Organizational Chart FLACS I, II, III First Year - Newyorkcharters.org

Response 14 - Community Relations(a)District RelationsDescribe any provide supporting evidence of any explicit support for theproposed school from the school district in which the school intends to belocated. Also include;• Strategies for establishing and maintaining an ongoing relationship withthe local school district including any foreseen opportunities orchallenges; and,• A description of low-performing schools in the area where the proposedcharter school intends to be located and explain how the charter schoolmight partner with those schools to share best practices and innovations.In the following chart we have presented a comparison of the performance ofdistrict 7 schools and FLACS-I as reported by State Education Departmentfor 2010-2011 (the last report published by NYSED). This chart reports onthose grades for which FLACS-I had students in grades that were tested.Grades reported for district 7 are district wide averages. Thus, it can beassumed that the scores have been elevated by the inclusion of higherperforming schools in the district. Since FLACS-III has not yet identified asite, we are unable to report exclusively on the probable proximate schools.Immediately noticeable is that the data demonstrates the higher performanceof FLACS-I students for every grade and every subject. Noticeable also isthat FLACS-I made all of its AYP targets. The discrepancy in number ofAYP target areas is based on the fact that district 7 has two more reportableethnic groups.ELA Math ScienceGrade Dist 7 FLACS-I Dist 7 FLACS-I Dist 7 FLACS-I3 29 43 34 434 32 39 41 55 69 925 29 56 40 676 22 52 35 577 16 53 36 91AYPElem1 of 8 6 out of 6 1 out of 8 6 out of 6 1 out of 1 1 out of 1Middle1 of 8 6 out of 6 1 out of 8 6 out of 6 1 out of 1 1 out of 1(b)Community RelationsDescribe any explicit support for this proposal from community stakeholdersResponse 14 - 1