IIIA2_Summary of Findings-NursesMC_v2

Charter Schools Institute The State University of New York SUMMARY OF FINDINGS AND RECOMMENDATIONS PROPOSAL TO ESTABLISH NURSES MIDDLE COLLEGE CHARTER HIGH SCHOOL - CAPITAL REGION SEPTEMBER 29, 2021 EXECUTIVE SUMMARY The applicants submitted the proposal to establish Nurses Middle College Charter High School – Capital Region (“NursesMC – CR”) to the State University of New York Charter Schools Institute (the “Institute”) on July 12, 2021 in response to the Institute’s 2021 Request for Proposals (the “RFP”) (available at: https://www.newyorkcharters.org/wp-content/uploads/2021-SUNY-Request-for-Proposals-RFP-1.pdf), released on behalf of the SUNY Board – of Trustees (the “SUNY Trustees”) on January 8, 2021 The Institute makes copies of applications available at: https://www.newyorkcharters.org/request-for-proposals/2021request-for-proposals-round-2-cycle/ If approved, the proposed school will replicate the highly successful program currently in place at the Rhode Island Nurses Institute Middle College Charter High School (“RINI”), a charter high school located in Providence, Rhode Island that prepares students for careers in nursing and related health sciences NursesMC – CR will open in September 2022 in the Albany City School District (the “district”) with 130 students in 9th grade, will add students in secondary grades each year, and ultimately serve 500 students in 9th – 12th grade during its first charter term The proposed school also expects to enroll students from nearby cities including Schenectady, Troy, and Watervliet NursesMC – CR will contract with the charter management organization (“CMO”) Nurses Middle College Network of Schools (“NursesMC,” the “CMO,” or the “network”), a Rhode Island-based Internal Revenue Code § 501(c)(3) non-profit organization, which will support the proposed school during the planning and startup phase and throughout the school’s first charter term NursesMC will provide support in the areas of school leader development, curriculum and instruction, operations, human resources, and financial services After a thorough review process consistent with the New York Charter Schools Act of 1998 (as amended, the “Act”), the Institute finds that the proposal to establish NursesMC – CR rigorously demonstrates the criteria detailed in the Institute’s 2021 RFP, which align with 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 establish Nurses Middle College Charter High School – Capital Region TABLE OF CONTENTS PREFERENCE SCORING FINDINGS  NOTIFICATION & PUBLIC COMMENTS  APPENDIX A Summary of Public Comments Received APPENDIX B District Information  12 CONCLUSION & RECOMMENDATIONS BACKGROUND & DESCRIPTION   11 APPENDIX C Fiscal Dashboard 13 FINDINGS Based on the comprehensive review of the proposal and interviews of the applicants and the education corporation board of trustees, the Institute makes the following findings The charter school described in the proposal meets the requirements of the Act and other applicable laws, rules, and regulations as reflected in (among other things): • 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; • by-laws for the operation of the education corporation’s board of trustees; and, • an analysis of the projected fiscal and programmatic impact of the school on surrounding public and private schools The applicants have 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 applicants; • appropriate rosters of educational personnel; • a sound mission statement; • a comprehensive assessment plan; • the provision of sound startup, 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 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 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): • a unique model designed to prepare students for careers in nursing and related health professions, which are in high demand and will provide myriad post-graduation options for students; • a relationship with an existing school in Rhode Island that has been in operation since 2011 and has the capacity to support the proposed school during the planning stages and into the first years of operation to ensure a successful startup; • the support of a CMO that will add capacity in the areas of school leader development, curriculum and instruction, operations, human resources, and financial services; • the opportunity for high school students to earn college credit through relationships with local colleges and universities; and, • a hands on approach to instruction that incorporates authentic work experiences and internships at local partner organizations such as hospitals and health centers, thereby providing students with invaluable experience they pursue careers in healthcare The proposed charter school would meet or exceed enrollment and retention targets, as prescribed by the SUNY Trustees, of students with disabilities, ELLs, and students who are eligible applicants for the federal Free and Reduced Price Lunch (“FRPL”) program as required by Education Law § 2852(9-a) (b)(i) The applicants have 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) 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 New York State Board of Regents (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 and fiscal soundness, and legal reviews In addition, the Institute engaged independent consultants to evaluate the proposal based on the criteria set forth in the RFP Pursuant to its protocols, the Institute conducted an interview with the founding team, including the applicant, the proposed board of trustees, and key NursesMC – CR leadership Trustee Joseph Belluck, Chairman of the SUNY Trustees’ Charter Schools Committee, also met with the founding team BACKGROUND & DESCRIPTION NursesMC – CR will replicate the highly successful program at RINI, a charter high school in Providence, Rhode Island In operation since 2011, RINI implements a rigorous academic program that prepares students for careers in nursing and related health sciences by offering students opportunities to earn college credits as well as invaluable hands on experience through internships and work placement programs Notably, 90% of enrollees at RINI are students of color and/or economically disadvantaged, and many enroll at the school with accumulated academic deficits RINI has been successful in overcoming these deficits as evidenced by the highest percentage of students earning college credits and healthcare workforce credentials statewide, indicating a high level of college and career readiness In 2018-19, 92% of students graduated in four years Moreover, RINI’s college matriculation rates indicate a significant number of graduates are pursuing or intend to pursue two-year and/or four-year degrees; the school reports that in 2019, 73% of graduates were enrolled in a college degree program in the first year after high school graduation RINI recently received approval to increase its enrollment from 270 to 500 students from its authorizer, the Rhode Island Council on Elementary and Secondary Education RINI seeks to replicate its existing program in Albany after conducting a rigorous greenlighting process using a variety of criteria such as community need and existing healthcare infrastructure to determine the location of the first replication school Albany’s close geographic proximity to Providence and the presence of numerous hospitals, colleges/universities, and health centers make it an excellent location for the proposed school Importantly, NursesMC – CR will benefit from the added capacity of NursesMC, the Rhode Island-based CMO that supports RINI and will provide critical contributions to NursesMC – CR during the proposed school’s planning year and throughout the first charter term Staff members from both the CMO and the existing school will provide support to members of the founding team in Albany to ensure replication with fidelity Moreover, the founding team includes healthcare professionals and educators with deep ties to the Albany community who can provide access to invaluable resources and relationships to support the proposed school during the critical startup phase MISSION, PHILOSOPHY, AND KEY DESIGN ELEMENTS The NursesMC – CR mission is as follows: The mission of Nurses Middle College Charter High School – Capital Region is to prepare a diverse group of students to become the highly educated and professional nursing workforce of the future Our vision is to create an innovative high school experience that is student-centric, structured to foster a supportive learning environment, and committed to developing the skills, knowledge, and passion necessary to excel in the nursing and allied health professions The core subject curriculum is aligned to state standards and supported by the Framework for 21st Century Learning In addition to these skills, all classes taught at NursesMC – CR will be aligned with NursesMC – CR’s definition of an educated person, and all students will engage in practices that align to the Pillars of Nursing NursesMC – CR will implement the following key design elements: • Nursing, College, and Career Preparation NursesMC – CR will deliver a unique college preparatory curriculum focused on healthcare and nursing Students will earn college credits through dual enrollment with local universities serving to their progress in higher education towards a nursing or advanced healthcare provider degree • Applied Learning Through partnerships with regional healthcare organizations, students attending NursesMC – CR will be able to apply their classroom experiences in the real world All students will have the opportunity to participate in internships, mentorships, and summer and weekend employment as well as training to become a certified nurse assistant (“CNA”) and/or emergency medical technician • Personal Development NursesMC – CR integrates social-emotional learning (“SEL”) and culturally responsive education to meet student needs and cultivate a supportive, welcoming school community Through a focus on nursing, students develop professionalism, character, empathy, and compassion, all attributes necessary for effective nursing and strong life outcomes CALENDAR AND SCHEDULE NursesMC – CR will offer approximately 180 days of instruction each year The first day of instruction for the 2022 school year will be on or around September 7, 2022, and the last day will be on or around June 23, 2022 Subsequent school years will follow a similar calendar The school day will begin each morning at 7:45 AM and end at 4:30 PM NursesMC – CR will provide students with more than 1,260 hours of instruction per year, a 27% increase over the state minimum of 990 hours for 7th – 12th grade mandated by Education Law § 2851(2)(n) and NYCRR § 175.5 and provided at the majority of schools within the district ACADEMIC PROGRAM NursesMC – CR will replicate the rigorous academic program currently in place at RINI such that it meets all New York State standards and graduation requirements In addition to providing students with instruction in core subjects that align with Regents requirements, the school will pursue its mission by offering courses that prepare students for college and careers in nursing and other healthcare related fields The academic program enables students to earn high school credits while simultaneously earning college credits and nursing career credentials that open up a variety of post-graduation pathways including entering the healthcare workforce and/or pursuing a two-year or four-year degree Notably, all students will have the opportunity to earn a CNA credential through a course offered in 11th grade Instruction at all levels will be experiential and provide students with regular opportunities to apply their learning through hands on activities preparing them for patient care scenarios The school’s relationship with local hospitals and healthcare providers will provide further opportunities for students to gain real world experience through internships, employment, and other experiential programs Instruction in all subject areas at NursesMC – CR will be thematic and expose students to texts and content related to healthcare sciences while also ensuring students receive a well-rounded education that meets New York State standards Teachers will implement curricula based on a variety of resources including existing RINI materials and commercial and open source materials Teachers will likewise administer valid and reliable assessments according to a regular schedule and use the resulting data to adjust instruction and supports according to students’ specific needs The school will provide teachers with regular and ongoing professional development and support that begins with pre-service training and continues throughout the school year via professional learning communities and individualized coaching With the support of RINI’s instructional leaders and CMO staff members, teachers and instructional leaders at NursesMC – CR will have the capacity to implement the academic program with fidelity English Language Arts (“ELA”) (Reading and Writing) NursesMC – CR will provide students with 300 minutes of weekly English instruction Teachers will implement the American Reading Company curriculum, a commercial program that incorporates four modular units: literacy lab, informational research lab, genre lab, and argumentative lab The curriculum is research-based and aligned with New York State learning standards for high school English In keeping with the school’s key design elements, much English course content will be interdisciplinary and weave in science and health topics Courses at all levels will include lessons on vocabulary and usage, grammar, style, and writing mechanics As students progress through the English curriculum, they will engage in increasingly rigorous activities aimed at developing the ability to read critically, analyze works of literature, and write persuasively Texts will draw from a wide range of genres and time periods including science fiction, historical fiction, memoir, contemporary fiction, and informational texts The school will administer the English Regents exam at the end of 11th grade In 12th grade, students will take courses that prepare them for the rigor of college nursing classes by focusing on academic writing Students will produce a writing portfolio that includes an investigative report and critical analysis of a healthcare theme Students will also have the opportunity to earn college credit by taking English courses at higher education partner schools Mathematics NursesMC – CR will provide students with 300 minutes of weekly mathematics instruction The mathematics curriculum is based upon resources from Agile Mind, a research-based commercial curriculum that builds on concepts and skills learned in middle school mathematics to develop high school students’ higher-order problem solving skills Students will progress through the standard Regents sequence that includes algebra I, geometry, and algebra II and also have the opportunity to take precalculus, calculus, statistics, and college level mathematics courses In keeping with the school’s mission and key design elements, mathematics instruction at NursesMC – CR will incorporate opportunities for students to make meaningful connections to health sciences Mathematics classes are structured to both remediate skill gaps and develop students’ ability to solve problems with increasing complexity and rigor In addition to taking Regents-level courses, students will have the opportunity to earn college credit through partnerships with local colleges and universities Science Students at NursesMC – CR will have 300 minutes of weekly science instruction Starting in 9th grade, students will take courses in earth science, living environment, and chemistry that each culminate in a Regents exam In addition, students will have the opportunity to take college-level courses in biology, chemistry, and anatomy and physiology through partnerships with local colleges such as the University at Albany and Hudson Valley Community College (“HVCC”), which will allow students to earn college credits that are required for most nursing and health science degrees Science instruction at all levels will be inquiry-based and incorporate topics related to nursing, medicine, and healthcare In addition, all science courses will include a laboratory component during which students apply science skills through hands on activities Science courses will prepare students to conduct research and write college-level scientific analyses and laboratory reports Social Studies NursesMC – CR will provide students with 300 minutes of weekly social studies instruction Teachers will implement an internally developed curriculum that aligns with New York State standards and exposes students to topics relevant to careers in nursing and related sciences The social studies curriculum begins in 9th grade with a course on the world history of disease that explores content related to epidemiology and history and aligns with the Regents global history I course In alignment with the school’s mission and key design elements, students will study the impact of diseases on social, political, and economic systems In 10th and 11th grades, students will take courses in global history II and U.S history and develop research and critical thinking skills while examining primary and secondary sources and producing analytical writing In 12th grade, students have the opportunity to take healthcare economics and healthcare ethics and civics, which explore the economic and ethical aspects of the American healthcare system and the impact of healthcare on human development 12th grade students also have the opportunity to take college level developmental psychology, which is a requirement in many post-secondary nursing programs Health In addition to traditional core academic classes, NursesMC – CR will offer a robust health curriculum aligned with the school’s mission and key design elements 9th grade students will take a two-semester sequence called health design lab, an introductory course in which students learn about organ systems and disease and design concepts for patient care In 10th grade, students take a college level introduction to health course that provides an overview of healthcare in the U.S., which includes the characteristics of healthcare workers and the ethical and legal considerations inherent in healthcare The health curriculum culminates in 11th grade with the CNA course, through which students have the opportunity to earn a state license allowing them to secure entry level employment in the healthcare industry College and Career Readiness NursesMC – CR’s college and career readiness curriculum is an internally developed program through which students explore all aspects of nursing including its ethics and economics Students also prepare for work-based learning experiences and college through mock interviews and assessments As students progress through the course sequence in 9th, 11th, and 12th grades, they engage in self-reflection activities, goal-setting, and community service Students also explore possible career pathways and develop a personal career plan that begins with their current internship In 12th grade, the college and career readiness course prepares students for college admissions exams such as the SAT and ACT as well as nursing school entrance exams while also providing support in the college application and financial aid process Nursing Research Seminar NursesMC – CR’s nursing research seminar is a capstone course that exposes students to academic journals and research As part of this interdisciplinary project, students combine knowledge and skills from all core subject areas to produce a research paper on a self-selected healthcare topic Through literature reviews, fieldwork, interviews, and data analyses, students will examine a topic of their choosing, produce a collegelevel research paper, and demonstrate how this research impacts their future careers Foreign Language Students at NursesMC – CR will meet New York State standards for foreign language by taking courses through APEX, an online learning platform that incorporates both remote and in person learning experiences With the support of an in person teaching assistant and a virtual language instructor, students will develop second language skills and engage in content that exposes students to world cultures NursesMC – CR will offer foreign language courses in Spanish and Portuguese with the option within APEX to add languages based on need and/or student demand Art Students at NursesMC – CR will take two internally developed art courses aligned to New York State visual arts standards In keeping with the school’s mission and key design elements, art courses allow students to explore physiological and anatomical content aligned with the school’s focus on health sciences Students will learn about and visually represent the brain and sensory organs and produce art pieces using a variety of media Courses likewise develop students’ skills in observation and discussion by incorporating activities based around famous works of art as well as clinical case studies Physical Education Students at NursesMC – CR will have access to a variety of physical education offerings that meet New York State graduation requirements Physical fitness concepts allows students to participate in athletic and recreational activities that develop the habits and skills necessary to maintain a healthy lifestyle Students also have the option to take a movement to music course and/or introduction to self defense and body awareness, which provide further instruction on how students can integrate exercise into their lives and maintain good nutrition SCHOOL CULTURE AND DISCIPLINE NursesMC – CR’s school culture will be founded upon the four Pillars of Nursing: scholarship, character, compassion and empathy, and professionalism School staff members will integrate the Pillars of Nursing into both instruction and classroom activities such that they are a regular topic of reflection and discussion Also foundational to NursesMC – CR’s approach to cultivating a strong school culture is its emphasis on SEL The school will provide regular opportunities for students to develop their intrapersonal and interpersonal skills using CASEL curriculum modules, a widely implemented program that weaves SEL into all aspects of students’ day-to-day experience at the school rather than discrete lessons The school will provide teachers with regular professional development on SEL, and the school intends to allocate time in the schedule and resources in the budget to ensure the implementation of a robust SEL program ORGANIZATIONAL CAPACITY NursesMC – CR will have support from NursesMC as well as staff members at RINI throughout the planning year and the first charter term Notably, the NursesMC – CR head of school will have a six-month fellowship at RINI such that the new school leader can immerse themselves in the existing model and learn the details of school leadership from those implementing the model currently The head of school will retain primary responsibility for overseeing the school’s pursuit of its mission and vision In Year 1, the head of school will have the support of a school-based director of teaching and learning, director of school culture and community, and director of marketing and enrollment In addition, NursesMC staff members will provide additional capacity in operations, finance, human resources, facilities, professional development, curriculum and instruction, and marketing, as well as other back office functions By Year 5, the school will add a director of nursing programs to the administrative staff to support the development of experiential learning programs relationships with partner organizations to ensure students have access to relevant internships and work opportunities as indicated in the school’s mission and key design elements GOVERNANCE The by-laws of NursesMC – CR indicate that the education corporation board will consist of no fewer than five and no more than 15 voting members The current members of the board of trustees are set forth below: Dr Susan Birkhead, Board Chair Dr Birkhead is a certified nurse educator and has extensive experience at the college level She has served as adjunct faculty at Empire State College and faculty in health maintenance, restoration, and support at Samaritan School of Nursing and Albany Memorial School of Nursing Dr Birkhead was also a nurse epidemiologist in the Hospital Infections Program at the Center for Disease Control She has experience as a consulting health systems analyst and has been a director of nursing and nurse manager among many other positions She has made numerous presentations in the nursing field and published articles in peer reviewed journals Dr Birkhead holds a bachelor of science in nursing from Boston University, a master of public health from Johns Hopkins University, and a doctor of nursing science from Russell Sage College Dr Brenda Robinson, Vice-Chair Dr Robinson is a resident of Albany where she currently works as a utilization review nurse specialist for the Veteran Health Administration She has served as an adjunct faculty member at the Mildred-Elley Nursing Program in Albany as well as a nursing supervisor at the Guilderland Center Nursing Home She is currently the chairperson of the City of Albany Human Rights Commission where she is tasked with the enforcement, education, and mediation of human rights laws Dr Robinson is the founder and CEO of the Black Nurses Coalition, which was developed to eliminate disparities in the healthcare system and mentor students; as part of this work, she is a health equity consultant She was recently awarded the Henry Johnson Award by the City of Albany, which recognizes community members who give their time and talent to improve the city Dr Robinson holds a bachelor of science in nursing from the SUNY Institute of Technology at Utica-Rome (SUNY Polytechnic Institute) and a master of science in nursing and doctor of nursing from Walden University Deborah Elliott, Treasurer Ms Elliott is currently the executive director at the Center for Nursing at the Foundation of New York State Nurses, Inc as well as the executive director of Nurses House, Inc In these positions she has oversight for all organizational operations including finances, human resources, facilities, marketing, public relations, and communications She is certified in labor relations: contract administration and collective bargaining In the past, Ms Elliott has served as the director of nursing education and practice and deputy executive director for the New York State Nurses Association She has held various other nursing and administrative positions as well Ms Elliott holds a bachelor of science in nursing from SUNY New Paltz and a master of business administration in health systems administration from Union Graduate College, and she is a licensed registered professional nurse in New York State Mary Therriault, Secretary Ms Therriault is a member of the Instructional Faculty Online Education program and an academic advisor and mentor at Empire State College She is also an adjunct faculty member at Hudson Valley Community College and has been an adjunct faculty member at Excelsior College In the past, she has worked as a quality management infection control specialist at Our Lady of Mercy Center and was a nurse educator for the Department of Nursing Education at Saint Peter’s Hospital She is also a registered critical care nurse Ms Therriault has made numerous professional presentations in her field and has published many peer reviewed articles She holds a bachelor of science in nursing from the New York State Regents External Degree Program and a master of science in nursing from Excelsior College Dr Leslyn E Williamson, Trustee Dr Williamson is the chief operating officer and chief nursing officer at Ellis Medicine, where she leads the hospital’s COVID-19 response, having also served as the vice-president and chief nursing officer She has also worked as vice -resident and director of patient care services for cardiovascular and critical care at Mount Sinai Beth Israel Hospital Dr Williamson is a registered nurse in New York and New Jersey She holds a bachelor of science in nursing from SUNY New Paltz, a master of public health from New York Medical College, a master of science in nursing from Mercy College, and a doctor of nursing practice from Rutgers University Maxine Smalling, Trustee Ms Smalling is a resident of Albany and is currently employed at the New York State Office of Mental Health (“OMH”) as the chief executive nursing officer At OMH, she provides leadership to address nursing issues systemically and ensure the presence of a nursing voice in policy making She is a psychiatric nursing leader with 28 years of clinical, administrative, and public health experience; 14 years of supervisory experience; and, eight years of experience as an administrator She holds a bachelor of science in nursing from Russell Sage College and a master of science in nursing from Excelsior College FACILITIES NursesMC – CR intends to secure a private facility within the Albany City School District that also provides access to the community partner sites where students will have classes and internships The founding team has identified several potential sites in Albany that meet its criteria and begun discussions with local realtors so that the team is able to move forward quickly upon authorization The school budget provides sufficient resources to allow the school to lease a private facility at the market rate in Albany Additionally, the founding team will have support from NursesMC in the facility acquisition process 10 FISCAL IMPACT The largest fiscal impact of NursesMC – CR will be on the district of location with 59% of projected enrollment The applicant expects 20% of the projected enrollment will come from the neighboring Troy City School District Enrollment from the remaining surrounding districts is projected to be minimal A B Expected Number of Students Basic Charter Projected School Per Per Pupil Pupil Aid Revenue (AxB) Charter Year C D E F G Other District Revenue (SPED, Food Service, Grants, etc.) Total Project Funding from District to Charter School (C+D) School District Budget Projected District Impact (E/F) Year - Albany (2022-23) 77 (59%) $16,179 $1,245,783 $288,894 $1,534,677 $270,300,000 0.57% Year - Albany (2026-27) 323 (65%) $16,179 $5,225,817 $856,059 $6,081,876 $270,300,000 2.250% Year - Troy (2022-23) 26 (20%) $16,817 $437,242 $0 $437,242 $115,293,164 0.38% Year - Troy (2026-27) 105 (21%) $16,817 $1,765,785 $0 $1,765,785 $115,293,164 1.53% The chart above reflects the applicants’ expectation regarding the majority number of students of the total Year (130) and Year (500) enrollment who will reside in the Albany or Troy districts The Institute finds that the fiscal impact of the proposed school on each district, public charter, public district, and nonpublic schools in the same geographic area will be minimal In the event that the school opens with a slightly larger enrollment in a district, the Institute has determined that the fiscal impact of the proposed school on the district, public charter, public district, and nonpublic schools in the same geographic area will also be minimal As a conservative measure, the Institute calculated the Year fiscal impact on the local district holding the district budget constant, resulting in the fiscal impact reflected above to be a maximum projection The Institute reviewed the school’s proposed start-up and fiscal plans and supporting evidence for each year of the proposed charter term and considered COVID-19 related financial implications and determined that the school is prepared to implement contingency budgeting measures as it navigates pre-opening planning The Institute finds the budgets and fiscal plans sound and sufficient startup funds will be available to the new charter school NOTIFICATION & 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 held a public hearing pertaining to the proposed school on August 12, 2021 The Institute carefully reviews and considers all public comments received prior to finalizing its recommendation A summary of public comments is provided in Appendix A 11 PREFERENCE SCORING Education Law § 2852(9-a) requires authorizers to establish a scoring rubric and grant priority to applications meeting both statutory and authorizer standards The purpose of the preference criteria is to prioritize proposals in the event that the number of proposals meeting the SUNY Trustees’ requirements exceeds the maximum number of charters to be issued in 2021 The RFP identified the minimum eligibility requirements and mandated preference criteria required by Education Law § 2852(9-a), as described in greater detail below, as well as SUNY’s additional criteria The NursesMC – CR proposal met the eligibility requirements, as evidenced by the following: • the proposal was sufficiently complete, i.e., it included a Transmittal and Summary form, 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 5); 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 4) As NursesMC – CR ’s proposal submission met the eligibility criteria, the Institute’s evaluation continued with a full review of the proposal, an interview of the application 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 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 startup 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 12 Pursuant to the RFP, in compliance with the requirements for new charter applications set forth in Education Law § 2852(9-a)(b)(i-ii), (g), the Institute recommends the SUNY Trustees approve the application for one new charter as proposed NursesMC– CR earned a score of 24 preference points out of a maximum of 45 Based on this score and the other information and findings set forth herein, the Institute recommends that the SUNY Trustees approve the proposal to establish Nurses Middle College Charter High School – Capital Region, which does not exceed the statutory limit in Education Law § 2852(9) (a) CONCLUSION & RECOMMENDATIONS Based on its review and findings, the Institute recommends that the SUNY Trustees approve the proposal to establish Nurses Middle College Charter High School – Capital Region to open in September 2022 13 APPENDIX A: SUMMARY OF PUBLIC COMMENTS RECEIVED SUMMARY OF PUBLIC COMMENTS RECEIVED DURING THE SUNY PUBLIC COMMENT PERIOD THROUGH SEPTEMBER 29, 2021 On or about July 20, 2021, in accordance with Education Law § 2857(1), 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 to establish NursesMC – CR 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 NursesMC - CR proposal was also posted on the Institute’s website for public review at: https://www.newyorkcharters.org/wp-content/ uploads/2021/08/Nurses-Middle-College-Charter-High-School-Capital-Region.pdf The district held a hearing pertaining to the proposed school on August 12, 2021 and provided a summary to the Institute No speakers were present at the hearing The applicants provided evidence of support for the proposed school in the form of letters from a variety of local community-based organizations and hospitals including Community Caregivers, St Peter’s Health Partners, American Nurses Association, Center for Health Workforce Studies, Center for Nursing, Hudson Mohawk Area Health Center, Capital District YMCA, Boys and Girls Club of the Capital Area, and Capital District Latinos In addition, the applicants provided letters of support from the presidents of Hudson Valley Community College and Russell Sage College as well as the provost and senior vice president for academic affairs of the University at Albany To date, the Institute has received direct comments in the form of a letter of support from the president and chief executive officer of Ellis Hospital, who cites the urgent need for healthcare workers in the Capital Region and RINI’s strong track record in voicing support for the proposed school APPENDIX B: DISTRICT INFORMATION Albany City School District High School Grades Demographics 2019-20 Grade Level District Student Enrollment Subgroups Data Total Enrollment (9-12th Grade): 2,488 Black 51.1% American_Indian 403 16.2% Asian Multiracial 513 20.6% White Hispanic Race/Ethnicity 205 8.2% 86 3.5% 10 0.4% Economically Disadvantaged At-Risk Subgroups 1,271 61.8% 1,537 English Language Learners 11.4% 283 Students with Disabilities 11.1% 276 Albany City School District High School Grades Gradua�on Rate 2019-20 71.3% All Students 68.8% Economically Disadvantaged English Language Learner Students with Disabilities 45.1% 44.7% APPENDIX C: FISCAL DASHBOARD  Rhode Island Nurses Institute Middle College Charter High School  SCHOOL INFORMATION BALANCE SHEET Assets Current Assets Cash and Cash Equivalents ‐ GRAPH 1 Grants and Contracts Receivable Accounts Receivable Prepaid Expenses Inventory Total Current Assets ‐ GRAPH 1 Property, Building and Equipment, net Other Assets Total Assets ‐ GRAPH 1                           ‐                           ‐                           ‐                           ‐                           ‐                           ‐                           ‐                           ‐                           ‐                           ‐                           ‐                           ‐                           ‐                           ‐                           ‐                           ‐                           ‐                           ‐                         ‐                         ‐                         ‐                         ‐                         ‐                         ‐                         ‐                         ‐                         ‐             661,816             759,035 Liabilities and Net Assets Current Liabilities Accounts Payable and Accrued Expenses Accrued Payroll and Benefits Deferred Revenue Current Maturities of Long‐Term Debt Short Term Debt ‐ Bonds, Notes Payable Other Total Current Liabilities ‐ GRAPH 1 Deferred Rent/Lease Liability All other L‐T debt and notes payable, net current maturities Total Liabilities ‐ GRAPH 1                           ‐                           ‐                           ‐                           ‐                           ‐                           ‐                           ‐                           ‐                           ‐                           ‐                           ‐                           ‐                           ‐                           ‐                           ‐                           ‐                           ‐                           ‐                           ‐                           ‐                         ‐                         ‐                         ‐                         ‐                         ‐                         ‐                         ‐                         ‐                         ‐                         ‐                22,433                  8,008             349,791             473,364 Net Assets 2015‐16 2016‐17 2017‐18 2018‐19 2019‐20             364,920             310,678                89,155                94,289          1,115,891          1,164,002             419,799             422,904          1,535,690          1,586,906                55,924                17,723                13,098             445,871             494,470                16,797                  2,259             462,668             496,729 Without Donor Restrictions With Donor Restrictions Total Net Assets                           ‐                           ‐                         ‐             925,533             947,125                           ‐                           ‐                         ‐             147,489             143,052                           ‐                           ‐                         ‐          1,073,022          1,090,177 Total Liabilities and Net Assets                           ‐                           ‐                         ‐          1,535,690          1,586,906 ACTIVITIES Operating Revenue  Resident Student Enrollment Students with Disabilities Grants and Contracts    State and local    Federal ‐ Title and IDEA    Federal ‐ Other    Other                           ‐                           ‐                         ‐          3,980,275          4,080,684                           ‐                           ‐                         ‐                           ‐                           ‐                           ‐                           ‐                           ‐                           ‐                           ‐                           ‐                           ‐                           ‐                           ‐                           ‐                           ‐                           ‐                         ‐                         ‐                         ‐                         ‐                         ‐                         ‐                         ‐ Regular Education SPED Other Total Program Services Management and General Fundraising Total Expenses ‐ GRAPHS 2, 3 & 4                           ‐                           ‐                           ‐                           ‐                           ‐                           ‐                           ‐                           ‐                           ‐                           ‐                           ‐                           ‐                           ‐                           ‐                         ‐                         ‐                         ‐                         ‐                         ‐                         ‐                         ‐ Surplus / (Deficit) From School Operations                           ‐                           ‐                         ‐              (11,852)                  3,765 Support and Other Revenue Contributions Fundraising Miscellaneous Income Net assets released from restriction Total Support and Other Revenue                           ‐                           ‐                           ‐                           ‐                           ‐ Total Unrestricted Revenue Total Temporally Restricted Revenue Total Revenue ‐ GRAPHS 2 & 3                           ‐                           ‐                         ‐          4,946,548          5,031,590                 (4,437)                           ‐                           ‐                         ‐                           ‐                           ‐                         ‐          4,946,548          5,027,153 Change in Net Assets Net Assets ‐ Beginning of Year ‐ GRAPH 2 Prior Year Adjustment(s) Net Assets ‐ End of Year ‐ GRAPH 2                           ‐                           ‐                           ‐                           ‐ NYC DoE Rental Assistance Food Service/Child Nutrition Program Total Operating Revenue Expenses                           ‐                           ‐                           ‐                           ‐                           ‐                           ‐                           ‐                           ‐                           ‐             446,823             536,040             258,164             189,685             172,585             168,183                69,758                39,171          4,927,605          5,013,763          3,951,566          4,007,998          3,951,566          4,007,998             987,891          1,002,000          4,939,457          5,009,998                         ‐                         ‐                  3,905                         ‐                15,038                13,390                         ‐                         ‐                18,943                13,390                         ‐                         ‐                         ‐                         ‐                  7,091          1,065,931                           ‐          1,073,022                17,155          1,073,022                           ‐          1,090,177 APPENDIX C: FISCAL DASHBOARD  Rhode Island Nurses Institute Middle College Charter High School  SCHOOL INFORMATION ‐ (Continued) SCHOOL ANALYSIS ENROLLMENT Original Chartered Enrollment Final Chartered Enrollment (includes any revisions) Actual Enrollment ‐ GRAPH 4 Chartered Grades Final Chartered Grades (includes any revisions) Primary School District: 0 Per Pupil Funding (Weighted Avg of All Districts) Increase over prior year 2015‐16 2016‐17 2017‐18 2018‐19 2019‐20                           ‐                           ‐                         ‐                           ‐                           ‐                           ‐                           ‐                         ‐                           ‐                           ‐                           ‐                           ‐                         ‐                     271                     271                      ‐                      ‐                     ‐ 9‐12 9‐12                      ‐                      ‐                     ‐                      ‐                      ‐                             ‐                           ‐                         ‐ 0.0% 0.0% 0.0% ‐                           ‐ 0.0% 0.0% PER STUDENT BREAKDOWN Revenue Expenses Operating Other Revenue and Support TOTAL ‐ GRAPH 3 Program Services Management and General, Fundraising TOTAL ‐ GRAPH 3 % of Program Services % of Management and Other % of Revenue Exceeding Expenses ‐ GRAPH 5                           ‐                            ‐                           ‐                 18,183                 18,501                            ‐                            ‐                           ‐                         70                         49                            ‐                           ‐                         ‐                18,253                18,550                           ‐                            ‐                           ‐                 14,581                 14,790                            ‐                            ‐                           ‐                    3,645                    3,697                            ‐                            ‐                           ‐                 18,227                 18,487  0.0% 0.0% 0.0% 80.0% 80.0% 0.0% 0.0% 0.0% 20.0% 20.0% 0.0% 0.0% 0.0% 0.1% 0.3% Student to Faculty Ratio ‐ ‐ ‐ ‐ ‐ Faculty to Admin Ratio ‐ ‐ ‐ ‐ ‐ 2.0 2.0 Financial Responsibility Composite Scores ‐ GRAPH 6 Score Fiscally Strong 1.5 ‐ 3.0 / Fiscally Adequate 1.0 ‐ 1.4 / Fiscally Needs Monitoring