STATE PUBLIC CHARTER SCHOOL
COMMISSION
2023 CHARTER SCHOOL APPLICATION
Issued: February 13, 2023
Orientation for Prospective Applicants: February 24, 2023
Application Due: May 15, 2023, 12:00 Noon, Hawaiʻi Standard Time
Please direct questions to: [email protected].gov
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Table of Contents
I. Introduction ............................................................................................................................. 5
Applicant Types 6
Autonomy and Accountability 6
Strategic Vision for Authorizing and Priority Needs 8
Priority Needs 15
II. Expectations and Requirements of Authorized Public Charter Schools ............................... 16
III. Start-Up Period ................................................................................................................. 18
IV. Contract Period ................................................................................................................. 19
V. Modification of Application ................................................................................................... 20
VI. Glossary of Terms ............................................................................................................. 21
VII. Charter Applications Archive ............................................................................................ 24
VIII. Eligibility and Legal Requirements .................................................................................... 25
IX. Application Process Overview and Timeline ..................................................................... 26
X. Application Guidelines ........................................................................................................... 29
Elements of the Application 29
Submission Instructions 29
Specifications 30
Public Documents Notification 32
Applicant Code of Conduct 32
Academic Integrity of the Application 33
Application Evaluation Process 33
a) New Information 34
b) Application Evaluation Criteria/Rubric Overview 35
APPLICANT INFORMATION SHEET ................................................................................................ 36
Application Questions ................................................................................................................... 39
XI. Exhibits .............................................................................................................................. 56
Exhibit 1: Staffing Chart Template 57
Exhibit 2: Board Member Information Form 61
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Josh Green, M.D.
GOVERNOR
Cathy K. Ikeda
CHAIRPERSON
State of Hawaii
State Public Charter School Commission
(ʻAha Kula Hoʻāmana)
http://CharterCommission.Hawaii.Gov
1164 Bishop Street, Suite 1100, Honolulu, Hawaii 96813
Tel: (808) 586-3775
Message to prospective applicants from the State Public Charter School Commission
Thank you for your interest in applying to operate a public charter school to serve Hawaii’s public school
students. The Commission is committed to authorizing new schools that will contribute to Hawaii’s
public education system and will also provide meaningful outcomes for students.
The Commission is deeply invested in our mission to “authorize high quality public charter schools
throughout the State” and designed a comprehensive application process based on national best
practices that will enable us to authorize excellent schools of choice. Applicants must possess the ability
to meet the Commission’s high standards related to governance, operational management, fiscal
management, and academic performance. The Commission is compelled to authorize only strong
applications and believes that applicant capacity, coupled with a well-developed application is an
indicator of a school that has the potential for great success.
During these uncertain times brought to us by the COVID-19 pandemic, the Commission is steadfast in
our commitment to solicit applications for new charter schools. However, due to the changing nature of
the COVID-19 situation, the applications timeline, as well as how the Commission interacts with
prospective applicants, are subject to change.
Prior to submitting your Application, we encourage you to familiarize yourself with the expectations that
charter schools are subject to in Hawaiʻi by reviewing this Application document, Chapter 302D, Hawaiʻi
Revised Statutes, and the Commission website (charter commission.hawaii.gov). Please direct all
questions regarding your charter school application to [email protected]waii.gov
.
We look forward to reviewing your application and plans to provide innovative and high quality learning
opportunities to serve Hawaiʻi’s public school students.
With Aloha,
Cathy K. Ikeda
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I. Introduction
The State Public Charter School Commission (“Commission”) was created in 2012 through Act 130, SLH
2012. The Commission holds chartering jurisdiction and authority throughout the State of Hawaii and
enters into contracts (“Charter Contract”) with every existing charter school and every newly approved
charter school applicant. HRS Chapter 302D-3(b), sets forth the Commission’s mission which is “to
authorize high quality public charter schools throughout the state.”
Unlike public charter schools in the continental United States, every public charter school authorized by
the State Public Charter School Commission in Hawaiʻi becomes a State agency when it opens its doors.
Currently, there are 37 public charter schools authorized statewide across the islands of Hawaiʻi, Kauaʻi,
Maui, Molokaʻi, and Oʻahu.
F
IGURE 1 CHARTER SCHOOL START-UP PROCESS
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Applicant Types
Hawaiʻi Revised Statutes (“HRS”) Chapter 302D governs the establishment and operation of public
charter schools. Applicants are expected to read HRS Chapter 302D to fully understand its requirements
so that the application is consistent with the law. Pursuant to HRS Chapter 302D, two types of public
charter schools may be established:
I. Start-up Charter School means a new charter school established under HRS §302D-13
that is not
a Conversion Charter School.
II. Conversion Charter School means:
● Any existing school operated by the Department of Education (DOE) that converts to a
charter school in accordance with HRS §302D-13
; or
● Any existing DOE school that converts to a charter school and is managed and operated by a
nonprofit organization in accordance with HRS §302D-13
.
This Application for new charter schools may be canceled and any and all applications may be rejected
when it is determined to be in the best interest of the State of Hawaiʻi.
Autonomy and Accountability
The key premise of charter schooling is sometimes referred to as “the Charter Bargain.” In exchange for
relatively more rigorous accountability, a public charter school is granted relatively greater freedom and
flexibility to innovate in its Academic program as compared to traditional public schools. However, as an
agency of the State of Hawaiʻi, charter schools must be accountable to the public interest.
A charter school has operational autonomy over a number of areas, that include governance, design and
delivery of its academic plan, school management and operations, finances, and, if applicable, Charter
Management Organization (CMO), Educational Management Organization (EMO), or Education Service
Provider (ESP) agreements. All charter schools in Hawaiʻi are funded through a per-pupil allocation.
Unlike other state agencies, charter schools are the only state agencies that receive funding that is not
restricted in its use. All other state agencies are restricted in the spending of the funds allocated to
them by line item (i.e. personnel, equipment, travel, etc.). Although charter schools have autonomy in
these areas, they are nevertheless state agencies that shall comply with applicable federal, state, and
county laws, ordinances, codes, rules, and regulations. For example, charter schools are subject to
collective bargaining agreements between the State and the Hawaiʻi State Teachers Association (HSTA),
the Hawaiʻi Government Employees Association (HGEA), and the United Public Workers (UPW) union.
As a result, the employees and teachers of a charter school are unionized state employees and shall
belong to the same collective bargaining units as DOE employees in similar positions. Like all state
employees, charter school employees and teachers have access to health and retirement benefits
provided by the Hawaiʻi Employer Union Health Benefits Trust Fund (EUTF) and the Employees
Retirement System of the State of Hawaiʻi (ERS).
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With the autonomy that charter schools are given, comes strong accountability. The governing board of
every charter school and its employees must comply with HRS Chapter 84, the State Ethics Code
. In
addition, charter schools are accountable for meeting performance standards as described in HRS
Chapter 302D and the Performance Framework of the Charter Contract
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. The Performance Framework is
a unified framework that guides the Commission’s evaluation of the governance, operational
management, fiscal management, and academic performance of each school. The Performance
Framework is composed of the following sections:
Academic Performance Framework: With increased school autonomy as a bedrock of charter school
authorization, comes the expectation of high academic standards, achievement and mission
accomplishment. This section outlines the measure by which a charter school’s academic performance
will be evaluated for purposes of annual monitoring, potential interventions, plans for improvement,
and renewal and revocation decisions.
Organizational Performance Framework: The Organizational Framework serves as the means by which
the Commission addresses one of an authorizer’s core responsibilities: protecting the public interest.
The Framework requires the School to meet all applicable federal, state, and local laws and regulations
as well as contractual requirements.
Financial Performance Framework: The Financial Performance Framework serves as a tool for the
Commission to assess the financial health and viability of charter schools in its portfolio. The framework
intends to provide a financial frame of reference based on current and past financial performance of
charter schools. The indicators used in the framework are based on industry standard financial measures
(e.g. ratios, variances) designed to be viewed in the aggregate with other complementary and
supplementary information (e.g. timely and accurate financial and reporting practices, management
practices). No single indicator or point in time data point gives a full picture of the financial situation of a
school. Taken together, however, the indicators provide a qualitative assessment of the school’s near-
term financial health, mid-term capacity, and long-term financial sustainability.
The Performance Framework is part of the Charter Contract
, which every successful applicant will
execute with the Commission. All charter schools, including newly opened charter schools, are
evaluated annually under the Performance Framework. Charter schools that are unable to meet
performance standards in accordance with the Performance Framework or are unable to comply with
legal, contractual, or financial requirements may face nonrenewal or revocation of their Charter
Contract.
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Link to the Charter Contract 4.0 template:
http://sharepoint.spcsc.hawaii.gov/public/Documents/Charter%20Contract%204.0%20Template.pdf
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Strategic Vision for Authorizing and Priority Needs
The Commission is statutorily tasked with authorizing “high-quality public charter schools throughout
the State.” For purposes of applications, the emphasis here is on “high-quality.”
The State Public Charter School Commission seeks applicants that have a vested interest in the
community that it proposes to serve and is proposing to establish a new public educational institution
for that community, and as such is fully committed to the successful implementation of their proposed
method of delivering education. A successful applicant’s proposal addresses the following characteristics
of high-quality public charter schools as approved by the Commission on July 14, 2022.
The overarching definition of high quality charter schools is that they improve the public education
system for all students by leading with a mission and innovative practices across the school system while
promoting a culture of continuous learning.
Charter schools in Hawaiʻi are contractually accountable to three performance frameworks that outline
the requirements to maintain a contract with the state of Hawaiʻi to deliver a high-quality educational
experience outside of the Department of Education but within the public realm. Charter schools are
required to demonstrate fiscal, organizational, and academic accountability policies and practices that
lead to effectively and efficiently running a high-quality charter school. Each public charter school is
expected to meet the needs of their students, families, and community while carrying out its statutory
responsibility to the state of Hawaiʻi.
Organization and Governance Structure
High quality charter schools have a clear mission and vision. Their culture is one of constant growth and
innovation. There are systems in place to inform its stakeholders.
A high quality charter school has a governing board of directors responsible for school policy making and
oversight.
● There are clearly established governing board and management roles and responsibilities known
by all members of school leadership and management.
● Expectations and processes are structured to ensure all parties are executing their role in
carrying out the school’s mission and vision through established policies and practices.
● Systems are in place to support ongoing, scheduled conversations that engage the school
leadership team with its governance bodies.
● Accountability measures, including both evaluations and self-evaluations, are used to gauge
progress and effectiveness.
● Metrics are in place that guide both school leadership and the school’s governing board and
highlight to the public school progress in moving along a continuum of growth and success.
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● The school’s governing board and management align their work to the mission and vision of the
school, and there is visible evidence of the school’s mission and vision embedded throughout
their work.
High quality governing board of directors demonstrates the following:
● Board meetings are regularly scheduled and are accessible to all stakeholders;
● Agendas clearly identify action and discussion items and include written reports that are
accessible to all stakeholders and include dialogue encompassing the school’s mission, vision,
core operations, identifying areas of strength and areas where improvement or growth is
needed;
● Accurate and clear minutes, and other required reporting, are maintained and posted for their
stakeholders to access and review, in alignment with HRS 302D-12;
● The governing board is made up of members that reflects their school community;
● Governing board member attendance is consistent, achieving quorum on a regular basis;
● A governing board system of evaluation or reflection that measures its own effectiveness in its
role and responsibilities and carrying out the school's mission and vision is in place and used for
continuous improvement.
● A succession and recruitment plan is used to ensure continuity of governance and school
leadership
● There is a closing plan in place in the event that the school is not meeting its charter school
statutory responsibilities that is accessible to all stakeholders;
● Systemic processes provide stakeholders access to data indicating if the school is on target to
meet its mission, vision, and statutory responsibilities.
● The school’s data collection system informs the Governing Board in order for the Board to
perform their fiduciary oversight and monitoring responsibilities.
● Lines of communication are clearly established to access the governing board.
● Governing board trainings and onboarding is evidenced in board calendar, agenda, and minutes;
● Annual goals for growth are developed collaboratively with clear metrics that measure progress
towards goals; and
● Policies and practices, including an annual review of the school leader, all school staff, and
faculty, are aligned with the school’s mission and vision.
Effective System of Accountability
High quality governing boards and its charter schools are held publicly accountable
● Each charter school organization has a governing board of directors that is responsible for
school policy-making and oversight.
● There is a visible system of internal accountability and monitoring that includes academic,
financial, and operational performance expectations.
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● Its school community becomes internally accountable—dedicated to working together to
accomplish their shared goals, adjust their approach based on results, and respond flexibly and
quickly when needed.
● High-quality charter schools are able to meet compliance and reporting timelines through an
effective system of accountability.
Early Warning System
High-quality charter schools have in place an Early Warning System that includes interrelated indicators
of distress or risk in leadership, governance, finance and operations, talent, culture and instruction.
There is a systematic way to focus on these potential risk factors and to effectively target interventions
to circumvent those risks.
● A data-driven, evidence based approach applies interventions before the school is at risk for
failure, and interventions are implemented before students are in danger of failing.
● Charter schools and its system of support, have the tools to identify distress earlier, and in a
systematic way, allowing schools to change course and receive support earlier, reducing the
impact of school decline on students and communities (National Charter School Resource
Center, 2021).
Competent Leadership
Governing boards ensure that there are competent leaders across its charter school system by aligning
leadership competencies to the context of its mission and vision of its school.
● High quality charter schools have sustained leadership, a system of leadership development,
and a continuous improvement process, whereby strong leadership is evident, and its governing
board holds its school leader accountable.
● High quality governing boards conduct regular reviews of their policies, engage in ongoing
professional development that pertains to their work as public agents, and follow all applicable
ethics guidelines and statutory responsibilities as they pertain to their fiduciary duties as
volunteer public servants.
● High quality governing boards actively engage in data analysis, strategic planning, monitoring,
and spiral inquiry processes. The governing board reviews and monitors the schoolwide action
plan, and provides opportunities for stakeholder input and feedback (Focus on learning. ACS
WASC Hawaiʻi public charter school process guide, 2016).
● High quality governing boards have in place a system of early warning indicators that they
regularly review and collect in order to ensure the growth and success of the charter school in
which they govern. This is done by holding themselves and the school leadership accountable to
high standards and expectations (U.S. DOE, Office of Innovation and Improvement, 2004;
National Charter School Resource Center, 2020; National Charter School Resource Center, 2021;
Charter asset management, 2018; Focus on learning. ACS WASC Hawaiʻi public charter school
process guide, 2016; Ladd, H. & Fiske, E., 2021; Charter schools, school improvement, 2019;
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NACSA, 2015; NACSA, 2019; Cohodes, S., 2018; Shannon, G., Bylsma, 2007; Miller, T., 2019; Lin,
M., 2009).
Sound Financial Management
A key component to high quality charter schools is its ability to properly manage its finances through the
responsible and efficient fiscal management of public funds.
Key Practices and Strategies
Key practices and strategies for effective school management of school finances include operating
school finances in a transparent manner to develop trust within employees and the community.
Transparency must respect certain privacy laws, understanding that as a public agency, the school's
records are discoverable. Sharing cash on hand, year-to-date expenditures, and policies in place for
procurement are three ways for schools to demonstrate transparency.
● High quality charter schools have dedicated personnel to monitor the inflow and outflow of
funds that support the school.
● Leadership and management have established a system of clear policies and practices that
employs checks and balances to ensure that effective fiscal rules and regulations are
implemented that are allowable and maximizes the best possible use of its resources while
minimizing costs (Education Partners Project Foundation for State Legislatures, 1996).
● A sound high quality charter school and its governing board of directors has a system in place to
understand the financial state and limitations of the school. Financial reports are shared on a
regular basis at governing board meetings to ensure that the governing board is informed of the
most current information.
● A sound state finance system promotes predictability and stability of educational revenues and
expenditures over time.
● A high quality charter school has sound fiscal leadership practices that:
○ Develop, approve and revise school budgets;
○ Analyze school income and expenditures, ensuring allocations and school plans;
○ Understand fiscal rules and regulations;
○ Establish proper fiscal rules, procedures and systems;
○ Allow the school leader to easily access the current fiscal information of its charter
school;
○ Organize fiscal budgeting controls and reporting to monitor school finances; and
○ Hire school accountant/business manager to accurately track and evaluate school
finances.
● Schools demonstrating high-quality fiscal management have well-established systems and
processes.
○ All staff are aware of these practices.
○ Regular external and internal audits of books and records are routinely conducted.
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○ High quality charter schools ensure a deep level of understanding as to the purpose of
an audit and how it can inform the fiscal well being of the organization.
○ Monitoring of access to funds is conducted by multiple sources and monitoring of any
credit or debit cards is reviewed minimally on a monthly basis.
● High-quality charter schools have current knowledge of daily operational funds and how those
come together to support long term budgeting plans for sustaining the school in the future.
● Charter schools must meet payroll or face loss of their contract. Sufficient cash-on-hand (90
days minimum per contract) ensures that a school can function should a crisis impede their
inflow of cash.
● The school leadership team and Governing Board have in place standing conversations to
discuss the financial status of its charter school.
○ High quality charter schools use the financial health framework to monitor the dynamic
motion of a school's fiscal health.
○ The school’s financial risk is monitored and shared with the governing board monthly to
ensure long term sustainability and to head off any negative trends before they become
problematic to the functioning of the school.
Academic Performance
Contribution to the Improvement of the Public Education System
High quality charter schools meet market needs, the needs of their community and set high standards
for their students. They also demonstrate cultural competence and culturally responsive teaching that
produce strong academic results for their students (Shannon, G., Bylsma, 2007).
High quality charter schools provide targeted and innovative support to student populations
implementing appropriate services for at risk students.
Leading with a Mission
High quality charter schools lead with a mission consistent across the school program.
● High quality charter schools lead with a mission focused on learning based on student needs,
current educational research, and the belief that all students can achieve at high academic
levels.
● The mission drives every aspect of the school's instructional system, and reflects the school’s
freedom to experiment and be creative with organization structure, scheduling, curriculum, and
instruction to close student achievement gaps while also challenging students academically.
● A cohesive, aligned curriculum is being used to guide instruction and use of evidence-based
practices across all grade levels (U.S. DOE, Office of Innovation and Improvement, 2004; Charter
asset management, 2018; Charter schools, school improvement, 2019; Focus on learning. ACS
WASC Hawaiʻi public charter school process guide, 2016; NACSA, 2019; Shannon, G., Bylsma,
2007; Miller, T., 2019).
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Promoting a Culture of Continuous Learning and Improvement
High quality charter schools use continuous learning and improvement plans for student success.
● There is a systemization of assessment for student learning that informs school leaders, staff,
faculty, and governing boards on instruction and the impact on student learning.
● Student-focused instructional planning reflects a commitment to the school's vision,
demonstrates an innovative spirit, and includes strict accountability that all work synchronously
to create learning communities embracing a school culture of continuous improvement.
● School-wide goals and performance indicators for student learning are adopted and measured
regularly using the spiral inquiry processes.
● Data is used to adjust plans as part of a data-driven culture focused on increasing the quality of
student work through prevention and intervention.
Interdependence with Families and the Community
High quality charter schools create a sense of interdependence with families and the community that is
connected to.
● Families and the school’s community partners are key players that contribute to the vision and
mission of the school allowing students to reach their highest potential.
● Families are viewed as strategic partners and are an integral part of the school’s improvement
planning.
● Student agreements, including but not limited to attendance and behavior expectations, have
been adopted, communicated, and implemented with families.
● There is a reciprocal relationship between the school system and its community partners where
learning opportunities resonate from all members.
● High quality charter schools are engaged in effective collaborative practices with multi-sector
education partners to engage in discussions to share and build upon successful educational
practices (National Charter School Resource Center, 2021).
Academic Plans Embrace a System of Accountability
High quality charter schools' academic plans embrace a comprehensive and effective system of
accountability that holds all stakeholders publicly accountable.
● There is a system of internal accountability for monitoring systems that includes academic
performance expectations.
● School communities are internally accountable—dedicated to working together to accomplish
shared goals, and responding flexibly and quickly when needed.
● High Quality charter schools demonstrate school improvement that is steady.
● Leadership prioritizes improvement and is able to communicate its urgency, and monitors short-
and long-term goals.
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● There is differentiated, targeted support to meet individual needs which use frequent data
analysis to inform responses to interventions.
Charter schools have the ability to recruit, hire, develop, retain, and sustain mission-driven highly
qualified talent.
● A strong iterative system of growth and improvement (coaching, professional learning system
based on staff/faculty evaluations, observations) exists.
● The system ensures equitable access for a diverse population of students.
● High quality charter schools have policies, and practices defining standards for their staff – a no
excuses approach (Cohodes, S., 2018).
● There are clearly established performance expectations for all leaders, faculty, and staff.
● In place are practices that include frequent monitoring of learning and teaching, focused
professional learning, and a supportive learning environment.
● Professional development opportunities are targeted to faculty and staff performance needs.
● Sustaining and growing talent results in instructional transformation which has the potential to
diagnose and respond to student learning needs through rigorous evidence-based instruction
that removes barriers, and provides pathways to learning.
● Clearly present is a culture shift – building a strong school community intensely focused on
student learning. Stakeholder input is routinely gathered and used to improve instruction,
support, and learning. Visibly present is the engagement of its students and families in pursuing
educational goals.
Conclusion
Honoring the diversity of charter schools in Hawaiʻi, we strive to identify and uphold high quality
standards, promoting school autonomy, while protecting student interests and public trust with the
ultimate goal of providing high quality educational experiences for all charter school students. These
policies and practices inform stakeholders as we strive towards this targeted goal. (Approved by the
State Public Charter School Commission, 7/14/22)
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Priority Needs
For this year’s Request for Proposals, the Commission will prioritize applicants that address the high-
quality characteristics of charter schools as defined above, and Priority Needs as follows:
● Expand In-person or blended models of instruction;
● Expand High school grade levels served;
● Expand the geographic location of charter schools to include schools on Maui, Molokai, and/or
Lanaʻi; and/or High quality educational opportunities that target special demographics of
students (for example: Chamorro, Micronesian, Native Hawaiian, or other protected classes,
etc.).
● New schools that would serve communities where existing public schools are not performing
well academically, as measured by the State’s Strive HI Performance System and other student
outcomes, and that present a plan for improving these outcomes.
The preference for Priority Needs does not foreclose the opportunity for applicants to propose other
school models. Prospective applicants not proposing schools that would meet a Priority Need must
describe and cite evidence of other significant, documented educational needs that their school would
meet in their targeted community, which would be a noteworthy contribution to Hawaii’s public
education system.
It is important to emphasize that every application will be considered on its own substantive merits. The
fact that an application proposes to address these Priority Needs will not compensate in the evaluation
for substantive deficiencies in its proposed Academic, Financial, or Organizational Plans or the Applicant
Governing Board’s capacity. Nonetheless, a plan to address these system challenges will be an
additional positive consideration and could also be a compelling means for the Applicant Governing
Board to garner the participation and support of high-capacity strategic partners.
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II. Expectations and Requirements of Authorized Public
Charter Schools
If the proposed charter school is approved, the Applicant Governing Board agrees to comply with all of
the following provisions, specifically, if approved the governing board and school will:
● operate in compliance with all applicable state and federal laws, including, but not limited to,
HRS Chapter 302D;
● operate as a public, nonsectarian, non-religious public school with control of instruction vested
in the governing board of the school under the general supervision of the Commission and in
compliance with the Charter Contract and HRS Chapter 302D;
● operate in accordance with and comply with all of the requirements of Master Collective
Bargaining Agreements, pursuant to HRS Chapter 89, and negotiate any supplemental
agreements necessary;
● for the life of the Charter Contract, participate in all data reporting and evaluation activities as
requested by the U.S. Department of Education and the Hawaiʻi Department of Education,
including participation in any federal or state funded charter school evaluations or studies, final
grant report documentation, and financial statements;
● provide special education services for students as provided in Title 49, Chapter 10, and Section
504 of the Rehabilitation Act of 1973, Title II of the Americans with Disabilities Act of 1990, and
Part B of the Individuals with Disabilities Education Act;
● ensure that a student’s records and, if applicable, a student’s individualized education program,
as defined in Section 602(11) of the Individuals with Disabilities Act, will follow the student, in
accordance with applicable law (P.L. 107-110, section 5208);
● comply with all provisions of Every Student Succeeds Act, including, but not limited to,
provisions on school prayer, the Boy Scouts of America Equal Access Act, the Armed Forces
Recruiter Access to Students and Student Recruiting Information, the Unsafe School Choice
Option, the Family Educational Rights and Privacy Act, and assessments [P.L. 107-110];
● follow all federal and state laws and constitutional provisions prohibiting discrimination on the
basis of disability, race, creed, color, national origin, religion, ancestry, or need for special
education services, including, but not limited to, the Age Discrimination Act of 1975, Title VI of
the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the
Rehabilitation Act of 1973, and Part B of the Individuals with Disabilities Education Act;
● adhere to all provisions of federal law relating to students who are limited English proficient,
including Title VI of the Civil Rights Act of 1964 and the Equal Educational Opportunities Act of
1974, that are applicable to it;
● ensure equitable program participation, as required under Section 427 of the General Education
Provision Act;
● follow any federal and state court orders in place in the local school district;
● comply with federal and state applicable health and safety standards;
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● permit the Commission to audit, review, and inspect the operator’s activities, books,
documents, papers, and other records;
● comply with all federal and state audit requirements and ensure that arrangements have been
made to finance those mandatory audits;
(1) will employ individuals to teach who hold a license to teach in a public school in Hawaiʻi
or meet the minimum requirements for licensure as defined by the State Board of
Education;
● operate on a July 1 to June 30 fiscal year and will adopt and operate under an annual budget for
such fiscal year;
● maintain its accounts and records in accordance with generally accepted accounting principles;
● prepare and publish an annual financial report that encompasses all funds and includes the
audited financial statements of the charter school; and
● read, understand, and agree to comply with all parts of the Charter Contract, including, but not
limited to, the performance standards and requirements established by the Charter Contract
and attached performance framework.
Authorized public charter schools are also subject to applicable Hawaiʻi Department of Education
policies, process, procedures and guidance that are required in their role as the State Education Agency
and Local Education Agency in federally funded educational programs, as well as for state-wide public K-
12 education accountability.
2
2
[§302D-23] Minimum educational data reporting standards. The board shall establish educational reporting
standards that shall include minimum standards for reporting fiscal, personnel, and student data, by means of
electronic transfer of data files from charter schools to the department. The minimum standards established by
the board shall include but not be limited to data required for the department, as the state education agency, to
meet all applicable federal reporting requirements. [L 2012, c 130, pt of §2]
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III. Start-Up Period
Applicants that receive conditional approval of the application will enter into a two-year pre-opening
charter school contract with the Commission and will be known as a pre-opening charter school. The
pre-opening contract will contain pre-opening assurances that must be completed within the allotted
two-year start-up period. Should the applicant fail to complete the pre-opening assurances within the
two-year start-up period, the applicant must reapply for a charter.
The start-up period encompasses the period between an application being conditionally approved in
July 2023 and the new charter school opening its doors either during July/August 2024 (one-year start-
up) or July/August 2025 (two-year start-up).
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IV. Contract Period
Following the successful completion of pre-opening assurances, a five-year charter contract will be
awarded. Prior to the end of the initial five-year contract term, the Commission will review the charter
school’s performance and may renew the Charter Contract for a subsequent term on the basis of the
charter school’s performance.
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V. Modification of Application
Following the due date, a change to any part of the application is not allowed, and will not be
considered. Applicants that would like to present changes to the application after the due date will be
required to re-submit the application for evaluation in another application cycle.
During the start-up period, any changes to an application that has been conditionally approved by the
Commission must receive Commission approval. If there are material changes to the application, i.e.,
loss of applicant board members, or a change in the implementation of the plan, the Commission
reserves the right to reject the application and revoke the applicant’s conditional approval. If the
Commission does not approve the changes requested, the applicant will be required to submit the
application for evaluation in another application cycle.
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VI. Glossary of Terms
The following words and terms are used in the Application as defined below:
Applicant Governing Board
The founding board of a proposed charter school is the entity that
submits an application and, if approved, has authority to execute the
initial Charter Contract, thereby becoming the governing board of the
charter school.
Applicant Information Sheet
The cover page to the formal application that includes basic information
about the applicant.
Blended Learning Model
All students enrolled in a blended program must come to a school facility
or location for instruction for all or part of the coursework. A blended
school must have a facility or location for instruction for all or part of the
coursework.
Board Member Information
Form
The form attached as Exhibit 2: Board Member Information Form.
BOE
The Hawaiʻi State Board of Education.
Charter Contract
The State Public Charter School Contract between the Commission and a
charter school.
CIPA
Children’s Internet Protection Act.
CMO
Charter Management Organization, specifically a nonprofit organization
that has started and/or provides administrative support to a group of
charter schools that may have a shared vision and mission.
COPPA
Children’s Online Privacy Protection Act.
Commission
The Hawaiʻi State Public Charter School Commission.
Completed Application
An application that has been submitted electronically on or before the
12:00 Noon, Hawaiʻi Standard Time, May 15, 2023 deadline through the
Commission’s ShareFile Account OR mailed hard-copy via U.S. Mail
postmarked on or before the 12:00 Noon, Hawaiʻi Standard Time, May
15, 2023 deadline, that includes all required Attachments, signature or
signatures; and formatted as required in Section X.C. Specifications
Conversion Charter School
A Conversion Charter School as such term is defined by HRS §§302D-1
and 13.
DES
District/Complex Area Special Education Office.
DOE
The Hawaiʻi Department of Education.
Educationally Disadvantaged
Students
Economically disadvantaged students, students with disabilities, migrant
students, English language learners, neglected or delinquent students, or
homeless students.
Elements of the Application
The elements listed in X.A. Elements of the Application.
EL
English Learners.
22
EMO
Educational Management Organization, specifically a for-profit
organization that has started and/or provides administrative support to
a group of charter schools that may have a shared vision and mission.
ESP
Education Service Provider, specifically an organization, either nonprofit
or for-profit, that provides educational design, implementation, or
comprehensive management services.
ESSA
The federal Every Student Succeeds Act
Evaluation Team
An independent team of evaluators assembled by Commission staff.
FERPA
Family Educational Rights and Privacy Act.
FAPE
Free and Appropriate Public Education.
Hawaii DOE Subject
Standards
The unified set of state academic standards defining the knowledge and
skills students need to succeed in college and careers when they
graduate.
For Hawaiian Immersion Schools. the Kaiapuni Student Outcomes (Nā
Ana Aʻo Kaiapuni) are considered a part of the unified set of state
standards encompassed by the Hawaii DOE Subject Standards.
High-Quality Charter School
The Commission’s definition of High-Quality public charter school can be
found in: Section I.C. Strategic Vision for Authorizing and Priority Needs
(pages 8-14)
HRS
Hawaiʻi Revised Statutes
IEP
Individualized Education Program is a plan or program developed to
ensure that a child or student with an identified disability, according to
the Individuals with Disabilities Education Act, who is attending an
elementary or secondary school receives specialized instruction and
related services.
Incomplete Application
An application that is submitted electronically on or before the 12:00
Noon, Hawaiʻi Standard Time, May 15, 2023 deadline through the
Commission’s ShareFile Account OR mailed hard-copy via U.S. Mail
postmarked on or before the 12:00 Noon, Hawaiʻi Standard Time, May
15, 2023 deadline, that is missing an Attachment/Attachments; missing a
signature or signatures; or not formatted as required in Section X.C.
Specifications
Late Application
An application that is submitted electronically AFTER the 12:00 Noon,
Hawaiʻi Standard Time, May 15, 2023 deadline through the
Commission’s ShareFile Account OR mailed hard-copy via U.S. Mail
postmarked AFTER the 12:00 Noon, Hawaiʻi Standard Time, May 15,
2023 deadline.
Late applications will not be accepted, and will not be evaluated.
Late applicants will be notified that their application was late and was
deemed not submitted and will not be considered. No exceptions will
be made.
23
Master Collective Bargaining
Agreements
The master agreement between the Hawaiʻi State Teachers Association
and BOE, and any agreements between the DOE or BOE and United
Public Workers and Hawaiʻi Government Employees Association and any
other unions.
MOU
Memorandum of Understanding.
NACSA
National Association of Charter School Authorizers.
Performance Framework
The Performance Framework included in the Charter Contract, setting
forth the domains and standards by which the Commission will evaluate
each charter school’s performance.
Pre-Opening Assurances
The criteria a Pre-Opening Charter School must fulfill before its Charter
Contract is effectuated, thereby establishing it as a charter school.
Pre-Opening Charter School
A charter school that has restricted rights and obligations, such as not
being allowed to hire employees or eligible to receive state funding, until
it satisfactorily fulfills its Pre-Opening Assurances.
Priority Need
The Commission’s strategic priorities for authorizing new charter schools
as described in Section I.D. Priority Needs.
Recommendation Report
A report recommending approval or denial of the application, which is
generated by the Evaluation Team. The report evaluates the Elements of
the Application on its own merits against the published evaluation
criteria.
Service Provider
The term used to collectively refer to Charter Management
Organizations (CMOs), Educational Management Organizations (EMOs),
and Education Service Providers (ESPs).
ShareFile
The system that applicants must use to submit the application and other
components of the application. (Applicant Information Sheet and all
Attachments.)
Staffing Chart Template
The form attached as Exhibit 1: Staffing Chart Template.
Start-up Charter School
A new school established under HRS §302D-13 that is not a Conversion
Charter School.
Strive HI
Hawaii’s Strive HI Performance System.
UIPA
Uniform Information Practices Act, HRS Chapter 92F.
Virtual Learning Model
Students are not required to come to a school facility or location for
instruction. The students may choose to do so, but the school does not
require the student to be at a school facility or location for instruction.
25
VIII. Eligibility and Legal Requirements
1. Applicant Governing Boards must meet the requirements of HRS §302D-12. At a minimum, the
Applicant Governing Board must possess expertise in academic and financial management and
oversight, best practices in nonprofit governance, human resources, and fundraising. (Other
recommended areas of expertise for the board include legal expertise, community relations, and
facilities development.)
2. All Applicant Governing Board members should provide the Applicant Governing Board with a
diversity of perspective and a level of objectivity that accurately represents the interests of the
anticipated students and demonstrate an understanding of best practices of nonprofit
governance.
3. Nonprofit organizations that establish an Applicant Governing Board must be registered with
the State of Hawaiʻi Department of Commerce and Consumer Affairs and in good standing and
recognized as a tax-exempt entity under the Internal Revenue Code.
4. Applicant Governing Boards proposing a Conversion Charter School must submit all
documentation required by HRS Chapter 302D. (See Application Questions: Conversion Charter
Schools.)
5. No charter school may begin operations before obtaining Commission approval of its charter
application and execution of a Charter Contract and fulfilling any pre-opening requirements that
may be imposed by the Commission.
26
IX. Application Process Overview and Timeline
The applications process is conducted in two phases. Phase I commences with the release of the
Application and will end with either the conditional approval or denial of the application. Applicants
that receive conditional approval of the application will then move to Phase II which will require the
completion of pre-opening assurances in order to open the new charter school.
Phase I: Application
February 9, 2023
Commission Meeting in February to begin the new application cycle by
adopting a new application process and schedule
February 13, 2023
Approval of new Application form and requirements to be posted on the
Commission’s website.
February 24, 2023
Application Orientation via In-Person or Zoom (attendance highly
recommended and recording will be made available to all applicants).
Commission staff to conduct an orientation to interested applicants on the
Application and its requirements.
May 15, 2023
Deadline for Applicants to submit their complete Application via the ShareFile
application OR applicants may mail one hard copy of their Application to the
Commission via U.S. Mail, postmarked by the deadline. No walk-in
applications will be accepted. Applicants must have a postal receipt showing
mailing by May 15, 2023, 12:00 Noon, Hawaiʻi Standard Time, in case the
application is lost.
Late applications will not be accepted, and will not be evaluated.
Late applicants will be notified that their application was late and was
deemed not submitted and will not be considered. No exceptions will be
made.
May 19, 2023
Applicants to receive written notifications via email of a completed or
incomplete Application as determined by Staff
May 26, 2023
Deadline for Applicants notified of an incomplete Application to submit
documents to complete their application Only documents deemed
incomplete or missing will be allowed for re-submission. No other
documents will be accepted. Missing documentation to be submitted via
email to
applications@spcsc.hawaii.gov by 9:00 AM, Hawaiʻi Standard Time.
Documents sent via email after 9:00 AM, Hawaiʻi Standard Time will not be
considered and the application will be denied with no further review or
evaluation. The Applicant will be issued a letter with a stated reason for
denial.
May 26, 2023 – June
29, 2023
Application evaluation window
27
Phase I: Application
June 5, 2023 – June
9, 2023
Interview with Evaluation Team
As required by HRS §302D-13(c)(5)(A), the evaluation team will conduct an in-
person interview with representatives from the applicant governing board.
May 30, 2023
Commission Public Hearing
HRS §302D-13(c)(5)(B), requires the opportunity in a public forum for the
public to provide input on each charter application.
These dates are contingent upon quorum and number of applicants.
June 16, 2023
Applicants receive Recommendation Reports
June 22, 2023
Applications Committee Meeting on application decisions
The Applications Committee will deliberate and make recommendations to
the Commission on the approval or denial of charter applications. HRS §302D-
13(c)(6) requires the approval or denial of a charter application to be made in
a meeting open to the public.
June 29, 2023
Commission General Business Meeting on final application decisions
The Commission makes its final decision on the conditional approval or denial
of charter applications. HRS §302D-13(c)(7) requires the authorizer to set a
final date to approve or deny a charter application. HRS §302D-13(c)(6)
requires the approval or denial of a charter application to be made in a
meeting open to the public.
June 30, 2023
Applicants are notified of the Commission’s decision
Applications that are approved by the Commission will receive conditional
approval and will move on to Phase II where the satisfactory completion of
pre-opening assurances will be required. Applications that are not approved
in Phase I must reapply with a new application in another application cycle.
Phase II: Start-Up
August 2023 - June
2025
New charter school start-up period for approved applications
The start-up period encompasses the approximate two-year period between
an application being conditionally approved in July 2023. Applications
approved under will not be allowed to open a school prior to July/August
2024 (for applicants wanting to open in one-year). During the start-up
period, the applicant will be responsible for completing various pre-opening
assurance tasks such as securing a school facility, recruiting personnel,
finalizing the academic plan and finalizing needed policies and procedures.
28
Phase II: Start-Up
Opening Year Options:
If approved in July 2023 (for two-year period opening)
Year 1: July 1, 2023 – June 30, 2024
Year 2: July 1, 2024 – June 30, 2025
School opens July/August 2025
If approved in July 2023 (for one-year period opening)
Year 1: July 1, 2023 – June 30, 2024
School opens July/August 2024*
*Notification to State agencies must be submitted by August 2023
No later than June
2025
Completion of all Pre-Opening Assurance Tasks
Applicants that have satisfactorily completed the pre-opening assurance task
will be granted final approval of the application to open the new charter
school. Applicants that have not completed all pre-opening assurance tasks
by June 2025 will not be allowed to open. If an approved charter applicant is
unable to satisfactorily complete the pre-opening assurances by June 2025,
the applicant will not receive final approval to open and must reapply in a
subsequent Applications Cycle as a new applicant.
July/August 2024 or
July/August 2025
Opening of new charter school
29
X. Application Guidelines
The Commission is pleased to invite proposals for new high-quality public charter schools. Please read
these guidelines fully before developing your application.
Elements of the Application
Note: All information that an applicant plans to submit for evaluation must be contained within the
Elements of the Application, as described below.
Public hearing testimony on the application and DOE comments will not be evaluated by the Evaluation
Team. However, these elements may be considered by the Commission as described in Section X. G.
Application Evaluation Process. How all of these components fit into the Commission’s Evaluation
Process is set forth in Figure 1 Charter School Start-up Process..
The following will be evaluated by the Evaluation Team:
1. Application. The Application is a comprehensive description of the proposed school’s academic,
organizational, and financial plans, consisting of responses to the Application Questions and
Performance Tasks. Applicants are required to submit responses as separate Attachments that
correspond to the questions listed in the Application Questions document. See Attachment
Questions.
2. Interviews. As required by HRS §302D-13, the review and evaluation of the charter application will
include an interview with representatives from the applicant governing board. Representatives of
the applicant governing board, the proposed school director, and proposed key school personnel are
highly recommended to attend the interview which will include questions that provide the applicant
with the opportunity to clarify its responses to the Application Questions and Performance Tasks,
questions that demonstrate the applicant’s capacity to successfully execute and implement the
proposed charter school
, and will include a case study that will be shared at the interview for the
applicant to discuss with the Evaluation Team. The interview will be recorded and available for
Commissioner review. See Application Evaluation Criteria/Rubric for details
Submission Instructions
1. The completed Application shall be submitted through ShareFile OR mailed via U.S. Mail to 1164
Bishop Street, Suite 1100, Honolulu, HI 96816. To submit these documents via ShareFile, the
primary contact of the applicant governing board shall contact [email protected]
for access to its ShareFile Account by February 17, 2023.
2. Applicants must ensure all required fields within the Applicant Information Sheet and required
Attachments are uploaded in the specified file format through the Commission’s ShareFile
Account by 12:00 Noon, Hawaiʻi Standard Time, on May 15, 2023. OR mail one complete hard-
30
copy via U.S. Mail postmarked by the deadline. No walk-in applications will be accepted.
Applicants must have a postal receipt showing mailing by the May 15, 2023, 12 Noon, Hawaiʻi
Standard Time deadline, in case the application is lost. Once the application is submitted, no
changes may be made to the application.
3. Late Applications through ShareFile or via U.S. Mail submissions with postmarks after the May
15, 2023, 12 Noon, Hawaiʻi Standard Time deadline, will not be accepted. No exceptions will be
made. Late applications will not be accepted, and will not be evaluated. Late applicants will be
notified that their application was late and was deemed not submitted and will not be
considered. No exceptions will be made.
4. The Commission staff will determine the completeness of each Applicant's submission. All
Applicants that submitted a timely Application will be notified of the receipt of their completed
Application. If any Applicant is deemed to have an incomplete application, the Applicant will be
notified of this deficiency via email on May 19, 2023 and will have until 9:00 AM, Hawaiʻi
Standard Time May 26, 2023 to submit the missing Attachments. Attachments sent via email
after 9:00 AM, Hawaiʻi Standard Time May 26, 2023 will not be considered timely and the
application will be deemed incomplete and the application denied with no further review or
evaluation will be made. The Applicant will be issued a denial letter with the stated reason of
an incomplete Application.
Specifications
Applicants shall submit all required Attachments through ShareFile or via U.S. Mail. Please keep in mind
that your application is a professional submission. The quality of your submission should reflect the
quality of the school that you propose to open. Grammar, spelling, and formatting all make an
impression on evaluators. Applications that are not clear and concise or are not easily discernible risk
denial.
Application Information Sheet
1. The Applicant Information Sheet must be submitted in PDF format or hard-copy using the
applicable template.
Application Questions
1. Applicants will submit a response to each Application Question and may provide additional
evidence supporting the response. Each response to a question will be submitted as an
Attachment.
2. All elements of the Application must be submitted in PDF format or hard-copy unless otherwise
specified. An Application that contains any handwritten parts other than signatures will be
31
deemed incomplete; this includes labels for Attachments as described in Figure 2 Labeling
Format.
3. Formatting Requirements of Attachments:
a. List the Application Question and sub Question(s) (if applicable) at the top of page 1 of
the Attachment followed by the response to the question(s).
i. If an Application Question requires or the Applicant would like to provide
additional evidence, the order should be (unless otherwise specified in the
Application Question): 1) response 2) form/evidence.
b. Header requirement: Label the Application Question in the header (e.g., “Attachment 1
- EIS”). See Figure 2 Labeling Format for example.
c. Footer requirement: Each page of the Attachment must have a page number and the
full name of the proposed school in the footer of the document. See Figure 2 Labeling
Format for example (Figure is not to scale).
d. Acceptable font size: no smaller than 11 point
e. Acceptable font colors: black or blue
f. Acceptable font types: Calibri, Times New Roman, or Arial
g. There are no page limits, however, Applicants are encouraged to be clear, concise, and
judicious in responding to each Application Question. See Application Evaluation
Criteria/Rubric for details.
It is the responsibility of the applicants to answer all questions and meet the formatting
requirements. Applications that do not meet these formatting requirements will be deemed
incomplete.
F
IGURE 2 LABELING FORMAT
4. If a particular Application Question does not apply to your proposed school or plan, provide an
Attachment that states, “Not Applicable” and the reason this requirement or criterion is not
applicable to the proposed school or plan. See Figure 3 for example.
32
5. Applicants shall answer the question that appears at the beginning of each template section.
6. Review all elements of your application for completeness using the final review checklist (be
sure to initial each box) before submitting. Incomplete, or incorrectly formatted submissions
will be deemed incomplete. Once your Application is received and deemed complete,
Applicants will not be permitted to submit new information, as detailed in Section X.G.a. New
Information.
7. It is the responsibility of the Applicant to ensure it submits all of the required Attachments. All
Attachments must be clearly labeled according to the format prescribed in Figure 2 Labeling
Format. See Exhibit 3: Final Review Checklist for list of Attachments.
Public Documents Notification
All information submitted to the Commission is a public record subject to HRS Chapter 92F, also known
as the Uniform Information Practices Act (“UIPA”). Information that is submitted to the Commission
may be redacted from a public record in accordance with exemptions provided under UIPA, provided
that the applicant specifically identifies the information it believes should be redacted and provides an
explanation justifying each redaction.
The Applicant Information Sheet will be posted to the Commission’s website for public review. The
information contained in the Applicant Information Sheet will be the only publicly released information
during the course of the application process.
Applicant Code of Conduct
Commissioners and the Evaluation Team are obligated to make decisions and recommendations in the
best interests of the students and the public, free from personal or political influences. Similarly,
applicants have the responsibility of respecting and upholding the integrity of the charter school
application process. Specifically, applicants SHALL NOT:
F
IGURE
3
N
OT
A
PPLICABLE
C
OVER
S
HEET
E
XAMPLE
33
1. Direct any communications, including application documents, to any Commissioner or
Evaluation Team member, or Commission staff. All communications from applicants should be
directed to the Services & Compliance Specialist.
2. Initiate, or attempt to initiate, any activity with any Commissioner or member of the Evaluation
Team that may be prohibited by HRS Chapter 84, Standards of Conduct.
If the Commission determines that an applicant has violated any of these requirements, the applicant’s
application will be deemed ineligible for further consideration, and the application will be disqualified or
rejected.
If the Commission determines that any individual associated with any applicant has violated any of these
requirements, including operating through third-parties with the intent of circumventing these
requirements, the associated applicant’s application will be deemed ineligible for further consideration,
and the application will be disqualified or rejected.
Academic Integrity of the Application
The Commission defines plagiarism as copying words, concepts, or ideas from any source and submitting
the material as one’s own without acknowledging the source by the use of footnotes, quotation marks,
and/or parenthetical references.
3
Individuals and groups seeking the responsibility to educate public
school children with public funds should be accountable to the highest standards of academic integrity.
The Commission will reject applications that have been plagiarized, including the copying of language
from any other charter application without proper attribution and citation.
The Commission is cognizant that in order to implement an existing curriculum, instructional framework,
or educational model (e.g., Montessori, project-based learning, blended learning) with fidelity, key
concepts must be discussed. However, a high-quality applicant with the capacity to operate a high-
quality school should be able to explain thoughtfully in their own words how they intend to educate
children. The Commission also understands that CMOs, EMOs, and ESPs may use their own intellectual
property, which is appropriate and acceptable.
4
Application Evaluation Process
Note: The Commission shall disregard any new information, as described in Section X.G.a). New
Information
3
Definition adapted from the University of Southern Mississippi’s Academic Integrity Policy and
quoted in the Mississippi Charter School Authorizer Board’s (“MCSAB”) Fall 2014 Request for
Proposals.
4
Adapted from MCSAB’s Fall 2014 Request for Proposals (page 10).
34
The evaluation period within the applications process consists of an assessment of the application by
various individuals: The Evaluation Team and the Commission
Evaluation Team Review
The Evaluation Team is tasked with assessing the application against the stated evaluation criteria and
providing its recommendation to the Commission to approve or deny an application through its
Recommendation Report. The Commission will assemble an Evaluation Team that includes external
national charter school evaluators and external local evaluators. Commission staff may assist the
Evaluation Team as it conducts its evaluation and interview of applicants. In formulating its
recommendation to approve or deny an application, the Evaluation Team will assess the Attachments
against the published evaluation criteria, and will take into consideration the applicant’s performance in
the interview. The Evaluation Team will then issue a Recommendation Report which details the
Evaluation Team’s recommendation to approve or deny the application.
Interview
The interview will be conducted by external national charter school evaluators and external local experts
who will evaluate the applicant’s capacity to carry out the plan proposed in the application.
Commission Decision
The Commission has the ultimate decision-making authority to approve or deny each application. The
Commissioners will have access to all application materials submitted and will conduct their own review
of the application. After considering the recommendations made by the Evaluation Team, comments
submitted by the DOE, public hearing testimony, and recordings of the interview, the Commissioners
will vote to approve or deny each application.
The Commission’s Application Committee will make a recommendation to the full Commission regarding
approval or denial of each application. At its General Business Meeting, the Commission will make a
final determination to conditionally approve or deny each application.
a) New Information
Pursuant to national standards for charter school authorizers, the purpose of a rigorous application
process is to “[grant] charters only to applicants that have demonstrated competence and capacity to
succeed in all aspects of the school, consistent with the stated approval criteria.”
5
Further, HRS Chapter
302D prohibits the Commission from providing technical support to charter applicants. As such, the
application process is not intended to help applicants refine and finalize their applications. Applicants
must be able to acquire the necessary expertise, competency, and capacity needed to develop a high-
quality application on their own, and the information contained within the Attachments should be a
complete and accurate depiction of the proposed plan.
5
Excerpt from the National Association of Charter School Authorizers’ Principles & Standards
for Quality Charter School Authorizing, 2018 Edition (page 13, emphasis added).
35
After the application due date, the applicant shall not change any information as the Evaluation Team
will not have an opportunity to holistically evaluate such changes. Therefore, the Commission will
disregard any new information that was not available to the Evaluation Team before the issuance of the
Recommendation Report. “New information” means any information that substantially differs from
what is provided in the Applicant Information Sheet and Attachments and is revisionary in nature.
Removal or addition of significant elements of curriculum that substantially change the academic plan,
submittal of a substantially revised policy, or changing the geographic location or grades served are all
examples of new information that the Commission will not consider in making its decision. Commission
staff and the Evaluation Team will provide the Commission with guidance on what information is
considered new or substantially different.
b) Application Evaluation Criteria/Rubric Overview
The Application Evaluation Criteria/Rubric are the essential tools used by the Evaluation Team when
considering each submitted application. Every question has specific criteria that must be addressed fully
by the applicant. Those specific criteria state the required elements that are imperative to complete in
order to receive recommendation for approval.
See Exhibit 4: Application Evaluation Criteria/Rubric
36
STATE PUBLIC CHARTER SCHOOL
COMMISSION
2023 APPLICANT INFORMATION SHEET
APPLICANT INFORMATION SHEET
Application Due: May 15, 2023, 12:00 Noon, Hawaiʻi Standard Time
Please direct questions to: [email protected].gov
37
Application Information Sheet
PRIMARY CONTACT INFORMATION
Name:
Current Employer & Position/Title:
Expected Role with the Applicant School:
Mailing Address:
Phone:
Email:
APPLICANT SCHOOL INFORMATION
Applicant School Name:
State whether you have hired or contracted a consultant or a company/ies to assist you in the
development and/or writing of your charter application.
● Yes
● No
If yes, please identify the name(s) of the consultant/company(ies):
Geographic Location of your Facility:
Which complex areas do you anticipate attracting
students from:
● Statewide
● Farrington-Kaiser-Kalani
● Kaimuki-McKinley-Roosevelt
● Aiea-Moanalua-Radford
● Leilehua-Mililani-Waialua
● Campbell-Kapolei
● Pearl City-Waipahu
● Nanakuli-Waianae
● Castle-Kahuku
● Kailua-Kalaheo
● Hilo-Waiakea
● Kau-Keaau-Pahoa
● Honokaa-Kealakehe-Kohala-Konawaena
● Baldwin-Kekaulike-Kulanihakoi-Maui
● Hana-Lahainaluna-Lanai-Molokai
38
APPLICANT SCHOOL INFORMATION
● Kapaa-Kauai-Waimea
Grades Served Year 1 (SY 2025-2026):
Grades Served at Capacity:
Type of Charter School (Select One):
● Start-up charter school, as defined in HRS Chapter 302D-13
● Conversion charter school, as defined in HRS Chapter 302D-13
Name of HIDOE school to be converted: ___________________________
Proposed School Description
School
Model/Focus
(check all that
apply)
☐ Alternative
☐ Arts
☐ Blended Learning
☐ Career and Technical
Education
☐ Cultural Focus (specify):
☐ Disability (specify):
☐
Language Immersion (specify):
☐
Montessori
☐
STEM
☐
Virtual Learning
☐
Other (specify):
39
STATE PUBLIC CHARTER SCHOOL
COMMISSION
2023 APPLICATION QUESTIONS
Application Questions
Application Due: May 15, 2023, 12:00 Noon, Hawaiʻi Standard Time
Please direct questions to: [email protected]ʻi.gov
40
Applicants must provide a response to ALL questions 1-62.
However, for Applicants that are NOT proposing a virtual/blended learning program, the
Applicant must submit an Attachment (Label Attachment 33-55 - VBL) that states, “Not
Applicable” and the reason this requirement or criterion is not applicable to the proposed
school or plan. See X.C. Specifications for details.
For Applicants that are NOT proposing to use a Third Party Provider, the Applicant must submit
an Attachment (Label Attachment 56-60 - TPT) that states, “Not Applicable” and the reason
this requirement or criterion is not applicable to the proposed school or plan. See X.C.
Specifications for details.
For Applicants that are NOT proposing a Conversion Charter School, the Applicant must submit
an Attachment (Label Attachment 61-62 - CCS) that states, “Not Applicable” and the reason
this requirement or criterion is not applicable to the proposed school or plan. See X.C.
Specifications for details.
Application Questions: Educational Impact Statement (EIS)
41
Educational Impact Statement (EIS)
See Section X.C. Specifications regarding formatting and labeling requirements.
1. State your mission and vision.
Definitions:
Mission- A statement of an organization’s purpose. It describes what the organization does and
for whom to realize its vision.
Vision- A statement portraying an organization in its ideal form, illustrating an organization at its
best and the greater good it serves.
Label document as Attachment 1 - EIS
2. State and provide evidence of the type of proposed school governing board you established
pursuant to HRS 302-13(a):
a. Community group
b. Department School
c. School Community Council
d. Group of Teachers and Administrators
e. Nonprofit Organization a
Label document as Attachment 2 - EIS
3. Identify the community/communities and the educational needs of the target population you
seek to serve? (Diverse educational opportunities, geographic region, DOE region)
Label document as Attachment 3 - EIS
4. How was your mission and vision designed and set up to align to the community and
educational needs of the students that you seek to serve? Articulate the mission and vision
design process from conception to its current state.
Label document as Attachment 4 - EIS
5. Based on your outreach, research, and understanding of the community and the students you
seek to serve, what are the top three things that present challenges to the success of the
students in the community that you seek to serve?
Label document as Attachment 5 - EIS
6. What does your proposed school intend to do to address those challenges?
Label document as Attachment 6 - EIS
7. Describe whether your proposed school expands the existing educational options in your
school’s proposed location, and complements the existing options available to families.
a. If yes, explain the rationale behind this decision to expand access to educational options
that currently exist?
Label document as Attachment 7 - EIS
Application Questions: Educational Impact Statement (EIS)
42
8. Describe whether your proposed school model provides access that:
a. Currently is not available in the community you are seeking to serve; and/or
b. Implements innovative educational practices that contribute to share to the broader
community or system within and beyond the community you seek to serve?
Label document as Attachment 8 - EIS
9. Describe how you have engaged your school’s target community, including families, community
members, and elected officials, in designing your proposed school.
a. Specify which stakeholders you have engaged with and why;
b. Which outreach tactics were used and how often; and
c. How the school design evolved as a result of their input.
Label document as Attachment 9 - EIS
10. Describe ongoing efforts and activities that continue to engage families, community members,
and elected officials in the proposed school’s design and implementation.
a. If approved, how will you continue to solicit and incorporate community input from
diverse stakeholders about the school program?
Label document as Attachment 10 - EIS
11. What is the proposed model for curriculum instruction and assessment? Explain how this model
helps you achieve your mission and vision for your community.
a. If approved and implemented, what will the impact be on the community you seek to
serve? Share your data and research.
Label document as Attachment 11 - EIS
12. Besides the mandated state standardized assessments, what other measures will be used to
assess the effectiveness of your educational program?
Label document as Attachment 12 - EIS
13. Does the proposed school meet the Commission’s Priority Needs? If not, describe and cite
evidence of other significant, documented educational needs that the proposed school would
meet in the targeted community, which would be a noteworthy contribution to Hawaiʻi’s public
education system.
Label document as Attachment 13 - EIS
Application Questions: Financial Performance (FIN)
43
Financial Performance
Charter schools are subject to HRS Chapter 37D and, as agencies of the State, may not enter into
financing agreements or take out lines of credit without the approval of the Department of Budget and
Finance as to fiscal responsibility and approval from the Department of the Attorney General as to form
and legality.
Performance Task:
High-quality schools operate finances in a transparent manner to develop trust within employees and
the community. Transparency must respect certain privacy laws, understanding that as a public agency,
the school's records are discoverable. Providing funding amounts and sources, year-to-date
expenditures, and having sound fiscal management policies in place: such as procurement and cash
management are ways for schools to demonstrate transparency.
14. Submit a staffing chart (See Application for Exhibit 1. Staffing Chart Template) and an annual
budget accounting for the first five-year period of your proposed school in excel based on a per
pupil amount of $8,300. This amount is a projected per-pupil funding amount for the purpose of
this application. The budget must include the following information/details:
a. State Per Pupil funding based on the proposed enrollment plan;
b. Facility costs; rent/lease payments should be separate from any renovation or retro-
fitting costs;
c. Funding for personnel should align with the staffing plan and collective bargaining
requirements. Funding for teacher professional development should be a separate cost
item
d. Funding for any additional services and specific mission-related programs; and
e. Funding from federal grants and/or private funding should only be included in the
budget if the proposed school has been awarded the grant and/or has already received
or has binding confirmation that the federal private funding is guaranteed and secured.
Evidence (such as grant award letters, pledges of donations, bank statements) should be
included for any federal or private funding included in the annual budget.
Label document as Attachment 14 - FIN
Performance Task:
15. Describe, with specific examples and details, how this proposed budget supports the school’s
mission and vision and how this budget allows the school to deliver its proposed model and
theory of action.
Label document as Attachment 15 - FIN
Narrative Questions:
16. a. Describe your internal fiscal management system. What is the structure you plan to
implement that demonstrates clear policies and practices that employs checks and balances to
ensure effective fiscal rules and regulations?
Application Questions: Financial Performance (FIN)
44
b. How will oversight be provided within this system? Identify specific people/positions and
explain their oversight duties/responsibilities.
Label document as Attachment 16 - FIN
17. In response to local and national teacher shortages, describe your teacher recruitment and
retention strategies; include target goals, timelines for recruitment, and on-going actions for
retention should you be approved.
a. What is your contingency plan for teacher recruitment should you not achieve your
target goals and timelines for recruitment? Also explain and describe the impacts this
will have on the proposed budget that you have prepared.
Label document as Attachment 17 - FIN
18. If your school is approved, you will not receive any state funding for the pre-opening period. In
reviewing the pre-opening assurances (Sample Pre-opening Assurances
6
) explain how your
proposed school will raise the amount needed during the pre-opening period. Include and
describe:
a. The amount of funding your proposed school requires during the pre-opening period;
b. What these funds will be spent on; and
c. Funding raising plans and what potential sources of funding will be sought.
Label document as Attachment 18 - FIN
6
Link to sample Pre-opening assurances:
https://drive.google.com/file/d/1zzH3fpwzi7bWpTm7xz74IH044JpNIJAM/view?usp=sharing
Application Questions: Organization/Capacity (ORG)
45
ORGANIZATION/CAPACITY
Performance Task:
19. Please list below the governing board members (first name, last name, and role) and attach
their Resumes as Attachment -19 - ORG. Organize the resumes in order of the list provided in
response to this question.
Label document as Attachment 19 - ORG
20. Attach aAttach as Attachment 20- ORG the board member information forms for each member
(See Exhibit 2. Board Member Information Form in the Application). Each governing board
member must complete and sign the form.
Label document as Attachment 20 - ORG
21. Describe each applicant governing board members’ role in this application process
Label document as Attachment 21- ORG
Performance Task:
22. Provide a copy of the job description for your proposed school leadership team and provide the
roles and responsibilities for each position during the pre-opening period and once the school is
open.
Label document as Attachment 22 - ORG
Narrative Questions:
23. Describe the constitution of the applicant governing board and the process by which applicant
governing board members were selected?
7
Label document as Attachment 23 - ORG
24. a. As an applicant GB that has constructed the proposed school model, if approved, describe any
changes to the governing board membership, or roles and responsibilities once the school is
open
b. Based on your current applicant GB membership, if approved as a new charter school, are
there any changes or additions to the operational governing board that you would make based
on your review of 302D-12(b)?
Label document as Attachment 24 - ORG
25. Provide organization charts that clearly indicate all positions and illustrate the proposed school
governance, management, and staffing structure in Year 1.
Label document as Attachment 25 - ORG
7
HRS 302D-13(e)
Application Questions: Organization/Capacity (ORG)
46
26. (Optional- If you have an associated non-profit entity),
a. Describe the purpose and mission of your associated nonprofit, and give the names,
occupations and a brief summary describing the roles of the non-profit board members;
b. Identify any existing relationships that could pose actual or perceived conflicts of
interest if the application is approved; and discuss specific steps that the board will take
to avoid any actual conflicts and to mitigate perceived conflicts.
c. Submit all Department of Commerce and Consumer Affairs filings in accordance with
HRS302D-1
8
including the Certificate of Good Standing, and Annual Filings (for the most
recent five years), and the Articles of Incorporation.
Label document as Attachment 26 - ORG
8
302D-1 “Nonprofit organization" means a private, nonprofit, tax-exempt entity that:
(1) Is recognized as a tax-exempt organization under the Internal Revenue Code; and
(2) Is registered to do business in this State in accordance with chapter 414D.
Application Questions: Academic Performance (ACAD)
47
Academic Performance
PERFORMANCE TASK:
27. Submit a School Calendar & Schedule
Note: While charter schools are exempted from HRS §302A-251, regarding instructional time, charter
schools are subject to collective bargaining pursuant to HRS Chapter 89, Collective Bargaining in Public
Employment. Applicants must ensure that their proposed plan will comply with collective bargaining
requirements. Applicants proposing school calendars and schedules outside the parameters of HRS
§302A-251 must negotiate agreements that supplement any Master Collective Bargaining Agreements
and should be cognizant of possible limitations of these agreements.
Label document as Attachment 27 - ACAD
PERFORMANCE TASK:
28. Based on your proposed model for curriculum, instruction, and assessment, provide a proposed
scope and sequence and schedule for each grade level band that applies (K-3, 4-6, 6-8, 9-12)
that aligns to your mission and vision. Describe how your team developed or selected the
proposed curriculum.
If you are proposing a high school, explain how the proposed scope and sequence will meet and/or
exceed the BOE’s graduation requirements.
● Optional- If you plan to add onto the BOE’s graduation requirements, please describe your
proposal.
Note: High schools will be expected to meet the BOE’s graduation requirements in accordance with
BOE Policy 102-15
. High schools may be able to deviate from such graduation requirements if a
waiver is obtained from BOE. Any deviation from BOE Policy 102-15 requires a waiver from BOE, and
Commission approval of an application does not constitute approval of any deviation from BOE’s
graduation requirements. If the application is approved, it will be incumbent on the proposed school
either to: (1) obtain a waiver; or (2) if it cannot obtain a waiver, adjust its graduation requirements to
meet BOE Policy 102-15.
Label document as Attachment 28 - ACAD
NARRATIVE QUESTIONS:
29. Explain how the instructional methodology of your proposed model aligns with your mission
across all proposed grade levels
9
Label document as Attachment 29 - ACAD
9
Contract 4.0 Academic Performance Framework Question 1A
Application Questions: Academic Performance (ACAD)
48
30. Explain how will you accommodate the (differentiated) needs of all students, such as English
Learners, Students with Disabilities (SWD)
10
, at-risk students, and students who are far below or
above grade level, and the targeted student population?
Label document as Attachment 30 - ACAD
31. Describe how your school will demonstrate and assess student performance aligned to the
school mission and vision for the school year
11
Label document as Attachment 31 - ACAD
32. Describe your proposed school’s professional development plan to onboard faculty and staff
that:
a. Aligns to your mission specific instructional methodology; and informs instructional
practices; and
b. Addresses specific professional development plans related to teaching struggling
students, as well as SWD and ELs, including:
i. Professional development for all staff on the proposed school’s special education
and EL service delivery model;
ii. Strategies for modifying curriculum and instruction to accommodate student needs;
iii. The legal requirements of disciplining SWD;
iv. Teacher responsibility to address IEP goals, accommodations, and modifications;
and
v. Continuing training to ensure teachers and staff are informed of most recent
changes in special education policy, regulations, and best practices.
Label document as Attachment 32 - ACAD
10
Students with Disabilities (SWD) refers to students with specialized needs as defined in the Individuals
with Disabilities Act (IDEA) or Section 504 of the Rehabilitation Act of 1973 (29 U.S.C. §§ 701et seq.).
11
Academic Performance Framework Section 1B
Application Questions: Virtual/Blended Learning (VBL)
49
Virtual/Blended Learning
In conjunction with the Commission’s Online Virtual and Blended Learning Guidelines (August 11, 2022),
complete this section if you are proposing a virtual/blended learning program, otherwise submit an
Attachment that states, “Not Applicable” and the reason this requirement or criterion is not applicable
to the proposed school or plan. See X.C. Specifications for details.
Provide all responses to the questions 33 - 55 as one Attachment. Label Attachment 33-55 - VBL
Finance and Governance
33. What are the costs associated with the proposed virtual and/or blended school/program and its
various components?
34. Will these costs change over the life of the proposed contract?
35. How are these costs affected by different student populations and contextual factors?
36. What are the implications for weights and adjustments in the accountability or funding system
due to the proposed virtual and/or blended program?
37. Provide an overview and description of the specific costs associated with the virtual/blended
learning model proposed (such as specialized training, technology infrastructure, internet access
for students and staff, equipment and maintenance, online curriculum and/or platforms, and
any other associated costs).
38. What is the proposed demographic breakdown of the students to be served through this
program, e.g. Free and Reduced Lunch, geographic home location, grade level, general
demographics?
39. What geographic area(s) will the proposed program serve?
40. How is the proposed program staffing model sufficient to address all of the requirements of
instruction, reporting, and oversight?
Instructional Program Quality
41. What is the educational need served by this school/program?
42. What differentiates this school/program from other programs in the community(ies) to be
served?
43. What process was used to decide on the proposed blended/virtual learning curriculum and
model/mode of delivery?
44. Describe how the proposed blended/virtual learning curriculum is aligned to the Hawaiʻi State
Standards and explain the process used to make this determination.
45. What might a scope and sequence for each grade level served look like?
46. In addition to the state assessments (i.e., Smarter Balanced Assessment, Kaiapuni Assessment of
Educational Outcomes (KĀ‘EO), Hawaiʻi State Alternate Assessment, WIDA), what other
measures will be employed to evaluate student progress and growth?
47. Where and how will state testing be implemented for all students?
48. How will staff monitor progress and ensure that students are meeting the required standards?
Application Questions: Virtual/Blended Learning (VBL)
50
49. How will students demonstrate subject mastery leading to eligibility for promotion?
50. How will struggling students be identified and supported?
51. What does the weekly instructional schedule look like for each grade band (i.e. elementary,
middle, high)?
Teacher and Administrator Quality to run a Virtual/Blended School/Program
52. What specific training have the proposed teacher(s) and administrator(s) completed that
addresses the unique needs of virtual and/or blended learning?
53. What are the qualifications of administrator(s) to evaluate, manage, and support teachers of
virtual and/or blended learning students?
54. How will the school provide professional development and support to virtual and/or blended
learning teachers?
Special Education and Section 504 of the Rehabilitation Act of 1973 requirements:
55. Describe how the proposed blended/virtual learning program will meet the requirements of the
Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of
1973 (504).
Application Questions: Third Party Providers (TPT)
51
Third Party Providers
If you are proposing a third party provider you must complete this section, otherwise submit an
Attachment that states, “Not Applicable” and the reason this requirement or criterion is not applicable
to the proposed school or plan. See X.C. Specifications for details.
Provide all responses to the questions 56 - 60 as one Attachment. Label Attachment 56-60 - TPT.
56. Explain why your proposed new charter school is seeking to contract with an educational service
provider or charter management organization rather than operate the proposed school directly.
57. Explain the process your applicant governing board used to identify, vet, and select the service
provider. The description must explain:
a. How and why the service provider was selected, including when and how the applicant
learned of the service provider;
b. Which other service providers were considered;
c. The selection process used to select the chosen service provider over other service
providers; and
d. What due diligence was conducted, including a summary of the findings of the reference
checks (or other similar processes) conducted by the applicant, on the chosen service
provider.
58. How does this educational service provider or charter management organization align with your
mission and vision?
59. Submit all DCCA and other applicable state agency filings including: Certificate of Vendor
Compliance, Hawaii Tax ID Number, any Business Registration Information including the
Certificate of Good Standing.
PERFORMANCE TASK:
60. If your proposed school will seek to contract with a service provider, as defined above, provide:
a. The complete contract/service agreement that would be executed should your
proposed new charter school is approved;
b. Service providerʻs record of achievement, which should include the following:
i. Provide a list of all charter schools operated or managed by the service provider,
including a list of all accredited charter schools and name of the accrediting
organization for each accredited school and a current accreditation report from
one of those schools. If however, the Service Provider does not operate or
manage any accredited charter schools then state “NO ACCREDITED CHARTER
SCHOOLS”.
ii. If the Service Provider is providing academic services, provide academic
performance data for at least ten (10) charter schools operated by the service
provider for the past five years (or over the life of the charter school, if the
school has been open for fewer than five years). The academic performance
Application Questions: Third Party Providers (TPT)
52
data should include at least three of the service provider’s highest performing
schools and at least three of the service provider’s lowest performing schools. If
the service provider operates less than ten charter schools, provide the
academic data for all schools
iii. A listing and explanation of any management contract terminations, charter
revocations, non-renewals, or withdrawals or non-openings that the proposed
service provider has experienced in the past ten years. The explanation must
reference the other jurisdictions where the Service Provider operates or services
other charter schools and provide, as a list of all the charter schools operated or
managed by the Service Provider, the respective authorizer for each of those
charter schools, and contact information for each authorizer.
iv. A list of all subsidiaries or related entities that are affiliated or owned in whole
or in part by the Service Provider, a description of the nature of those entities’
business activities, an explanation as to whether the proposed school has or will
have any relationship with or receive any services from any of those entities,
and a reasonable justification for any such relationship.
v. If your proposed school governing board intends to enter into any type of lease
or any other facility financing relationship with the service provider, provide a
complete copy of the proposed lease or facility financing agreement that would
be executed if the applicant were approved as a charter school.
vi. A description of any loans, grants, or investments made between the service
provider and your proposed school’s associated nonprofit organization,
including a legally sound explanation of how any such loans, grants, or
investments may be initiated, repaid, and refused by the proposed school’s
associated nonprofit, as applicable;
vii. Full disclosure of any existing or potential conflicts of interest between your
proposed school governing board, proposed school’s employees, proposed
service provider, and any affiliated business entities and a satisfactory
explanation as to how such existing or potential conflicts of interest will be
addressed;
viii. A detailed description of the roles and responsibilities of the Service Provider
that adequately and accurately describes how the Service Provider fits into the
proposed school’s organizational structure and how the organizational structure
ensures the proposed school governing board is independent from the Service
Provider and self-governing.
ix. An effective and comprehensive oversight and evaluation plan for overseeing
the Service Provider. The oversight and evaluation plan must include the
school-wide and student achievement results that the management
organization is responsible for achieving, the methods the proposed school
governing board will use to review and evaluate the Service Provider’s progress
toward achieving agreed-upon goals, the frequency of such reviews and
Application Questions: Third Party Providers (TPT)
53
evaluations, an explanation whether there will be an external evaluator to
assess the Service Provider’s performance, and the conditions, standards, and
procedures for the proposed school governing board intervention, if the Service
Provider’s performance is deemed unsatisfactory.
x. A comprehensive description of the respective financial responsibilities of your
proposed school governing board and the Service Provider that allows for
reasonable financial controls from the proposed school governing board. The
description must include details about the types of spending decisions the
Service Provider can make without obtaining board approval, the reports the
Service Provider must submit to your proposed school governing board on
financial performance and the schedule for reporting, and how your proposed
school governing board will provide financial oversight.
Application Questions: Conversion Charter Schools (CCS)
54
Conversion Charter Schools
If you are applying to convert an existing Hawaii Department of Education School to a charter school
you must complete this section, otherwise submit an Attachment that states, “Not Applicable” and the
reason this requirement or criterion is not applicable to the proposed school or plan. See X.C.
Specifications for details.
Provide all responses to the questions 61 - 62 as one Attachment. Label Attachment 61-62 - CCS.
61. Describe the following elements as it relates to your mission and vision:
a. School community
b. Staff Plans and Evaluation
c. Facilities
62. An application for a conversion charter school must meet the requirements of Section 302D-13,
Hawaii Revised Statutes:
a. School Community
i. A certification and supporting documentation as verifiable evidence that this
application was approved by a majority of the votes cast by existing administrative,
support, and teaching personnel and parents or guardians of students at the existing
DOE school. The documentation must include a breakdown of the number of
administrative, support, and teaching personnel and parents or guardians of students
who constitute the existing DOE school and the number of each of the aforementioned
groups who actually participated in the vote.
ii. A clear explanation of the process used to engage various stakeholder groups and
collect evidence of support that demonstrates that there was reasonable effort to
encourage engagement from all stakeholders, especially faculty and families, in
discussing and deciding to apply for a Conversion Charter School.
iii. A clear description and explanation of the degree of opposition to the conversion, the
reasons for opposition, and any other community stakeholders that support
conversion, including, any additional evidence of community support for the
conversion and opposition to the conversion. The description must adequately explain
how the proposed school and governing board will address any opposition to ensure
there are no negative impacts to student learning and the operations of the school.
b. Staff Plans and Evaluation
i. A clear description of the process that will be implemented to transition employees from
the existing DOE school to your proposed conversion school and a detailed framework that
addresses any issues and protects the rights of such employees.
c. Facilities
i. A description of the process that will be implemented to secure the use of the existing
DOE school facilities that is aligned with the proposed budget, including a reasonable
timeline for negotiating a lease or memorandum of agreement with the DOE, a plan for
ongoing upkeep and maintenance, and any plans for renovation.
Application Questions: Conversion Charter Schools (CCS)
55
d. Nonprofit Organization as Applicant. Note: Only applicants proposing a Conversion Charter
School where a nonprofit organization will operate and manage the proposed school and the
nonprofit organization’s board of directors will serve as the Conversion Charter School’s
governing board need to complete this section.
i. A clear description of the organizational structure of the nonprofit organization
and reasonable and legally sound plans for how it will also serve as the
governing board of the Conversion Charter School and how governing board
members will be selected. If the nonprofit organization is going to appoint
advisory groups of community representatives for each school managed by the
nonprofit organization, the description must include the organizational
structure and scope of jurisdiction for each advisory group.
ii. The nonprofit organization’s bylaws or policies that are legally sound and
describe the manner in which business is conducted and policies that relate to
the management of potential conflict of interest situations.
iii. A clear description that demonstrates that the nonprofit organization possesses
sufficient experience in the management and operation of public or private
schools or plans to enter into an agreement to obtain services from another
entity or entities possessing such experience.
iv. A reasonable explanation of how the nonprofit organization will execute and
implement its start-up plan without interfering in the operations of the existing
DOE school until authorized to do so by the Commission.
v. A description of any licensure or accreditation requirements, such as
registration with the Department of Commerce and Consumer Affairs, the
nonprofit organization must comply with and the status of any such licenses or
accreditations that demonstrates the nonprofit is in good standing with all such
requirements.
56
XI. Exhibits
Exhibit 1. Staffing Chart Template
Exhibit 2. Board Member Information Form
Exhibit 3. Final Review Checklist
Exhibit 4. Application Evaluation Criteria/Rubric
57
Exhibit 1: Staffing Chart Template
58
Staffing Chart
Use the appropriate table below to outline the staffing plan for the proposed school. Adjust or add functions and titles and add or delete rows
as needed. Include the salary and full-time employee (“FTE”) equivalency (e.g., 1.0 FTE, 0.5 FTE, etc.) for each position for each year.
Elementary School Staffing Model and Rollout
Salary and FTE Per Position Per Year
Title
Year 1
20__
Year 2
20__
Year 3
20__
Year 4
20__
Year 5
20__
Capacity
20__
School Director
Assistant School Director
Add’l School Leadership Position 1 [specify]
Add’l School Leadership Position 2 [specify]
Add’l School Leadership Position 3 [specify]
Classroom Teachers (Core Subjects)
Classroom Teachers (Specials)
Student Support Position 1
[specify: e.g., Social Worker]
Student Support Position 2 [specify]
Specialized School Staff 1 [specify]
Specialized School Staff 2 [specify]
Teacher Aides and Assistants
School Operations Support Staff
Total FTEs
Total Salaries
59
Middle School Staffing Model and Rollout
Salary and FTE Per Position Per Year
Title
Year 1
20__
Year 2
20__
Year 3
20__
Year 4
20__
Year 5
20__
Capacity
20__
School Director
Assistant School Director
Add’l School Leadership Position 1 [specify]
Add’l School Leadership Position 2 [specify]
Add’l School Leadership Position 3 [specify]
Classroom Teachers (Core Subjects)
Classroom Teachers (Specials)
Student Support Position 1
[specify: e.g., Social Worker]
Student Support Position 2 [specify]
Specialized School Staff 1 [specify]
Specialized School Staff 2 [specify]
Teacher Aides and Assistants
School Operations Support Staff
Total FTEs
Total Salaries
60
High School Staffing Model and Rollout
Salary and FTE Per Position Per Year
Title
Year 1
20__
Year 2
20__
Year 3
20__
Year 4
20__
Year 5
20__
Capacity
20__
School Director
Assistant School Director
Dean(s)
Add’l School Leadership Position 1 [specify]
Add’l School Leadership Position 2 [specify]
Add’l School Leadership Position 3 [specify]
Classroom Teachers (Core Subjects)
Classroom Teachers (Specials)
Student Support Position 1
[specify: e.g., Social Worker]
Student Support Position 2 [specify]
Specialized School Staff 1 [specify]
Specialized School Staff 2 [specify]
Teacher Aides and Assistants
School Operations Support Staff
Total FTEs
Total Salary
61
Exhibit 2: Board Member Information Form
62
Board Member Information
To be completed individually by each Applicant Governing Board member. All forms must be signed by
hand.
Serving on a public charter school governing board is a position of public trust and fiduciary
responsibility. As a governing board member of a public school, you are responsible for ensuring the
quality of the school’s plans, competent stewardship of public funds, and the school’s fulfillment of its
public obligations and all terms of its Charter Contract.
As part of the application for a new charter school, the Commission requires that each prospective
governing board member respond individually to this questionnaire. Where narrative responses are
required, brief responses are sufficient.
The purpose of this questionnaire is twofold: 1) to give application reviewers a clearer introduction to
the team behind each school proposal in advance of the applicant interview; and 2) to encourage
governing board members to reflect individually, as well as collectively, on their common mission,
purposes, and obligations at the earliest stage of school development. Please add the full name of your
school to the footer of this document so that it appears on all pages.
Background: Your Role and Experience
1. Name of charter school on whose governing board you intend to serve:
2. Contact information:
Name:
Phone:
E-mail:
1. Describe your role and indicate your position on the governing board.
2. Describe your educational and employment history. No narrative response is required if a
resume and professional biography are attached.
☐
Resume and professional bio are attached to this form.
3. Indicate whether you currently or have previously served on a board of a school district,
another charter school, a non-
public school, or any nonprofit organization.
☐
Does not apply to me
☐
Yes
4. Why do you wish to serve on the governing board of the proposed charter school?
5. What is your understanding of the appropriate role of a public charter school governing
board member?
6. Describe any previous experience you have that is relevant to serving on the charter
school’s governing board (e.g., other board service). If you have not had previous
63
experience of this nature, explain why you have the capability to be an effective board
member.
7. Describe the specific knowledge and experience that you would bring to the governing
board.
School Mission and Plan
1. What is your understanding of the school’s mission and guiding beliefs?
2. What is your understanding of the school’s proposed academic plan?
3. What do you believe to be the characteristics of a successful school?
4.
How will you know that the school is succeeding or is not succeeding in its mission?
Governance
1. Describe the role that the governing board will play in the school’s operation.
2. How will you know if the school is successful at the end of the first year of operation?
3. How will you know at the end of five years if the school is successful?
4. What specific steps do you think the governing board will need to take to ensure that the
school is successful?
5. How would you handle a situation in which you believe one or more members of the
governing board were acting unethically or not in the best interests of the school?
Disclosures
1. Indicate whether you or your spouse knows the other prospective governing board members
for the proposed school. If so, please indicate the precise nature of your relationship.
☐ I/we do not know these individuals ☐ Yes
2. Indicate whether you or your spouse knows any person who will be a school employee. If so,
indicate the precise nature of your relationship.
☐ I/we do not know any such employees ☐ Yes
3. Indicate whether you or your spouse knows anyone who is doing, or plans to do, business
with the charter school (whether as an individual or as a director, officer, employee, or agent
of an entity). If so, indicate and describe the precise nature of your relationship and the
nature of the business that such person or entity is transacting or will be transacting with the
school.
☐ I/we do not know any such employees ☐ Yes
64
4. Indicate if you, your spouse, or other immediate family members anticipate conducting, or
are conducting, any business with the school. If so, indicate the precise nature of the
business that is being or will be conducted.
☐ I/we do not anticipate conducting any such business ☐ Yes
5. Indicate if you, your spouse, or other immediate family members have a financial interest in
the school or a financial interest with a vendor or education service provider to the school. If
so, indicate the precise nature of the financial interest that you have.
☐ I/we do not have a financial interest ☐ Yes
6. If the school intends to contract with an education service provider or management
organization, indicate whether you or your spouse knows any employees, officers, owners,
directors, or agents of that provider. If the answer is in the affirmative, please describe any
such relationship.
☐ Not applicable because the school does not intend to contact with an education service
provider or school management organization.
☐ I/we do not know any such persons ☐ Yes
7. If the school contracts with an education service provider, please indicate whether you, your
spouse, or other immediate family members have a direct or indirect ownership,
employment, contractual, or management interest in the provider. For any interest
indicated, provide a detailed description.
☐ N/A. ☐ I/we have no such interest ☐ Yes
8. If the school plans to contract with an education service provider, indicate if you, your
spouse, or other immediate family member anticipate conducting, or are conducting, any
business with the provider. If so, indicate the precise nature of the business that is being or
will be conducted.
☐ N/A ☐ I/we or my family do not anticipate conducting any such business ☐ Yes
9. Indicate whether you, your spouse, or other immediate family members are a director,
officer, employee, partner, or member of, or are otherwise associated with, any organization
65
that is partnering with the charter school. To the extent you have provided this information
in response to prior items, you may so indicate.
☐ Does not apply to me, my spouse or family ☐ Yes
10. Indicate any potential ethical or legal conflicts of interests that would or are likely to exist
should you serve on the school’s governing board.
☐ None ☐ Yes
Certification
I, __ ____, certify to the best of my knowledge and ability that the information I am providing to the
State Public Charter School Commission as a prospective governing board member is true and correct in
every respect. I agree to notify the Commission if there are any changes to the above disclosures.
__________________________________________________
Signature Date
66
Exhibit 3: Final Review Checklist
67
Final Review Checklist
Initial each item to indicate that it has been completed.
⎯ A copy of the Application Information Sheet and all of its Attachments has been saved for your
records and uploaded to ShareFile or mailed via U.S. Mail to 1164 Bishop Street, Suite 1100,
Honolulu, HI 96816.
⎯ All elements of the Application follow the Application Guidelines format requirements. See X.
Application Guidelines for details.
⎯ Application does not contain handwritten parts (other than signatures).
⎯ All Attachments have been submitted following the format requirements. See X. Application
Guidelines for details.
□ Attachment 1 - EIS
□ Attachment 2 - EIS
□ Attachment 3 - EIS
□ Attachment 4 - EIS
□ Attachment 5 - EIS
□ Attachment 6 - EIS
□ Attachment 7 - EIS
□ Attachment 8 - EIS
□ Attachment 9 - EIS
□ Attachment 10 - EIS
□ Attachment 11 - EIS
□ Attachment 12 - EIS
□ Attachment 13 - EIS
□ Attachment 14 - FIN
□ Attachment 15 - FIN
□ Attachment 16 - FIN
□ Attachment 17 - FIN
□ Attachment 18 - FIN
□ Attachment 19 - ORG
□ Attachment 20 - ORG
□ Attachment 21 - ORG
□ Attachment 22 - ORG
□ Attachment 23 - ORG
□ Attachment 24 - ORG
□ Attachment 25 - ORG
□ Attachment 26 - ORG
□ Attachment 27 - ACAD
□ Attachment 28 - ACAD
□ Attachment 29 - ACAD
□ Attachment 30 - ACAD
□ Attachment 31 - ACAD
□ Attachment 32 - ACAD
□ Attachment 33 -35 - VBL
□ Attachment 56-60 - TPP
□ Attachment 61-62 - CCS
68
Exhibit 4. Application Evaluation Criteria/Rubric
Application Questions/Evaluation Criteria: Educational Impact Statement (EIS)
69
Educational Impact Statement
NARRATIVE QUESTIONS
EVALUATION CRITERIA
1. State your mission and vision.
Definitions:
Mission- A statement of an organization’s purpose. It
describes what the organization does and for whom to
realize its vision.
Vision- A statement portraying an organization in its ideal
form, illustrating an organization at its best and the greater
good it serves.
Label document as Attachment 1 - EIS
Applications will be considered having met the criteria for this
section when the proposed school provides:
● A clear statement of mission and vision;
● A mission and vision focused on learning based on student
needs; and
● A mission and vision that is relevant to the community the
applicant proposes to serve.
2. State and provide evidence of the type of proposed school
governing board you established pursuant to HRS 302-13(a):
a) Community group
b) Department School
c) School Community Council
d) Group of Teachers and Administrators
e) Nonprofit Organization
Label document as Attachment 2 - EIS
Applications will be considered having met the criteria for this
section when the proposed school provides evidence that the
proposed school governing board has been established.
Community Group
Examples: flyers of community
meetings, petitions, letters of
support
Evidence of applicant
governing board including
meeting minutes, agendas,
rosters, signatures, etc.
Department School
Evidence of applicant
Application Questions/Evaluation Criteria: Educational Impact Statement (EIS)
70
NARRATIVE QUESTIONS
EVALUATION CRITERIA
governing board including
meeting minutes, agendas,
rosters, signatures, etc.
302-13(b)(2)
School Community
Council
Evidence of applicant
governing board including
meeting minutes, agendas,
rosters, signatures, etc.
Documentation that they
established an applicant
governing board
Group of Teachers
and Administrators
Evidence of applicant
governing board including
meeting minutes, agendas,
rosters, signatures, etc.
302D-13(b)(3)
Nonprofit
Organization
Articles of Incorporation, DCCA
Business Records (501(c)(3)),
IRS Tax ID Information
Evidence of applicant
governing board including
meeting minutes, agendas,
rosters, signatures, etc.
302D-13(b)(4)
Application Questions/Evaluation Criteria: Educational Impact Statement (EIS)
71
NARRATIVE QUESTIONS
EVALUATION CRITERIA
3. Identify the community/communities and the educational
needs of the target population you seek to serve? (Diverse
educational opportunities, geographic region, DOE region)
Label document as Attachment 3 - EIS
Applications will be considered having met the criteria for this
section when the proposed school identifies:
● The community/communities that the school is intended to
serve;
● Current educational data for the target population; and,
● How the school will address the educational needs of the
target population.
4. How was your mission and vision designed and set up to
align to the community and educational needs of the
students that you seek to serve? Articulate the mission and
vision design process from conception to its current state.
Label document as Attachment 4 - EIS
Applications will be considered having met the criteria for this
section when the proposed school describes:
● The process used to develop a clear mission and vision that is
focused on learning based on student needs of the
community and current educational research;
● Their collaborative practices with multi-sector education
partners to engage in discussions around the development of
mission and vision;
● The school’s community is a strategic partner that has
contributed to the development of the vision and mission of
the school;
● The specific actions taken to engage the community as an
integral part of the school’s development; and
● Cultural competency
12
specific to the community it seeks to
work with and to Hawai’i in general, including the ability to
articulate the root causes of the needs the school seeks to fill.
12
BOE Policy E-700 Hawai’i’s diverse cultures, places, and values?
Application Questions/Evaluation Criteria: Educational Impact Statement (EIS)
72
NARRATIVE QUESTIONS
EVALUATION CRITERIA
5. Based on your outreach, research, and understanding of the
community and the students you seek to serve, what are the
top three challenges to the success of the students in the
community that you seek to serve?
Label document as Attachment 5 - EIS
Applications will be considered having met the criteria for this
section when the proposed school identifies and describes:
● The top three challenges to the success of the students in the
community that they seek to serve;
● Methods of outreach used to determine these challenges;
and,
● Current research that addresses the challenges to success of
students in this community.
6. What does your proposed school intend to do to address
those challenges?
Label document as Attachment 6 - EIS
Applications will be considered having met the criteria for this
section when the proposed school presents:
● A clear plan to address the identified challenges; and,
● Plans for short, mid, and long term strategies to address
these challenges.
7. Describe whether your proposed school expands the
existing educational options in your school’s proposed
location, and complements the existing options available to
families.
a. If yes, explain the rationale behind this decision to
expand access to educational options that currently
exist?
Label document as Attachment 7 - EIS
Applications will be considered having met the criteria for this
section when the proposed school provides:
● Comparative data between what currently exists and their
proposed program and/or data that complements existing
options available to target families;
● Evidence that the proposed school addresses the needs of
public education
13
;
● More public school options for students and families
14
; and,
● Replacement of, or improvement to, an existing model.
13
BOE Policy E-700 https://boe.hawaii.gov/policies/Board%20Policies/Public%20Charter%20Schools.pdf
14
BOE Policy E-700 https://boe.hawaii.gov/policies/Board%20Policies/Public%20Charter%20Schools.pdf
Application Questions/Evaluation Criteria: Educational Impact Statement (EIS)
73
NARRATIVE QUESTIONS
EVALUATION CRITERIA
8. Describe whether your proposed school model provides
access that:
a. Currently is not available in the community you are
seeking to serve; and/or
b. Implements innovative educational practices that
contribute to share to the broader community or
system within and beyond the community you seek
to serve?
Label document as Attachment 8 - EIS
Applications will be considered having met the criteria for this
section when the proposed school shows evidence that:
● Curriculum, instruction, and assessment design uniquely
addresses the needs of the proposed community
15
;
● The proposed school model is currently not available in the
community the applicant is seeking to serve;
● The proposed model will impact local and global communities
through educational practices;
● Addresses the needs of public education;
● Provides more public school options for students and
families;
● Implements innovative educational practices;
● Reflects Hawaii’s diverse cultures, places, and values;
● Provides community-based school models and local control
over education; and,
● Provides high-quality public education for the students and
communities they serve.
9. Describe how you have engaged your school’s target
community, including families, community members, and
elected officials, in designing your proposed school.
a) Specify which stakeholders you have engaged with and
why;
b) Which outreach tactics were used and how often; and
c) How the school design evolved as a result of their input.
Applications will be considered having met the criteria for this
section when the proposed school demonstrates:
● That the school’s community is a strategic partner that has
contributed to the development of the vision and mission of
the school; and,
● The specific actions taken to engage the community as an
integral part of the school’s development.
15
Is there evidence that the proposed school implements innovative educational practices?
Application Questions/Evaluation Criteria: Educational Impact Statement (EIS)
74
NARRATIVE QUESTIONS
EVALUATION CRITERIA
Label document as Attachment 9 - EIS
10. Describe ongoing efforts and activities that continue to
engage families, community members, and elected officials
in the proposed school’s design and implementation.
a) If approved, how will you continue to solicit and
incorporate community input from diverse stakeholders
about the school program?
Label document as Attachment 10 - EIS
Applications will be considered having met the criteria for this
section when the proposed school describes:
● Plans and programs that will engage families, community
members, and elected officials in the school’s design and
implementation; and
● Short-, mid-, and long-term plans and programs that will
continue the collaborations between diverse stakeholders
and the school.
11. What is the proposed model for curriculum instruction and
assessment? Explain how this model helps you achieve your
mission and vision for your community.
a. If approved and implemented, what will the impact
be on the community you seek to serve? Share your
data and research.
Label document as Attachment 11 - EIS
Applications will be considered having met the criteria for this
section when the proposed school provide evidence of:
● A scope and sequence for the grade levels that the school will
serve;
● Articulation and alignment with their curricular, assessment
and instructional program by grade level, subject area,
courses and/or other appropriate units and evaluate the
effectiveness of their efforts to help all students attain the
standards
16
;
● A cohesive, aligned curriculum is being used to guide
instruction and use of evidence-based practices across all
grade levels;
16
BOE Policy 102-3
https://boe.hawaii.gov/policies/Board%20Policies/Statewide%20Content%20and%20Performance%20Standards.pdf
Application Questions/Evaluation Criteria: Educational Impact Statement (EIS)
75
NARRATIVE QUESTIONS
EVALUATION CRITERIA
● A curriculum, instruction, and assessment are aligned to the
mission and vision proposed in the model
17
;
● Research and existing data describing the need for this
particular curriculum, instruction, and assessment methods
and strategies.
12. Besides the mandated state standardized assessments, what
other measures will be used to assess the effectiveness of
your educational program?
Label document as Attachment 12 - EIS
Applications will be considered having met the criteria for this
section when the proposed school provides evidence:
● That the proposed school has school-wide goals and
performance indicators for student learning are adopted and
measured regularly using a continual process of
improvement;
● That the proposed school has aligned their assessment
strategies to the established mission and vision; and
● That student-focused instructional planning reflects
commitment to the school's vision, demonstrates an
innovative spirit, and includes strict accountability that all
works synchronously to create learning communities
embracing a school culture of continuous improvement.
13. Does the proposed school meet the Commission’s Priority
Needs? If not, describe and cite evidence of other
significant, documented educational needs that the
proposed school would meet in the targeted community,
which would be a noteworthy contribution to Hawaiʻi’s
public education system.
A proposed school meets the Commission’s Priority Needs
criteria by addressing one or more of the following:
● Expand In-person or blended models of instruction;
● Expand High school grade levels served;
● Expand the geographic location of charter schools to include
schools on Maui, Molokai, and/or Lanaʻi; and/or High quality
17
Is there evidence that the proposed school implements innovative educational practices?
Application Questions/Evaluation Criteria: Educational Impact Statement (EIS)
76
NARRATIVE QUESTIONS
EVALUATION CRITERIA
Label document as Attachment 13 - EIS
educational opportunities that target special demographics of
students (for example: Chamorro, Micronesian, Native
Hawaiian, or other protected classes, etc.).
● New schools that would serve communities where existing
public schools are not performing well academically, as
measured by the State’s Strive HI Performance System and
other student outcomes, and that present a plan for
improving these outcomes.
A proposed school that does not meet a Priority Need:
● Must describe and cite evidence of other significant,
documented educational needs that their school would meet
in their targeted community, which would be a noteworthy
contribution to Hawaiʻi’s public education system.
Application Questions/Evaluation Criteria: Financial Performance (FIN)
77
Financial Performance
Charter schools are subject to HRS Chapter 37D and, as agencies of the State, may not enter into financing agreements or take out lines of credit
without the approval of the Department of Budget and Finance as to fiscal responsibility and approval from the Department of the Attorney
General as to form and legality
18
.
PERFORMANCE TASK
EVALUATION CRITERIA
High-quality schools operate finances in a transparent manner
to develop trust within employees and the community.
Transparency must respect certain privacy laws, understanding
that as a public agency, the school's records are discoverable.
Providing funding amounts and sources, year-to-date
expenditures, and having sound fiscal management policies in
place: such as procurement and cash management are ways for
schools to demonstrate transparency.
14. Submit a staffing chart (See Application for Exhibit 1.
Staffing Chart Template) and an annual budget accounting
for the first five-year period of your proposed school in excel
based on a per pupil amount of $8,300. This amount is a
projected per-pupil funding amount for the purpose of this
application. The budget must include the following
information/details: State Per Pupil funding based on the
proposed enrollment plan;
a) Facility costs; rent/lease payments should be separate
from any renovation or retro-fitting costs;
b) Funding for personnel should align with the staffing plan,
collective bargaining requirements, and teacher
Applications will be considered having met the criteria for this
section when:
● The proposed school’s five-year budget includes the required
elements of the performance task. The budget shall be
thoroughly developed and aligned with the proposed school’s
mission and education program. The budget shall be
balanced, error free, and based on realistic expectations for
income and expenditures that are clearly detailed in an excel
spreadsheet.
● The proposed school budget has accounted for operational
expenses and is fiscally sustainable over the course of the five
year period
18
Pursuant to Section 37D-2(a), Hawaii Revised Statute
Application Questions/Evaluation Criteria: Financial Performance (FIN)
78
PERFORMANCE TASK
EVALUATION CRITERIA
professional development. Funding for teacher
professional development should be a separate cost item;
c) Funding for any additional services and specific mission-
related programs; and
d) Funding from federal grants and/or private funding
should only be included in the budget if the proposed
school has been awarded the grant and/or has already
received or has binding confirmation that the federal
private funding is guaranteed and secured. Evidence
(such as grant award letters, pledges of donations, bank
statements) should be included for any federal or private
funding included in the annual budget.
Label document as Attachment 14 - FIN
15. Describe, with specific examples and details, how this
proposed budget supports the school’s mission and vision
and how this budget allows the school to deliver its
proposed model and theory of action.
Label document as Attachment 15 - FIN
Applications will be considered having met the criteria for this
section when the proposed school provides evidence that the
mission is incorporated into the proposed school’s program and
curricular design.
Budget reflects all necessary costs outlined in the proposed
school model and theory of action, including personnel,
technological resources, facilities, curricular resources, and
mission-specific expenditures
Application Questions/Evaluation Criteria: Financial Performance (FIN)
79
NARRATIVE TASK
EVALUATION CRITERIA
16. a. Describe your internal fiscal management system. What is
the structure you plan to implement that demonstrates
clear policies and practices that employs checks and
balances to ensure effective fiscal rules and regulations?
b. How will oversight be provided within this system?
Identify specific people/positions and explain their
oversight duties/responsibilities.
Label document as Attachment 16 - FIN
Applications will be considered having met the criteria for this
section when:
● The proposed school leadership and management have
established a system of clear policies and practices that
employs checks and balances to ensure that effective fiscal
rules and regulations are implemented that are allowable and
maximizes the best possible use of its resources while
minimizing costs.
● The proposed system of oversight monitors the school’s
financial risk and articulates a process that engages the
proposed governing board in its oversight
Provides evidence that the proposed school has developed sound
fiscal leadership processes and procedures that:
● Develop, approve and revise school budgets;
● Analyze school income and expenditures, ensuring allocations
and school plans;
● Understand fiscal rules and regulations;
● Establish proper fiscal rules, procedures and systems;
● Allow the school leader to easily access the current fiscal
information of its charter school;
● Organize fiscal budgeting controls and reporting to monitor
school finances; and
● Hire school accountant/business manager to accurately track
and evaluate school finances.
17. In response to local and national teacher shortages, describe
your teacher recruitment and retention strategies; include
Applications will be considered having met the criteria for this
section when:
Application Questions/Evaluation Criteria: Financial Performance (FIN)
80
NARRATIVE TASK
EVALUATION CRITERIA
target goals, timelines for recruitment, and on-going actions
for retention should you be approved.
a. What is your contingency plan for teacher
recruitment should you not achieve your target
goals and timelines for recruitment? Also explain
and describe the impacts this will have on the
proposed budget that you have prepared.
Label document as Attachment 17 - FIN
● Demonstrates understanding of the local conditions and
timelines for public teacher recruitment
● Is able to account for and articulate reasonable contingencies
and impacts on the proposed budget.
18. If your school is approved, you will not receive any state
funding for the pre-opening period. In reviewing the pre-
opening assurances (Sample Pre-opening Assurances
19
)
explain how your proposed school will raise the amount
needed during the pre-opening period. Include and
describe:
a. The amount of funding your proposed school
requires during the pre-opening period;
b. What these funds will be spent on; and
c. Funding raising plans and what potential sources of
funding will be sought.
Label document as Attachment 18 - FIN
Applications will be considered having met the criteria for this
section when:
• The proposed school is able to articulate a pre-opening
funding model that makes reasonable assumptions based
on the school model.
19
Link to sample Pre-opening assurances: https://drive.google.com/file/d/1zzH3fpwzi7bWpTm7xz74IH044JpNIJAM/view?usp=sharing
Application Questions/Evaluation Criteria: Organizational/Capacity (ORG)
81
Organizational/Capacity
Governing board members are expected to understand the contractual relationship between the Commission and the Governing Board. Every
member of the applicant governing board should be present for the interview. The applicant governing board members should be able to
independently explain their role in the development of this proposed school, and how they plan to contribute in implementing this school.
PERFORMANCE TASK
EVALUATION CRITERIA
19. Please list below the governing board members (first name,
last name, and role) and attach their Resumes as
Attachment -19 - ORG. Organize the resumes in order of the
list provided in response to this question.
Label document as Attachment 19 - ORG
Applications will be considered having met the criteria for this
section when:
● A list of all members of the governing board has been
provided including their first name, last name, and role and
have attached their resumes as Attachment 19-ORG and in
the corresponding order.
20. Attach as Attachment 20- ORG the board member
information forms for each member (See Exhibit 2. Board
Member Information Form in the Application). Each
governing board member must complete and sign the form.
Label document as Attachment 20 - ORG
Applications will be considered having met the criteria for this
section when:
● Board member Information Forms are completed fully and
signed for each member listed in the response to question 19.
21. Describe each applicant governing board members’ role in
this application process
Label document as Attachment 21 - ORG
Applications will be considered having met the criteria for this
section when:
● Each applicant governing board member’s role has been
described.
22. Provide a copy of the job description for your proposed
school leadership team and provide the roles and
responsibilities for each position prior to opening and once
the school is open.
Label document as Attachment 22 - ORG
Applications will be considered having met the criteria for this
section when:
● A copy of the job description is provided for the proposed
school leadership team includes their roles and
responsibilities for each position prior to opening and once
Application Questions/Evaluation Criteria: Organizational/Capacity (ORG)
82
PERFORMANCE TASK
EVALUATION CRITERIA
the school is open and
● The position descriptions show how they are aligned to the
proposed school’s mission and vision/model of school?
NARRATIVE TASK
EVALUATION CRITERIA
23. Describe the constitution of the applicant governing board
and the process by which applicant governing board
members were selected
20
Label document as Attachment 23 - ORG
Applications will be considered having met the criteria for this
section when the applicant has provided a description of the
proposed governing board that:
● Is made up of members that reflects their school community
● Exhibits diversity of perspective and a level of objectivity that
accurately represent the interests of the charter school
students and the surrounding community;
● Demonstrates an understanding of best practices of nonprofit
governance; and
● Possesses strong financial and academic management and
oversight abilities, as well as human resource and fundraising
experience.”
24. a. As an applicant GB that has constructed the proposed
school model, if approved, describe any changes to the
governing board membership, or roles and responsibilities
once the school is open
Applications will be considered having met the criteria for this
section when:
● The applicant can recognize any gaps in the governing board
membership
● The applicant proposes any additions to their operational
governing board based on the gaps they identified or
20
HRS 302D-13(e)
Application Questions/Evaluation Criteria: Organizational/Capacity (ORG)
83
NARRATIVE TASK
EVALUATION CRITERIA
b. Based on your current applicant GB membership, if approved
as a new charter school, are there any changes or additions
to the operational governing board that you would make
based on your review of 302D-12(b)?
Label document as Attachment 24 - ORG
expertise that they are missing
25. Provide organization charts that clearly indicate all positions
and illustrate the proposed school governance,
management, and staffing structure in Year 1.
Label document as Attachment 25 - ORG
Applications will be considered having met the criteria for this
section when:
• The organizational charts clearly delineates the roles and
responsibilities of (and lines of authority and reporting
among) the proposed school governing board, staff, any
related bodies (such as the proposed school’s supporting
nonprofit organization, advisory bodies, or
parent/teacher councils), and any external organizations
that will play a role in managing the proposed school.
• The organization charts documents clear lines of
authority and reporting between the proposed school
governing board and proposed school and within the
proposed school.
25. (Optional- If you have an associated non-profit entity),
a. Describe the purpose and mission of your associated
nonprofit, and give the names, occupations and a
brief summary describing the roles of the non-profit
board members;
Applications will be considered having met the criteria for this
section when:
• There is evidence that the proposed school plan includes
a system to conduct regular reviews of their policies,
engage in ongoing professional development that
pertains to their work as public agents, and follow all
applicable ethics guidelines and statutory responsibilities
Application Questions/Evaluation Criteria: Organizational/Capacity (ORG)
84
NARRATIVE TASK
EVALUATION CRITERIA
b. Identify any existing relationships that could pose
actual or perceived conflicts of interest
21
if the
application is approved; and discuss specific steps
that the board will take to avoid any actual conflicts
and to mitigate perceived conflicts.
c. Submit all Department of Commerce and Consumer
Affairs filings in accordance with HRS302D-1
22
including the Certificate of Good Standing, and
Annual Filings (for the most recent five years), and
the Articles of Incorporation.
Label document as Attachment 26 - ORG
as they pertain to their fiduciary duties as volunteer
public servants.
• Provides all Department of Commerce and Consumer
Affairs filings in accordance with HRS302D-1
23
including
the Certificate of Good Standing, and Annual Filings (for
the most recent five years), and the Articles of
Incorporation.
21
Link to Hawaii State Ethics Commission Guidance re: Application of the State Ethics Code to Public Charter School Employees and Members of
Governing Boards Serving as Officers and Directors or Employees of Non-Profit Organizations, and Related Issues
https://www.chartercommission.hawaii.gov/images/Hawai%CA%BBi-State-Ethics-Commission-Guidance-to-Public-Charter-Schools.pdf
22
302D-1 “Nonprofit organization" means a private, nonprofit, tax-exempt entity that:
(1) Is recognized as a tax-exempt organization under the Internal Revenue Code; and
(2) Is registered to do business in this State in accordance with chapter 414D.
23
302D-1 “Nonprofit organization" means a private, nonprofit, tax-exempt entity that:
(1) Is recognized as a tax-exempt organization under the Internal Revenue Code; and
(2) Is registered to do business in this State in accordance with chapter 414D.
Application Questions/Evaluation Criteria: Academic Performance (ACAD)
85
Academic Performance
PERFORMANCE TASK
EVALUATION CRITERIA
27. Submit a School Calendar & Schedule
Note: While charter schools are exempted from HRS §302A-251,
regarding instructional time, charter schools are subject to collective
bargaining pursuant to HRS Chapter 89, Collective Bargaining in
Public Employment. Applicants must ensure that their proposed
plan will comply with collective bargaining requirements.
Applicants proposing school calendars and schedules outside the
parameters of HRS §302A-251 must negotiate agreements that
supplement any Master Collective Bargaining Agreements and
should be cognizant of possible limitations of these agreements.
Label document as Attachment 27 - ACAD
Applications will be considered having met the criteria for this
section when:
● A proposed school calendar and schedule is submitted that is
in compliance with appropriate union requirements
28. Based on your proposed model for curriculum instruction
and assessment, provide a proposed scope and sequence
and schedule for each grade level band that applies (K-3, 4-
6, 6-8, 9-12) that aligns to your mission and vision. Describe
how your team developed or selected the proposed
curriculum.
If you are proposing a middle or high school, outline how the
students will meet and/or exceed the BOE’s graduation
requirements.
• (Optional) If you plan to add onto the BOE’s
requirements, please describe your proposal.
Applications will be considered having met the criteria for this
section when:
● The applicant communicates a strong link between their
mission, vision, and the research based resources
demonstrating alignment to their proposed curriculum model
● The proposed bell schedule meets collective bargaining
requirements
● If the applicant proposes a middle or high school, the scope
and sequence meets graduation requirements as stated in
BOE Policy 102-15
Application Questions/Evaluation Criteria: Academic Performance (ACAD)
86
PERFORMANCE TASK
EVALUATION CRITERIA
Note: High schools will be expected to meet the BOE’s
graduation requirements in accordance with BOE Policy 102-15.
High schools may be able to deviate from such graduation
requirements if a waiver is obtained from BOE. Any deviation
from BOE Policy 102-15 requires a waiver from BOE, and
Commission approval of an application does not constitute
approval of any deviation from BOE’s graduation requirements.
If the application is approved, it will be incumbent on the
proposed school either to: (1) obtain a waiver; or (2) if it cannot
obtain a waiver, adjust its graduation requirements to meet BOE
Policy 102-15.
Label document as Attachment 28 - ACAD
NARRATIVE QUESTIONS
EVALUATION CRITERIA
29. Explain how the instructional methodology of your
proposed model aligns with your mission across all
proposed grade levels
24
?
Label document as Attachment 29 - ACAD
Applications will be considered having met the criteria for this
section when:
● Applicant provides examples/evidence of how their
instructional methodology supports their mission and
vision; and
● Applicant’s instructional methodology demonstrates
continuity from one grade to the next and builds upon
student learning.
24
Contract 4.0 Academic Performance Framework Question 1A
Application Questions/Evaluation Criteria: Academic Performance (ACAD)
87
NARRATIVE QUESTIONS
EVALUATION CRITERIA
30. Explain how will you accommodate the (differentiated)
needs of all students, such as English Learners, Students
with Disabilities (SWD)
25
, at-risk students, and students
who are far below or above grade level, and the targeted
student population?
Label document as Attachment 30 - ACAD
Applications will be considered having met the criteria for this
section when:
● Applicant describes a Multi-Tiered System of Support
(MTSS) plan that is aligned to their mission-specific
instructional methodology with each of the identified
populations.
● Embedded in the instructional methods and resources are
concrete strategies and materials to support SWD, ELs, and
at-risk students. The proposed curriculum is reasonably
likely to result in appropriate implementation of student
IEPs, including appropriate placements.
● For each course and grade level, the curriculum includes
concrete examples and strategies for how differentiation
occurs for students who are academically advanced or
struggling.
● The application describes mechanisms and/or strategies
that ensure equitable access to the curriculum for all
students, including SWD and ELs. This must include, at
minimum, tracking of student progress, evidence-based
early interventions in cases of a lack of student progress,
and strategies for ensuring collaboration between general
education and special education teachers.
● The application describes a plan to ensure an appropriate
education for all limited-and non-English proficient
25
Students with Disabilities (SWD) refers to students with specialized needs as defined in the Individuals with Disabilities Act (IDEA) or Section 504 of the
Rehabilitation Act of 1973 (29 U.S.C. §§ 701et seq.).
Application Questions/Evaluation Criteria: Academic Performance (ACAD)
88
NARRATIVE QUESTIONS
EVALUATION CRITERIA
students, including: no barriers to enrollment for non-or
limited English proficient students; timely assessment of the
English proficiency level; placement in an appropriate
instructional program, including provision of adequate and
appropriate instructional resources and full access to all
educational programs, services, and activities; ensuring
students exit EL programming appropriately; and
monitoring of former ELs to ensure they continue to make
appropriate academic progress after exiting EL services.
● The applicant addresses student subgroups individually,
recognizing and planning for the varied needs of diverse
students. For example, the applicant describes instructional
methods for SWD that are distinct from those used for ELs.
● The applicant explicitly states the language acquisition
model that the school will use to meet the varying needs of
students across English proficiency levels.
● The applicant distinctly articulates how SWD in all settings
are able to access the general education curriculum, and
how methods of instruction are adapted to support
students who may require a separate setting outside of the
general education classroom.
● They describe a comprehensive curriculum (i.e., standards,
resources, methods of instruction, and formative
assessments for each core, elective, and mission-specific
subject) for every grade level that the school plans to
operate at capacity. The curriculum must be inherently
inclusive and designed to be responsive to students’ needs;
Application Questions/Evaluation Criteria: Academic Performance (ACAD)
89
NARRATIVE QUESTIONS
EVALUATION CRITERIA
be clearly interrelated between its components; and be
directly aligned to the school’s goals, mission, and education
philosophy.
31. Describe how your school will demonstrate and assess
student performance aligned to the school mission and
vision for the school year
26
Label document as Attachment 31 - ACAD
Applications will be considered having met the criteria for this
section when the applicant provides evidence that:
● The educational program is aligned to the mission and
vision;
● The mission and vision guide decision-making and priority
setting;
● The mission and vision are reflected in student learning and
progress;
● The mission and vision inform all crucial elements of the
academic and non-academic program;
● The proposed school has school-wide goals and
performance indicators for student learning are adopted
and measured regularly using the spiral inquiry processes.
● A systemization of assessment for student learning that
informs school leaders, staff, faculty, and governing boards
on instruction and the impact on student learning.
● Student-focused instructional planning reflects commitment
to the school's vision, demonstrates an innovative spirit,
and includes strict accountability that all works
synchronously to create learning communities embracing a
school culture of continuous improvement;
● Data is used to adjust plans as part of a data-driven culture
26
Academic Performance Framework Section 1B
Application Questions/Evaluation Criteria: Academic Performance (ACAD)
90
NARRATIVE QUESTIONS
EVALUATION CRITERIA
focused on increasing the quality of student work through
prevention and intervention; and
● Curriculum, instructional, and assessment are aligned and
articulated by program, by grade level, and subject area.
32. Describe your proposed school’s professional
development plan to onboard faculty and staff that:
a. Aligns to your mission specific instructional
methodology; and informs instructional practices; and
b. Addresses specific professional development plans
related to teaching all students, regardless of level or
severity of need, including:
i. Professional development for all staff on the
proposed school’s special education and EL
service delivery model;
ii. Strategies for modifying curriculum and
instruction to accommodate student needs;
iii. The legal requirements of disciplining SWD;
iv. Teacher responsibility to address IEP goals,
accommodations, and modifications; and
v. Continuing training to ensure teachers and staff
are informed of most recent changes in special
education policy, regulations, and best practices.
Label document as Attachment 32 - ACAD
Applications will be considered having met the criteria for this
section when:
● The professional development plan is broad, covering all
necessary areas to prepare staff to fulfill the school’s
mission and vision;
● Professional development offerings are consistently focused
on high-quality instruction;
● Professional development responses to the development
needs of all faculty and staff; and,
● The professional development plan specifically addresses
and supports all student groups—including SWD, ELs, and
at-risk students.
Application Questions/Evaluation Criteria: Academic Performance (ACAD)
91
INTERVIEW QUESTIONS
EVALUATION CRITERIA
Performance Task: Case study
Applicants will be considered having met the criteria for this
section when:
• The response to the case study demonstrates
understanding of the Charter School Contract and
includes principles of good governance in its response
to the case study.
The applicant will have the opportunity to clarify its responses to
the application questions.
Applicant is able to provide an answer/answers to clarifying
questions that assist evaluators in assessing their response(s) to
any of the Application Questions that were unclear.
Evaluators will also assess the applicant’s capacity to successfully
execute and implement the proposed charter school
Members of the Applicant Governing Board, proposed school
leader, or other key personnel in attendance are able to
demonstrate understanding of their proposed charter school
and can articulate how they will collectively execute and
implement the proposed charter school.
Application Questions/Evaluation Criteria: Virtual/Blended Learning (VBL)
92
Virtual/Blended Learning
In conjunction with the Commission’s Online Virtual and Blended Learning Guidelines (August 11, 2022)
27
, complete this section if you are
proposing a virtual/blended learning program, otherwise submit an Attachment that states, “Not Applicable” and the reason this requirement or
criterion is not applicable to the proposed school or plan. See X.C. Specifications for details.
NARRATIVE QUESTIONS
EVALUATION CRITERIA
Finance and Governance
33. What are the costs associated with the proposed virtual
and/or blended school/program and its various
components?
34. Will these costs change over the life of the proposed
contract?
35. How are these costs affected by different student
populations and contextual factors?
36. What are the implications for weights and adjustments in
the accountability or funding system due to the proposed
virtual and/or blended program?
37. Provide an overview and description of the specific costs
associated with the virtual/blended learning model
proposed (such as specialized training, technology
infrastructure, internet access for students and staff,
equipment and maintenance, online curriculum and/or
platforms, and any other associated costs).
Applications will be considered having met the criteria for this section
when the applicant provides:
● A governance model that includes individuals with the skills
and capacity to carry out said program.
● Evidence of knowledge of the community needs/community
served, including but not limited to the diverse demands of
that community.
● Cost analysis for the start-up and build out of the
virtual/blended program, including an immediate and long-
range budget projection.
● Budget detail accounts for explicit needs of a per
virtual/blended program:
○ specialized training,
○ technology infrastructure,
○ internet access for students and staff,
○ equipment and maintenance,
○ online curriculum and/or platforms,
○ and any other associated costs.
27
Hawaiʻi State Public Charter School Commission Online Virtual and Blended Learning Guidelines Approved on August 11, 2022:
https://www.chartercommission.hawaii.gov/images/Revised-SPCSC-Virtual-Blended-Guidelines-Approved-on-August-11-2022.pdf
Application Questions/Evaluation Criteria: Virtual/Blended Learning (VBL)
93
NARRATIVE QUESTIONS
EVALUATION CRITERIA
38. What is the proposed demographic breakdown of the
students to be served through this program, e.g. Free and
Reduced Lunch, geographic home location, grade level,
general demographics?
39. What geographic area(s) will the proposed program serve?
40. How is the proposed program staffing model sufficient to
address all of the requirements of instruction, reporting, and
oversight?
● Budget includes an analysis of the proposed model’s staffing
plan, demonstrating support for building the capacity of all
faculty and staff.
Instructional Program Quality
41. What is the educational need served by this
school/program?
42. What differentiates this school/program from other
programs in the community(ies) to be served?
43. What process was used to decide on the proposed
blended/virtual learning curriculum and model/mode of
delivery?
44. Describe how the proposed blended/virtual learning
curriculum is aligned to the Hawaiʻi State Standards and
explain the process used to make this determination.
45. What might a scope and sequence for each grade level
served look like?
46. In addition to the state assessments (i.e., Smarter Balanced
Assessment, Kaiapuni Assessment of Educational Outcomes
(KĀ‘EO), Hawaiʻi State Alternate Assessment, WIDA), what
other measures will be employed to evaluate student
progress and growth?
Applications will be considered having met the criteria for this section
when the applicant provides:
● A virtual/blended instructional program that assimilates the
virtual/blended guidelines, and aligns to the stated mission
and vision for all curriculum, instruction, and assessments.
● A decision-making process that includes:
○ knowledge of the diversity of student needs in the
community;
○ addressing the proposed scope and sequence design;
○ other measures to monitor progress; and,
○ incorporation of MTSS to meet all students’ needs.
● Demonstrate an understanding of the State assessments and
the role those assessments play in the design of the proposed
school’s curriculum, instruction, and assessment.
● A weekly instructional schedule for each grade level band.
Application Questions/Evaluation Criteria: Virtual/Blended Learning (VBL)
94
NARRATIVE QUESTIONS
EVALUATION CRITERIA
47. Where and how will state testing be implemented for all
students?
48. How will staff monitor progress and ensure that students
are meeting the required standards?
49. How will students demonstrate subject mastery leading to
eligibility for promotion?
50. How will struggling students be identified and supported?
51. What does the weekly instructional schedule look like for
each grade band (i.e. elementary, middle, high)?
Teacher and Administrator Quality to run a Virtual/Blended
School/Program
52. What specific training have the proposed teacher(s) and
administrator(s) completed that addresses the unique needs
of virtual and/or blended learning?
53. What are the qualifications of administrator(s) to evaluate,
manage, and support teachers of virtual and/or blended
learning students?
54. How will the school provide professional development and
support to virtual and/or blended learning teachers?
Applications will be considered having met the criteria for this section
when the applicant provides:
● A professional development and training plan that addresses:
○ the unique needs of virtual and/or blended learning
for all faculty, staff and administration;
○ the specialized qualifications required of
administrator(s) to evaluate, manage, and support
teachers of virtual and/or blended learning students;
and,
○ evidence that on-going professional development and
support will be provided.
Special Education and Section 504 of the Rehabilitation Act of 1973
requirements:
55. Describe how the proposed blended/virtual learning
program will meet the requirements of the Individuals with
Disabilities Education Act (IDEA) and Section 504 of the
Rehabilitation Act of 1973 (504).
Applications will be considered having met the criteria for this section
when the applicant provides:
● Evidence that the proposed blended/virtual learning program
will meet all the requirements of the Individuals with
Disabilities Education Act (IDEA) and Section 504 of the
Rehabilitation Act of 1973 (504)
Application Questions/Evaluation Criteria: Third Party Providers (TPP)
95
Third Party Providers
If you are proposing a third party provider you must complete this section, otherwise submit an Attachment that states, “Not Applicable” and
the reason this requirement or criterion is not applicable to the proposed school or plan. See X.C. Specifications for details.
Evaluation Criteria: The Evaluation Team will be evaluating these responses to determine the applicant’s rationale for selecting a third party
provider to operate the school; the applicant’s due diligence and thoughtfulness in selecting a third party provider that meets the mission and
vision
NARRATIVE QUESTIONS
56. Explain why your proposed new charter school is seeking to contract with an educational service provider or charter management
organization rather than operate the proposed school directly.
57. Explain the process your applicant governing board used to identify, vet, and select the service provider. The description must
explain:
a. How and why the service provider was selected, including when and how the applicant learned of the service provider;
b. Which other service providers were considered;
c. The selection process used to select the chosen service provider over other service providers, and
d. What due diligence was conducted, including a summary of the findings of the reference checks (or other similar
processes) conducted by the applicant, on the chosen service provider.
58. How does this educational service provider or charter management organization align with your mission and vision?
59. Submit all DCCA and other applicable state agency filings including: Certificate of Vendor Compliance, Hawaii Tax ID Number, any
Business Registration Information including the Certificate of Good Standing’
PERFORMANCE TASK:
60. If your proposed school will seek to contract with a service provider, as defined above, provide:
a. The complete contract/service agreement that would be executed should your proposed new charter school is approved;
b. Service provider’s record of achievement, which should include the following:
Application Questions/Evaluation Criteria: Third Party Providers (TPP)
96
i. Provide a list of all charter schools operated or managed by the service provider, including a list of all accredited
charter schools and name of the accrediting organization for each accredited school and a current accreditation
report from one of those schools. If however, the Service Provider does not operate or manage any accredited
charter schools then state “NO ACCREDITED CHARTER SCHOOLS”.
ii. If the Service Provider is providing academic services, provide academic performance data for at least ten (10)
charter schools operated by the service provider for the past five years (or over the life of the charter school, if the
school has been open for fewer than five years). The academic performance data should include at least three of
the service provider’s highest performing schools and at least three of the service provider’s lowest performing
schools. If the service provider operates less than ten charter schools, provide the academic data for all schools
iii. A listing and explanation of any management contract terminations, charter revocations, non-renewals, or
withdrawals or non-openings that the proposed service provider has experienced in the past ten years. The
explanation must reference the other jurisdictions where the Service Provider operates or services other charter
schools and provide, as a list of all the charter schools operated or managed by the Service Provider, the respective
authorizer for each of those charter schools, and contact information for each authorizer.
iv. A list of all subsidiaries or related entities that are affiliated or owned in whole or in part by the Service Provider, a
description of the nature of those entities’ business activities, an explanation as to whether the proposed school
has or will have any relationship with or receive any services from any of those entities, and a reasonable
justification for any such relationship.
v. If your proposed school governing board intends to enter into any type of lease or any other facility financing
relationship with the service provider, provide a complete copy of the proposed lease or facility financing
agreement that would be executed if the applicant were approved as a charter school.
vi. A description of any loans, grants, or investments made between the service provider and your proposed school’s
associated nonprofit organization, including a legally sound explanation of how any such loans, grants, or
investments may be initiated, repaid, and refused by the proposed school’s associated nonprofit, as applicable;
vii. Full disclosure of any existing or potential conflicts of interest between your proposed school governing board,
proposed school’s employees, proposed service provider, and any affiliated business entities and a satisfactory
explanation as to how such existing or potential conflicts of interest will be addressed;
viii. A detailed description of the roles and responsibilities of the Service Provider that adequately and accurately
describes how the Service Provider fits into the proposed school’s organizational structure and how the
Application Questions/Evaluation Criteria: Third Party Providers (TPP)
97
organizational structure ensures the proposed school governing board is independent from the Service Provider
and self-governing.
ix. An effective and comprehensive oversight and evaluation plan for overseeing the Service Provider. The oversight
and evaluation plan must include the school-wide and student achievement results that the management
organization is responsible for achieving, the methods the proposed school governing board will use to review and
evaluate the Service Provider’s progress toward achieving agreed-upon goals, the frequency of such reviews and
evaluations, an explanation whether there will be an external evaluator to assess the Service Provider’s
performance, and the conditions, standards, and procedures for the proposed school governing board intervention,
if the Service Provider’s performance is deemed unsatisfactory.
x. A comprehensive description of the respective financial responsibilities of your proposed school governing board
and the Service Provider that allows for reasonable financial controls from the proposed school governing board.
The description must include details about the types of spending decisions the Service Provider can make without
obtaining board approval, the reports the Service Provider must submit to your proposed school governing board
on financial performance and the schedule for reporting, and how your proposed school governing board will
provide financial oversight.
Application Questions/Evaluation Criteria: Conversion Charter Schools (CCS)
98
Conversion Charter Schools
If you are applying to convert an existing Hawaii Department of Education School to a charter school you must complete this section,
otherwise submit an Attachment that states, “Not Applicable” and the reason this requirement or criterion is not applicable to the proposed
school or plan. See X.C. Specifications for details.
Evaluation Criteria: The Evaluation Team will be evaluating the responses pursuant to HRS 302-13(2) provided that a charter application for a
conversion charter school shall include certification and documentation that the charter application was approved by a majority of the votes
cast by existing administrative, support, and teacher personnel, and parents of students at the existing department school; provided that:
(A) This vote shall be considered by the authorizer to be the primary indication of the existing administrative, support, and teaching
personnel, and parents' approval to convert to a charter school;
(B) The balance of stakeholders represented in the vote and the extent of support received in support of the conversion shall be key
factors, along with the applicant's proposed plans, to be considered by the authorizer when deciding whether to award a charter; and
(C) A breakdown of the number of administrative, support, and teaching personnel, and parents of students who constitute the existing
department school and the number who actually participated in the vote shall be provided to the authorizer.
NARRATIVE QUESTION
61. Describe the following elements as it relates to your mission and vision:
a. School community
b. Staff Plans and Evaluation
c. Facilities
PERFORMANCE TASK:
62. An application for a conversion charter school must meet the requirements of Section 302D-13, Hawaii Revised Statutes,
accordingly please provide the following:
a. School Community
i. A certification and supporting documentation as verifiable evidence that this application was approved by a
majority of the votes cast by existing administrative, support, and teaching personnel and parents or guardians
Application Questions/Evaluation Criteria: Conversion Charter Schools (CCS)
99
of students at the existing DOE school. The documentation must include a breakdown of the number of
administrative, support, and teaching personnel and parents or guardians of students who constitute the
existing DOE school and the number of each of the aforementioned groups who actually participated in the
vote.
ii. A clear explanation of the process used to engage various stakeholder groups and collect evidence of support
that demonstrates that there was reasonable effort to encourage engagement from all stakeholders, especially
faculty and families, in discussing and deciding to apply for a Conversion Charter School.
iii. A clear description and explanation of the degree of opposition to the conversion, the reasons for opposition,
and any other community stakeholders that support conversion, including, any additional evidence of
community support for the conversion and opposition to the conversion. The description must adequately
explain how the proposed school and governing board will address any opposition to ensure there are no
negative impacts to student learning and the operations of the school.
b. Staff Plans and Evaluation
i. A clear description of the process that will be implemented to transition employees from the existing DOE
school to your proposed conversion school and a detailed framework that addresses any issues and protects
the rights of such employees.
c. Facilities
i. A description of the process that will be implemented to secure the use of the existing DOE school facilities
that is aligned with the proposed budget, including a reasonable timeline for negotiating a lease or
memorandum of agreement with the DOE, a plan for ongoing upkeep and maintenance, and any plans for
renovation.
d. Nonprofit Organization as Applicant. Note: Only applicants proposing a Conversion Charter School where a nonprofit
organization will operate and manage the proposed school and the nonprofit organization’s board of directors will serve as
the Conversion Charter School’s governing board need to complete this section.
i. A clear description of the organizational structure of the nonprofit organization and reasonable and legally
sound plans for how it will also serve as the governing board of the Conversion Charter School and how
governing board members will be selected. If the nonprofit organization is going to appoint advisory groups of
Application Questions/Evaluation Criteria: Conversion Charter Schools (CCS)
100
community representatives for each school managed by the nonprofit organization, the description must
include the organizational structure and scope of jurisdiction for each advisory group.
ii. The nonprofit organization’s bylaws or policies that are legally sound and describe the manner in which
business is conducted and policies that relate to the management of potential conflict of interest situations.
iii. A clear description that demonstrates that the nonprofit organization possesses sufficient experience in the
management and operation of public or private schools or plans to enter into an agreement to obtain services
from another entity or entities possessing such experience.
iv. A reasonable explanation of how the nonprofit organization will execute and implement its start-up plan
without interfering in the operations of the existing DOE school until authorized to do so by the Commission.
v. A description of any licensure or accreditation requirements, such as registration with the Department of
Commerce and Consumer Affairs, the nonprofit organization must comply with and the status of any such
licenses or accreditations that demonstrates the nonprofit is in good standing with all such requirements.
