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FULL APPLICATION SUMMARY

Proposed Charter School Name1 Hi-Tech Healthcare Charter School (HHCS)

Application History

Proposed Board Chair Name Emmanuel Opkala

Proposed Board Chair Email Address

Proposed Board Chair Telephone Number

Public Contact Name Francis Onukwue, PhD

Public Contact Email Address

Public Contact Telephone Number

District of Location NYC District 8

Opening Date August 1, 2018

Proposed Charter Term2 5-year term; August/September 2018 thru

June 2023

Proposed Management Company, Entity that

Provides Comprehensive Management

Services, or Partner Organizations

Hi-Tech Charities

Replication School(s):

N/A

Projected Grade Span and Enrollment and for

Each Year of the Proposed Charter Term

Year Grades Enrollment

1 6,7 150

2 6,7,8 225

3 6,7,8,9, 295

4 6,7,8,9,10 355

5 6,7,8,9,10,11 425

Mission Statement: Hi-Tech Healthcare Charter School (HHCS) will implement a highly individualized learning model: reflecting NY Core Content Standards; Science, Technology, Engineering, and Mathematics (STEM) principles; infusing and integrating literacy; employing validated, effective strategies and learning materials by highly qualified and trained professional staff. This education system will be delivered in an environment that promotes confidence, academic and personal achievement, leadership qualities, facility with scientific inquiry, emotional stability, family and community participation, growth and wellbeing. Focus will be placed on fostering healthcare exploration and career preparation; empowering all students, regardless of their special needs, to succeed in K-12 education, entry-level healthcare jobs, and subsequently in college and university. All students, especially low-income students, English Language Learners and Students with Disabilities residing in NYC District 8 South Bronx CD2 will engage in active learning, systematic inquiry and appropriate academic skills development to move along a learning continuum based on their strengths and skill levels.

1 N.Y. Education Law § 2851(2)(k) 2 N.Y. Education Law § 2851(2) (p). Typically, the charter term requested should be five years of operation.

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High-Tech Healthcare Charter School (HHCS) serves New York City District 8, Community School District 2 located in Longwood and Hunt’s point in the Bronx, and surrounding areas. The school will open as a 6th to 11th-grade middle/high school accepting 75 students in grades 6 and 7 in its inaugural year. The board will request an extension to 12th grade.

Hi-tech Healthcare Charter School culture will be an active learning community where the excitement of learning while doing will permeate the air. Staff and students will collaborate in an active learning environment where practice informs skill development and applications. Appropriate social behavior, kindness, and respect will punctuate each interaction. Unique needs of each student will guide educational planning. Children and adults will want to be at HHCS because it is a caring and supportive atmosphere for all. Visitors will feel the uniqueness, pride, and sense of ownership displayed by the setting, décor, displays of student accomplishment and happy faces. Mostly, folks will be at ease when they enter an HHCS classroom because that is the atmosphere envisioned by our mission and vision.

With an emphasis on health and wellness, the school’s education will focus on Science, Technology, Engineering, and Mathematics (STEM), encouraging and preparing students for scientific inquiry and academic attainment in STEM fields. Literacy will be integrated throughout the curriculum. The school will lay strong early education foundation and incorporate active learning, and healthcare programs, building on grades level advancements to help students develop leadership qualities, maintain a healthy lifestyle, and encourage family and friends to eat and live healthily. All students, especially English Language Learners and Students with Disabilities will engage in active learning, systematic inquiry, and appropriate academic skills development.

Students will graduate with a high school diploma and vigorously pursue college and university degrees in Healthcare, STEM courses and other areas they select. Students who choose may prepare for early transitional career as Certified Nurse Assistant (CNA), to earn good income while pursuing degrees. Parents will play active roles in supporting and advancing the educational achievements of their children. Parent participation and involvement are highly valued by HHCS and are a key ingredient to its success.

HHCS will implement an innovative charter school. Key elements are an academic program and curriculum aligned with the NY Common Core State Standards, identified individual needs and the school’s charter. HHCS will use a variety of organizational strategies to identify, plan and implement the curriculum reflecting the mission to differentiate quality instruction based on the needs and performance of each student and to appropriately train staff to meet the school’s goals and objectives. Each student will have an Individual Learning Plan based on their identified strengths and weaknesses. Students with special needs will have an Individual Education Plan. These plans will be constructed with inputs from families and students when appropriate using diagnostic data. During and after instruction, progress will be assessed using formative and summative date. Student progress will dictate next steps in the education process. Validated strategies and key elements include: 1) The Lincoln Center Institute (LCI) Capacities for Imaginative Learning (CIL); 2) Project Based Learning (PBL), a dynamic approach to teaching in which students explore real problems and challenges; 3) Understanding by Design® (UbD™), a framework for improving student achievement within the standards-driven curriculum to help teachers clarify learning goals, devise revealing assessments of student understanding, and craft effective and engaging learning activities; and

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4) Universal Design for Learning (UDL), a set of principles for curriculum development that give

all individuals equal opportunities to learn, providing a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone. These frameworks will support the implementation of the STEM program. 5) Emphasis on STEM-Project Learning: HHCS will integrate the academic disciplines of Science, Technology, Engineering and Mathematics (STEM) Program; integrated into a cohesive learning paradigm based on real-world applications while infusing literacy and communication arts. STEM education reinforces active learning, including cross-curricular integration, project-based learning, authentic and alternative assessments, writing literacy via research and reflection. In STEM integration, discovery, problem-solving, and inquiry-based learning all play strong roles. 6) Focus on at-risk students – The school will target at-risk students, reflective of the District 8 South Bronx community, including English/New Language Learners, Students with Disabilities and those eligible for Free and Reduced Price Lunch. 7) Extended School Day & Saturday Academy - Extended schedule allows added academic support time for students with special learning needs and those lacking a structured place to study outside of school. During the months of September through May, at least one Saturday per month will be reserved for students who continue to struggle academically – this is mandatory for all students needing academic enrichment support. 8) Certified Nurse Assistant (CNA) Exploration Program - HHCS will provide a Certified Nurse Assistant Exploration program for students who may wish to pursue early transitional career as a CNA. The program will provide career exploration, exposure to subject matter required for certification, shadowing, and extern opportunities, and assistance in their senior year with admission to a certificate program once students have earned their high school diploma. The CNA equips students with certified employment skills to earn good wages during transition periods, summer and while pursing degree programs.

9) Benefits of Partnership - Hi-Tech Charities, a 501(c)(3) nonprofit with 17 years of non-profit organization management and expertise serving at-risk youth, individuals, families, women and minority businesses and communities, will partner with and support HHCS’s mission by: providing healthcare staff as role models for career exploration and training; providing student intern experiences; supporting a Certified Nurse Assistant Program; assisting to develop and implement a Health and Social Services school-based health plan; counseling and social services provided by Hi-Tech Charities staff; aiding community outreach, family awareness and student recruitment initiatives; assisting in developing and implementing a fundraising and grant development campaign; and assisting in securing facilities. 10) Maintain solid sustainability and financial capacity: HHCS will enhance funding by fundraising activities, grant writing and use of volunteers to enhance the activities and programs. Experienced financial managers will operate the business function of the school.

Extensive community outreach and meetings will be presented in English and Spanish; open-house meetings will be held; door-to-door and local media outlets will be utilized to reach parents and students; work with churches, organizations, and institutions. These are all designed to engage families in the planning process and to attract students to HHCS by forming a clear public image of the opportunity available to students and families.

HHCS will be overseen by a Board of Trustees who will assure staff achieves the mission and vision. The executive director will supervise properly trained and certified staff including principal, supervisors, teachers, teaching assistants, nurses, counselors, therapists and office staff.

2017 Board of Regents New Charter School Application Page 29

CERTIFICATION AND ASSURANCES/INTENT STATEMENT

Proposed Charter School Name __Hi-Tech Healthcare Charter School (HHCS)________________

Proposed School Location (District) _____NYC School District 8___________________________

Name of Existing Education Corporation (if applicable) _Not Applicable____________________

______________________________________________________________________________

I hereby certify that the applicant group/prospective Board of Trustees have all read Article 56 of

the New York State Education Law, and understand the relationship between a charter school

and the authorized chartering entity as defined in that statute. By submitting a charter school

application to the Board of Regents, the applicant group/prospective Board of Trustees

understands that the Board of Regents is the authorized chartering entity with the authority to

approve our application to establish the proposed charter school and enter into a charter

agreement setting forth the terms and conditions under which the Board of Trustees will operate

the charter school. The applicant group/prospective Board of Trustees also understands that this

charter school application serves as the first component of an application for a federal Charter

Schools Program (CSP) Planning and Implementation Grant. We understand that if the charter

application is approved and a charter is issued by the Board of Regents, the school is qualified to

receive a CSP grant, pending available funding and final approval of additional materials –

including budget materials - by NYSED and by the New York State Office of the Comptroller. We

agree to complete all required budget information and assurances according to forthcoming

instructions and a revised timeframe to be issued by NYSED.

I hereby certify that the information submitted in this application is true to the best of my

knowledge and belief; and further I understand that, if awarded a charter, the proposed school

shall be open to all students on a space available basis, and shall not discriminate or limit the

admission of any student on any unlawful basis, including on the basis of ethnicity, race, creed,

national origin or ancestry, gender, sexual orientation, disability, intellectual ability, measures of

achievement or aptitude, athletic ability, age, religion, proficiency in the English language or a

foreign language, or academic achievement. I understand that the Charter Schools Act allows, to

the extent consistent with Federal law, “the establishment of a single-sex charter school or a

charter school designed to provide expanded learning opportunities for students at-risk of

academic failure or students with disabilities and English language learners.”18

The applicant group also makes the following assurances pursuant to Section 7221b of the United

States Code (USC), which will be incorporated into, and made a part of, the Charter School’s

charter, if granted, and be binding on the Charter School itself:

• An assurance that the charter school will annually provide the Secretary of the U.S.

Department of Education and the State Education Department such information as may be

18 N.Y. Education Law § 2854(2)(a)

2017 Board of Regents New Charter School Application Page 30

required to determine if the charter school is making satisfactory progress toward achieving

the objectives described in this application; 19

• An assurance that the charter school will cooperate with the Secretary of the U.S. Department

of Education and the State Education Department in evaluating the program assisted;20 and

• That the charter school will provide such other information and assurances as the Secretary

of the U.S. Department of Education and the State Education Department may require.21

I, Emmanuel Opkala, hereby certify that the information submitted in this Full Application to

establish Hi-Tech Healthcare Charter School is true to the best of my knowledge and belief,

realizing that any misrepresentation could result in disqualification from the application

process or revocation after issuance of the charter.

Signature of Proposed BOT Chair/Existing Education Corporation BOT Chair:

Date: March 10, 2017

19 20 USC § 7221b(b)(3)(J) 20 20 USC § 7221b (b)(3)(K) 21 20 USC § 7221b (b)(3)(N)

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HI-TECH HEALTHCARE CHARTER SCHOOL 1063 Tiffany Street, 1st floor

Bronx, NY 10459

Molding and Nurturing Young Minds for the Healthcare Ethos High -tech Healthcare Charter School will provide students with rigorous 6th through 11th

curriculum and instruction in core academic courses, social, and healthcare professional skills necessary to complete and perform well in the competitive healthcare industry.

TABLE OF CONTENTS

PART PAGE

I Mission, Key Design Elements, Enrollment, and Community 3

A Mission Statement and Objectives 3 B Key Design Elements 5 C Enrollment, Recruitment, and Retention 9 D Community to be Served 15 E Public Outreach 17 F Programmatic and Fiscal Impact 19

II EDUCATIONAL PLAN 20

A Curriculum and Instruction 20 B Special Student Populations and Related Services 31 C Achievement Goals 38 D Assessment System 41 E Performance, Promotion, and Graduation Standards 42 F School Schedule and Calendar 44 G School Culture and Climate 45

III ORGANIZATIONAL AND FISCAL PLAN 48

A Applicant(s)/Founding Group Capacity 48 B Board of Trustees and Governance 49 C Management and Staffing

C.1. Charter Management Organization C.2. Partner Organization C.3. Strategic Business/Growth Plan

53 59 59 59

D Evaluation 59 E Professional Development 61 F Facilities 65 G Insurance 66 H Health, Food, and Transportation Services 66

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I Family and Community Involvement 68 J Financial Management 70 K Budget and Cash Flow 71 L Pre‐Opening Plan 72 M Dissolution Plan 74

ATTACHMENTS PAGES

Attachment 1 Admissions Policies and Procedures 3

Attachment 2 Samples of Evidence of Community Outreach 13

Attachment 2b Evidence of District Support for Restart/Turnaround N/A

Attachment 3a Sample Daily Schedules 2

Attachment 3b First Year Calendar 5

Attachment 4a Student Schedules 2

Attachment 4b Teacher Schedules 2

Attachment 4c Sample School Calendar 4

Attachment 4d Student Disciplinary Policy 9

Attachment 5a Charter School Trustee Background Information (no limit) 0

Attachment 5b By-Laws 8

Attachment 5c Code of Ethics 3

Attachment 6a If applicable: CMO Information N/A

Attachment 6b If applicable: Proposed Management Contract with CMO N/A

Attachment 7 If applicable: Partnership Information N/A

Attachment 8a Hiring and Personnel Policies and Procedures 20

Attachment 8b Resume for Proposed School Leader, if identified (Principal) N/A

Attachment 9 Budget and Cash Flow (no limit)

Attachment 10 If applicable: Replication Strategy/Bus Growth (Existing

Network)

N/A

Total Number of Allowable Attachment Pages 75

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PART I: MISSION, KEY DESIGN ELEMENTS, AND ENROLLMENT A. Mission Statement and Objectives

Mission Statement: Hi-Tech Healthcare Charter School (HHCS) will implement a highly individualized learning model: reflecting NY Core Content Standards; Science, Technology, Engineering, and Mathematics (STEM) principles; infusing and integrating literacy; employing validated, effective strategies and learning materials by highly qualified and trained professional staff, in an environment that promotes confidence, academic and personal achievement, and leadership qualities. The school will facilitate with scientific inquiry, emotional stability, family and community participation, growth and wellbeing, while focusing on healthcare exploration and career preparation; empowering all students, regardless of their special needs, to succeed in K-12 education, entry-level healthcare jobs, and subsequently in college and university. All students, especially At-Risk, English Language Learners and Students with Disabilities residing in NYC District 8 South Bronx CD2 will engage in active learning, systematic inquiry and appropriate academic skills development to move along a learning continuum based on their strengths and skill levels.

Vision Statement: The culture of Hi-tech Healthcare Charter School will be an active learning community where the excitement of learning while doing will permeate the air. Staff and students will collaborate in an active learning environment where practice informs skills development and applications. Appropriate social behavior, kindness, and respect will punctuate each interaction. Unique needs of each student will guide educational planning. The sense of community will reduce stigma. Children and adults will want to be at HHCS because it is a caring and supportive atmosphere for all. Visitors will feel the uniqueness, pride, and sense of ownership displayed by the setting, décor, displays of student accomplishment and happy faces. Mostly, folks will be at ease when they enter an HHCS classroom because that is the atmosphere envisioned by our mission and vision. Our goal is to provide students with a safe, welcoming, healthy environment where learning and growth will occur. Initially serving middle school age students, HHCS will add programming for grades 9 to 11 students in years 3 to 5, and seek extension to 12th grade. A Comprehensive K to Grade 12 program is envisioned at full development. HHCS will achieve this vision through the following objectives and key elements. Objective: Hi-Tech Healthcare Charter School will provide challenging quality education aligned to the Common Core Learning Standards (CCLS) and reflect HHCS’ Mission to provide an academically rigorous, highly individualized education empowering students to become academically and socially successful, ready to excel in their postsecondary education and career choices. A rigorous curriculum and intensive instruction will lead students to proficiency in core courses and healthcare profession exploration. HHCS will create an exceptional learning environment focused on high standards, and provide students with academic and healthcare skills necessary to access and actively participate in the 21st century global economy. Students with non-healthcare academic interests and career focus will similarly be given intensive academic and career preparation assistance to excel in the 21st century global market place. Education Law § 2850(2) Specified Objectives: HHCS’s mission and objectives align with and will materially further objectives specified in Education Law §2850(2) including: 1. Improve student learning and achievement, and provide increased learning opportunities for all students, with special emphasis on expanded learning experiences for students who are at-risk of academic failure: By exposing at-risk students from NYC District 8, CSD 2 to a myriad of validated, and CCL-synched learning materials, activities and processes uniquely

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designed to meet individualized needs of each student, and described in the Key Elements below, HHCS will focus on preparing and developing students from all backgrounds and educational abilities to become high academic performing students, expanding their opportunities to succeed. Strong need for improvement exists in the English Language Arts (ELA), Mathematics, Science, and High School Graduation Rates in South Bronx1. For example, in 2014 South Bronx School District 8, ranked 28th out of New York City’s 32 districts in English Language Arts (ELA) test scores, occupying the City’s bottom most performance spectrum (see District 8 Performance Tables in Part II, Section C). Furthermore, over 31% of the students are assessed and classified as English/New Language Learners (E/NLLs); another 19% qualify for Special Education (SPED) services; and 85.6% fall within the category eligible for Free and Reduced Price Lunch (FRPL) program because of the large number of families living below national poverty levels in the target area.

In continuous diagnostic/prescriptive cycles, students will be assessed using diagnostic assessments to determine their baseline key knowledge and skills levels from previous grades in core courses. Customized Individual Education Plans (IEP) for SWD’s and Individual Leaning Plans (ILP) for all others will be established, documenting and tracking desired learning outcomes on each student. Focused planning and targeted instructional delivery, guided by need and goal-appropriate formative and summative assessments, will be implemented for strategic remediation that bridges knowledge and skill gaps while concurrently supporting mastery of new materials for core courses. 2. Encourage the use of different and innovative teaching methods: HHCS’s Curriculum Committee will design and implement an innovative educational program that uses four notable theoretical frameworks of instruction, including (1) the Lincoln Center Institute (LCI) Capacities for Imaginative Learning (CIL); (2) Universal Design for Learning (UDL); (3) Project-Based Learning (PBL), and (4) Understanding by Design (UBD) (see Key Elements Below). These frameworks will provide teachers framing devises necessary to completely individualize and differentiate instruction, a key element of the HHCS mission. The curriculum will reflect HHCS’ belief that research-based authentic curricular experiences will help students achieve while developing the essential competencies of critical thinking, effective communication, and collaboration. The curriculum will align with the New York State Learning Standards, inclusive of the Common Core State Standards and the New York State Testing Program. During the planning year, curricula units for each content area will be developed under the supervision of the principal, and all completed units will be reviewed and approved by the board. 3. HHCS will integrate Science, Technology, Engineering and Mathematics (STEM)2 Program. STEM refers to the academic disciplines of Science, Technology, Engineering, and Mathematics. Rather than teach the four disciplines as separate and discrete subjects, STEM integrates them into a cohesive learning paradigm based on real-world applications. While the student and teacher schedule list separate subject periods, lessons will frequently be structured to integrate STEM and infused literacy (Attachment 4a - Student Schedules; and Attachment 4b - Teacher Schedules). STEM education entails powerful pedagogical practices centered on the student’s active learning, including cross-curricular integration, project-based learning, authentic and alternative assessments, writing literacy via research and reflection, creating partnerships with

1 https://reportcards.nysed.gov/view.php?schdist=district&county=32&year=2012 2 Rockland, R., Bloom, D. S., Carpinelli, J., Burr-Alexander, L., Hirsch, L. S., & Kimmel, H. (2010). Advancing the "E" in K-12 STEM Education. Journal of Technology Studies, 36(1), 53-64. Retrieved from EBSCOhost.

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the business community, and solving or attempting to solve authentic, real-world problems.3 In STEM integration, discovery, problem-solving, and inquiry-based learning all play strong roles.4 HHCS STEM project-based math and science courses will make math and science accessible to Students with Disabilities, English Language Learners and to those who have problems understanding traditional math and science methods. Multidiscipline based, STEM incorporates the integration of other disciplinary knowledge into a new whole, where Technology helps us communicate; Math is the language; Science and Engineering are the processes for thinking; all this leads to Innovation.5 Teachers will be taught to deliver STEM courses using LCI, UDL, PBL and UBD frameworks appropriately in all teaching and learning strategies (defined in Key Elements, Section B6, below). 4. Create new professional opportunities for teachers, administrators and all school personnel: HHCS’s mission is to provide high quality and consistent ongoing training and PD to all teachers, administrators and school staff, and reflects this priority in its weekly and annual school calendar (See item B10 in key elements and reflected in line 103 of the budget). The formation of grade-level teams will help to foster the collaboration needed to ensure success for all. Since the School will implement looping, where the same teachers will serve the same cohort of students for two years, these teams will work together for the two-year period. PD will be a collaborative effort and provided by administration, faculty, and support staff of the school, as well as faculty from consultants to equip school employees to perform their best. Intensive professional training and development will be ongoing, and based on the assessed training and development needs of each teacher, administrator and school personnel, and reflected in the Personal Development Plans (PDP). The PDP includes continual and mandatory annual assessment of employee performance and the use of the student, program and school performance data for further development planning, incentives and raises, and employment decisions. All staff will be active partners in their professional growth and development. 5. Provide parents and students with expanded educational choices: HHCS will expand and enhance the quality and quantity of services offered to students to close the achievement gap with a focus on healthcare, careers, and college readiness. The school will provide parents and students with the option and opportunities for education that focuses on turning poor performers to motivated achievers through its highly individualized instructional delivery system and a learning community that is conducive to continuous growth. This empowerment concept will have positive impact on the lives of at-risk youth, the families and South Bronx community. Parents will be given a viable school choice. 6. Provide Accountability for Meeting Measurable Results: In addition to IEP and ILP goals, HHCS will set annual broad students, program and school-wide achievement goals that reflect the mission and goals established in the charter (see Part II, Section C - Achievement Goals). These broad goals will be delineated by the Quality Team (QT) into the expected achievement goals for each grade level, each class within each grade level, each classroom, each teacher, and each student. Formative assessment data will be used continually throughout the school year to guide and modify instruction. At the end of the school year, the QT will use multiple assessment tools to carry out series of assessments to generate performance data to compare actual with projected goals. The computed measures of category variances will provide decision data-points for future

3 https://www.ncsu.edu/meridian///summer2011/meyrick/02.htm 4 Rockland, R., Bloom, D. S., Carpinelli, J., Burr-Alexander, L., Hirsch, L. S., & Kimmel, H. (2010). Advancing the "E" in

K-12 STEM Education. Journal of Technology Studies, 36(1), 53-64. Retrieved from EBSCOhost. 5 Thestemwizards.org - Home. (n.d.). Retrieved from http://www.thestemwizards.org/

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planning, adjustments, enhancements and resources deployment. HHCS will measure and report progress in English language arts, mathematics, science and social studies. Data will be shared with all stakeholders formally and on a regular basis so they may be involved in school improvement decision making. B. Key Design Elements School Overview and Key Design Elements: HHCS will implement an innovative charter school. Key elements are academic programs and curriculum aligned with the NY Common Core State Standards6, identified individual needs and the school’s charter. HHCS believes that all students can learn and excel when given sufficient instruction, using diverse strategies based on identified individual learner needs. HHCS will use a variety of organizational strategies to identify, plan and implement the curriculum reflecting the mission to differentiate quality instruction based on the needs and performance of each student and to appropriately train staff to meet the school’s goals and objectives. HHCS will help students challenge and hold themselves accountable for their learning. Teachers will frame teaching and learning experiences that are sequenced, integrated, relevant, and rigorous, challenging students to meet entry-level healthcare job and college entrance requirements. Validated key elements and strategies include:

1. Focus on at-risk students – The school will target at-risk students, reflective of the

District 8 South Bronx community, including English/New Language Learners (31%), Students

with Disabilities (19%), and those eligible for Free and Reduced Price Lunch (Economically

Disadvantaged 85% Students). HHCS will create an exceptional student-focused learning

environment, targeting these three categories of students and providing the students with the

skills necessary to access the 21st-century global economy. Using Individual Learning Plans (ILP)

and Individual Education Plans (IEP) for special needs students, staff will provide a student need-

focused plan and targeted instructional delivery for strategic remediation that bridges knowledge

and skill gaps while concurrently supporting mastery of new material.

2. Advisory Program - HHCS’ curriculum will provide advisory for students, every day, Monday through Thursday. Faculty members, counselors, and support staff will lead the advisory meetings, grouped by grade level, serving as mentor and advocate. The purpose is to provide students with College and Career Readiness which is above and beyond their core classes for the challenges of college matriculation and completion. Involvement of all faculty and staff in the advisory program ensures a supportive environment that can help students develop academically, socially and emotionally. Small advisory sizes foster personalized attention and provide a forum for discussion about academic challenges and successes, as well as social issues. Advisory is designed to help students focus on, and develop, their critical thinking and speaking skills by providing a safe, non-invasive environment where students practice speaking and listening and can interact more freely with fellow students and advisors in a friendly atmosphere and setting.

3. Individual Learning Plan - An integral element of advisory is the Individual Learning Plan (“ILP”), which will be completed by instructional staff in conjunction with all students at the School. The National Association of Secondary School Principals supports the use of this planning and assessment tool.7 The ILP will provide opportunities for students to take ownership of their academic success by identifying goals and monitoring progress. These plans will be created during

6 http://www.p12.nysed.gov/ciai/cores.html#LOTE 7 National Association of Secondary School Principals, Executive Summary, Breaking Ranks II: Strategies for Leading

High School Reform 3 (2004).

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the Student Summer Academy Program and used throughout each academic year. The advisor and grade level counselor will be responsible for reviewing these plans, conferencing with the students, communicating with parents, and using the data from the plans to individualize learning plans for each student. These plans will benefit all students, especially those who are at-risk of failure.

4. Extended School Day & Saturday Academy & Summer Academy - Extended schedule

allows added academic support time for students with special learning needs and those lacking a

structured place to study outside of school. HHCS’ trimester calendar including a three-week long

Summer Academy provides ample expanded learning time. During the months of September

through May, at least one Saturday per month will be reserved for students who continue to

struggle academically – this is mandatory for all students needing academic enrichment support.

Title One funds will be used for these supports.

5. Emphasis on STEM-Project Learning - HHCS will integrate the academic disciplines

of Science, Technology, Engineering and Mathematics (STEM) Program; integrated into a

cohesive learning paradigm based on real-world applications while infusing literacy and

communication arts. STEM education reinforces active learning, including cross-curricular

integration, project-based learning, authentic and alternative assessments, writing literacy via

research and reflection. In STEM integration, discovery, problem-solving, and inquiry-based

learning all play strong roles.8

6. Use of Different and Innovative Teaching Methods - HHCS will use a variety of

organizational strategies to identify, plan and implement the curriculum so that it effectively

reflects the mission of the HHCS. The challenge to staff to differentiate quality instruction based

on the needs and performance of each student is a complicated task. To give staff the tools to

implement this mission-critical program element, HHCS will provide staff appropriate training to

implement the school’s goals and objectives. Chief among these are:

A. The Lincoln Center Institute (LCI) Capacities for Imaginative Learning (CIL)9,

integrates art and art-forms in experiential teaching and learning, especially within

multicultural education environments;

B. Project Based Learning (PBL), a dynamic approach to teaching in which students

explore real problems and challenges10;

C. Understanding by Design® (UbD™), a framework for improving student achievement

within the standards-driven curriculum to help teachers clarify learning goals, devise

revealing assessments of student understanding, and craft effective and engaging learning

activities;11 and

8 Rockland, R., Bloom, D. S., Carpinelli, J., Burr-Alexander, L., Hirsch, L. S., & Kimmel, H. (2010). Advancing the "E" in

K-12 STEM Education. Journal of Technology Studies, 36(1), 53-64. Retrieved from EBSCOhost. 9 https://imaginationnow.wordpress.com/2011/04/14/lincoln-center-institutes-capacities-for-imaginative-

learning/ 10 http://www.edutopia.org/project-based-learning-introduction-video 11 http://www.authenticeducation.org/ubd/ubd.lasso

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D. Universal Design for Learning (UDL), a set of principles for curriculum development

that gives all individuals equal opportunities to learn, providing a blueprint for creating

instructional goals, methods, materials, and assessments that work for everyone.12

These frameworks will support the implementation of the STEM program and provide

structure for teaching staff and curriculum developers in the task of disaggregating achievement

data and translating them to inform individualized and differentiated instruction.

7. Healthcare Themes - HHCS’ content focus area is healthcare with two significant purposes. First, the healthcare curriculum and sessions will promote and train students to be their own health and wellbeing advocates, encouraging good healthy diets, healthy living and healthy lifestyle. Second, the program will encourage students to explore careers in healthcare in the context of STEM. HHCS will incorporate healthcare into all aspects of the curriculum, including the Student Academy Summer program, the core curriculum and after-school class, clubs and activities. Students will also participate in healthcare education during weekly Tuesday sessions while teachers are in planning and professional development meetings. Opportunities to interact with healthcare professionals and experience practicum and intern opportunities will be explored along with a Certified Nurse Assistant (CNA) program. The goal is to help students build the thought pattern to live healthily and explore professions in healthcare and in STEM professions.

9. Certified Nurse Assistant Exploration Program - HHCS will provide a Certified Nurse

Assistant Exploration program for students who may wish to pursue transitional early careers as CNA. The

program will provide career exploration, exposure to subject matter required for certification, shadowing,

and extern opportunities, and assistance in their senior year with admission to a certificate program once

students have earned their high school diploma. Partner organizations will provide staff and opportunities

for students to explore these options. The program offers nationally recognized certification employability

skills that provides ready access to high wage jobs during holidays, during transition to college and while

students earn college degrees. All students will be exposed to careers in health fields including doctors and

nurses. Students whose interests are in non-healthcare fields will be provided similar opportunities in the

areas of their choice.

10. Racial Integration and Diversity - Through culturally sensitive programming, HHCS

will implement and promote a racially, ethnically, and linguistically diverse learning community

where each student, staff, and parents feels welcome and accepted. Cultural activities like dance

and social events will be planned and sponsored to promote multi-cultural communication and

appreciation among staff and students from diverse background. HHCS will hire multi-cultural

staff.

11. Benefits of Unique Partnership - Hi-Tech Charities, a 501(c)(3) nonprofit with 17

years of non-profit organization management and expertise serving at-risk youth, individuals,

families, women and minority businesses and communities, will partner with and support HHCS’s

mission by: providing healthcare staff as role models for career exploration and training; providing

student intern experiences; supporting a Certified Nurse Assistant Program; assisting to develop

and implement a Health and Social Services school-based health plan; counseling and social

services provided by Hi-Tech Charities staff; aiding community outreach, family awareness and

student recruitment initiatives; assisting in developing and implementing fundraising and grant

12 http://www.udlcenter.org/aboutudl/whatisudl

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development campaigns; and assisting in securing facilities. Other partnerships will enhance

HHCS programs such as Forward South Bronx Coalition (FSBC) which will provide sunstance

abuse education and program support (see support letters).

12. Maintenance of Solid Financial Capacity and Sustainability - HHCS will enhance funding by fundraising activities, grant writing and use of volunteers to enhance the activities and programs. Experienced financial managers will operate the business function of the school. HHCS will address contingency expenses by creating a reserve fund. Focus on student achievement will thrive in a secure learning environment that enjoys a solid, vibrant, viable, sustainable, and financially secure academic institution operated in a manner that ensures sustainability.

13. Extensive Professional Development and Staff Planning: HHCS provides resources and time allocation for teacher planning and professional development (PD). The weekly school schedule includes two PD and planning periods, and seven PD days built into the calendar, providing additional time for rating, review, and analysis of assessment data. Each Tuesday morning and Friday afternoon sessions are devoted to PD and staff planning to successfully implement the individual learning plans of all students (see Attachment 4b - Teacher Schedules). New teachers will participate in curriculum development and training during a two-week summer PD Teacher Institute along with faculty, staff, and administrators. At Summer Institute, teachers will develop their Professional Development Plan, including long and short-term goals, strategies to achieve the goals, and a reflection on progress toward achievement of prior goals, beginning a cycle of continuous professional improvement. Learning Coaches and curriculum consultant will be contracted to provide support to the principal and faculty. All faculty and staff will receive training on the various subject content areas, instructional strategies, techniques for differentiating instruction and components of the curriculum on an ongoing basis. Clearly, the school calendar reflects the mission of providing quality trained staff to implement the individual learning plans of our students. C. Enrollment, Recruitment, and Retention 1. Planned Grades and Enrollment in Each Year of Proposed Charter Term: Focus of

the current charter application is on a 6th through 11th-grade middle/high school; extension to 12th

grade will be requested for 11th graders moving to 12th. In year one, 75 students will be recruited

and enrolled in each of 6th and 7th grades for a total of 150. A next level class will be added

beginning year two for each year through 12th grade. The table below shows age enrollment each

year of the initial charter term. A small margin is allowed for attrition since longevity in the

program is seen as a critical factor in success.

Projected Enrollment of 6th-11th Grades Over the Charter Term

Grade Age 2018-19 2019-20 2020-21 2021-22 2022-23

6 11-12 75 75 75 75 75

7 12-13 75 75 75 75 75

8 13-14 0 75 75 70 75

9 14-15 0 0 70 70 75

10

10 15-16 0 0 0 65 65

11 16-17 0 0 0 0 60

Total 150 225 295 355 425

2. Application, Admissions, Enrollment and Lottery: Upon approval, HHCS will circulate its Pre-Application package, containing: (1) School Prospectus/Brochure; (2) Candidate Letter of Intent to Enroll template; and (3) Candidate Introduction Form to identify eligible candidates.

This strategy will capture basic contact information of the candidate and verify that s/he has completed the 8th grade and is within the age range. Enrollment package will be mailed to parents who complete and submit letters of intent to enroll and candidate introduction forms. These will be available at the HHCS building; on the HHCS website; and at area schools. Pre-admission meetings or activities will not be required. If they prefer, individuals can obtain the Enrollment package by visiting HHCS building, or downloading from HHCS website. But for these Enrollment packages to be accepted and processed, candidates/parents must have a completed Letter of Intent and Candidate Introduction Form on file. Pre-admission meetings or activities will not be required. However, optional “Meet & Greet” information and school tour sessions may be held for parents on a case by case basis.

Admission of students will be on a first come first served basis. All completed Enrollment

packages will be due no later than the 1st Monday in April or any other determined date. The

deadline date will be stamped on the right top corner of the Enrollment form’s front page. Date of

receipt will be tracked and stamped on the submitted Enrollment form, adjacent to the deadline

stamp. All parents will be notified by postcard of application receipt. Parents hand delivering

should request and ensure they obtain their application receipt postcard. All received applications

will be categorized and logged in HHCS database/s, as appropriate. See Attachment 1: Admissions

Policy and Procedure for a full description of the process.

3. Lottery: If the school receives fewer applications that slots, admission will be on a first come first served basis. If more applicants apply than available spaces, HHCS will hold a public lottery on the 1st Wednesday in May from all submitted applications, to randomly select and admit students and prioritize the waiting list. The initial cohort will be selected in the order drawn and the remaining students similarly placed on the wait list.

After providing an initial preference to English Language Learners and SED’s, the rest of the students’ names will be drawn at random, with second level preference given to siblings of students already enrolled in the school in years after year 1. If parents or students do not accept allotted admission, waitlisted candidates will be notified immediately and the slot will be filed from the wait list created in the lottery. same process will be followed to fill the slot. HHCS anticipates easily accomplishing its at-risk quota because of the makeup of the neighborhood.

Admission: All parents will be notified in writing of either admission or waiting list status for their children and the timeline for enrollment.

Enrollment: Following admission, appointments will be scheduled for each admitted student (and his/her parent) to have a one-on-one meeting with HHCS designated staff to review the school program package, policies and procedures; responsibilities and expectations; compliance assurances, disclosures, and consents; along with questions and answers. At the end

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of the session, parents or candidates will be required to sign the Participation Contract/Agreement. New-Intake Orientation Day will be held in June for all enrolled students and families for school orientation, supplies lists collection, uniform measurement (if required), and beginning skills and learning style assessments for students. 4. Vacancies: HHCS anticipates losing five percent of students each year from attrition as families move out of school area and as students move from one grade level to the next. From its intensive recruitments strategies, HHCS will maintain a waiting list from which to backfill vacant seats during school year in 6th through 8th grades that arise through attrition. However, vacant seats in 9th through 11th grades may not be backfilled since the new in-takes may not have had the level of preparation, or time in the program required to meet requisite academic performance goals. No new students will be admitted after February 1 each year. 5. Rationale for selecting enrollment size and growth strategy: There is robust demand for charter middle school and high school seats in South Bronx. Evidence from HHCS’ two parents’ surveys, community meetings with parents, public hearings, community board presentations, community meetings, and hundreds of phone and email communication show high level of interest and expressions of demand for HHCS healthcare charter school in South Bronx. Nonetheless, HHCS’ enrollment size and growth strategy are large enough to provide diverse academic opportunities to address all learners, yet small enough to ensure that each student receives the individual attention he or she needs to excel. Sufficient numbers of students in each grade level will allow for various instructional grouping combinations not possible in a smaller setting. We believe a community population of over 27,000 people is sufficient to generate 425 students when the school serves grades 6 to 11 on a competitive basis. The planning group decided to start with the middle grades, 6 to 8, and then expand to high school grades 9 to 11. HCCS will request expansion to grade 12 after the charter approved. This will insure that the high school students are prepared for the rigors of high school studies. 6. Evidence that enrollment projections will meet or exceed targets set by Board of Regents: (5) Evidence that enrollment projections will meet or exceed targets set by Board of Regents: Parents have expressed desire for the presence of a quality charter school like HHCS in their neighborhood. (see Table 2 Public Outreach Information, and supporting documentation) HHCS has designed its programs to provide quality education, and meet and exceed the Board of Regents’ mandated targets for students eligible for free and reduced-price lunch, English language learners, and students with disabilities. HHCS will use available data to calculate its enrollment and retention targets reflective of the District 8, South Bronx Community Board #213 including: English/New Language Learners (31%), Students with Disabilities (19%), and those eligible for Free and Reduced Price Lunch (Economically Disadvantaged 85% Students). Targeted recruitment and outreach will be focused as follows: 7. Enrollment and Retention Strategies for Targeted Students A. Strategies to Attract and Recruit:

I. Attracting and Recruiting Diverse populations identified in the school’s mission – HHCS, following its mission, will recruit, attract, enroll and retain students reflecting the multicultural, ethic diverse population of Bronx District 8, CSD2. HHCS will meet and/or exceed the enrollment targets. Extensive community outreach and meetings, similar to the planning period, will be presented in English and Spanish; open-house meetings will be held; door-to-door

13 Using the New York state Education Department’s Enrollment and Retention Calculators @

http://www.p12.nysed.gov/psc/enrollment-retention-targets.html, HHCS will calculate its targets based on an

estimated full enrollment of 425 for grades 6 through 11, and over-age and under-credited students.

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and local media outlets will be utilized to reach parents and students; work with churches, organizations, and institutions. (see examples and documentation in Table 2). General practices include: church announcements and after service meetings with parents and community members; community organizations, neighborhood associations and service agencies; convening advertised public hearing activities; student-led community discussions; bulletin board publications; organized special events and question and answer sessions; and holding open house and discussion sessions with middle-school student groups, parents and parent organizations, as well as, middle schools staff and principals, and community agencies. HHCS will partner with the elementary and middle schools in Bronx, including district public schools, private, mission, and charter middle schools, to initiate outreach to principals, instructional/literacy coordinators, guidance counselors, and parent liaisons to create awareness about our proposed charter school and identify eligible students. Special efforts will be made to recruit special populations.

II. Attracting and Recruiting Students with disabilities – HHCS’s Students with

Disabilities Outreach Team, including a certified SED specialist, will design encounters and

materials for parents of students with disabilities and organizations that serve them. Partnerships

will also be formed with local churches, the school district’s Committee on Special Education,

elementary schools, local institutions and agencies serving children with disabilities to reach and

attract students with disabilities.

III. Attracting and Recruiting English Language Learners – Recruitment materials will

be provided in the native languages, carried out by bi-lingual employees and community

volunteers. Staff will use data from the N Y State English as a Second Language Achievement

Test [NYSESLAT] and the New York State Identification Test for English Language Learners

[NYSITELL])14 to benchmark where ELLs are along the continuum of language development for

planning. The committee will study language needs other than predominant Spanish spoken in

District 8. Staff and volunteers will target particularly, Students with Interrupted Formal Education

(SIFE) and recently arrived, undocumented students, including Safe Passage and the

Unaccompanied Minors Program at Catholic Charities, which serve undocumented youth in the

South Bronx. Plans are in the works to engage in referral partnerships immediately when the

charter school is approved. Initial face to face encounters with students and families will

demonstrate the potential need for assessment and identification as eligible for the ELL cohort.

IV. Attracting and Recruiting Economically Disadvantaged Students –With near 90% of

South Bronx’s students eligible for free and reduced lunch, the recruitment methods outlined in

the preceding sections will be used with emphasis placed on the free, quality, individualized and

highly supportive education to be provided children and families. HHCS will work with local

homeless shelters, food pantries, local tenant associations, and the Bronx Defenders. Fliers will be

distributed door-to-door at public housing, through churches and markets to reach low-income

families and their school-age children pointing out the advantages of an HHCS education.

B. Strategies to Retain:

14 Blueprint for English Language Learners Success. (n.d.). Retrieved from http://usny.nysed.gov/docs/blueprint-

for-ell-success.pdf

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I. Retaining Diverse Populations identified in the school’s mission – HHCS will retain

our students by becoming a community school that works with families, social agencies and

community leaders seeking to mitigate factors that lead to student failure. Parents-Teachers and

other organizations will be formed to foster ongoing mutual trust and collaborations. Providing

opportunities for families to contribute to the design and operation of the school will encourage

ownership and commitment. Engaging curriculum, reflecting the key elements and mission of

HHCS, will structure opportunities for success that will motivate students to experience

accomplishments that will lead to retention. After school tutoring, and weekend classes will enable

struggling students to gain mastery of course materials and enhance their academic performance

and confidence. Learning coaches will encourage active student engagement and retention.

II. Retaining Students with disabilities will be given extra assistance by: forming solid

partnerships with families; planning and implementing strength based planning; structuring

success in all activities; and focusing on the objectives identified through diagnostic, formative

and summative assessment; using special education certified teachers and trained para-

professionals. HHCS’s personalized, competency-based model provides all students with

Individual Learning Plans (ILP) so children with disabilities will not feel singled out or segregated

because their learning is guided by Individual Education Plans (IEP). HHCS will implement a

rigorous Response To Intervention (RTI) model, “a multi-tier approach to early identification and

support of students with learning and behavior needs,”15 and all students will have access to

differentiated supports, assistive technology, learning coaches, targeted support and tutoring.

Students will learn with typical students when indicated so they may benefit from peer interaction

and group learning. HHCS will prioritize building trust and maintaining collaborative relationships

with disabled students’ families and external agencies that address their needs, including educating

them on the benefits of the supports offered. HHCS will function as the least restrictive

environment when possible. If not referral to the school district or other agencies will be sought to

insure SED students experience school success. Experiencing positive outcomes will result in

retention.

III. Retaining English Language Learners - Progress and retention will be achieved by

providing a combination of Integrated ENL/ESL and Stand-Alone ENL/ESL through a co-teaching

model, with one content area certified teacher and one ESOL certified teacher, including dually

certified teachers in content area and ESOL.16 Culturally sensitive teaching and learning methods

will be implemented along with the provision and delivery of course materials in ethnic languages

that the learners understand when needed. Instruction will focus on developing the English

language skills necessary for students to become functional users of English as a second language,

and using native academic language and content-area supports to strategically move ELLs along

the language development continuum utilizing New York State Bilingual Common Core

Progressions.17 HHCS’s project-based approach provides both cooperative learning and

15 http://www.rtinetwork.org/learn/what/whatisrti 16 http://www.nysed.gov/bilingual-ed 17 http://www.engageny.org/resource/new-york-state-bilingual-common-core-initiative

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individualized support to boost academic achievement for ELLs. HHCS will hire bilingual learning

coaches and ELL learning specialists to support general education teachers, through required

professional development to employ successful ELL strategies. These include home language

support, sheltered content instruction and Sheltered Instruction Observation Protocol - SIOP®

(SIOP)18, a framework for organizing instruction that supports planning and delivering high quality

instruction to students. As students develop functional English literacy skills they will experience

successful interactions that will stimulate further engagement. Most importantly, all HHCS

teachers will integrate literacy across the curriculum and within all learning environments. HHCS

will create and support parent volunteer and leadership development programs that would assure

parents’ participation in planning and advancement of students learning, in their native language

and English. This combination will insure success and retention of ELL students and families.

IV. Retaining Economically Disadvantaged Students eligible for free and reduced-price

lunch program will be achieved by providing services to students and families that improve and strengthen their life experiences. Among retention strategies, Parents-Teachers and other associations will form to more closely connect parents with the school, demonstrating the value of a home-school bond, assuring retention. Students’ success will be promoted through mentoring, advising, participatory cultural activities, healthy food programs, and healthy lifestyle coaching. HHCS will provide early college and workplace learning opportunities that will dramatically increase the first generation college-going students’ exposure to college and career rigor. Learning coaches, supervised by a social worker, will develop close connections to students who may be facing challenging personal circumstances (i.e., shelters, living with relatives, interim housing situations, etc.) to connect them with local services. After-school programs will support additional learning time and opportunities for all students while meeting the needs of working families. Students’ advancement and success will be promoted through mentoring, advising, innovative participatory cultural activities, healthy food programs, and healthy lifestyle coaching. Promoting activities that minimize the effects of poverty rather than exposing them will provide a comfortable school atmosphere where all students can succeed and choose to be there. 8. Family and community support within the proposed sending district(s)/region: HHCS has been convening successful public hearing meetings. Parents and community members have come out in large numbers to participate and provide input to the planning committee. The turnout, participation and volunteering spirit of parents and other participants have been overwhelmingly encouraging. (see Public Outreach, below) There is tremendous evidence that parents and community support for, and interest in, the charter school is sufficient to reach and exceed our enrollment projection. Community leaders and social agencies in the neighborhood also support situating HHCS in Bronx District 8, Community Board 2. (See Attachment 2 and supportive documentation.) Key supporters include; Hon. Marcos A. Crespo Member of Assembly 85th District; Bronx Community Board 2 Dr. Ian Amritt, Chairman and Rafael Acevedo, District Manager; Forward South Bronc Coalition Chairman Cedrick McClester; and the Pastor of Saint Anthony of Padua Roman Catholic Church among other churches and community groups (see Outreach Attachments 2,3,4 and 5) 9. Adequate enrollment and full accessibility: The strategies presented above will assure that the school maintains adequate enrollment as stated in sections C.A. and C.B. Recruitment and Retention, above. Recruitment efforts and maintenance of a waiting list will assure an adequate

18 http://www.pearsonschool.com/index.cfm?locator=PS2cJa

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pool from which to draw. Moreover, the founding members who themselves are familiar with the state, federal and local laws mandating facilities accessibility for students with disabilities, will assure that all staff and faculty train and adhere to these laws and regulations. Also, HHCS will assure physical accessibility to all facilities under Americans With Disabilities Act. D. Community to be Served

HHCS will serve the area of Community Board 2, District 8 in the South Bronx and surrounding neighborhoods. HHCS will begin as a middle school in South Bronx’s School District 8, primarily serving Community School District 2 (CSD2). Longwood and Hunts Point represent one the neediest and most crime-ridden areas in New York, and almost half of the population lives below the federal poverty line.19 HHCS will serve all eligible students with an emphasis on low-income students eligible for free and reduced-price lunch, students with disabilities including autism, students with English as a Second Language and academically and socially underperforming children, reflecting the diverse needs of the community. A full k-12 school is a long-range goal.

Below is a description of the South Bronx community to be served, indicating the strategies to be implemented to enhance the educational, career readiness and college admission opportunities to be made available to students and families in South Bronx. 1. Profile of Community to be Served: Within the target area of depressed South Bronx and its Bronx Empowerment Zone to be served by HHCS, there exist a grave poverty, distressing unemployment levels, and disappointing academic performance including high school drop-out rates. Community Board District 2’s Hunts Point has 59% living below poverty level20, and Longwood21 has 40.6%, compared to 16. 5% for NYC, 14.5% for NY State, and 15.9% nationwide, showing the target area three times worse than state and federal levels (U.S. Census Bureau). 90% of the students are eligible for Free and Reduced Price Lunch (FRPL) program in the target area. 2. Unemployment Rate: Unemployment in the South Bronx is 7.1% in November 2016 per the NYDOL.22 The story is in the details, however with 46 % of 16-19-year old’s and 25.3% of the 20-24 year group unemployed. Even those 25 to 34 years old average nearly 14% unemployment.23 3. Students Academic Performance: shows similar deficits struggling to adequately advance student achievement as evidenced by the New York State Testing Program. For example, in 2012 South Bronx school district 8, ranked 28 out of New York City’s 32 districts in English Language Arts (ELA) test scores, occupying the City’s bottom most performance spectrum. The public schools in Longwood and Hunts Point scored among the bottom 15 percent of NYC schools. In 2016 only 26% of District 8 students ranked proficient on the Grades 3-8 ELA Assessment Data.24 See the tables in II C Assessments of this proposal for 2016 performance measures for District 8 Bronx for NYSTP and graduation rates see. Furthermore, over 31% of the students are assessed and classified as English Language Learners (ELLs), another 19% qualify for and receive Special Education (SE) services. For instance, 28 percent of Longwood residents were born in another country. 4. Value to the Community: Schools in the target area perform poorly and do not meet the

19 https://en.wikipedia.org/wiki/Hunts_Point,_Bronx 20 https://huntspoint.org/hunts-point-neighborhood/ 21 http://www.city-data.com/neighborhood/Longwood-Bronx-NY.html 22 https://www.labor.ny.gov/stats/PressReleases/county_rates.pdf 23 https://factfinder.census.gov/faces/tableservices/jsf/pages/productview.xhtml?src=CF 24 https://data.nysed.gov/assessment38.php?subject=ELA&year=2016&instid=800000046547

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educational needs of the students and families. Community members desire better performing schools for their students. Parents and community members have expressed a desire for a high expectation charter school that will provide students the skills needed to achieve employment in the healthcare professions. HHCS will address these needs in a nurturing environment by providing students with rigorous curriculum and intensive individualized instruction in core academic courses, social, and healthcare professional skills necessary to compete and perform well in the growing healthcare industry. Students will graduate with Regents Diplomas and be ready to enter college and university programs in healthcare fields such as nursing, medicine, mental health and other healthcare disciplines. Students will be educated, employable and strong contributors to the financial success of the community. The school operation will also add to the income and support of local residents and businesses as a viable enterprise. These attributes reflect the primary values to the community. 5. HHCS will partner with low-performing public schools in Longwood and Hunts Point to share best educational practices and innovations through joint professional development, conferences, workshops, and seminars as opportunities arise. 6. Student population to be served by HHCS: With approximately 98% of South Bronx residents classified as African-American, Caribbean-American, or Hispanic-American, and given the unacceptable levels of poverty, unemployment, and the distressing students’ academic performance levels in the area, HHCS Board seeks to plan, design and implement an innovative charter school that would serve students, targeting at-risk students (English Language Learners, Students with Disabilities, Free and Reduced Price Lunch) and aiming at high expectations. HHCS will create an exceptional individualized learning environment to provide students with the skills necessary to succeed and access the 21st-century global economy. 7. Reason for Selection of South Bronx and HHCS capacity to serve this community: HHCS founding board selected South Bronx Community Board #2, District 8 as its target area because they live and work in the community and wish to improve living conditions and opportunities for its residents, particularly the children. They desire to help address the grave poverty, distressing adult and youth unemployment levels, and disappointing academic performance and high school drop-out rates that affect youth, parents, and families in South Bronx. HHCS has the capacity as represented by this plan, and expert personnel, as represented by the members of the founding board of directors and committed community partners, to achieve its mission and objectives for the school and the South Bronx community. Through dedicated efforts, the founding group carried out series of research surveys, which indicated strongly the need for a quality healthcare-focused charter school in South Bronx. (results reported below) The founding board’s capacity to develop a viable charter school is demonstrated in the professional expertise and success in numerous fields demonstrated in their qualifications (see Table 1 and Attachment 5a). 8. Rationale for how Hi-Tech Healthcare Charter School will enhance/expand educational options to students: South Bronx lacks a specialized, highly individualized middle to high school program. Parents and residents during survey research, public hearings, and community outreach activities expressed strong interest in HHCS’ healthcare school design that is both innovative and unique in the sense that it provides both a rigorous individualized academic focus and affords the students critical marketable healthcare exposure and workforce skills. Consequently, the healthcare charter school would prepare students to graduate with high Regents diplomas and healthcare workforce knowledge, while preparing them for direct entry into the growing healthcare job market. The program will also prepare graduates to apply for college and university admission.

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Inputs and feedbacks received have informed the design and continual review and improvement of the school plan. 9. How HHCS has assessed family and community support within South Bronx community: HHCS Planning Team has carried out a thorough and meaningful public outreach in South Bronx and has gone through a careful public review process by publicizing, conducting various forms of outreach, soliciting parent and community inputs and using the inputs and comments received from various stakeholders in designing, redesigning and enhancing its proposed healthcare middle to high school charter school. Parents’ and residents’ opinion research survey outcomes, public hearings, Community Boards presentations and hundreds of phone and email communications and exchanges all indicate strong support for HHCS in South Bronx. Ongoing inputs and feedbacks continue showing strong support for the school and the founding group. See section E below, Table 2 and supporting Outreach Attachments. E. Public Outreach HHCS Team has carried out a thorough, rigorous, comprehensive parents and community outreach and review in South Bronx (see Table 2: Public Outreach Information; and Attachment 2b: Evidence of Public Review Process). To inform the community about the proposed charter school HHCS founding group has carried out and continue to carry out extensive public, family, community, youth and parent outreach activities, and have accepted and continue to accept and address inputs and feedback from students, parents, residents, and community leaders. Outreach is ongoing. 1. Outreach: Most recent in February 2017 and dating to 2014, HHCS founding team and volunteers have carried out extensive public, community, youth and parent outreach activities. Recent outreach included information and public hearing sessions at Word of Life International, Community Center, Hunts Point Library, Open Arms Circle, Forward South Bronx Coalition, Resurrection Childcare Center, Unitas, St. Anthony Padua’s Church, St. Anselm’s Church and Community Board 2. HHCS Founding Group has accepted and addressed inputs and feedback, informing and integrating critical concepts and community needs into the school design and the proposal. HHCS team has also met with community leaders, business leaders, religious leaders, political leaders, and parents, law enforcement, and students – see sample attached letters of support. See Table 2 for outreach details. 2. Initial Assessment of Parent Interest: As Table 2 (Public Outreach) shows, HHCS had carried out several information sessions, meetings and public hearings and parent and guardian surveys conducted with inputs and feedbacks from these parents’ initial assessments integrated, as appropriate, into the school design and proposal. All these led to significant design changes. Inputs and feedback received and integrated into school design include: priority admission to students with disabilities; add middle and high school grade levels for smooth transition of students from middle to high school; integrate underage drinking and drug use prevention in school curriculum; priority admission for families with existing child in the school; to locate school in Community Board 2; to instill discipline to build character in students; to emphasize ESL/ELL for Spanish speaking students. They also endorsed the STEM and healthcare aspects along with the desire for an excellent education for their children (91%). Affirmations included: 89% expressing a perceived need for a healthcare charter school in South Bronx; 91% affirmed higher student academic achievements as well as promotion of health careers in lieu of high demand healthcare consumption by retiring baby boomer population; 79% need to break the achievement gap and

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transform low-performing students into high achievers; and 86% for a healthcare-focused charter school emphasizing STEM over Arts or Music; and 92% expressing need for career preparation. 3. Public Meeting with Stakeholders in the Target Community: The most recent public meeting was held in February 2017. (see attached Table 2: Public Outreach Information) As indicated above, ten public hearings, targeting parents and guardians were conducted: four at Resurrection and Life Pentecostal Church Outreach Center (1/12/13; 4/20/13; 8/10/14; 1/6/2015), two at High Bridge Public Library (8/23/13; 4/16/2015), two at Hunts Point Public Library (6/28/14; 5/21/2015); two at Word of Life Church (9/6/2014; 3/7/2015). There are over 700 support signatures from parents and guardians at these discussions events. (For sample public hearing notices with dates, locations, agendas, contacts, see Attachment 2 and Outreach Attachments). These represent a long and continuous chain of support for the charter school. 4. HHCS Solicited Community Public Input and Comment on the educational and programmatic needs of students: All public hearings, presentations, and discussions involved deliberations on the educational and programmatic needs of students. Much discussion focused on providing quality healthcare high school and on serving at-risk youth. In all its public outreach activities, HHCS Planning Team provided media and opportunities for parents and members of the South Bronx community to provide inputs and comments on the educational and programmatic needs of students. For example, the notifications for Community Boards presentations and public hearings provided website address for access to web-based information, names and phone numbers of two contact officials, and an email address to send comments; parents and residents’ opinion research survey tool used to obtain residents’ opinions on various charter school design elements, provided a blank form section for respondents to provide additional comments on the educational and programmatic needs of students in South Bronx (see Parent/Guardian survey form in Attachment 2). 5. HHCS Addressed and Used Comments Received to Design School Educational and Programmatic Activities: Follow up thank you letters, and where applicable, responses to comments received were sent to meeting participants and commenters. HHCS was able to design, redesign and enhance its educational and programmatic needs using inputs, comments and feedback received from the community meetings, Community Boards presentations, public hearings, e-letters, survey questionnaires, and numerous meetings. The following Community Survey feedback was accepted and incorporated in the Charter School design: Ninety-one (91%) percent of respondents of the parents/guardian survey strongly agreed school curriculum should emphasize STEM and healthcare education along with the desire for an excellent education for their children. Other responses included: 89% strongly agree there is a perceived need for a healthcare charter school in South Bronx; 91% affirmed higher student academic achievements as well as promotion of health careers in lieu of high demand healthcare consumption by retiring baby boomer population; 79% indicated need to break the achievement gap and transform low-performing students into high achievers; and 86% strongly support a charter school with extended learning hours; and 92% expressed need for early career preparation for students who may need such skills for part-time jobs to support themselves while in school or training. 6. Ongoing approach to continue to engage with the community and to solicit and use public inputs: HHCS founding board and community advocates will continue to engage the community now and through the development process. Building on the current connections, collaborations, participations in the public hearings, Community Board discussions, research surveys, community meetings, phone conversations and email communications and exchanges between the founding group and the South Bronx community constituencies, HHCS will continue to maintain a dialogue with various community individuals and groups. Information obtained will be used as inputs and feedbacks to continue to refine and enhance the charter school programs.

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7. How students in the community will be informed about the charter school and given equal opportunity to attend the school: Once HHCS receives information about charter approval, the institution will set forth immediately to implement aggressive recruitment strategies to attract and retain students as described in C 7 Recruitment, Enrollment and Retention Strategies for all of the target populations.. To accomplish this, materials will be presented in English and Spanish; open-house meetings will be held, local media outlets will be utilized to reach parents, churches, social organizations, and cultural institutions. Other recruitment strategies to be implemented will include among others, organizing special events and making presentations to parent organizations, middle schools and community agencies. Brochures and fliers will be produced and distributed at local parks, libraries, housing complexes, major subways, local businesses, churches and social agencies. For the recruited students, a lottery will be implemented following NYS Law and in accordance with HHCS admissions policy. Preference will be given to students of the District of location and to English Language learners, students with disabilities, free and reduced price lunch students. These preferences were the results of parents and community residents’ inputs that arose during the outreach and discussion sessions, and were integrated into the school design. All eligible students will have an equal opportunity to participate. An equal opportunity to participate will be assured through unbiased selection by lottery of all students meeting admission criteria. F. Programmatic and Fiscal Impact Provided below is an assessment of the projected programmatic and fiscal impact of the proposed HHCS on other public and nonpublic schools in South Bronx. Projected programmatic impact of HHCS on other public and non‐public schools in South Bronx:

1. HHCS will have little impact on existing public schools in South Bronx. District 8 serves over 27,000 students25 with 1877 in 6th, 2035 in 7th, 2112 in 8th and almost 6,000 in 9th-11th. The total of 425 students to be served at the end of year 5 represents 1.6% of the total District 8 students. When one broadens that look to the entire Bronx student population of 217,717 students in the Bronx’s six school districts, and with 61 charter schools, it is not likely that opening a new charter school will have a significant impact on student enrollments and budgets in the surrounding areas: less than .2%. 2. The impact on any individual school will be minimal as well. Only one, Bronx Center for Mathematics and Science is performing effectively and offers a similar focus.26 It is highly unlikely that HHCS would negatively impact the enrollment in the 18 private schools if parents are satisfied with their private school experience. Nonpublic schools like Catholic schools draw mostly from parents able to pay for their children’s education. Since HHCS will serve mostly students from poor families, who can only use free public education, the effect on Catholic schools will be minimal or none, except for parents who wish to choose the free charter school over religious schools. HHCS does not anticipate negatively impacting Dr. Richard Izquierdo Health and Science Charter School in School District 12 for parents who are satisfied with the program. We are anticipating attracting other students with similar interests. 3. HHCS expects to serve as an effective alternative for those students who seek a better educational opportunity and would otherwise go out of the district to attend high schools in better performing school districts. Moreover, HHCS will have a positive impact on the students, teachers and the local community as quality education and critical resources are

25 https://data.nysed.gov/enrollment.php?year=2016&instid=800000046547 26 http://www.schooldigger.com/go/NY/district/00086/search.aspx

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brought to enhance educational achievement and life in the area. From the positive perspectives, HHCS would willingly share best practices and resources with other schools in the district, thereby helping create positive impacts that drive teaching and learning in the target area. 1. Projected assessment of fiscal impact on other public/nonpublic schools in South

Bronx: The table below shows the school will have minimal fiscal impact on the annual budget of

the Education Department and therefore on other local public and charter schools. Plus, any

impact would be distributed among all the middle and high schools in the selected district.

Fiscal Impact

Operating

Year

Charter Year Projected

Funds from

NYSED

Ed. Dept.

Annual Budget

In $

Projected

Impact %

2018-2019 1 $2,687054 $21,535,092,000 0.0012

2019-2020 2 $3,852,488 $22,181,144,000 0.017

2020-2021 3 $4,920,140 $22,846,578,000 0.022

2021-2022 4 $5,834,492 $23,523,435,000 0.025

2022-2023 5 $6,903,066 $23,764,842,000 0.029

There will be little or no fiscal impact on other non-public schools since their funding streams

differ from that of public schools and charter schools.

PART II: EDUCATIONAL PLAN A. Curriculum and Instruction 1. Educational Philosophy, Theories and Pedagogical Approaches: The philosophical position of Hi-Tech Charter School board and founding body is that, given the right motivation and educational support, all students will meet and exceed state and external academic standards, including college entrance requirements. The school must focus on teaching and learning around STEM, health and wellness, and around college readiness and college graduation. HCS will help students challenge and hold themselves accountable for their learning. Students will have Individualized Learning Plan that targets their academic strengths while identifying gaps in their skill sets. Teachers will frame teaching and learning around state and national standards, and instructions will be sequenced, integrated, relevant and rigorous to enable students meet college entrance and career requirements.

HHCS’ unique educational program will be grounded on several validated and documented program elements. The primary best practices that will provide a solid foundation for the educational experiences of HHCS students are: 1, individual learning plans; 2, objective based teaching and learning; 3, the integration of literacy across the curriculum; 4, looping; 5,

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advisory program; 6, Student Summer Academy; and 7, Four Frameworks to Design and Implement the Curriculum .

i. Individual Learning Plan. An integral element of advisory is the Individual Learning Plan (“ILP”), which will be completed by instructional staff in conjunction with all students at the School as described in Key Element 3.B. above. Students with disabilities will have IEP’s as prescribed by law to fill that function. It will clearly define strengths and weaknesses, prescribe remedies and provide opportunities for students to take ownership of their academic success by identifying goals and monitoring progress. These plans will benefit all students, especially who are at-risk of failure, as well as, typically functioning students. Because students will be monitoring their progress under the supervision of the guidance counselor and advisor, students at-risk of failure will more immediately understand the consequences of their actions and the impact on achievement. The plan also will be aligned to the curriculum of the Advisory Program, providing students opportunities to establish short and long-term goals for success in high school, to build positive relationships, and to develop an understanding of what it means to be college and career ready. The process of creating and Individual Learning Plan can have a positive impact on self-regulation, a key factor in academic achievement. Zimmerman defines self-regulation as “a self-directive process by which learners transform their mental abilities into academic skills.”27 Often, students who are at-risk of failure, students with disabilities, and students who are academically underprepared have not developed high levels of self-regulation. Advisors and counselors will assist students in developing the self-awareness necessary to identify strengths and areas in need of improvement. Use of ILP’s will further HHCS’s accomplishment of Education Law § 2850(2) Specified Objective 6: Provide Accountability for meeting measurable results.

ii. Objective Based Teaching and Learning – HHCS’ mission calls for an individualized diagnostic/prescriptive model of planning. Each lesson will have a clearly stated measurable objective that is aligned to the essential understandings of each unit and identified student needs to meet that goal. Teachers will choose the most effective instructional strategies to achieve each lesson’s objective. Each lesson will provide varied levels of support through guided, independent, and collaborative practice. Formative assessment will be integral to each lesson and will require teachers to employ various strategies including questioning, exit tickets, and writing prompts. These forms of assessment will provide a quantifiable way to assess achievement of each day’s objective and plan further instruction. iii. Integration of Literacy and Resources. The foundation of life-long learning is the ability to comprehend and synthesize concepts through reading, writing, and communication. The critical role of literacy in college and career readiness, as underscored by the Common Core Standards, will be central to curriculum development at the School. Each content area will integrate literacy skills as well as multiple opportunities to apply and practice authentic literacy skills. Consistent with its mission, HHCS will utilize Engage NY 28resources to ensure that, “NY CCSS-aligned instructional materials include authentic reading materials including published works that are typically encountered by students in daily life, such as in magazines, books or newspapers.”29 Text and material selection will also be guided to meet expectation of EngageNY,

27 Barry J. Zimmerman, Becoming a Self-Regulated Learner: An Overview, 41 Theory into Practice 64, 65 (Spring

2002). 28 https://www.engageny.org/resource/selection-of-authentic-texts-for-common-core-instruction-guidance-and-a-

list-of-resources 29 Text List for P-12 ELA | EngageNY. (n.d.). Retrieved from https://www.engageny.org/resource/text-list-for-p-12-

ela

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specifically, Central to the heart of the Common Core State Standards (CCSS) for English Language Arts & Literacy is reading, writing, speaking and listening grounded in text. CCSS aligned assessment and instruction requires texts be of quality—that is, worth reading and re-reading, and capable of supporting rigorous questions grounded in evidence from the text. Inherent in the standards is the need to engage students in texts of appropriate complexity for their grade level and to direct student attention to the complexity of the texts. 30

Engage NY standards and resources will be used by the curriculum committee as they build an appropriate individualized curriculum.

Various Instructional Resources including film, audio clips, primary and secondary sources, poetry, scientific experiment, laboratory test, and memoirs will be used to provide multiple ways for students to acquire the essential understandings and to engage with the material for study unit. Varied activities such as journals, discussions, and web quests will provide means through which students can express their understanding and teachers can assess understanding. These are especially applicable particularly for special student populations including ELL, at-risk and SWD representing a majority of the intended population. Instructional Strategies and Processes used by students will include the obvious: reading, writing, editing, correcting, speaking, computing, reflecting, creating, expressing and sharing. Activities might also include: inquiring supported by the Common Core Standards, conducting research, observing, theorizing, hypothesizing, evaluating and testing hypotheses. Students may complete independent work, work in groups and teams, collaborate, demonstrate, complete drill and practice exercises, employ artistic and musical expression, and physical movement. These strategies might be employed independently, or in real-world applications, problem-based learning and project based learning. Creativity of students and staff will determine the activities and processes to be employed.

iv. Looping. School environment and school connectedness are determining factors in student success. Students thrive in schools in which they know teachers care for them and believe in their potential. Looping, where the same teachers serve the same cohort of students for two years, has been identified as a practice that can help establish such a supportive community with consistently shared expectations for achievement. Looping from 6th to 7th grade will help to develop a stable and consistent learning environment enabling students to make a successful transition to the rigors of the middle school. A small learning community will evolve as subject area teachers collaborate as a team to establish goals, monitor progress, and provide support for students over the two-year period. Additionally, looping establishes continuity in interpersonal relationships, as well as, conceptual and skills development. This practice has been demonstrated 31 to have a positive impact on the student’s sense of belonging, especially for those students with IEPs, English language learners, and those at risks of failure. v. Advisory Program. HHCS curriculum will provide advisory for students, every day, Monday through Thursday. Faculty members, counselors, and support staff will led advisory meetings. The purpose is to provide students with College and Career Readiness which is above and beyond their core classes for the challenges of college matriculation and completion. Every

30 Selection of Authentic Texts for Common Core Instruction ... (n.d.). Retrieved from

https://www.engageny.org/resource/selection-of-authentic-texts-for-common-core-i 31Rodriguez, Carmen; Arenz, Bernard, The Effects of Looping on Perceived Values and Academic

Achievement, ERS Spectrum, v25 n3 p43-55 Sum 2007, https://eric.ed.gov/?q=looping&id=EJ795659,

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faculty, counselor and support staff will serve as a mentor and student advocate through grade-level advisory groups. This grouping establishes a supportive environment that can help students develop academically, socially and emotionally. Small advisory sizes foster personalized attention and provide a forum for discussion about academic challenges and successes, as well as social issues. Advisory is designed to help students develop their critical thinking and speaking skills by providing safe, non-invasive environment where students practice speaking and listening and can interact more freely with fellow students and advisors in a friendly atmosphere and setting. This non-judgmental environment helps boost student self-esteem, assertiveness, and ability for self-expression, ultimately enhancing student long-term academic performance. Counselors will play a central role as coordinators of the advisory program. Staff meetings on Fridays and professional development sessions will provide teachers and counselors opportunity to plan, discuss and continue to enhance the advisory curriculum. Advisors will remain with their advisory group for at least two years. The Advisory Curriculum will be organized according to the following areas: Academic Development, including the transition to and success in high school; Social/Emotional Development, including community and building positive relationships; Career Development, including college and career preparation. HHCS will utilize a dedicated College and Career Readiness curriculum to prepare seniors for the goal of admission to top-tier colleges or universities or other challenging post-secondary options. vi. Student Summer Academy Program. HHCS’ year-round trimester program provides for the three week Summer Academy Program that is mandatory for all students. (See Attachment 4c School Calendar) The purposes of this program will be instruction in critical areas and continuation of the School’s Advisory Program, which is to support the academic, social, and emotional development of the student. Instruction and activities will assist students in their transition to the next grade level, in developing positive peer and adult relationships, and in building interest in college and career pathways. Before the commencement of the Summer Student Academy, teachers will analyze student performance data to identify areas of need. Staff will administer a diagnostic exam, such as ReadiStep, the College Board’s College and Career Readiness Pathway, a series of integrated assessments that help measure your college and career readiness from now through the 12th grade.32 This will help students focus on their futures. Data gathered during the Summer Student Academy program, data from pervious academic records, and data from the results of the diagnostic testing will all be analyzed to determine instructional needs for the upcoming school year. ReadiStep will be administered again in the second half of spring semester of freshman year. Teachers will identify areas of growth and develop targeted instructions for Summer Academy for rising 10th-grade students. The Summer Academy Program for the rising freshmen will focus on literacy, research, critical thinking, and math skills. Students will conduct research, visit libraries, hospitals and museums and interact wth guest speakers. Additionally, students will prepare for the rigors of the School’s math curriculum through teacher created problem-based activities that emphasize group work and mathematical competencies, using resources such as those found at http://map.mathshell.org/materials/index.php. Field trips to the colleges and hospitals will be conducted to provide early exposure to college life and healthcare careers. This early exposure to college and career options will foster a “college-going culture,”33 a key factor in building an understanding that higher education is attainable. Student will develop ILP’s.

32 http://media.collegeboard.com/digitalServices/pdf/readistep/ReadiStep_Creating-Your-Pathway-to-the-Future.pdf 33 Z. B. Corwin & W.G Tierney, Getting there and beyond: Building a culture od college, going in high school (2007).

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vii. Four Frameworks to Design and Implement the Curriculum – Staff will use four validated, research and experience-based organizational strategies and instructional practices as frameworks to design and implement the curriculum that is responsive to all students’ needs regardless of disabilities and risk factors, reflecting the school’s mission of individualization, core standards, literacy integration and STEM emphasis. These are (a) the Lincoln Center Institute (LCI) Capacities for Imaginative Learning (CIL); (b) Universal Design for Learning (UDL); (c) Project-Based Learning (PBL), and (d) Understanding by Design (UBD). While stated in Key Design Element 6, the basis for selecting these strategies is core and worth repeating: The challenge to staff to differentiate quality instruction based on the needs and performance of each student is a complicated task. To give staff the tools to implement this mission critical program element, HHCS will provide staff appropriate training to implement the school’s goals and objectives. a. Teachers will employ the principles of Understanding by Design (“UBD”)34 to develop

thematic units. This four-step curriculum framework as proposed by Grant Wiggins will require teachers to identify the objectives of a lesson, or a unit of instruction and map backward from the desired outcomes. This design framework will facilitate an integrated curriculum whereby social studies and English teachers design thematic units of study, as well as, math and science. These instructional units will help students see the connections among ideas, ensure the development of college-level skills, and provide students with opportunities to examine issues related to their core courses, as well as, healthcare and wellness. Teachers follow a cycle of plan-revise-teach-assess-reflect-adjust. Essential questions provide a framework for problem-based learning in which students will apply their understanding to real-world health situations. This framework reflects the guiding principles of collaboration, real-world application, and inquiry supported by the Common Core Standards. Skills may be taught in isolation, but only as tools to facilitate cross-curricular learning.

b. The Universal Design for Learning (“UDL”),35 a “scientifically valid framework for guiding educational practice” (Higher Education Act of 2008), will also guide the creation and implementation of all curricular units. This responsive and flexible approach to instruction and assessment recognizes the diverse needs, interests, and abilities of students. UDL is grounded in the field of neuroscience and promotes the integration of the recognition, strategic, and effective networks of the brain during the learning process.36 Since each student’s learning style, interests, and ability level are unique, UDL promotes multiple opportunities for students to access, use, and engage with information. This framework will require teachers to differentiate instruction according to student ability, interest level, and learning styles consistent with HHCS’s mission. It provides them the opportunity to instruct a whole classroom of individual learners based on a common set of lesson objectives. For instance, one student may build a model while another might complete a research paper on the topic. Both will be able to demonstrate an understanding of the imbedded concept. The model below depicts that concept and the options implied by it.

34 Wiggins, G., & McTighe, J. (2005). Understanding by Design (expanded 2nd edition). Alexandria, VA: ASCD. 35 www.udlcenter.org/aboutudl/whatisudl 36 http://www.cast.org/our-work/about-udl.html#.VgsDjm_oty0/ (last accessed September 14, 2015).

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c. Lincoln Center Institute (LCI) Capacities for Imaginative Learning (CIL) will be

implemented in conjunction with the staff of New York City’s Lincoln Center Institute (LCI) to help HHCS students excel in areas of music and art. For over 30 years, LCI has worked at the crossroads of arts and education,…to foster student cultivation of imagination through aesthetic education practice that includes art-making explorations, inquiry, and the use of multimedia contextual resources37. These fun and creative activities will be educational and stimulating .

d. Project-Based Learning (PBL) will be integrated into the curriculum to provide a practical approach, to implement its STEM curriculum and teaching strategies. PBL is a dynamic approach to teaching in which students explore real-world problems and challenges. With this active and engaged learning, students are inspired to obtain a deeper knowledge of the subjects they're studying.38 This technique also serves to engage all students at their functional levels while working on the same projects, allowing for peer stimulation and reinforcement of skills. Integrating well with the Understanding by Design model and STEM activities, this process could also provide many opportunities for literacy integration.

Education Framework and Major Core Curriculum Courses: The intent of the curriculum is to provide a framework through which staff can assess

individual needs, identify strengths and weaknesses, develop comprehensive ILP’s and IEP’s, and use appropriate and effective strategies and materials to implement the individualized diagnostic/prescriptive model envisioned in HHCS’s mission. The task of meeting distinct needs of individual students, rather than whole-class syllabus tasks is considerable. While the curriculum committee will define intended scope and sequences and cycles of learning, the classroom teacher will be the one to articulate it as a unified program of learning for each student. Whole class

37 lincolncenter.org; http://handbook.laartsed.org/models/index.ashx?md=27 38 Project-Based Learning / Project-based learning homepage. (n.d.). Retrieved from

http://www.phoenixunion.org/Page/13460

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activities and events can occur when similar needs are demonstrated by grouips or all students. Many students may approach the activity from the same perspective, while others may

follow a different path prescribed by their specific needs. This differentiation will enable all students to participate in the active learning that typifies the STEM classroom and the use of authentic learning as a basis for developing and employing sophisticated learning skills. The discreet skills that each student employs will reflect their current abilities. Identifying these skill needs will enable HHCS diverse staff to address the content from an English Language or New Language learner or as a special needs student. Appropriately trained and certified staff member who can guide and structure responses and directions appropriately will support all students regardless of need.

The active classroom will engage all learners in whole-group sessions, as small groups, as teams and as sole practitioners guided by the curriculum as a framework and the teacher assisting them along the way. Major Curriculum Courses. Proposed major subject area courses that would inform the curriculum are outlined below.

English Language Arts. In addition to being integrated into all subject areas, reading and language arts in the middle school will include 290 minutes per week reinforcing and applying grade-level appropriate core curriculum literacy skills to core subject matter. High school students will complete a four-year course of study in English Language Arts (“ELA”). An Advanced Placement option will be available to high-achieving students. Each unit of instruction will integrate a wide range of print materials including contemporary and classic texts representing various cultures. In 9th and 10th grades students will complete a second ELA course, ELA Fundamentals, supporting foundational skills such as grammar, usage, and acquisition of academic language while developing clear and effective written communication across genres. Social Studies. Common Core and New York State Content Standards will help focus the scope and sequence of the social studies curriculum, which will include Foundations of the Constitution, Global Studies I and II, American History, and Participation in Government and Economics. Specific skills cited in Standards 11-12 RH.1 through 10 will be integrated into a spiral fashion.39 Advanced Placement Government will be offered for eligible high school students in years 4 and 5. The integration of primary source documents and related literature, debates, and simulations will provide varied opportunities to develop the critical reading and effective communication skills promoted by the Common Core Standards. Staff will select from works such as Pearson School’s American History Middle Grades40, myWorld Geography™ ©2011: A Social Studies Curriculum by Pearson; and myWorld History: A World History Curriculum by Pearson, among others. Various high school texts are also available in print and digital formats. Science. Staff will develop curriculum and select materials for instruction, and assessment for the intermediate level (grades 6, 7, and 8) content of Standards 1, 2, 4, 6, and 7 of the New York State Learning Standards for Mathematics, Science, and Technology.41 These Learning Standards for Mathematics, Science, and Technology identify Key Ideas and Performance Indicators that will guide the selection to meet individual student needs. The course of study for science will include Environmental Science, Living Environment, and Chemistry at appropriate

39 https://www.engageny.org/resource/new-york-state-p-12-common-core-learning-

standards/?combine=&page=2 40 http://www.pearsonschool.com/index.cfm?locator=PS2cJa 41 Intermediate Level ScienceLevel Science. (n.d.). Retrieved from

http://www.p12.nysed.gov/ciai/mst/pub/intersci.pdf

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middle and high school levels. The science program will be integrated with STEM, offering dynamic and interactive science activities and lessons that will enable students to sharpen college and healthcare career-ready critical thinking skills that enhance the ability for evaluating and synthesizing hypotheses, data review, and scientific analyses. Students will also form, justify, and challenge conclusions through science and technical text as well as acquire the technological skills needed in today’s competitive world, especially the healthcare fields. The science curriculum and instruction will promote an understanding of the structure of the discipline by providing students opportunities to observe, explore, formulate hypotheses, analyze data, and draw conclusions while applying their communication and literacy skills. Among other materials, staff will consider Pearson’s In Language Central for Science, and Interactive Science: 6-8 Modules - 2016 Digital

Refreshment, both strong options because they integrate the standards and employ print, digital and hands-on delivery approaches. Pearson and other offer integrated science programs that reinforce the core learning standards at the high school level including AP courses. Mathematics. The curriculum will be aligned to Common Core Standards. Students must achieve content mastery while developing problem-solving skills, collaboration, and the ability to discuss mathematical concepts and to apply their understanding to everyday life. Teachers will develop the communication skills needed to explain thinking, to demonstrate problem-solving, and to construct arguments. Math skills will also be integrated with science and engineering elements. Where practical, cross-subject area modules will integrate the STEM courses to provide authentic skill integration demonstrating the value of the individual skill areas, and discouraging teaching skills in isolation. This approach is an effective method of developing language skills for all students, especially ELL’s.42 Appropriate materials for consideration by staff include: enVisionmath2.0 Common Core Grades 6-8; and enVisionMATH Common Core, Realize Edition ©2015.43 For high school grades, staff will consider Pearson Algebra 1, Geometry, Algebra 2

Common Core ©2015 and CME Mathematics Common Core ©2013. More advanced offerings at

in grades 10 and 11 may include Pearson System of Courses Discipline: Mathematics, Literacy,

College and Career Readiness; or Briggs AP Calculus 2nd Edition, Mathematics for AP® Honors

& Electives.

Spanish and Native Language Arts. Instruction will be informed by the American Council on Teaching of a Foreign Language. Learning experiences will include opportunities to use language for authentic purposes and to understand the culture and diversity of Spanish-speaking countries and communities within the United States, specifically New York City. Students whose home or native language is Spanish and who demonstrate language proficiency through an oral interview and written essay will be able to take Native Language Arts instead of the traditional courses in Spanish. All students will explore cultural issues. Physical Education and Healthcare Education. Physical and health education at the School will support the physical, social, and emotional well-being of each student. The physical and health education curriculum will promote healthy lifestyles through exercise and by developing an understanding of nutrition and positive choices in recognition of the impact of physical and mental health on academic performance and school attendance, The curriculum will be aligned to the learning standards for New York State Health44 and PE45, and the Society of

42 http://www.monografias.com/trabajos17/integrated-skills/integrated-skills.shtmlTerms of Use 43 http://www.pearsonschool.com/index.cfm?locator=PS2cJa 44 http://www.p12.nysed.gov/ciai/health/healthPEFACSLearningStandards.pdf 45 http://www.p12.nysed.gov/ciai/pe/pels.html

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Health and Physical Educators Standards.46 Students will have the opportunity to explore and experience healthcare topics, presentation, discussions and internship field experiences which reflect the HHCS healthcare mission. Health and Wellness, Career Exploration. Central to the mission of HHCS is the focus on personal health and healthcare as a career option for our students. Healthcare and wellness classes are included in the weekly schedule and will include classwork, discussion, career exploration, interaction with health professionals from the partner organization and other community organizations and internships. Exposure to Certified Nurse Assistant (CNA) training is also a component. (see Attachment 4a. Student Schedule). Definition of Instructional Rigor and Engagement, and Relation to Education Plan: Barbara Blackburn (PhD) and Ronald Williamson (Ed.D), view instructional rigor from the backdrop of issues related to teaching and learning. Such issues include students unprepared to move to the next level or unable to proceed to college, and those who lack basic skills to make academic progress. Both scholars thus concure with Blackburn’s (2008) definition of true instructional rigor as “creating an environment in which each student is expected to learn at high levels, each student is supported so he or she can learn at high levels, and each student demonstrates learning at high levels.” Dr. Blackburn and Dr. Ronald Williamson then conclude that only when a school creates a culture of high expectations and provides support so students can truly demonstrate understanding does the school have a rigorous classroom.47

Instructional rigor, though related to, yet is different from active engagement. According to Stovall (2003), engagement consists of “a combination of students’ time on task and their willingness to participate in activities.” Krause and Coates (2008) share similar opinion, asserting that “that engagement is the quality of effort students themselves devote to educationally purposeful activities that contribute directly to desired outcomes.” For Chen, Gonyea and Kuh (2008) “engagement is the degree to which learners are engaged with their educational activities and that engagement is positively linked to a host of desired outcomes, including high grades, student satisfaction, and perseverance.”48 HHCS education plan incorporates key design elements that drive instructional rigor as well as student engagement. Samples include the following: Advisory Program - provide advisory for students, every day, Monday through Thursday, engaging faculty members, counselors, and support staff who lead the advisory meetings, grouped by grade level, serving as mentor and advocate. The purpose is to provide students with College and Career Readiness which is above and beyond their core classes for the challenges of college matriculation and completion. Individual Learning Plan - An integral element of advisory is the Individual Learning Plan (“ILP”), which will be completed by instructional staff in conjunction with all students at the School. Extended School Day & Saturday Academy & Summer Academy - extended schedule allows added academic support time for students with special learning needs and those lacking a structured place to study outside of school. HHCS’ trimester calendar including a three-week long Summer Academy provides ample expanded learning time. The Curriculum and Instruction Further HHCS Mission and Key Design Elements:

To further HHCS mission of individualized instruction for each student, the curriculum and instruction will provide the materials and processes through which staff can assess individual

46 http://www.shapeamerica.org/standards/pe/ 47 http://static.pdesas.org/content/documents/M4-Slide_11_Characteristics_of_a_Rigorous_Classroom.pdf 48 ttps://whhssas.wikispaces.com/file/view/Active+Engagement.pdf

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needs, define specific goals, and assign appropriate activities and assessments. Creation of activities and materials will be guided by the processes defined in the Four Frameworks to Design

and Implement the Curriculum in Section A.1.vii. Curriculm will inform implementation of the key design elements.

Curriculum and instruction will be reviewed daily as staff implement the activities for their students, noting what is effective and not. Staff will base timing and progression through the curriculum on achievement of precedent goals and objectives once the scope and sequences of objectives have been set. The curriculum committee and staff formal curriculum evaluation process will be based on student outcomes and effectiveness of the teaching strategies, on an annual basis. This will be conducted in June with results to be used during the Summer institute in preparation for the coming school year. (see discussion In Part III, Collaborative Professional Development and Attachment 4c Proposed 1st Year Calendar). Effectiveness of instructional practices will be assessed in an ongoing manner as described in Part III D, Teacher Evaluation Process. Plans for improving instructional practices will developed collaboratively with the teacher, instructional coach and the principal. The executive director and principal will coordinate the process and make recommendations for change to the board for approval annually.

Teachers will know what to teach by following curriculum guides and selecting appropriate materials and activities appropriate to each student. This will assure that students make adequate progress toward meeting: individual; grade level; and course level objectives, aligned with the Common Core State Standardsi, NYSTP and Regents, and the school’s charter. Research on the best times of the day to teach certain subjects will also be considered in planning learning activities. For instance, reasearchers found teaching reading to at-risk elemetary sstudents in the afternoon improved learning.49 Planning of actities will consider such findings. A Curriculum Committee, under the leadership of the Principal to design the scope and sequence of objectives for each curriculum area to develop and implement a rigorous and challenging curriculum. Instructional coaches, SWD and ELL staff will help teachers to design effective startegies.

Staff will be provided numerous resources to implement the school’s curriculum and key elements. First among these is significant support from administration, curriculum specialists, instructional coaches and special education and Ell experts. Significant staff development support including individual professional development plans will support training. The curriulum guides will identify adequate supplies and materials to support individualization. Finally, grade level teachers will work in teams and a learning community to reinforce implementation of the curriuclum. The curriculum as described above will reflect an individualized diagnostic and prescriptive model of instruction organized around the Key Elements described in Part 1. Strategies, resources and evaluation responsibility are described below. Instructional Strategies and Processes used by students will include the obvious: reading, writing, editing, correcting, speaking, computing, reflecting, creating, expressing and sharing. Activities might also include: inquiring supported by the Common Core Standards, conducting research, observing, theorizing, hypothesizing, evaluating and testing hypotheses. Students may complete independent work, work in groups and teams, collaborate, demonstrate, complete drill and practice exercises, employ artistic and musical expression, and physical movement. These strategies might be employed independently, or in real-world applications, problem-based learning and project based learning. Creativity of students and staff will determine

49 http://www.ascd.org/publications/educational-leadership/sept99/vol57/num01/-Giving-Our-Students-the-Time-

of-Day.aspx

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the activities and processes to be employed. Various Instructional Resources including film, audio clips, primary and secondary

sources, poetry, scientific experiment, laboratory test, and memoirs will be used to provide multiple ways for students to acquire the essential understandings and to engage with the material for study unit. Varied activities such as journals, discussions, and web quests will provide means through which students can express their understanding and teachers can assess understanding. These are especially applicable particularly for special student populations including ELL, at-risk and SWD representing a majority of the intended population. Numerous resources to be used will be incorporated in curriculum guides and accompanying instructional materials. Resource libraries and lists will support these efforts. While the planning team has explored several textbook series, we will not make selections at this time. Some considerations include EngageNY.org’s Eureka Math; Houghton Mifflin’s Go Math!; Pearson’s Connected Math; and numerous Pearsonschool’s selections in the Inspire and Envision series for math, language arts, history, science, and writing. The founding team recognizes the critical role that the principal, Curriculum Committee, and teachers should play in the selection process. Central to this consideration is that a particular text series may not serve the needs of the students well. Options might include workbooks, digital resources, teacher prepared material, etc. Most importantly, the UBD design framework dictates that instructional materials be identified after learning goals are established. Selection of materials should thus occur after essential learning goals, and objectives for each curricula unit are identified. More than likely, multiple resources may be available to meet the myriad of skill sets and learning needs represented by the HHCS student body. Additional resources and strategies are listed in A. 2. Education Framework and Major Core Curriculum Courses under major courses. Review of instructional strategies and resources will be ongoing as teachers implement the curriculum and activities. The curriculum committee will conduct the formal process of curriculum evaluation, led by the principal, using staff imputs to assess and redesign the curriculum as needed. The curriculum committee will meet monthly and conclude the annual review at the end of the school year.

The curriculum and instructional practices were selected and designed to address the needs of special populations. HHCS will offer several classes and practices for all students that create a responsive environment. One example is Project Based learning. Research shows that project-based instruction can be particularly beneficial to ELLs and other students who may not yet have mastered the technical language of science and mathematics.50 The key elements deifined above and reflected in the total program design were identified because they develop a successful support system for all students with special needs: at-risk, gifted, SWD and ELL. HHCS believes that all students have special and unique needs, and intends to design and individualized curriulum and instriction approaches to meet them.

The needs of special populations will be addressed through curriculum and instruction practices will produce a highly-individualized diagnostic/prescriptive model based on the defined curriculum and frameworks described above. Individual learning plans, will define the specific goals for each student and will be the standard for measuring success. HHCS will support this process by providing significant traininig and support to staff. Experts in the fields of special education and ELL will support the process in the regular classroom and provide specialized

50 Cuevas , P., Lee, O., Hart, J., & Deaktor, R. (2005). Improving science inquiry with elementary students of diverse backgrounds . Journal of Research in Science Teaching, 42(3), 337-357.

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instruction and supports. Teacher Assistants will also support this process. Additional adult contact time and support by the staff trainined to meet specific needs, focus on those special need will be maintained. By defining the materials and processes to use with each student within a curriculum that targets special needs, success will be tracked in the IEP’s and ILP’s.

The specific instructional strategies and practices that will be used for successful

implementation of the curriculum, particularly for special student populations are enumerated and discussed in Part I B. Key Design Elements and Part II A, and 1. Educational Philosophy,

Theories and Pedagogical Approaches presented above. Supporting research and rationale for selecting these strategies and practices are presented there as well. HHCS selected the array of organizational frameworks and key elements to design an educational model that addresses the specific identified needs and capabilities of a diverse populations of students. This is accomplished through a diagnostic prescriptive model based on demanding learning standards. Support for the selctions of these practices is presented in those discussions.

HHCS will meet “Benchmark 1: Student Performance” by ensuring that students make significant progress each year in student achievement goals for academic growth, proficiency, and college and career readiness on state standards and achievement goals as outlined in the school’s charter. The commitment to achieve these goals is demonstrated in the programmatic elements described in this application. Selection of instructional practices, organizational models, curriculum design, staff and all other aspects of the HHCS model are devoted to achieving the mission of providing sufficient supports that all students will achieve their potentials by satisfying a rigourous curriculum and assessment program. High standards have been set to accomplish this goal. The assessment program described in Part III, defines the benchmarks to meet and the parameters within which the process will function. Devotion of time, staff, resources and commitment will ensure that the progress assumed in Benchmark 1 is achieved.

B. Special Student Populations and Related Services Students With Disabilities (SWD) will be Provided Full and Meaningful Access: Students will participate in General Education Classrooms when that proves to be the least restrictive environment. HHCS will provide special education students with a FAPE by educating them in the least restrictive environment appropriate for their needs. To the maximum extent appropriate, SWD will be educated in regular classrooms as described below in Responsive Processes and

Procedures. Special classes, separate schooling, or other isolation of SWD from the regular educational environment, as appropriate, will only occur if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. Supports described below will promote success in mainstream emvironments for the student. . Research overwhelmingly demonstrates the benefits for all students of inclusive education.51 After school and other extra-curricular programming also will be accessible to all students including special student populations. The culture and school climate described elsewhere in this proposal promotes respect and dignity for all individuals. This applies to all aspects of the HHCS program. Appropriate supports will be provided students who needs them to participate. SWD also, as appropriate, will have equal opportunity to participate in and receive credit for nonacademic and extracurricular programs, services, and activities with

51 http://schools.nyc.gov/NR/rdonlyres/0B3B6CCB-1B14-4228-8771- 9400045B7E94/0/NCIE_Research_on_Inclusiive_Education.pdf.

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students in the regular education program. SWD will receive the same notices concerning school-sponsored programs, activities, and services as other students. English Language Learners (ELLs)will Have Full and Meaningful Access: HHCS shall serve all ELLs by providing supportive instruction so that they achieve proficiency in English and thrive educationally. HHCS shall comply with all applicable laws, rules, and regulations including Title VI of the federal Civil Rights Act of 1964 (as amended) and the Federal Equal Educational Opportunities Act of 1974. HHCS ensures that it will not exclude ELL students from curricular and extracurricular activities based on an inability to speak and understand the language of instruction. Parents whose English proficiency is limited will receive notices and information from the school in their native language to encourage participation. Setting: Except for Sheltered English Instruction as deemed appropriate by the Principal and the ELL Specialist, all ELL students will participate in the same classrooms and access the same curriculum as all other students. Language barriers will not exclude ELL students from any curricular or extracurricular activities due to. Bi-lingual staff will support this inclusion. Responsive Processe and Procedures for Specialized Instruction Consistent with ILP’s and IEP: To provide specialized instruction, In addition to core content teachers, HHCS will hire sufficient special education, ELL and Basic Skills Remedial teachers to provide the instruction required by students’ ILP’s and IEPs. Special education and ELL staff and service providers will give support to classroom teachers, work in the general education classrooms with special education students individually and in small groups, and provide resource room or self-contained services as needed. Specially trained teachers will ensure that teachers are knowledgeable about the needs of SWD, ELL students, are informed about their responsibilities for particular students, and receive the support they may require to implement each student’s IEP. This includes differentiating instruction. Access to a copy of the student’s IEP and ILP for language learners will be provided to all teachers of SWD and ELL’s. Inclass supports in the form of trained teacher assistants will improve the classroom responsiveness to individual learning needs. Also, confidentiality guidelines governing appropriate storage and sharing of all student HHCS will ensure that the special education programs and services will be provided directly to the student during school hours.

Another strategy of the responsive classroom is using Testing Accommodations. In keeping with the applicable law, HHCS will work in conjunction with the local CSE to determine how children with disabilities and English language learning needs will participate in assessments, what accommodations will be used, and how individual students will be assessed if it is determined that they are unable to participate in the regular assessment program. HHCS will provide all testing accommodations and assessment requirements mandated by a student’s IEP and ILP. Additionally, HHCS will conduct necessary diagnostic testing and evaluation to secure appropriate testing accommodations for standardized tests such as the PSAT, the SAT or the ACT. Processes to Identify, Assess and Serve Special Student Populations. HHCS is committed to screening and identifying students demonstrating academic difficulty who might need special education, ELL or other interventions. All staff involved with the student will provide input as will parents and guardians. ILP’s and IEP’s will define appropriate programming for the students. The first approach will be to implement the Response to Intervention (RTI)52 process described below in Section B.3. Students At-Risk of Academic Failure. This approach serves student by attempting interventions to correct the problem before prescribing a CSE evaluation or classification. Staff will repeat interventions that work. If not, the next level of assessment and intervention is

52http://www.rtinetwork.org/learn/what/whatisrti

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employed. This process eliminates needless interventions of labeling. This process will also serve to identify students in needs of ELL supports. A second method involving “Child Find” is described below.

Screening, Identification, Assessment, and Support of ELLs: Bi-Lingual staff will provide screening for any student for which it is indicated. If English is the only language spoken in the home as indicated on the Home Language Survey, the screening process need not continue. If the home language is one other than English or the student’s native language is one other than English, then appropriate school staff will interview the student and the parent/guardian in English, or when necessary in their native language. If the student speaks a language other than English or speaks little or no English, then HHCS will administer the Language Assessment Battery-Revised (LAB-R). A student who scores below the designated proficiency level is eligible for ELL services. They will also use data from the N Y State English as a Second Language Achievement Test [NYSESLAT] and the New York State Identification Test for English Language Learners [NYSITELL]) to benchmark where ELLs are along the continuum of language development for planning.53 The committee will study language needs other than predominant Spanish spoken in District 8. Assessment will be performed for new entrants to the New York State public school system prior to the school year if possible, but no later than December 1 of the school year of entry, or within 15 days of transfer of a pupil into a New York State public school should the entry take place after December 1 of the school year. After placement in ELL services, student achievement or progress in the English language is measured annually with the NYS English as a Second Language Achievement Test (NYSESLAT). The scores on the NYSESLAT indicate the proficiency level the student has achieved each year, and whether or not the student’s level of English proficiency is high enough to exit ELL services. Support Services and Staffing required by a student’s IEP and ILP’s: Supports services for students that are designated in their IEP’s may require specialized staffing, or may be provided by HHCS staff. Specialized supports services and therapies may include psychological evaluation and testing; social work up, and therapies including occupational, physical and speech; recreation, including therapeutic recreation; early rehabilitation counseling; orientation and mobility services. Physical examinations may also be required from time to time to supplement an evaluation or full work up. Some supports may be provided by HCCS staff and these may include reasonable accommodations in time, place, materials and strategies. These processes will be recommended and monitored by the special education coordinator. Supports in the form of special assistance will be provided in the classroom by the special education teacher or teacher assistant. Accomodations and support identified through the IEP process will be implemented.

Staffing to provide supports: HHCS will hire appropriately certified special education staff, ELL and Bi-lingual staff to meet the needs of students. We may also contract with certified and licensed individuals and organizations to provide additional services and therapies, under the supervision of the Principal. Special staff will receive mandated professional development in special education and ELL topics as well as training experienced by all staff. HHCS will employ a Special Education Coordinator, two full-time SWD teachers and 2 SWD Teacher Assistants in its first year and a SPED Coordinator. HCSS will also employ 2 ELL trained and certifies teachers, and 2 teacher assistants.

53 Blueprint for English Language Learners Success. (n.d.). Retrieved from

http://www.nysed.gov/common/nysed/files/blueprint-for-ell-success.pdf

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Process to Evaluate Special Education Programs. Special education staff will be responsible for managing IEP record-keeping, ensuring compliance with all IEP requirements and regulations, managing the review and referral process, ensuring the provision of services as mandated on student IEPs, progress monitoring, and submitting annually all required reports in compliance with 34 CFR §300.750. Achievement of all requirements and compliance with controlling lwas will be used as measures of the effectiveness of the program. Progress toward IEP goals and student assessments will be used to evaluate student outcomes.

Classroom teachers will implement the ILP’s of their students indicating progress to meeting personal goals including language acquisition goals. Enrollment targets provided by New York State guide HHCS’ staffing plan for special education . Should HHCS enroll significantly more SED than are expected, HHCS will adjust its staffing plans accordingly, potentially hiring additional certified SPED Instructors and Coordinators.

Processes to Evaluate Effectiveness of the ELL Program and supports will be based on the charter, school mission, assesstment plan, the student ILP and compliance with the applicable state laws, federal law and regulations. Outcomes on the appropriate assessments will be used to measure student and overall program successes. Elements will be modified as warranted by the data. The ELL Specialist(s) will provide a report to the Principal at the end of each trimester on the progress of ELLs. HHCS will also evaluate the progress of ELLs through data from the NYSESLAT; from teacher observations; from student performance on exams, standardized tests, and on standards-referenced learning goals; and from observations of ELL participation in school events, parent-teacher conferences, and other aspects of the school community. If sufficient success is not demonstrated in these areas, and if ELL students are not shedding their ELL status, HHCS will make modifications to the ELL program as needed. Results of the evaluations will be used to make program modifications and enhancements. Screening through Child Find requirements. The second method of identification is to comply with its obligations under the Child Find requirements of IDEA including 34 CFR § 300.125, and will provide appropriate notification to parents, including notifying them before providing a child’s name to a CSE for potential evaluation. HHCS also assures that it will not convene its own CSE, make evaluations of children suspected of being disabled, create IEPs, reevaluate or revise existing IEPs or conduct due process hearings. HHCS understands that these responsibilities are left solely to the CSE of the student’s district of residence. Special education students will be provided supports, programs and resources to function both inside and outside the school as described above in Supports , Services and Staffing required by a student’s IEP. Certified and experienced teachers will provide individualized instruction according to the IEP and guide and direct teacher assistants experienced in working with special needs students independently and in the classroom. These assistants may also assist students outside of the classroom as they engage in co-curricular and after school activities. The Special Education coordinator will also provide training and support for the dedicated special education staff and general education teachers. General education teachers and assistants will be trained and guided by special education staff as they co-teach to implement the goals of the IEP. The budget contains allocations designated to procure special educational resources and materials that may be needed by the special and general education teachers.

Instructional Supports, Programs, Resources and Staff Responsive to ELL Student Needs: HHCS will use a modified English-immersion program, with supplemental support when needed o help ELL students achieve the same high standards as the rest of the students. Staff will

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achieve this support by providing a combination of Integrated ENL/ESL and Stand-Alone ENL/ESL through a co-teaching model, with one content area certified teacher and one ESOL certified teacher, including dually certified teachers in the content area and ESOL.54 Instruction will focus on developing the English language skills necessary for students to become functional users of English as a second language and using native academic language and content-area supports to strategically move ELLs along the language development continuum utilizing New York State Bilingual Common Core Progressions.55 HHCS will hire bilingual learning coaches and ELL learning specialists to support general education teachers, through required professional development to employ successful ELL strategies. These include home language support, sheltered content instruction, and Sheltered Instruction Observation Protocol - SIOP® (SIOP)56, a framework for organizing instruction that supports planning and delivering high-quality instruction to students. Processes and Procedures to provide specialized instruction to students will include combinations of Resource Room, Special Education Teacher Support Services (SETSS), Collaborative Team Teaching (CTT), or Self-Contained instruction for SWD and a combination of in-class and individual supports for ELL students. These activities will be defined by the IEP which identifies specific needs of the students and appropriate strategies to achieve goals based on them. HHCS recognizes the CSE of the student’s district has responsibility for meeting federal and state mandates regarding the child’s education. HHCS will ensure that its special education coordinator and staff provide consistent and appropriate input to the IEP process so that it best reflects the current status of the student, continuing needs and the appropriate programming to meet these needs.

While HHCS believes in the benefits of inclusive education, the founding team is also aware of the unique challenges of providing inclusive education to incoming students who may have spent their entire academic careers in a self-contained setting. For these students, HHCS will collaborate with parents and the CSE to implement a transitional inclusion plan. This model of “Flexible Programming” aligns with the DOE’s Special Education Reform.57 In cases where the CSE deems it appropriate, students who were in 12:1 settings in elementary school will start the year with a schedule that provides a combination of Special Education Services. Staff will hold CTT classes in the morning, and smaller classes such as Resource Room or Self-Contained Instruction will take place after lunch when students’ concentration and stamina starts to wane, and more individualized attention is required. Over the course of the school year, HHCS will evaluate each student’s progress. Working with the CSE, HHCS will seek to transition the student to a less restrictive model. In the event a student’s disability proves so severe as to preclude transition to an inclusive environment, HHCS will work with the family and the CSE to find other ways meet the mandates of the IEP. Working With district of residence to ensure IEP comparability: HHCS will work with Local Education Agency (LEA) school districts to ensure that all SWD who qualify under the IDEA will receive a Free Appropriate Public Education (FAPE); are appropriately evaluated; are provided with an IEP; have an appropriate transition plan. HHCS will ensure consistency with the IEP by implementing the goals, objectives, strategies and resources defined by the district CSE

54 http://www.nysed.gov/bilingual-ed 55 Blueprint for English Language Learners Success. (n.d.). Retrieved from

http://www.nysed.gov/common/nysed/files/blueprint-for-ell-success.pdf 56 http://www.pearsonschool.com/index.cfm?locator=PS2cJa 57 http://www.uft.org/files/attachments/flexible-programming-guide.pdf.

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responsible for defining and evaluating the effectiveness of the IEP in meeting student needs. Frequent meetings between the home district and HCCS staff will focus on effectiveness of the staregies employed to achieve these goals. The IEP review process is designed to guarantee that the IEP is met. Comparability with In the event that HCCS is not able to meet IEP goals in its setting, HCCS SWD staff and supervisors will work with the local school team and parents to find and appropriate accommodation. Financing for HHCS provided services will be included in the HCCS budget. If placement in more intense programs and settings is required to meet the needs of SWD’s, HCCS staf will work with the local district to fund an alternate placement. An example might be if a student requires a residential placement. HCCS will ensure that due process is achieved in all cases.

HHCS Will Manage IEP Record Keeping in a manner that complies with applicable provisions of IDEA and the Family Educational Rights Privacy Act in order to ensure that data regarding SWD is retained and kept confidential. This includes having procedures for maintaining files in a secure and locked location with limited access (if electronic copies are kept, they will be password-protected). Staff will have access to student records on a “need to know” basis. While ensuring that privacy controls are strictly enforced, HHCS will provide all teachers who teach SWD with access to that student’s IEP, and provide teachers with sufficient time to review IEPs. To be effective, teachers will need to make working notes that define the sudent’s learining needs in their ILP’s, plan instruction and track progress. Teachers will be expected to keep all student records in locked cabinets and transport them in a secure manner to maintain confidentiality. District processes will be employed in devloping, implementing and evaluating IEP outcomes. Coordination between general education classroom teachers and assistants will occur with the SWD staff and supervisors on a regular basis for the purpose of clear understanding of student needs as defined in the IEP. They will communicate regularly through staff planning and development activities, and daily consultations. The nature of the inclass support and inclusion model features regular and SWD teachers and assistants interacting in the same classrooms on the same lessons with the same students. This team approach will stimulate current meaningful communication. General classroom teachers will attend CSE meetings and will be involved in the development and implementation of a student’s IEP. Coaching by SWD staff in meeting IEP needs of students will ensure that the general teacher and paraprofessionals are knowledgeable about the student’s needs and help implement any modifications or accommodations as determined by the local CSE. Staff will interact in teams to provide supportive services. Ancillary and Support Services: HHCS will have full-time counselors for those students whose IEP mandates counseling. HHCS will outsource related services such as speech-language pathology and audiologist services; psychological services; physical and occupational therapy; recreation, including therapeutic recreation; early rehabilitation counseling; orientation and mobility services; and diagnostic and evaluative medical services. Special education students will receive their adapted curriculum work and specialized therapies (such as speech-language or occupational therapy) in a setting that is consistent with their IEPs. If HHCS is unable to provide services consistent with the student’s IEP, it will rely on and collaborate with the school district of the student’s residence to provide quality services to achieve advancement. HHCS will also offer social and community support services through the organizational partners. For instance, Hi-tech Charities will develop and implement a Health and Social Services school-based health plan and counseling and social services provided by Hi-Tech Charities staff to assist familes. Supports include helping families navigate social and welfare agencies to meet

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family needs. Parent meetings will focus on ancilliary service needs of families to suport student outcomes. The school’s translation services will also support these endeavors.

Ancilliary and Support Services for ELL Students: HHCS will have full-time counselors and social workers, and willl provide access to bilingual counselors as needed. Parents and families will be provided with translation services when their functional levels require it. The Social Worker will also be able to provide at-risk counseling to students who are referred by staff, or who self-refer. Correspondence and notices will be presented Spanish, and other native languages as identified. Evaluation of the Effectiveness of the programs and supports to special student populations, including at-risk, gifted, ELL and students with disabilities will ensure that students are achieving their needs-based goals. HHCS will employ a “plan, do, check” model of continuous quality assessment and assurance. Outcomes will define program improvement efforts. Evaluation will be based on the charter, school mission, assesstment plan described below, accountbility goals, the student IEP and compliance with the applicable federal law and regulations (including the IDEA, Section 504 of the Rehabilitation Act of 1973 (Section 504), and Title II of the Americans with Disabilities Act of 1990 (ADA). HHCS will keep accurate and up-to-date information about its special education students. In accordance with 34 CFR §300.750, the School will submit an annual report to the State Education Department detailing the number of SWD it serves, the nature of each student’s disability, and each student’s educational placement and setting.

Regarding reports that are the responsibility of the district of residence, the school will make any necessary data available to the district in a timely fashion. HHCS also will comply with 8 NYCRR §119.3, as amended, which details requirements for the “Charter School Report Card” and includes information relating to SWD. The SWD Coordinator will provide a report to the Principal at the end of each trimester on the progress of SWD. HHCS will engage in a consistent process for the evaluation of its programs and services for all students, including those programs and services specifically for its special populations. HHCS’ SRG system allows the school to pinpoint student performance towards each learning goal, disaggregate the data for specific subgroups, and make adjustments and revisit goals accordingly. Student accomplishment of ILP goals will inform the assessment process. C. Achievement Goals

Description of Incoming Student Population: HHCS targets at-risk students, reflective of the Community Board 2, District 8 South Bronx community, including English/New Language Learners (31%), Students with Disabilities (19%), and those eligible for Free and Reduced Price Lunch (Economically Disadvantaged 85% Students). For this reason, multiple modalities and measures will be selected to match the profile of each student.

The keystone of HHCS’s mission is a diagnostic/prescriptive model based on individual needs and strengths of each student who will be assessed initially using diagnostic assessments for levels of proficiency and student mastery of key knowledge and skills from previous grades in Math and Language Arts, and other core areas. ELL staff will conduct state-mandated Bi-lingual assessments as needed. Content specific assessment will be through locally developed and validated content measures. Staff will establish customized Individual Education Plan (IEP’s), and Individual Learning Plans (ILP’s) for all students based on the learning objectives generated by analyzing outcomes of multiple criterion and performance assessments and measures. Individual data will be critical to the planning process. Past performance and content-specific goals will guide

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each student’s program. Staff will gauge success against IEP and ILP goals. This analysis is most appropriate for personalizing programs for the individual students.

Academic data about District 8 students are presented below. Schools in this community are not meeting student and family needs. The tables below show the benchmarks to beat and the challenges faced by this charter school. HHCS’s mission is to provide opportunities and growth for the South Bronx community that lead to academic excellence. The proposed goals will guide us toward that goal. HHCS will use additional measures as appropriate as this is a dynamic model of assessment. Tables below list District 8 benchmarks.

NYC District 8 Bronx 2016 ELA Scores By Level58

Grade # Mean Scale Score

Level 1 Level 2 Level 3 Level 4

6 1883 287 40.3% 39.9% 13.6% 6.2%

7 2061 293 37.7% 38.7% 17.4% 6.3%

8 2081 295 32.1% 40.7% 21.0% 6.2%

NYC District 8 Bronx 2016 Math Scores By Level

Grade # Mean Scale Score

Level 1 Level 2 Level 3 Level 4

6 1925 286 43.0% 35.5% 12.0% 9.5%

7 2079 286 55.1% 27.4% 11.7% 5.8%

8 1916 276 59.3% 27.5% 9.0% 4.2%

Graduation Rates for NYC District 8, Bronx – 4 Year June Cohort Entering 2012

Category Number Percent Cohort Percent Grads

Cohort 1906 Total Grads 953 50.00% 50.00%

Regent Grads 802 42.15% 84.2% Advanced Regents 38 2.20% 4.00%

Local Diploma 151 7.9% 15.84% Dropouts 301 15.8%

SACC (IEP) 11 .06% 1.15%

TASC (GED) 21 1.1% 2.20%

Goals for Student Achievement and the Overall Educational Program: HHCS students will

meet and exceed the following yearly educational objectives. School-wide goals are also presented. For each goal, comparability will be achieved by exceeding the local school district and Accountability Cohort from the local school district.

HHCS Student Achievement Goals and Methods of Evaluation

Goal 1: ELA: HHCS students will read, write, speak, listen to and understand facts and ideas of the English language and develop the ability to apply the knowledge.

Absolute Measures: a. 80% of grade 8 students enrolled for 2 years will achieve at least level 3 on the NYSTP ELA Test. b. 80% of HHCS high school students will score at least 65 on the NYS Regents English exam by the

completion of their 4th year in the HHCS program.

58 http://schools.nyc.gov/Accountability/data/TestResults/ELAandMathTestResults

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c. 80% of HHCS students who scored at Level 1 or 2 on their New York State 8th grade E L A exam will score at least 65 on the NYS Regents English exam by the completion of their fourth year.

d. Every year, the Performance Index on the Regents English exam of HHCS students completing their 4th year at HHCS will exceed those of the local district.

Goal 2: Mathematics: Students will acquire, demonstrate mathematics proficiency, including the application, practical and conceptual understanding, automated fluency and problem-solving.

Absolute Measures: a. 80% of grade 8 students enrolled for 2 years will achieve at least level 3 on the NYSTP math exam. b. 80% of HHCS high school students will score at least 65 on the NYS Regents mathematics exam

by the completion of their 4th year 4th year in the HHCS program. c. 80% of HHCS students who scored at Level 1 or 2 on their New York State 8th grade mathematics

exam will score at least 65 on an NYS Regents mathematics exam by the completion of their 4th year in the program.

d. Each year, the PI on the Regents mathematics exams of students completing their 4th year at HHCS will exceed those of the local district.

GOAL 3: Social Studies: HHCS students will understand and critique World and USA History and Geography including ideas and themes of civil society.

Absolute Measures: a. 85% of grade 8 students will achieve a score of 75% or better on a school approved social

studies test reflecting areas taught in the curriculum. b. 80% of HHCS high school students will score at least 65 on the NYS Regents U.S. History

exam by the completion of a 4th year in the program. c. 80% of HHCS high school students will score at least 65 on the NYS Regents Global History

exam after their 4th year in the program

Goal 4. Science: HHCS students will demonstrate proficiency in understanding, applying, reasoning and critically analyzing scientific concepts as well as their applications.

Absolute Measures: a. 80% of 8th graders, enrolled for three years will score at least level 3 on NYSTP science. b. 80% of HHCS high school students will score at least 65 on the NYS Regents Science exam

after their 4th year in the program.

GOAL 5: At-Risk Students: HHCS will provide all its at-risk students rigorous individualized academic, practical, supportive and other services to enable them to become successful.

Absolute Measures: a. 100% of HHCS Students with Disabilities (SED) will meet/exceed 90% of their IEP goals on

academics, social and emotional dimensions by each year’s end as revealed during and by annual IEP review.

b. Every year, 75% of HHCS SED in each cohort will graduate from high school within four years; 85% will graduate within five years.

c. Every year, 90% of English Language Learners (EELs) will advance one level in each modality each year on the NYSESLAT Exams.

d. Every year, 75% of ELLs in each cohort will graduate from high school within four years; 85% will graduate within five years.

Goal 6: Graduation Requirements: HHCS students will make yearly progress and meet requirements to achieve New York State Regents Diploma. Absolute Measures:

a. Every year, 80% of HHCS high school students will graduate from high school after four years of study; and 90% after completion of a 5th year at the school.

b. Every year, 75% of HHCS graduating students will be college and healthcare career ready upon graduation. 75% of the graduating class will attend college or university.

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c. Every year, at least 20% of graduating students will qualify & receive a Regent Diploma with Advanced and “With Honors” designation.

Growth Measures: a. Every year, 75 percent of students in each high school Graduation Cohort will pass their core

academic subjects by the end of August and be promoted to the next grade. b. Every year, 75 percent of students in the high school Graduation Cohort will score at least 65 on at least three different Regents exams required for graduating by the completion of their 2nd year.

Goal 7. All HHCS students will explore career opportunities in healthcare fields, interact with role models and learn basic requirements for an entry-level Certified Nurse Assistant. Absolute Measures:

a. 100% of students will participate in healthcare seminars as part of their weekly schedules, and complete all activities with 80% accuracy.

b. 100% of students will experience hands on career opportunities with adult role models in a variety of medical roles including CNA, nurses, doctors, therapists.

c. 90% of students so choosing will be prepared to take their CAN certification test upon receipt of their high school diploma, with the exception of required medical rounds.

Goal 8. College and Career: Students will demonstrate academic and practical preparedness for college and career in healthcare. Absolute Measures:

a. 100% of students will receive training in college & career readiness. b. Attendance count will exceed 90% average daily attendance.

Comparative Measures: a. Every year, the average performance of students in the 10th grade will exceed the state average

in the PSAT tests in Reading & Mathematics. b. Every year, the average performance of students in the 12th grade will exceed the state average in SAT or ACT tests in Reading & Math

Growth Measures: Every year, the group of HHCS students who have taken the grade 10 to 12 ACT assessments (PLAN in grade 10, ACT in grades 11 and 12) will reduce the gap between their average score in the previous year (including EXPLORE in grade 9), and the College Readiness Benchmark score by 50%. Students who achieve the College Readiness Benchmark Scores for their grade will continue to achieve the College Readiness Benchmark in English on subsequent tests and grades in school activities.

Other Institutional Goals for Sound Education: a. HHCS will maintain a safe and secure school climate 99% of the time. b. All HHCS students will not be considered for social promotion but will be ready to be promoted

to a higher-grade level 100% of the time. c. HHCS will create a school campus welcoming to ALL parents and guardians.

D. Assessment System

HHCS’s mission-driven assessment system ensures the school meets student academic achievement goals set forth in the Performance Framework through deliberate, thoughtful analysis, and discussion of data. Periodic and annual dissemination of progress data to all stakeholders, including teachers, support staff, students, parents, and the Board, will ensure that key decisions about educating individual students, grade levels, and the entire School are driven by assessment data and communicated. Data will be used systematically to monitor growth, guide learning, modify instruction, and assess the School’s progress towards meetings its goals and objectives, including promotion rates, performance on Regents examinations, attendance rates, and graduation rates.

HHCS determined the assessment plan to be best suited to meet student and school

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objectives because it provides timely relavent data for decision making in the teaching/learning cycle using a wide variety of techniques and processes. Formative and interim assessments will provide teachers daily and weekly opportunities to reflect on student performance and to adjust short-and long-term goals for individual students and the whole class. Students will take ownership of tracking results, monitoring progress and revising goals through the Individual Learning Plan. Performance-based assessments determine whether “students know how to apply their knowledge.”59 Research indicate that “performance assessments yield a complete picture of student’s abilities and weaknesses, and can overcome some of the validity challenges of assessing English language learners and students with disabilities.”60 According to Tung this form of assessment “encourage schools to build professional collaborative cultures through integrating curriculum, instruction, and assessment.61

The results of the State and norm-referenced tests such as Readistep, PSAT, and SAT will show progress toward achievement of goals. Interventions might include coaching for individual teachers, providing PD to grade level teams, acquiring additional material to support classroom instruction, differentiating instruction, and providing additional tutoring to students.

School Leaders Will Communicate and Use Data For Decisions. The principal will oversee the assessment system ensuring goal-specific data is analyzed and disseminated and applied through Friday staff meetings and professional development sessions on Tuesdays to target school-wide assessment issues, and provide the necessary help to teachers to inform and differentiate instruction. (see table below) The curriculum committee will evaluate and select appropriate reliable and valid instruments. Data will also be communicated to students, families, the community and stakeholders and controlling agencies.

Diagnostic assessments such as locally developed pre-tests, subject area criterion reference tests, commercial text pretests, Readistep, LAB-R Assessment/NYSESLAT for ELL’s, and from previous academic records will be analyzed to determine instructional needs for upcoming school year, informing the IEP and ILP’s designed to achieve HHCS’s mission of individualized and differentiated learning.

HHCS will Monitor Progress of the program and school effectiveness compared with external standards assessing them using broader goals listed below. These standards include the Charter School Office Performance Framework Benchmark reflected in the school’s goals and competitors. These include community, state and national standards designed to drive program improvement. Individual teachers and the Curriculum Committee will use progress data to measure the effectiveness of teaching materials and techniques as well as subject and school wide performance. This process will be used for modifications to the goals and strategies to achieve them. HHCS will share progress data with the parents, community, trustees, the state, and public frequently as described above. Outcomes will be benchmarked to the performance of Bronx District 8 shown below.

59 F. Adamson & L. Hammond-Darling, Beyond basic skills: The role of performance assessment

in the 21st century standards of learning (2010). 60 Ibid 61 R. Tung, Incorporating performance assessment in accountability systems: A review of scale-

up efforts (2010).

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HHCS Assessment Plan Table Type of Assessment Purpose of Assessment Execution Point Follow-Up Action

Diagnostic: such as Readistep, LAB-R Assess./NYSESLAT

Identifying strengths and weaknesses

Upon entry Plan appropriate placements and needs and strategies.

Formative assessment i.e. exit tickets, writing prompts, quizzes

To determine if the lesson objective has been achieved by all students

Daily at the end of each period

Planning/Differentiate instruction

Interim assessments aligned to Common Core Standards and Regents Exams

Monitor progress and mastery of course contents, skills, and Common Core Standards

Approximately every 4-6 weeks

1. Identify students’/class strength and areas of need. 2. Modify instructions to needs.

Summative Assessment: aligned to the C. Core and NY State Learning Standards; NYSTP.

To determine if students can apply their knowledge and understanding

During the completion of a unit of study

Determine mastery and if additional support is needed.

New York Regents/Core Assessments

To fulfill exit criteria and meet graduation requirements

According to State Schedule for Exams

Determine if the student and school meet academic goals; refine curriculum and instruction.

Norm-Referenced exams such as ReadiStep, CAT and Terra Nova

To diagnose college readiness skills in mathematics and reading

Transition years and mid-semester

Establish goals for each student based on strengths and areas of instructional need

PSAT To diagnose college readiness skills in mathematics and reading

Fall of sophomore and junior year

Assess Student, School’s progress towards college readiness; adjust curriculum and instruction if needed; provide tutoring.

SAT To diagnose college readiness skills in mathematics and reading

Spring of junior year and fall of senior year

Assess Student, School’s progress towards the goal for college readiness; adjust curriculum and instruction; provide tutoring.

LAB-R Assessment/NYSESLAT

To diagnose English Language proficiency

September or within ten days of enrollment

To determine the level of support needed

NYSESLAT Assess English Language proficiency

April and May To determine progress and level of support needed

New York State Alternate Assessment (NYSAA)

To measure the achievement of NYS Learning Standards for students with severe cognitive disabilities

As needed To determine the level of support needed

Advanced Placement Exams

To determine mastery of course content

Course completion of AP courses

Meet AP criteria for college readiness; adjust curriculum and instruction if needed

Note: Appropriate revisions will reflect any changes in the State Regent Examinations, core requirements, HHCS curriculum and instructional programs. Collaboration and cooperation will be the guiding principle for the capture of data, analyses of data, and use of data to inform academic enhancement and corporate growth decisions.

E. Performance, Promotion, and Graduation Standards HHCS Performance, Promotion, and Graduation are Aligned with its Mission, Educational Program, and Assessment Plan. The mission of HHCS is to provide students access to a curriculum that meets or exceeds the NYS Core Curriculum. Students will be expected to achieve a score of 70 or better in all courses designed to reflect this commitment. Assessments, as described elsewhere in this proposal, will be used in toto for evaluating student performance as well as program and school performance.

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Middle School Performance and Promotion Requirements. Middle-grade students will pass courses with a minimum grade of 70% in the core areas of English Language Arts, mathematics, science, social studies, arts, health and physical education, Health and Wellness; Career Exploration and economics. Also, they will achieve the goals in their ILP or IEP as appropriate. As described above, multiple modes of engagement will be experienced by the students, as will multiple means of demonstrating competence. This concept is supported by the UBD, UDL, PBL and CIL approaches to structuring student learning called for in HHCS’ mission and vision (as described in A.7. Four Frameworks for Learning, above). Students will also meet attendance requirements as defined in Attachment 4b- Student Discipline and referenced in C.7 Achievement Goals, and the Assessment Plan. Also, the student will meet expectations for the NYSTP, and other assessment programs determine appropriate by law or the administration. For specific grade 8 exit standards related to all subject areas, see Attachment 3: Sample Exit Standards.

High School Performance and Promotion Requirements: To be promoted, students must demonstrate mastery of content knowledge and skills. The School’s educational program requires students to take classes in all five core subject areas for all four years, and students must pass all courses each year with at least a 70%. To provide students with the support and intervention needed, the school will use assessment data throughout the school year.

Promotion. The School will consider course grades based on the curriculum (see IIA8 and IIA9) and assessment plan (sections B and C above), scores on State examinations when applicable, and attendance records to determine promotion. Students must pass all courses with a grade of 70% to be promoted to the corresponding course at the next grade level. For any course that culminates in a Regents exam, a student must achieve a minimum score of 65% on the exam. Students who need additional assistance, especially students with disabilities will be provided additional multi-strategies-instructions, extended day, and Saturday sessions to enable them to reach the minimum promotion requirement. Such accommodations may include allowing for extended time for instruction and offering multiple extended class sessions. The NY Alternative Assessment Plan may also be employed for SWED when indicated in their IEP’s. Advisory sessions will also target student areas of need to strengthen their ability to attain require academic goals.

Similarly, students who pass a class but fail Regent exams will be provided additional multi-strategies-instructions, extended day, and Saturday sessions to enable them to reach the minimum promotion requirement. Such accommodations may include allowing for extended time for instructions and offering multiple extended class sessions. Advisory sessions will also target student areas of need to strengthen their ability to pass each class as well as the Regent Exams. Diploma Requirements and Graduation Standards. HHCS will require that each student graduate with a New York State Regents diploma. Each student must receive a minimum score of 65% on each of the five required Regents exams: Comprehensive English; Integrated Algebra; Global Studies; United States History and Government; and science. Students will surpass State credit requirements. HHCS expects students will graduate with 51 credits, including 12 in English language arts; 8 each in social studies, science, math, and foreign language; 4 in physical education, 1 in health, and 2 in art. Finally, to graduate, students must pass each core course described in the Curriculum Section A.9 above, with a grade of 70%, complete an Individual Learning Plan that includes a college/career plan, and complete a healthcare/wellness internship program. While the same performance, promotion, and graduate standards apply to all students, students who need additional assistance to attain these standards, especially students with disabilities will be provided additional instructions through the extended day and Saturday sessions

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to enable them to reach the required the minimum promotion/graduation requirement required by their IEP’s. Such accommodations may include allowing for extended time for instructions and offering multiple instructional strategies, support resources and extended class sessions, and use of the NYSAA program as required in the IEP. For specific Grade 12 exit standards and graduation requirements, see Attachment 3: Sample Exit Standards.

F. School Schedule and Calendar Typical Grade 6 student’s day would reflect a blend of activites and formal classes plus

lunch and after school activities. The regular school day will begin 8.00 am with breakfast folllowed at 8:30 by advisory on most days. Three morning classes will be conducted until about noon when students would enjoy lunch and recess. The afternoon will consist of three classes, culminating in a wind down time between 3;45 and4.00 pm. This time would include relaxing and a nutritous snack. The extended day from 4 to 5 p.m. would be used for additional instruction, reiforcement, counseling, career exploration, and an opportunity for homework completion. Tuesday and Friday would vary from this schedule. Tuesday morning would be the weekly healtcare session for 90 minutes while teachers are in professional development. Friday would see a shortened day of 5 classes and lunch with dismissal at 2:45 for teacher staff development and planning. Fifteen half-day Saturday sessions would be held throughout the year for students requiring more instruction, for career exploration and for other topics designated by the school. Extracurricular activities, including sports, athletics, community service will be offered Monday through Friday from 5.00 to 6.00 pm (Attachment 4a: Sample 6th and 9th Grade Student Schedules).

HHCS middle school schedule reflects allocated time sufficient to meet individual subject area requirements and integration of language and math skills. In 28 hours focused on instruction, student allocated time equals: reading and ELA, 406 minutes; math and STEM, 348 minutes; science including lab, 225 minutes; social studies 174 minutes; healthcare and wellness; 58 minutes; Health and Physical Education 116; Spanish 116 minutes; Economics 116 minutes; and career exploration and college prep, 48 minutes.

Grade 9 Student Schedule is similar except that the schudled class blocks are longer, 90 minutes instead of 48. This is to allow for more block scheduling, STEM integration, and literacy infusion in project based learning. Advisory is scheduled after lunch rather than after breakfast to capitalize on morning learning time. More career and college focus is included at the high school level, but is not obvious by looking at the calendar.

Middle School Teacher Schedule. The teacher schedule mirriors the student schedule in grades 6 and 9. Teachers will participate in breakfast and advisory with their students from 8;00 a.m. to 9:00 a.m. They will teach 3 periods in the morning and after a duty-free linch. Teachers will host wind down time and then participate in the mandatory extended school day from 4.00 pm to 5.00 pm, Monday through Thursday. During this period, all teachers provide additional instruction to students, with a focus on those students needing additional academic assistance. Teachers, and support staff will conduct thirty-minute, small group advisory session for students Every Monday through Thursday, students. The teacher schedule also incudes professional development time Tuesday mornings and Friday afternoons, as well as a prep period each day. Teachers may sponsor extracurricular activities, including sports, athletics, community service Monday through Friday from 5.00 to 6.00 p.m. if they choose (see Attachment 4b – Sample Teacher Schedules).

High School Teacher Schedule reflects the student schedule with four 90 minute classes, two before and after lunch Monday through Thursday. Advisory will be scheduled after lunch.

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Teachers will have longer prep periods to reflect the high school schedule. All other elements are similar to the middle school teachers.

Distribution of teacher time for a week is depicted in teacher schedules in Attachment 4b. The schedule also includes four 9th advisory sessions of 30 minutes each. Duty-free lunch of 30 minutes is scheduled. Teachers have five prep sessions each providing adequate time for teacher planning, grading, and other pre-session activities. Teacher assistants will support teachers and provide supervision of students when teachers are engaged in other activities.

Length of the School Day and School Year: HHCS’ proposed first-year calendar will have 194 days of instruction, which is 14 extra days over and above the required 180 days, plus 15 extra Saturdays of instruction when needed to enhance student achievement. The calendar also has 15-day mandatory student summer academy program in August.

The school year for teachers starts with two weeks’ professional development and instructional planning as a Teacher Institute in August. Two days of teacher professional development are in January and another five in June. Teachers will devote PD days to rating, analysis, and discussions of semester assessments and student achievement. Further, there are: (a) one-hour forty minutes professional development every Tuesday from 8.30 am to 10.10 am, (b) two-hour professional development every Friday from 2.00 pm to 4.00 pm. HHCS will provide core instructional time that is over and above the 180 days required of public schools.62 To accomplish this, HHCS will run a Trimester annual school calendar in which students will study year round (see Attachment 4a: 2018-2019 School Calendar, and 4b Teacher Schedule).

HHCS will offer more instructional time than a public school. Each high school subject area will meet three times a week for a total of 230 minutes, exceeding the New York State requirements by 50 minutes for each subject area. Also, there will be mandatory extended school days each week, Monday through Thursday from 4.00 to 5.00 pm. Given a trimester schedule, the extended day hours and the 2 to 3 hours, one or two Saturdays per month, HHCS will be providing over 150 additional hours or supplemental instruction (Attachment 4b: Sample 6th Grade and 9th Grade ELA Teacher Schedule).

Aspects not obvious in the schedule provide special supports include: supplemental instruction and intervention will occur during advisory; special education teacher support services, ELL supports, and in class support from teacher assistants; a second ELA class for freshman and sophomores and during mandatory after school meetings. During the Tuesday morning teacher professional development meetings, students will participate in a 12-week healthcare education that will run concurrently by grade. Additionally, students will complete a healthcare-related internship either during the summer before second year or during one of the academic semesters in a senior year. Grade 12 students who qualify may choose between ELA or AP English, Social Studies, pre-calculus, or Statistics, or AP Science and Integrated Algebra. Further, students will be able to choose among fine, performing and visual arts, and have the opportunity to register and take college courses.

HHCS calendar and schedule reflect the belief that time and care are two valuable resources that enhance student education, particularly students from low socioeconomic backgrounds and at-risk students. Research has shown that these students tend to lose skills learned during the school year between the summer months and a new school year. Students from lower socioeconomic families tend to lose between two to two and a half months of math computation skills and often lose some spelling and reading comprehension skills during that time (Ballinger & Cruz, 2009; Kelly, 2000). This seeming vicious cycle and loss can be mitigated by prolonging both the school

62 N.Y. Education Law § 2851(2)(n)

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days and the school year. We believe that when our students are actively engaged throughout the year, eliminating “summer learning loss syndrome,” students’ learning will be solid. HHCS believes that having a longer school day and academic year will make both the academic and social growths of our students continuous, and allow more instructional time for new materials, thereby reducing student discipline issues while achieving increased student retention and achievement rates. G. School Culture and Climate

Positive behavior management is the goal of HHCS’ discipline policy. Our goal is to provide students with a safe, welcoming, healthy environment where learning and growth will occur. (see Mission and Vision statements) For this reason, HHCS establishes and exercises an explicit, clear code of conduct. Rooted in our core values of accountability, integrity, and respect, our code of conduct outlines clear behavioral expectations that are explicitly taught, deliberately modeled, and consistently and immediately enforced (see Attachment 4d: Discipline Policy). Design elements of the school including the low student to adult ratio, advisory, looping, individualization model and individual student goals will reinforce positive behaviors in an environment of mutual respect. HHCS’s discipline policy applies equally to students with disabilities in accordance with federal laws and regulations regarding the education and placement of students with disabilities. Specific applications for students with special needs are addressed.

HHCS believes that students learn best in an environment of safety and structure, and in fact desire such an environment. Students thrive when there are clear, consistent, high behavior expectations and when they receive immediate feedback. To help students develop habits of college readiness and entrance into the workforce, HHCS will provide constant positive reinforcement for good conduct and effort, hard work, respectful behavior and effective communication. Building the lives of healthy scholars is our business.

Requirements of Dignity for All Students Act (DASA) will be met. The DASA is intended to give students in public schools an educational environment free from discrimination and harassment, particularly from harassment based on a student’s actual or perceived race, color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender or sex. The DASA will prohibit activities that create a hostile environment at school and school-sponsored events. HHCS will follow the recommendations of the Dignity Act Local Policy and Implementation Task Force including staff traininig. HHCS’ Social Worker will be the designated contact for handling violations of the DASA, especially bullying. HHCS will ensure that the Social Worker receives appropriate training to recognize and respond effectively to harassment and bullying and implement strategies to prevent it.

The school’s culture will support the discipline policy. HHCS students will be provided with a copy of the Discipline Policy in their admissions packet and will be provided an explanation of the policies by a staff member during enrollment and at the Summer Student Academy. Staff will be provided training in positive behavior management techniques and coached as situations arise. Opening days, Advisory discussions will focus on discussions about behavioral expectations so that all students demonstrate a clear understanding of the policies. Teachers will post a class mission and rules and refer to them frequently. Parents will be engaged in the conversation, as well, to reinforce their roles in the learning team. Proper student dress will be enforced through a dress code.

In implementing the policies, the school leadership will use policy as a means for building character and spirit of learning, rather than as a punitive document to police students. HHCS’ Vice Principal’s role will include administering the Discipline Policy and overseeing all positive

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reinforcement initiatives. Engaging and normalizing high behavioral expectations from the first day will help in minimizing disruption. HHCS will also create an atmosphere where working hard and demonstrating effort brings recognition and positive reinforcement. HHCS will do this through a point system, school spirit activities, and through Advisory which will foster positive relationships between teachers and students. Equally important to Advisory curriculum, which will focus on ethics and character building will build trust within the school community. Advisories will serve as a home base for all students, and the Advisor will be the child’s advocate and supporter. Advisors will communicate at least once per month with the parents of each Advisee. Once every few weeks, Advisors will eat lunch with their Advisees. Additionally, Advisors will also have an annual budget of at least $350 to take their Advisory on a small group excursion to build camaraderie.

Finally, HHCS will monitor, evaluate and revise the impact of the policies annually, to maintain the high behavior standard among students.

HCCS will Encourage Family Involvement to support student learning. Parents and families are key players in the success of their students. In addition to accommodating language needs of their families, many opportunities will be held throughout the year to engage families in the school building and programs. Training for parents and gathering feedback will be goals of these sesions. Parent satisfaction will be assessed using survey such as described below. Parents will be engaged in the discipline policy, as well, to reinforce their roles in the learning team. Teachers also have requirements to maintain constant positive communication with parents and keep them informed in their child’s progress. Teachers and Advisory leaders will make a minimum of two positive parent contacts per week. These may be phone calls, emails, text messages or notes home visits. The teacher who makes the most positive contacts at the end of each month will receive a small gift from the school. Parents will also be engaged in student behavior management. Finally, formal parent organizations will support the school. Parent representation on the board will round out the parent involvement.

HHCS will constantly gauge satisfaction through evaluation of environment: HHCS will consistently evaluate its stakeholders’ perception of the school climate formally on an annual basis through the DOE Learning Environment surveys distributed to parents and school staff, as well as through micro-polling of parents throughout the year. HHCS’ leadership will evaluate the results of this survey and adjust policy as needed. Weekly staff meetings will debrief the following week’s events and table-top all unusual occurrences. Students will be required to reflect on major in-school and local community events so they may put them in perspective and grow from them. The DSC will keep a record of all student disciplinary incidents. HHCS will comply with Violent and Disruptive Incident Reporting and data collection requirements, and disciplinary data reported to NYSED will become a part of HHCS’ Annual Report Card. HHCS strives to hold high behavioral expectations without producing an extremely high suspension or expulsion rates. Every month, the Board will receive a report on disciplinary infractions that resulted in suspension or expulsion. High Expectations: HHCS will require students to pass silently through hallways, and all teachers will greet students at the classroom with instruction and work ready to begin immediately. Establishing order outside of the classroom allows for a seamless, orderly transition into the classroom that will maximize the use of instructional time for student learning. Excellence in academic achievement is the expectation for all students. Similarly, students are expected to demonstrate the core values of accountability, integrity, and respect. Students will have to consistently make a choice to meet those expectations and abide by the school’s code of conduct.

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Making appropriate choices that result in excellent academic achievement and behavior marked by accountability, integrity, and respect will be recognized and positively reinforced. For the rest of the high expectation required of students, see attachment 4d: Student Discipline Policy.

PART III: ORGANIZATIONAL AND FISCAL PLAN A. Applicant Group Capacity 1. Background Information of Applicant Group - Table 1.a: Applicant Group Information (see attachment section of this proposal) provides information on the founding group, showing their names, current employment, relevant experience and skills, current roles each is playing in the planning and design of the school, future roles on the board. The majority is community residents, or practice their professions in the community. They are committed to improving living conditions and standards for the residents, especially the children. Presented in B.2 Governance below is a brief summary of the background of each board member and prospective administrators. 2. Proposed Roles of Board Members, and Process Used to Determine Positions are shown in

Table 1.a: Applicant Group Information (see attachment section of this proposal). The future roles to be played by members of the charter school board are clearly delineated. Emmanuel Opkala will continue to sever as Chairman and Executive Board Member; Liana Acevedo will continue to serve as

Secretary and Executive Board Member, Francis Onukwue will continue to serve on the Board as Executive Member, Larry Robinson will continue to serve on the Board both as Parent Representative and as Executive Board Member. Ivydean Frazier is Special Education Advisor to the

board and also Executive Board Member The rest of the founding group will serve as Board Members except, Emmanuel Daniel who will serve as the Executive Director.

These tentative roles were arrived at through consistent interactions between members during the planning and design stages and based on our collective perception regarding what is best for the school given our individual fields of education, experience, and expertise. While we believe that these are the best candidates for the tentative assigned and assumed roles, formal offers and confirmation will be made once the charter is granted and a more thorough search and interview is conducted to determine and select what is best for the school. 3. How Applicant Group Came Together to Develop Proposed School The existence and strength of HHCS derive from its founding members under the leadership of Dr. Francis Onukwue. They established the need for a quality healthcare charter school in South Bronx through an initial intensive survey research in 2010-2012, assembled a team forming the board of directors and professionals to design, coordinate and manage the charter school formation and operations. 4. How Often Applicant Group Met and How Planning and Writing Process of Application Occurred The group has continued to meet weekly (sometimes several days on a row), to plan and guide the development of the charter school outreach and the proposal writing. 5. Primary Author and Any Paid Consultants Dr. Francis Onukwue is the primary author of the final application. No paid consultants or organizations were involved in the development, fiscal planning or writing of the proposal. B. Board of Trustees and Governance

The founding group of HHCS has considered the necessary experience, skill, and the unflinching will required to establish and manage the challenging and dynamic process of opening and operating public charter schools. We have set out to recruit experienced and capable professionals, community members and parents to serve on the board and as future employees. Our group members have played important roles in the planning, research, outreach, communications

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and development of this proposal. The current board membership and management team consist of committed members with broad sets of skills, education, experience and expertise in areas of business administration and startup management, accounting and finance, education, non-profit leadership, healthcare, law, real estate, outreach, and technology. Parent and student representatives will be selected from among interested candidates. Below is the proposed initial board of trustees of Hi-Tech Healthcare Charter School; related explanations are also presented below in the subsections that follow. They represent a diverse and capable group with the capacity to open and successfully operate HHCS and lead it to achieve its mission for Bronx children. The Board members are listed in Table 1, and each completed form 5A New Applicant and Prospective School Trustee Background Information, attached.

(1) Relationship between the charter school and the Board of Regents as the chartering entity: The Board of Regents oversees the work of the Board of Trustees, and the Board of Trustees is accountable to the Board of Regents regarding the efficient operation of the school. Board of Trustees and senior management of HHCS fully understand that the charter agreement is between HHCS’ Board of Trustees and the Board of Regents; the approved charter agreement will guide all decisions. HHCS must seek and obtain explicit approval for any items not included in the agreement before taking any such actions. HHCS will consistently provide accurate and timely annual academic and fiscal performance report to the Board of Regents, including students’ academic performance, progress in achieving the Accountability Plan goals, certified financial statements prepared by external auditors, and HHCS’s progress in meeting enrollment targets. HHCS must seek and obtain explicit approval for significant items not included in the agreement before taking any such actions. The Board of Trustees acknowledges that the charter is an enforceable contract between the charter school and the Board of Regents.

(2) Proposed governance structure and list of initial board of trustees: HHCS will be overseen by a Board of Trustees who will be responsible for policy making and accountability. The above proposed list of initial Board of Trustees provides the name, voting status, relevant experience and qualification, position on the board and the length of initial term for each member. The proposed initial board would be a minimum of five members and a maximum 25 members. All members will have skills, qualifications and experience required to contribute to the efficient management of the school’s academic and administrative tasks, as defined by the roles and responsibilities of the Board of Trustees. The procedures for conducting and publicizing monthly board

of trustees meetings to be held at the charter school are described in the By-Laws referenced below. For each monthly Board meeting, a standard agenda including a dashboard of key data will be developed and made available to all Trustees and the public beforehand for review. Such data may include enrollment numbers, attendance rates, discipline infraction statistics, staffing updates, authorizor communication/issues, upcoming academic assessments, assessment results and upcoming school and community events or performances. Financial section may include Accounts Payable over 30 days, bills paid, expenses against budget, cash on hand, and relevant reports generated from the accounting software. A parent-teachers association will be formed and promoted to involve parents and staff in the planning and governance of the school. HHCS board will form partnerships will community organizations, churches, community leaders, parents’ organizations and other community stakeholders through community outreach. (see table 2) Organizational structure of the school. Under the supervision of the Board, the Executive Director (ED) will be responsible for the overall day to day management of the operations of the school. The ED manages the Principal, and the Chief Finance Officer and these

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two officers manage the staff under them. Following recommendations from the ED and the Principal, the charter school board will create and adopt policies in line with the charter and applicable state and other laws such as the Internal Revenue Service Code for nonprofit institutions. The charter school board will make decisions that reflect its policies on the basis of the established board policies and the circumstances surrounding any matters at hand,. Board policies and decision-making processes will be guided by board officials elected to the office by members.

The Chair - Organize, coordinate and assure the effective participation of all members of Board of Directors in the effective conduct of board activities such as policy development, curriculum design, special events planning and implementation, capital campaign, development of endowment funds, creation of scholarships, generating of project funds, and networking with business owners, corporate chief executives, and individuals in the community for purposes of raising funds to cover short and long term operations of HHCS. The chair is the official spokes person for the Board of Trustees.

Vice-Chair - Assist the Board Chair in organizing, coordinating and assuring the effective participation of all members of Board of Directors. Act in the absence of the chair. Secretary - Serve as Board of Director’s Public Relations expert by keeping all board members informed fully of board activities, programs, meetings, special events and changes in Board plans, schedules and policies. Record all proceedings and secure minutes and records according to the Open Public Meetings Act and governing records retention laws and regulations.

Treasurer - Serve as Expert Finance Administrator of Hi-Tech Healthcare Charter School and attend all business meetings of Hi-Tech Healthcare Charter School and the Board of Directors. Interact with the CFO in the development of financial procedures and internal controls. Be the liaison between the administration and the board appointed public accounting firm. Finally, certify that financial obligations are met.

For information on board notices, procedures, meetings and other details, please see Hi-Tech Healthcare Charter School By-Laws, Attachment 5b. Prospective Board of Trustee Member Profiles.

Dr. Dan Martin (newly recruited to the board after LOI was submitted) was a high school educator, principal and superintendent of schools, spanning 26 years, before joining Archway Programs as President and CEO for 16 years. His advocacy encourages strong mental health, social programs, education of children with handicaps and support for the developmentally disabled. His pride is giving voice to those who cannot speak! Dr. Martin serves on several not-for-profit boards. Dr. Martin is a successful urban educator serving at-risk students of all kinds. His organization ran the Archway Charter School of Chester, PA and was awarded a charter for a similar school in Delaware, which failed to open due to lack of a facility.

Ms. Frazier has Masters degrees in Special Education, Curriculum Development, and School Leadership and Administration. Starting her teaching and education career since 1990 and for over 26 years, Mrs. Frazier has served as classroom teacher, coach and head coach, Special Education Department Head. She has trained and supervised hundreds of Special Education teachers and headed Curriculum Development and Revision Committees. Her education, experience and expertise in Teaching, Special Education, School Leadership and Curriculum Development and her passion and commitment Special Education will be important assets as she works with and guides HHCS in its special education program design and curriculum development.

Emmanuel Daniel (Intended Executive Director). For over 23 years, Mr. Emmanuel Daniel has worked in healthcare settings, providing patient care and also teaching healthcare nursing courses. He is a registered nurse with Bachelors and Masters’ degrees in Healthcare Administration. Mr. Daniel is a very active board member and contributes in the areas of

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Institutional Administration, Healthcare Teaching Strategies, Healthcare and Wellness Curriculum, Policies and Procedures, Real Estate and Facilities.

Dr. Francis Onukwue With an undergraduate background in Philosophy of Law, Dr. Francis Onukwue has Masters’ degrees Theology (MA) and in Business Administration (MBA) and a PhD in Financial Management (FM). Through an Entrepreneurship program he founded to assist minorities, women and small business owners, Dr. Onukwue helped found and operationalized over 400 startup for-profit and nonprofit entities. As a former college professor and an Entrepreneurship and Startup consultant, he has also assisted with the planning and establishment of a charter school in Missouri State and has managed nonprofit institutions for 26 years. With a strong background in education, business law and regulation, finance, accounting and human resources, he possesses substantial experience and skill that would enable him contribute significantly to the development and operation of a high quality charter in Bronx. The planned Hi-Tech Healthcare Charter School will benefit immensely from his charter school Start-up experience, for-profit and nonprofit startup entities, Legal, Real Estate and Facilities, and Finance backgrounds, and his deep knowledge of city, state and federal laws and regulations.

Mrs. Joan Bucchino is the owner and President of Grace Corporation, a nonprofit corporation through which she works closely with school administrators in developing programs for children that foster home/school/community partnerships. Utilizing her invention, the “I Can Do It! with Grace”® achievement game series, she and her staff inspire and teach children in the areas of academic performance, character education, health and wellness habits, self-esteem, bullying prevention, and environmental stewardship. She is Community Wellness Consultant with a dual Masters’ degree in Special and General Education. Mrs. Bucchino has extensive business contacts and experience serving other boards that will benefit the overall success of Hi-Tech Healthcare Charter School. She will assist the school with Fundraising and Development, Health and Wellness, and Curriculum Development.

Mr. Moses (Ibe) Nwankpa has Master of Science in Accounting. He is also a Certified Public Accountant (CPA) and operates his privately-owned CPA Accounting and Auditing firm. He provides accounting and audit to start-ups, small and mid-cap companies. Mr. Moses Nwankpa helps individuals, groups and businesses set up and operate new ventures and for-profit and nonprofit entities. He has numerous clients in New York, New Jersey and Missouri states. His experience in creating and consulting for startups, and his accounting, audit and regulatory compliance expertise have been useful and helpful in the planning and startup activities and arrangements of the charter school. He will assist the charter school with Accounting, Audit and Finance, Regulations, Compliance and Startup Operations.

Rev. Fr. Emmanuel Okpala-Uuwaekwe earned two bachelors’ degrees in Philosophy and Theology, respectively, and a Master’s degree in Theology. As a Catholic priest, hospital chaplain and certified pastoral counselor, Fr. Emmanuel advocates for and counsel patients and their families. He has served as administrator of several Catholic parishes, taught at Seminary, served as Dean of Student Affairs, and served on other nonprofit boards. He brings to the charter school, his nonprofit governance experience, education, human resources and compliance, and healthcare work experience. He currently uses his wealth of experience to champion the mission of the charter school and provide leadership as chairman of the Board of Trustees.

Mr. Larry Robinson used and worked with technology for over 27 years. As a father of teenagers, young adults and adults, Mr. Robinson comes to the board both as a board member and as a Parent Representative. Currently he is the Chairman of Youth Committee of the Community Board 2. In this role, Mr. Robinson, organizes three to four youth education, career

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development and social activities each month. He will use his background in technology, his role as parent, and his community leadership task as chair of Community Board #2’s Youth Committee, to connect the school with parents and youth in South Bronx, advocate for parents and provide advice on the school’s technology and blended learning.

Ms. Liana Acevedo is the Library Manager at the Hunt’s Point branch of the New York City Public Library. She started her career with the library in 2008 and with hard work and dedication has risen to the rank of a manager in the New York Library system. Ms. Acevedo has Masters’ degree in Library and Information Science and has helped children and adults use library resources to improve themselves, their education and livelihood. She brings her educational resources procurement and management skills to help the charter school with its educational materials sourcing, curriculum development and students’ reading and writing motivation. She will help with Curriculum Development, serve in the Education Plan Committee, Instructional Resources, and Community Outreach.

(3) Roles and responsibilities of Board of Trustees and relationship with Board of Regents: The Board of Trustees is responsible for ensuring that all obligations of the charter are met, and as such, have a reporting obligation to the board of Regents. The Board of Regents holds the charter, an active contract with HHCS. Board of Trustees duties are: a) to govern and oversee HHCS for the purpose of achieving its Mission; b) to take actions necessary to meet all requirements of the New York State charter schools act and other applicable laws; c) to hire, monitor, evaluate, guide and support the Executive Director who supervises the Principal and other members of the school staff; d) to oversee the financial management of all aspects of the school, including budget development and monitoring; to establish fiscal controls, and to audit the School's financial records as required by law and otherwise prudent; e) to develop, approve, implement, and monitor achievement of the School's accountability plan as required by law; f) to set, implement and enforce, or delegate the implementation and enforcement of, School policies in all areas described in the by-laws. (4) HHCS By-Laws Meet Requirement of NYS Education Laws and Regulations: For a copy of the charter school’s proposed By-Laws, see Attachment 5b. The proposed by‐laws meet the requirements of Education Law and applicable laws and regulations governing education corporations in NY.

(5) Hi-Tech Healthcare Charter School Proposed Code of Ethics: The Code sets forth the standards of conduct expected of the school’s trustees, officers, and employees, including standards on disclosure of conflicts of interest regarding any matter brought before the board of trustees. All employees, officers, and trustees will sign a Code of Ethics affidavit. HHCS code of ethics specifies expected behaviors and responsibities. An employee, officer, or trustee cannot have an interest in any for-profit contract with the school. Employee, officer or trustee who have contracts with not-for-profit entities, such as charter management organizations, partners, and found organizations must disclose these contracts, but they are not prohibited. Such written disclosure shall be made part of and outlined in the minutes of such body.” Details are included as Attachment 5c. Code of Ethics.

(6) HHCS Board Recruitment, Selection and Development Plan: The charter school board will engage in the identification, cultivation, recruitment, selection, and development of new board members, including a parent and student representative beginning with a needs assessment

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to determine priorities such as governance, planning, education, transparency and accountability, fundraising, financial management and audit, human resources, civic engagement and public policy, strategic alliances, and evaluation. Using their connections, board members, and school leadership will recruit candidates with the motivation, qualifications, and experience to fill the identified board positions. New board member orientation and development will include the roles and responsibilities of board members. The Board will add a Parents Representative member. This board member will be a critical liaison between parents, the school, and the community. C. Management and Staffing The board and management of Hi-Tech Healthcare Charter School (HHCS) have articulated the management and staffing plan presented below to implement its mission of providing a diagnostic/prescriptive individualized learning experience for its students. It represents the school’s operating and reporting structure and priorities, as well as, a delegation of responsibilities and staffing. (see also in the previous section, Governance and Management Responsibilities). The chart and accompanying staffing plan show staffing across the five years of the charter term, providing a rationale for the staffing structure and numbers projected in the plan.

Description of the Organizational Structure and daily operations: The Board of Trustees holds the charter, sets broad policy guidelines and enforces effective management and compliance with controlling regulations and the terms of the charter to ensure accomplishment of HHCS mission, goals, and objectives. The Executive Director (ED) oversees daily operations, reports to the board and in turn oversees the work of the Principal and the Chief Finance Officer (CFO) to manage the education program and finances/operations respectively. Under the direction of the ED, the Principal works with the Vice Principal, Special Education Coordinator, Instructional Coaches to implement the educational priorities of the school including an emphasis on SED and ELLs. The teachers, parents’ coordinator, and school counselors, social workers, and therapists are carefully guided to focus on the school’s educational priorities. The CFO focuses on efficient management, coordinates and oversees the work of the Business Manager, plant operations, purchasing, the Nurse, and the Director of Development. The Technology Specialist will be involved in major programs design planning to assure clear understanding to use technology to support the school’s educational and operational priorities and needs. Obvious, but not shown in the chart, are the controlling stakeholders and reporting responsibilities (NYSED, Regents, etc.), and recipients of the services: the parents, students, and community.

Management roles and responsibilities of key administrators: Executive Director (ED) - The ED reports directly to the board and is responsible for ensuring the effective management of the school and implementation of the policies established by the board and the charter. The ED represents the school in all external matters and manages the Principal, the CFO, who manage the general staff. The ED provides overall leadership of the school but deffers to the Principal on matters relating to educational instructions and curriculum. The Executive Director makes final decisions about, but not limited to, hiring, budgeting, and resource allocation. The ED will recruit, screen and recommend to the Board the hiring, evaluating and firing of all staff including the principal. The ED will also ensure that the school’s assessment model is implemented fully. The myriad of specific responsibilities and qualifications is outlined in Attachment 8a: Hiring and Personnel Policies and Procedures. The board believes the identified candidate meets these requirements.

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Organizational Chart, Staffing, and Reporting Structure

Selected Leader. The Board of Trustees anticipates appointing Emmanuel Daniel as Executive Director of HHCS, a position for which he is well suited. He had a Masters in Administration with a minor in health care administration. He has served as a nurse, instructor and program administrator. His working knowledge of the health field and program management make him particularly qualified to direct HHCS whose mission is to prepare the student for higher education and work in healthcare fields. He has demonstrated competence and in expertise in Administration, Healthcare, and Compliance. He has conducted parent and family education, managed teams, successfully served at-risk populations of clients ranging from teens to adults. His skills also involve training, assessment, supervision, team leadership, supervision and staff development, quality assessment and improvement, business development, patient confidentiality, regulatory compliance, risk management, complaint resolution, and serving as Executive Director of a home health services agency and director of other programs. He has also engaged in community outreach. Finally, he is a Bronx resident and concerned community member. See attached board application) Principal - The Principal is the instructional leader of the school. The Principal will be properly certified by the NYSED and have the knowledge, skills, passion for education and the experience to supervise and evaluate all instructional and program staff, including subject area teachers, social workers, counselors, instructional coaches. The Principal will challenge and motivate students and ensure that the educational program is meeting the goals of the charter through coordinating the educational programs, professional development, curriculum design, special education, instructional staff evaluation and staff accountability. He/she will enforce the school discipline policy and procedures. The Principal must have knowledge of alternative instructional methods, passion for quality education and a strong commitment to student success. The Principal will collaborate with the CFO to ensure that adequate resources are provided to support student learning

Board of

Trustees

Executive

Director

Principal

Chief

Fin Officer

Guidance

Counselor

Vice

Principal

Instructional

Coaches

Operations

Business

Manager

Director

Development

Nurse

Healthcare

Specialist

Social

Worker/

Parent

Coordinat

Librarian

Resource

Person

Technologist

/Teacher

Regular

Teachers

Special Ed

Coordinator

SPED

Teachers

SPED

Teachers

Assistants

Custodian-

cleaning

Teachers

Assistants

ELL

Teacher

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and quality academic outcomes. Finally, the Principal will be the initial parent contact as the school leader, establishing relationships that support attainment of goals and objectives. Vice Principal – The Vice Principal (VP), to be hired in the second year, will have the skills, knowledge and experience to serve as the assistant instructional head of the school. The VP will assist the Principal to deliver quality education and special education to assure that all students attain the academic and social skills to be successful in school and life. The Vice Principal will assist with curriculum; collaborate and work with faculty and staff; provide diagnostic and formative assessments; promote and support active learning and rigorous educational outcomes. The VP will enforce the school discipline policy and procedures, referring more serious matters to the principal who will refer them to the Board of Trustees as appropriate. Chief Finance Officer (CFO) - The CFO reports to the ED and is responsible for ensuring the effective operations and management of the school. The CFO will achieve financial, operational and performance efficiency by managing administration, finance, technology, human resources, admissions, facilities, student records, food services, transportation, the generation of required reports, and other operational and compliance responsibilities. The CFO will supervise and evaluate non-instructional staff, including the Office Manager, the Director of Development, the Nurse and the Technology Specialist. The CFO will collaborate with the Principal to plan and implement resources utilization, data generation, institutional evaluations, and reporting. The CFO will report to the ED who has responsibility for reporting to the board and stakeholders. Instructional Coach - The Instructional Coach will be accountable for setting, implementing, and measuring yearly instructional attainment of goals related to increasing student achievement and assuring effective assessment. The primary function of the Instructional Coach is to be the instructional leader for the teachers and guide teachers to attain performance goals, including the school’s mission of individualizing instruction. The top priorities of the head coach, include support and plan for implementation and vertical alignment of the curriculum across grade levels; selection and recommendation of materials and methods; ensure consistent delivery of instruction across the subject content areas, coach teachers in sound instructional practices and evaluate their progress; and oversee interim assessment program and use of data to inform instruction.

HHCS Budgeted for Special Education Instructor and ELL Specialists along with Subject Area Teachers – Budgeted subject area teachers, including Special Education and ELL Teachers, are responsible for ensuring that all students in their classes are achieving at high levels both academically and socially, and are prepared for Regents Exams. All subject area teachers report to the principal, who may delegate that responsibility to the Vice Principal, and collaborate with the SED and ELL teachers to achieve IEP and ILP goals. Teachers guide and direct the teacher assistants assigned to their classroom, and are the instructional leaders in their rooms. Teaching Assistants – HHCS will hire and train teaching assistants to provide added instructional support to teachers in the classroom by assisting individual students and groups of students in activities designed to meet their differentiated goals. The inclusion of TA’s will increase the adult to student ratio to facilitate individualization of instruction. Increased adult contact time will help teachers achieve their students achieve ILP and IEP goals and enable the school to advance its mission of providing quality individualized education to its students. Social Worker/Parent Coordinator and School Counselor - The Social Worker/Parent Coordinator and School Counselors will support the school in addressing the social, emotional and developmental needs of the school’s students and families, and in helping students and families access appropriate services and resources. The Social worker will also serve as coordinator of school culture, working closely with families to support student-family needs while connecting the

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family with the school community. Provision of services in Spanish and other languages will be accommodated. They report to the Principal who may delegate that responsibility to the Vice Principal. Staffing Plan: Table 3 below shows a viable staffing plan adequate for effective implementation of the proposed educational and administrative operations of the school over the charter term. It provides appropriate management and leadership staff and sufficient teachers and assistants to implement the individualized learning model envisioned in the HHCS mission. Finally, support staff for students and families are included to enhance participation and success rates.

Middle school teaching staff will consist of core teams of 3 teachers (1:25 ratio) for each grade level. Each classroom will also have a teacher assistant and .33 service of an ELL and SPED Teacher. Each teacher will be certified, qualified and competent in teaching English Language Arts. Also, each will have a specialty in Mathematics, Science, Social Studies, or Reading. These teachers will be the team specialist for the grade level to ensure integration. The teams will be supported by an ESL teacher, SED teacher, and four teacher aides, effectively reducing the adult: student ratio to nearly 1 per 8 students. This configuration will support the implementation of the STEM approach and the integration of literacy and ESL/ELL needs. While the schedule is depicted as blocks of time, lessons and projects will often integrate skill areas to facilitate project-based learning. ESL teachers will support the teams. A similar pattern is anticipated as high school grades are added.

Table 3: Proposed Management and Staffing Chart

Positions

Avg. Starting Salary

FTE

Year 1 Year 2 Year 3 Year 4 Year 5

Executive Director $100,000 1.00 1.00 1.00 1.00 1.00

Chief Financial Officer $85,000 1.00 1.00 1.00 1.00 1.00

Operations/Business Managers $60,000 1.00 2.00 2.00 2.00 2.00

Director of Development 0.00 .50 1.00 1.00 1.00

Principal $85,000 1.00 1.00 1.00 1.00 1.00

Vice Principals $ 0.00 1.00 2.00 2.00 2.00

Administrative Assistant/Secretary

$50,000 1.00 1.00 1.00 1.00 1.00

Clerical Aide $43,000 1.00 1.00 1.00 1.00 1.00

Instructional Coach $80,000 1.00 1.00 2.00 2.00 2.00

SPED - Coordinator $80,000 1.00 1.00 1.00 1.00 1.00

Mid School Teachers - SPED $62,223 2.00 3.00 3.00 3.00 3.00

Teachers – Technology/Lab $62,223 0.50 1.00 1.00 1.00 1.00

M S Teachers - ELA emphasis $62,223 2.00 3.00 3.00 3.00 3.00

M S Teachers – Math emphasis $62,223 2.00 3.00 3.00 3.00 3.00

MSTeachers-Science emphasis $62,223 2.00 3.00 3.00 3.00 3:00

H S Certified – Math Teacher $62,223 0 0 1.00 2.00 3.00

HS Certified – Science Teacher $62,223 0 0 1.00 2.00 3.00

H S Certified – ELA Teacher $62,223 0 0 1.00 2.00 3.00

H S – Social Studies Teacher $62,223 0 0 0.50 1.50 2.00

High School Teachers - SPED $62,223 0 0 1.00 2.00 3.00

Teachers – Spanish $62,223 0.50 1.00 1.00 2.00 2.00

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Table 3: Proposed Management and Staffing Chart

Positions

Avg. Starting Salary

FTE

Year 1 Year 2 Year 3 Year 4 Year 5

Teachers - ELL $62,223 1.00 2.00 3.00 3.00 3.00

Teachers – Phys Ed/Healthcare $62,223 1.00 1.00 1.5 2.00 2.00

Teachers – Art $62,223 0.00 0.50 0.50 1.00 1.00

Teacher Assistants (1/class) $43,000 6.00 9.00 12.00 15.00 18.00

SWD Qualified T (1 per grade) $43,000 2 3 4 5 6

Guidance/College Counselors $65,050 1.00 1.50 2.00 2.50 3.00

Social Worker/Parent Coord. $65,050 1.00 1.5 2.00 2.5 3.00

Nurse/Healthcare Specialist $80,000 1.00 1.00 1.00 1.00 1.00

Librarian/Resource Person $65,050 0.00 0.00 1.00 1.00 1.00

Custodian – $20,000 in ops 1.00 1.00 1.00 1.00 1.00

Hiring, Personnel Policies and Procedures: Hi-Tech Healthcare Charter School has a

complete and comprehensive plan for hiring and personnel policies and procedures of the school, showing qualifications (experience, professional preparation, training and skills) to be used in the hiring of teachers, school administrators, non‐certified instructional personnel and other school employees, and staff responsibilities (see Attachment 8a: Hiring and Personnel Policies and Procedures). This plan also includes performance evaluation models.

Realistic strategies for recruiting and retaining effective teachers: HHCS will establish a broad applicant pool for all available and vacant positions to recruit and retain effective, experienced teachers and support staff. HHCS will diligently seek its employees through a variety of means, including advertisements in newspapers and educational journals, relationships with colleges and graduate schools of education, recruitment fairs, and job posting services. HHCS will promote diversity in its applicant pool by advertising positions in targeted media (e.g. minority newspapers), networking with minority organizations and participating in minority recruitment events, as well as ,the New York Charter School Center and the New York Charter Schools Association and similar organizations.

Staffing needs that align with the budget and anticipated enrollment and growth: The staffing pattern is designed to provide a high adult to student ratio needed to implement the highly individualized instructional model. Administrators and supervisors are budgeted to provide the support needed to meet the Key Elements of the school’s mission. Additional staff is added to maintain desired ratios as classes are added, and enrollment grows. All recruitment decisions shall be guided by a sound understanding of staffing needs that are aligned with the budget and with the school’s anticipated enrollment and growth. In particular, the quality and number of staff to be hired will be a reflection of the high standards demanded by the school, the anticipated growth rate in student enrollment for each year and be properly budgeted for during financial planning and budgeting (see Staffing Plan in subsection d. of this section). The administration will assess the effectiveness of the staffing plan and modify it as needed.

Staffing needs to implement the educational program successfully: Only qualified, certified, experienced and highly motivated persons of good character will be sought for and hired to attain successful implementation of the educational program of the school. Rigorous background checks will be carried out, credentials verified, and references consulted especially the last employer's verification consultations to achieve the high personnel recruitment standard.

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Staffing plan to attract and retain effective staff, given working conditions and compensation package: HHCS will offer competitively higher pay, health and other benefits to its quality staff. This strategy will enable the school to recruit and retain quality employees. Salaries will be competitive and based on the NYC Office of Salary averages for 2017. Teachers will be started at MA 3, 3rd level and ESL, therapists and counselors will be an MA 3rd level. Staff will be given the opportunity to organize a bargaining unit as required by N.Y. Education Law § 2854(3)(b-1). The school will surpass 250 students in year 3.

How individual base salaries and increases will be determined: In the first year of operation HHCS will offer market rate base salaries based in NYCDOE Office of Salaries Services guides based on education level and years of teaching experience. Performance achievement and positive work evaluation will merit higher raises than the market will offer in subsequent years. Raises will be based on standards in Attachment 8a: Hiring and Personnel Policies and Procedures

and any negotiated agreement that may evolve between the representative group and the board of trustees.

How the school will address potential human resource challenges, given growth: HHCS will address potential human resource challenges as the school grows to scale over the course of the charter term by establishing a broad applicant pool for all available and vacant positions. In addition to using approaches presented in Strategies For Recruiting and Retaining

Effective Teachers, HHCS will network with existing staff and community connections. HHCS Will also serve as a pre-service training site, offering student teacher opportunities as a way of introducing quality new teachers an opportunity to develop awareness and contact with the school.

How the school will use student assessment data to drive key decisions: All key decisions will be data driven. Decisions include placement, instruction, program, staff performance and board performance. A myriad of data collected and analyzed with the help of the technology specialist and appropriate software drives a continuous cycle of improvement. HHCS will comply with the reporting requirements of the Teacher-Student Data Linkage (TSDL). Moreover, based on student assessment data outcomes, more and or specific professional development training can be planned for those teachers and other personnel needing improvement. The assessment data will also determine staff remuneration and promotion, as well as the planning for needed resources required to enhance future performance. (See assessment sections in Part II. C. Achievement Goals for a full discussion.) C1. Charter Management Organization: N/A. We do not intend to contract with a charter management organization. C2. Partner Organization: HHCS will partner with Hi-Tech Charities, a 501(c)(3) nonprofit with 17 years of non-profit organization management and expertise serving at-risk youth, individuals, families, women and minority businesses and communities. This partnership will support HHCS’s mission by providing healthcare staff as role models for career exploration and training; providing student intern experiences; supporting a Certified Nurse Assistant Program; assisting to develop and implement a Health and Social Services school-based health plan; counseling and social services provided by Hi-Tech Charities staff; aiding community outreach, family awareness and student recruitment initiatives; assisting in developing and implementing a fundraising and grant development campaign; and assisting in securing facilities (see Attachment 7a. Nonprofit Partnership Agreement). No fees to be paid by the school will be required for these services. The school will benefit from the services because many are not services typically provided by a school. The rationale for selecting Hi-Tech Charities is their expertise in the healthcare field and non profit successes as a community development and social service agency. HHCS’ clientele require many services.

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Evaluation of Organizational Partnership. HHCS will evaluate the effectiveness of its partnership with Hi-tech Charities, by reviewing a monthly report from the ED reflecting partnership activities throughout the past month. These reports will focus on the primary purposes as stated in the partnership agreement, and progress toward achieving those aims. The board and the partners will develop concrete evidence regarding increased opportunities for students having access to healthcare workers, families having access to health services, student participating in the CNA program, increased funding opportunities and other elements described in Attachment 7a. Nonprofit Partnership Agreement. The board will determine the value of the partnership and whether to renew the agreement annually. C3. Strategic Business/Growth: N/A. D. Evaluation

(1) HHCS will develop an Accountability Plan as part of its comprehensive evaluation process, consisting of multiple instruments and measures that would enable the school to assess its progress in attaining goals set for students achievement, organizational effectiveness, and advancement of institutional mission. A full programmatic review or audit will be presented annually by the ED describing experience versus intended outcomes.

(2) Processes for Review and Evaluation of Leadership and Staff Performance Board of Trustee performance will be assessed annually (December) through a self-

evaluation process involving all Trustees An outside consultant with experience in developing, implementing and guiding Boards effectively through self-evaluations and with expertise in helping Boards analyze the results of self-evaluations to improve their governance practices, will facilitate the evaluation process. The board will select one of many board evaluation processes and documents commercially available for this process. Each Trustee will be required to consider various aspects of the school, including the academic environment, quality of instruction, rigor of the academic program, soundness of the school’s finances, board oversight, quality of services for special student populations and compliance with the charter agreement and charter law. Trustees will also evaluate the work of the Board over the prior period and identify challenges, needs, and areas in which the Board should focus its recruitment, training and planning efforts. Following each survey, the Board will discuss survey results at a regular meeting or a retreat and set goals for individual Trustees and the Board as a whole.

All staff performance evaluation will be grounded in the goals and objectives of HHCS as expressed in its mission, all policies and regulations and the job descriptions as described in Attachment 8a Personnel Policy and Procedure.

Executive Director (ED) Performance - The Board of Trustees will evaluate the ED, formally and informally to ensure the effective management of the school and implementation of the policies established by the board and the charter. The board will have the most direct contact with the ED on a daily basis and will be provided significant data at routine meetings to judge the effectiveness of his leadership based on performance indicator. The Board will base the evaluation process on the job description and a validated evaluation rubric such as the Association of School Administrators’ six performance domains, as described by Michael DiPaola and James Stronge in a book for AASA titled Superintendent Evaluation Handbook63. Domains to be considered include:

63 Administrators’ http://www.aasa.org/SchoolAdministratorArticle.aspx?id=10244

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Policy and Governance; Planning and Assessment; Instructional Leadership; Organizational Management; Communications and Community; and Professionalism.64 As with all performance evaluation, specific standards and goals to be met will be established in advance as job targets.

The Principal’s evaluation will be conducted twice annually by the Executive Director and reported to the Board. The evaluation process will consider school-wide student assessment data (state assessments, Regents, school-based assessments, etc.), observations on school climate, reviews from staff and satisfaction ratings by parents. It will be based on a job description reflecting key leadership indicators. Performance evaluation will be based on practices demonstrated to be effective such as Principal Evaluation Rubrics by Kim Marshall, revised in 2013. This rubric is based on six domains of effectiveness.65 The Board’s Education Committee will meet with the ED and Principal regularly to assess the academic health of the school and will inform the Board of its findings at regular Board meetings. The Education Committee will review the first phase of formal Principal evaluation presented by the ED and also conduct and make reports and recommendations to the full Board. The Principal evaluation process will also include a self-assessment in which the Principal will identify accomplishments, challenges, areas in need of improvement and professional goals for the upcoming evaluation period. A similar process (i.e. regular meetings to discuss school-wide progress, challenges and needs, combined with review of data and self-assessment results) will be used by the Principal to evaluate non-teaching staff.

(3) Data and Process to Evaluate the Educational Programs The assessment plan presented in Part II. C. Achievement Goals, describes student outcome data to be collected and reported, as well as how it is used to track student and academic program progress. HHCS is committed to using a variety of data effectively to assess its programs, financial soundness and the performance of its Trustees, staff, and partners, and to use evaluation processes to identify and address needs. Primary responsibility for evaluation of the school’s programs—including the school’s effectiveness in achieving its goals and objectives each year—will rest with the Executive Director, the Principal and designated staff members, who will report results to the Board of Trustees. The Board will use data on an ongoing basis to inform its decision-making process to ensure that the school is making progress towards academic and organizational goals, complying with its charter and applicable charter laws and conducting its operations in a fiscally responsible manner. Consistent with the Open Public Meeting requirements, these reports, except for personal identifying information, will be public documents.

(4) Fiscal soundness and operational effectiveness will be evaluated in an ongoing manner through monthly business reports that demonstrate GAAP accounting practices, including expense reports, budget-to-date, and cash flow analysis. These reports will be a required part of the monthly board agenda and prepared by the CFO and business manager. The Finance Committee will review all reports and provide continuous oversight. Adjustments to expenditures will be made on current data when a discrepancy or variation from the budget is noted. All line item discrepancies greater than 10 percent over budget must be reported to the Board for analysis. HHCS will undergo an independent audit of the financial statements to be conducted annually by a CPA selected by the Board. The Board will review the audit findings at a public meeting and develop plans to meet all audit recommendations.

(5) The ED and Principal will evaluate Teaching Staff Performance through a process that is compliant with Section 3012c incorporating student status and growth data, and using

64 SUPERINTENDENT EVALUATION SYSTEM. (n.d.). Retrieved from

http://www.doe.virginia.gov/teaching/performance_evaluation/superintendent/resea 65 http://usny.nysed.gov/rttt/teachers-leaders/practicerubrics/Docs/MarshallPrincipalRubric1.pdf

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multiple measures, including student growth, student attainment and teacher professional development measured with performance rubrics in four common domains of teaching originated by Charlotte Danielson (A Framework for Teaching 201166 – approved by NYSED). The principal will have primary responsibility for evaluating teacher performance, but that responsibility may be delegated to properly trained and certified supervisors such as the Instructional Coach or SPED Supervisor. Teacher evaluation, based on the job description in Attachment 8a Personnel Policy

and Procedure, will consider not only standardized assessment data but also other measures of student outcomes, such as authentic product assessments, formative and summative assessments and portfolios, in addition to Principal’s evaluations of teaching practice. Formal evaluations for teachers will include specific criteria and a narrative summary, written by the Principal and based on year-to-date observations, objective student assessment data, and self-assessments b y teachers, identifying exceptional strengths and areas for improvement. The self-evaluation, along with formal and informal evaluation by the Principal, will be used to identify personal goals and areas of improvement and to develop individualized professional development plans that build on teacher strengths and address areas in need of improvement.

HHCS will establish rigorous Student Learning Objectives (SLOs) in each subject to support the evaluation of teachers of subjects that are not tested by NYS (e.g. healthcare, Arts, Physical Education/Health),. These SLOs will be tied directly to student achievement and growth measures and aligned with NYS standards and requirements. Growth goals will be set on these outcomes

(6) Student, family, and teacher satisfaction will be assessed using tools developed by the school as well as the annual DOE Learning Environment Survey. The DOE Survey results are made public on the district website, discussed at Board meetings and shared at parent/school activities. Additionally, program-specific surveys will be developed. Each spring, HHCS will post conclusions based on survey data will on the HHCS website along with a link to the DOE survey report. Using evaluation data from multiple sources, HHCS will be able to make required improvements and attain and surpass performance projections. New goals and the benchmarks to be achieved will be set annually based on the analyzed data.

(7) The Evaluation of the Organizational Partnership is discussed in C2 Partner Organization. E. Professional Development

(1) High Quality and Comprehensive Professional Development Program To Support Educational Program and Mission. HHCS’ mission is to provide a highly individualized and differentiated model of instruction. Staff must be trained in the deliberate and consistent use of assessment outcomes applied to appropriate and engaging learning experiences to achieve differentiated instruction. The specific strategies defined in the Key elements of the educational plan presented above are also integral to their training. HHCS will align the Professional Development Program to research-based practices and reflect the theoretical precepts of adult learning theory. Adult learning theory underscores the importance of motivation, commitment, and application as central to successful learning experiences for an adult. Teachers are willing to actively engage in professional development opportunities when they have a voice in the process, understand how it will improve their practice, and recognize the direct application to the classroom.67 The guiding principles for the professional development program will be that

66 http://usny.nysed.gov/rttt/teachers-leaders/practicerubrics/Docs/Teachscape_Rubric.pdf 67 Yvonne D. Trotter, Adult Learning Theories: Impacting Professional Development Programs, 72(2) Delta Kappa

Gamma Bull 8-13 (Winter 2006).

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professional development must: be embedded into the academic calendar; provide teachers with social, emotional, and instructional support; connected to the work of the teacher; be responsive and flexible to address immediate and long-term goals; and provide varied levels of support and knowledge-building experiences.68

Staffing. At the school level, HHCS invests heavily in instructional leadership to support teachers in all aspects of teaching and learning. While the School Leaders (Executive Director, Principals, Instructional Coaches) have administrative responsibilities, primary among these is their roles as instructional leaders who articulate the educational philosophy of the school. They serve as directors of instruction and spend much of their time in classrooms observing, modeling and coaching teachers. Curriculum coordinators in Math, Literacy and other content areas help teachers develop engaging units and lessons. An Assessment Coordinator supports teachers in using data to identify student needs and effectively modify instruction. The student support staff through the Successful Student Committee help teachers implement strategies and interventions to support at-risk students.

Collaborative Professional Development. We use the principles of Responsive Classroom69 to promote professional engagement and growth among our teachers. The Responsive Classroom approach is not just a method by which we support students to advance their learning and social development, but the elements of Responsive Classroom relate to the professionals in our school Community as well. Finally, they reflect the key elements expressed in the HHCS mission. Relevant principles include: Strong, Focused and Supportive Leadership; Shared Vision and Planning; Common Beliefs and Behaviors; Shared Professional Development; and Adult Community Building. HHCS has created a professional community of learners in which teachers and instructional Leaders continuously seek, share and apply new learning to their own practice to enhance instructional effectiveness. Professional learning will take place at HHCS during weekly staff meetings and weekly grade level team meetings, both of which are built into the teacher’s schedule and are separate from a teacher’s daily prep periods. Topics for these meetings are developed collaboratively in response to needs identified by teacher classroom observations, coaching observations, student assessment data and surveys (formal surveys and drop box suggestions).

Coaching. HHCS uses a formal coaching program to provide highly individualized support for each teacher, thereby strengthening the applicable nature of our teacher evaluation process. Built into the teacher schedules are weekly coaching meetings that take place during a Period of extra prep-time. Additionally, teachers are guaranteed time throughout the week for active coaching to take place on an individual basis; coaching during these times take the Form of modeling, co-teaching, co-planning, data analysis, and system creation, or other support models. Coaches ensure that teachers are supported in their goals not only through their own coaching but also through work with other instructional leaders, their peers (through grade team meetings, staff meetings, peer observations, classroom demonstration sites), literacy and math staff developers/consultants and external workshops. Outcomes will inform the evaluation program and the annual Individual Development Plan.

(2) Evaluation of PD. At the conclusion of each PD session, teachers and staff will be asked to complete a survey regarding the effectiveness of the PD session. If the sessions we provide are not meeting the needs of our staff, we will adjust our offerings. School leadership will also

68 Trumbull Public Schools, Plan for Continuous Teacher Improvement/Professional Learning/Supervision

Evaluation, October 2006, http://trumbullps.org/teacheval/oteval.pdf (last visited Mar. 12, 2013). 69 http://education.jhu.edu/PD/newhorizons/strategies/topics/the-democratic-classroom/responsive-classroom/

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utilize the results of the surveys to inform professional development topics for subsequent years. Additionally, following specific training and professional developments, leadership will focus their informal observations on that specific topic to ensure that teachers are implementing the professional development, and administrators are providing quality services to advance learning and strengthen the mission of the school. Impact on student performance and achievement will be the key indicator of the success of a professional development experience: does it translate in the classroom?

(3) How the School Will Train Staff to Address the Needs of All Students. Because we have such a comprehensive program, we are confident that our PD program will ensure that administrators and teachers will be prepared to address the needs of all learners. We will provide specific training on how to address the needs of students identified as at-risk of academic failure, students with disabilities, and English language learners. Experts will lead these sessions annually to ensure that all teachers, particularly those new to our school, have sufficient training to meet our students’ needs. The Key Elements and structural frameworks are designed to support learning needs of special students, whether at-risk, ELL or with disabilities. Training administrators and staff in these processes will address the goal of individualizing instruction for all students.

(4) Creating a Professional Climate. HHCS will provide ongoing and high-quality professional development to teachers and support staff. The implementation of Professional Learning Communities (“PLCs”), peer mentoring, coaching, and ongoing professional development embedded into the academic calendar will provide multiple opportunities for faculty to obtain the skills, knowledge, and resources to be highly effective educators. The PLC has been lauded as a powerful approach to staff development which promotes ongoing dialogue among, staff, faculty, and administrators as they “continuously seek, share knowledge, and act on what they have learned.”70 Classroom observations and the reflective dialogue that ensue will help support the collaborative efforts to meet the needs of ELLs, students with IEPs, and students at-risk of failure, while enabling faculty to become knowledgeable in core-curriculum embedded best practices. Teachers will be encouraged to share successful practices and lessons at weekly staff meetings or professional development sessions.

(5) Opportunities and Frequency of Profesional Ongoing, Professional Development. Each Tuesday morning, there will be a ninety-minute professional development session. There will also be a two-hour block devoted to staff planning and meeting time on Friday afternoons. The formation of grade-level terms will help to foster the collaboration needed to ensure success for all. Since the School will implement looping, these teams will work together over a two-year period. Common planning time each Friday afternoon will enable teachers to plan instruction, monitor student performance, determine intervention strategies, and engage in reflective dialogue about successful practices. Topics will reflect the mission and vision of the school based on student needs.

Professional Development In-Service Days. There are seven professional development days built into the calendar throughout the academic trimesters. These days will provide additional time for class preparation, grading, rating, review, and analysis of assessment data. The data team will model the inquiry process of data analysis using the framework suggested by Bambrick-Santoyo in Driven by Data: A Practical Guide to Improve Instruction.71

70 SEDL, Issues about Change, http://www.sedl.org/change/issues/issues61.html (last visited Mar. 14, 2013). 71 http://www.uncommonschools.org/our-approach/thought-leadership/driven-by-data-book-paul-bambrick-

santoyo

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Teacher Institute. In addition to the ongoing professional development during the school year, each August HHCS holds a two-week Summer Professional Development Institute prior to the opening of school. During this Summer Institute, teachers will develop their Professional Development Plan, which will include long and short-term goals, the activities that the teacher will participate in to achieve the goals and a reflection on progress toward achievement of goals. The Summer PD focuses on the following topics germain to all aspects of the HHCS program, key elements, student needs and learning strategies. Training will also focus on tools and strategies to meet the needs of all students, including those with special needs and required PD in areas of special education and ELL.

The Summer PD sessions serve to address all the issues above and build a strong, cohesive professional community. Teachers also have time to set up their classrooms and prepare for the arrival of students.

Classroom Demonstrations. HHCS will establish classroom demonstration sites to model best instructional practice to its teachers. Classroom demonstrations provide our teachers with an opportunity to view best practices in an actual classroom setting and then discuss their observations and its implications in their classrooms. During the debrief, teachers have an opportunity to reflect on the experience, ask questions, and share ideas with their colleagues and their instructional leaders. Teachers then collaborate with each other and their instructional leaders to apply the specific learning from the demonstration site to their teaching. Through the HHCS coaching model, teachers will receive direct follow-up assistance from their instructional coach on the implementation of these new best practices.

(6) Building Organizational Capacity. The multi-faceted nature of the professional development program will build organizational capacity in several ways. Professional development will be linked directly to the goals and the mission of the School. The development of PLCs, peer mentoring, and turnkey practices provide varied ways for faculty to contribute to and take ownership of professional development. Additionally, the design of the professional development program at the School, and higher educational institutions will build organizational capacity. Funds to achieve these desired outcomes are included in the attached budget. Collaborative professional development programs – partnerships between K-12 schools, nonprofit institutes, and Teacher Education Programs have been cited as having a positive impact on student achievement and teacher quality.72

External Professional Development. While HHCS believes the best professional development is job-embedded, we also believe in the value of teachers’ attending external workshops and conferences that support student learning. To this end, as a school committed to Responsive Classroom, all our teachers will be trained in this model. All new teachers who have not previously been trained in Responsive Classroom will attend The Responsive Classroom Summer Institute. Also, school instructional staff attends The Math in the City Math Institute, a week-long workshop in the summer as well as one-day workshops throughout the school year. Staff members also attend appropriate workshops hosted by the New York City Charter School Center. F. Facilities (1) Clear Understanding of Facility Needs: The goal of this facilities plan is to secure and provide a space that adequately meets the needs of the school’s program within the target area,

72 Arthur E. Wise and Marsha Levine, Ten Steps to Improve Student Achievement in Low-Performing Schools in

Urban Districts, http://www.ncate.org/AccreditationResources/ProfessionalDevelopmentSchools

/PDSResources/ImprovingStudentAchievement/tabid/502/Default.aspx (last visited Mar. 12, 2013).

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and affords the opportunity to grow in that location as grades are added. Space designations are typical for a school program. Square foot designations do not necessarily match those of an existing school building so these considerations will be met depending on the type of facility that is available. (2) Minimum Facility Space Need Projections Table 4 demonstrates the minimum space needed in each of the charter years (see Table 4 attached) to facilitate the needs of our program and students. Desired spaces include adequate large classrooms @600 square feet, small group instruction @150 square feet, a science lab @600 square feet, sufficient offices @150 square feet to meet staff needs, a large common room @900 square feet for gathering and physical education, counseling rooms, science lab, adult and student bathrooms. The first year would require a minimum of 10,000 square feet. Each subsequent year would require the addition of another 2,000 square feet to accommodate three new class sections and supports being added. Please keep in mind this represents minimum space required. Obviously, an existing school would be likely to have larger common and classroom spaces and result in more overall total space and square foot cost. Table 4 is based on anticipates uses of space, and not any standard of code requirements of NYSED or NYED. If a public-school space were to be used, sizes of the existing classrooms, gym, and offices would dictate the space to be used, These facilities normally have larger spaces, lavatories, and hallways.

(3) No Residential Space is Sought (4) The Design Will Meet the Needs of Students and Be Accessible. Spaces described in the plan were identified to accommodate the needs of the instructional program and student needs. We will ensure that any private facility we lease conforms with all federal, state, and local laws relating to accessibility for people with disabilities. Costs of renovation would need to be negotiated as part of the rental agreement as is common practice.

(5) HHCS Seeks A Facility That is Appropriate and Adequate for the program in district 8, CD 2. The facility design reflects the bare minimum of space required to present the curriculum and instruction envisioned by HHCS. The availability of an existing school space would provide spaces designed for educational purposes. If a lease of a private location occurs, the interior design would be laid out to meet the program requirements.

(6) Knowledge of Building Costs: The budget shows 66.6/square feet per student at a rate of $28 per square foot. Table 1 also shows the School will require at bare minimum approximately 10,000 square feet in its first year, growing in 11,000 square foot increments per year until its fourth year, when it will require approximately 18,000 square feet. Ideally, we would like to co-locate in a DOE facility of this size at the start. In case we do not co-locate, we will likely seek an initial space of 10,000 in our first year that could be expanded to 12,000 square feet in our second year and then seek a more permanent location. It is our intention to apply for rental assistance aid if co-location space is not available. The school will require at least 18,000 square feet when developed. The budget reflects revenue of rental assistance to offset the rental expense. (7) Budget Considerations reflect costs for rent of spaces described and the revenue offset of rental assistance in the event that co-location is not possible. The budget would be adjusted depending on the contingency that materializes. Also, we would seek a space that requires limited renovation. Charter school brokers estimate the cost of renovating school space would raise the cost to $30-$40/square foot, or approximately $33,000 to $44,000 in the School’s first year. (8) Status of Co-location Request: HHCS founding group has submitted a request to co-locate in an NYC DOE facility in District 8, CSD 2 in the South Bronx. Assuming appropriate space is not available, HHCS will request rental assistance to support rental costs of facilities. This

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scenario is reflected in the submitted budget. We will stay in contact with the DOE during the application process. (9) Process for Acquiring Space We will also start to develop more definite plans for leasing a private space if this becomes necessary. As a third option plan, HHCS may consider planning the financing of its own facility through nonprofit, tax-exempt bonds in later years, should be considered feasible. By way of explorations of this option, HHCS officials have had a face-to-face meeting and phone conferences with Director of New York City Economic Development Corporation, and Director of Build NYC, Mr. Jeffrey Lee and his employees on nonprofit, tax-exempt bond financing for HHCS school facility. Several investment banks, including J. P. Morgan Chase, Goldman Sachs, and Bank of America-Merrill Lynch have also been consulted, under the direction of Mr. Jeffrey Lee to facilitate possible issues of tax-exempt bond, contingent upon HHCS attaining charter approval and meeting certain other financing requirements. Our preference is still co-location, any property development will follow in later years. This also might be done through the partner Hi-tech Charities and leased to the charter school. This acquisition process would need to begin as soon as the charter is approved, the DOE responds to the rental request, especially if rental and renovation are required. G. Insurance

(1) Types of Coverage: The school’s insurance policy will cover at a minimum: (a) Student Accident and Medical Expense at least $500,000; (b) Abuse and Molestation $1million; (c) General Liability $2 million; (d) Business Income $500,000; (e) Property Insurance with at least $250,000 for leasehold improvement, equipment and furnishings; (f) Automobile Insurance for company vehicles and vehicles used for operations; (g) Board and Officers Insurance $500,000; and (h) Employees Benefits Liability $2 million. HHCS will procure all insurance judged by competent authorities to be necessary through a competitive bidding processes.

(2) HHCS will seek competitive bids for a cost-effective procurement of adequate insurance coverage for liability, property loss and the personal injury of students.

(3) HHCS Board budgeted $35,000 for the first year to purchase various required insurances. This is amount was selected because it seems reasonable. There is sufficient leeway in the proposed budget to accommodate higher premiums. H. Health, Food, and Transportation Services HHCS will constitute a health, food, and transportation team to plan and coordinate services to meet the health, safety, civil rights, and student assessment requirement comparable to other public schools in the Bronx.

(1) HHCS Health Services Plan: HHCS will provide its student with health services in compliance with state law by employing required medical personnel and staff to create a Health and Safety Plan as well as a Medications Administration Plan. HHCS will provide its students’ access to a medical director (physician or nurse practitioner) in compliance with Education Law, Article 19, Section 902. Under Education Law, Article 19, Section 904, the HHCS medical director can perform physical exams at the parent/guardian’s request if the student is unable to obtain a physical with their private medical provider. HHCS’s medical director will collect and maintain student health records in a secured location including immunization records of all students. If student immunization records are not submitted to the school’s medical director, a letter will be sent to the family notifying them that their child will be excluded from school 14 days after notification as per Public Health Law 2164. A group of HHCS teachers and administrators will be trained and certified as First Responders in the event of a medical emergency that may require the use of AEDs or to perform CPR. The ED will report the use of an AED device to the regional EMS

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office. Staff will maintain and check AED devices on a regular basis to ensure function. Medical staff will also participate in the healthcare aspects of the curriculum to support the HHCS mission.

(2) HHCS Food Services Plan: HHCS will offer breakfast, lunch, and for any extended-day schedule after 4:30 pm, an afternoon snack to all students. The HHCS Wellness Policy on Physical Activity and Nutrition will promote healthy eating and regular physical activity for all students.

(3) HHCS will participate in the Federal Free and Reduced Priced breakfast, lunch, and snack programs administered by the U.S. Department of Agriculture. The school will adhere to all applicable program requirements including, but not limited to meal pricing, determination of eligibility, nutritional value, and reporting requirements. All food service subsidy revenues received from the Federal and State meal programs shall be used exclusively for the purpose of providing meals to eligible students, and for no prohibited purpose. HHCS will make adequate plans for receiving on-site food services from the New York City Department of Education (the "Department"). The Department provides food services to charter schools at no cost. The Department's food service meets the requirements of U.S. Department of Agriculture. HHCS shall also make alternative arrangements for food services if needed.

(4) HHCS Transportation Plan: Students attending HHCS will receive transportation services for which they are eligible under 2853(4)(b) and 3635 of New York State Education Law. Specifically, the New York City Department of Education, Office of Pupil Transportation, will provide transportation services by Department regulations. Services include yellow bus service or Metrocards for public transportation. If students are ineligible for transportation services through the New York City Department of Education, the parents or guardians of such students will be responsible for providing transportation.

(5) HHCS will not provide Transportation. (6) Trasnportation Alternatives. HHCS’ will coordinate calendar and timetable with

those of other NYC DOE schools to facilitate student transportation. If HHCS is in session on days when NYC DOE is not in session, the HHCS shall seek arrangements with the DOE, if necessary, to ensure transportation, at cost, under 2853(4)(b) of the Education Law, or shall make other necessary transportation arrangements. Funding will be allocated in the School's budget once actual costs, if any, are known. HHCS will issue all students NYC “group passes” for transportation to field trips. Discussions will be held with NYC DOE before April 1 of each school year regarding the unavoidable delay in submission of new student transportation forms due from parents no later than April 1st but delayed by a later mandated submissions lottery date for new students. HHCS will provide transportation for special education students as detailed in a student’s IEP or 504 plan and in compliance with Education Law, Section 3635. All plans will be coordinated to provide the best services to students. I. Family and Community Involvement

(1) HHCS will form a Family and Community Association (FCA) to serve as its critical liaison to involve parents and community stakeholders in the planning, design, and implementation of school programs and activities. HHCS considers parent involvement and support key to achieving the HHCS mission for their children, and they are included throughout the plan. HHCS will hire a Parent & Community Coordinator (PCC) to support, as well as, coordinate the efforts and activities of the FCA with that of the school. (a) Engagements: HHCS will employ several means to engage parents and guardians since a total community and team effort is required to meet the mission, goals, and objectives of the charter school. Staff will conduct individual home visits with the family of every student prioritizing

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homes of SWD and ELL’s before the first day of instruction. These home visits will be a time to gather data, clarify expectations for students, parents, and HHCS staff, and build relationships. The FCA and PCC will facilitate family and community engagement. In addition to Parent-Teacher Seminar each trimester, beginning in the month of December, HHCS will hold monthly parent workshops(see Attachment 4c: Important Dates and 2018-2019 School Calendar). All workshops will be centered around student learning, allow for parent interaction, and will be facilitated by the ED, Principal, PCC, Board Member, HHCS staff member, or parent. Parents will receive monthly phone updates from their child’s Advisor. If a telephone is not available to the parent, other means of communication will be established. In cases where a student is academically at-risk, and the parent does not attend Parent-Teacher Conferences, HHCS will schedule an individual case conference with the parent at another time.

Positive reinforcement is a critical part of HHCS’s culture. Teachers will be required to make at least two positive parent contacts per week (and will be incentivized to make more). HHCS will also provide positive reinforcement for parents in the form of breakfasts recognizing parents whose children display perfect attendance and punctuality each month. The school will conduct micro-surveys at regular intervals based on the DOE’s Parent Satisfaction Survey and will ensure that parents have ample opportunity to complete the actual DOE survey. HHCS will adjust its strategies for parent engagement in part based on the results of these surveys. When HHCS students enter 11th grade, HHCS will deeply involve parents in the development of their child’s post-secondary plan. HHCS’ college counselors will hold specific workshops on the college application process, financial aid, and the transition to college. The college counselors will also hold individual conferences with each parent and child, starting in 11th grade. These supports will help mitigate some of the challenges that first-generation students have in completing college. Overcoming these challenges will assure that more HHCS students gain admission to higher educational institutions. (2) Involving Parents and Community in Planning, Design, and Implementation of School Programs: Throughout the planning and application phase, HHCS has reached out to community parents and specifically requested their input, using that feedback to inform the application. HHCS has spoken with parents, organizations’ representatives, and community members at Community Boards #1, #2, #3, and #4 covering school districts 7, 8, 9 and 12 of South Bronx, and has focused on District 8, CD2 as seen in Attachments 2a and 2b. HHCS has also spoken to the same constituencies informally while handing out flyers and during grassroots outreach. (3) Continued Parent Engagement: HHCS intends to continually engage these individuals and organizations through the start-up, opening, and operation of the school. Parents and the community will be a critical part of HHCS’s plans to implement school design. Once the school year begins, HHCS will support the creation and ongoing administration of a voluntary Family and Community Association (FCA), which will advise and support the school. The FCA will elect the parent representative to the Board of Trustees. HHCS will support the FCA in the following ways: (a) The Parent & Community Coordinator (PCC) will help organize and coordinate FCA meetings; (b) HHCS will make meeting space available at the school for the FCA to conduct its business; and (c) HHCS will support and encourage communication between the FCA and the school’s overall parent body, individual parents, the Board, the ED, the Principal, instructional staff and the public. Separate from parent workshops, HHCS will also hold regular breakfasts, lunches or coffees with the Principal and ED. These will be informal opportunities for parents to meet school leaders, ask questions, provide feedbacks for purposes of improvements. HHCS will evaluate its effectiveness in incorporating parent feedback through its scores on the DOE’s parent

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satisfaction survey, as part of school’s overall evaluation. Table 2 and 2a along with Attachments 2a and 2b include details of parent and community participation and outcomes during the planning process. HHCS intends to continue these processes and elaborate on them as standard operating procedures.

HHCS believes meaningful, targeted, and sincere parent engagement will increase parent involvement in the school, a critical part of the plan to attain the charter schools mission, goals and objectives. HHCS found a warm welcome in South Bronx, both from individual parents and from businesses and CBOs that represent parents, youth and families. We have had numerous meetings with community leaders who are interested and supportive of the school (see Table 2a: Public Outreach Information). HHCS will operate from a strong base of support in its development of community partnerships and parent involvement. The healthcare niche of Hi-Tech Healthcare Charter School created enthusiasm among parents. Hospitals will offer internships and “shadowing” opportunities. Students will gain practical work skills through the proposed CNA program. Several letters of support appear in the attachments. Efficacy of parent engagement and its positive impact on student achievement is shown in the National Education Association’s monograph Research Spotlight on Parental Involvement in Education.73

(4) Partnering with Community groups. Ongoing partnerships will enhance HHCS programs such as Forward South Bronx Coalition (FSBC) which will provide substance abuse education and program support. (see support letters). Another community partner is Urban Health Plan, headquartered in South Bronx, has committed resources and support of HHCS. They will provide the healthcare needs of our students and their families, serve on the Advisory Board of the HHCS Clinical Field Internship Program, and provide clinical field internship opportunities in the Health Plan’s facilities in the five boroughs of NYC for HHCS students pursuing careers in medicine, nursing, mental health, medical technology, nutrition, physical therapy, occupational therapy, and other fields of healthcare and health education. (See Outreach Attachment 6 – Urban Health Plan letter of support) (5) Realistic and achievable organization partnerships have emerged in addition to parent partnerships, that will support HHCS’ mission. These include community advocate groups, churches, social services, healthcare agencies, library, schools, political leaders and the community district board. Several support leaders and offers to partnership in their specific areas of expertise are included in the outreach support folder. These partnerships will enhance HHCS programs such as Forward South Bronx Coalition (FSBC) which will provide substance abuse education and program support. (see support letters). Another community partner is Urban Health Plan, headquartered in South Bronx, has committed resources and support of HHCS. They will provide the healthcare needs of our students and their families, serve on the Advisory Board of the HHCS Clinical Field Internship Program, and provide clinical field internship opportunities in the Health Plan’s facilities in the five boroughs of NYC for HHCS students pursuing careers in medicine, nursing, mental health, medical technology, nutrition, physical therapy, occupational therapy, and other fields of healthcare and health education. (See Outreach Attachment 6 – Urban Health Plan letter of support)

Finally, we have the primary partner Hi-Tech Charities that has committed to serving the charter school as describe in Section B.11, and C2 Partnership Organization (see Attachment 7a. Nonprofit Partnership Agreement). These groups have committed to serving the mission and vision of HHCS in their areas of expertise. Their desire to improve the lives of students and families in

73 http://www.nea.org/tools/17360.htm A New Wave of Evidence , Research Spotlight on Parental Involvement in

Education NEA Reviews of the Research on Best Practices in Education.

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the South Bronx, and to raise the quality of services in the community provide them the capacity to support HHCS. Their demonstrated competencies, community contacts, and successes s private organizations also demonstrate their capacity to serve as organizational partners. The students and the school will benefit from these interactions.

(6) Achievability of Anticipated Partnerships is Based on Evidence: Several of the parent engagement strategies described above have a history of success. HHCS was able to design, redesign and enhance its educational and programmatic needs using inputs, comments, and feedback received from the community meetings, Community Boards presentations, public hearings, e-letters, survey questionnaires, and numerous meetings. For example, the initial vision was to create a health-focused school and encourage career pathway into healthcare. While this remains an important part of our mission, comments and inputs from parents and community resident have led to an infusion of science, technology, engineering and math (STEM) as a central design element of the school. Also, feedbacks from parents and community have led to increases in the school budget for hiring additional counselors and special education teachers to meet needs of students. HHCS has also increased extended school hours as many commenters requested. Our plan to continually engage parents will ensure success and capacity in these interactions.

J. Financial Management (1) Understanding of Financial Responsibilities: HHCS Board of Trustees

acknowledges the responsibilities for financial oversight and administration incumbent to their roles, and that the management of state and community resources are out in their trust. To that end, HHCS Board of Trustees has three competent, experienced accounting and finance professionals as members with combined 83 years’ experience in corporate and nonprofit accounting, finance and internal controls. One, Sir Moses Ibe, is a well-known CPA with over 25 years’ experience in corporate and nonprofit accounting and auditing. Another has a solid accounting and finance background and a Ph.D. in Financial Management. They will provide financial oversight by reviewing monthly finance reports and guiding the administration

(2) Budget Process to Ensure Viability: Once HHCS attains charter approval, the Board of Trustees’ Planning Committee (engages in and oversees sound planning) and Financial Management Committee (develops financial policies/procedures and ensures legal compliance with financial requirements) will hold joint planning meetings with the ED to develop the accounting and finance policies and procedures as well as the internal controls to guide the financial management and daily operations of the school. The Board will review and adopt the official accounting and finance policies, procedures, and internal controls of the school to guide the ED’s daily operations of the institution under the oversight of the board of trustees.

(3) Effective Management and Oversight: The ED, using the internal controls, accounting, and finance policies and procedures, will work with the Principal and the Chief Finance Officer, and the Technology Specialist to determine and procure the appropriate technologies and information systems. These systems will for accurately and efficiently track student eligibility, enrollment, assessment, ESL, SPED, school nutrition program and general financial data capture, accounting, reporting and financial management, and security safeguards. Tracking software will be separate from instructional software and password protected. HHCS will assure that appropriate training is provided to personnel to assure the effective use of technology and other safety measures in protecting student information and institutional records. Only authorized users will have access to student records and institutional financial data.

(4) Use of GAAP Procedures: Collectively, the board, the CFO, and the ED will plan and set up effective internal controls, accounting, finance and accounts information systems and

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procedures for efficient management of the school according to the Generally Accepted Accounting Principles (GAAP) and NYDOE requirements.

(5) External Audit: The board’s Governance Committee will procure and negotiate with an external audit firm to have a complete independent external audit performed each year on the institution. The audit and the accompanying reports will be provided to the Board of Regents, made public, reviewed for compliance, and distributed as required.

(6) Understanding of the Board’s Management responsibilities is demonstrated in creation of this comprehensive finance policy, including compliance with all regulations.

HHCS’s design strategy will assure that the institution can function prudently and successfully without external fundraising. Nonetheless, shortly following the completion of the internal controls, accounting, and financial management systems, the board’s Fundraising Committee will begin meeting and planning fundraising activities to draw resources such as donations, grants, and contracts to support the financial resources needs of the institution.

(7) As a measure of accountability, evaluation, and controls, the ED must produce monthly financial statements for the board to review at its monthly meetings. Following the requirement of the Department of Foods and the New York State, the Chief Finance Officer shall personally track student meal consumption and enter same in data spreadsheets for upload to the MIEs, in conformity with accountability and reporting requirements.

K. Budget and Cash Flow Hi-tech Healthcare Charter School has produced a proposed budget and plan for the school (see Attachment 9: Budget and Cash Flow). This financial plan’s conservative assumptions and fiscal budgetary control support the school’s mission and educational plan. Investment in Professional Development, Rigorous Curriculum, Academic Support and Enrichment, and Healthcare Education. HHCS’ five-year budget and cash flow support the school’s rigorous academic program described in the mission, especially the individualization and differentiation of instruction. Sufficient teaching staff is budgeted to provide all students with appropriate instruction in ELA, math, science, social studies, and foreign languages, and eventually provide 9th graders with an additional session of ELA. The budget includes sufficient staffing to meet the special needs of SWD, at risk and ELL’s including teacher assistants to reduce adult to student ratio and increase adult contact time for instruction. It also includes sufficient fund to support ambitious professional training to implement the Key Elements. HHCS will bid out and select a contractor to provide this specialized healthcare service to our high school students if partner organizations lack sufficient resources to do so. Funding is provided for both of these programs in the “Other Purchased Services” line in years one through five. Key Assumptions. Hi-tech Healthcare Charter School’s pre-opening budget and cash flow plan, first-year budget and cash flow, and five-year budget and cash flow all use conservative assumptions. In the pre-opening year, the Executive Director, CFO and Principal are hired 50%, 50% and 25% respectively, to begin laying the organizational and educational plan of the school.

a. The per pupil revenue of $14,181 was used for budget projections. b. Sufficient teachers and support staff will provide strong education program in

support of student achievement goals and the school's mission. c. The budget reflects teacher salaries that are competitive as reflected in NYC Office

of Salary guides to attract and retain quality teachers. Salaries are projected to increase at the rate of 5% per year. A conservative 22% of salaries is assumed to cover payroll taxes, including 11% covering social security. Medicare, SUTA. FUTA, WC, and health benefits.

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d. Professional services such as insurance and audit are assumed to increase at the rate 5% per annum.

e. Sufficient allocation is provided to cover rent/lease/debt servicing should co-location in a DOE building not be available, or delayed, or rent subsidy not provided. Similarly, a budget line item is provided to cover repairs and maintenance.

f. The Charter School Planning and Implementation Grant is assumed to be $500,000. Given that HHCS promotes its service to EELs, Reduce-Price Lunch students and students with a disability, a slight increase may be expected. $166,667 of the expected grant will be used in the first-year pre-planning period to cover salary and limited start-up expenses. A Board fundraising committee will plan and solicit contributions to raise a minimum of $30,000 each year.

Escrow Account: The budget reflects an allocation of $75,000 in escrow for an emergency Contingency Plan. The budget was prepared to assure important budget line items

properly accounted for and represented. Both revenue and expense assumptions are conservative and we, therefore, believe that we have realistically projected necessary expenses, resulting in a robust budget that can handle unexpected changes in revenues or spending needs. By using conservative assumptions, we believe that there is a degree of built-in contingency funding available.

Cash Flow Challenges: Should there be an unanticipated operating shortfall, we would review each expenditure line very carefully, and all discretionary spending would be put on hold. We would also consider raising enrollment by four to seven students, which would provide additional revenue without compromising the school’s programs and activities.

Longevity and sustainability will be achieved through prudent management as long as the State of NY continues to fund charter schools. The budget will be monitored and adjusted according to sound principals. L. Pre-Opening Plan The following tasks will be performed by the designee identified by the role in preparing for the opening of HHCS. Most resource requirements include salary and premiums until the site is secured and set up begins. Materials and premiums will also require funding. Costs are reflected in the pre-opening and opening year budgets. TASK DESCRIPTION ROLE DATE Apply for co-location in NYC facility ; rental assistance if rejected Board Mar-2017

File for 501(c)(3) status; retain legal counsel; modify and approve by-laws and Code of Ethics;and submit to Board and NYSED for approval, obtain Unemployment #

Board Jul-2017

Submit federal Charter Schools Program Grant Application; NCLB Title I; E-Rate, other grants

Board July 2017

Finalize Board calendar; conduct first Board meeting, elect Board officers, engage CPA and legal counsel

Board Upon aproval

Obtain insurance: D and O Liability, Commercial General Comprehensive Liability, others.

Board July-2017

Design Assessment Plan align charter & NYSED Perfor Framework Board Jul-2017

Revise budget and cash flow projections for planning year and year 1, fiscal policies and procedures & obtain State Board approval

Board Jul-2017

73

Establish; chart of accounts, banking, billing & internal control systems, escrow and payroll systems, other grants

Board Jul-2017

Develop audit procedure per GAAP and FASB No. 117. Board Jul-2017

Hire Executive Director Board Jan-2018

Develop Attendance Policy & Accounting Procedures. ED Jun-2018

Hire Principal ED Jan-2018

Obtain benefits, including health, dental, vision, long-term disability, short-term disability, life and retirement plan (401K, 403b)

ED Jan-2018

Name principal,other leadership roles; adopt final school policies ED Jan-2018

Implement personnel policies, staffing and processing ED/Prin Jan-2018

Identify key players in curriculum development and prepare for teacher development of curriculum on per diem basis.

ED/Prin Apr-2018

Define course scope and sequence for Year 1. Select materials ED/Prin Apr-2018

Finalize Enrollment Policy, translate documents; plan lottery ED/Prin Jan-2018

Hold Lottery, accept and enroll students, gain parent commitments ED/Prin Apr-2018

Set up food service, National Lunch App, process family apps Prin Aug-2018

Define performance evaluation system and goals for all staff ED/Prin Jul-2018

Finalize FOIL, FERPA, staff and parent Complaint/Grievance Policies and Student Disciplinary Code,

ED/Prin Jan-2018

Hire teaching and support staff ED/Prin Apr-2018

Create Health/Safety Plan; Med Admin Plan, immunization, vision, hearing and scoliosis screenings plans; AED purchase and training.

Prin Nurse

Jul-2018

Identify SWD, procure IEP’s; develop IEP’s and 504 plans,staff Prin Apr-2018

Finalize school calendar, daily schedule; request student records from prior districts; safeguard all records

Pin CFO

May-2018

Hire IT staff; complete 5-year tech plan; & Select database software to manage collection and reporting of mandated data, grades

ED CFO

April 2018

Develop Transportation Plan; engage parent/guardian(s) complete request for transportation from the district of residency;

CFO Jul-2018

Acquire and ready facility; furnish and equip equipment Board Jul-2018

Complete and submit Title I; E-Rate, other grant applications CFO Jul-2018

Orient staff and Students in Summer Academy and Training All Aug-2018

Acquire and ready facility; furnish and equip equipment Board Jul-2018

Complete and submit Title I; E-Rate, other grant applications CFO Jul-2018

M. Dissolution Plan We recognize that closing a charter school is very difficult for all school stakeholders. If circumstances force the School to close, the Board and School Leadership will work very closely with the Charter School Office to ensure that the best interests of displaced families and staff are attended to and that all legal and statutory requirements are met. The School will establish and escrow account of $75,000 (budgeted at $25,000 per/year over three years) to pay for legal and audit expenses should dissolution be necessary. The Board would adopt a close plan for the School in accordance with NYSED’s Closing Procedures Guide and Checklist for New York State Charter Schools including prompt and open communications with all stakeholders; ongoing instruction through closure; support for families seeking placement options, timely transfer of student records

74

to the student’s new school and/or district within which the School is located and documentation, therefore; reporting of financial condition on a monthly basis through finalization of closure. Days 1-5: (1) HHCS will forward to NYCDOE, a list of current students; (2) The ED will conduct a meeting with NYCDOE to discuss openings and availability for students being displaced by the closure or dissolution; (3) HHCS Board representative will conduct a meeting with its auditors to begin a process of identifying assets required for transfer; (4) The Principal and Executive Director will notify all staff and parents in writing of the closure of the school and the ensuing placement process; (5) The Principal and Executive Director will meet with the students and parents to discuss the school’s closing and the ensuing placement process; (6) The Principal will schedule and advertise a school-day meeting with students and an evening meeting with parents and others to discuss HHCS’ closing and the transfer of students to other public schools: (7) HHCS will schedule a series of information sessions for families and students about the possible schools available and identify the assistance that will be provided during the transfer process; (8) HHCS’ website will be recognized as a primary source of information about the school’s closing, the dissolution process and the placement of students in other public schools; and (9) HHCS’ Vice Principal will schedule a placement meeting with each enrolled student/parent to discuss his/her placement. Days 5-15: (1) The DSC will prepare a written report for the Principal confirming the scheduling of placement meetings for each student/parent; (2) The DSC will commence student placement meetings; (3) The Principal will provide written notice to appropriate NYCDOE Departments such as transportation, food services and school safety of the closure to ensure adequate time for modifications to existing practices and procedures; and (4) The Principal will notify, in writing, those school likely to receive transfers from HHCS of the closure and provide contact information for school personnel handling transfers. Days 15-30: (1) The DSC will continue with student placement meetings; (2) A list of students and their known preferences for relocation will be prepared by the DSC and sent to the Principal; (3) HHCS will transfer student records to the NYCDOE upon completion of the placement meeting between the Principal and individual students; (4) Parents of the enrolled students will be informed of the transfer of their students’ records to the NYCDOE and provided a copy of those records; and (5) HHCS will conduct a final meeting with the NYCDOE to ensure that each student has been properly enrolled in a local public school or has confirmed their enrollment in a nonpublic school. Transfer of Assets: The ED will work with the Principal and the Board of Trustees in developing a plan that will direct the transfer of assets, and maintain an up-to-date inventory of the assets of the school. All these will be done under the supervision of the guidelines of and direction of the NYSED and NYCDOE. The ED and the Board Finance Committee will attend to the payment of all of HHCS’s outstanding debts. Once all debts are satisfied, a distribution of assets process will be initiated that complies with a prescribed plan developed by the school in collaboration with the NYSED and NYCDOE Offices of Charter Schools. Public assets will be distributed to local public schools. Private assets will be distributed to other charter schools as permitted by law. This plan will eventually detail what assets will be dispersed to which school(s), when, how and by whom. HHCS will ensure smooth closure operation and efficient transitions and adjustments for all involved.

i http://www.p12.nysed.gov/ciai/cores.html#LOTE

1/2

Table1:ApplicantGroupInformationLastupdated:02/15/2017

Includeminimum5membersproposedasTrustees

ApplicantGroupInformation

Name/Phone/EmailAddress

CurrentEmployment

RelevantExperience/SkillsandRoleonApplicantGroup

ProposedRoleinSchool(e.g.,trustee,employee,none)

ProposedPositiononBoard(Officer,Trustee,ConstituentRep)

1

EmmanuelDaniel,BS,MSA,RN.;

HealthcareConsulting,Director

Administration,PoliciesandProcedures

Employee ExecutiveDirector

2

IvydeanFrazier,B.Ed;MA;M.Ed;MA;Certifications

SpecialEducationSupervisorIS254,Bronx

CurriculumDevelopment,SpecialEducation,EducationPlan

Trustee BoardMember

3

LianaAcevedo,BS,MLS; LibraryManager,

HuntsPointPublicLibrary

CurriculumDevelopmentEducationPlanOutreach

TrusteeSecretary,ExecutiveBoardMember

4

LarryRobinson,AAS;BA.; Retired

TechnologyProfessional

ParentsRepresentation&Advocacy,Technology,Outreach

Trustee/Parent/ParentRepresentative

ParentsRepresentativeBoardMember

5

EmmanuelOpkala,BA;MA.; HarlemHospital

Center

NonprofitGovernance,HumanResourcesCompliance

TrusteeChairman,ExecutiveBoardMember

6

IbeMoses,BS,MSC,CPA.; IbeMoses&

Associates,CPAs,HeadAuditor

Accounting,Auditing,Evaluations

Trustee BoardMember

JoanBucchino,BA;M,Ed

; Grace EducationPlan,

2/2

7 Corporation,President

Fundraising, Trustee BoardMember

8

FrancisOnukwue,MA;MBA;PhD; Hi-TechCharities

CharterschoolStart-upconsultant,Legal,Finance,Regulations

Trustee BoardMember

9

10

11

12

13

14

15

ApplicationHistory

Identifywhetheranymemberofthecurrentapplicantgrouphaseverappliedtothisoranothercharterentitytoopenthisproposedschooloranothercharterschool,eitherinNewYorkStateoroutsideofNewYorkState.Indicatethedateonwhichtheapplication(s)was/weresubmittedandtowhichcharterentity;brieflydescribetheoutcomeofthecharterentity’sdecision;andprovideaconcisedescriptionofsignificantmodificationsmadeinthisapplication(ifapplicable).

Theplanningteamhasdevotedqualitytimeincomprehensivecommunityoutreachandplanningsince2014andhaveneithersubmitteditto,norobtaineddecisionfromanyotherauthorizer.TheLOIandfullapplicationweresubmittedfewtimes,butrequiredmorework.Eachtime,attentionwaspaidtothedeficientdetailsandqualityoftheapplication,resultinginamuchrefinedLOIbeingsubmitted.Wehaveimprovedbudget,communityoutreach,missionandcohesionwithinthedesignandenhancedwithvalidatedprogram.LetterofIntentfor1stRound2016wasacceptedbutthefullproposalwasrejectedfordeficiencies,identifiedandcorrectedinthismorerefinedLOI.

1

HI-TECH HEALTHCARE CHARTER SCHOOL (HHCS)

LETTER OF INTENT TO APPLY

Table 2: Public Outreach Information Table 2 is not counted toward the page limits

Add more rows and/or rotate page if necessary

Public Outreach Information on Hi-Tech Healthcare Charter School Date(s) of

Outreach

(mm/dd/yy)

Target

Stakeholder

Group

Description

of the

Outreach

Location of

Outreach

Input

Obtained

Action

Taken on

Input

Number of

Attendees

02/09/2017 Families with

grades school

age students,

and community

members

Hosted

HHCS

Information

session and

solicited

feedback on

application.

See Publicity

Fliers in

English and

Spanish –

attachment

Word of Life

International

Community

Center

831

Westchester

Ave

Need to

give

priority

admission

to students

with

disabilities

Add to

board, new

member

with M.Ed

Special

Education

and over 10

years of

experience

21 families

of students

5th through

12th grades

02/11/2017 Families of

children with

disabilities

Hosted

HHCS

community

meeting and

solicited

feedback on

application

Hunts Point

Library 877

Southern

Blvd, Bronx,

NY 10459

Curriculum

should

reflect

needs of

students

with

disabilities

Enhance

curriculum

reflecting

needs of

students

with

disabilities

30 families

of students

with

disabilities.

See sign-in

attachment

01/25/2017 Full Community

Board 2,

families,

agencies

HHCS

presented

school

Information

and solicited

feedback on

application

Open Arms

Circle 858

Westchester

Ave Bronx

NY, 10459

Need to

include

middle and

high school

grade levels

– voted to

support

school

School

includes

middle and

high school

grade levels

See Letter of

Support,

attachment

72 members

of the

community,

agencies,

families, law

enforcement

01/26/2017

Community

leaders from

government,

business,

worship houses,

community

agencies, others

HHCS

presented

school

at meeting

and solicited

feedback on

application

Forward

South Bronx

Coalition.

871 B

Westchester

Ave. 10459

Need to

integrate

prevention

in school

curriculum

– voted to

support

school

Add

prevention

counseling

to

curriculum

See Letter

of Support,

attachment

27 families,

agencies and

professionals

dealing with

youth drug

and alcohol

misuse in

schools and

2

communities

in South Bx

01/15/2017-

01/31/2017

Parents and

Guardians

Survey of

parents and

guardians

soliciting

inputs

South Bronx

as target area

for 2 weeks

surveys

Preference

for health

school,

prevention,

Career,

others

Enhance or

add

elements

from parent

inputs

850 South

Bronx

families

surveyed

12/08/2016 MARCOS A.

CRESPO

Assemblyman

85th

HHCS

presented

school

Information

and solicited

feedback on

application.

Followed

with phones

following in

person

meeting at

DISTRICT

OFFICE:

1551 Watson

Avenue,

Bronx, New

York 10472

Supports

the school

and will

publicize to constituency Provided

letter of

support

Provided

support

letter for

charter

school. See

attachment

- letter of

support

HHCS board

member, Assemblyman and staff

11/11/2016 Parents of

school age

children,

community

members

Hosted

HHCS

community

meeting and

solicited

feedback on

application

Resurrection

Childcare

Center, 1143

Tinton Ave.

Ask for

priority

admission

for families

who

already

have a

child in the

school

Revise

admission

policy to

add priority

admission to

sibling of

existing

student

11 families of

students in

middle and

schools

11/17/2016 Community

Board 2

Education

Committee,

community

members

HHCS

presented

school

Information

and solicited

feedback on

application

Unitas

830

Southern

Blvd

Bronx, NY

10459

Want

school

located in

Community

Board 2

HHCS

locates

school in

Community

Board 2

10 Education

Committee

and

community

members

01/29/2017

01/22/2017

01/15/2017

01/08/2017

12/18/2016

12/04/2016

11/20/2016

08/21/2016

Parents of

school age

children,

community

members

Announcements at church

services

presenting

school,

follow-on

meeting

solicit

feedback

St. Anthony

Padua’s

Church 832

East 166th

St. Bronx

Need for

discipline

to build

character in

students

Provided

Support

and Commitment letter

Add model

character in

disciplinary

policy

See Letter

of Support,

attachment

780 Spanish

and English

speaking

families with

students in

Catholic and

non-Catholic

Schools

3

01/29/2017

01/22/2017

01/15/2017

01/08/2017

12/18/2016

12/04/2016

11/20/2016

08/07/2016

Parents of

school age

children,

community

members

Announcements at church

services

presenting

school,

follow-on

meeting

solicit

feedback

St. Anselm’s

Church 151st

St. Bronx

Need for

English as

Second

Language

for Spanish

speaking

students

Provided

Support

and Commitment letter

Enhance

English as

Second

Language in

curriculum

See Letter

of Support,

attachment

1,000

Catholic

families with

students in

Catholic and

non-Catholic

Schools

08/12/2016 Families with

grades school

age students,

and community

members

Hosted

HHCS

community

meeting and

solicited

feedback on

application.

passed Fliers

in English

and Spanish

Word of Life

International

Community

Center

831

Westchester

Ave

Need to

include

mostly

community

members

on the

board

Add to

board

members

from South

Bronx

14 families

of students in

grade schools

07/15/2016-

07/31/2016

Parents and

Guardians

Survey of

parents and

guardians

soliciting

inputs

South Bronx

as target area

for 2 weeks

surveys

Preference

for STEM

school,

extended

school day,

Career,

others

Enhance or

add

elements

from parent

inputs

650 South

Bronx

families

surveyed

07/16/2016 Parents of

school age

children,

community

members

Hosted

HHCS

Parents

meeting and

solicited

feedback on

application

Resurrection

Childcare

Center, 1143

Tinton Ave.

Give

priority

admission

to resident

community

families

Community

residents to

receive

admission

priority if

meet

eligibility

17 families of

students in

middle and

schools

New York State Education Department Request for Proposals to Establish Charter Schools Authorized by the Board of Regents

Budget and Cash Flow Templates for the 2017 New Charter Applications

General Instructions and Notes for New Application Budgets and Cash Flows Templates

1. - Complete ALL SIX tabs in BLUE

2. - Enter information into the GRAY cells

3. - Cells labeled in ORANGE contained guidance pertaining to that tab

4. - Cells containing RED triangles in the upper right corner in columns B thru G contain guidance on

that particular line item

5. - Funding by School District information for all NYS School districts is located on the State Aid website at

State Aid--https://stateaid.nysed.gov/charter/ Refer to this website for per-pupil tuition funding for all school districts.

Rows may be inserted in the worksheet to accommodate additional districts if necessary.

6. - Assumptions column should be completed for all revenue and expense items unless the item is

self-explanatory. Where applicable, please reference the page number or section in the application

narrative that indicate the assumption being made. For instance, student enrollment would reference

the applicable page number in Section I, C of the application narrative.

New York State Education Department Request for Proposals to Establish Charter Schools Authorized by the Board of Regents

Hi-Tech Healthcare Charter School

Sally Smith

District of Location NYC Bronx 8

Examples

01/01/2018 to 06/30/2018

07/01/2018 to 06/30/2019

Contact Phone:

Pre-Opening Period

Operational Year ONE

New Application Budget(s) & Cash Flow(s) Templates

Contact Name:

Contact Email:

Assumptions

Please Note: The student enrollment data is entered

below in the Enrollment Section beginning in row 148.

This will populate the data in row 10.

DESCRIPTION OF ASSUMPTIONS - Please reference section/page number in application

if applicable. For example, student enrollment would reference the page in the

application that states enrollment targets.

Total Revenue 223,333

Total Expenses 164,604

Net Income 58,729

Actual Student Enrollment -

Total Paid Student Enrollment -

REVENUEREVENUES FROM STATE SOURCES

Per Pupil Revenue CY Per Pupil Rate

District 8 Bronx, NY 14,039

School District 2 (Enter Name) - -

School District 3 (Enter Name) - -

School District 4 (Enter Name) - -

School District 5 (Enter Name) - -

-

Special Education Revenue

Grants

Stimulus -

Other -

Other -

TOTAL REVENUE FROM STATE SOURCES -

REVENUE FROM FEDERAL FUNDING

IDEA Special Needs

Title I

Title Funding - Other -

School Food Service (Free Lunch) -

Grants

Charter School Program (CSP) Planning & Implementation 208,333 First Installment of CSP Grant Funds 33% of $625,000. pg 24 PIII

Other -

Other -

TOTAL REVENUE FROM FEDERAL SOURCES 208,333

LOCAL and OTHER REVENUE

Contributions and Donations, Fundraising 15,000 local fundraising

Erate Reimbursement -

Interest Income, Earnings on Investments, -

NYC-DYCD (Department of Youth and Community Developmt.) -

Food Service (Income from meals) -

Text Book -

OTHER -

TOTAL REVENUE FROM LOCAL and OTHER SOURCES 15,000

TOTAL REVENUE 223,333

EXPENSES

ADMINISTRATIVE STAFF PERSONNEL COSTS No. of Positions

List exact titles included in the position category, if different from description, and staff

FTE"s ( Full time eqiuilivalent)Executive Management 0.50 50,000 50% of Executive Director Salary

Instructional Management - -

Deans, Directors & Coordinators 0.50 42,500 50% Principal Salary

CFO / Director of Finance - -

Operation / Business Manager - -

Administrative Staff - -

TOTAL ADMINISTRATIVE STAFF 1.00 92,500

INSTRUCTIONAL PERSONNEL COSTS

Teachers - Regular - -

Teachers - SPED - -

Substitute Teachers - -

Teaching Assistants - -

Specialty Teachers - -

Aides - -

Therapists & Counselors - -

Other - -

TOTAL INSTRUCTIONAL - -

NON-INSTRUCTIONAL PERSONNEL COSTS

Nurse - -

Librarian - -

Custodian - -

Security - -

Other - -

TOTAL NON-INSTRUCTIONAL - -

SUBTOTAL PERSONNEL SERVICE COSTS 1.00 92,500

PAYROLL TAXES AND BENEFITS

Payroll Taxes 10,129 Payroll taxes deducted at 10.95% of salary expense for ED and Principal

Fringe / Employee Benefits 10,175 Benefits deducted at 11.00% of salary expense for ED & Principal

Retirement / Pension -

TOTAL PAYROLL TAXES AND BENEFITS 20,304

TOTAL PERSONNEL SERVICE COSTS 1.00 112,804

CONTRACTED SERVICES

Accounting / Audit 4,000 Accounting software and initial accounting expenses

Legal -

Management Company Fee -

Nurse Services -

Hi-Tech Healthcare Charter School

PROJECTED BUDGET / OPERATING PLAN FOR PRE-OPENING PERIOD

01/01/2018 to 06/30/2018

START-UP

PERIOD

Food Service / School Lunch -

Payroll Services 1,000 Payment for payroll services

Special Ed Services 4,000 Payment to SPED consulting to assist development of SPED curricula and activities

Titlement Services (i.e. Title I) -

Other Purchased / Professional / Consulting 10,000 Software licenses, web dev, technology, E-Rate services

TOTAL CONTRACTED SERVICES 19,000

SCHOOL OPERATIONS

Board Expenses 1,200 $100 per month for Board meetings

Classroom / Teaching Supplies & Materials -

Special Ed Supplies & Materials -

Textbooks / Workbooks 5,000 SPED curriculum development, supplies and materials

Supplies & Materials other 3,500 Other materials and supplies needed during the Jan-Jun period

Equipment / Furniture 5,000 Initial furniture and few computers

Telephone 2,500 Phone, Fax, Internet

Technology -

Student Testing & Assessment -

Field Trips -

Transportation (student) -

Student Services - other -

Office Expense 3,300 Printing, Copying, Postage & Shipping, recruitment of students supplies

Staff Development 2,000 For conference or school visit expenses

Staff Recruitment 4,800 Staff & student recruitment, head hunters, recruiting firms

Student Recruitment / Marketing 5,500 Student recruitment fliers, public presentations, marketing materials, public advertisements

School Meals / Lunch -

Travel (Staff) -

Fundraising -

Other -

TOTAL SCHOOL OPERATIONS 32,800

FACILITY OPERATION & MAINTENANCE

Insurance -

Janitorial -

Building and Land Rent / Lease -

Repairs & Maintenance -

Equipment / Furniture -

Security -

Utilities -

TOTAL FACILITY OPERATION & MAINTENANCE -

DEPRECIATION & AMORTIZATION

DISSOLUTION ESCROW & RESERVES / CONTIGENCY -

TOTAL EXPENSES 164,604

NET INCOME 58,729

ENROLLMENT - *School Districts Are Linked To Above Entries*District 8 Bronx, NY -

School District 2 (Enter Name) -

School District 3 (Enter Name) -

School District 4 (Enter Name) -

School District 5 (Enter Name) - TOTAL ENROLLMENT -

REVENUE PER PUPIL -

EXPENSES PER PUPIL -

Total Revenue 34,722 34,722 34,722 39,722 39,722 39,723 223,333 - - - - - - - - - - - - -

Total Expenses 25,599 26,599 25,599 26,599 27,599 32,607 164,604 - - - - - - - - - - - - -

Net Income 9,123 8,123 9,123 13,123 12,123 7,116 58,729 - - - - - - - - - - - - -

Cash Flow Adjustments - - - - - - - - - - - - - - - - - - - -

Beginning Cash Balance - - - - - - - - - - - - - - - - - - - -

Net Income 9,123 8,123 9,123 13,123 12,123 7,116 58,729 - - - - - - - - - - - - -

January February March April May June TOTAL July August September October November December January February March April May June TOTAL

REVENUEREVENUES FROM STATE SOURCES

Per Pupil Revenue

District 8 Bronx, NY - - - - - - - - - - - - - - - - - - - -

School District 2 (Enter Name) - - - - - - - - - - - - - - - - - - - -

School District 3 (Enter Name) - - - - - - - - - - - - - - - - - - - -

School District 4 (Enter Name) - - - - - - - - - - - - - - - - - - - -

School District 5 (Enter Name) - - - - - - - - - - - - - - - - - - - -

- - - - - - - - - - - - - - - - - - - -

GrantsStimulus - - - - - - - - - - - - - - - - - - - -

Other - - - - - - - - - - - - - - - - - - - -

Other - - - - - - - - - - - - - - - - - - - -

TOTAL REVENUE FROM STATE SOURCES - - - - - - - - - - - - - - - - - - - -

REVENUE FROM FEDERAL FUNDING

IDEA Special Needs - - - - - - - - - - - - - - - - - - - -

Title I - - - - - - - - - - - - - - - - - - - -

Title Funding - Other - - - - - - - - - - - - - - - - - - - -

School Food Service (Free Lunch) - - - - - - - - - - - - - - - - - - - -

GrantsCharter School Program (CSP) Planning & Implementation 34,722 34,722 34,722 34,722 34,722 34,723 208,333 - - - - - - - - - - - - -

Other - - - - - - - - - - - - - - - - - - - -

Other - - - - - - - - - - - - - - - - - - - -

TOTAL REVENUE FROM FEDERAL SOURCES 34,722 34,722 34,722 34,722 34,722 34,723 208,333 - - - - - - - - - - - - -

LOCAL and OTHER REVENUE

Contributions and Donations, Fundraising - - - - - - - - - - - - - - - - - - - -

Fundraising - - - 5,000 5,000 5,000 15,000 - - - - - - - - - - - - -

Erate Reimbursement - - - - - - - - - - - - - - - - - - - -

Interest Income, Earnings on Investments, - - - - - - - - - - - - - - - - - - - -

NYC-DYCD (Department of Youth and Community Developmt.) - - - - - - - - - - - - - - - - - - - -

Food Service (Income from meals) - - - - - - - - - - - - - - - - - - - -

Text Book - - - - - - - - - - - - - - - - - - - -

OTHER - - - - - - - - - - - - - - - - - - - -

TOTAL REVENUE FROM LOCAL and OTHER SOURCES - - - 5,000 5,000 5,000 15,000 - - - - - - - - - - - - -

TOTAL REVENUE 34,722 34,722 34,722 39,722 39,722 39,723 223,333 - - - - - - - - - - - - -

EXPENSES

ADMINISTRATIVE STAFF PERSONNEL COSTS No. of

Positions

Executive Management 8,333 8,333 8,333 8,333 8,333 8,333 50,000 - - - - - - - - - - - - -

Instructional Management - - - - - - - - - - - - - - - - - - - - -

Deans, Directors & Coordinators - - - - - - - - - - - - - - - - - - - - -

CFO / Director of Finance - 7,083 7,083 7,083 7,083 7,083 7,085 42,500 - - - - - - - - - - - - -

Operation / Business Manager - - - - - - - - - - - - - - - - - - - - -

Administrative Staff - - - - - - - - - - - - - - - - - - - - -

TOTAL ADMINISTRATIVE STAFF - 15,416 15,416 15,416 15,416 15,416 15,418 92,500 - - - - - - - - - - - - -

INSTRUCTIONAL PERSONNEL COSTS

Teachers - Regular - - - - - - - - - - - - - - - - - - - - -

Teachers - SPED - - - - - - - - - - - - - - - - - - - - -

Substitute Teachers - - - - - - - - - - - - - - - - - - - - -

Teaching Assistants - - - - - - - - - - - - - - - - - - - - -

Specialty Teachers - - - - - - - - - - - - - - - - - - - - -

Aides - - - - - - - - - - - - - - - - - - - - -

Therapists & Counselors - - - - - - - - - - - - - - - - - - - - -

Other - - - - - - - - - - - - - - - - - - - - -

TOTAL INSTRUCTIONAL - - - - - - - - - - - - - - - - - - - - -

NON-INSTRUCTIONAL PERSONNEL COSTS

Nurse - - - - - - - - - - - - - - - - - - - - -

Librarian - - - - - - - - - - - - - - - - - - - - -

Custodian - - - - - - - - - - - - - - - - - - - - -

Security - - - - - - - - - - - - - - - - - - - - -

Other - - - - - - - - - - - - - - - - - - - - -

TOTAL NON-INSTRUCTIONAL - - - - - - - - - - - - - - - - - - - - -

SUBTOTAL PERSONNEL SERVICE COSTS - 15,416 15,416 15,416 15,416 15,416 15,418 92,500 - - - - - - - - - - - - -

PAYROLL TAXES AND BENEFITS

Payroll Taxes 1,688 1,688 1,688 1,688 1,688 1,689 10,129 - - - - - - - - - - - - -

Fringe / Employee Benefits 1,695 1,695 1,695 1,695 1,695 1,700 10,175 - - - - - - - - - - - - -

Retirement / Pension - - - - - - - - - - - - - - - - - - - -

TOTAL PAYROLL TAXES AND BENEFITS 3,383 3,383 3,383 3,383 3,383 3,389 20,304 - - - - - - - - - - - - -

TOTAL PERSONNEL SERVICE COSTS - 18,799 18,799 18,799 18,799 18,799 18,807 112,804 - - - - - - - - - - - - -

CONTRACTED SERVICES

Accounting / Audit - - - - - 4,000 4,000 - - - - - - - - - - - - -

Legal - - - - - - - - - - - - - - - - - - - -

Management Company Fee - - - - - - - - - - - - - - - - - - - -

Nurse Services - - - - - - - - - - - - - - - - - - - -

Food Service / School Lunch - - - - - - - - - - - - - - - - - - - -

Payroll Services - - - - - 1,000 1,000 - - - - - - - - - - - - -

Special Ed Services - - 1,000 1,000 1,000 1,000 4,000 - - - - - - - - - - - - -

01/01/2018 to 06/30/2018 01/01/2018 to 06/30/2018

* This section should be left blank unless and/or until the charter agreement is duly modified to include a planning year

Hi-Tech Healthcare Charter SchoolPROJECTED CASH FLOW FOR PRE-OPENING PERIOD PROJECTED CASH FLOW FOR DISCRETIONARY PLANNING YEAR *

Titlement Services (i.e. Title I) - - - - - - - - - - - - - - - - - - - -

Other Purchased / Professional / Consulting - 2,000 2,000 2,000 2,000 2,000 10,000 - - - - - - - - - - - - -

TOTAL CONTRACTED SERVICES - 2,000 3,000 3,000 3,000 8,000 19,000 - - - - - - - - - - - - -

SCHOOL OPERATIONS

Board Expenses 200 200 200 200 200 200 1,200 - - - - - - - - - - - - -

Classroom / Teaching Supplies & Materials - - - - - - - - - - - - - - - - - - - -

Special Ed Supplies & Materials - - - - - - - - - - - - - - - - - - - -

Textbooks / Workbooks 1,000 2,000 2,000 5,000 - - - - - - - - - - - - -

Supplies & Materials other 1,000 500 500 500 500 500 3,500 - - - - - - - - - - - - -

Equipment / Furniture 2,500 2,500 5,000 - - - - - - - - - - - - -

Telephone 500 400 400 400 400 400 2,500 - - - - - - - - - - - - -

Technology - - - - - - - - - - - - - - - - - - - -

Student Testing & Assessment - - - - - - - - - - - - - - - - - - - -

Field Trips - - - - - - - - - - - - - - - - - - - -

Transportation (student) - - - - - - - - - - - - - - - - - - - -

Student Services - other - - - - - - - - - - - - - - - - - - - -

Office Expense 800 500 500 500 500 500 3,300 - - - - - - - - - - - - -

Staff Development - - 500 500 500 500 2,000 - - - - - - - - - - - - -

Staff Recruitment 800 800 800 800 800 800 4,800 - - - - - - - - - - - - -

Student Recruitment / Marketing 1,000 900 900 900 900 900 5,500 - - - - - - - - - - - - -

School Meals / Lunch - - - - - - - - - - - - - - - - - - - -

Travel (Staff) - - - - - - - - - - - - - - - - - - - -

Fundraising - - - - - - - - - - - - - - - - - - - -

Other - - - - - - - - - - - - - - - - - - - -

TOTAL SCHOOL OPERATIONS 6,800 5,800 3,800 4,800 5,800 5,800 32,800 - - - - - - - - - - - - -

FACILITY OPERATION & MAINTENANCE

Insurance - - - - - - - - - - - - - - - - - - - -

Janitorial - - - - - - - - - - - - - - - - - - - -

Building and Land Rent / Lease - - - - - - - - - - - - - - - - - - - -

Repairs & Maintenance - - - - - - - - - - - - - - - - - - - -

Equipment / Furniture - - - - - - - - - - - - - - - - - - - -

Security - - - - - - - - - - - - - - - - - - - -

Utilities - - - - - - - - - - - - - - - - - - - -

TOTAL FACILITY OPERATION & MAINTENANCE - - - - - - - - - - - - - - - - - - - -

DEPRECIATION & AMORTIZATION - - - - - - - - - - - - - - - - - - - -

DISSOLUTION ESCROW & RESERVES / CONTIGENCY - - - - - - - - - - - - - - - - - - - -

TOTAL EXPENSES 25,599 26,599 25,599 26,599 27,599 32,607 164,604 - - - - - - - - - - - - -

NET INCOME 9,123 8,123 9,123 13,123 12,123 7,116 58,729 - - - - - - - - - - - - -

CASH FLOW ADJUSTMENTSOPERATING ACTIVITIES

Example - Add Back Depreciation - - - - - - - - - - - - - - - - - - - -

Other - - - - - - - - - - - - - - - - - - - -

Total Operating Activities - - - - - - - - - - - - - - - - - - - -

INVESTMENT ACTIVITIESExample - Subtract Property and Equipment Expenditures - - - - - - - - - - - - - - - - - - - -

Other - - - - - - - - - - - - - - - - - - - -

Total Investment Activities - - - - - - - - - - - - - - - - - - - -

FINANCING ACTIVITIES Add Expected Proceeds from a Loan or Line of Credit - - - - - - - - - - - - - - - - - - - -

Other - - - - - - - - - - - - - - - - - - - -

Total Financing Activities - - - - - - - - - - - - - - - - - - - -

Total Cash Flow Adjustments - - - - - - - - - - - - - - - - - - - -

NET INCOME 9,123 8,123 9,123 13,123 12,123 7,116 58,729 - - - - - - - - - - - - -

Beginning Cash Balance - - - - - - - - - - - - - - - - - - - -

ENDING CASH BALANCE 9,123 8,123 9,123 13,123 12,123 7,116 58,729 - - - - - - - - - - - - -

AssumptionsDESCRIPTION OF ASSUMPTIONS - Please reference section/page

number in application if applicable. For example, student

enrollment would reference the page in the application that states

enrollment targets.Please Note: The student enrollment data is entered

below in the Enrollment Section beginning in row 147.

This will populate the data in row 9.

Total Revenue 2,265,227 715,171 393,959 10,000 13,000 3,397,357

Total Expenses 2,324,090 702,474 14,451 59,465 182,643 3,283,123

Net Income (58,863) 12,697 379,508 (49,465) (169,643) 114,234

Actual Student Enrollment 120 30 -

Total Paid Student Enrollment 120 30 150

REGULAR

EDUCATION

SPECIAL

EDUCATION OTHER

FUNDRAISING

MANAGEMENT

& GENERAL TOTAL

REVENUEREVENUES FROM STATE SOURCES

Per Pupil Revenue CY Per Pupil Rate

District of Location Bronx 8 NY 14,181 1,701,720 425,430 - - - 2,127,150

CY Rate is an estimate based on aversge of 3 NYC approved charters. Not able to

locate on NYSED site

School District 2 (Enter Name) - - - - - -

School District 3 (Enter Name) - - - - - -

School District 4 (Enter Name) - - - - - -

School District 5 (Enter Name) - - - - - -

1,701,720 425,430 - - - 2,127,150

Special Education Revenue - 139,904 - - - 139,904 we project 10% of students will require 20-60% services and 5% will require >60%

Grants

Stimulus - - - - - -

Other 336,000 84,000 - - - 420,000

Although we requested to be co-located, these would be the projected revenue from

the city if located in a private space (around 20% of PPR, $2,800 per student)

Other - - - - - -

TOTAL REVENUE FROM STATE SOURCES 2,037,720 649,334 - - - 2,687,054

REVENUE FROM FEDERAL FUNDING

IDEA Special Needs - 24,200 - - - 24,200 IDEA Funding available at $1210 per Special Education Student

Title I - - 74,586 - - 74,586 Based on 85% Free and Reduced Lunch students at $585 per student

Title Funding - Other 7,752 1,938 - - - 9,690 TitleIIa funding @ $.40 X FRPL students= 85%

School Food Service (Free Lunch) 106,059 16,391 - - - 122,450

Rembursement of $3.16 lunch and $1.71 BREAKFAST NSLP figures V=X 85%

students X 194 days

Grants

Charter School Program (CSP) Planning & Implementation - - 208,333 - - 208,333 Second Installment of CSP Grant Funds 33% of $625,000. pg 24 PIII

Other - - - - - -

Other - - - - - -

TOTAL REVENUE FROM FEDERAL SOURCES 113,811 42,529 282,919 - - 439,259

LOCAL and OTHER REVENUE

Contributions and Donations, Fundraising 25,000 5,000 - 10,000 - 40,000

Erate Reimbursement 75,000 15,000 - - 13,000 103,000 Reimbursements for 90% of phone and internet costs.

Interest Income, Earnings on Investments, - - - - - -

NYC-DYCD (Department of Youth and Community Developmt.) - - 108,000 - - 108,000 DYCD Funding is $51000 plus $475/student per Chancellor Walcott's memo 4/25/12

Food Service (Income from meals) 1,862 349 - - - 2,211

Full Price of $.3 lunch and $.3 BREAKFAST NSLP figures V=X 15% students X 194

days

Text Book 11,834 2,959 3,040 - - 17,833 We assume per student: NYSTL - $58.25; NYSSL - $14.98 - NYSLIB: $6.25

OTHER - - - - - -

TOTAL REVENUE FROM LOCAL and OTHER SOURCES 113,696 23,308 111,040 10,000 13,000 271,044

TOTAL REVENUE 2,265,227 715,171 393,959 10,000 13,000 3,397,357

List exact titles included in the position category, if different

EXPENSES from description, and staff FTE"s ( Full time eqiuilivalent)

ADMINISTRATIVE STAFF PERSONNEL COSTS No. of Positions

Executive Management 1.00 80,000 20,000 - - - 100,000 ED @ $100,000 ( for al staffing see Pg 11, Part IiI staffing plan

Instructional Management 2.00 80,000 80,000 - - - 160,000

Instructional Coach @ $80,000; Special Ed Coordinator@ $80,000; vice pricipal will

Deans, Directors & Coordinators 1.00 68,000 17,000 - - - 85,000 Principal @ $85,000

CFO / Director of Finance 1.00 38,250 29,750 - 8,500 8,500 85,000 Chief Finance Officer

Operation / Business Manager 1.00 40,000 20,000 - - - 60,000 Operations, business maager

Administrative Staff 2.00 45,500 11,375 - - - 56,875 Office Administrative Assistant ($30,02, Of. of Sal. prof differential, step 1), office

aide @$26,855

TOTAL ADMINISTRATIVE STAFF 8.00 351,750 178,125 - 8,500 8,500 546,875

INSTRUCTIONAL PERSONNEL COSTS

Teachers - Regular 6.00 373,398 - - - - 373,398 six@ $62,233 based on Office of sal 2017 guide MA,, 3 years: 3 Teachers - SPED 2.00 - 124,466 - - - 124,466 2@ $62,233 Full time SPED (1/15 SED's) based on MA, 3 years Substitute Teachers - - - - - - -

Teaching Assistants 8.00 161,130 53,710 - - - 214,840

6 reg ed TA's@ $26,855- 1 per class; 2 SED Trained TA's; Off of Sal EDUCATIONAL

ASSISTANT P2

Specialty Teachers 3.00 186,699 - - - - 186,699 .5 Spanish; .5 technology; 1 ELL;1 PE/Dance/Wellness teacher @$62,233

Aides - - - - - - -

Therapists & Counselors 2.00 104,896 26,224 - - - 131,120

1 Guidance Counselor(MA, 3yrs, $66,070) and 1 Social Worker/Parent Coordinator

($65,050 MA30, 3yrs) - per OFF of Sal

Other - - - - - - -

TOTAL INSTRUCTIONAL 21.00 826,123 204,400 - - - 1,030,523

NON-INSTRUCTIONAL PERSONNEL COSTS

Nurse 1.00 - - - - 80,000 80,000 School nurse will serve as healthcare specialist

Librarian - - - - - - -

Custodian - - - - - - -

Security - - - - - - -

Other - - - - - - -

TOTAL NON-INSTRUCTIONAL 1.00 - - - - 80,000 80,000

SUBTOTAL PERSONNEL SERVICE COSTS 30.00 1,177,873 382,525 - 8,500 88,500 1,657,398

PAYROLL TAXES AND BENEFITS

Payroll Taxes 129,566 42,078 - 935 9,735 182,314 .11 of FTE salary

Fringe / Employee Benefits 141,345 45,903 - 1,020 10,620 198,888 .12 of salary

Retirement / Pension 70,672 22,952 - 510 5,310 99,444 NYS Teachers & Employee Retirement assumes 6%.

TOTAL PAYROLL TAXES AND BENEFITS 341,583 110,933 - 2,465 25,665 480,646

TOTAL PERSONNEL SERVICE COSTS 30.00 1,519,456 493,458 - 10,965 114,165 2,138,044

CONTRACTED SERVICES

Accounting / Audit - - - 8,000 8,000 16,000 Year 1 accounting and audit cost services

Legal - - - 3,000 3,000 6,000 Legal retainers and reviews of contracts, personnel policies/procedures, ect.

Management Company Fee - - - 25,000 25,000 50,000 Services fees for CSBM provison of accounting, payroll, and other costs

Nurse Services - - - - - - A school nurse will be hired, See staffing budget section.

Food Service / School Lunch - - - - - - School will use DOE provided food services.

Payroll Services - - - 10,000 - 10,000 Payroll processing services

Special Ed Services - - - - - - SPED services will be provided by in-house SPED staff, see staffing line items

Titlement Services (i.e. Title I) - - - - - -

Other Purchased / Professional / Consulting 90,000 30,000 - - - 120,000

Professional development, healthcare education, curriculum training, others (see A4,

TOTAL CONTRACTED SERVICES 90,000 30,000 - 46,000 36,000 202,000

SCHOOL OPERATIONS

Board Expenses - - - - 2,400 2,400 $200 per month

Classroom / Teaching Supplies & Materials 18,000 - - - - 18,000 Class and teaching supplies @$120 per student

Special Ed Supplies & Materials - 10,250 - - - 10,250 For unique supplies for SPED students

Textbooks / Workbooks 18,000 4,500 - - - 22,500 We budget $150/student

Supplies & Materials other - - - - - -

Equipment / Furniture 24,000 6,000 - - 5,000 35,000 Teacher and student desks, tables, writing boards

Telephone 4,500 3,500 - - 7,000 15,000 Phone and Internet services re-imbursed at 90% bt E-Rate

Technology 30,000 - 5,000 - 5,000 40,000 Buy computers, software licenses, Smart Boards, servers, Etc

Student Testing & Assessment 7,308 1,092 - - - 8,400 To support student assessments

Field Trips 6,264 936 3,000 - - 10,200 We project $100 per student plus additional $5K for extra curricular activities planned

Transportation (student) 5,220 780 - - 6,000 Reflects projections for Summer Academy; field trips and other enrichment activities

Student Services - other 8,352 1,248 - - - 9,600 Procurement of Student accessaries

Office Expense 7,700 1,400 - - 2,268 11,368 Projected at roughly $350/staff member on necessities

Staff Development 2,000 2,000 - - 4,000 8,000 Seminars, Conferences, Professional Development Days Expenses

PROGRAM SERVICES SUPPORT SERVICES

Hi-Tech Healthcare Charter School

PROJECTED BUDGET / OPERATING PLAN FOR YEAR ONE

07/01/2018 to 06/30/2019

Staff Recruitment 2,000 2,000 - - - 4,000 Human resources expenses and use of external recruitment firms/consultants

Student Recruitment / Marketing 3,000 1,000 - - - 4,000 Flyers, brochures, attendance at HS fairs; other activities

School Meals / Lunch 10,440 1,560 3,951 - 1,810 17,761

Student events & celebrations, parent & comty forums, and staff PD days,

@$100/person

Travel (Staff) 3,500 2,500 - - 6,000 Training conferences, seminars

Fundraising - - - - 5,000 5,000 Fundraising and development activities

Other 8,750 1,250 - - - 10,000 STEM Equiptment/supplies to enhance Science/Math/English learning, see Part III:C

TOTAL SCHOOL OPERATIONS 159,034 40,016 11,951 - 32,478 243,479

FACILITY OPERATION & MAINTENANCE

Insurance 35,000 - - - - 35,000

Purcahse of various required insurance. This is a random amount selected because it

seems reasonable.

Janitorial 20,000 - - - - 20,000 Janitorial services

Building and Land Rent / Lease 336,000 84,000 - - - 420,000 assumes 66.6 square feet X 225 X$28/sq ft (see pg, Part III)

Repairs & Maintenance 45,000 - - - - 45,000 Projected from information from other school facilities

Equipment / Furniture 5,000 35,000 - - - 40,000 Projected from information from other school facilities

Security 39,800 - - - - 39,800 Provision is made. NYPD to be asked for additional Security and School Safety

Utilities 10,000 5,000 2,500 2,500 - 20,000 Gas, electric, water, and sewer

TOTAL FACILITY OPERATION & MAINTENANCE 490,800 124,000 2,500 2,500 - 619,800

DEPRECIATION & AMORTIZATION 4,800 - - - - 4,800 Equipment straightline depreciation over 5 year period

DISSOLUTION ESCROW & RESERVES / CONTIGENCY 60,000 15,000 - - - 75,000 First of Three years escrow deposits equirements (see pg, Part III)

TOTAL EXPENSES 2,324,090 702,474 14,451 59,465 182,643 3,283,123

NET INCOME (58,863) 12,697 379,508 (49,465) (169,643) 114,234

ENROLLMENT - *School Districts Are Linked To Above Entries* REGULAR

EDUCATION

SPECIAL

EDUCATION

District of Location Bronx 8 NY -

School District 2 (Enter Name) -

School District 3 (Enter Name) -

School District 4 (Enter Name) -

School District 5 (Enter Name) - TOTAL ENROLLMENT - - - -

REVENUE PER PUPIL - - - -

EXPENSES PER PUPIL - - - -

Total Revenue 282,939 282,945 282,928 282,926 282,926 284,031 282,926 282,926 282,926 282,926 282,926 284,034 3,397,359

Total Expenses 283,799 290,029 269,821 265,818 265,818 267,818 263,818 263,818 267,822 263,822 262,844 263,896 3,229,123

Net Income (860) (7,084) 13,107 17,108 17,108 16,213 19,108 19,108 15,104 19,104 20,082 20,138 168,236

Cash Flow Adjustments - - - - - - - - - - - - -

Beginning Cash Balance 58,729 57,869 50,785 63,892 81,000 98,108 114,321 133,429 152,537 167,641 186,745 206,827 226,966

Net Income 57,869 50,785 63,892 81,000 98,108 114,321 133,429 152,537 167,641 186,745 206,827 226,965 395,202

July August September October November December January February March April May June TOTAL

REVENUEREVENUES FROM STATE SOURCES

Per Pupil Revenue CY Per Pupil Rate

District of Location Bronx 8 NY 14,181 177,262 177,262 177,262 177,262 177,262 177,262 177,262 177,262 177,262 177,262 177,262 177,268 2,127,150

School District 2 (Enter Name) - - - - - - - - - - - - -

School District 3 (Enter Name) - - - - - - - - - - - - -

School District 4 (Enter Name) - - - - - - - - - - - - -

School District 5 (Enter Name) - - - - - - - - - - - - -

177,262 177,262 177,262 177,262 177,262 177,262 177,262 177,262 177,262 177,262 177,262 177,268 2,127,150

Special Education Revenue 11,659 11,659 11,659 11,659 11,659 11,659 11,659 11,659 11,659 11,659 11,659 11,655 139,904

Grants

Stimulus - - - - - - - - - - - - -

Rental Assistance 35,000 35,000 35,000 35,000 35,000 35,000 35,000 35,000 35,000 35,000 35,000 35,000 420,000

Other - - - - - - - - - - - - -

TOTAL REVENUE FROM STATE SOURCES 223,921 223,921 223,921 223,921 223,921 223,921 223,921 223,921 223,921 223,921 223,921 223,923 2,687,054

REVENUE FROM FEDERAL FUNDING

IDEA Special Needs 2,024 2,016 2,016 2,016 2,016 2,016 2,016 2,016 2,016 2,016 2,016 2,016 24,200

Title I 6,215 6,221 6,215 6,215 6,215 6,215 6,215 6,215 6,215 6,215 6,215 6,215 74,586

Title Funding - Other 807 813 807 807 807 807 807 807 807 807 807 807 9,690

School Food Service (Free Lunch) 10,204 10,206 10,206 10,204 10,204 10,204 10,204 10,204 10,204 10,204 10,204 10,204 122,452

Grants

Charter School Program (CSP) Planning & Implementation 17,361 17,362 17,361 17,361 17,361 17,361 17,361 17,361 17,361 17,361 17,361 17,361 208,333

Other - - - - - - - - - - - - -

Other - - - - - - - - - - - - -

TOTAL REVENUE FROM FEDERAL SOURCES 36,611 36,618 36,605 36,603 36,603 36,603 36,603 36,603 36,603 36,603 36,603 36,603 439,261

LOCAL and OTHER REVENUE

Contributions and Donations, Fundraising 3,333 3,337 3,333 3,333 3,333 3,333 3,333 3,333 3,333 3,333 3,333 3,333 40,000

Erate Reimbursement 8,587 8,583 8,583 8,583 8,583 8,583 8,583 8,583 8,583 8,583 8,583 8,583 103,000

Interest Income, Earnings on Investments, - - - - - - - - - - - - -

NYC-DYCD (Department of Youth and Community Developmt.) 9,000 9,000 9,000 9,000 9,000 9,000 9,000 9,000 9,000 9,000 9,000 9,000 108,000

Food Service (Income from meals) - - - - - 1,105 - - - - - 1,106 2,211

Text Book 1,487 1,486 1,486 1,486 1,486 1,486 1,486 1,486 1,486 1,486 1,486 1,486 17,833

OTHER - - - - - - - - - - - - -

TOTAL REVENUE FROM LOCAL and OTHER SOURCES 22,407 22,406 22,402 22,402 22,402 23,507 22,402 22,402 22,402 22,402 22,402 23,508 271,044

TOTAL REVENUE 282,939 282,945 282,928 282,926 282,926 284,031 282,926 282,926 282,926 282,926 282,926 284,034 3,397,359

EXPENSESADMINISTRATIVE STAFF PERSONNEL COSTS No. of Positions

Executive Management 1.00 8,337 8,333 8,333 8,333 8,333 8,333 8,333 8,333 8,333 8,333 8,333 8,333 100,000

Instructional Management 2.00 13,333 13,333 13,333 13,333 13,333 13,333 13,333 13,333 13,333 13,333 13,333 13,337 160,000

Deans, Directors & Coordinators 1.00 7,083 7,083 7,083 7,083 7,083 7,083 7,083 7,083 7,083 7,083 7,083 7,087 85,000

CFO / Director of Finance 1.00 7,083 7,083 7,083 7,083 7,083 7,083 7,083 7,083 7,083 7,083 7,083 7,087 85,000

Operation / Business Manager 1.00 5,000 5,000 5,000 5,000 5,000 5,000 5,000 5,000 5,000 5,000 5,000 5,000 60,000

Administrative Staff 2.00 4,739 4,739 4,739 4,739 4,739 4,739 4,739 4,739 4,739 4,739 4,739 4,746 56,875

TOTAL ADMINISTRATIVE STAFF 8.00 45,575 45,571 45,571 45,571 45,571 45,571 45,571 45,571 45,571 45,571 45,571 45,590 546,875

INSTRUCTIONAL PERSONNEL COSTSTeachers - Regular 6.00 33,948 33,945 33,945 33,945 33,945 33,945 33,945 33,945 33,945 33,945 33,945 373,398

Teachers - SPED 2.00 11,315 11,315 11,315 11,315 11,315 11,315 11,315 11,315 11,315 11,315 11,316 124,466

Substitute Teachers - - -

Teaching Assistants 8.00 - 19,530 19,530 19,530 19,530 19,530 19,530 19,530 19,530 19,530 19,530 19,540 214,840

Specialty Teachers 3.00 - 16,972 16,972 16,972 16,972 16,972 16,972 16,972 16,972 16,972 16,972 16,979 186,699

Aides - - 11,920 11,920 11,920 11,920 11,920 11,920 11,920 11,920 11,920 11,920 11,920 131,120

Therapists & Counselors - - - - - - - - - - - - - -

Other - - - - - - - - - - - - - -

TOTAL INSTRUCTIONAL 19.00 - 93,685 93,682 93,682 93,682 93,682 93,682 93,682 93,682 93,682 93,682 93,700 1,030,523

NON-INSTRUCTIONAL PERSONNEL COSTSNurse 1.00 6,666 6,666 6,666 6,666 6,666 6,666 6,666 6,666 6,668 6,668 6,668 6,668 80,000

Librarian - - - - - - - - - - - - - -

Custodian - - - - - - - - - - - - - -

Security - - - - - - - - - - - - - -

Other - - - - - - - - - - - - - -

TOTAL NON-INSTRUCTIONAL 1.00 6,666 6,666 6,666 6,666 6,666 6,666 6,666 6,666 6,668 6,668 6,668 6,668 80,000

* Total Column (Column U) for all lines other than Cash Flow Adjustments should equal the Total Column (Column N) on tab '4.) Year Budget &

Assumptions'.

Hi-Tech Healthcare Charter SchoolPROJECTED CASH FLOW FOR YEAR ONE OF OPERATIONS

July 1, 2018 to June 30, 2019

SUBTOTAL PERSONNEL SERVICE COSTS 28.00 52,241 145,922 145,919 145,919 145,919 145,919 145,919 145,919 145,921 145,921 145,921 145,958 1,657,398

PAYROLL TAXES AND BENEFITSPayroll Taxes 15,192 15,192 15,192 15,192 15,192 15,192 15,192 15,192 15,192 15,192 15,192 15,202 182,314

Fringe / Employee Benefits 16,574 16,574 16,574 16,574 16,574 16,574 16,574 16,574 16,574 16,574 16,574 16,574 198,888

Retirement / Pension 8,287 8,287 8,287 8,287 8,287 8,287 8,287 8,287 8,287 8,287 8,287 8,287 99,444

TOTAL PAYROLL TAXES AND BENEFITS 40,053 40,053 40,053 40,053 40,053 40,053 40,053 40,053 40,053 40,053 40,053 40,063 480,646

TOTAL PERSONNEL SERVICE COSTS 28.00 92,294 185,975 185,972 185,972 185,972 185,972 185,972 185,972 185,974 185,974 185,974 186,021 2,138,044

CONTRACTED SERVICES

Accounting / Audit - - 4,000 - - 4,000 - - 4,000 - - - 12,000

Legal - 1,000 - 1,000 - 1,000 - 1,000 - 1,000 - 1,000 6,000

Management Company Fee - - - - - - - - - - - - -

Nurse Services - - - - - - - - - - - - -

Food Service / School Lunch - - - - - - - - - - - - -

Payroll Services 833 833 833 833 833 833 833 833 833 833 833 837 10,000

Special Ed Services - - - - - - - - - - - - -

Titlement Services (i.e. Title I) - - - - - - - - - - - - -

Other Purchased / Professional / Consulting 10,000 10,000 10,000 10,000 10,000 10,000 10,000 10,000 10,000 10,000 10,000 10,000 120,000

TOTAL CONTRACTED SERVICES 10,833 11,833 14,833 11,833 10,833 15,833 10,833 11,833 14,833 11,833 10,833 11,837 148,000

SCHOOL OPERATIONSBoard Expenses 200 200 200 200 200 200 200 200 200 200 200 200 2,400

Classroom / Teaching Supplies & Materials 1,500 1,500 1,500 1,500 1,500 1,500 1,500 1,500 1,500 1,500 1,500 1,500 18,000

Special Ed Supplies & Materials 854 854 854 854 854 854 854 854 854 854 854 856 10,250

Textbooks / Workbooks 1,875 1,875 1,875 1,875 1,875 1,875 1,875 1,875 1,875 1,875 1,875 1,875 22,500

Supplies & Materials other - - - - - - - - - - - - -

Equipment / Furniture 35,000 - - - - - - - - - - - 35,000

Telephone 15,000 - - - - - - - - - - - 15,000

Technology 40,000 - - - - - - - - - - - 40,000

Student Testing & Assessment 4,200 4,200 - - - - - - - - - - 8,400

Field Trips - 927 930 927 927 927 927 927 927 927 927 927 10,200

Transportation (student) 500 500 500 500 500 500 500 500 500 500 500 500 6,000

Student Services - other 800 800 800 800 800 800 800 800 800 800 800 800 9,600

Office Expense 947 947 947 947 947 947 947 947 947 947 949 949 11,368

Staff Development 666 666 666 666 666 666 666 666 668 668 668 668 8,000

Staff Recruitment 333 337 333 333 333 333 333 333 333 333 333 333 4,000

Student Recruitment / Marketing 333 337 333 333 333 333 333 333 333 333 333 333 4,000

School Meals / Lunch - 1,614 1,614 1,614 1,614 1,614 1,614 1,614 1,614 1,614 1,618 1,617 17,761

Travel (Staff) 500 500 500 500 500 500 500 500 500 500 500 500 6,000

Fundraising 1,000 - 1,000 - 1,000 - 1,000 - 1,000 - - - 5,000

Other 2,000 2,000 2,000 2,000 2,000 - - - - - - - 10,000

TOTAL SCHOOL OPERATIONS 105,708 17,257 14,052 13,049 14,049 11,049 12,049 11,049 12,051 11,051 11,057 11,058 243,479

FACILITY OPERATION & MAINTENANCEInsurance 2,916 2,916 2,916 2,916 2,916 2,916 2,916 2,916 2,916 2,916 2,920 2,920 35,000

Janitorial 1,666 1,666 1,666 1,666 1,666 1,666 1,666 1,666 1,666 1,666 1,670 1,670 20,000

Building and Land Rent / Lease 35,000 35,000 35,000 35,000 35,000 35,000 35,000 35,000 35,000 35,000 35,000 35,000 420,000

Repairs & Maintenance 3,750 3,750 3,750 3,750 3,750 3,750 3,750 3,750 3,750 3,750 3,750 3,750 45,000

Equipment / Furniture 20,000 20,000 - - - - - - - - - - 40,000

Security 3,316 3,316 3,316 3,316 3,316 3,316 3,316 3,316 3,316 3,316 3,320 3,320 39,800

Utilities 1,666 1,666 1,666 1,666 1,666 1,666 1,666 1,666 1,666 1,666 1,670 1,670 20,000

TOTAL FACILITY OPERATION & MAINTENANCE 68,314 68,314 48,314 48,314 48,314 48,314 48,314 48,314 48,314 48,314 48,330 48,330 619,800

DEPRECIATION & AMORTIZATION 400 400 400 400 400 400 400 400 400 400 400 400 4,800

DISSOLUTION ESCROW & RESERVES / CONTIGENCY 6,250 6,250 6,250 6,250 6,250 6,250 6,250 6,250 6,250 6,250 6,250 6,250 75,000

TOTAL EXPENSES 283,799 290,029 269,821 265,818 265,818 267,818 263,818 263,818 267,822 263,822 262,844 263,896 3,229,123

NET INCOME (860) (7,084) 13,107 17,108 17,108 16,213 19,108 19,108 15,104 19,104 20,082 20,138 168,236

CASH FLOW ADJUSTMENTSOPERATING ACTIVITIES

Example - Add Back Depreciation - - - - - - - - - - - - -

Other - - - - - - - - - - - - -

Total Operating Activities - - - - - - - - - - - - -

INVESTMENT ACTIVITIES

Example - Subtract Property and Equipment Expenditures - - - - - - - - - - - - -

Other - - - - - - - - - - - - -

Total Investment Activities - - - - - - - - - - - - -

FINANCING ACTIVITIES

Example - Add Expected Proceeds from a Loan or Line of Credit - - - - - - - - - - - - -

Other - - - - - - - - - - - - -

Total Financing Activities - - - - - - - - - - - - -

Total Cash Flow Adjustments - - - - - - - - - - - - -

NET INCOME (860) (7,084) 13,107 17,108 17,108 16,213 19,108 19,108 15,104 19,104 20,082 20,138 168,236

Beginning Cash Balance - - - - - - - - - - - - -

ENDING CASH BALANCE (860) (7,084) 13,107 17,108 17,108 16,213 19,108 19,108 15,104 19,104 20,082 20,138 168,236

AssumptionsDESCRIPTION OF ASSUMPTIONS - Please reference section/page

number in application if applicable. For example, student enrollment

would reference the page in the application that states enrollment

targets.

Please Note: The student enrollment data is

entered below in the Enrollment Section

beginning in row 148. This will populate the data

in row 10.

Total Revenue 3,397,457 4,653,304 5,668,383 6,715,401 7,941,141

Total Expenses 3,105,905 4,437,619 5,415,807 6,468,071 7,522,148

Net Income (Before Cash Flow Adjustments) 291,552 215,685 252,576 247,330 418,993

Actual Student Enrollment 150 225 295 355 425

Total Paid Student Enrollment - - - - -

Year 1 Year 2 Year 3 Year 4 Year 5

2018-19 2019-20 2020-21 2021-22 2022-23

REVENUE

REVENUES FROM STATE SOURCES 0.0% 0.0% 0.0% 0.0% 0.0%

Per Pupil Revenue CY Per Pupil Rate

Brinx 8 NY 14,181 2,127,150 3,222,632 4,225,229 5,084,598 6,087,194 assumes 1% increase per year, reflects student growth

School District 2 (Enter Name) - - - - - -

School District 3 (Enter Name) - - - - - -

School District 4 (Enter Name) - - - - - -

School District 5 (Enter Name) - - - - - -

2,127,150 3,222,632 4,225,229 5,084,598 6,087,194

Special Education Revenue 139,904 209,856 274,911 329,894 395,872 we project 10% of students will require 20-60% services and 5% will require >60%

Grants

Stimulus - - - - -

Rental assistance in lieu of co-location 420,000 420,000 420,000 420,000 420,000

Although we requested to be co-located, these would be the projected revenue from the

city if located in a private space (around 20% of PPR, $2,800 per student)

Other - - - - -

TOTAL REVENUE FROM STATE SOURCES 2,687,054 3,852,488 4,920,140 5,834,492 6,903,066

REVENUE FROM FEDERAL FUNDING

IDEA Special Needs 24,300 54,450 71,390 85,910 102,850 IDEA Funding available at $1210 per Special Education Student each year

Title I 74,586 111,881 146,689 176,524 211,331 Foe each Yr, 85.6% of pop is Title I eligible. $585 per Title I on 2010-2011 Title I data for other charters, Increase by population

Title Funding - Other 9,690 14,535 19,040 22,849 27,819 For each Yr, 85.6% of pop is Title II eligible. $60 per Title I on 2010-2011 Title I data for other charters

School Food Service (Free Lunch) 122,450 183,675 240,614 288,737 346,484 For each Yr, assumes average of $4.97 per student per day in government revenue for two meals

Grants

Charter School Program (CSP) Planning & Implementation 208,333 208,333 - - - CSP grant installment requests for years 2 and 3. 33% of $625,000. pg 24 PIII

Other - - - - -

Other - - - - -

TOTAL REVENUE FROM FEDERAL SOURCES 439,359 572,874 477,733 574,020 688,484

LOCAL and OTHER REVENUE

Contributions and Donations, Fundraising 40,000 40,000 40,000 40,000 40,000 Anticipated fundraising and grant revenues; expected to be growing each year

Erate Reimbursement 103,000 - - - - We anticipate an E-Rate reimbursement @ 90% for phone and internet expenses

Interest Income, Earnings on Investments, - - - - -

NYC-DYCD (Department of Youth and Community Developmt.) 108,000 157,875 191,123 219,625 252,875 DYCD Funding is $51000 plus $475/student per Chancellor Walcott's memo 4/25/12

Food Service (Income from meals) 2,211 3,317 4,345 5,214 6,256 For each Yr, assumes full price of $.6 per student per day in government revenue for two meals

Text Book 17,833 26,750 35,042 42,050 50,460 Per student: NYSTL - $58.25; NYSSL - $14.98 - NYSLIB: $6.25. increase with pop

OTHER - - - - -

TOTAL REVENUE FROM LOCAL and OTHER SOURCES 271,044 227,942 270,510 306,889 349,591

TOTAL REVENUE 3,397,457 4,653,304 5,668,383 6,715,401 7,941,141

List exact titles included in the position category, if different from description,

EXPENSES and staff FTE"s ( Full time eqiuilivalent)

ADMINISTRATIVE STAFF PERSONNEL COSTS No. of Positions State number of postions for years 2 thru 5 in assumptions if differ from year

Executive Management 1 100,000 105,000 110,250 115,763 121,551 5-Year 100% time projection for ED. 5% annual increase

Instructional Management 2.00 160,000 243,000 255,150 267,908 281,303 Principals Year1 = 1; Years 2 -5 = 2 with addition of VP, Inst Coach, SWD coordinator

Deans, Directors & Coordinators 1.00 85,000 126,750 170,586 178,115 188,071

Principal in year 1, add .5 Director of Development hired year 2. FT in Year 3. with 5%

annual increase

CFO / Director of Finance 1.00 85,000 89,250 93,713 98,398 103,318 Chief Finance Officer hired year 2. with 5% annual increase

Operation / Business Manager 1.00 60,000 123,000 129,150 135,608 142,388 1 Business Managers Year 1 ; add 2nd in Years 2-5, assumes 5% increase

Administrative Staff 2.00 56,875 59,719 62,705 65,840 69,132

Office Administrative Assistant ($30,02, Of. of Sal. prof differential, step 1), office aide

TOTAL ADMINISTRATIVE STAFF 8.00 546,875 746,719 821,553 861,632 905,763

INSTRUCTIONAL PERSONNEL COSTS No. of Positions

Teachers - Regular 6 373,398 588,105 857,638 1,188,693 1,512,880 six@ $62,233 based on Office of sal 2017 guide M,, 3 years: 3 grade

Teachers - SPED 2.00 124,466 196,035 274,444 360,210 453,864 2@ $62,233 Full time SPED (1/15 SED's) based on MA, 3 years per

Substitute Teachers - - - - - -

Teaching Assistants 8.00 214,840 338,364 473,728 621,760 783,408

YR 2, 12 : YR3 16; YR4 20; YR 5 24 : 6 reg ed TA's@ $26,855- 1 per class; 2 SED

Trained TA's; Off of Sal EDUCATIONAL ASSISTANT P2

Specialty Teachers 3.00 186,699 441,076 463,130 518,959 544,907

year 1.5 Spanish; .5 technology; 1 ELL;1 PE/Dance/Wellness teacher @$57,341.Yr2

added .5@Sp and tech, 1Ell ;yr 3 add Sp and ELL; assumes 5% incr

Aides - - - - - - 5% annual salary increase

Therapists & Counselors 2.00 131,120 206,514 289,120 379,470 478,134

1 Guidance Counselor(MA, 3yrs, $66,070) and 1 Social Worker/Parent Coordinator

($65,050 MA30, 3yrs) YR2 3; YR4 4; Yr5 5; YR6 6. - per OFF of SalInstructional Coach

Other - - - - - -

TOTAL INSTRUCTIONAL 21.00 1,030,523 1,770,094 2,358,060 3,069,092 3,773,193

NON-INSTRUCTIONAL PERSONNEL COSTS No. of Positions Nurse 1.00 80,000 84,000 88,200 92,610 97,241 Nurse will serve as healthcare specialist; assumes 5% increase

Librarian - - - - - - Librairan will be hired in year 3

Custodian - - - - - -

Security - - - - - -

Other - - - - - -

TOTAL NON-INSTRUCTIONAL 1.00 80,000 84,000 88,200 92,610 97,241

SUBTOTAL PERSONNEL SERVICE COSTS 30.00 1,657,398 2,600,813 3,267,813 4,023,334 4,776,196

PAYROLL TAXES AND BENEFITS

Payroll Taxes 182,314 286,089 367,007 450,601 533,702 Payroll taxes @ 10.95% approximated to 11% of personnel costs

Fringe / Employee Benefits 182,314 286,089 367,007 450,601 533,702 Employee bebefits @ 11% of personnel costs

Retirement / Pension - 208,065 266,914 327,710 388,147 HHCS has retirement plan in year I to begin contributions in year 2 at 8%

TOTAL PAYROLL TAXES AND BENEFITS 364,628 780,243 1,000,928 1,228,912 1,455,551

TOTAL PERSONNEL SERVICE COSTS 30.00 2,022,026 3,381,056 4,268,741 5,252,246 6,231,747

CONTRACTED SERVICESAccounting / Audit 16,000 16,800 17,640 18,522 19,448 Year 1 accounting and audit cost services; assumes 5% increase

Legal 6,000 6,300 6,615 6,946 7,293

Legal retainers and reviews of contracts, personnel policies/procedures, ect.: assumes

Management Company Fee - - - - -

Services fees for CSBM provison of accounting, payroll, and other costs; assumes 5%

Nurse Services - - - - -

Food Service / School Lunch - - - - -

Payroll Services 10,000 10,500 11,025 11,576 12,155 Payroll processing services; assumes 5% increase

Special Ed Services - - - - -

Titlement Services (i.e. Title I) - - - - -

Other Purchased / Professional / Consulting 120,000 126,000 132,300 138,915 145,861

Staff PD, consultant fees, Student Summer Academy, curriculum devel., training etc.

TOTAL CONTRACTED SERVICES 152,000 159,600 167,580 175,959 184,757

SCHOOL OPERATIONS

Board Expenses 2,400 2,520 2,646 2,778 2,917 Board training and development, meetinga, travels, conferences. Assumes 5% increase.

Classroom / Teaching Supplies & Materials 1,800 45,000 59,000 71,000 85,000

Budgeted

$200/student from Yr 2 , purposefly increased to cover all costs and extra Yr2 3225l

Special Ed Supplies & Materials 10,250 18,000 23,600 28,400 34,000

Budgeted Yr 2 on: $400/student, showing high project to cover all materials and more

Textbooks / Workbooks 22,500 45,000 59,000 71,000 85,000 Budgeted at $20/student, to cover all textbook/workbooks costs, starting Yr 2

Supplies & Materials other - - - - -

Equipment / Furniture 30,000 1,500 1,500 1,500 1,500

Teacher and student desks, tables, writing boards, adding $5,000 per new class added

Telephone 15,000 15,450 15,914 16,391 16,883 We project that telephone and internet will increae by 3% annually

Technology 40,000 15,000 15,000 15,000 15,000

Buy computers, software licenses, Smart Boards, servers, Etc; Assumes $5,000 for each

new class added

Student Testing & Assessment 8,400 12,600 16,506 19,807 23,769

To cover increasin testing and assessment costs; Increase proportional to census

growth

Field Trips 20,000 27,500 34,500 40,500 47,500 Y 2 on at $100 per student plus additional $5K for extra curricular activities planned

Transportation (student) 6,000 9,000 11,790 14,148 16,978

Reflects projections for Summer Academy; field trips and other enrichment activities;

growth proportional to census

Student Services - other 9,600 14,400 18,864 22,636 27,164 Procurement of Student accessaries: assumes growth proportional to census

Office Expense 11,368 1,505 20,300 24,850 28,000

Projected at roughly $350/staff member on necessities :Per Staffing Plan 30,43,57.5,71

and 80.5 in YR 5.

Staff Development 8,000 11,438 15,428 18,886 21,280

Seminars, Conferences, Professional Development Days Expenses: assumes growth

proportional to staff.approx $266 per staff

Staff Recruitment 4,000 4,000 4,000 4,000 4,000

Human resources expenses and use of external recruitment firms/consultants;

advertising

Student Recruitment / Marketing 4,000 4,000 4,000 4,000 4,000 Flyers, brochures, attendance at HS fairs; other activities

School Meals / Lunch 17,761 18,000 19,000 20,000 21,000

Student/parent & comty events, and staff PD days, @$100/person; increase with staff

and students

Travel (Staff) 6,000 7,000 8,000 9,000 10,000 Training conferences, seminars; increase with staff growth

Fundraising 5,000 5,000 5,000 5,000 5,000 Fundraising and development activities

*Year 1 should tie to Totals for Year 1 on Tabs 4 and 5

Per Pupil Revenue Percentage Increase

Hi-Tech Healthcare Charter SchoolPROJECTED BUDGET / OPERATING PLAN FOR INITIAL CHARTER PERIOD

*NOTE: If a Planning Year is Taken in the Beginning of the Charter, the Charter Will Be Extended to Encompass Five Years of Operation. Projected Five Year

Budget on this Tab Should Be For the First Five Years of Actual Operations.

Other 10,000 10,000 10,000 10,000 10,000 STEM Equiptment/supplies to enhance Science/Math/English learning, see Part III:C

TOTAL SCHOOL OPERATIONS 232,079 266,913 344,048 398,896 458,991

FACILITY OPERATION & MAINTENANCE

Insurance 35,000 36,750 38,588 40,517 42,543 Purcahse of various required insurance; assumes 5% increase

Janitorial 20,000 21,000 22,050 23,153 24,310 janitorial services; assumes 5% increase

Building and Land Rent / Lease 420,000 420,000 420,000 420,000 420,000

Contingency for rent/lease/debt financiing if co-location and DOE rent subsidy fail;

Matches line 28

Repairs & Maintenance 45,000 45,000 45,000 45,000 45,000

Equipment / Furniture 40,000 40,000 40,000 40,000 40,000 Projected from information from other school facilities

Security 39,800 39,800 39,800 39,800 39,800 Provision is made. NYPD to be asked for additional Security and School Safety

Utilities 20,000 22,500 25,000 27,500 30,000 Gas, electric, water, and sewer; increased as school population and staff grow, usage.

TOTAL FACILITY OPERATION & MAINTENANCE 619,800 625,050 630,438 635,970 641,653

DEPRECIATION & AMORTIZATION 5,000 5,000 5,000 5,000 5,000 Projected equipment purchase @ straightline depreciation over 5 year period

DISSOLUTION ESCROW & RESERVES / CONTIGENCY 75,000 - - - - Dissolution provision

TOTAL EXPENSES 3,105,905 4,437,619 5,415,807 6,468,071 7,522,148

NET INCOME 291,552 215,685 252,576 247,330 418,993

ENROLLMENT - *School Districts Are Linked To Above Entries*Brinx 8 NY 150 225 295 355 425 See Projected Enrollment Table,Part I

School District 2 (Enter Name) - - - - -

School District 3 (Enter Name) - - - - -

School District 4 (Enter Name) - - - - -

School District 5 (Enter Name) - - - - - TOTAL ENROLLMENT 150 225 295 355 425

REVENUE PER PUPIL 22,650 20,681 19,215 18,917 18,685

EXPENSES PER PUPIL 20,706 19,723 18,359 18,220 17,699

CASH FLOW ADJUSTMENTSOPERATING ACTIVITIES

Example - Add Back Depreciation - - - - -

Other - - - - -

Total Operating Activities - - - - -

INVESTMENT ACTIVITIES

Example - Subtract Property and Equipment Expenditures - - - - -

Other - - - - -

Total Investment Activities - - - - -

FINANCING ACTIVITIES

Example - Add Expected Proceeds from a Loan or Line of Credit - - - - -

Other - - - - -

Total Financing Activities - - - - -

Total Cash Flow Adjustments - - - - -

NET INCOME 291,552 215,685 252,576 247,330 418,993

Beginning Cash Balance 58,729 350,281 565,966 818,543 1,065,873

ENDING CASH BALANCE 350,281 565,966 818,543 1,065,873 1,484,866