Charter School Applications Technical Assistance Advisory

Charter School Applications
Technical Assistance Advisory

Revised January 28, 2005

The applications to establish charter schools that are submitted to the Board of Regents require a great deal of information. To provide such information, applicants often search out many different data sources. However, not all sources provide equally accurate and timely information. This document clarifies several key issues pertaining to the content of charter school applications submitted directly to the Board of Regents. Please note that references to the New York Charter Schools Act of 1998 will refer to "the statute."

Name of Proposed Charter School

Section 2851(2)(k) of the statute provides that the name of the proposed charter school shall include the words "charter school" and shall not include the name or identification of a for-profit business or corporate entity. Charter schools that do not serve students at the secondary instruction level (i.e., grades 7-12) may not use the word "academy" in their name because Education Law § 2(1) states that the term "academy" means an incorporated institution for instruction in secondary education.

School District where Charter School will be Located

The application must include the complete name of the school district of location, not just the name of the city or town in which the school will be located. For example, if the school will be located in the Anytown Central School District, the application should not state that the school district of location is "Anytown." Localities often have more than one school district in the area, and the actual district of location must be clear. Applicants should review relevant tax maps to determine the correct school district of location. In New York City, the application should reference the New York City community school district in which the charter school will be located. As discussed later in this document, please note that charter schools in the New York City Public School District must provide an admissions preference based on school district residence to all students who reside in the New York City Public School District and may not give an admissions preference to students based on residence within a particular New York City community school district.

Effective Date of Charter

The charter must be effective on or after the date the Board of Regents approves the charter agreement between the Board of Regents and the applicant(s). Most applications request that the effective date be the date that the Board of Regents approves the charter agreement. Applicants may request a delayed effective date, but the effective date must give the education corporation enough time to engage in the activities necessary to start up a charter school.

Background Information on Applicants and Proposed Board of Trustees

Section 2851(2)(m) of the statute requires the application to include background information on all applicants and proposed members of the board of trustees. In order to satisfy this requirement, the application should include reasonably detailed résumés for each applicant and proposed member of the board of trustees.

Only individuals may be applicants. Corporate entities and organizations may not be applicants.

Unless the applicants are identified as parents of children who reside in the school district of location or as teachers or administrators employed by the school district of location, at least one applicant should be a resident of the school district in which the charter school will be located. For schools to be located in New York City, at least one applicant should be a resident of New York City.

Institutional/Management Partners

For each of the institutional/management partners identified above, you must specify the extent of that institutional partner’s participation in the management and operation of the school. Please provide the following: (1) a description of the extent of the institutional partner’s participation in the management and operation of the school; (2) the latest annual report for the institutional partner; (3) the most recent audited financial statements of the institutional partner (4) a description of the institutional partner’s involvement in any other charter schools, public schools, or private schools; (4) copies of any actual or proposed contracts or other agreements between the applicant and the institutional partner concerning the proposed charter school (if the institutional partner is a management company, the applicant(s) must provide a draft management contract); and, (5) to the extent applicable, the following documents for the institutional partner: (a) certificate of incorporation; (b) application for authority filed with the Department of State; (c) documents showing tax-exempt status.

Institutional partners should be limited to those entities that are committed to providing a substantial benefit to the charter school. Quality, not quantity, is what is important to Department reviewers. It is not necessary to list as institutional partners organizations that will provide the same services to the charter school as the organization provides to other public schools and/or the general public.

Please note that it is not necessary to submit an application in conjunction with any institutional partner.

Management Company Contracts

Proposed charter schools that intend to enter into a contract with a management company must provide a draft copy of the proposed contract. The following points must be considered when drafting the management contract.

The draft management contract must contain the following provisions or satisfactory equivalents:

Charter School Records. Upon termination of the agreement, the management company will immediately turn over all student, fiscal, and other charter school records to the board of trustees of the charter school.

Board of Regents Authority. Nothing in this agreement shall be construed in any way to limit the authority of the Board of Regents including, but not limited to, the authority to take and enforce action pursuant to § 2855 of the statute.

Conflict with Charter. To the extent there are any conflicts between the terms of the charter school’s charter and the terms of this agreement, the terms of the charter will control.

The draft management contract should not be merely a boilerplate contract. It should be tailored to reflect the requirements of the statute and the particular circumstances of the proposed charter school. It is recommended that an attorney representing the applicants be involved in the negotiation of the draft management contract. The members of the proposed board of trustees should review and understand their proposed obligations under the draft management contract.

Section 2853(1)(a) of the statute requires the trustees of the charter school to obtain federal tax-exempt status no later than one year following approval of the charter by the Board of Regents It is recommended that charter school applicants become familiar with the IRS guidance on charter schools which is located at: http://www.irs.gov/pub/irs-utl/topicj00.pdf

Charter school applicants may also wish to review a document published by the National Alliance for Public Charter Schools entitled "Charting a Clear Course: a Resource Guide for Building Successful Partnerships Between Charter Schools and School Management Organizations" which is located at http://www.publiccharters.org/content/publication/detail/548/

Section 2854(3)(a) of the statute provides that an employee of a charter school shall be an employee of the education corporation formed to operate the charter school. Accordingly, neither the application nor the management agreement should state that employees will be employed by the management company.

Section 2853(1)(a) of the statute provides that upon approval by the Board of Regents, a charter school shall be an "education corporation." Thus, the charter application, including the draft management agreement, should refer to the school as an "education corporation," not a "nonprofit corporation."

The management contract must set forth with particularity the contingent obligations and responsibilities of each party in the event that the contract must be modified in order to obtain or maintain the charter school's federal tax exempt status.

Authority of Charter School

A charter school is authorized to serve one or more of the grades one through twelve. It may also establish a kindergarten program. A charter school may not serve pre-kindergarten students.

Charter schools may not provide GED preparation courses, technical certification courses, or other programs or services to parents or family members. The only exception to this is that charter schools may offer programs to parents for purposes of assisting in their child’s education.

Curriculum/Assessment/Instruction

Charter school applicants must provide a coherent explanation of how students will have access to curriculum, programs, materials and coursework that lead to attainment of each of the 28 New York State learning standards. When developing this section of the application, applicants are encouraged to use the resources posted on the New York State Education Department's Office of Curriculum, Instruction, and Assessment website, as well as the guidance materials posted on the Department's Part 100 website. Both websites are available by accessing www.nysed.gov.

Each charter school applicant must:

Provide assurance that students will receive instruction that leads to the attainment of all 28 learning standards at the levels (elementary, intermediate, commencement) specified in the school’s charter.

Submit a full copy of all curricula to be used by the school. The curricula should describe the knowledge and skills that students will attain by the end of each grade or course and should be aligned with the State learning standards so that applicants assure coverage of each standard area topic. See Charter School Curriculum and Appendix A

Include names of purchased materials/programs to support the stated curriculum.

Ensure that neither the curriculum nor the reading/resource list teaches any religious tenet or doctrine.

Provide a daily school schedule for each level (elementary, intermediate, commencement) which:

Reflects instruction leading toward attainment of all 28 learning standards.

Includes the provision of instruction in bilingual education or English as a second language where student need is established. (§ 2851(2)(n) of the statute)

Provide the school calendar, which assures the equivalent of 180 school days of instruction (§ 2851(2)(n) of the statute; 8 NYCRR 175.5).

List each of the required State assessments, including those available under the aegis of the Department’s "safety net provisions," to be administered by the charter school for its respective student population.

Describe requirements that must be met for the granting of a diploma, if the school serves or will be serving students at the secondary level (commencement level standards), per § 2851(2)(u) of the statute. Students at public schools other than charter schools must complete the coursework and credits listed in the chart below in order to obtain a Regents diploma. Charter schools will not be held to these precise diploma requirements. However, in order for charter schools to award a Regents diploma, charter schools must provide evidence that the breadth and depth of coursework and instructional opportunities are at least substantially equivalent to the requirements listed below, and that the coursework and instructional opportunities will allow the student to meet and/or exceed the State performance standards.

Courses and Units of Credit

	English	4
	Social Studies	4
	Mathematics	3
	Science*	3
	Health	0.5
	The Arts	1
	Languages Other than English	1
	Physical Education	2
	Career & Technical Education	3.5

	* Note that all students, including charter school students, must have a minimum of 1200 minutes of hands-on lab work prior to entering a Science Regents examination.

School Performance Goals

For charter schools administering State assessments in Grades 4 and 8 in English-Language Arts and Mathematics, school performance goals should be stated in terms to ensure that the charter school will meet the State standards annually established by the Commissioner on these measures pursuant to Part 100.2(p)(8)(ii) of the Commissioner’s Regulations. For charter schools intending to offer diplomas, school performance goals should be established for the annual high school cohort in reading and mathematics. Schools are expected to have 90 percent of students in the cohort meet Regents examination requirements in English-Language Arts and Mathematics within four years of first entry into the ninth grade. It is also expected that the annual dropout rate be no more than five percent. Applicants are referred to the December 2000 field memo from Deputy Commissioner James A. Kadamus for more information on the applicable criteria (to view this memo and other related information, go to http://www.emsc.nysed.gov/nyc/accountability.html). Charter schools failing to meet these criteria will be subject to the provisions of § 2855 of the statute.

Student Achievement Goals

Student achievement goals must include the following parts:

The desired academic state and the number/percent of students who will attain the goal (e.g., "All 4^th grade students will demonstrate achievement of ELA standards on the elementary English-Language Arts Exam . . .")

The degree/level at which it must be attained (e.g., ". . .at least at Level 3 . . .")

The timeframe for meeting such goals (e.g., ". . . by the first year of instruction.").

By-Laws for Board of Trustees

The application form requests that the application include a draft set of by-laws for the proposed board of trustees. The following points must be considered when drafting these by-laws.

The by-laws, and other parts of the application, must refer to the board as "board of trustees" rather than "board of directors" in order to be consistent with the language of the statute.

The board of trustees should consist of an odd number of trustees in order to help reduce the probability of voting deadlocks.

The board of trustees must meet, at a minimum, at least every two months (i.e., bi-monthly).

Charter schools are subject to the New York State Open Meetings Law. Accordingly, the by-laws must state the following or a satisfactory equivalent: "To the extent of any conflict between any provision of these by-laws and the Open Meetings Law, the Open Meetings Law shall prevail and control."

The statute requires that within one year of incorporation, the charter school must obtain federal tax-exempt status. Moreover, public funds may not be used for a profit-making venture. Accordingly, charter schools do not have the authority to carry on a business at a profit, and the by-laws must not indicate that the charter school has this authority.

The New York State Committee on Open Government has opined that individuals who participate in board meetings by telephone may not be counted for purposes of meeting a quorum and may not vote. The by-laws must be consistent with this opinion.

The by-laws must be consistent with the charter school application. For example, if the application states that the charter school will have eleven trustees, this must be reflected in the by-laws. The by-laws should also contain the following provision or a satisfactory equivalent: "To the extent there are any conflicts between the terms of the charter school’s charter and the terms of these by-laws, the terms of the charter will control."

A charter school will be incorporated as an education corporation (§ 2853 of the statute). Most provisions of the Not-For-Profit Corporation Law are applicable to education corporations (Education Law § 216-a). Accordingly, the by-laws must be consistent with the provisions of the statute and the Not-For-Profit Corporation Law applicable to education corporations.

Code of Ethics

The code of ethics must set forth standards of conduct for trustees, officers, and employees. A code of ethics that refers to trustees and officers, but not employees, is not sufficient.

The code of ethics must include the following conflict of interest provision or a satisfactory equivalent.

Trustees, officers or employees of any single organization shall hold no more than 40 percent of total seats comprising the Board.

Board members will disclose when they have a financial, organizational, or personal interest in a matter before the Board.

Board members will abstain from voting on matters in which they may have a financial, organizational, or personal interest.

No trustee, officer, individual, or employee of a for-profit corporation, limited liability company, or partnership having a business relationship with the charter school involving the provision of educational management services to the charter school shall serve as a voting member of the Board.

Complaint Process

The complaint process in the application must include the requirements of § 2855(4) of the statute, which provides as follows:

Any individual or group may bring a complaint to the board of trustees of a charter school alleging a violation of the provisions of this article, the charter, or any other provision of law relating to the management or operation of the charter school. If, after presentation of the complaint to the board of trustees of a charter school, the individual or group determines that such board has not adequately addressed the complaint, they may present that complaint to the charter entity, which shall investigate and respond. If, after presentation of the complaint to the charter entity, the individual or group determines that the charter entity has not adequately addressed the complaint, they may present that complaint to the Board of Regents, which shall investigate and respond. The charter entity and the Board of Regents shall have the power and the duty to issue appropriate remedial orders to charter schools under their jurisdiction to effectuate the provisions of this section.

Admission Policy

Section 2854(2)(a) of the statute provides that admission of students will not be limited on the basis of intellectual ability, measures of achievement or aptitude, athletic ability, disability, race, creed, gender, national origin, religion, or ancestry, except that the statute does not prohibit single-sex charter schools or charter schools designed to provide expanded learning opportunities for students at-risk of academic failure. Accordingly, charter schools may not target, and the admission policy must not make reference to, among other things, students of a particular race, religion, or disability.

A charter school may limit admission to, or give an admissions preference to, students who are "at-risk of academic failure" (§ 2854(2) of the statute). The charter school’s definition of "at-risk" students must be objective and related to academic performance.

Section 2854(2)(b) of the statute provides as follows:

Any child who is qualified under the laws of this State for admission to a public school is qualified for admission to a charter school. The school shall enroll each eligible student who submits a timely application, unless the number of applications exceeds the capacity of the grade level or building. In such cases, students shall be accepted from among applicants by a random selection process, provided, however, that an enrollment preference shall be provided to pupils returning to the charter school in the second or any subsequent year of operation and pupils residing in the school district in which the charter school is located, and siblings of pupils already enrolled in the charter school.

A charter school may not provide any admission preferences other than those set forth in the statute. Such practices as a charter school requiring that parents or guardians attend a meeting, be interviewed, or tour the facility as a condition for accepting an application are not permitted.

Charter schools in the New York City Public School District must provide an admissions preference based on school district residence to all students who reside in the New York City Public School District and may not give an admissions preference to students based on residence within a particular New York City community school district.

Special Education

Students with disabilities must have the opportunity to participate and progress in the general education curriculum, regardless of the setting where the special education services are provided. In addition, students with disabilities must participate in the State and district-wide assessments in accordance with their individualized education programs. The charter school must have procedures in place to ensure that all teachers and related staff who have responsibility for implementing a student’s IEP have access to the student’s IEP and are informed of their specific responsibilities for implementing the IEP.

Applicants must be very clear about their role and responsibilities concerning the provision of special education programs and services to students with disabilities. The statute states that special education programs and services must be provided by the charter school in accordance with the IEP that has been developed by the Committee on Special Education (CSE) of the child’s district of residence. Thus, charter schools have no authority to create their own CSEs, to conduct multi-disciplinary evaluations for the purpose of determining whether a student has a disability, to create or modify IEPs, or to change the type and/or level of programs and/or services that the student must receive per the IEP. A charter school is not the local education agency (LEA) for a student with a disability; the LEA is the child’s district of residence.

Charter schools do not have to comply with State laws or regulations governing special education. They must, however, comply with all federal requirements, and they are required to implement an IEP as written by the CSE of the child’s district of residence. For assistance, it is recommended that the applicants obtain a copy of the Individuals with Disabilities Education Act (IDEA), Part 300 of the Federal Regulations (34 CFR 300), Section 504 of the Rehabilitation Act, the Americans with Disabilities Act (ADA) and the Family Educational Rights Privacy Act (FERPA) in order to be more familiar with these federal requirements.

To demonstrate compliance with federal requirements, the application should clearly articulate the policies and procedures the charter school will follow to ensure the federal requirements are met. The charter school application must include the following:

A description of the admissions procedures that will be used that ensures equal access for students with disabilities.

The statute states that any child who is qualified to attend public school in New York State is also qualified for admission into a charter school. A student cannot be denied admission to a charter school on the basis of his/her disability.

A description of the special education and related services that the charter school will provide directly and those that will be provided by the student’s district of residence or other provider.

While the exact needs of the students with disabilities may not be fully known until after all students have been accepted for admission, the charter school should demonstrate a capacity to address the needs of students with a broad range of disabilities and needs. The application should generally anticipate that approximately 10-12 percent of the students enrolled in the charter school would be students with disabilities. The charter school’s capacity to ensure that appropriate special education programs and services are provided to students with disabilities should be reflected in:

a description of the range of services to be provided (either directly, through the school district, or by contract). Note that charter schools are authorized to contract with private providers and the school district of residence, but they are not authorized to contract with BOCES;

how the facility’s space plan will accommodate the programs and services outlined;

staffing patterns, including the qualifications of staff to ensure that special education services are provided by appropriately qualified staff; and

the budget.

A description of how the proposed charter school will coordinate and communicate with the student’s district of residence to ensure that the student receives special education programs and services in accordance with his or her IEP.

It is recommended that such procedures include:

the designation of one individual to oversee the provision of special education programs and services. Such person could be the principal. It should be that person’s responsibility to coordinate the provision of services with the CSE of each student’s district of residence;

procedures to request and participate in CSE meetings; and

reporting procedures to the student’s CSE regarding a student’s participation and progress toward meeting his/her IEP goals.

Procedures to ensure that the proposed charter school will ensure that the special education teacher(s) and/or other special education providers and at least one regular education teacher of a student with a disability will participate in CSE meetings.

Procedures to ensure that all teachers and related staff who have responsibility for implementing a student’s IEP have access to the student’s IEP and are informed of their specific responsibilities for implementing the IEP.

A description of staff development activities that ensure that charter school personnel understand the requirements and responsibilities relating to the education of students with disabilities, including but not limited to:

the referral process to the CSE;

development of a student’s IEP;

implementation of a student’s IEP;

evaluation of a student’s progress toward meeting IEP goals and objectives;

reporting requirements to parents and CSEs;

confidentiality and student records; and

discipline of students with disabilities.

A description of the process and procedures to be followed to ensure that students suspected of having disabilities are referred to the CSE of the students’ district of residence.

A description of the procedures to be followed that will ensure compliance with IDEA reporting requirements, such as information about student performance, services received, results, etc. The application should describe the personnel responsible and the resources to be used that will ensure that required data will be collected and reported as required by IDEA.

A description of the processes to be followed that will ensure compliance with FERPA and IDEA regarding confidential student records. Such procedures must include, but are not limited to:

procedures to ensure all staff receive training regarding confidentiality requirements and procedures;

procedures to ensure that all confidential records are kept in a locked file; and

that only persons with a legitimate "need to know" have access. An access log should be maintained.

10.

The process and procedures to ensure that parents are kept informed of their child’s progress in meeting his/her IEP goals. The procedures must describe how parents will be regularly informed of their child’s progress, at least as often as parents are informed of non-disabled students’ progress toward the annual goals, and the extent to which that progress is sufficient to enable the student to achieve the goals by the end of the school year.

Educational Services for Limited English Proficient Students/English Language Learners

Charter school applications must describe the methods and strategies by which the school will serve limited English proficient students/English Language Learners ("LEP/ELL’s"). The description must include the following information.

Charter schools must provide a description of the process for identifying LEP/ELL students and the method for determining an appropriate instructional program for these students.

Applicants must describe how identification and placement in an appropriate instructional program will be determined and the methods used to make placement decisions.

Charter school admissions applications may include a questionnaire that minimally includes the following questions:

What language(s) is spoken in the student’s home or residence?

What language(s) is spoken most of the time to the student, in the home or in the residence?

What language(s) does the student understand?

What language(s) does the student speak?

What language(s) does the student read?

What language(s) does the student write?

In your opinion, how well does the student understand, speak, read, and write English?

Charter schools may want to use the same Home Language Questionnaire (HLQ) that public school districts use. Public school districts use the HLQ at the time of initial enrollment to screen all new entrants for potential limited English proficiency. The public school district must provide the HLQ to the parent or guardian in a language and format the parent or guardian best understands. Through the Department’s Office of Bilingual Education website, samples of translated versions of the HLQ may be downloaded in the following languages: Arabic, Bengali, Chinese, English, Haitian-Creole, Korean, Polish, Russian, Spanish, Urdu, and Vietnamese.

If, as indicated on the HLQ or on the charter school questionnaire, English is the only language spoken in the home, the screening process for purposes of determining whether or not the student is limited English proficient may be terminated.

If the parent or guardian’s responses to the HLQ or on the charter school questionnaire indicate that the enrolled student falls into any of the categories listed below, the student may be LEP/ELL:

A language other than English is spoken at home;

The pupil is foreign born and speaks or understands a language other than English;

The pupil, because of foreign ancestry (e.g., born in New York State to non-English speaking parents), speaks or understands a language other than English;

The pupil lives in a home where English is spoken but because of foreign birth or ancestry speaks a language other than English.

If a student appears to be LEP/ELL based on the HLQ or on the charter school questionnaire, the charter school must informally interview the student and the parent or guardian in English, or when necessary, in their native language. The interview should provide the interviewer with sufficient feedback necessary to make a reasonable assessment of the student’s oral proficiency in the English language. Sample interview questions for school personnel responsible for the interview process are available on the Department’s Office of Bilingual Education website.

Once the preliminary screening is complete, and the results show that the student speaks a language other than English and speaks little or no English, the charter school must conduct a thorough formal assessment of the student’s level of English language proficiency. It is recommended that the charter school administer the Language Assessment Battery-Revised (LAB-R). A student who scores below the designated proficient level is limited English Proficient (LEP) and is eligible for special language instructional services. The LAB-R is administered only once to each incoming student.

Thereafter, the charter school must annually determine the level of English proficiency of all students identified as LEP, using the New York State English as a Second Language Achievement Test (NYSESLAT). (See Item #5)

The charter school also must conduct an assessment of the student’s proficiency in reading and mathematics in the native language at some point to obtain diagnostic information about the student’s academic abilities in these areas. This will help to determine whether the student is performing at, above, or below the grade level in reading and mathematics in the native language or is in need of remedial or other intervention services.

The charter school must describe the special language instructional program it will use to teach LEP/ELL students English and to teach the general curriculum.

Charter schools must ensure that LEP/ELL students meet the same high academic requirements and standards as the general student population in New York State. Charter school applicants must identify and describe the type of program they will provide LEP/ELL students. The program must, in the view of professional educators, have a reasonable chance for success, and applicants must describe how it will demonstrate program success. Charter school applicants are encouraged to use the documents entitled, Teaching of Language Arts to Limited English Proficient/ English Language Learners: A Resource Guide for all Teachers, and Guidelines for Programs for Limited English Proficient Students: Bilingual Education/English as a Second Language.

Applicants may also wish to review the following documents for additional information regarding program implementation: Commissioner’s Regulations (NYCRR Part 117 and Part 154); Regents Strategy for Raising Standards for Students with Limited English Proficiency; Twelve Action Steps to Assist LEP Students To Meet the English Language Arts Standards; and Seven Essential Elements for Effective Programs for LEP Students.

The charter school is encouraged to make the following new ESL standards document available to administrators and teachers. Entitled, The Teaching of Language Arts to Limited English Proficient/ English Language Learners: Learning Standards for English as a Second Language, the document may be downloaded from the Department’s Bilingual Education website at http://www.emsc.nysed.gov/ciai/biling/resource/ESL/standards.html.

All of these documents are particularly helpful when developing programs for LEP/ELL students. These documents are available through the Department’s Publication Unit or website.

Charter school applications must include a provision to indicate that LEP/ELL students will not be excluded from curricular and extracurricular activities in school because of their inability to speak and understand English.

All students, including those learning English as a second language, succeed academically when they are supported and included and are able to actively participate in all school activities. Charter school applicants must describe how this will be accomplished. Charter school applicants must ensure that LEP/ELL students will have equal access to all programs and services including the following: instructional services (e.g., tutoring); support services (e.g., guidance and counseling); all school programs, including gifted, music, art, vocational, and technology programs; and all after school programs including athletics. Applicants must describe strategies to ensure LEP/ELL students will not be excluded from such programs and activities.

The charter school application must include a plan to ensure that needed staff, curricular materials, and facilities to serve LEP/ELL students are in place and used properly.

Charter schools must ensure that there are sufficient numbers of well-prepared and competent administrators, teachers, and staff with experience and knowledge in working with diverse LEP/ELL populations. Charter school teachers are required to be "highly qualified" under the No Child Left Behind Act, subject to New York State Education Law, Article 56 certification requirements. Please refer to http://www.highered.nysed.gov for an updated "Fact Sheet on the No Child Left Behind Requirements for Teachers and Paraprofessionals."

Charter schools are encouraged to review Amendments to the Regulations of the Commissioner of Education (CR 80-2.9, certificates valid for bilingual education and CR 80-2.10, certificate for teaching English to speakers of other languages) for guidance when hiring teachers to work with LEP/ELL students. Where there are significant numbers of LEP/ELL students, charter schools are encouraged to hire a bilingual and/or ESL coordinator knowledgeable of the language, culture, and heritage of the target population.

Charter school applicants should describe a plan for staff development activities that will be provided to all school staff who are directly involved with LEP/ELL students. Such activities should focus on the language, the culture heritage, and the instructional methodology appropriate for learners of a second language. The staff development program should enhance staff appreciation for the LEP/ELL students’ native language and culture; provide information on the techniques, methods, and strategies appropriate for instructional and support services for LEP/ELL students; and introduce techniques to improve communication with parents and guardians of LEP/ELL students. Research in second language learning, bilingual education theory and practice, and ESL methods for teaching content areas should be addressed in the plan.

Curricular materials and facilities for the implementation of the instructional program may not be inferior to those materials and facilities available to English proficient students, and should be of the same quality and quantity available to the general population. Instructional materials used in bilingual education programs should be of high quality in both languages of instruction. Materials used in ESL classes should be appropriate for teaching English to second language learners. Charter school applicants should address how they will adapt their materials to meet the specific needs of LEP/ELL students.

Charter schools must identify appropriate evaluative standards for measuring the progress of LEP/ELL students, including program exit criteria.

For purposes of ensuring the adequacy of programs for LEP/ELL students, charter schools must assess the progress of all LEP/ELL students on an ongoing basis. All LEP/ELL students must annually take the New York State English as a Second Language Achievement Test (NYSESLAT) to evaluate their English proficiency. The scores on the NYSESLAT indicate the proficiency level the student has achieved each year, and whether the student’s level of English proficiency is high enough to exit the ESL programs or services.

Charter schools must identify a process for continued program assessment and modification where needed.

Charter school applicants must provide a process for continued program assessment. LEP/ELL students’ academic program and services must be assessed on an ongoing basis at all levels using multiple, fair, and equitable measures. Charter schools should use this information to determine student academic progress, as well as the level of English language acquisition, to modify programs and services to LEP/ELL students, where necessary, and to report outcomes.

Charter school applications must include methods and strategies to ensure that LEP/ELL students are not assigned to special education because of their lack of English proficiency.

To ensure that LEP/ELL students are not assigned to special education just because they are not proficient in English, the charter school should assess the student’s knowledge in his or her own language to determine whether there is a basis for referral to the Committee on Special Education (CSE). The charter school application must indicate that LEP/ELL students suspected of having a disability will be referred to the CSE in that student’s district of residence. The application must also indicate that, for students requiring a multi-disciplinary assessment pursuant to § 504 of the Rehabilitation Act, the charter school will conduct a bilingual multidisciplinary assessment. Applicants developing programs for LEP/ELL students with disabilities should review the guidelines and provisions under the Individuals with Disabilities Education Act (IDEA).

Charter schools must ensure that all parents, including those whose English is limited, will receive notices and other information from the school in a language they can understand.

Charter schools must ensure that all parents who speak a language other than English are informed about school related information in a language and format they understand. Charter school applicants must establish procedures to ensure that trained professionals are able to communicate effectively with parents or guardians in the language the parent or guardian best understands. Particular attention should be made to providing parents with information on their rights and responsibilities. The application should describe what efforts will be made to meet with the parents of LEP/ELL students and have them become more active and involved members of the school community.

General Provisions Regarding Student Discipline

Section 2851(2)(h) of the statute requires the application to contain the rules and procedures by which students may be disciplined which shall be consistent with due process and with federal laws pertaining to students with disabilities. The following considerations are applicable to the discipline polices applying to all students.

The policy should set forth due process procedures for all disciplinary action, not just for the most serious forms of discipline such as out-of-school suspension and expulsion.

The policy should not refer to involuntary transfer as a discipline option because charter schools do not have the authority to implement an involuntary transfer.

The student discipline policy must state that the charter school will provide alternative instruction to students of compulsory education age. For students who have been suspended, the charter school must provide alternative instruction during the period of suspension. For students who have been expelled, the charter school must provide alternative instruction until the student enrolls in another school, or until the end of the school year, whatever comes first. Such alternative instruction must be sufficient to enable the student to make adequate academic progress. The mere provision of homework and/or assignments is inadequate. Assignment to a study hall or like situation is also insufficient.

Simply making reference to or adopting the discipline policy of a school district is not sufficient. The charter school must have its own discipline policy.

Discipline Provisions and Students with Disabilities

The application for charter schools must also include a description of how the charter school will meet the federal due process requirements for students with disabilities or students suspected of having a disability who are suspended or removed for disciplinary reasons. This includes how the charter school will meet all the provisions of Sections 300.519-300.529 of the Code of Federal Regulations. Such procedures must provide an overview of the disciplinary procedures of the charter school and must minimally include a description of how the charter school will:

ensure record keeping on the number of days a student with a disability has been suspended or removed for discipline reasons;

identify who has the authority to suspend or remove a student for discipline reasons;

ensure alternative instruction is provided for students of compulsory school age who are suspended or expelled;

ensure that parents and students with disabilities receive appropriate notification regarding suspensions or removals for disciplinary reasons;

ensure referral to and communication with the CSE from the student’s district of residence when a student with a disability has been suspended or removed for discipline reasons;

ensure that when a suspension or removal of a student with a disability constitutes a disciplinary change in placement:

the student is provided with a free appropriate public education (FAPE) as defined in the federal regulations;

the student is referred to the CSE for a functional behavioral assessment and behavioral intervention plan, and to make a manifestation determination; and

the student’s parent is provided with a copy of procedural due process rights.

ensure that when the suspension or removal of a student with a disability will constitute a disciplinary change of placement, the CSE is immediately notified so that the CSE can meet its obligations to:

convene a CSE meeting within 10 school days to make a manifestation determination;

convene a CSE meeting within 10 business days to conduct a functional behavioral assessment and develop a behavioral intervention plan;

provide the student’s parent with a copy of their procedural due process rights; and

determine education services or the interim alternative educational setting consistent with the FAPE requirements.

Fiscal Plans

A charter school must develop sound financial management practices and carefully plan, monitor, and control its finances to ensure fiscal health and viability. Planning includes preparing annual budgets and cash flow statements beginning with the start-up of operations and continuing for ongoing years. Monitoring includes comparing budgets to actual results of operations, requiring periodic fiscal reports and retaining a licensed certified public accountant (CPA) to audit and report on the financial statements. Controlling includes establishing a strong system of internal controls to ensure assets are protected, laws are complied with, and valid and reliable data are maintained and reported.

Financial Planning

General Requirements

Applicants must adhere to these general requirements for all budgets and cash flow documents.

The Charter School must operate on a July 1 to June 30 fiscal year.

Budgets must be consistent with the school's mission, vision, objectives and goals.

Budgets must show estimated revenue and expenses for each year and must be balanced i.e., revenues must be equal to or greater than expenses. The budget must include a narrative describing the process for estimating revenue and expenses.

All expenses normally incurred by a school must be included in the budgets.

Budgets and cash flow statements must be in the format prescribed in the application.

Applicants should assess their level of financial expertise and consider obtaining the assistance of CPAs and other professionals, as needed, for financial planning and financial management systems.

Revenue estimates should be conservative and expense estimates should be realistic. For example, expenses for teachers salaries should be based on the going rate in the geographic region of the school.

Documentation must be retained to show the basis for the assumptions made in estimating revenue and expense.

Schools must account for their revenue and expenses and must budget using the accrual basis of accounting in accordance with generally accepted accounting principles for not-for-profit organizations.

The cash flow statements must show receipts and disbursements on a monthly basis along with beginning and ending balances.

The cash flow statements must show that the charter school will have adequate resources to pay its expenses throughout the year.

Receipts and disbursements on the cash flow statement should be consistent with the amounts on the budget.

The Board must approve all budgets and cash flow statements.

Budget for the Start-up Year and the First Five Years of Operation with Students

Applicants must prepare a budget showing the estimated revenue and expenses required for the school to open its doors to students (start-up) and for the first five years of operation with students. The budget should include a narrative description of the key assumptions used in developing the budget.

Generally, the start-up costs include some administrative salaries, staff development, facility, instructional materials, office equipment, and professional services. The start-up budget should clearly indicate the sources of funds and should be supported with corroborating documentation such as commitment letters, loan agreements, etc. The start-up budget can vary greatly among schools based on the particular circumstances. For example, a school that needs to make significant renovations to a building may incur more expenses than a school renting an acceptable existing building.

Schools must prepare an annual operating budget to show the estimated revenues and expenses for the first five years of operation. The budget projections for years 2 to 5 should be based on the operating budget for the first year and should take into account any increases in revenues and expenses, projected enrollment and the needs of the school. The budget should be updated on an as needed basis. The budget must be consistent with the projected enrollment and education plans. For example, the estimated tuition revenue should be based on expected tuition rates and the estimated enrollment as reported in other sections of the application. Similarly, the estimated staff development cost must take into account the cost of all staff development specified in the education plan.

Cash Flow Statement for the Start-Up Year and the First Year of Operation with Students

Schools must prepare a cash flow statement for both the start-up year and the first year of operation with students. The statements should show the beginning and ending cash balances and expected receipts and disbursements for each month. The amounts on the cash flow statements should be consistent with the amounts reported on the budget and the basis for estimating the amounts should be adequately documented.

Fiscal and Programmatic Impact Statement

Applicants must include a statement of the anticipated fiscal and programmatic impact of the charter school upon the public and non-public schools in the area, per § 2851(2)(q) of the statute. Applicants are encouraged to meet with public and non-public school officials in order to obtain the most accurate information.

Monitoring - Fiscal Oversight

The board is responsible for providing fiscal oversight for the school. As such, the school must prepare periodic financial reports and the board must review and approve the reports. The financial reports include:

Monthly budget status reports showing budgeted and actual amounts and any variances.

Monthly cash reports and bank reconciliations.

Quarterly statements of activities (revenue and expenses).

Annual financial reports.

Financial statements.

Schools must have financial statements audited annually by an independent licensed Certified Puclic Accountant (CPA). The audits shall be conducted in accordance with generally accepted auditing standards and Government Auditing Standards issued by the Comptroller General of the United States.

The financial statements shall include a statement of financial position, statement of activities, statement of cash flows, and a schedule of functional expenses along with the required notes and management letter. If a charter school spends $300,000 or more in federal awards during the fiscal year, an independent audit as prescribed in the federal Office of Management and Budget Circular A-133 must also be completed and filed with the federal government and the Department. Additional information concerning the financial statements can be found in the Department's memorandum on Guidelines for Audits of the Financial Statements of Charter Schools.

In the first year after it is incorporated , the school is required to submit to the Department:

an unaudited statement of activities (revenue and expenses) within 45 days of the end of each quarter. The Department may by written request require submission of such statements in future years of the school’s operation.

For each year after the school opens for instruction, the school is required to submit to the Department:

Annual report of academic and fiscal performance by August 1.

Audited financial statements including the management letter within 120 days of the end of the fiscal year.

Where required, a Single Audit report within 60 days of receipt or nine months after the end of the audit period. The time frames for receipt of the Single Audit report are specified in the Office of Management and Budget Circular A-133 - Audits of States, Local Governments, and Non-Profit Organizations. It is available at the following web site: http://www.whitehouse.gov/omb/circulars/a133/a133.html

Updated and current annual budget and monthly cash flow statement not later than May 15 of the immediately preceding fiscal year.

Controlling Finances

The board and school management are responsible for designing and implementing management controls. Controls must be in place to ensure:

Assets are safeguarded.

Laws and regulations are complied with.

Financial and student data is accurately reported.

Goals and objectives of the school are met.

Controls include the systems and procedures put in place by management to provide oversight, supervision, accountability and on-going monitoring of the school's performance over time. The Board and management of the school must develop comprehensive policies and procedures addressing:

Code of ethics.

Budget development and administration.

Accounting and audit policies.

Payroll.

Purchases.

Cash management and investing.

Fundraising.

The school must describe the steps that will be used to develop policies and procedures and the credentials of the individual given lead responsibility for this task. The school will be required to submit to the Department a statement concerning the status of controls. The statement is due by October of the first year that the school provides services to students. Additional information concerning controls can be obtained from various sources including your CPA and the following web sites.

http://www.emsc.nysed.gov/mgtserv/checklst.pdf

http://osc.state.ny.us

http://www.doe.mass.edu/charter/reports/2001/0301letter.html

Other

Charter schools are public schools, but they are treated as if they were non-public schools for the provision of transportation, textbooks, library materials, computer software aid, and health and welfare services (see § 2853(4) of the statute). If the charter school wishes to request that the district of location provide such services, it must do so in the same manner as a non-public school. For assistance, it is recommended that the applicant obtain a copy of the Handbook on Services to Pupils Attending Nonpublic Schools from the Office for Nonpublic Schools at 518-474-3879.

Hiring and Personnel Policies and Procedures of the Charter School

Section 2851(2)(g) of the statute provides that the application will set forth the hiring and personnel policies and procedures of the charter school, including the qualifications to be used in the hiring of teachers, school administrators, and other school employees, and a description of staff responsibilities. Providing the hiring and personnel policies of an institutional partner or any other entity other than the charter school is insufficient.

Section 2854(3)(a-1) of the statute pertains to certification requirements for teachers and allows for up to 30 percent of the teaching staff, or five teachers, whichever is less, to be uncertified as long as such individuals satisfy the following statutory criteria: (i) uncertified teachers with at least three years of elementary, middle, or secondary classroom teaching experience; (ii) tenured or tenure-track college faculty; (iii) individuals with two years of satisfactory experience through the Teach for America program; and (iv) individuals who possess exceptional business, professional, artistic, athletic, or military experience. The application should discuss the school’s intentions concerning the employment of non-certified teachers.

All individuals who provide instruction directly to students must be counted as teachers for purposes of the statute’s teacher certification requirements.

Dissolution Procedures

Section 2851(2)(t) of the statute provides that the application must contain procedures to be followed in the case of the closure or dissolution of the charter school, including provisions for the transfer of students and student records to the school district in which the charter school is located and for the disposition of the school`s assets to the school district in which the charter school is located or another charter school located within the school district. The application’s dissolution provisions must follow the statutory requirements. For example, the application should not state that upon dissolution, student records will be transferred to the district of residence because the statute requires that upon dissolution student records will be transferred to the school district of location.

Facilities Plan

The buildings selected and/or modified must also meet architectural access requirements for persons with disabilities, as indicated in the Americans with Disabilities Act, and local building codes addressing architectural access. The facility must be able to accommodate the programs and services described in the application, including the special education programs and services. A certificate of occupancy must be obtained prior to the first day of instruction. The faciliites must be maintained in a safe and adequate condition at all times, conducive to providing effective education programs to all students.

Recommendations for approval will be made only for those applications that have a facility identified, and the applicant(s) can demonstrate that there is a high likelihood that the board of trustees will be able to by or lease the space after receiving a charter.

Transportation Plan

Charter schools are deemed non-public schools for purposes of Education Law § 3635, which governs the provision of transportation to non-public schools. Accordingly, applicants should review and be familiar with the requirements of Education Law § 3635. Section 2853(4)(b) of the statute provides that the application shall set forth the manner in which students ineligible for transportation pursuant to Education Law § 3635 shall be transported to school.

An acceptable format for explaining how the charter school students will be transported is as follows:

"Charter School students will receive transportation services for which they are eligible under Education Law § 2853(4)(b) and § 3635. If a student is not eligible for such transportation, transportation for that student will be provided as follows: ________________________."

Community Support and Interest

Section 2851(2)(q) of the statute provides that the application must contain evidence of adequate community support for and interest in the charter school sufficient to allow the school to reach its anticipated enrollment. Although it is appropriate to include general letters of support for the charter school from community leaders and members, such letters of support are not sufficient. The statute requires evidence of interest in the charter school sufficient to reach its anticipated enrollment. Strong evidence of such support are the signatures of parents of children who would be eligible to attend the charter school affirming that such parents have an interest in sending their children to the proposed charter school, and listing the current grade(s) for each of their children.

Statement of Assurances

The Statement of Assurances must be signed and notarized by all of the applicants and all of the members of the proposed board of trustees. If an individual is both an applicant and a member of the proposed board of trustees, he or she must sign twice (i.e., once in his or her capacity as applicant and once in his or her capacity as a proposed member of the board of trustees.)

Donations

If the application contains a provision indicating that the charter school will accept donations to be used for the purpose articulated by the donor, the application should also indicate that such donations will be accepted only "to the extent permitted by law."

Application Process/Common Mistakes document/Revisions/2002-03 Revisions/Revision 11-4-02

Charter School Curriculum

The curriculum section of the Charter School Application is a written plan designed to enable students to achieve the 28 New York State Learning Standards. The primary sources for developing the Charter School curriculum should be the New York State Learning Standards and subject area Resource Guides. Textbook programs and curriculum from other schools can also be useful resources.

The Charter School curriculum must be aligned with all of the 28 New York State Learning Standards. The Learning Standards define what all students should know, understand, and be able to do at the Elementary, Intermediate, and Commencement levels.

The organization of the curriculum is described in the document Appendix A: Curriculum Alignment with the New York State Learning Standards. The curriculum should consist of the New York State Learning Standards and the specific content of all 11 separate subjects for each grade level. (Specify the topics that will be covered at each grade level.) The sequence of the content should be clear, as well as the main concepts (or "key ideas") that are the underpinning of the subject area.

The curriculum should also include performance indicators that describe how the students will show the knowledge and skills that they have learned. Performance indicators tell teachers specifically what to measure to determine whether a Learning Standard has been achieved. The performance indicators from the New York State Learning Standards can be used exactly as they are written. The Charter School curriculum can also include additional performance indicators that are connected to the Learning Standards and Key Ideas, and that relate to the philosophy of the school. Examples of performance indicators can be found in Appendix A.

The Charter School curriculum should not consist of a list of instructional strategies such as class projects, field trips, or workbook assignments. Teachers, parents, and administrators should be able to look through the curriculum and understand what specific content will be taught at each grade level, and what specific knowledge and skills the students should learn. Classroom activities and textbook pages can be added to the curriculum as a guide to teachers, but they are not required.

The curriculum should connect to the daily schedules of the Charter School, and to the New York State assessments.

The following Appendix A provides specific guidelines to creating the curriculum component of the Charter School application.

APPENDIX A

CURRICULUM ALIGNMENT
WITH THE NEW YORK STATE LEARNING STANDARDS

Charter School curricula should describe knowledge and skills that students will attain by the end of each grade or course. All 28 of the New York State Learning Standards must be addressed in the curricula.

For every topic to be taught in the Charter School, the information listed below should be provided in a clear, organized format.

All of the 28 New York State Learning Standards with accompanying Key Ideas, Performance Indicators, and Core Curricula and/or Resource Guides can be found at www.nysed.gov.

For additional guidance on New York State learning standards see the Curriculum, Instruction and Instructional Technology website at www.emsc.nysed.gov/ciai.

Do not change the wording of the New York State Learning Standards, Key Ideas, or Performance Indicators.

Subject Areas

All 11 subject areas should be included in the curriculum, even if some of the subjects are to be integrated, such as Health included in Physical Education classes.

The subject areas are:

Career Development and Occupational Studies (CDOS)
English Language Arts (ELA)
Health
Family and Consumer Sciences
Languages Other Than English (LOTE)
Mathematics
Physical Education
Science
Technology Education
The Arts
Social Studies

Address Mathematics, Science, and Technology Education separately.

The Arts should include Dance, Music, Theatre, and Visual Arts, at the elementary level, visual arts and music at the middle level, and opportunities for all four at the high school level.

Languages Other Than English (LOTE) should specify Checkpoint A, B, and/or C.

Languages Other Than English (LOTE) is the instruction of Spanish, French and other languages, and should not be included in the application section on English as a Second Language (ESL).

Address Physical Education, Family and Consumer Sciences, and Health separately.

English Language Arts should include Reading, Writing, Listening, and Speaking. For grades K-3, refer to the publication Early Literacy Guidance: Prekindergarten - Grade 3 available at www.nysed.gov.

Career Development and Occupational Studies includes New York State Learning Standards at the Elementary level, as well as the Intermediate and Commencement levels.

The subject area of Technology Education is not limited to the use of computers in the classroom. Technology Education refers to the study of the development and application of all forms of technology. At the Elementary level, Technology Education may be integrated into other subject areas; at the Intermediate level it is a separate unit of study; and at the Commencement level there are more specialized elective courses. At all levels Technology Education is a program of instruction that involves hands-on problem solving. Students apply technological skills to design, construct, and evaluate products that satisfy human and environmental needs. Performance indicators for Technology Education can be found in M/S/T Standards #1, 2, 5, 6, and 7.

The content standards for Mathematics are described in detail in Standard #3 in the Mathematics/Science/Technology (M/S/T) Standards, but are also included in other M/S/T standards, such as Standard #1 (Analysis, Inquiry, and Design).

Social Studies should include all five learning standards: United States and New York State History, World History, Geography, Economics, and Civics, Citizenship, and Government. For PreK-6, refer to the publication Social Studies Instructional Strategies and Resources: PreKindergarten Through Grade 6 at www.nysed.gov.

Topic

The topic section should describe the specific content to be taught. Themes and Concepts can also be included in this section.

Example:
Topic: Causes of the Civil War

Grade Level

Identify a specific grade level. Do not combine grade levels (such as Grades 7-8 or K-3), even if there will be multi-age classrooms, looping, differentiated instruction, etc. Each grade level should have a separate curriculum.

Also specify whether the curriculum will include Key Ideas from the Elementary (Pre-K-4), Intermediate (5-8), or Commencement (9-12) levels, (or for Mathematics only the Four-Year Sequence in Mathematics. Refer to the levels in the New York State Learning Standards to determine the appropriate level.

Example:
Grade 8 - Intermediate Level

New York State Learning Standards

Identify the specific New York State Learning Standards that are related to the topic.

Begin with the primary subject area and select one or more standards.

Standards can be selected from additional subject areas, if relevant. For example, a topic in Health may include standards from Family and Consumer Sciences and Physical Education, as well as Health. Similarly, a topic in English Language Arts (ELA) may include standards from the Arts as well as ELA.

In the example using the topic of Causes of the Civil War, standards were selected from Social Studies because they pertained to the study of New York and U.S. history as well as the study of Economics. In addition, an ELA standard was selected because it pertained to critical analysis and evaluation of information related to the causes of the Civil War.

Example, for the study of Causes of the Civil War:
New York State Social Studies Standard #1:

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.

New York State Social Studies Standard #4:

Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the U.S. and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms.

New York State English Language Arts (ELA) Standard #3:

Students will read, write, listen, and speak for critical analysis and evaluation.

Key Ideas

Key Ideas in each of the 11 subject areas describe the essential concepts that students should understand. The Key Ideas are located with each of the New York State Learning Standards, and are numbered.

After identifying the New York State Learning Standards that are related to the topic, identify all of the related Key Ideas that are at the appropriate level.

Example, for the study of the Causes of the Civil War:

Social Studies Standard #1, Key Idea #3 (Intermediate Level):

The study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups.

Social Studies Standard #4, Key Idea #1 (Intermediate Level):

The study of economics requires an understanding of major economic concepts and systems, the principles of economic decision-making, and the interdependence of economies and economic systems throughout the world.

English Language Arts Standard #3, Key Idea #1 (Intermediate level):

Listening and reading to analyze and evaluate experiences, ideas, information, and issues requires using evaluative criteria from a variety of perspectives and recognizing the difference in evaluations based on different sets of criteria.

English Language Arts Standard #3, Key Idea #2 (Intermediate level):

Speaking and writing for critical analysis and evaluation requires presenting opinions and judgments on experiences, ideas, information, and issues clearly, logically, and persuasively with references to specific criteria on which the opinion or judgment is based.

Performance Indicators

Performance Indicators describe how the students will demonstrate learning at the specific educational levels. After identifying the New York State Learning Standards and Key Ideas, select Performance Indicators that are related to the topic at the appropriate level. Performance indicators are listed under the Key Ideas in the New York State Learning Standards.

If desired, add additional Performance Indicators developed specifically for the charter school curriculum. Use terms such as create, research, construct, select, engage, determine, describe, etc. when creating Performance Indicators. Assessment tools should be described in a separate section.

Performance Indicators for study of the Causes of the Civil War:

Social Studies Standard #1, Key Idea #3 (Intermediate Level):

Gather and organize information about the important achievements and contributions of individuals and groups living in New York State and the United States (before and during the Civil War).
Classify major developments into categories such as social, political, economic, geographic, technological, scientific, cultural, or religious.

Social Studies Standard #4, Key Idea #1 (Intermediate Level):

Explain how societies and nations attempt to satisfy their basic needs and wants by utilizing scarce capital, natural, and human resources.
Define basic economic concepts such as scarcity, supply and demand, markets, opportunity costs, resources, productivity, economic growth, and systems.
Understand how scarcity requires people and nations to make choices which involve costs and future considerations.

English Language Arts Standard #3, Key Idea #1 (Intermediate Level):

Analyze, interpret, and evaluate information, ideas, organization, and language from academic and nonacademic texts, such as textbooks, public documents, books, and editorials.
Understand that within any group there are many different points of view depending on the particular interests and values of the individual, and recognize those differences in perspective in texts and presentations.

English Language Arts, Standard #3, Key Idea #2 (Intermediate Level):

Present (in essays, position papers, speeches, and debates) clear analyses of issues, ideas, texts, and experiences, supporting their positions with well-developed arguments.

Related Curriculum Information

Specific information about textbooks is required for all subject areas. Include names of purchased materials and other instructional programs that will support the curriculum.

In addition, provide optional information that is unique to the charter school and related to the topic. For example:

Additional Learning Standards (e.g., New York City Learning Standards, sample Learning Standards from other states) that relate to the topic

Instructional Programs and Strategies (e.g., Project-Based Learning, Differentiated Instruction, research-based reading instruction) that relate to the topic

Benchmarks related to the coursework, such as student achievement in courses

School themes or philosophical approaches that relate to the topic (e.g., diversity, character education)

Expanded learning experiences (e.g., intergenerational programs, community-based programs, corporate laboratory experiences) that relate to the topic

Mastery Level Performance Indicators that relate to the subject and/or grade level(s)

Projects (e.g., portfolio, computer-based, museum) that relate to the topic

Daily schedule modifications that relate to the topic

The curriculum does not have to contain specific information about classroom instruction, but suggested instructional strategies can provide teachers valuable guidance, particularly if the strategies support the school philosophy.

If instructional methodologies are included in the curriculum (e.g., small group research, intervention strategies, computer simulations, use of manipulatives, field trips, class discussions), they must connect to the Performance Indicators, Key Ideas, and New York State Learning Standards identified in the curriculum.