Microsoft Word Summary of Findings Persistence Prep Summary of Findings and Recommendations Proposal to Establish Persistence Preparatory Academy Charter School May 31, 2017 Charter Schools Institute[.]
Summary of Findings and Recommendations Proposal to Establish Persistence Preparatory Academy Charter School May 31, 2017 Charter Schools Institute State University of New York 41 State Street, Suite 700 Albany, New York 12207 (518) 445-4250 www.newyorkcharters.org Executive Summary The applicant, a Building Excellent Schools (BES) fellow, submitted the proposal to establish the Persistence Preparatory Academy Charter School (“Persistence Prep”) to the SUNY Charter Schools Institute (the “Institute”) and operate one school in response to the Institute’s Request for Proposals (the “RFP”) released on behalf of the State University of New York Board of Trustees (the “SUNY Trustees”) on January 6, 2017 Persistence Prep intends to located the school in a public or private facility in the Buffalo City School District The proposed school will open in August, 2018 with 108 students in Kindergarten and 1st grade, and ultimately serve 326 students in Kindergarten through 5th grade during its first charter term If renewed, the school intends to serve students in Kindergarten through 8th grade Persistence Prep will admit new students and fill all seats that become available through attrition in all grades throughout the school year Persistence Prep’s college preparatory educational program will emphasize literacy and social justice to create a culture of learning The program features two teachers in early elementary classrooms, extended learning time (school day and year) and data driven instruction as well as character education based on community, enthusiasm, respect, grit and justice The school will also imbed oral language and performing arts blocks into its program The Institute finds that the proposal for Persistence Prep rigorously demonstrates the criteria detailed in the Institute’s 2017 RFP, which are consistent with the New York Charter Schools Act of 1998 (as amended, the “Act”) Based on the proposal, as amended, and the foregoing: The Institute recommends that the SUNY Trustees approve the proposal to establish the Persistence Preparatory Academy Charter School SUNY Charter Schools Institute ■ Summary of Findings and Recommendations ■ Persistence Preparatory Academy Charter School Findings Based on the comprehensive review of the proposal and interviews of the applicant and the proposed education corporation board of trustees, the Institute makes the following findings 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 proposed by-laws for the operation of the proposed 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 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 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): SUNY Charter Schools Institute ■ Summary of Findings and Recommendations ■ Persistence Preparatory Academy Charter School extended learning opportunities with 1,050 minutes of English language arts (“ELA”), 450 minutes of mathematics and 160 minutes of science and social studies each week; a two-teacher model that provides a high level of individual support to students through a to student to teacher ratio in literacy classes; a commitment to developing strong teachers, with 26 full days allotted for professional development every year, including a pre-service training period; and a robust system for data collection and analysis that will enable teachers to provide a highly responsive academic program and target students in need of additional support 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) 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) 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, 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 Persistence Prep leadership Amendments to the Act in 2015 increased the total number of charter schools allowable in the state to 482 charters The 2015 amendments allow the SUNY Trustees as well as the Board of Regents the ability to grant 181 available charters to applicants seeking to open schools in New York State Since then, 25 charters have been granted to applicants, leaving 156 charters SUNY Charter Schools Institute ■ Summary of Findings and Recommendations ■ Persistence Preparatory Academy Charter School remaining The Institute received 11 total proposals to create new charter schools in response to the 2017 round of the 2017 RFP but recommends only six Background Persistence Prep’s lead applicant, Joelle Formato, is a Buffalo native and a Fellow with BES, a nationally recognized organization that identifies, recruits and supports emerging school leaders in developing and starting charter schools in high-need areas nationwide BES will provide ongoing support in the areas of leadership, operations, organizational capacity, governance and school design throughout the school’s panning year and during its first year of operation Additionally, Persistence Prep has received financial support from the Cullen Foundation, a Buffalo-based organization “dedicated to enhancing education for students in grades pre-K through 12 and advancing performing arts for Erie County, New York.” Persistence Prep aims to provide a high-quality elementary and, at scale, middle school alternative to the residents of Buffalo’s East Side, historically one of the city’s most underserved communities As detailed below, the school intends to address the city’s persistent achievement gaps by implementing a rigorous academic program that places a premium on literacy instruction within a highly structured and simultaneously supportive school environment Additionally, the school will incorporate a robust character education component and provide its students with a variety of enrichment opportunities Mission, Philosophy and Key Design Elements The Persistence Prep mission is “through rigorous academics, high-quality instruction, and leadership development, Persistence Preparatory Academy Charter School ensures that all K through scholars are firmly on the path to succeed within a four-year college and create positive change within their communities.” All programming at Persistence Prep is founded on the following key design elements: Extended Day & Year: Persistence Prep offers 90 additional minutes of daily instructional time than schools in the Buffalo City School District, and at 187 days, the school calendar is days longer than other schools in the district Emphasis on Literacy: Persistence Prep believes that strong literacy skills are foundational to an excellent education, thus the school offers 215 minutes of daily literacy instruction Additionally, all K-2 classrooms will implement a two-teacher model, which creates a low student-to-teacher ratio of to and ensures that all students receive individualized attention and support The school will cultivate among students a love of reading through, among other means, providing access to a robust school library Data-Driven Instruction: Persistence Prep demonstrates a results-oriented mindset that underscores the value of data in delivering a targeted, purposeful academic program In accordance with this belief, teachers will backwards-plan all units and lessons such that they align with standards-based assessments Likewise, the school will administer regular interim assessments and allocate time for teachers to review and analyze student results and adjust SUNY Charter Schools Institute ■ Summary of Findings and Recommendations ■ Persistence Preparatory Academy Charter School instruction accordingly Persistence Prep will also feature a data room that displays student assessment data so that all teachers can view and analyze student progress at any time Teacher Development: Persistence Prep recognizes the significant role teacher quality plays in student achievement To that end, the school will allocate appropriate resources to talent recruitment and development This includes a robust professional development program that features 17 full days of pre-service training as well as regular classroom observations and weekly training sessions Moreover, Persistence Prep recognizes that retaining excellent teachers is paramount to continued success and will provide its educators with opportunities to launch initiatives and explore pathways to school leadership Structured and Joyful Environment: Persistence Prep acknowledges the importance of structure and consistency in creating a school and classroom culture where learning is paramount The school will accomplish this by implementing uniform routines and procedures throughout the school and holding all students to high behavioral standards An emphasis on joy will complement the school’s highly structured environment; teachers will narrate positive student behaviors, celebrate students when they exceed expectations and integrate supportive cheers and positive chants into all classes Positive Leadership Development: Persistence Prep believes it is as important to develop students’ character as it is to teach academic skills Accordingly, the school will implement a character education program based upon its core values of community, enthusiasm, respect, grit and justice Teachers and school leaders will actively cultivate students’ leadership skills by publicly celebrating students when they demonstrate the core values They will likewise implement an approach that aligns with the concept of “new paternalism,” which advocates clear expectations and supporting students in meeting those expectations College Preparatory: Persistence Prep will explicitly prepare students for college starting in Kindergarten To develop students’ college-going mindset, the school will offer field trips to colleges and universities, facilitate students’ access to enrichment opportunities and adorn its walls with college pennants and other visual signifiers Additionally, each classroom will take its name from a selective college or university, and teachers will use language that reinforces the idea that all students will attend college Social Justice Teaching: Persistence Prep acknowledges its students’ capacity to be agents for social change and will explicitly cultivate in them a commitment to social justice Embedded in the school design are various structures aimed at accomplishing this, such as teachers’ choice of texts that feature issues of social justice and students’ participation in a service project at each academy transition (grades 2, and 8) Enrichment: Persistence Prep understands that students require exposure to activities and experiences that enhance their education beyond traditional academic subjects To that end, the school will offer a variety of enrichment activities, including an Oral Language block in the Lower Academy (grades K-2) that cultivates students’ ability to engage in meaningful discussions, as well as, starting in Year 2, a Performing Arts block SUNY Charter Schools Institute ■ Summary of Findings and Recommendations ■ Persistence Preparatory Academy Charter School Increased Family Engagement: Persistence Prep acknowledges and welcomes families as key partners in ensuring its students' success This begins with a home visit with each student and his or her family before the school year starts and continues throughout the school year with frequent phone calls home, monthly events for parents and quarterly report card conferences The school will likewise encourage parents’ participation in its literacy initiatives by supporting them in monitoring students’ reading at home Calendar and Schedule Persistence Prep offers an extended school day and year with 187 days of instruction The first day of instruction for the 2018-2019 school year will be on or around August 22, 2018, and the last day will be on or around June 21, 2019 Subsequent school years will follow a similar calendar The extended school day will begin each morning at 7:50 A.M and end at 3:50 P.M Persistence Prep will provide students with more than 1,300 hours of instruction, including tutoring, each year, an increase over the state minimum of 900 hours mandated by Education Law § 2851(2)(n) and NYCRR § 175.5 for grades - 6, and provided at the majority of schools within the state Academic Program Persistence Prep’s academic program is a college preparatory curriculum aligned to New York State and Common Core Learning Standards The school’s academic program is as follows: English Language Arts (Reading and Writing): Persistence Prep includes 215 minutes of literacy instruction daily for a total of 1,050 minutes each week The literacy program in the lower academy will feature a 2-teacher model, which allows for a student-to-teacher ratio of to during all literacy instruction The curriculum in the lower academy (K-2) will comprise several components including read aloud/vocabulary development, phonics, guided reading, handwriting and oral language School leaders will be responsible for creating the first units of study, which will draw from curricular materials available through other BES schools, the Great Habits, Great Readers program and EngageNY The writing program will draw from the Lucy Calkins Units of Study curriculum Mathematics: Persistence Prep includes 90 minutes of mathematics instruction daily for a total of 450 minutes each week The school will build its mathematics curriculum based on materials available from EngageNY and Everyday Counts Calendar Math In addition, mathematics lessons will incorporate elements of Cognitively Guided Instruction, a mathematics curriculum with a focus on word problems Science: Persistence Prep includes up to 40 minutes of science and social studies instruction MondayThursday for a total of 160 minutes each week The curriculum is aligned to the Next Generation Science Standards and will make use of the Full Option Science System (FOSS) toolkits, a widely recognized and implemented science curriculum In grades K-2, students will have a shared science/social studies block that alternates content areas with each unit of study SUNY Charter Schools Institute ■ Summary of Findings and Recommendations ■ Persistence Preparatory Academy Charter School Social Studies: Persistence Prep includes up to 40 minutes of science and social studies instruction MondayThursday for a total of 160 minutes each week The curriculum is aligned to the New York State K-8 Social Studies Framework Students will receive social studies instruction primarily through its integration into literacy activities Enrichment: In Persistence Prep’s Lower Academy ( grades K-2), students will participate in a daily 40-minute Character and Fitness enrichment block includes explicit instruction in the school’s core values and provides students with opportunities to apply those core values to their actions and decisions Students in the Middle academy (grades 3-5) will have a 45-minute daily enrichment block that, when the school is at scale, will alternate among physical education, performing arts and visual arts classes Students in the Upper Academy (grades 6-8) will have a daily 45-minute enrichment block that alternates between art and performing arts in addition to a daily 45-minute physical education class Upper Academy Students will also participate in a Speech and Debate class that focuses on issues of social justice and builds oral language skills through Socratic seminars School Culture and Discipline To deliver on its mission, Persistence Prep believes in creating a highly structured, consistent and joyful environment, as well as in holding all scholars to high behavioral expectations within a supportive and values-based school community Persistence Prep’s culture of positive behavior is based upon the teaching and practice of the school’s Core Values of community, respect, enthusiasm, grit and justice Community is a belief in the importance of teamwork and acknowledges the impact individual actions have on the other members of the team Respect is the recognition that individual differences make the group stronger and that all people must be treated with kindness and dignity The core value of enthusiasm celebrates optimism, excitement and curiosity, while grit demonstrates openness to challenges and a commitment to learning from one’s mistakes The final core value, justice, places a premium on fairness and encourages individuals to seek ways to improve their community Organizational Capacity During Persistence Prep’s first year of operation, the Head of School will have primary responsibility for school leadership and management, and all members of the leadership team and general education teachers will report directly to her The Head of School will also oversee the school’s instructional program and be responsible for developing the bulk of the school’s curriculum in Year A full-time Director of Operations will support her in this, as well as a half-time Scholar Supports Coordinator, who will manage the special education and ELL teachers, and a half-time Dean of Culture, who will also serve as an enrichment teacher In year 5, the Head of School will manage a leadership team that consists of a Director of Operations, a Scholar Supports Coordinator, two Directors of Curriculum and Instruction, two Deans of Culture and a Director of Talent and Development Each of the Directors of Curriculum and Instruction will be dedicated to one academy (Lower or Middle) and be responsible for developing the curriculum and managing general education teachers for the grade levels in their respective academies (K-2 and 3-5) SUNY Charter Schools Institute ■ Summary of Findings and Recommendations ■ Persistence Preparatory Academy Charter School Governance The proposed by-laws of Persistence Prep indicate that the education corporation board will consist of no fewer than and no more than 15 voting members The proposed initial members of the board of trustees are: Daniel Greene (Proposed Chair): Mr Greene is the Director of Operations for 43North in Bufflao, a business idea competition enterprise Mr Greene oversees a variety of strategic projects related to the annual $5 million startup competition including vetting startups via a rigorous judging process and providing a robust incubation program for portfolio companies He holds a B.A in political science and anthropology and a J.D., both from the University of Notre Dame Marta Clark (Proposed Vice Chair): Ms Clark is the Director of Human Resources for Servotronics, Inc Ms Clark has worked 20+ years in human resource (“HR”) and business management and brings experience in the technology, education, banking, telecommunications and manufacturing industries Ms Clark holds a B.S in business management and economics and a M.B.A., both from SUNY Empire State College Kenneth Newsom (Proposed Treasurer): Mr Newsom is the Comptroller for the Buffalo Urban League With over 20 years of not-for-profit leadership, Mr Newsom has extensive financial, accounting, development and business management experience Mr Newsom oversees multiple grant funding sources and is a highly skilled financial accounting and audit team administrator Mr Newsom holds a B.S in business administration from the University at Buffalo Jillian Suttell (Proposed Secretary): Ms Suttell is the Chief Financial Officer at Lloyd Products Ms Suttell brings a diverse background of financial and operational experience, having previously worked at the Network Title Agency of New York and Will Foods She is deeply committed to community development and has a long history of service with not-for-profit organizations Ms Suttell holds a B.S in paralegal studies from Hilbert College and a M.B.A from Medaille College Amanda Winkelsas (Proposed Trustee): Ms Winkelsas is an Assistant Professor of Adolescence Education at St Bonaventure University, where she also serves as the Adolescence Education Program Director Ms Winkelsas’s prior experience includes five years working in education technology at PLS 3rd Learning and nearly a decade teaching English in New York City public schools (Central Park East Secondary School and The Frederick Douglass Academy) Ms Winkelsas holds a B.A in secondary English education from Canisius College, a M.S Ed from Fordham University and a Ph D in urban education from the City University of New York (CUNY) Graduate Center Katie Krawczyk (Proposed Trustee): Ms Krawczyk is Partner and President at 19 IDEAS, a communications agency headquartered in Buffalo With over 15 years’ experience as a communications, marketing and public relations professional in Buffalo, Washington DC, New York City and Seoul, Korea, Ms Krawczyk has extensive expertise with developing and implementing targeted communications and marketing outreach strategies for reaching both SUNY Charter Schools Institute ■ Summary of Findings and Recommendations ■ Persistence Preparatory Academy Charter School internal and external stakeholders as well as the media Ms Krawczyk holds a B.S in public affairs with a concentration in public policy from Indiana University in Bloomington, IN Christian Prince (Proposed Trustee): Mr Prince is a Financial Advisor with HSBC USA He is committed to serving the community and making an impact He serves on the board of the National Black MBA Association (WNY Chapter) and the African Heritage Committee at HSBC Mr Prince is a graduate of Leadership Buffalo, Rising Leaders Class of 2014 He holds a B.B.A from Medaille College and is currently pursuing his M.B.A at Canisius College Cord Stone (Proposed Trustee): Mr Stone is the Senior Director of Community Access Services, working closely with The Evergreen Association of WNY He brings extensive experience working with communities of greatest need throughout Buffalo and possesses expertise in the oversight and monitoring of grants, operations and training Mr Stone is active throughout the community including as a member of the East Side Steering Committee He holds a B.A in criminal justice and sociology from Canisius College, a M.P.A from Hilbert College and is currently pursuing his Ed D in executive leadership at St John Fisher College Facilities Persistence Prep intends to locate its facility on the East Side of Buffalo, based on research and community outreach that identifies this as the neediest area The school will seek a facility in the Broadway-Fillmore and Delavan-Grider neighborhoods The school is currently involved in conversations with various real estate brokers, architects and construction firms in the Buffalo area To offset the financial impact of its slow growth model, Persistence Prep is exploring the option to colocate with another proposed SUNY authorized charter school, Buffalo Collegiate Charter School, for at least its first three years of operation Should co-location prove unworkable, the school will seek its own site on the East Side Fiscal Impact The fiscal impact of Persistence Prep on the district of location, the Buffalo City School District (the “District”), is summarized below Persistence Preparatory Academy Charter School Charter Year Year (2018-19) (Y Year(Y5 (2022-23) (A) (B) (C (D) Expected Number of Students Basic Charter School Per Pupil Aid Projected Per Pupil Revenue (A x B) 108 12,505 1,350,540 146,639 324 12,505 4,051,620 434,165 (E) (F) (G) Buffalo City School District Budget Projected District Impact (E/F) 1,497,179 853,600,000 0.175% 4,485,785 853,600,000 0.525% Other Total Project District Funding Revenue from District (SPED to Charter Funding, School (C+D) Food Service, Grants, etc.) SUNY Charter Schools Institute ■ Summary of Findings and Recommendations ■ Persistence Preparatory Academy Charter School The Institute finds that the fiscal impact of the proposed school on the District, public charter, public District and nonpublic schools in the same geographic area will be minimal In the event that the school opens with a slightly larger enrollment, the Institute has determined that the fiscal impact of the proposed school on the District, public charter, public District and nonpublic schools in the same geographic area will also be minimal The Institute reviewed the school’s proposed start-up and fiscal plans and supporting evidence for each year of the proposed charter term The Institute finds the budgets and fiscal plans are sound and that sufficient start-up funds will be available to the new charter school Notification and Public Comments The Institute notified the 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 To date, the District has not held a public hearing pertaining to the proposal or provided a summary of public comments to the Institute The Institute carefully reviews and considers all public comments received prior to finalizing its recommendation To date, the SUNY Trustees have not received any District or independent public comments on the proposal Preference Scoring Education Law § 2852(9-a)(c) requires authorizers to establish and apply preference criteria to applications meeting both statute and authorizer standards The purpose of the criteria is to prioritize proposals in the event that the number of proposals meeting the SUNY Trustees’ requirements exceeds the maximum number of charters available for issue The RFP identified the minimum eligibility requirements and preference criteria required by Education Law § 2852(9-a), as described in greater detail below The Persistence Prep 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 Persistence Prep 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 members of the 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 SUNY Charter Schools Institute ■ Summary of Findings and Recommendations ■ Persistence Preparatory Academy Charter School 10 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 11 proposals in response to the March round of the 2017 RFP, the Institute recommends only for approval to the SUNY Trustees in June The proposal for Persistence Prep earned a score of 23.50 preference points out of a possible total of 45 Based on this score and the other information and findings set forth herein, the Institute recommends that the SUNY Trustees approve the proposal to establish the Persistence Prep, which would not exceed the statutory limit in Education Law § 2852(9)(a) Conclusion and Recommendations Based on its review and findings, the Institute recommends that the SUNY Trustees approve the proposal to establish the Persistence Preparatory Academy Charter School education corporation and approve its authority to operate one school of the same name to open in August, 2018 SUNY Charter Schools Institute ■ Summary of Findings and Recommendations ■ Persistence Preparatory Academy Charter School 11 APPENDIX A DISTRICT PERFORMANCE AND DEMOGRAPHICS CHARTS SUNY Charter Schools Institute ■ Summary of Findings and Recommendations ■ Persistence Preparatory Academy Charter School 12 APPENDIX B Persistence Preparatory Academy Basic Identification Information Lead Applicant(s): Management Company: Joelle Formato None Partner Organization: None Location (District): Student Pop./Grade Span at Scale: Buffalo City School District K-8 Opening Date: August 22, 2018 SUNY Charter Schools Institute ■ Summary of Findings and Recommendations ■ Persistence Preparatory Academy Charter School 13 APPENDIX C Summary of Public Comments Received During the SUNY Public Comment Period through May 31, 2017 On or about March 27, 2017 in accordance with Education Law § 2857(1), the Institute notified the Buffalo City School District as well as public and private schools in the same geographic area of the proposed school about receipt of the proposal to establish the Persistence Preparatory Academy Charter School 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 Persistence Prep proposal was also posted on the Institute’s website for public review at: http://www.newyorkcharters.org/wpcontent/uploads/Persistence-Prep-Redacted-Full-Application.pdf To date, the District has not held public hearing pertaining to the proposal or provided a summary of comments from that hearing to the Institute The Institute has not received any direct public comments relating to the proposal to date SUNY Charter Schools Institute ■ Summary of Findings and Recommendations ■ Persistence Preparatory Academy Charter School 14 ... academies (K-2 and 3-5 ) SUNY Charter Schools Institute ■ Summary of Findings and Recommendations ■ Persistence Preparatory Academy Charter School Governance The proposed by-laws of Persistence. .. of a Director of Operations, a Scholar Supports Coordinator, two Directors of Curriculum and Instruction, two Deans of Culture and a Director of Talent and Development Each of the Directors of. .. inclusion of the proposed by-laws for the operation of the proposed education corporation’s board of trustees; and, the inclusion of an analysis of the projected fiscal and programmatic impact of the