation, the following curricular
materials for those grade levels should be included in Section J.
Student Learning Standards
Assessments
Completed Curriculum (for full approval) or Timeline for Curriculum Development
(for approval with conditions)
Completed Scope and Sequence for Earning a High School Diploma (high schools only)
Parts A, B, and C the Education Plan, the Business Plan, and the Operations Plan, respectively -
of the narrative section of the application should be limited to a discussion of each of the criteria
presented in the guidelines. Additional information that may support the information presented
in the narrative and help the Board to better assess the proposed public charter school should be
included in the appendices. Examples of additional information that may be included in the appendices
include curriculum samples; student learning standards; letters of support; program descriptions;
architectural drawings/floor plans of potential school sites; parent, student or faculty handbooks;
samples of student work; and organizational charts.
14
Sample Table of Contents
Applicant Information Sheet
Executive Summary
Proposed Plans
A. Educational Plan
1. Mission and Purpose of Proposed Public Charter School
2. Goals and Student Academic Achievement Expectations
3. Charter School Curriculum
4. Student Performance
5. Support for Learning
B. Business Plan
1. Planning and Establishment
2. Governance and Management
3. Finance
4. Facilities
5. Recruiting and Marketing
C. Operations Plan
1. Student Policies and Procedures
2. Human Resource Information
3. Arrangements for Meeting District and Federal Requirements
4. Implementation of the Charter
Forms and Required Documents
D. Certifications (Assurances Form)
E. Budget
F. Rsums, Board Member Agreements and Statements of Interest and Qualifications
G. Conflict of Interest
H. Demographic Analysis
I. Required Documents
1
J. Full Curriculum (for full approval), Curriculum Sample (for Conditional Approval), Scope and
Sequence for Earning a HS Diploma, if applicable
_______________
1
Items in Sections I and J do not count toward the 150 page limit.
15
Applicant Information Sheet
New Charter School
Request for Approval
This application is a request to establish and operate a Public Charter School as provided in the
District of Columbia School Reform Act of 1995, as amended.
Name of Proposed Charter School: ________________________________________________________________________
Name of Entity Applying for Charter Status in D.C.: ______________________________________________________
Contact Person: ______________________________________________________________________________________________
Address: ______________________________________________________________________________________________________
Daytime Telephone: __________________ Fax: _____________________ Email: __________________________________
Name of Person Authorized to Negotiate: _________________________________________________________________
(Must be member of local founding group and not serving as a consultant or affiliated with an educational service provider.)
Authorized Signature: _____________________________________________________
Proposed Start Date: ___________________________ Proposed Year One Budget: $ _________________________
Start-up Information
Year Starting Age/Grade Highest Age/Grade
Total Number of Students/
Enrollment Ceiling
One
Two
Capacity
Proposed Location of School (address or area of city): __________________________________________________
Name of Educational Service Provider (if applicable): ___________________________________________________
Type of Application (Check One)
Conversion of Exisiting Public School Conversion of Existing Private School New School
If conversion, name the school being converted: __________________________________________________________
If conversion, do you wish to retain the existing school site? Yes No
LEA Status: Will the school elect to be treated as a Local Education Agency (LEA) for purposes of
Part B of the IDEA and Section 504 of the Rehabilitation Act of 1973? Yes No
16
Executive Summary
In no more than two pages, provide a descriptive narrative summary of the key features of the
application.
A. Educational Plan
1. Mission and Purpose of the Proposed Public Charter School [See SRA 38-1802.02 (1),
(2), (3)]
a. Mission and Philosophy:
Write a one-sentence statement of the mission of the proposed public charter school.
Include how you will ensure that all students, including those with disabilities and
English language learners, will benefit from the proposed mission and philosophy.
Briefly describe the proposed schools philosophy for educating students. Include how
you will ensure that all students, including those with disabilities and English language
learners, will benefit from the proposed mission and philosophy.
Briefly describe the proposed schools philosophy for educating students.
Provide an overview of the organizations growth plan for educating students in D.C.
Include an enrollment matrix by grade from year one to when the school is at full
capacity, and detail, by level of services, projected enrollment of students who have
limited or no English language proficiency and students with disabilities. (Note: This
discussion should connect to the discussion in Section B.2.b)
b. Educational Needs of the Target Student Population:
Describe the educational needs of the population the proposed school is seeking to
serve in the District of Columbia, and include a demographic analysis of the proposed
student body.
Based on the Demographic Analysis Form included in Appendix A, describe the impact
of the proposed school on the existing community and neighborhood schools and
provide a rationale for the chosen location.
c. Educational Focus
What is the educational focus of the proposed school?
2. Goals and Student Academic Achievement Expectations [See SRA 38-1802.02 (1),
38.1802.02 (1)(3)(5)]
When evaluating a schools performance, the law requires PCSB to look at whether a school
has fulfilled the goals and student academic achievement expectations as set forth in its
charter [See 38-1802.12 (c)]. Goals are general aims (usually related to a schools mission),
which may be categorized as academic, non-academic and organizational, while academic
achievement expectations are student academic aims measured by assessments. Goals and
academic achievement expectations may be different for different educational programs
offered by the school (Early Childhood, Elementary, Middle, High School, Adult Education).
As explained further below, eligible applicants are encouraged to adopt the Performance
Management Framework (PMF) for its goals and student academic achievement expectations.
If a school chooses to adopt the PMF, it still may choose to have additional goals outside of the
PMF, though not required. A school that either chooses NOT to adopt the PMF as its goals and
academic achievement expectations or choses to adopt additional goals outside of the PMF
will need to demonstrate goal attainment each year in its annual report.
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a. Student Academic Achievement Expectations
PCSB has adopted the Performance Management Framework (PMF) as a means of measuring
both student academic achievement and certain other key indicators for all schools serving
grades 3-12. The PMF is described in the 2012 Guidelines that can be found here: https://
pcsb-pmf.wikispaces.com/file/view/2011-2012%20PMF%20Guidelines%201-11-13.
pdf/397649638/2011-2012%20PMF%20Guidelines%201-11-13.pdf. Proposed changes
to the PMF and descriptions of pilot PMF programs for grades PK-2 and adult education
are described here https://pcsb-pmf.wikispaces.com/.
As stated above, eligible Applicants are encouraged, though not required, to elect to use the
PMF for its goals and students academic achievement expectations. If the applicant does
not to use PMF, the applicant is encouraged to create student achievement expectations
that meet or exceed the ambition of the Performance Management Framework and that
incorporate the state assessment.
1. For Schools Electing to Use the PMF in Setting Student Academic Achievement
Expectations:
Schools that adopt the PMF should commit to specific overall PMF scores (measured
on a scale of 1 to 100) that will be achieved by specific time frames (for example,
the school will achieve a PMF score of 50 by its 3rd year and a PMF score of 60 by
its 5th year).
Separate academic achievement expectations should be established for each
Performance Management Framework, as appropriate (elementary/middle, high
school, adult education, early childhood and/or alternative accountability).
Applicants may elect to use the PMF for one grade span (e.g., elementary/middle)
but not another (e.g., early childhood).
Please include the following statement in the Charter Application:
The School Corporation has selected as its measure of academic achievement
expectations the indicators listed in the [elementary/middle, high school, adult
education, early childhood, and/or alternative accountability] Performance
Management Framework(s) developed by PCSB (PMF). Accordingly, changes to
any PMF implemented by PCSB after a public hearing and notice period for public
comments, including changes in state assessments, performance indicators, floors,
targets, and formulas, will automatically become part of the measurement of the
Schools academic achievement expectations. However, if material changes are made
to any PMF that a School Corporation elects not to accept, the School Corporation
shall provide PCSB a petition for a charter revision pursuant to 38-1802.04(c)(10).
2. For Schools Not Electing to Use the PMF in Setting Student Academic Achievement
Expectations:
Schools intending to operate multiple grade spans during the life of the charter
should identify separate achievement expectations for each grade span to be served
by the school (i.e. early childhood, elementary, middle, high school, adult).
All achievement expectations must be specific and described in a way that the
school and PCSB can feasibly measure or determine progress.
Schools can list student achievement expectations in the following categorical
manner:
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Category 1: Student Performance and Assessments
Academic achievement expectations in this category should define how student
achievement and growth will be measured within each grade span (3-8, 9-12)? For
example:
o Results on the state assessment or equivalent for your student population and
specifically students with disabilities (for example measured as percent proficient,
percent advanced).
o Individual student growth on the state assessment or equivalent for students
who have taken the assessment more than once (measured as median growth, or
movement between categories such as Basic to Proficient).
o For non-tested grades, specific measures of academic proficiency using externally
validated normed assessments.
Be sure to address performance or growth of student subgroups, including students
with disabilities and English language learners, in reading and math.
Category 2: Gateway Measures
Academic achievement expectations in this category should define the core standards,
skills, or accomplishments that must be achieved to maximize the likelihood of future
success. For example:
o 90 percent of 9th graders will have sufficient credits to graduate on time.
o o60 percent of 3rd graders will show grade-level reading proficiency as measured
by scoring proficient or advanced on the state assessment.
o [Fill-in x%] will have AP/IB scores and passage rates.
Category 3: Leading Indicators of School Success
Academic achievement expectations in this category should include indicators that
apply to your proposed schools program such as:
o Attendance
o Re-enrollment
o Graduation/promotion
o College acceptance and/or persistence
o Schools with career and technical programs may set specific goals such as percentage
of students earning an industry-recognized certificate and percentage of students
employed within three months of graduation.
b. Goals
Write goals that connect to your mission.
For each goal, include the assessment, survey or other mechanism that the school uses
to measure each goal.
19
For each goal, write a target for years one through five and at full capacity. (Targets
should be written as percentages or numbers, such as 96 percent of all students will)
Describe how the data will be collected, stored, analyzed and communicated with
PCSB each year.
How do you plan to track and assess progress toward goals for students with disabilities?
3. Charter School Curriculum [See SRA 38-1802.02 (3), (4)]
a. Student Learning Standards
What learning standards will be used for each academic subject, and why did you
choose these standards?
How does the selection of these standards ensure that all students will be nationally
and internationally competitive, and meet or exceed expectations of the Common Core
State Standards in reading and math and D.C. state standards for science, history,
health and other subject areas?
How will the school ensure that the standards are attainable for English language
learners?
How will the school ensure that the standards are attainable for students with
disabilities?
b. Resources and Instructional Materials
What criteria will be used to select resources and instructional materials for each
subject area and grade level?
How will these resources and materials meet the needs of all learners, including
students with disabilities and English language learners?
How will these resources and materials lead to the accomplishment of the proposed
schools mission and goals and student academic achievement expectations?
Describe the timeline for developing a complete curriculum in the planning year;
include due dates for curriculum maps, unit plans and lesson plans.
c. Methods of Instruction
What methods of instruction will be used?
How will you accommodate different learning styles and the needs for all students?
What specific methods of instruction will you use for English language learners?
What specific methods of instruction will you use for students with disabilities?
Why are the chosen methods well suited for the anticipated student population and
your goals and student achievement expectations and mission?
d. Strategies for Providing Intensive Academic Support
How will the needs of students who are substantially below grade level in reading and
mathematics, but who may not be identified as having a disability, be addressed?
Describe how you plan to provide a continuum of services for students with disabilities
within your school.
Describe how you will establish a preliminary Child Find system, inclusive of three-
tiered academic Response to Intervention strategies, to identify students suspected
of having a disability.
20
e. Strategies for Meeting the Needs of Accelerated Learners
How will the needs of students who are above grade level in reading and mathematics
be addressed?
Note: See Section J for directions on including curricular materials.
No school will receive full approval without submitting a full curriculum for its first
year of operation and a completed scope and sequence for all years set forth in the
charter. Approval with conditions may be granted with a sample curriculum for one
grade level and each core subject area.
f. Graduation/Promotion Requirements
PreK-Middle School Programs: Describe the criteria a student must meet to be eligible
for promotion.
High Schools: Describe courses that must be completed at each grade level to receive
a high school diploma.
Alternative and Adult Education: Describe the requirements a student must meet to
receive a certificate of completion, and/or career certifications, language acquisition
certification, or other programs. Describe the proficiency level(s) that a student must
attain to be promoted to the next level or to successfully exit the program.
Note: High School Applicants only - Include in Section J, a four-year scope and sequence
to ensure that all 9th graders will be on-track to graduate high school in four years
with enough credits to enter competitive four-year colleges.
4. Support for Learning [See SRA 38-1802.02 (10), (11), (14)]
a. Planning Year
Provide a calendar of activities that the school will undertake from charter approval
to opening day. Include such milestones as:
o Transitioning to a Board of Trustees
o Identifying and hiring key personnel
o Creating and finalizing curriculum, including purchasing assessments and materials
o Creating discipline, attendance, promotion, and grading policies approved by your
schools Board of Trustees and by PCSB, to be included in your charter agreement
o Hiring instructional staff
o Identifying, purchasing and renovating (if necessary) a facility
o Engaging the community and recruiting students
o Other
Discuss what you anticipate will be the challenges of entering a new city and how you
expect to address these challenges.
b. School Organization and Culture
What methods will be used to improve student self-motivation, classroom instruction,
and learning for all students?
Describe the plan for building a positive learning environment at the proposed school,
including for students with disabilities and English language learners.
Describe plans for acculturating students who enter the school mid-year or after the
first year of enrollment or who are English language learners or have disabilities.
Describe your complaint resolution policy for parents and students.
21
c. Safety, Order and Student Discipline
Describe how the proposed school will ensure that it has a safe and orderly environment
to protect the health and safety of students and faculty.
Describe the schools philosophy regarding student behavior and discipline for the
general student population and for students with disabilities that supports the school
model.
Provide the proposed schools discipline policy for each grade span offered at full
capacity or a timeline for completion to be included as part of the charter agreement.
d. Professional Development for Teachers, Administrators and Other School Staff:
Describe the professional development that will be provided to teachers, administrators
and staff to implement the educational program and meet the proposed goals.
Address specific professional development plans you have to provide for teaching students
with disabilities and English language learners, including professional development for
all staff on special education service delivery model, teacher responsibility to address
IEP goals in inclusion classes, and accommodations/modifications.
e. Structure of the School Day and Year
Provide the schools calendar (including the number of days the school will be in
session), the daily hours of operation, and the way the school day and year will be
organized for instruction, assessment, independent study, professional development,
Parent-teacher conferences and extra- or co- curricular activities. Include dates if the
school year would need to be extended due to unexpected school closures for inclement
weather and emergencies. (Dates are subject to change.)
High School Applicants only: Include a four-year scope and sequence to ensure that
all 9th graders will be on-track to graduate high school in four years with enough
credits to enter competitive four-year colleges. Include in the scope and sequence
how students who fall off-track can still graduate in four years and be college-ready.
f. Family Involvement
Describe the proposed schools philosophy around family engagement, and how will
it promote this philosophy.
Describe the parent trainings, programs, or initiatives, if any, that will be implemented
to support students families.
Describe how families will be made aware of the proposed schools performance on
the PCSBs Performance Management Framework, the District of Columbia Office of
the State Superintendent of Educations accountability index, and the school's annual
report.
Describe any initiatives currently in place at the existing school(s) to support family
engagement in student learning.
Address how you will include families in your activities and communications who do
not communicate in English.
Describe the way the school plans to inform families about their rights as enumerated
in the Individuals with Disabilities Education Act or Section 504 of the American with
Disabilities Act?
Describe how you will notify parents in case of school closure, early releases, and late
starts due to inclement weather or emergencies.
22
g. Community Participation
Describe how the D.C. community will be engaged in the planning, development and
implementation of the proposed school.
Describe any partnerships the school will have with community organizations,
businesses or other educational institutions.
Specify the nature, purposes, terms and scope of services of any such partnerships,
including any fee-based or in-kind commitments from community organizations or
individuals that will enrich student learning opportunities.
h. Extracurricular Activities
Describe the types of sports, recreational, clubs, and other extracurricular activities
offerings that are planned. Include plans, if any, for participation in intramural sports
with other charter and district schools. Discuss how you will make these programs
accessible to all students including those living below the poverty line.
Discuss how you will make these programs accessible to all students, including those
that may be economically disadvantaged.
i. Technology Plan: Virtual and Blended-learning School Applicants Only
Describe all technological equipment and services that will be required to implement
the curriculum, including hardware, software, connectivity, and media storage.
Specify any equipment that students and families will be responsible for obtaining,
and any equipment that the virtual or blended-learning charter school will provide.
Indicate how the virtual or blended-learning charter school will ensure access to
technology for all students. Describe the scope of technological support that will be
provided, including where support staff will be located, and the hours (including
weekends and holidays) and manner in which support will be accessible to students
and families.
Detail any technological support for which students and families will be responsible.
Explain the procedures to deliver instruction when equipment, software or connectivity
at any location is lost or impaired.
Describe the virtual charter schools Acceptable Use policy.
Specify data protection and recovery procedures in the event of a catastrophic system
failure.
B. Business Plan
1. Planning and Establishment [See SRA 38-1802.02 (8), (13), (14), (16)]
a. Profile of Founding Group
Identify the key members of the founding group and provide a brief bio of each member,
highlighting what experience they will bring to the school.
If founding members have direct experience founding, governing, operating or teaching at
an existing school or a school that has closed, please describe the founders involvement
with the school and, if applicable, the circumstances that led to the closure.
b. Planning Process
Explain how and why the founding group decided to form a school in Washington, DC.
Describe plans for further recruitment of board of trustees and school leadership.
23
c. Corporate Structure and Nonprofit Status of the School
Submit copies of by-laws and articles of incorporation if the school entity has been
incorporated as a public charter school. The articles of incorporation must comply
with 38-1802.04(c)(16) of the SRA. By- laws must include the clause to address
mandatory dissolution in SRA 38-1802.13a.(c)(1). If the school entity has not yet
been incorporated, please describe the process and timeline under which this will
occur.
Note: No school will receive full approval until copies of by-laws and incorporation
documents are provided that demonstrates the schools nonprofit status under the District
of Columbia Nonprofit Corporation Act. A school may receive approval with conditions if
it has not received its 501(c)(3) status but can produce evidence of applying.
2. Governance and Management [See SRA 38-1802.02 (7), (9); 38-1802.05]
a. Board of Trustees
Describe how the founding group will create an independent and autonomous local
Board of Trustees as required by the SRA. The Board of Trustees must include two
parents, majority DC residents, and an odd number of people, not to exceed 15.
Explain the procedure by which board members have been and will be selected.
Describe how the board will be organized to manage and provide strategic direction
for the proposed school.
Describe the relationship the board will have with the management organization/
network, if applicable.
Outline the succession planning for the board members and leadership.
Describe the relationship of the Board of Trustees to the schools administrators, staff,
parents, and students.
Note: Provide Board of Trustees job description and performance expectations in
Section I of the application.
Note: The PCSB reserves the right to conduct background checks (AAA Credit Release)
on the Board of Trustees for those applications that are granted full approval or approval
with conditions.
b. Rules and Policies
Discuss the powers and duties of the Board of Trustees.
Describe the Boards ethical standards and procedures for identifying and addressing
conflicts of interest.
Identify any existing relationships that could pose actual or perceived conflicts if the
application is approved: discuss specific steps that the board will take to avoid any
actual conflicts and to mitigate perceived conflicts.
Note: Submit a Code of Ethics Statement in Section I of the application.
c. Administrative Structure
Provide an organization chart that illustrates the administrative and reporting structure
of the school and the Board of Trustees. Provide commentary as needed.
24
d. Performance History of Charter Management Organization or Education Management
Organization, if applicable:
For Eligible Applicants contracting with a Charter Management Organization (CMO)
or Education Management Organization (EMO), provide the following information to
demonstrate that the CMO or EMO has the capacity to successfully provide services to a
public charter school in the District of Columbia:
A list of other schools managed by the CMO or EMO, with address and contact information
and demographic profiles of the student body.
State accountability data for each school in a comparable market for at least the last
three years:
Performance data for all student subgroups served by grade level;
Data which shows any within school and within comparable schools achievement gaps
and how the school has made progress in closing them;
Non-academic indicators that describe the schools performance (i.e., student attendance,
retention, graduation data, suspensions/expulsions, waiting lists, etc.);
Descriptive information (i.e., grades served, number of students, years of operation,
demographics, student and staff attrition rates, etc.);
Any additional evidence that the existing design has been effective in raising student
achievement (Section I).
Three years of audited financial statements and management letters and most recent
internal financial statements for the organization as a whole and any related business
entities.
Disclose any sanctions placed on the CMO or EMO managed schools short of closure,
such as shortened or conditional renewals, withdrawals/non-openings of schools,
intervention caused by performance deficiencies or compliance violations.
Disclose any management contracts broken with any schools and any current or past
litigation that has involved the CMO or EMO or any school it operates.
Disclose any negative publicity that the PCSB would discover through researching the
CMO or EMO and explain the circumstances of such publicity.
Include a draft contract between the CMO or EMO and the schools Board of Trustees with
a clear description of the services to be provided, including the roles and responsibilities
of the CMO or EMO in relation to the applicant, the schools management, and the
schools governing body; a term sheet indicating the fees proposed to be paid by the
proposed school, the length of the proposed contract, the terms of the contracts renewal,
and provisions for termination; academic, financial, and operational performance
expectations for the CMO or EMO and how the governing Board will monitor and
evaluate that performance.
Note: In Section I, include an organizational chart showing the relationship among all
business entities being operated by or affiliated with the CMO or EMO.
3. Finance [See SRA 38-1802.02 (6)]
a. Anticipated Sources of Funds
Indicate the amount of funding you expect to receive from the per pupil allocation.
Include add-ons for grade levels, students with disabilities, and English language
learners. Indicate the amount and sources of additional funds, property, or other
resources expected to be available for the costs of planning, startup, and operation of
the proposed public charter school. Where grants or loans are included, please indicate
25
which of these are in hand and which are anticipated. For anticipated grants or loans,
please provide evidence of firm commitments where they exist.
Describe what contingencies are in place in the event that funds for per pupil allocations
are not available as early as expected, or are lower than expected.
Explain the specific financial goals and objectives for the projected five-year budget
(e.g., capital improvements, equipment, increased instructional and staffing costs).
b. Planned Fundraising Efforts
Describe any planned fundraising efforts to supplement the per pupil allocation for
operating expenses.
Discuss plans for raising funds to cover planning and development expenses expected
to occur prior to opening the school.
c. Financial Management and Accounting
Describe the financial management and internal accounting procedures of the school,
including the fiscal controls that will be put in place to ensure accountability.
Describe the schools cash flow management plan and how it will ensure availability of
funds throughout the year. If the charter school is being established as an outgrowth of
an existing organization, describe how the charter school's resources will be segregated
from those of the affiliate organization.
Note: The charter school must agree to maintain its financial records in accordance
with generally accepted accounting principles (as defined by the American Institute
of Certified Public Accountants).
d. Civil Liability and Insurance
Indicate the types of insurance and the levels of coverage sought.
e. Provision for Audit
Describe the provisions that will be made for conducting annual audits of the financial
operations of the school.
4. Facilities [See SRA 38-1802.02 (6); 38-1802.09]
a. Identification of a Site
Have you identified a site for your school? If so, provide the address and the ward in
which it is located and provide a general description of how the facility meets your
programmatic needs, including occupancy limits.
Describe any renovations that may be required.
Is the site handicap accessible?
If the site has been purchased, attach a copy of the deed of trust.
If a lease has been signed for this site, attach a copy and list its key terms. If a lease
has not been signed, when will this happen? If there is a draft lease, please attach it.
If a site has not been identified, list the addresses of sites under consideration and
provide a timetable for acquiring the site by lease or purchase.
If proposing to convert an existing public school, include in the discussion what
renovations are planned and whether the city will be expected to provide any capital
improvements to the site.
26
Note: No applicant will receive final approval of its charter until it has demonstrated
that it has acquired title to or otherwise secured the use of a facility. If converting an
existing public school, include a Letter of Intent in Section I indicating the terms and
conditions of the proposed lease.
b. Financing Plans for Facilities:
Describe financing plans for acquisition (purchase, lease, etc.) and renovation of a
facility.
c. Building Maintenance:
Describe plans for building maintenance, including how applicable codes and standards
are met to ensure the health and safety of staff and students.
5. Recruiting and Marketing [See SRA 38-1802.06]
a. Recruitment of Students:
What outreach efforts will be made to recruit families and students? Discuss how the
school and the education program will be publicized throughout the community.
Provide a timeline for student recruitment?
If planning to locate the school in an area that is densely populated with schools,
describe a recruitment strategy that will ensure adequate enrollment.
Provide a contingency plan to ensure viability of the school should enrollment be
significantly less than expected.
If the school is targeted for a specific population, describe how recruitment efforts
will ensure a fair and equitable open enrollment process.
C. Operations Plan
1. Student Policies and Procedures [See SRA 38-1802.02(10); 38-1802.06]
a. Timetable for Registering and Enrolling:
Will the school join the D.C. common application date and efforts to develop a
common lottery? If not, what is your anticipated application release date, due date
and enrollment date?
Describe the process for enrolling students if more students apply than available spaces
in the school and the procedures for allowable preferences.
b. Policies and Procedures for Open Enrollment, including Waitlist of and Withdrawal
of Students:
Describe your policies and procedures that will guide the enrollment and withdrawal
of students, including verification of District residency and establishing a waitlist or
wait pool.
Explain your policy about accepting students mid-year if space becomes available.
At what grade levels will you be accepting new students? If you are limiting enrollment
to certain grades, explain your reason for this and how you will accommodate annual
attrition?
c. Students with Disabilities:
Describe how the proposed school will identify students with disabilities.
Describe how your school will provide a Free and Appropriate Public Education to
27
students with disabilities according to the Individuals with Disabilities Education Act
(IDEA) or Section 504 of the Rehabilitation Act of 1973 (Section 504). Specifically,
o Describe the school's plan for providing a continuum of services for students
requiring levels 1 to 4.
o Describe how you will serve students with 504 plans
Identify the data you will use to determine the least restrictive environment (LRE)
for students with disabilities along the continuum of services.
d. English Language Learners:
Describe how English language learners will be identified.
Describe how the proposed school will ensure effective communication with families
who are not English speakers.
2. Human Resource Information [See SRA 38-1802.02 (12), (18); 38-1802.07]
a. Key Leadership Roles:
Provide the names and qualifications of the persons who will hold critical positions
in the public charter school - chief administrative officer (e.g., executive director,
principal or head of school); curriculum leader (e.g., curriculum coordinator or director,
lead teacher, principal); business officer; and legal counsel, and the percentage of the
person's time that will be assigned to these duties.
If permanent selections for these roles have not yet been made, indicate the names and
supply the rsums of the individuals who are providing leadership for these areas of
responsibility during the planning period. Describe plans to recruit individuals to fill
these key leadership roles permanently.
b. Qualifications of School Staff:
Describe the criteria that will be used in hiring teachers, administrators, and other
school staff, and how these criteria will meet or exceed the requirements of the No
Child Left Behind Act.
Describe the recruitment strategies that will be employed to achieve the desired quality
of staff.
c. Staffing Plan:
Provide information about the anticipated number of staff members, their positions,
specifying those who will serve students with disabilities and English language learners,
and the pupil-teacher ratio.
Explain how staff will be organized to accomplish the schools mission and goals.
Describe plans for teacher retention and professional development.
d. Employment Policies
Describe policies regarding salaries, contracts, hiring and dismissal, dispute resolution,
evaluation of staff, benefit plans (including pensions), and other matters related to
staffing.
Describe how salaries and benefit plans will be competitive with the surrounding
market to attract the quality of staff desired.
Describe policies on equal employment opportunities and maintenance of a drug-free
workplace. If these policies are not yet in place, by when will the policies be developed?
28
Describe how the existing or proposed policies will assure that the retirement rights
and benefits of current employees of the District of Columbia Public Schools will be
protected if they accept employment at the proposed public charter school.
3. Implementation of the Charter [See SRA 38-1802.02 (6), (15); 38-1802.04(c)]
a. Maintenance and Reporting of Academic and Non-Academic Performance Data:
Describe how the proposed schools technology structure or plan will be used to
enhance the educational environment and how it will aid in general communication
with students, parents, and the PCSB.
Discuss how the proposed technology infrastructure will support the maintenance
and transmittal of academic and non-academic performance data.
Identify the person(s) and/or title(s) of those who will be responsible for collecting,
maintaining and reporting data to stakeholders.
b. Major Contracts Planned
Describe all major contracts planned, with a value equal to or exceeding $25,000, for
equipment, educational and other services, leases, improvements, purchases of real
property, or insurance. Provide the name(s) of prospective contractors, if known.
Note: No applicant will be approved without a timeline that demonstrates adequate
plans for procuring needed services, such as identification and renovation of a facility,
food services, lease, textbooks, etc. See SRA 38-1802.02(6)(C) and 38-1802.04(c)(1).
c. Services Sought from the District of Columbia Public Schools:
List and describe the nature and extent of any services to be sought from the DC Public
Schools. These might include such things as special education services, transportation,
or food services.
D. Certifications
1. Required to be submitted with the initial application:
a. An Assurances Form, located in Appendix B, is required to be signed by a duly authorized
representative of the applicant and submitted with the initial application.
E. Budget
1. Budget Narrative
a. Provide a budget narrative that includes a description of the assumptions on which
revenues are based, as well as the basis for the calculation of line item expenses.
b. Include a list of all components that make up each line item in the budget. For example, the
narrative description corresponding to Line Item 23 Salary of Teachers should provide
a detailed itemization of the number of teachers and average salary budgeted (i.e., 20
teachers @ $50,000 = $1million).
2. Pre-Opening Expenses
A public charter school is likely to incur considerable costs before it receives its first payment
from the per pupil allocation, usually in October. Provide a budget projection that includes
revenues and expenses related to anticipated early planning and implementation costs that
are expected to be incurred between the time a charter is awarded and July 1 of the start-up
29
year, and which are not likely to be covered by the school's first-year operating budget. Also,
provide a cash flow projection for this period.
3. Two-Year Operating Budget
Using the form available, prepare and submit a Two-Year Operating Budget (using a fiscal year
of July 1 to June 30) that includes sources of revenue, both public and private, and planned
expenditures.
If the Two-Year and Five-Year Operating Budget Projections include revenues from non-formula
grants, donations, and/or activity fees (such as before- and after-school care) that amount
to 10 percent or more of total revenues, please submit two- and five-year budget projections
that show how the school would continue to operate and meet its objectives using only the
funds provided by the per pupil allocation and formula grants.
In addition to the other expenditures associated with operating the public charter school, the
applicant must include in its operating budget an Administrative Fee of one-half of one percent
of the annual budget of the school, payable to the District of Columbia Public Charter School
Board to cover the costs associated with the performance of its administrative responsibilities.
4. Estimated Five-Year Budget Projections
Using the form available, prepare and submit five-year estimates of the public charter school
budget. These projections are needed to ensure that a school can cover its estimated fixed
and variable costs with its expected per pupil funding.
5. Capital Budget
In addition to including capital costs in the Two-Year Operating Budget Projection, please
provide a capital budget.
6. Cash Flow Projection for Year One
Using the form available, provide a monthly cash flow projection for the period from July 1
through June 30 of Budget Year One.
F. Rsums, Board Member Agreements, and Statements of Interest and Qualifications
Submit two rsums, Board Member Agreements including a signed Conflict of Interest Form,
and a signed personal statement, in that order, from each founding member that describes his/
her interest in the proposed charter school, his/her role in the development of the application,
his/her role should a charter be granted, and the expertise and resources that he/she will
bring in establishing the proposed charter school. One set of rsums should have complete
information. The second set of rsums should have all personal information (i.e. street
address, city and state, phone number and email) redacted.
G. Conflict of Interest
Include a Conflict of Interest Form, located in Appendix B, signed by all founding and Board of
Trustee members (note: Personal Background Check Consent Forms, also in Appendix B, must be
submitted at the time of application under separate cover; Personal Background Check Consent
Forms are not to be included in the application). To the extent that additional Board members
are in place when the school opens, those members are also subject to such a policy and must
sign the Conflict of Interest Form to be provided to PCSB.
30
H. Demographic Analysis
Using the Demographic Analysis Form provided in Appendix B, collect and report data describing
the status of schools in the intended location that serve the same age/grade levels as included in
this proposal. Based on the information provided in the analysis, how will the school compete
with other schools in the intended location in the recruitment of students and highly qualified
teachers and a facility?
I. Required Documents
Articles of Incorporation
Bylaws Bylaws must include the clause to address mandatory dissolution in SRA 38-1802.13a.
(c)(1)
Charter School Individual Board Member Agreement (including signed Conflict of Interest
Form)
Charter School Board of Trustees Job Description
Code of Ethics
Conversion Endorsement Certification (if applicable)
Discipline Policy
Letter of Intent for Facility (if applicable)
Management Agreement and Related Documents (if applicable)
J. Course Curriculum (Scope and Sequence) includes:
Course and unit objectives
Course standards broken down by unit
Summative assessments that measure standard attainment by unit and for the course
Instructional materials/textbooks/on-line resources
Instructional strategies for each unit
Unit sequence
Note: For full charter approval, each course curriculum for the first year of operation and a
plan to complete the remaining courses must be submitted and approved. For Approval with
Conditions, a sample course curriculum is sufficient.
31
Appendix A
________________________________________________________________
Conversion Applications - Special Requirements
SRA 38-1802.01 (a) and (b) provide that an applicant seeking to convert a District of Columbia
public school or an existing private or independent school in the District of Columbia into a public
charter school shall file such an application after the Petition:
is signed by two-thirds of the sum of (i) the total number of Parents of minor students attending
the school; and (ii) the total number of adult students attending the school; and
is endorsed by at least two-thirds of full-time teachers employed by the school.
Applicants may choose to collect and aggregate parental signatures in one of two ways:
signatures from Parents representing two-thirds of the students enrolled in the school; or
signatures from Parents representing two-thirds of the families represented in the school.
To qualify for conversion to charter school status, schools must submit signatures from Parents,
adult students, and teachers as of the Spring 2014 term on March 3, 2014.
As signatures are being gathered, applicants must provide Parents, teachers, and adult students with
a brief summary describing the proposed public charter school. Applicants must obtain conversion
endorsement signatures using an individual sheet for each signee that includes the following statement:
I, the undersigned, affirm that my signature on this form indicates that I have received information
describing the proposal to have [School Name] converted from a [type of school: public, private, or
independent] school into a public charter school, and that I support the proposal.
In addition, the signature forms with parental endorsement must include the students name, Parents
name, and Parents address with each signature. The signature forms for teacher endorsement must
include the teachers name and the teachers address with each signature. The signature forms for
adult student endorsement must include the students name and the students address with each
signature.
In addition to endorsement signatures, conversion applications should also include:
1. rosters including the names and addresses of: all minor students, including the names and
addresses of their Parents or legal guardians; all adult students attending the school; and all
full-time teachers employed by the school;
2. a brief explanation of the procedures that have been used to obtain and count the signatures
of Parents;
3. a description of the community outreach efforts that provides clear evidence that the community
has been informed of the proposed conversion;
4. the Conversion Endorsement Certification form, provided below, signed by the applicant's
authorized representative;
5. achievement data for the school to be converted for the past three years, including performance
on District-wide Assessments;
6. attendance data for the school to be converted for the past three years; and
32
7. a report of incidents involving outside authorities (police, fire department) over the past three
years for the school to be converted
Conversion Endorsement Certification Form
As the authorized representative of the applicant, I certify that the signatures for the conversion of
[Name of School] to the [Name of Proposed Charter School] satisfy the requirements for conversion
endorsement as stated in Subtitle B, 38-1802.01 (a) and (b) of the District of Columbia Reform Act
of 1995, as amended.
________________________________________________________ ________________________________________
Signature of Authorized Certifying Official Title
________________________________________________________ ________________________________________
Applicant Organization Date Submitted
33
Appendix B: Forms
________________________________________________________________
The following pages contain the forms referenced in the Application Guidelines. Applicants are asked
to make copies of these forms and use them in the preparation of their applications.
1. Declaration of Intent to Apply Form
2. Demographic Analysis Form
3. Assurances Form
4. Conflict of Interest Form
5. Personal Background Check Consent Form
34
35
Declaration of Intent to Apply Form
The undersigned individual/organization is considering the possibility of submitting an application
to establish a public charter school in Washington, D.C. We wish to participate in all forums and
receive all information provided to potential applicants by the District of Columbia Public Charter
School Board.
Entity Interested in Applying ______________________________________________________________________________
Address _______________________________________________________________________________________________________
Name of Contact Person _____________________________________________________________________________________
Daytime Telephone ________________________________________ FAX ___________________________________________
Email Address ________________________________________________________________________________________________
Name of Proposed School ___________________________________________________________________________________
Target Population to be Served _____________________________________________________________________________
You are invited to provide a one-paragraph description of the public charter school you are interested
in establishing.
Please complete and mail this form to the following address:
District of Columbia Public Charter School Board
3333 14th Street, NW
Suite 210
Washington, D.C. 20010
The form may also be emailed to: [email protected]
Filing this Notice of Intent is entirely voluntary and does not obligate a potential applicant in any way.
36
37
Demographic Analysis Form
Name of Proposed School ___________________________________________________________________________________
Proposed Location ___________________________________________________________________________________________
(Address or general locationNE, SW, NW, SE. If no general location has been identified, provide
information for top two options.)
Projected Age Range and Number of Students Expected to Enroll by Year:
PK3 PK4 K 1 2 3 4 5 6 7 8 9 10 11 12 Adult TOTAL
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
Year 7
Year 8
Capacity
Anticipated Student Demographics
Ethnicity Race
Students with
Disabilities
English
Language
Learners
Economically
Disadvantaged
Hispanic
Not
Hispanic
B W A Other 1 2 3 4
Year 1
Year 2
Year 3
Year 4
Year 5
38
Similar Schools Profile
Please provide the following information for schools that serve the same age/grades as you propose
and are located in the same location where you propose to establish your charter school, target the
same students you choose to target and/or offer a similar mission or educational program:
School Name
Enrollment
2013-2014
1
Type
2
% Low
Income
DC-CAS Performance
(% Proficient reading and math)
on most recent test
NOTES:
2
Type = DCPS, public charter school, private, parochial, independent, other
39
Assurances Form
(This form must be submitted with the application.)
As the authorized representative of the applicant, I acknowledge the obligation of the proposed
public charter school to comply with the following:
1. Maintain non-profit status under terms stated in the District of Columbia Non-profit Corporation
Act prior to receiving a charter. (School Reform Act (SRA) 38-1802.04(c)(16))
2. Seek, obtain, and maintain accreditation for the public charter school from at least one of the
accrediting bodies listed in Part B of the District of Columbia School Reform Act or a body
otherwise approved by the D.C. Public Charter School Board. (SRA 38-1802.02(16))
3. Remain nonsectarian and not be affiliated with a sectarian school or religious institution.
(SRA 38-1802.04 (c)(15))
4. Submit an annual audit of financial statements according to Government Auditing Standards,
by a Certified Public Accountant listed in the Approved Auditor List for charter schools
5. Offer open enrollment to all students who are residents of the District of Columbia, and use
a random selection process when the school receives more applications from students of the
District of Columbia than there are spaces available. (SRA 38-1802.06 (a), (b), (c), and (d))
6. Provide PCSB with student enrollment data required for submission to the Office of the Chief
Financial Officer and the District of Columbia Public Schools Office of Categorical Programs.
(SRA 38-1802.04 (c)(12))
7. Collect, record, and report attendance, discipline, and enrollment data in compliance with the
policies and procedures of PCSB, using the reporting software required by PCSB.
8. Collect and report academic and non-academic performance using technology prescribed by
PCSB
9. Not charge tuition, fees, or other mandatory payments for attendance at the public charter
school or for participation in its programs, except to Non-Resident Students or for field trips
or similar activities. (SRA 38-1802.04 (c)(2))
10. Establish an informal complaint resolution process no later than two months prior to the first
date on which instruction commences. (SRA 38-1802.04 (c)(13))
11. Provide training to relevant school personnel and Board of Trustee members in financial
management, governance and management, and other areas as deemed necessary by PCSB.
12. Provide PCSB access to and the right to examine all records or documents related to the
award, as well as any documents and records, including audit findings, needed to determine
the performance of the school under the terms of its charter. (SRA 38-1802.11(a)(2))13.
13. Comply with the following federal and local laws:
a. Health and Safety: See SRA 38-1802.02(11) and 38-1802.04(c)(4); Healthy Schools Act of
2010; federal and local laws regarding background checks for all employees and volunteers
working with children and referring students to the Child and Family Services Agency for
instances of education neglect and suspected abuse
b. Building Safety: D.C Building and Fire Codes (D.C. Code 5-501 et seq.)
c. Maintenance and Dissemination of Student Records: Family Educational Rights and Privacy
Act,
d. Certain Requirements of Educational Institutions: Compulsory School Attendance (D.C.
40
Code 38-201 et seq.); Immunization of School Students (D.C. Code 38-501 et seq.);
Tuition of Nonresidents (D.C. Code 31-301 et seq.); Non-Profit Corporations (D.C. Code
29-401 et seq.)
e. Subchapter B of the Individuals with Disabilities Education Act (20 U.S.C. 1411, et seq.)
and Section 504 of the Rehabilitation Act of 1973 (29 U.S.C. 794); any and all federal and
local laws around providing a free and appropriate public education to all students with
disabilities.
f. English Language Learners: all federal and local laws and applicable regulations regarding
identifying and serving students who are English language learners
g. Title I of the Elementary and Secondary Education Act .
h. Civil Rights Statutes and Regulations of the Federal Government and the District of
Columbia: The Age Discrimination Act of 1975 (42 U.S.C. 6101 et seq.); title VI of the Civil
Rights Act of 1964 (42 U.S.C. 2000d et seq.); title IX of the Education Amendments of 1972
(20 U.S.C. 1681 et seq.); and the Americans with Disabilities Act of 1990 (42 U.S.C. 12101
et seq.)
i. Background Checks of Employees and Volunteers: Perform an initial background check
with respect to each employee and each person who regularly volunteers at the School
more than ten (10) hours a week prior to the commencement of such employment or
volunteer assignment; consider the results of such background checks in its decision to
employ or utilize such persons either directly or through a School Management Contract.
From time to time as established by the School Corporation, conduct random background
checks on each employee and each person who regularly volunteers at the School more
than ten (10) hours a week, but at a minimum once every two (2) years. (D.C. Code 4-
1501 et seq.; District of Columbia Municipal Regulations 6B-412-427).
j. Other: All other laws deemed applicable by PCSB (SRA 38-1802.11(a)(1)(B)).
Signature of Authorized Certifying Official Title
Applicant Organization Date Submitted
41
Conflict of Interest Form
(This form must be included in the application
and completed by all founding and Board of Trustee member.)
Instructions: Check yes or no to each question in the table below. If you answer yes to any of the
following questions, please provide an explanation on a separate sheet of paper, labeling explanations
with the number of the corresponding question.
Questions Yes No
1
Do or will you or your spouse have any contractual agreements with the proposed
charter school?
2
Do you, your spouse, or any member of your immediate family have any ownership
interest in any educational service provider (ESP) or any other company contracting
with the proposed charter school?
3 Did or will you or your spouse lease or sell property to the proposed charter school?
4
Did or will you or your spouse sell any supplies, materials, equipment or other personal
property to the proposed charter school?
5
Have you or your spouse guaranteed any loans for the proposed charter school or
loaned it any money?
6
Are or will you, your spouse, or any member of your immediate family be employed
by the proposed charter school, its ESP or other contractors?
7 Did you or your spouse provide any start-up funds to the proposed charter school?
8
Did or do you or your spouse, or other member of your immediate family, have ownership
interest, directly or indirectly, in any corporation, partnership, association or other
legal entity that would answer yes to any of the questions 1-7?
9
Does any other board, group or corporation believe it has a right to control or have
input on votes you will cast as a founding member or member of the Board of Trustees?
10 Do you currently serve as a member of the board of any public charter school?
11 Do you currently serve as a public official?
12
Have you, your spouse, or any member of your immediate family applied to establish
or participated in the establishment of a charter school?
13
To the best of your knowledge, are there situations not described above that may give
the appearance of a conflict of interest between you and the proposed charter school,
or which would make it difficult for your to discharge your duties or exercise your
judgment independently on behalf of the proposed charter school?
Signature Title
Applicant Organization Date Submitted
42
43
Personal Background Check Consent Form
(This form must be submitted under separate cover with the application
and completed by all founding and Board of Trustee members.)
The undersigned hereby authorizes the District of Columbia Public Charter School Board (PCSB)
and its agent, Manuel, Daniels, Burke International, LLC, to procure information with respect
to the undersigneds criminal, litigation, credit, employment and education histories. Accordingly,
the undersigned hereby authorizes all persons, schools, companies, corporations, credit bureaus,
and law enforcement agencies to release such information without restriction or qualification to
the PCSB and its agent, Manuel, Daniels, Burke International, LLC, and their respective officers,
agents, employees, and servants. I voluntarily waive all recourse and release them from liability
for complying with this authorization. I authorize that a photocopy of facsimile copy of this
release shall be considered as valid as the original.
Name: _________________________________________________________________________________________________________
Other name(s) used: _________________________________________________________________________________________
Address: ______________________________________________________________________________________________________
_________________________________________________________________________________________________________________
If the above address is less than two years old, previous address:
_________________________________________________________________________________________________________________
Has the undersigned ever (1) been charged with any criminal offense (felony or misdemeanor),
(2) had a civil judgment rendered against the undersigned for or been convicted of a commission of
fraud, embezzlement, theft, forgery, bribery, falsification or destruction of records, making false
statements, tax evasion or receiving stolen property or (3) been debarred, suspended, proposed
for debarment, or declared ineligible for the award of any government contracts? If so, please
explain on a separate sheet of paper and attach to this form. Yes _____ No_____
For individuals only:
Birth date: ____________________________________________ Social Security Number: _________________________
Drivers license number and state: _________________________________________________________________________
The undersigned hereby certifies that the information contained herein is true to the best of knowledge
of the undersigned.
Signature: _______________________________________________________________ Date: ____________________________
Name of School: ______________________________________________________________________________________________
For organizations, name and title of authorized signatory: _____________________________________________
44
45
Appendix C
________________________________________________________________
Pre-Opening (Planning Year) Budget
Two-Year Operating Budget Worksheet
Five -Year Estimated Budget Worksheet
Monthly Cash Flow
46
47
Pre-Opening (Planning Year) Budget Worksheet
DESCRIPTION BUDGETED AMOUNTS
REVENUES
Column A
Column B
Column C
Column D
501(c)3
School Applicant
Education
Management
Organization
Total Revenues by
Funding Source
Expenditures as a
Percent of Total
Public Funding
1 Per Pupil Charter Payments
2 Per Pupil Facilities Allowance
3 Federal Entitlements
0
0
0
4 Other Government Funding/Grants 0
5 Total Public Funding 0
6 Private Grants and Donations 0
7 Activity Fees 0
8 Loans 0
9 Other Income (please describe in footnote) 0
10 Total Non-Public Funding 0
11 EMO Management Fee (= line 73, col. G) 0
12
13
14 TOTAL REVENUES
EXPENSES
501(c)3
School Applicant
Education
Management
Organization
Combined Total
Expenditures as a
Percent of Total
Public Funding
Personnel Salaries and Benefits
15 Principal/Executive Salary
16 Teachers Salaries
17 Teacher Aides/Assistance Salaries
18 Other Education Professionals Salaries
19 Business/Operations Salaries
20 Clerical Salaries
21 Custodial Salaries
22 Other Staff Salaries
23 Employee Benefits
24 Contracted Staff
25 Staff Development Costs
26
27 Subtotal: Personnel Costs
28
29 Direct Student Costs
30 Textbooks
31 Student Supplies and Materials
32 Library and Media Center Materials
33 Computers and Materials
34 Other Instructional Equipment
35 Classroom Furnishings and Supplies
36 Student Assessment Materials
37 Contracted Student Services
38 Miscellaneous Student Costs
39
40 Subtotal: Direct Student Costs
41
42 Occupancy Expenses
43 Rent
44 Mortgage Principal Payments
45 Mortgage Interest Payments
46 Building Maintenance and Repairs
47 Renovation/Leasehold Improvements
48 Utilities
49 Janitorial Supplies
50 Equipment Rental and Maintenance
51 Contracted Building Services
52
53 Subtotal: Occupancy Expenses
54
55 Office Expenses
48
Pre-Opening (Planning Year) Budget Worksheet
56 Office Supplies and Materials
57 Office Furnishings and Equipment
58 Office Equipment Rental and Maintenance
59 Telephone/Telecommunications
60 Legal, Accounting and Payroll Services
61 Printing and Copying
62 Postage and Shipping
63 Other
64
65 Subtotal: Office Expenses
66
67 General Expenses
68 Insurance
69 Interest Expense
70 Transportation
71 Food Service
72 Administration Fee (to PCSB)
73 EMO Management Fee
74 Other General Expense
75
76 Subtotal: General Expenses
77
78 TOTAL EXPENSES
79
80 EXCESS (OR DEFICIENCY)
81 Excess (or deficit) retained by school
82 Excess (or deficit) retained by EMO
49
Two-Year Operating Budget Worksheet: Year ONE
DESCRIPTION BUDGETED AMOUNTS
REVENUES
Column A
Column B
Column C
Column D
501(c)3
School Applicant
Education
Management
Organization
Total Revenues by
Funding Source
Expenditures as a
Percent of Total
Public Funding
1 Per Pupil Charter Payments
2 Per Pupil Facilities Allowance
3 Federal Entitlements
4 Other Government Funding/Grants
5 Total Public Funding
6 Private Grants and Donations
7 Activity Fees
8 Loans
9 Other Income (please describe in footnote)
10 Total Non-Public Funding
11 EMO Management Fee (= line 73, col. G)
12
13
14 TOTAL REVENUES
EXPENSES
501(c)3
School Applicant
Education
Management
Organization
Combined Total
Expenditures as a
Percent of Total
Public Funding
Personnel Salaries and Benefits
15 Principal/Executive Salary
16 Teachers Salaries
17 Teacher Aides/Assistance Salaries
18 Other Education Professionals Salaries
19 Business/Operations Salaries
20 Clerical Salaries
21 Custodial Salaries
22 Other Staff Salaries
23 Employee Benefits
24 Contracted Staff
25 Staff Development Costs
26
27 Subtotal: Personnel Costs
28
29 Direct Student Costs
30 Textbooks
31 Student Supplies and Materials
32 Library and Media Center Materials
33 Computers and Materials
34 Other Instructional Equipment
35 Classroom Furnishings and Supplies
36 Student Assessment Materials
37 Contracted Student Services
50
38
39
40
41
Miscellaneous Student Costs
Student C
42 e e
43
44
45
46
47
48
49
50
51
52
53
Rent
Mortgage Principal Paymen s
Mortgage Interest Paymen s
Building Maintenance and Repairs
Renovation/Leasehold mprovemen s
Utilities
Janitorial Supplies
Equipment Rental and Main enance
Contracted Building Services
e e
Two-Year Operating Budget Worksheet: Year ONE
54
55 Office Expenses
56 Office Supplies and Materials
57 Office Furnishings and Equipment
58 Office Equipment Rental and Maintenance
59 Telephone/Telecommunications
60 Legal, Accounting and Payroll Services
61 Printing and Copying
62 Postage and Shipping
63 Other
64
65 Subtotal: Office Expenses
66
67 General Expenses
68 Insurance
69 Interest Expense
70 Transportation
71 Food Service
72 Administration Fee (to PCSB)
73 EMO Management Fee
74 Other General Expense
75
76 Subtotal: General Expenses
77
78 TOTAL EXPENSES
79
80 EXCESS (OR DEFICIENCY)
81 Excess (or deficit) retained by school
82 Excess (or deficit) retained by EMO
ASSUMPTIONS
Student Enrollment
Facility Size (square footage)
Average Teacher Salary
Student/Teacher Ratio
Other Major Assumptions
NOTES:
51
Two-Year Operating Budget Worksheet: Year TWO
DESCRIPTION BUDGETED AMOUNTS
REVENUES
Column A
Column B
Column C
Column D
501(c)3
School Applicant
Education
Management
Organization
Total Revenues by
Funding Source
Expenditures as a
Percent of Total
Public Funding
1 Per Pupil Charter Payments
2 Per Pupil Facilities Allowance
3 Federal Entitlements
4 Other Government Funding/Grants
5 Total Public Funding
6 Private Grants and Donations
7 Activity Fees
8 Loans
9 Other Income (please describe in footnote)
10 Total Non-Public Funding
11 EMO Management Fee (= line 73, col. G)
12
13
14 TOTAL REVENUES
EXPENSES
501(c)3
School Applicant
Education
Management
Organization
Combined Total
Expenditures as a
Percent of Total
Public Funding
Personnel Salaries and Benefits
15 Principal/Executive Salary
16 Teachers Salaries
17 Teacher Aides/Assistance Salaries
18 Other Education Professionals Salaries
19 Business/Operations Salaries
20 Clerical Salaries
21 Custodial Salaries
22 Other Staff Salaries
23 Employee Benefits
24 Contracted Staff
25 Staff Development Costs
26
27 Subtotal: Personnel Costs
28
29 Direct Student Costs
30 Textbooks
31 Student Supplies and Materials
32 Library and Media Center Materials
33 Computers and Materials
34 Other Instructional Equipment
35 Classroom Furnishings and Supplies
36 Student Assessment Materials
37 Contracted Student Services
52
38
39
40
41
Miscellaneous Student Costs
Student C
42 e e
43
44
45
46
47
48
49
50
51
52
53
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Contracted Building Services
e e
Two-Year Operating Budget Worksheet: Year TWO
54
55 Office Expenses
56 Office Supplies and Materials
57 Office Furnishings and Equipment
58 Office Equipment Rental and Maintenance
59 Telephone/Telecommunications
60 Legal, Accounting and Payroll Services
61 Printing and Copying
62 Postage and Shipping
63 Other
64
65 Subtotal: Office Expenses
66
67 General Expenses
68 Insurance
69 Interest Expense
70 Transportation
71 Food Service
72 Administration Fee (to PCSB)
73 EMO Management Fee
74 Other General Expense
75
76 Subtotal: General Expenses
77
78 TOTAL EXPENSES
79
80 EXCESS (OR DEFICIENCY)
81 Excess (or deficit) retained by school
82 Excess (or deficit) retained by EMO
ASSUMPTIONS
Student Enrollment
Facility Size (square footage)
Average Teacher Salary
Student/Teacher Ratio
Other Major Assumptions
NOTES:
53
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56
Application Checklist
________________________________________________________________
________Applicant Information Sheet
________Executive Summary
________Educational Plan
________Business Plan
________Operations Plan
________Certifications (Assurances Form)
________Budget
_______Budget Narrative
_______Pre-Opening/Planning Year Budget
_______Two-Year Operating Budget
_______Five-Year Estimated Budget Monthly Cash Flow Projection
_______Capital Budget
________Discipline Policy
________Rsums, Board Member Agreements, and Statements of Interest and Qualifications
_______Full Rsums, Board Member Agreements, and Statements of Interest and Qualifications
_______Redacted Rsums, Board Member Agreements, and Statements of Interest and
Qualifications that will be posted to www.dcpcsb.org and made available to the public
upon request.
________Conflict of Interest Form
________Demographic Analysis Form
________Articles of Incorporation
________Bylaws
________Code of Ethics
________Management Agreement and Related Documents (if applicable)
________Financial Audits for the Last Three Years
________Most Recent Two Years Annual Reports
________Letter of Intent for Facility (if applicable)
________Charter School Board of Trustees Job Description
________Charter School Individual Director Performance Expectations
The following curricular materials must be included in Section J in the electronic version only, with
a link to a portal, website or PDF that can be accessed by applicant reviewers:
________Student Learning Standards
________Assessments
________Full Curriculum (for full approval), Curriculum Sample (for Conditional Approval)
________Scope and Sequence for Earning a High School Diploma (High Schools only)
57
ST. COLETTA
PAUL
SEPTIMA CLARK
ACHIEVEMENT PREPARATORY ACADEMY
YOUTHBUILD
APPLETREE BOOKER T. WASHINGTON
WILLIAM E DOAR ARTS AND TECHNOLOGY ACAD-
EMY
CAPITAL CITY
TREE OF LIFE
D.C. BILINGUAL
IDEAL ACADEMY D.C. PREPARATORY
E.L.
AYNES
EAGLE ACADEMY
EARLY CHILDHOOD ACADEMY
ELSIE WHITLOW STOKES COMMU-
NITY FREEDOM
SEED
FRIENDSHIP
HOPE COMMUNITY
HOWARD ROAD ACADEMY
WASHING-
TON YU YING
INTEGRATED DESIGN AND ELECTRONIC ACADEMY
EDUCATION STRENGTHENS
AMILIES
IMAGINE SOUTHEAST
KIPP DC
MARY MCLEOD BETHUNE
MUNDO VERDE
NATIONAL
COLLEGIATE
EXCEL ACADEMY
HOWARD UNIVERSITY MIDDLE SCHOOL OF MATHEMATICS
AND SCIENCE
THE NEXT STEP/EL PRXIMO PASO
OPTIONS
CARLOS ROSARIO INTERNA-
TIONAL
PERRY STREET PREP
POTOMAC LIGHTHOUSE
HOSPITALITY HIGH
RICHARD WRIGHT
OOTS SHINING STARS MONTESSORI ACADEMY
THURGOOD MARSHALL ACADEMY
INSPIRED
EACHING
TWO RIVERS
WASHINGTON LATIN
WASHINGTON MATH SCIENCE AND TECHNOL-
OGY
CENTER CITY
LATIN AMERICAN MONTESSORI BILINGUAL
MERIDIAN
BRIDGES
CESAR
CHAVEZ
MAYA ANGELOU
ST. COLETTA
PAUL
SEPTIMA CLARK
ACHIEVEMENT PREPARATORY
ACADEMY
YOUTHBUILD APPLETREE BOOKER T. WASHINGTON
WILLIAM E DOAR ARTS AND
ECHNOLOGY ACADEMY
CAPITAL CITY
TREE OF LIFE
D.C. BILINGUAL
IDEAL ACADEMY D.C.
PREPARATORY
E.L. HAYNES
EAGLE ACADEMY
EARLY CHILDHOOD ACADEMY
ELSIE WHITLOW
STOKES COMMUNITY FREEDOM
SEED
FRIENDSHIP
HOPE COMMUNITY
HOWARD ROAD ACAD-
EMY
WASHINGTON YU YING
INTEGRATED DESIGN AND ELECTRONIC ACADEMY
EDUCATION
STRENGTHENS FAMILIES
IMAGINE SOUTHEAST
KIPP DC
MARY MCLEOD BETHUNE
MUNDO
ERDE
NATIONAL COLLEGIATE
EXCEL ACADEMY
HOWARD UNIVERSITY MIDDLE SCHOOL
OF MATHEMATICS AND SCIENCE
THE THE NEXT STEP/EL PRXIMO PASO
OPTIONS
CARLOS
OSARIO INTERNATIONAL
PERRY STREET PREP
POTOMAC LIGHTHOUSE
HOSPITALITY HIGH
CHARD WRIGHT
ROOTS
SHINING STARS MONTESSORI ACADEMY
THURGOOD MARSHALL
ACADEMY
INSPIRED TEACHING
TWO RIVERS
WASHINGTON LATIN
WASHINGTON MATH SCI-
ENCE AND TECHNOLOGY
CENTER CITY
LATIN AMERICAN MONTESSORI BILINGUAL
MERIDIAN
BRIDGES
CESAR CHAVEZ
MAYA ANGELOU ST. COLETTA
PAUL
SEPTIMA CLARK
ACHIEVEMENT
PREPARATORY ACADEMY
YOUTHBUILD APPLETREE BOOKER T. WASHINGTON
WILLIAM E
OAR ARTS AND TECHNOLOGY ACADEMY
CAPITAL CITY
TREE OF LIFE
D.C. BILINGUAL
IDEAL
ACADEMY D.C. PREPARATORY
E.L. HAYNES
EAGLE ACADEMY
EARLY CHILDHOOD ACADEMY
LSIE WHITLOW STOKES COMMUNITY FREEDOM
SEED
FRIENDSHIP
HOPE COMMUNITY
HOW-
ARD ROAD ACADEMY
WASHINGTON YU YING
INTEGRATED DESIGN AND ELECTRONIC ACAD-
EMY
EDUCATION STRENGTHENS FAMILIES
IMAGINE SOUTHEAST
KIPP DC
MARY MCLEOD
BETHUNE
MUNDO VERDE
NATIONAL COLLEGIATE
EXCEL ACADEMY
HOWARD UNIVERSITY
IDDLE SCHOOL OF MATHEMATICS AND SCIENCE
THE NEXT STEP/EL PRXIMO PASO
OP-
TIONS
CARLOS ROSARIO INTERNATIONAL
PERRY STREET PREP
POTOMAC LIGHTHOUSE
HOS-
ITALITY HIGH
RICHARD WRIGHT
ROOTS SHINING STARS MONTESSORI ACADEMY
THURGOOD
ARSHALL ACADEMY
INSPIRED TEACHING
TWO RIVERS
WASHINGTON LATIN
WASHINGTON
ATH SCIENCE AND TECHNOLOGY
CENTER CITY
LATIN AMERICAN MONTESSORI BILINGUAL
ERIDIAN
BRIDGES
CESAR CHAVEZ
MAYA ANGELOU
ST. COLETTA
PAUL
SEPTIMA CLARK
ACHIEVEMENT PREPARATORY ACADEMY
YOUTHBUILD APPLETREE BOOKER T. WASHINGTON
i
ST. COLETTA
PAUL
SEPTIMA CLARK
ACHIEVEMENT PREPARATORY ACADEMY
YOUTHBUILD
APPLETREE BOOKER T. WASHINGTON
WILLIAM E DOAR ARTS AND TECHNOLOGY AC
EMY
CAPITAL CITY
TREE OF LIFE
D.C. BILINGUAL
IDEAL ACADEMY D.C. PREPARATORY
HAYNES
EAGLE ACADEMY
EARLY CHILDHOOD ACADEMY
ELSIE WHITLOW STOKES COMMU
NITY FREEDOM
SEED
FRIENDSHIP
HOPE COMMUNITY
HOWARD ROAD ACADEMY
WA
TON YU YING
INTEGRATED DESIGN AND ELECTRONIC ACADEMY
EDUCATION STRENGTHEN
FAMILIES
IMAGINE SOUTHEAST
KIPP DC
MARY MCLEOD BETHUNE
MUNDO VERDE
NATIONAL
COLLEGIATE
EXCEL ACADEMY
HOWARD UNIVERSITY MIDDLE SCHOOL OF MATHEMATI
AND SCIENCE
THE NEXT STEP/EL PRXIMO PASO
OPTIONS
CARLOS ROSARIO INTERNA
TIONAL
PERRY STREET PREP
POTOMAC LIGHTHOUSE
HOSPITALITY HIGH
RICHARD WRIGHT
ROOTS SHINING STARS MONTESSORI ACADEMY
THURGOOD MARSHALL ACADEMY
IN
TEACHING
TWO RIVERS
WASHINGTON LATIN
WASHINGTON MATH SCIENCE AND TEC
OGY
CENTER CITY
LATIN AMERICAN MONTESSORI BILINGUAL
MERIDIAN
BRIDGES
CE
CHAVEZ
MAYA ANGELOU
ST. COLETTA
PAUL
SEPTIMA CLARK
ACHIEVEMENT PREPARATORY
ACADEMY
YOUTHBUILD APPLETREE BOOKER T. WASHINGTON
WILLIAM E DOAR ART
TECHNOLOGY ACADEMY
CAPITAL CITY
TREE OF LIFE
D.C. BILINGUAL
IDEAL ACADEMY
PREPARATORY
E.L. HAYNES
EAGLE ACADEMY
EARLY CHILDHOOD ACADEMY
ELSIE WHITLO
STOKES COMMUNITY FREEDOM
SEED
FRIENDSHIP
HOPE COMMUNITY
HOWARD ROAD
EMY
WASHINGTON YU YING
INTEGRATED DESIGN AND ELECTRONIC ACADEMY
EDUC
STRENGTHENS FAMILIES
IMAGINE SOUTHEAST
KIPP DC
MARY MCLEOD BETHUNE
MUNDO
VERDE
NATIONAL COLLEGIATE
EXCEL ACADEMY
HOWARD UNIVERSITY MIDDLE SCHOOL
OF MATHEMATICS AND SCIENCE
THE THE NEXT STEP/EL PRXIMO PASO
OPTIONS
CARLO
ROSARIO INTERNATIONAL
PERRY STREET PREP
POTOMAC LIGHTHOUSE
HOSPITALITY
RICHARD WRIGHT
ROOTS
SHINING STARS MONTESSORI ACADEMY
THURGOOD MARS
ACADEMY
INSPIRED TEACHING
TWO RIVERS
WASHINGTON LATIN
WASHINGTON MATH S
ENCE AND TECHNOLOGY
CENTER CITY
LATIN AMERICAN MONTESSORI BILINGUAL
M
BRIDGES
CESAR CHAVEZ
MAYA ANGELOU ST. COLETTA
PAUL
SEPTIMA CLARK
ACHIEVEMENT
PREPARATORY ACADEMY
YOUTHBUILD APPLETREE BOOKER T. WASHINGTON
WILLIAM
DOAR ARTS AND TECHNOLOGY ACADEMY
CAPITAL CITY
TREE OF LIFE
D.C. BILINGUAL
ACADEMY D.C. PREPARATORY
E.L. HAYNES
EAGLE ACADEMY
EARLY CHILDHOOD AC
ELSIE WHITLOW STOKES COMMUNITY FREEDOM
SEED
FRIENDSHIP
HOPE COMMUNITY
ARD ROAD ACADEMY
WASHINGTON YU YING
INTEGRATED DESIGN AND ELECTRONI
EMY
EDUCATION STRENGTHENS FAMILIES
IMAGINE SOUTHEAST
KIPP DC
MARY MCLEOD
BETHUNE
MUNDO VERDE
NATIONAL COLLEGIATE
EXCEL ACADEMY
HOWARD UNIVER
MIDDLE SCHOOL OF MATHEMATICS AND SCIENCE
THE NEXT STEP/EL PRXIMO PASO
TIONS
CARLOS ROSARIO INTERNATIONAL
PERRY STREET PREP
POTOMAC LIGHTHOU
PITALITY HIGH
RICHARD WRIGHT
ROOTS SHINING STARS MONTESSORI ACADEMY
THURGOOD
MARSHALL ACADEMY
INSPIRED TEACHING
TWO RIVERS
WASHINGTON LATIN
WASHINGTON
MATH SCIENCE AND TECHNOLOGY
CENTER CITY
LATIN AMERICAN MONTESSORI BILINGUAL
MERIDIAN
BRIDGES
CESAR CHAVEZ
MAYA ANGELOU
ST. COLETTA
PAUL
SEPTIMA CLARK
Application to Establish a Public Charter School
In the District of Columbia
DISTRICT OF COLUMBIA
PUBLIC CHARTER SCHOOL BOARD
3333 14
th
Street, NW
Suite 210
Washington, DC 20010
(202) 328-2660
www.dcpcsb.org
2013-2014 APPLICATION GUIDELINES
FOR NEW CHARTER SCHOOL
START UPS
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