FIRSTPLACE FINAL CHARTER AP REV 01152014

1
2013 WSCSC CHARTER SCHOOL APPLICATION
Cover Sheet & Enrollment Projection
Name of non-profit
applicant entity: First Place Scholars
Primary contact person: Sheri Day
Mailing address:
Street/PO Box: 172 20
th
Street
City: Seattle State WA Zip 98122
Phone Number: day (206) 323-6715 evening 206-271-6195
Fax Number: (206) 323-3709 Email: sday@firstplaceschool.org
Names, roles, and current employment of all persons on applicant team (add lines as needed):
Full Name Current Job Title and Employer Position with Proposed School
Sheri Day Former Office Manager for American Friends Service Committee,
Inc.
Board President
Daniel Seydel President & CEO Platinum, LLC Business Development Consulting Board Vice President
Isabel
Landsberg
Retired Volunteer (academic advising and private school office
management)
Board Secretary
Larry Crim Real Estate Broker, Windermere Real Estate Board Member
Uti Cleveland Elementary Teacher, Seattle Public Schools Board Member
Does this applicant team have charter school applications under consideration by any other authorizer(s) in the
United States? Yes No
If yes, complete the table below, adding lines as needed.
State Authorizer Proposed School Name
Application
Due Date
Decision
Date
Does this applicant team have new schools scheduled to open elsewhere in the United States in the 2014-15
school year? Yes No
Proposed School Name City State
Opening
Date
Does this applicant team have new schools approved but scheduled to open in years beyond 2014-15?
Yes No
Authorizer
# of
Schools
City State
Opening
Years

2
Proposed School Name
Opening
Year
Geographic Community
Grades
year 1
Grades at capacity
First Place Scholars 2014/15 Greater Seattle Metroplex K-5 K-5
Identification of Geographic Community may be as specific as a neighborhood or as general as a county
targeted for school location; it must also include identification of the district in which the school is
located.
Does the school intend to contract or partner with a non-profit education service provider (ESP) or other
organization to provide school management services? Yes No
If yes, identify the ESP:
Does the school intend to partner or be affiliated with an existing or planned non-profit charter
management organization (CMO) through which a single governing board governs or will govern
multiple schools? Yes No
If yes, identify the
CMO/Partner:
Proposed Principal/Head of School Information:
Provide the following information, if known
Name of proposed
principal candidate: TBD / Job Description Provided in application
Current employment:
Phone Number: Day Evening
Email:
School Enrollment Projections
Academic Year
Planned #
of Students
Maximum #
of Students
Grade Levels
Served
Year 1 (14/15) 98 260 K-5
Year 2 (15/16) 112 260 K-5
Year 3 (16/17) 126 260 K-5
Year 4 (17/18) 140 260 K-5
Year 5 (18/19) 154 260 K-5
At Capacity (18/19) 154 260 K-5

P O Box 22536
Seattle, WA 98122-0536
1 First Place Scholars Charter School
Proposal Narrative1
Specifications
• Observe all page limits. Attachments are not included in the page limits, and should not be included in this document, but
rather uploaded individually as directed in the online application submission portal.
• Add the full name of your school to the footer of this document so that it appears on all pages.
• This document must be typed with 1-inch page margins and 12-point font, single-spaced. Use the boxes provided to type your
responses.
• Each major section (Executive Summary, Educational Program Design and Capacity, etc.) must begin on a separate page.
• If a particular question does not apply to your team or proposal, respond “Not Applicable,” and briefly explain why the
question is not applicable to your team or proposal.
• Do not delete or modify questions, tables, or sections (including changing font sizes) unless specifically instructed in
this document.
• When you have completed your response and verified that all formatting requirements are met, save your document as a PDF
file. Name your file according to this convention: OPERATORNAME.Narrative.pdf. Upload your PDF file to the online
application submission portal.
Please keep in mind that your application is a professional document. The quality of the document that you submit should reflect the
quality of the school that you propose to open. Evaluation Teams will be able to navigate well-organized, effectively-edited
documents easily, thereby focusing their energy on reviewing the content of the application. Grammar, spelling, and formatting all
make an impression on an evaluator.
1
This document has been formatted using 1 inch margins and 12 point Browallia New Font, single spaced. No font style was specified in this RFP.

Executive Summary
(2 pages)
The Executive Summary should provide a concise summary of the following:
• The proposed plan for the school;
• The geographic and population considerations of the school environment;
• The challenges particular to those considerations; and
• The applicant team’s capacity to successfully open and operate a high quality school given the above considerations.
First Place Scholars Charter School Executive Summary
Overview. First Place Scholars Charter School (FPSCS) is proposing to open for the 2014-15 academic year in order to deliver a
unique approach to educating and stabilizing students living in poverty and with multiple traumas including homelessness. This
approach includes rigorous academics as well as coordination of intervention and support services for students. Twenty-five years of
running the existing First Place’s2
[elementary] school, which is currently a non-tuition private school that will close in June 2014,
has taught us that educating students living in poverty and with multiple traumas must be done in a holistic way that recognizes
students’ trauma is a key reason for academic failure. To best address FPSCS students’ academic and social-emotional needs, we
will keep our school small and serve 98, K-5 students in 2014-15 (Year One) with growth of up to 154, K-5 students in 2018-19
(Year Five).
1. Mission and Vision. State the mission and vision of the proposed school. The mission is a statement of the fundamental
purpose of the school, describing why it exists. The vision statement outlines how the school will operate and what it will
achieve in the long term. The mission and vision statement provide the foundation for the entire proposal.
The mission and vision statements, taken together, should:
• Identify the students and community to be served;
• Articulate the goals for the school;
• Illustrate what success will look like; and
• Align with the purposes of the Washington charter school law and the Commission’s stated priorities for new schools.
Mission, Vision, Shared Commitments, and Goals. Our mission is that, “First Place Scholars Charter School educates and
supports K-5 students – who are living in poverty and with multiple traumas – to rise above their personal circumstances, accelerate
academically, commit to continuous learning, display strength of character, and prepare for college and career readiness. Students
learn through a 21st
-Century curriculum aligned with internationally-benchmarked standards, instruction, materials, and assessments
and in a culturally-relevant, technology-enhanced, data-rich, student-centered, and small-school environment.”
2
Reference to “First Place” is regarding the existing private school that will be the standard for the Charter School.

Our vision is that “Students who attend First Place Scholars demonstrate academic mastery, social-emotional confidence, and
readiness for and commitment to a college and career readiness middle- and high-school course of study. They and their families
realize stability in housing, personal finance, and overall health and possess the life skills to make future life choices.”
Achieving the mission and vision requires our leaders, staff, partners, and volunteers to embrace a set of shared commitments and
goals. Our three goals are to: 1) increase students’ skills, ability, and self-efficacy to address their social and emotional challenges;
2) accelerate each student’s academic performance as demonstrated by monitoring academic growth on a weekly basis; and, 3)
demonstrate that students who attend FPSCS for two or more years leave fifth grade proficient in all subjects. Our commitments are
to: recognize and respond to each student’s unique academic and cultural needs; deliver a rigorous but differentiated academic
program; educate and support homeless students, those living in poverty, those living with multiple traumas, as well as those who
attend FPSCS without such challenges; build children’s strength of character in terms of service, courage, humility, resilience,
academic grit and achievement, agency, originality, and leadership; involve each child’s family in the FPSCS’s learning community;
connect students and their families to supportive services within and external to the school; provide a safe, culturally rich, and
supportive haven for students and their families; ensure professional learning, development, responsibility, accountability, quality,
and deportment; and model diversity, stewardship, and compassion.
2. Educational Need and Target and Anticipated Student Populations. Describe the anticipated student population, students’
anticipated educational needs, and non-academic challenges the school is likely to encounter. Describe the rationale for
selecting the location and student body. Identify any enrollment priorities on which the program is based consistent with
applicable restrictions on enrollment eligibility and selection.
Educational Need & Target and Anticipated Student Populations. The population FPSCS will serve aligns with the Intent section
of the Washington public charter school law and will mirror the socio-economic status of the children who have been enrolled at the
existing First Place [elementary] school: in the 2012/13 school year, 97% of students received free/reduced lunches and 67% were
homeless at the start of the year (with just 44% remaining homeless by year’s end). Furthermore 54% were African American; 8%
were Asian or Pacific Islanders; 3% were Native American; 3% were European American; 1.5 % were Latino; 28% were multiracial;
13% would have been assessed to determine whether they were eligible for ELL services; 25% received Title I tutoring; and 11.5%
of students received support services through individualized education plans. FPSCS will draw, as has the existing school, from
throughout the Seattle School District.
3. Education Plan/School Design. Provide an overview of the education program of the proposed school, including major
instructional methods and assessment strategies and non-negotiables of the school model. Describe the evidence that
demonstrates the school model will be successful in improving academic achievement for the targeted student population.
Summarize what the proposed school would do more effectively than the schools that are now serving the targeted population
and how the school would achieve its goals.
Education Plan/School Design. FSCS will: 1) Provide a rigorous and stable educational environment for students living with trauma
and in poverty who are educated at its First Place-owned facility in Seattle’s central district; 2) Enable students to receive strong
academic and mental health programming linked to common, school-wide, and high-quality standards, curriculum, instructional
approaches, academic intervention, technology, assessments, behavioral approaches, and supportive services; 3) Connect students’
families to community social services, their child’s school, parenting, self-advocacy skill workshops, and mental health services; and
4) Support the educational program, academic environment, supportive services, and talented school leaders, educators, and staff

with federal, state, and local public school funding, charitable donations, as well as a deep and broad volunteer base.
To open FPSCS in fall 2014, we will: 1) Hire a school leader – immediately – along with key administrative, student support
services, and instructional staff; 2) Establish a vertically and horizontally aligned K-5 curriculum based on core content standards
(Common Core State Standards in math and English Language Arts, Next Generation Science Standards, and National Curriculum
Standards for Social Studies) as well as 21st
Century skills,3
and on the integration of instructional strategies based on a backward
design curriculum / lesson plan process using formative assessment and Response to Intervention (RTI)4
strategies to guide
differentiation for each student; 3) Provide professional development through internal and external resources to facilitate
implementation of our education program and school wide use of Positive Behavioral Intervention Supports (PBIS)5
practices; 4)
Reinforce core content through extended-day project-based enrichment instruction6
in Science, Technology, Engineering, Arts, and
Math (STEAM);7
5) Enhance technology applications in and outside of the classroom to facilitate data use, analysis, performance
management, and skills acceleration, and provide teachers and students with relevant resources, tools, and skills; 6) Reorganize
facilities, finances, technology, administration, governance, partner contracts, and educational programming; 7) expand governing
board membership to include those with expertise in public school finance; educational leadership and management; fundraising;
psychology; and law; and 8) Re-engage the existing school’s base of dedicated volunteers, mentors, partners, and charities/funders.
4. Community Engagement. Describe the relationships that you have established to generate community engagement in and
support for the proposed school and how you have assessed demand and/or solicited support for the school. Briefly describe
these activities and summarize their results.
TYPE YOUR RESPONSE IN THE BOX BELOW, IT WILL EXPAND AS NEEDED.
Community Engagement. The existing First Place organization has built a strong base of community support—partnering with a
myriad of non-profits, governmental agencies, and universities to deliver services including housing, mental health, health, and wrap-
around, supplementary, and summer education. The same organization has deployed at least 115 volunteers – which will continue
to be involved in FPSCS – who have contributed 3,400 hours per year. Parents support opening a new charter school as has been
evident through parental attendance at key charter information and development events and parental participation on charter
workgroups or in planning retreats—these have also included many members of the current staff, volunteers, and community
members. Lastly, Central District neighbors are supportive of FPSCS and have participated in night-out and fish-fry events.
5. Leadership and Governance. List the members of the school’s proposed leadership team and governing board, including their
roles with the school and their current professional affiliation (add lines to this table as needed). A complete application
requires the Applicant to submit a signed Certification and Authorization Form for A Criminal History Background Check
(Criminal History Authorization Form) for each of the school’s proposed leadership team and governing board. The Criminal
History Authorization Form, which is incorporated by reference, is located at the Commission’s website and on the Review
3
Partnership for 21st
Century Skills: http://www.p21.org/index.php
4
Douglas D. Dexter, Ph.D., and Charles Hughes, Ph.D., Penn State University Progress Monitoring Within a Response-to-Intervention Model; http://www.rtinetwork.org/learn/research/progress-
monitoring-within-a-rti-model
5
http://www.pbis.org/research/default.aspx
6
John Larmer and John R. Mergendoller September 2010 | Volume 68 | Number 1 Giving Students Meaningful Work Pages 34-37 “Seven Essentials for Project-Based Learning”
7
http://www.steamedu.com/html/about_steam_education.html

Room portal. Provide, as Attachment 1, the required criminal background check authorization for each of the individuals listed
below.
Leadership and Governance. FPSCS will be governed by an independent charter school board that currently includes five existing
board members who, in multiple unanimous votes during 2013, documented their intent to seek public charter status8
. Members
possess expertise in not-for-profit finance, fundraising, program management, and human resources; elementary teaching; facilities
management; construction; and business development. Board members with additional areas of expertise will be recruited.
Full Name Current Job Title and Employer Position with Proposed School
Sheri Day Former Office Manager for American Friends Service Committee, Inc. Board President
Daniel Seydel Founder/CEO Entrepreneurial Institute of Washington – Business
Capacity Building Organization, Principal Platinum Group LLC
Business Development Consulting
Board Vice President/Chair of
Charter School Committee
Isabel Landsberg Retired Volunteer (academic advising and private school office
management)
Board Secretary
Larry Crim Real Estate Broker, Windermere Real Estate Board Member
Uti Cleveland Elementary Teacher, Seattle Public Schools Board Member
6. Enrollment Summary
Complete the following table, removing any rows for grades the school will not serve during the term of the charter. Number of
students must include the minimum and maximum planned enrollment per grade per year.
Grade
Level
Number of Students
Year 1
2014/15
Year 2
2015/16
Year 3
2016/17
Year 4
2017/18
Year 5
2018/19
At Capacity
2019
K 28 28 28 28 28 28
1 14 28 28 28 28 28
2 14 14 28 28 28 28
3 14 14 14 28 28 28
4 14 14 14 14 28 28
5 14 14 14 14 14 14
Describe the rationale for the number of students and grade levels served in year one and the basis for the growth plan illustrated
above.
8
Votes included separating out the social service functions from the running of the elementary school; closing the existing elementary school and seeking public charter school status for a new
elementary school at the same Central District First Place owned site; and re-naming an existing First Place 501(c)(3) as First Place Scholars Charter School and transitioning non-school based
community services to a new 501c3 called First Place Family of Services and forming a new board for that entity.

First Place Scholars program, as we expand enrollment of the school, the plan is to expand from the lowest grades up. We’ll begin
with restoring Kindergarten and expanding each grade level yearly.
WHEN YOU HAVE COMPLETED YOUR ANSWER, LEAVE THE REMAINDER OF THIS PAGE BLANK.

Section 1. Educational Program Design and Capacity
(25 pages)
Program Overview
Summarize the education program, including primary instructional methods and assessment strategies, and any non-negotiable
elements of the school model. Briefly describe the evidence that promises success for this program with the anticipated student
population. Highlight the culturally responsive aspects of the program.
Program Overview. The target population for First Place Scholars Charter School (FPSCS) is elementary school children living
within the City of Seattle, who have experienced trauma as a result of extreme poverty, homelessness or the danger of becoming
homeless, and who, in most cases, are performing below grade level. Children we will target to attend FPSCS are in a socio-
economic class that is directly correlated with future high school dropout rates. Children targeted to attend FPSCS meet intended
requirements of the Washington State Charter School law. FPSCS leaders have long recognized that trauma, as well as poverty,
impairs children’s success. The existing First Place [elementary] school has had a 25-year record of teaching traumatized children
who live in extreme poverty.
Research shows that 26% of children who are poor for at least one year and are not reading proficiently by third grade fail to
graduate high school on time. If these children are also living in a neighborhood of concentrated poverty, this rate rises to 35%9
.
Furthermore children in poverty disproportionately suffer from trauma.10
Compared to their non-traumatized peers, traumatized
children do not perform as well academically and have more behavioral difficulties, therefore increasing the likelihood of dropping
out of school.11
The correlation between poverty and failure to graduate on time is sharply reduced when a child is reading on level
by third grade12
. Among poor children who are proficient readers in third grade, 88% graduate from high school on time. Thus, we
have concluded that a high-quality education in primary grades is essential to close the reading gap for poor children and set them
on a trajectory toward on-time high school graduation and college and career readiness and success.
From what we know about students living in crisis or with homelessness, many have experienced traumas at such a young age that
their reactions to trauma must be intentionally addressed early on to facilitate the student’s ability to function in a classroom. We
also know that our elementary school students need to have these traumas addressed at an early age to ensure they are able to
successfully grow and develop. According to “The Characteristics and Needs of Families Experiencing Homelessness” from the
National Center of Family Homelessness, “by age twelve, 83% of homeless children had been exposed to at least one serious
9
Hernandez, D. (2012) Double Jeopardy: How Third-Grade Reading Skills and Poverty Influence High School Graduation. Lesnick, J., et al. (2010) Reading on Grade Level in Third Grade: How is it
Related to High School Performance and College Enrollment? Krashen (2002) Poverty has a Powerful Impact on Educational Attainment, or, Don’t Trust Ed Trust (Substance, Chicago, IL)
10
Cooper, J. (2007) Facts About Trauma for Policymakers Children's Mental Health.
11
G. Griffin, “Child Trauma and Juvenile Justice: Prevalence, Impact and Treatment” [webinar of the Justice Center for the Council of State Governments (8/3/11)]; R. Stolorow, Trauma and Human
Existence (2007).
12
Hernandez (2012), et al

violent event” and “among school-age homeless children, 47% have problems such as anxiety, depression, and withdrawal,
compared to 18% of other school age children13
.
This application takes clear direction from research on high-poverty schools and students by Mass Insight and University of Chicago
(as discussed in Cantor et al 2010), which have indicated that, essential systems of student support cannot be separated from
academics: These are “systems of student support and development of a productive climate for teaching and learning, including
school-wide safety and order, well-managed classrooms, supportive adult-student relationships, a pro-social peer culture,
collaborative family connections, and effective use of community services.14
”
Based on 25 years of experience teaching students in poverty, and consistent with research on teaching students in poverty,
FPSCS’s curriculum and instructional design choices employ the original First Place [elementary] school’s experience in developing
and delivering an integrated system of education, mental health, and family support to best meet the needs of elementary school
children who have experienced trauma as a result of extreme poverty, homelessness or danger of becoming homeless, and who
may be performing below grade level.
FPSCS’s educational framework, enrichment services, and school culture are designed to stabilize students within the first year of
enrollment, foster strong successful engagement in the schooling process, and then allow students to soar in academic achievement
at an accelerated pace. Furthermore we have learned that our anticipated student population – like most students – makes the
greatest progress when they are: able to focus on learning, invested in their schooling, met at their instructional level, and permitted
to find achievement through small moments of success that boost self-efficacy. Additionally, we actively engage parents in their
children’s learning process strengthening the likelihood of future success.
Curriculum and Instructional Design
Propose a framework for instructional design that both reflects the needs of the anticipated population and ensures all students will
meet or exceed the state standard.
1. Describe the basic learning environment (e.g., classroom-based, independent study), including class size and structure.
2. Provide an overview of the planned curriculum, including, as Attachment 2, a sample course scope and sequence for one
subject for each division (elementary, middle, high school) the school will serve. In addition, identify course outcomes and
demonstrate alignment with applicable state standards.
3. Evidence that the educational program or key elements of the program are based on proven methods; evidence that the
proposed educational program has a sound base in research, theory, and/or experience, and has been or is likely to be
rigorous, engaging, and effective for the anticipated student population.
4. If the curriculum is fully developed, summarize curricular choices such as textbook selection, by subject, and the rationale
for each. Describe the evidence that these curricula will be appropriate and effective for the targeted students.
13
http://www.familyhomelessness.org/media/306.pdf
14
Pamela A. Cantor, M.D.; Deborah S. Smolover, J.D.; Joan K. Stamler, (2010). Innovative Designs for Persistently Low-Performing Schools: Transforming Failing Schools by Addressing Poverty-
Related Barriers to Teaching and Learning; http://turnaroundusa.org/wp-content/uploads/2011/03/TFC-Aspen-Institute-Paper-1-0-Aug-2010.pdf

5. If the curriculum is not already developed, provide, as Attachment 3, a plan for how the curriculum will be developed
between approval of the application and the opening of the school, including who will be responsible and when key stages
will be completed.
6. Describe the primary instructional strategies that the school will expect teachers to use and why they are well-suited for
the anticipated student population. Describe the methods and systems teachers will have for providing differentiated
instruction to meet the needs of all students.
Curriculum and Instructional Design Capacity. The core components of FPSCS’s education program thoughtfully integrate
building students’ basic academic skills by focusing on ‘learning to learn,’ self-efficacy, and understanding of cross cutting 21st
Century skills15
along with the development and mastery of core content knowledge through a vertically and horizontally aligned
elementary curriculum (based on core content standards including Common Core State Standards in math and English Language
Arts, Next Generation Science Standards, and National Curriculum Standards for Social Studies). In order that we address our goal
of demonstrating that students who attend FPSCS for two or more years leave fifth grade proficient in all subjects, our students
must accelerate their academic achievement over a two- to three-year period. To do this, staff will integrate instructional strategies
based on a backward design curriculum / lesson plan process and use of formative assessment to guide differentiation for each
student. Furthermore our staff will employ school wide Positive Behavioral Intervention Supports (PBIS)16
practices and investigate
other social-emotional curricula and behavioral supports. Response to Intervention (RTI)17
strategies; technology applications to
accelerate skill development for differentiation / personalization of learning; and extended day project based enrichment instruction18
in Science, Technology, Engineering, Arts, and Math (STEAM)19
.
15
Partnership for 21st
Century Skills: http://www.p21.org/index.php
16
http://www.pbis.org/research/default.aspx
17
Douglas D. Dexter, Ph.D., and Charles Hughes, Ph.D., Penn State University Progress Monitoring Within a Response-to-Intervention Model; http://www.rtinetwork.org/learn/research/progress-
monitoring-within-a-rti-model
18
John Larmer and John R. Mergendoller September 2010 | Volume 68 | Number 1Giving Students Meaningful Work Pages 34-37 “Seven Essentials for Project-Based Learning”
19
http://www.steamedu.com/html/about_steam_education.html

Figure I:Education Program Logic Model
We are currently investigating several curricular frameworks that will address our students’ critical literacy and numeracy needs, at
their current levels of understanding and achievement, with a focus on student growth. Based on the need to combine current
student learning levels with acceleration of student growth, as monitored on a weekly basis, we are examining curriculum models
such as I-Read, Accelerated Reader, Reading A-Z leveled reading framework, Fountas and Pinnell phonics study and ST Math and
Dreambox Math to be coupled with strategies from Columbia Teachers’ College Readers and Writers Workshop strategies20
, Mike
Schmoker’s, Focus: Elevating the Essentials to Radically Improve Student Learning, Dough Lemov and Norman Atkins’ Teach Like a
Champion: 49 Techniques that Put Students on the Path to College (K-12), Marilyn Burns Do the Math and Math Talks, the Literacy
Collaborative’s work,21
and Balanced Literacy; and Explode the Code, iEARN, and Focus Math online intervention systems.
As mentioned above, one of the blended software programs we are considering during our curriculum development period is
Dreambox math. A sample scope and sequence for kindergarten appears in the table below.
20
http://www.heinemann.com/fountasandpinnell/default.aspx and http://www.heinemann.com/products/E00871.aspx
21
Marie Clay (1979, 2004) and build upon by the reputable Dr. Irene Fountas and Dr. Gay Su Pinnell.
What we Invest:
-Staff
-Volunteers
-Time
-Money
-Materials to
illustrate
-Curriculum
-Professional
Development
-Funders
-Community
Inputs
What we do
-Teachers plan
their lessons with
each of their
student’s skill
level in mind.
-consistent
school-wide
socio-emotional
development
-Repetition
-Hands on
experience/visual
arts material/
training
-technology as
lesson hooks
-emphasize self
expression to
build confidence
-intentionality
with planning and
intervention
-homework
designed for
practice only
Who we reach
-First Place
Students
-First Place
parents
-Staff
-Volunteers
-Partners
-Community
Based
Organizations
Outputs
Activities Participation
Outcomes-Impact
Short Term Medium Term Long-Term
Short Term
Results
-Self Confidence
-student spends
less time out of
class
-increased
attendance
-increased
engagement
with education
-student
develops
relationship
with teacher
-collaborative
plan to address
gaps in
education
created
-health concerns
posing barriers
to education are
reduced.
Medium Term
Results
-Student is able
to able to
appropriately
express
emotions
-increased
educational
engagement
-student show
educational
progress
-health
concerns posing
barriers to
education are
reduced.
Long Term
Results
-Students at or
above grade
level after
graduating FP
-FP alumni high
school
completion &
college
acceptance
Student able to
advocate for
their needs in
-health concerns
posing barriers
to education are
reduced.
To provide all
student from diverse
backgrounds/
experiences a
structured/
predictable school
environment
meeting their socio-
emotional &
academic needs
through small class
size, curriculum
flexibility and
differentiation built
into each lesson.
Case managers work
with families to
stabilize living
situations, providing
student continuity.
Priorities

Table 1:Dream Box Math Kindergarten Scope and Sequence (Example)
Dream Box Math Kindergarten Scope and Sequence
Pre-K - KINDERGARTEN UNITS
Comparisons and Ordering
• Compare 1 to 10. Students compare sets of 1 to 10 objects and identify which is more and/or less.
• Identify More, Less, and Equal. Students compare flashed sets and numerals of 1 to 10 objects and identify the set that
is more, less, and/or equal.
• Ordering Numbers. Students order numbers and identify missing numbers in decades from 1 to 100.
Counting
• Build 1 to 10 Optimally. Students build and identify numbers from static and flashed sets of 1 to 10 objects using the
least number of mouse clicks.
• Doubles and Near Doubles. Students build and identify numbers from 1 to 20 that are grouped as doubles and near
doubles.
Addition and Subtraction
• Identify Missing Addend. Students identify a missing part (addend) when given one part (addend) and a whole (sum)
from 3 to 10.
• Beginning Adding and Removing. Students build and identify amounts that are 0, 1, or 2 more or less than a given
quantity of 0 to 10.
• Identify Number Pairs. Students identify sets of objects and pairs of numbers that add up to 8, 9, and 10.
Starting in December 2014, we will begin a seven-month process that involves both internal school staff and external experts to
backwards map the K-5 curriculum starting with one grade level at a time and aligning it with Common Core State Standards in
math and English Language Arts, Next Generation Science Standards, and National Curriculum Standards for Social Studies and
cross cutting skill development (learning to learn, 21st
Century Skills, etc.) using Jay McTighe’s backward design mapping / lesson
planning for curriculum development22
.
These grade-level maps will include core subject planning maps that outline year round subject benchmarks, curriculum pacing,
tracked outcomes, priority standards, and essential questions assigned to those standards. These plans will backward plan towards
22
Wiggins and Tighe, Understanding By Design, Pearson (2005)

reaching school outcome goals, and looked at in conjunction with data and formative assessments to monitor overall class progress.
These curricula have been initially identified because they are designed to meet students at their individual academic level, cultivate
a student culture of rigor and independent learning (which meets our mission of student self-efficacy, and academic acceleration,
growth and rigor) and allows our teachers to target instructional expectations to different levels and types of student learning as well
as to accelerate student learning. These curriculum guides in their most current versions directly align themselves to the Common
Core as well as reinforce our 21st century learning Outcomes.
Our plan during winter 2014, beginning in December 2013, is included in Attachment #3, and will include steps indicating that, for
each month, we will for a different grade level (starting in December 2013 with kindergarten) do the following: write scopes and
sequences; Course Maps with outcomes; standards and essential questions; and Unit Plans with guiding essential questions,
assessments, and interventions for Special Ed and ELL and resources.
All subject matter will be current and culturally relevant to issues that have a direct impact on our student population. For example,
in our recent past history, students in upper grades (4th-5th
) will put on an annual production of a Shakespeare play. With the help
of local writing and tutoring program, 826 Seattle, students will translate Shakespeare’s language into modern English, then
rehearse, memorize and finally perform the play to a packed auditorium full of students, their families, staff and community
members. Additionally, in the upper grades, to promote student self-advocacy, students will engage in their own self-assessments.
Student practices include having full knowledge of their reading levels, goal setting and tracking progress, and evaluating skills
including books reports, essay opinion writing, and reading logs. Teachers assume strong guidance and mentorship roles with
students while individual progress is tracked. Additionally, teachers will direct formal assessments, parent conferencing, and guide
students on techniques that accelerate their reading progress.
To support our 21st
learning outcomes in literacy, much of the core text reading will be student driven and project-based. The
purpose of this instructional framework is to allow students to have independent practice in the foundational skills of the 21st century
learning outcomes. For example, political engagement will be used as a vehicle for sharpening analytical and writing skills as well as
increasing students’ self-efficacy. Each year, our upper grades will take part in an intensive civics research project. Students will
review legislative bills likely to come before the state legislature in the next session, choose a bill they passionately support or
oppose and then research and write a persuasive letter to legislators. Students and their parents will also receive training on how to
engage with their community, and advocate on their own behalf. Once preparation is complete, students, teachers and parents will
travel to Olympia where they will meet with individual legislators and their aides. Students will also run for student government, write
and deliver campaign speeches, and take responsibility for hearing and addressing student issues.
Student Performance Standards
Responses to the following items regarding the proposed school’s student performance standards must be consistent with state
standards.
1. Describe the student performance standards for the school as a whole.
2. Provide the school’s plan for using internal and external assessments to measure and report student progress.
3. If the applicant plans to adopt or develop additional academic standards beyond the state standards, provide an
explanation of the types of standards (content areas, grade levels). Be sure to highlight how the proposed standards
exceed the state standards.

4. Explain the policies and standards for promoting students from one grade to the next. Discuss how and when promotion
and graduation criteria will be communicated to parents/guardians and students.
5. Provide, as Attachment 4 the school’s exit standards for graduating students. These should clearly set forth what
students in the last grade served will know and be able to do.
Student Performance Standards. Consistent with our mission, vision, commitments, and education design, FPSCS’s student
learning goals and expectations of growth will be based on both the academic and emotional health of our students, unlike other
traditional school models. Our three goals are to: 1) increase students’ skills, ability, and self-efficacy to address their social and
emotional challenges; 2) accelerate each student’s academic performance as demonstrated by monitoring academic growth on a
weekly basis; and, 3) demonstrate that students who attend FPSCS for two or more years leave fifth grade proficient in all subjects
Teachers will set high expectations for classroom goals that strive to build student self-esteem and makes visible student overall
growth and academic progress in a supportive environment. Students will track and share with their families their own academic
achievements. For many students this means being prideful of their knowledge in basic skills like sight word knowledge, fluency
scores, spelling rate, reading levels, and math facts. Teachers and students will also set behavior measures and social-emotional
growth goals – within the protocols of PBIS – such as making progress during independent practice as a social-emotional growth
target for students who otherwise struggle to engage as part of whole group or small group instruction. [See Figure I below.]
Our performance expectations are based on student annual progress on Washington state learning outcomes, which include
Common Core State Standards in English and Mathematic as measured through Smarter Balanced formative and summative and
classroom designed assessments.
For social and emotional assessment, FPSCS will research and adopt a tailored assessment system that addresses traumas
associated with extreme poverty. We have already begun researching two Pacific Northwest programs, which have addressed a
system of social-emotional assessments for schools to use when addressing trauma. These programs are Project Five, developed
by the University of Oregon, and the Washington State University ACES Screening and Assessment project.23
23
http://pages.uoregon.edu/ttobin/measure2.pdf.

Figure II: Leading and Lagging Indicators for
Student Performance
High School Graduation Requirements (High Schools Only)
FPSCS is a Kindergarten through 5th
grade Elementary School.
School Calendar and Schedule
1. Discuss the annual academic schedule for the school. Explain how the calendar reflects the needs of the educational
program. In Attachment 5, provide the school’s proposed calendar for the first year of operation, including total number of
days/hours of instruction at a minimum of 180 days.
2. Describe the structure of the school day and week. Include the number of instructional hours/ minutes in a day for core
subjects such as language arts, mathematics, science, and social studies. Note the length of the school day, including
start and dismissal times. Explain why the school’s daily and weekly schedule will be optimal for student learning. Provide
the minimum number of hours/minutes per day and week that the school will devote to academic instruction in each
grade. Provide, also in Attachment 5, a sample daily and weekly schedule for each division of the school.
School Calendar and Schedule. Following Seattle Public School system’s academic calendar, FPSCS’s school year will be
segmented into quarters. The Fall, Winter, and Spring quarters will involve core instruction -- 75-minute blocks each of math and
English Language Arts instruction daily -- and small blocks of enrichment interventions. The after-school enrichment program will
focus on Science, Technology, Engineering, the arts, and mathematics (STEAM) sessions with full-time project based experiential
learning and field studies. This will be coupled with community partnerships that provide intensive one-to-one and small group
instruction tutoring. At the turn of each quarter formal assessments will be administered and data reviewed to evaluate our whole
school academic achievement, reassess student’s Personal Learning Plans, and discuss intervention services.
With Extended days FPSCS’s students will be experiencing 8.5 hours of learning 5 days a week (average 40 hours per week) while
observing the holidays and teacher development breaks that appear on the Seattle Public School calendar.
Outcomes-Impact
Short Term Medium Term Long-Term
Short Term
Results
-Self Confidence
-student spends
less time out of
class
-increased
attendance
-increased
engagement
with education
-student
develops
relationship
with teacher
-collaborative
plan to address
gaps in
education
created
-health concerns
posing barriers
to education are
reduced.
Medium Term
Results
-Student is able
to able to
appropriately
express
emotions
-increased
educational
engagement
-student show
educational
progress
-health
concerns posing
barriers to
education are
reduced.
Long Term
Results
-Students at or
above grade
level after
graduating FP
-FP alumni high
school
completion &
college
acceptance
Student able to
advocate for
their needs in
-health concerns
posing barriers
to education are
reduced.

2014-2015 School Calendar
**First Place will base breaks and parent teacher conferences on the Seattle Public Schools calendar. Childcare providers in Seattle
are open during school breaks. First Place aligns breaks to ensure families needed childcare would have access.
• Proposed opening day- September 3rd
2014
• No School Monday November 11th
–Veterans Day
• Parent Teacher Conferences- likely no school Monday November 24th
, 25th
, 26th
• No School November 27th
and 28th
for Thanksgiving Holiday
• Winter Break- likely Monday December 22nd
through January 2nd
• No School January 19th
- Martin Luther King Day
• No School February 16th
- President’s Day
• Mid-Winter Break- based on SPS- likely February 17th
through 20th
• Parent Teacher Conferences March 30th
through April 3rd
• Spring Break April 6th
through April 10th
• No School May 25th
– Memorial Day
• Summer Break 1- (start date will be based on SPS last day of school) Possibly June 22nd
through July 3rd
• 6 week of summer enrichment begins July 6th
and ends on August 14th
• Summer Break 2- August 17th
until 1st
day of school (about 2 ½ weeks)
First Place students will attend school a minimum of 182 days.

Table 2:School Schedule
Regular School Day Extended School Day
For a Student
8am-8:40am Arrival and Breakfast
8:40am-9:00am Whole School Community Meeting
9am-10:30am Reading Block
10:30am-11:30am Writing Block
11:30am-12:30pm Whole School Community Meal and
Recess with I.A.s
12:30pm-1:45pm Math and Science Block
1:45pm-2:15pm Upper Grades Study Hall; Lower Grade
Learning Clubs; Intervention Groups
2:15pm-2:30pm Snack/Recess
2:30pm-4:30pm STEAM Rotational Electives:
Science, Technology, Engineering,
Arts, and Math
6 week modules led by a teacher with community
partners, experts, and volunteers
For a Teacher
8:10m-8:40am Arrival and 30min plan period
8:40am-9:00am Whole School Community Meeting
9am-10:30am Reading Block
10:30am-11:30am Writing Block
11:30am-12:00pm Whole School Community Meal
12:00pm-12:30pm Lunch
12:30pm-1:45pm Math and Science Block
1:45pm-2:15pm Upper Grades Study Hall I.A. monitored;
Lower Grade Learning Clubs I.A.
monitored; Intervention Groups teacher
directed across grade levels
2:15pm-2:30pm Whole School Snack Learning Break
2:30pm-4:30pm STEAM Block – Some teachers
leading 6 week enrichment class
modules; others working in PLCs,
professional development, and
reviewing student data and planning

School Culture
1. Describe the culture of the proposed school. Explain how it will promote a positive academic environment and reinforce
student intellectual and social development.
2. Explain how you will create and implement this culture for students, teachers, administrators, and parents/guardians
starting from the first day of school. Describe the plan for acculturating students who enter the school mid-year.
3. Explain how the school culture will take account of and serve students with special needs, including students receiving
special education services, English Language learners, and any students at risk of academic failure.
4. Describe a typical school day from the perspective of a student in a grade that will be served in your first year of
operation.
5. Describe a typical day for a teacher in a grade that will be served in your first year of operation.
School Culture. Our culture is designed to build children’s strength of character in terms of:
• Service, courage, humility, resilience, academic grit and achievement, agency, originality, and leadership;
• Involve each child’s family in FPSCS’s learning community;
• Connect students and their families to supportive services within and external to the school;
• Provide a safe, culturally rich, and supportive haven for students and their families;
• Ensure professional learning, development, responsibility, accountability, quality, and deportment; and
• Model diversity, stewardship, and compassion.
Many of the anticipated FPSCS families, often as a result of their circumstances, have not been able to engage positively in
traditional school systems. The school climate at FPSCS, building on the existing First Place [elementary] school’s experience, will
continue as one in which parents are regarded as experts about their children, welcomed, and supported. FPSCS serves as an
education home to our students and as a place of encouragement, support, and academic success.
The curriculum and content standards, and three school goals24
– along with a carefully crafted education program – are designed
to make sure staff, leadership, volunteers, and partners are all poised to jointly insist on and ensure that students’ family
circumstances do not serve as an obstacle: students at FPSCS will learn and be supported in an environment focused on excelling
academically, developing academic grit, and directing students’ resilience from being used to survive to enabling their academic
acceleration. First and foremost, FPSCS will be a school; but a school that both provides and connects students and families to and
with internal and external services and resources while placing student learning front and center [refer also to family and community
involvement section].25
To accomplish mental health stability and academic acceleration, the FPSCS K-5 school will use a full inclusion classroom of 12-14
students under the direction of a lead teacher. In-classroom instruction time is heavily weighted on mastery of core subjects, student
24
1) increase students’ skills, ability, and self-efficacy to address their social and emotional challenges; 2) accelerate each student’s academic performance as demonstrated by monitoring academic
growth on a weekly basis; and, 3) demonstrate that students who attend FPSCS for two or more years leave fifth grade proficient in all subjects.
25
Connected to the Community, by Marianne Smith and Jan Osborn

self-efficacy, character building, and ‘learning to learn’ skills. Classrooms will be supported by a host of interventions and
enrichment, with each classroom having a dedicated instructional aide; including a designated special education aide to service high
needs student interventions within the classroom. Case managers, Title I services, special education teachers, health care
professionals, and mental health professionals will be in-house and available to work with students. These support services will build
in collaborative time with teachers so mental health staff can participate in our wrap-around services. Additionally, our extended day
programming will provide students with a unique approach to apply their basic, core content, and character skills into a project
based learning setting that brings in outside volunteers, partners, and experts – to work alongside FPSCS teachers and instructional
aides – in a fun, safe, and experimental program setting.
Designed to prepare staff and students for academic success, FPSCS will have small class sizes, mental health support,
personalized family case management, curriculum instruction, extended day, and rigorous focus on mastery of basic learning skills
and core subjects. FPSCS is predicated on putting students’ – and their families’ –life circumstances first, because of a basic shared
belief that, without stability and security in daily home life, students are distracted from learning and unable to reach their academic
potential.
As an example, teachers will serve as a conduit in partnership with Case Managers to disseminate information about community
services and engagement opportunities. Case Managers will have a reciprocal role with teachers in that they provide information on
community engagement, services, and field study opportunities that best support the students and parents. With the help of case
managers, families can be referred to attain services and supported in follow through of those services getting to families. This
wrap-around model of education and social services (including connecting families to a sister organization, First Place Family of
Services) involves case managers to help parents or guardians enter stable housing, find employment complete their own education,
and advocate for their children’s education. The school’s mental health department partners with local universities and mental health
agencies to provide individual counseling, testing, and group therapy to our students. Our volunteer department matches every child
with a mentor from the community based on an assessment of the child’s personality and needs. Our teachers develop specialized
knowledge in the needs of traumatized children and deliver culturally-responsive curriculum to support children with disabilities and
English language learners along with a diverse array of youth struggling with various individual traumas. Our extended-day program
will:
• Provide a variety of project based lessons for students;
• Extend their time at their “education home;”
• Expose them to adult experts from outside of their “education home;” and
Allow for parents to participate in workshops – through the Parent Advisory Council (PAC) – designed to help with their own
concerns and with learning how to support their children’s learning goals [see Family and Community Involvement Section].
Supplemental Programming
1. If after-school or summer school will be offered, describe the program(s). Explain the schedule and length of the program
including the number of hours and weeks. Discuss the anticipated participants including number of students and the
methods used to identify them. What are the anticipated resource and staffing needs for these programs?
2. Describe the extra- or co-curricular activities or programming the school will offer; how often they will occur; and how they
will be delivered and funded.
3. Describe the programs or strategies to address student mental, emotional, and social development and health.

4. If applicable, describe any other student-focused activities and programs that are integral to the educational and student-
development plans.
Supplementary Programming.
Mentoring Program. FPSCS will build on the past 14 years of a First Place [elementary] School onsite mentoring program. The
program will continue to involve a community member to work one-on-one with a student for one hour a week. The mentor provides
their student with an opportunity to have a stable relationship that helps to support their emotional and academic needs. The mentor
assists in helping the child set goals, and monitoring progress throughout the school year or for as long as the student attends
FPSCS. Mentoring matches are made based on an interview with a prospective mentor and the personality of the student. With
parent consent, mentors are assigned by early October every school year. Previous mentoring matches are maintained, when the
student and mentor continues to be enrolled at FPSCS.
Extended Day Program. The FPSCS regular school day model will be augmented through an extended day program (see graphic),
which will occur from 2:30 to 4:30pm Monday through Friday. Currently, partnerships are being renegotiated to help with the
extended-day including STEAM project based learning enrichment program. Each teacher will be responsible for producing a whole
school community engagement piece and will lead a six-week STEAM enrichment module delivered with the help of volunteers,
partners, and instructional aides.
Arts Program. The arts include innovation and creativity through the development of a play from start to performance. Students will
work together with volunteers to write a script, design sets, design costumes, and direct a play to be performed at the end of the
extended year program. We will partner with 826, a volunteer writing company, which will help our students develop a script of a
classic play. The students in the upper classes will help lead the other students in the school in the design and implementation of a
plan for accomplishing the tasks. At the end of a particular module, the students will perform the play for families, friends, staff,
mentors, and volunteers.
Physical Education Program. We plan to partner with the School of Acrobatics, New Circus Arts (Sanca), and a local swimming
pool to keep our students active. At Sanca, students participate in tumbling and acrobatic activities, engaging their full body, mind
and creativity for an entire week. The activities are non-competitive; students have the ability to challenge themselves with every
class and learn new skills as they learn to master control over their bodies. Furthermore, partnerships with Seattle Parks &
Recreation allow for students to participate in swimming, which is a full body, aerobic exercise that will help our students maintain
healthy bodies.
Science Program. The science component will focus on student’s curiosity by participating in hands on projects. Students will learn
about the components necessary to grow the food we eat, ecosystems, how rockets work, etc. We plan on having the students work
within their age groups to explore and use the scientific method to answer critical questions in each of the interest areas, integrating
critical thinking, math, reading and writing. Students will present their findings to friends and family at the end of the module.
In addition to the STEAM components, extended day scheduling allows for:
• Accelerated small-group instruction in math to raise academic achievement for students below grade level and provide

challenges for gifted students;
• Reading and language arts activities;
• One-on-one mentoring;
• Accelerated language skills instruction for English Language Learners;
• Programs that directly address the needs of students with disabilities, including one-on-one tutoring, counseling,
technology-based accelerated instruction or other methods appropriate to the specific disability;
• Youth Leadership activities, including student engagement in the design and delivery of the program; and
• Character education and counseling programs.
Health & Mental Health Program. First Place will provide a health education program designed to teach developmentally
appropriate topics and to lay the groundwork for students to have the knowledge and skills to make healthy choices as they grow
older. Our school nurse will conduct initial health screenings on all students, checking height, weight, vision, hearing, and calculate
the student’s Body Mass Index (BMI) The school nurse will assist in the classroom for a program similar to the health curriculum,
Great Body Shop, as well as the Family Life and Sexual Health curriculum in the 4th
and 5th
grade classrooms to help students to
learn about their bodies.
The nurse will also be a critical member of the health of the school. Besides being available for injuries, the nurse will be an integral
member of the Collective Care team, bringing a holistic view of our students and their families. As we know, health can greatly
impact a student’s ability to be successful in the classroom. The partnership between and among the school nurse, case manager,
teacher and parent will help to prevent health issues from surfacing and immediately address ones that arise.
FPSCS will also have a support services manager who will work with teachers and family case managers to ensure that each child’s
needs are met such as addressing issues to prevent escalation, assisting with crisis intervention, providing technical assistance to
staff, overseeing student groups, and supervising interns. Doctoral interns in psychology will provide services ranging from
classroom observations, academic and behavioral testing, work with individual students, and delivery of art and group therapy. In
evaluating students, their expertise will help families and staff distinguish between learning disabilities and academic difficulties
caused by trauma. At the same time, families will be important partners and needed to provide input about their children’s skills and
behaviors outside school. Thus, the assessment process will provide the opportunity for a comprehensive understanding of the
student’s needs. The same approach will be used for students who are gifted.

Figure III: Collective Care Logic Model
We will deploy two multidisciplinary teams, our Residency Team and our Collective Care Team. Our Residency Team will be
composed of the lead teacher, teachers, case managers, school psychologists, student teachers, social work interns, and
psychology interns. They will meet twice a month to discuss students of concern. In these discussions, participants will provide their
observations of the child’s strengths and challenges, asks questions, and offers potential strategies that will lead to an intervention
plan. The interventions can include additional testing, coordination with the parent, or discussions with the student.
The Collective Care team includes the Principal, support services manager, school nurse, a case manager, and special education
teacher. The Collective Care team will follow up with Residency Teams if larger-scale interventions are needed. This group will also
determine the need for school-wide interventions or policy changes unrelated to Residency Teams. FPSCS will also connect families
to ongoing mental health support through community-based mental health programs.
Special Populations and At-Risk Students
Schools are responsible for hiring licensed and endorsed special educators pursuant to law. School personnel shall participate in
developing Individualized Education Programs (IEPs); identify and refer students for assessment of special education needs;
maintain records; and cooperate in the delivery of special education instruction and services, as appropriate. All responses should
indicate how the school will comply with applicable laws and regulations governing service to these student populations.
1. Describe the overall plan to serve students with special needs, including but not limited to students with Individualized
Education Programs or Section 504 plans; English Language learners; students identified as intellectually gifted; and
students at risk of academic failure or dropping out. The plan should address how the school will meet students’ needs in
the least restrictive environment.
Special Populations and At-Risk Students. The academic achievement data in Washington State demonstrate the need for high-
quality elementary schools designed to accelerate the achievement of students in poverty. Washington has 533 high-poverty

elementary schools (i.e. schools in which at least 50% of students receive free or reduced lunches)26
. These schools are struggling
to produce proficient third grade readers. In the 2011/12 school year, only 56.5% of these struggling schools’ third graders passed
the state Measurement of Student Progress (MSP) in reading, compared to 68.8% of all third graders. In Seattle, third graders in
high poverty schools have a 56.8% passing rate on the MSP reading, as compared to 74% passing rate of all third graders. In terms
of equity, Seattle is doing worse in comparison to the state as a whole.27
The statistics are worse at schools educating the very poorest students. In Seattle, 13 schools have at least 80% of students on
Free and Reduced Lunch. Just 52.4% of third-graders in these schools read at grade level. The only Seattle school with a
comparable poverty rate to the existing First Place [elementary] school has been Martin Luther King, Jr., Elementary, having 91.4%
of their students on the Free and Reduced Lunch program. Just 45.3% of its third graders passed the MSP reading test28
. In the
2012/1329
school year, 97% of the existing First Place [elementary] school students received free lunches and 67% were homeless
at the start of the year (with just 44% remaining homeless by year’s end). Furthermore, 54% were African American; 8% were Asian
or Pacific Islanders; 3% were Native American; 3% were European American; 1.5 % were Latino; 28% were multiracial; 13% would
have been assessed to determine whether they were eligible for ELL services; 25% received Title 1 tutoring; and 11.5% of students
received support services through individualized education plans. The existing First Place school has been, and FPSCS will continue
to be the only school other than Martin Luther King, Jr. Elementary in Seattle that has a focus on educating the poorest students.
FPSCS will be the only school that approaches educating these children in a holistic way recognizing that trauma may be a key
reason for academic failure.
2. Identify the special populations and at-risk groups and at-risk groups that the school expects to serve, whether through
data related to the targeted district or neighborhood or more generalized analysis of the population to be served. Discuss
how the course scope and sequence, daily schedule, staffing plans, and support strategies and resources will meet or be
adjusted for the diverse needs of students.
First Place Scholars Charter School (FPSCS) embodies the Washington State imperative of educating “at-risk students” (WAC Title
108-10-030). We will continue to recruit elementary-age children, from those entering kindergarten up to and including those
entering fifth grade. The majority of our children, as described above, will comply with the portion of the WAC definition that states,
“…the students will require assistance or special services to succeed in their educational programs.” The majority of the existing
students, and those who will likely attend FPSCS. are currently living in poverty. In the beginning 2012-2013 academic year, 97%of
the students received free lunches and 67% met the federal definition of homeless. Traditionally, the current First Place serves
some of the poorest students Further, as shown in the response above, the majority of the students and their families have
experience numerous types and degrees of trauma as a result of their life circumstances, Thus our school will require holistic
special services (i.e., education programs, mental and physical health services) to address students who enter below grade level,
26
School Report Card, http://reportcard.ospi.k12.wa.us/
27
http://reportcard.ospi.k12.wa.us/).
28
http://reportcard.ospi.k12.wa.us/
29
These demographics for the 2012/13 school year include all students who came to First Place, regardless when they enrolled or withdrew. As our students are highly mobile, this number does not
represent the number of students at First Place at any specific time.

are English language learners and, if not addressed in a holistic, are at risk for low academic success.
The students’ diverse needs will be met through a model of a maximum of 14 students per classroom with the support of a teacher
and instructional aide. The scope and sequence will allow the time and flexibility to slow down or speed up for subjects, when
necessary. Classroom based assessments will be administered in order to adjust scope and sequence. The daily schedule will allow
for consistent routine and structure, which is necessary for students who have experienced trauma.
The support strategies for students and families at FPSCS will include case management for all families, mentors, mental health
services and physical health screenings for all students, all working towards the long-term stabilization of each student. All support
strategies will be tailored and adapted for the needs of the family being served.
3. Explain more specifically how you will identify and meet the learning needs of students with mild, moderate, and severe
disabilities in the least restrictive environment possible. Specify the programs, strategies, and supports you will provide,
including the following:
a. Methods for identifying students with special education needs (and avoiding misidentification);
b. Specific instructional programs, practices, and strategies the school will employ to provide a continuum of
services; ensure students’ access to the general education curriculum; and ensure academic success for
students with special education needs;
c. Plans for monitoring and evaluating the progress and success of special education students with mild,
moderate, and severe needs to ensure the attainment of each student’s goals as set forth in the Individualized
Education Program (IEP);
d. Plans for promoting graduation for students with special education needs (high school only); and
e. Plans for qualified staffing adequate for the anticipated special needs population.
At FPSCS, we recognize that individual education programs can be a tremendous help to students with learning disabilities.
However, often students are inappropriately screened and referred to special education before other alternatives and key factors are
fully vetted. We are particularly aware of the fact that African-American males are over-identified for behavioral disorders. This is a
key part of the school to prison pipeline which we are determined to avoid. We also recognize that students, once sent to special
education, sometimes do not emerge from special education the rest of their schooling. Our goal is to use special education
services when they are absolutely necessary and for only as long as they are absolutely necessary.
FPSCS will have systems in place to ensure students who may need special services do not fall through the cracks. First and
foremost, is the parent. Often during intake, parents will disclose academic or behavioral challenges. Second, parents bring in
students before school starts to be assessed in reading and math. A student’s scores may raise a concern for learning challenges.
These scores will be analyzed by the lead teacher to determine level of concern. Finally, twice a month Residency Teams
composed of FPSCS teachers, case managers, mental health director, director of volunteer services, psychology interns, social work
interns, and teaching interns will meet to discuss students of concern. Often the Residency Team another screening for students
with possibility learning challenges. Any one of these may be a route to the Collective Care Team.
The Collective Care Team will include our principal/lead teacher, special education teacher, mental health director, director of
volunteer services, case manager, school nurse and, in cases where ELL is a consideration, an ELL endorsed teacher. When

concerns are brought to the team, each member provides observations, questions and expertise, ensuring a holistic view of the
student. Through this process, the team recommends a course of action. This course of action can include classroom intervention
strategies, Title 1 services, parent intervention, mental health services, and additional internal testing (our Antioch psychology
students support FPSCS in conducting academic and/or behavioral assessments). These internal assessments provide a deeper
insight into the student’s strengths and challenges as a learner.
When internal testing is used, it is presented to the Collective Care team as well as a Student Intervention Meeting, with the parent
as the key partner. Any further steps are taken only after parental concerns, input, and questions are addressed. It is essential that
parents fully understand the report and have an opportunity to discuss the findings. Recommendations from the report can include
interventions such as modification of instruction, Title 1 services, mental health counseling, and/or special education services.
Two recent examples show how this system works in practice. A student experiencing acute trauma came to First Place exhibiting
severe behavior challenges and academic delays. It was not possible to administer the standard academic baseline assessment
because the student was unable to answer a single problem. The student’s emotional outbursts consistently disrupted the class.
Through intensive interventions with the student and parent, Title 1 services, a mentor, modification of instruction, and high
expectations from the school and parent, the student began to make progress. First Place has determined that this student would
not be a good candidate for testing for IEP eligibility at this time.
Another example involves an African American student for whom we developed an IEP in early primary grades, by 4th
grade the
student was no longer in special education and passed the reading portion of the MSP.
FPSCS explores special education testing only when we have exhausted every possible intervention beforehand.
a. In working with families in crisis and transition, we know that our students’ needs are highly unpredictable. Therefore our
admissions process is early so that we have as much advance notice of student’s IEPs. Under our process, acceptances
are sent out in early spring and families have 15 days to submit required paperwork, including IEPs. This gives us time to
conduct the necessary hiring and training to meet the IEPs.
FPSCS will also utilize our Collective Care team Residency Teams and Parent Advisory Council to support the parent and general
education teacher. Our Parent Advisory Council will play a crucial role in empowering the parent by conducting workshops on the
special education system.
FPSCS will provide the least restrictive environment for students with IEPs, following these guidelines:
• To the maximum extent appropriate, the student is educated with children without disabilities.
• Special classes, separate schooling, or other removal of the student from the regular educational environment occurs only if
the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and
services cannot be achieved satisfactorily.
• In selecting the Least Restrictive Environment (LRE), consideration is given to any potential harmful effect on the student or
on the quality of services that he/she needs.
• The student with a disability is not removed from the education in age-appropriate classrooms solely because of needed
modifications in the general curriculum.

FPSCS will work with all students enrolled on bolstering behavioral skills to address academic needs.
b. FPSCS will continually monitor and evaluate the progress and success of students receiving special education services.
IEPs will be written yearly; they will establish baselines for the student in all qualifying areas. They will be updated
quarterly or as needed, whichever is sooner. The special education teacher will maintain consistent communication with
the general education teacher, to ensure goals are aligned. When the student meets specially designed goals and
objectives, a meeting will convene consisting of the parent, case manager, special education teacher, general education
teacher and principal to update the IEP and ensure the student’s goals are challenging. The special education teacher will
also participate in the parent-teachers conferences. It is our goal for students to progress towards spending more time in
the general education setting.
c. (not applicable)
d. FPSCS anticipates student’s applying that will have an existing IEP or will need assistance in obtaining an IEP. As
FPSCS receives application information, including IEPs, we will have a better understanding of our student’s IEP needs
and will be able to hire the appropriate special education teacher.
4. Explain how the school will meet the needs of English Language Learner (ELL) students, including the following:
a. Methods for identifying ELL students (and avoiding misidentification);
b. Specific instructional programs, practices, and strategies the school will employ to ensure academic success
and equitable access to the academic program for these students;
c. Plans for monitoring and evaluating the progress and success of ELL students, including exiting students from
ELL services;
d. Means for providing qualified staffing for ELL students.
First Place’s initial method for identifying ELL students takes place at intake, before the child starts school. At intake, First Place
administers a home language survey, which includes the following questions:
• What is the language most frequently spoken at home?
• Which language did your child learn when he/she first began to talk?
• What language does your child most frequently speak at home?
• What language do you most frequently speak to your child?
If the home language survey indicates that the child may be an English Language Learner, First Place will follow up by interviewing
the parent. In addition, First Place requests and reviews previous schools’ records for each child. If a review of the records indicates
that ELL services have been requested or provided to the student previously, this will be considered also. Considering these multiple
sources ensures that children are not under-identified as ELL.
If this initial body of evidence (survey, interview and/or records) reveals the possibility of ELL, First Place will request parental
permission to administer the Washington English Language Proficiency Assessment (WELPA). The WELPA is a detailed
assessment that ensures children are neither over-identified nor under-identified as ELL. Moreover, the WELPA is administered

yearly to ensure that students who attain Fluent English Proficiency no longer are categorized as ELL.
First Place creates individualized Student Learning Plans for each student. In the case of students receiving ELL services, the
Student Learning Plan includes an English Language Acquisition Plan (ELAP). The ELL-endorsed teacher and the staff that will be
working directly with the student will develop the ELAP with input from the parent.
The ELAP states specific goals and objectives, including a projected date by which the student will achieve fluency. The ELAP also
includes academic history and WELPA scores, specific services to be provided and a list of in-class modifications to instruction and
curriculum. The ELAP is reviewed by the Collective Care Team at least yearly.
FPSCS will investigate best practices in serving ELL students. It will start with the recommendations from the Bilingual Education
Advisory Committee contained in the document A Call for Equity and Excellence for English Language Learners in Washington State,
found on the website of the Office of the Superintendent of Public Instruction. It will also stay current with the National
Clearinghouse of English Language Instruction, a source of research on best practices.
One highly-rated program that FPSCS is considering is the Sheltered Instruction Observation Protocol (SIOP), which is research-
based and field-tested. Making Content Comprehensible for English Learners: The SIOP Model by Echevarria, Vogt, and Short. The
SIOP model uses an comprehensive lesson-planning checklist to support teachers in planning language development intentionally.
Many items on the checklist are hallmarks of excellent teaching in general: linking concepts to students’ backgrounds and
experiences; providing pre- and post-reading writing prompts, providing oral language practice before and after writing, and
emphasizing key vocabulary. The thirty components of the SIOP lesson-planning checklist can be used with any curriculum or
program, for students at any age or level of English proficiency. Experienced teachers recognize the SIOP components as effective
teaching strategies for all students. However, it is the systematic use of all components to scaffold content and language instruction
that provides the support that ELLs, even those who have "exited" from a special program or service, need to succeed in
mainstream classrooms.
Finally, FPSCS’s lead teacher has received training in Guided Language Acquisition and Development (GLAD), a research-based
model for presenting content through multi-sensory and language-rich lessons and materials.
The classroom teacher will regularly use authentic assessments to monitor and evaluate the progress and success of ELL students.
The results of these assessments will be addressed each trimester, as the Student Learning Plans are updated. The Collective Care
Team will support the classroom teacher in evaluating progress. In addition, FPSCS will administer WELPA every year.
FPSCS already has one teacher with an ELL endorsement, and classroom teachers will be required to include ELL training in their
professional development. Based on information obtained in the application and enrollment process, FPSCS will determine whether
to hire additional ELL-trained teachers to serve its current and incoming students.
5. Explain how the school will identify and meet the learning needs of at-risk students as defined in RCW 28A.710.010(2).
“At-risk student" means a student who has an academic or economic disadvantage that requires assistance or special
services to succeed in educational programs. The term includes, but is not limited to, students who do not meet minimum
standards of academic proficiency, students who are at risk of dropping out of high school, students in chronically low-
performing schools, students with higher than average disciplinary sanctions, students with lower participation rates in

advanced or gifted programs, students who are limited in English proficiency, students who are members of economically
disadvantaged families, and students who are identified as having special educational needs.
FPSCS, through personalized assessment and individualized attention creates a learning environment to address the needs of the
Whole Child and to build capacity in the family to support the success of their student(s). We do this through; assessment;
individualized learning;
New Student and Parent Orientation. When a family has submitted their required documents, an enrollment appointment will be
scheduled for the family during the summer before the school year begins. The purpose of this enrollment appointment is to have
the parent/guardian meet and have a discussion with their assigned case manager, mental health director, school nurse and an
officer of the Parent Advisory Committee. During this time, the accepted student would complete an academic assessment for a
baseline of the student before the first day of school. After the academic assessment, the student would receive his/her clothing
referral from our clothing bank and have a brief check in with our school nurse for height, weight, vision, and hearing exam.
When meeting with the case manager, the family will complete the prescreening and goals assessment forms thus creating a case
plan for the family. The parent/guardian will meet the mental health director to have a brief discussion of their family circumstances
and to hear about the services available onsite. The nurse will meet with the parent/guardian to discuss any health barriers, missing
immunizations, and medications to be in place by the time the school year begins. The parent/guardian would meet with an officer
of our Parent Advisory Committee to discuss the parent involvement requirements, talk about their skills/abilities and how they can
contribute the school community. The enrollment appointment would end with a brief discussion with the Principal of their student’s
academic assessment results, thus allowing the parent to know their child’s academic strengths and needs.
The purpose of the enrollment appointment is to allow the student and parent to begin to build a rapport with the various
professionals and practices at FPSCS and link them to additional external services offered by FPSCS Family of Services. At the end
of each summer, FPSCS will also hold an orientation for new and returning families. The purpose of the orientation will be for family
members and students to meet FPSCS staff and review policies, student expectations, and family expectations.
6. Explain how the school will identify and meet the needs of highly capable students, including the following:
a. Specific research-based instructional programs, practices, strategies, and opportunities the school will employ or
provide to enhance their abilities;
b. Plans for monitoring and evaluating the progress and success of intellectually gifted students; and
c. Means for providing qualified staffing for intellectually gifted students.
Students FPSCS identifies through initial assessment for being highly capable will be referred for additional testing through our
mental health department. They will administer the Wechsler Intelligence Scale for Children (WISC) and the Woodcock-Johnson
assessment, among other possible assessments, to better understand the student’s current academic position. A report regarding
the findings will be written and, in a sit-down discussion, will be shared with the parent. This discussion will also involve the
classroom teacher as a springboard for providing possible interventions.

FPSCS will continue to challenge highly capable students with work at their level, providing enrichment to foster continued academic
success through our education program and extended day/extended year program. For example, highly capable students will
continue to participate in book clubs with students at their level, regardless of grade assignment. During the regular school day,
students may be assigned to advanced math groups and have the option of participating in the older students’ presentation of a
Shakespeare play in modern language. Rigorous teacher-created enrichment materials, such as FPSCS’s highly engaging workbook
on Greek and Latin roots, will be adapted and provided to appropriate students. Finally, teachers will use research-based strategies
such as Independent Learning Contracts, Content Extension Menus and Student-made Learning Centers to challenge students
within the regular classroom. S. Winebrenner, Teaching Gifted Kids in the Regular Classroom (2001). In the extended-day program,
technology, electives and the arts will provide extra stimulation and challenge.
For students identified as highly capable and transitioning out of FPSCS, the family will work with their case manager to locate
advanced programming in their next school. This includes supporting the family in Advanced Learning testing through Seattle Public
Schools, area private schools, and Rainier Scholars. It is our goal for student’s transitioning out of FPSCS to enter an academic
program that will continue to meet their academic needs with the foundation given at FPSCS.
FPSCS will monitor and evaluate the process and success of intellectually gifted students through the same assessments used by
other students at FPSCS.
As an example, one student who attended First Place came with a record of academic success but social-emotional challenges. The
parent reported many trips to the principal’s office in the previous school. The student was assessed by our psychology interns,
showing the student was academically advanced in many areas, yet behind in others. The parent, armed with this information,
provided targeted reinforcement over the summer. The next fall, follow-up testing revealed that the student had made up all
deficiencies and was at or above grade level in all subjects. First Place was able to provide continued academic success for the
student through the flexibility of our curriculum, which gave him the opportunity to engage in significant original work in the areas of
writing, performing and advocacy. This work included writing dialogue for the school drama productions, writing and presenting
speeches in running for student government and advocating both in writing and orally at the state legislature.
Student Recruitment and Enrollment
1. Explain the plan for student recruitment and marketing that is culturally inclusive and will provide equal access to
interested students and families. Specifically describe the plan for outreach to at-risk students.
2. Provide, as Attachment 6 the school’s Enrollment Policy, which should be culturally inclusive and include the following:
a. Tentative dates for application period; and enrollment deadlines and procedures, including explanation of how
the school will receive and process Intent to Enroll forms;
b. A timeline and plan for student recruitment/engagement and enrollment;
c. The lottery procedures that will be used should student interest exceed capacity;
d. Policies and procedures for student waiting lists, withdrawals, re-enrollment, and transfers; and
e. Explanation of the purpose of any pre-admission activities for students or parents.

Student Recruitment and Enrollment.
Student Eligibility. All students, Kindergarten to 5th
grade, are eligible to attend FPSCS. Students must be five years of age by
August 31st
of the academic year in which the child wishes to attend Kindergarten. We do not test for early admittance to
kindergarten. After the first year of charter and launch of FPSCS Scholars, enrollment preference is given to siblings of students
currently enrolled at FPSCS.
Outreach Procedures. FPSCS will use a broad marketing and outreach strategy to inform the community about our FPSCS
Scholars Charter School. We will hold public forums and open houses to inform the community who we are and what makes us
different. We will advertise open houses and forums in local community centers, cultural centers, Boys & Girls Clubs, shelters,
housing organizations, homeless drop-in centers, inpatient treatment facilities, and government offices. In addition, we will provide
this information to Seattle Public Schools family support workers. For organizations with existing community meetings, we would
offer to come in and speak directly with the families rather than having all forums at FPSCS. We will advertise the open houses and
forums on our website. We will also participate in community events throughout the Central District, South Seattle, and North Seattle
areas. Outreach efforts would begin in September and continue through February 28th
, the last day to submit an application for the
lottery. FPSCS will hold an Open House in the winter to give interested families an opportunity to hear more about the educational
programs that will be offered at FPSCS.
Selection Procedures. All families interested in having their student attend FPSCS Scholars Charter School will complete a form –
or be supported in completing a form – that includes the name, age, grade of each student along with a contact number, two
emergency contact numbers, a mailing address and email address if applicable. Families can apply between November 1st
and
February 28th
. In year one, once charter status is confirmed from the Washington Charter School Commission, FPSCS will
determine how many applications it has and whether or not the entire school or specific grade levels are oversubscribed, and
therefore, if a lottery is required. If charter status is denied or postponed, then FPSCS will notify all applicants immediately. If a
lottery is needed, because of excess demand, it will occur in March of each year and families will be notified via mail, and if
applicable, email whether their student was accepted or if they are placed on a waitlist, no later than April 1st
. Accepted families will
be required to submit immunization records, birth certificates, IEP’s, 504 plans, free-reduced lunch application (if applicable) and
basic enrollment contact sheet to confirm their space. A case manager will be available to assist in completing the paperwork and
obtaining necessary documents. Completed paperwork must be turned in before enrollment.
In the first year of charter, all interested applicants, including students enrolled at the existing First Place [elementary] school for
2013-2014 will need to submit an application. FPSCS will extend the deadline for lottery eligibility to March 31, 2014 for enrollment
deadline leading into our first year of charter. If by March 31st
, FPSCS has more applicants for classroom/grade than space, FPSCS
will hold a lottery. The results of the lottery will be communicated by mail or email no later than May 1, 2014. If spaces remain by
the March 31st
lottery deadline, FPSCS will continue to accept students until all slots are filled. After this, student will be placed on a
waitlist.
The families will have 15 days to submit the proper documentation. Follow up calls will be made by the school secretary for
submitting the documentation. After 15 days, if a family has failed to submit completed documentation, and there is a waitlist,
FPSCS will contact the next family on the list. For families who are homeless, a case manager will help coordinate with the parent
on obtaining the proper documentation for enrollment. In accordance with the Federal McKinney Vento Act, admissions will not be
held up for homeless families based on missing documentation.

Once a student has been accepted to FPSCS, they will not have to resubmit letters of intent each year they wish to attend FPSCS.
Siblings of current FPSCS students will be given preference in enrollment, as allowed in the Washington State Charter Law.
Lottery Procedures.30
The last day to return applications to be eligible for the lottery is February 28th
of each winter that precedes
the academic year for which a new student is applying. Completed applications can be returned to FPSCS until this date. The
application will be date stamped at the front desk, ordered and numbered in the order it was received. An application must be filled
out for each student applying to attend FPSCS. In order for an application to be complete it must have the following information: 1)
Name, grade, date of birth of each student; 2) Preferred phone contact information for the parent/guardian; 3) Mailing address of the
parent/guardian; and 4) An emergency contact phone number and mailing address.
If by February 28th
, the applications for each grade or specific grades are greater than the spaces available, FPSCS will hold a
lottery. As applications are turned in, they are numbered in the order received. This will be the application’s reference number during
the lottery. The lottery will be based on capacity in each classroom/grade level. The students not selected by grade in the lottery will
be placed on the wait list based on the sequence in which their application was drawn during the lottery. In no way does an original
application submission date provide enrollment preference; rather the lottery drawing order indicates who will come off the waitlist
first.
If the school has been oversubscribed, students applying to FPSCS after the February 28th
date will not be eligible for the lottery
and will be placed on the waitlist behind the students waitlisted in the lottery. If FPSCS is not at or above capacity by the lottery
deadline, the space will be filled on a first come, first serve basis.
Waiting List, Withdraws, Re-Enrollment. If a lottery takes place, students not accepted through the lottery will be placed on the
waitlist in the order their application was selected during the lottery drawing. Students on the waitlist will have the opportunity to
attend FPSCS up until March 1st
if a student enrolled transitions out of FPSCS during the school year. Waitlists will not carry over to
the next school year. The waitlist will be dissolved on March 1st
of the academic year for which a child has sought enrollment. After
the March 1st
deadline, no new students will be accepted. Families with students on the waitlist will be encouraged to fill out an
application during the open application timeframe for enrollment for the following school year.
A family may decide to withdraw their student from FPSCS at any time. Families wishing to withdraw their student from FPSCS
must sign a letter stating they would like withdraw. If a student is absent for more than two weeks, without being able to contact the
family, FPSCS will automatically withdraw a student from FPSCS. Once a student has withdrawn, the student first on the waitlist will
be contacted to attend FPSCS. If the parent of the student first on the waitlist decides there is no longer an interest, FPSCS will
move to the next student on the waitlist until the space is filled. If a parent decides to pass on a lottery or waitlist opening, FPSCS
will remove their application from consideration. If the family becomes interested in having their student attend FPSCS, the family
must submit another application as if the child were a new applicant.
30
RCW 28A.710.020(1)
Lottery – If capacity is insufficient to enroll all students who apply to FPSCS, then FPSCS will select students through a lottery to ensure fairness. As required by Washington state law, FPSCS
will give an enrollment preference to siblings of already enrolled students.
Lottery - If there are more applications than seats available in a grade level, then the school will have a lottery. Per Washington law, the lottery will have the following preferences: 1) Siblings of
scholars currently enrolled at FPSCS 2) If a student is chosen in the lottery and there is a sibling or siblings on the waitlist for that grade or another grade, they will immediately move into the
sibling lottery and will be given preference so the family may all attend the same school, assuming space is available in that sibling’s grade level.

FIRSTPLACE FINAL CHARTER AP REV 01152014

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