INSTITUTE THE SUNY CHARTER SCHOOLS RENEWAL RECOMMENDATION REPORT PAVE ACADEMY CHARTER SCHOOL

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1 INSTITUTE THE SUNY CHARTER SCHOOLS RENEWAL RECOMMENDATION REPORT ACADEMY CHARTER SCHOOL

2 Report Date: February 2, 2018 Visit Date: November 6, (fax) Charter Schools Institute The State University of New York

3 CONTENTS 2 Introduction & Report Format 4 Renewal Recommendation 7 School Background and Executive Summary 10 Academic Performance 25 Organizational Performance 30 Fiscal Performance 33 Future Plans Appendices A: School Overview B: School Performance Summaries C: District Comments D: School Fiscal Dashboard

4 In INTRODUCTION INTRODUCTION & REPORT FORMAT This report is the primary means by which the (the Institute ) transmits to the State University of New York Board of Trustees (the SUNY Trustees ) its findings and recommendations regarding a school s Application for Charter Renewal, and more broadly, details the merits of a school s case for renewal. The Institute has created and issued this report pursuant to the Policies for the Renewal of Not-For-Profit Charter School Education Corporations and Charter Schools Authorized by the Board of Trustees of the State University of New York (the SUNY Renewal Policies ). 1 THE INSTITUTE MAKES ALL RENEWAL RECOMMENDATIONS BASED ON A SCHOOL S APPLICATION FOR CHARTER RENEWAL INFORMATION GATHERED DURING THE CHARTER TERM ACADEMIC FISCAL SOUNDNESS LEGAL COMPLIANCE RENEWAL EVALUATION VISIT! Most importantly, the Institute analyzes the school s record of academic performance and the extent to which it has met its academic Accountability Plan goals. 1. Revised September 4, 2013 and available at: www. newyorkcharters.org/suny- Renewal-Policies/. 2

5 In INTRODUCTION REPORT FORMAT This renewal recommendation report compiles the evidence below using the State University of New York Charter Renewal Benchmarks (the SUNY Renewal Benchmarks ), 2 which specify in detail what a successful school should be able to demonstrate at the time of the renewal review. The Institute uses the four interconnected renewal questions below for framing benchmark statements to determine if a school has made an adequate case for renewal.? Additional information about the SUNY renewal process and an overview of the requirements for renewal under the New York Charter Schools Act of 1998 (as amended, the Act ) are available on the Institute s website at: org/renewal/. 2. Version 5.0, May 2012, available at: org/suny-renewal- Benchmarks/. RENEWAL QUESTIONS 1. IS THE SCHOOL AN ACADEMIC SUCCESS? 2. IS THE SCHOOL AN EFFECTIVE, VIABLE ORGANIZATION? 3. IS THE SCHOOL FISCALLY SOUND? 4. IF THE SUNY TRUSTEES RENEW THE EDUCATION CORPORATION S AUTHORITY TO OPERATE THE SCHOOL, ARE ITS PLANS FOR THE SCHOOL REASONABLE, FEASIBLE, AND ACHIEVABLE? This report contains appendices that provide additional statistical and organizationally related information including a largely statistical school overview, copies of any school district comments on the Application for Charter Renewal, and the SUNY Fiscal Dashboard information for the school. If applicable, the appendices also include additional information about the education corporation and its schools including additional evidence on student achievement of other education corporation schools. 3

6 RR RENEWAL RECOMMENDATION RENEWAL RECOMMENDATION Full-Term Renewal The Institute recommends that the SUNY Trustees approve the Application for Charter Renewal of Academy Charter School for a period of five years with authority to provide instruction to students in Kindergarten - 8 th grade in such configuration as set forth in its Application for Charter Renewal, with a projected total enrollment of 490 students. To earn an Initial Full-Term Renewal,3 a school must either: 4 4 have compiled a strong and compelling record of meeting or coming close to meeting its academic Accountability Plan goals, and have in place at the time of the renewal review an educational program that, as assessed using the Qualitative Education Benchmarks, 4 is generally effective; or, have made progress toward meeting its academic Accountability Plan goals and have in place at the time of the renewal review an education program that, as assessed using the Qualitative Education Benchmarks, is particularly strong and effective. 5 REQUIRED FINDINGS In addition to making a recommendation based on a determination of whether the school has met the SUNY Trustees specific renewal criteria, the Institute makes the following findings required by the Act: 1: 2: the school, as described in the Application for Charter Renewal, meets the requirements of the Act and all other applicable laws, rules, and regulations; the education corporation can demonstrate the ability to operate the school in an educationally and fiscally sound manner in the next charter term; and, 3. SUNY Renewal Policies at pp This is the school s first renewal as a SUNY authorized school. Therefore, the SUNY Trustees will consider the school s renewal pursuant to the SUNY Renewal Policies as an initial renewal, and all outcomes including Short-Term Renewal are available. 4. The Qualitative Education Benchmarks are a subset of the SUNY Renewal Benchmarks. 5. SUNY Renewal Policies (p. 12). 4

7 RR RENEWAL RECOMMENDATION 3: given the programs it will offer, its structure and its purpose, approving the school to operate for another five years is likely to improve student learning and achievement and materially further the purposes of the Act. 6 Enrollment and retention targets apply to all charter schools approved pursuant to any of the Institute s Request for Proposal ( RFP ) processes (August 2010-present) and charter schools that applied for renewal after January 1, Academy Charter School ( ) last applied for renewal in Per the amendments to the Act in 2010, charter schools are required to make good faith efforts to meet enrollment and retention targets for students with disabilities, English language learners ( ELLs ), and students who are eligible applicants for the federal Free and Reduced Price Lunch ( FRPL ) program. As required by Education Law 2851(4)(e), a school must include in its renewal application information regarding the efforts it will put in place to meet or exceed SUNY s enrollment and retention targets for students with disabilities, ELLs, and FRPL eligible students. SUNY and the New York State Board of Regents (the Board of Regents ) finalized the methodology for setting targets in October 2012, and the Institute communicated specific targets for each school, where applicable, in July Since that time, new schools receive targets during their first year of operation and others receive targets at renewal. makes good faith efforts to meet its enrollment and retention targets. The school continues to struggle to meet its enrollment targets for ELL students, but has in place efforts to attract more ELL students to the school. The school employs the following strategies to enroll and retain at-risk students: building relationships with community organizations that serve predominantly non- English speaking families and economically disadvantaged families including churches, daycares, and social services agencies; distributing translated materials throughout the local school district and surrounding neighborhoods; posting advertisements in local newspapers, restaurants, hospitals, after-school programs, and local businesses; sending bilingual staff members to speak to potential new families at faith-based services; conducting information sessions in the community; 6. See New York Education Law 2852(2). 5

8 RR RENEWAL RECOMMENDATION ensuring all marketing materials describe the support services for at-risk populations; and, translating all marketing materials into Spanish and other languages as necessary. For additional information on the school s enrollment and retention target progress, see Appendix A. CONSIDERATION OF SCHOOL DISTRICT COMMENTS In accordance with the Act, the Institute notified the district in which the charter school is located regarding the school s Application for Charter Renewal. The full text of any written comments received from the district appears in Appendix C, which also includes a summary of any public comments. As of the date of this report, the Institute has received no district comments in response to the renewal application. A summary of public comments submitted to the Institute appears in Appendix C. 6

9 SB SCHOOL BACKGROUND ES EXECUTIVE SUMMARY SCHOOL BACKGROUND AND EXECUTIVE SUMMARY ACADEMY CHARTER SCHOOL BACKGROUND Having applied for its original charter from the New York City Schools Chancellor (the NYC Chancellor ), was approved by the New York State Board of Regents (the Board of Regents ) on January 15, The school opened in fall 2008 with Kindergarten and 1st grade. The Board of Regents approved a full-term, five year renewal on March 12, 2013 through June 30, 2018, allowing the school to expand to middle school grades. The school is authorized to serve 490 students in Kindergarten 8 th grade during the school year and will continue to serve students in Kindergarten 8 th grade in the next charter term, with a projected total enrollment of 490 students. applied to transfer authorizers during the academic year, and the SUNY Trustees approved the transfer application on October 11, has submitted an application for renewal to SUNY for action during the school year. The current charter term expires on June 30, A subsequent charter term would enable the school to operate through June 30, The school leases the building at 732 Henry Street, Brooklyn in New York City Community School District ( CSD ) 15. The mission of is: Academy Charter School ( ) prepares Kindergarten to 8 th grade students to thrive in competitive high schools and 4-year colleges. provides students a rigorous academic program and a school community built on the core values of Perseverance, Achievement, Vibrance, and Excellent Character ( Values). The board of trustees of, a not-for-profit charter school education corporation, currently operates one school in CSD 15, the Red Hook neighborhood of Brooklyn. is one of two schools that contract with, Inc. (the network ) to support business operations, human resources, budgeting and financial reporting, materials and equipment, and academic-related services and reporting. The other school is located in Raleigh, North Carolina, and serves students in Kindergarten 3rd grade. 7

10 SB SCHOOL BACKGROUND ES EXECUTIVE SUMMARY EXECUTIVE SUMMARY is an academic success. The school outperforms the state in both ELA and mathematics and would have met the SUNY Trustees key academic accountability goals in ELA in and demonstrates success through the following points: s comparison school district is undergoing demographic shifts and has continually enrolled fewer economically disadvantaged students over the past three years. Whereas the district enrolls only 48% economically disadvantaged students, 81% of students are economically disadvantaged. Despite these differences in populations, maintained an upward performance trajectory and closed the gap between the school and the high performing, more affluent district. In addition, enrolls significantly higher proportions of Black or African-American students and Hispanic or Latino students than CSD 15. The school enrolled at least 94% Black and Latino students over the past three years versus the district enrolling about 45% over the past three years. s economically disadvantaged students outperformed the district s economically disadvantaged students in ELA over the past two years. In , for this population, students posted a 40% proficiency rate, outperforming district peers by seven percentage points. increased that performance above district peers in to 15 percentage points when it posted a 51% proficiency rate for economically disadvantaged students. For mathematics, commendably outperformed the district by 13 percentage points, posting a 51% proficiency rate. Additionally, s Black and Latino students outperform peers at district schools. In , posted 51% and 50% proficiency rates in ELA and mathematics, respectively, for Black and Latino students. These rates compare to the district s Black and Latino students performing at 37% and 32% proficient in the same subjects, respectively. outperforms NYCDOE schools serving similar populations of students in the Red Hook neighborhood. PS 15, a Kindergarten 5th grade district school with 76% of economically disadvantaged students, posted proficiency rates of 39% and 40% in ELA and mathematics, respectively. PS 676, a Kindergarten 5th grade district school with 93% economically disadvantaged students, performed at 11% and 16% proficient for ELA and mathematics, respectively. This compares to s same grade levels achieving 59% and 63% proficiency rates in ELA and mathematics, respectively. For middle school grades, Summit Academy Charter School, a nearby NYCDOE authorized school serving 6th 8th grade with 82% economically disadvantaged students, demonstrated proficiency rates of 28% for ELA and 28% for mathematics, compared to s middle school grades performing at 45% for ELA and 38% for mathematics. 8

11 SB SCHOOL BACKGROUND ES EXECUTIVE SUMMARY The school posted a strong upward trend in English language arts ( ELA ) performance from through Over these years, increased its proficiency rate by 26 percentage points, virtually eliminating the gap between the school and CSD 15 (the district ). In , performed higher than expected to a large degree in ELA compared to demographically similar schools. demonstrated similar improvement in its mathematics performance over the past three years, meeting SUNY s accountability standards by The school increased its proficiency rate by 10 percentage points since and exceeded SUNY s growth target measure. In , performed higher than expected to a large degree in mathematics compared to demographically similar schools. The individualized supports provides ELL students have led to increased academic achievement as demonstrated by strong performance on state assessments. In , 50% of ELL students were proficient in ELA, and 53% were proficient in mathematics, compared to the district s 9% and 22% proficiency rates, respectively. Similarly, ELL students exceeded the growth target by at least 11 points in both content areas during the same year. s educational program supports students in achieving the high expectations set by leaders. The school has strong instructional leadership that develops the skills and competencies of all teachers and improves student learning. School leaders provide effective coaching and supervision, closely monitor teachers implementation of strategies, and strategically adjust supports as necessary. Consistent instructional supports and a rigorous curriculum continue to lead to high quality instruction in classrooms. Based on the Institute s review of the school s performance as posted over the charter term; a review of the Application for Charter Renewal submitted by the school; a review of academic, organizational, governance and financial documentation; and a visit to the school, the Institute finds that the school meets the required criteria for charter renewal. The Institute recommends that the SUNY Trustees grant an Initial Full-Term Renewal. NOTEWORTHY s leaders prioritize establishing a positive culture and implements culturally responsive training for staff. In addition to professional development sessions that directly target morale, the school contracts with external consultants to provide diversity and equity trainings that engage faculty in rich conversations that lead to more responsive practices between adults and students. 9

12 Ac ACADEMIC Pf ACADEMIC? IS THE SCHOOL AN ACADEMIC SUCCESS? is an academic success. The school presents an academically strong program, supported by effective instructional leaders who establish high expectations for all students. Under its previous authorizer, had a performance framework that included measures of academic success that were different than those required for schools authorized by the SUNY Trustees. As part of the transfer process, the Institute analyzed s performance against the SUNY Trustees performance standards, and the performance review below includes data the school generated during the most recent three years. For the next charter term, will establish an Accountability Plan that includes the SUNY Trustees required goals and measures and any additional goals and measures the board develops with the Institute. For each goal in the SUNY Trustees Accountability Plan, specific outcome measures define the level of performance necessary to meet that goal. The Institute examines results for five required Accountability Plan measures to determine ELA and mathematics goal attainment. Because the Act requires charters be held accountable for meeting measurable student achievement results 7 and states the educational programs at a charter school must meet or exceed the student performance standards adopted by the board of regents 8 for other public schools, SUNY s required accountability measures rest on performance as measured by statewide assessments. Historically, SUNY s required measures include measures that present schools : ABSOLUTE, I.E., WHAT PERCENTAGE OF STUDENTS SCORE AT A CERTAIN PROFICIENCY ON STATE EXAMS? COMPARATIVE PERFOR- MANCE, I.E., HOW DID THE SCHOOL DO AS COMPARED TO SCHOOLS IN THE DISTRICT AND SCHOOLS THAT SERVE SIMILAR POPULATIONS OF ECO- NOMICALLY DISADVAN- TAGED STUDENTS? GROWTH, I.E., HOW MUCH DID THE SCHOOL GROW STUDENT AS COMPARED TO THE GROWTH OF SIMILARLY SITUATED STUDENTS? The Institute analyzes every measure included in the school s Accountability Plan to determine its level of academic success, including the extent to which the school has established and maintained a record of high performance, and established progress toward meeting its academic Accountability Plan goals throughout the initial charter term. Since 2009, the Institute has examined but consistently de-emphasized the two absolute measures under each goal in elementary and middle schools Accountability Plans because of changes to 7. Education Law 2850(2)(f). 8. Education Law 2854(1)(d). 10

13 Ac ACADEMIC Pf the state s assessment system. The analysis of elementary and middle school performance continues to focus primarily on the two comparative measures and the growth measure while also considering the two required absolute measures and any additional evidence the school presents using additional measures identified in its Accountability Plan. The Institute identifies the required measures (absolute proficiency, absolute Annual Measurable Objective attainment, comparison to local district, comparison to demographically similar schools, and student growth) in the Performance Summaries appearing in Appendix B. The Institute analyzes all measures under the school s ELA and mathematics goals (and high school graduation and college preparation goals for enrolling students in high school grades) while emphasizing the school s comparative performance and growth to determine goal attainment. The Institute calculates a comparative effect size to measure the performance of relative to all public schools statewide that serve the same grade levels and that enroll similar concentrations of economically disadvantaged students. It is important to note that this measure is a comparison measure and therefore any changes in New York s assessment system do not compromise its validity or reliability. Further, the school s performance on the measure is not relative to the test, but relative to the strength of s demonstrated student learning compared to other schools demonstrated student learning. The Institute uses the state s growth percentile analysis as a measure of s comparative year-to-year growth in student performance on the state s ELA and mathematics exams. The measure compares a school s growth in assessment scores to the growth in assessment scores of the subset of students throughout the state who performed identically on previous years assessments. According to this measure, median growth statewide is at the 50 th percentile. This means that to signal the school s ability to help students make one year s worth of growth in one year s time the expected percentile performance is 50. To signal a school is increasing students performance above their peers (students statewide who scored previously at the same level), the school must post a percentile performance that exceeds 50. The Accountability Plan also includes science and No Child Left Behind Act ( NCLB ) goals. Please note that for schools located in New York City, the Institute uses the CSD as the local school district. 11

14 Ac ACADEMIC Pf SUNY RENEWAL BENCHMARK 1A HAS THE SCHOOL MET OR COME CLOSE TO MEETING ITS ACADEMIC ACCOUNTABILITY PLAN GOALS? posted a clear upward trend in performance as measured by the SUNY Trustees accountability measures from through The school would have met the Trustees key academic accountability goals in ELA in and , and mathematics in The school also posted strong performance against the Trustees targets for science and remained in good standing under the state s NCLB accountability system. As noted in the Executive Summary of this report, the school outperforms its geographic neighbors and the district as a whole in serving low income students of color. enrolls 33% more economically disadvantaged students than the district and outperforms the district for this population by 15 and 13 percentage points in ELA and mathematics, respectively, during the school year. In the same year, for students of color, posted 51% and 50% proficiency rates in ELA and mathematics, respectively, compared to the district s students of color performing at 37% and 32% for the same subjects, respectively. posted a strong upward trend in ELA performance from through The school would have met its ELA goal in and under SUNY s accountability standard. In , 26% of the school s students enrolled for at least two years scored at or above proficient, falling 16 points below the district. In comparison to schools across the state enrolling similar percentages of economically disadvantaged students, the school performed lower than expected. The school posted a mean growth percentile that fell four percentile points below the state median. In , increased its absolute proficiency rate by 18 percentage points and narrowed the gap between the school and the district to six percentage points. The school also posted an effect size of 0.51, exceeding SUNY s target of 0.3 and indicating that the school performed higher than expected to a meaningful degree compared to demographically similar schools in the state. The school also improved its growth performance, posting a mean growth percentile that exceeded SUNY s target of the state median of 50 by one percentile point. again improved its ELA performance in and would have met the standard under SUNY s ELA Accountability Plan goal. The school closed the gap between the district and the school to one percentage point when it increased its absolute proficiency by eight percentage points to 52%. In comparison to demographically similar schools, performed higher than expected to a large degree. Concomitant with the school s increasing proficiency rates, demonstrated strong growth in and would have met SUNY s growth target in ELA. That year, the school posted a mean growth percentile that exceeded the state median of 50 by two percentile points. 12

15 Ac ACADEMIC Pf also demonstrated improvement in its mathematics performance over the past three years, meeting SUNY s accountability standard by During the school year, s students enrolled in at least their second year posted a 45% proficiency rate on the state s mathematics exam, falling seven percentage points below the district. The school came close to meeting SUNY s comparative effect size target, posting an effect size of 0.27, indicating that the school performed higher than expected to a meaningful degree compared to demographically similar schools across New York State. The school posted a mean growth percentile below SUNY s target of the state median of 50. The following year, continued to underperform the district. In comparison to schools across the state enrolling similar percentages of economically disadvantaged students, the school performed slightly higher than expected. Although the school continued to perform below SUNY s target on growth, increased its mean growth score by five percentile points, narrowing the gap between the school s performance and the state median. In , would have met its mathematics goal when its students enrolled in at least their second year increased their absolute proficiency rate by 10 percentage points and closed the gap between the school and the district to two points. The school posted a strong comparative effect size of 1.18, exceeding SUNY s target and indicating that the school performed higher than expected to a large degree compared to schools with similar proportions of students in poverty. Further, the school exceeded SUNY s growth target by seven percentile points when it posted a mean growth percentile of 57. From through , the school increased its mean growth score by 20 percentile points. During , , and , would have met all the available measures under SUNY s science goal. The school s students enrolled in at least their second year posted proficiency rates above the absolute target of 75% during each year. Further, the school would have met the comparative target, surpassing or meeting the district s proficiency rate each year. In , the most recent year with testing data, the school exceeded the absolute target by six percentage points and narrowly outperformed the district by one percentage point would have met its NCLB goal, having not been identified as a focus charter school or as needing a local assistance plan. The school has consistently been in good standing under the state s accountability system. 13

16 Ac ACADEMIC Pf ACADEMIC ACADEMY CHARTER SCHOOL ENGLISH LANGUAGE ARTS ACCOUNTABILITY PLAN GOAL Comparative Measure: District Comparison. Each year, the percentage of students at the school in at least their second year performing at or above proficiency in ELA will be greater than that of students in the same tested grades in the district Target: 75 Test Year Comp District % School % Comparative Measure: Effect Size. Each year, the school will exceed its predicted level of performance by an effect size of 0.3 or above in ELA according to a regression analysis controlling for economically disadvantaged students among all public schools in New York State. 1 Target: 0.3 Test Year Test Effect Size Comparative Growth Measure: Mean Growth Percentile. Each year, the school's unadjusted mean growth percentile for all students in grades 4-8 will be above the state's unadjusted median growth percentile in ELA. 60 Target: State Median Test Year School Mean Growth

17 Ac ACADEMIC Pf ACADEMIC ACADEMY CHARTER SCHOOL MATHEMATICS ACCOUNTABILITY PLAN GOAL Comparative Measure: District Comparison. Each year, the percentage of students at the school in at least their second year performing at or above proficiency in mathematics will be greater than that of students in the same tested grades in the district Target: 75 Test Year Comp District % School % Comparative Measure: Effect Size. Each year, the school will exceed its predicted level of performance by an effect size of 0.3 or above in mathematics according to a regression analysis controlling for economically disadvantaged students among all public schools in New York State. 1 0 Target: 0.3 Test Year Test Effect Size Comparative Growth Measure: Mean Growth Percentile. Each year, the school's unadjusted mean growth percentile for all students in grades 4-8 will be above the state's unadjusted median growth percentile in mathematics. 60 Target: State Median Test Year School Mean Growth

18 Ac ACADEMIC Pf ACADEMIC ACADEMY CHARTER SCHOOL SCIENCE ACCOUNTABILITY PLAN GOAL Science: Comparative Measure. Each year, the percentage of students at the school in at least their second year performing at or above proficiency in science will exceed that of students in the same tested grades in the district. 100 Target: 75 District % School % SPECIAL POPULATIONS Enrollment Receiving Mandated Academic Services Tested on State Exam School Percent Proficient on ELA Exam District Percent Proficient ELL Enrollment Tested on NYSESLAT Exam School Percent 'Commanding' or Making Progress on NYSESLAT The academic outcome data about the performance of students receiving special education services and ELLs above is not tied to separate goals in the school's formal Accountability Plan. The NYSESLAT, the New York State English as a Second Language Achievement Test, is a standardized state exam. "Making Progress" is defined as moving up at least one level of proficiency. Student scores fall into five categories/proficiency levels: Entering; Emerging; Transitioning; Expanding; and, Commanding. 16

19 Ac ACADEMIC Pf SUNY RENEWAL BENCHMARK 1B DOES THE SCHOOL HAVE AN ASSESSMENT SYSTEM THAT IMPROVES INSTRUCTIONAL EFFECTIVENESS AND STUDENT LEARNING? implements an assessment system that improves instructional effectiveness and student learning. School leaders foster a culture of data-driven decision making and support teachers in accessing a variety of student data to adjust instruction. administers a range of assessments aligned to the school s curriculum and state standards. Three times annually, the school administers the Fountas and Pinnell Benchmark Assessment System ( F&P ) to students in all grades to measure reading growth. In ELA and mathematics, the network provides teachers with mid-unit and end-of-unit assessments. The school also administers interim assessments ( IAs ) in ELA and mathematics three times annually, the second administration of which serves as a mock state exam. As part of the school s text analysis curriculum, students complete one weekly independent reading assignment, which teachers score and track in a running record. Teachers supplement these assessments with daily exit tickets and classwork that provide formative data. The school uses valid and reliable processes for scoring and analyzing its assessments. The network provides scoring guides, rubrics, and exemplar student responses for teachers and leaders to use when scoring and reviewing assessments. Teachers collaboratively grade IAs, norming their scoring practices by comparing scores or checking alignment to exemplars. Teachers and instructional coaches use weekly meeting time to norm practices collectively. For example, ELA teachers in the middle grades identify high, medium, and low level responses to writing assignments to discuss with their content team. s assessment system generates actionable student data that is generally accessible to teachers. The school holds a full-day data session after each of its three IAs during which teachers analyze student results and plan for future instruction. Teachers enter assessment results into the school s online platform, Illuminate, which can generate data reports. Teachers review student assessment data to modify lesson planning and classroom instruction. Teachers and leaders discuss student work samples and assessment data at weekly coaching meetings. Teachers work with their coach to augment lesson plans or re-teach specific skills based on the analysis of student data. Additionally, teachers use running records of student performance on text analysis to adjust student groups. 17

20 Ac ACADEMIC Pf School leaders use formative assessment results and student work products to develop coaching strategies and support teachers in meeting all students needs. For example, the deans of instruction review exit tickets during weekly data meetings to quantify the number of students struggling with the curriculum and to develop coaching plans. Leaders acknowledge that using more actionable data points in data meetings is an area for growth. Although leaders do not use student data in formal evaluations, the instructional leadership team establishes some quantitative goals for teachers. For example, teachers articulate a schoolwide goal of reducing by one-half the percentage of students reading below grade level. SUNY RENEWAL BENCHMARK 1C DOES THE SCHOOL S CURRICULUM SUPPORT TEACHERS IN THEIR INSTRUCTIONAL PLANNING? s curriculum supports teachers in their instructional planning. The network provides the curricular framework as well as relevant supporting tools to aide teachers in the creation of modified lessons tailored to student needs. Instructional leaders provide weekly feedback to teachers, frequently using student work samples to support lesson adjustments.. has a curriculum framework that provides a fixed, underlying structure aligned to state standards. The network s curriculum team works with school-based instructional staff to develop the school s core curriculum using existing internally created material modeled off EngageNY as well as material from Success Academy Charter Schools, Inc. s ( Success Academy s ) National Education Institute. The school also incorporates a variety of commercial and proprietary curricula into its existing framework. For example, in ELA, the school uses F&P s Writer s Workshop and Word Study programs, as well as Text Analysis, a program provided by an outside consultant in conjunction with the network. For mathematics, uses elements from cognitively guided instruction ( CGI ) and the Success Academy curriculum. Highly effective teachers serve as lead lesson planners and work with the network curriculum team to develop and modify the curriculum.. has supporting tools that provide a bridge between the school s curriculum framework and teachers daily lesson plans. The school uses Google Drive to share a variety of supporting tools such as scope and sequence documents, unit plans, and existing lessons plans with teachers and leaders. The network provides internalization guides and delivers unit launches on site in order to support teachers in the implementation of these tools. Teachers know what to teach and when to teach it based on these documents. 18

21 Ac ACADEMIC Pf regularly reviews and modifies its curriculum. Teachers continually provide feedback on existing unit plans and lessons during weekly planning meetings and the lesson internalization process. The network s curriculum team visits the school weekly to disseminate updates and elicit feedback from leaders on the implementation of the curriculum. Teachers plan purposeful and focused lessons. Grade teams delegate the initial planning of core content areas to individual lead planners. After those teachers responsible for lead planning upload lesson plans to the school s shared online platform at the beginning of each week, deans send feedback electronically. Lead planners make edits and submit to their team so that teachers can embed specific strategies, create groupings, and generally internalize the material. Leaders are prioritizing feedback that improves teachers planning of differentiation strategies to ensure consistency across the school. SUNY RENEWAL BENCHMARK 1D IS HIGH QUALITY INSTRUCTION EVIDENT THROUGHOUT THE SCHOOL? High quality instruction is evident at. Teachers plan purposeful lessons aligned to the school s curriculum, incorporating checks for understanding throughout the lesson. As shown in the chart below, during the renewal visit, Institute team members conducted 17 classroom observations following a defined protocol used in all renewal visits. NUMBER OF CLASSROOM OBSERVATIONS GRADE K Total CONTENT AREA ELA Math Science Total

22 Ac ACADEMIC Pf A majority of teachers deliver purposeful lessons with clear objectives (11 out of 17 lessons observed). Teachers consistently communicate clear learning objectives that align to the lesson activities and build on students previous knowledge. Teachers in co-taught classrooms have clear roles, often with teachers providing clear support that allows them to gauge student mastery of the lesson objective. Teachers regularly and effectively check for understanding (12 out of 17 lessons observed). Most often, teachers monitor student learning by cold calling or conferencing with individual students during turn-and-talk activities. When teachers cold call or ask for student volunteers, they gauge understanding across the class by calling on multiple students, and intentionally switching from volunteers to cold call when the number of students volunteering a response is limited. During independent practice, teachers circulate the classroom and review independent work, routinely stopping to conference one-on-one with students. Nearly half of lessons include opportunities to develop higher-order thinking and problem solving skills (8 out of 17 lessons observed). Text analysis and CGI lessons, components of the ELA and mathematics programs, respectively, provide students with regular opportunities to develop their critical thinking skills. In both of these academic blocks, teachers routinely expect students to interact with their peers and analyze different perspectives. If students provide a limited answer, teachers prompt students to elaborate and explain why or how they developed their original answer. Most teachers implement effective classroom management techniques that create a consistent focus on academic achievement (10 out of 17 lessons observed). Teachers employ nonverbal signals to check for student understanding and transition the class between different sections of a lesson, both of these strategies lead to an increase in engagement and minimize transition time. Teachers redirect students with minimal interruption to instruction and with clear alignment to the schoolwide behavioral system. SUNY RENEWAL BENCHMARK 1E DOES THE SCHOOL HAVE STRONG INSTRUCTIONAL LEADERSHIP? has strong instructional leadership that develops the skills and competencies of all teachers and improves student learning. School leaders provide effective coaching and supervision, closely monitor teachers implementation of strategies, and strategically adjust supports as necessary. 20

23 Ac ACADEMIC Pf school leaders set an environment of high expectations in which teachers and leaders believe all students can achieve academic success. At the beginning of this academic year, school leaders in the elementary grades established priorities around increasing the quality and frequency of student discussion, effectively differentiating content, and improving data-driven instruction. School leaders in the middle school grades prioritize strengthening student culture, strengthening adult culture, and increasing proficiency on state exams by 15 percentage points. Additionally, leaders set a schoolwide goal focused on reducing the number of students reading below grade level by 50 percent. Principals equip teachers to reach goals through effective one-onone, grade team, and schoolwide supports. The school s instructional leadership team supports the development of the instructional staff. The network s managing director provides close supports to the school s elementary and middle grades principals. The principals oversee academic deans who coach and develop teachers. Instructional leaders provide sustained, systemic, and effective coaching and supervision that improves teachers instructional effectiveness. Academic deans conduct daily walkthroughs, provide actionable feedback via an online observation tracker and, when appropriate, model instruction for teachers. Additionally, deans facilitate weekly oneon-one meetings with teachers, offering more frequent supports based on teacher need. The network s managing director provides ongoing coaching to the school s principals during schoolwide walkthroughs, one-on-one meetings, and leadership team meetings. Principals work with the network curriculum team to coordinate the coaching agendas of external consultants who provide additional CGI, special education, and diversity and equity trainings. leaders provide opportunities and guidance for teachers to plan curriculum and instruction within and across grade levels. The school releases students early on Fridays to provide scheduled professional development and planning time. School leaders facilitate weekly data meetings that inform instruction. Prior to launching new units, network leaders hold content meetings with school leaders who then turnkey these unit launches with teachers. Additionally, the school schedule for the elementary grades provides common prep times that allow teachers to meet within the grade as necessary. Instructional leaders implement a comprehensive professional development program that develops the competencies and skills of all teachers. Prior to the start of the year, each principal works with his or her instructional leadership team to develop the professional development program for the first half of the school year. To the extent possible, each session directly relates to an identified priority. As the network focuses on strengthening and aligning the curriculum, network leaders also facilitate professional development related to implementing the school curriculum. When necessary, leaders adjust the program to address immediate concerns. 21

24 Ac ACADEMIC Pf leaders ensure professional development is interrelated with classroom practices. Following professional development sessions, leaders conduct classroom observations, review teachers lesson plans, and analyze student data to ensure proper implementation of the strategies covered. For instance, after facilitating a professional development session related to techniques for differentiation, academic deans reviewed teachers lesson plans for evidence of implementation. When leaders noticed teachers were not implementing techniques effectively, leaders readdressed the matter in a subsequent professional development session. Instructional leaders regularly conduct teacher evaluations with clear criteria that accurately identify teachers strengths and weaknesses. In addition to weekly observations that contribute to informal evaluations, deans conduct formal evaluations three times per year in the elementary school grades and twice per year in the middle school grades. The school uses a network-provided rubric that considers student performance in the overall evaluation. Leaders provide actionable and clear feedback in the evaluations. SUNY RENEWAL BENCHMARK 1F DOES THE SCHOOL MEET THE EDUCATIONAL NEEDS OF AT-RISK STUDENTS? meets the educational needs of at-risk students with an exception in the area of middle school ELL supports. Recognizing a need to improve the school s ELL supports for the middle school grades, leaders are working to develop systems to support at-risk middle school students more effectively. At the elementary level, ELL students at benefit from strong individualized supports that have led to increased academic performance on state assessments. uses clear procedures for identifying students with disabilities, ELLs, and students struggling academically. The school administers a Home Language Identification Survey to all new students and subsequently administers the New York State Identification Test for English Language Learners ( NYSITELL ) to determine students ELL status. To determine which students require academic interventions, the deans of student support services review F&P, MAP, IA, and classroom data at the start of the year. The school also implements clear procedures for referring students for evaluation for special education services. has effective intervention programs for students struggling academically. All elementary students receive 45 minutes of targeted support daily during an intervention block. Each elementary teacher works with a small group of students during this time, and leaders determine these groups based on performance data. In the middle grades, 22

25 Ac ACADEMIC Pf interventionists work with students in specific grade bands and content areas (e.g., 5 th /6 th ELA interventionist). These interventionists push into the independent reading and mathematics workshop blocks to provide additional academic supports to students at risk of academic failure. has clear supports to meet the needs of students with disabilities. Elementary grades utilize a co-taught classroom design, and each grade has an integrated coteaching ( ICT ) classroom. Students that require special education teacher support services ( SETSS ) receive services via interventionists that push into the classroom. For the middle school grades, special education certified interventionists push into ICT sections to co-teach with the general education teacher and provide SETSS to students in non-ict classrooms. To better serve the diverse needs of s students, many of the ICT classrooms have two highly qualified special education teachers, rather than a general education and special education teacher. s elementary grades provides ELLs with effective English language acquisition skills. When appropriate, leaders intentionally place ELLs into the ICT classrooms for more targeted support or in classrooms with bilingual teachers to support with English language acquisition. The middle school principal is working to establish a fully formed ELL program, expanding on the current supports in place and working with external consultants to improve the English language acquisition supports. Currently, provides students with supports on an individual, as needed basis. For example, the school provided a non-english language speaking student with a tablet to use for translation during the school day. The individualized supports provides ELL students have led to increased academic achievement as demonstrated by strong performance on state assessments. In , 50% of ELL students were proficient in ELA, and 53% were proficient in mathematics, compared to the district s 9% and 22% proficiency rates, respectively. Similarly, ELL students exceeded the growth target by at least 11 points in both content areas during the same year. Teachers, particularly those in the elementary grades, utilize effective strategies to support at-risk students. As part of the lesson planning process, elementary teachers complete a differentiation dashboard for each mathematics and ELA lesson. This dashboard addresses how teachers will meet each students individual needs. Leaders review these dashboards weekly and provide feedback to teachers. At-risk program staff members effectively monitor the progress and success of the school s at-risk students and share this data with teachers. At the elementary level, the dean of student support services tracks the progress of Individualized Education Program ( IEP ) and academic intervention goals on a weekly basis. Teachers deliver 23

26 interventions on a four to six-week cycle and the dean of student support services reviews the data twice during each cycle to inform necessary changes. Special education teachers at the middle school level continually review IEP goals regularly and monitor students progress toward meeting those goals. Some teachers are aware of students IEP goals, academic intervention goals, and English language proficiency. Prior to the start of the school year, elementary teachers review IEPs for their students and create summaries for each student. Teachers also receive their students NYSESLAT data from the previous year. Special education teachers in the middle school grades are aware of IEP goals. While support staff members are well-aware of student IEP goals, leaders recognize a need to improve consistent communication of IEP goals and English language proficiency levels with general education teachers at the middle school level. The school provides training and professional development to teachers regarding the Response to Intervention ( RTI ) system and supporting students with disabilities through differentiation. School based staff members and external consultants provide multiple trainings on topics such as differentiation, tier 1 intervention, and effective co-teaching. also sends teachers and leaders to professional development at the SPED Collaborative at the New York City Charter Schools Center. The school is contracting with external consultants to improve the ELL program and to provide training to all teachers on delivering effective supports to ELL students. At the elementary level, provides opportunities for frequent collaboration between classroom teachers and at-risk program staff. Elementary teachers attend weekly grade team meetings and co-teachers regularly plan together. The elementary dean of student support services meets weekly with special education teachers, as well as a weekly Child Study Team meeting that includes at-risk staff and classroom teachers. At the middle school level, co-teachers regularly plan together; and, at the time of the visit, the at-risk staff was not yet meeting regularly. 24

27 Og ORGANIZATIONAL Pf ORGANIZATIONAL? SUNY RENEWAL BENCHMARK 2A SUNY RENEWAL BENCHMARK 2B IS THE SCHOOL AN EFFECTIVE, VIABLE ORGANIZATION? is an effective and viable organization that has in place the key design elements identified in its charter. The board ensures the school complies with applicable law and regulations. IS THE SCHOOL FAITHFUL TO ITS MISSION AND DOES IT IMPLEMENT THE KEY DESIGN ELEMENTS INCLUDED IN ITS CHARTER? As demonstrated throughout this report, is faithful to its mission and key design elements. These can be found in the School Background section at the beginning of the report and Appendix A, respectively. ARE PARENTS/GUARDIANS AND STUDENTS SATISFIED WITH THE SCHOOL? To report on parent satisfaction with the school s program, the Institute used satisfaction survey data, information gathered from a focus group of parents representing a cross section of students, and data regarding persistence in enrollment. Parent Survey Data. The Institute compiled data from NYCDOE s School Survey. NYCDOE distributes the survey every year to compile data about school culture, instruction, and systems for improvement. In , 83% of families who received the survey responded. The vast majority of responses (89%) indicate high satisfaction with the school. Given the high participation rate, these results are considered representative of the school community. Parent Focus Group. The Institute asks all schools facing renewal to convene a representative set of parents for a focus group discussion. A representative set includes parents of students in attendance at the school for multiple years, parents of students new to the school, parents of students receiving general education services, parents of students with special needs, and parents of ELLs. The 11 parents in attendance at the focus group expressed strong satisfaction with the quality and frequency of communication between parents and teachers. Parents also appreciate the college-going culture established by school staff and reflected in the level of rigor in the curriculum. Families identified retaining teachers for longer periods of time in order to maintain positive relationships as an area for growth. 25

28 Og ORGANIZATIONAL Pf Persistence in Enrollment. An additional indicator of parent satisfaction is persistence in enrollment. In , 93% of students returned from the previous year. Student persistence data from previous years of the charter term is available in Appendix A. The Institute derived the statistical information on persistence in enrollment from its database. No comparative data from the NYCDOE or the New York State Education Department ( NYSED ) is available to the Institute to provide either district or statewide context. SUNY RENEWAL BENCHMARK 2C DOES THE SCHOOL S ORGANIZATION WORK EFFECTIVELY TO DELIVER THE EDUCATIONAL PROGRAM? s established organizational structure supports the delivery of the educational program. However, recent vacancies in the middle school grades limit school leaders capacity to focus primarily on developing teachers, as they must cover the vacant positions. has established an administrative structure with staff, operational systems, policies, and procedures that allow the school to carry out its academic program. Both the elementary and middle school grades have designated directors of operations and support staff, allowing instructional leaders to focus on the academic program. The proposed organizational structure establishes distinct lines of accountability with clearly defined roles and responsibilities. However, middle school deans filling in vacant instructional roles have shifted the dynamics between teachers and leaders and complicated the interpretation of some of their interactions. For example, teachers are sometimes unsure if deans are evaluating them while also substituting as a co-teacher. Frequent leadership turnover at the middle school level has contributed to s challenge in retaining quality staff. The school retained only 64% of lead teachers over the summer of 2017 and, at the time of the renewal visit, had critical instructional vacancies in ELA and mathematics in the middle school grades. While the network supports the school in establishing the grade team leader model as a leadership pipeline intended to retain staff, the principal of the middle school grades has also prioritized fostering a positive adult culture to minimize turnover. The school maintains adequate student enrollment and demand for seats exceeds capacity. The waitlist for student enrollment has continually increased every year. In spring of 2017, received 771 applications for only 68 available seats. 26

29 Og ORGANIZATIONAL Pf has procedures in place to monitor its progress toward meeting enrollment and retention targets for special education students, ELLs, and economically disadvantaged students. The network closely reviews the effectiveness of its outreach efforts and analyzes the school demographics to determine whether to adjust recruitment efforts. Over 70% of the student body resides in the neighboring public housing development and the school s students with disabilities population is comparable to the district. Although is below its target for ELL enrollment, its enrollment is similar to the neighboring district school. SUNY RENEWAL BENCHMARK 2D DOES THE BOARD WORK EFFECTIVELY TO ACHIEVE THE SCHOOL S ACCOUNTABILITY PLAN GOALS? s board works effectively to achieve the school s Accountability Plan goals. s board members possess skills and have put in place structures and procedures with which to govern the school effectively and oversee management of day-to-day operations. Board members experience in charter management, education, law, and finance ensure the school s future as an academically successful, financially healthy and legally compliant organization. To increase effectiveness in oversight, the board has established committee structures including executive, governance, finance, development, education/accountability, and facilities committees. Each board member serves on at least one committee. The board requests and receives sufficient information to provide rigorous oversight of the school s program and finances. Principals provide monthly updates at board meetings as well as a dashboard summarizing academic achievement and other performance indicators. Additionally, the education committee provides the board with a detailed performance report following each round of schoolwide assessments. s board successfully recruits, hires, and retains key personnel, and provides them with sufficient resources to function effectively. The board is responsible for hiring and evaluating the network CEO. While the network CEO manages the primary search for school principals, the board conducts the final principal interview and makes the ultimate hiring decision. In addition to evaluating the network CEO, the board conducts annual self-evaluations to monitor effectiveness and identify areas of improvement. The board participates in an annual retreat where members intensely discuss issues facing the organization 27

30 Og ORGANIZATIONAL Pf and collaborate to develop future strategic goals. Each trustee also receives an evaluation in the form of an annual report card, which identifies performance in meeting attendance, fundraising, committee participation, event participation, school visits, and other contributions (i.e., connecting the school with educational consultants or community members, providing pro bono services, or hosting a cultivation event). The report card also serves as a tool that informs goals for the following school year. The board effectively communicates with the school community including school leadership, staff, families, and students. All members visit the school at least once a year. During these visits, board members observe classes, speak with members of the team, and participate in weekly community meetings. SUNY RENEWAL BENCHMARK 2E DOES THE BOARD IMPLEMENT, MAINTAIN, AND ABIDE BY APPROPRIATE POLICIES, SYSTEMS, AND PROCESSES? The board materially and substantially implements, maintains, and abides by adequate and appropriate policies, systems, and processes to ensure the effective governance and oversight of the school. The board demonstrates a clear understanding of its role in holding the school leadership and partner organization accountable for both academic results and fiscal soundness. At its monthly board meetings, the board receives a detailed measurable dashboard of information. The board has materially complied with the terms of its by-laws and code of ethics. A well-functioning committee structure allows the board to oversee affairs in a targeted manner. The board has clear criteria and calendar of touchpoints in evaluating the partner organization. 28

31 Og ORGANIZATIONAL Pf SUNY RENEWAL BENCHMARK 2F HAS THE SCHOOL SUBSTANTIALLY COMPLIED WITH APPLICABLE LAWS, RULES AND REGULATIONS, AND PROVISIONS OF ITS CHARTER? The education corporation substantially complied with applicable laws, rules and regulations, and provisions of its charter with certain, minor exceptions. Complaints. The Institute received no formal complaints regarding the school. Code of Ethics and Conflicts of Interest. The education corporation s code of ethics needs to be updated to comply with provisions of the New York General Municipal Law and to incorporate necessary conflicts of interest provisions. The Institute will ensure this is updated prior to the start of the next charter term. Health Services. At the time of the renewal visit, the nurse s refrigerator could not be locked. While the school does not have a medical need for a lockable refrigerator, the school should procure a lockable refrigerator in the event that the nurse must store and protect a refrigerated medication. Management Agreement. If the charter is renewed, the education corporation will need to provide an updated management contract to be approved by the Institute. School Level Policies. While the school has appropriate policies in place regarding student discipline and parent complaint processes, office-based administrative staff could not clearly articulate such policies. 29

32 Fc FISCAL Pf FISCAL? IS THE EDUCATION CORPORATION FISCALLY SOUND? Based on a review of the fiscal evidence collected through the renewal review, Academy Charter School is fiscally sound. The SUNY Fiscal Dashboard presents color-coded tables and charts indicating that the education corporation has demonstrated fiscal soundness over the majority of the charter term. 9 operates under an educational service agreement with Schools, Inc. that includes education and instruction related service; business operations including budgeting, financial services and reporting; and, human resources for a management fee of 10% of revenues annually. The fee is projected to increase to 12.5% in the next charter term. SUNY RENEWAL BENCHMARK 3A 9. The U.S. Department of Education has established fiscal criteria for certain ratios or information with high medium low categories, represented in the table as green gray red. The categories generally correspond to levels of fiscal risk, but must be viewed in the context of each education corporation and the general type or category of school. DOES THE SCHOOL OPERATE PURSUANT TO A FISCAL PLAN IN WHICH IT CREATES REALISTIC BUDGETS THAT IT MONITORS AND ADJUSTS WHEN APPROPRIATE? has adequate financial resources to ensure stable operations, and has maintained fiscal soundness through conservative budgeting practices, and routine monitoring of revenues and expenses. The executive director oversees the annual budget process and requires input from the instructional leader, chief operations and finance officer, director of finance, and all appropriate levels of management with projections of revenues and expenditures for planned services, projects, and programs. The executive director and chief operations and finance officer present the budget to the board finance committee for review. Once the finance committee is satisfied, it presents the budget to the full board for approval. Implementation of the budget is the responsibility of the executive director and chief operations and finance officer. The renewal application budget projections for the next charter term reflect stable enrollment of 490 students Kindergarten - 8 th grade with operating surpluses. 30

33 Fc FISCAL Pf SUNY RENEWAL BENCHMARK 3B DOES THE SCHOOL MAINTAIN APPROPRIATE INTERNAL CONTROLS AND PROCEDURES? The education corporation has generally established and maintained appropriate fiscal policies, procedures, and internal controls. Written policies address key issues including financial reporting, cash disbursements and receipts, payroll, bank reconciliations, credit card usage, related party transactions, conflicts of interest, fixed assets, grants/contributions, capitalization and accounting, procurement, and investments. The education corporation has accurately recorded and appropriately documented transactions in accordance with established policies. The education corporation s most recent audit report of internal control over financial reporting related to financial reporting, and on compliance and other matters, disclosed no material weaknesses, but did identify recommendations for improving internal controls for approval for credit card purchases. The recommendation included the use of approval instead of verbal approvals, such that a record of the approval is retained to provide evidence of the actual timing of the approval. SUNY RENEWAL BENCHMARK 3C DOES THE SCHOOL COMPLY WITH FINANCIAL REPORTING REQUIREMENTS? has complied with reporting requirements. The education corporation s annual financial statements are presented in accordance with generally accepted accounting principles and the independent audits of those statements have received unqualified opinions. The education corporation consistently complies with all reporting requirements of the charter agreement. 31

34 Fc FISCAL Pf SUNY RENEWAL BENCHMARK 3D DOES THE SCHOOL MAINTAIN ADEQUATE FINANCIAL RESOURCES TO ENSURE STABLE OPERATIONS? The education corporation maintains adequate financial resources to ensure stable operations. posts a fiscally strong composite score rating on the Institute s financial dashboard indicating a consistent level of fiscal stability over the charter term. has a sub-sublease agreement with PACS 732 Henry LLC ( PACS 732 ), a related party to the, Inc., for the facility that entered into in March The school pays for all facility expenses, upkeep, and insurance but pays a nominal rent of $1 per year. The ultimate prime lease is between PACS 732, Civic Builders, Inc., a not-for-profit charter school developer, and the New York City School Construction Authority. prepares and monitors cash flow projections and maintains sufficient cash on hand to pay current bills and those that are due shortly and retains approximately 3.0 months of cash on hand. Total net assets as of June 30, 2017 were approximately $1.7 million. has established the separate bank account for the dissolution fund reserve for legal and accounting fees of $75,000 as required under SUNY charter agreements. 32

35 FP FUTURE PLANS FUTURE PLANS? IF THE SUNY TRUSTEES RENEW THE EDUCATION CORPORATION S AUTHORITY TO OPERATE THE SCHOOL, ARE ITS PLANS FOR THE SCHOOL REASONABLE, FEASIBLE, AND ACHIEVABLE? presents plans for the school that are reasonable, feasible, and achievable. The school has not proposed significant changes to its academic, governance, or organizational programs. The core elements currently in place are likely to enable the school to meets its Accountability Plan goals in the future. Plans for the School s Structure. The education corporation has provided all of the key structural elements for a charter renewal and those elements are reasonable, feasible, and achievable. The school has not proposed plans to alter the school structure. Plans for the Educational Program. plans to continue to implement the same core elements that have led the school to demonstrate academic success against SUNY Accountability Plan goals. These core elements are likely to enable the school to meet its goals in the future. Plans for Board Oversight & Governance. does not intend to alter its governance practices in the next charter term. The board will continue to use proven practices to monitor school performance and hold leadership and the network accountable for meeting explicit goals and achieving the school s mission. Fiscal & Facility Plans. Based on evidence collected through the renewal review including a review of the five-year financial plan, presents a reasonable and appropriate fiscal plan for the next charter term including budgets that are feasible and achievable. CURRENT END OF NEXT CHARTER TERM Enrollment Grade Span K-8 K-8 Teaching Staff Days of Instruction

36 FP FUTURE PLANS The school intends to continue to provide instruction Kindergarten - 8 th grade in leased private space under a below market sub-sublease agreement. The school s Application for Charter Renewal contains all necessary elements as required by the Act. The proposed school calendar allots an appropriate amount of instructional time to meet or exceed instructional time requirements, and taken together with other academic and key design elements, should be sufficient to allow the school to meet its proposed Accountability Plan goals. 34

37

38 Ax APPENDICES PAGES Ax 1-12 SO A SCHOOL OVERVIEW PS B SUMMARIES DC C DISTRICT COMMENTS FD D FISCAL DASHBOARD PAGE Ax 1 PAGE Ax 6 PAGE Ax 8 PAGE Ax 9

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