SUMMARY AND RECOMMENDATIONS

Proposal to Transfer an Existing Charter School to

Oversight and Supervision by the State University of New York Board of Trustees

HYDE LEADERSHIP 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

1

Executive Summary Hyde Leadership Charter School (“Hyde”) submitted the application to transfer authorization to the SUNY Charter Schools Institute (the “Institute”) on March 17, 2017 in response to the Institute’s Application for SUNY to Authorize an Existing Charter School Education Corporation (the “Application”) (available at: http://www.newyorkcharters.org/operate/transfer/) released on behalf of the State University of New York Board of Trustees (the “SUNY Trustees”) in the fall of 2017. The board of trustees of Hyde, a not-for-profit charter school education corporation authorized by the New York City Schools Chancellor (the “Chancellor”), currently operates one school in Community School District (“CSD”) 8. Hyde was approved by the New York State Board of Regents (the “Board of Regents”) on January 10, 2006. The school opened in fall 2006 with Kindergarten and 6th grade. The school currently serves 947 students in grades K-12. The Board of Regents approved an initial full-term renewal (4 ½ years) on January 11, 2011 through June 30, 2015 with the following condition:

The school demonstrates improved student achievement by scoring in the 25th percentile or above of all schools on the NYC DOE Progress Report within one year after renewal, in the 50th percentile or above of all schools on the NYC DOE Progress Report within two years after renewals, and in the 75th percentile or above of all schools on the NYC DOE Progress Report in each of the 3rd, 4th and 5th years after renewal.

The Board of Regents then approved a 3 year short-term renewal on May 19, 2015 from July 1, 2015 through June 30, 2018 with the following academic performance and operational/compliance conditions:

The school must demonstrate academic growth, as measured by the school’s median adjusted growth percentile in English Language Arts, for each year of the charter term. The median adjusted growth percentile for the school’s students will be at or above 50 percent of the city percent of range for English Language Arts in each year of the charter term.

As part of its oversight of Hyde Leadership Charter School in its next term, the NYC DOE will require the school to report twice per school year on the results of its planned corrective actions to address the high rate of uncertified teachers employed by the school. The report should show that the school has made significant progress in reducing the number of uncertified teachers in order to be in compliance with the Charter Schools Act, which prohibits more than five staff members or more than 30% of the teaching staff from not being certified in accordance with requirements applicable to other public schools, by the end of the next charter term.

The 2015-16 Annual Comprehensive Review Report conducted by the New York City Department of Education (“NYCDOE”) determined these conditions to be on target for being met. Hyde will apply to SUNY for renewal in the 2017-18 school year.

2

Hyde partners with a charter school support and consulting organization, the Hyde Foundation, Inc. (“Hyde Foundation”), a Maine not-for-profit corporation. Through a three year licensing and service agreement, Hyde Foundation provides:

New faculty training; Board services including recruitment and recommendations materials; Training and support for character development; Curriculum; Parent programming Faculty professional development; Leadership mentoring; and, Assessment of character, culture, and parent programs of Hyde.

The current fee arrangement is $50,000 for licenses of materials and $10,000 for services annually. The Hyde Foundation currently has similar relationships with one other charter school in New York City, Hyde Leadership Charter School – Brooklyn (not authorized by SUNY), as well as a public schools in Florida and in Maryland. The Hyde Foundation also has two boarding schools in Maine and Connecticut. The original Hyde School was founded in 1966 in Bath, Maine by math teacher Joseph Gauld, who had what he calls a “crisis of conscience” and became dedicated to providing education that included character development alongside academic achievement. In the early 1960s, one of his brightest students, who had little curiosity and relied primarily on his innate abilities, received the highest grade in the class. Another student, the classic “plugger,” who struggled with the course material but who embodied curiosity and a strong work ethic, received a low grade in the class. Distraught that neither student was served by the traditional grading system, Gauld started Hyde School, which operated under a different set of priorities than other schools. The school began with a focus on Five Words: Courage; Integrity; Leadership; Curiosity; and, Concern, and the cardinal principle that every individual has a unique potential that defines a destiny. Soon after the school was established, it was discovered that parents and family play the most vital role in the overall education process. Since character is developed primarily by example, Hyde established a revolutionary Family Program involving parents, teachers and students working together. Today, Hyde Schools are known as leaders in family-based character education.

Based on the Application and the foregoing:

The Institute recommends that the SUNY Trustees approve the application to transfer oversight and supervision of Hyde Leadership Charter School from the New York City Schools Chancellor to the SUNY Trustees.

3

Background and Description Amendments to the New York Charter Schools Act of 1998 (as amended, the “Act”) in 2016 permit a charter school overseen by one authorizer to apply to be overseen by any other authorizer during a period of one year from the effective date of the legislation. As the legislation took effect immediately upon signature of the Governor on June 23, 2017, charter schools have one year from that date to apply to the SUNY Trustees. New York Education Law § 2851(5) does not mandate that the SUNY Trustees act on such applications within one year. The Institute will review all applications for transfer submitted by noon on June 23, 2017, and based on the strength of the applicant’s existing school(s), will recommend those that qualify to the SUNY Trustees’ Charter School s Committee for approval until all timely applications have been recommended, withdrawn or determined by the Institute to not meet the requirements for recommendation. Mission, Philosophy and Key Design Elements The mission of Hyde is to “develop the deeper character and unique potential of each student. Using the Hyde process of family-based character education, Hyde-Bronx will unite parents, teachers and students in helping each student achieve his or her best academically and in sports, the arts, and service to the community. Rigorous learning attitudes, leadership skills and a social conscience lay the foundation for each student’s success in college and fulfillment in life.”

Rigorous, standards-based curriculum. Hyde is a Common-Core aligned, K-12 program. In addition to Common Core alignment, Hyde aligns science curriculum with Next Gen and the New York State Science Standards. In Social Studies, Hyde follows the New York State Social Studies Standards and the College, Career and Civic Life (C3) Framework. The curriculum is fundamentally interdisciplinary, as is its approach to instruction across all content areas. In the Elementary School, Hyde has implemented several Common-Core aligned literacy initiatives including: readers and writers workshop models of instruction; American Reading Company Foundational Toolkits for guided reading; and, the development of a literacy based interdisciplinary curriculum with an emphasis on close reading and academic vocabulary acquisition. In mathematics, Hyde uses a Cognitively Guided Instruction approach, as well as spiraling Common Core State Standards aligned mathematics program (Bridges). In the Middle School, Hyde implements several literacy initiatives including academic vocabulary, Cornell notes, and 10-step writing process across the curriculum. Eighth graders are required to take three Regents courses. In the High School, Hyde utilizes a 4-year College Readiness Assessment Program, and interdisciplinary programming allows students to construct their own learning.

Teacher development and coaching. Hyde utilizes the Danielson evaluation framework. Instructional leaders assigned as a teacher evaluator oversee the following evaluation process: beginning-of-year meeting with teacher to discuss goals; observe each teacher a minimum of five times per year; observe teachers throughout year based on differentiated targets; mid-year check-in, or more frequent check-ins depending on the teacher’s needs; and, end of year evaluation. On average teachers are observed on a bi-weekly basis by one of the instructional leaders, who provide written or verbal feedback. The school gives teachers new to the profession and school additional observations to support professional growth.

Integrated character education programs for students and families. Hyde's Character education programs involve every student, teacher and staff member, empowering all Hyde

4

community members to be their best, to support others effectively and to act with purpose, honesty and humility. Hyde signature practices include weekly School Meetings, participation in weekly Discovery Groups and Seminars. School Meetings convene the entire school to learn about an element of the Hyde philosophy, to strengthen the school’s character-culture, to celebrate success with one another, and to respond to current events. Discovery Groups, under the guidance of a consistent faculty mentor, are small groups that develop a sense of trust, support, and challenging environment for Hyde students. Seminars are structured to examine personal habits, attitudes and emotions, in an effort for students to become the best version of themselves. Hyde's Family Education Department conducts monthly parent programs in each division and offers individual support to struggling families.

Inclusion practice for all learners. Hyde incorporates Integrated Co-teaching, differentiated instruction, project-based learning, accountability for the learning of oneself and others, and moving appropriate supports into the teaching environment when possible rather than providing such support in a pull-out.

College focus. Hyde's college-prep program delivers a combination of academic, character and extra-curricular opportunities for students to graduate from high school and succeed in college. Hyde's college-prep program supports students to explore postsecondary options, commit to "right-fit" placements, and succeed throughout the college and professional transition. Junior and senior students are immersed in a college prep course that prepares them for the cultural, financial and emotional transition from High School to their postsecondary choice. Hyde has a robust, five-person staff for college counseling and post-secondary success, extending the college-success model with support for Hyde graduates through college. All students, starting in Middle School, are exposed to college trips, standardized test prep, internships, job shadowing and scholarship opportunities. All middle school students take high school Regents classes, and High School students are exposed to college-level courses through Advanced Placement (“AP”) offerings and course registration at local community colleges. The K-12 writing curriculum intentionally prepares all students for college-level writing assignments.

Extended learning time/schedule. Hyde's weekly schedule includes extra instructional time (greater than the required number of minutes), after school programs and weekend enrichment and academic programs. Hyde structures 9th period (3:15 – 4:00) in the Middle and High Schools to provide opportunities for teachers to work 1:1 or with small groups of students on specific skills or enrichment projects. The High School conducts office hours during this time for faculty and targeted intervention sessions for students who have demonstrated academic need. Also during this time, High School students can take college courses at Lehman Community College. The Middle School follows a similar model. Through this initiative, Middle School students receive up to an additional 200 minutes per week of instruction. The New York Junior Tennis League (“NYJTL”), through funding from New York City’s Department of Youth and Community Development (DYCD), operates an afterschool program for Hyde students in grades K-8. NYJTL’s mission is to develop the character of young people through tennis and education. This program runs five days and 15 hours per week and operates an additional 13 days Out of School Time (OST), which are days when school is not in session (i.e., Mid-Winter Recess, Spring break) when NYJTL offers programming. Hyde’s Elementary and Middle Schools have launched Saturday programs to support students in the 3rd-8th grade. Each Saturday, students spend an additional 240 minutes at the school, during which they receive targeted instruction in English language arts (“ELA”) and mathematics. This program is designed to push the students at the

5

predicted 2 and 3 levels of achievement of proficiency to improve possible outcomes on the state test. In April, the Middle School will also offer Regents prep for the 8th grade class as they prepare to take the following Regents: Algebra I, Living Environment and US History.

Integrated use of technology to support standards-based, research-backed curricula. Hyde has

integrated technology and specific software platforms to assist and accelerate student learning in all subject areas, including special education services. Grades 6, 10, 11 and 12 are 1:1 with Chromebooks. All other grade levels have access to Chromebook carts for use in classes. All students in grades 6-12 have a Google Apps for an Education Hyde account and are using Apps including, but not limited to, Drive, Class, Forms and Email. There is assistive technology in place to support students with listening, mathematics, reading and writing. In Middle and High Schools, all teachers and students are trained on the Tx Instruments TINspire. Hyde also uses the data sharing platforms - PowerSchool, Class Dojo, Kickboard, IRLA, NWEA and A-NET for individual student tracking, and teacher-parent, teacher-teacher, and student-teacher communication.

Academic Performance The Institute collected academic outcome data generated by Hyde during the most recent three years and analyzed it against the performance standard set by the SUNY Trustees to determine the strength of the school’s educational program. During 2013-14, 2014-15, and 2015-16, Hyde demonstrated a record of performance in ELA and mathematics that exceeded the SUNY Trustees’ required performance benchmark for accountability. The school’s High School program produced strong results as measured against SUNY’s required high school graduation and college preparation measures. Additionally, the school improved its science performance over the past three years to meeting SUNY’s standard in 2015-16.

After posting an ELA proficiency rate below CSD 8 (the “district”) in 2013-14, the school improved its absolute proficiency and outperformed the district in the following two years. In 2015-16, the school’s students enrolled in at least their second year outperformed the district by 5 percentage points. In comparison to schools across the state enrolling similar concentrations of economically disadvantaged students, the school performed lower than expected during 2013-14 according the SUNY’s effect size analysis. The school posted a comparative effect size of 0.28, narrowly below SUNY’s target of 0.3, in 2014-15. Hyde met the target in 2015-16, performing higher than expected to a meaningful degree in comparison to demographically similar schools across New York State. Corroborating this growth trend, the school posted mean growth percentiles in ELA that exceeded the state median of 50 during 2014-15 and 2015-16.

Over the past three years, Hyde consistently outperformed the district on the state’s mathematics exam. During 2013-14 and 2014-15, the school exceeded SUNY’s comparative effect size target, performing higher than expected to a meaningful degree in comparison to schools enrolling similar percentages of economically disadvantaged students. The following year, the school posted an effect size below the target but performed higher than expected to a small degree. Hyde posted mean growth percentiles in mathematics that met SUNY’s target of the state median of 50 in 2014-15 and 2015-16.

6

Hyde’s performance measures for high school graduation and college preparation have met the SUNY Trustees’ accountability standard during the past three years. In 2015-16, the school graduated 95 percent of its 2012 four year Graduation Cohort, surpassing SUNY’s absolute target of 75 percent and far surpassing the district’s graduation rate of 54 percent. The school also graduated a higher percentage of students earning an Advanced Regents Diploma1 than the district during the past three years. In 2015-16, 20 percent of the school’s graduates met the requirements to earn an Advanced Regents Diploma, exceeding the district by 16 points. Further, the school consistently performed higher than the target for SUNY’s college matriculation measure: from 2013-14 through 2015-16, the percentage of the school’s graduates who matriculated into a 2-year or 4-year college program during the fall after graduating exceeded SUNY’s target of 75 percent.

Hyde made progress towards meeting SUNY’s science accountability standard over the past three years. Each year, the school’s students enrolled in 4th and 8th grades and in at least their second year at the school exceeded the district’s performance. After failing to post a proficiency rate above SUNY’s absolute target of 75 percent in 2013-14 and 2014-15, the school exceeded the target in 2015-16 when 86 percent of students scored at or above proficient on the state’s science exam.

Hyde has been in good standing with the state’s No Child Left Behind (“NCLB”) accountability system. The school has not been identified as a focus charter or as needing a local assistance plan.

Calendar and Schedule (See Extended learning time / schedule, above). Academic Program In addition to analyzing available academic outcome data, the Institute visited the school to gauge the quality of the program in place at the school at the time Hyde submitted its application.

The Hyde program is based on the Five Words and Five Principles

The Five Words The Five Principles Courage – I learn the most about myself

by facing challenges and taking risks; Concern – I need a challenging and

supportive community in which to develop my character;

Curiosity – I am responsible for my own learning;

Integrity – I am gifted with a unique potential and conscience is my guide to discovering it; and,

Leadership – I am a leader through asking the best of myself and the best of others.

Destiny – Each of us is gifted with a unique potential;

Humility – We believe in a power and purpose beyond ourselves;

Conscience – We achieve our best through character and conscience;

Truth – Is our primary guide; and, Brother’s Keeper – We help others achieve

their best.

1 In order to earn an advanced Regents diploma, in addition to earning a passing score on the five Regents exams required to earn a Regents diploma, students must also earn a passing score on an additional mathematics exam, and an additional science exam, and an exam in a language other than English.

7

ELA Curriculum: Hyde utilizes Core Knowledge for grades K-3, Expeditionary Learning modules and curriculum maps for grade 4-5, and Scholastic Code X, Scholastic’s READ 180 Next Generation and System 44 Next Generation for grades 6-8. Guided and Accountable Independent Reading blocks allow for flexibility in meeting the needs of struggling students.

Mathematics Curriculum: Hyde utilizes TERC Investigations supplemented with EngageNY modules for grades K-5 and Singapore Math and Connected Math Project 3 for grades 6-8.

The High School curriculum has been development by the leadership and faculty. In addition to Regents courses, the school offers tracks in AP English, AP Biology and AP US History.

In order to nurture and develop a whole, educated and sensitive person, athletics and arts programs are essential components of the program including studio art, graphic design, performing arts/theatre, music (orchestra), physical education and health, and culture through the study of film.

The school has a strong system of clubs including yearbook, debate, health, peace, visual arts, green, dance, film, national honor society, tennis, fitness, volleyball, cross country, soccer, basketball, baseball and softball.

Students also have access to join partner community organizations: The Point (photography, circus training, community engagement), Harlem RBI (baseball/softball youth development) and Groundswell (mural painting).

For students in grades 6-12, the school utilizes the Excellence, Effort, Motions (going through the motions) and Off-Track (“EEMO”) grading scale which is 25% of a Middle School student’s course grade and 20% of a High School student’s course grade.

Community Service: All High School students are expected to complete 100 hours of community service.

Roberta Flack School of Music: The Roberta Flack School of Music provides musical instrument training for Elementary and Middle School students on saxophone, flute and clarinet.

Leadership Retreat: Each July, the leadership team meets for three days to reflect on the previous year and plan for the new school year.

New Staff Retreat: Bi-annual, three day retreats with the Hyde Foundation to introduce school philosophy and team build.

For assessments Hyde provides the following: o Elementary Level: ANET, F&P, STAR Reading, classroom based formative and summative

assessments; o Middle School Level: ANET, SPI, SRI, NWEA MAP, Classroom based formative

assessments; and, o High School Level: Quarterly Subject-Area Benchmark Assessments, practice regents

exams and PSAT.

School Culture and Discipline

Hyde is designed to challenge, engage, develop and support lifelong learning. Students are challenged by teacher and peers to “go after their personal best and realize their full unique potential.”

School Meetings are held weekly to promote schoolwide discussions on school happenings as well as to discuss the Five Words and Five Principles.

Each student is assigned to a Discovery Group, which is a structure forum for student communication overseen by one faculty member. The program is designed for students to be self-reflective and allows students to participate in exercises to understand themselves. Parents

8

and other faculty also participate in Discovery Group exercises. Once or twice each year, Discovery Groups join together to participate in a song and dance showcase based on the Five Words and Five Principles.

Students participate in journaling and seminars to examine attitudes, habits and emotional dispositions.

Hyde promotes a health, collaborative, student-centered and mission-aligned professional climate which includes the following periodic retreats with key stakeholders:

o Family Retreat: Families are invited to participate in retreats held twice a year in upstate New York or at the Hyde boarding school in Woodstock, CT to enhance family bonds and work on parenting and character skills which build upon the Family Education Programs at the school.

o Student Retreat: Each year the senior class goes on a three day retreat of self-discovery. Middle school students participate in a one day retreat with the Point, a community-based organization in Hunts Point as well as other one-day outings.

The Dean’s Area is for students not meeting the behavior expectations. A first step in student discipline is the Action/Reflection cycle wherein students are given a basic

writing assignment to detail the actions that led to the referral that is discussed and shared with families.

Governance

Hyde is governed by a 10 member board. Each January the board engages in a one day retreat. Half the day is facilitated by the Hyde Foundation and the other half is spent on strategic planning for the upcoming school year.

Board Members

1. Herbert B. Fixler (Board Chair). Mr. Fixler is a trusts and estates attorney in Cozen O’Connor’s Private Client Services Group. He concentrates his practice in the fields of estate planning and administration, providing services to a wide range of clients including family business owners. He also supervises the administration of estates including charitable and other trusts. Mr. Fixler received a BA in Political Science from Villanova University and his JD from the Washington College of Law of the American University where he served as Director of the Legal Aid Society. Mr. Fixler is also a semi-professional fine art photographer whose work is frequently exhibited and is included in numerous private and corporate collections. He is also a board member of Photography and Imaging, an organization of individuals dedicated to the photographic arts.

2. Herbert Kaplan (Board Secretary). Mr. Kaplan is a former Hyde parent. Before retiring in 2013, Mr. Kaplan was Senior Director of Development at ORT America, where he was responsible for developing and implementing national fundraising strategies with lay leadership for the organization’s Annual Campaign. He was also responsible for managing and building ORT America’s Trades & Professional Chapters in New York. Mr. Kaplan received his undergraduate degree from Cornell University and a MBA from Harvard Business School.

3. Deborah Dumont, Trustee. Ms. Dumont is an educational consultant with a focus on progressive education, educational reform and advocacy, with a special interest in children at risk. Ms. Dumont has published in education journals on topics ranging from professional

9

development models and attachment theory in adolescent education to how school building design impacts learning. She has worked in the educational field for 35 years.

4. Dennis Mehial (Board Treasurer). Mr. Mehial is the former Chief Executive Officer (“CEO”) of U.S. Corrugated, Inc. and the current CEO of U.S. Display Group, an award winning Point-of-Purchase Display Company. Mr. Mehial serves on the board of directors of the Fibre Box Association, and is a former director of The Clearview School in Briarcliff Manor, NY, a private school specializing in the needs of mentally and emotionally challenged children. Mr. Mehial also serves on the board of directors of Electronic Tenant Handbook, a web-based applications provider servicing the commercial real estate market. He holds a BS in Management Science from Rollins College in Winter Park, Florida.

5. Jeanette Melendez (Parent Representative). Ms. Melendez holds a leadership role as the Associate Vice President Senior Administrator for Health Center Operations at Urban Health Plan. In this role, Ms. Melendez is responsible for supporting the work of six site directors and seven health centers throughout the Bronx including one located in the Hunts Point community. Ms. Melendez is a graduate of the College of New Rochelle and has received certificates in nonprofit management from both the Hispanic Leadership Institute and the National Alliance for Hispanic Health.

6. Oz Hanley (Trustee). Mr. Hanley is a founding attorney and senior partner at Hanley & Zanetti P.C., a private practice law firm providing legal counsel to real estate organizations including housing cooperatives, condo associations and other residential and commercial real estate groups. He has over 40 years of experience working in both civil practice at The Legal Aid Society and in private practice. As the parent of a Hyde graduate – his son graduated from the Hyde School in Woodstock, CT, where he devotes his time annually to help with facilitation of seminars and workshops. Mr. Hanley firmly believes in the value of Hyde’s Family-Based Character Education program. Mr. Hanley has served on the board of trustees for the Washington Market School in Tribeca for over 20 years including the last 14 years as its chairman. As an undergraduate, he earned a BA in English from Boston College, before receiving a JD from Fordham University Law School.

7. Maureen Singer (Trustee). Ms. Singer is a Director at Alinda Capital Partners, one of the world’s largest and most experienced infrastructure investment firms. She specializes in portfolio management and energy infrastructure investing. Ms. Singer is a graduate of Bowdoin College, where she earned a BS in Economics. Additionally, she earned a MBA from the Darden School of Business at the University of Virginia.

8. Richard Romanoff (Trustee). Mr. Romanoff is the founder of Nebraskaland and Omni Food Sales, industry-leading businesses located in Hunts Point. His family has been in the meat industry for four generations. Over time, Nebraskaland has grown to become the largest meat distributor based in New York, and Omni Food Sales, a food brokerage organization, represents over $300 million in sales each year. He graduated from the University of Miami in Florida with a Bachelor of Business Administration with a major in Accounting.

9. Tony Stoupas (Trustee). Mr. Stoupas is the Chief Information Officer of Moody’s, responsible for all aspects of the company’s global technology strategy and operations. Mr. Stoupas holds a BS in Chemistry and Chemical Engineering from Monash University in Australia. He is a Hyde-Woodstock alumni parent with experience working with the Hyde Foundation.

10

10. Ruth Jarmul (Trustee). Prior to her retirement, Ms. Jarmul was the Vice President of Administration of the New York Stem Cell Foundation, a non-profit organization that has provided nearly $200 million in funds for stem cell research to cure the most significant diseases of our time. Ms. Jarmul is a graduate of Yale College and Harvard Business School.

Compliance Per the Application and the Institute’s communication with the education corporation’s current authorizer, Hyde has met the requirements of the Act, and is not in violation of any material legal requirement, on probationary status under Education Law § 2855(3) or “slated for closure” by its current authorizer within the meaning of Education Law § 2851(5). Facilities Hyde utilizes two campuses. The elementary and middle school grades are located NYCDOE space at 730 Bryant Avenue and the high school grades are located in private space a few blocks away at 830 Hunts Point Avenue in the Bronx. Fiscal The school has a history of fiscal strength as demonstrated in the Fiscal Dashboard displayed in Appendix B. The Institute created a dashboard of the last three years of audited financial statements showing the school is fiscally strong with total net assets of approximately $3.2 million and 1.2 months of cash on hand to pay bills coming due shortly. The school also maintains healthy long term investment balances on the balance sheet. The education corporation has established the required dissolution fund reserve for the operation and maintains the balance of $70,000 as of June 30, 2016; this amount will need to be increased to meet the SUNY charter agreement limit of $75,000. The audited financial statements detail the deferred rent payable and other non-cash items totaling $3.5 million that are booked as annual expenses on the accrual basis that result in an operating deficit. Rent expense is recognized on a straight-line basis over the lease term, the difference between the expense charted to operations in any year and the actual amount payable under the lease is recorded as a deferred liability. The impact of the non-cash items on the financial statements requires ongoing financial planning and management to build a strong balance sheet. The budget projection going forward presents a reasonable and appropriate fiscal plan that is feasible and achievable.

11

APPENDIX A: School Overview

BoardofTrustees

SchoolLeadership

SchoolCharacteristicsSchoolYear

CharteredGrades

CharteredEnrollment

2006‐07 K,6 220

2007‐08 K‐1,6‐7 430

2008‐09 K‐2,6‐8 618

2009‐10 K‐3,6‐9 762

2010‐11 K‐4,6‐10 730

2011‐12 K‐11 881

2012‐13 K‐12 963

2013‐14 K‐12 967

2014‐15 K‐12 940

2015‐16 K‐12 940

2016‐17 K‐12 940

2017‐18 K‐12 940

BoardMemberName Position

BoardMemberName Position

HerbertB.Fixler Chair OzHanley Trustee

HerbertKaplan Secretary MaureenSinger Trustee

DennisMehial Treasurer RichardRomanoff TrusteeDeborahDumont Trustee TonyStoupas TrusteeJeanetteMelendez ParentRepresentative RuthJarmul Trustee

Title Name

ExecutiveDirector TomSturtevant

ChiefOperatingOfficer StephenTrowbridgeElementarySchoolDirector AmarisObregon

MiddleSchoolDirector LexZainHighSchoolDirector CeliaSosa

12

13

14

APPENDIX B: Fiscal

16

17

18