Summary of Findings and Recommendations

Transcription

1 Summary of Findings and Recommendations Proposal to Establish LEGACY COLLEGE PREPARATORY CHARTER SCHOOL June 08, 2016 Charter Schools Institute State University of New York 41 State Street, Suite 700 Albany, New York (518) (518) (fax)

2 Executive Summary The applicants submitted the proposal to establish the Legacy College Preparatory Charter School ( Legacy College Prep ) to the SUNY Charter Schools Institute (the Institute ) on January 22, 2016 in response to the Institute s Request for Proposals (the RFP ) (available at: released on behalf of the State University of New York Board of Trustees (the SUNY Trustees ) on July 2, The Institute continued review of the proposal through May 2016 and requested certain amends to it. The Legacy College Prep education corporation intends to operate one school to be located in a public or private facility in New York City Community School District ( CSD ) 7 or 8 in the Bronx. The proposed new school will open in August 2017 with 120 students in 6 th grade, ultimately serve 600 students in grades 6 through 10 during its first charter term, and seek permission to expand to serve 11 th and 12 th grades at renewal. Legacy will admit new students and fill all seats that become available through attrition in all grades throughout the school year. The school will provide a rigorous, college preparatory curriculum with emphasis on building strong skills in literacy and mathematics to prepare all students for challenging high school coursework, including multiple computer science courses in programming, coding and design to ensure students are well-prepared for college and the 21 st century workplace. The Institute finds that the proposal for Legacy College Prep rigorously demonstrates the criteria detailed in the Institute s 2015 RFP, which are consistent with the New York Charter Schools Act of 1998 (as amended, the Act ). Based on the proposal, as amended, and the foregoing: The Institute recommends that the SUNY Trustees approve the proposal to establish the Legacy College Preparatory Charter School. SUNY Charter Schools Institute Summary of Findings and Recommendations Legacy College Preparatory Charter School 1

3 Findings Based on the comprehensive review of the proposal and interviews of the applicant and the proposed education corporation board of trustees, the Institute makes the following findings. 1. The charter school described in the proposal meets the requirements of Article 56 of the Education Law (as amended) and other applicable laws, rules, and regulations as reflected in (among other things): the inclusion of appropriate policies and procedures for the provision of services and programs for students with disabilities and English language learners ( ELLs ); the required policies for addressing the issues related to student discipline, personnel matters and health services; an admissions policy that complies with the Act and federal law; the inclusion of the proposed by-laws for the operation of the proposed education corporation s board of trustees; and, the inclusion of an analysis of the projected fiscal and programmatic impact of the school on surrounding public and private schools. 2. The applicant has demonstrated the ability to operate the school in an educationally and fiscally sound manner as reflected in (among other things): the provision of an educational program that meets or exceeds the state performance standards; the articulation of a culture of self-evaluation and accountability at both the administrative and board level; the student achievement goals articulated by the applicant; an appropriate roster of educational personnel; a sound mission statement; a comprehensive assessment plan; the provision of sound start-up, first-year, and five-year budget plans; a plan to acquire comprehensive general liability insurance to include any vehicles, employees, and property; evidence of adequate community support for, and interest in, the charter school sufficient to allow the school to reach its anticipated enrollment; the inclusion of descriptions of programmatic and independent fiscal audits, with fiscal audits occurring at least annually; the inclusion of a school calendar and school day schedule that provide at least as much instruction time during the school year as required of other public schools; and, 3. the inclusion of methods and strategies for serving students with disabilities in compliance with federal laws and regulations. SUNY Charter Schools Institute Summary of Findings and Recommendations Legacy College Preparatory Charter School 2

4 4. Granting the proposal is likely to: a) have a significant educational benefit to the students expected to attend the proposed charter school; b) improve student learning and achievement; and, c) materially further the purposes of the Act. This finding is supported by (among other things): extended learning opportunities with 570 minutes of English language arts ( ELA ), 450 minutes of mathematics, 250 minutes of science and 250 minutes of social studies instruction each week; a strong commitment to serving the most at-risk students with multiple programs to address the needs of students at-risk of academic failure including students with disabilities and ELLs; the inclusion of a robust professional development program for instructional staff prior the start of each school year and throughout the year; an organizational structure that provides ample instructional leadership to develop the pedagogical skills of all teachers; and, a commitment to providing rigorous coursework in computer science to ensure all students graduate with strong digital literacy skills. 5. The proposed charter school would meet or exceed enrollment and retention targets, as prescribed by the SUNY Trustees, of students with disabilities, ELLs, and students who are eligible applicants for the federal Free and Reduced Price Lunch ( FRPL ) program as required by New York Education Law 2852(9-a)(b)(i). 6. The applicant has conducted public outreach for the school, in conformity with a thorough and meaningful public review process prescribed by the SUNY Trustees, to solicit community input regarding the proposed charter school and to address comments received from the impacted community concerning the educational and programmatic needs of students in conformity with Education Law 2852(9-a)(b)(ii). 7. The Institute has determined that the proposal rigorously demonstrates the criteria and best satisfies the objectives contained within the RFP, and, therefore, is a qualified application within the meaning of Education Law 2852(9-a)(d) that should be submitted to the New York State Board of Regents (the Board of Regents ) for approval. SUNY Charter Schools Institute Summary of Findings and Recommendations Legacy College Preparatory Charter School 3

5 Background and Description Amendments to the Act in 2015 increased the total number of charter schools allowable in the state to 482 charters. The 2015 amendments to the Act allow New York authorizers (the SUNY Trustees as well as the Board of Regents) the ability to grant 50 of the 181 available charters to applicants seeking to open schools in New York City. Since then, eight charters have been granted to applicants seeking to open schools in New York City, leaving 42 charters remaining for that area. The Institute received 17 total proposals to create new charter schools in response to the December round of the 2015 RFP. The Institute developed the RFP in a manner that facilitate[d] a thoughtful review of charter school applications, consider[ed] the demand for charter schools by the community, and s[ought] to locate charter schools in a region or regions where there may be a lack of alternatives and access to charter schools would provide new alternatives within the local public education system that would offer the greatest educational benefit to students, in accordance with Education Law 2852(9- a)(b). The Institute also posted the draft RFP for public comment and responded to same. The Institute conducted a rigorous evaluation of the proposal under consideration including academic, fiscal and legal soundness reviews. In addition, the Institute engaged independent consultants to evaluate the academic, fiscal and organizational soundness of the school based on the criteria set forth in the RFP. Pursuant to its protocols, the Institute, as well as Trustee Joseph Belluck, Chairman of the SUNY Trustees Charter Schools Committee, conducted interviews with the applicants, the proposed board of trustees, and key Legacy College Prep leadership. SUNY Charter Schools Institute Summary of Findings and Recommendations Legacy College Preparatory Charter School 4

6 Mission, Philosophy and Key Design Elements The school s mission is as follows: Through rigorous academic instruction, values-based character development, and the pursuit of ambitious goals, Legacy College Preparatory Charter School ensures all students in grades six through twelve are prepared to graduate from college, access professional opportunities, and build a positive legacy for future generations. Legacy College Prep will incorporate high behavioral and academic expectations and develop strong character through the formation of successful habits all vital to a student s ability to establish a strong foundation in middle school, achieve success within a college preparatory course of study in high school, gain access to and graduate from the college or university of their choice, and pursue vigorously his or her life s aspirations. The Legacy College Prep school vision is driven by three core beliefs: Rigorous instruction educates students to attend and graduate from college. Values-based character development prepares students for school and life success. Ambitious goals drive college readiness and the pursuit of professional aspirations. Driven by this mission, and informed by the three core beliefs of this vision, Legacy College Prep will feature the following seven key design elements: 1. Culture of PRIDE: The school s PRIDE core values of Professionalism, Respect, Integrity, Determination and Engagement will allow leaders and staff to build a disciplined culture to teach students the importance of working hard, making others better, and doing the right thing. According to a research study presented by the National Association of Elementary and Secondary School Principals, school discipline is most effective when presented in a context of teaching and reinforcing positive behaviors to replace negative behaviors. Legacy College Prep s discipline system will include consequences for not following the code of conduct and it will include merits that will be given to students who demonstrate excellent behavior and who exemplify the PRIDE values. Celebration of students in advisory and Community Circles will reinforce a joyful, ambitious, and positive school culture through recognition of qualities and actions that demonstrate the power and beauty of students character. Legacy College Prep staff will consistently implement a clear and reasonable student code of conduct and consequence system to encourage patterns of good behavior that will grow into successful habits. Through the creation of clear systems, routines, and structures, Legacy College Prep students will be able to focus their full attention on learning and acquire the behavioral habits that underpin good character and life success. 2. Highly Effective, Mission-Driven Teachers: Research explicitly points to teacher quality as the single most important indicator, within a school, for a student s academic success. Legacy College Prep believes that excellent instruction will be key to achieving strong academic results. The school will nationally recruit high quality, mission-driven teachers and put a strong emphasis on developing those teachers every year, every month, every week and every day. The school will provide every teacher with a scope and sequence for their content, sample exemplary unit plans, and rigorous, standards-aligned benchmark assessments as a base for all curriculum development and implementation. Teachers will maximize their focus on lesson SUNY Charter Schools Institute Summary of Findings and Recommendations Legacy College Preparatory Charter School 5

7 planning and execution, successfully meeting the needs of all learners and propelling them towards achievement of academic goals. Through 15 days of pre-service professional development and weekly sessions during the school year, teachers will have the opportunity to practice instructional strategies and receive feedback from their colleagues. Each teacher will be observed once per week and provided feedback in the form of live coaching, written feedback, and in-person meetings. 3. Frequent and Purposeful Data Analysis: Assessment data will directly inform the instruction in Legacy College Prep classrooms and the supports provided for students during the school s extended day. Teachers will give daily assessments on the standards taught during that class period in the form of an exit ticket that students will complete before leaving each class. These data points will be used to determine whether a class and individual students within it have mastered the objective from that day. Longer weekly assessments will be used to gauge student progress against predetermined goals. Teachers will use this data to determine whether or not unit plans or curriculum scope and sequence details need to be adjusted based on academic performance and if individual students or small groups of student need targeted supports. In addition to internal assessments, students will take an external assessment every trimester to assess growth and standards mastery. An entire day will be dedicated to analyzing data from these assessments, allowing teachers more time to analyze student thinking that led to the assessment results. Teachers will use the day to create adjustments to their plans and strategize how to improve mastery. At the conclusion of the analysis, teachers will present their findings to the leadership team to ensure that transparency exists between teachers and leaders on the progress students are making and the changes that are being made to the curriculum or instruction based on student data. 4. Proactive Partnership with Parents: In order to provide the best education for the students at Legacy College Prep, leaders and teachers will work with parents as partners as a unified, mission-driven team to support their children. To proactively facilitate this partnership, Legacy College Prep will employ frequent communication with parents throughout the school year and provide multiple opportunities for families to interact with the school in meaningful, missiondriven ways. At the beginning of the year, the school will invite parents to attend parent orientation during which staff will clearly present the school s mission, vision, and values, and outline expectations, routines, and systems while also answering questions that parents and other family members might have. Throughout the school year, the school will hold parent workshops on various topics such as: in grades How to Complete Homework and Cyber Safety, Social Media and How to Spot Bullying; and, in grades Financial Preparation for College, Selecting the Right College, and Developing Study Skills. The school will invite parents to trimester conference nights to discuss their student s academic and behavioral progress, send home weekly communication about academic and behavioral progress in the form of individual student PRIDE reports and comprehensively within a schoolwide newsletter, hold monthly morning meetings with the Head of School and other members of the Support Team/Leadership Team for parents to share feedback and ask questions, and conduct home visits as helpful and when necessary. 5. Enrichment through Mission-Aligned Activities, Trips, and Clubs: Preparation for college needs to be grounded in a focus on academic achievement. However, students benefit in life, as well as in college, by having experiences that transcend those of a traditional classroom. At Legacy College Prep, students will participate in robust enrichment opportunities, attend multiple field trips, and go on frequent college visits to ensure that they have a wide variety of educational experiences throughout their middle and high school years, which are appropriate to their SUNY Charter Schools Institute Summary of Findings and Recommendations Legacy College Preparatory Charter School 6

8 individual stages of development. When students enter high school, they will be better positioned to strategically select which colleges they are interested in based upon these visits and on the preferences they are beginning to form regarding which college or university would be best for them. 6. Advisory Structure: Research shows that young adults who have a mentor are more likely to have better school attendance, fewer behavioral problems, and are more likely to be enrolled in college than those without a mentor program. Legacy College Prep will provide students with a mentorship program through the school s advisory structure. Every student will be assigned to an advisory before the start of the school year. Advisories will each be named after the alma mater of the advisor, promoting a sense of identity and positioning the advisor as a role model for students. Each advisory will have two teachers who each take on the mentorship of 15 students. Students will spend, on average, nearly 100 minutes per day, Monday through Friday, with their advisory, allowing students to form relationships with the advisor and other students in their advisory. The advisors will form relationships with the students and families by providing support services to students to ensure they are successful. Supports will include help with organization, frequent communication with parents/guardians, one-on-one mentoring access, and implementation of tracking systems for progress on anything with which a student might be struggling. Using a similar structure to that of the Noble Network of Charter Schools, advisors will loop with the same advisory for 6 th, 7 th and 8 th grades. This will ensure that families and students have a consistent staff member supporting them throughout their middle school years to guarantee students are on track for success in high school, college, and beyond. Similar consistent high school advisors will be in place for students in grades 9 through Community Service: Service to the community is one of the greatest ways for students to realize their social responsibility to the world. There is considerable agreement on the idea that community service positively impacts a student s personal and social development, acquisition of knowledge and skills, and future participation in civic engagement and community service. In order to instill in a desire to give back to their community in Legacy College Prep students, the school will organize trimester-based community service projects for students to participate in, partnering with local community organizations. In the 8 th grade, students will be required to earn five community service hours for the year, participating in an activity outside of school. This requirement will increase to 10 hours per year at the high school level. Calendar and Schedule Legacy will offer an extended school day and year with 184 days of instruction, over four days more than traditional district schools; plus an additional two week summer session for students in need of academic remediation. The first day of instruction for the school year will be on or around August 23, 2017, and the last day will be on or around June 27, Subsequent school years will follow a similar calendar. The extended school day will begin each morning at 7:45 a.m. and end at 4:00 p.m. four days per week, with dismissal at 1:00 p.m. on Fridays to allow for professional development activities. Legacy will provide students with a total of 2,075 minutes of instruction in core content areas per week, an increase of more than 38% over the state minimum of 1,500 minutes mandated by Education Law 2851(2)(n) and 8 NYCRR for grades 1-6, and provided at the majority of schools within the New York City Department of Education (the NYCDOE ). SUNY Charter Schools Institute Summary of Findings and Recommendations Legacy College Preparatory Charter School 7

9 Academic Program Legacy College Prep will use a college preparatory curriculum aligned to state and national standards to prepare students for the rigor of college, and will select curricular materials shown to deliver strong results with communities of students similar to those in the South Bronx, the school s target community. All curricula will be aligned with the Common Core State Standards ( CCSS ) for ELA and mathematics instruction, and aligned to the New York State Standards for Science and Social Studies. Teachers will use a variety of resources when developing their instructional materials, including a robust selection of research-based programs that have experienced success with students with disabilities and ELLs, and will adapt those materials to address the needs of students in their classrooms. To ensure students succeed with a rigorous college-bound curriculum by the end of the 12 th grade, students will receive double the instructional time than that offered at a traditional school. At the middle school level, students will have ELA and mathematics instruction twice per day, and social studies and science every day. At the high school level, students will attend their ELA and mathematics courses every day and all other classes every other day except for Advanced Placement ( AP ) courses that they will attend daily. The school s academic program will be implemented as follows: English Language Arts (Reading and Writing): Starting in 6 th grade, students at Legacy College Prep will read a variety of nonfiction and fiction texts with the goal of being able to read and comprehend literature, including novels, stories, dramas, and poetry, and literary nonfiction at a high level of complexity. Aligned with the CCSS for ELA, and building upon Engage NY modules and materials collected from successful charter middle schools such as Democracy Prep (authorized by the New York City Schools Chancellor) and South Bronx Classical Charter Schools (authorized by the Board of Regents), classes will focus on the ability to cite textual evidence linking to a claim or analysis, identify the theme or main idea of a text using evidence to support, describe character development in a story through specific events, determine meaning of figurative language related to text meaning and tone, and more. Students will compare and contrast different genres of literature related to how they are written and the experience of reading them, specifically poems, dramas, short stories and novels. Students will also analyze nonfiction text including identifying the author s point of view and how it is conveyed in the text, identify the major argument in the text and support with reasons that are factual from the text, and how the author integrates factual information into the text to present an argument. Students will learn to produce clear and coherent writing that is developed and organized appropriately for the purpose, audience and task. Courses will focus on teaching students to write a short summary, an argument stating a claim, a narrative, an informative/explanatory text, and a research paper. Students will learn to write: arguments to support a claim that is linked to evidence; informative/explanatory texts to convey information and/or concepts; and, narratives with a focus on engaging the reader by establishing context, using descriptive details and sensory language to describe the characters, setting, and plot, and organizing the event sequence to show character and plot development. Students will use a writing process to continuously develop and strengthen their writing that includes outlining/planning, drafting, revising, editing and publishing. SUNY Charter Schools Institute Summary of Findings and Recommendations Legacy College Preparatory Charter School 8

10 Mathematics: Starting in 6 th grade, students will master the CCSS in mathematics through rigorous instructional content utilizing Saxon Math and time-tested curriculum resources from the Noble Network of Charter Schools in Chicago. Taught concepts will include ratios and proportions, expressions and functions, geometry, statistics and probability, and the basic number system. Mathematics will be split into two separate classes, one focused on computation skills and the other on problem solving abilities. Both classes will cover the same standards in the same sequence but with different questions and lesson plans to target students needs with precision. Social Studies: Utilizing Core Knowledge Sequence and College Board AP and Pre-AP course materials, as well as a variety of supplemental resources, students in 6 th grade will learn about ancient civilizations across the world. The course will prepare students to be proficient in the skills of gathering, interpreting and using evidence, chronological reasoning, comparison and contextualization, geographic reasoning, economic systems, civic participation. Content will include: present-day eastern hemisphere geography and influence on human culture and settlement patterns; early river valley civilizations and their defining characteristics; and, how comparative classical civilizations and complex societies change over time. Science: Through curriculum informed by the Full Options Science Systems (FOSS) materials and proven plans and resources from Democracy Prep middle schools, 6 th grade science students will focus on physical science including how topography is reshaped by weathering of rock/soil and transportation/deposition of sediment; how pollutants can affect weather/atmosphere, and how organisms in ecosystems exchange energy/nutrients. Students will engage with complex analyses of scientific texts including citing textual evidence to support analysis of what the text says explicitly and implicitly, analyzing the structure that the author uses to organize the text, and comparing and contrasting information gained from other readings or experiments conducted in class. Computer Science: Legacy College Prep will offer students a computer science course at each grade level starting in 6 th grade, continuing through and including 12 th grade. Students will begin by learning basic computer literacy skills including keyboard typing and navigating programs such as Microsoft Office and Google Docs. In 7 th and 8 th grades, students will take computer programming courses designed to teach students how to code. At the high school level, students will have the opportunity to take several computer courses including computer graphic design, website design and two advanced placement courses which will offer the opportunity to earn college credit in the field of computer science. Arts Education: In the 6 th and 7 th grades, students will be able to access a variety of arts through Friday enrichments including theatre arts, music, visual arts, and dance. Legacy College Prep plans to partner with outside organizations such as Casita Maria to provide students with an arts program. Students will also be able to participate in an after-school arts program in addition to Friday enrichment classes. In the 8 th grade, students will have the opportunity to elect to take a visual art class. In high school, students will be able to elect to take band, theatre arts, and visual art. SUNY Charter Schools Institute Summary of Findings and Recommendations Legacy College Preparatory Charter School 9

11 Character Education: Starting in 6 th grade, students will have weekly lessons on character related to the character theme of that grade level. Lessons will take place during daily Advisory classes so that all students will learn the habits, behaviors, and problem-solving skills that will allow them to access the opportunity of college and then to persist at the college level once enrolled. Physical Education: Students will take physical education every year of middle school and one year in high school, with the option to take physical education in all additional years at the high school level as an elective. The aim of the physical education class is to educate students on what it means to be healthy and physically fit. Teachers will plan each class to include a work-out component and a health/nutrition lesson. Students will learn about healthy eating, healthy living, and how to design their own workouts around cardiovascular training, muscular strength, muscular endurance, and flexibility. School Culture and Discipline Legacy will use positive incentives to motivate students to follow the rules and a consequence system to reinforce following the rules. It is the applicants philosophy that when students have a consistent code of conduct to follow, they will learn to meet those expectations, and maximize their time spent acquiring knowledge and skills and developing the values-based character needed for a life of true success. Legacy College Prep will create an environment where students feel safe and valued - a place where students can focus on learning without worry of being bullied. In order to establish and maintain this culture, Legacy College Prep will implement the following design elements: Core Values: Professionalism, Respect, Integrity, Determination and Engagement; PRIDE Class Point System: Students can earn class PRIDE points during each class throughout the day and redeem them for prizes or special privileges; Positive Framing: Leaders and teachers will motivate students to meet expectations and find positive and constructive ways to address negative behaviors; Morning Community Circles; Student-to-Student and Staff-to-Student Shout-Outs; Advisories that Remain Constant Year to Year; and, Dress Code: All students will wear shirts displaying the Legacy College Prep logo every day to embody professionalism, eliminate distractions over attire, and unite them as a community. SUNY Charter Schools Institute Summary of Findings and Recommendations Legacy College Preparatory Charter School 10

12 Organizational Capacity Legacy College Prep will establish a leadership structure that grows over the charter term into a design that will provide for effective delegation across both operational and academic domains. In year one, a Head of School will manage all positions in the school. A Dean of Operations will be hired to manage logistical items related to the school's programming. A Dean of Student Supports will be hired to oversee all support services for students including students with IEPs, students with 504 plans, and students who have been identifed as English Language Learners. A Dean of Culture will be hired to manage all cultural aspects of the school including its behavior system and character education program. In year two, the school will hire a Dean of Instruction and an Assistant Dean of Instruction to take on instructional coaching responsibilities. In year four the school will expand to serve high school grades and will hire an additional Dean of Culture. In subsequent years a Middle School Director will be hired to manage day to day operations at the middle school and a High School Director will be hired to manage day to day operations at the high school. A Dean of Insruction and Assistant Dean of Instruction will also be hired at the high school to manage all instructional coaching responsibilities. Governance The proposed by-laws of Legacy College Prep indicate that the education corporation board will consist of no fewer than seven and no more than 13 voting members. The proposed initial members of the board of trustees are set forth below. Founding Board Members: 1. Kathryn Hurley (Proposed Board Chair): Ms. Hurley is an in-house tech lawyer at MakerBot Industries (desktop 3D printing and scanning), a company she joined when it was still a small, late-stage start-up. In addition to working full-time at MakerBot, she is also cofounder a civic tech start-up whose products were scheduled to roll out to the market at the end of May Originally from Brooklyn, where she attended public school from pre-k through the 12 th grade, Ms. Hurley was a 2007 Teach For America Corps member for the Atlanta region where she taught middle school Spanish and reading and coached the girls basketball team. Running races all over the world, Ms. Hurley is a co-organizer of NYC Tech Runners, a running group that brings together those working in the tech space. Ms. Hurley has a BA from Howard University and JD from Georgetown Law. 2. Javier Diaz (Proposed Vice Chair): Mr. Diaz is a former Marine Officer and attorney licensed to practice in New York and New Jersey. His practice revolves primarily around government affairs, with a focus on negotiating with lobbyists and legislative work. Mr. Diaz is currently employed by the Office of the Governor of the State of New Jersey as Assistant Counsel. His passion for Legacy College Prep stems from his own experience as a student in a charter school in Union City, NJ. He believes were it not for the education he received there, he would not have had the opportunity to achieve academic and now professional success. He received his BA from the University of Michigan, JD from Seton Hall University and MBA from the University of North Carolina at Chapel Hill. He currently resides in Trenton, NJ but has strong ties to New York City and plans to move here once his position with the NJ Governor s office is finished. SUNY Charter Schools Institute Summary of Findings and Recommendations Legacy College Preparatory Charter School 11

13 3. Neal Pancholi (Proposed Treasurer): Mr. Pancholi joined Google in May 2013 and currently leads the Strategic Partnerships New Business Development Team related to mobile partnerships. Prior to his current role, he worked on the Strategic Partnerships finance team, analyzing financial deals for the company. Before Google, he worked as a hedge fund investment associate for FPR Partners, where he researched, executed and managed public equities investments. Prior to FPR Partners, Mr. Pancholi was an investment banker with UBS Investment Bank, where he advised consumer and retail companies on mergers and acquisitions and capital raising. He is passionate about joining the board of Legacy College Prep as he believes that education is the foundation and currency to a successful, long-term well-being. Mr. Pancholi received his BBA from the University of Michigan s Ross School of Business and MBA from Wharton. 4. Matthew Bliss (Proposed Secretary): Mr. Bliss is the Vice President, Strategy and Business Development, Private Banking and Wealth Management New Markets at Credit Suisse, a new business unit intended to grow Credit Suisse relationships in key client segments, beginning with women, African-Americans, and the lesbian, gay, bisexual and transgender ( LGBT ) community. Mr. Bliss s primary focus is to accelerate multi-channel lead generation and understand the unique financial needs among high-net-worth prospects and clients in key segments. Since 2007, Mr. Bliss has held several roles in Investment Banking Human Resources at Credit Suisse, most recently serving as Chief Operating Officer from 2013 to He has worked closely with the corporate board for Credit Suisse, and he brings over eight years of human resource and business management experience, with an emphasis on financial planning and analysis, headcount forecasting, performance management, benefits administration, compensation and recruiting. Mr. Bliss has a BSBA in marketing and organizational behavior from Washington University in St. Louis and resides in Manhattan. 5. John Campos (Proposed Trustee): Mr. Campos has over 25 years of experience in business services managing regional and national operational contracts. As the point person on a number of different business service contracts, he has had the opportunity develop operations of internal divisions and functions. These include: finance (such as budgeting, forecasting, income statements), human resources (training, interviewing, hiring) and oversight of operational management staff. Once the contracts were up and running, Mr. Campos would oversee the establishment of operational processes and procedures and management of projects varying in scope and complexity. Recently, Mr. Campos has made a career change to focus his energies in the nonprofit sector. He is currently working as Director for a Cornerstone program located in the South Bronx. His program runs services for seniors, children, teens, adults, homeless and LGBT groups. His passion for working with the community drives his motivation for joining the Legacy College Prep team using his business background to make a systemic, profound, change at an organizational level. 6. David Camputo (Proposed Trustee): Mr. Camputo has been the Executive Vice President, Chief Audit Executive for Endurance Specialty Holdings Ltd. (Endurance Holdings) and has global responsibility for the Internal Audit and Sarbanes-Oxley Compliance over the past nine years, with over 25 years experience in internal auditing. He is a member of the SUNY Charter Schools Institute Summary of Findings and Recommendations Legacy College Preparatory Charter School 12

14 Executive Operational Group, Management Risk Committee and Disclosure Committee reporting directly to the chairman of the Audit Committee of the board of directors and functionally to the chairman of the board of directors and CEO of Endurance Holdings, which is a holding company. Through its national and international operating subsidiaries, the company underwrites specialty lines of personal and commercial property and casualty insurance and reinsurance on a global basis. Mr. Camputo graduated from Iona College with a BBA in Finance. 7. Yvonne Guillen (Proposed Trustee): Ms. Guillen is a Parent Organizer for the Bronx working with Families for Excellent Schools, an advocacy group focused on giving parents a voice around school choice. She works to inform families in the Bronx about the options available to them for their children s education. Ms. Guillen is a proud mother of four children, three of whom have had the opportunity to access a great education at a local charter school. She began her work as a volunteer with Families for Excellent Schools and now is an advocate for all children. Prior to working with Families for Excellent Schools she worked briefly with the campaign for Assemblyman Marcos Crespo. Ms. Guillen has extensive ties to the community as a resident of CSD 8, and she is driven by her belief that our children are the future and they deserve nothing but the best. 8. Catherine Prefontaine Hausmann (Proposed Trustee): Ms. Hausmann is an educational consultant currently working with elementary teachers and leaders in charter, district, and turnaround schools around the U.S. through the University of Chicago Impact's Urban Education Institute and the STEP Assessment. She also consults to curate and develop mathematics curriculum for The GO Project, a NYC nonprofit focused on achieving educational equity for New York City's public school students, simultaneously serving as a 3 rd grade teacher for GO Saturday programming. She has served as an ELA Curriculum Consultant for Ascend Learning, a network of charter schools in Brooklyn, NY (authorized by the SUNY Trustees). Prior to consulting, Ms. Hausmann served as Dean of Instruction at Brooklyn Ascend Charter School, coaching general and special education teachers to achieve significant academic gains through observation and feedback, data analysis, and professional development. Ms. Hausmann started her career in education as a Teach For America corps member at Uncommon Schools Excellence Boys Charter School (authorized by the SUNY Trustees) and has since worked as a phone screen selector for Teacher For America corps members. She went on to serve as a special education teacher and learning support specialist at Excellence Boys Charter School. In this role, she developed a highly effective tutoring curriculum, coordinated developmental literacy assessments, and delivered professional development on curriculum, differentiation, special education law, response to intervention, child development and classroom management. Ms. Hausmann holds a BA in History from Boston College and MS in Childhood and Special Education from CUNY Hunter College. 9. John Sanchez (Proposed Trustee): Mr. Sanchez is the NYC Advocacy Manager for the Northeast Charter Schools Network where he advocates for the thousands of parents that send their children to charter schools, in order to ensure that all children have the opportunity to attend an excellent school regardless of geography. He previously served as Constituent Services Manager for NYS Assemblyman Michael Blake of the South Bronx SUNY Charter Schools Institute Summary of Findings and Recommendations Legacy College Preparatory Charter School 13

15 where he was responsible for managing the district office, resolving constituent issues and conducting community outreach. As a lifelong resident of the Bronx, growing up in CSD 7, Mr. Sanchez is passionate about joining the board of Legacy College Prep because he believes that it is a tangible way to make a difference in the future of young Bronx students and he is excited to be a part of an institution that will show that underserved communities can achieve their full potential when given extra support and a high quality education. Facilities The proposed education corporation has indicated that it will work with the NYCDOE to explore the option of using space in underutilized NYCDOE schools in CSD 7 or 8. The contingency plan is to locate in a private facility in CSD 7 or 8. The Institute reserves the right to review all proposed facilities in accordance with the charter agreement. Fiscal Impact The fiscal impact of Legacy College Prep on the district of location, the New York City School District (the District ), is summarized below. Legacy College Preparatory Charter School (A) (B) (C) (D) (E) (F) (G) Charter Year Expected Number of Students Basic Charter School Per Pupil Aid Projected Per Pupil Revenue (A x B) Public Facility Aid* Total Project Funding from District to Charter School (C+D) New York City School District Budget** Projected District Impact (E/F) Year $13,877 $1,665,240 $333,048 $1,998,288 21,800,000, % ( ) Year $13,877 $8,326,200 $1,665,240 $9,991,440 21,800,000, % ( ) * 20% additional funding over standard per pupil funding if the schools are unable to locate in a public facility. **The NYCDOE budget was derived from the NYCDOE s website: The calculations above conservatively assume the current basic per pupil aid will not increase during the term of the charter. While it is likely that the District s budget will grow over time, the Institute is being conservative by leaving it unchanged in five years. Since the proposed school would seek to locate in public space, the estimates reflect the 20% addition to per pupil funding that the school would receive if suitable public space were not available. Based on these assumptions, and projections that the charter school would have full enrollment, Legacy College Prep will have minimal fiscal impact on public schools in the District. The estimates used by the Institute to conduct its analysis are subject to unpredictable changes in the District s budget in any given year, changes in the charter school per-pupil funding, and the actual enrollment in the charter school. For example, in the event that the budget of the District increases 5% in five years (assumes a 1% increase each year) to $22.9 billion and the basic per pupil aid to charter schools remains unchanged, the impact to the District would remain minimal: 0.043% in the school year. While the school has included in its proposal estimated calculations accounting for special education revenue, federal Title I funds, other federal grants and/or funds SUNY Charter Schools Institute Summary of Findings and Recommendations Legacy College Preparatory Charter School 14

16 provided by the District and to be received by the charter school, the Institute s calculations and analysis do not account for these sources of potential revenue. The Institute finds that the fiscal impact of the proposed school on the District, public charter, public District and nonpublic schools in the same geographic area will be minimal. In the event that the school opens with a slightly larger enrollment, the Institute has determined that the fiscal impact of the proposed school on the District, public charter, public District and nonpublic schools in the same geographic area will also be minimal. The Institute reviewed the school s proposed start-up and fiscal plans and supporting evidence for each year of the proposed charter term. The Institute finds the budgets and fiscal plans are sound and that sufficient start-up funds will be available to the new charter school. Notification and Public Comments The Institute notified the District as well as public and private schools in the same geographic area of the proposed school about receipt of the proposal, and the proposal was posted on the Institute s website for public review. The District held a public hearing pertaining to the proposal on February 29, 2016; no attendees at the hearing spoke for or against the proposal. The Institute carefully reviews and considers all public comments received prior to finalizing its recommendation. To date, the SUNY Trustees have not received any District or individual public comments on the proposal. Preference Scoring Education Law 2852(9-a)(c) requires authorizers to establish and apply preference criteria to applications meeting both statute and authorizer standards. The purpose of the criteria is to prioritize proposals in the event that the number of proposals meeting the SUNY Trustees requirements exceeds the maximum number of charters to be issued or issued in New York City. The RFP identified the minimum eligibility requirements and preference criteria required by Education Law 2852(9-a), as described in greater detail below. The Legacy College Prep proposal met the eligibility requirements, as evidenced by the following: the proposal was sufficiently complete, i.e., it included a Transmittal Sheet, Proposal Summary and responses to all RFP requests as prescribed by the Institute; the proposal included a viable plan to meet the enrollment and retention targets established by the SUNY Trustees for students with disabilities, ELLs, and students who are eligible to participate in the FRPL program (as detailed in Request No. 15); and, the proposal provided evidence of public outreach that conforms to the Act and the process prescribed by the SUNY Trustees for the purpose of soliciting and incorporating community input regarding the proposed charter school and its academic program (as detailed in Request No. 3). As the Legacy College Prep proposal submission met the eligibility criteria, the Institute s evaluation continued with a full review of the proposal, an interview of the founding team and members of the proposed board of trustees, and requests for clarification and/or amendments to the proposal. The review process then continued with an evaluation of the proposal in relation to the 10 Preference Criteria contained in the RFP for which proposals can earn credit as described in the RFP s SUNY Charter Schools Institute Summary of Findings and Recommendations Legacy College Preparatory Charter School 15

17 Preference Scoring Guidance. In the event of a tie for the last charter, both proposals will be rejected unless one applicant agrees to withdraw his or her proposal for consideration in a subsequent RFP. The preference criteria, which in addition to eligibility criteria and the overall high standards established by the SUNY Trustees, include the demonstration of the following in compliance with Education Law 2852(9-a)(c)(i)-(viii): increasing student achievement and decreasing student achievement gaps in reading/language arts and mathematics; increasing high school graduation rates and focusing on serving specific high school student populations including, but not limited to, students at risk of not obtaining a high school diploma, re-enrolled high school drop-outs, and students with academic skills below grade level; focusing on the academic achievement of middle school students and preparing them for a successful transition to high school; utilizing high-quality assessments designed to measure a student's knowledge, understanding of, and ability to apply critical concepts through the use of a variety of item types and formats; increasing the acquisition, adoption, and use of local instructional improvement systems that provide teachers, principals, and administrators with the information and resources they need to inform and improve their instructional practices, decision-making, and overall effectiveness; partnering with low performing public schools in the area to share best educational practices and innovations; demonstrating the management and leadership techniques necessary to overcome initial start-up problems to establish a thriving, financially viable charter school; and, demonstrating the support of the school district in which the proposed charter school will be located and the intent to establish an ongoing relationship with such school district. While the Institute received a total of 17 proposals in response to the December round of the 2015 RFP, the Institute recommended only four for approval to the SUNY Trustees in April. The Institute continued to review an additional three proposals and recommends all of them including the Legacy College Prep proposal. The three proposals currently recommended for approval met the eligibility criteria and were therefore assigned a score using the guidance contained in the 2015 RFP. The proposal for Legacy College Prep earned a score of 35.0 preference points out of a possible total of 45. Based on this score and the other information and findings set forth herein, the Institute recommends that the SUNY Trustees approve the proposal to establish the Legacy College Preparatory Charter School, which would not exceed the statutory limit in Education Law 2852(9)(a). Conclusion and Recommendations Based on its review and findings, the Institute recommends that the SUNY Trustees approve the proposal to establish the Legacy College Preparatory Charter School education corporation and approve its authority to operate one school of the same name to open in August SUNY Charter Schools Institute Summary of Findings and Recommendations Legacy College Preparatory Charter School 16

18 APPENDIX A SUNY Charter Schools Institute Summary of Findings and Recommendations Legacy College Preparatory Charter School 17

19 SUNY Charter Schools Institute Summary of Findings and Recommendations Legacy College Preparatory Charter School 18

20 APPENDIX B LEGACY COLLEGE PREPARATORY CHARTER SCHOOL Basic Identification Information Lead Applicant(s): Summer Schneider Management Company: N/A Partner Organization: N/A Location (District): New York City CSD 7 or 8 Student Pop./Grade Span at Scale: 600 students/ Grades 6-10 Opening Date: August 2017 SUNY Charter Schools Institute Summary of Findings and Recommendations Legacy College Preparatory Charter School 19

21 APPENDIX C Summary of Public Comments Received During the SUNY Public Comment Period through May 30, 2016 On or about February 2, 2016, in accordance with Education Law 2857(1), the Institute notified the NYDCOE as well as public and private schools in the same geographic area of the proposed school about receipt of the proposal to establish the Legacy College Preparatory Charter School. The notice reminded the District that the New York State Commissioner of Education s regulations require the school district to hold a public hearing within 30 days of the notice for each new charter application. A redacted copy of the Legacy College Preparatory Charter School proposal was also posted on the Institute s website for public review at: The District held a public hearing pertaining to the proposal on February 29, 2016; no attendees at the hearing made comments for or against the proposal. The Institute has not received any direct public comments relating to the proposal to date. SUNY Charter Schools Institute Summary of Findings and Recommendations Legacy College Preparatory Charter School 20