(If Any) Charter Year Grades Enrollme

PROPOSAL TRANSMITTAL AND SUMMARY FORM 1 OF 9

PROPOSAL SUMMARY AND TRANSMITTAL FORM Proposed School Information Charter School Name: Legacy Academy Charter School for Innovation and Social Progress Education Corp. Name: NONE Proposal Education Corp. Status: NONE Standard New School Proposal Type: School District (or NYC CSD 27 Opening Date: Sept. 9.2019 CSD):

Proposed Grades and Proposed Affiliations (if any) Enrollment Charter Charter Management Grades Enrollment NONE Year Company (“CMO”): Year 1 9 108 CMO Public Contact Info NONE Year 2 9-10 216 (Name, Phone): Year 3 9-11 324 Partner Organization: NONE Year 4 9-12 432 Partner Public Contact NONE Year 5 9-12 432 Info (Name, Phone):

Lead Applicant Contact Information First Lead Applicant Regina Glover Johnson Name: ☐ ☐ Education Corp./Charter Schoo Applicant is a: ⬛Teacher ⬛School Administrator ⬛ District Resident Parent yes Legacy Academy Charter School for Innovation and Social Progress Organization Name:

Applicant Mailing Address: , New York 11691 Primary Secondary Email: Phone #: Phone #: Second Lead Applicant Name: Kendra Barnes ☐ ⬛ School ☐ D istric t Applicant is a: ⬛ Teacher ☐ Education Corp./Charter School Parent Administrator Resident Organization Name: Legacy Academy Charter School of Innovation and Social Progress Applicant Mailing Address: Brooklyn New York 11237 Primary Secondary Email: Phone #: Phone #:

List additional lead applicants in the “Other” ⬛n/a Not ☐ A d d itio n a l A p p lic a n ts L iste d in “O th e r” section. Applicable

Legacy Academy Charter School of Innovation and Social Progress Response-R-00A-Page 1 PROPOSAL TRANSMITTAL AND SUMMARY FORM 2 OF 9 Media/Public Contact Information (required) rjohnson@ourlegacy Name: Regina Glover Johnson Phone #: 2523143842 Email: academy.org

Lead Applicant Signature Regina Glover Johnson

Signature: Date: 06-25-2018

By signing this Proposal Transmittal Form, the Lead Applicant certifies that the information contained in this proposal to establish a charter school pursuant to the New York Charter Schools Act with the State University of New York Board of Trustees is true and accurate to the best of his or her knowledge. Program Design MISSION STATEMENT

Legacy Academy is dedicated to cultivating a thriving, self-sustaining Far Rockaway by empowering our youth to be current and future leaders. To this end, the mission of Legacy Academy is to graduate each student with the critical thinking abilities, social skills, and civic experience necessary to lead the progression of their community.

KEY DESIGN ELEMENTS

Key Design Elements Experiential Learning- Experiential learning allows students to learn academic content by engaging in direct application of skills, theories and models. Throughout the year, teachers create 3-8 week project plans that partner with outside organizations, incorporate daily direct instruction and daily project work, have at least one field work event, and bring in guest experts to coach students. SUNY Chancellor Emeritus Nancy Zimpher has stated that experiential learning opportunities have “proven to increase student engagement and success during college and result in a higher rate of job placement following graduation.” Because SUNY universities are also offering applied learning experiences to their students, we agree that this format is “truly college and career preparation at their very best."1

Legacy Academy Charter School of Innovation and Social Progress Response-R-00A-Page 2 PROPOSAL TRANSMITTAL AND SUMMARY FORM 3 OF 9 interest and engagement and shown to have a positive effect on daily attendance for economically disadvantaged students.3 Projects are collaboratively created with students so they may design work that is meaningful to them and a product that will address needs and concerns of the larger community. Our classrooms serve as workshops to gain knowledge and practice the skills needed to complete these projects.

○ Career Connection- Through experiential STEM studies, projects, internships, and immersions, students are introduced to and interact with high-skill careers. When students are given access and experience with possible career outcomes and passions, students may associate this experience with perceptions of education usefulness4, which is then associated with a higher value on academic work, which was then associated with higher GPAs5.

■ Immersion - Immersion week presses pause on regular academic programming and offers a meaningfully designed opportunity for students to intensely explore new and exciting topics or delve even deeper into subjects in which they already have great interest. Immersion week is devoted exclusively to diving into a subject of passion, which can be as common as NYC sightseeing and baking or as uncommon as trapeze and clay doll making.

■ Internships- Internships are another form of immersion, but instead of pursuing a passion with a teacher, students work with a local professional to immerse themselves in the workplace and have an authentic context in which to use skills learned in school. Students start full day internships in the Spring semester for two weeks, growing to six weeks by 12th grade. By doing projects and collaborating with stakeholders, we will continuously grow our list of partner organizations that students may intern with. Students are also encouraged to forge new pathways by initiating contact with an organization/professional mentor and securing their own internships. During their internship, students complete a capstone project that connects to their academic work and resembles a project a professional would complete.

Culturally Relevant Pedagogy- We believe that closing the opportunity and achievement gaps for students of color necessitates culturally responsive practices. Our staffing model, academic plan, and school culture are all meant to counteract the power relations that exist within the broader society. A University of Colorado study found that when “culturally relevant practices are implemented school- wide, they can mitigate historically derived socioeconomic and educational disparities by empowering, rather than repressing the voices of all stakeholders.”6

3 Creghan, C., & Adair-Creghan, K. (2015). The Positive Impact of Project-Based Learning on Attendance of an Economically Disadvantaged Student Population: A Multiyear Study. Interdisciplinary Journal Of Problem-Based Learning, 9(2), 4 Brown, W. T. (2001). Temporal orientation, ethnic identity, and perceptions of minority status: Examining ethnicity as a multidimensional construct and its relationship with African American high school students’ academic engagement and performance (Doctoral dissertation, University of Delaware, 2001). Dissertation Abstracts International, 61(12-B), 6697. 5 Brown, W. T., & Jones, J. M. (2004). The Substance of Things Hoped for: A Study of the Future Orientation, Minority Status Perceptions, Academic Engagement, and Academic Performance of Black High School Students. Journal Of Black Psychology, 30(2), 248-273. 6 Mayfield, V. M., & Garrison-Wade, D. (2015). Culturally Responsive Practices as Whole School Reform. Journal Of Instructional Pedagogies, 16

Legacy Academy Charter School of Innovation and Social Progress Response-R-00A-Page 3 PROPOSAL TRANSMITTAL AND SUMMARY FORM 4 OF 9 ○ Focus on Self Identity- Our students are empowered to think creatively, critically, and self- reflectively7. School-wide cultural practices like giving students the responsibility to decide what they will wear and the authority to initiate conflict resolution helps to develop a strong sense of positive self-identity as a person with full agency.8

○ Culturally Aware Practitioners- Training for adults at Legacy Academy is guided by foundational texts of Paulo Freire and William DuBois, and supported by current ongoing research by scholars such as Chris Emdin and Gloria Ladson-Billings. We will work to eliminate stereotype threats through a school wide cultural practice of emphasizing acceptance and celebration of cultural differences. Our teachers involve students in the development of their curriculum, ensuring that it reflects the culture, experiences, and interests of our students. Our goal is to have a staff that is largely African American and culturally reflective of the student population by leveraging our school’s relationship with Profound Gentlemen9. Through home visits and consistent communication with families, our teachers fully get to know their students and “use the cultural characteristics, experiences, and perspectives of our ethnically diverse students as conduits for interacting with them and teaching them more effectively”.10

○ HBCU Exposure- Students in northern cities have little systematic exposure to the vibrant culture and successful legacy of Historically Black Institutions. Knowing of and visiting places where 10,000+ future doctors, lawyers, scientists, and engineers appear, speak, and behave like you is a valuable, self-fulfilling experience for Black and Brown students from impoverished neighborhoods. Through yearly college visits, an inclusive curriculum, and educators who are connected to HBCUs, students can conceptualize their college attendance and academic support networks.

Supportive School Culture - Legacy Academy builds and supports trust between students, parents, teachers, administrators, and the community by being transparent about our work and encouraging input and collaboration between the groups11. We encourage our stakeholders to engage in the behaviors that support continuous school improvement, by asking parents to give critical feedback about concerns or mistakes, normalizing the learning process by encouraging students to consistently seek help and feedback, giving teachers adequate time to develop relationships through smaller class sizes, fewer classes and longer class times. These mechanisms for a supportive school culture are key to maintaining equitable organizational structures in our school.12

○ Daily Advisory- Advisory is one way of making sure that each student has a support system lead by one adult who knows their personality, circumstances, and needs well. Advisors monitor their advisees academic progress and advocate for their advisees by facilitating communication with their teachers. Advisors are a liaison between family and the school and help nurture students through difficult family, academic, or personal

7 Gardner, H. (2008). “5 Minds for The Future.” Boston, Massachusetts. Harvard Business Press 8 Dweck, C.S. (2008). “Mindset: The New Psychology of Success.” New York, Random House 9 Profound Gentlemen is an organization that recruits and trains Black men as teachers, and helps them find placement in school with a high percentage of African American students. http://profoundgentlemen.org/pd/ 10 Gay, G. (2000). Culturally responsive teaching: Theory, research and practice. New York: Teachers College Press. 11 Tschannen-Moran, M. (2001). Collaboration and the need for trust. Journal of Educational Administration, 39(4): 308-331. 12 Biddle, C. (2017). Trust Formation When Youth and Adults Partner to Lead School Reform: A Case Study of Supportive Structures and Challenges. Journal Of Organizational And Educational Leadership, 2(2)

Legacy Academy Charter School of Innovation and Social Progress Response-R-00A-Page 4 PROPOSAL TRANSMITTAL AND SUMMARY FORM 5 OF 9 difficulties. Because tightly knit teacher-student relationships are beneficial to developing students’ academic prowess, and sense of support13, students stay with the same advisor during their 4 years at Legacy Academy, with the Advisor helping to guide them through their high school experience.

○ Home Visits- Before entering the 9th grade, each student and family is visited at their home by the student’s Advisor. The Advisor makes arrangements to visit the student and family, which provides an opportunity to see the student in their home environment, get to know the family, and gives the family a personalized adult contact.

Focus on Civic Development- Legacy Academy is dedicated to developing well-rounded citizens capable of engaging in civil, political, and problem-solving activities, both individually and socially. Paulo Freire argued that passive education perpetuates systems of oppression, forever obstructing those without power from truly engaging with the world to make change. We agree with Freire and believe that a more equitable society can only be achieved if students are trained to think critically, engage productively in rigorous dialogue and engage in the transformation of their current world. We encourage civic engagement by maintaining a democratic ethos or climate that permeates the culture of the school. Through policies and practices that encourage students to think proactively about the school as an institution and formulate solutions for institutional problems, students develop a commitment to serving the public good, willingness to work toward an equitable society, tolerance, ability to think about social issues critically, and a propensity to vote, join voluntary associations, and follow the news.14

○ Service Learning- Service learning is an approach to education that uses community service to advance curricular objectives. As part of each project, in each class, Legacy students will complete products that serve and/or solve a need of the community. Each project will lead students to see themselves as capable investors in their own community, and recognize their work as integral to the continued progress of Far Rockaway. Research suggests that service-learning is more effective at instilling civic skills and values among young people than community service or volunteering that is unconnected to the curriculum.15

○ Restorative Justice- Our restorative justice model is our approach to school culture as well as our approach to school discipline. Students and all other community members who interact with our students develop positive social behavior, empathy, and conflict resolution skills by acknowledging the right and acceptance of the responsibility to self- govern. Because there is no fear of harsh punishment, students are comfortable with initiating conflict resolution, admitting fault, and listening to how their actions affected others. Students expect school leadership to aid in facilitation of restorative practices, but not to act as an authority.

○ Student Created & Led Organizations- Participation in extracurricular activities such as student government, performing arts groups, and interest based clubs is linked to increased

13 Cotnoir, C., Paton, S., Peters, L., Pretorius, C., & Smale, L. (2014). The Lasting Impact of Influential Teachers. 14 Carnegie Corporation of New York and CIRCLE: The Center for Information and Research on Civic Learning and Engagement. (2003). The civic mission of schools. New York: Authors. This suggestion comes directly from the report, written by more than 50 scholars and education practitioners representing a diversity of political views, a variety of disciplines, and various approaches. They all agree that individuals do not automatically become free and responsible citizens and therefore, schools must take a comprehensive approach to civic education. 15 U.S. Department of Education, National Center for Education Statistics, “Service Learning and Community Service in K-12 Public Schools” (September 1999), table 1.

Legacy Academy Charter School of Innovation and Social Progress Response-R-00A-Page 5 PROPOSAL TRANSMITTAL AND SUMMARY FORM 6 OF 9 civic participation during adulthood in voting, contacting public officials, and other political activity, as well as participation in voluntary community organizations. 16 Students will be supported in forming a governing body that will act as a liaison between school leadership, community members, and families. Additional organizations that are based on student interest can be formed with no minimum number of students, and must be advised by any staff member. Students leading those organizations are encouraged to attend professional development with teachers, that they may have the capacity to be fully in charge of their mission, operational structure, meetings, and programs.

BRIEF OVERVIEW OF ACADEMIC PROGRAM

Inspired by the culture of Historically Black Colleges and Universities, and the project based methods of the High Tech High network, Legacy Academy aims to grow the strength of our community, and encourage those who prosper beyond our community to return and give back. Legacy Academy will serve as an incubator for Far Rockaway’s social entrepreneurs, parents, voters, and good neighbors. Academic courses engage our students in relevant, real world work that amplifies the crucial connection between the world of academia and long-term community prosperity. The value of student’s work is confirmed by the visible community restoration projects, civic and social initiatives, and alleviation of pressing issues in their own community. Through daily activities and projects, students develop deep content knowledge, gain useful skills, and recognize that they are not only capable of taking actions that make a substantial impact, but that they play a vital role in the continuation of critical civic duties. Legacy Academy students are exposed to scholars and professionals who often share their culture and skin color; and through experiential learning, culturally relevant practices, and HBCU exposure students find normalcy in an education that fuses with their social life, and celebrates the successes and potential of their community and its members.

School Management Year 1

Administrative Personal Instructional Personnel

Director (1) Guidance Counselor (1) Dean of Student (1) General Instructors Director of Operations (1) History (1) Student Support Coordinator (1) Language Arts (1) Business Manager (1) Foreign Language (1) Office Manager (1) Science (1) Physical Education (1) Creative Arts (1) Special Educator (2) Other* (1) Total Administrative Staff: (6) Total Instructional Staff: (10)

Legacy Academy Charter School of Innovation and Social Progress Response-R-00A-Page 6 PROPOSAL TRANSMITTAL AND SUMMARY FORM 7 OF 9 School Facility Plans

Legacy Academy eventually plans to have a private space to accommodate the omnipresent active education and culture of student trust and agency we plan to create. We have discussed with D27 high school leaders the difficulties that come with co-location and we were encouraged to find private space in order to avoid the discomfort that pre-existing schools express about co-locating with programs that serve a similar age group.

With that feedback in mind, one option we are exploring is an incubation space for the initial year is a co- location with the Ocean Bay Community Center at 57-10 Beach Channel Drive in the Far Rockaway neighborhood of District 27. The Child Center’s Executive Director, Dr. Deborah Hoyle has personally extended an invitation for Legacy Academy to co-locate during our initial year and until Legacy Academy’s private facility is developed. The co-location of a high school within a community center that is situated inside of a neighborhood is unprecedented and offers extensive opportunities for collaboration, as both organizations support a mission of community development, lifelong learning and literacy. While the primary focus is on the development of our students, we hope to provide a new design for re- considering urban secondary education as a partnered venture between small high schools and community- based organizations.

In the event we are unable to co-locate with The Child Center, we intend to seek public underutilized space until we are able to operate in our own private facility. Goldie Maple Academy building 27Q198 is a prime example of underutilized space Legacy Academy will seek . With over 1400 seats, Goldie Maple’s building is less than 50% utilized17. Goldie Maple is a public K-8 grade school located in District 27 at 3- 65 Beach 56 Street, Queens, NY 11692. We will work collaboratively with Principal Angela-Smith to create a practical plan for equitable and comfortable co-location that works toward the mutual benefit of Legacy Academy and Goldie Maple. Co-location with K-8 program will also create the possibility granting students of Goldie Maple an opportunity to further their education in a common familiar location. This option also eliminates issues of competition for time and space that high school leaders face when planning how to execute similar programs.

If for some unforeseen circumstance, Legacy Academy is unable to co-locate in the two above ideal locations we will not seek to co-location with another high school due to the concerns and issues that students and educators expressed about overlapping school policies and procedures, and lack of shared space.18 One of our board members, Matthew Scott is an experienced real estate broker and will aid in finding appropriate private space.

Legacy Academy is expected to have a private location from it’s second year and beyond, needing approximately 88 sq ft per student based on market averages. Each class will occupy no more than 27 students per room.

17 Under-Utilized Space Memorandum for the 2017-2018 School Year. As of the date of memorandum production, February 23, 2017. 18 Co-Location Panel Vote for New Visions AMSIV. High school student comment from Channel View High on co-location with Rockaway Park, Rockaway Collegiate, P.S. Q256, and ALC - Beach Channel. Panel vote (March 27, 2017), see remarks (3. b..)

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Board Member Names and Biographical Summaries Member Name Proposed Role Committees Skills and abilities relevant to the Voting or on Board governance of Legacy Academy Ex-Oficio

Margot Board Chair Outreach Margot lived in Far Rockaway. She is Voting Sigmone Instruction School Building Leader Certified, Organization School District Leader Certified, and Governance has extensive experience creating and maintaining specialized education programs.

Maria Arvelo Board Vice Organization Dr. Maria Lumpkin is connected to Voting Lumpkin Chair seven Historically Black Colleges and Universities. Scholar of Service Learning effectiveness. Maria is a grant writer.

Francesca Board Instruction Francesca is a school leader and Voting Henderson Secretary Organization curriculum writer at High Tech High. She developed teachers, created school wide systems, and launched other schools who are both inspired by the HTH academic model and have a demographic that is similar to District 27.

Joshua Treasurer Governance Joshua is an HBCU graduate and holds Voting Wallace a Master of Finance. Joshua is a Senior Account Manager of a $480M division at Aon Hewitt.

Keasha Board Outreach Keasha is a Rockaway native and Voting Williams Instruction parent of two Keasha has been a social worker for nearly a decade and works directly with families as well as training and managing teams of social workers to positively impact child outcomes.

Brandon Hicks Board Outreach Brandon Hicks is a HBCU graduate of Voting Historically Black University and holds

Legacy Academy Charter School of Innovation and Social Progress Response-R-00A-Page 8 PROPOSAL TRANSMITTAL AND SUMMARY FORM 9 OF 9 a Juris Doctorate from Washington and Lee Law School. National Organizer for the National Action Network.

Leslie Abrew Board Instruction Leslie is a Bronx native with 20 years Voting of school leadership experience. Leslie earned her Masters in Education Administration from Harvard GSE. Leslie is a grant writer.

Matthew Scott Board Governance Matthew is a licensed Associate Real Voting Estate Broker in New York City. He has a background in business management, and account management.

Other

Legacy Academy Charter School of Innovation and Social Progress Response-R-00A-Page 9 COMMUNITY NEED AND IMPACT

1AC. COMMUNITY DESCRIPTION AND NEED

Table of Contents

COMMUNITY DESCRIPTION AND NEED 2 TARGET POPULATION 2 HISTORICAL CONTEXT 3 EDUCATIONAL NEEDS 4

PROGRAMMATIC IMPACT 10

FISCAL IMPACT 17

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COMMUNITY DESCRIPTION AND NEED

The founding group of Legacy Academy is comprised of Rockaway natives, educators, parents, social servants, and extended community members who are interested in seeing sustainable progress for our children and our community. We have attended, taught in, and sent our own children to the schools in our area, and we have observed a need to develop an institution that is tailored to the cultures of Black and Brown children, teaches our students content that is relevant and engaging and skills that are immediately applicable, and has a larger goal to redevelop and sustain our community through the investment of its own members.

TARGET POPULATION

We propose the development of Legacy Academy in the Edgemere neighborhood of Community School District 27 because there are limited secondary education options and a need for institutions that aim to develop the community and its capacity. Legacy Academy considers the neighborhoods Edgemere, Arverne, and Hammels, located on the eastern end of the Rockaway peninsula as our focus area1. Like other neighborhoods in East Rockaway, Edgemere is majority African American and Latinx (89.6%)2. Edgemere is experiencing severe disparities as determined by the performance of the surrounding schools, median income level, rate of educational attainment, and poverty rate of the adult population3. Rockaway is a special community and in order to properly serve the students and the community, a successful school model must aim to develop our community holistically and must be designed with our unique factors in mind.

1 The focus area encompasses approximately 1.28 sq miles and spans the neighborhoods of Hammels, Edgemere, and Arverne on the eastern portion of the Rockaway peninsula. The area is bounded by Jamaica Bay to the north, Rockaway Freeway and the elevated A train to the south, Beach 35th Street to the east and 84th Street to the west. 2 Demographic information about the area comes from the Existing Conditions of Arverne/Edgemere Report published in April 2016 by the New York City Department of City Planning for the New York City Mayor’s Office of Environmental Remediation and the New York State Department of State. 3Demographics information often describes racial groups as Asian, Black, Hispanic, Native, and White, however Hispanic refers to the language spoken and is not mutually exclusive from Black, Asian or White identity. Latinx (people of Latin American descent) is a more accurate term to reference the people of the Rockaway’s who have ancestry from countries such as Dominican Republic and Haiti. Latinx vary greatly in skin color, but because of shared neighborhoods, culture, and conditions, and social identity, Latinx are included with African Americans in our use of the term ‘Black’ throughout this proposal.

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HISTORICAL CONTEXT

To understand the needs, it is necessary to understand the history of the area and contextualize its current state of education quality. From its 17th century colonization until the early 20th century, Rockaway was a seasonal resort town for the wealthy and White. The popularity of the peninsula as a Summer destination declined as urban planners targeted the eastern end of Rockaway4 as a relocation site for returning WWII vets and people displaced by slum clearance throughout the city. This resulted in the development of housing projects, which were created specifically to house the poor but lacked services and supports the groups would need to develop the area. These projects grew to be synonymous with poverty, and their heavy presence on the eastern end of the Rockaway peninsula gave Far Rockaway the second highest concentration of housing projects in New York City5.

Around the same time, the Brown v. Board of Education decision stated that schools must legally desegregate because “segregation of white and colored children in public schools has a detrimental effect upon the colored children...denoting the inferiority of the Negro group6 ” The language of the court’s opinion suggested that integration would only benefit Black people, and painted desegregation as a burden on the majority population to help minorities feel better. Under these premises, desegregation was attempted in Rockaway at Far Rockaway High School. The secondary school once produced Nobel Prize Laureates such as physicist Burton Richter and Wall street billionaires such as Carl Icahn. Dr. Richter recalled that the school once nurtured its students, had highly qualified teachers, and a healthy range of relevant sports and enrichment programs. He stated that there were multiple tracks for college, humanities careers, and trade skills that were equally respected in value.7

4 The eastern end of the Rockaway peninsula is defined as the portion of the Rockaways that is east of the Cross Bay Bridge, below 93rd street. 5 Kaplan, Carol. Kaplan, Lawrence. 2003. Between Ocean and City: The Transformation of Rockaway, New York. 6 Excerpted from the opinion issued by the Supreme Court May 17,1954 on the day of the Brown v. Board of Education decision, delivered by Chief Justice Earl Warren 7 Regina Johnson interviewed Burton Richter over the phone on January 10, 2018. The two discussed the plans for Legacy Academy High School, Burton’s experience at Far Rockaway High School, and Regina took feedback and suggestions about the development of the school model.

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Black families believed that their children would gain the privileges enjoyed by White students simply by existing amongst them. In reality, Black students were not welcomed into the White academic space any more than their parents were welcomed into White communities. According to Rockaway historian Carol Kaplan, the all white staff at Far Rockaway High School had trouble relating to students of color, were resistant to adjust their teaching style, lacked empathy for minority students, harbored racist sentiments, and were so averse to adapting for the changing racial environment, that they left. White middle and upper class families left too8. This White exodus in the face of integration is a pattern that withstands time period and regions. In a study dating back to 1968, school desegregation expert, Professor Christina Rossell of Boston College stated that every single mandatory desegregation plan in a metropolitan area experienced “White Flight" and Rockaway is no exception.9 As the demographics of Far Rockaway continued to evolve, the education quality continued to decline. Far Rockaway High School’s arts and enrichment programs diminished as quality teachers left and strict accountability measures were placed on the school to produce higher English and math scores. Far Rockaway High School is defunct after being named one of the worst schools in New York City10. Our history explains the racial and economic divide that continues to characterise the Rockaway peninsula.

EDUCATIONAL NEEDS

The demographics of Rockaway and Community School District 27, have stark contrasts from neighborhood to neighborhood.11 Schools in Far Rockaway are still segregated, and because desegregation continues to be boosted as the sole solution to failing education for Black students12, no viable infrastructure has been created to empower this majority Black community to sustain

8 Kaplan, Christine. Kaplan, Lawrence. May 22, 2009 Questions and Answers about Rockaway Parts 1, 2, & 3. https://cityroom.blogs.nytimes.com/2009/05/22/answers-about-rockaway-queens-part-3/ 9 Rossell, C. H., & Armor, D. J. (1996). The effectiveness of school desegregation plans, 1968-1991. American Politics Quarterly, 24267-302. Dr. Christine Rossell is an expert on school desegregation and has testified frequently on behalf of school systems in lawsuit calling for desegregation. Her studies that spanned multiple decades and 150 school districts lead her to state, in essence, that desegregation cannot be forced because White, affluent parents will simply leave the area. 10 http://liherald.com/stories/A-114-year-old-educational-legacy-ends,33593?page=2 11 Mahler, Jonathan. (2012, December 4) How New York City’s Coastline Became Home to the Poor. New York Times. Rerieved from https://www.nytimes.com/2012/12/04/nyregion/how-new-york-citys-coastline-became-home- to-the-poor.html 12 Kahlenberg, Richard D. December 7, 2017, Delivered testimony to the New York City Council Committee on Education’s Oversight Hearing on Diversity in New York City Schools on behalf of The Century Foundation

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its own social, political, and economic development. While we understand that a socioeconomically and racially diverse educational environment may provide better educational opportunities for children, we also know that integration in our schools may be unattainable, and our community needs alternative approach to educating Black children and developing a self sustaining Black community.

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District 27 is home to one of the most clearly segregated areas of New York City, and subsequently the most clearly segregated schools. Their groups have embraced the divide and used it as an opportunity to deliver targeted educational programs to their specific student populations. On the Rockaway peninsula, there are 11 Jewish private schools that exist for the purpose of preserving and honoring Jewish culture, and institutionalizing the development of the future generations of Jewish communities.13 No schools in our community exist specifically to teach Black children the the beauty of their culture, the academic merit in their customs, and the skills to grow and sustain the reproduction of those elements. The 83% White14population on the Western end of the Rockaway peninsula has also been able to create and maintain schools that were specifically for their students. School segregation is a concern for Black students because it usually indicates that the school lacks the economic, academic, and social supports that are available to White students. Our community is in need of an institution that approaches our majority Black school populations from an asset based outlook.

When speaking to the students of the East Rockaway community15 on their experiences at different high schools in District 27, they describe a heavy focus on social order and test scores, and feel there is little instruction or expectation around developing the skills to be self-sufficient, agent adults. They are encouraged to get high test scores so they can “make it out”, but that narrative causes the talented young members of our community to permanently flee and contribute their capacity, financial capital, and culture to other communities. Those members and others who continue to live in Far Rockaway are trained to believe that their locality and the people who comprise it, lack value as evidenced by their description of common practices like business owning, engaging professionals, and even marriage as “White people stuff.”16 The students describe being ‘body slammed’ during conflicts and the feeling of knowing that their injustices would not ‘make it on the news’. The African American majority student population of East Rockaway needs a school that respects their humanity and addresses their socio-

13 Myjewishlearning.com 14 Rockaways Community Planning and Envisioning Report 2014 created by the Ocean Bay Community Development Corporation 15 Interview with multiple focus groups of D27 high school students at the Rockaway Teen Library on April 2, 2018, and April 3, 2018 with Regina Johnson and Francesca Henderson 16 Refer to section, Theories of the identity/achievement connection from: “joaquin’s Dilemma” Understanding the link between racial identity and school-related behaviors, by Pedro A. Noguera Published in In Motion Magazine December 1, 2002. Retrieved source from: http://www.inmotionmagazine.com/er/pnjoaq1.html

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emotional needs with compassion. Many students feel they are treated like criminals and believe that school safety exists to watch and rule them instead of protect and help. Olukemi Jemilugba, a Black student at Scholars’ Academy- the only school in Rockaway with less than a quarter of its seats granted to African American students, described the difference in her experience in a school without metal detectors as ‘unfair’ to the students directly across the street at Channel View School for Research, which is mostly comprised of people of color and has metal detectors17. The students know there is a significant difference in how they are treated as Black students at majority Black schools and how students at schools that are less Black are treated. They rightfully feel slighted and they want a school that feels good to attend every day.

District 27 Neighborhood Income Data Visual18

17 Toure, Madina. (March 9, 2018) Use of Metal Detectors in New York City Schools Under Scrutiny Amid Parkland Shooting. Retrieved from http://observer.com/2018/03/metal-detectors-nyc-public-schools/ 18 The information used to develop this chart was taken from the March 2018 report, “Economic Snapshot of the Rockaways” published by the Office of the New York State Comptroller. (www.osc.state.ny.us/osdc/rpt13- 2018.pdf) For the neighborhoods whose median income levels are not directly reported in the above report, information was taken from the corresponding Point2Homes page for each neighborhood. (www.point2homes.com/US/Neighborhood/NY/Queens/Breezy-Point-Demographics.html)

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Of all the neighborhoods of CSD 27, those located on the eastern end of the Rockaway Peninsula, Far Rockaway, Arverne, and Edgemere, have the lowest median income. The lowest of the group, Edgemere’s weak economy is evidenced by many abandoned commercial properties and limited retail. The neighborhood is 89% Black19, and the absence of businesses that accommodate the specific needs of people of color indicates that economic growth of the area has depended on outside investment that never happened. East Rockaway needs infrastructure to develop its local community as investors, and this can be accomplished with a high school that builds students’ agency as community members, skills as entrepreneurs, and personal passions.

19 Demographic information about the area comes from the Existing Conditions of Arverne/Edgemere Report published in April 2016 by the New York City Department of City Planning for the New York City Mayor’s Office of Environmental Remediation and the New York State Department of State. The figures in the report derive from the U.S. Census Bureau, 2012-2016 American Community Survey 5-Year Estimates where available, and from 2010 Decennial United States Census when more current information was not available.

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African American students and students from the lowest income neighborhoods in District 27 are the most limited in their high school options. The high schools nearest to Arverne and Edgemere are in co-located buildings that limit each school’s ability to independently establish a prevailing culture that is understood and upheld by every adult in the building. As the East Rockaway section of District 27 is majority Black, the high schools in East Rockaway are all above 85% African American and Latinx. East Rockaway needs a secondary education option that considers the development of the whole child, the needs of the community, and the varied yet equally respectable paths our young community members can take after high school. Schools create future cohorts of adult society,

Legacy Academy Charter School of Innovation and Social Progress Response- 01ac-9 COMMUNITY NEED AND IMPACT

and high schools are the final stage of systematic development for the people who will make up those cohorts. 68% of Rockaway students do not earn a college degree, so an education that aims only to move students toward college attainment has failed our students by leaving them without the civic, vocational, or personal skills they need to positively contribute to a developing community. The patterns of low student performance, engagement, and capacity span generations of families and if we want students who are better prepared for academic success, then we must look to simultaneously develop future good parents and neighbors. Residents of East Rockaway have significantly lower levels of education and economic attainment in comparison with the rest of Queens and New York City.

PROGRAMMATIC IMPACT

Legacy Academy is expected to have a positive impact on the culture of surrounding schools and serve as a model for a philosophy of trust and cooperation between students, families, teachers, and school leadership by relating to and educating those that make up the community.

2017-2018 Charter School Applicants20

20Visualization of applications submitted through the 2017-18 Common Online Charter School Application found in NYC Charter School Center document NEIGHBORHOODS PRIMED FOR CHARTER SCHOOL GROWTH:Four Communities in the Bronx and Queens Are in Need of High Quality School Options

Legacy Academy Charter School of Innovation and Social Progress Response- 01ac-10 COMMUNITY NEED AND IMPACT

Parents of East Rockaway recognize that their students are falling behind in English and Math scores. Parents are looking for charter schools that may offer innovative or non traditional options. Parents need a way to get their students the best possible educational opportunities without having to travel outside of the district for school each day. The addition of Legacy

Legacy Academy Charter School of Innovation and Social Progress Response- 01ac-11 COMMUNITY NEED AND IMPACT

Academy will help retain talented students in the district. We are dedicated to building relationships with the neighboring schools and plan to collaborate and complement, not compete.

The high schools on the Rockaway peninsula are mostly unscreened. The two schools with the highest graduation rates in the district are screened and less accessible to students who have had subpar primary education or learn better with non traditional teaching models. The two screened schools, Scholars Academy and Channel View are the only Schools in our district that serve grades 6-12, allowing them to recruit their students long before students have the option to apply to Legacy Academy. Their enrollment will not be impacted by Legacy Academy.

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Though Scholar’s Academy is one of two screened admission schools on the Rockaway peninsula and in our district, it is significant to note Scholar’s high academic outstanding achievements as referenced by their 2016-17 SAT scores.

Legacy Academy Charter School of Innovation and Social Progress Response- 01ac-13 COMMUNITY NEED AND IMPACT

Of the Rockaway high schools in the chart above- 1,2, and 3 are located in East Rockaway, and only one has met the graduation rate of New York City 74%, or Queens 77%21. The two highest graduation rate in the district are at schools that screen their students for admission. In addition to the screening methods, the high schools with the more successful graduation rates are not as accessible to the students of color on the eastern part of the peninsula22.

21 Information of each school was taken from their individual 2016-2017 NYC Department of Education Snapshots retrieved from http://schools.nyc.gov/OA/SchoolReports/2016-17/School_Quality_Snapshot_2017_HS_Q302.pdf 22 This can be caused by many elements such as the location of the school, and the high demand for students outside of the district. We are not suggesting that students are denied on the basis of race.

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Scholars Academy is celebrated for its 100% graduation rate, use of technology and positive treatment of its students. The high school was founded in 2003 by Brian O’Connell who then was principal at MS114 Belle Harbor School; a school located in the highest income neighborhood in District 27 with only 3% African American students23. Scholars Academy was created in response to the parents of the Belle Harbor School wanting a better high school option for their students24. Deana Folchetti Puglia, the current assistant principal at MS114 stated25 that the parents of the Belle Harbor Middle still think their students are owed a seat at Scholars’ Academy. Scholar’s Academy High School has 22% African American students, while other high schools on the peninsula accept around 50% African American or more26. Far Rockaway is

23 Information taken from the school’s 2016-2017 NYC Department of Education Snapshot http://schools.nyc.gov/OA/SchoolReports/2016-17/School_Quality_Snapshot_2017_EMS_Q114.pdf 24 Shea, Michael. (2013) Scholars in the Storm. Columbia College Today Summer 2013 Issue. 25 Regina Johnson spoke to Deana Folchetti Puglia over the phone on May 7, 2018 when Deana gave a description of their student community and the needs and expectations of their parents. 26 Information taken from the individual 2016-2017 NYC Department of Education Snapshots of Rockaway Peninsula high schools retrieved from http://schools.nyc.gov/OA/SchoolReports/2016- 17/School_Quality_Snapshot_2017_HS_Q260.pdf

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in need of an innovative, high performing school with a welcoming and affirming culture for its Black students.

This graph shows the 2012-2017 graduation cohorts from Queens school districts. District 27 shows a continuous pattern of the overall lowest graduation rates.27

Despite the graduation rates of Scholars Academy and Channel View, District 27 graduation rates are hurt significantly by the lack of progress from the unscreened schools in Rockaway. We need a high school option that takes a different approach to those educational needs and lifts District 27 out of the educational pits.

Queens School District Graduation Rates, Actual Figures 28

Y ear → 2017 2016 2015 2014 2013 2012

27 Information from the District Wide Graduation Outcomes Document published on http://schools.nyc.gov/Accountability/data/GraduationDropoutReports/default.htm

28 Information from the District Wide Graduation Outcomes Document published on http://schools.nyc.gov/Accountability/data/GraduationDropoutReports/default.htm

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D istrict ↓

CSD 24 75 73 74 70 67 69

CSD 25 70 71 76 76 75 71

CSD 26 89 87 89 87 87 87

CSD 27 70 66 71 70 68 68

CSD 28 82 82 87 85 83 79

CSD 29 72 70 78 77 74 69

CSD 30 80 75 80 78 78 74

Of the seven Community School Districts in Queens, District 27 has the lowest average high school graduation rate. CSD 27 had the actual lowest graduation rate for 5 out of the last 6 years and the lowest graduation rates in comparison to its neighboring districts from year 2012 to 2017. These results are allowing Legacy Academy the opportunity to provide District 27 with another high quality secondary school option, potentially raise the graduation rates, and give African American students access to a high achieving school.

FISCAL IMPACT

Largest Enrollment District: NYC CHANCELLOR'S OFFICE A B C D E F G H (B * C) (D + E) (F ÷ G) Total Total General Projected Other Funding to Fund Operating Impact (% Enrollment Per District Charter Budget for NYC of District's Operational (Number of Pupil Per Pupil Revenue School From CHANCELLOR'S Total Year Students) Rate Aid (SPED District OFFICE School Budget)

Legacy Academy Charter School of Innovation and Social Progress Response- 01ac-17 COMMUNITY NEED AND IMPACT

Funding, District Food Service, Grants) Year 1 108 14,527 1,568,916 314,208 1,883,124 25,200,000,000 0.008% (2019-20) Year 2 216 15,253 3,294,724 1,138,033 4,432,757 25,200,000,000 0.018% (2020-21) Year 3 324 15,253 4,942,085 1,707,050 6,649,135 25,200,000,000 0.027% (2021-22) Year 4 432 15,253 6,589,447 2,276,066 8,865,513 25,200,000,000 0.036% (2022-23) Year 5 432 15,253 6,589,447 2,276,066 8,865,513 25,200,000,000 0.036% (2023-24)

By serving 432 students by year 5, Legacy Academy will be allocated 8,865,513 in per pupil funding. This allocation is a negligible portion of Department of Education’s 25.2 billion dollar budget for the 2017-18 school year. Source for primary district’s operating budget: According to the NYC DOE official website, for the school year of 2017-18, the Department of Education's proposed total budget is $32.3 billion, and the proposed operating budget is $25.2 billion. (http://schools.nyc.gov/AboutUs/funding/overview/default.htm)

Legacy Academy Charter School of Innovation and Social Progress Response- 01ac-18 ADDRESSING NEED

2AB ADDRESSING NEED

A. MISSION

VISION

In District 27, the founding team of Legacy Academy has identified a need for an institution that specifically aims to serve high potential community of majority Black and Brown people. Inspired by Historically Black Colleges and Universities, our school aims to grow the strength of our community, and encourage those who prosper beyond our community to return and give back. Legacy Academy will serve as an incubator for Far Rockaway’s social entrepreneurs, parents, voters, and good neighbors. Students will be engaged in relevant, real world work that amplifies the crucial connection between the world of academia and long-term community prosperity. The value of their work will be confirmed by the visible community restoration projects, civic and social initiatives, and alleviation of pressing issues in their own community. Through our daily activities and projects, students learn that they are capable of taking actions that make a substantial impact, and that they play a vital role in the continuation of critical civic duties. Legacy Academy students will be exposed to scholars and professionals who often share their culture and skin color; and through experiential learning, culturally relevant practices, and HBCU exposure students find normalcy in an education that fuses with their social life, and celebrates the successes and potential of their community and its members.

B.KEY DESIGN ELEMENTS

Experiential Learning- Experiential learning allows students to learn academic content by engaging in direct application of skills, theories and models. Throughout the year, teachers create 3-8 week project plans that partner with outside organizations, incorporate daily direct Legacy Academy Charter School of Innovation and Social Progress

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instruction and daily project work, have at least one field work event, and bring in guest experts to coach students. SUNY Chancellor Emeritus Nancy Zimpher has stated that experiential learning opportunities have “proven to increase student engagement and success during college and result in a higher rate of job placement following graduation.” Because SUNY universities are also offering applied learning experiences to their students, we agree that this format is “truly college and career preparation at their very best."1

○ Project Based Learning- PBL is a systematic teaching method that engages students in learning essential knowledge and life-enhancing skills through a student-centered inquiry process structured around complex, authentic questions and carefully designed tasks and products.2 This is the primary vehicle which will provide our students access to experiential learning opportunities. PBL has been linked to increased high school student interest and engagement and shown to have a positive effect on daily attendance for economically disadvantaged students.3 Projects will be collaboratively created with students so they may design work that is meaningful to them and a product that will address needs and concerns of the larger community. Our classrooms serve as workshops to gain knowledge and practice the skills needed to complete these projects.

○ Career Connection- Through experiential STEM studies, projects, internships, and immersions, students will be introduced to and interact with high-skill careers. When students are given access and experience with possible career outcomes and passions, students may associate this experience with perceptions of education usefulness4, which is then associated with a higher value on academic work.

1 Zimpher N. (2015, May 6). Experiential/applied learning plan. Retrieved from https://www.suny.edu/suny-news/press-releases/may-2015/5-6-15-applied-learning/ 2 Grahame, S. D. (2011). pp.95. Science education in a rapidly changing world. Hauppauge, NY: Nova Science Publishers. 3 Creghan, C., & Adair-Creghan, K. (2015). The Positive Impact of Project-Based Learning on Attendance of an Economically Disadvantaged Student Population: A Multiyear Study. Interdisciplinary Journal Of Problem-Based Learning, 9(2), 4 Brown, W. T. (2001). Temporal orientation, ethnic identity, and perceptions of minority status: Examining ethnicity as a multidimensional construct and its relationship with African American high Legacy Academy Charter School of Innovation and Social Progress

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This, in turn, is associated with higher GPAs5.

■ Internships - Internships are another form of immersion, but instead of pursuing a passion with a teacher, students work with a local professional to immerse themselves in the workplace and have an authentic context in which to use skills learned in school. Students complete full-day, three week long internships in the Spring semester of their 11th and 12th grade year. By doing projects and collaborating with stakeholders, we will continuously grow our list of partner organizations that students may intern with. Students will be also encouraged to forge new pathways by initiating contact with an organization/professional mentor and securing their own internships. During their internship, students complete a capstone project that connects to their academic work and resembles a project a professional would complete.

school students’ academic engagement and performance (Doctoral dissertation, University of Delaware, 2001). Dissertation Abstracts International, 61(12-B), 6697. 5 Brown, W. T., & Jones, J. M. (2004). The Substance of Things Hoped for: A Study of the Future Orientation, Minority Status Perceptions, Academic Engagement, and Academic Performance of Black High School Students. Journal Of Black Psychology, 30(2), 248-273. Legacy Academy Charter School of Innovation and Social Progress

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are implemented school-wide, they can mitigate historically derived socioeconomic and educational disparities by empowering, rather than repressing the voices of all stakeholders.”6

○ Focus on Self Identity- Our students will be empowered to think creatively, critically, and self-reflectively7. School-wide cultural practices like giving students the responsibility to decide what they will wear and the authority to initiate conflict resolution helps to develop a strong sense of positive self-identity as a person with full agency.8

○ Culturally Aware Practitioners- Training for adults at Legacy Academy is guided by foundational texts of Paulo Freire and William DuBois, and supported by current ongoing research by scholars such as Chris Emdin and Gloria Ladson- Billings. We will work to eliminate stereotype threat through a school wide cultural practice of emphasizing acceptance and celebration of cultural differences. Our teachers involve students in the development of their curriculum, ensuring that it reflects the culture, experiences, and interests of our students. Our goal is to have a staff that is largely African American and culturally reflective of the student population by leveraging our school’s relationship with Profound Gentlemen9. Through home visits and consistent communication with families, our teachers fully get to know their students and “use the cultural characteristics, experiences, and perspectives of our ethnically diverse students as conduits for interacting with them and teaching them more effectively”.10

○ HBCU Exposure- Students in northern cities have little systematic exposure to the

6 Mayfield, V. M., & Garrison-Wade, D. (2015). Culturally Responsive Practices as Whole School Reform. Journal Of Instructional Pedagogies, 16 7 Gardner, H. (2008). “5 Minds for The Future.” Boston, Massachusetts. Harvard Business Press 8 Dweck, C.S. (2008). “Mindset: The New Psychology of Success.” New York, Random House 9 Profound Gentlemen is an organization that recruits and trains Black men as teachers, and helps them find placement in school with a high percentage of African American students. http://profoundgentlemen.org/pd/ 10 Gay, G. (2000). Culturally responsive teaching: Theory, research and practice. New York: Teachers College Press. Legacy Academy Charter School of Innovation and Social Progress

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vibrant culture and successful legacy of Historically Black Institutions. Knowing of and visiting places where 10,000+ future doctors, lawyers, scientists, and engineers look, talk, and act like you is valuable, self-fulfilling experience for Black and Brown students from impoverished neighborhoods. Through yearly college visits, an inclusive curriculum, and educators who are connected to HBCUs, students can conceptualize their college attendance and academic support networks.

○ Daily Advisory- Advisory is one way of making sure that each student has a support system lead by one adult who knows their personality, circumstances, and needs well. Advisors monitor their advisees academic progress and advocate for their advisees by facilitating communication with their teachers. Advisors will be a liaison between family and the school and help nurture students through family, academic, or personal difficulties. Because tightly knit teacher-student relationships are beneficial to developing students’ academic prowess and sense

11 Tschannen-Moran, M. (2001). Collaboration and the need for trust. Journal of Educational Administration, 39(4): 308-331. 12 Biddle, C. (2017). Trust Formation When Youth and Adults Partner to Lead School Reform: A Case Study of Supportive Structures and Challenges. Journal Of Organizational And Educational Leadership, 2(2) Legacy Academy Charter School of Innovation and Social Progress

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of support13, students stay with the same advisor during their 4 years at Legacy Academy, with the Advisor helping to guide them through their high school experience.

○ Service Learning- Service learning is an approach to education that uses

13 Cotnoir, C., Paton, S., Peters, L., Pretorius, C., & Smale, L. (2014). The Lasting Impact of Influential Teachers. 14 Carnegie Corporation of New York and CIRCLE: The Center for Information and Research on Civic Learning and Engagement. (2003). The civic mission of schools. New York: Authors. This suggestion comes directly from the report, written by more than 50 scholars and education practitioners representing a diversity of political views, a variety of disciplines, and various approaches. They all agree that individuals do not automatically become free and responsible citizens and therefore, schools must take a comprehensive approach to civic education. Legacy Academy Charter School of Innovation and Social Progress

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community service to advance curricular objectives. As part of each project, in each class, Legacy students will complete products that serve and/or solve a need of the community. Each project will lead students to see themselves as capable investors in their own community, and recognize their work as integral to the continued progress of Far Rockaway. Research suggests that service-learning is more effective at instilling civic skills and values among young people than community service or volunteering that is unconnected to the curriculum.15

○ Restorative Justice- Our restorative justice model is our approach to school culture as well as our approach to school discipline. Students and all other community members who interact with our students develop positive social behavior, empathy, and conflict resolution skills by acknowledging the right and acceptance of the responsibility to self-govern. Because there is no fear of harsh punishment, students will be comfortable with initiating conflict resolution, admitting fault, and listening to how their actions affected others. Students expect school leadership to aid in facilitation of restorative practices, but not to act as an authority.

○ Student Created & Led Organizations- Participation in extracurricular activities such as student government, performing arts groups, and interest-based clubs is linked to increased civic participation during adulthood in voting, contacting public officials, and other political activity, as well as participation in voluntary community organizations. 16 Students will be supported in forming a governing body that will act as a liaison between school leadership, community members, and families. Additional organizations that are based on student interest can be formed with no minimum number of students, and must be advised by any staff member. Students leading those organizations will be encouraged to attend

15 U.S. Department of Education, National Center for Education Statistics, “Service Learning and Community Service in K-12 Public Schools” (September 1999), table 1. 16 Hanks, M., & Eckland, B. K. (1978). Adult voluntary associations and adolescent socialization. Sociological Quarterly, 19, 481–490. Legacy Academy Charter School of Innovation and Social Progress

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professional development with teachers, that they may have the capacity to be fully in charge of their mission, operational structure, meetings, and programs.

Legacy Academy Charter School of Innovation and Social Progress

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ACCOUNTABILITY PLAN

ACADEMIC GOALS 2C.

C. ACADEMIC GOALS

Goal I:

English Language Arts Goal: Students will demonstrate proficiency in English language Arts.

Absolute Measures

In each Accountability Cohort, 65 percent of students, will meet the college and career ready standard (currently scoring 75 on the New York State Regents English exam) by the completion of their fourth year in the cohort.

In each Accountability Cohort, 65 percent of students who did not score proficient on their New York State 8th grade English language arts exam will meet the college and career ready standard (currently scoring 75 on the New York State Regents English exam) by the completion of their fourth year in the cohort.

Each year, the Accountability Performance Level (APL) on the Regents English exam of students completing their fourth year in the Accountability Cohort will meet the Annual Measurable Objective (AMO) set forth in the state’s NCLB accountability system.

Comparative Measures

Each year, students in the high school Total Cohort will exceed the predicted pass rate on the Regents English exam by an Effect Size of 0.3 or above (performing higher than expected to a small degree) according to a regression analysis controlling for economically disadvantaged students among all high schools in New York State.

Legacy Academy Charter School of Innovation and Social Progress

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ACCOUNTABILITY PLAN

Growth Measures

Each year, under the state’s high school Growth Model (under development) the relative growth of selected students will exceed the state’s median growth.

Goal II:

Mathematics Goal: Students will demonstrate proficiency in Mathematics.

Absolute Measures

In each Accountability Cohort, 65 percent of students, will meet the college and career ready standard (currently scoring 75 on the New York State Regents Math exam) by the completion of their fourth year in the cohort.

In each Accountability Cohort, 65 percent of students who did not score proficient on their New York State 8th grade Mathematics exam will meet the college and career ready standard (currently scoring 75 on the New York State Regents Math exam) by the completion of their fourth year in the cohort.

Each year, the Accountability Performance Level (APL) on the Regents Math exam of students completing their fourth year in the Accountability Cohort will meet the Annual Measurable Objective (AMO) set forth in the state’s NCLB accountability system.

Comparative Measures

Each year, students in the high school Total Cohort will exceed the predicted pass rate on the

Legacy Academy Charter School of Innovation and Social Progress

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ACCOUNTABILITY PLAN Regents Math exam by an Effect Size of 0.3 or above (performing higher than expected to a small degree) according to a regression analysis controlling for economically disadvantaged students among all high schools in New York State.

Growth Measures

Each year, under the state’s high school Growth Model (under development) the relative growth of selected students will exceed the state’s median growth.

Goal III:

Science Goal: Students will demonstrate proficiency in Science.

Absolute Measures

Each year, 75 percent of students in the high school Total Cohort will score at least 65 on a New York State Regents science exam by the completion of their fourth year in the cohort.

Comparative Measures

Each year, the percent of students in the high school Total Cohort passing a Regents science exam with a score of 65 or above after their fourth year will exceed that of the students in the high school Accountability Cohort from the local school district.

Goal IV:

Social Studies Goal: Students will demonstrate proficiency in Social Studies. Absolute Measures

Each year, 75 percent of students in the high school Total Cohort will score at least 65 on the New York State Regents U.S. History exam by the completion of their fourth year in the cohort.

Comparative Measures

Legacy Academy Charter School of Innovation and Social Progress

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ACCOUNTABILITY PLAN

Each year, the percent of students in the high school Total Cohort passing a Regents History exam with a score of 65 or above after their fourth year will exceed that of the students in the high school Total Cohort from the local school district.

Goal V:

NCLB Goal: The school will make Adequate Yearly Progress.

Absolute Measure

Under the state’s NCLB accountability system, the school is in good standing: the state has not identified the school as a Focus School nor determined that it has met the criteria to be identified as a local assistance plan school.

Goal VI:

High School Graduation Goal: Students will graduate with a NYS Regents Diploma.

Absolute Measure Each year, 75 percent of students in first and second year high school Total Graduation Cohorts will earn at least ten credits (if 44 needed for graduation) or five credits (if 22 needed for graduation) each year. Each year, 75 percent of students in the second year high school Total Graduation Cohort will score at proficient on at least three different New York State Regents exams required for graduation. Each year, 75 percent of students in the fourth year high school Total Graduation Cohort and 95 percent of students in the fifth year high school Total Graduation Cohort will graduate.

ORGANIZATIONAL AND NON-ACADEMIC GOALS

Goal VII:

Personal Development: Students will explore their identity and have a mindset of

Legacy Academy Charter School of Innovation and Social Progress

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ACCOUNTABILITY PLAN Absolute Measure: Students will complete a minimum of four community based learning projects

Growth Measure: Each year, 90 percent of students will meet or exceed their individualized social-emotional growth goal as measured by the DESSA survey

Legacy Academy Charter School of Innovation and Social Progress

Response R-02d- 5 PROPOSAL HISTORY

3AF. PROPOSAL HISTORY

A. APPLICANT INFORMATION 2

B. PROPOSAL HISTORY 3

C. FOUNDING TEAM MEMBERS 5

D. FOUNDING BOARD MEMBERS 8

E. DESCRIPTION OF COMMUNITY OUTREACH EFFORTS 12 Informing and Soliciting Input from Stakeholders 12 Outreach via Flyers 12 Outreach via Website 13 Analysis and Incorporation of Stakeholder Feedback 15 Informing, Soliciting, Incorporating Feedback from Educators, Leaders, and Scholars 33 Outreach to District 27 Educators 33 Outreach to Elected Officials and Community Based Organizations 45 Outreach to Scholars and Relevant Organizations 50 Incorporation of Feedback from Survey Responses Error! Bookmark not defined.

F. WITHDRAWN, REJECTED PROPOSALS 54

Legacy Academy Charter School of Innovation and Social Progress

Response-03af-1 PROPOSAL HISTORY

A. APPLICANT INFORMATION

Proposed Director, Regina Glover Johnson is a Far Rockaway native with more than a dozen family members who matriculated Regina Glover Johnson through District 27 Far Rockaway Public Schools. She received her Bachelor's degree from HBCU, North Phone Number: Carolina Central University and immediately moved back to New York to begin her Master's in Education and to start teaching at the age of 21. Regina began her teaching career at District 27 school, John Adams High. The next Email: school year, Regina continued living in Far Rockaway but began working at Leadership and Public Service High School where she taught history, and lead an alternative program for under credited students. Regina’s experience leading this program drove her commitment to finding more equitable ways to develop academic skills, moral character and civic habits in marginalized students. Regina found High Tech High in San Diego and has spent that last two years researching, practicing, and teaching methods of highly innovative and successful schools, and earning Master's degree for School Leadership.

Legacy Academy Charter School of Innovation and Social Progress

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Proposed Dean of Students Kendra Barnes is a New Jersey native who relocated to Durham North Carolina where she obtained her bachelor’s Kendra Barnes degree in Family Consumer Science from North carolina Central University. Kendra has worked as a certified Phone Number: behavioral redirection specialist and a classroom teacher in underserved communities, as well as a private educator for several families. Kendra has developed and implemented her own curriculum where children learn through amusement and holistic approaches via art, music, and movement; enhancing language and overall child development.

B. PROPOSAL HISTORY

The Legacy Academy founding team and its Board of Directors have been working collaboratively to engage community members in the create a school model that will be in service of the community. Legacy Academy started as a loose idea amongst friends who experienced significant support and development at Historically Black Institutions in the south, but upon our return to northern metropolitan cities, saw that Black students in the North had little exposure to the practices and privileges of such empowering environments. We considered how HBCUs are instrumental in producing and sustaining a strong Black middle class, and pondered over ways to produce this effect for a broader audience, and where Black communities are the most in need of such development. Over the years, this ideation group diverged into various cities and career paths, but Regina Johnson remained in education and continued crafting a definitive plan for an HBCU inspired high school. She reached out to High Tech High in San Diego to learn from their innovative project based learning methods. Regina taught in a High Tech High school and developed her skills as a school leader. In the Fall of 2017, Regina became part of High Tech High’s inaugural School Creation Fellowship and started the process of bringing Legacy Academy to fruition in her hometown Far Rockaway, Queens. She reached out to the original

Legacy Academy Charter School of Innovation and Social Progress

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group that had helped conceptualize Legacy Academy, and some wanted to be directly involved as proposal writers, founding teachers, and board members. Through our various professional and collegial networks, we built a foundation of members who have experience HBCUs and have the capacity to help create the organization. We created a website for the proposed school and solicited feedback, advice, supports, and membership on the founding team. We held events at middle schools, the public library, and community centers and announced to attendees that we are looking for as many collaborators from the community as possible. The founding board evolved over the last year, but the final Legacy Academy Board of Directors is composed of 8 people who all met in the last year through the school creation process. 6 of the 8 members of the board have been to High Tech High in San Diego and completed professional development in project based teacher and project based instructional leadership. Together, the group has worked on the charter application. We have met in person and conducted ‘writing sessions’, but most our collaboration has been virtual through phone calls and google docs.

Throughout the process of creating the Legacy model, the group has been advised by the following people through conversation:

● Education scholar Alfie Kohn to consider innovative methods for assessing students that step outside of the usual testing boxes ● Black Institution Marybeth Gasman of University of Pennsylvania to understand the complexities and successes of majority Black universities and other institutions ● Renee McWilliams of the Rockaway Development and Revitalization Corporation to gain more insight into the needs and ongoing work of the Rockaway Community ● Laura Jurewicz of the Rockaway Youth Task Force to gain insight on the needs and experiences of students in Rockaway ● Brandon Jeffries, Director of the Rockaway Teen Library to gain insight on the needs and experiences of students in Rockaway ● Principal Doris Lee of Village Academy Middle School in Far Rockaway to gain insight from local school leadership

Legacy Academy Charter School of Innovation and Social Progress

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● Innovative charter school founder, Tony Simmons to understand as much as we can about the school development and creation process ● Successful former Far Rockaway graduates like Burton Richter, Alli Berman, and Okenfe Lebarty to understand more about the supports and culture that once made Far Rockaway schools produce great people.

Throughout the process of charter writing, the group has been supported by the following groups through direct critical feedback:

● High Tech High Learning in San Diego to clearly craft a plan for the development of Project Based Learning Curriculums ● School Empowerment Network to help translate our plans and goals for Legacy Academy into a formal proposal to SUNY

C. FOUNDING TEAM MEMBERS

FOUNDING TEAM MEMBER TABLE

NAME RELEVANT EXPERIENCE/SKILLS AND ROLE IN ROLE IN FOUNDING GROUP SCHOOL

Legacy Academy Charter School of Innovation and Social Progress

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Regina Glover Lead Applicant and Proposal Writer Director Johnson Regina Glover Johnson is a Far Rockaway native with six years of experience in teaching and school leadership. She attended an HBCU and also holds a Masters in Special Education, and a Masters in School Leadership. Regina has taught in D27, District 2, and at High Tech High is San Diego. Regina is a licensed special education, and Social Sciences Teacher, and she has been a director of special education programs, lead an alternative program for under credited students, and completed research on school leadership in the PBL environment.

Kendra Barnes Proposal Writer Dean of Students Kendra is a graduate of an HBCU and a graduate student for school leadership. Barnes has been a behavioral redirection specialist and a private homeschool teacher. Kendra has developed and implemented her own project based curriculum.

Thais Brown Proposal Writer Student Support Thais is HBCU educated and holds a Master’s in Coordinator Educational Leadership. Thais is a skilled ABA therapist and special education teacher, but before she began teaching, Thais served three years as a rape crisis counselor and gained experience

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working with vulnerable populations.

Hilary Greene Community Liaison Physical Education Hilary Greene is currently a teacher in a District 27 Teacher high school, though she is also a licenced social studies teacher. Hilary has a Bachelor’s degree in Exercise Sports Science in African American Studies from Hilary has run for political office in her hometown.

Paul Oliver Proposal Writer English Teacher, Paul has taught very diverse audiences, including teaching in South Korea for two years, and being the English Language Coordinator for the last four years in NYC CSD 2.. In addition to earning his Masters in Education from Teachers College as part of a highly selective program focused on culturally relevant pedagogy and reflective practice, Paul earned his Bachelor’s degree in Psychology with a minor in English from UCLA.

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Brendan Cavalier Proposal Writer Science/ Engineering Brendon was an engineering teacher at High Tech Teacher High Media Arts in San Diego. He holds a Bachelor’s in Electrical Engineering, and a Masters in School Leadership. Brendon is a ‘maker’ and teaches science and math content and engineering and other career skills through building. Brendan is currently an instructional coach in a New York City

Brianna Hargrove Proposal Writer Social Studies Kennedy Teacher Brianna is a humanities teacher with teaching experience in Northern and Southern urban schools. She is an HBCU graduate, and earned her Master’s in Education under the leadership of Marybeth Gasman at UPenn.

D. FOUNDING BOARD MEMBERS

FOUNDING BOARD MEMBER TABLE

NAME BOARD COMMITTEE EXPERTISE AND ROLE VOTING OR POSITION EX-OFFICIO

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Margot Sigmone Board Outreach Margot lived in Far Voting Chair Instruction Rockaway. She is School Organization Building Leader Governance Certified, School District Leader Certified, and has extensive experience creating and maintaining specialized education programs.

Maria Arvelo Board Organization Dr. Maria Lumpkin is Voting Lumpkin Vice Chair connected to seven Historically Black Colleges and Universities. Scholar of Service Learning effectiveness

Francesca Board Instruction Francesca is a school Voting Henderson Secretary Organization leader and curriculum writer at High Tech High. She developed teachers, created school wide systems, and launched other schools who are both inspired by the HTH academic model and have a demographic that is

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similar to District 27.

Joshua Wallace Treasurer Governance Joshua is an HBCU Voting graduate and holds a Master of Finance. Joshua is a Senior Account Manager of a $480M division at Aon Hewitt.

Keasha Board Outreach Keasha is a Rockaway Voting Williams Instruction native and parent of two Keasha has been a social worker for nearly a decade and works directly with families as well as training and managing teams of social workers to

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positively impact child outcomes.

Brandon Hicks Board Outreach Brandon Hicks is a Voting Governance HBCU graduate of Historically Black University and holds a Juris Doctorate from Washington and Lee Law School. National Organizer for the National Action Network.

Leslie Abrew Board Instruction Leslie is a Bronx native Voting with 20 years of school leadership experience. Leslie earned her Masters in Education Administration from Harvard GSE.

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Matthew Scott Board Governance Matthew is a licensed Voting Associate Real Estate Broker in New York City. He has a background in business management, and account management.

E. DESCRIPTION OF COMMUNITY OUTREACH EFFORTS

Informing and Soliciting Input from Stakeholders Legacy Academy has reached out to community members through various methods designed to engage as many different audiences within the community as possible.

Outreach via Flyers We printed thousands of flyers describing the proposed school mission, design, location, and academic program. The flyers also directly invite community members to be a part of the process by describing the school development as a join community project and inviting all community members to be a part of the planning process through giving direct feedback on the website. The first set of these 5000 flyers were distributed from January 1, 2018 to May 1, 2018 by distributing them in community common spaces in the target area such as: ● Lobby of Wavecrest at 20-10 Seagirt Blvd ● New Haven Towers at 22-10 New Haven Ave ● Lobby of NYCHA Beach 41st Street Houses at 40-20 Beach Channel Drive ● Lobby of NYCHA Carleton Manor at 72-05 Beach Channel Drive ● Lobby of NYCHA Ocean Bay Apartments at 309 Beach 54th street ● Far Rockaway Teen Library ● Far Rockaway Branch of Queens Library ● Train Stations

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● Middle Schools at Brian Piccolo Campus ● East Rockaway Bodegas, Grocery Stores, Laundromats, Barber Shops and more. ● Flyers were also left in the lobby of the building that houses the offices of Councilman Donovan Richards, Assemblywoman Michele Titus, and State Senator James Sanders.

Outreach via Website Through our website, we solicited feedback through a short survey that differentiated for students, parents, and community members at large. We networked to have students and parents from various neighborhoods of New York City, and worked directly with teachers of District 27 to get students feedback and encourage them to spread the word to families. To this date, we have received 274 responses.

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The landing page of the Legacy Academy website, ourlegacyacademy.org clearly displays the proposed name, grades, location, and opening date in the center of the page. The buttons “LEARN MORE” AND “GIVE FEEDBACK” are capitalized to draw attention to website visitors, and given a shadow to indicate that those buttons should be clicked on. The “LEARN MORE” button lead visitors to the “Academics” page which communicates information about the vision for the school and Key Design Elements. The “GIVE FEEDBACK” button takes visitors directly to the community feedback survey.

Scrolling to the bottom of the page reveals that the “TAKE THE SURVEY” button at the top of the page is fixed in that location and is available for the visitor to click at any time. The bottom of the page also has an additional link to the survey, a means of leaving the visitors email address so that they can be contacted with any updates and changes, an address to walk into the community center where members can find flyers and speak to the community center director about the plan to co-locate with Legacy Academy upon approval, and the direct email address of the lead applicant, Regina Glover Johnson.

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Analysis and Incorporation of Stakeholder Feedback We networked to have students and parents from various neighborhoods of New York City, and worked directly with educators of District 27 to get students feedback and encourage them to spread the word to families. To this date, we have received 274 responses. Many of the responses garnered through the website gave very thoughtful feedback about the school model and clear pointed ideas about what our stakeholders do and do not want to see in the development of Legacy Academy. Below is a description and analysis of that feedback.

Description of After reviewing the website and/or discussing the school design with a Community planning team member, some community members gave meaningful Member survey responses to the following short answer questions:

What do you think about the school model in terms of school culture, academics, and student experience? Think about your school experience with academics, school culture, extracurriculars, and anything else. Give specific advice or feedback for the creation of a new school in Far Rockaway.

#3 Educator I believe that our children and community have a great need for people to use in Far their hands, the procurement of skilled trade, and the need to integrate the Rockaway sciences and technology in ways that make sense. I know that the mission of the school is the way to go! Academics that speak to the way that they learn and more real time experiences that help them to make connections with the world we live in. I am an educator and I know that the approach and methodology that Legacy Academy will provide is absolutely essential for high school students. The connection between the arts and sciences in the form of STEAM are the foundations that students need in order to thrive in today's economy. I fully support the mission and vision of Legacy Academy. I am a community leader, former middle school STEM Project Director, and currently

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a university professor.

#5 Parent in We need positive programs that would keep them off the street. I wish it was Far opening sooner so that my student could attend. Complete support for Legacy Rockaway Academy!

#9 Parent in I feel the model of project based learning is essential for our youth to help them Far build from the bottom up their future communities. I think students a strong Rockaway knowledge base, self esteem and working with leaders of color will inspire our children. I am very excited and support the Legacy Program, as the community needs fresh, young new leaders/teachers with fresh ideas.

#10 Parent in This is great, I would love if the class sizes were smaller. Smaller is alway Far better. We need caring teachers. Rockaway

#12 Parent in I think it’s amazing that people within the community want to give back to the Far community, and teach young adults they too can make a difference. I believe Rockaway seeing positive role models is beneficial to any students but especially high schoolers who are ready to leave home and enter the adult world. They should learn the responsibilities of being a young adult.

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#13 Parent in I think the idea is awesome and would love to see it manifest. More Far opportunities and broader choices will be beneficial to our upcoming high Rockaway school students. Legacy academy has my utmost support. I believe in the mission of legacy academy and stan behind it 100%

#14 Parent in I sound like it will be a great experience for the kids. we need more high Far schools in Far Rockaway. I would like to see Cooking Classes, ceramic Rockaway classes. They need to get more interested in school. I am very happy to see this school open. Too bad my daughter is in 7th grade. She is gone be to old is the school opens for 2020. Could it open earlier?

#15 Middle I would like more group work school student in Far Rockaway

#16 HS Better training and relationships with teachers and school cops. student in Far Rockaway

#17 HS A positive school environment where adults talk to you and the school is filled student in Far with people care about you and your feelings. Rockaway

#18 Student I would like to learn life skills like how to cook in Far Rockaway

#19 Educator I would like to see better classes as in cooking, art classes, animation classes, in Far and more college courses. Rockaway

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#20 I would like to see more black teachers in our schools, and teaching students Community skills they can use in everyday life. member in Far Rockaway

#33 NYC HS I support this school because i feel like students should go to school knowing student and learning about their culture and background

#33 NYC HS Trust us with phones, better food. student

#37 NYC HS I want everyone to be equal, let students express themselves. student

#38 NYC HS Be cool with the kids, don’t try to be the parent all the time. Let them know student that you came from the same place as them.

#41 NYC HS Every student should be treated equally, even if they have gotten in trouble in student the past. No bullying.

#44 NYC HS I would like if we took more trips. For our classes and for college. student

#50 NYC HS I want to attend a school where we can have a bunch of different student extracurriculars

#56 NYC HS A high school should make every kid feel comfortable to express themselves student

#67 NYC HS Access to water fountain, a good big gym, snacks, nap time student

#73 NYC HS Acting and singing classes

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student

#78 NYC HS It feels nice to be surrounded by the people in your community. I would like to student see extracurriculars and internships

#80 NYC HS I think this school will be culturally relevant and inspire inclusivity. student

#81 NYC HS Students should be able to wear their choice of clothing & the school should student have a lot of after school activities

#84 NYC HS Have more regular trips and college trips student

#86 NYC HS Have a strong connection with the students and get to know every student. also student listening to the students that want a change but with limits and maintain the regular rules

#91 D29 HS I would prefer to be close to home. I would like to learn in a culturally diverse student school. I enjoy learning from different people and expanding on my knowledge with different perspectives of the world. I prefer to expand despite restrictions. I suggest one should be mindful on extracurricular activities (to all kinds of students). I additionally, suggest in helping to focus on advanced classes; especially if students are capable and willing. If there is a chance, one should take initiative and utilize in any beneficial opportunities in order for the school to grow.

#94 D27 HS I think it would be good because students would get to connect more with their student background and connect with other students from their culture. It should include extracurricular programs that student are actually interested in .

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#95 D27 HS I think it would be a school where students are able to learn about others student culture and where they come from. Academics of interest, positive school culture, extracurriculars, projects, fun trips, and clothing of choice with little restrictions.

#98 D27 HS Not sure. Explain what school is about in the name/slogan. The students can student wear their clothing of choice.

#100 D27 This would make it easier to have a positive connection to your culture. More HS student extracurricular options, broader education, make uniforms optional.

#102 D27 HS I could feel more connected to the school and my society. I would have student teachers stay on one lesson for a longer period of time.

#103 D27 HS I would relate to people in a school like this because we can talk about our student cultures. I would include clubs for performance arts: Drama, Dance, music.

#104 D27 HS I would include classes to be more like extracurricular and more language student classes

#108 D27 HS Have more classes like tech, more fun trips, wear what we want student

#110 D27 HS Teachers that can connect to other students and a good discipline system. student

#111 D27 HS It would be interesting because I would be more about where I come from and student learn my background. I would include a variety of sports and clubs and would change up the style of learning to make it more interesting for kids to learn and not drop out of school.

#114 D27 HS This might help everyone get along better. I want to see fun activities and a student safe environment.

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#115 D27 HS It would be like you are learning more about and developing your self. It would student include a lot of extra curricular classes so that the kids could enjoy coming to school.

#119 D27 HS You’re interacting with professionals with the same background as you and student making sure that there are good course classes helping students to graduate early

#120 D27 HS I think the school will be interesting. I would include a fair starting and student dismissal time, teachers that are qualified and experienced, an academic and friendly environment, regular trips to places that are intellectually beneficial and in accordance with the school syllabus and many supporters to help students.

#125 D27 HS Alot of hands on stuff, yet still educational. student

#127 D27 HS I think it would be nice to attend a school who understands you. It should student include, art, probably engineering, learn different cultures and what they do.

#131 D27 HS I think there will be a lot of people that can relate to me and i will have a lot of student similarities with the people that attend the school. I would let the students wear clothing of their choice, only have them take a certain amount of tests for the school year, shorter class time, let them have their phones and/or any electronic device, and i would let them leave the school building to get lunch if they like.

#132 D27 HS Work tethered to everything that you actually need to succeed. Equal student opportunities for females and men. including things such as Female STEM projects that can be extremely innovative.

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#133 D27 HS I honestly think it would be like any other school in New York. I want more student activities for both male and females.

#134 D27 HS it would teach scholars about cultures other than their own, positive culture. student Have the Best Teachers, Internships, & Community Based Projects.

# D27 HS It would be crazy, my teachers and I would argue all the time. To start off student phones should not be allowed at school nor near the school you, would have to leave it at home. They should have a lot of programs and activities for students. Students should get to pick their classes but after a while they get placed in the class they need. Uniform based school. The school should tolerate nothing so if you're disrespecting teachers or skipping class you would be kicked out.

#144 D27 HS I would have a better time understanding. Students as individuals should have student a say.

#145 D27 HS This will be good, I would include better technology. student

#146 D27 HS This will be all inclusive and create a safe environment. I would include all student academic classes, more free periods, good text books for every class, and a class room for about every teacher.

#147 D27 HS I think this will be enlightening. It would include better school lunches and student more relevant resources such as textbooks and teachers

#148 D27 HS They will connect the history to my culture. Most of the learning especially in student Global will be about/ connected to my culture. I would have a sports center, a counselor's office, a lot of metal detectors, a safe room, bullet proof windows and doors, a huge electronic library, scholarship programs, good food, e.t.c.

#149 D27 HS i feel like the people will understand me better. I want a school with better student technology.

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#150 D27 HS In this type of school, the students would be able to learn more about their student culture and they would be able to connect more to their culture due to the fact of what they have learned. Additionally, the amount of bullying in a school would be reduced since the student knows where they came from and they would be able to accept that fact. This type of of school should include college trips and internships at different locations .

#151 D27 HS It would be exciting to know what new project we have every week. student Technology upgrade.

#152 D27 HS Diversity, extracurricular sports/ clubs student

#153 D27 HS I think my classes would based on things I already know about my culture. student Have clubs like chess club,dance club, and culture clubs

#154 D27 HS It would most likely be much more relatable for the students, and the students student staff and teachers would have a better connection. I would not limit it to a small building, and it would be more of a campus, with large open spaces and more rooms to help stop the reusing of classrooms, & I would also hire a diverse staff to help accommodate these rooms.

#155 D27 HS More student involved activities with people in the community. student

#156 D27 HS It would be a change to schools that i have been to in the past. Have sports student teams, fun programs, good teachers

#157 D27 HS It would be amazing because people would understand me. Clubs like chess, student dance, and anime.

#159 D27 HS It will feel good to see that other people can connect to your culture. After student school activities

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#164 D27 HS I believe that it would be good/bad to go to a school like that because you student would only have people of your ethnicity and won't be able to converse with people outside of your ethnicity. There should be a variety of extracurricular activities, school would start later, Variety of academics/ languages, free periods

#170 D27 HS I think it would not be a diverse school but it would still be nice to be around student people that share the same nationality as me. I would include more teams so that the school can have more school spirit, and more clubs. Academic wise I would include mandatory SAT prep for 10th and 11th graders, also for specific 12th graders if needed.

#171 D27 HS It would an easy assimilation because I am with people of my own ethnicity student where I can relate with. Strong academics, complete diversity, lots of extracurricular activities.

#172 D27 HS It would be fun and most of all approachable to talk to teachers. A track and student field team and other extracurricular classes.

#173 D27 HS Dance team, no uniforms, track, basketball team, and other more activities student

#176 D27 HS It wouldn't be diverse but it would be interested to see professional people that student is from the same background as you. A later time, and students are able to wear regular clothes

#179 D27 HS They would understand my background and what it is like being in my shoes. student They may come from the same parish that my parents came from. They should have every type of sport because people have different ways of playing.

#198 D27 HS It would be easier because you have people to talk to with similar backgrounds. student More performing arts programs and dramatic arts and visual arts

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#199 D27 HS I would think that there isn't any diversity in the school. Cheerleading, student Basketball, Football, Internships, Summer School

#202 D27 HS More engaging class-wise. Higher academic requirements to enter and student maintain entrance, more extracurricular activities, more AP classes

#203 D27 HS There would be happy people, you can connect with others there. i would make student all the teachers nice and always be there for their students if they need them, no bullying, a dress down every Friday, a lot of trips so they can learn something new, and no homework so they can enjoy their time as kids and not have to be stressed out about it.

#204 D27 HS It would be engaging because you would be able to connect to your teachers in student a personal way. It would consists of any class requested by students, sports such as basketball, football, flag football, baseball, softball etc.

#214 D27 HS I think it is amazing. Having a strong connection with the school, with people student who attend it and with faculty is essential. Lots of internships and different, but intuitive classes

#218 D27 HS I think this would be something new and I would probably like it. It would student include more extracurriculars like tennis,double dutch, golf and etc. We get to have like culture day where we get to learn about other cultures and try some of their foods.

#219 D27 HS Very educational and fun because we get to connect with others based on the student backgrounds we have and the history we should learn of our people. How to survive with the cards you've been dealt with in the economy.

#221 D27 HS I would be very prideful. Include cultural background studies student

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#222 D27 HS I think it would be interesting to learn new things concerning my culture. It student would include trips both recreational and educational in order to expose students to new options.

#223 D27 HS With this school model, I think school would be more interesting and feel less student than just a every day routine that you have no choice but to do. I would like trips, A safe space, young staff that students can connect to, sports all students enjoy.

#229 D27 HS It would probably be more serious due to the fact the teachers the same student ethnicity might be more serious about teaching. Maybe, special kind of language classes you could learn like Korean, Mandarin, Japanese, German, French, etc.

#231 D27 HS I feel that it would be only centered toward my culture and not diversity. It student would include how to pay taxes or matter of fact how to be a responsible adult. Real life situations should have real life classes.

#232 D27 HS It'd be different than attending most schools. A diverse school (not student predominantly black or asian) simply a school that is mixed and doesn't have skewed demographics. I'd want to include AP classes and enriching educational after school clubs. I'd want the school to have a uniform, but on Fridays no uniform!

#233 D27 HS It would be very fun and interesting because we would be learning more about student ourselves and where we come from. It should include extracurriculars that everyone can participate in, and a respectful environment.

#234 D27 HS I believe if you school with your own culture you wouldn't learn/ know much student about different cultures .

#239 D27 HS Because i think I am going to feel more comfortable in there. cheerleading, student step/dance

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#241 D27 HS It would be fun to connect with people of my culture. Lots of clubs and student activities that would engage the students out of the school.

#245 D27 HS It would be nice because I will able to understand my culture more and other student cultures that I interact. A school with More academics classes that have a chance to earn a scholarship. More sports that are not only played inside the US.

#248 D27 HS I would make sure that the school adopts important policies that would make student their school community better. Also, I would help with the establishment of clubs such as Student Government Association, National Honor Society, etc

#250 D27 HS I want a school that is fun but also strongly education.I want is to have a less student strict uniform policy.

#251 D27 HS It would be comfortable but it won't help us to discover new things because we student would so accustomed to what we know. There would be study sessions like study hall where there are teachers to help you on your own time.

#253 D27 HS It would be great to go to a school where everyone has something in common student and can relate to each other.

#254 D27 HS It would be great since not only i will be able to meet people of the same student culture background as me, I will also connect and build a strong community with them as well. More community involvement, trips.

#257 D27 HS It would be easier to relate and understand my teachers and for them to student understand me .

#262 D27 HS I would feel more comfortable and I won’t have any difficulties assimilating student into the environment. My learning skills would increase and I would have a lot of friends.A school with extracurricular activities so that the students can be busily occupied doing academical hobbies.

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#265 D27 HS You would be able to relate to the teachers more since you share somewhat of student the same background and culture. In terms of school culture, the teachers should be able to know their students and the students should be able to trust their teachers. The teachers should also be willing to teach and help.

#266 D27 HS I think it would be interesting to attend a school like that because you get to student experience diversity within the group. I think if I was creating a new high school in Far Rockaway, then I would implement spirit day and college events.

#272 D27 HS I might have a stronger bond knowing that I have my culture their to support student me. I will have variety of academic options such as AP, Honors, dual, robotics, dance, Art, etc.

#273 D27 It means that students are finally able to receive a relevant, meaningful Educator education that can develop them as a strong, purposeful human being.

Concise Answer and Multiple Choice Survey Data

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277 Survey participants were asked to agree or disagree with the statement “Far Rockaway needs a new culturally relevant high school option.” Participants were given the option to respond neutrally about the question. 61.4% of participants agreed that Far Rockaway needs a new culturally relevant high school option. 5.2% did not agree.

237 Student survey participants were asked if they “would like to attend a culturally relevant, project based high school.” Participants were given the option to respond neutrally about the question. 66.5% of students stated they would like to attend a culturally relevant project based high school. 7.7% said they would not.

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237 Student survey participants were asked through short answer and check box options to respond to the question “What elements are on your ‘perfect’ high school wishlist?” Of the 237 students who responded, 76% indicated Internships, 72% indicated clothing autonomy, 71% indicated a later start, 62% indicated a cool advisor, 56% indicated college trips out of town, and 49% indicated culturally reflective teachers and staff.

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99 Parent survey participants were asked “Would they send their child to a culturally relevant, equity focused high school?” Parents where given several options to respond with uncertainty. 39.8% said they may send their child to a culturally relevant equity school, 36.7% would definitely and only 1% responded they would not.

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99 Parent survey participants were asked through short answer and check box options to indicate “What elements they thought would create the ‘perfect’ high school for their child?” Out of 98 parents who responded, 75.6% indicated college trips, 75.6% indicated career exposure, 55.6% percent indicated nurturing environment, 65.6% indicated a communicative staff, 63.3% indicated an easily accessible location, 52.2% indicated culturally relevant teaching, 61.1% indicated creative projects, while only 1% indicated phones, fun, AP classes, and trips for fun.

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Informing, Soliciting, Incorporating Feedback from Educators, Leaders, and Scholars Our ability to incorporate feedback we received from D27 educators, community leaders, and scholars is closely connected to our analysis of the interactions, so these sections are combined.

Outreach to District 27 Educators We reached out through email to educators in District 27 to get their feedback on our school model and solicit their input on the experience of students in District 27.

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Phoebe A biggest challenge for PS 253 in terms of Family/Community Robinson relations? (Principal PS Fast growing population of hispanic immigrant students many of 253) which have not have appropriate formal education. Absenteeism is a Matthew common problem, 94% attendance on any given day is common. Goodman Culture of students from varying countries i.e. Pakistan and Guatemala (Assistant lead to extended family time abroad. Principal PS To build a quality staff, relationship building is one of the most 253) important elements of retaining quality staff. Distance is less of an issue when teachers feel a genuine connection to the school leaders and have passion about the model. when hiring staff, consider what elements each applicant can bring and hire for passion. Collective talents students have, that LA can appeal to are Health/Wellness Center. Research Paper center, Adverse Childhood Experiences. Become a part of the conversation on how we can cater to the needs of families to understand more about how we can sustain change we have to be more involved in their communities. Some things that affect student progress/behavior/abilities, are that there is a lack of after-school programs across the peninsula. Clubs, intramurals, etc. They need exposure to and practice of teamwork. Parent engagement is challenging. Issues that are common in all urban schools are compounded by the geographic location of the school. Fish for those resources and give parents and students authentic and positive reasons to come to the school. Have art programs, and more encompassing STEAM. Project Based experiential kind of approach. Co-teaching would benefit all students. Even if there is a teacher and a paraprofessional. CTE program that meets interests that students. Full Inclusion is interesting but consider IDEA. Consider flexible scheduling. Consider revisiting IEPs and find ways to meet academic

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needs with an alternative education plan. We incorporated input from our communication with Phoebe into our Key Design elements, and School Culture.

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Doris C Lee Doris Lee has been our biggest supporter of the entire Legacy Founder & Academy Model. The majority of her feedback came in the form of Principal support as she state she knows how outrageously lonely and difficult Village the process is. She encouraged us to make as many partnerships as we Academy can, and we have.

Saprina We spoke to Andrea during an outreach event to the Brian Piccollo Brown- Parent campus. Her feedback was that serving the children of this community Coordinator comes with many needs that you will not have accounted for in your Andrea plan, or in your budget and that is inevitable. It is necessary to have Majied- partnerships and people on the team who are equipped to support the Principal of school through alternative financial options like grant writing. We M.S. 53 Brian incorporated input from our communication with Andrea by revisiting Piccolo our organizational chart and reconsidering our need for more special education teachers, and a surplus.

Hannah Kehn- Hannah Kehn is the founder of the newest High School in District 27. Founding She met Regina because she wanted all of her teachers to be trained at Principal New High Tech High, so she brought her teacher out to San Diego to the Visions teacher workshops that Regina often leads. She felt that her and Regina worked well together, and she offered her a Dean of students position. However, the founding process of Legacy Academy interfered with that offer. She stated that she was under-enrolled from the founding plans and that getting used to the culture of co-location was difficult. We incorporated input from our communication with her by creating an action plan for student recruitment early and building partnerships with Middle schools.

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Betty Leon- Betty Leon is the Board Chair of Peninsula Prep. She warned of the Board Chair of messy education politics in the Rockaways, and encouraged us to plan Peninsula Prep carefully to work hard, and to work alone. We incorporated input from our communication with Betty by creating actions plans for funding, student recruitment, space, that is independent of any political group.

Pam Paisley- We reached out to Pam and Rushell and told the details of our Parent founding Legacy Academy and asked for input and feedback. Rushell, Coordinator the principal, responded positively and gave her number to have a one- Rushell White- on- one conversation. This conversation will take place in the next two Principal weeks. Virgil Grissom Middle

Elizabeth Regina Johnson spoke with Deana, She stated that a majority of the Welsom students at MS114 are from affluent families and often go to private Principal schools after middle school. She said the parents have been looking for MS114 a better option for high school option because they refuse to allow their kids to attend Far Rockaway High schools. I followed up with an email Deana detailing the plans for the school and asking if she could give more Folchetti feedback and solicit feedback from her students, parents, and teachers. Puglin From our communication with Deana, we were sure that Far Assistant Rockaway needs better High School options, especially for the Principal students who do not have the financial option to go to a private school. Deana said that the elements the parents were looking for was creative learning opportunities, a positive school environment, and college going culture

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Dimaris We emailed the parent coordinator Ms Leary, multiples time but got Montanez no response from her. Because no other email was listed on the school Leary Parent website, Regina Johnson decided to go to the building on a weekday Coordinator just after school let out. She briefly spoke with Ms Leary and waited P.S. 106 about 40 minutes before she was told that the principal Ms Legions would not be available. Regina came back the next day, and sat down with the parent coordinator who said the school idea sounded great. She had not feedback for the school model, but she spoke briefly of the burden of politics in Far rockaway and how that can have a negative effect on the school’s culture and function.

Richard R We reached out to Richard R Green middle school leaders and Green MS liaisons, but were never able to get in touch with anyone until a guidance counselor, Amy Fox submitted her resume to Regina Jessica Johnson for possible employment upon approval. Talking to Amy Romero validated the issues of strong needs for emotional support in school. Principal She also mentioned that students are generally underprepared to be independent thinkers. We incorporated input from our communication Rhea with her by building in strong emotional supports with daily advisory, Peykarian and a means to develop independence and confidence through project Liaison based learning.

Amy Fox Guidance Counselor

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Martin Martin Weinstein was the principal of PS 106 for 8 years. He was also Weinstein Far a principal training coach with New Leaders. After an hour long Rockaway conversation, Martin said he loved the school idea and He warned of Educator and the politics specifically in Far Rockaway We incorporated input from Nation our communication with Education Reformer)

Nikki Carroll Nikki is on the founding board of a school that was is opening in (Founding Bedstuy. She heard about our school model and she helped us develop Board Member roles for our board members based on their skills and experiences. of School in BK)

Andrea Logan We reached out to Andrea Logan and Sharmila Coleman with an email (Principal introducing ourselves, describing the school idea, plans and the Goldie Maple) inspiration for our working group. We stated that we would like to get Sharmila feedback and incorporate as many other voices as possible. Coleman Information on how to give feedback and contact use was also in the (Parent email. We did not receive a response from either. Coordinator Goldie Maple)

Marc Titus We reached out to Marc Titus with an email introducing ourselves, (P.S. 42) describing the school idea, plans and the inspiration for our working group. We stated that we would like to get feedback and incorporate as many other voices as possible. Information on how to give feedback

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and contact use was also in the email. We did not receive a response.

Jani Kulesa We reached out to Jani Kulesa with an email introducing ourselves, (PS/MS 105) describing the school idea, plans and the inspiration for our working group. We stated that we would like to get feedback and incorporate as many other voices as possible. Information on how to give feedback and contact use was also in the email. We did not receive a response.

Les Mulling We attempted to reach out to anyone at Challenge Prep. We sent six (Challenge emails that were unanswered. We considered physically going to the Prep Founder) building to start a dialogue but considering the response from Sonja Webber- Councilman Donovan Richard’s office, we decided against it. If the Bey school is approved, we will reach out to try to become collaborative (Challenge partners in the works to make Far Rockaway a better place for Prep 6-8 children in schools. Principal) Nicole Griffin (Challenge Prep K-5 Principal)

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Gary We attempted to reach out to anyone at Kappa VI but the emails we Dumornay found did not yield a response. We called the school multiple times (Principal but was told each time by the same phone answerer that all leadership Kappa VI) is unavailable, and they are not allowed to give out any information Jessica about the staff. We were was told we could call back another day and Figueroa try to get the school secretary who may be able to give more Cantey information. When I asked if there was someone that parents are able (Counselor to talk to, we were forwarded to the answering service of a guidance Kappa VI) counselor. anyone from Kappa VI, but were never able to get through.

Shawn Rux We connected with Shawn Rux via LinkedIn stating that we wanted to (Rockaway connect and get feedback about founding Legacy Academy. He was Educator, responsive and gave an email address, but after emailing him, he did Queens not respond. Principal Leadership Facilitator)

K Singh We reached out to Principal Singh and Teresa Scimeca with several (Principal emails introducing ourselves, describing the school idea, plans and the Robert inspiration for our working group. We stated that we would like to get Goddard) feedback and incorporate as many other voices as possible. Teresa Information on how to give feedback and contact use was also in the Scimeca email. We did not receive a response from either. (School Leader Robert Goddard)

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Linda Munro We reached out to Linda Munro with several emails introducing (Waterside ourselves, describing the school idea, plans and the inspiration for our School) working group. We stated that we would like to get feedback and incorporate as many other voices as possible. Information on how to give feedback and contact use was also in the email. We did not receive a response from Linda Munro.

Outreach to Community Based Organizations

Queens Far Sharon Anderson was ecstatic at the idea of an HBCU and Project Rockaway Library based high school coming to Far Rockaway. She agreed with all of the (Sharon Anderson) elements we described while meeting with her and all of her feedback was support of the elements we had mentioned. She said that she would like to serve on the advisory or founding board. She is expected to write a letter of support but we have not yet received it.

Teen Far Rockaway Brandon is the director of the Teen Library in Far Rockaway. He Library (Brandon interacts with hundreds of mostly high school students daily and is on Jeffries) the board of Peninsula prep charter school in Far rockaway. He spoke with Regina Johnson via email and many times in person. He assisted Regina and Francesca Henderson multiple times in hosting feedback sessions and engaging in casual dialogue with his regular after school attendees.. He thought our school idea was exactly what Far Rockaway is missing. Brandon agreed to provide a letter of support but we have not yet received it. Valuable feedback was that we should engage students as much as possible because they often feel stifled in schools. Because of this feedback, we got as many student perspectives as we could as we developed our model.

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Rockaway After reaching out to Renee McWilliams, Education director for Revitalization and Rockaway Revitalization and Development Corporation. Renee was Development very helpful in understanding how to access networks in Far Rockaway Corporation (Renee and she thinks this school model is valuable to the community beyond McWilliams) high school. She wrote Letter of Support. We incorporated input from our communication with Renee by communicating with community members who were not politicians and influential leaders. These are the people who she suggested were the closest to the root issues and often unheard.

Arverne Community After emailing Arverne Community Association members Louisa Association Wilmot and Belinda White, we got a phone call back the next day where we were able to discuss our school idea. We were told that the residents were promised a charter school when they purchased their homes, but the new plans to bring Challenge Prep to their neighborhood is not desired by the residents. They want a school that will consider their specific needs. They loved the idea of a project based school modeled after High Tech High but did not give any feedback about the HBCU element. From this interaction, we considered the desire for diversity in schools amongst Black and White parents.

Rockaway Youth We emailed and met several times with leaders and members of the Task Force (Milan, Rockaway Youth Task Force. MIlan is the founder of the RYTF and Laura Jurewicz) he interacts with dozens of high school students daily and is on the education committee of the community board Far rockaway. He spoke with Regina Johnson via email and many times in person. Eventually we were able to meet with Laura Jurewics who assisted Regina and feedback sessions with teens. She and the thought our school idea was exactly what Far Rockaway is missing. RYTF agreed to provide a letter of support but we have not yet received it. Valuable feedback

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was that students are hungry to engage in the political process and they are interested in an exploratory education.

YMCA Board We spoke with Lynette Barfield on March 23 where she introduced us Member (Lynnette to members of one of the largest churches in Far Rockaway and Barfield) coached us on the edu-political landscape in Far Rockaway. She has been an education leader for decade, specifically in Far Rockaway and she stated that schools need a strong model that works to the very specific benefit of the students in the community where we plan to serve. Conversations with Lynette lead us to consider the location where we plan to open the school and do more targeted outreach to the people of the Ocean Bay, Edgemere, and Arverne Communities.

Community Voices We reached out to Stephen through email by introducing ourselves, Heard (Stephen describing the school idea, plans and the inspiration for our working Roberson) group and requesting the opportunity to talk and get feedback on our school model. We did not receive a response from Stephen.

Jewish Community We reached out to Moshe Brandsdorfer and Josephine Bascom with an Council of the email introducing ourselves, describing the school idea, plans and the Rockaway Peninsula inspiration for our working group. We stated that we would like to get feedback and incorporate as many other voices as possible. Information on how to give feedback and contact use was also in the email. We did not receive a response from either..

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Outreach to Elected Officials

Councilman We reached out to Councilman Richards by walking into his office Donovan on February 5th 2018, but Councilman Richards was not available Richards (Manuel to speak.We talked to the community liaison, Malik Sanders, left Silva) Malik with flyers and followed up with a detailed email requesting a meeting for input from Councilman Richards. After a few email exchanges, we were connected to Councilman Richard’s Chief of Staff, Manual Silva. Manual and Regina Johnson exchanged many emails and eventually Regina was granted a meeting with the Chief of Staff. At this meeting Regina described the plans for Legacy Academy and asked for any input Manuel could offer. Manuel stated “It’s going to be hard for you to find a building, that is the hardest part” and “The only charter school we are supporting is Reverend Mullings [meaning Challenge Prep, which Mullings founded]” and asked if we had met with him, but did not offer more thoughts about the direction of the school. At the close of the meeting Regina again requested to meet directly with Councilman Richards to describe Legacy Academy and hear feedback directly from Councilman Richards. Regina followed up with several emails and called one final time on May 15th 2018 where Manuel Silva stated “The Councilman is not willing to meet or provide a letter of support”. When asked about any feedback or explanation, Manuel stated “That doesn’t mean he doesn’t support your idea, but you are no-one and not established” When Regina asked what a characteristic of being established would be, Manuel stated that the Councilman would be willing to meet if the school is approved. Regina accepted the statement and thanked him for his time. While this was all very confusing, we do understand that the principal of Challenge Prep, Tameka Richards is Councilman Richard’s wife

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and has announced eventual expansion into High School grades so the prospect of Legacy Academy may seem like competition. Valuable feedback we were able to incorporate from this interaction is that space is a difficulty that we will face and so it is necessary to make partnerships to secure a private space.

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Congressman We first contacted Congressman Gregory Meeks in person at a Gregory Meeks community meeting at Goldie Maple Middle School on April 2 (Robert 2018. We announced the idea of the school in the community Simmons) meeting of about 30 people, and spoke briefly with the congressman about the idea. He had a positive response and invited us to contact his office to discuss more about it. We emailed his Chief of Staff, Robert Simmons all of the details about Legacy Academy and asked for feedback or questions about the school idea. We were eventually able to set up a phone call with Robert Simmons to talk about the school idea. Robert had no feedback for the school model but asked about our plans for a location, wanting to know if we wanted to house this public school in a public space. We responded that we have an offer of co-location from the Ocean Bay Community Center and plan to construct a private space within the first two years. A few more questions were asked about the plan to co-locate with the community center and if that was a viable plan. Regina stated that we are developing an idea of a school that works for our children, and we would like to have as many community members as possible in the creation of that idea. “Are there any ideas you have about the needs of students and community members that a custom created high school could work to alleviate?” Robert said that someone from our team should come by to speak in person, he told us to simply pop in any time. Margot Sigmone went by on Thursday May 17th at 5 pm but no one was available. The next day, we called to find out what time was most appropriate, and we were told anytime before 5pm, so Keasha Williams attempted May 21st but the office is closed on Monday. Tuesday May 22nd and Thursday May 24, Keasha left flyers with a receptionist but was never able to speak with the Chief of Staff of the Congressman. Again valuable feedback we were able to

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incorporate from this interaction is that space is a difficulty, and that we will face and so it is necessary to make partnerships to secure a private space.

State Senator We met Senator James Sanders at an event he hosted called James Sanders “Women’s Leadership” on March 31, 2018. Regina was introduced to Sanders by Deborah Hoyle, Director of the Ocean Bay Community Center and Legacy Academy partner, Sanders was very excited about the idea and discussed

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Community Margot Sigmone and Keasha Williams attended the Community Board 14 Board 14 meeting on February 13th, March 13th, and May 8th. A these meetings, they introduced the school idea to the community board and overwhelmingly gained support from the regular attendee. Many of the members at the meeting have become advocates and supporters of Legacy Academy.

Queens Borough We emailed the Queens Borough President office several times, President ( directing our emailto Melinda Katz, and to Education Director Melinda Katz, Monica Gutierrez. In the email, we introduced ourselves, described Education the school idea, plans and the inspiration for our working group and Director Monica requested the opportunity to talk and get feedback on our school Gutierrez) model. We did not receive a response from either.

Assemblywoman We reached out to Assemblywoman Amatos with several emails Stacy Amatos introducing ourselves, describing the school idea, plans and the inspiration for our working group. We stated that we would like to get feedback and incorporate as many other voices as possible. Information on how to give feedback and contact use was also in the email. We did not receive a response from Assemblywoman Amatos.

Assemblywoman We reached out to Assemblywoman Titus with several emails Michele R Titus introducing ourselves, describing the school idea, plans and the inspiration for our working group. We stated that we would like to get feedback and incorporate as many other voices as possible. Information on how to give feedback and contact use was also in the email. We did not receive a response from Assemblywoman titus.

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State Senator We reached out to Senator Addabbo with several emails Joseph P introducing ourselves, describing the school idea, plans and the Addabbo inspiration for our working group. We stated that we would like to get feedback and incorporate as many other voices as possible. Information on how to give feedback and contact use was also in the email. We did not receive a response from Senator Addabbo..

Councilman Eric We reached out to Councilman Ulrich with several emails Ulrich introducing ourselves, describing the school idea, plans and the inspiration for our working group. We stated that we would like to get feedback and incorporate as many other voices as possible. Information on how to give feedback and contact use was also in the email. We did not receive a response from Councilman Ulrich.

Outreach to Scholars and Relevant Organizations

Christopher We reached out to Christopher Edmin an associate professor in the Emdin department of Mathematics, Science and Technology at Teachers (Columbia College Columbia and writer of “For White Folks Who Teach in the Scholar on Hood” - relevant because of focus on culturally relevant pedagogy. Culturally Were not able to get a response. Relevant Ed)

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MaryBeth Marybeth Gasman is an education sociologist at U Penn, and is one Gasman (UPenn of the most well known scholars on Black institutions of higher Scholar on Black learning, HBCUs. Marybeth loved our school idea of creating the Education) HBCU experience on a high school level because HBCUs are so effective at uplifting Black students and communities. She referred us to some of her scholarly writing on building HBCU-like schools. We used some of this research to develop our model.

Andrew Gelman Andrew was interested in the school idea and said that it can be (Columbia great if it is done well. He talked about the necessity of making sure Scholar on you are measuring the correct thing, not just getting the correct Statistics numbers. We thought about this alot, and continued to mold our Assessment student and school assessment model with Andrew’s statement in Measures) mind.

Alfie Kohn As we continued to think about the impact of measuring the wrong (Brown U things, or using the wrong tool to assess, we connect with Alfie Scholar on Kohn to get his take on how our project based goals could fit into a Teaching and system that has taken a decided stance on standardized testing. Alie Learning suggested that we simply reject the requirement to “measure” our Methods) kids’ learning and assess it with fitting, customizable assessments.

Deborah Meier Thinking of assessments and figuring out how we could build a (Scholar on school model that satisfies legal requirements by measuring success Innovative lead us to reach out to Deborah Meier. Deborah Meier thought the Teaching and school idea is great, She did not have much feedback but connected Learning) us to others who could be a resource for the continued development of Legacy Academy.

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Burton Richter We spoke with Burton Richter because he was a student at Far (Far Rock grad) Rockaway High School, and is now a world renowned Physicist. He stated that the most important part of education was the civics. He hoped that this school would work toward growing better people and bring back the values he says “really matters”. We continued to build out our Civic Development portion of our Key design elements as a result of this feedback and others

Michael Soguero Michael is a school leader at the Honda Eagle Rock school, and also (Eagle Rock) a long time New York City educator. He stated that we should stay true to all

Patricia O’Brien Patti thought Legacy Academy would be a great addition to the Robinson (Move positive things happening for Black children in New York City. She It Nation) agreed that they do not get enough exposure to the freedom, respect, and extracurriculars that build character and self actualization in kids of privilege. Patti is writing a letter of support but we will get it after this letter of intent is turned in. We incorporated feedback for our talks with Patti by revisiting our restorative justice policy and ensuring that the language allowed students to challenge the school’s systems, and initiate restorative justice exercises independently

Brandon Hicks Brandon was elated about the idea of Legacy Academy. He stated (National Action that if we want to have strong Black people, we have to have strong Network) Black institutions. He encouraged us to consider how the core values can shine through in every aspect of the model. Because of this feedback, we considered the name of our school many times

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Mario Shaw Mario is a huge supporter of the Legacy Academy Model. He stated (Profound that a very important part of making sure we could create the school Gentlemen) environment that our model depends on, we need to make sure we can hire staff with the HBCU background, and focus on the personal development of the students. Because of this feedback, we wrote into our charter that we will recruit from places and organizations that are inline with our mission. NAACP, HBCU Alumni groups, for example.

Steve Steve responded positively to our school ideas, and was very helpful Zimmerman by sharing resources we used to continue developing our model. (C3NYC)

Dirk Tillotson We spoke to Dirk and he was very helpful in guiding our (Education understanding of the charter school landscape in New York. Consultant) Because of our interaction with him- we were better able to speak to parents and students about the opportunities Legacy could provide.

Leslie Talbot After meeting in person, Leslie and Regina had several email (Education exchanges and phone conversations. Valuable feedback from our Consultant) interactions with Leslie are that we should avoid partnering with outside organizations in this early stage so that we can craft the school model without starting within the parameters of another organization. She also stated that we should be sure to give voice to what the students want and need from with educational experience. We met again with Leslie Talbot in person on June 19th, and asked about feedback or advice she give on the completion of our charter application. She gave advice on the execution of the writing process

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Chandra Chandra is an experience school leader, leadership trainer, and Williams (c4sas) school founder. After a few email exchanges, she and Regina Johnson spoke for about an hour. She asked many questions about our mission and vision and specific work we plan to do in the school. Valuable feedback from our conversation was that we needed to be very clear on what we do and why we do it so that we can best serve the kids. Because of this feedback, we have had many sessions of revising our key design elements, school culture, and curriculum.

Ann Cook We reached out to Ann Cook to learn more about the work being (Scholar on done with the performance assessment schools, and to get some Performance feedback about our school model. We sent emails introducing Assessment) ourselves, describing the school idea, plans and the inspiration for our working group and included information on how to give feedback and contact use was also in the email. We did not receive a response from either.

F. WITHDRAWN, REJECTED PROPOSALS This is the first proposal submitted on behalf of Legacy Academy and the Board members.

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3G. LETTERS OF JUSTIFICATION

This section is not applicable to our team as this proposal is the first proposal submitted on behalf of Legacy Academy or by the proposed board members.

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3H. FOUNDING TEAM RESUMES

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3J. OUTREACH EVIDENCE 2 EVIDENCE OF FLYERS 2 EVIDENCE OF WEBSITE 5 EVIDENCE OF OUTREACH TO ELECTED OFFICIALS 7 EVIDENCE OF OUTREACH TO COMMUNITY BASED ORGANIZATIONS 15 EVIDENCE OF OUTREACH TO D27 EDUCATORS 21 EVIDENCE OF SCHOLARS AND RELEVANT ORGANIZATION 36 EVIDENCE OF NEWS AND MEDIA COVERAGE 42 Rockaway Times 43 Times Ledger 45 New York Post 52 Relatively Rockaway 57 Facebook 62

EVIDENCE OF INFO SESSION PLANNING AND EXECUTION 63 March Madness at Brian Piccolo Middle School Campus 63 Advertisement for Info sessions 71 Movie Night at The Child Center 72 Teen Round Table at Rockaway Teen Library 73 Rockaway Youth Task Force 76

LETTERS OF SUPPORT 77 High Tech High 78 Profound Gentlemen 80 Village Academy 81 Peninsula Preparatory Academy Charter School 82 North Carolina Central University 84 The Rockaway Revitalization Center 85

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3J. OUTREACH EVIDENCE

J. EVIDENCE OF FLYERS We printed thousands of flyers describing the proposed school mission, design, location, opening info, and academic program. The first set of these 5000 flyers were distributed from January 1, 2018 to May 1, 2018 by distributing them in community common spaces in the target area such as: ● Lobby of Wavecrest at 20-10 Seagirt Blvd, New Haven Towers at 22-10 New Haven Ave ● Lobby of NYCHA Beach 41st Street Houses at 40-20 Beach Channel Drive ● Lobby of NYCHA Carleton Manor at 72-05 Beach Channel Drive ● Lobby of NYCHA Ocean Bay Apartments at 309 Beach 54th street, and various businesses and organizations such as the Far Rockaway Teen Library ● Far Rockaway Branch of Queens Library ● Train Stations ● Middle Schools at Brian Piccolo Campus ● Bodegas, Grocery Stores, Laundromats, Barber Shops and more. ● Flyers were also left in the lobby of the building that houses the offices of Councilman Donovan Richards, Assemblywoman Michele Titus, and State Senator James Sanders.

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1000 Neon colored flyers inviting community members to attend several events such as information sessions, planning sessions, and feedback sessions were posted in the same locations a week before the events.

EVIDENCE OF WEBSITE

Through our website, we solicited feedback through a short survey that differentiated for students, parents, and community members at large.

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EVIDENCE OF OUTREACH TO ELECTED OFFICIALS

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Councilman Donovan Richards (Manuel Silva)

Congressman Gregory Meeks (Robert Simmons)

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State Senator James Sanders

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Assemblywoman Stacy Amatos

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Assemblywoman Michele R Titus

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Community Board 14

Queens Borough President ( President Melinda Katz, Education Director Monica Gutierrez)

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State Senator Joseph P Addabbo

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Councilman Eric Ulrich

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EVIDENCE OF OUTREACH TO COMMUNITY BASED ORGANIZATIONS

Queens Far Rockaway Library (Sharon Anderson)

Rockaway Youth Task Force (Milan Laura Jurewicz)

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Teen Far Rockaway Library (Brandon Jeffries)

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Rockaway Revitalization and Development Corporation (Renee McWilliams)

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The Child Center Arverne (Deborah Hoyle)

Arverne Community Association (Louisa Wilmot, Belinda White)

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Rockaway Youth Task Force (Milan, Laura Jurewicz)

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YMCA Board Member (Lynnette Barfield)

Community Voices Heard (Stephen Roberson)

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Moshe Brandsdorfer (JCCRP) Josephine Bascom (JCCRP)

EVIDENCE OF OUTREACH TO D27 EDUCATORS

Phoebe Robinson (Principal PS 253) Matthew Goodman (Assistant Principal PS 253)

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Saprina Brown (M.S.53 Brian Piccolo) Andrea Majied (M.S. 53 Brian Piccolo)

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Jessica Romero- Principal Rhea Peykarian-Liaison , Amy Fox- Guidance Counselor ( Richard R Green MS)

Doris C Lee (Founder & Principal Village Academy)

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Hannah Kehn (Founding Principal New Visions)

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Betty Leon (Peninsula Prep)

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Pam Paisley (Virgil Grissom Middle) Rushell White (Principal Virgil Grissom Middle)

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Elizabeth Welsom (Principal MS 114) Deana Folchetti Puglin (Assistant Principal MS 114)

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Geoffry Roehm

Dimaris Montanez Leary (Parent Coordinator P.S. 106)

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Jessica Romero (Principal Richard R Green) Rhea Peykarian (Liaison Richard Green) Amy Fox (Guidance Counselor Richard Green)

Martin Weinstein (Far Rockaway Educator and Nation Education Reformer)

Nikki Carroll (Founding Board Member of School in BK)

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Shawn Rux (Rockaway Educator, Queens Principal Leadership Facilitator)

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Andrea Logan (Principal Goldie Maple) Sharmila Coleman (Parent Coordinator Goldie Maple)

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Marc Titus (P.S. 42)

Jani Kulesa (PS/MS 105)

Les Mulling (Challenge Prep Founder) Sonja Webber-Bey (Challenge Prep 6-8 Principal) Nicole Griffin (Challenge Prep K-5 Principal)

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Gary Dumornay (Principal Kappa VI) Jessica Figueroa Cantey (Counselor Kappa VI)

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K Singh (Principal Robert Goddard) Teresa Scimeca (School Leader Robert Goddard)

Linda Munro (Waterside School)

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EVIDENCE OF SCHOLARS AND RELEVANT ORGANIZATION

Mario Shaw (Profound Gentlemen)

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Brandon Hicks (National Action Network)

Patricia O’Brien Robinson (Move It Nation)

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Chandra Williams (c4sas)

Alfie Kohn (Brown U Scholar on Teaching and Learning Methods)

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Deborah Meier (Scholar on Innovative Teaching and Learning)

MaryBeth Gasman (UPenn Scholar on Black Education)

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Burton Richter (Far Rock grad)

Andrew Gelman (Columbia Scholar on School Assessment Measures)

Michael Soguero (Eagle Rock)

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Steve Zimmerman (C3NYC)

Dirk Tillotson (Education Consultant)

Leslie Talbot (Education Consultant)

Chris Emdin (Columbia Scholar on Cultural Relevance)

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Ann Cook (Scholar on Performance Assessment)

EVIDENCE OF NEWS AND MEDIA COVERAGE To draw more community members to the website and to the process, we reached out to various news outlets that has a target audience in the Rockaways and asked them to cover the story of Legacy Academy Charter School of Innovation and Social Progress

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Legacy Academy in the development process and plug our website information. Several outlets published a story, and some took a different spin.

Rockaway Times The Rockaway Times is a local newspaper that prints weekly and publish articles to their website and social media daily. They were the first to publish an article about the plans for Legacy Academy.

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Times Ledger Times Ledger Reporter Naeisha Rose published an article on January 13th, detailing the plans of Legacy Academy. She reported the news of two schools in Far Rockaway closing as a backdrop with plans on developing a new school in the area. The article clearly articulates a vision for the

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school and gives the reader enough information to get in touch online.

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Although a few details were missing, this article shared on social media attracted members from the community and directed interested parties to Legacy Academy’s website. From the “Far Rockaway” facebook page, the article received 49 interactions and 12 shares. The lead founder’s name ‘Regina Glover Johnson’ of Legacy Academy was also hyperlinked gravitating traffic to Regina’s Facebook page generating direct concerns and questions about any new posts related to Legacy Academy.

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Regina went through each share and commented with direct responses to each individual who had an interest or inquiry and invited each person who was decidedly in support to be a part of the planning team.

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A few days later, Regina shared the same article on her Facebook page and encouraged friends, mostly New Yorkers and HBCU graduates to share in continue giving feedback on the school idea.

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From Regina Glover Johnson’s page, the article received 342 engagements and 69 shares.

The 69 people who shared the article also acquired about 2 additional shares from each of their pages. We conservatively, estimate 25% of people who saw the post, engaged with the article, remarkably around 100,000 people saw this article with the title “Far Rockaway native plans to open charter school.”

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New York Post

We reached out to several reporters from major newspapers, and Susan Edelman of the New York Post said she saw the stories published about Far Rockaway natives in other periodicals

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and she was interested in helping us attain a bigger audience to spread the message about Legacy Academy. While Susan did help spread the news about Legacy Academy, the story was a bit sensationalized and misconstrued a few facts, however it lead others in Far Rockaway to take note of the work being done to open Legacy Academy. The physical print sold over 250,000 copies.

In addition to the paper copy being distributed, the digital edition of the article was shared widely on the through social media.

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Regina Johnson shared this article on her Facebook page and the article received 101 more shares. And over 100 more comments of support and other positive engagement. The people who shared the article were mostly New Yorkers and HBCU graduates, they got as many as 20 additional shares.

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Relatively Rockaway

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Relatively Rockaway is a culture and news blog ran by Rockaway native, Marcus Jackson. After seeing the New York Post article, he used parts of it and created another article that was widely shared specifically amongst Far Rockaway Residents. The article was shared 104 times, 196 Far Rockaway followers interacted with the original article, and 40 commented unanimously in support.

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The main Far Rockaway Facebook page shared the Relatively Rockaway article and received 76 more engagements with Far Rockaway followers and 19 more shares.

Facebook The Legacy Academy Facebook Page was a helpful way to interact with students and families from different areas to inform them about our info sessions. The facebook page also gives direct access to the school website and the community survey so that visitors can leave their feedback.

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Additional evidence of how this page was used is included throughout the outreach attempts described below.

EVIDENCE OF INFO SESSION PLANNING AND EXECUTION

March Madness at Brian Piccolo Middle School Campus

The Legacy Academy team was invited by Principal Doris Lee of Village Academy, the largest middle school in the Far Rockaway District 27 Brian Piccolo Campus to host our informationals on their campus during a March Madness event. The campus Brian Piccolo Campus houses three middle schools.

On March 22, 2018, we visited to the campus during their Parent/Teacher conferences and individually distributed nearly 200 flyers. Parents positively received the prospect of a new high school, yet had little feedback in the moment. We informed them on where to find more information and to provide direct feedback on the website listed at the bottom of the flyer, We assured they could expect us back on the campus to answer questions on March 28th during the March Madness event.

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On March 28, 2018, the March Madness event brought out over 200 parents. On that night, we came with 500 of our primary flyers and directly gave out approximately 300 of them for families to continue help spreading the notion of the aspiring Legacy Academy. The remaining flyers were left in shared spaces on campus so that students could to take the flyers and spread the word to their friends and neighbors.

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We set up two tables that were manned by proposed board members and parents who had previously

gave a short microphoned talk half-way into the event, did a full crowd Q & A and told the crowd we would be available at the table for 1-1 dialogue. They were positive and applauded.

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We spoke to many parents individually and obtained great insight to their needs and desires for another high school option but few wanted to fill out the online survey. We spoke to many

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parents individually and obtained great insight to their needs and desires for another high school option but few wanted to fill out the online survey. Our in person conversations were valuable.

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A entertain families and community members for coming out. At the end of the parent interactions, Legacy Academy Charter School of Innovation and Social Progress

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done we took some dance lessons from the kids.

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Advertisement for Info sessions We planned several info sessions but we knew it would be difficult to get people to notice and care about an informational and give feedback without some form of unifying event. Through our previous interactions with parents and students, we knew the primary questions people had about Legacy Academy were “When will it open?” followed by “Where will it be?”. To maximize the crowd of community members, we altered the info sessions to round tables and movie nights.

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We publicized the events through 600 plain text flyers that were copied on rainbow colored paper and posted in and around the local grocery stores, bodega and street posts, near the locations where the events planned to take place, and in various neighborhoods, including the NYCHA housing communities.

Movie Night at The Child Center

LaKeasha Williams and Margot Sigmone met Deborah Hoyle, the Executive Director of the Child Center Ocean Bay Community Center, at the March community board meeting. After meeting with Deborah Hoyle several times in person about hosting informational and other events at the community center. Deborah Hoyle was very welcoming and extended her space to us for this community event, and for co-location upon approval. While most of our discussions were in person, this email was one of our exchanges leading up to the Movie Night.

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In addition to the flyers, we also posted on Legacy Academy’s Facebook page and our website’s main page at the time.

From the founding team, Margot Sigmone, Regina Johnson, Brandon Hicks, and a few parents and students that are on our planning team were in attendance. We spoke to many parents and community members, but none wanted to stay to actually watch a movie. We introduced ourselves and talked about the plans for the school. We gave out flyers and answered some questions. A few parents that gave input stated that they are interested in having more clubs and afterschool programs.

Teen Round Table at Rockaway Teen Library The students know their school experience best, so we wanted to hear more from middle school and high school students about direct challenges they face in school and elements they would like to change to smooth their path to graduation. We originally thought we would do a teen focused informational by screening the movie “Most Likely to Succeed” and then doing a simple question and answer while taking down any feedback. This is the original email we sent to teen library director Brandon Jeffries.

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We also publicized for this event with Facebook.

After meeting with Brandon in person and discussing the parameters of the space and the vibe of the students, we decided to go with more personal empathy interviews. We wanted to hear varied perspectives to get a rounded idea of what students want from their high school experience, so we turned to the Teen Library after school program. We conducted about four hours of interviews with students in the Far Rockaway Teen Library. They represented 4 different local

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high schools.

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Rockaway Youth Task Force

The Rockaway Youth Task Force has an amazing mission to empower youth to do work in their own community. In addition to meeting with the leaders of the organization several times to hear their take on the student and community needs, we wanted to speak directly to students who have been doing the work- so we asked to host a round table where we could just talk to individuals on a deeper level than likes and dislikes for their current school environment. To set up this event, Regina Johnson was in communication with the director of the organization, Laura Jurewitz.

We also publicized the round table through our facebook page.

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LETTERS OF SUPPORT

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High Tech High

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Profound Gentlemen

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Village Academy

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Peninsula Preparatory Academy Charter School

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North Carolina Central University

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The Rockaway Revitalization Center

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Move it Nation

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3I. BOARD MEMBER RESUMES AND REQUEST FOR INFORMATION

I. RESUMES The founding board of Legacy Academy has not changed since the Letter of intent there are no additional resumes

REQUESTS FOR INFORMATION All prospective founding board members’ Request for Information forms are embedded in this document below. A pdf document with all of the RFIs has also been emailed to [email protected]

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4AB. ENROLLMENT

A. PLANNED GRADES Legacy Academy plans to be a 9-12 high school that will eventually serve 432 grade 9-12 students by our fourth school year. In the first operating school year beginning Fall 2019, Legacy Academy will enroll a total of 108 students, and each year we will enroll an additional 108 students, growing one grade per year until we fully serve grades 9-12 high in the fall of 2022. We expect that most, if not all, students in each grade will be the standard age anticipated for that grade as compared to traditional K-12 education.1

Grades by Ages 2019 2020 2021 2022 2023 Year

9th 14-15 108 108 108 108 108

10th 15-16 108 108 108 108

11th 16-17 108 108 108

12th 17-18 108 108

Total 14-18 108 216 324 432 432

Our grade configuration is aligned with the other high schools in District 27. Of the 7 high schools located on the Rockaway peninsula, 5 serve grades 9-12 and the remaining two serve grades 6-12. Legacy Academy will be a small school2 with the intentions of enrolling no more than 108 students in each grade, each year. Our 108 students per year will be divided into two learning teams of 54 students that will share core classes each semester and a Special Education

1 Average high school age range 13 -18 years of age 2 Markham, N. (2014). The Benefits of Small Schools. International Educator, 28(5), 1-5. Legacy Academy Charter School of Innovation and Social Progress

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teacher that is their ‘Learning Specialist’. Those 54 students will be split into two classes of 27, who share the same schedule, except advisory and Passion Class (elective). We chose this method because a small school will allow us to effectively implement our project based model, build tight knit relationships with our students and supports educational attainment by lowering the educator to student ratio.3

B. ENROLLMENT

Legacy Academy will continue to develop and maintain relationships with the middle schools in the area so that the schools, their students, and their families can maintain awareness and accessibility to Legacy Academy. Our students’ work will be a pervasive element of our recruitment because their projects will make a visible impact on our community and spark desire in younger students to be a part of the work. Our school leaders, teachers, and students will attend recruitment fairs, open our exhibitions to the public, allow school tours, and visit middle schools. We plan to advertise our open lottery enrollment via social media. We want as many students as possible to have the opportunity to experience Legacy Academy academic and cultural model, and to this end, we will backfill any lost seats, in all grades to ensure a full class of 108 students are enrolled yearly. Our model allows for self paced development and student centered learning, and we are have full confidence in any student’s ability to learn and develop at any point in their school career. Our admission lottery will be available to all students within, and beyond CSD 27.

We plan to enroll a full class of 108 students in each grade at all times, we have designed our budget conservatively to ensure strong financial planning. Legacy Academy’s proposed administration and Board of Directors are committed to the success of this school, and have no plans to grow beyond the single site at this time.

3 Schimidt, M., Murray, C., & Nguyen, H. (2007). Cohesive Communities, Improved Outcomes: A Case for Small Schools. Education Canada, 47(4), 59-62. Legacy Academy Charter School of Innovation and Social Progress

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CURRICULUM AND INSTRUCTIONAL DESIGN

5AE. CURRICULUM AND INSTRUCTIONAL DESIGN

VISION FOR EDUCATION Legacy Academy will grow the strength of our community by building the capacity of those who stay, encourage those who prosper beyond our community to see the value in it and return to give back. Legacy Academy will serve as an incubator for Far Rockaway’s social entrepreneurs, parents, voters, and good neighbors. Students will engage in relevant, real world work, and the value of that work will be confirmed by the visible community restoration projects, civic and social initiatives, and alleviation of pressing issues in their own community. Our projects will amplify the crucial connection between the world of academia and long-term community prosperity that teaches students they are capable of taking actions that make a substantial impact, and that they play a vital role in the continuation of critical civic duties. Legacy Academy students will be exposed to scholars and professionals who often share their culture and/or ethnic background; and through experiential learning, culturally relevant practices, and HBCU exposure students find normalcy in an education that fuses with their social life, and celebrates the successes and potential of their community and its members.

A. CURRICULUM SELECTION AND PROCESSES

PHILOSOPHY ON CURRICULUM SELECTION Legacy Academy’s academic model will offer an adult life preparatory, project-based education to students in a historically oppressed community1. To truly be of service our children, we must take the responsibility to develop our students’ sense of value in themselves and their community, develop their capacity to independently navigate the difficulties of their academic career, and develop the agency to command their own lives as contributors to their community. By virtue of being present daily, doing social work, and interacting with professionals to create opportunities for our students, our teachers are a part of the same community. They will serve as a model of a highly invested member, and will use their passions, skills, career and other life experiences to craft a curriculum that is relevant to student culture and reflective of community needs. It is necessary to our students’ holistic development that our teachers create and modify their own curriculum. This is essential because our curriculum development model allows teachers to:

1. teach to their passions and the passions of LA students 2. hold students to high expectations while fostering authentic learning experiences 3. Expand the traditional definition of teacher to a community member who:

1 See Section R-01AC Legacy Academy Charter School of Innovation and Social Progress

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a. has knowledge and skills to share b. can provide experiential learning opportunities that align with students’ academic and life goals c. will serve as model of how to apply academics in multiple contexts

Our model will transform “high school” into a dynamic series of experiences where confident, connected young adults emerge with academic knowledge and skills that have been applied in the real world, a portfolio of work they have done to invest in their community, and membership in a network of civically engaged people who are also have the capacity to affect change.

OVERVIEW OF CURRICULUM DEVELOPMENT PROCESS As part of our commitment to a member-driven school, Legacy Academy teachers will be responsible for reimagining and creating their individual course curriculums. Through professional development conferences2, in-house professional development series3, peer coaching, and mentorship from instructional leaders, teachers are guided through the development of their own curriculum. This guidance includes materials created specifically for the target population by the founder Regina Johnson, and materials that have been adapted from the High Tech High Project Based Learning Design Kit4. These materials inform and simplify the ideation, planning, and execution of projects that ask students to investigate authentic real world issues, and do work that makes them an agent of change. The process is as follows: 1. Ideation 2. Idea Tuning 3. Project Design 4. Project Planning 5. Project Tuning 6. Lesson Planning

DETAILED CURRICULUM DEVELOPMENT PROCESS AND GUIDANCE

IDEATION

2 With the support of High Tech High in San Diego Ca, our academic inspiration, and instructional leadership mentors, all teachers will attend Deeper Learning and Project Based Learning conferences. 3 See Section r-08 of this charter application for an in-depth description of the Legacy Academy professional development plan 4 The High Tech High Design Kit has been continually adjusted and added to by High Tech High teachers, researchers and community members. Parts of these document exist in various forms and locations, but many can be located on the High Tech High Graduate School website https://hthgse.edu/ Legacy Academy Charter School of Innovation and Social Progress

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The first step in supporting teacher’s ability to write their own curriculum is the project ideation process. Each curriculum for all subjects, core and elective, will be a series of projects that range from 3-8 weeks. We highly encourage collaborative projects between core and elective teachers, community based organizations, and businesses for teamwork that encourages creative problem solving and complex exhibitions. Rather than starting with the content, teachers will start their project design by thinking about the product of student learning. We believe our students are all capable of learning, and the way they can best present their learning will contrast greatly from student to student. Therefore, teachers ideate by thinking as broadly as possible to consider every possible thing students can create, build, or do. For this process, we use a Project Ideation Protocol where teachers collaboratively generate a huge list of unvetted ideas and then consider how the creation of those products connects to the learning that happens in their classrooms. With this process, we want teachers to understand that pondering an idea to perfection may result in never bringing that idea to light, and the best way to have a great idea is have a lot of them.

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IDEA TUNING

After generating their huge lists, teachers begin to narrow down the ideas by tuning them and developing them into a possible project. The document below is the Idea Tuning Protocol.

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The ideation and idea tuning processes are helpful to generate ideas that will form project plans, teachers will proceed to project planning with a project that will accompany their specific course content. Teachers are to build projects from those Shooting Star and Tear Jerker ideas for optimal student experiences to be impactful, not easy. Our teachers should take their wild ideas and make them possible rather than to dress up an essay with glitter.

PROJECT DESIGN

After a project is planned based on their respective teaching field core and elective, teachers consider the elements of execution that will keep students engaged in the learning process. Those elements include:

1. Voice & Choice: Projects are designed to include student, parent & community voice in the co-design of educational experiences. 2. Equity & Diversity: Projects are designed to provide access and challenge for all students to engage in meaningful work. Projects are designed to value a wide range of perspectives, skills, knowledge, content, and products. 3. Reflective Practice: Projects are designed to foster thoughtful, deliberate practice. 4. Passion: Projects are designed to tap into students’ and teachers’ personal questions, values, goals, and passions.

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PROJECT PLANNING To give big ideas the structure that will support content and common core state standards, teachers are supported through the writing of project plans that clearly articulate:

1. The essential question: an authentic question around an issue that has no easy answer, stretches students’ intellectual muscles, and ignite students’ imaginations. 2. The skills and content that will be part of daily school work 3. The classroom assignments and day-to-day work that will lead up to the exhibition 4. The ways content teachers can collaborate with special education teachers to differentiate the class assignments 5. How they will launch the project to engage students and keep the work relevant. 6. A plan for leveraging community and professional partnerships 7. The field work that will help students see themselves as a (future) professional, and field trips that will connect the students’ work to the adult world. 8. How students will present their learning and exhibit their work.

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PROJECT TUNING

After a project is planned, teachers will go through a project tuning process where other teachers, instructional coaches, critical friends, and students fine tune the project. This is called “Project Tuning.”

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LESSON PLANNING

While project based learning involves developing skills, talking trips to field work, and doing activities, there is direct instruction leading up to the completion of every project. To help teachers turn large projects into manageable daily mini lessons, and activities, the following lesson plan template was developed to perfectly align with the mission and vision of Legacy Academy, and to help teachers transform the large scale of their project plans to actionable daily lesson plans.

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Lesson planning is supported by our “Rich Learning” document which gives teacher and students clear examples of what deeper learning experiences look like in the classroom. It is meant to make student and teacher more comfortable with the creative learning process by giving permission and suggestion for classrooms to be noisy, active, & self governed by students.

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LESSON TUNING

To assist teachers in creating high quality lesson plans that will support the project goals through daily work, teachers will use morning prep time to tune their lesson plans. Outside of professional development activities, these tunings are optional and will usually be prompted by the teacher who needs assistance with getting their daily lesson plans to meet the project goals. A tuning can take place with any community members, however a lesson tuning might most benefit from the presence of an experienced PBL teacher/instructional leader, a special education teacher, and a student. This tuning can take place during common planning time in the morning prep hour. Teachers use the following Lesson Tuning Protocol to support each other in clearly articulating their plan to optimize classroom activity for engagement, rich learning, and maximum impact on overall student development.

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B. ASSESSMENT SYSTEM

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ASSESSMENT PHILOSOPHY Our students’ work is truly meant to be assessed for quality and reflection of student progress toward mastery- not a measurement of student aptitude against each other or against standard measures. In addition to the traditional tests and essays that teachers may write into the daily activities of their project, students are required to analyze the work of others, create products, solve problems, and give multimodal presentations. Assessment of student work comes from community members, parents, teachers, and from the Legacy Academy students themselves. Our assessments are woven consistently into the project plans, therefore students can expect their work quality and learning progress to be assessed at the following four stages of their project:

1. Critique- Assessment of student’s starting level of performance 2. Drafting and Revision- Assessment of ability to receive criticism, self-reflect, and charter one’s own path to skill development. 3. Exhibition- Assessment of student’s ability to weave together the content knowledge, skills, and real world experiences to deliver a quality product 4. Reflection- Assessment of student’s progress toward self-actualization

ASSESSMENT EXECUTION

CRITIQUE

Critique is used as a formative assessment to let the teacher and students know a particular student’s progress throughout the project.. Critique sessions encourage students continually work toward their best, develop collaborative skills, empathy, and connections with adults. Critique is one of the most valuable assessments because it occurs during a project and informs teachers of students abilities and academic needs before it is too late. Critique happens about mid-point through the entire project period, after students have developed content knowledge and learned the skills to complete a first draft. Student work can be critiqued by a professional in a related field, peers working on the same project, teachers, other staff members, adults in the community, family members, etc. Critique assesses student’s starting level of performance. Any grade earned will be aligned to students effort to complete this first iteration to the best of their ability. Our students will welcome critique as a valuable way to develop their skills and produce higher quality work. To have their work-in-progress critiqued, students make copies of the Critique Invitation Form below, and give copies directly to people whom by they would like to be critiqued:

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DRAFTING AND REVISION

Students solicit critique, so that the next iteration of their product will build higher level of skills students are working to develop, and be informed by specific suggestions from respected critics. Legacy Academy Charter School of Innovation and Social Progress

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Drafting and Revising is a very important assessment step because it encourages students to self reflect and value the process of learning and development, rather than reaching a finite measurement. They provide students with real time feedback so they can produce quality work, and allows them to meta-cognate on their learning process. As student work requires several drafts in order to get to the best work they are capable of doing, students understand that they will be expected to work very hard on a product that will not be their final presentation piece. Teacher will use drafting and revisions as evidence of student progress which can be measured through grades. . Any grade will be reflective of the student’s ability to accept criticism and plan for their own development based on self-reflection.This document guides students and teachers in analyzing students’ present level of performance and helps student use critique feedback in meaningful ways.

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EXHIBITION

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The completion of a project, students are able to invite community members and stakeholders to the school to see the work they have done through their project. Depending on the project type, this will be used as leverage for more community involvement in school, as well as investment opportunities for the students to have their projects funded, if the projects require such involvement. During exhibition, students will be assessed by the members of their authentic audience on the quality and delivery of their product and by their teacher on the project learning goals. As indicated on the assessment rubric, students must score a “meets” or “exceeds” on their exhibition in order to receive a passing grade, if any aspect of the rubric is not met, the student will need to exhibit again at a different time. . The following documents are used to complete those assessments. The exhibition rubric was modified from the New Tech Network 6 A’s of Project Design5.

Prior to an exhibition it is imperative students go through multiple planning and critique cycles. This provides them with an opportunity to reflect on everything they have learned in their project, and receive feedback from multiple stakeholders to improve their final presentation. The Exhibition Planning & Critique worksheet allows students to engage in this preparation. Provide a detailed explanation for the following

5 New Tech Network. (2012). 6 A's Project Idea Rubric. Retrieved from https://32dkl02ezpk0qcqvqmlx19lk- wpengine.netdna-ssl.com/wp-content/uploads/2016/08/NTN-6-A’S-Project-idea-rubric.pdf Legacy Academy Charter School of Innovation and Social Progress

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A large aspect of the preparation which follows the Exhibition and Critique Worksheet is the Exhibition assessment form. When students have a general idea of what they will be verbalizing and demonstrating at exhibition, they need to ensure they have satisfied the criteria. Essentially, prior to exhibition, students will be given the rubric they will be assessed on, practice their exhibition presentations to ensure they “meet” or “exceed” the expectations for exhibitions. Anything less than “meet” will result in a non-passing grade and students will have to re-exhibit as exhibition serves as a final evaluation.

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REFLECTION

When the project is complete and students have presented their work to an authentic audience, students will use the knowledge and experience acquired throughout the project to reflect on its effectiveness, provide a written response to the essential question, and find further opportunities for projects. During reflection students will also reflect on the collaboration necessary to make their project a success and how they can use the interpersonal skills used in further work. The process of reflection is most often completed through Presentations of Learning and Digital Portfolios.

SELF-ASSESSMENT STUDENT TEMPLATE

This self-assessment template can be used as a method of fostering reflection and dialogue among students and their community as they understand their work in the context of other high-quality examples. You may choose to use this self-assessment as part of the grading process, as a way to foster productive presentations of learning, as a medium for student-led conferences, or more.

First—Students, get your work! As you complete this self-assessment, be sure to have the following easily available: your final draft of your work, a professional example that we provided for you, and another high quality example of similar work that you used as an influence as you were working.

Then—Answer the following, being sure to include direct evidence wherever necessary. 1. What are you most proud of in this project? 2. How does your work measure up favorably to professional examples? Copy & paste samples of professional work (or use photos) and show how your work is similar to that of professionals. 3. How does your work need to grow, change or improve in order to be more like that of professionals? Copy & paste samples of professional work (or use photos) and show how your work needs to grow, change or improve in order to be more like that of professionals. Legacy Academy Charter School of Innovation and Social Progress

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4. 4. What was the most effective feedback that you received while drafting & revising your article? Copy/paste the feedback below (or use photos) and describe with evidence how it influenced your subsequent work. 5. What questions do you have about how your ongoing work? 6. Overall, what are the most significant “take-aways” or learnings from thinking about your work in the context of other high quality work?

Presentations of Learning (POL)

POL is a formal presentation or performance given by a student to a panel of their peers, teachers, parents, and/or professionals from the community at the end of each semester. POLs are an overarching tool for students, allowing them to pause in learning, reflect, synthesize and analyze. They are tasked with considering both personal and academic growth, linking their learning to past learning, and projecting future learning goals.

Passing of their POL is required to move on to the next semester coursework and acts as a final assessment for the semester. They are used as a form of summative assessment to evaluate the work, learning, and progress of the student at the end of the semester. Additionally, the purpose of POLs is to allow students to metacognate on their learning experience over the past semester and improve students’ presentation skills. Students will speak to project work from each of their classes, speak to their personal growth, and address changes or modifications they need to make as a student to continue to develop. POLs are graded by multiple stakeholders and are evaluated on the scale of “approaches”, “meets”, “mastery”. Approaches is not a passing score and will result in students needing to present another time after specific feedback is provided through the critique process. Meets is the minimum requirement for passing the POL. Mastery shows a higher level of thought, reflection, and presentation for students.

At the end of the second semester, students complete a Transitional Presentation of Learning (tPOL) to demonstrate their readiness to move on to the next grade. Below you will find the rubric for the Presentation of Learning.

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Digital Portfolio Starting in 9th grade and continuing all throughout student’s high school experience, students will document their learning journey and compile artifacts of project development, service learning, college experiences, and personal growth on a digital portfolio (DP). They will begin making this digital portfolio in their advisory class and remain with the same advisor throughout all four of their years at Legacy Academy. The advisor will guide students on using their portfolio to capture pictures, anecdotes, and work from their classes, artifacts and memos from their college trips, field work, completed projects, and internship experience during 11th and 12th grade. At the end of their high school career, students will graduate with a record of how they have developed various skills, and made progress toward their goals as a student. Students will be expected to have the minimum requirement for their Digital Portfolio and use it during their Presentation of Learning as a method for visually displaying their growth.

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C. INSTRUCTIONAL METHODS

PHILOSOPHY

Legacy Academy graduates will emerge leave our school with the critical thinking abilities, social skills, and civic experience necessary to lead the progression of their community. Our Key Design Elements of (1) Experiential Learning, (2) Culturally Relevant Pedagogy, (3) Supportive School Culture, and (4) Focus on Civic Development are pervasive throughout the design of our school, but most evidently in our instructional model, Project Based Learning (PBL).

PBL is a systematic teaching method that engages students in learning essential knowledge and life-enhancing skills through a student-centered inquiry process structured around complex, authentic questions and carefully designed tasks and products6. Our project based teaching and learning method was specifically designed for the students of Eastern Rockaway in District 27 because traditional elements of school reform have left our kids angry with school, disengaged from learning, and often not contributing to their own community regardless of their educational attainment7. Students in East Rockaway need to be empowered by an educational experience that radically reimagines ‘high school’ as a fun place where they are encouraged to express themselves, get to consistently engage with peers and professionals, get to make, build, and do beautiful things, and are supported in gaining notoriety in the community. PBLs has been directly linked to higher mathematic and literacy achievement since the days of Dewey 8, but more recently PBL has been linked to heightened student engagement and improved daily attendance for economically disadvantaged students.9

INSTRUCTIONAL DELIVERY

Every teacher will use the project and lesson materials described and detailed in the section above to plan out why and how they will complete their project. While teachers are the foremost experts on their own teaching style and the needs of their classroom environment for any given day, their delivery of their lesson and execution should be guided by our Key Design Elements ( Experiential Learning,, Culturally Relevant Pedagogy, Supportive School Culture, and Focus on Civic Development) in the following ways:

6 Grahame, S. D. (2011). pp.95. Science education in a rapidly changing world. Hauppauge, NY: Nova Science Publishers. 7 Elmore, R., & City, E. (2011). Using technology to move beyond schools. Education Week, 30(31), 24-26. 8 Dewey, J. (1900). The school and society. Chicago, IL: The University of Chicago Press. 9 Creghan, C., & Adair-Creghan, K. (2015). The Positive Impact of Project-Based Learning on Attendance of an Economically Disadvantaged Student Population: A Multiyear Study. Interdisciplinary Journal Of Problem-Based Learning, 9(2), Legacy Academy Charter School of Innovation and Social Progress

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Experiential Learning through PBL Instruction Students will complete projects that are comparable to projects that adults would complete in their careers or passions. While courses are separated by core subject, teachers will plan their projects and lessons with application to careers and other real world work to create authentic learning experiences for students. Projects are rigorous and require multiple competencies and the development of interdisciplinary knowledge and skills. Interdisciplinary teaching helps create connections between traditionally discrete disciplines such as mathematics, the sciences, social studies or history, and English language arts. Furthermore, students will complete projects with experts and professional as guides, that they may see their knowledge and skill acquisition as something that is relevant and useful immediately, and exposes them to genuine opportunities to access future careers and passions. transfer their learning to new kinds of situations and problems and to use knowledge more proficiently in performance situations10. When the student takes on the role of cognitive apprentice and explores problems by working with other peers and resources in the community11.Integrating students and the community is contingent upon developing a curriculum which supports the connection of school work with community work. The curriculum at Legacy Academy is designed to help students develop strong critical thinking skills and awareness through local to international lenses.

Culturally Relevant Pedagogy through PBL Instruction Students and teachers will do work that matters to them. For example, a learning/teaching team can be US History and Living Environment where in science they are learning about ecology and the farming of plants in an urban environment while in History they are learning about the cultural implications of access to fresh fruits and vegetables in low income neighborhoods. Additionally, the purpose of having an interdisciplinary curriculum is to demonstrate to students the interconnectedness of ideas and reflect the practices of the real world of professional work and adult projects. Training for adults at Legacy Academy is guided by foundational texts of Paulo Freire and William DuBois, and supported by current ongoing research by scholars such as Chris Emdin and Gloria Ladson-Billings. They will create their lessons, and We will work to eliminate stereotype threat through a school wide cultural practice of emphasizing acceptance and celebration of cultural differences. Our teachers involve students in the development of their curriculum, ensuring that it reflects the culture, experiences, and interests of our students. Our goal is to have a staff that is largely African American and culturally reflective of the student population by leveraging our school’s relationship with Profound Gentlemen. Through home visits and consistent communication with families, our teachers fully get to know their students and “use the cultural characteristics, experiences, and perspectives of our ethnically diverse students as conduits for interacting with them and teaching them more effectively”12.

10 Barron B., & Darling-Hammond, L. (2008). Teaching for meaningful learning. In D. H. Hammond, B. Barron, P. Pearson, A. Schoenfeld, E. Stage, T. Zimmerman, G. Cervetti, & J. Tilson, Powerful learning: What we know about teaching for Understanding. San Francisco, CA: Jossey-Bass. 11 MaKinster, J. G., Barab, S. A., & Keating, T. M. (2001). Design and implementation of an on-line professional development community: A Project-Based Learning approach in a graduate seminar. Electronic Journal of Science Education, 5(3), 1-8. 12 Gay, G. (2000). Culturally responsive teaching: Theory, research and practice. New York: Legacy Academy Charter School of Innovation and Social Progress

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Supportive School Culture through PBL Instruction From the out start of any project work, students supported by a Learning Specialist13 that stays with their team of 54 students throughout the entire year. The learning specialist will attend core classes with their student. Our intensive block scheduling allows the learning specialist to attend core classes with both groups of 27 students on their team of 54. Projects are framed as highly collaborative individualized work that By framing learning as process where all people rightfully develop on their own time, and in their own way, students will recognize learning as a social process where they will collaborate and support their peers through the discomforts of learning14.

Focus on Civic Development through PBL Instruction Envision themselves as investors in their community. Its goal is to prepare students to reinvest into the Far Rockaway community by engaging students in pertinent global issues, such as epidemics, energy consumption, water pollution, etc. This perspective will allow students at Legacy Academy to use these issues and lessons learned to systematically lead their community by becoming responsible and involved citizens. Academic programming will include direct instruction for each subject, tutoring and specialized instruction, and an advisory block. Classes, coursework and projects are designed to help students develop future temporal orientation 15, build a connection to the work being done in their community, and create pipelines for future project collaboration and internships which they will complete in their junior and senior year. The culmination of learning is always real work, and not an artificial measure of student ability. Students present their learning through collaboratively created large scale projects that contribute to the development of Far Rockaway. The long term goal is that students are the driving force behind work that makes an immediate and visible change in our community, and that they are invested in the progress of their community and will return to their community to continue their work, raise their families and reinvest their resources.

D. COURSE OVERVIEW

Teachers College Press. 13 A Learning Specialist is a special education teacher 14 McGrath, D. (2004). Strengthening collaborative work. Learning and Leading with Technology, 31(5), 30-33. 15Future temporal orientation is a mindset typically related to psychology that describe the envisioning of your living in a particular future. Our students may have never thought of themselves as chemists, but if a hair salon, bakery, and future goals and Legacy Academy Charter School of Innovation and Social Progress

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COURSE PHILOSOPHY Students at Legacy academy will spend their first year developing valuable skills, building their confidence and tackling unfamiliar goals through project based learning. As 9th grade students enroll they will learn more about our school’s culture and how they can contribute to the school's environment. Some core content classes have two periods in one semester, which gives teachers and students the benefit of functioning like one cohesive class, but earning two credits.

COURSE OFFERINGS

All School

Move Ya’ Body

Subject: Physical Education Career Connections

Grade Year: 9, 10, 11, 12 Physical Fitness instructors, wholistic healing occupations Credit Value: 1

Total Credits: 8

Course Description

All freshmen will participate in Freshman PE, a 2 credit. This course provides an introduction to personal fitness, stress management, Holistic development and health, strength and conditioning training, with team sports, net sports, and lifetime/recreational activities.

We Are Family

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Subject: Advisory Career Connections

Grade Year: 9, 10, 11, 12 Mentor, Advisor, Consultant

Credit Value: 0.5

Total Credits: 4

Course Description

Each student will meet with their advisor daily for enrichment and socioemotional development

Passion

Subject: Elective Career Connections

Grade Year: 9, 10, 11, 12 Every imaginable career or hobby, from Astrologist to Baker Credit Value: 1

Total Credits: 8

Course Description

Passion classes will vary immensely because are developed to devote an entire academic course of study to a passion of the teacher. They are created with the Legacy Curriculum Development Model, but often do not fit into core content. Some examples of possible Passion classes are Ukulele playing, Doll making, Bird Watching, Hair Braiding.

9th Grade

Can’t We All Just Get Along

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Subject: Humanities (History) Career Connections

Grade Year: 9 Politician Social Researcher Humanitarian Aid Credit Value: 2

Course Description

Humanities is a course that unveil Humanities for 9th grade students It is a New York State requirement course in order to receive a high school diploma. Humanities uses a chronological approach to world history, with a variety of historical themes woven into the presentation of materials. Units of study include the Ancient World (4000 B.C.E. to 500 C.E.); expanding zones of exchange and encounter (500 C.E. to 1200 C.E.); global interactions (1200 C.E. to 1650 C.E.), the first global age (1850 to 1770); and the age of revolutions (1750 to 1914).

From Harlem Renaissance to Harlem Rap

Subject: English Literature Career Connections

Grade Year: 9 Music Writer

Credit Value: 2

Course Description

English 9 Honors is designed to develop literary analysis; to develop writing through language, style, and voice; and to think critically while making global connections. To achieve development of reading and writing, students will complete independent readings during the course of the year. Students are required to read one independent novel or play each quarter and complete a written analysis. During class, students will complete a thematic based curriculum while practicing these skills.

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Heal The World

Subject: Physics Career Connections

Grade Year: 9 Gymnast, Mechanical Engineering, Architecture

Credit Value: 2

Course Description

Physics is a college preparatory course that closely follows the New York State core curriculum. The content includes such topics as description of motion, forces, energy, electricity and magnetism, and the standard model. Students also perform a wide variety of laboratory activities that parallel the classroom topics.

Talk That Talk

Subject: Foreign Language Career Connections (Spanish I )

Grade Year: 9 Translator, Human Resources, Communications specialist Credit Value: 2

Course Description

In Spanish IA, students cover “checkpoint A” of the New York State syllabus for Spanish language. topics are introduced during the year, such as School and Education, Personal Identification, Weather and Seasons, Holidays, Sports and Leisure, House and Family, and Health. Emphasis is placed on the skills of listening, verbal communication and

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understanding. Each unit spirals upon the other so that students will improve their oral communication, reading ability, and writing skills. Cultural understanding is demonstrated through projects in which students compare the American and Hispanic cultures.

Strength and Wellness

Subject: Health Career Connections

Grade Year: 9 Therapist, Nutritionist, Nurse

Credit Value: 1

Course Description

This course examines the ways stress impacts the body. Students will learn about the stress recovery and the importance of stress relief to the body and mind. Healthy methods of relieving stress will be explored, including (but not limited to) yoga, meditation, relaxation techniques, and body awareness/mindfulness. Students of Legacy Academy are expected to actively participate and wear appropriate athletic attire to each class. This course meets every other day for one semester.

Course Name

Subject: Creative Arts Career Connections

Grade Year: 9 Painter, Musician, Choreographer, Stylist, Buyer

Credit Value: 1

Course Description

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This foundation course recommended by the New York State Board of Regents that can be used to fulfill the 1 credit arts/music graduation requirement. Students are exposed to a wide variety of studio experiences in drawing, painting, design and three-dimensional work. Focus is on the elements and principles of design, basic two-dimensional drawing skills, techniques and color theory. Students also become familiar with art history to provide a basis for art criticism and aesthetics. Studio in Art is a required course for students planning a major sequence in Art.

10th Grade

Higher Dimensions

Subject: Geometry Career Connections

Grade Year: 1 Carpentry, Architecture, Furniture Making

Credit Value:

Course Description

This is the second course of the New York State mathematics curriculum. A solid foundation of geometric concepts will be developed through coordinate, Euclidian, analytical and transformational geometry. Other topics covered include proofs, parallel lines, congruent triangles and properties of circles. Graphing calculator use will be introduced throughout the year.

Letters From The Unforgettable

Subject: Language and Composition Career Connections

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Grade Year:10 Investigative Journalism Grant Writing Policy Credit Value: 2

Course Description

This course is a chronological survey of literary works from around the world. The course begins with the earliest known writings from Langston Hughes then travels around the world and through the ages to cover American, Egyptian, Greek, and African literature.. Another major focus of the course is research, with students creating two formal research papers during the year. Persuasive and expository essay writing is stressed during the sophomore year.

Round and Round We Go

Subject: World History Career Connections

Grade Year: 10 Chef, Map Maker, Anthropologist, Global Politics Credit Value: 2

Course Description

Advanced Placement World History is a two-year Advanced Placement program (grades 9 and 10). The Advanced Placement Program offers a course and exam in World History to qualified students who wish to complete studies in secondary school equivalent to an introductory college course in world history. The purpose of this course is to develop greater understanding of the evolution of global processes and contacts in interaction with different human societies.

Pest Me Off

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Subject: Ecology Career Connections

Grade Year: 10 Exterminator, Farmer, Botanist

Credit Value: 1

Course Description

Ecology is a one semester course covering the topics of pesticide problems, natural pest control methods, water pollution, air pollution, acid rain, the Greenhouse Effect, the depletion of the ozone shield and the risks and economics of pollution. In this standards- based course, various specific local bodies of water will be studied. A research paper is required in this course.

11th Grade

This is America

Subject: US History Career Connections

Grade Year: 11 Lobbying, Urban Planning, Local and State Politics Credit Value: 1

Course Description

This course culminates with a Regent’s examination in United States history, a New York State requirement for all students pass who will receive a high school diploma. The focus of this course is American development since 1865. In the post-Civil War to post-World War II period, there is an exploration of the shift from an agrarian-based society to an industrial society. American growth from isolationism to a commitment to global involvement is surveyed. Finally, America’s relation to a world in uncertain times is investigated. Throughout the course, basic Constitutional issues and the application of

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Constitutional principles to historical and contemporary life is emphasized.

Direct Message

Subject: Creative writing Career Connections

Grade Year: 11 Author, Blogger, Song Writer, Web Content Developer Credit Value:1

Course Description

Writing for the Media is an introduction to media and to journalistic style. Students research the history and changing nature of media, particularly in the last half century. They are introduced to a variety of writing styles and media formats including traditional news and feature stories for print and web publication, websites and blogging, as well as radio and podcasting. Student also examine the role and power of advertising within the different forms of media, and finally, the role of copyright laws, as well as issues of privacy and libel. Students research, write, and/or edit their work daily.

Problem Solving

Subject: Algebra Career Connections

Grade Year: 11 Accountant, Architect, Design Developer

Credit Value: 2

Course Description

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This is the first course of the New York State high school mathematics curriculum. The core of this course is a solid introduction to the principles and techniques of Algebra. Some topics covered include problem solving, solving and graphing linear equations and inequalities, solving and graphing quadratics, factoring, operations with polynomials, and statistics. Students will take the Algebra Regents exam at the conclusion of the course. Graphing calculator use will be introduced throughout the year.

ID Substance

Subject: Chemistry Career Connections

Grade Year: 11 Hair Styling, Cosmetics, Food Services, Pharmacologist Credit Value: 2

Course Description

Chemistry in the Community is a full year New York State standards-based course offered for students needing a third unit of science. It is a flexible program designed primarily for students who intend to pursue a non science career. This course is lab- oriented and non mathematical in its approach. Students will gain an understanding and appreciation of the role of chemistry in our technological society.

Digital Elements

Subject: Mixed Media Career Connections

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Grade Year: 11 Web Developer, Journalist, IT Professional, Engineer Credit Value: 2

Course Description

This course introduces students to the engineering design process. Students work with CAD (Computer Assisted Drawing) software to design and produce accurate 3d models and solve simple engineering problems. Physical models are created by students in the second half of the course; traditional drawing and sketching skills are also emphasized.

12th Grade

Human Nature

Subject: Sociology Career Connections

Grade Year: 12 Professors, Physiatrist, Counselor

Credit Value: 2

Course Description

The focus of this course will be the study of human behavior to provide understandings and basic insights into human interaction. The approach to this course is seminar in style, and the materials used will explore both research and theory concerning the relationships of individuals and groups in a society. Topics will include norms, values, role behavior, status, friendship, prejudice, deviance, and social change.

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Loud and Clear

Subject: Public Speaking Career Connections

Grade Year: 12 Lecturer, Life Coach, Public Relations, Communication Specialist Credit Value: 2

Course Description

The Public Speaking course is designed for students to learn and practice techniques necessary to become confident and impressive public speakers. The class requires regular participation and a variety of presentations. Students will develop the skills to plan, write, and effectively deliver their own speeches as the course progresses. Students experiment with a variety of speech types and delivery methods that include: Impromptu, Extemporaneous, Manuscript, Demonstration, Informative, Persuasive, and Entertainment. Famous speakers and speeches are also examined and discussed. Students are expected to be in front of the class to deliver at least ten speeches in the course as well as participate in a variety of oral exercises, games, and activities. Active participation and willingness to experiment with voice, body language, gestures, and technique are necessary for success in this interactive and dynamic course.

Course Name

Subject: Statistics Career Connections

Grade Year: 12 Financial Advisor, Project Manager, Program Coordinator, Information Architect Credit Value: 2

Course Description

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This course examines the general elements and principles of statistics. The course is broken into two parts; descriptive statistics and inferential statistics. Topics include: methods of summarizing and presenting data; measures of center, spread, and position; probability; binomial probability distribution; normal probability distribution; t-test; chi-square test; confidence intervals, hypothesis testing; and linear regression. Students taking this course must meet the criteria set up by SUNY Orange.

Click

Subject: Photography Career Connections

Grade Year: 12 Wedding, Fashion, Wildlife, Portrait, Photographer, Entrepreneur Credit Value: 2

Course Description

This course a half year course intended to introduce students to the basic concepts in digital photography as a fine art & communications medium. It should be noted that this photography course is an Art Course. Projects are graded for technical & aesthetic excellence, individual creativity and visual problem solving. Upon completion of this course, the student should demonstrate a basic knowledge of digital photographic theory and basic photographic design. Students will also gain proficiency in the use of Gimp software.

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CURRICULUM AND INSTRUCTIONAL DESIGN

E. PROMOTION AND GRADUATION POLICY

PROMOTION

To earn promotion to the subsequent grade, students will be held to the following must earn (10) credits by passing their classes assigned. Passing a class will be determined by a students assignment grades, demonstrate mastery of the Common Core State Standards embedded into every projects, assessment outcomes. Attendance: Students must not have missed more than 10 days out of each semester. Work: Students must have participated in and completed at least four significant projects At the end of each year, students will complete a Transitional Presentation of Learning (TPOL), which is similar to the normal Presentation of Learning but requires students to present their Portfolios, reflect on their growth in the entire last year, and argue their case for promotion to the next grade.

GRADUATION Legacy Academy will only offer one type of diploma: Regent’s Diploma. Students will be deemed ready to graduate when they have fulfilled the fundamental graduation requirements required by NYS Education Department16.

16http://schools.nyc.gov/RulesPolicies/GraduationRequirements/default.htm Legacy Academy Charter School of Innovation and Social Progress

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CURRICULUM AND INSTRUCTIONAL DESIGN

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PROGRAMMATIC AUDIT

5F. PROGRAMMATIC AUDIT

Utilizing regular recorded information gathered by Legacy Academy at the end of the school year the school will conduct a programmatic audit that will consist of Legacy Academy’s leadership team, made up of the Executive Director, Instructional, Director of Finance/ Operations, Student Support Coordinator, and Dean of Students. This meeting is to report and evaluate the status and governance of academia and operational effectiveness in Legacy Academy as well at its fiscal well being. Leaders will evaluate the school according to SUNY’S Renewal Benchmarks and keeping the goals of the Accountability Plan in consideration. The school will keep a close eye on all programs to assure all guidelines are being met according to the expectations of SUNY’S Renewal Benchmarks and the Accountability Plan by the Fall of year 2. As a result of this audit the school leaders will use the retrieved information to develop a written action plan to confront any areas that may reflect deficiency.

To help Identify with Legacy Academy’s Strengths and weaknesses in accordance to Legacy Academy may hire outside specialist in its first year to train staff in understanding the Benchmarks as well as the Accountability Plan merits. Legacy Academy has identified qualified consultants such as SchoolWorks which is skilled to evaluate the structure of a school’s leadership and instruction. Leslie Talbot, and The High Bar who would also be able to perform this audit a la carte to insure the school's operation and financial stability is fiscally sound. Should The Board decide to to hire any consultants, the consultants will report directly to the Board of Directors and will provide written reports to the board that identifies areas of strength and weaknesses. The consultants will make recommendations for the following steps on improvement as well as additional steps on how Legacy Academy can eventually govern its own audits.

Legacy Academy’s Pragmatic Audit will also submit an annual review that will include the Accountability Plan progress report to SUNY Charter Schools Institute and the New York State Education Department, in accordance with Education Law §2857(2). This report will include but not be limited to the comparative academic and fiscal performance in comparison to CSD 27. This will also include the school’s federal and state services, salary expenditures, capital expenses, student suspension, standardized test performance, students with Limited English Proficiency, student enrollment data, Framework for great schools and other vital information. The annual progress report will provide room for discussion of Legacy Academy’s progress in meeting the goals stated in the accountability plan.

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CALENDAR AND SCHEDULE

6AC. CALENDAR AND SCHEDULE

A. SCHOOL CALENDAR DESCRIPTION Legacy Academy school calendar includes 182 school days and 1125.5 hours of instruction. 178 days are full days with 6.25 hours of instruction and 4 days are half days with 3.25 hours of instruction. Our calendar exceeds the State Education Department requirement of a minimum of 180 days and 990 hours of instruction for grades 9-12. In accordance with Education Law § 2851(2)(n) and 8 NYCRR § 175.5 Legacy Academy’s schedule provides more instructional time than is required of public schools. Most Legacy Academy school days are aligned with New York City DOE school calendar.

Start and End Dates ● First Day of Work- August 9th, 2019. Founding FTEs begin work 31 days prior students ● First Day of School- September 9, 2019 ● Fall Semester- September 9, 2019 - January 31, 2020 ● Spring Semester- February 4, 2020 - June 29, 2020 ● Last Day of School- June, 29 2020

Staff Meetings and Professional Development ● Two week long pre-school year staff training- Soul Training ● Weekly Full Staff Meetings ● Bi-weekly Professional Development ● 4 Professional Development Days ● 10 First Friday Lunches

Programming ● 4 All School Exhibitions ● 4 Student Led Parent Conferences ● College Trips ● Immersion Week ● Regents Preparation ● Regents Test Week

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CALENDAR AND SCHEDULE

CALENDAR SAMPLE

Legacy Academy has drafted an Opening school Year Calendar for 2019-2020. The Calendar below list trainings, informational sessions,our school closings, staff development day, and more important dates for the 2019 fall school year..

Legacy Academy School Calendar- 2019-2020 Key Guide

Event/Com Regular No School Staff Only munity Teacher Student School for Full Students Do Attendance Open Open Day Half Day Community Not Report Day Reporting Reporting

Legacy Academy Opening Year School Calendar 2019-2020 W Mon T k th M T W h F Monday Tuesday Wednesday Thursday Friday Certfication Certfication Certfication Meet and First and HR and HR and HR Greet Contractual Support Support Support Moving In Day for all August FTE Calendar Safety and LACS Lockdown Handbook Protocol Certfication Mandated and HR Reporter Support Training CPR Training Certfication and HR 1 Aug 5 6 7 8 9 Support

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CALENDAR AND SCHEDULE Soul Soul Soul Soul Soul Training: Training: Training: Training: Training:

Far Project Slice Project Slice Design Design Rockaway Thinking Thinking History, Curriculum Curriculum Education, Mapping Mapping Politics, and Project Project existing Ideation Development conditions Project Lesson Mission and Drafting Planning Vision Project 1 1 1 1 1 Building Tuning 2 Aug 2 3 4 5 6 Intro to PBL Soul Soul Soul Soul Soul Training: Training: Training: Training: Training: Restorative Committee Curriculum Advising Justice Creation Design Maps & Students Culturally Calendar Thinking Project Supporting Responsive Mapping Project Presentation Colleagues Pedagogy Event Development s Commitment Trauma Planning Lesson Project to Research Informed Assessment Planning Based Classrooms Classrooms s Teaching as Clinical Special Communica Sites Populations tion with Digital Families 1 2 2 2 2 Portfolio Community 3 Aug 9 0 1 2 3 Connection Home Visits Home Visits Home Visits Home Staff Visits Exhibition Day 2 2 2 2 3 Community 4 Aug 6 7 8 9 0 Open House 5 Sep 2 3 4 5 6 Labor Day Teacher Prep Teacher Prep Teacher Full Staff

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CALENDAR AND SCHEDULE Prep Meeting First Day for Morning All 9/11 1 1 1 1 Students Staff Meeting First Friday 6 Sep 9 0 1 2 3 Lunch Morning All Teacher 1 1 1 1 2 Staff Meeting Morning PD 7 Sep 6 7 8 9 0 Series 2 2 2 2 2 Morning All 8 Sep 3 4 5 6 7 Staff Meeting Morning All Teacher First Friday Sep/ 3 Staff Meeting Morning PD Lunch 9 Oct 0 1 2 3 4 Series 1 1 Morning All 10 Oct 7 8 9 0 1 Staff Meeting Columbus Morning All Teacher 1 1 1 1 1 Day Staff Meeting Morning PD 11 Oct 4 5 6 7 8 Series 2 2 2 2 2 Morning All All School 12 Oct 1 2 3 4 5 Staff Meeting Exhibition Morning All Teacher Student Led First Friday Staff Meeting Morning PD Conference Lunch Series s Student Led Oct/ 2 2 3 3 Conferences 13 Nov 8 9 0 1 1 Half Day Morning All Staff PD Day Staff Meeting Project Planning Independent Work Day for 14 Nov 4 5 6 7 8 Students 1 1 1 1 1 Morning All Veterans Day 15 Nov 1 2 3 4 5 Staff Meeting

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CALENDAR AND SCHEDULE Morning All Teacher 1 1 2 2 2 Staff Meeting Morning PD 16 Nov 8 9 0 1 2 Series 2 2 2 2 2 Morning All Thanksgivi Thanksgiving 17 Nov 5 6 7 8 9 Staff Meeting ng Break Break Morning All Teacher First Friday Staff Meeting Morning PD Lunch 18 Dec 2 3 4 5 6 Series Morning All All School 1 1 1 1 Staff Meeting Exhibition 19 Dec 9 0 1 2 3 Morning All Teacher Student Led Student Led 1 1 1 1 2 Staff Meeting Morning PD Conference Conferences 20 Dec 6 7 8 9 0 Series s Half Day Winter Winter Christmas Kwanzaa Kwanzaa 2 2 2 2 2 Holiday Holiday Break Break Break 21 Dec 3 4 5 6 7 Break Break Kwanzaa Kwanzaa Kwanzaa Winter Winter Dec/J 3 3 Break Break Break Holiday Holiday 22 an 0 1 1 2 3 Break Break Morning All Teacher First Friday 1 Staff Meeting Morning PD Lunch 23 Jan 6 7 8 9 0 Series Morning All Martin Luther 1 1 1 1 1 Staff Meeting King's 24 Jan 3 4 5 6 7 Birthday 2 2 2 2 2 MLK Day Morning All 25 Jan 0 1 2 3 4 Staff Meeting Morning All Teacher Staff Meeting Morning PD 2 2 2 3 3 Series 26 Jan 7 8 9 0 1 All School

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CALENDAR AND SCHEDULE Exhibition

Professional Morning All First Friday Developmen Staff Meeting Lunch t For Staff Spring Term Independent Begins Work Day 27 Feb 3 4 5 6 7 for Students Morning All Teacher 1 1 1 1 1 Staff Meeting Morning PD 28 Feb 0 1 2 3 4 Series 1 1 1 2 2 Morning All 29 Feb 7 8 9 0 1 Staff Meeting Morning All Teacher 2 2 2 2 2 Staff Meeting Morning PD 30 Feb 4 5 6 7 8 Series George Morning All First Friday Washington Staff Meeting Lunch Independent Work Day Full 31 Mar 2 3 4 5 6 Community Morning All Teacher 1 1 1 1 Staff Meeting Morning PD 32 Mar 9 0 1 2 3 Series 1 1 1 1 2 Morning All 33 Mar 6 7 8 9 0 Staff Meeting Morning All Teacher Morning Staff Meeting Morning PD All Staff 2 2 2 2 2 Series Meeting 34 Mar 3 4 5 6 7 All School

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CALENDAR AND SCHEDULE Exhibition

Mar/ 3 3 Immersion Immersion Immersion Immersion Immersion 35 Apr 0 1 1 2 3 Week Week Week Week Week Morning All Teacher Student Led First Friday Staff Meeting Morning PD Conference Lunch Series s Student Led 1 Conferences 36 Apr 6 7 8 9 0 Half Day Spring Spring Break Spring Break Spring Spring Break Break HTH HTH Break 1 1 1 1 1 Conference Conference HTH 37 Apr 3 4 5 6 7 Conference Spring Spring Break Teacher Eid- Al- Break Morning PD Adha 2 2 2 2 2 Series Ramadan 38 Apr 0 1 2 3 4 Begins Morning All First Friday Staff Meeting Lunch Professional Development For Staff Independent Apr/ 2 2 2 3 Work Day for 39 May 7 8 9 0 1 Students Teacher Teacher Appreciation Morning PD Day Series 40 May 4 5 6 7 8 PTA Event 1 1 1 1 1 Morning All 41 May 1 2 3 4 5 Staff Meeting

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CALENDAR AND SCHEDULE Morning All Teacher On 23rd Eid- Staff Meeting Morning PD Al Fitr 1 1 2 2 2 Series Ramadan 42 May 8 9 0 1 2 Ending Morning All Memorial 2 2 2 2 2 Staff Meeting Day 43 May 5 6 7 8 9 Observed Memorial Regents Test Teacher First Friday Day Morning PD Lunch 44 Jun 1 2 3 4 5 Observed Series Morning All All School Student Led Student Led 1 1 1 Staff Exhibition Conference Conferences 45 Jun 8 9 0 1 2 Meeting s Half Day Morning All Regents Test Regents Test Regents Juneteenth Staff Prep Prep Test Prep Meeting 1 1 1 1 1 Regent's 46 Jun 5 6 7 8 9 Test Prep 2 2 2 2 2 Regents Regents Test Regents Test Regents Regents Test 47 Jun 2 3 4 5 6 Test Week Week Week Test Week Week

Last Day Last Day of Of School School For Jun/J 2 3 for Teaching 48 ul 9 0 1 2 3 Students Staff

B. DAILY SCHEDULE

Legacy Academy will operate on an intensive block schedule with 45 minute periods. An intensive block schedule allows students double periods for two of their core classes, 30 daily minutes with their advisor, a full period of physical education, a full period of their chosen passion class (elective) and an additional required course per semester. Intensive block scheduling provides adequate time for direct instruction and project work.

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CALENDAR AND SCHEDULE Student class schedules will operate daily from 9:00am to 4:00pm. A significant issue that educators and students in Far Rockaway discussed was student difficulty with getting to school on time, resulting in their missing the first half hour or more. Schools that start between before 8:30 am struggle with excessively tardy, tired, and hungry students. The later start will help increase student attendance and and make the services provided in the morning such as breakfast and tutoring more accessible.1 Students will have the same schedule each day to maintain an equal distribution of attendance in each class, in consideration of the many Fridays and Mondays students have away from school. For students who are at risk, block scheduling is expected to encourage a calmer school atmosphere, better discipline, and enhanced student attitudes toward school, and reduce failure and dropout rates by 2. Schools that have adopted block schedules report a reduction in absenteeism and drastic reductions in discipline problems because engagement increases because each class meeting is higher stakes3

Legacy Academy’s daily schedule is designed to maximize student learning, competency and skill development. Every graduation cohort of 108 students will be organized into two learning teams of 54, and further organized into two classes of 27. Classes are fully inclusive and a Learning Specialist who is a licenced special education teacher, will be attached to each of the learning groups. They will develop IEPs, differentiate for students with special needs, support project work, and maintain their relationship as an academic support by looping with their students from year to year. Fewer classes and longer seat time ensures that direct instruction, student research, guest lecturers, and project work are all able to happen in each class. The learning teams support differentiation and accommodation for multiple learning styles and abilities in one classroom.4 One students’ full year schedule will consist of a total of 12 attainable credits broken into two semesters. In focusing on two major subjects each semester (Language Arts, History, Science, and Foreign Language), along with Passion, Health, Physical Education, and Creative Arts. Every student each semester will have an advisory course. Every morning will begin with the flexible option of breakfast and tutoring prior to the 9am start. The school leadership team in

1Fitzsimmons J. T. (2017). Challenging the status quo on schedules: Is it time to change start times and instruction periods?. Principal Leadership, 18(4), 54-57. 2 Kramer, S. L. (1997). What we know about block scheduling and its effects on math instruction, part II. NASSP Bulletin, 8169-82. 3 Queen, J. A., & Gaskey, K. A. (1997). Steps for improving school climate in block scheduling. Phi Delta Kappan, 79158-161. 4 Ryan, F. J. (1996). Intensive scheduling: when less is more. Momentum (0026914X), 2762-65.

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CALENDAR AND SCHEDULE efforts to be connected to each of our students to experience and practice the instructional theory on which we train our teachers, will each teach one of the four credited health classes.

Sample Student: Latisha Brown

Semester : Fall 2019 Learning Team: A Class Group: 1

Minutes Time Mon Tues Wed Thurs Fri

60 P0: Tutoring Tutoring Tutoring Tutoring Tutoring 8:00-9:00 Breakfast Breakfast Breakfast Breakfast Breakfast

45 P1: History History History History History 9:00-9:45

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CALENDAR AND SCHEDULE 45 P2: History History History History History 9:45-10:30

45 P3: Health Health Health Health Health 10:35- 11:20

45 P4: 11:25- Physical Physical Physical Physical Physical 12:10 Ed Ed Ed Ed Ed

45 PL: 12:10- LUNCH LUNCH LUNCH LUNCH LUNCH 12:55

30 P5: Advisory Advisory Advisory Advisory Advisory 1:00-1:30

45 P6: Passion Passion Passion Passion Passion 1:35-2:20

45 P7: Science Science Science Science Science 2:25-3:10

45 P8: Science Science Science Science Science 3:15-4:00

Sample Student: Terrence Harris

Semester : Fall 2019 Learning Team: A Class Group: 2

Minutes Time Mon Tues Wed Thurs Fri

60 P0: Tutoring Tutoring Tutoring Tutoring Tutoring 8:00-9:00 Breakfast Breakfast Breakfast Breakfast Breakfast

45 P1: Physical Physical Physical Physical Physical 9:00-9:45 Ed Ed Ed Ed Ed

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CALENDAR AND SCHEDULE 45 P2: Health Health Health Health Health 9:45-10:30

45 P3: Science Science Science Science Science 10:35- 11:20

45 P4: 11:25- Science Science Science Science Science 12:10

45 PL: 12:10- LUNCH LUNCH LUNCH LUNCH LUNCH 12:55

30 P4: 1:00-1:30 Advisory Advisory Advisory Advisory Advisory

45 P5: Passion Passion Passion Passion Passion 1:35-2:20

45 P7: History History History History History 2:25-3:10

Sample Student Schedule: Latisha Brown

Semester : Spring 2020 Learning Team: A Class Group: 1

Minutes Time Mon Tues Wed Thurs Fri

60 P0: Tutoring Tutoring Tutoring Tutoring Tutoring 8:00-9:00 Breakfast Breakfast Breakfast Breakfast Breakfast

45 P1: Creative Creative Creative Creative Creative

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CALENDAR AND SCHEDULE 9:00-9:45 Arts Arts Arts Arts Arts

45 P2: Phys Ed Phys Ed Phys Ed Phys Ed Phys Ed 9:45-10:30

45 P3: Language Language Language Language Language 10:35- 11:20 Arts Arts Arts Arts Arts

45 P4: 11:25- Language Language Language Language Language 12:10 Arts Arts Arts Arts Arts

45 P5: 12:10- LUNCH LUNCH LUNCH LUNCH LUNCH 12:55

30 P4: 1:00-1:30 Advisory Advisory Advisory Advisory Advisory

45 P5: 1:35-2:20 Passion Passion Passion Passion Passion

45 P6: 2:25-3:10 Foreign Foreign Foreign Foreign Foreign Language Language Language Language Language

45 P7: 2:25-3:10 Foreign Foreign Foreign Foreign Foreign Language Language Language Language Language

Sample Student Schedule: Terrence Harris

Semester : Spring 2020 Learning Team: A Class Group: 2

Minutes Time Mon Tues Wed Thurs Fri

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CALENDAR AND SCHEDULE 60 P0: 8:00-9:00 Tutoring Tutoring Tutoring Tutoring Tutoring Breakfast Breakfast Breakfast Breakfast Breakfast

45 P1: 9:00-9:45 Foreign Foreign Foreign Foreign Foreign Language Language Language Language Language

45 P2: 9:45- Foreign Foreign Foreign Foreign Foreign 10:30 Language Language Language Language Language

45 P3: 10:35- Physical Physical Physical Physical Physical 11:20 ed ed ed ed ed

45 P4: 11:25- Creative Creative Creative Creative Creative 12:10 Arts Arts Arts Arts Arts

45 PL: 12:10- LUNCH LUNCH LUNCH LUNCH LUNCH 12:55

30 P4: 1:00-1:30 Advisory Advisory Advisory Advisory Advisory

45 P5: 1:35-2:20 Passion Passion Passion Passion Passion

45 P7: 2:25-3:10 Language Language Language Language Language Arts Arts Arts Arts Arts

With our intensive blocked schedule we have designed our curriculum to provide the students of legacy academy with the academic credits they need to graduate. Legacy academy has decided to introduce math in year. With longer class periods in our project based learning school the students at Legacy Academy will have extensive time in an engaging classroom setting long enough to lean and retain information from their instructors as well as work on and complete unique projects in the classroom. TEACHER SCHEDULE Teachers arrive at school one hour before the students daily for independent preparation time, meetings, and professional development.. This morning hour is used for staff to meet in various configurations to accomplish planning and development goals. Legacy Academy teachers will

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CALENDAR AND SCHEDULE also benefit from this scheduling by being able to complete their lesson plans, grow accustomed to and learn each students learning style, and govern the class with a healthy flow toas sure no child gets left behind. What is also special about Legacy Academy is that each instructor will be a trained advisor, so each child will be paired with an advisor who will stick with them all four years seeing them everyday to grow a strong trust and bond.

HISTORY TEACHER SCHEDULE

Time Monday Tuesday Wednesday Thursday Friday

P0: 8:00-9:00 Common Full Staff Bi-Weekly Common Common Prep Time Meeting PD Prep Time Prep Time

P1: 9:00-9:45 History Direct Instruction With Group A1

P2: 9:45-10:30 History Project Work with Group A1

P3: 10:35- 11:20 Prep: Lesson Planning, Project Planning, Grading, Parent Communication P4: 11:25-12:10

PL: 12:10-12:55 LUNCH First Friday Teachers have no expectations or obligations during lunch Luncheon

P4: 1:00-1:30 Advisory Group

P5: 1:35-2:20 Passion Class (Elective): Pottery

P7: 2:25-3:10 History Direct Instruction With Group A2

P8: 3:15-4:00 History Project Work with Group A2

Legacy Academy Charter School of Innovation and Social Progress

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7AD. SPECIFIC POPULATIONS

A. STRUGGLING STUDENTS

Legacy Academy has high expectations for all students and is committed to working with students who are not meeting desired outcomes to help them achieve at expected levels, regardless of their prior experiences and achievement. The role of all of our teachers is to map the assets, strengths, and talents that students bring to the classroom, and to systematically identify areas for growth and targeted intervention. Embedded within the design of the school are systems of support that address the needs of struggling students.

1. Legacy Academy provides support to students both in and out of the core courses. This may take the form of after school tutoring or tutoring during lunch or elective time. Legacy Academy will also have an active peer-tutoring program.

2. Because of the project-based curriculum and small class size, teachers can spend time with students needing extra support on both projects and basic skills.

3. Project-based learning lends itself nicely to building basic skills because students come to understand how math, humanities and science skills are necessary to address real-world problems.

4. Reading and writing workshops allow for building content knowledge while reading levels are improved through books at varied levels of difficulty.

5. All teachers will be trained in Project Based Teaching methods that also utilize Universal Design for Learning (UDL) principles to ensure flexible instructional design with multiple means of representation, action, expression, and engagement for students. UDL has been shown to be an effective teaching methodology to improve the learning process for all students.1

6. Legacy Academy may offer summer school programs for current students needing

1 Capp, M. J. (2017). The effectiveness of universal design for learning: a meta-analysis of literature between 2013 and 2016. International Journal Of Inclusive Education, 21(8), 791-807. doi:10.1080/13603116.2017.1325074 Legacy Academy Charter School of Innovation and Social Progress

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additional support in the core areas of math and English.

Legacy Academy has developed a comprehensive assessment system designed to track and monitor student growth. These are both summative and formative assessments that track student growth and monitor their mastery of grade-level standards. For example, all students will take the MAP assessments in both English and math at the beginning of the school year, to establish baseline student performance data. Teachers will use the assessment system to inform their overall planning, differentiate for specific students, and develop strategic lessons to accelerate growth. If students are not making adequate progress within the embedded systems of support as outlined above, they may be referred to the Student Support Team (SST).

Student Support Team: The Student Support Team is comprised of the student, their family, at least one of their classroom teachers, the Dean of Students/or Executive Director, and Student Support Coordinator. Once a student is referred to the Student Support Team, a weekly meeting will convene to review student work, progress monitoring data, observation data, and attendance records. The student’s voice is an essential and key element of this process, and the student is invited as an equal stakeholder and collaborator who is instrumental to the development of plans for classroom interventions and engagements. In other words, this process is done with the student, not to them. The Student Support Team will consider the full spectrum of multi-tiered systems of support (MTSS) that the student can access during the school day and will develop a plan that outlines appropriate supports and interventions, measurable desired outcomes, and a plan for follow-up.

Multi-Tiered Systems of Support:

Legacy Academy will utilize an ‘response-to- intervention’ system known as multi-tiered system of support (MTSS). Our MTSS framework will provide students with the academic, behavioral and social-emotional supports they need. MTSS is a framework for providing comprehensive support to students and is not an instructional practice. It is a prevention-oriented approach to Legacy Academy Charter School of Innovation and Social Progress

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linking assessment and instruction that can inform educators’ decisions about how best to teach their students. A goal of MTSS is to minimize the risk for long-term negative learning outcomes by responding quickly to documented learning or behavioral problems and ensuring appropriate identification of students with disabilities.

A rigorous prevention system provides for the early identification of learning and behavioral challenges and timely intervention for students who are at risk for long-term learning problems. This system includes three levels of intensity or three levels of prevention, which represent a continuum of supports. Legacy Academy will use more than one intervention within a given level of prevention:

❖ Primary (Tier 1) prevention: high quality core instruction that meets the needs of most students

❖ Secondary (Tier 2) prevention: evidence-based intervention(s) of moderate intensity that addresses the learning or behavioral challenges of most at-risk students

❖ Tertiary prevention (Tier 3): individualized intervention(s) of increased intensity for students who show minimal response to secondary prevention

At all levels, attention is on fidelity of implementation, with consideration for cultural and linguistic responsiveness and recognition of student strengths. The primary focus is to ensure that high quality, universal interventions are implemented at Tier 1, through the provision of training and support in differentiated school-wide academic, behavioral, and social emotional curricula.

Tier 2 and Tier 3 services are provided by a team of credentialed and licensed service professionals (i.e. special education providers, school psychologists, reading specialists, therapists, social workers, speech-language pathologists, occupational therapists, and behavioral analysts). They provide both push-in and pull-out instructional supports aligned with Tier 2 and Tier 3 student goals. These high quality, customized, data-driven interventions are designed to reduce the need for later referral to higher levels of service. The multi-tiered framework serves as a vessel for the delivery of evidence-based practices that are selected based on the unique needs Legacy Academy Charter School of Innovation and Social Progress

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of the school and students. With such prompt and targeted intervention, many students quickly improve and can be sufficiently supported by school-wide or classroom-based Tier 1 interventions.

Students identified for Tier 2 services will engage in six to ten week cycles of intervention focused on remediating specific gaps. All intervention specialists engage in regular progress monitoring to evaluate the effectiveness and to gain valuable information about adjustments needed.

Students who do not respond to Tier 2 interventions are considered candidates to receive support at the third tier of intensive services, and a referral to be evaluated for Special Education eligibility may be necessary. Foundational to our approach is leveraging Tier 1 to minimize the need for Tier 2 and leveraging Tier 2 to minimize the need for Tier 3.

B. STUDENTS WITH DISABILITIES

PHILOSOPHY ON SPECIAL EDUCATION

Every child at Legacy Academy will receive a fully inclusive education in an environment that is not only the least restrictive, but also the most appropriate for their individual needs and abilities. All adults in our school actively support the strengths of all students and welcome differences as a positive part of a learning environment.Further, we believe that all students are able to excel if instruction is differentiated and designed to both accelerate and individualize. Therefore, the best way to support the great majority of students who qualify for Special Education services is through differentiated, scaffolded, and individualized instruction in general education settings where children have access to appropriate content and concepts and are provided the support and modifications many of our other populations require to access the curriculum.

METHODS OF SUPPORT

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Cultural Mindset

Today, despite the fact that special education is still closely connected to a medical model where children are “diagnosed” with certain disabilities, Legacy Academy has embraced three important understandings:

1. Learning differences exist along a vast continuum and these differences do not indicate lessened or heightened abilities to learn.

2. Human beings typically develop compensatory strengths—often formidable ones—to allow them to expand their learning, even though they may have some areas of difficulty.

3. Strategic instruction can significantly and positively affect what students achieve. Moreover, many educators now believe that the view of disability as some kind of insurmountable deficit is a social construct that has been proven to be detrimental to children and should be challenged.2

Academic Mindset

To create a program that is in service of the dynamic abilities and need of all students, Legacy Academy uses a fully and truly inclusive model that recognizes and incorporates the following tenets:

1. All students have multiple and complex experiences, strengths, and identities; these include interests and talents, as well as ethnicity, gender, social status, temperament, family experiences, and learning differences, among others.

2. These complex sets of experiences require that all students be taught as individuals.

3. All teachers need to be observant and diagnostic in their approach.

2 Darling-Hammond, L., & Bransford, J. (Eds.). (2007). Preparing teachers for a changing world: What teachers should learn and be able to do. John Wiley & Sons. Legacy Academy Charter School of Innovation and Social Progress

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4. Teachers should be aware of general and individual patterns of learning as they assess and plan instruction.

DIFFERENTIATION METHODS

To ensure that student needs are met in the fully inclusive environment, students have only three core classes each semester, so that they can spend more time gaining mastery over each learning objective.. A Learning Specialist (special education teacher) will accompany a team of students to their core classes, and collaborate with the core content teacher to differentiate for daily lessons. Teachers will have small, 27 student classes and their projects and lesson plans will include the following adaptations as appropriate:

Size: Adapt the number of items that the learner is expected to learn or complete.

Time: Adapt the time allotted and allowed for learning, task completion, or testing. For example, individualize a timeline for completing a task; pace learning differently (increase or decrease the pace) for certain learners.

Level of Support: Increase the amount of personal assistance with a specific learner. For example, assign peer buddies, teaching assistants, peer tutors, or cross-age tutors.

Input: Adapt the way instruction is delivered to the learner. For example, use different visual aids, plan extra concrete examples, provide hands-on activities, or place students in cooperative groups.

Difficulty: Adapt the skill level, problem type, or rules on how the learner may approach the work. For example, allow the use of a calculator to figure math problems, or simplify task directions. In general, change the rules to accommodate a student’s needs.

Output: Adapt how the student is allowed to respond to instruction. For example, instead of a written response to questions, allow a verbal response, use a communication book for some students, or allow students to show knowledge with hands-on materials.

Participation: Adapt the extent to which a learner is actively involved in the task. For example, Legacy Academy Charter School of Innovation and Social Progress

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in studying geography have one student hold the globe and point to a country or continent while others point out specific locations.

Alternate Objectives: Adapt the goals or expected outcomes while using the same materials. For example, in social studies expect one student to be able to locate just the states while others learn to locate capitals, as well.

Substitute Curriculum: Provide different instruction and materials to meet a student’s individual goals. For example, during a language test one student could be learning computer skills in the computer lab while the others take the written exam.

INITIATING SERVICES

Identification

Legacy’s RTI-based MTSS process will ensure that students who may qualify for special education are readily identified and evaluated to determine potential eligibility. Legacy’s administrative team will also carefully review student records to determine whether any incoming students already have active IEPs or 504 plans, and to ensure that appropriate services and supports are in place on the first day of school. A referral to the Committee on Special Education (CSE) of a student’s district of residence will be considered only after the MTSS process has proven insufficient to address the student's needs. Legacy will use the following procedures to initiate a referral for a student suspected of having a disability to the Chairperson of the CSE.

School Initiated Referrals

Informed by assessment and classroom data, the teacher and SPED Director will confer with the Dean of Curriculum and Instruction and complete a written request for an initial evaluation to the Chairperson of the CSE. The purpose of this request is to: 1. Clearly outline difficulties the student is having in the classroom; Legacy Academy Charter School of Innovation and Social Progress

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2. Describe Tier 1 and 2 interventions and supports provided to the student; and

3. Describe the extent of parental involvement prior to the referral

Parent Initiated Referrals

Legacy will provide support and guidance to parents who wish to independently initiate a referral of their child to CSE. Parents will be given a copy of procedural safeguards and a sample letter that outlines necessary information to be contained in a request for services. Legacy will write a request to (CSE) on the parents behalf and obtain the parent’s signature.

Obligations and Assurances

Legacy shall comply with all applicable State and Federal Laws in serving children with disabilities, including, but not limited to, Section 504 of the Rehabilitation Act (“Section 504”), the Americans with Disabilities Act (“ADA”) and the Individuals with Disabilities in Education Improvement Act (“IDEA”). Legacy will comply with its obligations under the Child Find requirements of IDEA including 34 CFR § 300.125, and will provide appropriate notification to parents.

Once a student is found to qualify under one of 14 handicapping conditions, the Student Support Team (SST) will work with the CSE to adhere to all applicable laws and regulations regarding implementation of services, including at least annual review of the IEP and student progress towards individualized goals. If a review reveals that the student’s IEP is no longer appropriate to the child’s needs, the SST will work with the CSE to review, reevaluate, or adapt the IEP in order to best serve the student. The SST will communicate all findings, recommendations, or changes in intervention with the child’s family.

Strategies and Resources:

Legacy will hire highly qualified, experienced, and fully certified special education staff members to meet the needs of all students with disabilities.

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The Student Support Coordinator will oversee the special education department. This person will serve as the primary manager of all services for students with special needs, act as the liaison with the CSE, and ensure compliance with all city and federal guidelines Special Education. They will coordinate with all related service providers and support entities that serve students and families. They will facilitate professional learning for Legacy staff on serving students with special needs. They will support special education teachers in the development of IEPs in collaboration with all IEP team members, maintain files, and collaborate with classroom teachers to ensure that students receive appropriate accommodation and modifications in all classroom environments.

Legacy will meet the needs of students with disabilities by providing all services the IEP team identifies. Learning Specialists will push-in to classrooms and, as necessary, may provide support 1:1 or in small groups to meet students’ behavioral and academic needs. All support provided by the Learning Specialist will occur in close collaboration with the classroom teachers. The Student Support Coordinator will coordinate with the CSE to assist families in the Related Services Authorization process, allowing families to have a choice of providers if necessary with the CSE to assist families in the Related Service Authorization (RSA) process, allowing families to have a choice of providers if necessary.

Progress Monitoring and Evaluation:

The Student Support Coordinator will monitor and oversee special education supports and services by remaining in close communication with inclusion specialists and classroom teachers, attending IEP team meetings to track student data and mastery of grade level standards. The Student Support Coordinator will also work with the Inclusion team and classroom teachers to ensure that Legacy is in compliance with all city and federal laws regarding students with special needs. Legacy will abide by all of the assurances regarding the provision of Special Education Services found in Appendix B of the Charter Schools Institute 2017 Request for Proposals.

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C. ENGLISH LANGUAGE LEARNERS

PHILOSOPHY FOR ENGLISH LANGUAGE LEARNERS

Legacy Academy’s linguistic and cultural diversity are seen as assets for teaching and learning. Commanding English proficiency in all linguistic modalities is a goal for all students, regardless of linguistic background. At the same time, we nurture the development of every student’s home language. Based on the averages of high schools on the Rockaway peninsula, we can expect to have 10% of are students identify as English Language Learners, and we will develop high quality instructional programs and services that allow them, within a reasonable amount of time, to achieve the same challenging grade level and graduation standards as native-English speaking students.

PLAN FOR ENGLISH LANGUAGE LEARNERS

Legacy Academy will follow a six-step language support plan to best serve the needs of our English Language Learners (ELLs). We will comply with federal statutes and regulations defined by the US Department of Education’s Office of Civil Rights (OCR) as well as all relevant state and city regulations. Faculty members share responsibility for implementation of this plan in coordination with the Student Support Coordinator and any relevant party ELLs are fully integrated into core classes and required activities and receive one-on-one or small group coaching based on their language needs.

IMPLEMENTATION

Legacy Academy will implement the following six-step support program for ELLs3:

3 Adapted from guidelines provided by the US Department of Education’s Office for Civil Rights (OCR)

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1. Identification

In order to identify students in need of language support as quickly as possible, Legacy Academy will request records from all entering students’ previous schools promptly after school selection has occurred to begin determining ELL status. Legacy Academy will also access ATS to obtain comprehensive data including home language, ELL status and all exam history for all students entering from DOE schools. Legacy Academy will also survey all incoming parents for important information, including home language and history of ELL services, providing language access services as needed.

2. Initial Assessment

Based on a comprehensive review of this data, the Student Support Coordinator and a team of teachers focused on language development will meet with students who may be ELLs as early as possible to discuss language needs and informally assess for any indication of the student struggling with language use or previous difficulties in learning.

Students who are currently identified as ELLs will be interviewed to determine the pace and progression of their English language development as well as what they believe to be the best supports to enable their academic success. Depending on the availability of previous work and assessment data, the student may be referred to do some English proficiency assessments if deemed necessary.

Students who have not previously been designated as ELLs but show an indication of a need for language support will take the the New York State Identification Test for English Language Learners (NYSITELL) and Language Assessment Scales (LAS) to avoid basing a student’s language improvement plan on a single assessment. If there is a teacher who is fluent in the students’ home language, assessments such as The Student Oral Language Observation Matrix (SOLOM) will be administered to determine home language proficiency. In the case of new entrants to the New York State public school system, assessments will be performed prior to the school year if possible, but no later than 10 days after the beginning of the school year or the students entry to the school.

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3. Provide Support The School will provide support to students designated as ELLs through classroom support, focused tutoring, and more intensive individual intervention for those with high needs for language support. The Student Support Coordinator will work individually with ELL students, along with the students’ families, advisors, and teachers to determine areas of particular need and the most appropriate support strategies. The Student Support Coordinator will work with ELL and content teachers to plan supports appropriate to students’ individual needs and will collect assessment data to track progress and inform future instruction.

While the New York State English as a Second Language Achievement Test (NYSESLAT) will be used to determine year-end need for continued services, students will complete numerous other assessments throughout the year to provide a more comprehensive view of current ELL performance. Performance assessments will be provided throughout the year in an effort to provide performance data less affected by the issues of validity and reliability consistently found in achievement tests of ELLs4.

4. Transitioning/Exiting A EL students are working toward English proficiency, they are still expected to practice and learn the skills and content as required in their core academic courses. Legacy Academy will outline specific skills for transitioning from language support services so that students and the School have a clear sense of goals and accomplishment.

5. Monitoring Students who no longer need language support services are monitored by their advisor. Individual and group coaching for ELL students will take place during Passion classes. By using this time for additional English language study, ELL students remain fully involved in their core classes, and the School maintains its inclusive environment while meeting the specific needs of students learning English.

4 Jamal Abedi, “Performance Assessment for English Language Learners,” (Stanford Center for Opportunity Policy in Education, 2010), https://edpolicy.stanford.edu/publications/pubs/114. Legacy Academy Charter School of Innovation and Social Progress

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6. Implementation Strategies The following strategies will also be implemented to ensure academic success and language progress for EL students.

● Ongoing Assessment: The Student Support Coordinator will be responsible for coordinating teacher evaluations of the student’s classroom performance, family/student interviews and collection of a case history, as well as language proficiency testing. The results of these assessments will be used to determine the need for tutoring and other types of extra support.

● Personal Learning Plans: Core teachers may work individually with ELL students to develop student goals and pinpoint strengths, needs, personal interests, and special accommodations. Advisors may use the Personal Learning Plan (PLP) to assess ELL student progress and to make necessary adjustments. The PLPs are directly informed by the Ongoing Assessments coordinated by the Student Support Coordinator. Advisors work closely with the Student Support Coordinator to ensure that the goals and special accommodations within the PLP are appropriate as well as communicated to the classroom teachers.

● Plans For Tutoring: ELL students receive support both inside and outside their core academic classes. Within the class, lessons and assessments are differentiated with Project Based Teaching strategies. ELL students may also access a system of supplemental academic assistance including study support classes (to receive assistance with homework and class assignments), and teacher-led tutoring before school. Our academic schedule starts at 9am expressly for this purpose

● Professional Development For Teachers: Legacy Academy teachers will receive professional development in research-based language and literacy instruction strategies for ELL students, including contextualized curriculum, group work, appropriate teacher discourse, and differentiated instruction.

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● Community Outreach: Administration and faculty will work closely with family, community, and local organizations to support ELL students and their families. Translators at school meetings and functions, mentoring and tutoring from community members, guest speakers, and specific workshops for parents in supporting their children’s learning are provided. Additionally, the School may form a Spanish-speaking parent group to meet to discuss school issues and to plan ways to support students.

D. GIFTED AND TALENTED

PHILOSOPHY ON HIGH ACHIEVERS

Although Legacy Academy does not believe in sorting students by perceived academic ability because such groupings generally segregate students by ethnicity and the socioeconomic status and education level of their parents, we recognize that students would not get accepted into the CUNY system if they did not have an opportunity to earn weighted credit for honors classes. As such, students in core academic classes in the junior and senior year have the opportunity to take the course for honors or regular credit. Requirements for the honors option typically include more advanced work, extra readings and other assignments, preparation for SAT Subject Tests and challenge projects.

PLAN FOR HIGH ACHIEVERS

Legacy Academy does not track students. Rather, within each class, the school’s teachers challenge and support each student to aim for their personal best, employing a variety of strategies for inspiring and recognizing high achievement:

1. Alternative “challenge” assignments for reading, writing, problem solving, and inquiry are offered, providing the opportunity to gain a deeper understanding of course content.

2. Student may choose to pursue any, all, or none of these “challenge” assignments.

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3. Students may elect to pursue an honors option in any core academic course by preparing a separate portfolio of cumulative “honors work” in addition to the regular course work.

4. Requirements and performance standards for the honors option are set and announced by the course instructor.

5. Juniors and seniors who successfully pursue the honors option in a course have that course designated as an honors course and weighted accordingly on their transcript.

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8AD. INSTRUCTIONAL LEADERSHIP ROLES

A. INSTRUCTIONAL LEADERSHIP PLAN

The Instructional Leadership Team will be lead by the Executive Director and will be governed by the core values and mission of Legacy Academy. We strongly believe in a leadership structure that empowers all staff members to develop their career as a scholar of education, their portfolio of original research, and their leadership skills and lead professional developments for the staff.

During the first 2 years of operating the Executive Director will oversee the program of academia along with the Student Support Coordinator. The Dean of Students will manage the social and emotional learning program as well as assist the Executive Director with regular evaluations and teacher observations. In this first two years, we will be supported by High Tech High Graduate School of Education with conference style professional development.

In year 3, an Instructional Director will be brought on board to work with the the Executive Director by assisting with the curriculum development process, instructional coaching, and organizing professional development opportunities.

Throughout the year teachers will gather content for their teaching portfolio to be published on Legacy Academy website. Each teacher will begin their digital portfolio with a description of their academic/career interests, teaching strengths, and accomplishments.They will collect data on their research, published writings, samples and evidence of creative educational projects, effective teacher collaborations and more.

The Instructional leadership team will use common daily time before students arrive, 2 days out of the week to plan, discuss, and develop social emotional and academic trends across the School. All meetings are open for all staff members of Legacy Academy to attend

ROLES AND RESPONSIBILITIES

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Executive Director

1. Academic and Managerial lead of school and Student Achievement & Support a. Be the final adult of record for all that happens in the School b. Effectively communicate Legacy Academy’s mission, vision, design principles, and goals, develop all stakeholders’ ability to do the same, and constantly organize the analysis and revision of the above by the School community c. Ensure that the School and students are on track to achieve its mission, vision, and goals d. Ensure the equitable accessibility, satisfaction, and support of all students and families including the ability to speak in the native languages of all students and families e. Ensure that the School’s systems and policies promote wellness for all stakeholders f. Ex-officio member of the Staff Executive Council and the Board of Directors 2. Organizational Growth, Development, Teacher Development and Support a. Hire and manage talented staff to help achieve Legacy Academy’s goals and mission b. Support and develop staff to maximize their effectiveness and satisfaction c. Collaboratively set standards for team members’ success and regularly evaluate each team member by those standards d. Model professional, operational, and instructional standards 3. Management and Leadership and School Culture a. Oversee the operations and financials of Legacy Academy to ensure sustainability and mission-alignment b. Leading development and fundraising to ensure a balanced budget and support organizational vision and priorities 4. Self-Actualized Adult Leadership, Parent outreach, and Board Relations a. Build caring, mentoring relationships every student (and his/her family) in your

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care, regardless of race, class, sexuality, religion, politics, or any other factor b. Model habits of being a holistically healthy human and constantly work toward being your best self (including giving & receiving constant feedback) c. Eat well, rest well, communicate well

Student Support Coordinator

1. Coordinator of English Learning Language Services a. Coordinate ELL services in collaboration with the Director, General Education, and Special Education Instructors to support all students and families with needs both within and outside of school 2. Coordinator of Special Education Services a. Coordinate ELL services in collaboration with the Director, General Education, and Special Education Instructors to support all students and families with needs both within and outside of school b. Ensure compliance to all relevant laws of all Special Education paperwork and practices c. Oversee the evaluation and IEP processes d. Coordinate IEP services, including coordinating outside vendors when needed e. Support and develop Special Educators to maximize their effectiveness and satisfaction f. Model professional, operational, and instructional standards for students with special needs 3. Response to Intervention (RTI) a. Manage a comprehensive and user-friendly RTI system that structures the entire staff support for struggling students b. Convene and oversee meetings of Student Study Teams to support struggling students 4. Caseload and Compliance Management

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a. Coordinate with any relevant external test administrators, including the state, to ensure the effectiveness and compliance of all formal caseloads b. Communicate with teachers and families c. Monitor credits needed for graduation 5. Restorative Practices & Discipline a. Support the DOS in coordinating restorative responses to harm b. Serve as part of the School’s crisis response team 6. Advocacy a. Serve as Advisor to about 20 students, being the adult of record for 30 minutes daily b. Lead daily community circles, stretching, meditation, social/emotional curriculum, and chore rotations and oversee special projects and/or clubs initiated by your advisees

Dean of Students

1. Restorative Justice and Behavior a. Coordinate proactive restorative justice and restorative responses to conflict b. Serve as part of the School’s crisis response team c. Manage Restorative Room d. Coach students, staff, and families in restorative practices e. Monitor and coordinate reporting of culture data 2. Marketing, Recruitment, and Family Communication a. Oversee the School-wide Advisory, Tutoring, Passion, and elective structures b. Organize Student-Odyssey, Whole School Retreats, and other expeditions c. Oversee the Student body d. Manage proactive and positive staff-family communication e. Spearhead initiatives to celebrate and recognize community members & cultures 3. Student achievement and support a. Align student schedules and each student’s Individual Graduation Plan

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b. Ensure school course offerings meet all students’ needs 4. Socio-emotional a. Serve as Advisor to about 20 students, being the adult of record for 90 minutes daily b. Lead daily community circles, stretching, meditation, social/emotional curriculum, and chore rotations and oversee special projects and/or clubs initiated by your advisees

Instructional Director

Hire, train, and manage instructional staff a. Motivate and develop staff through ongoing trainings and workshops b. Monitor student progress towards academic goals Academic and Managerial lead of school and Student Achievement & Support a. Be the final adult of record for all that happens in the School b. Effectively communicate Legacy Academy’s mission, vision, design principles, and goals, develop all stakeholders’ ability to do the same, and constantly organize the analysis and revision of the above by the School community c. Ensure that the School and students are on track to achieve its mission, vision, and goals

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d. Ensure the equitable accessibility, satisfaction, and support of all students and families including the ability to speak in the native languages of all students and families e. Ensure that the School’s systems and policies promote wellness for all stakeholders f. Model professional, operational, and instructional standards

STRUCTURE FOR SUPPORT AND SUPERVISION OF ACADEMIC PROGRAM

Year 1

Executive Director

Dean of Students General Instructors Guidance Counselor History (1) English (1) Student Support Coordinator Arts (1) Foreign Language (1) Special Educator (2) Science (1) Physical Education (1) Other* (1)

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Year 2

Executive Director

Dean of Students General Instructors History (2) Guidance Counselor English (2) Arts(1) Student Support Coordinator Foreign Language (1) Science (2) Special Educator (4) Physical Education (1) Creative Arts (1) Other* (2)

Year 3

Executive Director

Dean of Students Instructional Director Guidance Counselor (1) General Instructors College and Career History (3) Counselor (1) Language () Arts(1) Foreign Language (1) Student Support Coordinator Science (3) Physical Education (1) Special Educator (6) Other* (2)

Year 4

Executive Director

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Dean of Student Instructional Director Guidance Counselor (1) General Instructors College and Career Counselor (1) History (4) English (4) Student Support Coordinator Arts(1) Foreign Language (1) Special Educator (8) Science (3) Math (3) Physical Education (1) CTE (1) Mixed Media Art (1)

Other* (4)

SELECTING INSTRUCTIONAL LEADERS

The Executive Director will manage the search to select a qualified Student Support Coordinator and Institutional Director for Legacy Academy. The Board of directors, Executive Director, and Dean of Students will reach out to their existing professional connections to recruit strong applicants. Utilizing Legacy Academy’s process for hiring in R-11d the Executive Director will seek qualified candidates who can effectively exercise the vision of Legacy Academy and execute effective teacher coaching in maintaining academic excellence for a high demand of students in the community of CSD 27.

MONITORING THE EFFECTIVENESS OF THE ACADEMIC PROGRAM

The vision for our school is that we will see all of our students will be engaged in relevant, real world work. The value of their work will be confirmed by the visible community restoration projects, civic and social initiatives, and alleviation of pressing issues in their own community.

Each day, the school will automatically collect attendance data to analyze any trends in student attendance. The founding team has not yet decided on a Student Information System to house the data or prepare reports, as we are dedicated to finding the best options to collect and read our students information in a way that is meaningful and informs the next steps we will take to Legacy Academy Charter School of Innovation and Social Progress

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support both our students and teachers. We will use student surveys and assessment data to evaluate the effectiveness of our teacher made curriculums. Because each teacher creates their own curriculum, we will ensure that evaluation of each teacher’s work happens continuously through a culture and process of ideating, creating, and tuning every project plan.

B. ONGOING TEACHER SUPERVISION AND SUPPORT

SUPERVISION

Teachers and students can expect their classrooms to be visited at all times by people who are interested in understanding our model, interested in supporting or observing the process, or interested in being part of the process.Everyone in our learning environment is a learner as well as a teacher. Anyone observing classroom activities should expect that Legacy Academy learning does not always take place in a classroom, and when it does, our learning environment is open to parents, educators, students, and community members. When they walk into a classroom, they should expect to accommodate the learning environment. Visitors of all kinds can use the following observation form to consider the bright spots project based learning, and consider students individual experiences with teachers instructional delivery.

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SUPPORT When teachers support each other in the development of their teaching practice, their theory is more connected to the practices of their classroom. Because teachers in teaching teams have more interaction with each other than instructional leadership, team teachers are also Legacy Academy Charter School of Innovation and Social Progress

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C. PROFESSIONAL DEVELOPMENT

INSTITUTIONAL STRUCTURE FOR PROFESSIONAL DEVELOPMENT

Professional Development at Legacy Academy consists of a mix of site-based and hosted learning opportunities. By design, professional development on site is contextual, integrated into teachers’ day-to-day work and addresses issues that emerge therein.

Morning Hour

Teachers arrive at school one hour before the students daily for independent preparation time, meetings, and professional development.. This morning hour is used for staff to meet in various configurations to accomplish planning and development goals. Although the precise details may vary throughout the year, the typical pattern for morning meetings is:

● One full faculty meeting, where staff discusses school issues, receives training for collegial coaching, project planning, evaluating at student work, and addressing current events and tackling pressing issues facing the School.

● A Bi-Weekly PD that follows our Professional Development Series

● The remaining morning planning hours allows for teaching teams to plan integrated activities and to discuss the needs of individual students.

● One monthly meeting by academic discipline, where teachers align learning progressions and discuss projects. This will start in the second year, on a week opposite the Bi-weekly Professional Development.

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● One monthly meeting by grade level, monthly, where teachers across an entire grade meet to plan and support one another. This will start in the second year, on a week opposite the Bi-weekly Professional Development.

● Common Planning time, where teacher can plan projects together, discuss items to support students, hold IEP meetings, update grades,

Bi-Weekly Professional Development Workshops:

Series One: A Whole New World

This series centers on preparing teachers to teach in ways they did not learn in their own formal education. It begins with a background of PBL, moves into teacher mindset through repeated reflection, and eventually ends with how LA is dedicated to equitable learning environments for teachers and students.

Reflective Practitioners: It is an essential component of the learning experience of our students to engage in reflection during and immediately following any process they do at LA. Our teachers will engage in the same metacognitive practices in order to expand their own thinking, and better prepare them to support students in this process. Mentorships are imperative in reflection as they provide teachers with the opportunity to verbally process their ideas, thoughts, and feelings, better equipping them to do the same with students. Each teacher will have a mentoring partnership with another teacher, called collegial coaching. During this collegial coaching, the teachers will explore what defines mentorship and partnership, why they became and remain teachers, explore ethics in education, understanding our school culture, and share best practices with regard to designing meaningful curriculum as well as perfect instructional and assessment practices.

Equity and Understanding: The Every Student Succeeds Act (ESSA) is important legislation at the heart of why there is a need for LA. Teachers will examine statewide, countywide, and data from Queens in order to understand which special populations we are committed to serving. Legacy Academy Charter School of Innovation and Social Progress

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Teachers will research and look at the most current data in order to understand how different groups achieve differently on standardized tests, brainstorm and come up with strategies to support these special populations, and regularly look at data to increase student achievement.

Why PBL? Teachers will reflect on how Project Based Teaching can be leveraged to develop the confidence, capacity, and creativity of our specific student population. They will plan out their use of PBL to keep students engaged, raise their academic achievement level, and help them students see themselves as agents of change.

21st-Century Skills and Professional Connections: With the ever-changing public platform, there is a growing need for students to develop a specific set of skills. PBL helps to create an environment to cultivate 21st century skills. Teachers will be a part of a professional network at LA which embodies creativity, critical thinking, and collaboration. Teachers will work with one another to plan projects, discuss dilemmas, to support students, and to support one another. During this series, teachers will use the 21st century skills in order to help them better understand student support in developing these skills. This development can look a myriad of ways including but not limited to: brainstorming sessions, critiques on lesson plans and projects, sharing resources, meeting with the special education staff, etc.

Series Two: Planning for Innovation

Common Core and Project Connection: Teachers will focus on the Common Core State Standards in their day-to day planning. After brainstorming and getting initial ideas for a project, a teacher will find the relevant standards which will be addressed in the project. The entire premise of incorporating the Common Core is connection. Lesson plans will be developed and revised based on connecting each lesson to the previous one, using a lesson planner or a monthly planning document. Teachers will also map out long range units in the context of a larger plan and scaffolding within the common core aligned inquiry based units; moving away from mapping out a series of lessons that are not connected

Selecting Partners and Planning Projects: Teachers will plan projects during professional development. A backwards planner will be used to help teachers organize their thoughts so they

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can plan a project start to finish. Teachers will co-plan the overall project description and field trips in partnerships, while daily lesson plans will be create individually.

Interdisciplinary Collaborations: Teachers will develop curriculum which is similarly themed as their teaching partner. They will used morning PD time to collaborate with one another, designing projects, discussing student supports, or planning exhibition. Developing a model to increase creativity, collaboration and accountability. teachers will first engage with this work through morning professional development meetings, getting teachers out into the community to speak to youth in Far Rockaway, and providing time for teachers to call/email local organizations to work with for the summer.

Series Three: In the Classroom

Classroom as an Educational Laboratory: Students will become skilled consumers of educational research by exploring the many types of educational research and resources available to them. Students will also reflect on the role of the research literature and other resources in their own research process.

Deep Learning: will delve deeply into a content-specific issue of their choosing that they feel will enrich their teaching and professional development. Teachers may pursue this topic through independent study, group study, collaboration with an expert, or by taking an extension course outside the Legacy Academy PD. Teachers will propose a plan for their content area study – that includes a timeline, list of activities, and evidence of learning.

Voice/Choice: Teachers will study the importance of fostering student autonomy in PBL and consider how it can be used to move students toward so as to become productive members of society explores the implications of culture—particularly the relation between “home culture” and “school culture”—for teaching and learning. Participants consider the background experiences, skills, languages and abilities of diverse student groups, and discuss pedagogical approaches that provide both access and challenge for diverse learners. They examine the Legacy Academy design principles against the backdrop of inequitable academic outcomes in American schools. In particular, the course will focus on how teacher and student expectations affect student achievement, for better or worse.

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Series Four: Legitimizing New Experiences

Achievement with Inclusion: Legacy Academy strives to embrace high standards for all students. Consistent with the design principle of common intellectual mission, Legacy Academy heterogeneously groups students in classes, including English learners and students with special needs. This course will address the wide range of modifications and accommodations teachers can make in their project-based classrooms to accommodate diverse student needs. Participants will apply these changes in their classrooms and reflect on the process and outcomes.

PBL Pro: Teachers will learn to deepen their project-based work by exploring issues of content, rigor, design, and student ownership. Using a consultancy model, teachers will have the opportunity to reflect upon past projects and plan and improve upon future ones

Off site professional development is designed for the School leaders to learn the necessary skills from financial management to instructional leadership to manage and lead a successful HBCU project based high school.

D. TEACHER EVALUATION AND ACCOUNTABILITY

DIGITAL PORTFOLIOS

Teachers will develop their own portfolio throughout the course of the year to submit to the Executive Director at the end of each school year. This Teacher Portfolio will consist of purposeful collections of course material each teacher has created and selected for review including, teaching responsibilities, their teaching philosophy and goals, and should reflect evidence of effective teaching. This format will be submitted electronically via Legacy Academy’s website where each teacher will have their own digital portfolio that will be accessible to the public. Every year each instructors portfolio will expand as the public is able to compare and contrast the teachers growth.

A teaching portfolio is a document created by LA’s academic staff which draws together evidence of the extent and quality of their teaching. Because teaching portfolios are highly Legacy Academy Charter School of Innovation and Social Progress

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personalised, the following guidelines are not intended to be prescriptive but rather to help teachers organise and think about the materials and narrative they include in the teaching portfolio. The Teaching Portfolio is not simply a collection of teaching materials, but rather a descriptive narrative of teaching practice, supported with a few selective samples of materials as evidence of teaching excellence. Legacy Academy will use a rigorous framework for evaluating educator teaching through Portfolios1

DIGITAL PORTFOLIO GUIDANCE

The teaching portfolio normally contains material from oneself, peers, and students, integrated to support the narrative. It also contains the products of teaching and learning as evidence of teaching excellence. Teaching Portfolios often include the following elements: a. Statement of Teaching Philosophy. This statement is normally one to two pages in length and should include the elements described in a related reading that corresponds with their philosophy ( citation and sources must be provided) ● Description of the instructors teaching responsibilities (subjects and levels) ● Description of learning objectives, teaching strategies and assessment methods. ● Learning Objectives: It is important for the instructor to discuss what they are hoping for students to learn and why these learning objectives for students are important. ● Teaching Strategies: Why the instructor chose to use these particular teaching strategies to help students to learn? Have they been effective? ● Assessment Methods: Why has the instructor selected these particular assessment methods to measure of student learning? Does the instructor include formative and summative assessments of learning? Are these the best assessments to use for measuring learning in their discipline? Why?

1 Harris. C. Ryan Evaluating Teacher Effectiveness Through Portfolios. Office of Writing, Teaching and Learning at the Learning Teaching Center Legacy Academy Charter School of Innovation and Social Progress

Response-08-ad-17 INSTRUCTIONAL LEADERSHIP

Teacher Reflection

What worked: What didn’t:

Entry Event: Entry Event:

Role-play: Role-play:

Research: Research:

Written work: Written work:

What changes need to be made, what things need to be added or deleted, revamped?

Legacy Academy Charter School of Innovation and Social Progress

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EVIDENCE OF METHOD Please upload 3-4 sample of student work that reflects your teaching method.

Do you feel your goals have been met?

Brief samples may be included as evidence. ● Description of course material (course handbook, other course information, examination information, handouts, assignments, learning resources, etc.). ● How were they developed and why do they think they are effective? Brief samples of materials described should include sample materials prepared by the instructor for two courses, undergraduate and/or postgraduate. ● Description of their involvement in curriculum design and innovations in teaching. ● How did they change something in a course to enhance student learning? Why did they select this particular curriculum design or teaching innovation? Have these efforts to improve learning been effective? How do they know? Teacher Reflection

What worked: What didn’t:

Entry Event: Entry Event:

Legacy Academy Charter School of Innovation and Social Progress

Response-08-ad-19 INSTRUCTIONAL LEADERSHIP

Role-play: Role-play:

Research: Research:

Written work: Written work:

What changes need to be made, what things need to be added or deleted, revamped?

Brief samples of their curriculum design or teaching innovation may be included as evidence. ● Discussion of student feedback. ● This should be based upon a sample of student feedback questionnaires they have used for two recent courses. How and when do their elicit student feedback? How have they responded to the feedback from students? Have any revisions been made to the course or to their teaching as a result of student feedback?

Brief samples of student questionnaires may be included, in addition to a sample blank questionnaire. ● Description of your Professional Development and Growth as a teacher. ● What are their professional development goals related to their development as a teacher? What have they done so far to make progress toward these goals? (i.e.: participation in conferences or workshops related to teaching and learning, or other professional

Legacy Academy Charter School of Innovation and Social Progress

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development activities) What are their plans for future professional development related to teaching? STUDENT FEEDBACK

Critics Name

Teachers Name:

Grade/ Subject:

On a scale of 1-5, 1 being the lowest 5 beight the high provide feedback on your instructor

Instructor well organized 1 2 3 4 5

Intellectually stimulating 1 2 3 4 5

Instructor well prepared 1 2 3 4 5

Learned greatly from instructor 1 2 3 4 5

Communicated subject matter clearly 1 2 3 4 5

What Positive feedback can you give your instructor on their overall teaching performance?

______

What Critical Feedback do you have for your instructor?

______

What key elements have you learned from your from your instructor and this course?

Legacy Academy Charter School of Innovation and Social Progress

Response-08-ad-21 INSTRUCTIONAL LEADERSHIP

______

What where goals upon entering this class? ______

______

Have your goals been met if so, how? ______

______

BENEFITS AND LIMITATIONS TO PORTFOLIO FOR TEACHER EVALUATION

Benefits This Teacher Portfolio Method puts more control of the evaluation process into the hands of individual teachers requiring teachers to take responsibility for documenting their teaching accomplishments This requires teachers to reflect on the quality of their teaching and on the steps they have taken to improve as instructors. It challenges their departments to develop richer, more sophisticated, more complex evaluation methods and criteria and is a good form for promotion/tenure committees. Limitations

Legacy Academy Charter School of Innovation and Social Progress

Response-08-ad-22 INSTRUCTIONAL LEADERSHIP

Using portfolios to evaluate teaching requires much more time to compile review. It requires more attention to inter-rater reliability. It offers more information than might be needed and may not offer a balanced view of teaching (“best case” only).2

2 Evaluation of Faculty Teaching: Methods of Evaluation, Teaching portfolios, Ryan C. Harris. Office of Writing, Research and New Media Legacy Academy Charter School of Innovation and Social Progress

Response-08-ad-23 SCHOOL CULTURE AND DISCIPLINE

9A. SCHOOL CULTURE AND DISCIPLINE

Core Values

● Humanism

At Legacy Academy, universal trust, respect, and empathy is at the forefront of all of our interactions. Legacy staff members are civically and culturally aware educators who are able to prepare students with a competitive education while respecting the values and culture of the community. Our school recognizes the benefit of having students from different backgrounds working together, and we employ multi-modal approaches to accommodate diverse learners in our fully inclusive learning environment. Our teachers appreciate and welcome the wisdom of experienced community members from a scouted solecton of skilled individuals in the community that the Leadership team has formed to collaborate across multiple disciplines to create opportunities for meaningful and impressive student work that can improve the community of CSD 27. Such as building chairs with licensed construction workers utilizing the the skills they acquire in math or writing and directing a play or a book with a Broadway Producer or an Author orchestrating literacy and writing skills they attain in Language arts. Legacy Students will have the opportunity to exercise visualize their educational practices through public exhibitions. Students build experience and skills by engaging in work that matters to them, to their teachers, and to the world outside of school.

● Utility

Legacy students utilize their academic gains to contribute to the their communities through fieldwork, service projects, internships, and their personal growth. The real world application of our student’s skills is what allows them to be a driving force behind the revitalization efforts in their community. Projects enable our students to learn academic subject matter authentically and engage in real world work that addresses problems of interest and concern to adults in the community strengthening their creative problem solving skills and learning fun creative ways to implement them . In their Junior Legacy Academy Charter School of Innovation and Social Progress

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and Senior year, students engage in fully immersed internships that are tailored to their interests, provide academic and professional mentorship, and allow them to use their content knowledge in service of solving real world problems in the workplace. Our school building belongs to the entire community and is a common location for meetings, performances, events, and work spaces for local organizations and individuals.

● Benevolence

The Legacy Academy community recognizes our human capital as an invaluable resource to our community, and we choose to expend that capital in service of uplifting our neighborhoods, families, and ourselves. We cultivate excellence by encouraging each student to personally invest in the development of a supportive, high achieving, and growth minded school culture. Everyday each child will meet with their designated advisor during their 30 min advisory period for mentorship, open communication and encouraging strong supportive school culture . Our school is also a hub for the continued development of our community and its members. We strive to positively impact as many local entities as possible. Benevolence can be seen in our school culture through our support of local business such as outsourcing for our afterschool events from independent shops throughout the local community, and supporting striving artist that attend our school giving them a platform to create and showcase their talents.

Community Member Rights

Right to Seek Change Students and parents are encouraged to participate in or seek change in the operation of Legacy Academy in a variety of ways. Parent informational nights are held during the year to both provide information and seek input from parents. Parents may also serve on committees formed to provide advice to the Administration or the Board of Directors. Individuals may also provide direct input to staff members. It is Legacy Academy policy to attempt to resolve situations at the lowest level. Therefore, if a situation involves an individual teacher or staff member, that person should be contacted first before elevating the issue to the school’s Restorative Justice Coordinator, Administrator Team, and finally the Legacy Academy Board of Directors.

Right to Be Free From Discrimination

Legacy Academy Charter School of Innovation and Social Progress

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Legacy Academy policies provide that you will not be discriminated against, or denied the benefits of educational programs or activities based on your race, gender, religion, ethnicity, national origin, age, or disability in any Legacy Academy program or activity. If you believe that you have been discriminated against, you may first initiate a restorative process with the person involved in the harmful experience. If you feel there is a poor attitude toward restitution, you may notify an administrator to facilitate the process.

Right to Free Expression Students have a limited right to free expression. This right is found in the First Amendment of the United States Constitution. In the classroom, this means that you may express your opinions orally or in writing. Outside of the classroom, in school, on the bus, or in afterschool activities you may also have the limited right of free speech. The limitation on your right to speak is that your speech must not create a material and substantial disruption to the educational process, harm someone’s reputation, or create a clear and present danger to others. In addition, the First Amendment does not protect speech that leads to unlawful action; nor does it protect obscenities. These legal requirements apply to whatever you write or say when you come to school or afterschool activities. If you cross the line from protected speech where, you are expressing your point of view or opinion, to the speech that creates a material and/or substantial disruption, you can face disciplinary consequences.

Right to Free Association and Peaceful Assembly Legacy Academy encourages students to be both active and proactive agents of social and political change. All members are generally free to associate with, join, and participate in groups of your own choosing. However, any group, whether school-sponsored or not, that engages in activities which interfere with the rights of others, or which disrupt the educational environment or the educational process, may be subject to disciplinary actions by the school officials or appropriate law enforcement agencies. The First Amendment to the United States Constitution allows students of a school to peacefully assemble on the school grounds. However, such assembly must comply with attendance rules and procedures as well as building regulations. A

Legacy Academy Charter School of Innovation and Social Progress

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significant exception to the right to freely associate is gang related activity.1 If any community member has a concern about policies and practices of Legacy Academy, you are encouraged to first initiate a dialogue with the person involved in the harmful policies and practices. If you feel no point of understanding has been reached, you may notify an administrator of your desire to hold a more official meeting that follows restorative practices.

Right to Individual Dignity Each and every person is entitled to be treated with respect and dignity regardless of his or her race, color, ethnicity, religion, gender, social status, disability or age. In particular sexual harassment and bullying behavior are not tolerated at Legacy Academy or at school activities; nor, is such behavior tolerated at internship sites, during field trips, on buses or at bus stops. Bullying is any written or verbal expression, physical act or gesture that is intended to cause you distress. It can be direct or indirect. Direct bullying can be physical in nature, such as hitting, kicking, pushing, or choking. Or, it can be verbal, such as name-calling, threatening, teasing, etc. Indirect bullying is subtle and may be difficult to detect. It can take many forms such as social isolation, intentional exclusion, making faces, staring, obscene gestures, manipulating friendships, etc. Sexual harassment is defined as sexually oriented remarks, behavior or jokes that make a student so uncomfortable that they may avoid consider not coming to school, or a particular class or activity.

Community Member Responsibilities

Your Responsibility to Respect people Our community understands and appreciates that people are dynamic and contribute varied and valuable experiences to our community. It is every community members responsibility to ensure they are contributing to an inclusive environment. The dignity of each individual is best served

1 Policy prohibits gangs at school or at school-sponsored events. A "gang" is defined as any group of three or more individuals who share a common interest, bond or activity that is characterized by criminal, delinquent, or otherwise disruptive conduct. This conduct may be individual or collective. Student dress and appearance that is related to gang activity is also prohibited. Likewise, gestures, signals or graffiti related to gang activity, including initiations and hazing, will not be tolerated. Legacy Academy Charter School of Innovation and Social Progress

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when all concerned--students and school personnel alike—treat one another as they would like to be treated. It is also each community members responsibility to start the restorative process by clearly indicating that the remarks, behavior, etc. are not welcome and are offensive to you. This is not an easy thing to do, but we aim for our students, families, and staff to develop the leadership skills to stand up for the the dignity and respect of themselves and others. If it does not stop, you need to report it to an adult such as your advisor or another staff person.

Your Responsibility to Respect Property Students are expected to treat all property with care and respect. This applies not only to property of the school, but also to private property brought to school by school staff, other students, or visitors. This also applies to property surrounding the school, whether owned by businesses or the homes of individuals.

Your Responsibility to Keep Your School Safe Carrying, bringing, using, or possessing any dangerous or deadly weapon in any school building, on school grounds or at any school sponsored event shall be recommended for expulsion. The following are dangerous weapons: firearms (including air guns and pellet guns--loaded or unloaded, operable or inoperable), firearm facsimiles, fixed blade knife with a blade length of greater than 3 1/2 inches, spring-loaded or pocket knife with a blade of more than three inches, any knife used to threaten harm to others, brass knuckles, bludgeons or any other device or substance that is intended to be used to inflict serious bodily injury or death. Students who inadvertently bring in a dangerous or deadly weapon will not be punished if he or she immediately, of her or his own volition, notifies a teacher or an administrator and gives up the weapon.

Your Responsibility to Keep Your School Drug, Tobacco, and Alcohol Free The Board policy on Substance Abuse by Students prohibits the use, possession, sale or distribution of alcohol or any controlled substance (or any substance represented as alcohol or a controlled substance) on school property, or in connection with any school sponsored activity (on or off school property). Expulsion is mandatory for the sale (including giving as a gift) of controlled substances. Note also, that if the use or possession of alcohol or controlled substances Legacy Academy Charter School of Innovation and Social Progress

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off school property is detrimental to the health, safety or welfare of students or staff, it may also be a punishable offense pursuant to state and federal law.

Discipline Philosophy Legacy Academy uses restorative philosophies and practices to deal with harm when it occurs at school. The goal of restorative practices is to restore the community to whole after an incident or harm has been committed. For this reason, the “discipline” policy will at times be very individualized and the offender will be held accountable under a plan devised by the community of individuals who were affected by the harm. Legacy Academy desires to be fair, concerned, and caring about the welfare of all students. The Dean of students will oversee a restorative justice league consisted of students picked at random, not involved in the issue at hand. The league will assist in mediation as the active participants strive to restore justice. This practice will allow each student to listen and sympathize with the perspectives of their peers as they work together to gain understanding from different views and reflect on self improvement. This practice will also encourage daily positive positive interactions with their peers due to a deeper understanding from one another. If a conflict arise that is larger than the league, respectfully determined Legacy academy will take the necessary actions described in the discipline process R-09b.

As parents, students, and school personnel, we need to commit ourselves to seek reconciliation with others when a wrong, perceived or real, has occurred. Specifically, if a parent has a concern about a class or teacher, the parent should meet with the teacher first. If this first meeting does not resolve the issue, a conference with the parent, teacher, and administration can be scheduled. If the conflict is still not resolved, the parent may meet with the staff member, his/her supervisor, and the Legacy Academy Board. The final level for resolution is the Legacy Academy Board of Directors. If a parent/student has a conflict with another parent/student the parents and students should meet to resolve any differences or concerns.

Legacy Academy Charter School of Innovation and Social Progress

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OUR PHILOSOPHY 2 ACTIONS WHICH VIOLATE OUR COMMUNITY 3 Harming People 3 Harming Property 4 Harming the Learning Environment 4

CONSEQUENCES FOR VIOLATING OUR COMMUNITY 5 Definitions 5

DISCIPLINE PROCESS 8 Short Term Suspensions 10 Long Term Suspensions and Expulsion 10

APPEALS 12 PROVISION OF SERVICES DURING REMOVAL 12 PHYSICAL INTERVENTION 13 GUN FREE SCHOOLS ACT 14 OFF CAMPUS DISCIPLINE POLICY 15 OTHER 15

DISCIPLINE POLICY 1

DISCIPLINE POLICY Legacy Academy Charter School of Innovation and Social Progress

Response R-09b-1 DISCIPLINE POLICY

OUR PHILOSOPHY

Legacy Academy has at its core, the goal of using Restorative philosophies and practices to deal with harm when it occurs at school. The goal of restorative practices is to restore the community to whole after an incident or harm has been committed. For this reason, the discipline policy will be individualized and the offender will be held accountable under a plan devised by the community of individuals who were affected by the harm. Legacy Academy staff desire to be fair, concerned, and caring about the welfare of all of our students, and we desire to develop students who are equally fair and concerned. The kind and amount of discipline will be determined by the community, and, in some cases, the administration.

Defining restorative justice can be elusive because it is a philosophical framework or a way of thinking about crime and conflict, rather than a distinct model or system of law. It goes beyond how we think about crime and conflict, to how we think about ourselves collectively as a society, and how we restore the balance after a violation has been committed. Disciplinary actions will be administered in consideration of the individual student's problems and outlook toward restitution. The vast majority of discipline problems are to be dealt with at the classroom level. In order to maintain consistency, teachers regularly meet together to discuss standards and school policy concerning discipline. As with all other components of our school model, our core values of Humanism, Utility, and Benevolence will be an integral part of the discipline model. Any student who consistently possesses and share attitudes that contradict these core values may be called on to meet in a disciplinary council with parents and administration.

Legacy Academy Charter School of Innovation and Social Progress

Response R-09b-2 DISCIPLINE POLICY

ACTIONS WHICH VIOLATE OUR COMMUNITY

While many acts may cause discomfort to members of the community and disruption to our daily activities, most will be dealt with through in class restorative processes.It is of note if school officials are provided with reasonable and articulable suspicion as indicated T.L.O vs. New Jersey, Legacy Academy reserves the right to search a student’s possessions in effort to maintain a safe school environment. The substantive non-negotiable actions that may result in suspension and expulsion are:

● Harming People

○ Fighting: Striking in anger with the intention to harm another student. ○ Bullying: Threatening a person with physical harm, using obscene language, and calling names that are intended to cause emotional distress, and refusal to end these types of actions. ○ Unwanted Physical Contact: Harassing, pushing, touching, or any form of unwanted physical contact is not tolerated. ○ Using or Possessing a Weapon or Dangerous Object: Students are not allowed to bring a weapon of any sort to school, use any object in a dangerous or threatening manner, or have a weapon on her or in her property. ○ Using or Possessing Drugs, Tobacco or Alcohol: Students may not use or possess any non-prescribed controlled substance, narcotic drug, hallucinogenic drug, amphetamine, barbiturate, marijuana, Tobacco, alcoholic beverage, or intoxicant

Legacy Academy Charter School of Innovation and Social Progress

Response R-09b-3 DISCIPLINE POLICY

of any kind. Prescribed and over-the-counter drugs must be delivered to the designated Legacy staff person by a parent or guardian with a doctor-signed medication authorization form. Students may not be in possession of prescribed or over-the-counter drugs. ○ Selling or Distributing Drugs, Tobacco, or Alcohol: Students may not sell, distribute, or possess with intent to sell or distribute a prescribed or non- prescribed controlled substance. Nor should they carry paraphernalia related to drugs or alcohol (ex: pill bottles, etc.)

● Harming Property

○ Stealing: It is a serious violation of Legacy Academy philosophy and policy to take something that does not belong to you, regardless of value. ○ Vandalism: The student will also be responsible for participating in the physical labor and/or paying the costs to restore the vandalised property. ○ Arson: Students may not possess any fire starter or otherwise set a fire.

● Harming the Learning Environment

○ Truancy: A student who "skips" school (is absent without permission) at any time will be considered truant and will be issued an office referral. ○ False Alarming: Students may not intentionally set off a false alarm or make a destructive threat. ○ Possession of Illegal Items: Students are not allowed to bring a weapon of any sort to school, use any object in a dangerous or threatening manner, or have a weapon on their person.

Legacy Academy Charter School of Innovation and Social Progress

Response R-09b-4 DISCIPLINE POLICY

○ Inciting a Riot: Students may not conspire or encourage others to commit grand acts which pose a physical threat to people and property in our community ○ Personal Electronics: Cell phones and other electronic communication devices should have limited use during the school day. They can be used in common spaces but are not allowed in offices or classrooms as these environments mimic professional and work environments. ○ Habitual disruption to our community that impede the rights of all students to a quality public education, free from the threat of physical harm, bullying, or harassment.

CONSEQUENCES FOR VIOLATING OUR COMMUNITY

Definitions

“Restorative Justice” shall refer a framework for understanding and responding to violations. Violations are understood as harm to individuals and communities, rather than simply a violation of abstract school rules. RJ provides a process through which victims can voice the effects of violations, and remorseful offenders can accept responsibility for their misconduct to those injured and to the community. Rather than the current focus on offender punishment, this response allows the reintegration of the offender into the community. restoration of the emotional and material losses resulting from crime is far more important.

Legacy Academy Charter School of Innovation and Social Progress

Response R-09b-5 DISCIPLINE POLICY

"Short-term suspension" shall refer to the removal of a student from School for disciplinary reasons for a period of ten or fewer days

"Long-term suspension" shall refer to the removal of a student from School for disciplinary reasons for a period of more than ten days

"Expulsion" shall refer to the permanent removal of a student from school for disciplinary reasons.

If a community members violates the school trust, that student, teacher, administrator or family member will take part in restorative activity regardless of the outcome. The restorative process may include a variety of disciplinary actions the school can employ included but not limited to the following:

● Verbal Warning ● Written Warning ● Call home to parent, guardian, or caregiver ● Conversation with the Dean or other school leadership ● Community service ● Loss of privileges including field trips, awards, etc. ● Counseling ● Short term Suspension ● Expulsion While suspension as expulsion generally will not be used as a first resort, incidents will be handled on an individual basis, considering the prior behavior record of the involved parties and their outlook toward restitution.

Disciplinary Action Inside Classrooms

Legacy Academy Charter School of Innovation and Social Progress

Response R-09b-6 DISCIPLINE POLICY

Any incidents which do not impact the larger community, or impacts which are limited to the classroom can be handled at the teacher’s discretion. If offenses are repeated, the teacher will involve school leadership to support in restoration or other consequences. Restoration in the classroom setting can be student or teacher lead, and often does not result in the involvement of people who were not directly related to the incident. However, teachers and other adult staff in the building are encouraged to schedule and lead restorative practices without administrators and communicate often with parents.

School-wide Discipline Student behavior that interferes with the ability of the teacher to teach effectively or the ability of other students to participate in classroom learning activities may result in removal from the classroom. If a teacher decides that removal is necessary, he/she will document the behavior leading up to the removal and send the student to the appropriate administrator. He/She will then begin the Restorative Justice process which may include the following consequences:

● Restorative Justice Leagues ● Restitution/ Apologies ● Parent/Guardian Meeting ● Referral to Counselor ○ Scheduled Counseling ○ Behavioral Contract ● Referral to Director, which may result in: ○ Loss of School Privileges ○ Behavioral Contract ○ Short Term Suspension ○ Expulsion ○ Legal Action

Legacy Academy Charter School of Innovation and Social Progress

Response R-09b-7 DISCIPLINE POLICY

DISCIPLINE PROCESS

Incidents of student misconduct will always require a restorative learning response and plan on the part of the offender(s). The three main goals of Restorative Justice are:

1. Accountability. Restorative justice strategies provide opportunities for wrongdoers to be accountable to those they have harmed and enable them to repair the harm they caused to the extent possible. 2. Community safety. Restorative justice recognizes the need to keep the community safe through strategies that build relationships and empower the community to take responsibility for the well-being of its members. 3. Competency development. Restorative justice seeks to increase the pro-social skills of those who have harmed others, address underlying factors that lead youth to engage in delinquent behavior, and build on strengths in each young person

The degree of formality incorporated into the restorative process will escalate with the severity of the offense and the attitude of the offender toward restoration and restitution. The school may require restitution, community service, empathy circles, or other measures consistent with the Legacy Academy restorative learning philosophy. Our goal is to keep all students in the school community and in classrooms at all times, but in some cases, suspension may be necessary for the process of restoration. The purpose of suspension is to remove a person who is a danger to the learning environment and allow time for calming, reflection, and making amends. A removal from the school community should not last longer than the time necessary to eliminate the tension and misunderstandings that caused the incident

All school staff will be trained in restorative practices and expected to facilitate restorative practices annually during summer training and as the need occurs. In the event of a violation, the following shall apply in the escalating order described:

Legacy Academy Charter School of Innovation and Social Progress

Response R-09b-8 DISCIPLINE POLICY

● Seek to Understand. The staff member should get all details about the incident from all parties involved. This is an opportunity to explain perspective and understanding of an incident without pre-judgement or biases toward one particular person. ● Empathize. At this stage it is the victim’s opportunity to express the real depth of hurt caused by the crime and where the supporters, from both sides, discuss how they were affected by the incident of harm. Facilitating this stage may come in many forms ○ the “shuttle process” – where the facilitator goes back and forth between the parties ○ the exchange of written correspondence directly between victim and offender ○ restorative circle – where a facilitator brings together a victim and offender and together they talk through the offence, its impact on the individual, their family and the community, and its ongoing consequences ● Restore.The staff member will evaluate the effectiveness of the process up until this point and explore the actions that will repair the harm and prevent future harm. These options may include: ○ Apologies (Both verbal and written, both private and public) ○ Restitution ○ Parent/Family Meeting ○ Referral to Counselor ■ Scheduled Counseling ○ Referral to Director, which may result in: ■ Loss of School Privileges ■ Behavioral Contract ■ Short Term Suspension ■ Expulsion ■ Legal Action

Legacy Academy Charter School of Innovation and Social Progress

Response R-09b-9 DISCIPLINE POLICY

Short Term Suspensions The Director and his/her designee (i.e. Dean of Students) are the only staff members that can issue an out of school Short Term Suspension. In the case of a STS, the Director or Designee will:

○ Notify the parent/guardian of the imposition of short-term suspension in writing. Written notice shall be provided by personal delivery or express mail delivery to the last known address(es) of the parents or guardians. When possible, notification also shall be provided by telephone. Such notice shall provide a description of the incident(s) for which suspension is proposed and shall inform the parents or guardian of their right to request an immediate informal conference with the Director. Such notice and informal conference shall be in the dominant language of the mode of communication used by the parents or guardian if known to be other than English. Pre-made letters designed by the Dean of Students and Chief Operations Officer at High Tech High for Legacy Academy will be used for notifications.

○ The school will schedule a readmission meeting with a parent or guardian in order to discuss the infractions and may reduce the penalty based upon mutual understanding resulting from the meeting.

The School shall follow due process procedures consistent with Goss v. Lopez, 419 U.S. 565 (1975). The Director’s decision to impose a short-term suspension may be challenged by the parent(s) or guardian in accordance with the charter school’s complaint process, pursuant to Education Law § 2855(4).

Long Term Suspensions and Expulsion

Legacy Academy Charter School of Innovation and Social Progress

Response R-09b-10 DISCIPLINE POLICY

Only the Director or the Board may impose a long-term suspension. If a student commits an offense that calls for long-term suspension (more than 10 days) or expulsion, the following steps are taken:

● If necessary, the student is immediately removed from class and/or school. ● The student is informed of the charges against him/her. ● Upon determining that a student's action warrants a possible long-term suspension, the Director shall verbally inform the student that he/she is being suspended and is being considered for a long-term suspension (or expulsion) and state the reasons for such actions. ● The parent/guardian is notified in writing. Written notice shall be provided by personal delivery or express mail delivery to the student’s last known address. Where possible, notification also shall be provided by telephone if the School has been provided with a contact telephone number for the parent(s) or guardian(s). Such notice shall provide a description of the incident or incidents, which resulted in the suspension and shall indicate that a formal hearing will be held on the matter, which may result in a long-term suspension (or expulsion). The notification provided shall be in the dominant language used by the parent(s) or guardian(s) if it is known to be other than English. The notice will state that at the formal hearing, the student shall have the right to be represented by counsel, present and question witnesses, and present evidence. ● The school sets a hearing date. The student and/or her parent/guardian are notified in writing of the: ○ charges and a statement of the evidence ○ date, time and place of a hearing ○ notice of the right at the hearing to: ■ be represented by legal counsel (at the student’s/parent’s own expense) ■ present evidence ■ question witnesses

Legacy Academy Charter School of Innovation and Social Progress

Response R-09b-11 DISCIPLINE POLICY

● After the Director, the Board or a hearing officer designated by either of them hears the case, the Director or the Board issues a written decision to be sent to the student, the parent/guardian, the school's Board of Trustees, and the student's permanent record.

Federal law requires the expulsion from school for a period of not less than one year of a student who is determined to have brought a firearm to the school, or to have possessed a firearm at school, except that the Director may modify such expulsion requirement for a student on a case- by-case basis, if such modification is in writing, in accordance with the Federal Gun-Free Schools Act of 1994 (as amended). Firearm,͟ as used in this law means a "firearm," as defined by 18 USC §921, and includes firearms and explosives. The Director shall refer a student under the age of sixteen who has been determined to have brought a weapon or firearm to school to a presentment agency for a juvenile delinquency proceeding consistent with Article 3 of the Family Court Act except a student fourteen or fifteen years of age who qualifies for juvenile offender status under Criminal Procedure Law § 1.20(42). The Director shall refer any pupil sixteen years of age or older or a student fourteen or fifteen years of age who qualifies for juvenile offender status under Criminal Procedure Law § 1.20(42), who has been determined to have brought a weapon or firearm to school to the appropriate law enforcement officials.

APPEALS

The decision to impose a long-term suspension/expulsion upon a student may be challenged by the parent(s) or guardian by appealing to the Board of Trustees or a committee of the Board, pursuant to Education Law § 2855(4). The appeal shall be scheduled within ten (10) school days of the implementation of the long-term suspension or expulsion.

PROVISION OF SERVICES DURING REMOVAL

Legacy Academy Charter School of Innovation and Social Progress

Response R-09b-12 DISCIPLINE POLICY

Legacy Academy will ensure that alternative educational services are provided to a child who has been suspended. For a student who has been suspended or expelled, alternative instruction will be provided to the extent required by law. Legacy Academy will provide alternative instruction to students who are suspended. The School will provide alternative instruction to students as soon as practical: in general, no later than the second day after the suspension is effective. Such instruction will be at a reasonable location and time of the school’s choosing. Alternative instruction for suspended students will be of sufficient duration to enable a student to cover all class material, take all tests and quizzes, keep pace with other students, and progress to the next grade level. Except for the brief time it would take for a student to re-enter another public school, Legacy Academy does not have to, but may, provide alternative instruction for expelled students. Legacy Academy will ensure that alternative educational services are provided to a child who has been suspended or removed to help that child progress in the general curriculum of Legacy Academy. Alternative instruction for suspended students will be of sufficient duration to enable a student to cover all class material, take all tests and quizzes, keep pace with other students, and progress to the next grade level. For a student who has been expelled, alternative instruction will be provided in like manner as a suspended student until the student enrolls in another school or until the end of the school year, whichever comes first. Instruction will take place in one of the following locations: the child’s home, a contracted facility or a suspension room at Legacy Academy. One or more of the following individuals will provide instruction: teacher, teacher aide, or a tutor hired for this purpose. Please note that whoever administers this instruction will meet all certification requirements as stipulated in Section 2854(3)(a-1) of the New York State Education Law.

PHYSICAL INTERVENTION In dealing with disruptive students, any person employed by Legacy Academy may, within the scope of her/his employment, and without it being child abuse, use reasonable and appropriate physical intervention or force as necessary for the following purposes: ● To restrain a student from an act of wrongdoing; ● To quell a disturbance threatening physical injury to others;

Legacy Academy Charter School of Innovation and Social Progress

Response R-09b-13 DISCIPLINE POLICY

● To obtain possession of weapons or other dangerous objects upon a student or within the control of a student; ● For the purpose of self-defense

GUN FREE SCHOOLS ACT

Federal and State law require the expulsion from School for a period of not less than one year of a student who is determined to have brought a firearm to the School, or to have possessed a firearm at school, except that the Director may modify such expulsion requirement for a student on a case-by-case basis, if such modification is in writing, in accordance with the Federal Gun- Free Schools Act of 1994 (as amended). Weapon, as used in this law means a "firearm," as defined by 18 USC§8921, and includes firearms and explosives. (New York Education Law §3214(3)(d) effectuates this federal law.) The following are included within this definition: ● Any device, instrument, material, or substance that is used for or is readily capable of causing death or serious bodily injury. ● Knives with a blade of two and half inches or more in length fall within this definition. ● Any weapon (including a taser gun) which will or is designed to or may readily be converted to expel a projectile by the action of an explosive.The frame or receiver of any weapon described above. ● Any firearm muffler or firearm silencer. ● Any destructible device, which is defined as any explosive, incendiary, or poison gas, such as a bomb, grenade, rocket having a propellant charge of more than four ounces, a missile having an explosive or incendiary charge of more than one- quarter ounce, or other similar device. ● Any weapon which will, or may readily be converted to, expel a projectile by the action of an explosive or other propellant, and that has any barrel with a bore of more than one-half inch in diameter.

Legacy Academy Charter School of Innovation and Social Progress

Response R-09b-14 DISCIPLINE POLICY

● Any combination of parts either designed or intended for use in converting any device into any destructive device in the two immediately preceding examples, and from which a destructive device may be readily assembled.

The Director shall refer a student under the age of sixteen who has been determined to have brought a weapon or firearm to school to a presentment agency for a juvenile delinquency proceeding consistent with Article 3 of the Family Court Act except a student fourteen or fifteen years of age who qualifies for juvenile offender status under Criminal Procedure Law § 1.20(42).

The Director shall refer any pupil sixteen years of age or older or a student fourteen or fifteen years of age who qualifies for juvenile offender status under Criminal Procedure Law § 1.20(42), who has been determined to have brought a weapon or firearm to school to the appropriate law enforcement officials.

OFF CAMPUS DISCIPLINE POLICY

At Legacy Academy, the discipline policy will be the same off of campus as it is on campus, including on the school bus or any other means of student transportation, and is applicable to all off-site trips, and internships. These policies extend to acceptable use for social networking sites, including, but not limited to Facebook, Instagram, Twitter, and anonymous posting sites such as After School App. Students are also responsible for following the school’s Code of Conduct and Disciplinary Policy when engaged in off-campus activities that impact the educational environment, such as through social media websites. Consequences for cyberbullying, for example, will be similar to those for bullying on campus.

OTHER

In addition to disciplinary actions provided for elsewhere in this Policy, any breaches of state or federal law may be handled in cooperation with the New York City Police Department or other authorities. Where appropriate, School officials also will contact law enforcement agencies.

Legacy Academy Charter School of Innovation and Social Progress

Response R-09b-15 SPECIAL EDUCATION DISCIPLINE POLICY

9C. SPECIAL EDUCATIONS DISCIPLINE POLICY

The disciplinary procedures that apply to all students of Legacy Academy, will also apply to students with disabilities along with the following procedures. A student not specifically identified as having a disability but that Legacy Academy, prior to the behavior which is the subject of the disciplinary action, has a basis of knowledge—in accordance with 34 CFR 300.527(b)—that a disability exists may request to be disciplined according to these provisions. Legacy Academy will comply with sections 300.519-300.529 of the Code of Federal Regulations (CFR) and the following procedures, with the exception of the following procedures that are inconsistent with the federal law and regulations, such federal law and regulations shall govern.

The School will preserve written records of all suspensions and expulsions of students with a disability including the students name, a detailed description of the behavior engaged in, the disciplinary action taken, and a record of the total number of days that student has been suspended or removed for disciplinary reasons.

If a student identified as having a disability is suspended during the course of the school year for a total of eight days, that student will immediately be referred to the CSE of the student’s district of residence for reconsideration of the student’s educational placement. Students will not be suspended for a total of more than ten days during the school year without the specific involvement of the CSE of the student’s district of residence prior to the eleventh day of suspension, because this suspensions may be considered to be a change in placement.

In considering the placement of students referred because of disciplinary problems, the Student Support Coordinator and Dean of Students is expected to follow its ordinary policies in compliance with parental notification and involvement regarding:

● The commission of an infraction by a student with a disability who has previously been suspended for the maximum allowable number of days. ● The commission of any fraction resulting from the student’s disability. Legacy Academy Charter School of Innovation and Social Progress

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Service Provisions During Removal Students that are removed from school less than ten days will receive all classroom assignments and a schedule to complete such assignments during the time of their suspension. In the event a student misses assignments or test, provisions will be made to permit a suspended student to make them up as a result of out of school suspension. Legacy Academy will provide additional replacement instruction within the ten days and the adequate means to assist the student, so that every student is given full opportunity to complete assignments and master curriculum, including additional instructions,one-on-one tutoring phone assistance, and computer instruction

Any previous removals during subsequent removal that equals ten or more school days during the school year, but according to the CSE does not constitute a change in placement, services must be provided to the extent determined necessary to ensure the student is appropriately progressing in the general curriculum and in achieving the goals of their IEP. In the event this occurs, School personnel, in consultation with the student's special education teacher, will make the appropriate service determination.

Drug or weapon removal for offenses pursuant to 34 CFR §300.520(a)(2), services will be provided to the extent necessary to assure the student will appropriately succeed in the mainstream curriculum and in achieving the goals of their IEP. CSE of the student's district of residence will make these service determinations. The School will place students in interim alternative educational settings as appropriate and mandate by 34 CFR §300.520(a)(2).

The CSE of the student's district of residence will make the service determination. In the event any subsequent removal does actually constitute a change in placement, but where the behavior has been determined by the CSE to not be a manifestation of the disability, the services will be provided to the extent necessary to enable the student to appropriately progress in the general curriculum and in achieving the goals of their IEP.

Due Process Legacy Academy Charter School of Innovation and Social Progress

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According to discipline that constitutes a change in placement that is contemplated for any student, the following steps will be taken: (a) the students and parents with a disability will be notified no later than the date on which the decision to take such action is made, the parents of the School of that decision and provided the proper safeguards notice described in 34 CFR §300.504; and (b) the CSE and other qualified personnel will meet and review the relationship between the child’s disability and the behavior subject to the disciplinary action (subject to CSE's availability).

Upon review, if it is determined that the student's behavior was not a result of their disability, then the child may be disciplined in the same manner as any child without a disability, except as provided in 34 CFR §300.121(d), which relates to the provision of services to students with disabilities during periods of removal.

Parents may request a hearing to challenge the manifestation determination. Except as provided below, the student will continue in her current educational placement pending the determination of the hearing.

If a parent requests a hearing or an appeal to challenge the meantime alternative educational setting or the manifestation determination resulting from a disciplinary action resembling dangerousness, weapons or drugs, the student will remain in the temporary alternative educational setting pending the decision of the hearing officer or until the expiration of the time period provided for in the disciplinary action, whichever occurs first, unless the parent and Legacy Academy agree otherwise.

Legacy Academy Charter School of Innovation and Social Progress

Response-09c-3 DRESS CODE

DRESS CODE POLICY

The Legacy Academy dress code aims to provide both an expressive and respectful learning environment for both students and staff. Students are expected to be in accordance with dress code when entering the building and at all other school sponsored events and activities, including but not limited to field trips, meetings with community members, and school organized community service. Dress code applies to all students, equally.

Headwear: Headwear is not permitted in the building with the exception of headwear for the purpose of religious practices. Legacy Academy does not approve bandanas, hats, caps, beanies, or hoods worn over the head while in the school building or during school hours.

Tops: All students must wear tops which model a professional environment or a work environment. Tops must have straps at least two inches in thickness. They cannot have any words, slogans, symbols, or logos. Examples of tops in dress code include jackets zipped up all of the way, t-shirts that are plain, striped, or patterned, blouses, and collared shirts.

Bottoms: Bottoms must mimic the professional or work environment and can be pants, shorts, skirts, or one-piece clothing which covers the back and the midsection. Items of clothing considered pants cover the body from the waist to the center calf or lower. This includes but is not limited to leggings, jeggings, jeans, slacks, or harem pants. Shorts and skirts must go down to the mid-thigh when seated. When arms are held down these garments may not be shorter than the person's fingertips measured against the thighs.

Shoes: Shoes need to be conducive for a professional environment and a project work space. They must have soles. Shoes which are in dress code include but are not limited to flip flops, tennis shoes, sneakers, or sandals.

Failure to comply with Dress Code Students who do not meet the dress code requirements can have any one or more the the following consequences: ● Verbal Warning ● Written Warning ● Change into school loaner clothes ● Contacting Caregivers ● School-Family meeting

Back up wardrobe is considered as other in our budget. Legacy Academy loaner clothes will be kept in the main office and distributed to students who fail or are unable to comply with the open dress code. Students are to return all loner items at the end of the day for bi weekly maintenance.

Legacy Academy Charter School of Innovation and Social Progress

Response-09d-1 SCHOOL MANAGEMENT AND LEADERSHIP

10A. ORGANIZATIONAL CHART

A. ORGANIZATIONAL CHART

Year 1:

The first Year of operation Legacy Academy’s management and leadership will consist of the Executive Director who oversees the entire school. The Executive Director reports to the Board of directors, that consist of board members. The Dean of Students who oversees the Guidance Counselor, Student Support Coordinators, and Special Educators will also report to the Executive

Legacy Academy Charter School of Innovation and Social Progress

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Director. The Director of operations oversees the Office Manager and a Business Manager who will also report to the Executive Director along with the General, and Electective teachers.

Year 5:

During the fifth year Legacy Academy’s management and leadership team will consist of additional members such as the Instructional Director who will report to the Executive Director and work closely with the General and Elective teachers who will report directly to the Executive Director. Legacy Academy will add a Secretary beginning in year 3 who will report to the Office Manager along with the Director of Operations and Financial Director who oversees

Legacy Academy Charter School of Innovation and Social Progress

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the Business Manager.

B. SCHOOL LEADERSHIP AND MANAGEMENT STRUCTURE Legacy Academy does not intend to contract or partner with an entity for management or educational services.

Structure: The Director will be responsible for all aspects of Legacy Academy and will report directly to the Board of Directors. This structure will secure the rational structure for Legacy Academy and transparency of accountability between the school staff and the Board. The Executive Director and Instructional Director beginning in year 3 will oversee curriculum and instruction, they will coach, evaluate teachers, and will coordinate RTI implementation. The Dean of Student Support will oversee the Student Support Coordinator, Guidance Counselors, and, starting in year three , College and Career Counselors as they assist the students needs and prepare college prep techniques. The Director of Finance and Operations will work closely with the Business and Office Manager overseeing financial planning and reporting, accounting, HR, and operations. The Secretary will manage basic clerical duties and assist the Business and Operations Manager as needed. This structure will assist and maximize the expertise of each leader in their particular area.

All staff and Board of Directors will report to the Executive Director. The Board of Directors will hold the Dean and Director accountable for the areas they oversee, and will supervise, coach, and evaluate them both. With two direct reports, the Director will be able to work extremely close with each of the leaders to help them excel as professionals and achieve the goals of their particular focus.

Rationale for structure selection: Each staff member will report to their Dean/Director who oversees their area, as shown in the organizational charts above. The Dean/Director of their designated area is responsible for supervising, coaching, and evaluating the staff that reports to

Legacy Academy Charter School of Innovation and Social Progress

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them. Reporting lines are clearly outlined to ensure accountability for all staff members while also ensuring all staff members can access the support and supervision they need to be successful educators.

Legacy Academy chose this structure of management based on the high performing independent charter network, High Tech High were the founding members obtained their Masters of School Leadership and observed the success of their particular school structure were the Dean of Students and Director work side by side to support the teaching staff and administrative roles. However High Tech High is a network of 14 schools and is supported by a central business office that manages finance, human resources, and other business operational matters. Legacy Academy will govern and support its own business and operations. In the first year Legacy Academy will be a small school and will not have the staff nor the instructional needs to necessitate a full time Director of Finance or an instructional Director.

Management practices: Together the Director, Dean of students, Student Support coordinator, Director of Instruction, and Director of Finance and Operations will compose the leadership team. The Leadership Team will meet regularly to ensure comprehensive planning and strategy across all areas of the school.

The leadership team will work with the Board of Directors to set annual goals for the School based on the School’s charter and informed by the completion of the prior programmatic audit and identified areas of remediation. As mentioned in R05f, the board may determine to hire outside consultants to provide support and training towards identified goals. The leadership team and Board will review progress to goals during monthly meetings, and quarterly use a system that Legacy Academy will develop that will track student enrollment and attendance, student demographics, student culture and behavior data such as suspensions, formative and summative assessment data, financial and operational data and any other data requested by the Board. The use of a common system will allow the Board and Leadership Team to have a common tool to assess the wellbeing of Legacy Academy and swiftly identify areas that need improvement as well as areas of success and make key organizational decisions.

Legacy Academy Charter School of Innovation and Social Progress

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Evaluation of Director: The Board of Directors will construct an annual evaluation of the Executive Director of Legacy Academy. They will use key instructional benchmarks, progress towards achievement goals, operational benchmarks, staff and parent satisfaction surveys and other criteria that measures the overall well being of Legacy Academy. The evaluation will include a complete review of the Leadership Team to grasp staff feedback on the Directors effectiveness. The Leadership Team will produce a Professional Growth Plan (PGP), a targeted set of attainable goals, with the Board Chair, to be reviewed on a regular basis. In the event the goals of the Director within the professional growth plan not be realized, the Board chair will establish an action plan with the Director to include mentoring, consultants, increased monitoring, leadership , and a timeline for improvement. The Academic and Executive Committee of the Board will be informed of progress or the lack thereof.

Evaluation of Leadership Team: All staff of Legacy Academy will compose a PGP in collaboration with the Director, Dean of Students, Director of Finance and/or Student Support Coordinator to be regularly reviewed. During the school’s start-up period, the Director will work with the Board, our support system at High Tech High, and if necessary, any other outside consultants to design evolutionary processes.1

School leader selection: The Legacy Academy Board of Directors has selected Regina Glover - Johnson, one of the applicants of this charter proposal, to assume the role of Executive Director. Regina is a Far Rockaway native who has attended school in District 27 and years later watched the younger generations in her family struggle in District 27. Regina’s experience as an educator and School administrator of High Tech High International of San Diego has made her substantially qualified to serve as Legacy Academy’s founding Director. Her qualifications include experience as a successful Director of Special Education, a History teacher and

1 Bambrick-Santoyo, P. (2012). Leverage Leadership: A Practical Guide to Building Excellent Schools. San Francisco: Jossey-Bass.

Legacy Academy Charter School of Innovation and Social Progress

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teacher of Special Education NYC high school math teacher, Regina’s commitment to educating young minorities and her experience working in both traditional public and charter schools will be invaluable in understanding the intricacies of recruitment, developing relationships with district leadership, as well as district reporting systems. Regina’s dedication to equitable education for students of color, project based learning and civic duty las well as her experience developing and managing a successful start-up program for the over aged and under credited of Leadership Academy makes her well qualified to be Legacy Academy’s Director.

Sample Professional Growth Plan

General Information

Teacher Name: Building:

Email: Grade(s)/Subject(s):

When did you complete your last self‐reflection?

When was your last in‐classroom observation?

How many times have you been observed by an administrator or colleague within the past year?

Using the Framework to Identify Areas of Strength and Areas for Potential Growth

Legacy Academy Charter School of Innovation and Social Progress

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Based on your self‐reflection and discussion Based on your self‐reflection and discussion with your observers, which dimension(s) do with your observers, which dimension(s) you feel are your strongest? (Identify no more would you like to work on? (Identify no than three.) more than three.)

How do the growth areas you’ve selected fit into your vision of a thoughtful classroom?

Are there any specific indicators in the dimension(s) you’re targeting that help you better describe how you would like to grow?

Establishing Goals for Professional Growth (Establish no more than three goals you want to achieve this year.)

Goal One: Based on your analysis (areas of strength/target areas), establish a clear professional growth goal.

Legacy Academy Charter School of Innovation and Social Progress

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How is this goal aligned with your school/district goals?

What effect will achieving this goal have on student achievement?

Developing an Action Plan – Goal One

Goal One:

Legacy Academy Charter School of Innovation and Social Progress

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Practice Knowledge Resources What will you need What do you need to How can your grade‐level team, Director, or to do in the learn to achieve this Instructional Director help you achieve this classroom to goal? goal? achieve this goal?

What other resources can be of help to you?

Tracking Your Progress – Goal One

Legacy Academy Charter School of Innovation and Social Progress

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Over the course of three years, identify at least three milestones. Plot your progress on the chart below. (Place a dot on the appropriate year & section of your achieved identified milestone)

Initial Milestone 1 Milestone 2 Milestone 3 Milestone 4 Final September February Sept 2020 (3) Assessment 2019 (1) 2019 (2)

Impact on Student Learning – Goal One (Respond to these questions at each milestone.)

Legacy Academy Charter School of Innovation and Social Progress

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What modifications to your classroom practice have you made? What effects on student learning do you see? What results (e.g., test data, student work) can you point to for each milestone?

Legacy Academy Charter School of Innovation and Social Progress

Response-10ab-11 PERSONNEL

Dean of (a) Staffing Chart and Rationale

STAFFING AND RATIONALE Staffing chart and rationale for support and management of the academic program for Legacy Academy over the span of 5 years will be executed in the following ways. All positions are full time with the exception of the Director of Operations which will be part time. During the first 2 years High Tech High will support Founding staff in teaching and learning. They will provide financial stability in the development of student and teacher resources

Year 1

Administrative Personal Instructional Personnel

Total Administrative Staff: (6) Total Instructional Staff: (10)

*Additional stipends for extra work (PTO, breaks, after school, tutoring, testing support, etc).

In Year 1 we propose to have 108 9th grade students enrolled Fall of 2019 at Legacy Academy. With a total of 6 Administrative Professionals and a total of 10 Instructional Personnel. We value the development of students civic and personal development, so we’ve incorporated adequate instructional staff to deliver 6 credit hours of Humanities programming in the students’ first year because we are a project base school that does not develop our course curriculum to specifically cover content on test, we focus on deeper learning skills and competencies and will dedicate each year to the preparation of one Regents exam. In their freshman year all of our students will take the Living Environment Regents.

Year 2

Legacy Academy Charter School of Innovation and Social Progress

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Administrative Personal Instructional Personnel

Director (1) Guidance Counselor (1) Dean of Student (1) General Instructors Director of Operations (1) History (2) Student Support Coordinator(1) Language Arts (2) Business Manager (1) Foreign Language (1) Office Manager (1) Science (2) Math (1) Physical Education (1) Creative Art (1) Special Educator (4) Other* (2)

Total Administrative Staff: (6) Total Instructional Staff: (17) *Additional stipends for extra work (PTO, breaks, after school, tutoring, testing support, etc).

In Year 2 we propose to have 216 students, 108 9th and 108 10th grade students enrolled Fall of 2020 at Legacy Academy. With a total of 6 Administrative Professionals and a total of 17 Instructional Personnel.

Year 3

Administrative Personal Instructional Personnel

Director (1) College and Career Counselor (1) Dean of Student (1) Guidance Counselor (1) Director of Operations (1) General Instructors Student Support Coordinator (1) History (3) Director of Finances (1) Language Arts (3) Instructional Director (1) Foreign Language (1) Office Manager (1) Math (2) Secretary (1) Science (3) CTE (1) Creative Arts (1) Physical Education (1) Special Educator (6) Other* (3)

Total Administrative Staff: (8) Total Instructional Staff: (26) *Additional stipends for extra work (PTO, breaks, after school, tutoring, testing support, etc). Legacy Academy Charter School of Innovation and Social Progress

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In Year 3 we propose to have 324 students, 108 9th, and 108 10th grade students enrolled fall of 2021 at Legacy Academy. With a total of 8 Administrative Professionals and a total of 26 Instructional Personnel.

Year 4

Administrative Personal Instructional Personal

Director (1) College and Career Counselor (1) Dean of Student (1) Guidance Counselor (1) Director of Operations (1) General Instructors Student Support Coordinator (1) History (4) Director of Finances (1) Language Arts (4) Instructional Director (1) Foreign Language (1) Office Manager (1) Science (3) Secretary (1) Math (3) Physical Education (1) Creative Arts (1) CTE (1) Mixed Media Art (1) Special Educator (8) Other* (4)

Total Administrative Staff: (8) Total Instructional Staff: (33) *Additional stipends for extra work (PTO, breaks, after school, tutoring, testing support, etc).

In Year 4 we propose to have 432 students, 108 9th, 108 10th, and 108 11th grade students enrolled fall of 2022 at Legacy Academy. With a total of 8 Administrative Professionals and a total of 33 Instructional Personal.

Year 5

Administrative Personal Instructional Personal

Legacy Academy Charter School of Innovation and Social Progress

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Instructional Director (1) Foreign Language (1) Office Manager (1) Science (3) Secretary (1) Math (3) Physical Education (1) Creative Arts (1) CTE (1) Mixed Media Art (1) Special Educator (8) Other* (4)

Total Administrative Staff: (8) Total Instructional Staff: (33) *Additional stipends for extra work (PTO, breaks, after school, tutoring, testing support, etc).

In Year 5 we propose to have 432 students, 108 9th, 108 10th, 108 11th and 12th grade students enrolled fall of 2023 at Legacy Academy. With a total of 8 Administrative Professionals and a total of 33 Instructional Personal.

QUALIFICATIONS AND RESPONSIBILITIES The administration and staff will be governed by the mission and morals of the school. Legacy Academy believes in collaborative efforts to model and develop project based curriculum that enhances the students skills, civic awareness, and career connection for the greater good of the community. This policy applies to all administrative and instructional personal of the school. Legacy Academy’s general education staff will be employees of the education cooperation and the schools elective teachers will be licensed career technical educators.With our staffs commitment we will achieve this goal overtime.

ROLES AND RESPONSIBILITIES

Legacy Academy Charter School of Innovation and Social Progress

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Director Responsibilities The Director will fulfill 1. Academic and Managerial lead of school and Student the following Achievement & Support responsibilities: a. Be the final adult of record for all that happens in the school b. Effectively communicate Legacy Academy’s mission, vision, design principles, and goals, develop all stakeholders’ ability to do the same, and constantly organize the analysis and revision of the above by the school community c. Ensure that the school and students are on track to achieve its mission, vision, and goals d. Ensure the equitable accessibility, satisfaction, and support of all students and families including the ability to speak in the native languages of all students and families e. Ensure that the school’s systems and policies promote wellness for all stakeholders f. Ex-officio member of the Staff Executive Council and the Board of Directors 2. Organizational Growth, Development, Teacher Development and Support a. Hire and manage talented staff to help achieve Legacy Academy’s goals and mission b. Support and develop staff to maximize their effectiveness and satisfaction c. Collaboratively set standards for team members’ success and regularly evaluate each team member by those standards d. Model professional, operational, and instructional standards 3. Management and Leadership and School Culture a. Oversee the operations and financials of Legacy Academy to ensure sustainability and mission- alignment b. Leading development and fundraising to ensure a balanced budget and support organizational vision and priorities 4. Self-Actualized Adult Leadership, Parent outreach, and

Legacy Academy Charter School of Innovation and Social Progress

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Board Relations a. Build caring, mentoring relationships every student (and his/her family) in your care, regardless of race, class, sexuality, religion, politics, or any other factor b. Model habits of being a holistically healthy human and constantly work toward being your best self (including giving & receiving constant feedback) c. Eat well, rest well, communicate well, and lead some sort of daily physical exercise as part of Communal P.E. d. Be an active participant in the democratic management of the school through the Staff Executive Council and its various debates, votes, and consensus processes

Desired Qualifications & Qualities Strong candidates will have the following:

● Strong alignment with Legacy Academy’s mission, vision, and design principles ● Strong work-ethic with flexibility and a track record of results in previous fields of work ● A track record of success and/or formal training in 1 or more of the areas of responsibility ○ Ideally at least 10 years of experience as a successful secondary classroom teacher ○ Ideally at least a Masters in Education specializing in School Leadership

Legacy Academy Charter School of Innovation and Social Progress

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Dean Of Students We are seeking a full time 1. Restorative Justice and Behavior founding Dean of Students a. Coordinate proactive restorative justice and to manage the following restorative responses to conflict responsibilities: b. Serve as part of the school’s crisis response team c. Manage Restorative Room d. Coach students, staff, and families in restorative practices e. Monitor and coordinate reporting of culture data 2. Marketing, Recruitment, and Family Communication a. Oversee the school-wide Advisory, PE, Tutoring, Passion, and elective structures b. Organize Student-Odyssey, Whole School Retreats, and other expeditions c. Oversee the Student body d. Manage proactive and positive staff-family communication e. Spearhead initiatives to celebrate and recognize community members & cultures 3. Student achievement and support a. Align student schedules and each student’s Individual Graduation Plan b. Ensure school course offerings meet all students’ needs 4. Socio-emotional a. Serve as Advisor to about 20 students, being the adult of record for 90 minutes daily b. Lead daily community circles, stretching, meditation, social/emotional curriculum, and chore rotations and oversee special projects and/or clubs initiated by your advisees 5. Self-Actualized Adult Leadership a. Build caring, mentoring relationships every student (and his/her family) in your care, regardless of race, class, sexuality, religion, politics, or any other factor b. Model habits of being a holistically healthy human and constantly work toward being your best self (including giving & receiving constant feedback) c. Eat well, rest well, communicate well, and lead

Legacy Academy Charter School of Innovation and Social Progress

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some sort of daily physical exercise as part of Communal P.E. d. Be an active participant in the democratic management of the school through the Staff Executive Council and its various debates, votes, and consensus processes

Desired Qualifications & Qualities Strong candidates will have the following:

Legacy Academy Charter School of Innovation and Social Progress

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Director of Operations 1. Budget and Finances We are seeking a full time a. Co-author and manage school budget with consultant Director of Operations to b. Establish and follow internal control policies manage the following c. Manage monthly closes, bored reports responsibilities: d. Configure Annual audits, authorize reports and audits 2. Facilities, Security, and Transportation a. Ensure the operability, safety, and mission-alignment of the campus b. Manage vendor relationships to ensure high quality service c. Ensure campus security & emergency responses d. Ensure students’ ability to get to and from school and related programming e. Manage separate family & staff openings with relevant resources 3. Student Programing and Records, Human Resources a. Manage onboarding paperwork and training b. Manage and administer benefits c. Coordinate appropriate HR processes for changes in employment status 4. Health Services a. Ensure that all meals are timely, cost-effective, and nutritious 5. Self-Actualized Adult Leadership a. Build caring, mentoring relationships every student (and his/her family) in your care, regardless of race, class, sexuality, religion, politics, or any other factor b. Model habits of being a holistically healthy human and constantly work toward being your best self (including giving & receiving constant feedback) c. Eat well, rest well, communicate well, and lead some sort of daily physical exercise as part of Communal P.E. d. Be an active participant in the democratic management of the school through the Staff Executive Council and its various debates, votes, and consensus processes

Desired Qualifications & Qualities Strong candidates will have the following:

Legacy Academy Charter School of Innovation and Social Progress

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Business Manager 6. Budget and Finances We are seeking a full time a. Daily accounting Business Manager to b. Establish and follow internal control policies manage the following c. payroll, requests, reimbursements and sign checks responsibilities: d. Account for all expenses and revenues with Director of Operations 7. Reception, Scheduling and planning a. Ensure operability of all office technology (i.e. copy machines, laptops, cell phones) b. Oversee material procurement procedures c. Manage responsible use of materials d. Manage overall operational support 8. Student Programing and Records, Human Resources a. Manage onboarding paperwork b. Document staff and student attendance and performance data 9. Self-Actualized Adult Leadership a. Build caring, mentoring relationships every student (and his/her family) in your care, regardless of race, class, sexuality, religion, politics, or any other factor b. Model habits of being a holistically healthy human and constantly work toward being your best self (including giving & receiving constant feedback) c. Eat well, rest well, communicate well, and lead some sort of daily physical exercise as part of Communal P.E. d. Be an active participant in the democratic management of the school through the Staff Executive Council and its various debates, votes, and consensus processes

Desired Qualifications & Qualities Strong candidates will have the following:

Legacy Academy Charter School of Innovation and Social Progress

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○ Ideally a BA or higher in finance or accounting

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Special Educator 1. Student Learning Expert We are seeking full time 2 a. Travels with cohort of 27 students to each class founding Special b. Creates learning profiles for each student Educators to manage the c. TA in core classes, differs on site following responsibilities: d. Manage IEPs including direct service provision and coordination of outside service providers for approximately 4-8 students e. Lead quarterly IEP check-ins and annual IEP meetings in collaboration with the student, family, and any other relevant staff including the Director of Student Support 2. Inclusion Specialist a. Support neurodiverse learners to be successful in a full-inclusion setting, including one-on-one work, small-group work, accommodations, and modifications b. Support one core content Teaching Team to be effective at including neurodiverse learners utilizing Universal Design for Learning 3. Advisor a. Serve as Advisor to about 20 students (including the 4-8 students on your caseload), being the adult of record for 90 minutes daily a. Lead daily community circles, stretching, meditation, social/emotional curriculum, and chore rotations and oversee special projects and/or clubs initiated by your advisees 4. Self-Actualized Adult Leadership a. Build caring, mentoring relationships every student (and his/her family) in your care, regardless of race, class, sexuality, religion, politics, or any other factor b. Model habits of being a holistically healthy human and constantly work toward being your best self (including giving & receiving constant feedback) c. Eat well, rest well, communicate well, and lead some sort of daily physical exercise as part of Communal P.E. d. Be an active participant in the democratic management of the school through the Staff

Legacy Academy Charter School of Innovation and Social Progress

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Executive Council and its various debates, votes, and consensus processes

Desired Qualifications & Qualities Strong candidates will likely have the following:

- Strong alignment with Legacy Academy’s mission, vision, and design principles - Strong work-ethic with flexibility and a track record of results in previous fields of work - A track record of success and/or formal training in 1 or more of the areas of responsibility - Ideally certified as a Special Education teacher

Legacy Academy Charter School of Innovation and Social Progress

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Student Support 1. Coordinator of English Learning Language Services Coordinator a. Coordinate ELL services in collaboration with the We are seeking a full time Director, General Education, and Special Education founding Director of Instructors to support all students and families with Student Support to manage needs both within and outside of school the following 2. Coordinator of Special Education Services responsibilities: a. Coordinate ELL services in collaboration with the Director, General Education, and Special Education Instructors to support all students and families with needs both within and outside of school b. Ensure compliance to all relevant laws of all Special Education paperwork and practices c. Oversee the evaluation and IEP processes d. Coordinate IEP services, including coordinating outside vendors when needed e. Support and develop Special Educators to maximize their effectiveness and satisfaction f. Model professional, operational, and instructional standards for students with special needs 3. Response to Intervention (RTI) a. Manage a comprehensive and user-friendly RTI system that structures the entire staff support for struggling students b. Convene and oversee meetings of Student Study Teams to support struggling students 4. Caseload and Compliance Management a. Coordinate with any relevant external test administrators, including the state, to ensure the effectiveness and compliance of all formal caseloads b. Communicate with teachers and families c. Monitor credits needed for graduation 5. Restorative Practices & Discipline a. Support the DOS in coordinating restorative responses to harm b. Serve as part of the school’s crisis response team 6. Advocacy a. Serve as Advisor to about 20 students, being the adult of record for 90 minutes daily b. Lead daily community circles, stretching, meditation,

Legacy Academy Charter School of Innovation and Social Progress

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social/emotional curriculum, and chore rotations and oversee special projects and/or clubs initiated by your advisees 7. Self-Actualized Adult Leadership a. Build caring, mentoring relationships every student (and his/her family) in your care, regardless of race, class, sexuality, religion, politics, or any other factor b. Model habits of being a holistically healthy human and constantly work toward being your best self (including giving & receiving constant feedback) c. Eat well, rest well, communicate well, and lead some sort of daily physical exercise as part of Communal P.E. d. Be an active participant in the democratic management of the school through the Staff Executive Council and its various debates, votes, and consensus processes

Desired Qualifications & Qualities Strong candidates will likely have the following:

● Strong alignment with Legacy Academy’s mission, vision, and design principles ● Strong work-ethic with flexibility and a track record of results in previous fields of work ● A track record of success and/or formal training in 1 or more of the areas of responsibility ● Registered nurse or willing to be trained as such ○ Ideally many years as a successful, certified special educator

Legacy Academy Charter School of Innovation and Social Progress

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Guidance Counselor 1. Family Liaison We are seeking a full time a. Collaborate with the Director of Student Support- founding Guidance SpEd to support all students and families with needs Counselor to manage the both within and outside of school following responsibilities: b. Coordinate physical and mental health services for students through the in-school health clinic 2. Mental-health Support a. Provide direct counseling and caseloads of 15-20 students b. Train entire staff in best practices for identifying and supporting students who have experienced trauma and other mental health needs c. Serve as a member of the school’s advisory team 3. Self-Actualized Adult Leadership a. Build caring, mentoring relationships every student (and his/her family) in your care, regardless of race, class, sexuality, religion, politics, or any other factor b. Model habits of being a holistically healthy human and constantly work toward being your best self (including giving & receiving constant feedback) c. Eat well, rest well, communicate well, and lead some sort of daily physical exercise as part of Communal P.E. d. Be an active participant in the democratic management of the school through the Staff Executive Council and its various debates, votes, and consensus processes

Desired Qualifications & Qualities Strong candidates will likely have the following:

● Strong alignment with Legacy Academy’s mission, vision, and design principles ● Strong work-ethic with flexibility and a track record of results in previous fields of work ● A track record of success and/or formal training in 1 or more of the areas of responsibility ○ Ideally at least a Masters in Counseling and year of full time experience

Legacy Academy Charter School of Innovation and Social Progress

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College and Career 1. SAT Preparation Counselor 2. College application management (Beginning in year 3) 3. Credit monitoring We are seeking a full time 4. Records keeping founding Guidance 5. Mental-health Support Counselor to manage the a. Provide direct counseling and caseloads of 15-20 following responsibilities: students

b. Train entire staff in best practices for identifying

and supporting students who have experienced trauma and other mental health needs c. Serve as a member of the school’s advisory team 6. Self-Actualized Adult Leadership a. Build caring, mentoring relationships every student (and his/her family) in your care, regardless of race, class, sexuality, religion, politics, or any other factor b. Model habits of being a holistically healthy human and constantly work toward being your best self (including giving & receiving constant feedback) c. Eat well, rest well, communicate well, and lead some sort of daily physical exercise as part of Communal P.E. d. Be an active participant in the democratic management of the school through the Staff Executive Council and its various debates, votes, and consensus processes

Desired Qualifications & Qualities Strong candidates will likely have the following:

● Strong alignment with Legacy Academy’s mission, vision, and design principles ● Strong work-ethic with flexibility and a track record of results in previous fields of work ● A track record of success and/or formal training in 1 or more of the areas of responsibility ○ Ideally at least a Masters in Social Work and a Licensed Certified Social Worker

General Instructor 1. Academic Instruction Legacy Academy Charter School of Innovation and Social Progress

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We are seeking 9 full time a. Plan and execute multidisciplinary, real-world project-based founding General Instructors to courses in collaboration with your Partner Instructor & Special manage the following Educator in alignment with Legacy Academy’s goals and relevant responsibilities: standards b. Provide students with high-quality models, criteria for success, feedback, & critique c. Gather and use comprehensive diagnostic, formative, and summative data about students and their mastery of your content to improve student outcomes d. Be the in house researcher on urban education and equitable teaching/ equatable school structure e. Write grants f. Plan professional development trips and opportunities for teachers g. Develop partnerships for Legacy Academy 2. Self-Actualized Adult Leadership a. Build caring, mentoring relationships every student (and his/her family) in your care, regardless of race, class, sexuality, religion, politics, or any other factor b. Model habits of being a holistically healthy human and constantly work toward being your best self (including giving & receiving constant feedback) c. Eat well, rest well, communicate well, and lead some sort of daily physical exercise as part of Communal P.E. d. Be an active participant in the democratic management of the school through the Staff Executive Council and its various debates, votes, and consensus processes Desired Qualifications & Qualities Strong candidates will likely have the following:

● Strong alignment with Legacy Academy’s mission, vision, and design principles ● Strong work-ethic with flexibility and a track record of results in previous fields of work ● A track record of success and/or formal training in 1 or more of the areas of responsibility ○ Ideally certified in at least one of your subject areas of choice

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STAFF RECRUITMENT AND RETENTION

RECRUITMENT Racial/ethnic minority teachers can serve as models of achievement and positively influence the academic achievement and self-perceptions of students of color (Reed, 2007). Here at Legacy Academy we highly encourage minorities and strive to create a teaching environment that much resembles the background of the majority students in the Rockaway Peninsula. Each applicant must comply with this notion regardless their ethnicity and feel comfortable advising, educating and uplifting students of color for longevity successful results. This can be essential in supporting students of color in selecting a career and visualizing their life possibilities (Milner, 2006). Similar life experiences and cultural backgrounds of more racial/ethnic minority teachers, regarded as “cultural synchronicity,” support instruction and student learning (Ingersoll and May, 2011). While research shows the advantages of more racial/ethnic minority teachers in the lives of students of color, it also highlights the overwhelmingly low number of racial/ethnic minority teachers recruited into the teaching profession. Organizations like one of our advisory board members, Mario Jovan Shaw’s CEO of Profound Gentlemen; an agency that specifically recruits and trains black men to become teachers, has agreed to contribute his services in providing more male figures in the classroom. Legacy Academy will use multiple methods for recruitment, first by reaching out to the Boards experienced peer professionals, post available jobs on Legacy Academy’s school website and bulletin board as well as share ads with black collagic organization boards such as fraternities and sororities. We will upload, employment ads to media platforms such as monster.com, and indeed.com, as well as recruit qualified candidates from LinkedIn.com. After carefully reviewing qualified applicants for each role of employment at Legacy Academy the school will hire the most impeccable outstanding applicants with the strongest resumes and whose experience, references and interviews completely grasp the core values of Legacy academy. We are recruiting teachers

RETENTION With, a unique outlook on a quality education, fun creative educational projects, healthy meals,

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physical wholistic activities, cultural equity, equal pay of employees according to district health care and benefits, Late start days with fewer students, the instructors of Legacy academy will feel complacent at our charter school for innovation and social progress. More racial/ethnic minority teachers have been recognized for their ability to create culturally infused lessons that resonate and breathe relevance into the academic material for students of color; while the teachers’ experiences and backgrounds support their understanding and recognition of the needs of this population (Milner, 2006).With a supportive school structure considering majority of the founding team attended an HBCU embodying its strong sense of character and enriched humility. However, various agencies, schools, and programs have adopted the following practices to increase the numbers of racial/ethnic minority teachers in schools: State efforts in recruitment; Early outreach/pre-collegiate programs; University programs; Non-Traditional/alternative pathways; Scholarship funds and fellowships. Legacy Academy will partner with Historically Black College Universities for college prep and recruitment to continue the demand on a positive outlook in an accomedable environment that provides a sustainable education in the black community that we want the children of Far Rockaway to endure.

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PERSONNEL POLICIES

The administrative board will consist of its founding board members. All positions are full time with the exception of the school’s Director or operations.This position will be part time and Legacy Academy Business Manager will govern the school finances in partnership with the director of operations. The school will employ external candidates, with no discrimination on color, creed, disability, religion, sexual orientation, and meet the following standards.(Title IX of the Education Amendments of 1972)

Equal Opportunity Employer Legacy Academy will employ qualified personnel without regard to sex, gender identity, race, religion, color, creed, ancestry, national origin, citizenship, sexual orientation, veteran status, age, marital status, genetic characteristic or disability. This Equal Opportunity policy applies to all aspects and phases of employment at Legacy Academy, including recruitment, hiring, training, promotion, demotion, lay-off and termination, compensation, employee benefits, discipline, and other terms and conditions of employment. Legacy Academy will comply with the Americans with Disabilities Act, and all local and state laws prohibiting discrimination against qualified individuals with disabilities. Therefore, we are committed to: ● Hiring on the basis of qualifications, ensuring that people with disabilities are treated equally in all phases of the application and hiring process; ● Making necessary accommodations, within reason, to enable a person with a disability to fulfill the job requirements; ● Protect a disabled person’s right to confidentiality; and ● Being in full compliance with all applicable laws, including those protecting employee benefits. In addition, Legacy Academy will make reasonable accommodations for any employee’s religious beliefs and/or practices. Employment Contracts Employees at Legacy Academy are generally considered “at will,” and will be contracted thusly. There may be certain employees with which the Board may decide to enter into “non-at-will” contract. “At will” employees may terminate their employment, or the school may terminate their employment with or without cause. No personnel is authorized to modify this policy for any employee, nor to make any representations to employees or applicants concerning the terms or conditions of employment with Legacy Academy that are inconsistent with our policy on “at will” employment, other than the Directors. Legacy Academy Charter School of Innovation and Social Progress

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This policy may not be modified in any way by any statements contained in the employee Handbook, or any other materials provided to employees in connection with their employment at Legacy Academy. Additionally, no documents or any employment practices shall create an express or implied contract of employment for a definite period, nor imply or express any type of contract concerning terms or conditions of employment. Hiring Process Legacy Academy strongly believes that the quality of the professional staff determines the quality of education offered in the school. It will therefore be the responsibility of the Executive Director, Instructional Director, and Dean of Students to locate and recruit the best-qualified candidates to meet the school's educational needs. All Legacy Academy positions will be posted publicly and will include a job description with a job description and minimum requirements. All applicant’s resumes and cover letters will be reviewed to ensure that they meet minimum requirements and experience. All candidates will be asked to provide references, which will be checked and will be required to provide FBI clearances upon hire. Legacy Academy’s hiring process will include the following phases: 1. Submission of Resume and Cover letter: All prospective employees will submit their resume and a cover letter specifically tailored to the available position they are applying for at Legacy Academy 2. Interview: Legacy Academy’s interview will help the Executive Director, DCI, DSS, or designee determine whether a candidate possesses the necessary skills to be a productive member of the school’s staff; and will fit into Legacy Academy’s unique culture and environment. The interview phases consist of a pre screening phone interview to discover whether the candidate has the knowledge and experience required and can work in a manner consistent with Legacy Academy’s instructional philosophy and culture. Select candidates will be invited for a formal in person interview. Legacy Academy will utilize an interview protocol that includes a list of interview questions and a rubric containing objective criteria. 3. Demonstration Lesson: Teaching candidates who are invited to continue in the hiring process will be asked to conduct one or more demonstration lesson(s). Time will be reserved between lessons, if applicable, for the candidate to debrief with Legacy Academy leadership and receive feedback. 4. Checking References: Legacy Academy will call references provided by the employee, which must include a former employer for validation. 5. Offering Employment: Legacy Academy will offer employment through a hire offer memo/contract and a phone call. Legacy Academy’s job offer letter will include the following a) job title or position offered b) salary offered c) a restatement that the employment will be at-will The candidate is expected to sign the contract. Refusal to comply with these requirements and/or failure to provide adequate documentation will result in the individual not being hired by Legacy Academy. Any falsification of information and/or documentation will result in the individual not being hired, or immediately terminated. 6. Fingerprinting: All employees must first clear the fingerprint screening and criminal background check process. Legacy Academy Charter School of Innovation and Social Progress

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Employment Status Legacy Academy will employ individuals and classify them as Full-time or Part-time, according to the following guidelines: ● Full-time employees are regularly scheduled to work at least 40 hours per week, for the calendar year or the academic year, as specified in their contract. They are compensated a flat rate, regardless of any variation in their hours worked. They are eligible for all benefits that Legacy Academy provides, including health benefits and a 401k or 403B. Full-time employees are generally exempt from any overtime pay. ● Part-time employees are scheduled to work less than 40 hours per week, whether on a specified on-going basis, or a temporary as-needed basis. Part-time employees will receive any and all benefits that Legacy Academy is legally obligated to provide, but in general, they are not entitled to the benefits in the health plan or the 401k or 403B. A change in part- time to full-time status requires the approval of the Executive Director, and a new contract will be generated. All employees will receive letters of employment, regardless of full- or part-time status. Legacy Academy will verify that all employees are legally eligible to work in the USA. All employees will complete an I-9 form, and any other required documents as determined by the Director of Finance and Operations. Benefits Legacy Academy will provide a comprehensive and competitive benefits package, including medical, dental and vision insurance. The plan will be available to full-time employees, (and their eligible dependents), who are not contracted on a temporary, substitute or 1099 basis. All health insurance may be subject to monthly premiums deducted from employees’ paychecks. Legacy Academy will establish a 3% match of employees contribution to their 403B-retirement plan for full-time employees. Employees asked to travel to a conference, professional development, or other event in support of Legacy Academy, will be reimbursed for travel and accommodations, and provided with a suitable per diem for meals. With the exception of emergency or unforeseen circumstances, all travel and meal expenses should be pre-approved. Disability Employees may be eligible for short-term disability insurance, as required by law. Short-term disability insurance is designed to cover employees who will be out for more than 7 days due to a non-occupational illness, injury or pregnancy. Employees must notify the Executive Director or Director of Finance and Operations in the event of a short-term disability, and provide the school with a written doctor’s note. Benefits are calculated as a percentage of salary, for up to 26 weeks. During this time, employees will continue to be provided with medical coverage. The Executive Director or Director of Finance and Operations must be notified when the employee is expected to return, and kept up-to-date regarding the employee’s status. A doctor’s certificate of health is required to return to work. Fingerprinting/Criminal Background Check

Legacy Academy Charter School of Innovation and Social Progress

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All faculty, staff and independent contractors at Legacy Academy must pass a criminal background check and a fingerprint background check in order to considered for employment. In addition, all substitute teachers must pass a criminal and fingerprint background check as well. Consultants or volunteers who spend significant time in the building will be subjected to the same criminal and fingerprint background check. Parents and/or volunteers who spend significant time in the building will be expected to pass a criminal and fingerprint background check as well. Any parent or volunteer who does not have a consistent presence in the building or at events will not be required to pass background checks, as they are not exposed with regularity to the school community. No employee of Legacy Academy is exempt, and their hiring is considered conditional until the background checks are completed. There is absolutely no exemption to this policy. Attendance, Absences and Leaves In addition to holidays and other scheduled days off, Legacy Academy will grant a specified number of paid leave days, which may include personal days, sick days, and bereavement time. Where possible, employees of Legacy Academy should notify the school in advance, and assist in preparing lessons and/or work to be completed by others. Last minute absences should be reported by telephone, no later than 6 am, unless in the case of an emergency. Any employee who is absent for 3 or more days without contacting the school will be assumed to have voluntarily vacated their position at Legacy Academy. Excessive absence or tardiness will result in appropriate disciplinary action, and may lead to termination if left uncorrected. Types of Leave ● Vacation, Sick and Personal Leave: Full-time employees other than teachers are entitled to 10 paid days of leave in years one through five; 15 in years five through ten; and 20 thereafter. Teachers receive 10 paid days of leave per year, along with scheduled holidays. Vacation and personal leave should be scheduled/approved in advance. Sick leave may be scheduled in advance where appropriate, or called in in the event of illness. Vacation days will not carry over to the following school year. Half days of leave may be scheduled. Additional sick days may also be granted for cancer screenings, blood donation and bone marrow transplants. Requests should be made to the Executive Director. ● Military Leave: Members of the US Army, Navy, Air Force, Marines, Coast Guard, National Guard, Reserves or Public Health Service will be granted an unpaid leave for military service, training or related obligations under the Unified Services Employment and Re- employment Act (USERRA). Spouses of military members may be granted additional days off, until such time as the Family Medical leave Act affords them under law. As Legacy Academy will have fewer than 50 employees in our initial years, we will not be subjected to the Family Medical Leave Act. At such time as our number of employees reaches/surpasses 50, Legacy Academy will abide by all regulations of the Family Medical leave act. ● Parenting: Reasonable accommodations for parenting leave beyond an employee’s allotment of days will be made on an individual basis. This would include breastfeeding mothers. Breastfeeding mothers will also be entitled to breaks for the specific purpose of expressing milk for a child for a period of up to 3 years after the birth of the child.

Legacy Academy Charter School of Innovation and Social Progress

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● Jury/Witness Duty: Employees will be excused from work for required jury duty. Employees must notify their supervisor in advance, and present proof of jury or witness service, or any other required court appearance. ● Bereavement: Employees who work 20 hours or more may be granted up to 3 days of bereavement, following the death of a loved one or family member. ● Voting: Employees who are eligible to vote will be entitled to do so, and accommodations will be made to their schedule if and where necessary. Termination Legacy Academy employees are generally considered “at will,” with the exception of certain employees with which the Board may decide to enter into a “non-at-will” contract. “At will” employees may terminate their employment, or the school may terminate their employment with or without cause. Offenses that could result in immediate termination include: ● Possession, use, sale, purchase, or distribution on school property, or reporting to work under the influence of drugs and/or alcohol; ● Falsifying records; ● Theft; ● Sexual harassment; ● Willfully damaging any school equipment or employee property; ● Insubordination; ● Fighting or provoking a fight on school premises; and ● Absence for three consecutive days without notice, which will be considered a voluntary resignation. ● Carrying concealed weapons on school or property or any school event; ● Treating a student in an inappropriate or cruel manner; and ● Failure to perform job responsibilities and/or poor job performance. Grievance Process Should a dispute arise that involves employment at Legacy Academy, or the implementation of the school’s personnel policies, and following good faith efforts by school leaders to provide resolution to such conflicts, then employees may submit a complaint through the grievance process: ● Informal Efforts ● Formal Complaint to the Executive Director or Board of Directors ● Formal Complaint to Authorizers Final Pay Any employee who leaves Legacy Academy for any reason is entitled to all pay that is due to them, with the following guidelines and expectations:

Legacy Academy Charter School of Innovation and Social Progress

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● Employees will be advised about the Consolidated Omnibus Reconciliation Act (COBRA), which enables them to continue health care coverage for themselves and their dependents for eighteen months, at their own expense. ● An employee who leaves for any reason must relinquish all keys, IDs or security cards, and any borrowed school property, such as laptops, office materials and supplies. Failure to return items may result in the delay of any final pay owed to the employee. ● No records or information, (including computer files and/or other digital information), may be taken by an exiting employee without written consent of the Executive Director. ● The final date an employee works is not the date that the employee his receives his final pay, unless approved by the Executive Director. ● The Executive Director, at their sole discretion, would determine any severance package. Exit Interviews All employees will be actively encouraged to participate in an exit interview, regardless of the circumstances surrounding their leaving Legacy Academy. Topics may include: ● Reason for leaving; ● Insurance and medical coverage (COBRA); ● Options for employee’s 401k or 403B, where appropriate; ● Mailing address; ● Any issues the employee/employer may wish to discuss, that may support or assist either party in their future endeavors. Anti-Discrimination/Anti-Harassment The leaders of Legacy Academy are committed to creating a workplace free of bias, prejudice and harassment. Legacy Academy specifically prohibits verbal, physical or visual harassment based on an individual’s race, color, religion, nationality, ancestry, age, physical or mental ability, marital status, medical condition, sex, pregnancy, sexual orientation, veteran status or any category protected by law. Any behavior that has the purpose or effect of creating an intimidating, hostile or offensive environment is strictly prohibited. Harassment may include epithets, slurs, stereotyping, threatening or intimidating acts, including acts purported to be ‘pranks’ or ‘jokes’, and written material that denigrates or shows hostility towards another community member in any of the above groups. Workplace Violence Legacy Academy will strive to maintain a safe workplace. As such, all employees will be required to understand and adhere to the following policies with regards to violence in school: ● Employees are prohibited from making threats or engaging in any acts of aggression or violence. Prohibited conduct includes, but is not limited to, the following: possessing guns, knives, or other weapons on Legacy Academy premises or while performing work for Legacy Academy off-premises; striking, attempting to strike or threatening to strike a supervisor, fellow employee, client, visitor or any other person affiliated with Legacy Academy; threatening or intimidating a supervisor, fellow employee, client, visitor or any other person affiliated with Legacy Academy. Legacy Academy Charter School of Innovation and Social Progress

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● Reporting Procedures: Any potentially dangerous situation or violation of this policy must be reported immediately to the Executive Director or Director of Finance and Operations. All reported incidents will be promptly investigated. Legacy Academy will strive to keep the identity of individuals making reports as confidential as possible, consistent with the need to conduct an adequate review and investigation. ● Risk Reduction Measure: While Legacy Academy does not expect employees to be skilled at identifying potentially dangerous persons, they are expected to exercise good judgment, and to inform leaders if any individual exhibits potentially dangerous behavior. Such behavior may include discussing weapons or bringing them to the workplace, displaying overt signs of hostility or anger, or making threatening remarks. ● Enforcement: Any employee who engages in workplace violence or who fails to follow this policy’s reporting procedures will be subject to disciplinary action, up to and including unpaid suspension and termination of employment. Additionally, acts or threats of violence may be reported to the proper authorities and fully prosecuted. Emergencies All staff at Legacy Academy will be urged to familiarize themselves with the building and the location of fire prevention apparatus. Employees are expected to report any potential fire to administrators and/or emergency personnel where necessary. Employees will be expected to participate in first aid training and CPR, when offered by the school. It is the duty of every employee at Legacy Academy to immediately report any accident or injury occurring on the Legacy Academy premises so that arrangements can be made for medical or first aid treatment. This policy will be in place for any Legacy Academy sanctioned event or trip as well. Calls to 911 should be made in extreme emergencies, giving the location, names of individuals involved, and location. All employees are expected to remain at that location to assist in any way they can, until an adequate response to the situation has been maintained. Additional information regarding handling extreme cases of emergency, such as a lockdown, will be found in the Employee Handbook. Employee Handbooks will be created by the Director of Finance and Operations, and made available to all employees. Social Media Legacy Academy recognizes that social media will be used by many of our employees, and respects the right of our employees to use social media. Social media includes, but is not limited to: ● Social networking sites (e.g., Facebook, LinkedIn) ● Video and photo-sharing sites (e.g., Flickr, Instagram, YouTube, Vine). ● Micro-blogging sites (e.g., Twitter) ● Blogs, including personal blogs and blogs hosted by traditional media publications ● Forums and message boards (e.g., Reddit) ● Wikis or other sites editable by users (e.g., Wikipedia) ● Instant messenger programs (e.g., Gchat) Legacy Academy Charter School of Innovation and Social Progress

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For the protection of our school community, Legacy Academy will not allow staff to do any of the following: ● Post or display comments about co-workers or supervisors that are obscene, threatening, intimidating, harassing, or are otherwise in violation of ’s policies against discrimination, harassment, retaliation, or workplace violence ● Disclose confidential personal or business information concerning Legacy Academy’s employees, students, parents, guardians, funders, and donors, or otherwise violate our Confidentiality Policy. ● Post any content that claims to represent the official views of Legacy Academy or to speak for Legacy Academy. Employees must direct all media inquiries to the Executive Director or Director of Finance and Operations. Drug-Free Workplace Legacy Academy is committed to creating and maintaining a drug-free workplace. The manufacture, possession, sale and/or distribution of any controlled substance are strictly prohibited. This policy is also in effect for any events or trips. Or where the interests of are in any way affected. Any employee suspected of being under the influence of alcohol or any controlled substance may be asked to submit to testing. All results will be kept confidential. A positive test result may result in termination, or the employee being asked to complete an appropriate rehabilitation program as a condition of their continued employment. Employees convicted of any controlled substance violations must inform the Executive Director within five business days of the aforementioned conviction. All employees may be subject to information sessions regarding alcohol and drug abuse, and will be actively encouraged to seek treatment with qualified medical professionals or a treatment program. The Executive Director may use His or Her discretion in granting any paid or unpaid lead for treatment. However, seeking treatment is not a guarantee that any employee will avoid disciplinary procedures or termination for violations of this policy. Smoke-Free Workplace All facilities inhabited by Legacy Academy are smoke-free environments. OSHA Legacy Academy will comply with the federal Occupational Safety and Health Act (OSHA), requiring employers to provide a safe working environment for all staff members, regardless of title, status or classification. (The law does not cover indent contractors). Compliance with OSHA rules will ensure a safe workplace free of hazards that may cause death or serious physical injury ("recognized hazards"). Duty to provide a safe working environment will extend beyond the four walls of our school: all school-sponsored events will be in safe environments as well. All adequate training to use tools and/or equipment will be provided. See Something, Say Something Legacy Academy requires its directors, officers, employees and volunteers, as well as all persons who provide the Corporation with contracted services, (each, a “Protected Person”), to observe high standards of business and personal ethics in the performance of their duties on the Legacy Academy Charter School of Innovation and Social Progress

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Corporation’s behalf. As employees and representatives of the Corporation, Protected Persons are expected to practice honesty and integrity in fulfilling their responsibilities, and are required to comply with all applicable laws and regulations. In accordance with the New York State Not- for-Profit Corporation Law §715-b, no Board of Directors, officer, employee, or volunteer who reports actions he/she believes, in good faith, are fraudulent, illegal or against policy will suffer intimidation, harassment, discrimination or other retaliation, or, in the case of employees, adverse employment action. The objectives of this See Something, Say Something Policy are to encourage and enable Protected Persons, without fear of retaliation, to raise concerns regarding suspected unethical and/or illegal conduct or practices on a confidential and, if desired, anonymous basis, so that the Corporation can address and correct inappropriate conduct and actions. This Policy shall be disseminated in writing to all staff members. This policy is not intended as a vehicle for reporting violations of the Corporation’s applicable human resources policies, problems with co-workers or managers, or for reporting issues related to alleged employment discrimination, or any other form of unlawful harassment, all of which should be dealt with in accordance with the Corporation’s Personnel Policies and Procedures, as it is those Corporation’s Personnel Policies and Procedures that are applicable to such matters. ● Reporting Responsibility: It is the responsibility of all Protected Persons to report, in good faith, any concerns they may have regarding actual or suspected activities which may be illegal or in violation of the Corporation’s policies with respect to fraud, theft, embezzlement, accounting or auditing irregularities, bribery, kickbacks, and misuse of the Corporation’s assets, as well as any violations or suspected violations of high business and personal ethical standards, as such standards relate to the Corporation (each, a “Concern”), in accordance with this See Something, Say Something Policy. ● Procedures for Reporting: Procedures to address concerns brought up by Protected Persons will be carried out by the Director of Finance and Operations with the support of the Executive Director and overseen by the Board Chair. Procedures will include: 1. documenting reported Violations; 2. working with legal counsel to decide whether the reported Violation requires review by the Board or should be directed to another person or department; 3. keeping the Board informed of the progress of the investigation; 4. interviewing employees; 5. requesting and reviewing relevant documents, and/or requesting that an auditor or counsel investigate the complaint; and 6. preparing a written record of the reported violation and its disposition, to be retained for a specified period of time. ● The procedures for implementation of this Policy shall include a process for communicating with Protected Persons about the Concern, to the extent that the Protected Person’s identity is disclosed, and to the extent consistent with any privacy or confidentiality limitations. ● No Retaliation: No Protected Person who in good faith reports a Concern shall suffer intimidation, harassment, retaliation, discrimination or adverse employment consequence

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because of such report. Any employee of the Corporation who retaliates against someone who has reported a Concern in good faith is subject to discipline, up to and including termination of employment. Notwithstanding anything contained herein to the contrary, this Whistleblower Policy is not an employment contract and does not modify the employment relationship between the Corporation and its employees, nor does it change the fact that employees of the Corporation are employees at will. Nothing contained herein is intended to provide any Protected Person with any additional rights or causes of action, other than those provided by law. Reporting Concerns: Any Concerns should be reported as soon as shall be practicable to the Chair of the board. Any questions with regard to the scope, interpretation or operation of this Whistleblower Policy should also be directed to the Compliance Officer on the board. ● Compliance Officer: The Compliance Officer is responsible for investigating and resolving all reported Concerns, and shall advise the Audit Committee (and, if the Compliance Officer deems it appropriate, the Executive Director), of all reported Concerns. The Compliance Officer shall report to the full Board of Directors at each regularly scheduled board meeting on compliance activity. ● Accounting and Auditing Matters: The Audit Committee of the Board of Directors shall address all reported Concerns regarding corporate accounting practices, internal controls or auditing (“Accounting Concerns”). The Compliance Officer shall immediately notify the Audit Committee and Board Chair of any Accounting Concern and shall work with the committee until its resolution. Promptly upon receipt, the Audit Committee shall evaluate whether a Concern constitutes an Accounting Concern and, if so, shall promptly determine what professional assistance, if any, it needs in order to conduct an investigation. The Audit Committee will be free in its sole discretion to engage outside auditors, counsel or other experts to assist in the investigation and in the analysis of results. ● Investigations: The Compliance Officer may delegate the responsibility to investigate a reported Concern, whether an Accounting Concern or otherwise, to one or more employees of the Corporation or to any other individual, including persons not employed by the Corporation. However, the Compliance Officer may not delegate such responsibility to an employee or other individual who is the subject of the reported Concern or in a manner that would compromise either the identity of an employee who reported the Concern anonymously, or the confidentiality of the complaint or resulting investigation. Notwithstanding anything herein to the contrary, the scope, manner and parameters of any investigation of a reported Concern shall be determined by the Audit Committee in its sole discretion, and the Corporation and its employees shall cooperate as necessary in connection with any such investigation. ● Acting in Good Faith: Anyone reporting a Concern must act in good faith and have reasonable grounds for believing that the information disclosed may indicate a violation of law and/or ethical standards. Any allegations that prove to have been made maliciously or knowingly to be false will be viewed as a serious disciplinary offense. ● Confidentiality: The Corporation takes seriously its responsibility to enforce this Whistleblower Policy and therefore encourages any person reporting a Concern to report it to the Board.

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An Audit Committee, led by the Compliance Office, will be established in our first year of operation. In reporting a Concern, a Protected Person may request that such report be treated in a confidential manner (including that the Corporation take reasonable steps to ensure that the identity of the reporting person remains anonymous). Concerns may also be reported on an anonymous basis. Reports of Concerns will be kept confidential to the extent possible, consistent with the need to conduct an adequate investigation. ● Handling of Reported Concerns: The Compliance Officer will acknowledge receipt of each reported Concern within five business days, but only to the extent that the reporting person’s identity is disclosed, or a return address is provided. All reports will be promptly investigated; the scope of any such investigation being within the sole discretion of the Audit Committee, and appropriate corrective action will be taken if warranted by the investigation. ● Records: The Audit Committee will retain, on a strictly confidential basis, for a period of seven years (or otherwise as required under the Corporation’s record retention policies in effect from time to time) all records relating to any reported Concern and to the investigation and resolution thereof. All such records are confidential to the Corporation and such records will be considered privileged and confidential. Code of Ethics Legacy Academy Board of Directors, officers and employees shall at all times be in compliance with the following code of ethics: ● The Board shall conduct and direct the affairs of Legacy Academy, and exercise all such powers subject to all applicable laws, the Legacy Academy Charter, and by-laws. The Board may delegate the management of the activities of Legacy Academy to others, so long as the affairs of Legacy Academy are exercised under the Board’s ultimate jurisdiction. ● Every Board of Director has the right to participate in the discussion and vote on all issues before the Board, and in any committee of the Board, except that a Board of Director shall be excused from the discussion and vote on any matter involving such Board of Director relating to: A.) a self-dealing transaction B.) a conflict of interest C.) indemnification of that Board of Director D.) in the case of the school leaders’ evaluation and compensation E.) any other matter at the discretion of a majority of the Board of Directors then present ● Legacy Academy will not engage in any self-dealing transactions, except as approved by the Board. A “self-dealing transaction” is one to which Legacy Academy is a party, and in which one or more of the Board of Directors has a material financial interest. ● Any Board of Director, officer, committee member or employee having an interest in a contract, other transaction or program presented to or discussed by the Board or a Board committee for authorization, approval or ratification, shall make a prompt, full, and frank disclosure of such person’s interest prior to its acting on such contract or transaction.

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● Board of Directors representing any not-for-profit corporation proposing to do business with Legacy Academy shall disclose the nature and extent of such business propositions. ● No Board of Director, officer or employee of a for-profit corporation having a business relationship with Legacy Academy shall serve as a voting member of the Directors for the duration of such business relationship, provided, however, that this provision shall not apply to the following: ● Individuals associated with a partnership, limited liability corporation or professional corporation, including but not limited to doctors, accountants or attorneys. ● Individuals associated with an educational entity (including but not limited to schools of education, but not including a for-profit educational management organization) some of whose faculty may be providing paid services directly or indirectly to such charter school. ● Individuals associated with a bank, insurance, mutual fund, investment bank, stock brokerage, financial planning or other financial services organization. ● Board of Directors, officers or employees of any single external organization shall hold no more than 49 percent of the total seats comprising the Directors. ● Board of Directors shall make all appropriate financial disclosures whenever a grievance of conflict of interest is lodged against them. ● Board of Directors shall not accept any gift or privilege in connection with Legacy Academy worth $50 or more that is not available to a similarly situated person, unless that gift is for the use of Legacy Academy. Performance Evaluation Like students, Teachers and School Leaders will be evaluated by their portfolio. A clear plan for this process is outline in page section 8 of the charter application. Confidentiality Policy All Legacy Academy employees are required to protect the confidentiality of any and all records containing information pertaining to students. The Family Educational Rights and Privacy Act (FERPA), the Individuals with Disabilities Act (IDEA), and state privacy laws and regulations, protect the confidentiality of student records. Any disclosure by an employee of confidential student information requires the expressed consent of the Executive Director, and must be permitted by law. All records will be kept in a safe and locked location, and only individuals who are granted access for legitimate reasons will be permitted to see these records. In addition, employees who access to the social security numbers of school employees are required to keep this information confidential, except for legitimate business reasons. School Calendar and Holidays Legacy Academy will produce a new calendar annually, that complies with New York State Education Law surrounding attendance requirements. While Legacy Academy has discretion regarding the exact dates of required attendance, it is expected that all staff will be in attendance on the indicated dates, unless a leave day is being used.

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Inclement Weather and other Closings Legacy Academy may be closed in the event of inclement weather, or other situations beyond the school’s control. A process of parent notification will be designed and implemented to ensure the timeliness of information. Any day where NYC DOE schools are closed will mean that Legacy Academy is automatically closed as well. The Executive Director will use His or Her discretion in determining whether missed days of school need to be made up, as well as determining the date of any make up days.

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Partner Organizations N/A

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Partner Commitment N/A

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EDUCATION COOPERATION BOARD ROLES AND RESPONSIBILITIES

EDUCATION COOPERATION BOARD ROLES AND RESPONSIBILITIES The roles and responsibilities of the education corporation’s Board of Directors (the “Board”) are as follows:

● The Board will, by vote of its members be consistent with the provisions of its by-laws, select the Executive Director. Other staff members will be selected by the Executive Director and/or his or her designee(s);

● The Board will, by vote of its members be consistent with the provisions of its by-laws, select any management organizations or partnering organization(s) Legacy Academy has no current intentions to enter into any such partnering or management relationships);

● The Board will, on a consistent basis, monitor the School’s academic performance, operational effectiveness and fiscal performance. It will take such action(s) as it deems necessary to gather information and act on it in support of the School and its mission;

● The Board will, on an annual basis, evaluate the performance of the Executive Director (and any partner or management organization(s) and hold them accountable for achievement of Legacy Academys mission and goals;

● The Board will hear complaints in accordance with Legacy Academy’s complaint policy, and engage in the student disciplinary process as set forth in the School’s discipline policy.

EDUCATION CORPORATION BOARD DESIGN

In Legacy Academy Board’s by-laws, the design of the education corporation will involve the following elements; Please note the reasons for each:

● There will be between 5 and 15 Board of Directors. 5 Directors is the minimum allowable under Section 226 of the New York Education Law and 15 seems to Legacy Legacy Academy Charter School of Innovation and Social Progress

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Academy’s founders to be the maximum number that would be workable. The founders want to reserve to the Board the discretion to set the exact number;

● The Board’s officer positions will be the Chairperson, Business Manager, and Director of finance. The founders consider these to be the core functions needed to manage the work of the Board. The Director of Finances will have responsibility for fiscal matters as described in the by-laws; The Business Manager will have responsibility for Board minutes and records as described in the by-laws; and the Chairperson will conduct meetings and perform such other functions that are delegated by the Board;

● The Board will have the following standing committees:

o Executive Committee (required under New York Education Law Section 226): Chaired by the Board Chair, will facilitate effective decision-making by the board. Comprised of a subset of board members—i.e. the Chair and officers—the Executive Committee is responsible for: a) planning board meeting agendas; b) making decisions on behalf of the full board; and c) serving as a communication link with other board members.

o Finance Committee (essential for responsible fiscal stewardship of the organization): Chaired by the Director of Finance, the finance committee reviews the school’s budget and additional financial information about the school’s ongoing financial position and makes the larger Board aware of areas of concern and/or makes recommendations pertaining to Board decision making around finances. The Dean of Finance with the involvement of the Executive Director chairs the Finance committee.

o Director of Student Support (essential for the academic stewardship of the organization): works to ensure the school is meeting its accountability goals related to student achievement, helps ensure the academic quality and credibility of the school as an academic institution and supports the Executive Director in the maintenance, promotion and improvement of the academic standards set forth in the charter. The primary responsibilities of the Director of Student Support include:

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a) advising the board on the core values and activities of scholarship that define the School’s core activities of teaching and learning

b) recommending to the board the adoption of academic policies consistent with the School’s vision, mission and strategic plan

c) adopting procedures of board approved academic policies

d) protecting and enhancing the quality of the School’s academic programs at all levels; e) advising the board on the academic aspects of the overall strategic direction of the School

f) working in conjunction with the Executive Director to monitor and advance the quality of all academic activities.

o Facilities Committee (essential for the planning and implementation of the School’s private facilities, should that be necessary): works to secure, renovate and maintain a private facility for the School should that be necessary. We understand that an appropriate public facility space may not be available. Accordingly we are prepared to pursue a private facility, should an appropriate public facility not be available.

● The Board may choose to delegate authority to any committees, employees and/or contractors as it sees fit;

● At each of its regular board meetings, the Board will solicit information from the school’s leadership. It will also seek information, as needed from other sources such as staff and/or contractors;

● Consistent with applicable law and the by-laws, the Board will meet monthly at the School. Committees will meet on a regular basis, as needed to effectively perform their respective functions;

● In accordance with the Open Meetings Law, if a Board meeting is scheduled at least one week in advance, notice of its time and place shall be given to the news media and conspicuously posted in one or more public locations at least 72 hours before the

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meeting. If a meeting is scheduled less than one week in advance, notice of the time and place of the meeting shall be given to the news media, to the extent practicable, and shall be conspicuously posted in one or more public locations at a reasonable time before the meeting;

● The Board will continually attend to the recruitment of new Board of Directors; when vacancies occur or additional members are sought, an ad hoc Nominating Committee will be formed. That committee will seek to identify and vet candidates and present them to the Board for review and possible approval;

● New Board of Directors will receive Board policies and other key documents. They will be provided with training and orientation as well;

● The School will engage in ongoing Board training, provided by outside experts.

STAKEHOLDER PARTICIPATION

Parents and school staff, including teachers, will be integral parts of Legacy Academy’s tight- knit community. The School will create many ways for each stakeholder group to provide input and participate in the governance of the education corporation. All are welcome at meetings of the Board and their voices can be heard during the public comment portion of those meetings. The School will administer staff and family surveys, in addition to the one administered annually by the NYC DOE, to gather feedback and stakeholder input. The results of the surveys will be shared with the Board and discussed during board meetings for feedback, questions and concerns.

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By-Laws of Legacy Academy

ARTICLE I

NAME AND OFFICE

Section 1. Name. This Corporation is a non-profit educational corporation and shall be known as the "Legacy Academy Charter School for Innovation and Social Progress High School," herein referred to as the “School."

Section 2. Office. The School shall have its Executive Director office in the City of Queens, State of New York and shall be deemed, for the purposes of venue in civil actions, to be an inhabitant and a resident thereof. The School may establish offices in such other place or places as it may deem necessary or appropriate in the conduct of its business.

ARTICLE II

BOARD OF DIRECTORS Section 1. Authority. The business and affairs of the School shall be managed and controlled under the general direction of the Board of Directors of the School (the "Board of Directors" and each member thereof, a "Director") in accordance with the purposes and limitations set forth herein and in the Charter, dated as of ______between the School and the Board of Directors of the State University of New York, and as approved by the New York State Board of Regents on______.

Section 2. Powers. The Board of Directors of the School shall:

A. Ensure the academic, financial and operational success of the School, set policy, and take ultimate responsibility for the management of the affairs, property and business of the School;

B. Designate an Executive Committee, a Finance Committee, an Academic Committee and the other standing committees designated under Articles IV and V hereof by resolution passed by a majority vote of the entire Board of Directors no later than its third meeting, each committee to consist of three (3) or more Directors. The Chairperson of the Board of Directors may designate one or more Directors as alternate members of any standing committee, and such alternate members may replace any absent or disqualified member at any meeting of such committee. A Director may serve on more than one committee. Each standing committee shall serve at the pleasure of the Board of Directors, and shall have such name(s) as may be determined from time to time by resolution adopted by a majority vote of the Board of Directors. Each committee shall follow the notice provisions of the New York Open Meetings Law and keep regular minutes of its meetings, if any, and report the same to the full Board of Directors;

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C. Create such special committees, from time to time, as may be deemed desirable by the Board of Directors. The Chairperson of the Board of Directors shall appoint the members of such committees;

D. Monitor budgeting, regulatory, financial, compliance, and academic performance with respect to the School; and

E. Remove a Director for cause by a majority vote of the Board of Directors in accordance with the New York Education Law.

All powers exercised by the Board of Directors shall be consistent with the objectives and purposes for which the School is formed and the provisions of Section 501(c)(3) of the Internal Revenue Code.

Section 3. Composition. The Board of Directors shall be composed as follows:

A. Those individuals who are named as Proposed Directors in the application to operate the School, submitted to the Charter School Institute on June 25, 2018 (the “Application”)

B. Additional Directors from among individuals of high moral character who are leaders in the School’s community or in the nation, and who have evidenced sincere concern for the welfare of children and the improvement of education. Each Director shall be at least eighteen (18) years of age; provided, however, that one Director may be below eighteen (18) years of age but not less than thirteen (13) years of age and such Director shall be an ex-officio and non- voting Director. To become a Director, a person shall be nominated by a current Director. Directors shall be elected by a majority vote of the Directors present at a meeting of the Board of Directors, provided that those present constitute a quorum. In all cases, non-voting Directors shall not be counted for purposes of quorum.

Section 4. Term of Office. Trustees, other than the ex-officio members named in Section 3(A) and 3(B), will be elected to serve terms of two (2) years dating from the day of their election and extending to the date of the annual meeting of the Directors two (2) years thereafter. All Directors shall be eligible for re-election.

Section 5. Number of Directors. The number of Directors constituting the entire Board of Directors after the first annual meeting of the Board of Directors shall be at least five (5), but in no event shall the entire Board consist of more than fifteen (15) Directors.

Section 6. Vacancies. Temporary vacancies shall be filled for the remainder of an unexpired term by vote of a majority of Directors then in office.

Section 7. Compensation. Directors shall not receive any salary, fees or other financial compensation for their service to the School, but by resolution of the Board of Directors, reasonable expenses may be reimbursed.

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Section 8. Meetings. The Board of Directors shall meet monthly at the School on dates to be determined by the Board of Directors. Special meetings of the Board of Directors may be called at any time by the Chairperson of the Board of Directors, or in his or her absence, the next Senior Directors, or upon a majority vote of the Directors, a majority vote of the Executive Committee or three (3) Directors. Provided there is a quorum, every meeting of the Board of Directors held to discuss public business, including meetings of committees and subcommittees will be open to the general public. The Board of Directors may invite public comment during such meetings but the Board of Directors may, at its discretion, limit public comments to three (3) minutes per person or such lesser time period as the Board of Directors may set. Times and locations of each meeting shall be set by the Board of Directors. Consistent with the Open Meetings Law of New York, trustees may participate in any meeting or committee meeting of the Board of Directors via videoconferencing equipment. Any trustees participating in this way shall count for purposes of quorum and for voting.

Section 9. Proxies. Proxies are prohibited at meetings of the Board of Directors.

Section 10. Executive Session. To enter into executive session, a motion for executive session must be made during a meeting by a Director, the subject of the executive session must be specifically identified, and the motion to conduct the executive session must be carried by a majority vote of the Directors. Topics for an executive session will be limited to those confidential matters identified in the Open Meetings Law of New York, as amended from time to time. No action for the appropriation of public monies shall be made in executive session. The Board of Directors may vote while in executive session on matters related to the reason for such a session and when a vote is taken, minutes of the executive session shall be take and made public in accordance with the Open Meetings Law of New York.

Section 11. Notices. Notice of all meetings of the Board of Directors shall be mailed to all Directors at least five (5) days but not more than ten (10) days prior to the date set for such meeting to the usual address of every Director. Notice thereof shall state the time and place of the meeting and, in the case of a special meeting, the purpose or purposes for holding such meeting and the Director(s) who called for the special meeting. An annual or other waiver of notice in writing, signed by the person or persons entitled to such notice and filed with the records of the meeting, whether before or after the time stated therein, shall be equivalent to the giving of such notice. In addition, if a Directors who does not receive notice attends a meeting without objection, or approves the minutes of such a meeting, the notice will be deemed waived and consent to the meeting given.

Section 12. Notice to the General Public. In accordance with the Open Meetings Law, if a Board of Directors’ meeting is scheduled at least one week in advance, notice of its time and place shall be given to the news media and conspicuously posted in one or more public locations at least 72 hours before the meeting. If a meeting is scheduled less than one week in advance, notice of the time and place of the meeting shall be given to the news media, to the extent practicable, and shall be conspicuously posted in one or more public locations at a reasonable time before the meeting.

Section 13. Quorum. At all meetings of the Board of Directors, a majority of the entire number

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of Directors, represented in person or via video conferencing equipment, shall constitute a quorum. A quorum is required for the transaction of business of the School at all meetings of the Board of Directors or any committee thereof.

Section 14. Voting. Each member of the Board of Directors shall be entitled to one vote upon each matter submitted to a vote at meetings of the Board of Directors. The majority vote of those Directors present and entitled to vote at a duly organized meeting of the Board of Directors shall decide any question put to a vote, unless these By-Laws or the laws of the State of New York require a greater number.

Section 15. Intentionally Omitted.

Section 16. Resignations. Any Director may resign at any time by giving written notice of his or her resignation to the Board of Directors. Any such resignation shall take effect at the time specified therein or, if the time when it shall become effective is not specified therein, immediately upon receipt. Unless otherwise specified therein, the acceptance of any such resignation shall not be necessary to make it effective.

ARTICLE III

OFFICERS

The Board of Directors shall elect by majority vote, from among the Directors, the following officers; any two (2) offices can be held by one (1) Director, except no one (1) Director may hold the offices of Chairperson and Business Manager at the same time:

Section 1. Chairperson of the Board of Directors. The Chairperson of the Board of Directors shall preside over all meetings of the Board of Directors. In his or her absence, the Business Manager, or the Directors in attendance possessing the most seniority in that office, in that order, shall preside. The Chairperson of the Board of Directors shall appoint members of special committees, if any. He or she shall also perform such other duties as may from time to time be assigned to him or her by the Board of Directors or Executive Committee.

Section 2. Business Manager. The Business Manager shall keep, or cause to be kept, the minutes of all Board of Directors and Executive Committee meetings. He or she shall be custodian of the records and the seal of the School and affix and attest the seal to all documents to be executed on behalf of the School under its seal. He or she shall see that all notices are duly given in accordance with the provisions of these Bylaws and as required by law. He or she shall perform all duties incident to the office of Business Management and such other duties as may from time to time be assigned to him or her by the Board of Directors or the Executive Committee.

Section 3. Director of Operations/Finance. The Director of Operations and in year 3 The Director of Finance shall have the custody of the funds and securities of the School and shall cause to be kept full and accurate accounts of receipts and disbursements in books belonging to Legacy Academy Charter School of Innovation and Social Progress

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the School, and shall deposit or cause to be deposited all monies and other valuable effects in the name and to the credit of the School in such depositories as may be designated by the Board of Directors or the Executive Committee. The Director of Operations/Finances shall disburse the funds of the School as may be ordered by the Board of Directors, or the Executive Committee, taking proper vouchers for the disbursements, and shall render to the Chairperson, the Board of Directors, and the Executive Committee, at meetings and whenever they may require it, an account of all transactions as The Director of Operations/Finances and of the financial condition of the School, provided that routine transactions may be delegated to the staff of the School. The Director of Operations/Finances shall perform such other duties as the Board of Directors or the Executive Committee may from time to time prescribe or require.

ARTICLE IV

COMMITTEES:

The Board of Directors, by resolution adopted by a majority of the entire board, may designate from among its members an Executive Committee, a Finance Committee, an Academic Committee and other standing committees, each consisting of three (3) or more directors with the exception of the Executive Committee, which must consist of five (5) members, and each of which to the extent provided herein or in the resolution shall have all the authority of the board, except that no such committee shall have authority as to the following matters:

(1) The submission to members of any action that requires membership approval under the New York Not-For-Profit Corporation Law,

(2) The filling of vacancies in the Board of Directors for serving on the board or in any committee,

(3) The amendment or repeal of the by-laws, or the adoption of new by-laws,

(4) The amendment or repeal of any resolution of the Board of Directors which by its terms shall not be so amendable or repealable, and

(5) The removal from office of any member of the Board of Directors or the Executive Committee or any other committee.

EXECUTIVE COMMITTEE OF THE BOARD OF DIRECTORS Section 1. Appointment. There shall be an Executive Committee of the Board of Directors, which committee shall consist of the Chairperson of the Board of Directors, who shall preside at all meetings; one (1) other officer of the Board of Directors; and not less than one (1) other Director, elected by the full Board of Directors.

Section 2. Quorum. A majority of the members of the Executive Committee shall constitute a Legacy Academy Charter School of Innovation and Social Progress

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quorum.

Section 3. Powers. The Executive Committee shall have and may exercise such powers of the Board of Directors in the management of the business and affairs of the School as are delegated to the Executive Committee by the Board of Directors. The Executive Committee shall inform the Board of Directors of all of its actions at the next meeting of the Board of Directors.

Section 4. Meetings. Meetings of the Executive Committee may be called at any time by the Chairperson of the Board of Directors or a majority vote of the members of the Executive Committee.

Section 5. Notice. Notice of all meetings of the Executive Committee shall be given by either written notice, facsimile, telegraph or other means of electronic transmission to all Directors. Notice shall be transmitted at least five (5) days but not more than ten (10) days prior to such meeting. A waiver of notice in writing, signed by the person or persons entitled to such notice and filed with the records of the meeting, whether before or after the time stated therein, shall be equivalent to the giving of such notice. Notice to the general public as set forth in Article II, Section 12 shall also be given and the record-keeping and other provisions of the Open Meetings Law followed.

ARTICLE V

STANDING COMMITTEES

Section 1. Finance Committee. The Finance Committee shall review the regular budget and other fiscal reports to be submitted to the Board of Directors on a quarterly basis, or at such other times as required by the Board of Directors. The Treasurer shall be the chairperson of this committee.

Section 2. Academic Committee. The Academic Committee shall be vested with the responsibility of analyzing student assessment data and monitoring the implementation of Legacy Academy’s curriculum.

ARTICLE VI

ADVISORY COMMITTEE

There shall be an Advisory Committee which exists to provide special assistance to the Board of Directors with special projects and initiatives as needed. Non-director Advisors shall be selected by majority vote of the Board of Directors; Advisors shall serve at the sole discretion of the Board of Directors, providing advice to the extent required by the Board and shall not be compensated for their services, or given voting rights on the Board of Directors. Advisors shall Legacy Academy Charter School of Innovation and Social Progress

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agree orally or in writing to maintain the confidentiality of all non-public information received in connection with his or her activities as an Advisor.

ARTICLE VII

Executive Director

Section 1. Selection. A Executive Director shall be appointed and employed by the Board of Directors.

Section 2. Powers. The Executive Director shall be responsible for the enrollment, safety, education and behavior of students; for implementing the vision of the Board of Directors as regards the hiring, training, promotion and dismissal of teachers; for parent involvement, parent communication and parent satisfaction; and for relations with the community as a whole, and may not hire or dismiss a teacher without board approval. The Executive Director shall submit to the Board of Directors, at every regularly scheduled meeting and as requested, a full report on the condition and progress of her responsibilities.

ARTICLE VIII

GENERAL PROVISIONS Section. 1. Fiscal Year. The fiscal year of the School shall be from August 1 of each year - July 31 of each year. The fiscal year of the School may be changed by majority vote of the Board of Directors.

Section. 2. Books, List and Records. The School shall keep, at its office in written form, correct and complete books and records of accounts and minutes of the meetings of the Board of Directors, the Executive Committee and other standing committees, and such special committees as from time to time may be designated by the Board of Directors. When the School receives a request for information under the Freedom of Information Act, it will respond in the following manner: (1) within five (5) business days of receipt of a written request, the School will either make the information available to the person requesting it, deny the request in writing, or provide a written acknowledgment of receipt of the request that supplies an approximate date for when the request will be granted or denied; (2) if an individual is denied access to a record, he or she may, within thirty (30) days, appeal such denial to the Executive Director of the School or his or her designee; (3) upon timely receipt of such an appeal, the School will, within ten (10) business days of the receipt of the appeal, fully explain the reasons for further denial or provide access to the record sought. The School also will forward a copy of the appeal, as well as its ultimate determination, to the Committee on Open Government of New York State. The School may deny access to a requested record for a variety of reasons, including that: (1) such access would constitute an unwarranted invasion of personal privacy (2) such records are compiled for law enforcement purposes; and Legacy Academy Charter School of Innovation and Social Progress

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(3) such records are inter-agency or intra-agency materials which are not statistical or factual tabulations of data, instructions to staff that affect the public, or a final policy.

ARTICLE IX

Amendments

Section 1. Amendments. These By-Laws may be amended, altered or repealed by the Board of Directors by a three-fourths (3/4) vote of those Directors present at a duly organized meeting of the Board of Directors, after approval of such amendment, alteration or repeal by the Charter Schools Institute/SUNY or statement by it that such approval is not required, provided that those present constitute a quorum and further provided that notice of the meeting shall give notice of the proposed repeal, alteration or amendment of the By-Laws as a purpose of the meeting.

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CODE OF ETHICS

Legacy Academy recognizes that sound ethical standards of conduct serve to increase the effectiveness of members of the School’s Board of Directors and the Legacy Academy’s staff. Actions based on an ethical code of conduct promote public confidence and the attainment of Legacy Academy’s goals and objectives. The Board of Directors also recognizes its obligation to adopt this code of ethics (the “Code of Ethics”) consistent with the provisions of the New York State General Municipal Law and as required under the provisions of the New York Education Law.

The Board of Directors, officers and employees of the School should at all times be in compliance with the letter and spirit of the Code of Ethics. Directors, officers and employees, as part of their service to or employment by the School, should be furnished a copy of and shall also agree to adhere to this Code of Ethics. The Chair of the Board of Directors shall cause a copy of this Code of Ethics to be distributed annually to every Director, officer and employee of the School.1 This Code of Ethics shall be incorporated by reference into the School’s duly adopted by-laws (the “By-laws”) (See R13d). Terms not defined herein shall have the meaning ascribed to them in the By-laws.

1. Management of the School. The Board of Directors shall conduct or direct the affairs of Legacy Academy and exercise its powers subject to the provisions of applicable federal, state or local law, (including the Education Law and Not-for-Profit Corporation Law), as well as the requirements set forth in the School’s charter and By-laws. the Board of Directors may delegate aspects of the management of school activities to others, so long as the affairs of the School are managed, and its powers are exercised, under the Board of Directors' ultimate jurisdiction.

2. Makeup of the Board. All Board members shall be at least 18 years of age, at most 25 % of the Board may be comprised of (a) people

1 General Municipal Law § 806(2). Legacy Academy Charter School of Innovation and Social Progress

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currently being compensated by the School for services rendered to it within the previous 12 months, whether as a full-time or part-time employee, independent contractor or otherwise; or (b) any person in a Directors Family.

3. Representation before the Board. A Director, officer or employee shall not receive or enter into any agreement, express or implied, for compensation for services to be rendered in relation to any matter before the school board.2

4. Representation before the Board for a Contingent Fee. A Director, officer or employee shall not receive or enter into any agreement, express or implied, for compensation for services to be rendered in relation to any matter before the Board of Directors, whereby the compensation is to be dependent or contingent upon any action by the School with respect to such matter, provided that this paragraph shall not prohibit the fixing at any time of fees based upon the reasonable value of the services rendered. 3

5. Participation in Board Discussions and Votes. Every Director has the right to participate in the discussion and vote on all issues before the Board or any Committee thereof, except that any Director shall be excused from the discussion and vote on any matter involving such Director relating to: (a) a “self-dealing transaction” (see below) (b) a potential Conflict of Interest (as defined in the Board’s Conflict of Interest Policy (the “Conflict of Interest Policy”) and also incorporated in the By-laws (c) indemnification of that Board of Directors uniquely (d) any other matter at the discretion of a majority of the Directors

6. Confidential Information. No Trustee, officer or employee shall disclose confidential information acquired by him or her in the course of his or her official duties or use such information to further his or her own personal interest. In addition, he or she shall not

2 General Municipal Law § 805-a(1)(c). 3 General Municipal Law § 805-a(1)(d). Legacy Academy Charter School of Innovation and Social Progress

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disclose information regarding any matters discussed in an executive session of the Board, whether such information is deemed confidential or not.4

4 General Municipal Law § 805-a(1)(b). Legacy Academy Charter School of Innovation and Social Progress

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F.COMPLAINT POLICY

With the below described exceptions, any individual or group is allowed to bring a complaint to Legacy Academy’s attention. A complaint should include a detailed written statement of the nature of the actual complaint including the names of the individuals involved and the time, date, and place the incidents and/or actions that the issue occurred; an allegation referring to the specific term of the charter or provision of law that the School has violated, what response, if any, was received from the School thus far, what relief the complainant is seeking, and the name, address, and phone number of the complainant.

If a complaint is made regarding a staff member at Legacy Academy, it will first be the responsibility of the Executive Director to address the complaint to the satisfaction of the Board and the complainant. The Board will serve as the appeals body for any complaints not satisfactorily resolved or that involve the Executive Director directly in the complaint. Complaints must be submitted to the Board at least one week prior to the next Board meeting. Complaints submitted less than one week before the next Board meeting will be addressed at the following meeting of the Board. Emergency issues will be dealt with on an as-needed basis, with the Board responding at or prior to its next regular public meeting. The Board will act on the complaint and provide a final response to the complaint within thirty (30) days of receiving the formal written complaint or by the next regularly scheduled meeting of the Board unless justifying circumstances outlined in the complaint require an expedited review. The Board shall render a determination in writing if appropriate or required.

The complaint process is guided by Education Law Section 2855(4)(2)(d). An individual or group (a complainant) may bring a complaint alleging a violation of the school’s charter, the New York Charter Schools Act of 1998 (Charter Schools Act), or other applicable law relating to the management or operation of the charter school to the school’s Board.

Consistent with Section 2855(4) of the Charter Schools Act, if the complainant is alleging a violation of law or of the School’s charter and determines that the Board has not adequately addressed the complaint, the complainant has the right to present the complaint to the school’s

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authorizing entity, the New York City Department of Education, which will review the complaint and investigate as appropriate. If after bringing the complaint to the authorizing entity, the complainant determines the authorizing entity has not adequately addressed the complaint, and the complaint alleges a violation of the law or of the School’s charter, the complainant may present the complaint to the State Board of Regents, which will review the complaint and investigate as appropriate. The determination of the Board of Regents will be final.

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14. District and School Relations

DISTRICT AND SCHOOL RELATIONS

Legacy Academy will build a strong relationship with the New York City Department of Education, and has received tremendous support from leaders, community based organizations and residents of CSD 27. Legacy Academy has reached out to community members through various methods designed to engage as many different audiences within the community as possible.

The founding team of Legacy Academy has hosted events in collaboration with

● two District 27 middle schools

● a local community center

● a youth led community based organization

● Far Rockaway Teen Library

Each event, we were hugged and kissed and encouraged overwhelmingly to make this happen for the future of the Far Rockaway community and its schools

We have developed a relationship with D27 lower grade school Leaders:

Doris Lee, Principal of Village Academy Middle

Andrea Majied, Principal of Brian Piccolo Middle

Rushell White Principal of Virgil Grissom Middle

Karen Jones, Principal of Peninsula Preparatory Middle

Deana Pugliofulcetti, Assistant Principal of MS114

All of these school leaders and the parents of their students were extremely supportive.

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Response-14-5 STUDENT DEMAND, COMMUNITY SUPPORT, RECRUITMENT AND RETENTION

STUDENT DEMAND

Legacy Academy is proposed to open in an 89% Black neighborhood in CSD 27. The founding of this school is led by Regina Johnson, a Far Rockaway native who remembers being taught more about the greatness of white historical figures than about Black thinkers and change makers. She never saw the applicability of education to her life. She had never seen a Black woman physicist, and she had no idea what people could possibly do with geometry outside of a classroom. Eventually, Regina went to a Historically Black University and experienced a community of 10,000 people who were nearly all Black. The professors and students at her university showed clear examples of Black people excelling in the fields of physics and geometry.. Years later, students in Far Rockaway still feel completely disconnected from education, but the habits of available school models are teaching them to be insecure, disengaged.

Over the past year we have lead over 100 hours of conversations with parents, students and community members, and they have created the Legacy Academy Model. We interviewed a focus group of 14 High School students, representing 4 different high schools in District 27. They all described a heavy focus on social order and test scores, and feel there is little instruction or expectation around developing the skills to be self-sufficient, agent adults. They are encouraged to get high test scores so they can “make it out”, but that narrative causes the talented young members of our community to permanently flee and contribute their capacity, financial capital, and culture to other communities. Those members and others who continue to live in Far Rockaway are trained to believe that their locality and the people who comprise it, lack value as evidenced by their description of common practices like business owning, engaging professionals, and even marriage as “White people stuff.” The students describe being ‘body slammed’ during conflicts and the feeling of knowing that their injustices would not ‘make it on the news’. The African American majority student population of East Rockaway needs a school that respects their humanity and addresses their socio-emotional needs with compassion. Many students feel they are treated like criminals and believe that school safety exists to watch and rule them instead of protect and help. Legacy Academy Charter School of Innovation and Social Progress

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Many students are being failed by schools in CSD 27. The low SAT scores in CSD 27 indicate that students are not given sufficient preparation for college and career readiness. This lack of preparation is most evident in the consistently the low graduation rates in CSD 27.

Description of After reviewing the website and/or discussing the school design Community Member with a planning team member, some community members gave meaningful survey responses to the following short answer questions:

#3 Educator in Far I believe that our children and community have a great need for Rockaway people to use their hands, the procurement of skilled trade, and the need to integrate the sciences and technology in ways that make sense. I know that the mission of the school is the way to go! Academics that speak to the way that they learn and more real time experiences that help them to make connections with the world we live in. I am an educator and I know that the approach and methodology that Legacy Academy will provide is absolutely essential for high school students. The connection between the arts and sciences in the form of STEAM are the foundations that students need in order to thrive in today's economy. I fully support the mission and vision of Legacy Academy. I am a community leader, former middle school STEM Project Director, and currently a university professor.

#5 Parent in Far We need positive programs that would keep them off the street. I Rockaway wish it was opening sooner so that my student could attend. Complete support for Legacy Academy!

#9 Parent in Far I feel the model of project based learning is essential for our youth Rockaway to help them build from the bottom up their future communities. I think students a strong knowledge base, self esteem and working with leaders of color will inspire our children. I am very excited and support the Legacy Program, as the community needs fresh, young new leaders/teachers with fresh ideas.

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#10 Parent in Far This is great, I would love if the class sizes were smaller. Smaller is Rockaway alway better. We need caring teachers.

#12 Parent in Far I think it’s amazing that people within the community want to give Rockaway back to the community, and teach young adults they too can make a difference. I believe seeing positive role models is beneficial to any students but especially high schoolers who are ready to leave home and enter the adult world. They should learn the responsibilities of being a young adult.

#13 Parent in Far I think the idea is awesome and would love to see it manifest. More Rockaway opportunities and broader choices will be beneficial to our upcoming high school students. Legacy academy has my utmost support. I believe in the mission of legacy academy and stan behind it 100%

#14 Parent in Far I sound like it will be a great experience for the kids. we need more Rockaway high schools in Far Rockaway. I would like to see Cooking Classes, ceramic classes. They need to get more interested in school. I am very happy to see this school open. Too bad my daughter is in 7th grade. She is gone be to old is the school opens for 2020. Could it open earlier?

#19 who is an educator I would like to see better classes as in cooking, art classes, in Far Rockaway animation classes, and more college courses.

#20 Community I would like to see more black teachers in our schools, and teaching member in Far students skills they can use in everyday life. Rockaway

99 Parent survey participants were asked to agree or disagree with the statement “Far Rockaway needs a new culturally relevant high school option.” Participants were given the option to respond neutrally about the question. 61.4% of participants agreed that Far Rockaway needs a new culturally relevant high school option. Only 5.2% did not agree.

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99 Parent survey participants were asked “Would they send their child to a culturally relevant, equity focused high school?” Parents where given several options to respond with uncertainty. 76.5% responded positively to the idea that they would send their child to a culturally relevant equity school, 36.7% would definitely and only 1% responded they would not.

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The 2015-2016 registry shows that most students enrolled in NYC schools are from Queens. A total of 265,441, but Queens has the least amount of charter schools, and least options for students who are poor,Black, or Latinx.

District 27 alone has 43,979 students currently enrolled in public, non-charter school2017-2018 Charter School Applicants1

1Visualization of applications submitted through the 2017-18 Common Online Charter School Application found in NYC Charter School Center document NEIGHBORHOODS PRIMED FOR CHARTER SCHOOL GROWTH:Four Communities in the Bronx and Queens Are in Need of High Quality School Options Legacy Academy Charter School of Innovation and Social Progress

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Parents in Rockaway are constantly applying to charter schools to get there students better opportunities. In interviews they repeatedly expressed a desire for a new school in Rockaway. Justifiably, parents want an alternative to the current, many failing schools in CSD 27. Parents want something different and students need something different. Legacy Academy has listened to the community and wants to provide Far Rockaway with a project based school that caters to the population of the school. Legacy Academy is committed to educating students about the value of their diverse backgrounds Legacy Academy will do this while being committed to academic excellence.

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237 Student survey participants were asked about the classes and programs their current schools offered, then asked “What elements are on your ‘perfect’ high school wishlist?” Of the 237 students who responded, 76% indicated Internships, 72% indicated clothing autonomy, 71% indicated a later start, 62% indicated a cool advisor, 56% indicated college trips out of town, and 49% indicated culturally reflective teachers and staff. It seems that Legacy Academy is exactly the school they are asking for.

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B. TARGET POPULATION ENROLLMENT

The founding team of Legacy Academy has hosted events in collaboration with ● two District 27 middle schools ● a local community center ● a youth led community based organization ● Far Rockaway Teen Library Each event, we were hugged and kissed and encouraged overwhelmingly to make this happen for the future of the Far Rockaway community and its schools

We have developed a relationship with D27 lower grade school Leaders:

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Doris Lee, Principal of Village Academy Middle Andrea Majied, Principal of Brian Piccolo Middle Rushell White Principal of Virgil Grissom Middle Karen Jones, Principal of Peninsula Preparatory Middle Deana Pugliofulcetti, Assistant Principal of MS114

All of these school leaders and the parents of their students were extremely supportive and were interested in maintaining a relationship so that we could pipeline students into Legacy Academy.

D. COMMUNITY SUPPORT

We have received a tremendously positive response from parents, students, non-profits who serve children and other community members for Legacy Academy’s school model. Families are eager for an educational option that incorporates Cultural learning, Project based Curriculum and

Restorative Justice to build a better and stronger community. Several Local Newspapers published articles about the development of Legacy Academy.. Because of all of the people in

Far Rockaway who shared the articles and were enthusiastically supportive of Legacy Academy, the articles have now been shared over 1000 times and have recieve messages of positivity and support, and demand.

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Though we received great support from every middle school, every parent, and every student we encountered- the political figures in District 27 were unresponsive and in most cases unreachable. At times where we were able to reach politicians and gain their support, they clearly stated that they would be willing to publicly support the school when it was approved and open, but they would not support the development process.

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15C. EVIDENCE OF DEMAND

Parents of East Rockaway recognize that their students are falling behind in English and Math scores. Parents are looking for charter schools that may offer innovative or non traditional

Legacy Academy Charter School of Innovation and Social Progress Response r-15-1 options. Parents need a way to get their students the best possible educational opportunities without having to travel outside of the district for school each day. The addition of Legacy

Academy will help retain talented students in the district. We are dedicated to building relationships with the neighboring schools and plan to collaborate and complement, not compete.

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African American and Latinx.

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East Rockaway needs a secondary education option that considers the development of the whole child, the needs of the community, and the varied yet equally respectable paths our young community members can take after high school. Schools create future cohorts of adult society, and high schools are the final stage of systematic development for the people who will make up those cohorts. 68% of Rockaway students do not earn a college degree, so an education that aims only to move students toward college attainment has failed our students by leaving them without the civic, vocational, or personal skills they need to positively contribute to a developing community. The patterns of low student performance, engagement, and capacity span generations of families and if we want students who are better prepared for academic success, then we must look to simultaneously develop future good parents and neighbors. Residents of

East Rockaway have significantly lower levels of education and economic attainment in comparison with the rest of Queens and New York City.

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Legacy Academy Charter School of Innovation and Social Progress Response r-15-14 EVIDENCE OF SUPPORT

EVIDENCE OF SUPPORT Support from Community Based Organizations Schools and Officials

EVIDENCE OF SUPPORT 1 High Tech High 1 Profound Gentlemen 4 Village Academy 5 Peninsula Preparatory Academy Charter School 7 North Carolina Central University 9 The Rockaway Revitalization Center 10 Partnership 11 Round Table Event Collaboration 12 State Senator James Sanders 13 Facebook Page 25 News and Media Coverage 25 Rockaway Times 25 Times Ledger 28 New York Post 35 Info Sessions 45 March Madness at Brian Piccolo Middle School Campus 45

High Tech High

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Profound Gentlemen

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Village Academy

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Peninsula Preparatory Academy Charter School

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North Carolina Central University

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The Rockaway Revitalization Center

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Partnership Executive Director of “The Child Center Ocean Bay Community Center”, Deborah Hoyle

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Round Table Event Collaboration (Teen Library Director, Brandon Jeffries)

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State Senator James Sanders

Survey Responses Many of the responses garnered through the website gave very thoughtful feedback about the school model and clear pointed ideas about what our stakeholders do and do not want to see in the development of Legacy Academy. Below is a description and analysis of that feedback.

What do you think about the school model in terms of school culture, academics, and student experience? Think about your school experience with academics, school culture,

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extracurriculars, and anything else. Give specific advice or feedback for the creation of a new school in Far Rockaway.

#3 Educator in Far I believe that our children and community have a great need for people Rockaway to use their hands, the procurement of skilled trade, and the need to integrate the sciences and technology in ways that make sense. I know that the mission of the school is the way to go! Academics that speak to the way that they learn and more real time experiences that help them to make connections with the world we live in. I am an educator and I know that the approach and methodology that Legacy Academy will provide is absolutely essential for high school students. The connection between the arts and sciences in the form of STEAM are the foundations that students need in order to thrive in today's economy. I fully support the mission and vision of Legacy Academy. I am a community leader, former middle school STEM Project Director, and currently a university professor.

#5 Parent in Far We need positive programs that would keep them off the street. I wish Rockaway it was opening sooner so that my student could attend. Complete support for Legacy Academy!

#9 Parent in Far I feel the model of project based learning is essential for our youth to Rockaway help them build from the bottom up their future communities. I think students a strong knowledge base, self esteem and working with leaders of color will inspire our children. I am very excited and support the Legacy Program, as the community needs fresh, young new leaders/teachers with fresh ideas.

#10 Parent in Far This is great, I would love if the class sizes were smaller. Smaller is Rockaway alway better. We need caring teachers.

#12 Parent in Far I think it’s amazing that people within the community want to give back Rockaway to the community, and teach young adults they too can make a difference. I believe seeing positive role models is beneficial to any students but especially high schoolers who are ready to leave home and enter the adult world. They should learn the responsibilities of being a young adult.

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happy to see this school open. Too bad my daughter is in 7th grade. She is gone be to old is the school opens for 2020. Could it open earlier?

#15 Middle school student I would like more group work in Far Rockaway

#16 HS student in Far Better training and relationships with teachers and school cops. Rockaway

#17 HS student in Far A positive school environment where adults talk to you and the school Rockaway is filled with people care about you and your feelings.

#18 Student in Far I would like to learn life skills like how to cook Rockaway

#19 who is an educator in I would like to see better classes as in cooking, art classes, animation Far Rockaway classes, and more college courses.

#20 Community member I would like to see more black teachers in our schools, and teaching in Far Rockaway students skills they can use in everyday life.

#33 NYC HS student I support this school because i feel like students should go to school knowing and learning about their culture and background

#33 NYC HS student Trust us with phones, better food.

#37 NYC HS student I want everyone to be equal, let students express themselves.

#38 NYC HS student Be cool with the kids, don’t try to be the parent all the time. Let them know that you came from the same place as them.

#41 NYC HS student Every student should be treated equally, even if they have gotten in trouble in the past. No bullying.

#44 NYC HS student I would like if we took more trips. For our classes and for college.

#50 NYC HS student I want to attend a school where we can have a bunch of different extracurriculars

#56 NYC HS student A high school should make every kid feel comfortable to express themselves

#67 NYC HS student Access to water fountain, a good big gym, snacks, nap time

#73 NYC HS student Acting and singing classes

#78 NYC HS student It feels nice to be surrounded by the people in your community. I would like to see extracurriculars and internships

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#80 NYC HS student I think this school will be culturally relevant and inspire inclusivity.

#81 NYC HS student Students should be able to wear their choice of clothing & the school should have a lot of after school activities

#84 NYC HS student Have more regular trips and college trips

#86 NYC HS student Have a strong connection with the students and get to know every student. also listening to the students that want a change but with limits and maintain the regular rules

#91 D29 HS student I would prefer to be close to home. I would like to learn in a culturally diverse school. I enjoy learning from different people and expanding on my knowledge with different perspectives of the world. I prefer to expand despite restrictions. I suggest one should be mindful on extracurricular activities (to all kinds of students). I additionally, suggest in helping to focus on advanced classes; especially if students are capable and willing. If there is a chance, one should take initiative and utilize in any beneficial opportunities in order for the school to grow.

#94 D27 HS student I think it would be good because students would get to connect more with their background and connect with other students from their culture. It should include extracurricular programs that student are actually interested in .

#95 D27 HS student I think it would be a school where students are able to learn about others culture and where they come from. Academics of interest, positive school culture, extracurriculars, projects, fun trips, and clothing of choice with little restrictions.

#98 D27 HS student Not sure. Explain what school is about in the name/slogan. The students can wear their clothing of choice.

#100 D27 HS student This would make it easier to have a positive connection to your culture. More extracurricular options, broader education, make uniforms optional.

#102 D27 HS student I could feel more connected to the school and my society. I would have teachers stay on one lesson for a longer period of time.

#103 D27 HS student I would relate to people in a school like this because we can talk about our cultures. I would include clubs for performance arts: Drama, Dance, music.

#104 D27 HS student I would include classes to be more like extracurricular and more language classes

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#108 D27 HS student Have more classes like tech, more fun trips, wear what we want

#110 D27 HS student Teachers that can connect to other students and a good discipline system.

#111 D27 HS student It would be interesting because I would be more about where I come from and learn my background. I would include a variety of sports and clubs and would change up the style of learning to make it more interesting for kids to learn and not drop out of school.

#114 D27 HS student This might help everyone get along better. I want to see fun activities and a safe environment.

#115 D27 HS student It would be like you are learning more about and developing your self. It would include a lot of extra curricular classes so that the kids could enjoy coming to school.

#119 D27 HS student You’re interacting with professionals with the same background as you and making sure that there are good course classes helping students to graduate early

#120 D27 HS student I think the school will be interesting. I would include a fair starting and dismissal time, teachers that are qualified and experienced, an academic and friendly environment, regular trips to places that are intellectually beneficial and in accordance with the school syllabus and many supporters to help students.

#125 D27 HS student Alot of hands on stuff, yet still educational.

#127 D27 HS student I think it would be nice to attend a school who understands you. It should include, art, probably engineering, learn different cultures and what they do.

#131 D27 HS student I think there will be a lot of people that can relate to me and i will have a lot of similarities with the people that attend the school. I would let the students wear clothing of their choice, only have them take a certain amount of tests for the school year, shorter class time, let them have their phones and/or any electronic device, and i would let them leave the school building to get lunch if they like.

#132 D27 HS student Work tethered to everything that you actually need to succeed. Equal opportunities for females and men. including things such as Female STEM projects that can be extremely innovative.

#133 D27 HS student I honestly think it would be like any other school in New York. I want more activities for both male and females.

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#134 D27 HS student it would teach scholars about cultures other than their own, positive culture. Have the Best Teachers, Internships, & Community Based Projects.

# D27 HS student It would be crazy, my teachers and I would argue all the time. To start off phones should not be allowed at school nor near the school you, would have to leave it at home. They should have a lot of programs and activities for students. Students should get to pick their classes but after a while they get placed in the class they need. Uniform based school. The school should tolerate nothing so if you're disrespecting teachers or skipping class you would be kicked out.

#144 D27 HS student I would have a better time understanding. Students as individuals should have a say.

#145 D27 HS student This will be good, I would include better technology.

#146 D27 HS student This will be all inclusive and create a safe environment. I would include all academic classes, more free periods, good text books for every class, and a class room for about every teacher.

#147 D27 HS student I think this will be enlightening. It would include better school lunches and more relevant resources such as textbooks and teachers

#148 D27 HS student They will connect the history to my culture. Most of the learning especially in Global will be about/ connected to my culture. I would have a sports center, a counselor's office, a lot of metal detectors, a safe room, bullet proof windows and doors, a huge electronic library, scholarship programs, good food, e.t.c.

#149 D27 HS student i feel like the people will understand me better. I want a school with better technology.

#150 D27 HS student In this type of school, the students would be able to learn more about their culture and they would be able to connect more to their culture due to the fact of what they have learned. Additionally, the amount of bullying in a school would be reduced since the student knows where they came from and they would be able to accept that fact. This type of of school should include college trips and internships at different locations .

#151 D27 HS student It would be exciting to know what new project we have every week. Technology upgrade.

#152 D27 HS student Diversity, extracurricular sports/ clubs

#153 D27 HS student I think my classes would based on things I already know about my

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culture. Have clubs like chess club,dance club, and culture clubs

#154 D27 HS student It would most likely be much more relatable for the students, and the students staff and teachers would have a better connection. I would not limit it to a small building, and it would be more of a campus, with large open spaces and more rooms to help stop the reusing of classrooms, & I would also hire a diverse staff to help accommodate these rooms.

#155 D27 HS student More student involved activities with people in the community.

#156 D27 HS student It would be a change to schools that i have been to in the past. Have sports teams, fun programs, good teachers

#157 D27 HS student It would be amazing because people would understand me. Clubs like chess, dance, and anime.

#159 D27 HS student It will feel good to see that other people can connect to your culture. After school activities

#164 D27 HS student I believe that it would be good/bad to go to a school like that because you would only have people of your ethnicity and won't be able to converse with people outside of your ethnicity. There should be a variety of extracurricular activities, school would start later, Variety of academics/ languages, free periods

#170 D27 HS student I think it would not be a diverse school but it would still be nice to be around people that share the same nationality as me. I would include more teams so that the school can have more school spirit, and more clubs. Academic wise I would include mandatory SAT prep for 10th and 11th graders, also for specific 12th graders if needed.

#171 D27 HS student It would an easy assimilation because I am with people of my own ethnicity where I can relate with. Strong academics, complete diversity, lots of extracurricular activities.

#172 D27 HS student It would be fun and most of all approachable to talk to teachers. A track and field team and other extracurricular classes.

#173 D27 HS student Dance team, no uniforms, track, basketball team, and other more activities

#176 D27 HS student It wouldn't be diverse but it would be interested to see professional people that is from the same background as you. A later time, and students are able to wear regular clothes

#179 D27 HS student They would understand my background and what it is like being in my

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shoes. They may come from the same parish that my parents came from. They should have every type of sport because people have different ways of playing.

#198 D27 HS student It would be easier because you have people to talk to with similar backgrounds. More performing arts programs and dramatic arts and visual arts

#199 D27 HS student I would think that there isn't any diversity in the school. Cheerleading, Basketball, Football, Internships, Summer School

#202 D27 HS student More engaging class-wise. Higher academic requirements to enter and maintain entrance, more extracurricular activities, more AP classes

#203 D27 HS student There would be happy people, you can connect with others there. i would make all the teachers nice and always be there for their students if they need them, no bullying, a dress down every Friday, a lot of trips so they can learn something new, and no homework so they can enjoy their time as kids and not have to be stressed out about it.

#204 D27 HS student It would be engaging because you would be able to connect to your teachers in a personal way. It would consists of any class requested by students, sports such as basketball, football, flag football, baseball, softball etc.

#214 D27 HS student I think it is amazing. Having a strong connection with the school, with people who attend it and with faculty is essential. Lots of internships and different, but intuitive classes

#218 D27 HS student I think this would be something new and I would probably like it. It would include more extracurriculars like tennis,double dutch, golf and etc. We get to have like culture day where we get to learn about other cultures and try some of their foods.

#219 D27 HS student Very educational and fun because we get to connect with others based on the backgrounds we have and the history we should learn of our people. How to survive with the cards you've been dealt with in the economy.

#221 D27 HS student I would be very prideful. Include cultural background studies

#222 D27 HS student I think it would be interesting to learn new things concerning my culture. It would include trips both recreational and educational in order to expose students to new options.

#223 D27 HS student With this school model, I think school would be more interesting and feel less than just a every day routine that you have no choice but to do.

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I would like trips, A safe space, young staff that students can connect to, sports all students enjoy.

#229 D27 HS student It would probably be more serious due to the fact the teachers the same ethnicity might be more serious about teaching. Maybe, special kind of language classes you could learn like Korean, Mandarin, Japanese, German, French, etc.

#231 D27 HS student I feel that it would be only centered toward my culture and not diversity. It would include how to pay taxes or matter of fact how to be a responsible adult. Real life situations should have real life classes.

#232 D27 HS student It'd be different than attending most schools. A diverse school (not predominantly black or asian) simply a school that is mixed and doesn't have skewed demographics. I'd want to include AP classes and enriching educational after school clubs. I'd want the school to have a uniform, but on Fridays no uniform!

#233 D27 HS student It would be very fun and interesting because we would be learning more about ourselves and where we come from. It should include extracurriculars that everyone can participate in, and a respectful environment.

#234 D27 HS student I believe if you school with your own culture you wouldn't learn/ know much about different cultures .

#239 D27 HS student Because i think I am going to feel more comfortable in there. cheerleading, step/dance

#241 D27 HS student It would be fun to connect with people of my culture. Lots of clubs and activities that would engage the students out of the school.

#245 D27 HS student It would be nice because I will able to understand my culture more and other cultures that I interact. A school with More academics classes that have a chance to earn a scholarship. More sports that are not only played inside the US.

#248 D27 HS student I would make sure that the school adopts important policies that would make their school community better. Also, I would help with the establishment of clubs such as Student Government Association, National Honor Society, etc

#250 D27 HS student I want a school that is fun but also strongly education.I want is to have a less strict uniform policy.

#251 D27 HS student It would be comfortable but it won't help us to discover new things because we would so accustomed to what we know. There would be

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study sessions like study hall where there are teachers to help you on your own time.

#253 D27 HS student It would be great to go to a school where everyone has something in common and can relate to each other.

#254 D27 HS student It would be great since not only i will be able to meet people of the same culture background as me, I will also connect and build a strong community with them as well. More community involvement, trips.

#257 D27 HS student It would be easier to relate and understand my teachers and for them to understand me .

#262 D27 HS student I would feel more comfortable and I won’t have any difficulties assimilating into the environment. My learning skills would increase and I would have a lot of friends.A school with extracurricular activities so that the students can be busily occupied doing academical hobbies.

#265 D27 HS student You would be able to relate to the teachers more since you share somewhat of the same background and culture. In terms of school culture, the teachers should be able to know their students and the students should be able to trust their teachers. The teachers should also be willing to teach and help.

#266 D27 HS student I think it would be interesting to attend a school like that because you get to experience diversity within the group. I think if I was creating a new high school in Far Rockaway, then I would implement spirit day and college events.

#272 D27 HS student I might have a stronger bond knowing that I have my culture their to support me. I will have variety of academic options such as AP, Honors, dual, robotics, dance, Art, etc.

#273 D27 Educator It means that students are finally able to receive a relevant, meaningful education that can develop them as a strong, purposeful human being.

Concise Answer and Multiple Choice Survey Data

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237 Student survey participants were asked if they “would like to attend a culturally relevant, project based high school.” Participants were given the option to respond neutrally about the

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question. 66.5% of students stated they would like to attend a culturally relevant project based high school. 7.7% said they would not.

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Facebook Page We found that the Legacy Academy Facebook Page was the best way to interact with students and families from different areas to inform them about our info sessions of the Rockaway Peninsula, and other parts of District 27 to provide their feedback.We received positive feedback and may likes and repost about the the future founding of Legacy Academy.

News and Media Coverage To draw more community members to the website and to the process, we reached out to various news outlets that has a target audience in the Rockaways and asked them to cover the story of Legacy Academy in the development process and plug our website information. Several outlets published a story, and some took a different spin.

Rockaway Times

The Rockaway Times is a local newspaper that prints weekly and publish articles to their website and social media daily. They were the first to publish an article about the plans for Legacy Legacy Academy Charter School of Innovation and Social Progress

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Academy.

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school and gives the reader enough information to get in touch online.

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A few days later, Regina shared the same article on her Facebook page and encouraged friends, mostly New Yorkers and HBCU graduates to share in continue giving feedback on the school idea.

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From Regina Glover Johnson’s page, the article received 342 engagements and 69 shares.

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New York Post

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We reached out to several reporters from major newspapers, and Susan Edelman of the New York Post said she saw the stories published about Far Rockaway natives in other periodicals and she was interested in helping us attain a bigger audience to spread the message about Legacy Academy. While Susan did help spread the news about Legacy Academy, the story was a bit sensationalized and misconstrued a few facts, however it lead others in Far Rockaway to take note of the work being done to open Legacy Academy. The physical print sold over 250,000 copies.

In addition to the paper copy being distributed, the digital edition of the article was shared widely on the through social media.

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Relatively Rockaway

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The main Far Rockaway Facebook page shared the Relatively Rockaway article and received 76 more engagements with Far Rockaway followers and 19 more shares.

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Info Sessions

March Madness at Brian Piccolo Middle School Campus

Below is a screenshot of the communication between Regina Glover Johnson and Doris Lee indicating our plan to pass out flyers on March 22 and to help host the March Madness event on March 28, 2018

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We set up two tables that were manned by proposed board members and parents who had previously volunteered to help with the development of Legacy Academy.

We gave a short microphoned talk half-way into the event, did a full crowd Q & A and told the crowd we would be available at the table for 1-1 dialogue. They were positive and applauded.

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We spoke to many parents individually and obtained great insight to their needs and desires for

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another high school option but few wanted to fill out the online survey. We spoke to many parents individually and obtained great insight to their needs and desires for another high school option but few wanted to fill out the online survey. Our in person conversations were valuable.

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After the Q&A and the 1-on-1 conversations with parents, we had several act lined up to entertain families and community members for coming out. At the end of the parent interactions, Legacy Academy Charter School of Innovation and Social Progress

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we had several groups prepared to perform for the parent and student attendees. When we were done we took some dance lessons from the kids.

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We planned several info sessions but we knew it would be difficult to get people to notice and care about an informational and give feedback without some form of unifying event. Through Legacy Academy Charter School of Innovation and Social Progress

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our previous interactions with parents and students, we knew the primary questions people had about Legacy Academy were “When will it open?” followed by “Where will it be?”. To maximize the crowd of community members, we altered the info sessions to round tables and movie nights.

Legacy Academy Charter School of Innovation and Social Progress

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ADMISSIONS Legacy Academy admissions policy will consist of a random selection from a public weighted lottery that will not discriminate against any student based on race, ethnicity, national origin, gender, sexual, orientation, intellectual ability or aptitude, measures of achievement, athletic, ability, disability, religion, or on any other basis that would be unlawful; giving preference to all the students in the Rockaway peninsula zip codes, actively seeking the enrollment of students with special needs and English Language Learners. Legacy Academy will be in compliance with all anti-discrimination laws governing public and non public schools including, Title VI of the Civil Rights Act and §2854(2) of the New York Education Law. Our outreach will include the distribution and posting of flyers in the community and We will be partnering with local middle schools to develop strategic enrollment plans with their graduating eighth graders to assist with our admissions process as well as host information sessions and tours in the community that will be orchestrated by Legacy Academy or one of Legacy Academy’s local community partnerships. Legacy Academy’s Board of directors will determine the frequency of visits and information sessions in accordance with the our targeted population community and schools. During our first year of operation we will focus on info sessions, flyer distribution and social media advertisement. The following year we will introduce tours and scheduled visitation so the community will have access and learn more about Legacy Academy and the way the school operates and its a project based curriculum.

The first operating school year, Fall 2019, Legacy Academy plans to admit a total of 108 students randomly selected from our lottery. Each year our admissions will enroll an additional 108 students, growing one grade per year until Legacy Academy becomes a fully articulated grade 9-12 high school in the fall of 2023. Any student we lose due to attrition we will actively back fill those seats with students from our waiting list to ensure there are a total of 108 students in every grade each year. The siblings of the currently enrolled students will be given first priority to our admission process which consist of a completed application form.

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The Lottery will be held anywhere between April 2nd and 15. Date subject to change within reason upon Legacy Academy’s approval. Emails, Letters, and phone calls will be distributed announcing the date and location of the lottery and will be mailed to all applicant families. the lottery will also be stated in the student application. Any student who wishes to enlist in Legacy academy and haven’t done so by April 1 will automatically be put on a waiting list and have first priority during our following admissions cycle. Legacy academy will keep track of the lottery process and all records will be made accessible to SUNY and or The New York State Education Department available upon request. Legacy Academy’s deadline for admissions will be 30 days after the anticipated school year begins September 9, Fall 2019. Lottery winners will be immediately posted to the school’s website. Families will be notified via phone and mail on the winning status of a seat at Legacy Academy. Each accepted family will be required to respond via phone or mail with a statement declaring their acceptance or declining their placement at Legacy Academy.

Applicants who were not selected will be compiled into our waiting list, as well as applicants who submit throughout the year after the application deadline. Applicants will be held on the waiting list according to the date and time the application was submitted. In the event vacant seats arise from students who have been accepted through admissions and fail to attend school with no notification from either student or parent/guardian 10 days after the start date the vacant seats will be given to to students on the top of Legacy Academy’s waiting list to backfill. Parents will be notified via phone and mail of the available seat at Legacy Academy and parents will have to respond within 48 hours whether they accept or decline a seat at our school. Failure of an acceptance notification will automatically fortifie the students seat. The following student at the top of the waiting list will be granted the seat and the process will repeat until the seat is filled. Our waitlist will never expire, however each year students on the waiting list will be automatically put pack into the lottery for an equal opportunity to win a seat at Legacy Academy.

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ENROLLMENT

Upon admission families and students are highly recommended to meet with their respective advisor for a home visit, refer to section 2ab (supportive school culture) to review the enrollment process. Student who fail to supply the completed enrollment forms forfeit their right to enrollment and will remain on the waiting list. Students who withdraw from or are removed from the admissions or enrollment process will not be entitled to reinstatement of their previous circumstance but if applicable will be able to re apply for the following or later school year according to Legacy Academy or placed on the waist list of the late application.

For any reason information on the application of admission or enrollment process is falsified Legacy Academy will eject the student application and the student will no longer be eligible for enrollment. Each year Legacy Academy will request continuous enrollment statements from the families of those students who are currently enrolled to confirm their return for the following school year to secure and ensure complete enrollment for each grade each year.

WITHDRAWALS AND TRANSFERS

Legacy Academy will be a public charter school of choice for the students of CSD 27 both for application and withdrawal. At any given time of the school year families and parents have the option to withdraw or transfer their students from Legacy Academy. The parent or guardian who wishes to transfer or withdraw will be asked to complete a written student withdrawal form. Legacy Academy Executive director will meet with the family to discuss reasons for transfer or evaluation and will will suggest solutions that may benefit the student and family. Legacy Academy will distribute the necessary forms to the new school upon request in a timely manner and will not inflict any capricious requirements beyond completion and submission of Legacy Academy application. There will be no requirements for parents or guardians to attend open house or interviews as a condition of an application acceptance.

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Initial Facility Plans

Legacy Academy eventually plans to have a private space to accommodate the omnipresent active education and culture of student trust and agency we plan to create. We have discussed with D27 high school leaders the difficulties that come with co-location and we were encouraged to find private space in order to avoid the discomfort that pre-existing schools express about co- locating with programs that serve a similar age group.

With that feedback in mind, one option we are exploring is an incubation space for the initial year is a co-location with the Ocean Bay Community Center at 57-10 Beach Channel Drive in the Far Rockaway neighborhood of District 27. The Child Center’s Executive Director, Dr. Deborah Hoyle has personally extended an invitation for Legacy Academy to co-locate during our initial year and until Legacy Academy’s private facility is developed. The co-location of a high school within a community center that is situated inside of a neighborhood is unprecedented and offers extensive opportunities for collaboration, as both organizations support a mission of community development, lifelong learning and literacy. While the primary focus is on the development of our students, we hope to provide a new design for re-considering urban secondary education as a partnered venture between small high schools and community-based organizations.

1 Under-Utilized Space Memorandum for the 2017-2018 School Year. As of the date of memorandum production, February 23, 2017. Legacy Academy Charter School of Innovation and Social Progress

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Maple. Co-location with K-8 program will also create the possibility granting students of Goldie Maple an opportunity to further their education in a common familiar location. This option also eliminates issues of competition for time and space that high school leaders face when planning how to execute similar programs.

If for some unforeseen circumstance, Legacy Academy is unable to co-locate in the two above ideal locations we will not seek to co-location with another high school due to the concerns and issues that students and educators expressed about overlapping school policies and procedures, and lack of shared space.2 One of our board members, Matthew Scott is an experienced real estate broker and will aid in finding appropriate private space.

Legacy Academy enrollment plan will consist of a weighted lottery giving preference to the students in the Rockaway peninsula zip codes. The first operating school year, Fall 2019 Legacy Academy will enlist a total of 108 students randomly selected from our lottery. Each year we will enroll an additional 108 students, with the siblings of the currently enrolled students having first priority. Additionally, we plan to back fill any lost seats to give local students maximum access to this project based school option. Legacy Academy intends to enroll 432 students in the fifth school year.

Grades by Ages 2019 2020 2021 2022 2023 Year

9th 14-15 108 108 108 108 108

10th 15-16 108 108 108 108

11th 16-17 108 108 108

12th 17-18 108 108

Total 14-18 108 216 324 432 432

2 Co-Location Panel Vote for New Visions AMSIV. High school student comment from Channel View High on co-location with Rockaway Park, Rockaway Collegiate, P.S. Q256, and ALC - Beach Channel. Panel vote (March 27, 2017), see remarks (3. b..) Legacy Academy Charter School of Innovation and Social Progress

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Year 1

Administrative Personal Instructional Personnel

Total Administrative Staff: (6) Total Instructional Staff: (10)

Year 2

Administrative Personal Instructional Personnel

Total Administrative Staff: (6) Total Instructional Staff: (17)

Year 3

Administrative Personal Instructional Personnel

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Total Administrative Staff: (8) Total Instructional Staff: (26)

Year 4

Administrative Personal Instructional Personal

Director (1) College and Career Counselor (1) Dean of Student (1) Guidance Counselor (1) Director of Operations (1) General Instructors Student Support Coordinator (1) History (4) Director of Finances (1) Language Arts (4) Instructional Director (1) Foreign Language (1) Office Manager (1) Science (3) Secretary (1) Math (3) Physical Education (1) Creative Arts (1) CTE (1) Mixed Media Art (1) Special Educator (8) Other* (4)

Total Administrative Staff: (8) Total Instructional Staff: (33)

Year 5

Administrative Personal Instructional Personal

Legacy Academy Charter School of Innovation and Social Progress

Response - 16ac -4 FACILITIES

Director (1) College and Career Counselor (1) Dean of Student (1) Guidance Counselor (1) Director of Operations (1) General Instructors Student Support Coordinator (1) History (4) Director of Finances (1) Language Arts (4) Instructional Director (1) Foreign Language (1) Office Manager (1) Science (3) Secretary (1) Math (3) Physical Education (1) Creative Arts (1) CTE (1) Mixed Media Art (1) Special Educator (8) Other* (4)

Total Administrative Staff: (8) Total Instructional Staff: (33)

All high schools in Far Rockaway, serving the students of the focus area are co-located with other high and middle schools. Legacy Academy will be the first high school to open outside of the Q400 and Q401 educational campuses. Principals in co-located schools have met with the lead founder of Legacy Academy and discussed the benefits and challenges of co-locating with another school.

High school students residing in our focus area are underserved by the existing options for their 9th -12th grade learning experience. A new and innovative charter high school will increase the learning opportunities for all students in Far Rockaway, to that end, the founding board of Legacy Academy is partnering with the Child Center of Arverne to establish a charter high school at the Ocean Bay Community Center and to serve the needs of these students. This represents an unprecedented alliance in the development of a charter high school. The co- location of a charter high school within a community center that is situated inside of a neighborhood is also unprecedented and offers extensive opportunities for collaboration, as both organizations support a mission of lifelong learning and literacy. While the primary focus is on the education of our students, we hope to provide a new design for re-considering urban secondary education as a partnered venture between small high schools and community-based organizations. This design will demonstrate the mutual benefit of going beyond simply sharing Legacy Academy Charter School of Innovation and Social Progress

Response - 16ac -5 FACILITIES

space to sharing a common purpose. Our charter school in the Ocean Bay Community Center holds the promise of a vanguard project for both small urban high schools and 21st century community organizations.

This community center is an ideal location due to its normal operational hours of 2-10 pm Monday- Friday and Saturday 10 am-5 pm. This grant's Legacy Academy an opportunity to function without the issue of overcrowding pre existing simultaneous operations, commingling student regulations or communal space co-locations often have when high schools merge with pre existing schools operating during the same time frame. The Child Center serves nearly 30,000 children and their families each year. The Child Center provides after school services such as homework help, recreation, computers, arts, and STEM activities also supplying snacks and hot meals for their attendees. The community center caters to ages 6-Adult yielding teen and adult programs such as boxing, sport tournaments, media arts, servicing learning and more

Legacy Academy eventually plans to have a private space to accommodate the omnipresent active education and culture of student trust and agency we plan to create. We have discussed with D27 high school leaders the difficulties that come with co-location and we were encouraged to find private space in order to avoid the discomfort that pre-existing schools express about co- locating with programs that serve a similar age group.

With that feedback in mind, one option we are exploring is an incubation space for the initial year is a co-location with the Ocean Bay Community Center at 57-10 Beach Channel Drive in the Far Rockaway neighborhood of District 27. The Child Center’s Executive Director, Dr. Deborah Hoyle has personally extended an invitation for Legacy Academy to co-locate during our initial year and until Legacy Academy’s private facility is developed. The co-location of a high school within a community center that is situated inside of a neighborhood is unprecedented and offers extensive opportunities for collaboration, as both organizations support a mission of community development, lifelong learning and literacy. While the primary focus is on the development of our students, we hope to provide a new design for re-considering urban secondary education as a partnered venture between small high schools and community-based organizations. Legacy Academy Charter School of Innovation and Social Progress

Response - 16ac -6 FACILITIES

In the event we are unable to co-locate with The Child Center, we intend to seek public underutilized space until we are able to operate in our own private facility. Goldie Maple Academy building 27Q198 is a prime example of underutilized space Legacy Academy will seek . With over 1400 seats, Goldie Maple’s building is less than 50% utilized3. Goldie Maple is a public K-8 grade school located in district 27 at 3-65 Beach 56 Street, Queens, NY 11692. We will work collaboratively with Principal Angela-Smith to create a practical plan for equitable and comfortable co-location that works toward the mutual benefit of Legacy Academy and Goldie Maple. Co-location with K-8 program will also create the possibility granting students of Goldie Maple an opportunity to further their education in a common familiar location. This option also eliminates issues of competition for time and space that high school leaders face when planning how to execute similar programs.

3 Under-Utilized Space Memorandum for the 2017-2018 School Year. As of the date of memorandum production, February 23, 2017. 4 Co-Location Panel Vote for New Visions AMSIV. High school student comment from Channel View High on co-location with Rockaway Park, Rockaway Collegiate, P.S. Q256, and ALC - Beach Channel. Panel vote (March 27, 2017), see remarks (3. b..) Legacy Academy Charter School of Innovation and Social Progress

Response - 16ac -7 FACILITIES DOCUMENT

Facilities Documents N/A

Legacy Academy Charter School of Innovation and Social Progress

Response-16d1 FOOD SERVICES

FOOD SERVICES Legacy Academy will apply for and participate in the U.S. Department of Agriculture’s free and reduced-price breakfast, lunch and snack programs for students eligible. Legacy Academy intends to contract with the New York City Department of Education to provide food service to eligible students. However, Legacy Academy reserves the right to contract with other food service providers if such policy is set by its Board of Directors. The School will investigate other vendors who can provide healthy and appetizing menus for breakfast, lunch and snack to the school's students as needed. The building Legacy Academy plans to use has adequate space for delivered DOE meal services. In the event the school is unable to locate at the desired facility Legacy Academy is prepared to use coolers and heaters respectfully. Regardless of whether the New York City Department of Education or another entity provides such food service, any and all revenues from the federal free and reduced-price breakfast, lunch and snack programs shall be used exclusively for the provision of services to students eligible there under as required by the terms of the program(s). Students who are not eligible under the U.S. Department of Agriculture’s free and reduced-price breakfast, lunch and snack programs will be responsible for their own meal and snack needs. Students have the option of bringing their own lunch and not partake in the school lunch program. Day-to-day implementation of the School’s food services shall be the responsibility of the Family Coordinator and supervised by the Finance/Operations Manager. As part of the School’s regular annual professional development of its leaders and instructional and non-instructional staff members, teachers will be informed of the School’s Food Services Policy so that they may possess sufficient knowledge to inform students’ families on the matter. The School will inform students’ parents of the School’s Food Service Policy before students start school at Legacy Academy and at the start of each succeeding school year, so students and their families will be fully informed of their rights and choices when making school meal and snack arrangements for their children.

Legacy Academy Charter School of Innovation and Social Progress Response - 17-1 HEALTH SERVICES

HEALTH SERVICES

General Medical Services Legacy Academy will comply with all health services requirements applicable to public schools. Per New York Education Law 912, the New York City Bureau of School Children and Adolescent Health (the “Bureau”) will be responsible for the provision of these health services in a manner that is equivalent to the services provided to students attending regular public schools, including the students enrolled in New York City public schools. The School will request these services from the Bureau in sufficient time to allow for inclusion of the requested services into the Bureau’s and the New York City Department of Education’s budgetary and staffing plans. Legacy Academy staff will work with the county health department, NYDOE, and other appropriate authorities to provide these services. The Director os Student Support will supervise the administration of medication, treat students who are ill or injured, maintain student health records, train faculty in first aid and automated external defibrillator (AED) use, and will supplement those health services that the district is obliged to provide the charter school. On-site health services for all students will include: 1) Physical examinations upon admittance and as deemed necessary by NYDOE and/or Legacy Academy 2) Annual vision screening testing including distance acuity, color perception, and near vision;\ 3) Annual hearing testing and as deemed necessary by NYDOE and/or Legacy Academy 4) Annual scoliosis screening test for all students 16 and under 5) Maintenance of cumulative health records 6) Emergency care of ill or injured students 7) Compliance with and enforcement of mandatory immunization requirements 8) Access to AED equipment to ensure timely and appropriate use during emergencies. Legacy Academy will ensure that The Director of Student Support is trained in the operation and use of AEDs and CPR. All of Legacy Academy’s staff members will be certified in first aid. The use of an AED device will be reported to the regional EMS office. AED devices will be maintained and checked on a regular basis to ensure proper function. Legacy Academy will store health records for enrolled students as required by law. While the School will be responsible for storage, the day-to-day maintenance of these records will be the responsibility of the health services staff of the Bureau.

Immunization: New York State law requires that each student entering a new school in grades 1 – 12 have a certificate of immunization at the time of registration or not later than the fourteenth (14th) day of school. The School will require all students to have all required immunizations and vaccinations as required by law. Before a child can be permitted to enter and attend school (subject to the fourteen day waiting period) parents or guardians must present documentation that their child has received all required doses of vaccines or that their child has received at least one dose of each of the required vaccines and is waiting to receive the subsequent doses at the appropriate time intervals. Parents may waive immunization by complying with §2164 of the Public Health Law with respect to exemptions to immunizations of the charter school’s student population. The School will grant variances from vaccinations as per §2164 of the Public Health Law. If a parent seeks to waive immunization requirements of his/her child, the School in consultation with the Bureau will make the waiver determination.

Legacy Academy Charter School of Innovation and Social Progress Response-18-1 HEALTH SERVICES

Vision Testing: All new students will be tested by qualified individuals of the Department of Health (DOH). A review of student immunizations requirements and the proper supporting documents shall be completed for all new students. School staff will work with the DOH, local school districts, and other appropriate authorities to provide these services. Defibrillator: Legacy Academy, in accordance with §917 of the Education Law, and in coordination with the Bureau, will maintain on-site AED equipment to ensure ready and appropriate access for use during emergencies and will ensure that a staff member(s) is trained in the operation and use of such equipment for use in Legacy Academy and at any School- sponsored events at other locations.

MEDICATION DELIVERY SYSTEM PROCEDURES These requirements for the administration of medication in school will be communicated in the student-parent handbook and individual parent/student counseling.

● Pharmacies: (1) Only those medications necessary to maintain the student in school and which must be given during school hours will be administered in school. Any student who is required to take medication during the regular school day or while participating in school-sponsored activities (e.g., field trips, athletics) should comply with all procedures; (2) Any prescribed medication that requires administration through a subcutaneous, intramuscular, intravenous or rectal route; or prescribed medications being administered through pumps, tubes or nebulizers; or oral, topical or inhalant medication needed by non-self-directed students will be given by the The Director of Student Support or licensed practical The Director of Student Supports under the direction of the The Director of Student Support. Administration of such prescribed medications will not be performed by the other members of Legacy Academy staff. ● Physician Orders: The School requires written orders from a duly licensed prescriber and written parental permission to administer the medication. All medications, including nonprescription over the counter (OTC) drugs, shall be prescribed by a licensed prescriber on an individual basis as determined by the student’s health status.

o Written orders for prescription and nonprescription OTC medications should minimally include: (1) Student’s name and date of birth; (2) Name of medication; (3) Dosage and route of administration; (4) Frequency and time of administration; (5) For prn (as necessary) medications, conditions under which medication should be administered; (6) Date written; (7) Prescriber’s name, title, and signature; and (8) Prescriber’s phone number.

o The school The Director of Student Support may request additional information, such as self-administration orders, diagnosis and/or potential adverse reactions, however, medication delivery should not be delayed pending this information, unless such information is essential to the safe administration of the medication. ● Parental Responsibility: ● A written statement from the parent or guardian requesting administration of the medication in school as ordered by the licensed prescriber is required; and

Legacy Academy Charter School of Innovation and Social Progress Response-18-2 HEALTH SERVICES

● It is the responsibility of the parent or guardian to have the medication delivered directly to the health office in a properly labeled original container. ● Prescription medications: The pharmacy label must display: ● Student name; ● Name and phone number of pharmacy; ● Licensed prescriber's name; ● Date and number of refills; ● Name of medication/dosage; ● Frequency of administration; and ● Route of administration and/or other directions. ● OTC Medications: ● Must be in the original manufacturer's container/package with the student's name affixed to the container. The same applies to drug samples; (2) For certain medications, especially controlled substances, standards of best practice include counting the medication upon receipt and periodically thereafter. This is not a legal requirement but indicates a sound practice when handling controlled substances. Discrepancies should be reported to the parent immediately. The school administration should be informed of any discrepancies when such discoveries occur. Best practice includes close supervision of medication taking; ● Medications will not be transported daily to and from school. Parents will be advised to ask the pharmacist for two containers, one to remain at home and one at school; ● Instructions will be left for substitute ● The Director of Student Supports that are clear and concise on the handling of all aspects of medication acceptance, handling, delivery and storage.

● The Director of Student Supports that are clear and concise on the handling of all aspects of medication acceptance, handling, delivery and storage. Medication Administration: ● All medications will be administered as close to the prescribed time as possible. Given student schedules and compliance with coming to properly train administrator of Legacy Academy (Dean of Students, Health/ PE teacher and Director of Student Supports) in a timely fashion, medications accepted for school administration generally may be given up to one hour before and no later than one hour after the prescribed time. Parents, students, and the assigned administrator will work together to ensure the student receives his/her medication at the appropriate time. Storage of Medication: All medications, except as otherwise arranged, will be properly stored and secured within a health office cabinet, drawer or refrigerator designated for medications only. The site must include a lock for the cabinet, drawer and refrigerator, as well as a lock to the

Legacy Academy Charter School of Innovation and Social Progress Response-18-3 HEALTH SERVICES

outside office door. Controlled substances will always be secured and will never be left open or accessible to the public at any time. Emergency Medication: The requirements allowing registered professional The Director of Student Supports or trained administrative staff to administer agents used in the emergency treatment of anaphylaxis include: (1) Following non-patient specific standing orders and protocols authorized by a trained personnel, physician or a The Director of Student Support practitioner and (2) Maintaining or ensuring the maintenance of a copy of the standing order(s) and protocol(s) that authorizes them to administer anaphylactic treatment agents.

Legacy Academy Charter School of Innovation and Social Progress Response-18-4 TRANSPORTATION

TRANSPORTATION

Students attending Legacy Academy will receive transportation services for which they are eligible under §2853(4) (b) and §3635 of the Education law.

If Legacy Academy is in session on days when New York City public schools are not in session, including any instances where the School requires student attendance for Legacy Academy in the summer, test preparation, after school hour field trips, etc, Legacy Academy will seek arrangements with the New York City Department of Education to provide transportation, at cost, pursuant to §2853(4) (b) of the Education Law. Legacy Academy has also anticipated the cost of a daily Metrocard for all students for 35 days outside the DOE calendar (20 in summer and 15 during the school year) in its budget. Parents or guardians of students who in the event are not eligible for transportation under §2853(4) (b) or §3635 of the Education Law will be responsible to provide transportation for them.

Day-to-day implementation of the School’s Transportation Services will be the responsibility of the Finance/Operations Manager or Family Coordinator, as decided by the Head of School.

As part of Legacy Academy’s regular annual professional development of its leaders and instructional and non-instructional staff members, teachers will be informed of the School’s Transportation Policy so that they may possess sufficient knowledge to counsel students’ families on the matter.

As well, the School will inform the parents of potential students of the School’s Transportation Services Policy as part of its student enrollment outreach programs, so students and their families will be fully informed of their transportation rights and choices when considering Legacy Academy charter school.

Special education students often have different eligibility for transportation. Their Individual Education Program (IEP) dictates their eligibility. Transportation for special education students will be provided in accordance with all applicable State and Federal laws. Students will receive transportation services for which they are eligible under Education Law § 2853(4)(b) and § 3635. If a student is not eligible for transportation, transportation will become the responsibility of the child's parents or guardian.

Parents of special education students seeking transportation services will be required to submit a written request each year, no later than April 1st, to the CSE, as the CSE is responsible for updating student records in the Department of Education Pupil Information System. Parents can contact the Office of Pupil Transportation Customer Service Unit to check the student’s transportation status. As a result, parents will have to make transportation requests prior to being admitted to Legacy Academy.

Legacy Academy Charter School of Innovation and Social Progress

Response-19-1 INSURANCE

INSURANCE Legacy Academy gathered a quote from Austin Insurance Professionals & company with an estimate and amounts of insurance for liability, property loss, personal injury as well as workers compensation and other insurance that align to the school in the event we happen to colocate in DOE space. Year 1 anuale premium quotes are included in the proposal budget.

Premium Indication - Year 1

(This is a ballpark premium estitment and is subject to completed applications and underwriting review. Rate are subject to change.)

Legacy Academy Charter School of Innovation and Social Progress

Response -20- 1 INSURANCE

Legacy Academy Charter School of Innovation and Social Progress

Response -20- 2 INSURANCE

Legacy Academy Charter School of Innovation and Social Progress

Response -20- 3 FISCAL SOUNDNESS

21. Fiscal Soundness

( A ) BUDGET

Budget Narrative

The budget narrative serves the purpose of providing a detailed explanation of Legacy Academy’s estimated cost and budget plan to satisfy the going concern principle of the institution. Legacy Academy budget is designed to be fiscally sound and aligned with the vision of the school’s founding principles and values. The fiscal soundness of the Academy was outlined using a conservative approach to mitigate the risk of insolvency.

The Academy’s source of funding will come from 3 primary resources: Per pupil state funding, federal entitlements, and grants. The principal source of funds will come from per pupil funding predicated on the number of students enrolled. In addition to state resources, Legacy Academy anticipates the eligibility of federal entitlements for charter school operation. These funds will come in the form of the Title 1 free or reduced-price lunch income (FRPL entitlement). The remaining source of funds will come from the Charter School Program (CSP) grant. Legacy Academy is expected to receive the full Charter School Program grant benefit of $550,000 over the course of 3 years but chose to err on the side of conservatism. Thus, we used the baseline of $500,000 and assumed that Legacy Academy would utilize roughly half of these funds for start- up and initial operations. The remaining balance will be allocated on a need bases. Legacy Academy was budgeted for all anticipated costs to ensure a smooth opening, including salaries of key start-up staff and the necessary equipment, technology, and materials. In each of the five operational years beyond the start-up period, Legacy Academy’s budget reflects very conservative assumptions.

NY State Funding:

● Per pupil- $14,527 is used in the initial 2019-2020 academic year to remain consistent in providing a conservative budget. The per pupil NYSED approved budget of $15,308 is used for the remaining budgeted years 2-5. ● SpEd per pupil- $10,390; assume 20% of students will receive special education services and conservatively anticipate one-third of these students will fall into 20-60% category.

Legacy Academy Charter School of Innovation and Social Progress

Response - 21ad - 1 FISCAL SOUNDNESS

Federal Funding:

● Title 1- Assume 87% of students will be eligible for Title I (based on CSD 27 FRPL rate of 88.6%) and conservatively estimate $400 per student. Thus, Legacy Academy will depend on predictable and certain revenue streams to fund its activities.

Grants ● Charter School Program (CSP) grant- We anticipate $285,000 of the $550,000 availability from CSP grant to be utilized in the first 2 years of operation. The remaining $265,000 will be allocated on a need bases after an in-depth analysis of Legacy Academy’s actual v. budget report. ● Dept. of Youth and Community Development (DYCD)- Legacy Academy will be eligible to receive the DYCD grant for its commitment to community development. The grant will allow Legacy Academy to receive $180,000 plus $550/student for the 2019-2020 academic year.

No private fundraising is included in the budget to reduce any further risk liquidity. The budgets are fully aligned with our proposed school design and will appropriately guide the school in allocating resources towards academic achievement and fulfilling our mission. I have incorporated all possible costs contemplated by our educational, fiscal, and operational program in the appropriate time period. Legacy Academy is budgeted generously for expenses that will ensure the school’s academic excellence and organizational viability, including:

Staff Compensation: ● Ample FTE for instructional and programmatic staff to support Legacy Academy’s robust academic and leadership programming. ● Sufficient FTE for operational staff to ensure the organization runs smoothly and remains financially viable Competitive salaries for all positions, including an average starting teacher salary of $70,000, the equivalent of the NYC DOE salary schedule. No substitute teachers required as internal coverage will be provided. ● Instructional personnel and administrative staff are budgeted to receive the standard 2% rate increase per year to their annual salary. ● Included in the 5-year budget are anticipated payroll tax expenses as well as fringe benefit costs. We anticipate payroll tax expense to be 9% of allowable taxable income and fringe benefit cost to be roughly 13% of employee salary.

Legacy Academy Charter School of Innovation and Social Progress

Response - 21ad - 2 FISCAL SOUNDNESS

● As the number of students enrolled continue to grow, Legacy Academy has budgeted for additional personnel support which include: history teacher(s), science teacher(s), language arts teacher(s), CTE, physical education teacher(s), guidance counselor, etc.

Generous curriculum, textbook, and material budgets, all aligned to the academic program: ● All School Supplies: $25,000 per new grade ● Curriculum: $25,000 per new grade and $5,000 per returning grade ● Infrastructure: $20,000 Maker/STEM space program start-up costs ● Classroom supplies: $200 per student ● Special education supplies: $5,000 per new grade Professional development: ● $500 per instructional staff member for external professional development ● $5,000 per year (Year 1 and 2) increasing to $10,000 per year (Year 3 and forward) for all-staff workshops ● Teacher travel fellowships for $500 per teacher, per year Technology: ● Full building wifi ● 1:1 technology: $100 for a Chromebook for every new student ● Full suite of SmartBoards $10,000 ● Full Time staff computers $5000 ● Equipment is depreciated using a 5-year expected useful life cycle.

Facilities: Because Legacy Academy has secured a co-location partnership with a community center in Far Rockaway, the budget assumes Legacy Academy will be housed in a public community center facility and so does not include the 20% per pupil funding revenue for private facility, or any expenses associated with private facility management (rent, security staff, nurse, etc.). If this partnership fails, and Legacy Academy is unable to identify an appropriate public facility and pursues a private facility instead, Legacy Academy anticipates it will be able to use the additional 20% per pupil revenue to pay for private facility expenses without major changes to staffing, salaries, or other expenses. In this case, the school will prepare a revised budget for the Institute as required. ● Furniture ● Equipment ● Office supplies ● Maintenance, ● Insurance,

Legacy Academy Charter School of Innovation and Social Progress

Response - 21ad - 3 FISCAL SOUNDNESS

● Operational expenses Legacy academy intends to secure a permanent location prior to the second year of operation. For this reason, we have budgeted for any expected expenditures related to the facility’s operation and maintenance. Such costs are expected to be incurred in the 2020-2021 academic year and include: ● Janitorial Services ● Lease- Approximately 30% of per pupil revenue received from the state of NY. (Approx. $45/sq. ft for 100 sqft/student.) ● Building maintenance ● Utilities

Most of the expenses factored into this budget were estimated by examination of the budgets and spending of other independent charter schools in New York City, research into pricing of items, and quotes from specific vendors with whom Legacy Academy intends to purchase items from. The Legacy Academy budget is structured to allow a retained earnings of approximately 10-15% of revenue every year. This will allow Legacy Academy to build up a healthy financial reserve over time, in addition to the $25,000 Legacy Academy will set aside in each Years 1-3 in an escrow account toward dissolution expenses. In the case of stalled or shortfalls in revenue, unanticipated expenses, or other deviations from this budget, this design will ensure the organization will have funds on hand to address the situation as needed while maintaining financially healthy.

2. Fiscal Audit

Legacy Academy will conduct a fiscal audit annually, with the first audit performed for the audit period from start-up period through the end of the first fiscal year, ending June 30th. The Legacy Academy Board will be responsible for hiring an independent auditor to perform an annual audit of the financial statements prepared by the management. The Board Finance Committee will have the ultimate responsibility to oversee the audit process. The audit will be performed by the independent auditor in accordance with the Generally Accepted Auditing Standards (GAAS). Sufficient funds have been allocated for audit expenses every year in Legacy Academy’s five-year budget. Upon completion of the audit, the Finance Committee will meet with the independent auditor to discuss the report and any findings. A corrective action plan will be discussed and implemented by the Finance Committee to correct any findings by the independent auditor. The four main scheduled contained in the annual audit will be completed using the Institute’s mandatory audit templates. A copy of the audit report and the auditor’s Management Letter will be provided to the full Board and SUNY-CSI by the November 1 deadline and published along with the school’s Annual Report.

Legacy Academy Charter School of Innovation and Social Progress

Response - 21ad - 4 FISCAL SOUNDNESS

3. Dissolution Procedure

In the event of closure or dissolution of Legacy Academy, the Board of Trustees and Head of School will manage the dissolution process in accordance with Education Law § 2851(2(t) and the school’s closure plan, as outlined by the Institute. Legacy Academy will set aside $25,000 in each Years 1-3 into an escrow account for dissolution expenses, including legal cost, final audit expenses, fixed asset transportation, and other expenses. The Board may designate one or more trustees and/or school employees to assist with tasks related to the closure of the school as needed.

The Board Chair and Head of School shall provide notification to parents of children enrolled in Legacy Academy of the school’s closure immediately. The Head of School will multiple host meetings to provide parents with information on the school’s closure, transfer options, and school transfer processes within two weeks of the initial notification to parents. A list of students attending Legacy Academy will be sent to the local district. The Head of School and Family Coordinator will manage the process of transferring student records to the school district in which it is located and providing parents with a copy of such records.

Legacy Academy Charter School of Innovation and Social Progress

Response - 21ad - 5 Attachment 31(a) - Budget

New School Proposal Budget(s) & Cash Flow(s) Template

Legacy Academy Charter School of Innovation and Social Progress

Contact Name: Regina Glover Johnson Contact Title: Founding Principal Contact Email: Contact Phone:

First Academic Year: 2019‐20

Pre‐Opening Period: January 1, 2019 ‐ June 30, 2019

Note: For pre‐opening period if the RFP submission date is: a) less than 1 year from the "First Academic Year," select the January through June date range. b) 1 year or more before the "First Academic Year," select the July through June date range.

Attachment 31(a) - 1 LEGACY ACADEMY CHARTER SCHOOL OF INNOVATION AND SOCIAL PROGRESS 2019‐20 through 2023‐24

CHARTER ENROLLMENT BY GRADE GRADES LEVEL 2019‐20 2020‐21 2021‐22 2022‐23 2023‐24 AGE RANGE Kindergarten Elementary School 1st Grade Elementary School 2nd Grade Elementary School 3rd Grade Elementary School 4th Grade Elementary School 5th Grade Select grade 5 level from dropdown list → 6th Grade Middle School 7th Grade Middle School 8th Grade Middle School 9th Grade High School 108 108 108 108 108 14 10th Grade High School 108 108 108 108 15 11th Grade High School 108 108 108 16 12th Grade High School 108 108 17 Ungraded TOTAL 108 216 324 432 432

NUMBER OF CLASSES BY GRADE GRADES LEVEL 2019‐20 2020‐21 2021‐22 2022‐23 2023‐24 Kindergarten Elementary School 1st Grade Elementary School 2nd Grade Elementary School 3rd Grade Elementary School 4th Grade Elementary School 5th Grade Elementary/Middle School 6th Grade Middle School 7th Grade Middle School 8th Grade Middle School 9th GradeHigh School 44444 10th GradeHigh School 4444 11th Grade High School 444 12th Grade High School 44 Ungraded TOTAL 4 8 12 16 16

AVERAGE NUMBER OF STUDENTS PER CLASS BY GRADE GRADES LEVEL 2019‐20 2020‐21 2021‐22 2022‐23 2023‐24 KindergartenElementary School 00000 1st GradeElementary School 00000 2nd GradeElementary School 00000 3rd GradeElementary School 00000 4th GradeElementary School 00000 5th GradeElementary/Middle School 00000 6th GradeMiddle School 00000 7th GradeMiddle School 00000 8th GradeMiddle School 00000 9th Grade High School 27 27 27 27 27 10th GradeHigh School 0 27272727 11th Grade High School 0 0 27 27 27 12th Grade High School 0 0 0 27 27 Ungraded 00000

SUMMARY AND OTHER INFORMATION Total Elementary Enrollment ‐ ‐ ‐ ‐ ‐ Total Middle School Enrollment ‐ ‐ ‐ ‐ ‐ Total High School Enrollment 108 216 324 432 432 Total Ungraded Enrollment ‐ ‐ ‐ ‐ ‐ Total Enrollment 108 216 324 432 432 Change in Net Enrollment from Prior Year (Count) 108 108 108 108 ‐ Change in Net Enrollment from Prior Year (Percent) 100.0% 100.0% 50.0% 33.3% 0.0% Anticipated rate of attrition (Percent) 0.0% 0.0% 0.0% 0.0% 0.0%

ADDITIONAL NOTES/COMMENTS ESTIMATED ENROLLMENT BY DISTRICT ANNUAL ENROLLMENT BY DISTRICT TOTALS 108 216 324 432 432 Enrollment by Grade vs Enrollment by District (should = 0) ‐ ‐ ‐ ‐ ‐

ENTER NUMBER OF SCHOOL DISTRICTS ANTICIPATED: ‐‐> 1

PRIMARY SENDING NYC CHANCELLOR'S OFFICE 2019‐20 2020‐21 2021‐22 2022‐23 2023‐24 DISTRICT'S ANNUAL TOTAL OPERATING BUDGET $ 24,300,000,000 $ 24,300,000,000 $ 24,300,000,000 $ 24,300,000,000 $ 24,300,000,000 ENROLLMENT (Charter School ) 108 216 324 432 432 DESCRIPTION OF SOURCE FOR DISTRICT'S OPERATING BUDGET http://schools.nyc.gov/AboutUs/funding/overview/default.htm (Include web address if available)

SECONDARY SENDING Select from drop‐down list → 2019‐20 2020‐21 2021‐22 2022‐23 2023‐24 SCHOOL DISTRICT DISTRICT'S ANNUAL TOTAL OPERATING BUDGET $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ ENROLLMENT (Charter School ) DESCRIPTION OF SOURCE FOR DISTRICT'S OPERATING BUDGET (Include web address if available) LEGACY ACADEMY CHARTER SCHOOL OF INNOVATION AND SOCIAL PROGRESS

Year 1 Year 2 Year 3 Year 4 Year 5 STAFFING PLAN Acad Years 2019‐20 2020‐21 2021‐22 2022‐23 2023‐24 FTE Grades 9 9‐10 9‐11 9‐12 9‐12 Enrollment 108 216 324 432 432

*NOTE: Enter the number of planned full‐time equivalent ("FTE") positions *NOTE: State the assumptions that are being made for personnel in each category for each charter year in the section provided below. FTE levels in the section provided below.

ADMINISTRATIVE PERSONNEL FTE FTE Description of Assumptions Executive Management 1.0 1.0 1.0 1.0 1.0 1 Director. Instructional Management 0.0 0.0 0.0 0.0 0.0 Deans, Directors & Coordinators 2.0 2.0 3.0 3.0 3.0 1 Dean of Students and 1 Student Support Coordinator in Y1‐2. CFO / Director of Finance 1.0 1.0 2.0 2.0 2.0 1 Director of Operations. Add Director of Finance in Y3. Operation / Business Manager 1.0 1.0 1.0 1.0 1.0 1 Business Manager. 2% annual increase Administrative Staff 1.0 1.0 2.0 2.0 2.0 1 Office Manager. Add 1 School Secretary in year 3. TOTAL ADMINISTRATIVE STAFF 6.0 6.0 9.0 9.0 9.0

INSTRUCTIONAL PERSONNEL FTE Teachers ‐ Regular 0.0 0.0 0.0 0.0 0.0 Teachers ‐ SPED 2.0 4.0 6.0 8.0 8.0 Y1: 2, Y2: 4, Y3: 6, Y4&5: 8, 2% annual increase. Substitute Teachers 0.0 0.0 0.0 0.0 0.0 Teaching Assistants 0.0 0.0 0.0 0.0 0.0 Specialty Teachers 6.0 10.0 15.0 19.0 19.0 Y1: History (1), Language Arts (1), Foreign Language (1), Science (1), PE (1), Art (1). Y2: History (2), Language Arts (2), Foreign Language (1), Science (2), Math (1), PE (1), Art (1). Y3: History (3), Language Arts (3), Foreign Language (1), CTE (1), Science (3), Math (2), PE (1), Art (1). Y4&5: History (4), Language Arts (4), Foreign Language (1), CTE (1), Science (3), Math (3), PE (1), Media Arts(1),Art(1). 2% annual increase. Aides 0.0 0.0 0.0 0.0 0.0 Therapists & Counselors 1.0 1.0 2.0 2.0 2.0 Y1: 1 Guidance Counselor. Y3 add 1 College & Career Counselor 2% annual increase. Other 1.0 2.0 3.0 4.0 4.0 Additional stipends for extra work (PTO, breaks, afterschool, tutoring, testing support, etc). TOTAL INSTRUCTIONAL 10.0 17.0 26.0 33.0 33.0

NON‐INSTRUCTIONAL PERSONNEL FTE Nurse 0.0 0.0 0.0 0.0 0.0 Librarian 0.0 0.0 0.0 0.0 0.0 Custodian 0.0 0.0 0.0 0.0 0.0 Security 1.0 1.0 1.0 1.0 1.0 Security Aide Other 0.0 0.0 0.0 0.0 0.0 TOTAL NON‐INSTRUCTIONAL 1.0 1.0 1.0 1.0 1.0

TOTAL PERSONNEL SERVICE FTE 17.0 24.0 36.0 43.0 43.0 Year 1 Year 2 Year 3 Year 4 Year 5 STAFFING PLAN Acad Years 2019‐20 2020‐21 2021‐22 2022‐23 2023‐24 WAGES Grades 9 9‐10 9‐11 9‐12 9‐12 Enrollment 108.00 216.00 324.00 432.00 432.00

*NOTE: Enter the proposed average salary for each category and the anticipated *NOTE: Concisely state the assumptions that are being made for personnel yearly increase percentages in the section provided below. wages in the section provided below.

WAGES Description of Assumptions ADMINISTRATIVE PERSONNEL WAGES Salary/Incr % 0.00% 2.00% 2.00% 2.00% 2.00% Executive Management $ 160,000 $ 160,000 $ 163,200 $ 166,464 $ 169,793 $ 173,189 Instructional Management $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ Deans, Directors & Coordinators $ 85,000 $ 170,000 $ 173,400 $ 261,868 $ 267,105 $ 272,447 CFO / Director of Finance $ 85,000 $ 85,000 $ 86,700 $ 173,434 $ 176,903 $ 180,441 Operation / Business Manager $ 65,000 $ 65,000 $ 66,300 $ 67,626 $ 68,979 $ 70,358 Administrative Staff $ 45,000 $ 45,000 $ 45,900 $ 91,818 $ 93,654 $ 95,527 TOTAL ADMINISTRATIVE STAFF$ 525,000 $ 535,500 $ 761,210 $ 776,434 $ 791,963

INSTRUCTIONAL PERSONNEL WAGES Teachers ‐ Regular $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ Teachers ‐ SPED$ 70,000 $ 140,000 $ 282,800 $ 428,456 $ 577,025 $ 588,566 Substitute Teachers$ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ Teaching Assistants $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ Specialty Teachers $ 70,000 $ 420,000 $ 708,400 $ 1,072,568 $ 1,374,019 $ 1,401,500 Aides$ 37,000 $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ Therapists & Counselors $ 70,000 $ 70,000 $ 71,400 $ 142,828 $ 145,685 $ 148,598 Other$ 40,000 $ 40,000 $ 80,800 $ 122,416 $ 164,864 $ 168,162 TOTAL INSTRUCTIONAL$ 670,000 $ 1,143,400 $ 1,766,268 $ 2,261,593 $ 2,306,825

NON‐INSTRUCTIONAL PERSONNEL WAGES Nurse$ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ Librarian$ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ Custodian$ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ Security $ 35,000 $ 35,000 $ 35,700 $ 36,414 $ 37,142 $ 37,885 Other$ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ TOTAL NON‐INSTRUCTIONAL$ 35,000 $ 35,700 $ 36,414 $ 37,142 $ 37,885

TOTAL PERSONNEL SERVICE WAGES $ 1,230,000 $ 1,714,600 $ 2,563,892 $ 3,075,170 $ 3,136,673 LEGACY ACADEMY CHARTER SCHOOL OF INNOVATION AND SOCIAL PROGRESS PROJECTED BUDGET / OPERATING PLAN FOR PRE‐OPENING PERIOD January 1, 2019 ‐ June 30, 2019 *NOTE: Please enter financial data on either tab "5.) Pre‐OP Cash Flow 6‐Month" OR "6) Pre‐OP Cash Flow 1‐Year." The pre‐opening budget will be for either a 6‐Month Period OR a 1‐Year Period as selected on tab #1, School Information.

DESCRIPTION OF ASSUMPTIONS Total Revenue 265,000 Total Expenses 263,667 Net Income 1,333

START‐UP PERIOD REVENUE REVENUES FROM STATE SOURCES Grants Stimulus ‐ DYCD (Department of Youth and Community Developmt.) ‐ Other ‐ Other ‐ TOTAL REVENUE FROM STATE SOURCES ‐

REVENUE FROM FEDERAL FUNDING Grants Charter School Program (CSP) Planning & Implementation 265,000 CSP Other ‐ Other ‐ TOTAL REVENUE FROM FEDERAL SOURCES 265,000

LOCAL and OTHER REVENUE Contributions and Donations ‐ Fundraising ‐ Erate Reimbursement ‐ Earnings on Investments ‐ Interest Income ‐ Food Service (Income from meals) ‐ Text Book ‐ OTHER ‐ TOTAL REVENUE FROM LOCAL and OTHER SOURCES ‐

TOTAL REVENUE 265,000 EXPENSES FTE No. of ADMINISTRATIVE STAFF PERSONNEL COSTS Positions Executive Management ‐ 80,000 Jan‐June Founding Principal Instructional Management ‐ ‐ Deans, Directors & Coordinators ‐ 7,083 June Director of Student Services CFO / Director of Finance ‐ 42,500 Jan‐June Director of Operations Operation / Business Manager ‐ ‐ Administrative Staff ‐ 3,750 June Office Manager TOTAL ADMINISTRATIVE STAFF ‐ 133,333

INSTRUCTIONAL PERSONNEL COSTS Teachers ‐ Regular ‐ ‐ Teachers ‐ SPED ‐ ‐ Substitute Teachers ‐ ‐ Teaching Assistants ‐ ‐ Specialty Teachers ‐ ‐ Aides ‐ ‐ Therapists & Counselors ‐ ‐ Other ‐ ‐ TOTAL INSTRUCTIONAL ‐ ‐

NON‐INSTRUCTIONAL PERSONNEL COSTS Nurse ‐ ‐ Librarian ‐ ‐ Custodian ‐ ‐ Security ‐ ‐ Other ‐ ‐ TOTAL NON‐INSTRUCTIONAL ‐ ‐

SUBTOTAL PERSONNEL SERVICE COSTS ‐ 133,333

PAYROLL TAXES AND BENEFITS Payroll Taxes 12,000 9% taxes Fringe / Employee Benefits 17,333 15% benefits Retirement / Pension ‐ TOTAL PAYROLL TAXES AND BENEFITS 29,333

TOTAL PERSONNEL SERVICE COSTS ‐ 162,667

CONTRACTED SERVICES Accounting / Audit 2,000 Initial statement Legal 10,000 facility legal Management Company Fee ‐ Nurse Services ‐ Food Service / School Lunch ‐ Payroll Services 1,500 payroll admin fees Special Ed Services ‐ Titlement Services (i.e. Title I) 7,500 CSP, Title grant support Other Purchased / Professional / Consulting 50,000 Acadmic consultants and start up financial support TOTAL CONTRACTED SERVICES 71,000 SCHOOL OPERATIONS Board Expenses 1,000 meeting expenses Classroom / Teaching Supplies & Materials ‐ Special Ed Supplies & Materials ‐ Textbooks / Workbooks ‐ Supplies & Materials other ‐ Equipment / Furniture 4,000 Computers Telephone ‐ Technology 3,000 internet Student Testing & Assessment ‐ Field Trips ‐ Transportation (student) ‐ Student Services ‐ other ‐ Office Expense ‐ Staff Development 5,000 training for startup period. Staff Recruitment 2,000 staff recruitment Student Recruitment / Marketing 7,500 student recruitment School Meals / Lunch ‐ Travel (Staff) 5,000 travel Fundraising ‐ Other ‐ TOTAL SCHOOL OPERATIONS 27,500

FACILITY OPERATION & MAINTENANCE Insurance 2,500 D&O Janitorial ‐ Building and Land Rent / Lease / Facility Finance Interest ‐ Repairs & Maintenance ‐ Equipment / Furniture ‐ Security ‐ Utilities ‐ TOTAL FACILITY OPERATION & MAINTENANCE 2,500

DEPRECIATION & AMORTIZATION ‐ DISSOLUTION ESCROW & RESERVES / CONTIGENCY ‐

TOTAL EXPENSES 263,667

NET INCOME 1,333 PRE‐OPENING CASH FLOW 6‐MONTH LEGACY ACADEMY CHARTER SCHOOL OF INNOVATION AND SOCIAL PROGRESS

*NOTE: PROJECTED CASH FLOW FOR SCHOOLS PROPOSING TO OPEN IN THE YEAR FOLLOWING PROPOSAL SUBMISSION Please enter "Description of Assumptions" on tab "4) Pre‐Opening Period Budget." January 1, 2019 ‐ June 30, 2019 Total Revenue 44,167 44,167 44,167 44,167 44,167 44,167 265,000 Total Expenses 42,242 39,742 39,742 39,742 39,742 62,458 263,667 Net Income 1,925 4,425 4,425 4,425 4,425 (18,292) 1,333 Cash Flow Adjustments ‐ ‐ ‐ ‐ ‐ ‐ ‐ Beginning Cash Balance ‐ 1,925 6,350 10,775 15,200 19,625 ‐ Net Income 1,925 6,350 10,775 15,200 19,625 1,333 1,333

JAN FEB MAR APR MAY JUN TOTAL REVENUE REVENUES FROM STATE SOURCES Grants Stimulus ‐ ‐ ‐ ‐ ‐ ‐ ‐ DYCD (Department of Youth and Community Development) ‐ ‐ ‐ ‐ ‐ ‐ ‐ Other ‐ ‐ ‐ ‐ ‐ ‐ ‐ Other ‐ ‐ ‐ ‐ ‐ ‐ ‐ TOTAL REVENUE FROM STATE SOURCES ‐ ‐ ‐ ‐ ‐ ‐ ‐

REVENUE FROM FEDERAL FUNDING Grants Charter School Program (CSP) Planning & Implementation 44,167 44,167 44,167 44,167 44,167 44,167 265,000 Other ‐ ‐ ‐ ‐ ‐ ‐ ‐ Other ‐ ‐ ‐ ‐ ‐ ‐ ‐ TOTAL REVENUE FROM FEDERAL SOURCES 44,167 44,167 44,167 44,167 44,167 44,167 265,000

LOCAL and OTHER REVENUE Contributions and Donations ‐ ‐ ‐ ‐ ‐ ‐ ‐ Fundraising ‐ ‐ ‐ ‐ ‐ ‐ ‐ Erate Reimbursement ‐ ‐ ‐ ‐ ‐ ‐ ‐ Earnings on Investments ‐ ‐ ‐ ‐ ‐ ‐ ‐ Interest Income ‐ ‐ ‐ ‐ ‐ ‐ ‐ Food Service (Income from meals) ‐ ‐ ‐ ‐ ‐ ‐ ‐ Text Book ‐ ‐ ‐ ‐ ‐ ‐ ‐ OTHER ‐ ‐ ‐ ‐ ‐ ‐ ‐ TOTAL REVENUE FROM LOCAL and OTHER SOURCES ‐ ‐ ‐ ‐ ‐ ‐ ‐

TOTAL REVENUE 44,167 44,167 44,167 44,167 44,167 44,167 265,000 EXPENSES ADMINISTRATIVE PERSONNEL COSTS Positions Executive Management ‐ 13,333 13,333 13,333 13,333 13,333 13,333 80,000 Instructional Management ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Deans, Directors & Coordinators ‐ ‐ ‐ ‐ ‐ ‐ 7,083 7,083 CFO / Director of Finance ‐ 7,083 7,083 7,083 7,083 7,083 7,083 42,500 Operation / Business Manager ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Administrative Staff ‐ ‐ ‐ ‐ ‐ ‐ 3,750 3,750 TOTAL ADMINISTRATIVE STAFF ‐ 20,417 20,417 20,417 20,417 20,417 31,250 133,333

INSTRUCTIONAL PERSONNEL COSTS Teachers ‐ Regular ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Teachers ‐ SPED ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Substitute Teachers ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Teaching Assistants ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Specialty Teachers ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Aides ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Therapists & Counselors ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Other ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ TOTAL INSTRUCTIONAL ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐

NON‐INSTRUCTIONAL PERSONNEL COSTS Nurse ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Librarian ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Custodian ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Security ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Other ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ TOTAL NON‐INSTRUCTIONAL ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐

SUBTOTAL PERSONNEL SERVICE COSTS ‐ 20,417 20,417 20,417 20,417 20,417 31,250 133,333

PAYROLL TAXES AND BENEFITS Payroll Taxes 1,838 1,838 1,838 1,838 1,838 2,813 12,000 Fringe / Employee Benefits 2,654.17 2,654.17 2,654.17 2,654.17 2,654.17 4,062.50 17,333 Retirement / Pension ‐ ‐ ‐ ‐ ‐ ‐ ‐ TOTAL PAYROLL TAXES AND BENEFITS 4,492 4,492 4,492 4,492 4,492 6,875 29,333

TOTAL PERSONNEL SERVICE COSTS ‐ 24,908 24,908 24,908 24,908 24,908 38,125 162,667

CONTRACTED SERVICES Accounting / Audit ‐ ‐ ‐ ‐ ‐ 2,000 2,000 Legal 1,667 1,667 1,667 1,667 1,667 1,667 10,000 Management Company Fee ‐ ‐ ‐ ‐ ‐ ‐ ‐ Nurse Services ‐ ‐ ‐ ‐ ‐ ‐ ‐ Food Service / School Lunch ‐ ‐ ‐ ‐ ‐ ‐ ‐ Payroll Services 250 250 250 250 250 250 1,500 Special Ed Services ‐ ‐ ‐ ‐ ‐ ‐ ‐ Titlement Services (i.e. Title I) ‐ ‐ ‐ ‐ ‐ 7,500 7,500 Other Purchased / Professional / Consulting 8,333 8,333 8,333 8,333 8,333 8,333 50,000 TOTAL CONTRACTED SERVICES 10,250 10,250 10,250 10,250 10,250 19,750 71,000 SCHOOL OPERATIONS Board Expenses 167 167 167 167 167 167 1,000 Classroom / Teaching Supplies & Materials ‐ ‐ ‐ ‐ ‐ ‐ ‐ Special Ed Supplies & Materials ‐ ‐ ‐ ‐ ‐ ‐ ‐ Textbooks / Workbooks ‐ ‐ ‐ ‐ ‐ ‐ ‐ Supplies & Materials other ‐ ‐ ‐ ‐ ‐ ‐ ‐ Equipment / Furniture 667 667 667 667 667 667 4,000 Telephone ‐ ‐ ‐ ‐ ‐ ‐ ‐ Technology 500 500 500 500 500 500 3,000 Student Testing & Assessment ‐ ‐ ‐ ‐ ‐ ‐ ‐ Field Trips ‐ ‐ ‐ ‐ ‐ ‐ ‐ Transportation (student) ‐ ‐ ‐ ‐ ‐ ‐ ‐ Student Services ‐ other ‐ ‐ ‐ ‐ ‐ ‐ ‐ Office Expense ‐ ‐ ‐ ‐ ‐ ‐ ‐ Staff Development 833 833 833 833 833 833 5,000 Staff Recruitment 333 333 333 333 333 333 2,000 Student Recruitment / Marketing 1,250 1,250 1,250 1,250 1,250 1,250 7,500 School Meals / Lunch ‐ ‐ ‐ ‐ ‐ ‐ ‐ Travel (Staff) 833 833 833 833 833 833 5,000 Fundraising ‐ ‐ ‐ ‐ ‐ ‐ ‐ Other ‐ ‐ ‐ ‐ ‐ ‐ ‐ TOTAL SCHOOL OPERATIONS 4,583 4,583 4,583 4,583 4,583 4,583 27,500

FACILITY OPERATION & MAINTENANCE Insurance 2,500 ‐ ‐ ‐ ‐ ‐ 2,500 Janitorial ‐ ‐ ‐ ‐ ‐ ‐ ‐ Building and Land Rent / Lease / Facility Finance Interest ‐ ‐ ‐ ‐ ‐ ‐ ‐ Repairs & Maintenance ‐ ‐ ‐ ‐ ‐ ‐ ‐ Equipment / Furniture ‐ ‐ ‐ ‐ ‐ ‐ ‐ Security ‐ ‐ ‐ ‐ ‐ ‐ ‐ Utilities ‐ ‐ ‐ ‐ ‐ ‐ ‐ TOTAL FACILITY OPERATION & MAINTENANCE 2,500 ‐ ‐ ‐ ‐ ‐ 2,500

DEPRECIATION & AMORTIZATION ‐ ‐ ‐ ‐ ‐ ‐ ‐ DISSOLUTION ESCROW & RESERVES / CONTIGENCY ‐ ‐ ‐ ‐ ‐ ‐ ‐

TOTAL EXPENSES 42,242 39,742 39,742 39,742 39,742 62,458 263,667

NET INCOME 1,925 4,425 4,425 4,425 4,425 (18,292) 1,333 CASH FLOW ADJUSTMENTS OPERATING ACTIVITIES Description (e.g. Add Back Depreciation) ‐ ‐ ‐ ‐ ‐ ‐ ‐ Other ‐ ‐ ‐ ‐ ‐ ‐ ‐ Total Operating Activities ‐ ‐ ‐ ‐ ‐ ‐ ‐ INVESTMENT ACTIVITIES Description (e.g. Subtract Property and Equipment Expenditures) ‐ ‐ ‐ ‐ ‐ ‐ ‐ Other ‐ ‐ ‐ ‐ ‐ ‐ ‐ Total Investment Activities ‐ ‐ ‐ ‐ ‐ ‐ ‐ FINANCING ACTIVITIES Description (e.g. Add Expected Proceeds from a Loan) ‐ ‐ ‐ ‐ ‐ ‐ ‐ Other ‐ ‐ ‐ ‐ ‐ ‐ ‐ Total Financing Activities ‐ ‐ ‐ ‐ ‐ ‐ ‐

Total Cash Flow Adjustments ‐ ‐ ‐ ‐ ‐ ‐ ‐

NET INCOME 1,925 4,425 4,425 4,425 4,425 (18,292) 1,333

Beginning Cash Balance ‐ 1,925 6,350 10,775 15,200 19,625 ‐

ENDING CASH BALANCE 1,925 6,350 10,775 15,200 19,625 1,333 1,333 14 LEGACY ACADEMY CHARTER SCHOOL OF INNOVATION AND SOCIAL PROGRESS DESCRIPTION OF ASSUMPTIONS YEAR 1 BUDGET AND ASSUMPTION PROJECTED BUDGET / OPERATING PLAN FOR YEAR ONE *NOTE: State assumptions that are being made for the 1‐ JULY 1, 2019 ‐ JUNE 30, 2020 Year Budget in the section provided below. Total Revenue 1,986,164 119,250 ‐ ‐ 104,000 2,209,414 Total Expenses 1,050,216 313,084 ‐ ‐ 534,820 1,898,120 Net Income 935,948 (193,834) ‐ ‐ (430,820) 311,294 Budgeted Student Enrollment 108 ‐ 108

PROGRAM SERVICES SUPPORT SERVICES REGULAR SPECIAL MANAGEMENT EDUCATION EDUCATION OTHER FUNDRAISING & GENERAL TOTAL REVENUE REVENUES FROM STATE SOURCES Basic Tuition Per Pupil Revenue (2017‐18) PRIMARY School District: NYC CHANCELLOR'S OFFICE Per pupil rate based on 17‐18 rates. Basic tuition for FY 14,527 1,568,916 1,568,916 approved by NYSED for 18‐19 rates $15,308. Other District 1: ‐ ‐ ‐ Other District 2: ‐ ‐ ‐ Other District 3: ‐ ‐ ‐ Other District 4: ‐ ‐ ‐ Other District 5: ‐ ‐ ‐ Other District 6: ‐ ‐ ‐ Other District 7: ‐ ‐ ‐ Other District 8: ‐ ‐ ‐ Other District 9: ‐ ‐ ‐ Other District 10: ‐ ‐ ‐ Other District 11: ‐ ‐ ‐ Other District 12: ‐ ‐ ‐ Other District 13: ‐ ‐ ‐ Other District 14: ‐ ‐ ‐ Other School Districts' Revenue: (Weighted Avg.) ‐ ‐ ‐ TOTAL Per Pupil Revenue (Weighted Avg.) 14,527 1,568,916 1,568,916 Special Education Revenue 74,808 74,808 services @ $10,390 each. Grants Stimulus ‐ ‐ ‐ ‐ ‐ ‐ DYCD (Department of Youth and Community Development) 239,400 ‐ ‐ ‐ ‐ 239,400 $180,000 plus $550/student. Other ‐ ‐ ‐ ‐ ‐ ‐ Other ‐ ‐ ‐ ‐ ‐ ‐ TOTAL REVENUE FROM STATE SOURCES 1,808,316 74,808 ‐ ‐ ‐ 1,883,124

REVENUE FROM FEDERAL FUNDING IDEA Special Needs ‐ 6,480 ‐ 6,480 $900/student receiving 20‐60% services Title I 37,584 9,396 ‐ 46,980 Assumes 87% FRPL $500/FRPL student Title Funding ‐ Other 3,007 752 ‐ 3,758 Assumes 87% FRPL $40/FRPL student School Food Service (Free Lunch) ‐ ‐ ‐ ‐ Grants Charter School Program (CSP) Planning & Implementation 130,000 26,000 ‐ ‐ 104,000 260,000 $550,000 CSP over three years. Other ‐ ‐ ‐ ‐ ‐ ‐ Other ‐ ‐ ‐ ‐ ‐ ‐ TOTAL REVENUE FROM FEDERAL SOURCES 170,591 42,628 ‐ ‐ 104,000 317,218 LOCAL and OTHER REVENUE Contributions and Donations ‐ ‐ ‐ ‐ ‐ ‐ Fundraising ‐ ‐ ‐ ‐ ‐ ‐ Erate Reimbursement ‐ ‐ ‐ ‐ ‐ ‐ Earnings on Investments ‐ ‐ ‐ ‐ ‐ ‐ Interest Income ‐ ‐ ‐ ‐ ‐ ‐ Food Service (Income from meals) ‐ ‐ ‐ ‐ ‐ ‐ Text Book 7,258 1,814 ‐ ‐ ‐ 9,072 $84/student OTHER ‐ ‐ ‐ ‐ ‐ ‐ TOTAL REVENUE FROM LOCAL and OTHER SOURCES 7,258 1,814 ‐ ‐ ‐ 9,072

TOTAL REVENUE 1,986,164 119,250 ‐ ‐ 104,000 2,209,414 EXPENSES ADMINISTRATIVE STAFF PERSONNEL COSTS Positions 'Staffing' tab of this file. Executive Management 1.00 96,000 32,000 ‐ ‐ 32,000 160,000 1 Director. Instructional Management ‐ ‐ ‐ ‐ ‐ ‐ ‐ Deans, Directors & Coordinators 2.00 136,000 34,000 ‐ ‐ ‐ 170,000 1 Dean of Students and 1 Student Support Coordinator CFO / Director of Finance 1.00 ‐ ‐ ‐ ‐ 85,000 85,000 1 Director of Operations. Operation / Business Manager 1.00 ‐ ‐ ‐ ‐ 65,000 65,000 1 Business Manager. Administrative Staff 1.00 ‐ ‐ ‐ ‐ 45,000 45,000 1 Office Manager. TOTAL ADMINISTRATIVE STAFF 6.00 232,000 66,000 ‐ ‐ 227,000 525,000 INSTRUCTIONAL PERSONNEL COSTS Teachers ‐ Regular ‐ ‐ ‐ ‐ ‐ ‐ ‐ Teachers ‐ SPED 2.00 ‐ 140,000 ‐ ‐ ‐ 140,000 Y1: 2 teachers. Substitute Teachers ‐ ‐ ‐ ‐ ‐ ‐ ‐ Teaching Assistants ‐ ‐ ‐ ‐ ‐ ‐ ‐ Specialty Teachers 6.00 420,000 ‐ ‐ ‐ ‐ 420,000 Science (1), PE (1), Art (1). Aides ‐ ‐ ‐ ‐ ‐ ‐ ‐ Therapists & Counselors 1.00 56,000 14,000 ‐ ‐ ‐ 70,000 Y1: 1 Guidance Counselor. Other 1.00 32,000 8,000 ‐ ‐ ‐ 40,000 afterschool, tutoring, testing support, etc). TOTAL INSTRUCTIONAL 10.00 508,000 162,000 ‐ ‐ ‐ 670,000 NON‐INSTRUCTIONAL PERSONNEL COSTS Nurse ‐ ‐ ‐ ‐ ‐ ‐ ‐ Librarian ‐ ‐ ‐ ‐ ‐ ‐ ‐ Custodian ‐ ‐ ‐ ‐ ‐ ‐ ‐ Security 1.00 ‐ ‐ ‐ ‐ 35,000 35,000 Security Aide Other ‐ ‐ ‐ ‐ ‐ ‐ ‐ TOTAL NON‐INSTRUCTIONAL 1.00 ‐ ‐ ‐ ‐ 35,000 35,000

SUBTOTAL PERSONNEL SERVICE COSTS 17.00 740,000.00 228,000 ‐ ‐ 262,000 1,230,000 PAYROLL TAXES AND BENEFITS Payroll Taxes 66,600 20,520 ‐ ‐ 23,580 110,700 9% payroll taxes Fringe / Employee Benefits 92,040 28,600 ‐ ‐ 34,060 154,700 13% benefits Retirement / Pension ‐ ‐ ‐ ‐ ‐ ‐ TOTAL PAYROLL TAXES AND BENEFITS 158,640 49,120 ‐ ‐ 57,640 265,400

TOTAL PERSONNEL SERVICE COSTS 17.00 898,640 277,120 ‐ ‐ 319,640 1,495,400 CONTRACTED SERVICES Accounting / Audit ‐ ‐ ‐ ‐ 25,000 25,000 Annual audit Legal ‐ ‐ ‐ ‐ 10,000 10,000 Legal costs Management Company Fee ‐ ‐ ‐ ‐ ‐ ‐ Nurse Services ‐ ‐ ‐ ‐ ‐ ‐ Food Service / School Lunch ‐ ‐ ‐ ‐ ‐ ‐ Payroll Services ‐ ‐ ‐ ‐ 5,000 5,000 payroll admin fees. Special Ed Services ‐ ‐ ‐ ‐ ‐ ‐ Titlement Services (i.e. Title I) ‐ ‐ ‐ ‐ 7,500 7,500 Title I grant annual compliance and application support. Other Purchased / Professional / Consulting 25,000 ‐ ‐ ‐ 50,000 75,000 Consultants ($10,000), Compliance Consultants ($7,500), TOTAL CONTRACTED SERVICES 25,000 ‐ ‐ ‐ 97,500 122,500 SCHOOL OPERATIONS Board Expenses ‐ ‐ ‐ ‐ 1,000 1,000 Meeting expenses Classroom / Teaching Supplies & Materials 19,200 4,800 ‐ ‐ ‐ 24,000 $4,000/specialty teacher Special Ed Supplies & Materials ‐ 4,320 ‐ ‐ ‐ 4,320 $200/SPED student. Assumes 20% SPED population Textbooks / Workbooks 19,440 4,860 ‐ ‐ ‐ 24,300 $225/student Supplies & Materials other ‐ ‐ ‐ ‐ ‐ ‐ Equipment / Furniture 2,000 500 ‐ ‐ ‐ 2,500 non asset equipment/furniture Telephone ‐ ‐ ‐ ‐ 10,200 10,200 Cell phones for staff, office lines. Technology ‐ ‐ ‐ ‐ ‐ ‐ Student Testing & Assessment ‐ ‐ ‐ ‐ ‐ ‐ Field Trips 39,936 9,984 ‐ ‐ ‐ 49,920 $200/student plus $2,000/staff for project based learning. Transportation (student) ‐ ‐ ‐ ‐ ‐ ‐ Student Services ‐ other ‐ ‐ ‐ ‐ ‐ ‐ Office Expense ‐ ‐ ‐ ‐ 16,200 16,200 office supplies, postage, copies Staff Development 34,000 8,500 ‐ ‐ ‐ 42,500 building & appreciation Staff Recruitment 4,000 1,000 ‐ ‐ ‐ 5,000 Job fairs, postings, certification support, outreach Student Recruitment / Marketing 8,000 2,000 ‐ ‐ ‐ 10,000 student recruitment School Meals / Lunch ‐ ‐ ‐ ‐ ‐ ‐ Travel (Staff) ‐ ‐ ‐ ‐ 1,000 1,000 local misc. travel Fundraising ‐ ‐ ‐ ‐ ‐ ‐ Other ‐ ‐ ‐ ‐ ‐ ‐ Senior activities, internships, trips TOTAL SCHOOL OPERATIONS 126,576 35,964 ‐ ‐ 28,400 190,940 FACILITY OPERATION & MAINTENANCE Insurance ‐ ‐ ‐ ‐ 30,000 30,000 10% annual increase Janitorial ‐ ‐ ‐ ‐ ‐ ‐ Janitorial covered by landlord in Y1. Building and Land Rent / Lease / Facility Finance Interest ‐ ‐ ‐ ‐ ‐ ‐ No rent for Y1. Repairs & Maintenance ‐ ‐ ‐ ‐ ‐ ‐ Repairs/Maintenance covered by landlord in Y 1. Equipment / Furniture ‐ ‐ ‐ ‐ ‐ ‐ Security ‐ ‐ ‐ ‐ ‐ ‐ Utilities ‐ ‐ ‐ ‐ ‐ ‐ Utilites covered by landlord in Y1. TOTAL FACILITY OPERATION & MAINTENANCE ‐ ‐ ‐ ‐ 30,000 30,000

DEPRECIATION & AMORTIZATION ‐ ‐ ‐ ‐ 34,280 34,280 Approx 5 year useful life DISSOLUTION ESCROW & RESERVES / CONTIGENCY ‐ ‐ ‐ ‐ 25,000 25,000 Year 1 portion of dissolution requirement.

TOTAL EXPENSES 1,050,216 313,084 ‐ ‐ 534,820 1,898,120

NET INCOME 935,948 (193,834) ‐ ‐ (430,820) 311,294 ENROLLMENT ‐ *School Districts Are Linked To Above Entries* PRIMARY School District: NYC CHANCELLOR'S OFFICE 108 108 Other District 1: ‐ ‐ Other District 2: ‐ ‐ Other District 3: ‐ ‐ Other District 4: ‐ ‐ Other District 5: ‐ ‐ Other District 6: ‐ ‐ Other District 7: ‐ ‐ Other District 8: ‐ ‐ Other District 9: ‐ ‐ Other District 10: ‐ ‐ Other District 11: ‐ ‐ Other District 12: ‐ ‐ Other District 13: ‐ ‐ Other District 14: ‐ ‐ All Other School Districts ‐ ‐ TOTAL ENROLLMENT 108 108

REVENUE PER PUPIL 18,390 20,458

EXPENSES PER PUPIL 9,724 17,575 LEGACY ACADEMY CHARTER SCHOOL OF INNOVATION AND SOCIAL PROGRESS YEAR 1 CASH FLOW PROJECTED CASH FLOW FOR YEAR ONE OF OPERATIONS (FIRST YEAR OF CHARTER) JULY 1, 2019 ‐ JUNE 30, 2020

Total Revenue 348,026 ‐ 344,028 5,074 285,508 70,074 279,028 5,074 279,028 5,074 279,028 309,474 2,209,414 Total Expenses 105,907 148,935 147,685 154,840 149,685 146,685 158,090 150,935 175,935 149,757 141,352 268,315 1,898,120 Net Income 242,119 (148,935) 196,343 (149,766) 135,823 (76,611) 120,938 (145,861) 103,093 (144,683) 137,676 41,159 311,294 Cash Flow Adjustments (28,567) (28,567) (28,567) (28,567) (28,567) (28,567) ‐ ‐ ‐ ‐ ‐ 34,280 (137,120) Beginning Cash Balance 1,333 214,886 37,384 205,161 26,828 134,084 28,906 149,844 3,983 107,076 (37,607) 100,069 1,333 Ending Cash Balance 214,886 37,384 205,161 26,828 134,084 28,906 149,844 3,983 107,076 (37,607) 100,069 175,508 175,508 JUL AUG SEP OCT NOV DEC JAN FEB MAR APR MAY JUN TOTAL REVENUE * Totals (Column U) for all lines above Cash Flow Adjustments should equal the Totals (Column N) on tab "7) Year 1 Budget & Assumptions." REVENUES FROM STATE SOURCES Basic Tuition (2017‐ Per Pupil Revenue 18) PRIMARY School District: NYC CHANCELLOR'S OFFICE 14,527 261,486 ‐ 261,486 ‐ 261,486 ‐ 261,486 ‐ 261,486 ‐ 261,486 ‐ 1,568,916 Other District 1: ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Other District 2: ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Other District 3: ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Other District 4: ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Other District 5: ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Other District 6: ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Other District 7: ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Other District 8: ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Other District 9: ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Other District 10: ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Other District 11: ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Other District 12: ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Other District 13: ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Other District 14: ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Other School Districts' Revenue: (Weighted Avg.) ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ TOTAL Per Pupil Revenue (Weighted Avg.) 14,527 261,486 ‐ 261,486 ‐ 261,486 ‐ 261,486 ‐ 261,486 ‐ 261,486 ‐ 1,568,916 Special Education Revenue 12,468 ‐ 12,468 ‐ 12,468 ‐ 12,468 ‐ 12,468 ‐ 12,468 ‐ 74,808 Grants Stimulus ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ DYCD (Department of Youth and Community Developmt.) ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ 239,400 239,400 Other ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Other ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ TOTAL REVENUE FROM STATE SOURCES 273,954 ‐ 273,954 ‐ 273,954 ‐ 273,954 ‐ 273,954 ‐ 273,954 239,400 1,883,124

REVENUE FROM FEDERAL FUNDING IDEA Special Needs ‐ ‐ ‐ ‐ 6,480 ‐ ‐ ‐ ‐ ‐ ‐ ‐ 6,480 Title I ‐ ‐ 4,698 4,698 4,698 4,698 4,698 4,698 4,698 4,698 4,698 4,698 46,980 Title Funding ‐ Other ‐ ‐ 376 376 376 376 376 376 376 376 376 376 3,758 School Food Service (Free Lunch) ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Grants Charter School Program (CSP) Planning & Implementation 65,000 ‐ 65,000 ‐ ‐ 65,000 ‐ ‐ ‐ ‐ ‐ 65,000 260,000 Other ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Other ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ TOTAL REVENUE FROM FEDERAL SOURCES 65,000 ‐ 70,074 5,074 11,554 70,074 5,074 5,074 5,074 5,074 5,074 70,074 317,218

LOCAL and OTHER REVENUE Contributions and Donations ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Fundraising ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Erate Reimbursement ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Earnings on Investments ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Interest Income ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Food Service (Income from meals) ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Text Book 9,072 ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ 9,072 OTHER ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ TOTAL REVENUE FROM LOCAL and OTHER SOURCES 9,072 ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ 9,072 TOTAL REVENUE 348,026 ‐ 344,028 5,074 285,508 70,074 279,028 5,074 279,028 5,074 279,028 309,474 2,209,414 EXPENSES ADMINISTRATIVE STAFF PERSONNEL COSTS No. of Positions Executive Management 1.00 13,333 13,333 13,333 13,333 13,333 13,333 13,333 13,333 13,333 13,333 13,333 13,333 160,000 Instructional Management ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Deans, Directors & Coordinators 2.00 14,167 14,167 14,167 14,167 14,167 14,167 14,167 14,167 14,167 14,167 14,167 14,167 170,000 CFO / Director of Finance 1.00 7,083 7,083 7,083 7,083 7,083 7,083 7,083 7,083 7,083 7,083 7,083 7,083 85,000 Operation / Business Manager 1.00 5,417 5,417 5,417 5,417 5,417 5,417 5,417 5,417 5,417 5,417 5,417 5,417 65,000 Administrative Staff 1.00 3,750 3,750 3,750 3,750 3,750 3,750 3,750 3,750 3,750 3,750 3,750 3,750 45,000 TOTAL ADMINISTRATIVE STAFF 6.00 43,750 43,750 43,750 43,750 43,750 43,750 43,750 43,750 43,750 43,750 43,750 43,750 525,000

INSTRUCTIONAL PERSONNEL COSTS Teachers ‐ Regular ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Teachers ‐ SPED 2.00 ‐ 11,667 11,667 11,667 11,667 11,667 11,667 11,667 11,667 11,667 11,666.67 23,333 140,000 Substitute Teachers ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Teaching Assistants ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Specialty Teachers 6.00 ‐ 35,000 35,000 35,000 35,000 35,000 35,000 35,000 35,000 35,000 35,000 70,000 420,000 Aides ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Therapists & Counselors 1.00 ‐ 5,833 5,833 5,833 5,833 5,833 5,833 5,833 5,833 5,833 5,833.33 11,667 70,000 Other 1.00 ‐ 3,333 3,333 3,333 3,333 3,333 3,333 3,333 3,333 3,333 3,333.33 6,667 40,000 TOTAL INSTRUCTIONAL 10.00 ‐ 55,833 55,833 55,833 55,833 55,833 55,833 55,833 55,833 55,833 55,833 111,667 670,000

NON‐INSTRUCTIONAL PERSONNEL COSTS Nurse ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Librarian ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Custodian ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Security 1.00 2,917 2,917 2,917 2,917 2,917 2,917 2,917 2,917 2,917 2,917 2,917 2,917 35,000 Other ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ TOTAL NON‐INSTRUCTIONAL 1.00 2,917 2,917 2,917 2,917 2,917 2,917 2,917 2,917 2,917 2,917 2,917 2,917 35,000

SUBTOTAL PERSONNEL SERVICE COSTS 17.00 46,667 102,500 102,500 102,500 102,500 102,500 102,500 102,500 102,500 102,500 102,500 158,333 1,230,000

PAYROLL TAXES AND BENEFITS Payroll Taxes 4,200 9,225 9,225 9,225 9,225 9,225 9,225 9,225 9,225 9,225 9,225 14,250 110,700 Fringe / Employee Benefits 6,067 12,892 12,892 12,892 12,892 12,892 12,892 12,892 12,892 12,892 12,892 19,717 154,700 Retirement / Pension ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ TOTAL PAYROLL TAXES AND BENEFITS 10,267 22,117 22,117 22,117 22,117 22,117 22,117 22,117 22,117 22,117 22,117 33,967 265,400

TOTAL PERSONNEL SERVICE COSTS 17.00 56,933 124,617 124,617 124,617 124,617 124,617 124,617 124,617 124,617 124,617 124,617 192,300 1,495,400 CONTRACTED SERVICES Accounting / Audit ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ 25,000 25,000 Legal 10,000 ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ 10,000 Management Company Fee ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Nurse Services ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Food Service / School Lunch ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Payroll Services 417 417 417 417 417 417 417 417 417 417 417 417 5,000 Special Ed Services ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Titlement Services (i.e. Title I) 7,500 ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ 7,500 Other Purchased / Professional / Consulting 6,250 6,250 6,250 6,250 6,250 6,250 6,250 6,250 6,250 6,250 6,250 6,250 75,000 TOTAL CONTRACTED SERVICES 24,167 6,667 6,667 6,667 6,667 6,667 6,667 6,667 6,667 6,667 6,667 31,667 122,500 SCHOOL OPERATIONS Board Expenses 83 83 83 83 83 83 83 83 83 83 83 83 1,000 Classroom / Teaching Supplies & Materials 3,000 3,000 3,000 3,000 3,000 ‐ 3,000 3,000 3,000 ‐ ‐ ‐ 24,000 Special Ed Supplies & Materials 1,080 ‐ ‐ 1,080 ‐ ‐ 1,080 ‐ ‐ 1,080 ‐ ‐ 4,320 Textbooks / Workbooks 6,075 ‐ ‐ 6,075 ‐ ‐ 6,075 ‐ ‐ 6,075 ‐ ‐ 24,300 Supplies & Materials other ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Equipment / Furniture 1,250 1,250 ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ 2,500 Telephone 850 850 850 850 850 850 850 850 850 850 850 850 10,200 Technology ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Student Testing & Assessment ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Field Trips 4,160 4,160 4,160 4,160 4,160 4,160 4,160 4,160 4,160 4,160 4,160 4,160 49,920 Transportation (student) ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Student Services ‐ other ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Office Expense 1,350 1,350 1,350 1,350 1,350 1,350 1,350 1,350 1,350 1,350 1,350 1,350 16,200 Staff Development 3,542 3,542 3,542 3,542 3,542 3,542 3,542 3,542 3,542 3,542 3,542 3,542 42,500 Staff Recruitment ‐ ‐ ‐ ‐ ‐ ‐ 1,250 1,250 1,250 1,250 ‐ ‐ 5,000 Student Recruitment / Marketing ‐ ‐ ‐ ‐ 2,000 2,000 2,000 2,000 2,000 ‐ ‐ ‐ 10,000 School Meals / Lunch ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Travel (Staff) 83 83 83 83 83 83 83 83 83 83 83 83 1,000 Fundraising ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Other ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ TOTAL SCHOOL OPERATIONS 21,473 14,318 13,068 20,223 15,068 12,068 23,473 16,318 16,318 18,473 10,068 10,068 190,940

FACILITY OPERATION & MAINTENANCE Insurance 3,333 3,333 3,333 3,333 3,333 3,333 3,333 3,333 3,333 ‐ ‐ ‐ 30,000 Janitorial ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Building and Land Rent / Lease / Facility Finance Interest ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Repairs & Maintenance ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Equipment / Furniture ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Security ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Utilities ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ TOTAL FACILITY OPERATION & MAINTENANCE 3,333 3,333 3,333 3,333 3,333 3,333 3,333 3,333 3,333 ‐ ‐ ‐ 30,000

DEPRECIATION & AMORTIZATION ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ 34,280 34,280 DISSOLUTION ESCROW & RESERVES / CONTIGENCY ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ 25,000 ‐ ‐ ‐ 25,000

TOTAL EXPENSES 105,907 148,935 147,685 154,840 149,685 146,685 158,090 150,935 175,935 149,757 141,352 268,315 1,898,120

NET INCOME 242,119 (148,935) 196,343 (149,766) 135,823 (76,611) 120,938 (145,861) 103,093 (144,683) 137,676 41,159 311,294

CASH FLOW ADJUSTMENTS OPERATING ACTIVITIES Example ‐ Add Back Depreciation ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ 34,280 34,280 Other ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Total Operating Activities ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ 34,280 34,280 INVESTMENT ACTIVITIES Example ‐ Subtract Property and Equipment Expenditures (28,567) (28,567) (28,567) (28,567) (28,567) (28,567) ‐ ‐ ‐ ‐ ‐ ‐ (171,400) Other ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Total Investment Activities (28,567) (28,567) (28,567) (28,567) (28,567) (28,567) ‐ ‐ ‐ ‐ ‐ ‐ (171,400) FINANCING ACTIVITIES Example ‐ Add Expected Proceeds from a Loan or Line of Credit ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Other ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ 0 0 Total Financing Activities ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ 0 0

Total Cash Flow Adjustments (28,567) (28,567) (28,567) (28,567) (28,567) (28,567) ‐ ‐ ‐ ‐ ‐ 34,280 (137,120)

NET INCOME 213,553 (177,502) 167,776 (178,333) 107,256 (105,178) 120,938 (145,861) 103,093 (144,683) 137,676 75,439 174,174

Beginning Cash Balance 1,333 214,886 37,384 205,161 26,828 134,084 28,906 149,844 3,983 107,076 (37,607) 100,069 1,333

ENDING CASH BALANCE 214,886 37,384 205,161 26,828 134,084 28,906 149,844 3,983 107,076 (37,607) 100,069 175,508 175,508 LEGACY ACADEMY CHARTER SCHOOL OF INNOVATION AND SOCIAL PROGRESS 5 YEAR BUDGET AND CASH FLOW ADJUSTMENTS DESCRIPTION OF ASSUMPTIONS PROJECTED BUDGET / OPERATING PLAN FOR INITIAL CHARTER PERIOD *NOTE: Projected Five Year Budget on this tab should be 2019‐20 THROUGH 2023‐24 *NOTE: State assumptions that are being made in the section for the first five years of actual operations. provided below. Total Revenue 2,209,414 4,590,337 6,848,006 9,130,675 9,130,675 Total Expenses 1,898,120 3,826,313 5,552,529 6,851,607 6,948,743 Net Income (Before Cash Flow Adjustments) 311,294 764,024 1,295,477 2,279,068 2,181,932 Budgeted Student Enrollment 108 216 324 432 432 Year 1 Year 2 Year 3 Year 4 Year 5 2019‐20 2020‐21 2021‐22 2022‐23 2023‐24 REVENUE Per Pupil Revenue Percentage Increase REVENUES FROM STATE SOURCES 0.0% 5.0% 0.0% 0.0% 0.0% Per Pupil Revenue Basic Tuition (2017‐ 18) 1,568,916 3,294,724 4,942,085 6,589,447 6,589,447 Per pupil rate for Y2‐5: $$15,253. Basic tuition for FY approved by NYC CHANCELLOR'S OFFICE 14,527 PRIMARY School District: NYSED at $15,308. Other District 1: ‐ ‐ ‐ ‐ ‐ ‐ Other District 2: ‐ ‐ ‐ ‐ ‐ ‐ Other District 3: ‐ ‐ ‐ ‐ ‐ ‐ Other District 4: ‐ ‐ ‐ ‐ ‐ ‐ Other District 5: ‐ ‐ ‐ ‐ ‐ ‐ Other District 6: ‐ ‐ ‐ ‐ ‐ ‐ Other District 7: ‐ ‐ ‐ ‐ ‐ ‐ Other District 8: ‐ ‐ ‐ ‐ ‐ ‐ Other District 9: ‐ ‐ ‐ ‐ ‐ ‐ Other District 10: ‐ ‐ ‐ ‐ ‐ ‐ Other District 11: ‐ ‐ ‐ ‐ ‐ ‐ Other District 12: ‐ ‐ ‐ ‐ ‐ ‐ Other District 13: ‐ ‐ ‐ ‐ ‐ ‐ Other District 14: ‐ ‐ ‐ ‐ ‐ ‐ Other School Districts' Revenue: (Weighted Avg.) ‐ ‐ ‐ ‐ ‐ ‐ TOTAL Per Pupil Revenue (Weighted Avg.) 14,527 1,568,916 3,294,724 4,942,085 6,589,447 6,589,447 Special Education Revenue 74,808 149,616 224,424 299,232 299,232 $10,390 each. Grants Stimulus ‐ ‐ ‐ ‐ ‐ DYCD (Department of Youth and Community Developmt.) 239,400 ‐ ‐ ‐ ‐ $180,000 plus $550/student in year 1 only. Other ‐ 988,417 1,482,626 1,976,834 1,976,834 30% of per pupil ‐ Facility Assistance, no rent in Y1 Other ‐ ‐ ‐ ‐ ‐ TOTAL REVENUE FROM STATE SOURCES 1,883,124 4,432,757 6,649,135 8,865,513 8,865,513

REVENUE FROM FEDERAL FUNDING IDEA Special Needs 6,480 12,960 19,440 25,920 25,920 $900/student receiving 20‐60% services Title I 46,980 93,960 140,940 187,920 187,920 Assumes 87% FRPL $500/FRPL student Title Funding ‐ Other 3,758 7,517 11,275 15,034 15,034 Assumes 87% FRPL $40/FRPL student School Food Service (Free Lunch) ‐ ‐ ‐ ‐ ‐ Grants Charter School Program (CSP) Planning & Implementation 260,000 25,000 ‐ ‐ ‐ $550,000 CSP over three years. Other ‐ ‐ ‐ ‐ ‐ Other ‐ ‐ ‐ ‐ ‐ TOTAL REVENUE FROM FEDERAL SOURCES 317,218 139,437 171,655 228,874 228,874 LOCAL and OTHER REVENUE Contributions and Donations ‐ ‐ ‐ ‐ ‐ Fundraising ‐ ‐ ‐ ‐ ‐ Erate Reimbursement ‐ ‐ ‐ ‐ ‐ Earnings on Investments ‐ ‐ ‐ ‐ ‐ Interest Income ‐ ‐ ‐ ‐ ‐ Food Service (Income from meals) ‐ ‐ ‐ ‐ ‐ Text Book 9,072 18,144 27,216 36,288 36,288 $84/student OTHER ‐ ‐ ‐ ‐ ‐ TOTAL REVENUE FROM LOCAL and OTHER SOURCES 9,072 18,144 27,216 36,288 36,288

TOTAL REVENUE 2,209,414 4,590,337 6,848,006 9,130,675 9,130,675 EXPENSES ADMINISTRATIVE STAFF PERSONNEL COSTS Year 1 No. of NOTE: For all 5‐Years of FTE/Staffing detail please see the 'Staffing' Executive Management 1.00 160,000 163,200 166,464 169,793 173,189 1 Director. Instructional Management ‐ ‐ ‐ ‐ ‐ ‐ Deans, Directors & Coordinators 2.00 170,000 173,400 261,868 267,105 272,447 1 Dean of Students and 1 Student Support Coordinator in Y1‐2. CFO / Director of Finance 1.00 85,000 86,700 173,434 176,903 180,441 1 Director of Operations. Add Director of Finance in Y3. Operation / Business Manager 1.00 65,000 66,300 67,626 68,979 70,358 1 Business Manager. 2% annual increase Administrative Staff 1.00 45,000 45,900 91,818 93,654 95,527 1 Office Manager. Add 1 School Secretary in year 3. TOTAL ADMINISTRATIVE STAFF 6.00 525,000 535,500 761,210 776,434 791,963

INSTRUCTIONAL PERSONNEL COSTS Teachers ‐ Regular ‐ ‐ ‐ ‐ ‐ ‐ Teachers ‐ SPED 2.00 140,000 282,800 428,456 577,025 588,566 Y1: 2, Y2: 4, Y3: 6, Y4&5: 8, Substitute Teachers ‐ ‐ ‐ ‐ ‐ ‐ Teaching Assistants ‐ ‐ ‐ ‐ ‐ ‐ Specialty Teachers 6.00 420,000 708,400 1,072,568 1,374,019 1,401,500 PE (1), Art (1). Aides ‐ ‐ ‐ ‐ ‐ ‐ Therapists & Counselors 1.00 70,000 71,400 142,828 145,685 148,598 Y1: 1 Guidance Counselor. Other 1.00 40,000 80,800 122,416 164,864 168,162 Additional stipends for extra work (PTO, breaks, afterschool, TOTAL INSTRUCTIONAL 10.00 670,000 1,143,400 1,766,268 2,261,593 2,306,825

NON‐INSTRUCTIONAL PERSONNEL COSTS Nurse ‐ ‐ ‐ ‐ ‐ ‐ Librarian ‐ ‐ ‐ ‐ ‐ ‐ Custodian ‐ ‐ ‐ ‐ ‐ ‐ Security 1.00 35,000 35,700 36,414 37,142 37,885 Security Aide Other ‐ ‐ ‐ ‐ ‐ ‐ TOTAL NON‐INSTRUCTIONAL 1.00 35,000 35,700 36,414 37,142 37,885

SUBTOTAL PERSONNEL SERVICE COSTS 17.00 1,230,000 1,714,600 2,563,892 3,075,170 3,136,673

PAYROLL TAXES AND BENEFITS Payroll Taxes 110,700 154,314 230,750 276,765 282,301 9% payroll taxes Fringe / Employee Benefits 154,700 212,394 317,392 378,340 385,907 13% benefits Retirement / Pension ‐ 51,438 76,917 92,255 94,100 3% retirement match. No match in Y1 TOTAL PAYROLL TAXES AND BENEFITS 265,400 418,146 625,059 747,360 762,307

TOTAL PERSONNEL SERVICE COSTS 17.00 1,495,400 2,132,746 3,188,951 3,822,530 3,898,981

CONTRACTED SERVICES Accounting / Audit 25,000 25,250 25,503 25,758 26,015 Annual audit 1% annual increase Legal 10,000 10,000 10,000 ‐ Legal costs Management Company Fee ‐ ‐ ‐ ‐ ‐ Nurse Services ‐ ‐ ‐ ‐ ‐ Food Service / School Lunch ‐ ‐ ‐ ‐ ‐ Payroll Services 5,000 5,500 6,050 6,655 6,655 payroll admin fees. 10% increase years 2‐4 for added staff. Special Ed Services ‐ ‐ ‐ ‐ ‐ Titlement Services (i.e. Title I) 7,500 7,500 7,500 7,500 7,500 Title I grant annual compliance and application support. Other Purchased / Professional / Consulting 75,000 75,000 25,000 25,000 25,000 ($10,000), Compliance Consultants ($7,500), Financial Consultant in TOTAL CONTRACTED SERVICES 122,500 123,250 74,053 64,913 65,170 SCHOOL OPERATIONS Board Expenses 1,000 1,000 1,000 1,000 1,000 Meeting expenses Classroom / Teaching Supplies & Materials 24,000 40,000 60,000 76,000 76,000 $4,000/specialty teacher Special Ed Supplies & Materials 4,320 8,640 12,960 17,280 17,280 $200/SPED student. Assumes 20% SPED population Textbooks / Workbooks 24,300 48,600 72,900 97,200 97,200 $225/student Supplies & Materials other ‐ ‐ ‐ ‐ ‐ Equipment / Furniture 2,500 2,500 2,500 2,500 2,500 non asset equipment/furniture Telephone 10,200 14,400 21,600 25,800 25,800 Cell phones for staff, office lines. Technology ‐ ‐ 42,000 44,100 46,305 IT monthly support contract to start in Y 3. Student Testing & Assessment ‐ ‐ ‐ ‐ ‐ Field Trips 49,920 77,200 116,800 152,400 152,400 $200/student plus $2,000/staff for project based learning. Transportation (student) ‐ ‐ ‐ ‐ ‐ Student Services ‐ other ‐ ‐ ‐ ‐ ‐ Office Expense 16,200 20,000 25,000 30,000 30,000 office supplies, postage, copies Staff Development 42,500 60,000 90,000 107,500 107,500 appreciation Staff Recruitment 5,000 5,000 5,000 2,500 2,500 in Y 4 & 5 for attrition only Student Recruitment / Marketing 10,000 12,000 15,000 15,000 15,000 student recruitment School Meals / Lunch ‐ ‐ ‐ ‐ ‐ Travel (Staff) 1,000 1,000 1,000 1,000 1,000 local misc. travel Fundraising ‐ ‐ ‐ ‐ ‐ Other ‐ ‐ ‐ 50,000 50,000 Senior activities, internships, trips TOTAL SCHOOL OPERATIONS 190,940 290,340 465,760 622,280 624,485

FACILITY OPERATION & MAINTENANCE Insurance 30,000 33,000 36,300 39,930 43,923 10% annual increase Janitorial ‐ 96,000 108,000 120,000 123,600 Janitorial covered by landlord in Y1. Contract for permanent facility. Building and Land Rent / Lease / Facility Finance Interest ‐ 988,417 1,482,626 1,976,834 1,976,834 per pupil. Approx $45/sq ft for 100 sqft/student. Repairs & Maintenance ‐ 10,000 10,000 10,000 10,000 maintenance for permanent building Equipment / Furniture ‐ ‐ ‐ ‐ ‐ Security ‐ ‐ ‐ ‐ ‐ Utilities ‐ 72,000 84,000 96,000 98,880 facility in Y2‐5 TOTAL FACILITY OPERATION & MAINTENANCE 30,000 1,199,417 1,720,926 2,242,764 2,253,237

DEPRECIATION & AMORTIZATION 34,280 55,560 77,840 99,120 106,870 Approx 5 year useful life DISSOLUTION ESCROW & RESERVES / CONTIGENCY 25,000 25,000 25,000 ‐ ‐

TOTAL EXPENSES 1,898,120 3,826,313 5,552,529 6,851,607 6,948,743

NET INCOME 311,294 764,024 1,295,477 2,279,068 2,181,932 ENROLLMENT ‐ *School Districts Are Linked To Above Entries* PRIMARY School District: NYC CHANCELLOR'S OFFICE 108 216 324 432 432 Other District 1: ‐ ‐ ‐ ‐ ‐ Other District 2: ‐ ‐ ‐ ‐ ‐ Other District 3: ‐ ‐ ‐ ‐ ‐ Other District 4: ‐ ‐ ‐ ‐ ‐ Other District 5: ‐ ‐ ‐ ‐ ‐ Other District 6: ‐ ‐ ‐ ‐ ‐ Other District 7: ‐ ‐ ‐ ‐ ‐ Other District 8: ‐ ‐ ‐ ‐ ‐ Other District 9: ‐ ‐ ‐ ‐ ‐ Other District 10: ‐ ‐ ‐ ‐ ‐ Other District 11: ‐ ‐ ‐ ‐ ‐ Other District 12: ‐ ‐ ‐ ‐ ‐ Other District 13: ‐ ‐ ‐ ‐ ‐ Other District 14: ‐ ‐ ‐ ‐ ‐ All Other School Districts ‐ ‐ ‐ ‐ ‐ TOTAL ENROLLMENT 108 216 324 432 432

REVENUE PER PUPIL 20,458 21,252 21,136 21,136 21,136

EXPENSES PER PUPIL 17,575 17,714 17,137 15,860 16,085

CASH FLOW ADJUSTMENTS OPERATING ACTIVITIES Example ‐ Add Back Depreciation 34,280 55,560 77,840 99,120 106,870 Approx 5 year useful life Other ‐ ‐ ‐ ‐ ‐ Total Operating Activities 34,280 55,560 77,840 99,120 106,870 INVESTMENT ACTIVITIES Example ‐ Subtract Property and Equipment Expenditures (171,400) (106,400) (111,400) (106,400) (38,750) staff for computers, $10,000/new classroom for technology, Y1: Other ‐ ‐ ‐ ‐ ‐ Total Investment Activities (171,400) (106,400) (111,400) (106,400) (38,750) FINANCING ACTIVITIES Example ‐ Add Expected Proceeds from a Loan or Line of Credit ‐ ‐ ‐ ‐ ‐ Other 0 ‐ ‐ ‐ ‐ Total Financing Activities 0 ‐ ‐ ‐ ‐

Total Cash Flow Adjustments (137,120) (50,840) (33,560) (7,280) 68,120

NET INCOME 174,174 713,184 1,261,917 2,271,788 2,250,052

Beginning Cash Balance 1,333 175,508 888,692 2,150,609 4,422,398

ENDING CASH BALANCE 175,508 888,692 2,150,609 4,422,398 6,672,450 5‐YEAR FISCAL IMPACT REPORT Largest Enrollment District: NYC CHANCELLOR'S OFFICE ABCDE F G H Operational Enrollment Per Pupil Rate Per Pupil Aid Other District Total Funding to * Total General Fund Operating Projected Impact

Year 1 (2019‐20) 108 14,527 1,568,916 314,208 1,883,124 24,300,000,000 0.008% *NOTE

Year 2 (2020‐21) 216 15,253 3,294,724 1,138,033 4,432,757 24,300,000,000 0.018% Please copy IMPACT CH Year 3 (2021‐22) 324 15,253 4,942,085 1,707,050 6,649,135 24,300,000,000 0.027% (cell range B and paste into t Year 4 (2022‐23) 432 15,253 6,589,447 2,276,066 8,865,513 24,300,000,000 0.036% IMPACT Se of the New S Year 5 (2023‐24) 432 15,253 6,589,447 2,276,066 8,865,513 24,300,000,000 0.036% Proposa

DESCRIPTION OF SOURCE FOR PRIMARY DISTRICT'S http://schools.nyc.gov/AboutUs/funding/overview/default.htm OPERATING BUDGET:

OTHER NOTES:

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DESCRIPTION OF SOURCE FOR PRIMARY DISTRICT'S OPERATING BUDGET:

OTHER NOTES: E

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Letters of Commitment N/A

Legacy Academy Charter School of Innovation and Social Progress

Response-21f-1 NON SUNY FINANCIALS

Non-SUNY Financials: N/A

Legacy Academy Charter School of Innovation and Social Progress

Response-21g-1 ACTION PLAN

Person Responsible Start Date Projected Completion Date Academic Program and School Administration Provide written notice to Institute that The Director has been named within 5 days of the hire date Board of Directors June 2018 July 2018 Develop curriculum and programming for Legacy Academy Executive Director March 2019 May 2019 Coordinate with assessment, curriculum, and education technology vendors to procure educational materials Executive Director January 2019 August 2019 Develop curriculum and programming for school year Executive Director January 2019 August 2019 Develop programming for Legacy Academy institute Executive Director June 2019 July 2019 Recruit and hire appropriately qualified staff, including key leadership positions Executive Director and Dean of Students July2019 August 2019 Pursue fingerprint supported background checks for school personnel, and provide for Emergency Conditional Appointments as necessary Executive Director January 2019 August 2019 Compare and sign up for benefits and 403B plans Executive Director October 2018 December 2018 Finalize staff handbook Executive Director and Dean of Students January 2019 April 2019 Provision classrooms appropriately Executive Director January 2019 August 2019 Prepare school calendar and distribute to families Executive Director March 2019 May 2019 Prepare class schedules and distribute to teachers Executive Director May 2019 August 2019 Make arrangements to provide a range of special education services Executive Director January 2019 August 2019 Student Recruitment and Enrollment Write the Student Application for Admission and submit it to the Institute; sign up for NYC Charter Center Common Application Executive Director and Dean of Students October 2018 October 2018 Plan, conduct, and document student recruitment and school marketing efforts Dean of Student November 2018 April 2019 Set a lottery date and arrange for lottery Executive Director and Dean of Students December 2018 January 2019 Conduct the lottery Executive Director and Dean of Students April 2019 April 2019 Notify parents and guardians of the results of the lottery Executive Director and Dean of Students April 2019 April 2019 Call families admitted off the waitlist Executive Director and Dean of Students April 2019 August 2019 Conduct enrollment meetings with families ector of Student Support Dean of Stude May 2019 August 2019 Organizational Viability Secure 501(c)3 status Executive Director June 2018 June 2019 Ratify school by-laws within 30 days of issuance of charter Board Directors April 2018 June 2018 Request student records from students' former districts utive Director and Director of Student Su May 2019 August 2019 Arrange for separate locked storage for students' academic and health records Executive Director February 2019 April 2019 Enhance the school’s discipline policies in its charter application, including provisions for the discipline of special education students as needed and inclEuxecutive Director and Dean of Students January 2019 April 2019 Enhance the school’s complaint/grievance policy as needed and include in student/family handbook Executive Director and Dean of Students January 2019 April 2019 Write the school's FERPA policy Executive Director January 2019 April 2019 Give annual notice to families regarding the school’s FERPA policy, preferably within the charter school’s student/family handbook Executive Director January 2019 April 2019 Set up student files with proper FERPA protections and procedures Executive Director and Dean of Students June 2019 August 2019 If applicable, draft notice to parents regarding FERPA directory information, and distribute to parents. utive Director and Director of Student Su June 2019 August 2019 Revise and enhance the school’s Open Meetings Law policy to make it a working policy Board of Directors January 2019 April 2019 Revise and enhance the school’s FOIL policy to make it a working policy, including drafting of FOIL regulations, required lists and notice, and post notice Board of Directors January 2019 April 2019 Distribute the code of ethics from the Charter Application to school trustees, officers and employees Executive Director January 2019 July 2019 Facilities Petition NYC DOE for public co-located facility; consider public facility offered Executive Director June 2018 November 2018 If public option offered not pursued, locate a school facility and notify Institute and SED within 10 days of identification Executive Director December 2018 February 2019 Enter into and obtain a legal review of proposed lease or purchase agreement, and submit it to the Institute Executive Director February 2019 May 2019 Obtain a Certificate of Occupancy and any other required permits, and submit them to the Institute Executive Director May 2019 Jan 2019 Ensure that school buildings are ADA compliant or that school has adequate plans to accommodate students with physical disabilities Executive Director May 2019 August 2019 Obtain Certificates of Insurance Executive Director January 2019 July 2019 Create life safety procedures and train teachers accordingly Executive Director July 2019 August 2019 Create a draft SAVE plan and submit it to SED and Institute Executive Director July 2019 August 2019 Finalize and follow up on SAVE plan, including meeting with parents, and, if necessary, modification per parents’ or SED’s comments. Executive Director July 2019 August 2019 Write a plan and procedures to control access to the building Executive Director June 2019 July 2019 Hire necessary security personnel, if needed Executive Director May 2019 July 2019 Ensure that there is adequate signage and that the building is numbered for emergency response Executive Director June 2019 July 2019 Finances Develop the school's fiscal policies and procedures and draft Initial Statement Executive Director and Board of Director June 2018 September 2018 Set up bank accounts and accounting system Executive Director and Board of Director June 2018 September 2018 Secure an independent accountant to review Initial Statement within 45 days of hiring an employee or disbursing $50k Board Directors December 2018 January 2019 Report and correct any deficiencies with regard to financial controls within 45 days of receipt of Independent Accountant’s Report Executive Director June 2018 - Employ or contract with an accountant, bookkeeper or other person to handle accounting and other fiscal duties Executive Director January 2019 February 2019 Adopt Pre-Opening budget oard of Directors and Executive Directo October 2018 December 2018 Adopt Year 1 budget oard of Directors and Executive Directo March 2019 June 2019 Create annual cash flow projection and submit to Institute; submit revised budget if necessary rector and Director of Finance/ Operatio May 2019 June 2019 Submit unaudited statements of income and expense to the Institute Executive Director July 2019 August 2019 Establish a payroll system Executive Director December 2018 January 2019 Establish a billing system for school districts Executive Director January 2019 March 2019 School Management and Operations Make arrangements to provide nutrition services to the school's students utive Director and Director of Student Su April 2019 June 2019 Ensure that appropriate food and beverage storage is available at the school utive Director and Director of Student Su July 2019 August 2019 Set up a process for the distribution and collection of forms for free and reduced priced lunch, and for collection of lunch funds, including internal controlsutive Director and Director of Student Su April 2019 May 2019 Contact school district of location or appropriate entity to arrange for school health care assistance and training of staff xecutive Director and Operations Manag April 2019 June 2019 Develop a medications administration plan xecutive Director and Operations Manag June 2019 August 2019 Develop health services plan xecutive Director and Operations Manag June 2019 August 2019 Ensure that all students are appropriately immunized, or are excused from so being utive Director and Director of Student Su May 2019 August 2019 Ensure that the school will have the proper number of defibrillators and trained staff Executive Director June 2019 August 2019 Facilitate transportation services with students’ districts of residence, including assisting parents with requests for transportation prior to April 1 Executive Director January 2019 March 2019 Arrange for supplemental transportation services Executive Director March 2019 May 2019 SUPPLEMENTAL NARRATIVE

Supplemental Narrative N/A

Legacy Academy Charter School of Innovation and Social Progress

Response-23a-1 SUPPLEMENTAL ATTACHMENTS

Supplemental Attachments N/A

Legacy Academy Charter School of Innovation and Social Progress

Response-23b1