Eie Authorizer Application Submitted 9 19 14

RFP ATTACHMENT B
Application Cover Sheet 1 Contact and Eligibility Information

(Submit with Authorizer Application)
Name of Organization (applicant):
Name of Appli cants Pri mary Contact:
Appli cants Primary Contact Information
(include email, mailing address and phone
number):
Type of Organization (Check all appropriate boxes below):
Independent school district school board, intermediate school district school board, or education district
organized under sections 123A.15 to 123A.19
Charitable organization under section 501(c)(3) of the Internal Revenue Code of 1986 (exclusions apply; see
Minn. Stat 124D.10, Subd 3(b) for complete information.).
Include as labeled attachments the organization s most current version of every item requested below:
Documentation of the applicants current status under 501(c)(3) of the Internal Revenue Code of
1986.
Documentation to evidence the organizations current membership with the Minnesota Council
of Nonprofits or the Minnesota Council on Foundations (membership must be active when the
application is submitted).
Documentation of the organizations Active registration with the Office of the Minnesota
Attorney General when the application is submitted to MDE.
Documentation from the Minnesota Secretary of State to evidence the organization has been
incorporated in the state of Minnesota and has been operating continuously for at least five
years.
Documentation to verify the organization does not operate a charter school.
Institution of higher education - check the authorizer category the organization meets
Minnesota private college that grants two- or four-year degrees and is registered with the Minnesota
Office of Higher Education under chapter 136A
Community college, state university, or technical college, governed by the Board of Trustees of the
Minnesota State Colleges and Universities
University of Minnesota
Nonprofit corporation subject to chapter 317A, described in section 317A.905, and exempt from federal income
tax under section 501(c)6 of the Internal Revenue Code
Include as an attachment the organizations most current version of both items requested below:
Documentation from the Internal Revenue Service to evidence the organizations federal income
tax exemption under section 501(c)(6) of the Internal Revenue Code of 1986.
Documentation from the Minnesota Secretary of State to evidence the organization has been
incorporated in the state of Minnesota and existed as a nonprofit for at least 25 years (i.e., since
September 1987.)
Single Purpose Authorizer (Check the authorizer category the organization meets below):
Charitable, nonsectarian organization under section 501(c)(3) of the Internal Revenue Code under
section 317A as a corporation with no members
Charitable organization under section 501(c)(3) of the Internal Revenue Code under section 322B.975
as a nonprofit limited liability company for the sole purpose of chartering schools
Include as an attachment the organizations most current version of both items requested below:
1) Documentation from the Internal Revenue Service to evidence the organization is a
charitable, nonsectarian organization formed under section 501(c)(3) of the Internal
Revenue Code of 1986.
2) Documentation from the Minnesota Secretary of State to evidence the organization is
incorporated in the state of Minnesota as a charitable, non-sectarian organization.
Page 20 of 25
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Excellence in Education (EiE)
Stephen Dess
1919 Princeton Ave. St. Paul, MN 55105 stephenjdess@gmail.com 651.260.3782

2
3
4
OfficeoftheMinnesotaSecretaryofState
CertificateofIncorporation
I,Mark Ritchie, Secretary of State of Minnesota, do certify that: The following
business entity has duly complied with the relevant provisions of Minnesota Statutes listed
below, and is formed or authorized to do business in Minnesota on and after this date with
all the powers, rights and privileges, and subject to the limitations, duties and restrictions,
set forth in that chapter.
The business entity is now legally registered under the laws of Minnesota.
Name:
Excellence in Education
File Number:
445135900022
Minnesota Statutes, Chapter:
317A
This certificate has been issued on:
09/20/2011
Mark Ritchie
Secretary of State
State of Minnesota
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RFP ATTACHMENT C
Application Cover Sheet 2 Applicant Contacts
(Submit with Authorizer Application)
Provide information for individuals currently involved in the development of this application.
Additional information regarding these individuals is required in A.4 of the application. Please
add rows if necessary to include all individuals involved in this application.
Name Phone Number Email Address Role/Position
Page 21 of 25
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Dave Conrad 320.583.9374
dave.conrad@newdiscoveries.org
Board Chair
Sue Latham 612.789.9598
slatham@learningforleadership.org
Board Member
Ron Olson 612.802.7961
ronolson22@gmail.com
Board Member
Benito Matias 612.521.3609
benitomatias@gmail.com
Board Member
Becky Meyer 651.209.3910
bmeyer@afsahighschool.com Advisory Committee Chair
Kirsten Kinzler 320.583.1877
kkinzler@hutchtel.net
Advisory Committee Recorder
Stephen Dess 651.260.3782
stephenjdess@gmail.com
Executive Director

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*CSAM Charter School Authorizing Manual

Excellence in Education 1 MDE Authorizer Application PART A
09.19.14
Part A: Authorizer Capacity and Infrastructure

A.1 - Authorizer Mission
Guiding Statement: The applicant has a clear and compelling mission for charter school authorizing.
Essential Elements:
The mission is stated and fully aligns with Minnesota charter school law
The response includes a description of how the process of chartering schools is a way for the organization to carry
out its mission
CSAM p4

Mission: The mission of Excellence in Education (EiE) is to authorize and provide oversight to charter schools through consistent,
ongoing, and robust evaluation. These schools will demonstrate, through measurable means, significant positive achievement growth
for all students.

EiE will authorize a variety of charter school models in Minnesota consistent with Subd. 3(b)(5) as a single-purpose authorizer its only
mission. The purpose of Excellence in Education is to authorize public charter schools in accordance with Minnesota Statute 124D.10
& 124D.11 which governs the duties and responsibilities of charter school authorizers.

A.2 Authorizer Vision and Organizational Goals
Guiding Statement: The applicant has a comprehensive vision for charter school authorizing with clear organizational
goals and time frames for achievement that are aligned with the purposes of Minnesota law.
Essential Elements:
The vision aligns with state statute with measurable organizational goals and criteria by which the organization can
evaluate its success as an authorizer
The organizational goals address the first five years as an approved authorizer
The vision includes any organization-specific purposes
The vision addresses with specificity the desired characteristics of the schools it will charter
CSAM p4

Vision: Following its mission, EiE will demonstrate the highest quality of oversight of the charter schools it authorizes in the public
trust and consistent with legislative intent and captured in state and federal law.

EiE Central goal is realization of diverse network of twelve (12) highly performing schools in five years.
EiE Supportive goal #1 is capable staffing consistent to meet the EiE plans to go from 1 up to 12 charter schools in 5 years.
EiE Supportive goal #2 is consistent financial stability to meet requirements of staffing and EiE expenses for authorizing and
oversight, and to provide appropriate development offerings to schools.
EIE Supportive goal #3 is self-evaluation study on an annual basis leading to constantly improving our practice.

To maximize EiE success, EiE will annually study at the staff & Board level, both its effectiveness in authorization and oversight.
Compilation of EiE school performance data demonstrating improving school learning for all students (i.e. with breakdowns for EL,
students of color, special education, etc.); feedback from MDE during year; review and comment by authorizer colleagues; and
though an organized feedback mechanism from the schools, (both applicants and existing schools). EiE will annually prepare a self-
evaluation/action report issued by the Board. The report will be made available to MDE and all interested parties.
EiE Board will, at least annually conduct a formal evaluation of the Executive Director.

To assist in the process of reviewing schools applying to EiE for authorization we will utilize a number of characteristics. We are seeking
schools with well described plans for an operational school:
To provide quality educational opportunities for all students leading to improved achievement for each student enrolled.
To demonstrate a commitment to racial, ethnic, and socio-economic diversity and equality.
To replicate one or more documented best practices in program delivery determined successful (including whole school
replication) in positively impacting student achievement.
To promote business, community, and family (parent) involvement in school and student success.

EiE Board will also be attentive to maximizing the authorization opportunity for the schools that will demonstrably address two high
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priority, Minnesota demonstrated needs. These two interests are: 1). to improve education of its children struggling and/or
uninspired to perform academically in Minnesotas education landscape and 2). to improve the connection to the parents, business,
& community in fully addressing practical considerations in schools responsibility in building the Worlds best Workforce.
Schools of these interests will indicate in their plans and when in operation will demonstrate:
Focus on school models that provide support for educationally underperforming students.
Strong connections in program to address strategies to create opportunities for students in developing the Worlds best
Workforce

Under Minnesota law [124D.10, Subd 1(a)(1-5)], charter schools must be designed to improve pupil learning and student
achievement.
If a proposed school is not able to demonstrate a high probability that the school will improve pupil learning for all students, the school
will not be authorized by EiE. Operating schools failing contract performance to improve learning and/ or failing to respond to notices
of deficiency will not be able to continue to operate as an EiE authorized school.

Additional purposes, if addressed directly by the applicant will be acceptable, plus likely will be informative to EiE in considering
the application. Measure(s) of performance are expected to be described in each area selected:
(1) Increase learning opportunities for pupils.
A variety of educational curricula and programming is essential for increasing learning opportunities for students. EiE will evaluate all
types of charter school proposals for their capacity to support student achievement.
(2) Encourage the use of different and innovative teaching methods.
EiE will evaluate charter school proposals with innovative teaching methods. These innovative methods need to be supported by
research showing how student achievement, pupil learning and MN Graduation Standards will be achieved.
(3) Measure learning outcomes and create different and innovative forms of measuring outcomes.
A schools commitment to equip teachers to take ownership for their own professional growth and development is essential. A
successful school will have strategies in place for teachers to attain their full potential, which in turn will create a climate for both
student and teacher success that can be measured and sustained over time.
(4) Establish new forms of accountability for schools.
Establishing new forms of accountability is necessary to show that the primary purpose of improving student learning and student
achievement has been realized. To be successful, a school must identify and continuously improve the way it uses data. Schools must
understand the individual performance of students and what to do with the data. EiE schools are expected to develop a culture of
data-driven decision-making that articulates academic, fiscal, and operating performance.
(5) Create new professional opportunities for teachers, including the opportunity to be responsible for the learning program at the
school site.
EiE supports the practice of the school being responsible for providing high quality Professional Development for all staff to ensure
that they can achieve a level of high competence. EiE schools are expected to develop well defined strategies for teacher and
administrator evaluation implementation for each school. New legislation provides a framework.

Schools seeking EIE authorization should consider research based curriculum, supported by best practices and aligned with the
Minnesota State Standards. Schools should consider replicating highly successful charter schools with similar student demographics.

A.3 Authorizer Structure of Operations
Guiding Statement: The applicant has a clear structure of duties and responsibilities and sufficient resources to
effectively oversee its portfolio of charter schools.
Essential Elements:
The applicant describes a clear structure of duties and responsibilities which is reflected in an organizational chart and is
at a level adequate to meet the needs of the portfolio
The applicant describes how the organization will manage and safeguard information and records related to authorizing
The applicant describes how the organization anticipates the operational structure and chartering responsibilities will
occur over the next five years (number of schools chartered, ratio of authorizer staffing to the size of the portfolio of
schools, etc.)
The applicant describes the amount of time anticipated for each personnel member
Required Attachments:
Job descriptions of authorizers expected personnel
An organizational chart that shows clear lines of reporting and authority/decision- making as well as projected staffing
increases due to expansion over the next five years
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09.19.14
A.3 - Authorizer Structure of Operations
Attachment Job descriptions of authorizers expected personnel
Attachment Organizational Structure

Organizational Structure

*Additional staff added as the organization grows

EiE Board of Directors is formed by and with individuals who have demonstrated experience, knowledge, and credibility to oversee
staff and evaluate implementation of processes leading to confident decision-making as a Board member. The job of a Board member
is to support the single purpose EiE mission and the goals of the organization; both in votes to take action and additional support as
indicated. Board members will follow best non-profit practice attentive to the basic nonprofit Board member operating principles -
Duty of Care, Duty of Loyalty, Duty of Obedience and avoidance of conflicts of interest in decision-making.

EiE current Board includes members with district public school, charter public school, and private school experience possessing
multiple perspectives on school operations (urban, rural, small, business connected, Board leadership, school leadership, parent
involvement, diversity, English language learning, special education). All Board members are individuals who have, in leadership
positions, taken schools from initial plans to successful school establishment with the challenges in implementation fully experienced.

Note: Current and future Board members (over the next 5 years) will be recruited with the following criteria in mind to ensure
representation on the Board of full range of experience:
Experience in roles relating all aspects of charter school authorizing.
Experience in teaching in elementary, secondary and college levels.
Experience in providing high quality professional development for public school teachers.
Experience in organizational systems, monitoring, metrics, management and strategic planning.
The Charter School Advisory Committee is a volunteer resource committee. Its functions are 1) documentation of best practices
potentially to be replicated, 2) provide ability for new school applicants and existing schools to connect to learn more about those
best practices and to 3) annually compile feedback to EIE Board as a self evaluation resource to improve EiE practice and staff
accountability. In addition, the Executive Director will draw from the advisory committee for most positions for Initial, independent
evaluations of Charter School Applications (Instructions and Forms in EiE manual). Anticipated to grow to 30 members over next 3
months as school-wide and additional best practices are identified. Additional best practices could include charter Board conduct,
examples of 'world's best workforce' highlights by Minnesota schools, transparency i.e. embodied in pro-active communication with
authorizer, etc.

Charter School Advisory Committee led feedback loop to EiE Board meeting (1
st
session summer 2015) and report compilation will
take place independent of EiE Board & staff for best information flow with privacy in the feedback loop for applicants and school
leaders. Chair of Advisory Committee to coordinate the Networking/Feedback Event this summer and annually thereafter. Year one
attendance goal: 40 school leaders (schools Board and staff) up by 10 attendees more each year thereafter.

All current and future Charter School Advisory Committee members also represent a pool of reviewers experienced in the following
areas: charter school and/or public district school education, community leadership or business success. Services needed from the
CSAC members will be requested by the Executive Director. Care will be made to avoid any potential conflicts of interest with a
Board of Directors
Executive Director
Support Staff *
Charter School
Advisory
Committee (CSAC)
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09.19.14
reviewer. Emphasis will be on providing balance in specialties of the reviewers and will include reviewers experienced with cultural
considerations and/or student populations likely to be served. Selection of reviewers for duties may include:
Review submissions to EiE for authorization, both new initiatives for a charter school and transfer requests.
Review charter school contract renewals.
Meet with Executive Director to discuss reviews and recommendations.
Conduct site visits to charter schools.

Executive Director is a contracted staff position of 10 hours week for 3 years with re-evaluation at beginning of year three as to the
extent of workload considering school portfolio. (Travel time is not calculated or paid, expenses are paid i.e. mileage.)
Start of Year 3 new Assist E.D. Position is anticipated to be contracted at ; Year 4 Assistant position at time;
Start of Year 5 Position Assist E.D. Position moves to Exec Director Full time with continued 25 hours administrative support.

EiE will provide a locked cabinet with access limited to staff for safeguarding authorizer documents. Web-based documents will be
secured with passwords.

As provided by section 124D.10 Subd. 3(d)(8), EiE recognizes its responsibilities to the schools it authorizes. The Board of EiE assures
the Commissioner that it is committed to serving as an authorizer for the full five-year period following approval as an authorizer.

A.4 - Authorizer Staff Expertise
Guiding Statement: The applicant has appropriate skills and expertise to sufficiently oversee the portfolio of charter
schools.
Essential Elements:
The applicant describes anticipated personnel roles on the authorizing staff with qualifications that address curriculum,
instruction, management, facilities, finance, and law in charter schools
A list of those currently involved in the application to become an approved authorizer, what each persons role is
currently, and what each persons role will be if application is approved. Each person noted on the applicant information
page must be addressed in this attachment.
Resumes of existing personnel. Each should identify all schools, local education agencies (LEAs), state education agencies
(SEAs), etc., with which the individual(s) has/have been associated/affiliated. Each person noted on the Application
Cover Sheet 2 Applicant Contacts must be addressed in this attachment.
A.4 - Authorizer Staff Expertise
Attachment Authorizer List of Individuals Involved
Attachment(s) - Resumes

Candidate, Steve Dess has accepted the ED position and the pay rate with the mutual expectation that job will vary weekly but work
agreement indicates work per job description be completed w/o additional compensation.

EiE Executive Director, Steve Dess, has performed at highly visible and responsible roles in the past
1). 7 years executive director, Minnesota Association of Charter Schools. (founding position built membership to 101 of 102 schools)
2). 7 years experience as Director of Audubon Center of the North Woods Charter Schools Authorizer Division (built to 34 schools)
3). 7 Years experience as Administrative Director (6 yrs) and Admin & School Director (1 more year) Learning for Leadership Charter
School. K-12, intentially culturally diverse with large EL and special education population.
4). Regarding essential element expertize, Steve knows who and what and where additional expertize resides and can effectively
involve the appropriate resources . His extensive work over almost 20 years with Hmong, Latino, East & West African and African
American communities w.r.t. charter schools and their school and community leaders is an important asset of our executive.
5). Staffing and Board leadership in non-profit organizations is extensive in his resume. Including new organization development.

This contracted position (contract in force) is established for 3 years and anticipated that an additional level of hours of service will
be needed at beginning of year 4. Steve is not looking for other or full time employment as this is likely his last staffing commitment
in a long career in public Charter Schools .

The Executive Director Work Plan: Oct. 1, 14 Dec 14 is focused on field work research with charter schools, authorizers, and other
organizations on identification of best practices that will be documented for suitable publication(s) after final review and approval
of Board of Directors. Publication for distribution in January of 2015. The work plan also calls for coordination of Board activities,
meetings, and communications including the response to MDE determinations as our application review proceeds.
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09.19.14
The Executive Director will have Administrative Support, hiring process has begun to start Oct. 1
st
at $20/hr. for a monthly amount of
$500 or approximately 25 hours (billed on an hourly basis).

A.5 Authorizer Capacity and Skill Development for Authorizing Leadership and Staff
Guiding Statements: The applicant has a plan to build the knowledge and skill base of its authorizing leadership and
staff through professional development. The applicant has a plan to provide professional development aligned with
its operations, vision and goals for overseeing its portfolio of charter schools.
Essential Elements
The applicant describes a plan to offer professional development to authorizing leadership and staff
The applicant describes the frequency and nature of potential professional development as well as personnel expected
to attend

Plan for Professional Development Staff member(s) will attend annually
1. Due to the importance of National Authorizer Association practice, attendance annually at national
NACSA conference by exec director beginning after the 1
st
or 2
nd
year.
2. Attend and participate in all state meetings of authorizers
3. Attend and participate in all MDE authorizer meetings
4. Targeted attendance at MDE school trainings on special topics as EiE chartered school issues emerge.
5. Attend education hearings at legislature if charter school and/or charter authorizer impacts are anticipated

Plan for Professional Development Board members meet together 4 times a year
1. Each Board member to attend one or more of the above (1-5) with exec director and/or other Board member
2. 15 minutes at outset of all Board meetings Training on topics: EiE manual & practices, review of MDE
provided parent information on schools and school performance; NACSA advocated professional practice;
non-profit Board duties, etc.
3. Interview and presentation by a lead staff and/or Board chair of one or two existing MN authorizers.
Also informative will be dissemination of Best Practices scheduled for January 15 release. This and ongoing additions to the best
practices compilation will be reviewed by the Board.

A.6 - Authorizer Operational Budget for Authorizing the Portfolio of Charter Schools
Guiding Statement: The applicant has a plan to allocate resources commensurate with its budget, needs and
responsibilities of authorizing the portfolio of charter schools.
Essential Elements:
The applicant provides a five-year budget which details its financial needs, devotes sufficient financial resources to fulfill
its authorizing responsibilities and includes the following:
o Anticipated revenue sources (examples: fees collected annually from schools and additional funds from outside
sources)
o Anticipated expenditures such as staff, travel, consultants, and office costs
o Anticipated authorizer staff increases in relation to portfolio growth
o Applicants specific resource development plan to ensure the organization has
sufficient finances between the time of commissioner approval to authorize and
of the start of collecting school fees for services to launch and implement its authorizing activities
The budget projects the number and size of schools in the portfolio
Important note: this establishes the approved maximum portfolio size for the authorizers initial five year approval
Required Attachment:
Five-year projected budget which meets the criteria above
A.6 - Authorizer Operational Budget
Attachment EiE 5-Year Projected Budget

Year 1 through 3: Start-up implementation up associated with 2 schools operational year 2 (Fall 16) & 4 more (Fall 17)
Year 4 through 5: Critical mass Implementation underway with 3 more operational each year. For a total of 12 in year 5.
Note: The EiE Board will monitor the pace of receipt of quality school applications, and may revise down the 12 school authorizing
goal. EiE will not authorize to meet the goal, rather EiE will authorize with quality not quantity in mind. If necessary, EiE Board will
revise up and support amended fundraising goals to meet budget needs.

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Note also. In our research and speaking with some current authorizers, the number of authorizers not continuing after 2015 appears
to be significant. Also, in discussion with ACNW its possible that a school not performing to their unique environmental goals, but
performing in all or most other areas may better be authorized with a single purpose authorizer. Any transfer prospects will only be
considered Fall/Winter 2015. We are estimating 1 transfer open in year 2 & 2 transfers year 3. Therefore a total of 3 transfers and 9
new schools. Year 5 we will not process applications we will focus on renewal with MDE and a next 5 year plan.

Revenues for EiE in the first 4 years will come from support developed, authorized and coordinated by EiE Board Chair & Executive
Director. Our executive director has built non-profits, including MACS & a successful solar business to success from start-up. Upon
hiring and particularly in response to the FY 2012 MDE determination, Steve articulated a plan for funding from non-charter school
authorizing sources for the stat-up years. Steve within the 2 weeks of time and prior to application Sept, 19
th
deadline EiE has raised
funding for the $6,000 budget for Oct. 1 Dec. 31 activities. Board members, Advisory Committee members, & the business
community have donated in support of the mission and with confidence in the people involved.

By the time of authorization action by the MDE in late December, EiE will have received, pledged, &/or otherwise guaranteed
revenue through fiscal year end June 2015 - $15,000. Collection of these funds will commence with a positive MDE decision.
Future year fundraising goals to support authorizing and oversight roles are included in executive directors work plan
Fiscal Year 2016 = $21,000; Fiscal Year 2017 = $21,000, Fiscal Year 2018 = $12,000: Fiscal Year 2019 $12,000. 5
th
year additional
funds raised may be designed for school development services as school revenue should be sufficient for oversight.

Funds for years 4 and 5 will come primarily from fees paid by schools EiE authorizes according to the calculations in law

A.7 - Authorizer Operational Conflicts of Interest
Guiding Statement: The applicant plans to implement a clear policy to address conflicts of interest in all decision
making processes concerning the portfolio of charter schools.
Essential Elements:
The applicant describes a clear policy to address conflicts of interest in all decision making processes concerning the
portfolio of charter schools
The applicant describes how the policy will be implemented (forms, process, etc.) in order to avoid conflicts of interest
that might affect the applicants capacity to make objective, merit-based application and renewal decisions, including
avoiding decisions and interventions that hold the authorizer accountable for the schools performance
Required Attachment:
Proposed authorizer conflict of interest policy and implementation process (could include forms, check lists, etc.)
A.7 Authorizer Operational Conflicts of Interest
Attachment - Conflict of Interest Policy

Potential Conflicts of Interest will be disclosed. Each EIE Board members will sign the EiE Conflict of interest policy reflecting on
expectations embodied in the policy.
Advisory Committee members: if asked and agree to participate in a school evaluation, will sign the policy.
EIE Board and Advisory Committee members anticipating some involvement with a new application or transfer request to EiE must
disclose the potential conflict and if an initiative with EiE moves forward, the member must resign. A member will be terminated
from the Board or Committee position if an initiative with a conflict of interest is underway. Member may not return to the Board.

A.8 - Ensuring Autonomy of the Schools in the Portfolio
Guiding Statement: The applicant plans to implement a policy to preserve and support the essential autonomies of
the portfolio of charter schools.
Essential Element:
The applicant describes a clear policy to insure school autonomy
The applicant describes an implementation plan to uphold school autonomy
The applicant describes a focus on holding schools accountable for outcomes rather than on processes

It will be the policy for EiE to annually remind the Schools Board and Leadership that the contract with the Authorizer defines the
relationship of the school with the authorizer and clearly defines the autonomy of the school and that EiE performance evaluation is
based on outcomes. It will be an EiE policy that informal discussions with the school, charter school Board attendance (anticipated at
4 or more times a year by the authorizer) and requests for information by the authorizer to the school will not result in insert of EiE
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09.19.14
insertion into school operations.
Further, the feedback loop from schools annually coordinated by the EiE Advisory Committee shall identify any real or perceived
authorizer control issues for consideration by the EiE Board in its self- evaluation.

A.9 - Authorizer Self-Evaluation of Capacity, Infrastructure, and Capacity
Guiding Statement: The applicant plans to self-evaluate its internal ability (capacity, infrastructure, and practices) to
oversee the portfolio of charter schools.
Essential Elements:
The applicant describes a plan to regularly review its internal ability to oversee the portfolio of charter schools
The applicant describes the organizations process to implement continuous improvement plans which will result in
more effective authorizing practices
The applicant describes the process the organization will use to evaluate its work regularly against its mission, vision,
and goals
The applicant describes the organizations frameworks for addressing any needs for improvement when falling short of
its mission, organizational goals or strategic plan

EiE is committed to continuous improvement:
1. EiE has a professional development plan for staff and Board that informs on schools best practices for potential replication
2. EiE has a professional development plan for staff and Board that informs on new legislation and increasing auth. expectations
3. EiE Board of Directors at each Board meeting will reflect on progress related to our staffing plan, school capacity plan, finances;
infrastructure development, and authorizing/ oversight practice. Board will rely on the Exec Dir to provide a regular Bd report
on progress against goals. Board review will result in action plans as necessary.
4. At each Board meeting a determination will be placed into the minutes indicating Board consensus on EiE mission progress
5. EiE has a well-defined and important feedback loop from schools as an added self-evaluation tool

A.10 - Authorizer High Quality Authorizing Dissemination
Guiding Statement: The applicant plans to disseminate best authorizing practices and/or assist other authorizers in
high quality authorizing.
Essential Elements:
The applicant describes the organizations proposed process to share best practices and/or provide assistance to other
authorizers in Minnesota
The applicant describes the organizations intent to engage with other professionals (such as state or national
associations) in order to promote high quality authorizing dissemination

EiE will continue in its focused action plan to bring forward school best practices even before formal approval and will
disseminate findings to fellow authorizers and MSBA Jan. 2014. Our experienced executive director is a resource and EiE expects
that we can assist some authorizers in problem solving, school evaluation, and other concerns.
Steve will explore opportunities to collaborate with authorizers in Fall 14 field work.

A.11 - Authorizer Compliance to Responsibilities Stated in Statute
Guiding Statement: The applicant intends to comply with reporting, submissions, and deadlines set forth in
Minnesota Statute.
Essential Elements:
The applicant describes its internal process which will ensure that it will comply with reporting, submissions, and
deadlines set forth in Minnesota Statutes

Internal processes to ensure compliance involve communication by the executive director to the Board chair within 5 days of any
non-compliance.

Executive director will provide a Board report for the Board meeting that will detail any un-provided reports, untimely submissions,
and/or unmet deadlines and will provide a plan to be approved by the Board to comply ASAP if still in non-compliance & report plan
to agency requiring compliance. The executive director will also provide a work plan to avoid future violations.
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Excellence in Education 1

Executive Director
The Executive Director will provide oversight of charter schools by providing leadership in areas
pertaining to the assistance and understanding of charter school laws and regulations. The Executive
Director will serve as an informed leader, spokesperson and advocate for EiE and its charter schools. The
Executive Director will also be responsible for building relationships with and representing its charter
schools before local, regional, state organizations, Minnesota Department of Education, charter school
organizations, business and the communities throughout Minnesota.

Responsibilities:
Ensure ongoing oversight of EiE authorized schools in programmatic excellence, rigorous program
evaluation, and consistent quality of student achievement, finance, administration,
communication, and operations.
Manage charter school application, renewal, and expansion processes.
Ensure that EiE meets or exceeds standards mandated by the MN legislature and Minnesota
Department of Education.
Work with school staff to develop specific measurable goals.
Assist schools in finding resources and networks; recommend timelines and resources needed to
achieve their strategic goals.
Actively engage and energize Excellence in Educations board members, Charter School Advisory
Committee members, partnering organizations, funders and member schools.
Assign evaluations of charter school applications to Charter School Advisory Committee members.
Meet with Charter School Advisory Committee Members to discuss reviews and
recommendations.
Bring charter school application recommendation to board to approve or deny.
Develop, maintain, and support a strong board of directors; serve as ex-officio of each committee.
Assist the Board with developing meeting agendas, minutes, financial statements and materials.
Seek and build board involvement with strategic direction for both ongoing operations and
existing EiE authorized charter schools.
Develop, and expand Excellence in Educations Charter School Advisory Committee.
Conduct evaluations and monitor reports for progress towards established goals.
Conduct and lead annual site visit reviews of charter schools.
Ensure effective systems to track progress, and regularly evaluate program components to
measure successes that can be effectively communicated to the board, schools, MDE, and other
stakeholders.
Visit with potential applicants.
Investigate all complaints
Additional duties as requested by Board of Directors

QUALIFICATIONS:
The ED will be thoroughly committed to Excellence in Educations mission. All candidates should have
proven leadership, coaching and relationship management experience. Experience and other
qualifications include:
Minimum 3 years of charter school management experience; track record of effectively leading
charter schools and/or state and national education organizations with a proven ability to point to
specific examples of having developed and operationalized strategies that have taken an
organization to the next stage of growth.
20


Unwavering commitment to quality education programs and data-driven program evaluation
Excellence in organizational management with the ability to coach staff, manage and develop
high-performance teams, set and achieve strategic objectives, and manage a budget.
Past success working with a board of directors and the ability to cultivate the existing board
member relationships.
Strong marketing, public relations, and fundraising experience with the ability to engage a wide
range of stakeholders and cultures.
Strong written and verbal communication skills; a persuasive and passionate communicator with
excellent interpersonal and multidisciplinary project skills.
Action-oriented, entrepreneurial, adaptable, and innovative approach to business planning.
Ability to work effectively in collaboration with diverse groups of people.
Passion, idealism, integrity, positive attitude, mission-driven, and self-directed.
Ability to travel to charter schools and other locations in the metro area and outstate Minnesota.

Supervised and annually evaluated for job performance by the EiE Board.

Assistant Executive Director
The Assistant Executive Director will begin in FY17 as a .5 position. Duties include assisting the Executive
Director. Position will assume duties of the Executive Director as determined effective for the
organization toward transitioning this position to full-time Executive Director in FY19.

Supervised and annually evaluated by the EiE Executive Director.

Administrative Support
As needed to provide support in administration of the executive directors duties

Assure all sensitive document are secure in existing locked cabinet.
Maintain mailing list and related identifying information on school Board members, leaders,
applicants, and other interested parties.
Maintain rosters, meeting notices, and minutes of Board and Advisory Committee
Establish (Jan 20115) and publish all pertinent documents to web site.
Additional duties as requested by the Executive Director after authorization by the Board

Supervised and annually evaluated by the EiE Executive Director.
21


Organizational Structure

*Additional staff added as the organization grows, see budget for phase-in of more staff time.

Board of Directors
The Board has the following duties:
Based on information reported from the Executive Director the board will discuss his/her
recommendations
The EiE Board will make all final decisions to approve or deny new charter school applications,
transfer requests, school expansion requests and contract renewals and terminations.
The Board determines the Executive Director(ED) job description and update ED work plan as
indicated
Responsible for the hiring and termination of the Executive Director
Monitor and evaluate the activities of the Executive Director in all areas outlined in the job
description.
Ensure that the Organization fully supports its vision and mission in all its activities.
Govern the activities of the corporation including its policies and procedures.
Approves the EiE budget and provide resources for the organization.
Submit reports to MDE and to the public as required by law.
Provide leadership as an Authorizer in response to Subd.19(b). The EiE Board will disseminate
information about the successful best practices in teaching and learning demonstrated by charter
schools.
Receive feed-back on EiE performance from Charter School Advisory Committee
Conduct an annual nominating process to build diversity, expertise and capacity of the Board of
Directors.

Board of Directors
Executive Director
Support Staff *
Charter School
Advisory
Committee (CSAC)
22


Executive Director
The Executive Director(ED) expanded duties are found in the job description.
Executive Director (ED) primary responsibilities include:
Board delegated day to day operations and the decision-making to follow the directions in the
EiE authorizer plan approved by the Commissioner.
The Board expects thorough reports and documented recommendations from the ED to equip
the Board to make informed and final decisions on new school, transfer, and EiE school requests
of the authorizer.
Staff in Administrative Support and including the phased in Assistant Director reports to the ED.

Charter School Advisory Committee (CSAC)
The duties of the CSAC are:
Report directly to the Board the result of the annual schools evaluation and feedback as
coordinated by the CSAC Chair
CSC Advisory Committee members communicate to the Executive Director on all other matters.
Conduct school reviews as indicated by the Executive Director and consistent with EiE CSAM
directions.
Meet with Executive Director to discuss school reviews and CSAC member reviewer
recommendations.
Plan and Participate in EiE activities for member schools.

23
A.6 Authorizer Operational
Attachment Authorizer List of Individuals Involved


Name Current Role Future Role
Dave Conrad Board Chair Board Chair
Sue Latham Board Member Board Member
Ron Olson Board Member Board Member
Benito Matias Board Member Board Member
Becky Meyer Advisory Committee Chair Advisory Committee Chair
Kirsten Kinzler Advisory Committee Recorder Advisory Committee Recorder
Stephen Dess Executive Director Executive Director

Resumes follow.
24
1110 Lewis Ave SW, Hutchinson, MN 55350 * 320.583.9374

David L. Conrad

CERTIFICATION
State of Minnesota Certificate #281232
Elementary School Principal, District Superintendent, Elementary Teacher

EDUCATION
Summer 2010 St. Catherine University Montessori Credentialing Program
1991 1995 St. Cloud State University Sixth Year Degree Educational Administration
MS Elementary Educational Administration
1977 1982 University of Minnesota BA Elementary Education
BA Speech Communication
1975 1977 Richfield Senior High School Diploma

PROFFESSIONAL EXPERIENCE
2006 Present New Discoveries Montessori Academy Currently, Director of Operations,
Family & Community Liaison, Culture for
Learning Specialist, and Founding Director
2002 2007 New Century Charter School Founding Director
1999 2002 West Elementary School, Hutchinson, MN Principal
1994 1999 Hutchinson, MN Public Schools District Transportation Safety Director
1993 1999 Park Elementary School, Hutchinson, MN Principal
1988 1993 BL-H School, Buffalo Lake Hector, MN Classroom Teacher, grades 1 & 4
1987 1988 Cannon Falls Elementary, Cannon Falls, MN Classroom Teacher, grade 2
1983 1988 Clarcona and Dr. Phillips Elementary Schools, Classroom Teacher, grade 1
Orlando, Florida

COMMUNITY AND PROFFESSIONAL INVOLVEMENT
Past and Present

Crisis Prevention Intervention (CPI) Instructor
Aveyron Homes Board of Directors
Ridgewater College Advisory Council
American Montessori Society
Hutchinson Ambassadors
New Discoveries Montessori Academy Board of Directors
Minnesota Association of Charter Schools Policy Committee
Audubon Center of the North Woods Charter School Advisory Committee
Blandin Community Leadership Program
Outstanding Educator Award Hutchinson Jaycees and Chamber of Commerce
Educator of the Year Award WalMart Foundation
Minnesota Teacher of the Year
Eagle Scout, Boy Scouts of America

Recent Accomplishments

Led comprehensive school improvement effort for
New Discoveries Montessori Academy. In one year NDMA went from priority
status to Celebration-eligible status. NDMA surpassed all academic goals for year two of
the comprehensive school improvement effort. We are looking forward to seeing the MMR
results in October, as we enter year-three of the effort.
25

Employment 2013 to Present Learning for Leadership Minneapolis, MN
Administrative Director
In addition to continuing the duties of Administrative Coordinator (see below),
assumed responsibility for school business operations including:
o Accommodate for immediate cash flow needs by preparing all necessary
documents for line of credit
o Administer financial systems for Special Education, grants, etc. (SERVS,
EDRS, SWIFT, etc.)
o Prepared for transfer of accounting system to new contractor
o Payroll preparation
o Prepare financial documents as needed
o Establish relationships with all business contacts associated with Learning
for Leadership
o Work in collaboration with the School Director, Lead Teachers, and School
Board to ensure smooth operation of all school needs
2006-2013 Learning for Leadership Minneapolis, MN
Administrative Coordinator
Trained for Administrative Director role for two years and assumed many duties
related to that job position
Responsible for student discipline decisions working in collaboration with Lead
Teachers
Administrative Special Education/IEP representative
Enrollment Coordinator
MARSS Coordinator
Certified Food Service Manager including all FNS reporting responsibilities and
preparation for health/kitchen inspections and MDE reviews
Transportation Coordinator
District Assessments Co-Coordinator
Train staff on use of student reporting systems
Assist employees with enrollment in benefits programs
Website Management
Supervision of cafeteria and office staff
IT Coordination with some light computer maintenance/repair
Vendor relationships seek bids and make recommendations to board for
contracted services
Extensive student, parent, and staff contact
Health Coordinator
Attend trainings and professional development opportunities to stay abreast of
changes in MDE policy and law
Demonstrate knowledge of, and support Learning for Leadership Charter School
mission, vision, value statements, standards, policies and procedures, operating
instructions, confidentiality standards, and the code of ethical behavior
19962006 Transcription PRN, Inc. Columbia Heights, MN
Medical Transcriptionist
Accurately transcribe medical documents using computer word processing programs
Edited and printed other typists transcription
Ran entire operation while owner was on vacation
I received several personal notes of appreciation for the accuracy of my work from
providers and have been requested to be their primary transcriptionist

Susan Latham

Phone: 612-788-3635
Cell: 612-840-5323
E-mail: sjlatham1@gmail.com
3500 Valley Street Northeast
Minneapolis, Minnesota 55418
26

1995-1998 HealthEast Bethesda Hospital St. Paul, MN
Practical Nurse
Administered medications and treatments
Assisted patients with personal cares as needed
Promoted patients rehabilitation process
Daily charting and communication
Reported and discussed patient care with physicians and other nurses
Received One of Our Best Award in 1998

1985-1990 Air Purification Systems Blaine, MN
Business Co-Owner
Kept accounts and prepared financial reports for this two-person business
Prepared orders for delivery
Customer service via phone and personal contact
Maintained customer database

1981-1993 McDonalds Restaurant Minneapolis, MN
Manager
Responsible for preparing work schedules
Product inventory control
Supervised 25 staff members
Recruited and trained employees
Evaluated employee performance and coordinated work schedules
Maintained good customer relations
Utilized computer to manage financial reporting, product ordering, and inventory
control
Education and
Achievements
2006-2013 School Management Training
Minnesota Department of Education: Multiple trainings including MARSS, Food
and Nutrition, Assessments, Food Service Manager Certification/ServSafe
Continuing Law Education: 2012 School Law Conference
School Business Solutions: School Board Director Trainings including
Governance, Employment Matters, Finances
Non Profits Assistance Fund: Financial trainings
1993 - 1994 Minneapolis Technical College Minneapolis, MN
Practical Nursing Program
Practical Nursing Graduate 4.0 GPA, Deans List

1990-1992 Nativity Lutheran Church, St. Anthony, MN
Stephen Minister
Extensively trained volunteer counselor to persons in crisis.

References available
27

Ron Olson
9508 Virginia Av S, Bloomington, MN 55438
ronolson22@gmail.com
952-918-1000

WORK EXP ERI E NCE
VP Northwest Regional Manager Continental Grain Co 1971-1990
Various merchandising positions in Portland, OR, San Francisco, Fairmont, MN, New York City, Minneapolis.
President Atwood Kellogg 1990-1995
Company provided services to country elevators including financing, marketing of grain, auditing, and futures trading
VP Grain Division General Mills 1996-2010
Vice President of Grain Division. Last six months served as VP Sustainability

INDUSTRY ACTIVITIES
National Grain and Feed Association - board member 14 years, chairman 2 years
Minneapolis Grain Exchange - board member 18 years, chairman 3 years
AFSA High School - founder, board member 12 years, chairman 6 years
USDA AC-21 Advisory Committee on biotechnology 5 years
Mount Olivet Lutheran -church board 12 years, Sunday School teacher
Minnesota Landscape Arboretum - current board trustee, volunteer teacher

EDUCATI ON
Iowa State University BS Ag Business, MS Economics

RECOGNITION / ACTIVITIES
College - Phi Eta Sigma, Cardinal Key, Newspaper publication board, Ag Council President, Economics Instructor 2
years, FarmHouse fraternity officer
Adjutant Generals Award Iowa Military Academy
Minnesota FFA Hall of Fame

28
BENITO P. MATIAS
3300 137
th
Street West Rosemount, Minnesota 55068 (H): 651-528-6431 (C): 612-578-2795

EXPERIENCE 2013-Present Ascension Catholic School Minneapolis, MN
Dean of Students
Provide leadership in implementing and monitoring the disciplinary program and procedures
for the entire student body.
Provide leadership in being the Ascension Catholic School liaison to the Northside
Achievement Zone (NAZ), upholding the school status of NAZ anchor school by working
closely with NAZ personnel to effectively deliver services to scholars.
Assist the principal with faculty supervision and coaching.
2008-2013 MetroTech Career Academy Charter High School Minneapolis, MN

Executive Director
Primarily responsible for the following categories
o Administrative Staff Management
o Operations
o Institutional Advancement
o Community Relations

2005-2008 Dunwoody College of Technology Minneapolis, MN

Manager of the Youth Career Awareness Program
Responsible for managing our $300,000+ annual budget and assisting Dunwoodys
Development department to secure those funds.
Created, along with Dunwoodys Director of Diversity, the new and aggressive Youth Career
Awareness Program (YCAP) Strategic Plan, resulting in tripling the number of our participants
and increasing the number of YCAP students attending Dunwoody from an average of
approximately 10% to over 80%.
Formed a Youth Career Awareness Program Advisory Board to encourage community
involvement, create a forum for valued third party input, and to further help legitimize the
Youth Career Awareness Program.

2004-2005 DeVry University Minneapolis, MN

Educational Representative
Responsible for generating prospective students for enrollment in DeVrys academic programs.
Conducted face-to-face and/or phone interviews to qualify candidates and to explain DeVrys
degree program options.
Responsible for all phases of the student admissions process: marketing the programs,
qualifying students, and assisting them through registration.

2003-2004 Robert Half International Bloomington, MN

Contract Employee / Staffing Manager
Performed temporary assignment projects.
Responsible for sales, recruiting and staffing office related positions.

1998-2002 Patrick Henry High School Minneapolis, MN

Technology Teacher
Designed, implemented, and taught a sequence of computer aided drafting courses.
Developed partnerships with industry to enhance curriculum and provide student internships.
Served as the School-To-Career Coordinator.


Director of the Youth Career Awareness Program
29
Facilitated the systemic change of the goals within the YCAP strategic plan.
Developed and monitored the YCAP budget.
Supervised YCAP staff and helped define their roles and responsibilities.


Coordinator of the Youth Career Awareness Program
Scheduled and facilitated all student activities for the entire calendar year.
Followed up with students and their families during the school year.
Recruited a new cohort of students each year to attend the program.

Contract Instructor
Lead Instructor for math and architectural courses.
Assistant Instructor for an engineering design lab.

EDUCATION 1996-1998 Bemidji State University Bemidji, MN
B.A., Industrial Technology.

1993-1995 University of Minnesota Minneapolis, MN
Completed fifty-five credits toward a B.S. in Mechanical Engineering.

A.A.S., Engineering Drafting and Design Technology.

REFERENCES Available upon request
30

Oakdale, MN 55128
Phone: 651-214-9688

Work: 651-209-3915
Email: beme2642@msn.com
Becky Meyer
Objective To make a positive difference in the lives of children.

Experience 2002 Present, AFSA High School, Vadnais Heights, MN
Executive Director. 400 students, 75 staff. Charter school in its twelfth
year. Provide leadership and direction for budgeting, accountability,
curriculum, professional development, personnel, student activities,
office operations, facilities, public relations, special education, academy
records, expansion, communications and grant writing/management.
Annual budget of over $4,000,000,
Growth from 42 students to 400,
Growth from 9 employees to 75,
Grade expansion from 9-12 to 5-12,
Over $1,000,000 in grant money for school,
Partnerships with local industries including Cargill, General
Mills, Land OLakes and CHS.

July 2004 - October 2005, AFSA Building Company, Vadnais Heights, MN
Construction Project Manager. Oversaw design, planning, financing and
construction of for 44,000 square foot custom designed school facility.

1998-2002, National FFA Organization, Indianapolis, IN
Education Specialist Chapter Activities. Provide leadership, event
management, budget development, project information, program
revision and evaluation for several National FFA program areas including
Agriscience, Agricultural Safety, Mentoring, Program Planning, Adult
Awards, Diversity and Agricultural Literacy. Editor and publisher of
teacher magazine FFA Advisors Making a Difference. Management of
Task Forces, Advisory Boards and Special Committees. Provide training
workshops for teachers and state leaders in above program areas.

1992-1998 Elk Mound Area School District Elk Mound, WI
Agriculture/Science Instructor, grades 6-12. Teaching assignments
included science and agriculture courses. FFA Advisor, Class Advisor,
Block Scheduling Committee, Science Curriculum Committee. Promoting
and Assisting Student Success (PASS) Committee, School to Work
Coordinator. National FFA Quiz Bowl Task Force member-1996, Ag
Literacy Task Force-1998. Chippewa Valley Agriscience Technician
program Review Board member 1995. President, Agriculture
Roundtable, NWEA Convention 1995.

31
1990-1992, Kern County Schools, Arvin, CA
Science/Agriculture Instructor, grades 9-11. Teaching assignments
included English as a Second Language (ESL) Life Science, Physical
Science, Earth Science and Agricultural Education courses. Rewrote
agricultural curriculum from Ag I, II, III, IV, to semester agriscience
courses. Managed animal husbandry and maintenance of 40-acre school-
owned farm. FFA Advisor, FFA Booster member/advisor, Assistant
Advisor to Ecology club.

Education 2005 2009 University of Minnesota St. Paul, MN
Principal & Superintendent Licensure
2007-2008 Minnesota Principal Academy St. Paul, MN
Selected as a member of the first cohort group. More than
twenty-seven days of training on strategic planning, leadership,
curriculum design, evaluation with materials from the National
Institute for School Leadership (NISL).
2003-2004 Hamline University St. Paul, MN
Administrative licensure courses
1999-2002 Purdue University West Lafayette, IN
Masters Degree in Educational Administration
1978-1983 University of Wisconsin River Falls, WI
Bachelor of Science Degree in Agricultural Education
Completed additional major in Biology in 1989

Licensure MN File Folder: 460844
Superintendent and Principal Licensure

Volunteer 2010-Present University of Minnesota
College in the Schools Advisory Board
2008-2011 Minnesota Association of Charter Schools
President 2010-2011, Board Member 2008-2010
2007-2011 Washington County Extension Committee
President 2010-2011, Committee Member 2007-2010
2004-2008 National Council for Agricultural Education
Executive Treasurer

References Available on Request

32

EDUCATION
COLLEGE OF ST. BENEDICT ST. CLOUD STATE UNIVERSITY FAIRFAX HIGH SCHOOL
St. Joseph, MN St. Cloud, MN Fairfax, MN
Bachelor of Arts Degree - May 1988 Summer School Sessions - 1986-1987 Graduated with honors -1984
Major: Choral Music * Minor: Education

PROFESSIONAL EXPERIENCE
DI RECTOR/START-UP COORDINATOR, Nasha Shkola, Minnetonka, MN
Provide charter school start-up and leadership assistance for K-6 Russian/English Charter School. 03/12-present
DI RECTOR Natural Science Academy, St. Paul Park, MN (formerly Michael Frome Academy, Woodbury)
Provide start-up assistance, Federal Grant Coordination, leadership, team management & oversight of the NSA K-5
educational program. 08/08-08/13
CHARTER SCHOOL LIAISON, Audubon Center of the North Woods (ACNW), Minneapolis, MN
Assisted with MDE Authorizer Application process and charter school Liaison to eight schools. 06/10-12/10
DI RECTOR (Part-Time), Green Isle Community School, Green Isle, MN
Provide leadership, team management & oversight of the GICS K-6 educational program. 08/05-06/10
START-UP COORDINATOR/FEDERAL GRANT COORDINATOR/MUSIC SPECIALIST, New Discoveries
Montessori Academy, Hutchinson, MN
Charter School Founder; Coordinate and implement all aspects of start-up for new K-6 charter school; Federal
Grant writing, assistance, implementation & reporting; Orchestrate Winter Musical Program. 03/06-01/09
MARSS ADMINISTRATIVE ASSISTANT, Vessey Leadership Academy, St. Paul, MN
Organize student data with Office Manager & perform timely MARSS submissions throughout the year. 07/04-12/06
START-UP CONSULTANT, Dugsi Academy, St. Paul, MN
Provide charter school start-up & recruitment/enrollment assistance. 06/06-08/06
VP OF MARKETING & CUSTOMER SUPPORT, SAI Systems, Northfield, MN
Market School Accountability Information Systems (SAI) software to MN charter schools and provide quality
customer training and support. 09/04-07/05
TECHNICAL ASSISTANCE CONSULTANT, MN Association of Charter Schools (MACS), St. Paul, MN
Provide assistance with MARSS, STAR, CLiCs, and other school start-up/ administrative duties for charter schools
Prairie Seeds Academy, Augsburg Academy & Vessey Leadership Academy. 03/04-04/05
ADVISOR/MUSIC SPECIALIST, ARTech Charter School, Northfield, MN
Assist in the development of a new 6-12 charter school; advise a group of students in their social, emotional &
academic development; coordinate Intergenerational Project & school field trips; chair of Public Relations Committee
& member of Curriculum Committee. 08/03-08/04
START-UP COORDINATOR/PROJECT DIRECTOR/ADVISOR, New Century Charter School, Hutchinson, MN
Instrumental in all planning phases of a new 7-12 charter school start-up, assist Director with all operations of
NCCS & advise a group of students in their social, emotional & academic development. 04/02-08/03
GI FTED & TALENTED TEACHER/COORDINATOR, West Elementary, Hutchinson, MN
Develop & implement Gifted/Talented/Enrichment (C.L.U.E.) program for K-1 students. 09/00-04/02

ADDITIONAL TRAINING & DEVELOPMENT
Minnesota Department of Education (MDE) workshops/Training Federal Grant Management, Staff Development,
Assessment Coordination, 2005-present
Northwest Evaluation Association (NWEA) Measures of Academic Progress (MAP) School Assessment Workshop Series,
2007, 2008, 2009, 2011
Charlotte Danielsons Framework for Teaching Training, Mankato, MN 08/06

COMMUNITY INVOLVEMENT * ORGANIZATIONS * MEMBERSHIPS
EdVisions Cooperative Board Member 2006-2013
Audubon Center of the North Woods (ACNW) Continuing Education (CEU) Committee Chair 2011-2013
New Discoveries Montessori Academy Board Chair, Board Secretary, Board Member 2005-2012
New Century Charter School Board Member 2002-2007
Accompanist for St. A's Youth Choir, Teen Choir, Church Services, Special Events, Funerals & Weddings

520 School Road NW
Hutchinson, MN 55350
320.587.9728 (h)
320.583.1877 (c)
kkinzler@hutchtel.net
Kirsten K. Kinzler * Its all about relationships!
33
Stephen Dess
1919 Princeton Ave.
St. Paul, MN 55105
651-207-8678 (h) 651-260-3782 (c)

EDUCATION:
Post-Graduate (selection)
University of St. Thomas, St. Paul, MN. Community Education. 4 courses.
Enablers Inc. Board of Directors-Staff/Volunteer Training Series. 1 course.
University of St. Thomas, St. Paul, MN. Juvenile Justice System. 1 course.
University of Minnesota, Minneapolis, MN Center for Youth Development
& Research by invitation. 2 year discussion series.
College
St. Johns University, Collegeville, MN. B.A. Psychology 1970
EMPLOYMENT:

8/06-6/13 Administrative & School Director (as of 8/12), Learning for Leadership Charter School,
Kindergarten thru 12
th
grade completed 7
th
year with 210 students in N.E. Minneapolis.
Inner City, intentionally diverse, and over 90% of students qualified for Free or Reduced
lunch. Innovative educational strategies / teacher leadership model.
Also, I was the main author of the LLCS proposal, Board chair and volunteered for six
months to prepare opening. Managing an ongoing extensive facility renovation. Facility
size - 50,000 sq. ft. I was hired in August a month before the school was to open for
start-up coordination; then hired as Administrative Director, a permanent position.

1/05- 1/12 Charter Schools Division Coordinator, Audubon Center of the North Woods.
Authorizer holding contracts statewide for public charter schools. Grew to 35 charter
schools authorized, 34 operating and one approved by ACNW and MDE for start-up.
Complete responsibility for all sponsor/authorizer functions for the seven years.

1/05-7/06 Vice-President of Development, School Business Solutions, Inc. Service provider to 30
Minnesota public charter schools. Establishing contracted service relationships for
financial management staff of eight. Personally providing a broad range of consulting
services to charter schools & non-profit organizations with budgets ranging from
500,000 to 8 million. I began at the Learning for Leadership Charter School (LLCS) in
late July 2006 as the Start-up coordinator for a Fall opening.

5/98-1/05 Executive Director, Minnesota Association of Charter Schools, St. Paul, MN. Start-up
of an organization providing membership services, development work, advocacy, and
collaboration. Grew from a one person operation to a team of 5 staff and 12 consultants.
School membership upon leaving was 100 of the 102 charter schools. Established
collaborative relationships with education and non-profit organizations including work
together on legislation. Managed Walton Foundation Minnesota Charter Grants for last
three years. Organized dozens of major MN conferences and workshops.

1994-6/98 Administrator/Financial Manager & Board Advisor (2 charter schools), Central
Minnesota Deaf and Emily Charter School (Coordinated founding group =3.5 yrs).
Included state and non-profit reporting responsibilities, technology systems, etc.

1993-1995 President and member, Whole Builders Cooperative (Co-op), Mpls., MN Marketing,
meet potential customers, determined steps and all financial details for projects,
contracted and assisted decision making through project. Elected president of
18 member cooperative after less than one year as a member. Sales of 1.2 million.
34
1993-1995 Executive Director, Minnesota Renewable Energy Society, Membership organization.
State Dept. of Economic Development consultation, legislative advocacy, and
business development activities. Conducted Energy Fairs (attendance 16,600),
annual student competitions, educational forums including assisting with the
annual American Solar Energy Society Convention held in Minneapolis.
1989-1993 District Manager, Photocom,Inc. Design, sales, and installation of photo-voltaic
equipment. Sales in the district went from -0- to $700,000 (Minnesota & Arizona).
1986-1989 Teacher, Red Wing Vocational Technical Center, MN. And Coordinator of the Solar
Program.
1980-1989 Owner & General Manager, Dess Solar Company, Industrial Park Blvd. Plymouth, MN
Design, sales, installation, and service of residential an commercial energy efficient
systems. Built from the ground up to 6 employees and to $800,000 in sales. Company
was then sold.
1976-1982 Executive Director, Project Concern of Minnesota, Bloomington, MN
Conducted the Walks for Mankind (10,000 participants) statewide involving 350 school,
church, and social service agencies. Programs included clinic on the Rosebud Indian
Reservation, Vietnamese and Hmong community projects and international development
projects. Conducted fundraising Walks for Mankind annually about 10,000 participants.
National Director, Project Concern International, San Diego, CA. Management of a
2.5 million dollar fundraising effort. Marketing in four major city markets.
1973-1976 Metro County Representative, American Cancer Society, MN Division. Responsible
For fundraising, education, and community organization of Boards of Directors within
the City of Minneapolis. Special projects included community health fairs, certified
training for volunteers, and led collaborative (with health agencies) initiatives.
1971-1973 Director, ON Corps. Catholic Youth Center, Mpls, MN. Managed 16 statewide project
sites annually with 300 volunteers as well as special population programs at this inner
city center site. Youth seminars and considerable school presentations.
1970-1971 Teacher, Benilde High School, St. Louis Park, MN. Wrestling coach and
yearbook advisor.

VOLUNTEER ACTIVITIES:
2014summer Board Advisor, Discover Woods Montessori Charter on Facility move w/Brainerd District
2010 2013 Board of Directors, Minnesota Computers for Schools. Board member.
2005- 6/06 Board of Directors, Learning for Leadership Charter School, Chairperson.
1995-1997 Executive Committee, Minnesota Association of Charter Schools. Treasurer.
1995-1997 Building Strong Families Crow Wing County Collaborative, Department of
Humans Services Grant secured for various projects by 7 social service agencies.
1995 Haiti hospital and surrounding rural area. Designed, supplied, and installed, with the
Haitian people, solar power systems and fresh water solar pumping systems. 2 trips.
1983-1990 Minnesota Solar Industries Guild. Organized re: industry standards. President 4 years.
1987-1990 Minnesota Renewable Energy Society Member of the Board & Executive Director.
Founded the annual Minnesota Solar Boat Regatta (still going today a student project)
1985-1987 Alliance of Minnesota Renewable Energy Industries. Chairperson, Lobby group
Duties included addressing committee hearings and legislative contacts.
1979-1980 Kiwanis, South Suburban (Bloomington) Chapter. Vice President, 1 year.
1972-1984 Board of Directors, Metropolitan Achievement Center, Golden Valley, formally
North Metro Daytime Activity Center. Large center for mentally retarded persons.
President, 7 years.
1976-1977 Member, Minnesota Department of Health, Immunization Initiative Committee
1974-1976 Member, Community health Screening Study Committee, Community Health Council
1974-1976 Member, Development Advisory Committee, Ebenezer Society
1973-1976 Board of Directors, Villages at Eagle Lake Homes Association. President, 2 years.
35

36
A.6 Authorizer Operational Budget
EiE 5-Year Revenue/Expenses Projections
1
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
A B C D E F G H I J K L M N O P
REVENUE BUDGET net income Expense yearly net
Non-school Collected by # schools in # schools in # schools in $ schools in $ schools
Revenue planning yr operation 0peration planning yr operational
new transfer total 5000 ea 7500 ea
4th Quarter 2014 6,000.00 $ Oct. 1 0 6,000.00 $ 6,000.00 $ - $
- $ - $
1st & 2nd Qtr 2015 15,000.00 $ Jan.1 committed 0 15,000.00 $ 13,000.00 $ 2,000.00 $
Jan. 30 collected - $ - $
FY 2016 21,000.00 $ 50% June 30 '15 0 0 21,000.00 $ 24,000.00 $ (3,000.00) $
50% Dec. 30 '15 - $ - $
FY 2017 21,000.00 $ 50% June 30 '16 1 1 2 5000 7500 33,500.00 $ 30,000.00 $ 3,500.00 $
50% Dec. 30 '16 - $ - $
FY 2018 12,000.00 $ 100% June 30 '17 2 2 4 10000 45000 67,000.00 $ 60,000.00 $ 7,000.00 $
- $ - $
FY 2019 12,000.00 $ 100% June 30 '18 3 0 3 15000 67500 94,500.00 $ 80,000.00 $ 14,500.00 $
- $ - $
Fy 2020 funds raised for school support activities 0 0 3 0 90000 90,000.00 $ 90,000.00 $ - $
Reauthoization mid year
TOTAL 87,000.00 $ 12 30000 210000 327,000.00 $ 24,000.00 $ fund balance Yr 5
Revenue Notes:
Fundraising Goal established by the Board, in cooperation with Executive Director is $87,000 over 5 years
School fees are an estimated average of $7500 for operational schools which is conservative schools average size as none will be over
3 years old except transfers which are also estimated enrollment on a conservative basis.
Couple more transfers could speed up the early cash flow from schools
Couple new schools which are not ready to open as planned in the year after approval or takingan additional planning year will slow the cash flow
37
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EXPENSE BUDGET
6,000.00 $
Exec Dir contract 1000 /mo 3000
Admin Support 500/mo 1500
Travel & Phone 500/mo 1500 6000
4th Quarter 2014 13,000.00 $
Travel & Phone 500/mo 3000
Locking Cabinet 200
Web & docs 800 13000
1st & 2nd Qtr 2015 24,000.00 $
Travel 300/mo 3000
Supplies & Phone 1500
Nat'l & other Conference Fees 1500 24000
FY 2016 30,000.00 $
Travel 300/mo 3600
Nat'l Conference & other Conference Fees 1500
Technology equip purchases 1300
Office lease 1200 30000
FY 2017 60,000.00 $
Asst. Exec Dir 1/2 time 30000
Travel 300/mo 3600
Office lease 2400 60000
FY 2018 80,000.00 $
Asst. Exec Dir 3/4 time 45000
Office lease 3600
Renewal reviewers from Adv. Com 1000 80000
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FY 2019 90,000.00 $
Exec Dir contract Full time 70000
Office lease 3600
Renewal reviewers from Adv. Com 1000 90000
Expenditure Notes & Narrative:
ExecDir contract agreed to up to 3 years at 1000. / mo to 1200./mo with adjustment as indicated by school portfolio in year 3
Office is contributed through June 2015 (agreement in place) ; Increases to $1,200 in year 2, S2,400 in year 3 at 1919 Princeton Ave., St. Paul
Move to new location in Year 4 with an estmated 50% increase in rent to $3,600.
FY 2017 add 1/2 time assistant Exec Dir to learn the ropes while taking on some of the Exec Dir duties. 3/4 and Full time assistant ED to
contracted Executive Director full time alone in final year.
Plan of action for next 5 years likely to include employment agreement with benefits.
Note: evaluation reviewers/visit school for renewal will likely be limited to three Adv. Com members (300.00 each) for one school each year
39

40
A.7 Authorizer Operational Conflicts of Interest
Attachment Conflict of Interest Policy


EiE Conflict of Interest Policy
General: Persons with any actual or perceived conflict of interest shall disclose such conflict to Excellence in Education. Persons with
a conflict of interest are excluded from deliberation and voting, in order to ensure they have no influence over the corporation
regarding the compensation for or business deals of themselves or of related persons. Excellence in Education (EiE) shall at all times
endeavor to undertake all its actions exclusively in furtherance of its charitable and educational purposes without any of its actions
resulting in any impermissible benefit. At all times EiE will comply with the conflict of interest provisions laid out in Minnesota
Statute 124D.10 and other laws.
In particular:
1) Board members of EiE are barred from serving on the Board of, or being employed by, any school authorized by EiE.

2) Board members of EiE are barred from serving on the Board of, or being employed by, any vendor of or organization that
does business with an EiE-authorized school;

3) Former board members, former employees and current or former parents of students at schools authorized by EiE, may join
the Board of EiE but are barred from any involvement in any decisions about those schools for one year after their
involvement with the school ends;

4) Members of EiE evaluation teams (that evaluate proposals to EiE for authorization, and evaluate currently-authorized schools)
must agree that for one year after the evaluation they cannot serve on the Board of, be employed by, or do work under
contract for the school evaluated.

Furthermore, as an authorizer, EiE does not run charter schools; its function is to carry out monitoring and oversight, to assure
compliance with law and support the establishment and success of innovative and successful public charter schools that close the
achievement gap in Minnesota education. Therefore, EiE shall not enter into the following types of contracts with schools it
authorizes:
. financial management
. administration
. accounting or auditing services
. lease of space.

***************************************************************
o do have (please describe*)
I, , o do not have a conflict of interest with EiE.
(print name) (check one)

*Please describe Conflict of Interest:

(signature) (date)
41

42

Excellence in Education 1 MDE Authorizer Application PART B
09.19.14
Part B: Authorizer Processes and Decision Making

B.1 - New Charter School Decisions: Standards and Process
Guiding Statements: The applicant has clear and comprehensive approval criteria and process standards to rigorously
evaluate new charter school proposals. The applicant outlines decision making processes that will promote the growth
of high quality charter schools.
Essential Elements:
The applicant describes the organizations comprehensive new school application process for developing schools. The
response includes clear application questions and guidance as well as fair, transparent procedures and rigorous criteria
The applicant describes the timeline of the new school application process consistent with statutory deadlines per
Minnesota Statutes, section 124D.10, Subdivision 4
The applicant describes the application criteria for developing schools as consistent with the applicants performance
standards/framework as described in B.4
The applicant describes the details of new school applications which address each of the following items:
o Mission/Vision
o Need/Demand
o Primary statutory purpose of improving pupil learning and student achievement (Minnesota Statutes, section 124D.10,
Subdivision 1) and how the school will report the implementation of it to the applicant
o Additional purpose(s) and how the school will report the implementation of said purpose(s) to the authorizer
o Program designed for students to meet or exceed the outcome expectations adopted by the commission for public
school students (Minnesota Statutes, section 124D.10, Subdivision 10)
o Academic plan: description of the school program, specific academic and nonacademic outcomes that students must
achieve, educational philosophy and approach, school culture, curriculum and instruction, assessment and services for
special populations
o Operational plan: governance and management, administration, human resource recruitment and development,
student recruitment and enrollment, admission policy, school calendar, parent and community involvement,
operational outcomes and compliance with applicable laws and regulations
o Financial plan: short and long-term financial projections, budget(s), business management procedures, financial
outcomes and facility planning
Proposed new charter school application, policies, procedures, timelines, and processes (including charter school
application packet that covers, at a minimum, all elements found in this section)
CSAM pp5-7, Attachment A pp26-54

EiEs comprehensive new school application process for developing schools is located in the EiE Charter School Authorizer Manual
(CSAM). The CSAM includes clear application questions and guidance, as well as fair, transparent procedures and rigorous criteria.

EiE will review applications for authorizing schools according to the criteria listed in the EiE Charter School Authorizer Manual
(CSAM). Each component will be rated by EiE reviewers Inadequate (incomplete or insufficient), Satisfactory (complete or sufficient)
or Excellent (exceeds requirements).

Timeline to be followed:
New School Intent to Apply to EiE by Jan 30
th
. Application decision by EiE by April 15
th
.

Submission of Affidavit to authorize the new school to
MDE by April 30
th
. MDE may take up to 60 business days to review and comment. Authorizer to act on MDE information in response within
20 business days with a final determination from MDE within 15 business days. Final decision comes in around Oct 1
st
. Maximum of 45 days
will be needed to negotiate and provide an executed contract to MDE within 10 days.

Application Criteria Mission/Vision Notes and related Evaluation Criteria
The vision statement is a statement of how the charter school will look once it is operating (the big picture view). The mission
statement is how the school intends to make that vision a reality.

The vision and mission statements should be succinct, easy to understand, inspiring and memorable. The Mission and Vision are
extremely important as this is the driving force behind the organization. The Mission and Vision are what the stakeholders should
remain focused on and refer to often in order to stay on course.
Excellent Vision and Mission Statements will have the following characteristics:
43

09.19.14
Are clear, focused and compelling.
Potential to produce high quality education outcomes.
Express clear guiding purposes.
Link to program features throughout the application.

Need / Demand for Educational Program and related Evaluation Criteria
Research completed and demonstrated interest by families to best assure favorable school location and school viability is expected.
Thorough review of district and neighboring schools multi-year trends in student performance data including graduation rates
Documented existence and quantity of educationally underperforming students in proposed service area.
Strong connections presented with the business and wider community articulating desire for programming to create
opportunities for students in developing the Worlds Best Workforce
Report of community interest meetings held and attendance
Evidence of preliminary student enrollment desire by parents

Demonstration of clear and consistent commitment predicting likely success in improvement of all student learning
All topical areas for review must show clear indication how tied to primary statutory purpose for a charter schools existence.
All areas for review must also include a description of schools measurement protocols that will provide substantive data and data
analysis to demonstrate positive implementation of charter school primary statutory purpose. Any secondary purposes to be
included in the schools plan shall also tie to student learning and be measured. School must demonstrate how the school plans to
align secondary and primary purpose in implementation and use data and data analysis to show success and inform schools
continuous improvement with secondary purposes.

Academic, Operational, and Financial Plans provided by new schools must demonstrate a high level of understanding of systems
to be developed including the staff and contractor experience qualities most desirable to build a quality charter school. Plans to
be provided and EiE evaluation criteria provided in new school application are detailed in the EiE Charter School Authorizer Manual.
Plans will be considered incomplete without a measurement plan to include data and data analysis, transparency in reporting, and a
plan for ongoing charter school Board review for schools continuous improvement and to assure informed parents, informed public,
and an informed authorizer.

B.2 - Interim Accountability Decisions (i.e. school opening, expansion and change in authorizer)
Guiding Statement: The applicant has a clear and comprehensive approval criteria and process standards to rigorously
evaluate school opening decisions as well as proposals of existing charter school expansion requests and interim
changes.
Essential Elements:
The applicant describes the timeline of processes for interim decisions consistent with statutory deadlines per
Minnesota Statutes, section 124D.10, Subdivision 4
The applicant describes application processes for interim decisions which are comprehensive; include clear
application questions and guidance; and include fair, transparent procedures, timelines and rigorous criteria. The
response should address each of the following items:
o The applicant describes the sound academic, operational and financial conditions that must be met in order
for the school to be approved to open
for the school to be approved to expand
to be approved for a change in authorizer affidavit
o The applicant describes criteria which afford schools a meaningful opportunity to present evidence related to
their performance and to amend the contract to reflect the current state of the school
Ready to open standards, processes and timelines to verify a school is ready to opening before serving students
CSAM p11, Attachment E Charter School Month by Month Progress Checklist pp114-126, Attachment F Charter School Ready to
Open Checklist pp127-133
Proposed expansion application, policies, procedures, timelines and processes (including charter school
CSAM pp18-19, Attachment C Charter School Expansion pp83-110
44

09.19.14
Proposed change in authorizer application, policies, procedures, timelines and processes (including charter school
CSAM pp10, Attachment B Transfer of Authorizer Application pp55-82

School Opening. Once a charter school application is approved, EiE will monitor the start-up groups progress as they lay the
foundation for the schools success. EiE is committed to working with the developers to ensure the creation of a successful school.
To this end, EiE will require developers to create and maintain a start-up task table specific to their school which includes at least the
elements in the EiE Charter School Start-Up Month-by-Month Progress Checklist.
The start-up period for a new charter school is typically quite challenging. The founders may encounter unforeseen difficulties in any
of the areas noted in the start-up task list. EIE will monitor authorized schools start-up efforts to ensure the school is ready before it
opens. In order to gain EiEs final approval for opening, a new charter school must meet certain conditions for opening set forth in
the EIE Charter School Ready-to-Open Checklist.

As the school gets closer to their opening date, the founders will use the checklist in consultation with EiE. If the start-up schools
board is unable to meet one or more of the conditions, it will submit a plan detailing how the condition will be accomplished by June
1. In the event the conditions are not met by the deadline, EIE may, at its own discretion, decide to postpone the opening of the
school by one year. Of course, the developing school may decide to delay a year to have more time to open successfully.

Charter School Expansion. Per 124D.10, the MDE Commissioner shall have 30 business days to review and comment on the
supplemental affidavit for a charter school expansion. The MDE Commissioner shall notify the authorizer of any deficiencies in the
supplemental affidavit and the authorizer has 20 business days to address, to the Commissioner's satisfaction, any deficiencies in the
supplemental affidavit. With this in mind, EiE requires that any request for expansion be submitted on or before February 1 of the
year the school has requested the expansion to be implemented. This will allow adequate time to review and perhaps improve the
requests and then submit to the Commissioner with ample time for the decision making process and the school to fully implement
the proposed expansion.

EIE will consider applications by its authorized schools to expand by adding sites and/or grades beyond the grades and sites
described in the authorizers original affidavit as approved by the Minnesota Department of Education (MDE) Commissioner. Per
section 124D.10, in order to expand a charter school must show that:

1. the expansion proposed by the charter school is supported by need and projected enrollment;
2. the charter school expansion is warranted, at a minimum, by longitudinal data demonstrating students' improved academic
performance and growth on statewide assessments under chapter 120B;
3. the charter school is fiscally sound and has the financial capacity to implement the proposed expansion;.
4. the authorizer finds that the charter school has the governance structure and management capacity to carry out its
expansion.
5. The applying school must have a Strategic Plan developed for the number of years (minimum 3 years) as requested in the
renewal application.

Change in Authorizer A change of authorizer can be considered only if the current authorizer and the charter school Board of
Directors mutually agree not to renew the contract. While a transfer request may be initiated at any time, EiE encourages schools to
submit their request by February 1. This will allow enough time to complete the transfer process.

The process (See Figure 2 in the Charter School Authorizing Manual for a view of the complete process) for an existing charter school
to apply to EIE for authorization (change authorizers) is similar in most respects to the process for new charter schools, with these
exceptions:
Operators of existing charter schools must submit Letter of Intent. The Letter of Intent form and attachments are found in
the CSAM..
Upon receiving the Letter of Intent, a representative of EIE will arrange to visit the school to observe the program, interview
people (e.g. staff, students, parents), and obtain a sense of the programs quality, strengths, and needs.
EiE will contact the schools current authorizer to determine their experience and any concerns with the school.
Within 30 days of receiving the Letter of Intent, the EIE Executive Director will review data from the school visitation and
the schools current authorizer to make a recommendation to the EIE Board on whether to move forward with the transfer
request.
45

09.19.14
If the EIE Board of Directors agrees to consider the change of authorizing, the school will be asked to provide documents as
indicated in the Transfer of Authorizer section :
Full specifications for applications are provided in the CSAM.
EiE Charter School Advisory Committee members and the Executive Director will review the application independently, first
rating each component as to whether the evidence presented by the applicant is inadequate to realistic and will rate each
section Inadequate, Satisfactory, Excellent; and secondly making a recommendation to the EiE Board on whether or not to
approve the application (see the Overall Assessment section at the end of the EIE Transfer Application Guide). After the
reviewers have completed their independent ratings, they will meet with the Executive Director to discuss the reviews and
make a recommendation to approve or deny. The Executive Director will bring the recommendation to the EiE Board.
Before making their recommendation, the EIE Charter School Advisory Committee member(s) may request the applicant to
respond to questions. The EIE Board will forward their recommendation to the applying school within 30 days of receipt of
the application.
The EIE Board will forward their recommendation to the applying school within 30 days of receipt of the application. The
recommendation will be for one of four responses:
o Decline incomplete application or does not meet minimum standards
o Approve but only with additional information which EIE will specify
o Approve with conditions which EIE will specify
o Approve unconditionally

Applicants, whose proposals are deemed worthy of approval with additional information or upon conditions specified by EIE being
met, may be asked to submit revised applications to EIE within 30 days of receiving this notice.

The CSAM has complete information for Ready to Open, Expansion and Change of Authorizer requirements for EiE Board to
consider a request. The CSAM contains in an organized format of sound academic, operational and financial conditions that must be
met in order for the schools request to be approved by EiE Board.

The EiE charter school contract indicates that contract amendments are possible with mutual agreement to the new terms. EiE schools
are encouraged to provide new and/or developing evidence related to their performance. Alternative assessments re helpful to EiE
and to parents, students, and other stakeholders.

B.3 - Contract Term, Negotiation, and Execution
Guiding statement: The applicant has contracts that clearly define material terms and rights and responsibilities of the
school and the authorizer.
Essential Elements:
The applicants proposed contracts meet all current statutory requirements (See Charter Contract Guidance on
the MDE website)
The applicants proposed contracts clearly state the rights and responsibilities of the school and the authorizer
The applicant describes timelines and processes for contracts in order to meet the following expectations
Contracts are fully executed by the start date of the contract term
Contracts are submitted to MDE within 10 business days of contract execution
Sample charter contract (See Charter Contract Guidance on the MDE website)
CSAM Attachment J Charter School Contract p177-192

EiE Charter School Contract is located in the CSAM and is the attachment. Contracts will be executed within 45 business days and
submitted to MDE within 10 days.

B.4 - Performance Standards
Guiding statement: The applicant has a performance framework under which to execute contracts with clear,
measurable, and attainable performance standards.
Essential Elements:
The applicant describes a performance framework which meets all statutory requirements for performance
standards per Minnesota Statutes, section 124D.10, Subdivision 1
46

09.19.14
The performance framework states that the primary purpose of the charter schools in the applicants future
portfolio will be to improve pupil learning and student achievement (Minnesota Statutes, section 124D.10,
Subdivision 1)
The performance framework states that the charter schools in the applicants future portfolio will design their
programs to meet or exceed the outcome expectations adopted by the commission for public school students
(Minnesota Statutes, section124D.10, Subdivision 10)
The applicant describes a performance framework which defines clear, measurable and attainable academic,
operational, and financial performance standards for all schools in its portfolio per Minnesota Statutes, section
124D.10, Subdivision 1
The applicant describes clear standards for consequences for meeting or not meeting performance standards
Proposed Performance Framework
CSAM pp12-14, Attachment G Charter School Annual Site Visit Evaluation Report Form pp134-155

The Program Model indicators are general principles the charter operators are asked to bear in mind in designing their
accountability plan and in operating the school.

Monitoring educational performance is carried out through site visits, attending a sampling of school student activities, and
reviewing the schools Annual Report and MDE School Report Card. EiE will make periodic site visits, at least two annually, to view
the schools operation, at least 4 annually to observe Board operations. One visit will be designated an Annual Site Visit and will use
the EiE Charter School Annual Site Visit Evaluation Report Form found in the CSAM.

If an authorized school is unable to meet or make clear progress toward meeting its Educational or School Climate and Satisfaction
Performance Indicators, or other student improvement goals, EiE will advise the school of its concern. For example, if a school is
struggling to improve all student learning, it will be provided with notices of deficiency describing the concerns and dully noted that
school may be subject to closure action.

B.5 - Authorizers Processes for Ongoing Oversight of the Portfolio Charter Schools
Guiding statement: The applicant has processes to monitor and oversee the schools in its portfolio in the areas of
academic, operational, and financial performance.
Essential Elements:
The applicant describes an oversight plan which clearly defines the roles of the authorizer and the school
The applicant describes an oversight plan which clearly establishes the criteria, processes, and procedures that the
authorizer will use to competently evaluate performance and monitor compliance; ensure schools legally entitled
autonomy; protect student rights; and inform intervention, termination, and renewal decisions

EiE will monitor authorized schools progress continuously to ensure contract compliance. Monitoring will consist of a formal Annual
Site Visit, regular phone conferences with charter school director or Board members, and review of documents that are relevant to
achievement related EiE Performance Indicators. The EIE Charter School Annual Site Visit Report Form will be completed by field
staff on all schools at least annually. If EiE has no cause for concern, monitoring will occur:
Monthly for schools in their first year of operation
Quarterly for schools beyond their first year but still in the first term of the authorizing contract
Quarterly for school that are not making AYP
Annually for schools that have gone through one full review cycle, are in good standing and are making AYP
If there is reason for concern, EIE will monitor as often as needed to ensure issues are addressed.

B.6 - Authorizers Standards and Processes for Interventions, Corrective Actions, and Response to Complaints
Guiding statement: The applicant has clear and comprehensive standards and processes to address complaints,
interventions and/or corrective action.
Essential Elements:
The applicant describes proposed standards and processes to address and resolve complaints, intervention and/or
corrective action
47

09.19.14
The applicant describes an implementation plan of the standards and processes
CSAM pp14-15, Intervention Chart p16, EiE Conflict Resolution Chart p17

If an authorized school is unable to meet or make clear progress toward meeting its Performance Indicators, EiE will advise the
school of its concern. If a school remains unable to meet the requirements of the performance indicators it will be subject to closure.
If issues indicating potential concern are identified during the oversight process, EIE will implement a range of interventions with the
authorized school. Intervention will be triggered if a school is unable to meet or make reasonable progress toward meeting its
academic and school program goals. Intervention will also be triggered if there is reason to believe any of the following has
occurred:
Unlicensed teachers; Testing Improprieties; Not making AYP; Special Education violations; Child abuse; Violations of the
open meeting law; Financial improprieties; SOD, Conflict of Interest; Improper charter school board election
procedures; Improper admissions procedures; Allegations of sectarian activities: & Any other violations of the law.

An intervention could be triggered through an observation in the course of a formal or informal site visit, an investigation by the
MDE, a parent/stakeholder complaint, a news report, or the auditor issuing a finding. Interventions may take the form of:
Informal site visit; Formal site visit; Letter of inquiry; Document/record review; Interviews; Complaint; or Letter of
demand to come into compliance

All interventions will be documented in letters being sent to the school indicating Levels of Proficiency and/or Levels of Deficiency,
Cause and possible Consequences. See EiE CSAM - Range of Possible Interventions chart.

B.7 - Charter School Support, Development, and Technical Assistance
Guiding statement: The applicant has an established process to support its portfolio of charter schools through
intentional assistance and development offerings.
Essential Elements:
The applicant describes its intent to provide support and technical assistance in a variety of areas and in a manner
to preserve school autonomy

As a process and to preserve school autonomy the EiE Charter School Advisory Committee will develop requests for programming
through interaction with charter schools. EiE anticipates networking and workshop offerings.
One neutral item of school support will be to create and support an EiE Teacher Relicensure Committee.

Technical assistance requested by individual schools will be reviewed on a case by case basis and if EiE cannot provide we will
recommend multiple credible resources in the desired area. If EiE is to provide technical assistance for an individual school it must
be time limited and at no time will EiE respond to request to direct school activities even if the school desires that.

B.8 High Quality Charter School Replication and/or Dissemination of Best School Practices
Guiding statement: The applicant has an established process to promote the replication and dissemination of best
school practices of high performing charter schools in the portfolio.
Essential Elements:
The applicant describes a clear plan for successful model replication and dissemination of best practices

Process has been previously described to research, document, and school best practices that is an EiE effort to help school initiatives
with information and resources. The work will also help improve EiE authorizing expertize. EiE will provide the results of research of
currently high performing charter schools to authorizers and public through website and other communications. As EiE portfolio
results in high quality schools, the process of ongoing research will also expand to document emerging school best practices in start-
up.

B.9 - Charter School Renewal or Termination Decision
Guiding statement: The applicant has clear and comprehensive standards and processes to make high stakes renewal
48

09.19.14
and termination decisions.
Essential Elements:
The applicant describes transparent and rigorous standards and processes designed to use comprehensive
academic, financial, and operational performance data to make merit-based renewal decisions and terminate
charters when necessary to protect student and public interests
The applicant describes the criteria, processes, and procedures that will be used to evaluate school academic,
operational, and financial performance to make high stakes decisions consistent with Minnesota Statutes, section
124D.10, Subdivisions 6(7), 6(8), and 15(a)
The applicant describes the criteria, processes, and procedures that will be used to evaluate that students have
met or exceeded the outcome expectations adopted by the commission for public school students (Minnesota
Statutes, section 124D.10, Subdivision 10)
The applicant describes the criteria, processes, and procedures by which the formal written performance
evaluation of the terms of current contract will be used to determine eligibility for contract renewal
The applicant describes the criteria, processes, and procedures by which termination of contract and/or school
closure decisions will be made when lack of performance of contracted academic, operation, and/or financial
outcomes indicate a need for said decision
The applicant describes criteria, processes, and procedures for oversight of orderly school closure in the event of
revocation, non-renewal or voluntary relinquishment of the charter
Proposed renewal application, policies, procedures, timelines and processes
CSAM p20, Timeline pp21-22, Process Chart p23, Attachment H Application for Charter Contract
Renewal pp156-165
School Closure Plan
CSAM p24, Attachment I Charter School Closure Process and Plan pp166-176

The essential elements and processes guiding renewal and termination decisions can be found in the EiE CSAM.
The essential elements and processes guiding School Closure plan can be found in the EiE CSAM.

Applications to request renewal of the contract are due to EIE by February 1
st
prior to the end of the current contract. The charter
school makes application for renewal using the Application to Excellence in Education for Charter Contract Renewal format. During
the final year of a contract, the EiE Executive Director and a member of the Charter School Advisory Committee will carry out a
formal evaluation of the school, provide documentation to the Board, and renewal/non-renewal recommendation to the EiE Board.

Non-profit requirements in closure will be followed. Charter School law will be followed and will require close EiE monitoring to
assure compliance. Especially important is to prevent school financial resources from plunder, determine final lease obligation,
delivery of fund balances back to state and delivery of school records to students new school.

EiE executive director Steve Dess ; in the authorizer staff leader role following Board review and decision, has intervened
determining three schools not ready to open (including two years in a row for one and subsequent termination of contract following
public hearing on closure). Has held 4 public closure hearings; and carried the message of not authorizing and not renewing.
He credits clear systems for accountability, well communicated, and mutually understood for these high stakes determinations to
have never involved legal maneuvering on either side, nor have personal attacks arisen as school closure realities are in experienced.

EiE executive director has also provided significant assistance to responsibly complete six or seven school closures some who were
complicated by lack of school Board actions. Also, Steve is familiar with Federal Charter School Grant obligations and has worked
with MDE and schools in closure to properly forward these assets to continued public charter school uses

49

50

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RFP ATTACHMENT B

Application Cover Sheet 1 Contact and Eligibility Information

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