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

More documents

Recommendations

Info

Response 15 - Student Demand, Recruitment and Retention(a)General Student PopulationFLACS schools were established to demonstrate that the almost commonlyaccepted belief was that second language students, immigrant students andstudents in poverty were causative for poor student performance. FLACS-I,beginning in the community served by the Latino Pastoral Action Center(LPAC), sought to attract local students. The local community,demographically, served such students. There was also a swell of requestsfrom community parents for LPAC to apply for and establish a charter school.From its opening, the large number of applicants has caused FLACS tomaintain a waiting list. As the students in FLACS-I aged through the K-5grades, there was another swell of requests for FLACS-I to expand to amiddle school. Since filing for, and receiving, a charter amendment toexpand to middle school grades, FLACS-I has also been approached by manyrequests to fill such seats.FLACS-II, although just opening this past September, has also had moreapplicants than seats. We anticipate this condition to persist as FLACS-IIages through the K-8 grades for which it is authorized.To the above-noted history, we include the persistent challenge that charterschools have not adequately admitted ELL students. FLACS schools seeksites in communities where there is a predominance of ELL and immigrantfamilies in the belief that applicants will reflect the community. This willresult in large populations of the targeted groups.In addition, it must be noted that Rev. Rivera of LPAC has a well-establishednetwork with other community leaders who will assist in the recruitment oflocal families and students.All of this is supported by the reputation FLACS-I and II have engenderedbased on their quality of instruction and demonstrated student success.(b)Target PopulationsAs noted above, FLACS schools seek to select sites in communities thatdemographically have large ELL, immigrant and low-income populations.Through LPAC’s network of community affiliations, there is a high degree ofdistributed information and access. Thus, even before the lottery occurs, thepool of applicants generally reflects the community and district with respectto ELL students and those who are eligible for free and reduced lunch.With supportive community groups and leaders, FLACS schools have beenable to get into the hands of parents in the community information about theschool in their native languages.Response 15 - 1
Starting with kindergarten, very few applicants, aside from hard criteria forspecial needs, enter school having been identified for as needing specialeducation services. However, it should be noted that FLACS-I and FLACS-IIhave sought to bring related services as needed by their students and, afterworking through the Child Study team and alternative educational andsupportive approaches, have been referred to CSE. Both schools have soughtto retain such students and provide for their educational and emotional needs.As noted in Response 5 on curriculum and Response 7 on special populations,FLACS has identified the instructional approaches used to attract and retainall of its students. In addition, there will be replication of the data warehousesystem created for FLACS-I. This system disaggregates testing results.Monthly grade-level data meetings are convened to focus on the use of data todrive instruction to assure that the needs of individual students and studentgroupings are addressed.Response 15 - 2
Page 2:
1. Proposed Charter School NameFami
Page 5 and 6:
Page 4 of 4The FLACS schools are co
Page 7 and 8:
(b)Programmatic ImpactOperationalYe
Page 9 and 10: o A forty-minute tutoring session f
Page 11 and 12: MathTypeAbsoluteAbsoluteComparative
Page 13 and 14: (b)Community OutreachThe applicants
Page 15 and 16: Rev. Raymond Rivera, founder of FLA
Page 17 and 18: Response 03(c) - 4Dissemination gra
Page 19 and 20: School enrollment for FLACS - IIIGr
Page 21 and 22: Response 05 - Curriculum and Instru
Page 23 and 24: Figure 1 shows the school calendar,
Page 25 and 26: ) School SchedulesThe school day wi
Page 27 and 28: 9:00 Meeting Meeting Meeting Meetin
Page 29 and 30: Response 7 - Specific PopulationsFL
Page 31 and 32: Response 9 - Culture and Discipline
Page 33 and 34: Response 9(c) - Special Education P
Page 35 and 36: Response 10 - Organizational ChartA
Page 37 and 38: Organizational ChartFLACS I, II, II
Page 39 and 40: Response 11 - Personnel(a) Staffing
Page 41 and 42: Response 11(d) - Personnel Policies
Page 44 and 45: Response 13 - Governance(a)Educatio
Page 46 and 47: established. The accountability com
Page 48 and 49: d. Where FLACS has engaged a not-fo
Page 50 and 51: . Keep a record of all receipts and
Page 52 and 53: and well-defined set of transaction
Page 54 and 55: Article XIVParliamentary AuthorityS
Page 56 and 57: Response 13(g) - Board Member Infor
Page 58 and 59: or others, including;• known oppo
Page 132 and 133:
Response 15(d) - Admissions PolicyF
Page 134 and 135:
Space requirements for administrati
Page 136 and 137:
CO-LOCATION BUDGETAll Family Life A
Page 138 and 139:
(b) Facility Related Conflicts of I
Page 140 and 141:
Response 17 - Food ServicesFLACS-II
Page 142 and 143:
Response 19 -TransportationFLACS-II
Page 144 and 145:
Response 21 - Programmatic AuditTo
Page 146 and 147:
We will purchase supplies, text and
Page 148 and 149:
(iii) to place Family Life Academy
Page 150 and 151:
Charter Funding By NYS School Distr
Page 152 and 153:
Page 154 and 155:
Page 156 and 157:
Page 158 and 159:
Page 160 and 161:
Page 162 and 163:
Page 164 and 165:
Page 166 and 167:
Page 168 and 169:
Page 170 and 171:
Page 172 and 173:
Page 174 and 175:
Page 176 and 177:
Page 178 and 179:
NewContact Name:Contact Title:Conta
Page 180 and 181:
Family Life Academy Charter School
Page 182 and 183:
Page 184 and 185:
Page 186 and 187:
Total RevenueTotal ExpensesNet Inco
Page 188 and 189:
Page 190 and 191:
Page 192 and 193:
Page 194 and 195:
Page 196 and 197:
Page 198 and 199:
Page 200 and 201:
Response 23 - Action PlanAcademic P
Page 202 and 203:
Organizational ViabilityProjectedSt
Page 204 and 205:
Organizational ViabilityProjectedSt
Page 206 and 207:
Response 24(a) - Supplemental Narra
show all

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

Create successful ePaper yourself

Delete template?

Save as template?