44th Education Initiative, Inc. X X X X Kesana Durand 2636 Arts Street, New Orleans, LA 70117 (504)517-4051 kesanabdurand@gmail.com Not Identified X ORLEANS PARISH SCHOOL BOARD Application Part I Wink-1005f6 0 "(Eyes List any principal/leadership programs the proposed leader is currently enrolled in or will have completed NLNS, BES, etc.) School Information Proposed School Name Not Identified (School 1) Opening Year 2019 Grades served Year 1 6-8 Grades served at capacity 6-8 ORLEANS PARISH SCHOOL BOARD Application Part I Enrollment Projection Form Provide the following information for each school included in this proposal. Specify the planned year of opening for each (duplicating the table as needed). School 1 School Name: _______________________________________________________________________________ Number of Students Grade Level Year 1: Year 2: Year 3: Year 4: Year 5: Year at Capacity: 300 300 Pre-K K 1 2 3 4 5 6 100 100 100 100 7 100 100 100 100 100 100 8 100 100 100 100 100 300 PLANNED ENROLLMENT 300 300 300 300 300 300 MAXIMUM ENROLLMENT 330 330 330 330 330 330 9 10 11 12 8 44th Education Initiative, Inc. X X X X Kesana Durand 2636 Arts Street, New Orleans, LA 70117 (504)517-4051 kesanabdurand@gmail.com Not Identified X ORLEANS PARISH SCHOOL BOARD Application Part I Wink-1005f6 0 "(Eyes List any principal/leadership programs the proposed leader is currently enrolled in or will have completed NLNS, BES, etc.) School Information Proposed School Name Not Identified (School 2) Opening Year 2019 Grades served Year 1 6-8 Grades served at capacity 6-8 ORLEANS PARISH SCHOOL BOARD Application Part I Enrollment Projection Form Provide the following information for each school included in this proposal. Specify the planned year of opening for each (duplicating the table as needed). School 2 School Name: _______________________________________________________________________________ Number of Students Grade Level Year 1: Year 2: Year 3: Year 4: Year 5: Year at Capacity: 300 300 Pre-K K 1 2 3 4 5 6 100 100 100 100 7 100 100 100 100 100 100 8 100 100 100 100 100 300 PLANNED ENROLLMENT 300 300 300 300 300 300 MAXIMUM ENROLLMENT 330 330 330 330 330 330 9 10 11 12 8 ORLEANS PARISH SCHOOL BOARD Application Part I School Management Form Do any of the following describe your organization or any of the school(s) proposed in this application? X Will contract or partner with an education service provider (ESP) or other organization to provide school management services. If so, identify the provider: Yardstick Management, L.L.C. Will have a corporate partner as defined in LA R.S. 17.3991.1. If so, identify the partner: The applicant has previously participated in the OPSB charter RFA process. If so, is the application currently on appeal to the State? Already operates schools in Louisiana or elsewhere in the US (indicate which state(s) below) If so, which state(s) Certification I certify that I have the authority to submit this application and that all information contained herein is complete and accurate. I recognize that any misrepresentation could result in disqualification from the application process or revocation after approval. The person named as the contact person for the application is so authorized to serve as the primary contact for this application on behalf of the organization. /s/ August 7, 2017 Signature of Application Primary Contact Date Kesana Durand, Board President Print Name & Title of Application Primary Contact 9 ORLEANS PARISH SCHOOL BOARD . Application Part I . OhrianC? w? ?9 Ni EANS Lou" Teacher Eligibility Form Louisiana state law requires that all groups submitting charter applications involve a minimum of three Louisiana teachers certi?ed by the State Board of Elementary and Secondary Education in the development of their applications. Please use this form to identify the certified teachers participating in the development of this application. Also, please be sure to include a copy of current LA Teacher Certification for the teachers listed. Name Street Address ZIP Code Phone Email 1 Ronicka Briscoe 2 Arl?ne Casimir?Siar 3 Charming Cornelius 11 Certificate Type NUMBER NON-PUBLIC TEACHING CERTIFICATE LEVEL 2* 502233 VALID 07/08/2015 - 07/08/2020 Certificate Issued To: RONICKA JANEA HARRISON BRISCOE By the Louisiana Department of Education, based upon the following: B.A., XAVIER UNIVERSITY OF LOUISIANA, 2006 COMPLETED ALTERNATIVE TEACHER EDUCATION PROGRAM, NEW TEACHER PROJECT, 2008 ELIGIBILITY: The holder of this certificate is eligible for the following area(s) and/or terms: ELEMENTARY GRADES 1-5, 10/08/2008 EDUCATIONAL LEADERSHIP-LEVEL 1, 10/18/2011 EXTENDED FOR 5 YEARS, 07/08/2015 Teacher must complete 150 CLUs of professional development over a five-year time period in order to have a higher level certificate renewed., 07/14/2010 Holders of an Educational Leader endorsement are required to complete 150 continuing learning units of professional development consistent with the Individual Professional Growth Plan (IPGP) over a five year time period., 10/18/2011 The Educational Leader – Level 1 shall have three years once employed in an administrative capacity to complete the one-year Educational Leader Induction Program., 10/18/2011 IF THIS TEACHER ENTERS A PUBLIC/CHARTER SCHOOL SYSTEM IN LOUISIANA, HE/SHE WILL BE REQUIRED TO SUCCESSFULLY COMPLETE THE LOCAL EVALUATION PLAN MANDATED BY ACT 54 OF THE LA 2010 LEGISLATIVE SESSION., 07/14/2010 For renewal of this certificate, individuals must successfully meet the standards of effectiveness for at least three years during the five-year initial or renewal period pursuant to Bulletin 130 and mandated by Act 54. , 07/08/2015 8/4/2017 8:34:43 AM Dr. Gary Jones John White Certificate Type NUMBER TEACHING CERTIFICATE VALID LEVEL 1 544762 10/20/2014 - 10/20/2017 Certificate Issued To: ARLENE ELIZABETH CASIMIR-SIAR By the Louisiana Department of Education, based upon the following: B.A., OUT-OF-STATE COLLEGE OR UNIVERSITY, 2009 COMPLETED ALTERNATIVE TEACHER EDUCATION PROGRAM, NEW TEACHER PROJECT, 2014 ELIGIBILITY: The holder of this certificate is eligible for the following area(s) and/or terms: PK-3, 10/20/2014 To receive a Level 2 certificate, individuals must successfully meet the standards of effectiveness for three years pursuant to Bulletin 130 and mandated by Act 54., 10/20/2014 Dr. Gary Jones 8/4/2017 8:48:03 AM John White Certificate Type NUMBER TEACHING CERTIFICATE VALID LEVEL 2 515565 08/31/2016 - 08/31/2017 Certificate Issued To: CHANNING JOSEPH CORNELIUS By the Louisiana Department of Education, based upon the following: M.S., GRAMBLING STATE UNIVERSITY, 2004 B.S., GRAMBLING STATE UNIVERSITY, 2002 COMPLETED ALTERNATIVE TEACHER EDUCATION PROGRAM, NEW TEACHER PROJECT, 2008 ELIGIBILITY: The holder of this certificate is eligible for the following area(s) and/or terms: MILD/MODERATE (1-12), 10/03/2008 EXTENDED FOR 1 YEAR, 08/31/2016 Teacher must complete 150 CLUs of professional development over a five-year time period in order to have a higher level certificate renewed., 09/19/2011 For renewal of this certificate, individuals must successfully meet the standards of effectiveness for at least three years during the five-year initial or renewal period pursuant to Bulletin 130 and mandated by Act 54. , 08/31/2016 Dr. Gary Jones 8/4/2017 6:06:25 PM John White ORLEANS PARISH SCHOOL BOARD Eligibility and Prospectus .3 Q, . '3 ?Li-4% Loo? Board Member Eligibility Form Please list all the proposed board members for the nonpro?t applying to operate a school. In order to be eligible to apply, applicants are required to have at least three board members. In order to be eligible for ?nal Administrative approval, applicants are required to have ?ve board members. State law requires a minimum of seven board members in order to execute a valid charter agreement, and at all times that a charter school is operational. Please include a current one-page resume for each board member identified. Name Street Address Zip-code Phone Email Brian Burns, Jr. Kesana Durand Gregory Rattler CONTACT EXPERIENCE CERTIFICATIONS EDUCATION BRIAN BURNS, JR. EMAIL ADDRESS PHONE NEW ORLEANS REDEVELOPMENT AUTHORITY, LAND STEWARDSHIP - DEPARTMENT SUPERVISOR May 2014 Present . Led three employees th the Land Stewardsh Department . Earned 100% accountab lty of a 2 000 plus NORA property nventory rang ng from structures vacant lots commun ty parks and a var ety of alternat ve land uses oretent on cells and urban farms DYNCORP INTERNATIONAL, FIELD SAFETY PROFESSIONAL - AFGHANISTAN Jan 2012 Feb 2014 . Preparat on and mplementat on of project spec HSE plans to ensure safe work ng pract ces and adequate emergency response . Establ sh and mon tor an emergency rescue/ response plan per 0d dr tra ng case of an emergency preparat on and updat ng overall staffs HSE Matr . Identf ed and corrected weakness occupat onal safety program KELLOGG, BROWN ROOT, HEALTH SAFETY ENVIRONMENT COORDINATOR - IRAQ Jan 2010 Dec 2011 . Prov de safety nformat on and gu dance to front ne superv on on proper HSE procedures current and potent al hazards and employee coach ng . Mod fy the Ste Safety Health Plan that ncorporate new procedures and to address new problem areas Cert ed USACE OA Rep (Id N0 0100) . Completed Hazwoper Tra ng th applcable requ rements of TITLE 29 CFR 1910 120(q) (6) and 29 CFR 1910 120(q) (6) 40 Hour . OSHA 30 Hour Occupat onal Safety and Health Tra ng . Cert ed HEARTSAVER AID CPR AED Tra ng . Government Complance Tra ng . Government Clearance (SF85) DILLARD UNIVERSITY Bachelor in Science Business Management 2009 KESANA DURAND, ESO. ATTORNEY EDUCATOR FACILITATOR CONTACT (504)517 0451 L.COM 2636 ARTS STREET NEW ORLEANS, LA 70117 EDUCATION A.B. PRINCETON UNIVERSITY 02 M.S. BANK STREET COLLEGE 04 J.D. TULANE UNIVERSITY LAW SC OOL O9 SKILLS 8: QUALIFICATIONS 0 Member in good standing of the Louisiana State Bar Association Institute of Cu tura Affairs ?Techno ogy of Participation trained faciitator Conversationa French and Spanish Federa state, oca and private grant prospecting, research, writing, management, reviewing, and reporting 0 Education po icy - Community organizing (LEE Nationa Organizing Workshop) Nonprofit management Digita communications PROFESSIONAL EXPERIENCE COMMUNITY LEADERSHIP DEVELOPMENT GREGORY N. RATTLER, JR. M.P.H. PROFILE EDUCATION MPH, Health Education Communication Tulane University School of Public Health and Tropical Medicine BS, Biology Howard University ORGANIZATIONS AFFILIATIONS W.K.Kellogg Foundation Community Leadership Network Fellow, '14 Silverback Society Mentor Team, '14 New Orleans Regional Basketball Officials Association Member, '13 Greater New Orleans Football Officials Association Member, '10 New Orleans Black Men and Boys Initiative, Youth Council Member, '11 The NET Charter High School (EQA) Founding Director, '10 44th Education Initiative, Co-Founder, '09 The Urban League of Greater New Orleans, Young Professionals Association, '08 CAREER OBJECTIVE EXPERIENCE 2015 Present CeaseFire New Orleans Director 0 Produced CeaseFire PeaceFest '15, '16, and ?17events 0 Managed 17-member personnel team and daily program operation 0 Lead team to effect streak of 150+ days without a murder in target area 2012 2014 New Orleans Fatherhood Consortium at Loyola University Director 0 Researched and drafted policy recommendations for state and national Child Support policy and practice 0 Directed NOFC research for 2013 ?Fatherhood First Initiative? legislation. Assigned to State of Louisiana Fatherhood First Council 2010 201 1 Central City Renaissance Alliance Resident Engagement Coordinator 0 Manager and co-facilitator of Resident Leaders Fellows - a black male leadership development initiative 0 Organized Central City residents around issues such as crime, housing, education/schools, and jobs It is my personal goal to be a model of leadership and collaboration through community-based programming, education, research, and strategic partnership development for service delivery. I have focused my career efforts in the planning, implementation, management, outreach/promotion, and evaluation of initiatives aimed at improving the quality of life, health, and education for the Greater New Orleans Community. ORLEANS PARISH SCHOOL BOARD Eligibility and Prospectus Wink-1005f6 0 "(Eyes Assurances Form Please review the statements below and indicate whether each is true, and will hold true if the application is approved. If the answer to any item below is please submit a statement of explanation. Yes No 1. The school and/or governing organization is currently registered as a nonpro?t and is listed as in good standing with the Louisiana Secretary of State 2. The school is not af?liated with any religious organization and does not support nor engage in any religious activities 3. The school and/or governing organization does not have any liens, litigation history and/or sanctions from any local, state and/or federal regulatory agency against the nonpro?t corporation 4. The school and/or governing organization does not have the same or substantially the same board of directors and/or officers as an existing private school 5. The school does not draw a substantial portion of the employees from an existing private school 6. The school does not receive a substantial portion of assets or property from an existing private school 7. The school is not located at the same site as an existing private school 8. The school will participate in the city-wide common enrollment (OneApp) process 9. The school will participate in the city-wide common expulsion process 10. The school will provide free transportation to students as stipulated in OPSB Policy HA Certi?cation I certify that have the authority to submit this application and that all information contained herein is complete and accurate, realizing that any misrepresentation could result in disquali?cation from the application process or revocation after approval. Kesana Durand Name of Board Chair, Charter Governing Board August 7, 2017 Signature of Board Chair Date 13 44​th​ Education Initiative, Inc. Statement of Explanation AUGUST 7, 2017 The Louisiana nonprofit, 44​th Education Initiative, Inc., was founded in July 2009. In November 2015, the Louisiana nonprofit status was revoked due to inactivity. In July 2017, the Louisiana Secretary of State reinstated 44​th Education Initiative, Inc.’s nonprofit status and the organization is currently in good standing. The Louisiana-registered nonprofit, 44​th Education Initiative, Inc.’s federal nonprofit exemption status was revoked in 2012 due to inactivity. Federal nonprofit status is not a prerequisite for Louisiana charter school application submission. 44​th Education Initiative, Inc. is in the process of filing for reinstatement of federal nonprofit exemption status. ORLEANS PARISH SCHOOL BOARD Eligibility and Prospectus oo?noz?d? 0 ?(Ems Section School Prospectus (Optional) The purpose of this section is to give applicants an opportunity to articulate and receive independent expert feedback on the fundamentals of the plan prior to submitting a complete application. Completion of this section is optional. For applicants choosing to submit the School Prospectus: 0 Your response will be reviewed by independent evaluators separate from the eligibility portion. 0 You will have the opportunity to receive written feedback and to meet in-person with the reviewers to discuss their assessments and recommendations. 0 You will have the opportunity to revise the content for your full application. 0 Your prospectus responses will not be for purposes of an OPSB application decision except to the extent that you choose to include them in your full application. 0 Your complete application will receive a full review by OPSB staff and independent reviewers separate from your prospectus. If you choose not to submit the School Prospectus 0 You will receive an eligibility determination from OPSB. 0 Your complete application will receive a full review by OPSB staff and independent reviewers. Prospectus Election YES NO Mark whether you are electing to complete (Section completed) (Section not completed) Section (School Prospectus). El School Founders Present the backgrounds, experience, and skills that the founding group possesses and Information Form opportunities for further strengthening the founding team. School Vision Form Describe your vision for the school, the educational program, and management. School Management Explain how the school will be managed and present the overall financial picture. and Finances 14 School Prospectus III. A. SCHOOL FOUNDER INFORMATION Describe the strengths in terms of experience, skills, and capacity that the founding group1 as a whole brings to your proposal and will bring to the school. (2 pages, maximum). School founders, Kesana Durand, Brian Burns, Jr., and Gregory Rattler, Jr. are dedicated to serving the young humans of New Orleans. Evaluation of experiences, skills, and capacity surfaced the following key strengths: Relevant Experience 1. Charter Board Governance and Accountability: ​Kesana has served as a founding board member for two OPSB-authorized charter schools. This work has included providing oversight for academic, financial, and operational performance of the schools. Greg has similarly served as a founding board member for The NET Charter High School (Educators for Quality Alternatives), providing the first alternative school options in New Orleans following Hurricane Katrina. 2. Charter Management Organization Experience: ​While engaged with an open-enrollment New Orleans-based charter management organization, Kesana directed and implement work streams related to: grant prospecting, application, management and compliance; internal and external communications; and partnership development. These experiences give the school founders deep insight into the necessary operations that support student learning and access to resources. 3. Young Human Development Experience: ​Throughout her career, Kesana has worked directly with young humans, whether through serving as a lead teacher or tutoring group-home adolescents. Since her undergraduate years, Kesana has supported the personal development of diverse children from inequitable backgrounds: Princeton Head Start volunteer, Princeton Big Sisters - middle school volunteer, East Harlem School at Exodus House - fifth grade summer humanities and Discovering America coordinator (program bringing together diverse middle schoolers from across the country and from low-income backgrounds to a Montana retreat to explore Democracy in an unfamiliar environment), Claremont Community School (Community Elementary School 42x) lead first and third grade inclusion teacher, Waldo Burton Home for Boys - residential home school/group home tutor, Tulane University Law School Juvenile Litigation Clinic - student attorney representing young humans facing adjudication, New Orleans Nationwide Co-Director - college application process preparation program at Warren Easton High School, and Orleans Parish Juvenile Court Girls Reaching Out Works Wonders facilitator. Foundational education training in human development, formal and informal mentorship of young humans, and the above experiences have prepared Kesana to set a vision of excellence to meet the needs of all students. Throughout his career, Greg has committed himself to reaching New Orleans young people. Greg has supported student retention through group and individual programming at Southern University at New Orleans, developed and facilitated educational and enrichment programs for children through Ashé Cultural Arts Center, implemented an interdisciplinary African Drums and Ratios project to connect percussion and mathematical concepts, and officiated junior varsity and varsity football and basketball across the region. These experiences are invaluable to the founding team determined to build a school ripe with diverse learning opportunities for all students. 4. Facilitative Leadership: ​Kesana has been trained and continues to apprentice as a facilitative leader. Using the Institute of Cultural Affairs Technology of Participation techniques developed and vetted worldwide to facilitate community consensus-building, Kesana has worked with adults and youth to leverage their individual strengths to plan and implement initiatives collaboratively and strategically. 5. International Baccalaureate: ​The school founders are proposing implementing an International Baccalaureate Middle Years Programme (IB MYP) curriculum. Kesana attended the United Nations International School from kindergarten through twelfth grade and graduated with an International Baccalaureate Diploma. This school founder’s foundational educational experiences as a young human interacting with the IB curriculum in a community of diverse learners drives the vision for the proposed school. 1 ​The current nonprofit board president, Kesana Durand, will resign from the board pending charter application approval and become the school’s founding executive facilitator. 1 School Prospectus Relevant Skills 1. Communications and Facilitation: ​School founder, Kesana, is trained in Technology of Participation facilitation practices designed to help diverse groups build consensus while acknowledging difference. Kesana is skilled at legal, professional and technical writing, with outputs ranging from large-scale federal grants and reports to social media campaigns. Greg earned a Master of Public Health in Health Education and Communication and is a skilled public speaker, community organizer, and leverager of social media. Over his career, Greg has used these skills to implement numerous community outreach initiatives, plan and execute large-scale educational events, and presented at local and national convenings to share the importance of his work. This repository of skills will be essential as the founders work to clearly communicate the school’s vision and mission while working collaboratively with the school community. 2. Teaching: ​Kesana earned a Master of Science in General Childhood Education from Bank Street Graduate School of Education (Bank Street College) in 2004 and has worked with diverse populations of children individually, and as a lead teacher to foster curiosity, personal agency, and love of learning. The child (and student) of a master teacher, counselor, and curriculum developer, Kesana began observing and practicing the art and science of teaching from an early age. 3. Curriculum Development: ​In addition to developing curriculum for her own classrooms and grade-level teams, Kesana has authored textbooks meeting academic standards in Florida, New York, and Texas. Greg has also developed curriculum for young percussionists, college-going high school students, first-generation university students, and community leaders. These existing skills will be enhanced as the school leadership team and staff are identified. 4. Operations Management: ​Brian comes to the founder group with a wide-range of local and international operations and logistical skills specifically related to Health Safety and Environment compliance management. These skills, honed on Iraq and Afghanistan military bases during times of war, provide the founders with insight into both military and high-level civilian contractor practices associated with safety and compliance management. This unique lens will help the founders develop innovative ways to manage school operations. 5. Facilities: ​Brian brings his project management skills and experiences with the New Orleans Redevelopment Authority (NORA) to the founding team. At NORA, Brian has been responsible for leading a team and managing contractors working on residential, commercial, and infrastructure-related projects ranging from the “Lot Next Door” program to site development, strategy, programming, and budgeting. These skills, particularly within the City of New Orleans, will be invaluable as the school develops its facility plans. Capacity 1. Yardstick Management Partnership: ​The school founders have identified an education management partner to provide operational support to build capacity across all work streams during the planning, start-up, and operational phases of the school. Yardstick Management, L.L.C. currently provides consulting and management support to diverse charters, school districts, universities, and nonprofit organizations around the world and is particularly committed to supporting schools of excellence in New Orleans. The founders’ collective experiences, skills, and capacity highlighted above provide a strong foundation for the school. 2 School Founder Bios* BRIAN BURNS, JR. Brian serves as the Land and Stewardship Department Supervisor within the Real Estate Development & Planning Division of the New Orleans Redevelopment Authority, managing green infrastructure projects and contractors responsible for transitioning blighted properties back into commerce. Prior to this role, Brian protected U.S. troops as a private contractor in the Health Safety and Environment compliance management (HSE) field in Afghanistan and Iraq. Energetic, eager, and driven, Brian honed his leadership in project management skills in a variety of sectors ranging from post-Hurricane Katrina disaster recovery and the high-end service industry to mental health care. Brian holds a Bachelor of Science in Business Management from Dillard University (‘09) and numerous government safety certifications. KESANA DURAND, Esq. A Louisiana licensed attorney, Kesana is dedicated to serving the New Orleans community through consultation and representation around family law, juvenile law, small business development, and nonprofit matters. As former Director of Partnerships for the second largest charter management organization in Louisiana, Kesana maintained workstreams related to grant prospecting, application, management and compliance, internal and external communications, and partnership development. Kesana is co-founder of the 44​th Education Initiative, Inc., founding board president of ENCORE Academy, a performing arts-focused charter school, and founding board member of Rooted School, a tech career-focused charter high school. Kesana began her career teaching Bronx first and third graders as a Teach For America corps member. Kesana holds an AB in Sociology and a Certificate in African American Studies from Princeton University (‘02), an MS in General Childhood Education from Bank Street Graduate School of Education (‘04), and a JD from Tulane University Law School (‘09). GREGORY RATTLER, JR. Greg currently serves as Director of CeaseFire New Orleans. Greg previously served the Loyola University of New Orleans Lindy Boggs National Center for Community Literacy as Director of the New Orleans Fatherhood Consortium and at the Foundation for the Mid South. His personal and professional focus is on the plight of Black men and the Black male identity. Greg was a founding board member of The NET Charter School and is an inaugural fellow in the W.K. Kellogg Foundation Community Leadership Network. In his spare time, Greg enjoys mentoring middle school boys through the Silverback Society and officiating high school football through the Greater New Orleans Football Officials Association. Greg earned degrees from Howard University (Bachelor of Science ‘04) and Tulane University (Master Degree in Public Health - Education & Communication ‘06). *Résumés for the school founders can be found in the “Board Member Eligibility” section above. School Prospectus Describe critical kinds of experience, skills, and capacity that the founding group still needs and outline your plans for developing or adding these. (1 page, maximum) We have evaluated our existing experience, skills, and capacity and identified the following key areas for development: Needed Experience and Skills 1. Instructional Leader/Principal: ​The founding group needs to find the right principal to drive the vision and mission of the school while galvanizing students, families, and community support. Founders, with input from students, families, and community, will utilize local networks, city-wide, nation-wide, and international channels to find a principal match. 2. Curriculum, Evaluation, and School Supports Development: ​Teachers will need to feel secure developing and implementing the selected curriculum. Identifying the right facilitators of curriculum, evaluation, and school supports will be critical to building a team of philosophically-aligned and experienced educators and supporting partners. Founders, with input from students, families, and community, will utilize local networks, city-wide, nation-wide, and international channels to build this leadership team. The founding team seeks to partner with philosophically-aligned schools like Bricolage Academy of New Orleans to design middle years curriculum resources for New Orleans young humans. Building Capacity 1. Recruiting Board Members: ​The founders will partner with the Louisiana Association of Public Charter Schools (LAPCS) to access board development resources. One LAPCS resource of particular interest is its Board Bank -- a directory of diverse community members who have received training and are interested in sharing their skills through charter board service. Founders will also consult with Urban League of Greater New Orleans and other organizations cultivating young professional board members. Furthermore, the founders welcome interested board members to reach out and will also seek advice from youth-led and youth-serving organizations for recommendations. 2. Recruiting the Team: The school will not succeed without the right people. Founders, with input from students, families, and community, will develop criteria for evaluating candidates for the school staff. In addition, founders will leverage its education management partner’s resources to build recruitment strategies. Finally, the school will prioritize paying top-market and above salaries and providing opportunities for personalized professional development to attract the best people. The school founders will leverage trainings and resources offered by community-based organizations, charter organizations, local, national, and international networks, and New Orleans youth-led and youth-serving organizations to continue developing strategies to implement the proposed school program with a spirit of excellence. 3 School Prospectus SECTION III. B. SCHOOL VISION (3 PAGES) 1. Describe The School You Want To Create For Children. What will a typical day look and feel like for children who attend the school? On a typical day, students will arrive at 8am to eat breakfast and work on individual goals until 8:45am. Examples include: finishing a science project, meeting with a trauma psychologist, participating in a restorative community circle, practicing a musical instrument, rehearsing a play, building a sculpture in the art studio, playing educational games, reflecting on an “Approaches to Learning” prompt, and more. This self-directed time allows students to address their individualized priorities and build personal responsibility for learning. From 8:45am to 9am, each child will go to homeroom where they can check in with a loving and caring adult who will hold them accountable to their personal goals. From 9am to 5pm children will follow a familiar school schedule: Language Acquisition, Language and Literature, and Individuals and Societies in the morning; Lunch; Mathematics, Sciences, Design, Arts, Physical Education/Health in the afternoon. Students will receive at least ten minutes of free time in between each class. Design, Arts, and Physical Education/Health classes take place between 3 and 5 pm and will include options to learn outside of school with community partners. Schedules will look different for each grade level and class, depending on student enrollment. The school is considering using an A/B-week model to ensure children are engaged across all eight subjects equitably. Students, staff, and community will collaborate to design and implement weekly and monthly Friday Assemblies to address relevant and thematic topics and celebrate the school community. What should people who visit the school observe happening on a typical day? Visitors will hear a common language centered on IB “Approaches to Learning:” communication, collaboration, organization, affective, reflection, information literacy, media literacy, critical thinking, creative thinking, and transfer skills. Students will be seen and heard questioning others and the world and working through problems collectively. The environment and staff will develop and present challenging problems while exuding love and light, making all children feel welcomed and valued as equal partners in their education. Each grade level will operate as a family. Observations within each classroom and subject area will make it evident that staff collaborate to ensure learning is interdisciplinary and relevant. Adults will hold students accountable for their own personal development, maintaining calm, consistent, and fair relationships. Adults will maintain a physically and emotionally safe environment by being present throughout all learning spaces and being facilitators and guides when students need support. Diverse learning spaces and centers will be readily accessible for children to work independently, in pairs, small groups, whole class, or as an assembly. 2. Describe The Educational Philosophy And Program. What beliefs will your school reflect about how children learn? Our program is grounded in the following beliefs: ★ We believe that education is a universal human right. ★ We believe that all young humans are intelligent in multiples ways and must play a leading role in designing learning experiences that meet their personal goals. ★ We believe in the science of adolescent brain development and cultivate an environment that enriches young humans during this unequivocal state of neuroplasticity2. ★ We believe that schools cannot do this work alone so we work alongside community and families to ensure all physical, emotional, social, and intellectual needs are met in order for young humans to engage in their personal process of humanization. ★ We undertake this journey as a village because we believe that true liberation will come when we all become human. 2 ​https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3982854/ 4 School Prospectus With a focus on these fundamental beliefs and in alignment with educational theories put forth by Paulo Freire3 and Howard Gardner4, our school will use the International Baccalaureate Middle Years Programme5 (IB MYP) model. The IB MYP prepares students to understand themselves, their communities, and their roles in making the world a better place. What are the key characteristics and components of the educational program in terms of learning materials, instructional practices, structure of learning time, etc.? Applying the IB MYP model, our school will ensure that children receive holistic learning experiences from 6th through 8th grade and are prepared to thrive at any local, national, or international secondary or tertiary school. The mission of the IB is “​to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect6.” This will include learning across eight subject areas, and an annual interdisciplinary unit designed through consensus of students, staff, and community. Our school will align Louisiana state standards and understandings of multiples intelligences to IB expectations within eight subject areas. Students will receive at least 50 hours each year in each area: Language Acquisition, Language and Literature, Individuals and Societies, Sciences, Mathematics, Arts, Physical Education and Health, and Design. Specific curriculum and assessment resources will be selected after engaging students, staff, families, and community. Curriculum will be developed by subject-matter specialists and interdisciplinary teams, drawing from resources that include but are not limited to IB MYP Curriculum7 Centre, The Reading and Writing Project, Association of Middle Level Educators, university faculty, certified professionals from relevant fields, and Louisiana quality-reviewed resources. Instructional practices and structure of learning time will focus on providing diverse learning experiences for all students aligned with the Universal Design for Learning8. Student assessment will be guided by these practices and through demonstration of the IB “Student Learner Profile9” attributes and “Approaches to Learning10.” The school will also integrate Louisiana-recognized interim assessments11 to maintain compliance with State-level requirements. 3. Describe the school's relationship to the District and the Community Will your school fulfill any priorities that the District has identified for improving public education? Discuss. Results from the 2017 OPSB Community Education Survey and 2017 OPSB Superintendent’s Student Advisory Committee-administered survey highlighted strong community interest in setting higher expectations for children and increasing the diversity of program offerings across New Orleans’ public schools. The school will collaborate with students, families and community using facilitative practices to address the student vision and community concerns elucidated by these survey results. After surveying over 750 public school students, the Superintendent’s Student Advisory Committee set forth a vision12 that lays out the characteristics our young humans seek from schools. The school will collaborate with students, families, and community to meet the vision in the following ways: 1. A rigorous and diverse academic experience: ​Philosophically​, ​the IB MYP shifts the responsibility of teaching and learning from emphasizing teacher ​to the student learning to a partnership between human inquirers where teachers guide student learning and self-discovery. ​Freire, Paulo. ​Pedagogy Of The Oppressed​. New York : Continuum, 2000. Print. ​http://www.pz.harvard.edu/sites/default/files/Theory%20of%20MI.pdf 5 http://www.ibo.org/programmes/middle-years-programme/ 6 ​http://www.ibo.org/about-the-ib/mission/ 7 ​http://www.ibo.org/programmes/middle-years-programme/curriculum/ 8 ​http://www.udlcenter.org/aboutudl/whatisudl 9 ​http://www.ibo.org/contentassets/fd82f70643ef4086b7d3f292cc214962/learner-profile-en.pdf 10 ​https://ibpublishing.ibo.org/server2/rest/app/tsm.xql?doc=m_0_mypxx_guu_1409_1_e&part=3&chapter=4 11 http://www.louisianabelieves.com/academics/ONLINE-INSTRUCTIONAL-MATERIALS-REVIEWS/curricular-resources-annotated-reviews 12 ​http://opsb.us/wp-content/uploads/2017/05/SSAC-Final-Board-Presentation-May-2017-1.pdf 3 4 5 School Prospectus 2. 3. 4. 5. Robust extracurricular opportunities: ​Using a MI lense to approach teaching, learning, and assessment, all students will learn across eight intentionally interdisciplinary subjects. This includes acquisition of a second language and design courses for all as well as in-school and out-of-school arts and physical education and health enrichment (e.g. piano, martial arts, painting, community organizing, etc.) Comprehensive student support services: ​The school facilitation/leadership team includes a facilitator of school supports who is responsible for collaborating with staff, students, families, interns, social and adult education services, the justice system, youth-serving community-based organizations, businesses, scholarship programs, etc. to effectively meet individualized student needs and wants. Fair and firm school culture and discipline: ​The school leader and staff will be committed to social justice and view education as means for humanization. The school leader must live love and light, believing in the humanity of every “friend or foe,” no matter their personal beliefs. The team will comprise of middle years educators with curriculum development, teaching, counseling, coaching, and building-level experiences. These middle years educators have a love for and dedication to supporting the pre-adolescent and adolescent developmental journey (neurological processes and physical, psychological, social, and emotional behavioral manifestations). The school will recruit and develop faculty who have a track-record for implementing developmentally-appropriate programming in intentionally developmentally-appropriate environments. ​Authentic platforms for student voice and representation: ​The school believes that students are ultimately responsible for their learning. Given the central importance of students, the school’s nonprofit governance board will include a student advisory committee comprising of at least one student representative from each grade (six through eight) to ensure opportunities for authentic student leadership development and representation. Further, the school will collaborate with students, families, and community using facilitative leadership practices to build a school of excellence that addresses pressing community concerns expressed in the OPSB Community Education Survey13: 1. Many, especially the lowest-income families, feel frustrated with the quality of school choices available to them; 2. The community wants to ensure that schools are preparing students for their future, and focusing on a broad set of skills and capabilities; and 3. The community wants schools to be more diverse and representative of the city, but the perception of public schools still lags among private school families. Will your school make a distinctive educational program or model available to children in the city as a whole or in a particular neighborhood? Discuss. Our program will welcome all families, regardless of neighborhood. Is the school designed to serve a particular student population? Discuss. The school is designed to serve middle years students in grades six through eight. What community relationships and/or support have you secured that are important to the success of the school? Discuss. We are seeking partnership from organizations that will support programming in the following ways: 1. Rethink14: ​student​ ​organizing and leadership development for young humans 2. Brothers Empowered 2 Teach: ​recruits and trains Black male ​teaching fellows from historically black colleges and universities (HBCU) 3. Nuestra Voz: ​Spanish-speaking, Latino parents as advocates program 4. Bricolage Academy: ​developing philosophically and Louisiana-standards-aligned middle years curriculum 13 http://opsb.us/wp-content/uploads/2017/05/OPSB-Community-Education-Survey-Results.Final_.6.20.Board-Chair-Meeting.v3_June-28mtg.pdf 14 ​http://therethinkers.org/roots-crew/ 6 School Prospectus SECTION III. C. SCHOOL MANAGEMENT AND FINANCES (2 PAGES) 1. How Will The School Be Managed? Describe the key leadership positions and responsibilities The school will be governed by a nonprofit board of directors that includes at least one parent and a three-student advisory committee. The nonprofit board of directors will partner with an education management company to facilitate school operations, finances, and accountability. Key leadership positions and responsibilities will include: 1. 2. 3. 4. 5. 6. 7. Front Office Manager: ​Face of the school Executive Facilitator: ​Traditionally known as the executive director, the executive facilitator will be responsible for facilitating smooth and effective collaboration between the school’s authorizers, governance, faculty, families and partners in service of children and in alignment with the goals set forth in the charter agreement. This facilitative leader is an architect, pilot, and guide, working with all members of the school community to achieve common goals in support of young humans. Principal​: Both an instructional and school community leader, the principal will be responsible for living the school’s values by setting the culture and program implementation. The principal will collaboratively manage three departments: Curriculum, Evaluation, and School Supports. Facilitator of Curriculum: This leader will be responsible for the development and implementation of the IB MYP in alignment with Louisiana educational standards for all learners. The facilitator of curriculum will be charged with leading, coordinating, collaborating with, and coaching instructional staff, teaching fellows, and interns to meet the standards of IB MYP World Schools, state, and federal educational requirements. Facilitator of Evaluation: ​Program evaluation through teacher-created, student-designed, school-level, partner benchmarks, state, and IB MYP assessments will inform and drive curriculum and school support needs and implementation. The facilitator of evaluation will be responsible for leading, coordinating, collaborating with, and coaching staff, students, teaching fellows, and interns to develop, document, and analyze a complex array of assessments to support student and teacher growth and overall program effectiveness. Facilitator of School Supports: Before children and staff alike can undertake the self-fulfilling work of developing new approaches to learning and self-actualization in a global society, basic (physiological and safety) and psychological (belongingness, love, self-esteem) needs15 must be addressed. The facilitator of school supports will be responsible for collaborating with staff, students, families, interns, social and adult education services, the juvenile justice system, youth-serving community-based organizations, businesses, scholarship programs, etc. to effectively meet individualized student needs and wants. Operations and Compliance Manager: The operations manager will be responsible for the school’s finances, facility, human resources, student enrollment, technology, safety, data, reporting and legal compliance, etc. The school’s operations manager will leverage the expertise of the education management company to meet the school’s operations and compliance strategy. What essential qualities must the school leader have in order for the school to be successful? To be successful, the school leader must be committed to social justice and view education as means for humanization. The school leader must live love and light, believing in the humanity of every “friend or foe,” no matter their personal beliefs. A seasoned middle years educator with teaching, coaching, and building-level management experience, the school leader must be familiar with pre-adolescent and adolescent development (neurological processes and physical, psychological, social, and emotional behavioral manifestations) and have a track-record for implementing developmentally-appropriate programming. The school leader must believe that each individual, regardless of age, background and experiences, is intelligent in multiple ways and must be given every opportunity to discover who they are and how to do their best in the world as it is and in the world as it should be. The school leader should have a record of building lasting relationships with colleagues, young humans, their families, and community. Specifically, the school leader must have a demonstrated history of cultivating students as leaders who are able to share their voices to affect change. The school leader may or may not be familiar with the IB MYP yet have a proven track record of demonstrating similar philosophical approaches to education. 15 ​https://www.simplypsychology.org/maslow.html 7 School Prospectus Describe any key third party partners such as charter management organization or school program advisor that will be integral to the school's success. Explain the partner's anticipated role, responsibilities, and reporting responsibilities. The nonprofit board of directors will partner with Yardstick Management, L.L.C. (Yardstick) to serve as the school’s education management organization. Yardstick will be responsible for the overall operations and management of the school. Highlights of key management responsibilities are as follows: 1. 2. 3. 4. 5. 6. 7. 8. Front Office​: Face of the school Overall operations management​: Oversight, management, and implementation of operational practices necessary to support academic, financial, and organizational performance in accordance with the charter contract and applicable local, state, and federal regulations Finance​: Maintaining GAAP (Generally Accepted Accounting Principles) in school financial operations (budgeting, payroll, purchases, auditing, financial reporting and disclosures, etc.) Human Resources​: Staff recruitment, certification verification, benefits administration, grants and scholarships support, connections to support services, etc. Student Enrollment​: Recruitment, assessing satisfaction, building (physical plant) climate Special Populations​: Staffing, budgeting, and compliance management for students with special legal statuses and/or who need additional support: special education, overage, English language learners, career and technical education, experiencing homelessness, etc. Facility​: Daily maintenance, special projects, safety, etc. Technology​: Identification of appropriate technology infrastructure, hardware, and software necessary to carry out the educational mission of the school Yardstick will be responsible for reporting to the nonprofit board of directors who is ultimately accountable for overall academic, financial, and organizational performance in accordance with the charter contract and applicable local, state, and federal policies and laws. 2. PROVIDE AN OVERVIEW OF THE FINANCIAL PLAN. What are the key variables that will determine financial viability? We are focused on three key variables that will determine financial viability: 1. 2. 3. Enrollment​: For long-term financial viability, the school’s revenue streams should include local, state, and federal per-pupil allocations without the need for supplemental competitive grants and fundraising. Meeting enrollment goals is imperative for sustainability. Facilities​: As a Type 1 Transformation Reconfiguration Phase-In school, a facility is not guaranteed and, according to application materials, may depend on the percentage of currently-enrolled rising 6, through 8 grade students at the matched school. Costs associated with IB MYP candidacy and approval​: While there are known upfront costs associated with applying for IB MYP candidacy, staff development and evaluation expenses will depend on the specific needs of school community. To what extent will your plan depend on funding above the public per pupil allocations? Early investments in curriculum and staff development, books, manipulatives, technology, musical instruments, etc. will set the school up for successful program implementation. Philanthropy will be sought, where appropriate, to create an environment of excellence that makes all necessary learning tools available. What are your current plans or prospects for securing the additional funding needed, including but not limited to start-up funding? We are in the financial modeling and prospecting phase, identifying needs and aligned local and national funding opportunities to supplement school start-up. 8