Subchapter G 2025 Cycle Application Information Session

001All right. So, before we got to go through all the things, I'm going to pass it over to Valerie to introduce herself. Perfect. Thank you, Britney. My name is Valerie Trevino. I am proud to be the division director for charter school authorizing here with TEA. I wanted to take a moment just to welcome you to the not only the info session but the entire new school's process here this afternoon as it is a year-long journey to get your school up and running and make a positive impact on students. Before we jump into all of the detail, you're going to hear a lot of really important information this afternoon when it comes to deadlines, policies, decisions that you have to make as you try to launch a new school here in Texas. But before we get

002into all of those important decisions, the details, the deadlines, the documents, the uploads, and all of those things, I want to take a moment to ground us in your why. Why you're here, what you hope to achieve with students and staff that you'll one day support. And there's no better way to do that than to take a moment to reflect on core values. So the core values that we hold here at TEA are we are determined, we are learners, we are people centered, and we are servant leaders. So, while we might get caught up in the day-to-day um decisions, tasks that we have to get done, it's always important to remember ultimately we do everything that we are doing in the best interests of students and making sure that above all else, we are remembering

003the people that we're impacting and caring about the future of the students that we are working with. So, just take a moment, remember your why throughout all of the information that you're getting today and into the next year, and remember what impact you hope to have. Thanks, Valerie. We really appreciate you being here and leading the charge on our team. So, I am Britney Glenn. I'm the new school's manager. Prior to that, I was on the PM team, so supporting on the other side of things. And before that, I spent um most of my educational career in a charter school with charter education as a um campus administrator. I did teach before that. Um and so education is a big part of who I am. I am only great because I have two really awesome

004people on my team. So I'm going to allow them to introduce themselves. John, >> afternoon, everybody. I see some familiar names. Uh so good to see you all again even if it's virtually. Uh my name is John Garland. I have been working with charter school applicants and also first year startups since about 2015. So um lots of experience to bring to the table. So hopefully the the information presented to you today is uh clear enough but obviously I'm here also to support and help provide any context or additional information should you should you have questions. Uh Sarah. >> Perfect. Thanks John. I appreciate it. Hello everyone. Good afternoon. Thank you for joining the session. My name is Sarah Khan. I'm a new school specialist. And I'm also excited that this is my second year within

005this team. And so I also see some familiar faces or some familiar names. So that's really cool to say. Um and so I just am really excited to have you all here um to give you the information and to see you all go through this application cycle. As John already alluded to, we're here to help you out and make sure that all of the processes are very clear um so that you can focus on the hard work of getting that application submitted. So, thanks so much for being here and back to you Britney. >> Thank you. All right, guys. So, let's talk about what we are going to cover today and review our agenda. So, today we're going to spend some time. You're going to hear from the new schools team talking about the charter

006portfolio as well as some application overview. Um, we'll then dive in to our new um virtual component and have an application overview um for that. We'll also talk a little bit about some charter law as well as digging a little bit into the financial plan workbook. All right. So, Valerie kind of grounded us in our why. So, I'm going to push that just a little further and talk about the purpose of Texas Charter Schools. So, we want to improve student learning, increase choice opportunities in the public school system, create those professional um opportunities to attract new teachers, establish new forms of accountability, and encourage different and innovative learning models. To me, all of those work very well together, but we really want to do um and the whole purpose of this charter application is to

007encourage those different and innovative learning models. So, this slide is intended to support the historical narrative of charter schools in the state of Texas. So, this marks the 29th year of charters in our state. The first charter school was approved by state board of education in and opened in the fall of 1997. So that was generation one. We are all the way now in generation 31. The Texas charter portfolio has grown over the past 29 years from the first 20 that were awarded in 1996 to the current over 180 um in the state operating over 900 charter campuses. So we have definitely grown over the past 30 something odd years. So just to give you a little snip, John's going to talk a little bit more later about charter law. Um but what grounds us.

008So the school law bulletin chapter 12 is where charter law lives. It first inception was in 1995 during the 74th legislative session. In addition, we have the TEC, the te uh the Texas Administrative Code Chapter 100 that provides um commissioners rules for charters. Um and that's where some of the charter um rules live. So other areas for charter education code and charter law may still apply, but we do refer to statute and rule um in the application process. A couple of new things to highlight um that we haven't before. Um SB1615 establishes subg adult education charter programs and their advisory committees. So these committees make recommendations to the commissioner regarding assessment tools and their satisfactory performance levels. So, and they also um lastly uh help with accountability frameworks and those frameworks measure academic growth, career

009readiness, postgrad outcomes, and wage and career growth. So SB 2032 um explains opportunities for adult education and some of those highlights include the bill limits the commissioner to granting no more than 10 charters um total under this subchapter defines eligible entities for operating adult education charter schools. It also notes that the entity or its leadership must have that proven track record of successfully serving adult learners and it gives context about revocation and student cap. So if you would like to know more, this is the SB 2032 is a place for you to read about that. A few more notes about SB 2032. Um, the commissioner is required to accept applications annually um, beginning September one of each year for a 60-day window. Applicants who are denied can receive written responses for denial and an opportunity

010to correct those deficiencies in their application within 60 days. I'm going to pause. That was already quick and fast. And see if there's anything in the chat and grab a drink of water. All right, I don't see anything as of yet, so we're going to keep rolling. All right, so our timeline. This is the slide everybody wants to know about when things are going to be due. What happens after this? Um, so from the onset, you can see that our application takes about 7 months from when we release the application until the commissioner proposes award. So some key dates to highlight here. Application submission is October 31st at 5:00 p.m. You're going to hear that multiple times throughout this presentation today. So October 31st, 2025 at 5:00 p.m. Central Standard Time is when the application

011has to be submitted. External review will then run from November 17th to December 12th, 2025. And capacity interviews will run February 9th through the 13th of 2026. So, some really key highlights there for you. So, all of that kind of ending out um with the commissioner's final decision on or around February 27th of 2026. So, let's talk from 10,000 ft for a second to discuss some of the big picture questions that we hope that you walk away with after today's session. starting with the most ba basic question of are we even eligible to apply to what is this application and even discussing what happens after you submit the application. Our hope is that you walk away with a good understanding of where you currently stand in our process, the necessary required documents of our process

012and the expectations that determine how far you might advance within this process. So let's get started with a discussion about who can apply for this charter. So there are a few categories to be eligible to apply for a subchapter G charter. First one nonprofit entity. So an organization that holds the nonprofit status. Number two is a Texas independent school district which is just a school district. Number three, a subchapter D charter holder. So, an organization that currently holds a charter that's authorized under TC um 12 subchapter. And then the last one being Texas higher education. So, this is general academic teaching institutions, public junior colleges or public technical institutes. So, those are our four uh eligible entity pathways. So entities must demonstrate successful history in providing educational services to adults including job placement and industry

013certificate programs. The focus is on serving adult populations who face barriers to education specifically in these areas. educational disadvantages, disabilities, homelessness, criminal history, and similar marginalized circumstances. I am going to pass it over to Sarah to talk about how to access the application now that you know who can apply. Thanks, Britney. Um, as Britney named, we're going to talk a little bit about accessing the documents. Um, I do see a lot of returning people applying, so you might already know how to access it. Um, but just know that we want to go through and make sure everyone can access it. And if you're having any difficulties, please make sure you're reaching out to us immediately so that you can access it and have the most time. Um, as you do know your deadline is approaching.

014So on the next slide, what's going to happen is we're going to watch a video. Um, once you navigate to the charter applicant site web page, um, this is going to show you exactly where you can navigate to the instructions and guidance document and also the narrative document. walk you through how you can Okay, so now I'm going to walk you through how you can access your subchapter G adult education application. So, if you go to our charter applicants uh web page, you're going to scroll down past all of the subchapter D and subchapter E and you're going to find subchapter G. You're going to want to find the headline that says application documents. The first thing I recommend is downloading the instructions and guidance document. Once you open this document in the web browser,

015you should be able to go through it completely. The next document is going to be the narrative document. So, once you click on the narrative document, you're going to get this warning sign right here. And when you get this warning sign, that's okay. Um, you still can access the document. What you'll need to do is save the document to your desktop or your downloads and then it might pop up this download within the web browser. Do not click on that. So, click out of that and you're going to want to open your file explorer. You're going to see the subchapter G narrative document. You'll click that through your file explorer on your desktop and then it should open up in Adobe. And that perfect. So, now that you know how That's okay, perfect. Thank you

016so much, U John. Now that you know how to access the documents, we're going to just run through what all is included within the subchapter G application package. Um, and so the first document that I mentioned is the instructions and guidance document. This is really your map to the application process. It's going to provide you all of your eligibility criteria, your timelines, the key dates, and most importantly, the submission instructions. We give very detailed and thorough in submission instructions and it's really important to highlight that. Um the next document is going to be what I call the heart of your application. It is our narrative document. It's going to house every single com uh component of your um narrative responses. So, being able to access all the questions and then um it is a fillable

017PDF that consists of your executive summary, your application checklist, which is going to be important, um your narrative responses, and then the letter of special assurances that you'll all be asked to sign. Another component of your application package is your attachment cover sheets and your forms. Um we're going to talk in depth about what those look like, but this is going to house every single cover sheet that you're going to need for your application attachments. Um, you'll also have a financial plan workbook component and this will be an Excel document um that's meant to support your budget narrative and your financial plan. And then new this year um in accordance with SB569, we have the virtual addendum. This is an attachment that is optional um for any applicant who would like to apply for a

018virtual full-time sorry a full-time virtual or a full-time hybrid component of their school. Um, and so we're going to go more in depth with that later throughout the session with our director of special projects. So now we're going to talk about each component that you'll need. So the first component we're going to talk about is the narrative document. Like I named before, the narrative document is one of the most important documents of your application because it houses all of your narrative responses and provides you with links to all of the attachments in which you're going to be asked to complete. So, it's very important that you can access it. So, I'm going to sound like a broken record for a second. I know you saw a video of how to access it. Um, but I

019want to also name it verbally. The first thing that you'll do is navigate to our charter applicant web page. You'll scroll all the way down to find the headline that says subchapter G. And then you'll find the application documents. Then you'll click on the narrative document. Once you do that, you are likely to see a warning pop up. um you are going to download that to your desktop or your downloads on your desktop and you'll open it from your download file explorer. If you try to open it through the browser, you will get that warning. Um so just note that you'll do need a down if you're having any issues and you haven't been able to access it already. Please make sure you're reaching out to us immediately after this webinar so that we can

020make sure we set a time for you to be able to access it. Great. So, now that you have been able to access it, what is this? So, once you're able to access it, you'll notice a couple of things. It's a fillable PDF. So, you will type your narrative response doc in directly into the document. Um, and then it's also going to have expandable boxes. So, um, we know that the narratives require some length at sometimes and all of the responses will have expandable boxes. The next thing to note is for subchapter G specifically, all of your evaluation and scoring criteria are actually embedded into the narrative document. So, this is going to be something that you're going to want to make sure you're looking at. I would recommend before and also after you've completed

021your narrative component to make sure that you're hitting all of the criteria that's being asked of you. Are there any questions about the narrative document, how to access it, or the format of the document? So, I'm not seeing anything in the Q&A. Reminder that if you have any questions, please just put them in the Q&A function and we'll definitely make sure we're getting to them. Perfect. So, now we're going to talk about the attachment documents. First all, you need to know that the attachments are hyperl on both the narrative attachment checklist page and also throughout the the relative and corresponding narrative page for easy access. You'll find three different types of attachments. The first of that is just going to be a cover sheet. It's going to provide specific instructions for completing each attachment and

022then each attachment must then be submitted alongside of the cover sheet. Um, and it outlines it outlines it exactly how it's required. Another type you're going to see is a fillable form. And this is going to be where the cover sheet is actually the fillable PDF form and you're going to type directly into this form and no corresponding documents is required after it. And then lastly, um, like I mentioned at the start, you're going to also have an Excel worksheet for your financial plan workbook. Um, note that this is going to be opened, downloaded as an Excel document and then should also be submitted as an Excel document and we'll talk a little bit more about that. So I don't see any questions as of now. We're going to keep pushing forward then. So now

023we're going to talk back about the drafting period. So, coming back to our timeline, you'll notice that you have roughly two and a half months um to complete the requirements of our application. So, we're briefly going to go over some of the most important questions that you're going to encounter um while drafting your proposal, such as when is my launch year? Um what are the education program requirements? Uh what are the instructional requirements? And how can we engage TEA during the draft period? and we'll also briefly discuss the role of selecting instructional materials during the drafting process um and how you'll engage with us. So the first thing to talk about is your launch year and this is a huge decision that you will need to make from the onset of your application. Um you're

024going to need to determine if you are going to apply to have a startup year or not. This decision will greatly impact the way you're going to respond to your narrative questions. In addition, if you opt out of a startup year, you will be required to complete an additional narrative component um for the ready to open and then for additional attachments. So, it's really important that you're clear on whether or not you would like to have a startup year or if you're going to opt out of that startup year. Um what you'll see noted is that if you do opt into a startup year, your earliest launch is going to be in 2027. Um, and then if you opt not to have a startup year, then that means you could be opening your doors for

025as early as August of 2026. In addition, it's very important to note that if you opt in for a virtual component, either a full-time virtual or a full-time hybrid component, um, you will be required, again, it is required that you have a startup year, um, if you choose to opt into a virtual component. So, in short, just know that you have the option to either apply to have a start in August of 2027 with a startup year, or you could also apply for no startup year in that you would begin serving students as early as August of 2026. So, the next thing we're going to talk about is the education program requirements. In accordance with SB1615, in order to be an awarded a subchapter G, adult high school, um there not only needs not only

026do you need to have a program that allows individuals to complete their high school diploma and offer those industry based certifications, but you are also required to provide access to career readiness training, postsecary counseling, job placement services, child care at no cost to students, and life coaching services. In order to fulfill those, you can also John, we're going to the next slide. Sorry. Thank you. In order to fulfill those, you can also partner with the Texas Workforce Commission approved provider to assist with meeting the educational requirements. So, that's just something to know. Now, shifting gears a little bit, we're going to talk about the highquality instructional materials. So, we want to reiterate some of the expectations and information around the instructional material requirements for charter schools. To be clear, charter schools have the ability to

027design, select, and implement instructional materials at a local level. However, charter schools must still cover 100% of the TEICSS or the Texas essential knowledge and skills that form the foundational curriculum in Texas. So here at the agency we provide many resources to guide and planning TICSS aligned materials but we've also in recent years created the open education resources which are free materials for the public um use and have been evaluated through the rigorous vetting process called the IMRA process which is the instructional materials review and approval process. This is a pretty new process and we're going to talk a little bit more about um that process in just a second. So keeping on high quality instructional materials when you're thinking about HQIM, you will not only be asked to identify what materials you will be

028utilizing, but also how you intend to continuously monitor that they're in compliance for both the quality of the materials in regarding state law. Um, you'll also be asked to describe which industry-based certifications you will offer and what materials you plan to use and how you chose those specific industrybased certifications. Are there any questions about the high-quality instructional materials or the kinds of questions that you might see in your narratives? All right, then we're going to keep moving forward to application submission. For the next few minutes, we're going to talk about the submission process, addressing when it's due, what you'll include, and where you're going going to submit your documents. So, the first thing that we want to make sure that we all know is October 31st at 5:00 p.m. Central Standard Time. Again, Texas is

029has two different time zones. We make sure that you note that is 5:00 p.m. Central Standard Time. Um, and it's very important that you are turning it in by 5:00 PM. Um, we will not accept paper submissions. It is going to be an electronic submission. Um, we'll talk about that and it's also detailed at length in the instructions and guidance document. Um, you may submit your application prior to the deadline. However, please note that once you submit it, it is final and we will not allow you to resubmit. So, it's really important to take that time to make sure you have all your documentation in order. Um, and again, October 31st, 5:00 PM Central Standard Time is your due date. So, let's talk a little bit more about the application submission. Um, the documents that

030you're going to need to include for your submission when you submit them. Um, each applicant will have a minimum of at least three files to upload. The first one is going to be your narrative response that I I referenced earlier. As a reminder, this is where all of the questions are located and where you're going to put all of your responses as it is a fillable PDF. You'll also need to make sure that you're signing your letter of special assurances that are also located in the narrative. That's document number one. Document number two is your attachment documents. And noted how I said it was document number two. You're going to take all of these documents and combine them into one PDF file. Um, we'll refer to this document as the attachment submission document. and we're

031going to discuss how you can assemble that file on the next slide. The third document that you're going to submit is your financial plan workbook. Please note, you will submit this as an Excel file, the same format in which you download it and complete it in. Please do not save the workbook as a PDF for submission. Um, and we will not accept any other format than Excel. I'm going to say that again because every year we get submissions as PDF. Please make sure that you're submitting your financial plan workbook in the Excel format. Then, like I said, at minimum you'll have three documents to submit. However, if you choose that you would like to opt in to the virtual addendum or the virtual component, um you will need to fill out the virtual addendum. So

032again, if your organization proposes to operate at least one virtual or hybrid campus, you must also submit the addendum that's listed within the application um attachments. So let's talk about how can we assemble the attachment submissions. Um as I mentioned earlier, we are going to require that this becomes one big PDF file. And there's really a couple of ways for you to do this. For our more techsavvy folks, you might simply just want to combine all of the PDFs in Adobe. Um, for some people who might have it easier, you could just print it out um, and then scan it in as one big file. Again, the key word is that we just are asking that you submit one file for the attachment submission document. Um, you want to go from all of the different

033attachments that we're asking you to provide to one big fi PDF file. Um, it's also important to note that in the instructions and guidance document within our submission instructions, we're also asking that you please put the page numbers um, in the bottom right hand of the corner. It's very important so that when it's going through review processes, it's very clear um, on which page and when you're getting feedback, you'll have accurate feedback. Um, lastly, we're going to talk about where you actually submit this. Again, I named at the beginning of this that you're not going to submit a paper copy. um long gone are those days. Instead, you're going to provide a uploaded copy into what we call share file. That link can be found in the instructions and guidance document already. Um what is

034share file? Well, it's like similar to a Dropbox or a cloud-based storage. You basically take those three or four files, again, we only have three or four of them depending on if you're opting into the virtual, and you'll upload it into the share file. Um you'll use the drag and drop feature. and it's very straightforward, but we highly highly recommend that if you're having any difficulty or you're just not sure how to utilize it and you would like us to model it for you, um, if you can reach out to us in advance, um, so we can make sure that you know how you're going to submit it. The next thing to note is that please flatten all of the attachment documents before you're submitting it. That just means that you are um, making sure

035that it's not able to be edited so that we're able to have it all in one documentation. Any questions about attachment submissions? Any questions about submitting your documents or anything I've covered so far before I pass it over to Britney to talk about the review process? Okay, I don't see any questions. So Britney, I'm going to pass it off to you so that you can help us talk about the review process. All right. So after you have submitted your application, you are going to move into the last few phases. Completion check, external review, preliminary decisions, and then the prelimin preliminary decision remedy period. Um so let's dive into what happens after you submit your application, how and what um can be fixed after you submit what the application and how it goes through evaluation and

036what happens after that review process. So what happens after you submit your application? It does not go into um share file storage. We pull it, we start this process. So, our team will begin combing through each application that is submitted um one time for completion. So, we will look to see that your entity is eligible to apply. We'll look to see that all of your attachments um have been completed and submitted. We'll also look to see that all of your board members have notorized their documents and your letter of special assurances has been initialed and signed. Once all of those things have been confirmed, we will then notify um the districts that you intend to apply for a charter. So anybody that you have identified on your landscape section, we will then be notifying um

037those people uh for the districts. This is historically different from the past. Usually you as the applicant would take this step, but this year TEA will be notifying those districts as part of the completion check process. John, you can pop to the next slide. There are instances where certain documents that are missing from your initial submission will be eligible for remedy. In the event um we will extend a fiveday cure period whereby this is where you'll be able to provide those missing documentations. So kind of with that said there are instances where an applicant is missing documents that are ineligible for remedy. Those result and those missing documents would require um us to disqualify you from furthering in our process. Um, and some of those instances include late submission of the application. Sarah has mentioned

038that deadline of October 31st, 5:00 p.m. Central Standard Time. So, it's super important that um you do not get removed from the process because of late submission. If we do receive your application um by 5 um later than 5, we will not be processing that application any further. So, let me say that again. If we receive your application after 5:00 p.m., we will not be processing your application any further. So, there's absolutely no excuses on this matter. So, we want to make sure that if you are all the way to the end, don't wait till 4:58 to start submitting. Anything can happen. Technical issues, internet goes out. My internet loves to go out. So, it's going to be best that you really use your time closer to that deadline to submit on time. So an

039applicant um will be removed from our process if they fail to get their formatted documents timely filed. Um so late submission, not having those formal um documents timely filed. Um and another big thing that we have seen is missing responses. So having s significant uh missing pieces of the narrative portion. So if you submit an application that has a lot of missing pieces of that narrative response portion uh we will not be able to proceed with your application any f further. So these are this slide is really important so you know what can disqualify you and how you'll move through that cure period if that applies to you. So let's talk about the if what happens when you are deemed complete or you you've gotten everything on time and it's in. So all applicants that

040um are deemed complete with their application are then scored for quality. Please know that TEA does not score these applications. It is done by a group of highly qualified external reviewers. Each application that is deemed complete is scored by five separate reviewers. The five separate scores are then averaged together dropping the highest and the lowest reviewer score. Whichever is higher, the adjusted score or the average score is taken. So we are looking for a cumulative average of 85% or higher. In the event that an applicant has an average score that lands between 80 and 84%, the application is then sent to a sixreader score. So if you make a cumulative average of 85 or higher, your application then moves to the next phase of our process. For those who did not or for those who

041do not um earn that minimum cut score, your application is removed from the process. Um but you are more than welcome to reapply in the next application cycle. So let's talk about what happens after this review process. Post external review. There are two different tracks that your application could take. So let's talk through the first one. What happens if your application receives that 85%. You will then be notified and invited to capacity interviews. You may also provide an explanation um for your external review performance. However, it's not required. If your application does not receive an 85% then you will be required to provide an explanation which is a narrative um for your external review performance. Your ability to advance in this process will be determined by the strength of that response. Failure to respond in

042the given timeline will remove you from the process. So you have two tracks here. Let's review the capacity interview dates and they are February 9th through the 13th. Closer to that timeline, you'll be given your exact date and time of when your capacity interview will be held. Um and then let's also talk about um who will participate in these potential capacity interviews. So who participates in the capacity interview process? So at minimum our team employs the help of other content area specialists within the agency to assist with us vetting your proposal. These topics uh areas that are included in this and the people that we reach out to come from charter school law, emergent bilingual programs, financial compliance, um high quality instructional materials and special education. So, we're going to round out the conversation um

043and finish with our timeline where we will discuss what happens after capacity interview, when the commissioner will make his decision, and when would an awarded school potentially open. Postcapacity interview process moves pretty quickly depending on the launch year that you have chosen. So, the Commissioner of Education will review all applicants and make a formal decision on or around February 27th. If awarded, the contingency process will then begin. Once all contingencies have been approved by the agency, you will then be awarded your charter contract. It is very important to note if you opt out of a startup year, that gives you June and July to really prepare for an August or September opening. So this is critical for you to think through as you prepare your ready to launch attachment. The last step of our process

044is on the next slide. So the launch year option should you choose to take a startup year um you will be connecting with the new school's team um as we prepare for your startup um in August of 2027 launch year. So, as a reminder, for those of you who opt in for a virtual component, you will be required to take a startup here. So, if one of those attachments that you're going to upload is that virtual addendum, um you will then be required to take a startup here. So, we have told you a lot of information while John is showing you our contact information. Any questions about the process kind of start to finish? Okay. I don't see any as of right now. Um, just a little plug. I want to make sure we are

045aware that we do have a support seminar. It is going to come on September 3rd and it will be from 10 to 11:30. Um, this one is going to discuss full-time virtual and full-time hybrid. There will be a space where you guys can ask potential questions. Um, but we want to make sure that you know that that is available. All of the other dates for our support seminars are also listed on our website. So please take a look at that. All right. So since I do not see any questions and if you are ready to go, you should have the ability to share your screen and if we see any other questions, we can make note of it as you continue. Perfect. Thank you. I'm hoping you guys can see my screen. Yes, thank you,

046John. Um, so good afternoon everyone. My name is Ann Rajin. I'm the director of special projects here at the agency. Um, part of my work is to support virtual and hybrid campuses and sorry, uh, as part of the application this year, there is I've heard it I've heard it multiple times during the presentation. There is an opportunity to add a virtual hybrid canvas as part of the application and I'm here to speak a little bit more about that today. Um, so why do uh school systems tend to offer virtual hybrid models? Uh, we know that for a majority of students, in-person uh settings work best for them. But for some students, virtual and hybrid models are better fit for them because they afford new opportunities. for students who need a little bit more flexibility and

047uh want to take advantage of that anytime anywhere learning. We notice that families opt into virtual or hybrid options um often fall into a few scenarios. Uh one is that they have students who have um are pursuing things outside of school uh in a more like professional manner whether they are like training to be in the Olympics. We have families who have students um who have medical needs for which they need a more flexible schedule. um students who are interested in going at an accelerated path and need uh courses that are catered to their own pace. Um families looking for alternatives for homeschooling uh because the courses are getting a little bit more rigorous or just need more support and they look to school systems to offer those options as well. So the reason that

048we are able to include um this addition to the application is due to Senate Bill 569 which was passed during the regular session and it establishes a new framework for schools to offer virtual and hybrid learning options and we think about this in three different um paths. So schools have the ability to offer individual courses They could offer virtual and hybrid programs and they could also establish a virtual hybrid campus. Today I'm going to highlight some of the information that is in SP569. If you're uh considering pursuing any of these options, I would um recommend that you look over uh the bill. Also um the bill does require the agency to go through a rulemaking process that we'll carry out in the next few months. So um this is a high level of what's already

049in there um and information that we're sharing today. So when it comes to individual courses uh again there requirements that are outlined in the bill but highlighting a few things is that leas would need to certify that these courses meet uh the TEICS they are at the appropriate mastery level and meet the standards of quality for online learning. Um for hybrid programs um we think about this as a virtual or hybrid program that is running within an existing uh campus. So if you can think of a brick and mortar campus and you have a subset of students who are engaged in a virtual hybrid program um that is an option and as long as they're the students who are in the program are less than 50% of the total enrollment of the campus leas can

050pursue this without any further authorization and then the one that we will spend a lot of time today on is establishing a virtual hybrid campus that is think of it as a standalone campus uh with it own CDCN number and for that um it the bill does require that entity goes through an authorization process which is what this application process would fulfill in this scenario. Um because of the familiarity being varied in this room I'm going to take a minute to like go over some key terms that we um we will see in reference to virtual and hybrid learning. These are also included in the application documents as well but just want to highlight it here. Um for instance um the types of instructions that are instruction that's allowed in a virtual hybrid setting. There's

051synchronous instruction. So when we say in synchron synchronous we mean real time scheduled learning sessions where in where instructors and students interact um over the internet. You have some sort of like interactivity through tools. So right now if we were interfacing and you responding um it's scheduled that kind of instruction is allowed. There's also asynchronous instruction which is online learning where students access material um kind of at their own pace mostly. There's very few scheduled mandatory sessions for students to uh meet with their instructor or as a group in a virtual hybrid program or even in a course. Synchronous or asynchronous or a combination of both um are ways to think about how you would uh provide instruction for a student. the full-time virtual programs. Uh when we talk about virtual, uh we're talking about

052an education option where students attend mostly entirely online. Um they're receiving instruction primarily over the internet either synchronously or asynchronously with minimal or no in-person attendance. So virtual off-campus learning u online for a hybrid model. This is where a student um attends in person for part of the time and then they learn um online the rest of the time. So a couple ways to think about this is you could have a hybrid program where this the course the program schedule is that students come in for maybe the first half the day and then they take their courses the rest of the the the second half of the day entirely online. Or you could have hybrid courses where the courses are the same but maybe you meet in person uh a few days of the week

053and then the students learn synchronously or asynchronously um the rest of the time. Another term that you will see is a whole program virtual instruction provider. And this means that you're you're not required to, but there is an option for schools to uh use a private or third party service to support in the management and oversight of their virtual or hybrid campus or program. And if that is the case, then um there are questions in the application in the addendum portion of the virtual and hybrid uh portion that ask a little bit more information on the whole program provider. Again, you're not required to use an entity, but if you do, um there are questions specific to that. Okay. for virtual and hybrid campuses as I mentioned before um to establish a campus with its

054own CDCN number um it must be authorized to operate so this is the process to receive authorization for that um a virtual campus is considered when like at least 50% of students enrolled in uh is enrolled in that full-time virtual program that would be considered a campus and the same thing for a hybrid campus where that threshold is at least 50% of the students are participating in that program. The funding for virtual and hybrid campuses are are different than if you were just offering courses or programs. Um, in this case, funding for a full-time virtual hybrid campus will be determined based on the number of full-time equivalent students enrolled at the campus. And that number is then multiplied by the charter school's average ADA or the state's ADA, depending on if you have other campuses

055or not. Another key difference here is like authorization. Once you receive authorization to operate a full-time virtual or hybrid campus, that continues unless you unless the campus receives a D or F rating for three preceding years. I I think this has already been mentioned, but if if there is a newly approved full-time virtual hybrid campus, they must complete a planning year. Um, and the campus also has to include at least one of the grade levels in which there's an assessment. Student eligibility requirements are also a little different uh under SP569. So again, I'm just highlighting a few pieces. Um, SP569 goes into more detail. So, one of the things for a student who's eligible to enroll in a full-time virtual campus is that the student had to have attended a public school in the state

056for a minimum of six weeks in the current school year or preceding school year, but they meet one of the other requirements that would make them eligible to enroll in a full-time virtual campus. for a full-time hybrid campus. Uh students eligible to enroll as long as they're eligible to enroll in a public school. As I mentioned earlier, um authorization for a full-time hybrid or virtual campus continues indefinitely unless revoked for the specific reasons. One is that they're receiving an unacceptable performance rating for those three preceding years. um there's a special investigation that's conducted that requires a revocation or in the case where say there is a third party um private or third party entity that is um considered u no longer eligible to provide services and then in that case a campus who's using that

057provider could also um have that uh authorization revoked unless another alternative provider is approved. So, if you're considering um offering a full-time virtual or hybrid campus, uh there are a few things that I would suggest that you start with the reviewing. Uh as I mentioned before, Senate Bill 569 outlines some of other requirements for campuses and um around course quality, professional development, uh things like that. The instruction and guidance document also goes into more detail of the things that we've covered here already. um the addendum for virtual and hybrid campuses. If you take a look at that, there are questions that are specific to the model and it aligns with um the authorization process that SP569 requires the agency to gather information on. And then there's an assurance document um as well that um relates

058to virtual hybrid campuses specifically. As you are filling out the information in the narrative documents, if there's a component to um the design that includes a full-time virtual hybrid campus, please also address those pieces within the narrative itself. um that way we get a more holistic picture of what the proposal is. And as I mentioned, the addendum has specific questions on the virtual and hybrid campuses only. So these are questions that are not not necessarily covered in the narrative that we that virtual and hybrid campuses do need to um get gather more information on. And this is the opportunity to elaborate on those things. And you'll see the terminology that we talked about before such as synchronous, asynchronous, what is your model delivery? Um, is it a hybrid model, is a virtual model, what does

059this schedule look like, things like that. And then there's a portion in the addendum that um requests information on if you're considering a whole program um provider. So, this is the third party or private entity. And then we would be requesting information on like what kind of services would you want from the provider and um um the questions that are presented on the screen. I won't read all of it. Uh but just uh drawing attention to like this is where we would gather that information. Okay. If you have any questions, please drop it in the Q&A feature. Happy to take a look at it now. And I will stop sharing. Well, thank you, Ann. We really appreciate it. Um, I don't see any questions in the chat as of right now. Um, if one comes

060up, I will grab it and snag it for you. Thank you. We really appreciate you. All righty, guys. Well, we are going to keep rolling. Um, we are at Oh, actually, we're like right on schedule. This is magic. Um, so John, I'm going to toss it over to you to talk about charter law. All righty. Can you all see the screen? Cool. I'm going to get us off schedule because this is not going to take 20 minutes. So, that'll be my job today. Uh but I did want to spend a little bit of time with you all today to talk about just some selected legal issues uh that are going to be applicable specifically to subchapter G um the adult education charter schools. A lot of this presentation is going to just reiterate uh what

061Britney said and or what Ann just said with just a little bit of nuance. All right. So, in terms of eligibility uh issues, Britney already mentioned that there are five eligible entities uh that would be able to apply for an adult ed charter, a subg. Uh the first one's a nonprofit entity, and I want to take a two seconds to really dig down in this and make a point of distinction simply because I see there's a couple people who I recognize from our subchapter D process, our open enrollment charter school process. And in that world, uh, we typically, uh, say nonprofit entity, but we also mean tax exempt status. Um, for our subg purposes, statute just says nonprofit entity. So, uh, to be clear, some governmental entities can be taxexempt, but they're not nonprofit, right?

062So, just want to be sure that you all meet the eligibility requirement as a nonprofit uh, filed in Texas. Number two, uh, school district. Britney already mentioned this. This is going to be your traditional ISD. Um, charter school. Uh, we will come back to that. So, put a pin in that one. Um, and then I did want to point out for four and five. Um, while number four says general academic teaching institution and number five says institution of higher education. um those have very specific meanings within the statutes that um are referenced in subchapter G. And so if you go to chapter 61 uh sub chapter A or um of those sections or those subsections, you will see a very definitive list of organizations and entities that qualify as either that general academic teaching institution

063andor that institution of higher education. So uh just encourage you all not to make assumptions that you all would be eligible under four or five. Uh go and make sure in statute that you your entity is reflected in there. Okay. So coming back to number three for a second and charter schools. So again, just in terms of terms of art, typically when we deal with subchapter D or E or or just collectively as charter schools, we typically say like open enrollment charter schools. Um but that's not the case for subchapter G in terms of eligible entities. want to be very clear that if you have a charter school already um in Texas and you're wanting to apply for a subchapter G that you still that you hold a subchapter D open enrollment charter school. So

064just want to be clear and just making distinctions where necessary. I don't see any questions. wanted to talk a little bit about eligible students that you would be able to um enroll. So statute again is very clear that if you were awarded this adult education charter high school that you could only enroll students that are between the ages of 18 and 50 um and have previously failed to complete a high school graduation either through that non-comp completion or of curriculum or assessment requirements. And statute also prioritizes or puts the the responsibility on you all to prioritize students who have not received their high school equivalency certificate. All right. So Ann already talked about this but again we're going to sit for this for sit with this for a second. Um eligible entities should you want

065to propose operating a virtual campus whether it's a hybrid full-time hybrid or full-time virtual. Uh if you are going to do a full-time hybrid, again uh your options serving that 18 and up group um is not as limited. If you do the hybrid version hybrid option, so you could basically enroll a student who is eligible to enroll anywhere else in Texas as a in a public school that would be no problem. But again, I wanted to drill down a bit and spend a second with if you want to do a full-time virtual campus. Your options to enroll students in that kind of campus become extremely limited due to the age demographic and historical kind of educational trajectory that that demographic um has who would want to come to your school. So, that being said, if

066you wanted a full-time virtual campus, you'd be limited to students who attended a public school in Texas for a minimum of six weeks in the current school year or the preceding school year. So, before you say, Mr. Garland, how's that work with adult learners? Again, we completely understand that, but in the absence of rule at the moment, we're going with the very clear stat statutory uh eligibility definition. So, that's the first one. The second one um are for students who have who were not required to attend public school in Texas due to non residency in the preceding year. So this kind of scenario would happen, right? You might have outofstate uh folks who come in um who did not have to attend school in Texas during the previous year, they would be eligible to enroll

067in that f full-time virtual campus. Also, um, again, any students that for whatever reason would be a dependent of a member of the United States military who's been deployed and or has been placed in substitute care in Texas. So, again, I'm just going to leave that on the screen for a hot minute for you all to digest that and make sure that if you do have questions about it, um, you ask and we can address them. Okay. All right. All right, moving on to governance topics. These are a bit more straightforward. So, subchapter G, where you all are sitting in now, um is pretty much like subchapter D, our open enrollment charter schools, um our historical charter schools, in that if you were awarded, your entity will be beholdened by provisions in the business organiz

068BOC, the business organization code. um specifically those that govern the nonprofit corporations under that uh that chapter. Um just as a reminder that your entity when you submit needs to have a minimum of three board members and then we advise that any questions that you might have regarding that that you uh don't don't uh reach out to us. We won't be able to answer that. Um but you should direct those questions to the Texas area secretary of state's corporate corporate division. Okay. And staying on um on that, I also want to just remind everyone that your entity, should you apply will definitely be subject to TOMA as well, Texas Open Meetings Act. If you need more information about that, you can um go on to the Attorney General of Texas's website. Um once we post

069this web uh this slide deck, you'll also be able to access these um if you don't find them online before that um where you can look at any TOMA resources listed on that website as well as the uh latest open meetings handbook. Okay. Also, it goes without saying, but um that you all, even though you're applying to serve adult learners, your school still has to be non- sectarian in nature, um that is included, but not limited to areas of student admission, uh your instructional models, your hiring practices, your school calendars, um specifically naming how you're naming student holidays. And then lastly and also importantly is making sure that whatever facility that you ultimately occupy um doesn't have any visible religious iconography present on the premises or wherever students are are congregating. Okay, I still see

070no questions. So I will move to the last topic and it's a very quick and easy one. Um admissions and enrollment. Obviously, this is a federally reg regulated clause, but your admissions policy, even though you're again serving adult learners, still cannot um you cannot prohibit, excuse me, your policies must discrimination on the basis of race, color, national origin, sex, or disability. And again, this is a federally regulated u requirement. um federal and non-regulatory guidance guidance also requires if you receive any federal funds that should you all become overs subscribed meaning your um applications are higher than the available seats you would then have a lottery just like subchapter D uh sub chapter G charter schools again even though you're serving adults you cannot charge admission fees for students and you cannot require them to volunteer

071or to attend any sessions or make any commitments to them um on condition for admission. Okay. And that is not our break just yet. But as promised, I did want to get us off off calendar, off schedule. So that's all I have. I don't see any questions though. So we are ahead of schedule. >> Yeah. So we will take just a little cell phone break until 2:15. At that time we will continue with our next presentation. So uh you guys can just turn put us on mute come back go get some water but at 2:15 we will come back together and finish with the rest of our agenda. Hey guys, one second. Let's get us all set up. All righty. Can you all see the financial plan slide? Too many presentations trying to coordinate. Okay.

072So, I have about a minute uh introduction and just to anchor our conversation. Then I'm going to hand it over to Kylie to fill in a lot of gaps and then we're going to pivot over to the workbook so you can kind of see it if you haven't already seen it and opened it yet. That said, um your financial plan as a subchapter G applicant is really nested primarily in the financial plan workbook. So, as Sarah said earlier, the workbook is a very robust Excel document. you're going to download it as that Excel, fill it out, and upload it, submit it as that same Excel document. That workbook has a kind of a multitude of purposes, but um primarily it's really a critical tool for us to ensure that you all have the uh capability

073of developing a viable budget that we can see in a very nuanced and itemized way. Um really it's to show that you can demonstrate financial readiness, that your budget will be, you know, preliminarily be able to meet all of our agency guidelines and any other regulatory requirements. Really looking to make sure that that budget is demonstrating your ability to, you know, show structured planning. Um and then lastly, you know, again, you are going to have a multi-year contract um if you were awarded. So, we want to ensure that that budget for at least the first five years is going to really outline a longevity, a viability, and not just something that's going to get you through the first couple years. So, as we again as as Kylie starts talking about her areas and we take

074a deep dive into the workbook, really want to anchor ourselves in really three big domains to which we're looking at this workbook from. The num first one is enrollment and attendance projections. Um this calculating state aid and then also just recognizing that as we go through this workbook, we'll point it out that this can also be a valuable tool for you all in terms of seeing what the financial impact of um enrollment, attendance, etc. and what that will do to your funding as you modulate it. personnel structures. Again, we're looking for a very detailed itemized list and plan for how you're going to fill positions, what you're going to pay those those folks, etc. Um, you also have to account for taxes, payroll taxes, benefits, any contracted services. Then lastly, operational expenses. Again, we'll go

075through it, but it's a very, very nuanced list, including but not limited to supplies, textbooks, equipment, rent. I mean, you name it, it's there. And then, as I said earlier, in terms of that long, you know, that longitudinal piece, we're really looking making sure that you're able to account for that year-over-year growth. Okay, that was a lot. I'm going to pivot now to Kylie. Uh, let me switch just one second. And Kylie, while I'm doing that, if you want to introduce yourself, I think you're on mute. >> Can you hear me? Okay. >> Yes. Perfect. I'll go ahead and do my introduction now while you're getting ready. As John said, my name is Kylie Bettis. I'm from the state funding division and I am here to present uh two of the tabs in the workbook,

076the enrollment and the SOF tab. Uh I'll be pro um presenting how the functionality works those two tabs, how they work with each other, and uh we'll go through some examples in the workbook. So without further ado, that's all I had for that little introduction. Okay, so we're going to talk about the functionality of these two tabs. First, I'm going to start with the bottom bullet. Uh, as you work through the application workbook, state funding recommends that applicants start at the top and slowly work your way down the enrollment tab section by section. Uh, there might be certain line items that feed into each other, so you need to do step one before you get to step two. Um, and then as this uh this slide says, the enrollment tab is going to be a

077green tab, which means it's open for data entry. You're going to see white data fields, aka cells that you can enter in uh certain figures. You're going to see that the SOF tab, which stands for summary of finance, which is the report that you will see the breakdown of your total state aid, that will be a blue tab, and it's protected, meaning you can't really access it. uh it's there for um forformational purposes and it will take the data you enter in the enrollment tab and we'll incorporate it into certain line items um and funding components just how your actual SF sof report will appear. Uh there will be as I mentioned for the SOF tab non-white cells that are protected and provide more information and background for the line items um or columns that

078it's in. You'll also see these little red corners on certain cells that will be notes. So when you hover over that red corner of the cell, it'll expand a little note with more information and more guidance on how to fill out its related cell. Throughout the entire enrollment tab, you will see data entry for enrollment estimates with three exceptions, which is going to be the transportation section, the college career and military readiness outcomes bonus section aka the CCMR, and the additional funding. We'll get into those in one of the following slides. Now, if you can go. Yep. Perfect. Uh, so when we get to the enrollment tab, the first section is going to be for total enrollment. It is broken down into the enrollment bands as described in the Texas Education Code 12.263 BNC. I'm

079talking a lot. This is Is this recorded, by the way? This is recorded, right? Okay. So, good, cuz this is a lot of information. So, like I said, you're going to enter in the uh enrollment based on the duration the adult learner is anticipated to be enrolled for the school year. Again, I'll provide an example when we go to the workbook, but you'll see that there are five basically enrollment bands that you will uh put or divide your students or your adult learners into based on what how you how long you expect them to be enrolled in the school year. After that, you'll see other student population enrollment section that will begin with the inter with the percentage rate of attendance as ADA and FTAs are still going to be calculated based on attendance for

080special educational services, career and technology education, and various other instructional settings. And so, we still need that uh attendance percentage rate. Applicants should refer to the student attendance accounting handbook to comply with attendance which is still required for all LEAs and include these subchapter G charter schools. So we have very very uh we have various uh error messages and little um notices built into the enrollment tab. So you're going you may see error messages based on what you enter. And so what you should do when you get that error message is review it and address whatever prompt is uh you know in front of you. And so for example, we do have um two notice checks for the special education and then the career technology education aka CTE. Um these are going to be little

081warnings on line 89 and 90 that again we'll show you when we get to the workbook. um and are an example of uh warnings you can see spec specifically for the special education the CTE. So for these if they pop up uh this section the totals for the section may be greater than the total enrolled number of students. Uh this can happen when students are enrolled in multiple instructional settings. And then as I mentioned previously, the three following sections that are not enrollment based are the additional funding, the college career, military readiness outcomes bonus, and the transportation section. Additional funding is where you will enter the total credits earned and the number of graduates. For the CCMR section, you're going to enter the graduate count. And for the transportation section, you will enter a dollar

082figure. And that's the only section where the applicant uh needs to enter a dollar figure entry. You'll see that there's an additional funding section. Um and that and the CCMR section will be locked uh and unable for you to enter any information so it's going to be protected as new sub chapter G charter schools have no prior year data to be eligible for those sections. They're there forformational uh purposes and you will see them in future years um or be eligible in future years. So now the summary finance tab is uh like I mentioned protected in a view only tab. It's protected. is incorporating data that you entered in the enrollment tab and calculating out your sto your your total state aid for the year based on those uh what the information you provided it's

083going to display the estimated total state aid and serves as a sample of what an actual SOF report will look like for the schools startup year again in the other program section we're going to depict the funding aotment that is applicable in future years but just not available in their first year of operation I think we're ready for the >> we are. And so just really quick, um, as we pivot to the workbook, I'm going to provide an outline of some of the first tabs and then I'm going to kick it over to Kylie to fill in some other tabs and then you'll end with me on the rest of the tabs. So that said, let's open the workbook. Okay, can everybody see that the workbook? Perfect. So, if you haven't opened the workbook, um

084this is what the first tab should look like. As Kylie mentioned, you will see tabs across the bottom. Uh the green ones are for data that you are going to input. The blue tabs are just calculating tabs, so you will be locked out of them. They're just for review purposes to ensure that what you've put in the uh green tabs is correctly um calculating. So that first tab you'll see is uh just a cover sheet, but it will provide you that reasonable planning estimate per student. Um so just want to be sure that you review this tab first so you're aware of kind of where you're starting baseline. General journal instructions is that second tab that's extremely important because this is going to be more of like a troubleshooting guide for you or reminder resource

085guide for you as to like what tab is doing what and what you're expected for those tabs. And again, as you can see, they're all going to be um outlined here. Okay. All righty. Next tab is a school info tab. You will just put your information here. You will, as an organization, need to designate what your fiscal year will be, uh specifically when that fiscal year end date will be. Um you'll also put your total school minutes. And then with that, the next and the first big tab that you're going to come across is the enrollment tab. And kind of go ahead and kick it over to you. >> Awesome. Thank you. So, you can see in that first section titled total enrollment, there are those five rows that I mentioned based off of Texas

086Education Code 12.263B and C. And we have provided an example of total number of all students enrolled being 800 and broken down into those enir enrollment bands. For example, if you think 500 are going to show up 100% of the school year they're going to be attending every day, you're going to put 500 into the first row where you assume the attendance rate is going to be 100%. Uh, for example, if you think maybe 100 of those students are going to show up less than 50% but more than 25% of the school year, you will put 100 in the third row down where it says 50% for attendance rate. And then how the workbook is calculating all that fun math in the background, it'll automatically uh create or calculate the average daily attendance, the ADA

087per the um as required in the Texas education code. And it's going to pop out 700. And then you can go ahead and see under the other student population enrollment section. It's broken down to little mini sections. It's going to start off with the average daily attendance uh percentage and then if you can hover over that cell to yep perfect that's a my first example for the red corner. So for example state funding um suggests that you enter in a conservative ADA percentage. We provide an example uh in the workbook of 85%. And then again you can see various little red corners around the cells. Um let's see. Let's see if we can pop up an error message. So, if you can click on one of the cells under the startup here and just kind

088of I think type in a couple letters and then hit enter, it shouldn't allow you to enter ABC or something like that. So, for example, you're going to get various error messages like this. Again, we just suggest you read the message and you answer the prompt. So for this one, it's not going to allow any non-numerical figures. Um, so again, it you just got to delete it and retry. You can see right here under line 40, as I mentioned, there's going to be two notice checks. So special education student count is 112%, meaning it is greater than the total number of students enrolled. So you're going to see on line 89, if we could go ahead and scroll down to that one. Thank you. So, we have two notice checks and they're in orange. Um,

089so under special education notice check, if you can hover over that right corner again. Thank you. So, if this notice is displayed, then the sum of students in special education instructional arrangements 01 through 98 is greater than the number of students enrolled in row 17. Please ensure data is correct prior to submitting. This notice occurs when enrolled students are in multiple instructional settings. So we again just have these various notices and again we have another notice check for career and technology education if you can ever remember that one. Thank you. So again, just like the special education section in the career and technology education section, you can have it's possible to have more than 100% enrolled because students can be in enrolled in various or multiple settings. So this is just here for you to

090double check and make sure you're not double counting that you have everything um double checked and uh entered in accurately. And then if you can scroll down to the first section, let's see the Yep. Okay. And then scroll down uh to additional funding. That's what I meant for the non-enrollment. So you'll see for the transportation, the college career military readiness outcomes bonus CCMR and the additional funding section. These are non-enrollment figures. So, like I said earlier, you're going to need the number of credits uh for various CTE and non-CTE courses for additional funding. For the CCMR section, you're going to need the graduate count. And then you also, I believe, yes, you need a graduate account also for the additional funding section. And then the transportation section is dollar figures only. You'll see that also

091for the additional funding in the CCMR section, that startup year is locked. uh you are unable to uh put information in there because you are a new charter school. You not have the prior year required data to be eligible. Uh let's see. And then yes, so we have some more fun little notes. So if you can hover over one of the protected cells under additional funding, I can start. Yeah, perfect. So for for example again startup data not applicable as a section is based on prior year data of a fully operational adult education program charter. So again when you're doing the enrollment uh tab start from the top and work your way down um and just pay attention to what the red corners aka the notes are requesting or providing guidance on. And we have

092um just various notice checks and error messages. Just be sure to answer the prompts and take your time filling these out. And then let's go ahead and go to the S SOF tab. Thank you. So, as I mentioned, it's blue, which means it's protected. This is a purelyformational tab. It's going to show you what your uh projected total state aid and what your SOF report will show up as. And it's taking all of the information you entered in the enrollment tab and it is uh calculating your state aid. So you can see for example in row seven the refined average daily attendance is taking that 700 that is based off of the ADA and the enrollment band information you entered. We also provide uh the line items such as the the labeling and then the

093related weights or rates that is being taken into account when the math is going on. So go ahead and scroll if you can slowly scroll down. So, we have it based off of um we have the tier one, we have tier 2 uh of the foundation school program funding and then the ASF and then as you scroll down, if you can scroll down to the bottom now, you'll see we have various um codes and uh Texas education code references. We have the weights. This is a lot of really good information um for each line item. And then you'll see what I mean by the tier one and tier two um subtotals and at the very very bottom of this very long tab. Um you'll see yeah you'll see the tier one, the tier 2 just

094broken down into those little subsections. Um, and then you'll see your total state aid at the very bottom where I'm talking about the uh ASF available school fund and then the foundation school fund funding components. We have as I mentioned the other program section is a purelyformational tab or not a tab um section that the charter school will not see any funding for because they're not uh they don't have the prior year eligible data but you'll see that in subsequent years and you'll see an all an aotment eventually come into that line item. Again it's just purelyformational. I think we have another little fun red note. I think we have two of them. If you could hover over Yep. For the startup year, adult education program charters are not eligible and uh the funding stream

095is dependent on prior year student data. And then can you hover over the other programs? Yes, perfect. Again, other programs is not calculated as part of the total state aid. The section is to depict where you would see these funding streams appear on the summary of finance for future years. And so those are those two tabs. And then for more information, I don't know if I name dropped my email address at the beginning, but you can reach out to me at kylie ky ly.bettisb as boy e tes at tea.ex.gov and you can also reach out to charter school finance at tea.t texas.gov. We also have on our state funding website for TEA various school finance topics that um are PDFs of a lot of really good information explaining various uh funding um a lotments and

096we have one specific one pager for uh adult high school charter school funding. So please take a look at that. Um I think that's all I wanted to add at my little end of my presentation. Yeah, >> I appreciate it, Kylie. Um yes, feel free to reach out to Kylie, but uh just with a caveat um and we will talk a little bit more about this as we close out. Um we we are a bit limited in what we can um offer you all in terms of guidance um andor support um as an applicant. So if you reach out to Kylie um she is not going to be able to tell you what to put in your um workbook, but she obviously can talk about the mechanics of state funding, etc. to clear up any

097sort of big big sort of black letter law issues. Okay, close us out. So, Kylie mentioned the importance of the enrollment tab. The next one over are going to be your course ID, course service IDs. You will need to fill this out. Your personnel, as I'd mentioned, your personnel is going to across five years. So, let's say I want to do superintendent. uh I will have to categorize my superintendent and then I will have to assign a salary. So my starting salary and let's just say year one uh I will have one superintendent but let's say uh let's see let's see principal uh let's just say let's just say we're going to do 70 just as example but let's Say my principal, I'm not going to bring a principal on full-time until year two. Let's

098say in year one, they are going to be halftime or part-time. You would include all of all of your staff from startup year all the way to year five. You're going to project their salaries, the number of FTEEs that you're going to have per year, but also you will account for any total year raises that you're going to offer. as well. So again, this tab should be um thoroughly complete. And then the next big tab is going to be your startup year 1 assumptions tab. So this is going to cover your assumptions based on your state revenue. Here it's already autoc calculating what your total state revenue would be. Um any federal revenue services here, uh sorry, other federal revenues here just as a reminder. And this is um the the workbook that you all

099have downloaded is updated, but um you all are not eligible for the CSP grant. So that is a charter school um program grant. That's the federal startup grant that our subchapter D um entities apply for. As a subchapter G, you are not eligible. And so again, the workbook that you open will have that grayed out or say not applicable or something like that. So, um, just to be sure when you do submit it that there's not a number figure in that cell. Expenses, uh, the expenses, again, you're going to itemize those expense assumptions. As you can see, as Kyler was saying about the corners, there are plenty of tool tips here to help you figure out what those expectations might be or count towards in those expense categories. Um, and again, I'm not going to

100go through all of it. is a very nuanced list, but I did mention earlier about payroll taxes and benefits and contracted services. So, you will account for all of those there. And then school operations, I mean, again, itemizing it down to field trips, office expenses, etc. And then there's a sort of roll up at the bottom and you'll be able to review it at the top as well. So, those are all the tabs that you're going to actually input data into. And as we mentioned, the blue tabs are secured. They're just calculating and for your reference as well as ours. So for the budget tab, it's just going to again show a highle overview. I'm sorry, it's going to show an overview of your summary of revenue and expenses. But I did want to take

101a minute and just point out the importance. As Kylie said, you want to work from the top to the bottom for each tab. But I'm going to add on to that and say you need to work from left to right because each of the tabs is borrowing information and calculating information that you're putting in a previous tab. So if you jump tabs, you're likely to get error messages because it's likely that something that it needs to use as a calculation has not been completed yet. So, this is one of the tabs that we get a lot of uh questions about because again, people see a bunch of error codes outside of what Kylie was talking about and it's because they haven't filled out the previous tabs. Kylie already mentioned the summary finance tab. Um the

102payment formula example is really for you all's reference just to provide a scenario of which the budget that you've crafted uh what the estimated payment schedule would be based on that information. And then lastly is the financial plan workbook summary. This is just a one pager. Um, so once you all finish your budget or preliminary budget, this will be a helpful tool to print out for maybe again your team or stakeholders, for folks to review um potential philanthropic resources, etc. So, this would be a good one pager for you all um to use later as your budget kind of takes shape. That's the workbook, but I will end on and kind of continue the conversation about if you have questions or problems. So, if you have questions, again, you can certainly reach out to us.

103If you're having problems, and I mean technical problems, you're getting error codes beyond what Kylie mentioned, uh please reach out to us, uh the new schools team here, um with two important pieces of data that will allow us to answer your question very quickly. As I said, we are not allowed to tell you what to put in your workbook, but if you're getting errors, what you can do is email us the tab that you're having the problem with and the specific cell. What that will allow us to do is then look at an open version of our workbook to see what cells are feeding into the cell that you're having a problem with. That will allow us then to tell you, hey, go back and look at the enrollment tab. Maybe you didn't put the

104data in right, maybe you didn't put a decimal, whatever. Um, so 99.9% of the time we're able to help locate uh the source of the issue and allow you all to kind of keep moving with the budget. But the earlier that we find out about that issue, the longer runway we have to try and work with you on that. So please don't wait till the very end to say, "Hey, I'm having all these error codes." Also, last thing is be sure that before you submit this that again you're not getting error codes or any other um strange characters that your budget is adding up the way you want it. Um please don't assume that we will look past it. Again, we are looking external reviewers are looking at the viability of this budget as well

105as you all's ability to construct the budget in a obviously a coherent way. So, that being said, please, please, please reach out with any questions you have. Um, and we can troubleshoot those issues. Um, again, it's a it's a big and thorough, robust document. Uh, just try and play with it, play with the enrollment, see what that funding looks like as you you tweak some of those projections and just come up with a really good budget that can also stand any sort of like enrollment um deficits that might happen. Um because again if you make it to capacity interview we would have questions about what happens if you are underenrolled or what happens if so just be sure that your budget is viable but also flexible. Britney that's all I had. I compared didn't want

106me to get off mute but thank you John thank you Kylie. Um that's always a big part of the application so thank you for taking the time to go into detail about that. All right. So, we are going to move into kind of checking to see if we have any last minute question and answers um submitted. And I don't see any in our function right now. Um so, I'm not sure if that's just we were so thorough today or maybe you've gotten your questions answered throughout the last presentation and this week. Um but hey, that's a great thing. So, thank you again, Kylie. Um we really really appreciate you being here. Thank you all. >> All right, team. So, I don't see any questions. Um, but any last minute thoughts before we close out our

107se uh session today? >> I just have one point and again I'm just hone on this because I see a couple folks that are affiliated with or have engaged with our subchapter D process. Just remember as you were looking at the eligibility, it's not just that you meet an entity status, but you also have that experience requirement as well that's associated with your entity and or person on your board. So, just be real clear if you choose that to to apply with subchapter G that you're meeting all of the eligib eligibility requirements including that experience requirement. That's it. Britney, thank you. Sarah, anything for you? Nope. Just as a reminder, we do have a support seminar on that full-time virtual full-time hybrid addendums. Um, if you would like to attend that, the registration link is

108on the charter applicant page and that will take place this coming Wednesday from 10 to 11:30. Awesome. Well, thank you guys again. We really appreciate you all being here um for your required information session. If you have questions um that are very general, just reach out to us. We will get back to you. If you cannot access that application, please let us know. We want to make sure that you can get all of the necessary documents and get ready for this process. All right, guys. Well, that's going to conclude our subchapter G information session. Reach out if you need anything. Bye, everyone.