Mississippi Administrative Code
Title 10 - Education Institutions and Agencies
Part 402 - MCSAB Board Policies
Chapter 1 - Request for Proposals 2013
Section 10-402-1-IV - EDUCATION PROGRAM
Rule 10-402-1-IV-1.7 - Education Program

1. Explain how the school team will base its instructional program on Mississippi's state standards, including the Common Core State Standards, as is required by Mississippi Code § 37-28-15.

2. Describe the proposed curriculum. In particular, describe:

3. Present evidence that the proposed curriculum is research-based and has delivered or will deliver rigorous, engaging and effective instruction for the target student population.

4. Explain how the curriculum is aligned to the standards.

5. Describe any plans to offer virtual courses to students enrolled in the charter school.

6. For high schools only, please provide a comprehensive explanation of how the courses and curriculum will prepare students for career- ready and/or college-level course work.

7. What elective courses will be offered?

8. Provide an overview of the course scope and sequence by subject for all major existing grades that the school would serve (e.g., K, 3, 5, 8, 12 as applicable).

9. For each core subject area, unique focus area, and performance level (grade level, age grouping, etc.) for the first five years of operation, discuss the resources and instructional materials to be used to aid in the transference of information (trade books, multimedia aids, science kits, etc.) and that are aligned with the mission and philosophy of the school and the proposed learning standards.

10. Describe how the school's curriculum will ensure cultural relevancy.

11. If the curriculum is not fully developed, provide a timeline outlining the process and benchmarks for curriculum development during the school's pre-opening year.

1. Describe the expected instructional methodology and strategies that teachers will employ in order to effectively deliver the school's curriculum.

2. What planning tools will teachers use to prepare lessons?

3. How will students" formative assessment data be used to influence teachers" instruction?

4. How will teachers ensure that each student masters content objectives and develops related skills to demonstrate proficiency across all standards?

5. Describe the investment strategies to be implemented to involve students in the school and their academics including any school-specific routines and rituals.

1. How many days and hours of instruction will students receive?

2. Identify the number of in-service days for teachers.

3. Explain how the calendar will support the stated goals of the educational program.

4. Describe the structure of the school day and week.

5. Explain how the school's daily and weekly schedule will optimize student learning for all students, including those needing either acceleration or intervention.

1. How will the school use data to refine and improve instruction?

2. Explain how the school will measure and evaluate academic progress " of individual students, student cohorts, and the school as a whole " throughout the school year and at the end of each academic year.

3. Explain how and how frequently the school will collect and analyze longitudinal student academic achievement data.

4. Identify the staff member(s) responsible for leading or coordinating professional development related to the use of data in improving student achievement.

5. Describe any additional data that will be collected, beyond items identified above in the description of the assessments.

6. How will the school report the data to the school community (specifically families)?

7. Explain the school's policies and standards for promoting students from one grade to the next.

8. For high schools only, list the school's graduation requirements.

1. How will the school learn about the home language of students prior to the first day of instruction?

2. When will students be assessed for placement?

3. Describe the program to be used to ensure that students acquire adequate English language skills.

4. Describe the plan to exit/re-designate students from the ELL program.

1. Explain how the school will identify and evaluate students with disabilities pursuant to the Individuals with Disabilities Education Improvement Act of 2004, 20 USCS Section 1400 et seq., Section 504 of the Rehabilitation Act of 1973, 29 USCS Section 794, and Title 11 of the Americans with Disabilities Act, 42 USCS Section 12101 et seq. as well as Title 37, Chapter 23, Sections 133-150 of the Mississippi Code of 1972.

2. How will the school team ensure that students with disabilities can receive adequate services at the proposed school pursuant to the Individuals with Disabilities Education Improvement Act of 2004, 20 USCS Section 1400 et seq., Section 504 of the Rehabilitation Act of 1973, 29 USCS Section 794, and Title 11 of the Americans with Disabilities Act, 42 USCS Section 12101 et seq. as well as Title 37, Chapter 23, Sections 133-150 of the Mississippi Code of 1972?

3. Describe the specific, research-based instructional programs, practices, and strategies the school will employ to provide a continuum of services, to ensure students" access to the general education curriculum, and to ensure academic success for students with disabilities.

4. How will the school regularly evaluate and monitor the progress and success of students receiving special education services so that students attain those goals set forth in the Individualized Education Program (IEP)?

5. How will the school ensure that students receiving special education services participate in the state testing system as mandated by state law?

1. How will the school's assessment system enable the school to identify students in need of academic intervention or acceleration? What process will be used to identify those students? Which staff members will be involved?

2. Will the school use a response to intervention (RTI) process for students?

3. For students identified as in need of accelerated learning opportunities what is the school's plan to address those needs?

4. For High Schools Only: Describes the opportunities that students will have for dual enrollment, dual credit, AP, IB, or other advanced academic courses.

5. For High Schools Only: Explain what systems and structures the school will implement for students at risk of dropping out of high school and/or not meeting the proposed graduation criteria (i.e., credit recovery, etc.).

1. Explain how the school will identify gifted/talented and academically advanced students in accordance with Mississippi Code § 37-23-171-181...

2. What methods will the school use to improve the representation of traditionally under-represented student cohorts in its gifted and talented programs?

3. Describe the instructional programs and strategies that the school will use to appropriately address the educational needs of gifted students in accordance with Mississippi Code § 37-23-171-181.

4. How will the school adjust its schedule, if necessary, to meet the needs of G&T students?

5. How will the assessment system described earlier support the ongoing tracking of progress for students who may be above grade level?

6. How will the school provide professional development and train both G&T and general education teachers to serve the needs of G&T students?

1. Describe any unique or supplementary programs students (and families) will be offered to promote improved mental, emotional and physical health.

2. Describe the extra- or co-curricular activities or programming the school will offer.

3. Describe any volunteer or service programs for students, if these have not already been addressed elsewhere in the application.

4. For schools offering summer school: Describe the summer school program to be proposed.

1. Outline the measurable annual goals on each item in the Performance Framework (see the Application Toolkit) that the school will set during the first three years.

2. Describe the corrective actions the school will take if it falls short of student academic achievement expectations or goals at the school-wide, classroom or individual student level.