SUMMARY AND RECOMMENDATIONS

Proposal to Transfer an Existing Charter School to

Oversight and Supervision by the State University of New York Board of Trustees

INTERNATIONAL LEADERSHIP CHARTER SCHOOL

October 3, 2017

Charter Schools Institute State University of New York

41 State Street, Suite 700 Albany, New York 12207

(518) 445-4250 (518) 320-1572 (fax)

www.newyorkcharters.org

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Executive Summary International Leadership Charter School (“International Leadership”) submitted the application to transfer authorization to the State University of New York Board of Trustees (the “SUNY Trustees”) on April 11, 2017 in response to the SUNY Charter Schools Institute’s (the “Institute’s”) Application for SUNY to Authorize an Existing Charter School Education Corporation (the “Application”) (available at: http://www.newyorkcharters.org/operate/transfer/) released on behalf of the SUNY Trustees in the fall of 2016. The board of trustees of International Leadership, a not-for-profit charter school education corporation authorized by the New York City Schools Chancellor (the “NYC Chancellor”) currently operates one school in New York City Community School District (“CSD”) 10 in the Bronx. International Leadership was approved by the New York State Board of Regents (the “Board of Regents”) on January 10, 2006. The school opened in fall 2006 with 9th grade. For the current school year, the school will serve approximately 400 students in grades 9-12. The Board of Regents approved a full-term five-year renewal in January 2011 and a five-year renewal in June of 2015 taking the charter through June 30, 2020. International Leadership will submit an application for renewal to SUNY in the 2019-20 school year. Based on the Application and the foregoing:

The Institute recommends that the SUNY Trustees approve the application to transfer oversight and supervision of International Leadership Charter School from the New York City Schools Chancellor to the SUNY Trustees.

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Background and Description Amendments to the New York Charter Schools Act of 1998 (as amended, the “Act”) in 2016 permit a charter school overseen by one authorizer to apply to be overseen by any other authorizer during a period of one year from the effective date of the legislation. As the legislation took effect immediately upon signature of the Governor on June 23, 2016, charter schools had one year from that date to apply to the SUNY Trustees. New York Education Law § 2851(5) does not mandate that the SUNY Trustees act on such applications within one year. The Institute will review all applications for transfer submitted by noon on June 23, 2017, and based on the strength of the applicant’s existing school(s), will recommend those that qualify to the SUNY Trustees’ Charter School s Committee for approval until all timely applications have been recommended, withdrawn or determined by the Institute to not meet the requirements for recommendation. Mission, Philosophy and Key Design Elements International Leadership’s mission is to “implement an academically rigorous college preparatory curriculum that will elevate students’ intellectual capacity, provide them with a superior high school education and prepare them for a higher education. [Our] students will meet and exceed city and statewide assessment averages in the NYS Regents Examinations in English, History, Mathematics and Science. [We] seek to expand students’ knowledge of international studies, the social, economic and political issues that affect their daily lives; and to cultivate the leadership skills with a commitment to community services, social action and participation in the global society. [Our] school will implement a philosophy that calls for high expectations which will provide each student with powerful learning experiences that stress complex and engaging activities, relevant content and active discovery of curriculum objectives.” International Leadership’s key design elements are as follows:

Data Driven Instruction and Professional Development. International Leadership uses data to drive instruction and on-going professional development. Professional Development Retreats see data consultants and the school leadership present the school’s data to all teaching faculty.

Rigorous Teacher Recruitment. International Leadership uses rigorous recruitment efforts to recruit talented teaching staff.

Extended School Day and Block Scheduling. International Leadership provides an extended school day schedule that has contributed to successful student outcomes allowing teachers to engage students more, and students learn better in a more stimulating environment. It reduces the pressure often felt by teachers to cram core subjects such as Math, Science, History, and English into too few hours. A longer school day opens up the school’s schedule for subjects that students enjoy and teachers like to teach. Instruction is delivered in 60 or

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90 minute blocks. Students receive a minimum of 180 minutes of instruction per week for each content area.

Saturday Academy and After School Tutoring. In January of every academic school year, students are required to attend Saturday Academy for three hours. The essential purpose and goal for Saturday Academy sessions is to provide all students with intensive Regents preparation. In addition, students are provided with additional support during after-school tutorial sessions. As a result of the Saturday Academy and After -School Tutoring, Regents scores have consistently outperformed neighboring community schools and the district.

ELL and Special Needs Students. The school gives deliberate and close attention to the performance of English language learners (“ELLs”) and students with disabilities at the end of each progress report and report card period. The school holds teachers accountable for the differentiation of instruction and alternative modes of assessment used for ELLs and students with disabilities. Frequent and ongoing discussions with teachers, counselors, the Director of Instruction and the Head of School regarding not only careful monitoring of the performance of ELLs and students with disabilities, but also the implementation of academic interventions plan to ensure that these populations of students are meeting standards. At the end of each marking period, the general education teachers, special education teachers, counselor and school social worker meet to discuss the progress made by ELL and students with disabilities. The academic coaches/consultants hired by the school have provided a series of workshops during professional development sessions on effective classroom strategies and the differentiation of instruction for ELLs and students with disabilities. The school provides training and support to all general education teachers on differentiated instruction and individualized support. The Director of Special Education works closely with teachers, parents, and students, to ensure that all stakeholders are working toward meeting students’ Individualized Education Program (“IEP”) goals and the high school graduation requirements.

Adolescent Health Clinic. International Leadership recognizes research that demonstrates the relationship between good physical and mental health, and a student’s ability to learn effectively and achieve high standards at school. Good health also fosters student attendance and engagement. However, the school finds poor health experienced by too many young people in the Bronx with many not having access to nutritious food, regular physical activity, and healthcare. The school-based health center:

o Provides age-appropriate primary and preventive care, acute or first contact care, chronic care, and referral as needed;

o Provides services for adolescents within the context of their family, social/emotional, cultural, physical, and educational environment;

o Provides services at no out-of-pocket cost to students year-round; o Serves to coordinate care with students’ existing primary care providers; o Upholds patient confidentiality and privacy; and,

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o Contributes to a healthy school environment including the promotion of physical activity and healthy eating.

School Health Council. To improve student access and utilization of healthcare the Chief Executive Officer (“CEO”) and the education corporation board have identified the establishment of a school-based health service as a priority for the school. In the 2014-2015 academic year, International Leadership established a School Health Council to monitor, review, and, as necessary, make recommendations to the CEO and board on changes to the Health and Wellness Policy and Procedures. This service would offer a range of primary healthcare services to all students free of charge and provide emergency care for illness or injury. The school has reserved space in its new campus for this health facility, and is currently exploring potential models for the service including the scope of care it would provide and the health provider that would operate the service. Every two years, the School Health Council will report on progress towards the Health and Wellness Policy and Procedures that will include a review of policy compliance, the identification of areas of improvement, and recommendations. The School Health Council also acts as an advisory committee to the school’s health services.

Library Media Center. The Library Media Center helps International Leadership fulfill its mission in four ways:

o Improving academic performance (Regents, graduation rates); o Stimulating student curiosity in reading and the world around them; o Promoting the critical use of technologies and resources; and, o Fostering college readiness (both through the college application process and

building the independent research skills that high-quality colleges expect). Academic Performance The Institute collected academic outcome data generated by International Leadership during the most recent three years and analyzed it against the performance standard set by the SUNY Trustees to determine the strength of the school’s educational program. During the past three years, International Leadership has met the SUNY Trustees’ accountability standard for high school graduation. Although College attendance data is limited, the school has also demonstrated strong college matriculation rates among its graduates with 100% of students in the 2012 Total Cohort for Graduation matriculating into a two-year or four-year college or university. In English language arts (“ELA”), International Leadership’s performance has improved among its Accountability Cohorts during the last three years and, during 2015-16, the school outperformed Bronx CSD 10 (the “district”). The school’s mathematics performance also increased during the most recent three years: in 2015-16, the school’s Accountability Performance Level (“APL”) nearly matched the state’s Annual Measureable Objective (“AMO”) in mathematics.

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International Leadership’s educational program effectively moves students towards high school graduation within four years and supports them to enroll in college. During the last three years, at least 88% of each Total Cohort for Graduation has graduated from the school within four years. These rates exceed the SUNY Trustees’ absolute graduation rate target of 75%. Comparatively, International Leadership’s four-year graduation rates also exceeded the district’s rates by at least 17 percentage points during the most recent three years. Although the school does not move students to earning Regents diplomas with advanced designations, International Leadership’s mandatory College Bound Scholars program successfully supports students and families to enroll in college. Following the 2015-16 school year, every International Leadership graduate enrolled in a college or university. International Leadership came close to meeting the SUNY Trustees’ performance standard for ELA during the most recent three years. During that time, International Leadership has consistently outperformed the district in ELA. The school’s APL exceeded the district’s by only two points in 2013-14, but the gap between the school and the district widened to 11 points by 2015-16. Notwithstanding commendable comparative performance, the school’s APL in ELA continuously fell short of the state’s AMO. In mathematics, International Leadership came close to meeting the SUNY Trustees’ accountability standard during 2013-14 and 2014-15, and met the SUNY Trustees’ accountability standard in 2015-16. During the most recent three years, the school’s mathematics performance has increased. During 2013-14, the school’s mathematics APL of 122 fell below the AMO of 146 and the district’s APL of 116. During the next two years, the school’s performance increased until, in 2015-16, the school’s APL of 160 exceeded both the district’s APL of 133 and the state’s AMO of 159. Additionally, International Leadership was not identified as a school in need of a local assistance plan or as a focus charter school during the last three years and consistently has been in good standing under the state’s No Child Left Behind accountability system. Calendar and Schedule Academic Leadership offers an extended school day in addition to Saturday Academy and after school tutoring for the second half of the school year. Academic Program In addition to analyzing available academic outcome data, the Institute visited the school to gauge the quality of the program in place at the school at the time International Leadership submitted its application.

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The school has professional development retreats and common planning time on Wednesdays to improve the delivery and quality of instruction allowing faculty to develop as teachers and to share and plan with their colleagues. The staff has also recently participated in instructional workshops help by Uncommon Schools, Inc. and implements Teach Like A Champion Instructional Strategies.

The school’s mandatory College Bound Scholars (CBS) program provides incoming freshman with an understanding of the school’s college preparatory high school curriculum. This process continues through grade 12, when students who are about to graduate are prepared for college-level work and the transition to college life.

The CBS program provides students with in-school support, class resources, and hands-on guidance as they prepare college applications and develop personal essays.

The school’s instructional staffers have taken on additional weekly assignments during strategic periods to ensure that students with disabilities and ELLs are being provided with added instructional support and literacy development.

The school partners with Kaplan to administer PSAT and SAT prep to students in grades 10 through 12.

School Culture and Discipline

International Leadership approaches student discipline as a shared responsibility of teachers, administrators, staff members, students, and parents.

Individuals support and contribute to student achievement by establishing, communicating and enforcing a fair and consistent discipline policy.

A school-based student support committee exists for the purpose of supporting students in their efforts to change inappropriate conduct and negative behaviors into positive and successful ones. When a student becomes involved in the formal discipline process, the student will be assigned to work with the Director for School Culture and Discipline and members of the counseling team where appropriate.

The school fosters a strong college-going culture. The Student Advisory Council provides an opportunity for students to learn the proper

balance between freedom and responsibility cultivating leadership skills, building self-confidence and self-reliance, and developing strong character and life skills.

Governance

International Leadership’s board of trustees consists of seven members. One International

Leadership trustee is the Executive Director of the school. SUNY, based on an interpretation of applicable law, generally does not permit paid employees of a charter school to serve on the education corporation’s board of trustees as voting members. As a condition of the charter or of a

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subsequent revision or renewal charter, the Executive Director will need to be a non-voting member of the board. The by-laws, which need other revisions, will need to be revised to reflect same. Board Members

1. John Paul Gonzalez (Chair). Mr. Gonzalez is an Adjunct Lecturer at CUNY in the areas of Puerto Rican and Caribbean culture and history. Mr. Gonzalez has a MA in Teacher Education with a specialty of Secondary School Music from Brooklyn College and a BA in Music and Music Education from the conservatory of Music of Puerto Rico.

2. Jordan Sanchez (Treasurer). Mr. Sanchez is an Investment Banking Associate at TD Securities LLC where he works in public finance origination. Mr. Sanchez has a BS in Business Administration from Marist College.

3. Elissa Ramos (Secretary). Ms. Ramos is the Director of Supportive Housing for Westhab, Inc. in Yonkers, NY. Previously Ms. Ramos served as the Coordinator of Mental Health Programs at University Settlement Society of New York. Ms. Ramos has a Masters in Social Work from Silberman School of Social Work at Hunter College and a BA in Psychology from SUNY New Paltz.

4. Doreen Bermudez (Trustee). Ms. Bermudez is a National Trainer for Services & Advocacy for GLBT Elders. She has a Masters in Social Work from Hunter College and a BA from SUNY New Paltz.

5. Darlene Garcia (Trustee). Ms. Garcia is a Senior Accountant at Morris Heights Health Center. She has a MBA in Finance from Grand Canyon University and BS in Accounting from Herbert Lehman College of CUNY.

6. Jeannette Sequiera (Trustee). Ms. Sequeira is the General Manager at a McDonalds in Bronx, NY. Ms. Sequeira has almost 15 years of professional management experience building effective team management and customer satisfaction.

7. Dr. Elaine Ruiz-Lopez (Trustee)(Ex-Officio). Dr. Lopez received her Doctorate in Special Education/Administration and Master in Education from Teachers College at Columbia University. Ms. Lopez has a Master in Science in Bilingual Special Education from Bank Street College of Education and a BS in Elementary Education for City College of New York.

Compliance Per the application and the Institute’s communication with the education corporation’s current authorizer, International Leadership has met the requirements of the Act, and is not in violation of any material legal requirement, on probationary status under Education Law § 2855(3) or “slated for closure” by its current authorizer within the meaning of Education Law § 2851(5).

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Facilities The school is located in private space at 3030 Riverdale Avenue, Bronx, NY 10463 since the 2015-16 school year. The school was able to secure bond financing in 2013 for the $17.7 million project plus a second financing for $3.3 million in 2016 to complete the project. Fiscal The school had a history of fiscal strength prior to 2016 when a second facility financing closed. The Institute created a Fiscal Dashboard of the last three years of audited financial statements showing the schools fiscal health is displayed in Appendix B. As of June 30, 2016, the education corporation had total net assets of approximately $1.6 million and zero days of cash on hand to pay bills coming due shortly, which falls below SUNY’s standard. During 2013, the first facility financing of $17.7 million closed. Since then, further renovations, equipment purchases, and bond reserve accounts requirements necessitated the need for a second facility financing, which closed July 1, 2016 for $3.3 million. The second financing amended and restated the loan covenants of the first financing to push out the timing of the required financial condition compliance to 2018. To help with cash flow, the school also received a short-term bridge loan of $250,000 from the Fund for the City of New York, which was repaid in August 2016. To obtain a more current financial snapshot, as the June 30, 2017 audited financial statements will not be available until the due date of November 1, 2017, the Institute reviewed unaudited financial reports for May and June 2017 that reflect total net assets of approximately $3.5 million and 1.3 months of cash on hand to pay bills coming due shortly. The education corporation has established a required dissolution fund reserve and maintains a balance of $70,000 as of June 30, 2016. This amount will need to be increased to meet the SUNY charter agreement limit of $75,000. The Institute found the school’s Financial Policy and Procedures Manual outdated and not reflective of current organizational structure. The manual’s fiscal authorization levels and processes need clarification. The manual does not include a related party transaction policy, or the recent debt instrument details and loan covenant requirements. While the manual describes financial packages for the education corporation board of trustees, it does not include authorizer financial benchmarks or financial loan covenant requirements for the board to monitor. The manual needs a complete revision, review, and documented approval from the board, and then needs to be maintained on an annual basis. The budget projection going forward presents a reasonable and appropriate fiscal plan that is feasible and achievable with the proper financial monitoring.

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Financial Conditions to Be Placed on the Transfer Charter to SUNY Authorization As a result of the foregoing, the education corporation shall contract with an independent financial consultant to review and revise the Financial Policy and Procedures Manual to be completed by December 31, 2017. The education corporation board as well as the Institute shall review and document approval of the revised manual. The education corporation shall develop a dashboard for the board to utilize in oversight and monitoring of the education corporation’s financial condition and compliance with the SUNY charter agreement. The dashboard must include all financial and operational reporting requirements with due dates, SUNY financial benchmarks, facility financing loan covenants and related reporting requirements, and due dates. The Institute shall review and approve the proposed dashboard. As a best practice, the education corporation shall bid out and hire a new, independent certified public accountant or certified public accounting firm licensed in the state to perform annually an audit of the Education Corporation’s annual financial statements and comply with the audit provisions of the charter agreement including the issuance of a report on internal controls over financial reporting and any advisory or management letter that requires corrective action on the part of the education corporation. The education corporation shall increase the required dissolution reserve fund to $75,000 by December 31, 2017 and provide proof of the account balance to the Institute.

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APPENDIX A: School Overview

BoardofTrustees

SchoolLeadership

SchoolCharacteristicsSchoolYear

CharteredGrades

CharteredEnrollment

2006‐07 9 88

2007‐08 9‐10 176

2008‐09 9‐11 264

2009‐10 9‐12 352

2010‐11 9‐12 352

2011‐12 9‐12 352

2012‐13 9‐12 352

2013‐14 9‐12 352

2014‐15 9‐12 352

2015‐16 9‐12 440

2016‐17 9‐12 440

2017‐18 9‐12 440

BoardMemberName Position

BoardMemberName Position

John Paul Gonzalez Chairman and President Darlene Garcia Trustee Jordan Sanchez Treasurer Jeannette Sequiera Trustee Elissa Ramos Secretary Dr. Elaine Ruiz-Lopez Trustee Doreen Bermudez Trustee

Title Name

Chief Executive Officer Dr. Elaine Ruiz-Lopez Director of Curriculum and Instruction Ismael Colon

Director of Facilities Richard Padilla Director of College Preparatory Allissa Lynch Director for Parent and School Community Edills Gonzalez

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