DOE Renewal Report Opportunity.2.10.10

8/14/2019 DOE Renewal Report Opportunity.2.10.10

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CHARTER SCHOOL OFFICE52 Chambers Street, New York, NY 10007

Charter School Renewal ReportCharter School Office

2009-2010

OPPORTUNITYCHARTER SCHOOL

RENEWAL REPORT

FEBRUARY 2010

Joel Klein, Chancellor

Eric Nadelstern, Chief Schools Officer

Michael Duffy, Executive Director, Charter School Office


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Part 1: Executive Summary

Opportunity Charter School is a middle and high school serving approximately 410 students fromgrade 6 through grade 12 in the 2009-2010 school year.

School Overview and History:

1The school opened in 2004 with grade

6. It has no plans to grow further.2

It is currently housed in a public school building in District 3.3

The school population comprises 78% Black, 20.5% Hispanic, 1% White, and 0.5% Asianstudents. 65.2% of students are designated eligible for free or reduced lunch.

4The student body

includes 4% English language learners and 55% special education students. Boys account for57% of the students enrolled and girls account for 43%.

5

The school earned an A on its progress report in2009 and a C in 2008. The average attendancerate for the school year 2008 - 2009 was 89.4%

6. The school is in good standing with state and

federal accountability.7

Renewal Review Process Overview:

The NYC DOE Charter School Office conducted a thorough review of this schools RetrospectiveRenewal Report; annual reporting documents; surveys, student achievement data; and state,

local and federal accountability metrics as well as a detailed audit of the schools finance,operations and governance practices. In addition, the CSO conducted a detailed site visit on thefollowing dates: November 10,12 and 13.

The following experts participated in the review of this school:

- Michael Duffy, Executive Director, Charter School Office, NYC DOE- Aaron Listhaus, Chief Academic Officer, Charter School Office, NYC DOE- Nancy Meakem, Director of Evaluation, Charter School Office, NYC DOE- Aamir Raza, Director of Oversight, Charter School Office, NYC DOE- Benjamin Carson, Statistician, Charter School Office, NYC DOE- Shona Gibson, Network Team Leader, NYC DOE- Lynette Lauretig, Director of Instruction, Multiple Pathways to Graduation, NYC DOE- Fred Lisker, Senior Program Specialist, Office of Special Education, NYC DOE

NYC DOE CSO recommends that the State Board of Regents approve the application for renewalof the Opportunity Charter School for a period of 3 years consistent with the terms of the renewalapplication.

Based on feedback from the NYC DOE-CSO and the SED in 2009, the school identified areas inneed of development, and created an in-depth Corrective Action Plan (CAP) to supportimprovements in student achievement. The NYC DOE-CSO has found that Opportunity CharterSchool has made significant progress towards the attainment of the goals set forth in its CAP,and is in compliance with applicable laws and regulations pertaining to its current charter. Basedon the findings delineated below, Opportunity Charter School is an educationally and fiscally

sound organization, is likely to improve student learning and achievement, and meets therequirements of the charter Schools Act and applicable laws.

Renewal Recommendation:

1NYC DOE ATS system

2NYC DOE ATS system and charter agreement

3NYC DOE Location Code Generating System database

4Demographic data drawn from NYC DOE ATS enrollment database as of 10/31/09.

5Demographic data drawn from NYC DOE ATS enrollment database as of 10/31/09.

6NYC DOE School Progress Report. This document is posted on the NYC DOE website at

http://www.schools.nyc.govand is also included in Part 7 of this report.7

New York State Education Department - www.nysed.gov
http://www.schools.nyc.gov/http://www.schools.nyc.gov/http://www.schools.nyc.gov/


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Part 2: Findings

Areas of Strength:

By the time of this review, the school had made significant progress towards meeting

many of the organizational goals set forth in the Corrective Action Plan ( CAP).

o The school re-organized its departments and structures to create more clarity in

staff accountability and to better meet student needs. This re-organization

included the development of a formal Guidance Department and a Formal Family

Engagement department. Likewise, the school created Professional Learning

Communities for teachers to collaborate and share best-practices. Teaching

staff is now organized into grade level and subject area teams to facilitate co-

planning and co-teaching in support of improved student achievement.

o The school has improved its data system and its ability to track student growth

and performance over time. This involved the hiring of key analytical staff and

the implementation of a new data tracking system.

o The school effectively expanded its recruitment efforts to attract a broad range of

students with and without disabilities, thus impacting the overall ratio of special

education and general education students to meet the goals of the CAP.

o The school effectively maximizes its budget and staffing plan to create the lowestpossible student / adult ratio in order to best serve the unique individual needs of

each student.

The school has formalized structures for Special Education in order to better comply with

relevant regulations and to ensure that the educational needs of students with IEPs are

effectively met.

o The school has developed formal self-contained classes where necessary, offers

resource room services, and has formalized its co-teaching / CTT model in order

to better comply with all regulations and to more effectively meet the needs of

students. Self-contained and CTT classrooms observed were staffed with

appropriately licensed teachers and were composed of the appropriate numbers

and ratios of students. Self-contained and CTT classes observed were engaging

and involved appropriate content material and opportunities for students to

participate in meaningful activities. For example, in a self-contained Algebra I

class students solved equations, shared their answers on the chalk board, then

discussed the processes they used to complete the assignment. In a CTT Living

Environment class, students used visual and written material to label the parts of

the central nervous system, then participated in a class discussion on how this

system effects their own bodies in everyday life.

o The school has improved record keeping on mandated services and other

supports for all students. For example, the school has improved its ability to

serve students mandated to receive services in speech.

In accordance with the Corrective Action Plan, the school has implemented a coherent

framework for instruction which is evident in all classrooms.

o The school has adopted an instructional approach called the Framework for

Effective Instruction which provides clear structures for lesson planning, rigor

and engagement in all subject areas. Evidence of this framework was apparent

in every classroom observed. For example, all classes had an agenda based on

the workshop model posted on the board. Likewise, all classrooms had

descriptions of Blooms Taxonomy posted on the walls. This framework is


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accompanied by a structured coaching model and professional development plan

that many teachers referenced as a tremendous support.

o The school has implemented a school-wide reading and writing program for all

students and has also adopted a Summer Institute for enrichment.

o The school has developed a more formalized approach to college preparation.

This includes the creation of an Advanced Placement English class, formal

college preparation sessions and dedicated staff in the newly restructured

Guidance Department.

The school maintains a strong supportive family environment in which all students are

supported, regardless of their ability level or Special Education status.

o In formal and informal interactions, students were observed to be confident and

engaged in school life. Students articulated a feeling of belonging and that the

school had a family feel. Multiple students noted that those with IEPs or special

needs are not singled out or made to feel bad at this school, and that everyone

has special needs regardless of their IEP status.

o Parents expressed satisfaction with the school. Multiple parents noted negative

experiences in other special education programs in New York City Public

Schools and stated that this school provided them with a significantly better

experience.

The school has formalized programs to reinforce and reward positive behavior called the

Positive Behavior Intervention System and Response to Intervention which are

realized and adopted by all staff, teachers and students.

o The school provides reward tickets to students who exhibit positive behavior, and

has adopted a system to track and refer negative behavior. For the 2009-2010

school year, the school also implemented a tangible reward system such that

positive behavior tickets can be cashed in at the school store for prizes and

snacks. Students, teachers and staff note that this has had a very positive effect

on student behavior and focus.

o This intervention model was apparent in all classrooms observed, as well as in

hallways and in casual interactions with students where staff was actively giving

out positive behavior tickets, and students were responding.

The Schools Board of Trustees has strengthened its practice and maintains sound

finances and internal controls.

o Since the schools previous renewal period, the schools Board of Trustees has

added new members who have expertise in instruction, fund raising and fiscal

management. The school has also added a skillful Chief Financial Officer to the

Schools management team.

o The boards priorities include charter renewal, adding members to the board, and

adopting an outcome-based evaluation of the schools leadership.

o The school continues to maintain an appropriate degree of segregation offunctions and proper internal controls at all levels. All processes were found in

tact and evidence shows that the school is following its adopted financial and

human resource policies. The financial statements of OCS were prepared on the

accrual basis of accounting in accordance with Generally Accepted Accounting

Principles (GAAP) acceptable in the United States of America.

o According to the schools audited financial statements for the year which ended

June 30, 2009, the school possessed assets totaling $1,893,288 and total

liabilities of $937,932. All of the schools net assets totaling $955,356 remain

unrestricted for use purposes. OCS has over $1.2 million dollars in liquid assets


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that could be converted to cash within a 90 day period. The school remains in

good financial condition to meet its obligations.

Areas in need of Improvement:

The school should continue to develop and refine its data systems and encourage the

use of data across the school to inform decision making and improve outcomes.

o The data system should be expanded to better identify the progress of individual

students, sub-groups, and cohorts towards specific skill and content area goals,especially those articulated in the IEPs of special education students. Likewise,

the data system should be expanded to perform longitudinal reports on the

performance of individuals and groups in specific areas over time.

o The school should continue to encourage teachers to track and analyze data,

and should enhance training for teachers on how to track individual student

performance and progress towards specific academic goals. In addition, the

school should enhance training for teachers on how to use data to plan targeted

lessons that support the individual learning needs of students.

School leadership should continue to develop and articulate clear, results-oriented

expectations based on specific data for all students and staff.

o A clear structure to set and monitor goals and objectives for student achievement

and professional growth for all staff was not evident at the time of the review.

Likewise, the school had not implemented its pay for performance model at the

time of the review. The Board of Trustees acknowledged that they have not

fulfilled this component of their CAP, but are committed to working with the

faculty to ensure buy-in prior to implementation.

The school should continue to improve academic rigor and high expectations for all

students and staff.

o Observers noted that in some instances tasks for 11th

and 12th

graders did not

substantially differ in degree of rigor from those given in the 9th

grade. In some

classes observed the tasks that student were given called for the basic recall andsummarizing of information and not analysis or synthesis.

While effective structures for delivering instruction were observed to be in place

throughout the school, many classes observed lacked opportunities to assess student

learning or check for student understanding.

o In many instances, teachers did not provide opportunities for students to

demonstrate what they had learned, or what areas may require follow-up

instruction. For example, multiple classes concluded with no formal wrap-up or

assessment. The use of an exit ticket was observed in only one class.

Teachers need to have a better grasp of what students actually understand from

what was taught in order to effectively plan for follow-up, including planning for

differentiated instruction.

The school should continue to improve teachers ability to differentiate instruction to meet

the needs of all learners -- including those who require special education services, and

those who may be performing at high levels.

o Reviewers noted that many classes did not include differentiation of process or of

content. For example, in one class all students completed the same graphic

organizer worksheet using the same packet of information regardless of their skill

level. In another class all students were given the same amount of time to

complete the same worksheet, regardless of their level.


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o Likewise, reviewers noted that all group-work observed was established for

mixed ability grouping. Observers did not see instances in which higher

performing students, or those who finished activities more quickly, were provided

opportunities to move ahead or advance their learning.

The Board of Trustees should continue to add skillful members to the board and should

continue to improve the overall management of the school.

o The school board has made some notable changes to the composition of the

board of trustees by adding instructional, financial and legal expertise. The board

is still looking to add additional members to make it a strong and sustainable

governing board composed of members with diverse skills.

o The school board has also made some changes in the schools organizational

structure and has more clearly defined the duties of individual staff members.

The board needs to continue clarifying roles, refining job responsibilities, and

developing clear systems of accountability for all staff.


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Part 3: Charter School Goals

The Opportunity Charter School established a Corrective Action Plan in the spring of 2009 as partof its One Year Renewal by the New York State Education Department. At the time of thisreview, the school has made sufficient progress towards meeting the goals set forth in this plan.Please see the below table of Goals which is excerpted from the schools retrospective report andhas been verified by the Charter School Office.

I. Middle School Student Achievement Outcomes in State Testing:

STATE MATH TESTING2006-07 2007-08 2008-09

TOTALIMPROVEMENT

Student Performance

Percentage of Students at Proficiency 16% 14.7% 40.6% +24.6 % Points

Median Student Proficiency 2.15 2.46 2.90 +0.75 Index Points

Student Progress

Percentage of Students Making at least 1Year of Progress

34.2% 48.0% 74.5% +40.3 % Points

Percentage of Students in SchoolsLowest 1/3 Students Making at Least 1Year of Progress

NA 61.5% 81.8% +20.3 % Points

Average Change in Student Proficiencyfor Level 1 and Level 2 Students

NA 0.20 0.35 +0.15 Index Points


NA (0.28) (0.02) +0.26 Index Points

STATE ELA TESTING2006-07 2007-08 2008-09

TOTAL

IMPROVEMENT

Student Performance

Percentage of Students at Proficiency 5.8% 8.2% 19.3% +13.5 % Points

Median Student Proficiency 2.26 2.50 2.77 +0.51 Index Points

Student Progress

Percentage of Students Making at least 1Year of Progress

38.7% 62.6% 71.8% +33.1 % Points

Percentage of Students in Schools Lowest1/3 Students Making at Least 1 Year ofProgress

NA 77.8% 83.9% +6.1 % Points


NA 0.16 0.21 +0.05 Index Points


NA (0.16) (0.02) +0.14 Index Points


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II. High School Achievement Outcomes in Regents Performance:

Increases in Regents Passing Rates from 2007-08 to 2008-09

Regents Test % at or above 65 % at or above 55

2008 2009 Change 2008 2009 Change

IntegratedAlgebra

13% 22% +9% 21% 45% +24%

Global History 6% 18% +12% 9% 31% +22%

LivingEnvironment

13% 35% +22% 36% 60% +24%

U.S. History NA 24% NA NA 47% NA

ComprehensiveEnglish

NA 23% NA NA 35% NA

III. Internal Testing in Reading Grade Level Equivalents

OCS has shown steady growth in the students rate of academic progress.

Previous to enteringOCS

As measured for the2007-08 Annual

Report

Recent analysis from2007 to 2009

Average years ofprogress in reading

per school year(Grade Level

Equivalents, GLE)

0.5 GLE 0.9 GLE 1.3 GLE


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Part 4: Charter School Performance Data

Below please find student academic achievement at the Opportunity Charter School as measuredby New York State exams in English Language Arts and Math. These charts present thepercentage of students at the school scoring at or above grade level (performance level 3 orgreater) on the New York State ELA and Math exams as well as a comparison to the percentage

of students at or above grade level in District 3 and New York City. It is important to note that theschool has only experienced one round of testing since the Corrective Action Plan wasestablished in the spring of 2009.

Percent of Students Performing at or Above Grade Level Whole School8

ELA

2006 2007 2008 2009

Opportunity 9.0% 5.8% 9.0% 18.6%

CSD 3 52.7% 58.4% 63.5% 76.8%

NYC 51.8% 52.5% 59.0% 70.3%

Math

2006 2007 2008 2009

Opportunity 5.0% 16.1% 14.3% 40.1%

CSD 3 60.7% 71.1% 77.5% 86.2%

NYC 58.2% 66.9% 75.9% 83.3%

Percent of Students Performing at or Above Grade Level By Grade

7th

Grade 2006 2007 2008 2009

ELA Opportunity 5.80% 9.09% 12.96% 29.60%

CSD 3 47.9% 54.9% 68.0% 78.3%NYC 45.5% 47.1% 61.0% 72.5%

Math Opportunity 5.80% 7.40% 18.50% 35.20%

CSD 3 48.8% 61.3% 76.5% 85.1%

NYC 45.2% 57.4% 70.7% 82.4%

8th 2006 2007 2008 2009

8Charter school, district and city test results taken from NYSED testing data:

http://www.emsc.nysed.gov/irts/ela-math/

6th

Grade 2006 2007 2008 2009

ELA Opportunity 17.30% 4.08% 12.00% 11.10%

CSD 3 51.1% 57.4% 58.8% 82.9%

NYC 49.2% 51.3% 54.2% 74.2%


CSD 3 58.1% 71.9% 75.0% 82.7%

NYC 53.6% 64.9% 73.4% 78.7%
http://www.emsc.nysed.gov/irts/ela-math/http://www.emsc.nysed.gov/irts/ela-math/http://www.emsc.nysed.gov/irts/ela-math/


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Grade

ELA Opportunity 3.80% 3.92% 1.92% 15.30%

CSD 3 41.3% 49.7% 49.7% 69.4%

NYC 38.2% 43.7% 44.6% 58.7%


CSD 3 46.2% 57.1% 59.2% 78.8%

NYC40.9% 47.8% 61.5% 73.1%

Student Attendance Rate9

2007-2008 2008-2009

Student Attendance Rate 90.0% 89.4%

9Attendance rate taken from charter school annual reports.


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Part 5: Background on the Charter Renewal Process

I. PROCESS BACKGROUND

Improve student learning and achievement;

A. Statutory Basis for RenewalThe Charter Schools Act of 1998 (the Act) authorizes the creation of charter schools to provideopportunities for teachers, parents, and community members to establish and maintain schools

that operate independently of existing schools and school districts in order to accomplish thefollowing objectives:

Increase learning opportunities for all students, with special emphasis on expandedlearning experiences for students who are at-risk of academic failure;

Provide parents and students with expanded choices in the types of educationalopportunities that are available within the public school system;

Create new professional opportunities for teachers, school administrators and otherschool personnel;

Encourage the use of different and innovative teaching methods;

Provide schools with a method to change from rule-based to performance basedaccountability systems by holding the schools accountable for meeting measurablestudent achievement results.

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When granted, a charter is valid for up to five years. For a school chartered under the Act tooperate beyond the initial charter term, the school must seek and obtain renewal of its charter.

11

A school seeking renewal of its charter must submit a renewal application to the charter entity towhich the original charter application was submitted.

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A report of the progress of the charter school in achieving the educational objectives setforth in its charter;

As one such charter entity, the New YorkCity Department of Education (NYCDOE) institutes a renewal application process that adheresto the Acts renewal standards:

A detailed financial statement that discloses the cost of administration, instruction andother spending categories for the charter school that will allow a comparison of suchcosts to other schools, both public and private;

Copies of each of the annual reports of the charter school including the charter schoolreport cards and certified financial statements;

Indications of parent and student satisfaction.

Where the NYCDOE approves a renewal application, it is required under the Act to submit the

application and a proposed charter to the Board of Regents for its review and approval.

13

10See 2850 of the Charter Schools Act of 1998.

11See 2851(4) and 2852 of the Act.

12See generally 2851(3) and 2851(4).

13 2852(5)

B. NYCDOEs Charter Renewal Process


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The expiration of charters and their renewal based on a compelling record of success is thelinchpin of charter school accountability. The NYCDOEs processes and procedures reflect thisphilosophy and therefore meet the objectives of the Act.

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1. Has your school been an academic success?

In the final year of its charter, a Chancellor-authorized charter school seeking renewal mustdemonstrate its success during the initial charter term and establish goals and objectives for thenext charter term. Ultimately, the renewal process offers an opportunity for the school communityto reflect on its experiences during its first term, to make a compelling, evidence-based case thatit has earned the privilege of an additional charter term, and, if renewed, to build an ambitious

plan for the future.

Consistent with the requirements of 2851(4) of the Act, a school applying for renewal of itscharter must use data and other credible evidence to prove its success, a case that can beorganized into three questions:

2. Has your school been a viable organization?3. Has your school complied with applicable laws and regulations?

A school will answer these overarching questions by demonstrating that its students have madesignificant academic progress and that the school has met the goals and objectives pledged in itsinitial charter. In addition, the school will describe challenges it has faced during its charter term,

the strategies that were used to address those challenges, and the lessons learned.

This report contains the findings and recommendations of the NYCDOE regarding a schoolsapplication for charter renewal. This report is based on a cumulative record of the schoolsprogress during its charter term, including but not limited to oversight visits, annual reports, andformal correspondence between the school and its authorizing entities, all of which are conductedin order to identify areas of weakness and to help the school to address them. Additionally, theNYCDOE incorporates into this report its findings from the renewal application process, whichincludes a written application, completion of student achievement data templates, and a schoolvisit by the Office of Charter Schools of the NYCDOE (NYCDOE-OCS).

The NYCDOE-OCS then prepares a draft report and provides a copy to the school for its reviewand comment. The draft contains the findings, discussion, and the evidence base for those

findings. Upon receiving a schools comment, the NYCDOE-OCS reviews its draft, makes anyappropriate changes, and reviews the amended findings to make a recommendation to theChancellor. The Chancellors final decision, and the findings on which that decision is based, issubmitted to the Board of Regents for a final decision.

14The NYCDOE charter renewal application is available on the Office of Charter Schools website at

http://www.nycenet.edu/OurSchools/Region84/Creation/default.htm .
http://www.nycenet.edu/OurSchools/Region84/Creation/default.htmhttp://www.nycenet.edu/OurSchools/Region84/Creation/default.htmhttp://www.nycenet.edu/OurSchools/Region84/Creation/default.htm


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Part 6: Framing Questions and Key Benchmarks

I. FRAMING QUESTIONS:Throughout the Renewal Process and the life of each schools charter, the NYCDOE CharterSchool Office uses the following framing questions to monitor Charter School success:

1. Has the School Been an Academic Success?

2. Has the School Been a Viable Organization?3. Has the School Been in Compliance with All Applicable Laws and Regulations?

II. RENEWAL BENCHMARKS:

1. Absolute

Benchmark 1: Performance and ProgressAn academically successful school can demonstrate outstanding student performance outcomesaccording to the following statistical analyses:

2. Comparative3. Value-Added / Progress4. NCLB

Rigorous Instructional Program that includes:

Benchmark 2: Rigorous Instructional Program Strong School EnvironmentIn addition to outstanding student performance outcomes, a school that is an academic successhas the following characteristics:

- Clearly-defined essential knowledge and skills that students are expected to learn,and that are aligned with state standards

- Curriculum that is organized coherently across subjects and grades, and reflects theschools mission and goals

- Academic expectations that adults in the school clearly and consistentlycommunicate to students

- Classroom lessons with clear goals aligned with the curriculum- Classroom practices that reflect competent instructional strategies- Assessments and data that the school systematically generates and uses to improve

instructional effectiveness and student learning, and that has led to increased studentperformance

- Formal and successful strategies to identify and meet the needs of students at-risk ofacademic failure, students not making acceptable progress towards achieving schoolgoals, students who are ELL, and special education students

A School Environment that Promotes Successful Teaching and Learning that includes:- An environment where students and staff feel safe and secure- Behavioral and cultural expectations that adults in the school clearly and consistently

communicate to students- Clear policies and strategies to address student behaviors to promote learning

those behaviors that are both appropriate and inappropriate- Documented discipline policies and procedures for general and special education

students that the school enforces fairly and consistently with appropriate due process- A professional culture focused on teaching and learning, with a qualified and

competent teaching staff- Professional development activities at or sponsored by the school that are aligned

with the mission and goals of the school, support the instructional program, meetstudent needs, and result in increased student achievement

- A system for ongoing teacher evaluation and improvement that builds the schoolscapacity to reach its academic goals, with effective strategies to assist inexperiencedor struggling teachers


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Absolute

Benchmark 3:Non-Academic PerformanceA school that is organizationally viable can demonstrate outstanding non-academic performanceoutcomes according to the following statistical analyses:

Comparative Value-Added

Effective School Governance that includes:

Benchmark 4: Governance and Internal ControlsIn addition to outstanding non-academic performance outcomes, a school that is a viableorganization has the following characteristics:

- A clear and common understanding of the schools mission, priorities, and challengesamong all members of the board of trustees and school leadership, as evidenced bythe strategies and resources used to further the academic and organizationalsuccess of the school

- An evidenced commitment to serving a student population that reflects the full rangeof students throughout the city.

- Policies, systems, and processes that facilitate effective governance of the schooland that are followed consistently

- Meaningful opportunities for staff and parents to become involved in schoolgovernance

- Avenues of communication from the board of trustees to other members of the schoolcommunity and vice-versa

- Communication between the school leadership and school staff that facilitatescoordinated actions and messages toward other members of the school community

- Processes to address parent, staff, community, and student concerns appropriatelyand in a timely manner

- Annual evaluations of the school leadership, based on clearly-defined goals andmeasurements

- A board of trustees with a diversity of opinions and perspectives that promotes ahealthy and vigorous dialogue of ideas

- A process for board development to build its capacity to oversee the schoolsoperations and to ensure the schools continued progress

- A conflict of interest policy and code of ethics that are followed consistently

- Activities that are in substantial compliance with the Open Meetings Law and PublicOfficers Law

- An active and ongoing relationship with independent legal counsel that reviewsrelevant documents, policies, and incidents, and makes recommendations as needed

Healthy and Sound Financial Practices that include:

Benchmark 5: Sound Financial ControlsIn addition to outstanding non-academic performance outcomes, a school that is a viableorganization has the following characteristics:

- A long range financial plan that guides school operations- Realistic budgets that are monitored and adjusted when appropriate- Effective oversight, and financial decisions that further and reflect the schools

mission, program, and goals- Internal controls and procedures that are followed consistently and that result inprudent resource management

- Capacity to correct any deficiencies or audit findings- Financial records that are kept according to GAAP- Adequate financial resources to ensure stable operations- Processes that maintain and successfully manage the schools cash flow- Non-variable income streams that support critical financial needs

Benchmark 6: Parent and Student SatisfactionA school that is a viable organization has the following characteristics:


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Parent and Student Satisfaction, demonstrated by survey results as well as other valid andreliable measures.

Benchmark 7: Sufficient Facilities and Physical ConditionsIn addition to outstanding non-academic performance outcomes, a school that is a viableorganization has sufficient facilities and physical conditions conducive to the school implementingits program and meeting its goals.

Sufficient Reporting that includes

Benchmark 8: Sufficient Reporting

A school that is in compliance with applicable laws and regulations has the followingcharacteristics:

- Annual reports and financial reports submitted completely and by deadline- Responses to DOEs or SEDs requests for information or for changes to school

operations (in accordance with legal requirements) in a timely manner

An Appropriate Admissions Policy that includes

Benchmark 9: Appropriate Admissions PolicyA school that is in compliance with applicable laws and regulations has the followingcharacteristics:

- Opportunities for all interested parents to submit a complete application forenrollment

- A random selection process that is conducted fairly, and when a wait list isgenerated, it is used appropriately to ensure a fair admissions process

A Record of Substantial Compliance with:

Benchmark 10: Compliance with All Applicable Laws and RegulationsA school that is in compliance with applicable laws and regulations has the followingcharacteristics:

- Applicable health laws and regulations- Title I regulations- IDEA regulations to meet the needs of special education students


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Part 7: NYC DOE School Progress Reports

Please see the attached progress reports for this school.


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