Loading...
3.2. SR 11-22-2004 Item # 3.2. ~ BOYS & GIRLS CLUB To: Elk River City Council Members From: Duane Howard and Lana Huberty, Boys and Girls Club of Elk River Re: Charter School Rental Date: 11/16/04 Dear Council Members, Thank you for the opportunity to share with you an exciting possibility that has been put before our Boys and Girls Club. Recently a local community group decided to start a Charter School with an emphasis on core knowledge. This group is looking for a space to rent in the city of Elk River. The Boys and Girls Club has been approached to assist in this need. The Charter School would use the Club facility during the school year, beginning in September of 2006. They would operate on school days only, during regular school hours. The Boys and Girls Club administration would work with the Charter School planning group to ensure the operations of the Charter School would compliment the Boys and Girls Club mission. We are bringing this idea to you early in the planning process to solicit any input the City of Elk River may have on this opportunity. We see this as a positive revenue source for the Boys and Girls Club, as well as an opportunity to serve more youth. Briefly, Charter Schools are created to help boost nationwide and state achievement scores. The intent is that smaller class sizes, and a much focused curriculum, will make a difference in student learning. There are a number of individual focus themes that each Charter School specializes in. Some charter Schools may be of an environmental nature, some bilingual, some in the arts, engineering, law, etc. The Elk River charter school would have a focus of core knowledge curriculum which is a highly prescribed curriculum that Minnesota Schools use as well as schools nationwide. It is more structured curriculum in all the academic areas, where mastery of learning for each student is a high expectation. High expectations symbolize the intent of a Charter School. A United Way Supported Agency OF ELK RIVER www.bgcer.org 905 6th Street NW Elk River. MN 55330 Tel. 763-241-5000 Fax 763-274-2197 e-mail: bgcer@sherbtel.net Zimmerman Club 12976 Fremont Avenue Zimmerman. MN 55398 Tel. 763-856-5000 e-mail: bgcz@sherbtel.net Executive Committee: Bruce Bromen President I Treasurer Don Heinzman Vice President John Babcock Secretary Board 01 Directors: Jim Barthel Jeff Beahen Linda Braun Don Carlson Deb Dehn Harold Gramstad Scott Gudmundson Laurie Kerr Todd Plaisted Nelda Remus Daryl Thompson Ron Black Executive Director: Duane Howard howardd@sherbtel.net Charter Schools operate very similar to a public school, but the board should be composed of at least one teacher. Board meetings are open to the public. It is chartered as a non profit, with transportation aid, and the same student revenue ttom the state of Minnesota that a public school receives. One big difference is that a Charter School can receive money ttom the state for leasing costs, up to $1200 per student. We anticipate about 90 students at a charter school in the Club, so the Club would receive a lot of revenue in leased space during the time of the day when Club kids are not here. The Charter school would also feed our after school programs very well. (Hopefully, this would help alleviate our dependence on the city revenue of $15,000 in 2006.) A charter school must have a sponsor, and a sponsor has already approved this charter school with a core knowledge curriculum for Elk R. With careful planning, through specified foundations and federal grants, probably $500,000 in start up money will be available in 2006, in addition to state aid. Carefully run charter schools have been extremely successful, including a larger one in Anoka. Probably, a number of charter schools will be developed in the northwest area of the metro in a few years, as this is sort of undeveloped territory at this point. ENCLOSED IS ADDITIONAL INFORMATION. Please feel ttee to contact us at 763-241-5000 with any questions or concerns you may have on this matter. \ v1\~ij-L< /r1~Li-VG f:j6---l\Y A United Way Supported Agency ~ BOYS & GIRLS CLUB OF ELK RIVER www.bgcer.org 905 6th Street NW Elk River, MN 55330 Tel. 763-241-5000 Fax 763-274-2197 e-mail: bgcer@sherbtel.net Zimmerman Club 12976 Fremont Avenue Zimmerman, MN 55398 Tel. 763-856-5000 e-mail: bgcz@sherbtel.net Executive Committee: Bruce Bromen President / Treasurer Don Heinzman Vice President John Babcock Secretary Board of Directors: Jim Barthel Jeff Beahen Linda Braun Don Carlson Deb Dehn Harold Gramstad Scott Gudmundson Laurie Kerr Todd Plaisted Nelda Remus Daryl Thompson Ron Black Executive Director: Duane Howard howardd@sherbtel.net Minnesota Charter School Resource Center (MCSRC) Handbook http://www.hhh.umn.edu/centerslschool-changelhandbook/intro.htm - ,A-, . I ~.. ' , I MCSRC home Dage I What is a Charter School? I Charter School Handbook I Internet Resources I Contact MCSRC Staff CHARTER SCHOOL HANDBOOK Introduction [Table of Contents) 1. It is vital to give people an opportunity to carry out their dreams and best ideas; 2. This is a country of responsibilities, as well as rights; and 3. We believe in freedom within some limits, not unlimited freedom. What brings together people like Rosa Parks, Bill Clinton, the late Senator Paul Wellstone and both the former and current US presidents, George Bush? Right -- support for the charter school idea. This document is designed to help you create strong charter schools in Minnesota. Is starting a charter schoo) a lot of work? Yes. Is it worth doing? Yes. Many people who have started charter schools say that it is one of the most challenging, and rewarding, things they have ever done. The charter idea comes from three central American principles: What are charter schools? Charter schools are K-12 public schools that provide choice for parents, students and educators. Each Minnesota charter school is its own district or local education agency. E charter school is: . a public school, . free and open to all students, . funded on a per-pupil basis by the state of Minnesota, . responsible for improving student achievement, . responsible for following Minnesota's school financial management rules and regulations, . independently managed by a school board elected by parents, teachers and staff of the school, a . operated under a charter, or contract, with a sponsor, such as a local school board, higher educa institution, social service agency or foundation. If you're thinking of starting a charter school, we recommend you read the law, visit some Minnesota charter schools and talk to lots of people to make sure you understand what it means to operate a chaI school in Minnesota. In addition, the Minnesota Charter School Resource Center at the Center for Scl Change hosts free monthly meetings for people hoping to start charter schools. We are also willing to meet with individuals or groups working on a particular school. This document covers a variety of issues relating to starting and operating a charter school. If you try read through it all at once, you may be overwhelmed. Yes, there is a lot to do. And you can NOT do i yourself. However, more than 100 groups have successfully gone through this process and opened ch: lof3 9/29/04 6:09 PM Minnesota Charter School Resource Center (MCSRC) Handbook http://www.hhh.urnn.edu/centerslschool-changelhandbook/intro.hbn schools in Minnesota. (There are over 3000 charters around the country.) 1- In the next section you will find an overview of the steps you need to take and issues you need to thin through to develop a successful charter proposal and prepare to open your school. We STRONGLY encourage you to create a timeline. Decide which tasks need to be done in which order. Center for Sc. Change staff will help you develop a time line. First, here's a summary of what you need to do to obtain the authority to operate a school: I. Create a team to develop your proposal, and to develop alliances and partnerships that wi help the school obtain sponsorship and then be successful with students. 2. Develop a proposal for submission to the State Commissioner of Education. If you want open your school in September 2005, the proposal must be submitted (with a sponsor identified) by August I, 2004 to the Minnesota Department of Education. 3. Identify a sponsor - an organization that will give you permission to open the school, mo your performance and ultimately decide whether your contract to operate a charter schoo will be renewed. Understand that your proposal must include the following: . Your educational mission and vision; . Specific and measurable programmatic and student achievement goals; . Your school design, including curriculum, instructional methods and assessments. The learnin~ program should be learning based and aligned with Minnesota's academic standards; . Methods of assessing your students' achievement (including, but not limited to Minnesota statewide tests); . A plan for how the school will serve students with special education needs and students and families with limited English language ability; . Expectations for parent involvement. Parents should be involved early and often; . Details about governance, staffing, financial management and operations; . Identification of interim board members and committee structure; . The composition and responsibilities of staff; . A multi-year budget with a positive fund balance. Revenue should be based on projected enrollment, state and federal funding streams and any other projected revenue. Expenses shoul( cover the range of expenses related to developing and operating a school; and . The name of your sponsor and a letter of support from such an organization. Although the building facility is not something that must be identified in the proposal, it certainly is something you will need to thin!< about relatively early in the process. Identifying an appropriate buih is one ofthe big challenges for charter groups. Again, it is doable, and we will give you many exampl Many Minnesota charter schools have demonstrated the ability to more effectively educate young pee They have encouraged students, families and educators. Thank you for your interest in exploring the charter idea - we look forward to working with (and learning from) you. Minnesota Charter School Resource Center - Center for School Change 20f3 91291046:09 PM Developing the Charter Proposal The charter proposal forces you to think through all the elements of operating a strong charter school. This includes, first and foremost, your educational program and student achievement goals, but also covers issues of governance, staffing, financial management and operations. 3 Refme and articulate your school's vision and mission. Identify members of interim board of directors and committee structure. Develop your school design, including curriculum, instructional methods and assessments. The learning program should be research-based and aligned with Minnesota's academic standards. Plan for how the school will serve students with special education needs and students and families with limited English langnage ability. Develop expectations for parent involvement. Parents should be involved early and often. 1 nf.:1 Board Membership . The statute requires that a majority of the members of the charter school's board must be licens, teachers employed by the school. The only exception to this requirement is that an initial board the school may be comprised differently as described in the approved charter school applicatiOl The Commissioner for the Minnesota Department of Education may also permit a waiver of th( majority teacher membership rule upon application with an appropriate rationale. (Minn StatutI 124D.I0, subd 4c) Beyond having a majority of teachers, the statute is silent on the membershi the remainder of the board. Most schools have assumed this would be some combination of pm of students in the school, other community members, and in some cases, students. 91291046: 11 P 10f5 Minnesota Charter School Resource Center (MCSRC) Handbook http://www.hhh.umn.edu/centers/school-change/handhooklcontract.htm - I ,4t... ", " ~ M ~ ~ MCSRC home Dage I What is a Charter School? I Charter School Handbook I Internet Resources I Contact MCSRC Staff CHARTER SCHOOL HANDBOOK The Charter Contract ITable of Contents' The Charter Contract THE CHARTER CONTRACT Once the Commissioner approves your charter proposal, your Board of Directors will negotiate a contract with your sponsor. The contract authorizes the Board of Directors to operate a school, and specifies the outcomes the school will achieve. Care should be taken in drafting the contract, in tenns of student perfonnance and other measures of school achievement, as this is the document against which the school will be measured. Sponsors look to whether a school has met the tenns of the contract for the purpose of detennining whether to continue sponsorship after the stated tenn. The basic requirements for the contract between the charter school board and the sponsor are set forti: the charter school law (Minn. Stats 1240.10, Subd. 6). The law covers the fonn, the timing and the content of the contract. The contract must be (I) in writing, (2) signed by the sponsor and the charter school board, and (3) completed within 90 days of the date of charter approval. The initial contract m last up to three (3) years. If a school fails to negotiate a contract with its sponsor, the school may not open. Developers should note that the 90-day requirement was enacted to protect schools, forcing sponsors to commit to charter sponsorship within a reasonable amount of time. Minnesota Statute 1240.10, Subd. 6 specifically provides: The sponsor's authorization for a charter school must be in the fonn of a written contract signed by the sponsor and the board of directors of the charter school. The contract for a charter school must be completed within 90 days of the commissioner's approval of the sponsor's proposed authorization. The contract for a charter school must be in writing and contain at least the following: I. A description of a program that carries out one or more of the purposes in subdivision 1; [the six purposes are: to improve pupil learning; increase learning opportunities for pupils; encourage the use of different and innovative teaching methods; require the measurement oflearning outcomes and create different and innovative fonns of measuring outcomes; establish new fonns of accountability for schools; and create new professional opportunities for teachers]; 2. Specific outcomes pupils are to achieve under subdivision 10 [Pupil Perfonnance] 100 9/29/04 6: 12 PM Minnesota Charter School Resource Center (MCSRC) Handbook http://www.hhh.wnn.edu/centers/school-changelhandbook/contract.htrn r5 3. Admission policies and procedures; 4. Management and administration of the school; 5. Requirements and procedures for program and financial audits; 6. How the school will comply with subdivisions 8, 13, 16, and 23 [these are, respectively, state and local requirements, length of school year; transportation; and causes for non-renewal or termination of charter school contract] 7. Assumption of liability by the charter school; 8. Types and amounts of insurance coverage to be obtained by the charter school; 9. The term of the contract, which may be up to three years; and 10. If the board of directors or the operators of the charter school provide special instruction and services for children with a disability under sections 125A.03 to 125A.24, and 125A.65, a description of the financial parameters within which the charter school will operate to provide the special instruction and services to children with a disability. The contract must contain at least the elements stated in the law. It may also contain other provisions agreed to by the sponsor and charter school board. The contract for sponsorship should not contain te relating to the provision of specific services (e.g., professional development), whether to be provided the sponsor or a third party. Those activities should be covered by separate contracts. The contract should give the school some flexibility to make changes as the new school is established Moving from theory to practice does not always happen as anticipated, and the contract should be fle; enough so that it does not have to be amended in order for the school to make changes to refine and improve its program. Typically, the charter developer, rather than the sponsor, does the initial drafting of the contract. The charter sponsor will then have the document reviewed by legal counsel. Although schools typically <h the initial contract, you do not have to start trom scratch. Many organizations that sponsor multiple schools have developed contracts of their own (in most cases based on the state's model contract), wb they use as a starting point for their schools. In addition, you may be able to get sample contracts tron MDE's charter school office. The heart of the contract is the section on pupil outcomes. The law requires that a charter school mUS1 "design its programs to at least meet the outcomes adopted by the state board of education for public school students." (Minn. Stats 124D.10, Subd. 10) The contract should clearly identifY student outcor and how success in achieving those outcomes will be measured and evaluated. In addition, the contra might include provisions relating to the sponsor's evaluation ofthe school's effectiveness in attaining pupil outcomes and the steps the school will be expected to take if pupil outcomes are not being met. A school's objectives should be clear, specific and measurable in quantifiable and meaningful ways. Common measures include standardized test scores, attendance figures, and graduation rates, althoug other measures may be used as well. In setting up performance indicators, charter operators must agre 20f3 9/29/046:12 PM Minnesota Charter School Resource Center (MCSRC) Handbook http://www.hhh.urnn.edu/centers/school-change!handhooklcontract.htrn Uz enough specifics to satisfy the sponsor and MDE, without over promising or committing to outcomes are not relevant to their student population. This often repeated phrase is good advice: better to under promise and over deliver than to over promise and under deliver. (For more guidance regarding assessment and accountability, see What Should We Do: A Guide to Assessment and Accountabilitv. (Center for School Change), which includes examples of specific academic goals and ways ofmeasw progress, and the appropriate section of this handbook.) A signed contract must be submitted to MDE within 90 days of charter approval. In practice, charter developers usuaJly submit a final "draft" for MDE's review before the 90-day deadline. MDE staff the review the contract to make sure it includes all required elements. After receiving comments from MI the school and sponsor make any necessary revisions, sign the contract and send a copy to MDE, toge with the following five (5) attachments: I. Documentation of the school's organizational structure, identifying the school as a nonpr, corporation (i.e., articles of incorporation) or a cooperative; 2. Documentation providing evidence of the Commissioner of Education's action approvin~ charter school (you will receive a letter trom MDE to this effect); 3. The sponsor's Letter ofIntent to Form a Charter School (discussed above); 4. The school's By-Laws; and 5. A certificate of insurance or equivalent document providing evidence that the school has liability insurance meeting the minimum requirements and liability amounts of M.S. chal 466. RESOURCES What Should We Do: A Guidebook to Assessment and Accountabilitv (Center for School Change), available to download for tree [Too of OH!!e) @2000 by the Regents of the University of Minnesota. HHHI. Center for School Change - New Twin Cities Charter School Projact. All Rights Reserved. Do not copy or reproduce without permission. Contact Center for School Chanoe. The University of Minnesota is an equal opportunity educator and employer. Comment to the HHHI Web Coordinator. 3 on 9/29/046:12 PM Minnesota Charter School Resource Center (MCSRC) Handbook http://www.hhh.umn.edulcenters/school-change/handbook/overview.htm 7 Develop clear and measurable goals for student achievement (both academic and nonacademic), f identify how progress towards those goals will be measured. Become familiar with state testing requirements. Determine the composition and responsibilities of staff. Become familiar with state licensure requirements. Consider facilities needs and availability. Develop a three-year projected budget with a positive fund balance. Revenue should be based on projected enrollment, state and federal funding streams and any other projected revenue. Expenses sh cover the range of expenses related developing and operating a school. Build support for the school within your community. Identify an organization that agrees to serve as your sponsor. After Your Charter is Approved Negotiate and enter into contract with your sponsor. This must be done within 90 days of charter approval. Submit application to the Minnesota Department of Education for start-up funds through the Federal Charter School Grant Program. This application is due approximately two months ftom the date you submit your charter application. Prepare to Open There is a lot to do during the period between charter approval and school opening, which usually las 1-2 years. Although you can't plan for everything, the extent to which you have good systems in plac, when you open will affect your ability to focus on promoting student achievement and to adjust to (th inevitable) unexpected situations. Of the many things you need to do to implement a strong program, four are especially critical. They are: 1) hiring a schoolleaderlleadership team; 2) securing a facility; 3) developing the educational program; and 4) recruiting students. Personnel . Hire schoolleader/leadership team. . Recruit, hire and train staff well-qualified to implement your program and, for instructional sta who meet the state licensure requirements. Hire consultants, as necessary. Develop personnel policies and procedures. Develop plans for ongoing professional development. Develop emplo~ benefits package. Facilities 20f4 9/29/04 6: 11 PM Minnesota Charter School Resource Center (MCSRC) Handbook http://www.hhh.umn.edu/centers/school-change/handbook/overview.htm 1 . Identify and secure appropriate facility and make renovations, if necessary. Educational Program . Develop learning program, aligned with Minnesota academic standards. . Refine accountability system to include clear, measurable goals and objectives and ways to measure progress. Identify short, medium and longterm goals and use multiple measures to determine progress, including those required by the state. Establish system to collect baseline d . Retain special education director and formalize plan for providing services to students with spe needs. . Develop student/parent handbook, student code of conduct and discipline policies. . Develop forms for collecting student data and for student activities. . Build a strong, shared school culture among the staff, board and families. Develop plans for ongoing parent involvement. Recruit Students . Develop admissions policies, enrollment forms and marketing materials. Recruit students. . Continue to build support for school within community. Business and Operations . Legally establish school as a Minnesota nonprofit corporation or cooperative and obtain Federa tax-exempt status and state sales tax exemption. . Draft By-Laws governing the operation (and election) of the Board of Directors. . Purchase equipment, furniture, materials and supplies. . Finalize policies and procedures for transportation and food service. . Establish systems for financial management, accounting and reporting. Develop 3-5 year budge and cash flow analyses (have several projections based on different enrollment figures). Open ~ bank account and develop internal controls policies. Establish relationship with lender for brid! financing, line of credit, etc., if possible. Develop a business plan. . Develop systems for reporting financial and student data to state. . Obtain appropriate insurance, including Directors and Officers, general liability and property msurance. . Identify sources of financial support and access available funding. 30f4 9/29/046: II PM Minnesota Charter School Resource Center (MCSRC) Handbook http://www.hhh.urnn.edulcenters/school-change/handbook/running.htm q . A new charter school will have an interim board that makes many decisions even before school staffers are employed. Select your initial or interim board carefully. The start up phase of a chB] school requires wise and experienced judgment by the interim board during the busy formative years. A new school faces many decisions about implementation of the charter, for example: decisions about personnel, policy formation, budget preparation, accounting, audits, curriculurr facilities, contracts, and student enrollment. Look for people with experience in several of the following areas: previous charter school involvement, service on other decision making boards school administration, finance, law and human resources. Also look for people with good connections in the community. The initial board for the school is limited to three years with ele school board having been formed before the end of the third year of the charter school's life. . The charter school statute says school staff and parents may vote on the selection of candidates the school board [Minn. Statutes 124D.10, subd 4 (c)]. Most schools hold a meeting for the election of school board members or send a paper ballot with a brief description of each of the candidates. Your school should have a set of bylaws (see references at the end of this chapter f( samples) spelling out board composition, terms of office, board officers, voting procedures and other matters. . There must be a clear understanding about the role of a school board member and the commitrr it requires. Members must attend meetings regularly and promptly. They must make decisions j the good of the school rather than any member's personal benefit. They must avoid a conflict 01 interest [Minn. Statutes. I 24D.1 0, subd 4a (a-e)]. If a conflict of interest arises, a member or members should excuse themselves from discussion and voting on that issue. . It will be helpful to people considering service on the board of directors to be aware of the kind experience and skills from which a board would benefit. These include: courage of conviction, dedication to the mission, patience, leadership, and reliability. A board benefits also from persc with financial, personnel and legal experience. [Top of DB!!e] Basic Responsibility The basic responsibilities of the school board are to: I. Ensure the school's operations are congruent with the charter school application that was appro by the sponsor and the State of Minnesota. 2. Ensure the school's operation meets the terms of the contract between the school and its sponso These require, from the outset, that board members are familiar with the charter school application an the contract. These documents, along with the Articles of Incorporation, Bylaws and Minutes of past meetings, should be in your board binder at all times. (TOD of DB!!e] Decision Making Areas As a schoo] board member you'll make major decisions about the schoo] and its implementation. Be aware, that the "buck" stops with you as a school board member--the day-to-day decisions will be ma by your administrator and staff members. You should not "micromanage" the school. That would undercut staff authority and responsibility and stifle initiative. Still, school board members are 20f5 9/29/046: 12 PM Minnesota Charter School Resource Center (MCSRC) Handbook http://www.hhh.umn.edu/centers/scbool-change/handbook/running.htm responsible for the overall direction and functioning of the school. Major areas for school board decis include: 10 o Arranging for an appropriate facility. o Approval of the school's budget. o Monitoring the school's revenues and expenditures on a regular basis. o Interviewing and hiring the administrator. o Formal vote of approval on staff employment. o Monitoring performance of the director and assuring evaluation of other staff. o Establishing policies. o Approving contracts for goods and services. o Monitoring the progress of the school's program. These responsibilities require knowledge of the issues, careful consideration and the application of reasoned judgment. Some issues may require legal advice. A school board member must work to stay current in these areas by periodically attending training and conferences through such organizations a Minnesota Association of Charter Schools, the Center for School Change, the Minnesota School Boa Association, and the Minnesota Department of Education. lTop of pa~el School Board Meetings The work of a school board is carried out at its officially called and publicly announced meetings. In Minnesota, school board meetings are open meetings by law, meaning they are public meetings open anyone to observe. The only exceptions allowed to the open meetings law have to do with labor negotiations, legal challenges, and certain data privacy issues. However, the decisions on these activi1 must be reported in summary form at the next open meeting. Meeting dates and times must be publici so that interested parties may attend. Some ways to publicize meetings are: print the schedule for the: in the school newsletter, provide a web site with board meetings times and places, post a notice on th, school's bulletin board, send a notice home with students, and mention board meetings at other paren! meetings such as open houses and conferences. Sometimes, local newspapers will carry news of boar, meetings times and decisions. Meetings must be organized and orderly. An agenda should be published for what items will be addrf at the meeting. The presiding officer must be fair and courteous. A written record of meetings, or minutes, must be maintained and open for inspection by anyone. The record of the minutes is always checked for accuracy at a subsequent meeting of the Board and, when approved, becomes the official record of board actions. Minutes should include the time and date of the meeting, who was present, aJ actions taken by the board. The usual order of business at the school board meeting is: o Call to order by the chair o Approval of the agenda o Approval of the minutes of the previous meeting o Financial reports o Committee reports o Old business o New business o Adjournment 30f5 9/29/046: 12 PM Minnesota Charter School Resource Center (MCSRC) Handbook http://www.hhh.umn.edu/centers/school-changelhandbook/running.htm j) [Too ofnaee] For More Information For sample bylaws: www.uscharterschools.org/pub/uscs docs/r/bvlaws.htm or www.uscharterschools.org/pub/uscsdocs/r/articlesbvlaws.htm For a handbook on key issues of school board membership see: Fundamentals of School Board Membership: A Guide for Newly-Elected Charter School Board Members by the Minnesota School Boards Association, www.mnmsba.org/public/main.cfin For an overview of parliamentary procedure or Robert's Rules of Order, see: cvberbuzz. gatech.edu/ apo/robert.html or www.constitution.org/rror/rror--OO.htm. For a complete training manual, see: Charter Starters: Leadership Training Workbook on Governanc and Management at: www.nwrel.org/commlcatalog/detail.asp?RID=12658. A good resource guide is: Creating Effictive Governing Boards at www.uscharterschools.org/gb/governance/. [Too of osee) @2000 by the Regents of the University of Minnesota. HHHI - Center for School Change - New Twin Ctties Charter School Project. All Rights Reserved. Do not copy or reproduce without pennission. Contact Center for School Chanae. The University of Minnesota is an equal opportunity educator and employer. Comment to the HHHI Web Coordinator. 50f5 9/29/04 6:12 PM Minnesota Charter School Resource Center (MCSRC) Handbook http://www.hhh.umn.edulcenterslschool-change/handbooklintro.htrn I'd- RESOURCES Several organizations in the state provide training and resources to help schools with planning activiti These include, but are not limited to: I. the Minnesota Charter School Resource Center, Center for School Change 2. the Minnesota Association of Charter Schools 3. the Minnesota Department of Education, and 4. EdVisions, Inc. Contact information for these organizations, and others, can be found in the list of Curre! Resources for Charter School DeveloDers. For more information about charter development see: . NWREL, Charter Starters Leadership Training Workbook I: Start Up Logistics (includes a det checklist of charter school start-up activities), www.nwrel.org/free/deDartments.asD?d=2 . Starting a Charter School page of the US Charter Schools Website, www.uscharterschools.org/Dub/uscsdocs/r/startuD.htm For more guidance at the earliest stages of charter development, see, also, Charter Planning Ouestion: See other Center for School Change publications available on the CSC website, including: . Smaller. Safer, Saner, Successful Schools - a report on school buildings and facilities . What Should We Do? - a report assessing student achievement . A Guide to Charter School Consultants Return to Handbook Table of Contents @2000 by the Regents of the University of Minnesota. HHHI - Center for School Change - New Twin C~ies Charter School Project. All Rights Reserved. Do not copy or reproduce without permission. Contact Center for School Chanae. The University of Minnesota is an equal opportunity educator and employer. Comment to the HHHI Web Coordinator. 30f3 9/29/046:09 PM