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

Response 01 – Community NeedSCHOOL ESTABLISHMENT1. Community Description, Need and Proposed School ImpactAt the time of this writing, the site for FLACS – III is, as of yet, undetermined. The foundersare considering a stand alone leased facility and the prospects of co-location. However, weare committed to establishing this school in a community in the Bronx with a special interestin locating in community school district 7. The district 7 school population (in whichFLACS-II is located, as compared to district 9 (in which FLACS-I is located is as follows:FreeLunchReducedPriceLunchELLBlack andAfricanAmericanHispanicor LatinoDistrict 7 85% 5% 18% 29% 69%District 9 85% 4% 26% 32% 66%OverallAccountabilityStatusELAImprovement(Year 8)ELAImprovement(Year 7)Grades 3-9Studentswithdisabilities27%16%As can be noted in the chart above, there are great demographic similarities between districts7 and 9. Most importantly, both districts serve high Hispanic or Latino populations and bothneed to improve in their ELA overall status. While we cannot presume to imply a directcorrelation, traditionally schools with high ELL populations have had difficulty withdemonstrating school wide ELA proficiency. Seeped in the belief that sufficient efforts havenot been expended to ensure that these students are successful, FLACS, FLACS-II and, ifapproved, FLACS-III, seek out communities with high Hispanic and immigrant populations.Given the non-predictability of the school admissions lottery system, being assured that thepool of applicants will include a high percentage of ELL and immigrant students. FLACSschools give preference to such populations to ensure that the schools serve thesecommunities of learners.As part of the school’s recruitment strategy, we have been able to capitalize on the networkof churches and community groups that have worked with LPAC and Reverend Rivera.There has also been outreach to the school district, parents’ associations and local electedofficials. Furthermore, FLACS-I has established a positive reputation in community schooldistrict 9 and has a relationship with District 7. FLACS-I has applied for a CharterDissemination Grant partnering with a Middle School in District 7. In addition FLACS-IImaintains a student waiting list. FLACS-II has also formed a relationship with the Networkleader who has offered FLACS II the opportunity to participate in district ESL Workshopsheld for new teachers. FLACS II has participated in these workshops especially since expertssuch as Margarita Calderon, Professor at John Hopkins University, have presented.Response 01 – 1