IQS

Authorizing Plan, Practices, and Processes

Use the button to see the full text of our approved authorizer plan, or use the section underneath to read about specific authorizing plans & practices.

Autonomy of Schools

A.8 Ensuring Autonomy of the Schools in the Portfolio As an authorizer, IQS has put into place both policies and practices that ensure school autonomy. The policy of IQS is found in its contract Section 8.2 which states, “…Except as otherwise provided by this Agreement or Applicable Law, IQS has no authority, control, power, or administrative or financial responsibility over the School…” It goes on to state that, “…In carrying out its oversight responsibilities, when IQS has identified areas of concern relative to school performance, it may make recommendations to the school to encourage improvement…” Such recommendations are not considered directives that impinge upon the autonomy of the school. To assure adherence to its policy, the Cadre Handbook (revised and reviewed annually with all members of the IQS Cadre team) thoroughly describes charter school oversight responsibilities; placing an emphasis on school outcomes in stating it is IQS’s responsibility, ““to create a performance framework that establishes expectations for school operations, student achievement, budget and finance, and board governance and then to provide guidance and oversight to assure those expectations are met…” 

Conflict of Interest

A.7 – Authorizer Operational Conflicts of Interest 

IQS has created numerous places within its organization and approval processes to ensure that no conflicts of interest occur either at the IQS board level or in the Cadre team/oversight process in accordance with Minnesota Statute 124E.14. Our awareness and expertise in this area allows us to objectively and professionally review (and when deemed necessary take action on) any concerns or complaints that might be raised relative to the charter schools it is authorized to oversee. 

Article III, Section 1 of IQS by-laws states that “no director may be a board member, administrator, teacher, employee, or independent contractor engaged on a full time basis by or for any Minnesota chartered school nor have any contract by which the director will provide services to any school to be sponsored by the Corporation….” Annually, IQS Board members renew their declaration of having no conflict of interest by signing an affidavit noting such. 

In addition, to insure that no conflict of interest exists within the process of school oversight, all Cadre team members sign an agreement with IQS to serve as independent contractors (IC) [Attachment A.7.1]. The contract specifically states, “The IC represents to IQS that as of the date of this Agreement and the immediately preceding two years, neither IC nor any immediate family member, has had a financial interest in, been a paid consultant to, or a board member or employee of, the IQS school(s) assigned above. IC further agrees to refrain from having a financial interest in, becoming a paid consultant to, or becoming a board member or employee to charter school(s) assigned above for a period of one year following the termination of this Agreement…” 

Finally, at the charter school level, IQS works to ensure that a conflict of interest policy is in place and reviewed annually. In its “Ready to Open” checklist, Section 1.c(2) addresses the need to be certain no board members have a conflict of interest (see attachment B.1.2). In addition, the IQS contract with its schools contains a provision that states “The provisions of the Charter Law 124E.14 relating to conflicts of interest shall be followed by each member of the board…” (see attachment B.3.1). Annually, charter school board members are asked to sign a “statement of assurance” that no conflicts of interest exist and submit to IQS for recording purposes [Attachment A.7.2]. 

A.7.2 Conflict of Interest Optional Template

Letter of Intent

The purpose of the “Letter of Intent” is threefold fold: 

a. To provide IQS with an idea of the kinds and numbers of applications under consideration so that preparation can be made for application review 

b. To review the IQS authorizing processes and rigorous expectations so the applicant has a thorough understanding of the IQS process including the requirement for innovation; and, 

c. To discourage applicants who either are interested in developing models which are not likely to gain IQS authorization 

If submitted, it will be suggested that the letter of intent consists of a 4-6 page document that includes a general description of the kind of school the applicant is considering. At a minimum, this description would include: 

a. Statutory purpose(s) of the school 

b. School mission, the general learning model 

c. The innovation aspect of the school 

d. Goals and evaluation summary 

e. Governance structure 

f. Operations summary including general location 

g. The individuals involved in the development of the application and in the future operation of the school. This must include at least one licensed teacher 

h. Financing of the application development process 

When a letter of intent is filed, before forwarding to the IQS Board for approval, the MLT reviews the Letter of Intent and prepares a recommendation for Board approval. Should the Board approve, the new school applicant is notified and invited to complete and submit a full application. In the event that the Board reject the Letter of Intent, the applicant will be notified and a full application will not be considered by the Board. 

Letters of Intent Updated 1/19/21

New Schools

Innovative Quality Schools has in place a comprehensive approach that it deploys in the evaluation and approval of new school applications. 

As a “Single Purpose Authorizer,” Innovative Quality Schools is prohibited by law from limiting the applications which it solicits, considers, or approves to any single curriculum, learning program or method. Therefore, a variety of models of schools and schooling will be considered. The framework for IQS’s review of new charter school applications is as follows: 

  1. IQS will only consider authorizing schools that are designed to improve all pupil learning and all student achievement and meet one or more of the additional five (5) statutory criteria as provided in section 124E.01 Subd. 1 
  2. Proposals for new schools will only be considered if they include substantive involvement from one or more teachers licensed under section 122A.18 Subd. 1 or a group of individuals that includes one or more teachers licensed under that section. 
  3. IQS will not authorize a school that is being proposed as a means to keep open a school that otherwise would be closed or to reestablish a school that has been closed. Applicants in these cases will have the burden of proving that conversion to a chartered school or establishment of a new chartered school fulfills the purposes specified in section 124E.10 Subd 1. independent of the school’s closing. 
  4. The granting or renewal of a charter by IQS will not be contingent on the bargaining unit status of the employees of the school.  
  5. A charter school must be nonsectarian in its programs, admission policies, employment practices, and all other operations. 

Innovative Quality Schools will use the guidelines outlined below for soliciting and considering new charter school applications. 

  1. New school information will be disseminated throughout the year utilizing a variety of communication strategies such as: 
  • The use of the IQS website to develop and issue Requests for Proposals (RFP’s) for school models that are new and/or innovative in their entirety, or schools that have a research or best-practice base. IQS will consider both, although all proposals to be considered by IQS must have some aspect which is innovative and which is being further researched as a part of the school design. 
  • Engagement in on-going discussions with interested parties that have missions consistent with IQS. The intent of these ongoing discussions is to generate and/or support interest in new school creation to better serve the children and youth. 
  • Requests to be included on the website of the Minnesota Association of Charter School Authorizers (MACSA) and other professional organizations interested in the formation of new schools.
  1. The Board of IQS will consider the number and status of schools currently under contract as well as schools in the process of developing an application or Letter of Intent at least annually at the strategic planning meeting or at regular monthly board meetings, as Letter of Intent are received.  
  2. The IQS Board will consider a variety of options and models for authorizing. 
  3. The Board of IQS will consider a variety of designs and models; the Board may also solicit applications for some specific models as well and use its website to disseminate a Request for Proposals (RFP) regarding the models of schools it is soliciting.
  4. IQS will conduct discussions  with  organizations  and  potential operators  regarding  the  IQS  application  process,  RFP,  and any other models under consideration by potential operators that may be different than that in the RFP. 

It is understood that IQS will not be a provider of services for the operations of any schools in its portfolio or schools being considered to become a part of its portfolio. As such, IQS will not enter into any contracts to provide management, financial services or any other services for a school authorized by IQS. 

Process Standards for New Charter School Approval

The framework for the approval of an applicant [Attachment B.1.2] to organize a new charter school must be consistent with Minnesota Statute 124E.06 and contain at least the following components: 

  • Vision/Mission statements that support the primary purpose of a charter school and align with the vision/mission of IQS 
  • School and student performance expectations and how the goals that support those expectations will be measured and met 
  • The innovative aspects of the school 
  • A clear description of the primary instructional model(s) of the school 
  • The alignment of the curriculum with the MN learning standards are specific 
  • The special education, early intervening and child-study process and the continuum of special education services 
  • The model the school will use to meet the needs of educationally and economically disadvantaged students and students with English language learning needs 
  • Preoperational plans for school governance and a succession plan consistent with Minnesota Statute 
  • Preoperational plans for school operations and management 
  • Preoperational plans for facility identification 
  • Preoperational plans for staff acquisition and professional development 
  • Preoperational plans for marketing and outreach 
  • Preoperational plans for budget planning 

 

The applicant’s capacity to open and operate a school is also a significant IQS requirement. To that end, in order to be considered for application approval, the school founders must have, i) experience in preK-12 education, ii) a commitment to long-term service as either board membership and/or school employment, iii) evidence of criminal background checks for all board members (before entering into a contract with IQS). 

 

Step 1: Contact IQS. 

Whenever possible and desired by the potential applicant, personal meetings are set up between potential school founders and the IQS Leadership. The IQS Leadership will provide an overview of the authorizing structure of IQS, the process for submitting an application for consideration by the IQS Board, and a timeline for events based upon the applicant’s desired date for opening with students.

IQS recognizes that ‘innovative ideas’ related to school program, instruction and operation do not happen within the framework of a working calendar.  To that end and noted above, IQS accepts inquiries related to opening a charter school throughout the year.  New school applicants will follow the process outlined below:

Step 2: Submittal of a Letter of Intent. 

Although this step is encouraged, it is not required. [Attachment B.1.1]  

The purpose of the “Letter of Intent” is threefold fold: 

  1. To provide IQS with an idea of the kinds and numbers of applications under consideration so that preparation can be made for application review 
  2. To review the IQS authorizing processes and rigorous expectations so the applicant has a thorough understanding of the IQS process including the requirement for innovation; and, 
  3. To discourage applicants who are interested in developing models which are not likely to gain IQS authorization 

If submitted, it will be suggested that the letter of intent consists of a 4-6 page document that includes a general description of the kind of school the applicant is considering.  Should the Board approve, the new school applicant is notified and invited to complete and submit a full application.  In the event that the Board rejects the Letter of Intent, the applicant will be notified that a full application will likely not be supported by the Board.

Step 3: Application Development, Submission and Review

IQS will designate a representative that the applicant can contact with questions, clarifications or feedback of the application content, requirements and process.  The designated IQS representative is not eligible to be a reviewer of the application.  

Once an application is complete and submitted to IQS, the application will go through the following steps: 

  1. A team of IQS professionals will be assigned to review the proposed application of the school. Team members will be determined based on the model of the school design. 
  2. The team will review the request using the IQS rubric contained within the application for this purpose. 
  3. IQS Leadership, based upon the review team’s collective evaluation, will make a recommendation to the IQS Board for application approval. 
  4. The IQS Board considers the application and makes a final decision.  

 The decision-making process described in this section is based upon five key aspects of the school performance: (1) school mission/vision and model; (2) governance; (3) student and school evaluation planning; (4) financial competence and adequacy; and (5) competent management of the school in compliance with standards. 

Step 4: New School Affidavit

An affidavit for each IQS Board approved application will be completed collaboratively between the IQS and the applicant and submitted to the MDE for approval.

Within 60 days of receipt of the affidavit from IQS, the Commissioner must approve or disapprove the affidavit.  If the affidavit is disapproved, the Commissioner will inform IQS of the deficiencies in the submittal and IQS will have 20 business days to address the deficiencies.  If the deficiencies are not addressed to the satisfaction of the Commissioner, IQS will not have the authority to charter the school that was the subject of the affidavit. 

Application for a New Chartered School

Change in Authorizer or Transfer Schools

Innovative Quality Schools has a comprehensive approach that it deploys in providing oversight in opening a new school, evaluating and supporting site/grade level expansions, initiating prekindergarten programs and in considering the transfer of existing charter schools.  As in the case of considering new school applications, IQS will use a team whose experience and expertise align with charter school requests.  The decision-making processes described in this section are based upon five key aspects of the school performance: (1) school mission/vision and model; (2) governance; (3) student and school evaluation planning; (4) financial competence and adequacy; and (5) competent management of the school in compliance with standards. 

Change in Authorizer: Transfer Schools- IQS may agree to accept an existing charter school into its portfolio of schools.  Such requests will follow criteria outlined in Attachment B.2.3 and the steps outlined below:

  1. If a school is interested in becoming a school authorized by IQS, it must submit a letter indicating its desire to transfer. 
  2. When considering a request to assume authorization of an existing charter school currently under the auspices of a different authorizer, the IQS Leadership, on behalf of the Innovative Quality Schools Board, will give consideration to such a request following its criteria and in accordance to its evaluation process [Attachment B.2.3]. 
  3. A team of IQS professionals will be assigned to review the proposed transfer of the school.  The team will review the transfer request using the IQS performance rubric [Attachment B.4.1].  
  4. IQS Leadership, based upon the evaluation of the review team, will make a recommendation to the IQS Board.  

School Opening

Innovative Quality Schools has a comprehensive approach that it deploys in providing oversight in opening a new school, evaluating and supporting site/grade level expansions, initiating prekindergarten programs and in considering the transfer of existing charter schools.  As in the case of considering new school applications, IQS will use a team whose experience and expertise align with charter school requests.  The decision-making processes described in this section are based upon five key aspects of the school performance: (1) school mission/vision and model; (2) governance; (3) student and school evaluation planning; (4) financial competence and adequacy; and (5) competent management of the school in compliance with standards. 

 

School Opening Decisions- Minnesota Statute 123E.06 subd.3(g) provides broad latitude in determining a school’s readiness to open, to wit, “The authorizer may prevent an approved charter school from opening for operation if, among other grounds, the charter school violates this chapter or does not meet the ready-to-open standards that are part of the authorizer's oversight and evaluation process or are stipulated in the charter school contract…” After the MDE has approved a new school affidavit, IQS will begin to work with the school board to develop the authorizer/school contract. In addition, IQS will utilize a comprehensive "checklist" to determine whether or not a school is ready to open [Attachment B.2.1]. This checklist serves as a roadmap for the school in its preparations to accept students. IQS, in assisting schools in preparing for a successful opening will: 

  1. From time to time attending board meetings 
  2. Meet with the board chair and/or school start up coordinator regarding progress in planning for the school to open 
  3. Provide periodic updates to the IQS Board of Directors 

Ready to Open Checklist 

Expansion of Site or Grade Level

Innovative Quality Schools has a comprehensive approach that it deploys in providing oversight in opening a new school, evaluating and supporting site/grade level expansions, initiating prekindergarten programs and in considering the transfer of existing charter schools.  As in the case of considering new school applications, IQS will use a team whose experience and expertise align with charter school requests.  The decision-making processes described in this section are based upon five key aspects of the school performance: (1) school mission/vision and model; (2) governance; (3) student and school evaluation planning; (4) financial competence and adequacy; and (5) competent management of the school in compliance with standards. 

Site/Grade Level School Expansion

When a current school wishes to add sites and/or grades, including early learning programs, IQS will provide guidance to the school in examining the feasibility and rationale behind such a request. Minnesota Statute 124E.06 subd. 5 describes the criteria upon which such expansion should be considered. In carrying out the provisions of the law, the Minnesota Department of Education (MDE) requires the submission of a supplemental affidavit “prior to a charter school expanding to add sites, grades or an officially recognized pre- kindergarten or preschool instructional program.” A supplemental affidavit will be submitted by IQS to the MDE on behalf of the existing charter school.  Charter school requirements will be based on statutory requirements and will be reviewed by IQS and evaluated by the MDE against the terms and conditions set forth in the Commissioner approved authorizer plan and the quality of materials submitted.   

When considering a request to expand a school, IQS will give consideration to such a request following its criteria and in accordance with its evaluation process [Attachment B.2.2] as applicable. 

The steps in the review process will include:  

  1. A team of IQS professionals will review the proposed expansion application of the school using the IQS rubric contained within the application for this purpose. 
  2. The school will be given the opportunity to respond to any reviewer questions or requests for information.
  3. IQS Leadership, based upon the evaluation of the review, will make a recommendation to the IQS Board for application approval. 
  4. The IQS Board considers the expansion and if supported, takes action to approve the request.
  5. If approved by the IQS board, an affidavit will be developed and submitted to the MDE for approval. 

Although IQS accepts expansion applications at any time, it recommends that the school submit the application no later than July 1 of the year prior to the year the school intends to implement the expansion to allow IQS Leadership time to review the application complete an affidavit for IQS Board approval and submit the approved affidavit to the MDE by the required October 1 deadline.  

Expansion Application

Oversight

B.5 – Authorizer’s Processes for Ongoing Oversight of the Portfolio Charter Schools: 

Innovative Quality Schools utilizes a transcript oversight process of the schools it authorizes by initiating practices of continuous evaluation and compliance monitoring which provide information that is useful to the school for its improvement purposes while ensuring the autonomy of the schools it authorizes. IQS follows a nationally recognized framework for providing oversight to its charter schools. This framework is overseen by the IQS MLT and administered by a Cadre of professionals with expertise in areas specifically aligned with the five (5) principles of effective school operations: i) mission/vision, ii) governance, iii) student/school performance, iv) finance, and v) school operations. Cadre teams are assembled for each school based on the program model and operational needs of the school. Team members provide oversight through site visits, interviews, and on-line examination of performance metrics. 

Process and Procedure – As noted above, Cadre team members are selected to provide oversight for an IQS school based upon an alignment of their professional expertise with the school program assigned to them as well as their expertise in the performance area assigned. The specific responsibilities of Cadre members are contained within the Cadre Handbook. This handbook is reviewed each fall prior to Cadre members meeting with their assigned schools. Cadre members are reminded of their role as ‘observers’ and ‘overseers’ and in that capacity are encouraged to engage in discussions with staff and students when appropriate; asking critical questions related to the five operating principles of school organizations as well as questions related to measurements contained in the school ScoreCard. Prior to making their first visit, Cadre members will review the ScoreCard that is in place for the school to ensure their oversight responsibilities are meaningful, intentionally supporting school improvement. Cadre members are instructed to ask more generic questions related to school performance such as those noted below as a means of framing their visits. 

1. School Vision, Mission and Program Model – Cadre members are asked to pose questions such as "Do staff, board and students (when appropriate) have a clear understanding of the program model?" and "Does the curriculum support the mission and program model?" 

2. Governance - Cadre members are asked to pose questions such as "Does the Board comply with the Minnesota Open Meeting Law?" and "Does the Board follow its By-laws and periodically reviews them?" 

3. School/Student performance- Cadre members are asked to pose questions such as "Does the school have a process for determining the student’s academic levels of performance when they enter school?" and "Is a growth model or value added growth model method of data analysis is used?"

4. School Finance- Cadre members are asked to pose questions such as "Is the school budget approved by the board prior to July 1 of each year?" and "Does the Board monitor the budget on a regular basis?" 

5. School Operations – Cadre member are asked to pose questions such as “Are staff qualifications/licensure in compliance with MDE rules?” 

 Academic, Financial and Operational Reporting – The ScoreCard contains clearly defined performance metrics in each of the areas of school performance, i) school mission/vision, ii) governance, iii) school/student performance, iv) finance, and v) operations. Each school with the IQS portfolio is required to complete a ScoreCard. The ScoreCard is reviewed annually and modified based upon the priorities established by the school board, school leadership, and the compiled observations of the IQS Cadre team. Cadre members will review the ScoreCard that is in place for the school to ensure their oversight responsibilities are meaningful; intentionally supporting improvement. At the end of each year, Cadre reports, including ScoreCard results, are compiled and a comprehensive report is provided by the IQS management leadership team to IQS Board for review and to the IQS portfolio of schools [Attachment B.5.1]. 

Frequency of Cadre Observations- Cadre observations can take a variety of forms including on-site meetings, web-ex, and on-line review of pertinent information and data. All Cadre are asked to carry out oversight responsibilities at least three (3) times annually. Following each observation, Cadre members are required to submit a written report through an electronic drop box set up exclusively for the school. 

Intervention, Termination and Renewal Decisions- As noted above, following each visit, Cadre members file a report of their observations and findings and place it into a school folder. [Attachment B.5.2] This information is compiled by the Management Leadership Team member assigned to the school as liaison and used in formulating the year-end report of school performance. This report subsequently forms the basis of the annual School Improvement Plan. When a school is in its contract renewal year, the cumulative record of reports is utilized to determine the school’s renewal status. It is within these constructs that the IQS oversight process takes place. 

B.5.1 Annual Report

B.5.2 School Oversight Report

Scorecard

B.4 – Performance Standards: 

IQS has contracts that contain clearly defined measurable goals and objectives for each of its schools. Each contract contains performance elements as required by Minnesota Statute 124E.10. Oversight performance metrics have been developed to align with nationally recognized standards for operational excellence. In addition to defining the purpose of the school and its overall operating objectives, a set of school/student performance measures is incorporated into the ScoreCard [Attachment B.4.1] for each school and is used to benchmark the school’s yearly progress. These practices align with on-going oversight and evaluation criteria as required in Minnesota Statute 124.E and as defined by NACSA’s high quality authorizer. 

The ScoreCard contains a grading rubric for each of the five (5) critical areas of school performance. Within each performance area is a set of measurements against which school performance is assessed on an annual basis by Cadre members utilizing the evaluation criteria found within the ScoreCard. The required set of measurements in each performance area reflect basic performance requirements outlined in Minnesota Statute 124E.01 subdivision 1 (13) and (14). Benchmarks for the school are developed when entering into a contract with IQS. While benchmarks for performance related to mission/vision, governance, finance, and operations reflect Minnesota Charter School requirements and, therefore, are essentially identical across the entire IQS charter school portfolio, performance benchmarks related to student achievement will be different for each school, reflecting the unique learning needs of students enrolled. In addition, in all performance areas, opportunities are provided for each school to add additional measurements against which their performance might be assessed. The opportunity to establish measurement and benchmarks in each performance area that are unique Revised 12/2/19 IQS AAP Part B Narrative 10 to the mission and program of the school provides the school with the opportunity to have the unique nature of their program, and their program’s success fairly and objectively determined. 

B.4.1 ScoreCard

ScoreCard evidence

Contract Renewal

B.9 – Charter School Renewal or Termination Decisions: 

The National Association of Charter School Authorizers states that, “…A quality authorizer designs and implements a transparent and rigorous process that uses comprehensive data to make merit-based renewal decisions...” Innovative Quality School’s approach to the contract renewal process, as well as our deployment, meets the NACSA standards. 

Evaluation Standards and Processes for Contract Renewal – As defined in the contract between IQS and the school, the evaluative process for contract renew begins in the fall. A description of this process is found in the contract section 5.2. To wit, “…Prior to renewing the contract with the School, IQS will conduct a performance evaluation specifically addressing each of the performance indicators contained within their contract. The School must demonstrate satisfactory performance on these performance indicators in order for the contract to be renewed. Not later than October 1 of the year in which the contract renewal evaluation is to be conducted, IQS will provide the school with the specific details of the renewal process. This evaluative process will include visits to the school by a cadre of IQS professionals. It may also include interviews with board, the director of the school, teachers, parents, students and others involved with the school as deemed necessary and appropriate. It will include a review of the school governance, the financial status of the school, a review of the student progress and a review of the operations of the school. The school’s ScoreCard will be the standard used to determine whether the contract will be renewed and if so, for the number of years…” Transparency in this process is ensured through the communication that takes place in this meeting as well as through a collaborative review of year to date findings of school performance outcomes found in the cumulative record of the ScoreCard. 

Eligibility for a Contract Renewal

Meeting the provisions of the contract with IQS is key to continued authorizing by IQS. The renewal process is the culmination of an ongoing and transparent oversight process which includes frequent dialogue between the school and IQS. The renewal process includes data and information obtained throughout the term of the contract with the school. In accordance with Minnesota Statute 124E.10 which states in part that, “…the primary focus of contract renewal should be the determination of the performance of all students (124E.01 subd. 1)…” the actual renewal process of IQS expands this evaluation to include all elements of school operations. IQS utilizes its performance rubric to determine the length of a new contract, should it be determined that such a renewal is appropriate. To ensure consistency in its oversight and renewal process, the contract contains an addendum (Addendum 6) that outlines the rubric for renewal. The following is the criteria that will be applied in determining the length of the new contract: 

Recognizing the importance of school/student achievement, if a school receives an average score below 2.0 in performance category Section 3 over the term of the contract, the school will be recommended for a one-year contract and a School Improvement Plan must be implemented. If the Plan does not cause the school to improve, it will be recommended for closure. 

1. If a school receives an average score performance category Section 3 in the range of 2.0 to 3.0, the school will be placed on probation and a school improvement plan will be put in place. The length of the contract will not exceed three (3) years. 

2. If a school received a score below 2.0 in any of the other performance categories in the evaluation, the school will be placed on probation. The length of the contract will not exceed three (3) years. 

3. If a school receives an average score above 3.0 in all five (5) of the performance categories, the length of the contract will be five (5) years.

School Closure

School Closure Plans

Minnesota Statute 124E.10 outlines the process for closing an underperforming school. To wit, “…the plan for an orderly closing of the school under chapter 317A, whether the closure is a termination for cause, a voluntary termination, or a nonrenewal of the contract, …[should include]… establishing the responsibilities of the school board of directors and the authorizer and notifying the commissioner, authorizer, school district in which the charter school is located, and parents of enrolled students about the closure, information and assistance sufficient to enable the student to re-enroll in another school, the transfer of student records under section 124E.03, subdivision 5, paragraph (b), and procedures for closing financial operations…” 

Innovative Quality Schools has in place a plan for the closing of a school. To ensure transparency in this process, the plan is included as an addendum to the contract and is reviewed with the school leadership at the time of the signing of the contract. [Attachment 9.1] Should such a closure be necessary, IQS will guide, assist and monitor the process until all steps have been taken and all conditions have been met. 

B.9.1 Charter School Closure

IQS

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