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Summary of Findings and Recommendations Proposal to Establish BRILLA COLLEGE PREPARATORY CHARTER SCHOOL AT HIGHBRIDGE April 6, 2016 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

Summary of Findings and Recommendations · 2016. 4. 8. · Summary of Findings and Recommendations . Proposal to Establish . BRILLA COLLEGE PREPARATORY CHARTER SCHOOL . AT HIGHBRIDGE

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Page 1: Summary of Findings and Recommendations · 2016. 4. 8. · Summary of Findings and Recommendations . Proposal to Establish . BRILLA COLLEGE PREPARATORY CHARTER SCHOOL . AT HIGHBRIDGE

Summary of Findings and Recommendations

Proposal to Establish

BRILLA COLLEGE PREPARATORY CHARTER SCHOOL AT HIGHBRIDGE

April 6, 2016

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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SUNY Charter Schools Institute ■ Summary of Findings and Recommendations ■ Brilla College Preparatory Charter School at Highbridge 1

Executive Summary The applicants submitted the proposal to establish the Brilla College Preparatory Charter School at Highbridge (“Brilla Highbridge”) 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: http://www.newyorkcharters.org/2015-request-for-proposals-released-2/) released on behalf of the State University of New York Board of Trustees (the “SUNY Trustees”) on July 2, 2015. The board of trustees of Brilla College Preparatory Charter School (“Brilla Prep”), a not-for-profit charter school education corporation authorized by the New York State Board of Regents (the “Board of Regents”) currently operates one school and wishes to create another not-for-profit charter school education corporation authorized by the SUNY Trustees to operate an additional school, Brilla Highbridge, to be located in a public or private facility in New York City Community School District (“CSD”) 9 or 10 in the Bronx. The new school will open in August 2017 with 170 students in Kindergarten and 1st grade, and will grow to serve 540 students in grades Kindergarten through 5th grade during its first charter term. Brilla Highbridge would admit new students to fill any available open seats in Kindergarten through 2nd grade. Brilla Highbridge will replicate the highly effective instructional program of Brilla Prep, which opened in 2013 in the Mott Haven neighborhood in CSD 7 in the South Bronx. Brilla Prep is in its third year of operation and currently serves students in Kindergarten through 3rd grade. At scale, the school will serve students in Kindergarten through 8th grade. The Brilla Prep model incorporates blended learning, a classical curriculum based on the Core Knowledge Sequence, and pedagogy rooted in the Paideia approach. While Brilla Prep students will take the New York State exams in English Language Arts (“ELA”) and mathematics for the first time this year, the applicants have provided benchmark and interim assessment results on nationally normed tests such as the NWEA MAP and ANET assessments, which serve as compelling indicators of future academic outcomes. Also, Institute staff visited Brilla Prep and found qualitative evidence to confirm the strength of the existing program on the ground. Brilla Highbridge, like Brilla Prep, will contract with Seton Education Partners (the “Network”), a Wyoming not-for-profit charter management organization (“CMO”) that will support the school with administrative leadership, financial oversight and bookkeeping, recruitment and human resources needs, curriculum and instructional leadership, data and assessment support, and facility identification and acquisition. The Network team will focus on creating efficiencies and facilitating the sharing of lessons and best practices amongst Brilla schools, while allowing school leaders a level of autonomy to take ownership of their individual schools. The Network will work collaboratively with each school team to ensure high quality standards and value added services, which include ensuring a robust talent pipeline.

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SUNY Charter Schools Institute ■ Summary of Findings and Recommendations ■ Brilla College Preparatory Charter School at Highbridge 2

Seton Education Partners has pioneered and currently leads two primary initiatives:

• The Blended Learning Initiative, piloted in 2011, uses technology, creative problem solving and nationwide collaboration to substantially improve the academic performance of students and reduce operating costs at urban Catholic schools. This network has grown from a start-up pilot to an eight school, six city network (San Francisco, Los Angeles, Philadelphia, Milwaukee, Cincinnati and New Orleans) that serves over 2,000 students, 98% of whom are minority and over two-thirds of whom live below the poverty line. During this time, network schools have posted significant academic growth results on the NWEA while simultaneously driving a collective 30% increase in enrollment and a 20% reduction in per-pupil operating costs.

• The Charter School Initiative, pioneered in 2012, incubates new charter schools to serve underserved children in neighborhoods with few academically excellent and character-building schooling options. Seton Education Partners’ first charter school was Brilla Prep, which is located in one of the poorest Congressional district in the United States where over 80% of students qualify for the National School Lunch Program. In addition to building substantial community support and ending each year under budget, Brilla Prep seats are in strong demand with over 950 students applying for only available 90 seats last year.

The Institute finds that the proposal for Brilla Highbridge rigorously demonstrates the criteria detailed in the Institute’s 2015 Request for Proposals (“RFP”), which are consistent with the New York Charter Schools Act (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 Brilla College Preparatory Charter School at Highbridge.

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Findings Based on the comprehensive evaluation of the proposal in accordance with the criteria and objectives contained within the RFP, and interviews of the applicant and the proposed education corporation’s 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 issues related to student discipline, personnel matters

and health services; • an admissions policy that complies with the Act, federal law and the U.S. Constitution; • the inclusion of proposed by-laws for the operation of the 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,

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• the inclusion of methods and strategies for serving students with disabilities in compliance with federal laws and regulations.

3. Approving 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): • a strong commitment to serving the most at-risk students with multiple programs to address

the needs of students at-risk of academic failure; • extended learning opportunities with 1,805 minutes each week of rigorous instruction based

on the Core Knowledge Sequence; • the inclusion of a robust professional development program for instructional staff

throughout the school year; • an organizational structure that provides ample instructional leadership to develop the

pedagogical skills of all teachers; • an established internal pipeline to develop leadership candidates; and, • a deep commitment to providing an innovative blended learning model as a lever to produce

high levels of student engagement and exceptional student performance outcomes.

4. The applicant has rigorously demonstrated that 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 Education Law § 2852(9-a)(b)(i).

5. The applicant has rigorously demonstrated that 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).

6. 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 Board of Regents for approval.

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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 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 the 2015 amendments 5 charters have been granted to applicants seeking to open schools in New York City leaving 45 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 external 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 met with the applicant(s), members of the proposed board of trustees, and key Brilla Highbridge leadership. In addition, SUNY Trustees’ Charter Schools Committee Chairman Joseph Belluck met with the founding team and proposed board. Mission, Philosophy and Key Design Elements The mission of Brilla Highbridge, a proposed K-5 school in the classical tradition, is to help “students to grow intellectually, socially, and physically into young men and women of good character and spirit, and to be prepared for excellence in high school, college and beyond.” Brilla Highbridge shares the same mission, will be built on the original cornerstones, and will replicate the key design elements of the applicants’ flagship school, Brilla Prep. The school will be built on the following six cornerstones:

1) High Expectations. Because we believe in the inherent dignity and potential of every child, we have high expectations for our students’ academic achievement and conduct that make no excuses based on their background or socio-economic status.

2) Lead with Character. As good character makes for a meaningful life, produces lasting personal and social happiness and contributes to academic success. The development of the virtues of courage, justice, wisdom, and self-control in students is central to our educational mission.

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3) Results Matter. Brilla Highbridge will relentlessly focus on high student performance on

standardized tests and other objective measures because we hold ourselves accountable for preparing students personally and academically in ways that will enable them to succeed at the best high schools and colleges.

4) Choice & Commitment. Students, their parents and the faculty of Brilla Highbridge will make a

choice to participate in our unique and innovative program. Everyone must make and uphold a commitment to the school and to each other to put in the time and effort required to achieve success.

5) More Time. There are no shortcuts. Only with an extended school day and year will students have the time to acquire the academic knowledge, skills and habits that will prepare them for success in college and in life.

6) Teach the Best Content. All Brilla Highbridge students will learn mathematics and science while

also becoming familiar with the classics of Western Civilization because of the way the traditional liberal arts convey truth, beauty, and goodness, and because students need the world’s best content in order to become good citizens and be competitive globally.

Based on these foundational principles and inspired by the effective practices of some of the nation’s best charter schools along with the successes experienced at the applicants’ flagship school, Brilla Highbridge will incorporate the following key design elements:

• Smart Start. Start with Kindergarten and 1st grade and grow a grade level each year until the

school serves students in grades K-8.

• Blended-learning. Accessible computer hardware and advanced learning software will help teachers individualize instruction. Drawing from the successful experiences of a handful of urban charter and private elementary schools that have been achieving outstanding academic growth results, our students will spend 25% or more of their instructional time on computers, allowing teachers to spend commensurate time providing targeted small group instruction. Computer literacy is also an essential 21st century skill.

• Paideia. Based on the Paideia approach, our pedagogy will integrate didactic instruction, coaching and student-centered discussion.

• Literacy x2. The education program provides a double block of literacy instruction daily, which is integrated with history and other content and balanced with strong mathematics and science instruction.

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• Core Knowledge. Brilla Highbridge shares the belief with The Core Knowledge Foundation that every child deserves equal access to common knowledge. We believe in the simple but powerful premise behind Core Knowledge that knowledge builds on knowledge and we reject the false choice that schools must choose between knowledge and thinking skills. Therefore, Brilla Highbridge will utilize the Core Knowledge Sequence, a detailed outline of recommended curricular content to be taught in language arts, history and geography, mathematics, science, music, and the visual arts from grades K-8.

• Power To Lead. The Network Executive Director will select an entrepreneurial school leader who has demonstrated teaching success with underserved students and provide him or her with the authority and resources to implement our vision, build a team of mission-driven professionals, and manage school operations. The school leader will then be held accountable for results.

• Parent Involvement. Brilla Highbridge will provide parents/guardians with frequent communication about student and school performance, monthly parenting workshops, and many in- and out-of-school opportunities to be involved in their child’s education.

Calendar and Schedule

Brilla Highbridge will offer an extended school day and year with 188 days of instruction, over eight days more than traditional district schools. The first day of instruction for the 2017-18 school year will be on or around August 14, 2017, and the last day will be on or around June 15, 2018. Subsequent school years will follow a similar calendar. The extended school day will begin each morning at 8:15 a.m., and end at 4:00 p.m. Monday to Thursday, and at 3:00 p.m. on Friday to allow for staff professional development activities. Brilla Highbridge will provide students with a total of 1,805 minutes of instruction per week, an increase of over 20% over the state minimum of 1,500 minutes mandated by Education Law § 2851(2)(n) and 8 NYCRR § 175.5 (grades 1-6), and provided at the majority of schools within the New York City Department of Education (the “NYCDOE”). Academic Program Key elements of Brilla Highbridge’s academic program include a classical curriculum based on the Core Knowledge Sequence, a blended-learning model, co-teaching non-specials classes by pairing master teachers with novice teachers, and pedagogy rooted in the Paideia approach, which emphasizes three specific pedagogical techniques: didactic (teacher centered) instruction, intellectual coaching, and Paideia seminars that include facilitated discussions based on open ended prompts. The applicant believes that very child should learn the fundamentals of science, basic principles of government, important events in world history, essential elements of mathematics, widely acknowledged masterpieces of art and music, and great literature defined by the test of time.

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The applicant selected Core Knowledge because of its specificity, coherence across grades, alignment to Common Core Standards and track record. The Core Knowledge Sequence was developed by analyzing the topics and vocabulary most frequently found in adult communication and examining curricula and standards from the United States and high-performing countries for structure and content. An advisory board on multicultural traditions proposed specific content of diverse cultural traditions that all American children should share in order to develop mutual respect, knowledge, and understanding. The sequence is designed to build knowledge systematically year by year and has been refined over time.

Core Knowledge is used by schools across the country and there is abundant research to support its efficacy. For example, researchers at the Center for the Social Organization of Schools at Johns Hopkins University did a series of studies in the late 1990s and found that Core Knowledge was associated with positive changes in schools, including student achievement and engagement as well as teacher satisfaction and collaboration. Currently the Icahn charter schools in the Bronx (authorized by SUNY) use Core Knowledge while serving students similar to Brilla Highbridge’s target population, with consistently strong results. Brilla Highbridge will also implement an innovative blended learning model that features students rotating between adaptive computer-based and teacher-led instruction. Every classroom has 15 laptop computers, which students use for at least 30 minutes during math and ELA instruction. The digital programs provide targeted lessons for each student’s particular level and allow teachers to work with smaller groups. With half the class engaged on computers, teachers can devote their attention to the other half through targeted small group lessons, doubling down on personalized instruction with teacher-student ratios no greater than 1 to 15. The school’s academic program will be structured as follows:

• Brilla Highbridge will provide students with 525 minutes of literacy instruction and 220 minutes of writing instruction each week using Core Knowledge, Junior Great Books computer based learning using iStation, a comprehensive ELA e-learning program, and myOn, a blended learning reading program.

• The school will offer 450 minutes of math instruction each week using the Eureka Math curriculum combined with Spatial Temporal Math, a self-paced, mastery-based blended learning program.

• Brilla Highbridge will provide 280 minutes of social studies each week, supplementing the Core

Knowledge American and World History and Geography materials with Social Studies Alive!, and 280 minutes of science instruction using the Full Option Science System (FOSS) Kit to provide hands on learning experiences.

• The school will provide scholars with resources and experiences to develop positive, long-lasting individual character traits poising scholars for academic, social and emotional success. The

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school virtues—courage, wisdom, justice, and self-control—will be infused throughout the curriculum, referenced regularly in classroom instruction, intentionally modeled by faculty and staff, and showcased in tangible and deliberate ways.

• Brilla Highbridge will adhere to the NYS Learning Standards for Arts and Physical Education to develop course content each year based on the expertise and experience of the teaching staff and the interests of students and their families.

• The range of academic interventions available at Brilla Highbridge will include supplemental curricula, computer-based programs for remedial and accelerated learning, small group instruction, push-in and pull-out services by certified special education staff and contractors, tutoring, electives, and extended instructional blocks to support students at risk for academic failure, students with disabilities, and ELLs.

School Culture and Discipline Brilla Highbridge intends to establish a vibrant learning environment built on good character through a handful of specific virtues and the practices, rituals, routines and rewards that reinforce them. The applicants have selected the four virtues of courage, justice, wisdom, and self-control as the foundation of the school’s culture. Brilla Highbridge will take a number of steps to ensure students feel a strong sense of belonging to and responsibility for their community. Every day will begin with a school-wide morning meeting, including routines such as the Pledge of Allegiance, chants or songs, and activities to recognize the achievements of students and adults; parents may be invited to attend. Brilla Highbridge will also host events throughout the year, such as school dances, community block parties, or picnics, to allow community members to better know each other. A minimum of four parent workshops will be held to further build partnership between families and staff, providing a structured opportunity for resource and best practice sharing, as well as acts of service to the school community. Brilla Highbridge will implement a behavior management system inspired by Jim Fay’s book “Teaching with Love and Logic.” Traditional behavior management systems based on prescribed consequences and rewards may send students the message that the outcomes of their actions are based solely on external controls. To develop strong character, students must be empowered to take responsibility for their choices, and to accept the logical outcomes that may follow. This system allows students to be active participants in owning and solving their own problems, with teacher guidance.

By establishing and teaching clear expectations for behavior, Brilla Highbridge can then implement an effective discipline system for misbehavior, the sole purpose of which is to redirect students to productive learning and develop habits necessary for future success. The school will disseminate a code of conduct to all families as part of the Commitment to Excellence. It will be printed in multiple languages and parents will be expected to sign it to demonstrate that they have received and read it. The code will spell out consequences for infractions based on their severity and frequency. Staff will be

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extensively trained on this policy during Summer Onboarding. The policy will also be revisited during professional development sessions throughout the year. Behaviors that disrupt learning, harm physical and emotional well-being, and diminish the common good will not be tolerated. The guiding policy is to be fair and firm in the application of discipline for inappropriate behavior, while also involving the student in the resolution process, per the principles of Love and Logic, whenever possible.

Organizational Capacity

The Brilla Highbridge leadership structure is designed to separate administrative and operational duties from academic responsibilities to allow school leaders to focus the bulk of their time working with children, families and teachers. As its CMO, Seton Education Partners will manage and oversee the operations of both Brilla College Prep charter schools. A Head of School will be responsible for day-to-day management of the school, is the primary instructional leader of the school, and will report directly to the Network Executive Director. The academic leadership team will consist of a Head of School, an Assistant Principal, and one Grade & Content Lead teacher for each grade level. The Head of School will supervise and coach an Assistant Principal, who in turn will supervise the Grade & Content Leads, the Guidance Counselor, a Special Education/Learning Support Coordinator and any contracted academic service providers. The Special Education/Learning Support Coordinator will provide direct services to students in the early years and transition to primarily administrative work as the number of student with special needs grows, leading the team of additional Special Education/Learning Support Teachers who will be hired as the school grows. Beginning in the first year, the Network Director of Operations will train and supervise an Operations Manager, who in turn will oversee the Operations staff, nurse, custodian, food service staff, and any other non-academic contracted services. The Operations Manager will have a dual reporting structure, also reporting to the Head of School to ensure daily operations are running smoothly. The Operations Manager will supervise the on-site Operations Team, which will include an Operations Associate, Operations Assistant, and Special Projects Coordinator at full capacity. The Network Chief Financial Officer and the Network Business Manager will manage the financials policies and procedures and will work closely with the Head of School each year on budgeting.

Governance The proposed by-laws of Brilla Highbridge indicate that the education corporation board will consist of no fewer than five and no more than 25 voting members. The proposed initial members of the board of trustees are set forth below. Founding Board Members

1. Eric Eckholdt, Proposed Board Chair. Mr. Eckholdt is Executive Director of Credit Suisse Americas Foundation, and Director of Alumni Professional Advancement at Prep for Prep, a New

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York nonprofit that prepares academically gifted minority students for admission to private schools.

2. Anthony J. DeNicola, Proposed Board Treasurer. Mr. DeNicola is Co-President of Welsh, Carson, Anderson & Stowe, a private equity firm focused on information & business services and healthcare.

3. Richard Ramirez, Proposed Board Secretary. Mr. Ramirez works with National Geographic Television International and been a 5th grade public school teacher in NYC, and a Summer Institute School Leader, Program Director, and Director of Talent and Recruitment for Teach for America.

4. Scott W. Hamilton, Proposed Trustee/ CMO representative. Mr. Hamilton is founder and CEO of Circumventure Learning, a San Francisco based company that seeks ways to use digital learning technology to put the acquisition of knowledge and skills back in the hands of students and parents. Previously, Scott cofounded and served as managing director of Seton Education Partners from 2009 to 2013 and now serves on Seton’s Board of Directors. He has unique experience in developing new school models, replicating high performing schools, growing teacher/leader recruitment programs and in leveraging philanthropic investments to make such initiatives succeed. For eight years, he was the head of the Pisces Foundation, a philanthropy created by the founders of Gap, Inc., Doris and Donald Fisher. During this time, he designed and for five years led the effort to grow KIPP from two schools in 2000 to over 180 of the best known and celebrated inner city public schools in America. Under his leadership, the Pisces Foundation also initiated the quadrupling of the Teach for America teaching corps, created the Charter School Growth Fund, provided the first major funding for GreatSchools.net, and backed the launch of The New Teacher Project. Previously, Mr. Hamilton held posts in the White House, the U.S. Department of Education, and the Massachusetts Department of Education, where he served as Associate Commissioner of Education. He received his degree in Ancient Greek from the University of Pennsylvania.

5. Stephanie Saroki de García, Proposed Trustee/ CMO representative. Ms. Saroki de Garcia is Managing Director of Seton Education Partners. She co-founded Seton in 2009, which currently serves over 2,300 predominantly low-income and minority children in nine schools and seven cities nationwide. Prior to launching Seton, Ms. Saroki de Garcia launched, and for over five years directed, the Philanthropy Roundtable’s K-12 education programs. Previously, Ms. Saroki de Garcia was a Teach for America corps member in Oakland, California. She attended Harvard’s Kennedy School of Government as a Dean’s Fellow. While completing her Master’s degree in public policy at the Kennedy School, she worked at the U.S. Office of Management and Budget. She received a Bachelor of Arts in rhetoric from the University of California at Berkeley.

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6. Brother Brian Carty, FSC, Proposed Trustee. Brother Carty is founder of De La Salle Academy and George Jackson Academy; Counselor at Lincoln Hall (a residential treatment center for court-placed juvenile delinquents in the Bronx); Chair of the Board of the Franciscan Community Center; Board Member of the Summer Bridge Program at Riverdale Country School, the Summer on the Hill Program at Horace Mann, St. Hilda's & St. Hugh's, Notre Dame School and the New York State Association of Independent Schools.

7. Maryann Hedaa, Proposed Trustee. Ms. Hedaa is Founder and Managing Director of Hunts

Point Alliance for Children. She has also been a founder and principal of St. Ignatius School; founder and executive director of Urban Adventures, an adapted Outward Bound Program for inner city youth; Director for The Institute for Not for Profit Management; and a trustee of the Children’s Law Center and the Shakespeare Society.

Facilities The proposed education corporation has indicated that it will work with the NYCDOE to explore the option of using space in underutilized public schools in CSD 9 or 10. The contingency plan is to locate in a private facility in CSD 9 or 10. The Institute reserves the right to review all proposed facilities in accordance with the charter agreement. Fiscal Impact The fiscal impact of Brilla Highbridge on the district of residence, the New York City School District (the “District”), is summarized below. BRILLA HIGHBRIDGE

Charter

Year

Expected Number of

Students (A)

Basic Charter School Per

Pupil Aid (B)

Projected Per Pupil Revenue

(A x B=C)

Public Facility Aid

(D)*

Total Project Funding from District to Charter

School (C+D=E)

District Budget (F)**

Projected District

Impact (E/F)

Year 1 (2017-18)

170 $13,877 $2,359,090 $471,818 $2,830,908 $21.8B 0.012%

Year 5 (2021-22)

540 $13,877 $7,493,580 $1,498,716 $8,992,306 $21.8B 0.041%

* 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: http://schools.nyc.gov/AboutUs/funding/overview.

The calculations above 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, Brilla Highbridge would have minimal fiscal impact on public schools in the District.

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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: 0.039% in the 2021-22 school year. While the proposed education corporation has included in its proposal estimated calculations accounting for special education revenue, federal Title I funds, other federal grants and/or funds 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 would 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 would also be minimal. The Institute reviewed the education corporation’s proposed start-up and fiscal plans and supporting evidence for each year of the proposed charter term. The Institute reviewed the proposed draft academic and business services agreement with Seton Education Partners, Inc. and details of the services to be provided for a fee of 10% of per pupil revenue per year, and found them to be reasonable. The Institute will conduct a review of the final service agreement before it becomes effective. 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 school 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 NYCDOE held a public hearing pertaining to the proposal on March 14, 2016. The Institute has compiled public comments made at the hearing and received separately by the Institute in a Summary of Public Comments (Appendix C). The Institute carefully reviews and considers all public comments before finalizing its recommendation. 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

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described in greater detail below. The Brilla Highbridge 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 Brilla Highbridge 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 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 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.

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While the Institute received a total of 17 proposals in response to the December round of the 2015 RFP, it recommends only four for approval. All four proposals recommended for approval met the eligibility criteria and were therefore assigned a score using the guidance contained in the RFP. The proposal for Brilla Highbridge earned a score of 36 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 Brilla College Preparatory Charter School at Highbridge, 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 Brilla College Preparatory Charter School at Highbridge education corporation and approve its school, Brilla College Preparatory Charter School at Highbridge, to open in August 2017.

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APPENDIX A

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APPENDIX B

BRILLA COLLEGE PREPARATORY CHARTER SCHOOL AT HIGHBRIDGE

Basic Identification Information

Lead Applicant(s):

Sheila Johnston Mulcahy

Management Company: Seton Education Partners Partner Organization: N/A

Location (District): New York City CSD 9 or 10

Student Pop./Grade Span at Scale: 540 students/ Grades K-6

Opening Date: August 2017

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APPENDIX C

Summary of Public Comments Received

During the SUNY Public Comment Period through March 30, 2016

On or about February 2, 2016, in accordance with Education Law § 2857(1), the Institute notified the NYCDOE (the “District”) as well as public and private schools in the same geographic area of the proposed school about receipt of the proposal to establish the Brilla College Preparatory Charter School at Highbridge. 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 Brilla College Preparatory Charter School at Highbridge proposal was also posted on the Institute’s website for public review at: http://www.newyorkcharters.org/create/request-for-proposals/2015-suny-request-for-proposals-round-2-december-cycle/brilla-college-preparatory-charter-school-at-highbridge.

The District held a public hearing pertaining to the proposal on March 14, 2016, and provided one comment from that hearing to the Institute: a member of the Brilla Prep community expressed he or she was “very much in support of the application for expansion.” The Institute has received no comments from the NYCDOE about the proposal nor has the Institute received any direct public comments relating to this proposal.