Summary of Findings and Recommendations - SUNY · Village Academy Leadership Charter School (“HVA East”), 2. which opened in 2005. As applicable, information regarding the renewal

SUNY Charter Schools Institute ■ Summary of Findings and Recommendations ■ Harlem Village Academy West 2 Charter School

Summary of Findings and Recommendations

Proposal to Authorize Harlem Village Academy Charter School

to Operate the Proposed Harlem Village Academy West 2 Charter School

May 18, 2018

Charter Schools Institute State University of New York

SUNY Plaza 353 Broadway

Albany, NY 12246 (518) 445-4250

www.newyorkcharters.org

http://www.newyorkcharters.org/

SUNY Charter Schools Institute ■ Summary of Findings and Recommendations ■ Harlem Village Academy West 2 Charter School 1

Executive Summary

The board of trustees of Harem Village Academy Charter School (“HVA West” or the “Education Corporation”),1 a not-for-profit charter school education corporation authorized by the State University of New York Board of Trustees (the “SUNY Trustees”) to operate one school, seeks the authority to operate one additional charter school to be located in a public or private facility in New York City Community School District (“CSD”) 5. The Education Corporation submitted the proposal for authority to operate Harlem Village Academy West 2 Charter School (“HVA West 2”) to the SUNY Charter Schools Institute (the “Institute”) on March 6, 2018, in response to the Institute’s Request for Proposals (the “RFP”) (available at: http://www.newyorkcharters.org/wp-content/uploads/2018-Request-for-Proposals_FINAL.pdf), released on behalf of the SUNY Trustees on January 2, 2018.

The proposed new school will open in August 2019 with 100 students in Kindergarten – 1st grade, will add one grade per year, and ultimately serve 300 students in Kindergarten – 5th grade during its first charter term. HVA West 2 will fill all seats that become available through attrition in Kindergarten and 1st grade throughout the school year. HVA West 2 will replicate the highly effective instructional program implemented at HVA West, which opened in 2003, and Harlem Village Academy Leadership Charter School (“HVA East”),2 which opened in 2005. As applicable, information regarding the renewal history, academic performance, and student discipline for the schools is presented in Appendix A.

The Institute finds that the proposal for HVA West’s authority to operate HVA West 2 rigorously demonstrates the criteria detailed in the Institute’s 2018 RFP, which are consistent with the New York Charter Schools Act of 1998 (as amended, the “Act”).

Based on the proposal, as amended by the applicant, and the foregoing:

The Institute recommends that the SUNY Trustees approve the proposal to authorize Harlem Village Academy Charter School to operate Harlem Village Academy West Charter School 2.

1 The SUNY Trustees approved a name change for the education corporation to “Harlem Village Academy West Charter School,” on April 24, 2018, but the change has not yet been finally approved by the New York State Board of Regents (the “Board of Regents”) or by operation of law. 2 Similar to HVA West, the name of the education corporation will become “Harlem Village Academy East Charter School,” once finally approved.

http://www.newyorkcharters.org/wp-content/uploads/2018-Request-for-Proposals_FINAL.pdf

http://www.newyorkcharters.org/wp-content/uploads/2018-Request-for-Proposals_FINAL.pdf


Findings Based on the comprehensive review of the proposal and interviews of the applicant and the Education Corporation board of trustees, the Institute makes the following findings.

1. The charter school described in the proposal meets the requirements of Article 56 of the Education Law (as amended) and other applicable laws, rules, and regulations as reflected in (among other things):

• the inclusion of appropriate policies and procedures for the provision of services

and programs for students with disabilities and English language learners (“ELLs”); • the required policies for addressing the issues related to student discipline,

personnel matters, and health services; • an admissions policy that complies with the Act and federal law; • the inclusion of the by-laws for the operation of the Education Corporation’s

board of trustees; and, • the inclusion of an analysis of the projected fiscal and programmatic impact of

the school on surrounding public and private schools.

2. The applicant has demonstrated the ability to operate the school in an educationally and fiscally sound manner as reflected in (among other things):

• the provision of an educational program that meets or exceeds the state

performance standards; • the articulation of a culture of self-evaluation and accountability at both

the administrative and board level; • the student achievement goals articulated by the applicant; • an appropriate roster of educational personnel; • a sound mission statement; • a comprehensive assessment plan; • the provision of sound start-up, first-year, and five-year budget plans; • a plan to acquire comprehensive general liability insurance to include any

vehicles, employees, and property; • evidence of adequate community support for, and interest in, the charter

school sufficient to allow the school to reach its anticipated enrollment; • the inclusion of descriptions of programmatic and independent fiscal audits, with

fiscal audits occurring at least annually; • the inclusion of a school calendar and school day schedule that provide at least as

much instruction time during the school year as required of other public schools; and,

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

3. Granting the proposal is likely to: a) have a significant educational benefit to the students

expected to attend the proposed charter school; b) improve student learning and achievement; and, c) materially further the purposes of the Act. This finding is supported by (among other things):


• an extended school day and year that includes 190 instructional days and 1,260 hours of instruction, or 40% more than the state minimum of 900 hours;

• a rigorous liberal arts curriculum that has resulted in strong student outcomes and a subsequent full-term renewal from the Institute in February 2018 that enables HVA West to operate through July 31, 2023.

• a pedagogical focus on progressive education, which was conceived to promote an equitable and democratic society, and the Japanese concept of Kaizen, the concept of continuous, daily, incremental improvement of programs and processes by every person in the organization; and,

• the support of the Village Academies Network, Inc. (“VAN” or the “Network”), a charter management organization (“CMO”) that will provide the proposed school with support in the areas of teacher recruiting, enrichment, curriculum, standards and assessment development, principal and teacher training, fundraising, marketing, and finance and operations.

4. The proposed charter school would meet or exceed enrollment and retention targets, as prescribed by the SUNY Trustees, of students with disabilities, ELLs, and students who are eligible applicants for the federal Free and Reduced Price Lunch (“FRPL”) program as required by New York Education Law § 2852(9-a)(b)(i).

5. The applicant has conducted public outreach for the school, in conformity with a

thorough and meaningful public review process prescribed by the SUNY Trustees, to solicit community input regarding the proposed charter school and to address comments received from the impacted community concerning the educational and programmatic needs of students in conformity with Education Law § 2852(9-a)(b)(ii).

6. The Institute has determined that the proposal rigorously demonstrates the criteria and

best satisfies the objectives contained within the RFP, and, therefore, is a “qualified application” within the meaning of Education Law § 2852(9-a)(d) that should be submitted to the Board of Regents for approval.

The Institute developed the RFP “in a manner that facilitate[d] a thoughtful review of charter school applications, consider[ed] the demand for charter schools by the community, and s[ought] to locate charter schools in a region or regions where there may be a lack of alternatives and access to charter schools would provide new alternatives within the local public education system that would offer the greatest educational benefit to students,” in accordance with Education Law § 2852(9-a)(b). The Institute also posted the draft RFP for public comment and responded to same. The Institute conducted a rigorous evaluation of the proposal under consideration including academic, fiscal and legal soundness reviews. In addition, the Institute engaged independent consultants to evaluate the academic, fiscal, and organizational soundness of the school based on the criteria set forth in the RFP. Pursuant to its protocols, the Institute, as well as Trustee Joseph Belluck, Chairman of the SUNY Trustees’ Charter Schools Committee, conducted interviews with the applicants, the proposed board of trustees, and key leadership from HVA West. Currently, the Act allows New York authorizers (the SUNY Trustees as well as the Board of Regents) to grant a total of 38 of the 140 available charters to applicants seeking to open schools in New York City. These charters are available based on the date of approval by either authorizer.


The Institute received 13 total proposals to create new charter schools in response to the first round of the 2018 RFP but recommends only four. Background and Description HVA West opened its doors in 2003 initially serving 76 students in 5th grade. During the 2017-18 school year, HVA West serves 887 students in Kindergarten – 12th grade, and HVA serves 745 students in Kindergarten – 12th grade. HVA West earned a subsequent full-term renewal on February 13, 2018, which enables the school to operate through July 31, 2023. HVA East is currently authorized to operate through July 31, 2020. HVA West seeks to open an additional school to meet the consistent demand for high quality educational options among families in the Harlem neighborhoods VAN’s schools serve. The two schools affiliated with the Network currently maintain long waiting lists for seats at all levels, including its elementary, middle, and high schools. HVA West and HVA East enjoy strong philanthropic and operational support from VAN, which contributes to the schools’ capacity and enables them to implement an academic program that has historically demonstrated strong results. Like HVA West and HVA East, HVA West 2 intends to utilize a shared services agreement with VAN that will provide the school with support in the areas of teacher recruiting, enrichment, curriculum, standards and assessment development, principal and teacher training, fundraising, marketing, and finance and operations. Mission, Philosophy, and Key Design Elements HVA West 2 will share the same mission of HVA West and HVA East:

It is the mission of Harlem Village Academy West 2 Charter School for our students to become intellectually sophisticated, wholesome in character, avid readers, fiercely independent thinkers and compassionate individuals who make a meaningful contribution to society.

HVA West 2 will implement the following key design elements: 1. Strong Academics. HVA West 2 will provide students with a rigorous liberal arts curriculum

aligned with state standards that focuses on inquiry-based learning, which enables students to develop independent problem solving skills.

2. Extended Learning Time. HVA West 2 will offer students a longer school day and extended school year, allowing them time to master advanced content knowledge.

3. Authentic Asessment. HVA West 2 intends to evaluate student learning using assessments that

require stuednts to demonstrate skills authentic to the content taught. HVA West 2 will have four grading periods per year, which allows teachers to determine the progress of students towards content and skill mastery.


4. Tutoring and After-school Programs. HVA West 2 will provide both academic and non-academic opportunities for students outside of regular school hours. HVA West currently partners with various community organizations to provide academic tutors and enrichment specialists to offer opportunities aligned with student needs and interests.

5. Strong School Culture. HVA West 2 intends to develop a school culture that emphasizes values

such as kindness, integrity, and responsibility. The school will provide students and families with a handbook that outlines expectations for behavior in a way that aligns with the school’s values.

6. Frequent Communication Between Schools and Families. HVA West 2 is committed to ensuring

that families are engaged in their students’ achievement. Teachers and school support staff will communicate regularly with parents and students via email and phone outside of the regular school day.

7. School Uniforms. Students at HVA West 2 will wear uniforms, which the school believes

contribute to a culture of respect, scholarship, and community. HVA West 2 will provide financial support to families who cannot afford their student’s uniform.

8. Excellent Teachers. HVA West 2 inteds to seek and develop teachers who are masters of — and

passionate about — their subject areas, who have experience in the classroom, and who have a desire to remain in the classroom.

Calendar and Schedule

HVA West 2 will offer 190 days of instruction each year. The first day of instruction for the 2019-20 school year will be on or around August 10, 2019, and the last day will be on or around June 22, 2020. Subsequent school years will follow a similar calendar. The school day will begin each morning at 8:00 A.M. and end at 4:30 P.M. HVA West 2 will provide students with a total of 1,260 hours of instruction per year, an increase over the state minimum of 900 hours mandated by Education Law § 2851(2)(n) and 8 NYCRR § 175.5 (grades 1-6), and provided at the majority of schools within the majority of district schools in CSD 5. Academic Program • ELA (Reading and Writing)

For English language arts (“ELA”) classes, HVA West 2 intends to implement a balanced literacy program, in which students engage in five structured reading activities designed to develop their decoding, fluency, and comprehension skills: pleasure reading, guided reading, close reading, shared reading, and read aloud. The literacy program also includes writing workshop, in which students will receive support developing writing pieces across a variety of genres. Additionally, the school intends to provide all Kindergarten – 2nd grade students with phonics instruction using the Wilson Fundations curriculum. HVA West 2 will develop the curriculum based upon materials from EngageNY, Teachers College Units of Study, and Fountas & Pinnell.


• Mathematics HVA West 2 intends to utilize a combination of curricular materials to develop its mathematics program, including EngageNY, Sansu Math, Reflex Math, Context for Learning, Dreambox, and Everyday Mathematics, among others. Mathematics classes will develop both students’ basic number fluency and their problem-solving skills. Cognitively Guided Instruction, a student-centered curriculum that emphasizes intuitive approaches to mathematics problems, will form the basis for the school’s mathematics problem-solving block. Students in need of extra support in will have access to mathematics coaching several times each week. Additionally, students will participate in mathematics routines and games, short daily activities intended to develop number sense and fluency, three to five times each week.

• Humanities HVA West 2 intends to implement a humanities curriculum that provides students with the foundational skills necessary to engage in middle and high school social studies classes, such as writing and speaking persuasively, discerning objective sources, interpreting historical information, and determining cause and effect. The humanities curriculum will consist of five interdisciplinary units that incorporate reading, writing, art history, visual and performing arts, and field learning. These units will cover topics including economics, civics, geography, and ethics. The humanities curriculum will draw from resources including Project PLACE, a humanities curriculum with a focus on social justice and equity that develops students’ literacy skills.3

• Science

HVA West 2’s science curriculum will be inquiry-based and centered on scientific habits of mind such as questioning, designing, testing, and analyzing. In keeping with the school’s progressive approach, students will engage in regular hands-on activities and experiments designed to develop their laboratory skills. For its science curriculum, HVA West 2 intends to implement FOSS, a widely-used, inquiry-based science program that provides ample opportunities for students to engage in hands-on experiments.

• Arts Students at HVA West 2 will have access to weekly classes in both visual arts and dance. In visual arts classes, students explore various elements of art using a wide variety of media to create art. Students will also explore the historical and cultural aspects of art. The school will likewise offer dance classes as an extension of physical education classes, in which students will explore various techniques, styles, and genres of movement and dance.

• Physical Education Physical education in the early grades is focused on developing age-appropriate sports skills that will help students find success as in upper grades. Students in the upper grades will use these skills to participate in a variety of activities that improve their overall wellness and game sense.

Existing School Performance Please see Appendix A for data on HVA West’s and HVA East’s academic performance. 3 Please see https://sites.google.com/a/umich.edu/nkduke/home/project-place-units for additional information about Project PLACE.

https://sites.google.com/a/umich.edu/nkduke/home/project-place-units


Governance The by-laws of HVA West indicate that the Education Corporation board will consist of no fewer than five and no more than nine voting members. The current members of the board of trustees are set forth below. Board Members 1. David Zwiebel (Board Chair)

Mr. Zweibel is a real estate developer and consultant with extensive experience in retail business management. He has launched, designed, and developed numerous retail stores including Eileen Fisher boutiques and showrooms nationwide. Mr. Zwiebel is a founding board member of Social Accountability International and is a past co-chairperson of the Irvington Education Foundation and the Irvington, New York PTA Special Education Committee.

2. Dr. Andrew August (Trustee) Dr. August is associate dean, academics at Pennsylvania State University. He holds a Ph.D. in history from Columbia University and is the author of Poor Women’s Lives and The British Working Class. Dr. August has served in faculty positions at Columbia University, New York University, and the New School for Social Research.

3. Judith Turner Hamerschlag (Trustee) Ms. Hammerschlag is chief financial officer at Brain POP, an award winning educational technology company that creates animated, curriculum-based content that engages students, supports educators, and bolsters achievement. She is a graduate of the State University of New York at Albany and is a certified public accountant.

4. Dr. Deborah A. Kenny (Secretary)

Dr. Kenny is founder and chief executive officer of VAN. She is widely regarded as one of the most influential educational entrepreneurs in the country and is regularly featured in national television and print media. Dr. Kenny holds a Ph.D. from Columbia University in comparative international education and a bachelor of arts from the University of Pennsylvania.

5. Daniel Pianko (Treasurer)

Mr. Pianko is co-founder and managing director at University Ventures. He began his career in investment banking at Goldman Sachs. Mr. Pianko has invested in, founded, advised, or managed a number of education-related businesses that led to the creation of University Ventures. Mr. Pianko holds a bachelor of arts from Columbia University and a master of business administration and master of arts in education from Stanford University.

Facilities The founders of HVA West 2 have identified a suitable facility located in close proximity to one of the Network’s elementary schools. The proposed facility is currently occupied by another charter school and will be available for the 2019-20 school year as the current tenant will be moving to its own facility. The proposed space is already fitted out as a school and requires little investment. HVA West has conducted several meetings with the landlord and are actively involved in continuing negotiations. HVA West 2 intends to follow the process to secure rental assistance by applying for


public space and will consider any offer made by the New York City Department of Education (“NYCDOE” or the “District”) to co-locate. The founding team met with the District’s Facilities Planning Group to discuss available space for co-location and learned that there is very limited space available in Harlem. Fiscal Impact The fiscal impact of HVA West 2 on the district of location, the District is summarized below.

Harlem Village Academy Charter School West 2

(A) (B) (C (D) (E) (F) (G)

Charter

Year

Expected Number of Students

Basic Charter School

Per Pupil Aid

Projected Per Pupil

Revenue (A x B)

Public Facility

Aid*

Total Project Funding from

District to Charter

School (C+D)

New York City School

District Budget

Projected District Impact (E/F)

Year 1 (2019-20) 100 $14,527 $1,452,700 0 $1,452,700 $24,300,000,000 0.006%

Year 5 (2023-24) 300 $14,527 $4,628,100 0 $4,628,100 $24,300,000,000 0.019%

The Institute reviewed the charter school’s proposed start-up and fiscal plans for each year of the proposed charter term and supporting evidence, as well as the Education Corporation’s budgets for the other school it operates. The Institute also reviewed HVA’s Business Plan and fiscal information to determine its capacity to support an additional school in New York. The capacity of the Education Corporation was reviewed to determine its capacity to operate schools in New York. The Institute finds these budgets and fiscal plans to be sound, and sufficient start-up funds will be available to the new charter school. The Education Corporation’s financial profile is available on the SUNY Fiscal Dashboard at www.newyorkcharters.org/progress/fiscal-dashboard/. Notification and Public Comments The Institute notified the District as well as public and private schools in the same geographic area of the proposed school about receipt of the proposal, and the proposal was posted on the Institute’s website for public review. The District scheduled a public hearing pertaining to the proposal for April 17, 2018 and provided a summary of public comments to the Institute, which has been compiled in Appendix C. The Institute carefully reviews and considers all public comments received prior to finalizing its recommendation. Preference Scoring Education Law §2852(9-a) requires authorizers to establish and apply preference criteria to applications meeting both statute and authorizer standards. The purpose of the criteria is to prioritize proposals in the event that the number of proposals meeting the SUNY Trustees’

http://www.newyorkcharters.org/progress/fiscal-dashboard/


requirements exceeds the maximum number of charters to be issued in 2018. The RFP identified the minimum eligibility requirements and preference criteria required by Education Law §2852(9-a), as described in greater detail below. The HVA West 2 proposal met the eligibility requirements, as evidenced by the following:

• the proposal was sufficiently complete, i.e., it included a Transmittal Sheet, Proposal Summary, and responses to all RFP requests as prescribed by the Institute;

• the proposal included a viable plan to meet the enrollment and retention targets established by the SUNY Trustees for students with disabilities, ELLs, and students who are eligible to participate in the FRPL program (as detailed in Request No. 15); and,

• the proposal provided evidence of public outreach that conforms to the Act and the process prescribed by the SUNY Trustees for the purpose of soliciting and incorporating community input regarding the proposed charter school and its academic program (as detailed in Request No. 3).

As the HVA West 2 proposal submission met the eligibility criteria, the Institute’s evaluation continued with a full review of the proposal, an interview of the founding team and proposed board of trustees, and requests for clarification and/or amendments to the proposal. The review process then continued with an evaluation of the proposal in relation to the 10 Preference Criteria contained in the RFP for which proposals can earn credit as described in the RFP’s Preference Scoring Guidance. In the event of a tie for the last charter, both proposals will be rejected unless one applicant agrees to withdraw his or her proposal for consideration in a subsequent RFP. The preference criteria, which in addition to eligibility criteria and the overall high standards established by the SUNY Trustees, include the demonstration of the following in compliance with Education Law §§2852(9-a)(c)(i)-(viii):

• increasing student achievement and decreasing student achievement gaps in reading/language arts and mathematics;

• increasing high school graduation rates and focusing on serving specific high school student populations including, but not limited to, students at risk of not obtaining a high school diploma, re-enrolled high school drop-outs, and students with academic skills below grade level;

• focusing on the academic achievement of middle school students and preparing them for a successful transition to high school;

• utilizing high-quality assessments designed to measure a student's knowledge, understanding of, and ability to apply critical concepts through the use of a variety of item types and formats;

• increasing the acquisition, adoption, and use of local instructional improvement systems that provide teachers, principals, and administrators with the information and resources they need to inform and improve their instructional practices, decision-making, and overall effectiveness;

• partnering with low-performing public schools in the area to share best educational practices and innovations;

• demonstrating the management and leadership techniques necessary to overcome initial start-up problems to establish a thriving, financially viable charter school; and,

• demonstrating the support of the school district in which the proposed charter school will be located and the intent to establish an ongoing relationship with such school district.


While the Institute received a total of 13 proposals in response to the March round of the 2018 RFP, it recommends only four for approval. The four proposals recommended for approval met the eligibility criteria and were therefore assigned a score using the guidance contained in the RFP. The proposal for HVA West 2 earned a score of 23.5 preference points out of a possible total of 45. Based on this score and the other information and findings set forth herein, the Institute is recommending that the SUNY Trustees approve the proposal to allow HVA West the authority to operate HVA West 2, which would not exceed the statutory limit in Education Law §2852(9-a)(a). Conclusion and Recommendations Based on its review and findings, the Institute recommends that the SUNY Trustees approve the proposal to grant Harlem Village Academy Charter School the authority to operate Harlem Village Academy West 2 Charter School, to open in August 2019.

0

1

Target: 0.3

40

60

Target: State Median

Comparave Measure:District Comparison. Eachyear, the percentage ofstudents at the school in atleast their second yearperforming at or aboveproficiency in ELA will begreater than that of studentsin the same tested grades inthe district.

Comparave Measure: EffectSize. Each year, the schoolwill exceed its predicted levelof performance by an effectsize of 0.3 or above in ELAaccording to a regressionanalysis controlling foreconomically disadvantagedstudents among all publicschools in New York State.

Comparave GrowthMeasure: Mean GrowthPercenle. Each year, theschool's unadjusted meangrowth percenle for allstudents in grades 4-8 will beabove the state's unadjustedmedian growth percenle inELA.

ENGLISH LANGUAGE ARTS ACCOUNTABILITY PLAN GOAL

TestYear

CompGrades

District%

School%

2015 6-8

2016 3, 6-8

2017 3-8

1719

2523

4125

TestYear

TestGrades Effect Size

2015 5-8

2016 3, 5-8

2017 3-8

-0.21

-0.12

0.55

TestYear School Mean Growth

2015

2016

2017 49.7

43.9

46.3

0

50

100

Target: 75

Harlem Village Academy West CS Manhattan CSD 5

APPENDIX AEducation Corporation Overview


11

0

1

Target: 0.3

40

60


Comparave Measure:District Comparison. Eachyear, the percentage ofstudents at the school in atleast their second yearperforming at or aboveproficiency in mathemacswill be greater than that ofstudents in the same testedgrades in the district.

Comparave Measure: EffectSize. Each year, the schoolwill exceed its predicted levelof performance by an effectsize of 0.3 or above inmathemacs according to aregression analysis controllingfor economicallydisadvantaged studentsamong all public schools inNew York State.

Comparave GrowthMeasure: Mean GrowthPercenle. Each year, theschool's unadjusted meangrowth percenle for allstudents in grades 4-8 will beabove the state's unadjustedmedian growth percenle inmathemacs.

MATHEMATICS ACCOUNTABILITY PLAN GOAL

TestYear

CompGrades

District%

School%

2015 6-8

2016 3, 6-8

2017 3-8

4413

5216

5217

TestYear


2015 5-8

2016 3, 5-8

2017 3-8

0.88

1.22

1.14


2015

2016

2017 50.8

54.2

57.1

0

50

100

Target: 75



12

Science: ComparaveMeasure. Each year, thepercentage of students at theschool in at least their secondyear performing at or aboveproficiency in science willexceed that of students in thesame tested grades in thedistrict.

SCIENCE ACCOUNTABILITY PLAN GOAL

District % School %

2015

2016

2017 82

73

73

49

26

29

50

100

Target: 75

Harlem Village Academy West CS

2015 2016 2017

Enrollment ReceivingMandated Academic Services

Tested on State Exam

School Percent Proficient onELA Exam

District Percent Proficient 7.8

8.1

74

198

5.4

3.7

54

180

4.7

4.3

47

141

2015 2016 2017

ELL Enrollment

Tested on NYSESLAT Exam

School Percent'Commanding' or MakingProgress on NYSESLAT

51.1

45

54

37.8

37

39

14.3

35

38

The academic outcome data about the performance of students receiving special educaon services and ELLs above is not edto separate goals in the school's formal Accountability Plan.

The NYSESLAT, the New York State English as a Second Language Achievement Test, is a standardized state exam.

"Making Progress" is defined as moving up at least one level of proficiency. Student scores fall into five categories/proficiencylevels: Entering; Emerging; Transioning; Expanding; and, Commanding.

SPECIAL POPULATIONS PERFORMANCE

Manhattan CSD 5


13

2015 2016 2017

50

100

Target: 75

2015 2016 20170

20

2015 2016 2017

50

100

Target: 75%

Comparave Measure:Graduaon Rate. Eachyear, the percentage ofthe school's studentsgraduang aercompleon of theirfourth year will exceedthe District.

College PreparaonMeasure: AdvancedRegents Diploma. Eachyear, the percentage ofstudents graduangwith an AdvancedRegents diploma willexceed that of thedistrict.

HIGH SCHOOL GRADUATION RATE

COLLEGE PREPARATION AND ATTAINMENT

College AainmentMeasure: Matriculaoninto College. Each year,75 percent ofgraduang students willenroll in a college oruniversity.

District School

2015

2016

2017 98.0

97.9

100.0

69.5

66.5

64.9

District AdvDiploma

School AdvDiploma

2015

2016

2017 0.0

10.6

12.5

30.6

30.0

27.5

Grad N Matriculation %

201520162017 97.9

85.1

90.6

48

47

32

2015 2016 2017

Comparave andAbsolute Measure:District Comparison.Each year, the school'sELA AccountabilityPerformance Level andthe math APL willexceed the district'sPerformance Index andthe state's AMO.

AMO District PISchoolAPL

201520162017 161

178194

146149144

178174170

201520162017 141

142

166

125

126

122

165

159

154

ENGLISH LANGUAGE ARTS AND MATHEMATICS



14

0

1

Target: 0.3

40

60


Comparave Measure:District Comparison. Eachyear, the percentage ofstudents at the school in atleast their second yearperforming at or aboveproficiency in ELA will begreater than that of studentsin the same tested grades inthe district.

Comparave Measure: EffectSize. Each year, the schoolwill exceed its predicted levelof performance by an effectsize of 0.3 or above in ELAaccording to a regressionanalysis controlling foreconomically disadvantagedstudents among all publicschools in New York State.

Comparave GrowthMeasure: Mean GrowthPercenle. Each year, theschool's unadjusted meangrowth percenle for allstudents in grades 4-8 will beabove the state's unadjustedmedian growth percenle inELA.

TestYear

CompGrades

District%

School%

2015 6-8

2016 3, 6-8

2017 3-8

2222

2531

4734

TestYear


2015 5-8

2016 3, 5-8

2017 3-8

-0.08

-0.18

0.56


2015

2016

2017 54.1

46.7

45.2

0

50

100

Target: 75

ENGLISH LANGUAGE ARTS ACCOUNTABILITY PLAN GOAL

Harlem Village Academy East CS Manhattan CSD 4


15

0

1

Target: 0.3

40

60


Comparave Measure:District Comparison. Eachyear, the percentage ofstudents at the school in atleast their second yearperforming at or aboveproficiency in mathemacswill be greater than that ofstudents in the same testedgrades in the district.

Comparave Measure: EffectSize. Each year, the schoolwill exceed its predicted levelof performance by an effectsize of 0.3 or above inmathemacs according to aregression analysis controllingfor economicallydisadvantaged studentsamong all public schools inNew York State.

Comparave GrowthMeasure: Mean GrowthPercenle. Each year, theschool's unadjusted meangrowth percenle for allstudents in grades 4-8 will beabove the state's unadjustedmedian growth percenle inmathemacs.

MATHEMATICS ACCOUNTABILITY PLAN GOAL

TestYear

CompGrades

District%

School%

2015 6-8

2016 3, 6-8

2017 3-8

3621

4025

4828

TestYear


2015 5-8

2016 3, 5-8

2017 3-8

0.72

0.44

0.76


2015

2016

2017 56.7

49.1

50.6

0

50

100

Target: 75



16

Science: ComparaveMeasure. Each year, thepercentage of students at theschool in at least their secondyear performing at or aboveproficiency in science willexceed that of students in thesame tested grades in thedistrict.

District % School %

2015

2016

2017 78

70

78

66

44

48

50

100

Target: 75

2015 2016 2017

Enrollment ReceivingMandated Academic Services

Tested on State Exam

School Percent Proficient onELA Exam

District Percent Proficient 7.6

14.7

75

183

7.1

0.0

60

169

3.8

6.9

58

140

2015 2016 2017

ELL Enrollment

Tested on NYSESLAT Exam

School Percent'Commanding' or MakingProgress on NYSESLAT

72.7

22

24

44.7

38

39

3.4

29

31

The academic outcome data about the performance of students receiving special educaon services and ELLs above is not edto separate goals in the school's formal Accountability Plan.

The NYSESLAT, the New York State English as a Second Language Achievement Test, is a standardized state exam.

"Making Progress" is defined as moving up at least one level of proficiency. Student scores fall into five categories/proficiencylevels: Entering; Emerging; Transioning; Expanding; and, Commanding.

SPECIAL POPULATIONS PERFORMANCE

Manhattan CSD 4

SCIENCE ACCOUNTABILITY PLAN GOAL

Harlem Village Academy East CS


17

2015 2016 2017

50

100

Target: 75

2015 2016 20170

20

40

2015 2016 2017

50

100

Target: 75%

Comparave Measure:Graduaon Rate. Eachyear, the percentage ofthe school's studentsgraduang aercompleon of theirfourth year will exceedthe District.

College PreparaonMeasure: AdvancedRegents Diploma. Eachyear, the percentage ofstudents graduangwith an AdvancedRegents diploma willexceed that of thedistrict.

HIGH SCHOOL GRADUATION RATE

COLLEGE PREPARATION AND ATTAINMENT

College AainmentMeasure: Matriculaoninto College. Each year,75 percent ofgraduang students willenroll in a college oruniversity.

District School

2015

2016

2017 94.2

100.0

96.9

85.6

82.9

81.2

District AdvDiploma

School AdvDiploma

2015

2016

2017 0.0

15.0

3.2

39.0

31.3

36.2

Grad N Matriculation %

201520162017 93.9

95.0

90.3

49

40

31

2015 2016 2017

Comparave andAbsolute Measure:District Comparison.Each year, the school'sELA AccountabilityPerformance Level andthe math APL willexceed the district'sPerformance Index andthe state's AMO.

AMO District PISchoolAPL

201520162017 177

188175

173169170

178174170

201520162017 149

155

175

153

149

154

165

159

154

ENGLISH LANGUAGE ARTS AND MATHEMATICS



18

Difference between schools and district scores: 2012-13 through 2016-17

-5 0 5 10 15

Harlem Village Academy West CS Manhaan District 5 2013

2014

2015

2016

2017

Harlem Village Academy East CS Manhaan District 4 2013

2014

2015

2016

2017

Difference between ELA School and District Scores

District difference for each year broken down by school and district (in NYC, the Instute uses the CSD). These chartscompare a school's performance to that of the district. Each bar represents the difference between the school'sperformance and the district's. A posive result (showing the bar to the right of zero) indicates the amount by which theschool outscored the district. A negave result (with the bar to the le of zero) illustrates the amount by which the schoolperformed lower than the district. A score of zero indicates that the school performed exactly even with the district. Schoolscores reflect the achievement of students enrolled for at least two years per the schools' Accountability Plans.


19

Difference between schools and district scores: 2012-13 through 2016-17

0 10 20 30

Harlem Village Academy West CS Manhaan District 5 2013

2014

2015

2016

2017

Harlem Village Academy East CS Manhaan District 4 2013

2014

2015

2016

2017

Difference between Math School and District Scores

District difference for each year broken down by school and district (in NYC, the Instute uses the CSD). These chartscompare a school's performance to that of the district. Each bar represents the difference between the school'sperformance and the district's. A posive result (showing the bar to the right of zero) indicates the amount by which theschool outscored the district. A negave result (with the bar to the le of zero) illustrates the amount by which the schoolperformed lower than the district. A score of zero indicates that the school performed exactly even with the district. Schoolscores reflect the achievement of students enrolled for at least two years per the schools' Accountability Plans.


20

2016

-2 0 2Standardized Mean Scale Score

30

40

50

60

70

Mean Growth Percenle

2015


2014

30

40

50

60

70


2017

ELA Growth and Achievement: 2013-14 through 2016-17

These charts compare a school’s ability to grow student achievement with a school's absolute studentperformance. Schools located in the upper right hand quadrant of each chart show strong results inhelping students make learning gains while at the same me helping students achieve strong absolutescores on state assessments. Schools in the lower right hand quadrant show strong absolute scoresbut lower growth. Because the student growth percenle uses the previous year’s scale score as abaseline, it becomes more difficult for a school to maintain strong overall growth scores whenstudents already post high absolute scores.

These charts are produced by comparing growth as measured by the state’s student growth percenleto its overall achievement as measured by scale score standardized to the statewide grade level meanover each year for which data are available during the charter term. The growth axis (labeled MeanGrowth Percenle) represents the statewide median growth score. The achievement axis (labeledStandardized Mean Scale Score) represents the statewide mean-centered achievement level for eachgrade served by each school.

High GrowthHigh Achievement

Low GrowthLow Achievement







21

2016

30

40

50

60

70

80


2017


40

60

80


2015

-3 -2 -1 0 1 2 3Standardized Mean Scale Score

2014

Math Growth and Achievement: 2013-14 through 2016-17

These charts compare a school’s ability to grow student achievement with a school's absolute studentperformance. Schools located in the upper right hand quadrant of each chart show strong results inhelping students make learning gains while at the same me helping students achieve strong absolutescores on state assessments. Schools in the lower right hand quadrant show strong absolute scoresbut lower growth. Because the student growth percenle uses the previous year’s scale score as abaseline, it becomes more difficult for a school to maintain strong overall growth scores whenstudents already post high absolute scores.

These charts are produced by comparing growth as measured by the state’s student growth percenleto its overall achievement as measured by scale score standardized to the statewide grade level meanover each year for which data are available during the charter term. The growth axis (labeled MeanGrowth Percenle) represents the statewide median growth score. The achievement axis (labeledStandardized Mean Scale Score) represents the statewide mean-centered achievement level for eachgrade served by each school.










22

ELA and Math Effect Size Scaer Plots: 2013-14 and 2014-15

-2.0-1.5 -1.0 -0.5 0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.55.0

-2

0

2

4

Math Effect Size

Target: 0.3

Target: 0.3

2014

The charts compare a school’s ELA and math effect sizes over each year for which data are availableduring the charter term. An effect size measures school performance in comparison to other schoolsstatewide enrolling students with similar proporons of economic disadvantage. Schools with an ELAor math effect size that is less than 0 performed lower than expected based on the economicdisadvantage stasc. Schools posng an effect size greater than 0 but less than 0.3 perform aboutthe same as the comparison schools. Schools with an ELA or math effect size greater than 0.3 (SUNY’sperformance target for the measure) outperformed similar schools statewide to a meaningful degree,while schools with effect sizes greater than 0.8 perform higher than expected to a large degree.

-2.0-1.5 -1.0 -0.5 0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0ELA Effect Size

-2

0

2

4

Math Effect Size

Target: 0.3

Target: 0.3

2015


23

ELA and Math Effect Size Scaer Plots: 2015-16 and 2016-17

-2.0-1.5 -1.0 -0.5 0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.55.0

-3-2

-1

0

1

2

3

4

5

Math Effect Size

Target: 0.3

Target: 0.3

2016

The charts compare a school’s ELA and math effect sizes over each year for which data are availableduring the charter term. An effect size measures school performance in comparison to other schoolsstatewide enrolling students with similar proporons of economic disadvantage. Schools with an ELAor math effect size that is less than 0 performed lower than expected based on the economicdisadvantage stasc. Schools posng an effect size greater than 0 but less than 0.3 perform aboutthe same as the comparison schools. Schools with an ELA or math effect size greater than 0.3 (SUNY’sperformance target for the measure) outperformed similar schools statewide to a meaningful degree,while schools with effect sizes greater than 0.8 perform higher than expected to a large degree.

-2.0-1.5 -1.0 -0.5 0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.55.0

ELA Effect Size

-3

-2

-1

0

1

2

3

4

5

Math Effect Size

Target: 0.3

Target: 0.3

2017


24

Suspensions: Harlem Village Charter Schools' out of school suspension rate, in schoolsuspension rate, and the district overall suspension rate.

% of students suspended

2015

Harlem Village Academy West Charter School

Harlem Village Academy East Charter School

2016



2017



3.4

4.1

12.0

15.9

0.6

2.8

13.6

13.3

1.3

9.8

8.69.5

8.03.1

Although CSD and school suspension rates are presented on the same graph, a direct comparison between the rates is notpossible because available CSD data includes Kindergarten through 12th grades and school data includes only the grades servedby the school. The percentage rate shown here is calculated using the method employed by the NYCDOE: the total the numberof students receiving an out of school suspension at any me during the school year is divided by the total enrollment, thenmulplied by 100.

During the 2016-17 school year, Harlem Village Schools expelled 1 student. During the 2014-15 and2015-16 school years, the schools expelled 0 students


25

Harlem VillageAcademy West

Charter School

Enrollment

ED

ELL

SWD

Retenon

ED

ELL

SWD

Enrollment

ED

ELL

SWD

Retenon

ED

ELL

SWD

82.8%

21.0%

5.9%

90.8%

95.7%

86.8%

85.2%

19.6%

2.7%

82.9%

79.6%

84.3%

85.8%

11.1%

18.2%

88.7%

87.1%

88.0%

87.4%

11.8%

21.7%

92.4%

92.8%

92.0%

Enrollment and Retenon Targets

The chart illustrates the current enrollment and retenon percentages against the enrollment andretenon targets for each operang school in the educaon corporaon. As required by Educaon Law§ 2851(4)(e), a school must include in its renewal applicaon informaon regarding the efforts it has,and will, put in place to meet or exceed SUNY’s enrollment and retenon targets for students withdisabilies, ELLs, and FRPL students. This analysis is based on the 2016-17 enrollment and retenondata supplied to the Instute by the network.

Harlem VillageAcademy East

Charter School


26

2016-17

2015-16

2014-15

86.0%

90.7%

94.0%

Educaon Corporaon Persistence in Enrollment


27


28


School Local District Co-located? Enrollment Grade Span

Harlem Village Academy Charter School CSD 5

Combination of co-located and private

space 887 K – 12

Harlem Village Academy Leadership Charter School CSD 5

Combination of co-located and private

space 745 K – 12


APPENDIX B

Harlem Village Academy West 2 Charter School

Basic Identification Information

Lead Applicant(s): Deborah Kenney Management Company: Village Academies Network, Inc.

Partner Organization: None Location (District): CSD 5

Student Pop./Grade Span at Scale: 300 Opening Date: August 10, 2019


APPENDIX C

Summary of Public Comments Received During the SUNY Public Comment Period through May 23, 2018

On or about March 19, 2018, in accordance with Education Law § 2857(1), the Institute notified the NYCDOE as well as public and private schools in the same geographic area of the proposed school about receipt of the proposal to establish Harlem Village Academy West 2 Charter School (“HVA West 2”). The notice reminded the District that the New York State Commissioner of Education’s regulations require the school district to hold a public hearing within 30 days of the notice for each new charter application. A redacted copy of the HVA West 2 proposal was also posted on the Institute’s website for public review at: http://www.newyorkcharters.org/wp-content/uploads/HVA-West-2-Full-Application.pdf.

The District held the hearing on April 17, 2018. Three members of Community Education Council (“CEC”) 5 attended the meeting to express their opposition to the proposed school based on the perceived oversaturation of charter schools in CSD 5 and HVA’s lack of community engagement. One representative from HVA attended the meeting to share the Network’s intent to implement the existing academic program at the proposed school.

http://www.newyorkcharters.org/wp-content/uploads/HVA-West-2-Full-Application.pdf

http://www.newyorkcharters.org/wp-content/uploads/HVA-West-2-Full-Application.pdf

Documents

Summary of Findings and Recommendations - SUNY · Village Academy Leadership Charter School (“HVA East”), 2. which opened in 2005. As applicable, information regarding the renewal