CNY Institute of Academics & Performance Charter School Merged Application 2019 When I completed my residency, I spent three years teaching medical students and residents. I then opened a private practice and specialized in adolescent care for 27 years. After retiring, I became a substitute teacher, and am now enrolled in a graduate program to get my master’s in teaching science. Education has played a huge roll in my life, as well as my children’s lives. They have studied to become an engineer, an American history teacher, and a computational biologist. It would be an honor to promote the STEM careers to students who ordinarily don’t go into those fields.
Heather Jordan (proposed Trustee Board Member)
Bio: I am showing interest to this school from a professional educator’s stand point. I worked in the Syracuse City School district for 18 years from 1994-2012 and have notice a drastic decline with: educational material, lack of educators, and lack of funding it requires to succeed. Our educational system has greatly changed through the influence of social media like Instagram, Snapchat, YouTube and Facebook. The support for a stronger education is a necessity. Our young people demand the proper guidance, instruction and leadership that a charter school can bring for success. I would like to continue to learn more and actively participate in our youth’s future. I feel my background in education, Human Research and Business will be a benefit to the CNY Institute of Academics & Performance Charter School.
Samuel Lim (proposed Trustee Board Member)
Bio:
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Samuel Lim is a secondary education professional and 2018 Teach for America Corps Member based in Atlanta, GA. A member of the high school social studies faculty at the S.T.E.A.M. Academy at Carver High School, a part of Purpose Built Schools Atlanta, Mr. Lim is also the founding executive director of Pridefull Pedagogy LGBTQ+ Education Consulting. In the Atlanta community, Mr. Lim serves as a part of the founding leadership team for the Teach for America Metro Atlanta Prism Coalition, the GLSEN Atlanta Revival Chapter, and as the youngest Committee Member of Atlanta Pride, Inc. Prior to teaching he performed as a classical singer and actor across the United States, having trained with internationally acclaimed tenor Vinson Cole. Born and raised in Syracuse, New York, Mr. Lim holds a B.A. in Languages & Literatures with a concentration in French from the University of Missouri-Kansas City.
Candace Johnston (proposed Trustee Board Member)
Bio: Candice Johnston is an entrepreneur, homemaker who has may ties to community leaders in Syracuse, NY. She participates on PTO Boards and is interested in improving the educational experience of all children in the Syracuse area. She understands business aspects and the importance of running a profitable business. She is interested in helping CNY Institute of Academics & Performance Charter School becoming a strong educational institute in Syracuse, New York.
Namdi Shakir Muhammad (proposed Board Member)
Bio:
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CNY Institute of Academics & Performance Charter School Merged Application 2019 44% Blacks 32% Hispanics
U.S. Census Bureau (2019) data, on the other hand, indicate a disproportion of graduation rates between educational attainment and lifetime earnings. Furthermore, the emphasis given to Math/Science, lead students whose inclinations are in other fields such as the arts and athletics to abandon prematurely an environment that do not motivate them or do not feel challenged. In Syracuse, 7.5% of the 2007 cohort graduated with a Regents diploma with Advanced Designation and 9.0% met the ELA/Math APM – compared with an overall graduation rate of 48.4% (OMS, NYSED, 2012).
In addition, continued concerns regarding budget reductions in school districts demand the elimination of curricular areas such as the arts. As far back as 2011 the Syracuse Post Standard reports: “The 21,000-student district’s arts and music staff will be down from last year by 11.3 music teachers and 10.8 art teachers.” (2011/08/post_468). Officially, the figures according to the School District indicate:
• 6.4% cut in the 2011-2012 budget, with a $22 million loss • 538 positions cut including 200 teachers • 1.6% cut of open positions • 8 of the 59 music-teaching positions eliminated • $1.3 million cut from the fine arts • Increase in class size due to a loss of teachers
On the other hand, athletics had suffered the impact of budget reduction in the Greater Syracuse area. North Syracuse, the second largest district in the county, Cicero- North Syracuse and Liverpool school districts had adopted strategies reducing sports and coaches among other school personnel. Currently, the Syracuse City School District (SCSD) has partnered with Say Yes to provide additional and better academic, health, financial, and social services to students in SCSD.
“The loss of expected revenue, combined with structural cost increases due to contractual and legal obligations and the commitment to fund the strategic SYTE initiatives, have resulted in a
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CNY Institute of Academics & Performance Charter School Merged Application 2019 projected gap between revenues and expected expenses2 of nearly $47 million (or 14 percent of the FY11 operating budget).” (https://files.eric.ed.gov/fulltext/ED541788.pdf, 2019.)
Historically, for the past 7 years Syracuse City School District has concerns regarding budget reductions in athletics programs. As quoted in the 2012-13 budget reports, “Are there anticipated reductions to modified athletics programs?” Another participant expressed: “It is not clear to me however how budget changes are going to affect things like middle and high school athletics. I note a significant reduction in inter-school bussing funds for athletic programs but did not see a reduction in coaching FTE's. Will athletic programs be cut this year?” this type of reduction continues to be a concern even in 2019 (http://www.syracusecityschools.com/budget/ 2012 -13.)
Budget cuts have not only created an uncertain climate in the school community, but also a genuine concern on the part of CNYIAPCS founders regarding limiting students whose interests particularly center in the arts and sports.
For these reasons the need to offer alternative education in a non-traditional format has motivated the founder to bring this effort to Syracuse, one of the Big 5 School Districts of the state, introducing The Central New York Institute of Academics & Performance Charter School. CNYIAPCS educational framework has been designed to integrate the Arts and Athletics in the curriculum as a major component.
In addition, most current Syracuse statistics indicate:
Per capita income: $20,594
Median family income: $32,704
Median male income: $20,566
Median female income: $24,644
Median income of a renter: $21,738
Median income of a home owner: $60,559
Population to be served: While focusing on athletics and visual/performing arts the student body would be diverse, including: typical students, Special Education, handicapped and English Language Learners. Most students would qualify for free or reduced lunch, but enrollment would
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CNY Institute of Academics & Performance Charter School Merged Application 2019 picture in the book Game Face: What Does Female Athletes Look Like, forwarded by actress Penny Marshall; and honored with an Unsung Heroine Award for her work as an Olympic style weightlifter by the National Organization of Women (N.O.W.). She is also a mother of two male students who, at one point, had been registered with the Syracuse City School District (SCSD), one attending elementary school, the other attending high school.
The school would use a least restrictive environment model to encourage all students, regardless of ability, to be challenged in rigorous curriculum that assumes their ability to go on to higher education or a job after graduation. Lessons would be designed to connect with the sports and arts being studied and subject area teachers would align their curriculums to support approaches to learning that help students retain what they have studied and achieve mastery of the state standards. Working with an eclectic model, teachers would develop curricula that reflects diverse learning modalities and aligns to youth development principles. The creation of school-wide assessments would set standards of expectation based on the New York State standards for all subject areas and the Regents exams. Several benchmark assessments would test the skills students are practicing towards mastery, and the analysis of them would inform instruction and individual conferencing with students. In addition, CNYIAP charter school plans to implement a STREAM Education program to utilize during enrichment activities. Students at CNYIAPCS will require more than the traditional content area to be promoted and to obtain their Regents Diploma. Portfolios, Internships and performance/competitions will give students the opportunity to excel in the field of their choice, create a resume, and explore a variety of perspectives in their field of choice to debunk myths regarding the arts and sports. Need for the Proposed Charter School: Syracuse Academy of Science Charter School is the only high school in the category that currently exists in the area serving the school age population CNYIAPCS is also pursuing. Nevertheless, their school curriculum focuses on Math, Science and Technology. CNYIAPCS do not perceive will be competing for the same students given that its curriculum will center in the Arts (visual/performing) and Athletics. The CNYIAPCS founders do not intend to recruit the same student population, rather to attract a population that currently does not have an academic option to develop their personal interests.
The chart below reflects a considerable graduation gap between the alternative private and public schools. The percentage of students who come from limited income households in Syracuse exceeds the NY state average, 68% v. 45.1% respectively, demonstrating that private education is not an option for the majority of high school students in Syracuse.
Another aspect that motivated the founders to create a small new high school is the enrollment capacity impact offered to students who graduate from 13 middle and K-8 combined (not shown in table below) compressed in five (5) traditional high schools in the Syracuse City School District (SCSD). Tripling the number of students per institution (1,195 average in high school),
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CNY Institute of Academics & Performance Charter School Merged Application 2019 makes education impersonal, creating an environment that neither allow individual stimulation, nor provide the appropriate support necessary to advance and obtain the diploma (CSSD statistics 2012-2018).
Finally, the minority enrollment factor played a preponderant role in the decision to create a new high school in the school district being the local average 75% of minorities v. NY State 54%. Extensive studies indicate that inner city minority students are frequently exposed to less inexperienced teachers whose capacity to deliver content is limited, hence limiting students to perform below average and obtain low scores in standardized tests in traditional content academic areas reducing the possibilities for graduation, being not properly prepared to attend college and increasing dropout rates. This factor motivated the founder to create a school that will increase the opportunities for minority youth to become leaders of a community that is rapidly growing, considering fields that are traditionally neglected, arts and athletics, frequently pressed by economic variables affecting the market in the country.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 interests to motivate them to succeed in school and life. Committed teachers would like to work with small groups developing problem-solving skills to produce lifelong learners and stimulating academic growth of students at-risk of academic failure. Professionals in the fields of interest will serve as mentors, from whom students will gain practical knowledge and hands-on experience. CNYIAPCS would like to provide students who are entering high school an authentic and successful high school experience. The founder believes that such an experience is important for all young people, particularly those from low-income backgrounds. Considerable research has shown that young people who obtain GEDs in lieu of high school diplomas fare far worse in college. We believe that not only are academic skills crucial to young people but having a positive secondary school experience would provide the foundation for persistence in higher education and careers. Through its intensive sports-based youth development model (which focuses on building teamwork skills along with academic competencies), and artistic advancement programs, the Central New York Institute of Academics & Performance Charter School could ensure that its students, independent from their background, graduate with the confidence and ability to succeed in future formal college, career settings and/or the work force. The CNYIAPCS would be an academically rigorous four-year program that integrates sports, health and fitness, and the arts into the academic curriculum. Year one will focus on building community and laying the academic and social foundation for later success including exploratory opportunities found by participating in internships. In the second year, students should move on to higher level thinking and expand internship experiences, focusing on career goals and/or technical training. The third year would focus on high school graduation requirements, career readiness, internships and job training. Year four would focus on college entry, vocational readiness, or job force preparedness. Students should move through the school in teams for sports and the arts. Key to the success of the CNYIAPCS would be to create a college campus environment within a high school setting. CNYIAPCS will be an alternative school for those students who do not find motivation in their fields in traditional schools. This is a challenge of engagement: many high schools are not equipped to engage young people in programming that allows them to reach their potential or recognize the connection between school and their life’s goals. Though the student population will come from diverse home environments and each young person will come with individual challenges, CNYIAPCS would like to address this pressing issue by the engagement of personal interests and real-life academic rigor. While some will be IEP identified special education students, all students will need the sort of individualized attention to their specific academic needs that the IEP process provides. Among the strengths offered by CNYIAPCS will be the personalized curriculum, teamwork, and a supportive community offering an extended period of safety time on campus. The environment offered will be likely to improve the academic conditions considered optimal and stimulating to develop the students’ intellectual individual capacities and interests. It is the founder’s belief that a nurturing environment will likely to improve learning, and therefore raise the graduation rates among students.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 No other charter school in the county share the unique curriculum structure, design, and delivery CNYIAPCS will offer. Furthermore, student-instructor ratio, small groups, not over crowded rooms and individual programs will make it easy to monitor deficiencies and offer effective interventions. A few weaknesses have been identified, being the most relevant that CNYIAPCS will be limited to 50 students per year; i.e. not available to all students who may need this type of instruction. Typically, the phenomenon of Charter Schools, particularly in inner city/urban schools have produced constant waiting lists for admission, demonstrating the interest to attend schools that graduate students under better conditions than traditional public schools. (b) Programmatic Impact The establishment of CNYIAPCS will not impact other schools in the zone, given that the curriculum is not competing for the same population. Students interested in CNYIAPCS will be those who do not find curriculum motivation in traditional public schools. There are no other schools in the district that offers a specialized curriculum in the arts or athletics. Along with an enrichment program centered around the inclusion of STREAM Education activities.
Quantitatively speaking, on the other hand, CNNYIAPCS will not cause a deep impact in the Syracuse City School District (SCSD) registering only 50 students per year, a small percentage out of over 5,826 registered at high schools as of 2019, and specifically 2,165 in 9th grade. On average, CNYIAPCS will register 3.8 students from each of the thirteen (13) middle and K-8 combined schools in the district.
The impact on private schools will be perhaps even lower considering the economic status (per capita income) of the student population CNYIAPCS has targeted.
The programmatic impact in the target zone may be reduced given that CNYIAPCS has received significant interest from parents from neighboring school districts.
CNYIAPCS hopes to have a positive impact on surrounding schools. Students at CNYIAPCS will graduate with several credits exceeding the traditional 21 required by public schools. CNYIAPCS will earn 27 academic credits that will prepare them to be successful to integrate the workforce or continue their vocational or college education.
The impact will be expected to be of a qualitative type; demonstrating a low dropout rate and a high graduation rate, filling the mission of CNYIAPCS in the zone.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 As a high-performing charter school, we plan on sharing best practices with local teachers and leaders. We aim to serve as a model for other educators in the community.
(c) Fiscal Impact
In compliance with Subdivision 2851(2)(q), the following table indicates CNYIAPCS fiscal impact assessment of the school on other public and nonpublic schools in the area of Syracuse, NY where the institution intends to recruit the majority of its students.
The first two years, calculations were made on figures already approved, while the last three years were made on estimations having an increase of 2.2% annually.
School Year Number of Per Pupil Total Syracuse School Projected Students Allocation Allocation District Impact 2020- 50 * $19,698 984,900 254,722,483 0.2% 2021*Approved amount 2021- 100 *19,821 1,982,100 260,891,242 0.2% 2022*Approved 5739607 amount 2022-2024 150 20,112 3,016,800 266,630,849 0.7% (2.2% increase 5865878. estimation per pupil) 2024-2025 200 20,409 4,081,800 272,496,727 1% (2.2% increase 5994928. estimation) 2025-2026 200 20,713 4,142,600 278,491,657 1% (2.2% increase estimation)
As illustrated in the table above, CNYIAPCS anticipates insignificant financial impact on Syracuse City School District (SCSD), as well as on the surrounding school districts in the county. We also anticipate minimal fiscal impact on the three (3) nonpublic schools located in
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CNY Institute of Academics & Performance Charter School Merged Application 2019 the district because they are all private schools where religious studies are part of their instruction in addition to the tuition required to register.
R-02ab – Addressing the Need a. Mission
The mission of the Central New York Institute of Academics & Performance Charter School (CNYIAPCS) is to provide collaborative efforts among students, educators, parents, artists, athletes, and community and government leaders in Central New York that will advance academic performance and graduation rates of at-risk high school students preparing them for college, vocational studies or the work force. The Institute will encourage lifelong learning by engaging students in rigorous academics and higher thinking skills, to empower them to pursue their academic interests while focusing on athletics or visual/performing arts. To do this, the school will provide a complete high school curriculum, based on performance-based accountability factors designed to fully enable student’s hands-on participation in their learning environment that culminates with students earning Regents diplomas. The founder of this school view learning as an opportunity to encourage students to make real-life connections between the classroom and worldly associations. Training of exemplar ethical and moral behavior will be provided by teachers’ as role models at the school.
b. Key Design Elements
Program Overview: The Central New York Institute of Academics & Performance Charter School (CNYIAPCS) would open with a total of 50 students between the ages of 14-15 years old (true freshmen), adding 50 true freshmen each year until the school population reflects that of a typical high school with students attending 9th-12th grade classes; estimated capacity will consist of 200 students by the end of its initial charter term. The rationale for focusing on athletics and visual/performing arts in a rigorous academic environment reflects the acknowledgement of a need to reform today’s typical educational experience for high school students, to a more modernized performance-based experience that impacts ways to motivate academic connections of day-to-day situations. This innovative concept would establish ample opportunities for high school students to apply their talents in athletics or the arts as steppingstones to driving achievement and securing participation in these decreasing extra-curricular activities. The founder believes holding these high expectations for true freshmen aged students, considering attending CNYIAPCS, will help motivate middle school aged students to improve their attitudes and work habits toward education, as well as, providing an opportunity for students to understand their personal talents can be motivation enough for them to achieve academic success. Some of the key elements of the Central New York Institute of Academics & Performance Charter School include:
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CNY Institute of Academics & Performance Charter School Merged Application 2019 ✓ The school will develop partnerships with Strength in Motion, The Red House, and SUNY Empire State College and other athletic and artist programs in/and around the Greater Syracuse area ✓ Extended school day (9:00am – 7:00pm) with Wednesday early dismissal (1:55pm- 4:55pm) teacher workshops/student enrichment activities in personal interest teams ✓ Extended week Saturday (10:00am – 2:00pm) study tables, athletic/visual/performing arts activities ✓ Summer school (M-Th 10:00am – 2:00pm) will allow students to further reinforcement and advancement in their chosen field of interest ✓ Advanced course study (Regents diploma’s/Advanced Regents diploma’s) ✓ Languages offered at CNYIAP will be Chinese, Spanish and American Sign Language ✓ Daily common planning time across academics ✓ Curriculum includes five term 190 instructional days (274 additional school hours) ✓ Community service/internships once or twice a week according to the grade requirement ✓ English and Writing across the Curriculum ✓ Technology applied to all content areas ✓ Every classroom will be equipped with computers, one projector and an Interactive Whiteboard ✓ Portfolios assigned to grade requirement ✓ Uniforms/dress code enforced ✓ Emphasis on building a school culture of achievement and excellence that values high expectations for its students ✓ Emphasis on ethical and moral behavior ✓ Prescribed program for each student ✓ Incentive initiatives to fuel motivation ✓ Parent/Guardian/Designator Involvement Policy
CNYIAPCS researched and discovered motivation and engagement are important aspects to success among today’s high-school aged students. According to J. L. Irvin; J. Meltzer and M. S. Dukes (2019), “Until recently, most middle and high schools in the United States have not included a focus on improving academic literacy skills—reading, writing, speaking, listening, and thinking—as a primary educational role. People have largely assumed that students are supposed to arrive in middle and high schools with adequate reading and writing skills that they can then apply to assignments involving increasingly complex reading and writing tasks. If, by chance, students do not arrive with these skills, educators sometimes prescribe remediation. More often, students are able to get through classes without reading and writing much at all. Well-meaning teachers may focus on alternate methods—showing and telling as opposed to reading and writing—to ensure that students are “fed” the content and not
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CNY Institute of Academics & Performance Charter School Merged Application 2019
“penalized” for having low literacy skills. The result is that the students with the weakest skills often get the least amount of practice. Other teachers assign reading and writing tasks and give low or failing marks to students who do not complete the assignments, assuming that motivation, not ability, determines if the work is turned in. The mindset of many teachers and administrators is that if students do not have the requisite reading and writing skills by middle or high school, it is simply too late. A number of educators speculate that some students just do not like to read and write—“that's just the way it is.” Additionally, many middle and high school teachers do not know how to provide explicit reading and writing instruction. Specific literacy instruction, as part of content-area learning, tutoring services, learning centers, or study skill classes, has been virtually unknown in many middle and high schools. For students with poor academic literacy skills, this lack of embedded and explicit literacy support results in a downward spiral that can lead to academic failure. It is especially important to motivate students who arrive in middle and high school classrooms with a history of failure as readers or writers. People are understandably reluctant to persist at behaviors that they do not enjoy or that make them feel incompetent—adolescents even more so. Adolescents with poor literacy skills will sometimes go to great lengths to hide their deficiency; some of them devote considerable energy to “passing” or too distracting attention from their struggles, and the effort required is a major reason why many drop out of school. Yet discussions with teens who are struggling readers and writers do not suggest convictions such as “we are proud of not being able to read and write well” and “we should be left alone to reap the lifelong consequences of leaving school with inadequate literacy skills to face the workplace and the responsibilities of citizenship.” Many of these students understand that poor literacy skills place them at a distinct disadvantage economically, personally, vocationally, and politically. They want to be better readers and writers, but in addition to their weak literacy skills, other serious barriers interfere, such as: • minimal and often inappropriate help, • alienation from uncomfortable school environments and curricula that seem irrelevant to their lives, and • unreceptive environments for admitting the level of vulnerability they feel. Motivation and engagement do not constitute a “warm and fuzzy” extra component of efforts to improve literacy. These interrelated elements are a primary vehicle for improving literacy. Until middle and high school educators work strenuously to address all of the barriers, and thereby motivate students to become engaged with literacy and learning, in the words of one student we interviewed, “I can tell you it just ain't gonna happen, you see what I'm sayin'?”
In addition, the school would to have two educational leaders; one to oversee curriculum development and the visual/performing arts activities, the other to oversee the athletic and business aspects of the school. With one principal dedicated to supporting instruction; and assistant executive educational leaders to chair professional development provided on Wednesday afternoons (and other scheduled conference days). The first year CNYIAPCS plans
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CNY Institute of Academics & Performance Charter School Merged Application 2019 to operate with one educational leader and appoint a committee to help oversee both curriculum development and visual/performing arts/athletics/business because of the low enrollment. The applicants intend to lease a facility beginning in July of 2019. At this point applicants are continuing a search for an appropriate facility and provide proof of an active search for a facility that meets state requirements (see R-23b- Supplemental Attachment); an assumed amount on the rental fee has been included in the developed proposed school’s budget.
R-03ad - Proposal History a) Applicant Information
As a resident of the community, the Founder perceive the impact on the general community of a generation educationally unprepared to be successful in life, therefore having limited opportunities to improve society as a whole.
The founder, Patrina Thomas, born and raised in the area, is a native to the school district. Furthermore, as an experienced educator, she has served in the district for over twenty years in public schools in her special education professional capacity. She is also the mother of two male students, who at one point, were registered in the school district, elementary and high school respectively.
Founder: Patrina Thomas: completed course work in Advanced Studies of Administration Education, Ed.D. program; A.B.D. from University of Phoenix. Experienced certified Special Education teacher. Two-time Silver medalist in Olympic Weightlifting. Resident of the City of Syracuse, New York.
b) Proposed History
All founding members are concerned citizens, and residents of Onondaga County. A series of collaborators participated in the development of this proposal, in many cases anonymously, offering information that became vital for the completion of the documents here presented. Proposal Development From the very beginning of CNYIAPCS creation, collective cooperation was attained. Raw suggestions were polished along discussions and finally were voted by a general consensus to acquire them or discard them.
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CNY Institute of Academics & Performance Charter School Merged Application 2019
Intense rationalization of ideas was consistently performed; frequently, ideas were supported by social, or pedagogical theory. In addition, intense research was carried out to make the school a unique viable alternative for the particular population it will serve. Participants emphasized to be realistic regarding the goals, and the alternatives offered by the school.
The applicant played a preponderant role providing a framework for the school, that was not only easy to understand, but that was supported by all participants from the initial steps.
The applicant associated via academia. Dr. Arrey-Wastavino was the academic external dissertation committee advisor for Ms. Patrina Thomas in her Ed.D. program; who for 2 semesters had the opportunity to observe her academic advancement while she was completing the last assignments previous to beginning her dissertation. Dr. Arrey-Wastavino is no longer associated with this project, but the founder wanted to recognize her efforts.
Miss Patrina Thomas brought about the initiative, coordinated and served as catalysts for the entire process by organizing meetings, collecting information after extensive discussions, assessing, extrapolating, synthesizing ideas, and finally writing the texts to their final forms to be presented to the entire group for discussion and final agreement.
The first encounters with other founding members took place informally, participants learned about the project by word-of-mouth. Once participants engaged in the project (3 meetings) a structure was developed for formal meetings opened to the public and inviting other members of the community to participate.
Most participants are or were education associated in one way or another. Thus, many retired as well as active teachers, administrators, school personnel, counselors, or athletic trainers have participated. Other members are participating in programs associated to education in the community (after school programs). Yet, another group has been associated to the community by means of non-profit organizations serving the community, mostly in the arts and athletics. Professionals and community activists conformed yet another group. Last, but not least, students from college as well as high schools attended meeting offering valuable ideas to solidify this initiative.
Participants played numerous roles, for this reason, it is difficult to identify who specifically contributed what to this project, in particular because participants are very active in their own
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CNY Institute of Academics & Performance Charter School Merged Application 2019 communities, and they found little time in their busy schedules to constantly be considered members. What’s more, many were interested in offering their anonymous participation.
The most difficult aspect was to officially register the participants. They were aware of their previously engaged obligations, and many could not participate as formal founding members. They agreed to “make a promise I cannot later fulfill” many expressed the concern of accepting a serious responsibility as part of CNYIAPCS that demanded mostly time. Also, applicants submitting in conjunction with a non-management partner organization(s) should provide detailed information about this partnership(s) as described in Request 13b – Partner Organizations.
Community Outreach Explain: The methods used to inform stakeholders in the intended community about the proposed charter school
1. Board Member Meetings.
The CNYIAPCS founder Patrina Thomas, Ed.D. A.B.D. has developed a strategic plan to optimize meaningful community outreach in order to cover an extensive population as guidelines specify. In a genuine effort to reach the most disadvantaged groups in the city, all the meetings of the potential Board Member and collaborators have taken place in different locations of the school district to be covered. The meetings’ locations are centers or organizations where focus populations concentrate, have regular access, meet and have developed sense of trustworthiness and belonging. On every occasion the potential Board Member and collaborators have met, the head of the organization has been fully informed of the purpose of the meeting and has been invited to participate in the planning process session.
The strategy of disseminating information for future participation and application from the grassroots centers and members of the community was estimated to be more effective so as not to be perceived as foreign elements to their social groups.
Holding meetings once a month, at the beginning of the process for an entire year, on the other hand, have permitted the members to carry out the tasks set, assigned and agreed upon during these meetings. These dates have been published in the Internet. Permanent discussions to establish parameters and criteria to be applied to the creation of CNYIAPCS have been vital in order to solidify basic standards as well as to finesse unique characteristics of the future institution. Many collaborators have expressed their intention of not being part of the Board Member but contributing their diverse capabilities.
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CNY Institute of Academics & Performance Charter School Merged Application 2019
Guests who specifically have contributed to the particular segment of the school foundation have been invited to these meetings. They have provided information that later on has been discussed, evaluated and applied to the framework developed for the CNYIAPCS. Among the guests have been 1) A real estate agent, whose expertise focused on contingent aspects of rental vs. buying properties, leasing, legal criteria for public property use and regulations, and crime status zones, among others. 2) Representatives of the New York Charter Schools Association who presented a comprehensive view of the functions, application process, development and retention of charter schools. 3) A current Charter School Principal has also participated (via phone) answering practical questions pertaining to the administrative aspect of charter schools and in particular to its structure. 4) Also, an expert in small business and entrepreneurship has offered advice pertaining to legal aspects to establish a non-profit organization LLC. Experts’ participation in a variety of fields (athletes, coaches, teachers, retired teachers, non-profit organization members and officers) has further helped to demonstrate/ underline the genuine intention to establish CNYIAPCS’s in the community offering unique character.
The working informal sessions include phone contacts with other potential, interested parties, who have offered valuable input to solidify CNYIAPCS founding. Extensive communications via e-mail with third parties have taken place during the entire year with the founders cooperating to create the institution.
A chronological table indicating activities carried out in the community to fulfill the purpose. Outreach Activities includes: Board of Trustees Meetings, Town Meetings, Community events, media activities, publications, advertising, and other activities with the purpose of: 1) gaining visibility for CNYIAPCS, 2) attracting diverse populations, 3) meeting interested parties, 4) assessing their needs, 5) incorporating new ideas, 6) modifying original entries, 7) clarifying concepts, 8) finding partnerships with other organizations. These can be found in the Supplemental Narrative/or Attachments.
2. Electronic Media
The Internet and social media have developed a preponderant role in expanding the outreach to the target population which CNYIAPCS as opposed to face-to-face contact. Several specific social networking services have been identified to effectively reach our specific audience in Syracuse: We plan to put up a Gmail account and BlogSpot. Both were selected for the following reasons: 1) the dynamism they offer, permits the addition of information and makes it constantly available to the public. 2) Gmail and BlogSpot’s are not only easily accessible to a variety of strata, but also their universal availability offering among other virtues free access to customers, presence
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CNY Institute of Academics & Performance Charter School Merged Application 2019 in public places such as public libraries, mobile phones, tablets and pads in WiFi venues. 3) these media reach populations not only numerically extensive, but also geographically spread out. We have set each up as the following: http://cnyinstituteofacademicsandperformance.blogspot.com/ and were established following the criteria in the SUNY Board of Trustees application process guidelines.
We are planning to create and include a Facebook and Twitter page.
This email address offers privacy (anonymous) to parents/guardians or other potential contributors who do not want their identities made public.
Documents to be included on Facebook and Blog:
- Mission Statement - Tentative Location including maps and reasons why the zone has been selected. - Basic Curriculum showing a basic structure of the curriculum expected to be offered. - Summary of Basic School Characteristics - Frequently Asked Questions. Only the most preponderant aspects have been included. However, sets of questions posed by the public have/will be incorporated in this segment with the intention of making them an active part of the school’s planning process. - Calendar of events. At this point, Town Meetings and Informational booths in conjunction with other community activities are in the calendar of events. Radio and TV interviews, informational meetings, and other activities such as students’ recruitment pertaining to the future school community will be added. - Glossary of terms. This was added for the public to better understand the concepts incorporated in this particular school. - Announcements. Other events that may be of the interest to the public relating to the development and/or impact of charter schools are included (pictures on site, athletes and artists collaborating with the school, etc.)
It is expected that aggregating information will be on a continuous basis. Should a proposal be approved establishing a web-based system to simplify the application process, incorporating
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CNY Institute of Academics & Performance Charter School Merged Application 2019 forms, and other documents, this will facilitate the potential parents/guardians’ access, and be environmentally sound.
Having established these two repositories of information, our first strategy to reach leaders from the community was to solicit letters of support by directing potential supporters to the information disseminated online for their analysis. Finding support in the community is essential not only to establish the school, but also to implement its operation. E.g. the school will require the direct support of businesses and merchants in order to place students in Internships. Non-profit organizations, on the other hand, are necessary participants for students to carry out the same purpose. In both cases, the activities are an integral part of the proposed curriculum.
By means of a personal letter (Letters of Support) we guided them to the sources of information serving two purposes: to offer support and provide us input from a personal perspective. Each member of the suggested Board of Trustee solicited letters of support from their personal contacts, in order to explore their perceptions regarding the school, as a whole, or particular aspects of the proposal. Among the places the letter was sent are: Educational organizations, Art Organizations, Athletic Clubs, Real Estate Agencies, Public Libraries, Entrepreneurs, Corporations, Academicians, Artists, Athletes, Educators, Paraprofessionals, Clerical personnel, Parents/family members of potential students, College students, Means of Communication, Groups of interests and Activists. The response was very low, approximately 10% of the letter recipients responded.
The applicants selected a wide range of respondents to offer an ample view of CNYIAPCS supporters. Evidence of letters of support received are found in Evidence of Support in no apparent order, but include, and not limited to the following participants: H. Jordan, parent and educator; Syracuse Opera; P.E.A.C.E. Inc. charity organization; Strength in Motion, athletic business; Aurora of Central New York (disability organization); CNY Latino (newspaper), Edutopia (George Lucas Foundation), interest group; Patty Conover, home-schooler parent; Central New York Community Foundation Inc. philanthropic organization (grants); The Red House, arts non- profit organization; anonymous support from the blog (3); Rochester Career Mentoring Charter School; Dunbar Association, Outliers: Creating & Seizing Opportunities Inc.
- The strategies used to solicit community input regarding the educational and programmatic needs of students and the plan to meet those needs; The form and nature of feedback received from community stakeholders and the process for incorporating that feedback into the submitted proposal -
1. Internet and Social Media
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CNY Institute of Academics & Performance Charter School Merged Application 2019
The electronic media have directly served the two purposes required by the SUNY Board of Trustees: to ascertain the community’s needs and to gain community support. This Internet tool offers a direct access for interested parties to post their ideas, concerns, questions, or suggestions, thus offering valuable input to the future school. During Town Meetings, in particular people who are of an advanced age, still feel uncomfortable using social media, others claimed their writing skills were not ‘not proper.’
Though the response to the snail mail letter requesting support was low, respondents were genuinely interested in collaborating with the school. Mostly respondents chose e-mail to contact CNYIAPCS. These messages not only showed the support for the institution to be created, but also provided valuable input.
The following example of input was offered by a particular community member who has proved to be very knowledgeable of the community, supportive of CNYIAPCS initiative, and willing to offer input at a number of levels, but not pursuing a position at CNYIAPCS (Outreach Appendix D: input from a community activist.)
2. On-Site Face-to-Face Contact: Town Meetings data collection and analysis.
During the entire year 2012 and 2013 Town Meetings have been crucial to obtain information regarding community needs. To this end, a series of activities have been planned. From these face- to-face encounters, CNYIAPCS has collected information to implement/modify project planning, and more accurately reveal the community’s interest in (and expectations of) shaping a future school that properly serves the community. Please note that the 2019 Town Meetings will start up on March 19, 2019. The information pertained here is the collective efforts of Founding Members and the Founder.
At each town meeting, the founders have offered a 30-40-minute presentation accompanied with a power-point projection. The most relevant aspects of the school have been presented. The audience was offered 30 minutes for questions. At the end of the session, the founders requested participants to complete the form serving two purposes: collect data and create a contact database to keep participants informed of other events pertaining to potential students.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 ______
______
Analysis of input collected during the first year of Town Meetings
Not all participants completed the form. It was estimated that 50% did not submit or return the paper form on site.
- Database population: Town Meetings produced a list of interested parties of 48 participants (2013 has not been included) including their personal addresses or e-mails.
- Participants: Most participants were parents, guardians/family members or educators who are participating in the education of youngsters. Also, some college and high school students have attended.
- Comments: Eighty percent (80%) of the written comments praised the presentations. Comments such as, “very well organized,” “very clear,” “very motivational,” and the like were offered. Thus, the Town Meetings also served the purpose of obtaining support for the school initiative in a variety of forms. Most of the participation was oral, however, it supported the written themes.
1. Disciplinary concerns were expressed by practically 100% of the audience. Numerous examples of personal experiences were offered, in some cases very emotional, demonstrating fears of violence, bullying, and class order in traditional local public schools. Due to this reason, the audience was positively impacted by the discipline environment CNYIAPCS will offer along with the dress code, as two elements eradicating inequalities. Many participants concluded that schools require structure, ‘as the one presented here.’
2. Dress code concept, uniform, was highly supported by the audience. Attendees frequently, spontaneously, applauded when the presenters showed the items. Anecdotal information illustrating exclusion experiences due to ‘unfashionable dressing’ were offered by the audience, in a highly emotional atmosphere. Participants remarked that the impact of mockery and ridicule by
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CNY Institute of Academics & Performance Charter School Merged Application 2019 students’ peers cause continuous stress among the family members while attending school by not having the means to afford fashion models or brands. “Garage sale queen” “Walmart princess” and many other epithets were given as examples.
3. Another aspect that was extensively supported by the audience was motivation. ‘As far as kids are motivated they will go to school’. Many examples were offered to illustrate situations. ‘My grandson doesn’t know why he is attending school,’ ‘these kids do not see what for they learn math,’ participants commented.
4. Equally, Internships were amply accepted and welcomed by participants as a motivational element in education. Initially, unpaid Internships will show students the ‘real world’, ‘what they are learning in action’ ‘to really test what they are good for’. Many in particular referred to the paid internships as a relief to the home economic burden, and at the same time developing students’ self-confidence and increasing their desire to continue learning, being part of the school and reducing the dropout rate. What participants have mostly remarked is the school concern offering ‘real support, letting students know that the money obtained from Internships will help them pay college applications,’ or for those joining the workforce ‘to accumulate a small capital to start a business’, ‘buy their first car when parents cannot afford it’, or other practical reasons that otherwise wouldn’t be accessible.
Suggestions were very valuable. Aspects that were not considered prior to Town Meetings are now added to the agenda to cover 1) groups previously overlooked: home-schoolers, homeless shelters and parochial schools, 2) local grants and scholarships for education (banks, private clubs), 3) other organizations and business to invite for partnership 4) Empty buildings to consider for leasing.
- Questions from the audience made us modify texts.
1) How much is the tuition? Audience expressed their concern to afford tuition. The founders came across a popularized misconception: Charter Schools are private schools. As a result, we added to all our fliers, and other printed materials the word free.
2) Where is it going to be located? The audience concerned with crime influenced to include the condition for the school to be located in a low crime zone.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 3) Can you give us examples of the academic support you will offer to students? We are working on an ample comprehensive plan for academic support. Among the themes that merge for this purpose were: bullying, violence control, pregnancy prevention, gang membership, drugs and drinking.
4) Are you considering increasing the number of students to be accepted? Only if school is successful after four years, yet in a moderate way.
5) What type of college-credits students are getting? We are working on maximizing the opportunities of our students at local colleges (Syracuse University, Onondaga Community College) to maximize their admission opportunities and at the same time to save money accumulating college credits to alleviate full payment for the credit required for college graduation and reduce school dropout rate.
Summary of most relevant aspects found in Town Meetings
Comments Suggestions Questions Praising presentation Empty buildings in town How much is the tuition? Clear motivation Partnerships with Where is it going to be organizations or business located? not considered before Concrete experience offered Scholarships & Grants from Can you give us examples of to students specific companies the academic support you will offer to students? Clear objectives to benefit Reaching home-schoolers Are you considering students increasing the number of students to be accepted? Discipline to eliminate Reaching shelters What type of college-credits bullying students are getting? Dress code to eliminate Reaching parochial inequalities elementary schools Motivation & hands-on experience.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Samples of the Town Meetings’ input ideas expressed by attendees are included in Community Outreach, Support, and Demand
Samples of community places reservation confirmations where Town Meetings were held are found in Community Outreach, Support, and Demand.
3. Visuals Printed Materials
- Posters will be created to attract potential participants displayed at centers where originally CNYIAPCS members have met and from where CNYIAPCS expects/projects to attract its future students.
- Brochures describing the mission and school overall view will be distributed to centers where target populations concentrate and where activities for young people are offered, particularly those which are free of charge (in progress, this brochure will be distributed when the CNYIAPCS leases a building)
4. News Media (in progress) a) Interviews in local Radio and TV Stations have been programmed for the entire year 2013. The first one took place at 620 AM on August 18, 2012, 5:00-7:00 pm, Sabor Latino program, Dr, Arrey-Wastavino was interviewed in Spanish. CNYIAPCS has also contacted WVOA 103.9 FM and 95.3 FM Nosotros Radio program for another interview in Spanish during the first semester of 2013. CNYIAPCS plans to continue utilizing the Radio and TV stations as they move forward in the 2019 advertising campaigns.
In addition, CNYIAPCS founder has contacted other TV and radio stations that have manifested interest for interviews on condition that they get invited to the school location (on site). The Founder, Patrina Thomas, has set up a radio interview to be conducted in the March 2019.
The current plan is in progress; though some initial contacts have been set for the activities. The applicants are expecting answers. These activities will be published via Internet indicating the airtime as appropriate.
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CNY Institute of Academics & Performance Charter School Merged Application 2019
Location Type Dates Radio Stations Interviews April 2013 –August 2014, TBA 2019 TV Stations Video interviews September – July 2014, TBA 2019 Newspapers Interviews, series of articles On-going Stadiums Informational booth Seasonal Parks Informational booth Seasonal On-going Religious activities (fairs, Informational booth March 2013 –June 2014, Feb. festivals, celebrations) 12, 2019, on-going
b) Advertising in local newspapers is an ongoing strategy until the school opens. On the other hand, a series of articles about the application process are in progress. The first one of these series was A New Charter High School: A New Vision to Motivate, Inspire and Educate Young Syracusans, bilingual edition (English-Spanish) published by CNY Latino (Vol. IX, 7, August, 2012) a bilingual local newspaper. CNY Latino has also published the Spanish poster on a monthly basis since March 2012, free of charge.
Unfortunately, the main regional newspaper (Post Standard) has recently (December 2012) reduced its paper circulation to 3 days, to increase its on-line circulation. Scotsman Pennysaver, another source considered previously by CNYIAPCS to advertise, stopped its circulation in March 2013.
CNYIAPCS will also offer interviews to free newspapers in the community such as: The Eagle and in particular the Syracuse New Times, a free newspaper that emphasizes the arts and family activities in the community. c) Advertising CNYIAPCS in profit and non-profit organization newsletters is yet another strategy source to reach the population desired (in progress). In particular this is expected from the organizations and business that have offered partnerships (Internships). An intense campaign has been projected from the time 501(c)(3) gets obtained.
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CNY Institute of Academics & Performance Charter School Merged Application 2019
5. Other face-to-face community contact
- Informational meetings are offered in addition to community centers, at religious organizations (churches, temples, synagogues and mosques), youth clubs, and community events other than those previously mentioned. CNYIAPCS has distributed small pamphlets (1/4 of a page) and printed strips, including the institution basic information (where and how to get familiar with the future school), both in English and Spanish at these centers.
- Community events: The parks. During the summer 2012, 2013, 2014, 2017, 2018 Spanish Action League of Onondaga County, Inc. (AKA as La Liga) Executive Director invited CNYIAPCS to participate at its major events (3) offering space and facilities to install a booth to offer information to the public. Also, this non-profit organization has offered to serve as a center to help students and their families to fill forms to apply for the admission process at CNYIAPCS. The founder designed a ‘strip’ (see below) in both languages to make it available at all community centers and organizations where potentially student’s families have access with the intention to recruit them.
Nueva escuela secundaria gratuita para estudiantes interesados en Artes o Deportes: CNY Institute of Academics and Performance Charter School (CNYIAPCS) abre en 2020 para 90 grado. Infórmese: http://cnyinstituteofacademicsandperformance.blogspot.com Envíenos sus preguntas en Español a:
6. Translations
In an effort to reach ELLs, the brochures, posters, and other written materials, as well as interviews will be translated into languages frequently spoken in the recruiting target areas. Interviews as well as newspapers articles will be translated with the same purpose. Currently, all the information to the public is available in Spanish upon request. Translations are proofread by at least three balanced bilinguals to avoid errors or misinterpretations in the target language. CNYIAPCS has planned to offer this information in other languages frequently spoken by local immigrant communities such as: French, Russian and Chinese.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 7. Personal networks have been already established in the community, which have agreed to facilitate bringing the program to the communities where their voices will be considered to help implement the school program. Also, several additional contacts that have offered partnership opportunities are pending with CNYIAPCS once the proposal gets approved (philanthropic organizations)
8. In an attempt to expand CNYIAPCS’ visibility, this has also been registered in virtual professional communities.
CNYIAPCS has been part of Edutopia.org (George Lucas Educational Foundation), an educational community whose objective is to offer discussion forums as well as educational data depository of school practices in America. This community has offered both, support and suggestions. In addition, this site provides a comprehensive list of grants for educational purposes, covering a variety of aspects in need of financial resources.
Other online sites registered are Innovative Educator.org, a site that offers current educational teacher practice training and development offering Webinars, forums and resources for teachers/ educators. This strategy will facilitate CNYIAPCS to keep updated with classroom practices and remain current nationwide to better serve students.
9. Further Work in Progress a) Videos
CNYIAPCS founding members are in the process of producing and airing a series of video clips that will be uploaded in YouTube, Facebook and Blog to further reach younger populations and others who frequently use the Internet as a source of information and research. In these videos, we will express the reasons why we are applying to create this particular charter school. Yet another reason for creating the videos is that of making potential parents and students familiar with the founders and school practices. We are currently producing a video to introduce the founders and offering basic information about CNYIAPCS. A second video clip is in progress showing teenagers wearing the proposed uniform. These videos will further promote the school through the Internet. Captions will indicate the links (Blog, Facebook, e-mail) leading to further information and how to contact CNYIAPCS. Once the school gets approved, a series of videos on site (the school campus) will be produced to promote the school.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 b) Telephone Number
CNYIAPCS will open a phone line to facilitate parents/guardians communication after the approval of this proposal. c) Personal Contacts
The founder started promoting CNYIAPCS massively through personal networks. E.g. Ms. P. Thomas as well as other members of the Board of Trustees have held meetings with: the Superintendent of Education, diverse community organizations, businesses, and corporations that have offered results not only in the form of supporting the creation of the school, but also in the form of future financial support, i.e. scholarships, grants or direct donations demonstrating genuine support and commitment for the institution to be founded. The latter will concretize as soon as CNYIAPCS obtains 501(c)(3). d) Data Collection and Analysis
A Board Member will have the responsibility of continuing collecting the data from Town Meetings and from Facebook and Blog for further analysis (YouTube’s data will be added as soon as videos air). Collapsing the data from the three sources will allow constructing themes to be incorporated in our planning, appropriately specifying and referencing the public contribution using the same style previously used from Town Meetings. This data collection will be on an on- going basis during the entire year prior to the school’s establishment. Hopefully, the data will increment modifications by integrating public concerns and needs as specified in the in SUNY Board of Trustees Guidelines. d) On-going Considerations
Facebook and Blog, due to their dynamic nature, will be continuously modified, keeping the public informed and up to date as we refine the school model and the accreditation progress advances.
In the meantime, our potential Board of Trustees sessions and Town Meetings have been held in different areas of the school district covering the four quadrants, at well-known community centers; particularly where at risk students’ populations congregate. This was part of the strategy
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CNY Institute of Academics & Performance Charter School Merged Application 2019 informing and engaging community leaders, who have served as liaisons in the initial effort to create connections inviting students to participate in the coming application process.
Include the following in support of the narrative response:
c). List of Founding Team Members
Proposed Role(s) in School Relevant Experience/Skills and Name Role in Founding Group (if any)
1. Heather Jordan 10+ Years in Education, Public Proposed Board Member Relations Specialist, *Looking to be Hired as Staff 2. Tiara Love Entrepreneur, Daycare Owner, Proposed Board Trustee Classroom Aide with Jamesville- Dewitt 3. Candice Johnston Mental Health Therapy Aid, Proposed Board Trustee Entrepreneur, Event Planner, Photographer 4. Juvar Houston Founder, Owner of H2Fitness Proposed Board Trustee 5. Lisa Freedman, MD Proposed Founding Board Member *Looking to be hired as Staff
6. Sam Lim Proposed Founding Board Member *Looking to be hired as Staff 7. Namdi Shakir Experienced Career Counselor. Videographer/Board Member Muhammad Teacher at Say Yes to Education,
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Proposed Role(s) in School Relevant Experience/Skills and Name Role in Founding Group (if any) Inc. through Syracuse University, Visual designer and Photographer. 8. Patrina Thomas Administration Education, Ed.D., Founder A.B.D., certified Special Education teacher, two-time Silver medalist in Olympic Weightlifting 9. Antoniesse Thomas Human Relations Broad Member 10. Angela Jones Accountant Board Member
c) Individuals outside of the founding group who offered relevant help to the proposal development are listed below specifying their own personal area of expertise.
Name Occupation Role at CNYIAPCS Linda Abbey Retired public school Provided liaisons with other local Teacher, visual artist community resources Mike Atkins Political representative Charter schools supporter Frank R. Cetera Small Business Development Business advising (Advisor) Center Northside Collaboratory Sharon Contreras SCSD Superintendent of School District liaison Education Gary Crawford Retired Athletic director, Athletic advice, athletic liaison with Dean of Students, Syracuse other athletic communities. University. Dennis Francione Rochester Career Mentoring School administration advising Chief Executive Charter School Officer(CEO) John Falge Pastime Athletic Club Legal Advice Attorney-at-Law President
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Arleen Furdock Retired, community activist. Youth activity advising, liaison with local leaders, politicians, and community resources. Diane Mowry Axa Advisors Non-profit organizations Advise Ruby Tuesdays Restaurant Meeting Space Sue Osborn Big Picture School Founder Administrative advise Taino Palermo Outliers C & SO, Inc. Youth activity advising, community (Founder) liaisons. Rita Paniagua Melina Health Care Hispanic Action League, Statistics (Director) and needs among Latinos, Latino community contacts, student recruitment Julius D. Edwards Dunbar Association Statistics and needs in the (Director) community, student recruitment David W. Rutwowski Certified Planners Budget advising Mary A. Smothers P.E.A.C.E. Inc. (Peoples Statistics and needs in the (Center Coordinator) Equal Action and community, Student recruitment. Community Effort) Spaghetti Warehouse Restaurant Meeting Space Jill Shahen NYCSA Charter Schools advisor, application process, pre-operational strategies. Delmonico’s Italian Restaurant Meeting Space Steakhouse Jamesville-Dewitt Conference Room Meeting Space Library Embassy Suites Conference Room Board Meeting Beauchamp Library Meeting Room Meeting Space Donald O’Leary Broker, Pyramid Brokerage Construction site regulations, legal Company, Syracuse, NY. leasing/contract advising Cynthia Cogen Pay Chek Human Resource Representative Karen Black Spectrum Internet Serices/Business TBA Excellus Blu Cross/Blue Medical Insurance Shield Eric Bishop M & T Bank Banking Services Jaime Alicea SCSD Superintendent Collaborative Educational Institution
Name of corporation or Nature Internship type organization Associated Artists of Central Arts Art workshop/volunteers New York BoFA (Breeze of Fresh Air) Arts Gallery (exhibits)
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Teen Gallery ClayScapes Pottery Inc. Arts Various (observational) CNY Latino (Bilingual Arts & sports Arts & sports articles Newspaper) submitted by students.
King and King Arts (architecture) Pre-professional internship (pending) (observational) Onondaga Ceramics Guild Arts Gallery, studio (pending) Strength and Motions Athletics Gym, physical conditioning facilities. The Redhouse Arts (visual and performing) Art gallery, theater and music productions. The Tech Garden Arts (visual Arts) Internship (curatorial), (pending) Gallery guided tours Szozda Gallery Arts (visual Arts) Internship (curatorial) (pending) Westcott Community Art Visual Arts Art space: Portfolio Exhibit Gallery Summer 2015. H2Fitness Physical Education/Health Physical Education Classes
d) Withdrawn, Rejected, and Concurrent Proposals (SUNY and/or Other Authorizers) CNYIAPCS presented a Letter of Intent in 2012 and 2014 period deadlines. Later on, CNYIAPCS contacted SUNY Board of Trustees Charter Office to inform the interruption of the process not presenting the Proposal due to time constraints. We were asked to resubmit because our paperwork was not complete, though we thought we had. We decided to resubmit for the opening date year 2020. e) Letters of Justification for Previously Denied Application This request is Not Applicable. f) Founding Resumes Include a resume or biographical statement for each member of the founding group. Do not submit resumes of founding board member as a response to this request. Attach founding board member resumes as described in R-03f– Founding Team Members. 1. Patrina Thomas 2. Lisa N. Freedman 3. Sam Lim
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CNY Institute of Academics & Performance Charter School Merged Application 2019 4. Candice Johnston 5. Namdi Shakir Muhammad 6. Tiara Love 7. Heather Jordan 8. Juvar T. Houston 9. Frankie Jackson 10. Angela Jones R-03e – Letters of Justification (“Request Not Applicable”)
R-03f- Founding Team Resume
Patrina D. Thomas
Special Education Teacher Certificate/Education
University of the State of New York Education Department Permanent Teaching Certificate Special Education Grades K-12 ▪ New York Office of Children and Family Services School-Aged Child Care: Syracuse, New York, 2015 ▪ Current 2015 CPR/First Aid (Certificates on file) ▪ MAT Certified in New York State 2015 (Certificate on file) ▪ EdD in Administration Education from University of Phoenix: Phoenix, AZ. (pending, ABD)
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CNY Institute of Academics & Performance Charter School Merged Application 2019
Honors/Accomplishments
Who’s who among Teachers Special Education 2006
Wall of Tolerance named by Morris Dees and Rosa Parks 2004
Member of the United States Olympic Weightlifting Team 1990- 1996
Unsung Heroine named by National Organization of Woman 1995
Hall of Fame-Track & Field Syracuse University 1988
Captain of Syracuse University Track & Field Team 1985-1988
Big East Champion Track & Field Syracuse University 1984-1988
Heather Jordan
Professional Experiences Substitute Teacher
• Work with various grades on curriculum provided by teacher
• Assisted teacher in special education classrooms
• Managed classroom environment
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CNY Institute of Academics & Performance Charter School Merged Application 2019 • Problem solved situations with students in the classroom in order to maintain learning environment
Service Coordinator
• Manage public housing program matching cliental with appropriate services
• Establish and maintain relations with potential community employment agencies and employers for client population
• Knowledge of HUD requirements for ROSS Grant, implementation of requirements with the result of meeting and exceeding quota for grant
• Maintain thorough, complete, and timely documentation of cases and services provided
• Ensure client’s needs are met by providing information towards self-sufficiency goals
• Educate clients on various life skills topics: budgeting, housekeeping, adult education programming, resume writing
Housing Choice Voucher Specialist
• Screen and interview program applicants and participants to determine initial eligibility and potential for success in the program
• Maintain computerized records and databases on each voucher holder and unit leased
• Knowledge and enforcement of compliance with HUD regulations
• Prepare reports and maintain compliance with Shelter Plus Care Subsidy Program
• Maintain updated information and training regarding grant and HUD regulations
Housing Coordinator
• Collect and maintain data on county properties that have been involved with code enforcement bureau. Knowledge of city guidelines and public housing regulations. Information translated for the public. • Ensure that business leaders and community organizations maintain open communication
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CNY Institute of Academics & Performance Charter School Merged Application 2019
Housing Case Manager • Assist clients with housing issues using resources available through Syracuse Housing and the community • Create relationships among other community leaders to better utilize the program • Advocate for public housing clients with schools, social services and health care providers
Teaching Assistant
• Assist with creatively teaching curriculum to children with special learning needs • Incorporate game-like learning strategies with grade-appropriate education • Maintain communication with parents of students to increase their participation in their children’s education • Coordinate with other education professionals • Created educational lessons plans for students and those with IEPs
Substitute Teacher
• Execute plans within various classroom settings • Organize and adapt various learning skills that address the student’s disabilities to meet the needs of the students • Created programs to educate students through fun activities in Music, Mathematics and Arts
Skills
Personal
• Spanish speaker • Passionate • Customer Care • Computer Literate (Microsoft Word, Excel, Spreadsheet, PowerPoint) • Punctual • Flexible
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Organizational
• Management Skills • Tenacious • Able to understand tasks given • Complete tasks/projects in a timely manner • Understanding of the protocol/policies of the company
Certificates/Education • Service Coordination, 2018 • Motivational Interviewing, 2018 • Confidentiality, 2015 • Mental Health First Aid, 2014 • Crisis Intervention, 2014 • Communicable Diseases, 2014 • Lead Assessment, 2014 • HIPAA Trained, 2014 • Understanding Trauma and Its Impact, 2014 • First Aid/CPR, 2013 • Child Abuse/Maltreatment, 2013 • Customer Service Training, 2012 • Bachelor’s Degree in Business Science, University of Phoenix: Phoenix, AZ 2010 • NYS Teaching Assistant Certified, 1998
Summary
Effectively identify and utilize available resources using current knowledge and awareness of agency and community services.
Implement collaborative relations between community resources and the cliental who can utilize them to better educate the very low income community
Assist several families working to maintain regular, personal activities that can create effective living and healthy relationships among adults and their children.
Interpret to Spanish speaking clients to be sure that they had an understanding of the information that was given.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Encourage strong communication among the community and business partners in pursuit of a common goal
Maintain an upbeat environment for better work experience, while ensuring productivity from employees through improving program statistics
Facilitate and administer educational activities that incorporate a level of self-development and empowerment to the student while encouraging growth and understanding of the materials
Create proper learning techniques for students with learning disabilities while keeping a manageable working environment
Professional History
Community/Volunteer Services
Housing and Homeless Coalition, 2017 Canine Carnival, 2013 SPCA, 2013 Refugee LEAD Program, 2013 Parent Advocate, 2009-2012 Say Yes to Education, 2008 Department of Environmental Health, 2013
Honors
Eagle Award of Excellence, 2009 Award of Achievement, 2006
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CNY Institute of Academics & Performance Charter School Merged Application 2019
Lisa N. Freedman
Education
College Cevenol, Le Chambon, France 1977-1979 French Studies
Cornell University, Ithaca, NY 1979-1983 BS Biology/Genetics
SUNY Upstate Medical University Syracuse, NY 1983-1987 MD
SUNY Upstate Medical University Syracuse, NY 1987-1991 Chief Resident OB/GYN, FACOG
SUNY Empire State College, Syracuse, NY May 2018-present Towards MAT Biology
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Certifications
New York State Teacher Certification Exam, Assessment of Teacher Assistant Skills, 04/14/2018
Scored 95/100
Dignity Act Certification completed 05/23/2018
Mandate Reporter Certification completed 04/21/2018
S.A.V.E. Certification completed 04/21/2018
NYS Fingerprinting Clearance Complete
Professional Experience
Publications
SZ Badawy, L Freedman, P Numann, M Bonaventura and M Kim, “Diagnosis and Management of Intestinal Endometriosis. A Report of Five Cases.” Journal of Reproductive Medicine vol.33, no.10, pp851-855, 1988.
DB Seifer, L Freedman, JR Cavender and RA Baker. “Insulin-Dependent Diabetes Mellitus associated with Danazol.” American Journal of Obstetrics and Gynecology, vol.162, issue 2, February 1990, pp474-475.
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CNY Institute of Academics & Performance Charter School Merged Application 2019
Tiara Love
Hope Daycare Center, LLC Co-Owner Recruit and hire teachers and staff, manage daily operations of the center, implement additional rules to govern center, set policies and procedures in caring for students
Love In August Creator Select group of adolescent girls to mentor, travel to different cities to expose the girls on different ways of living to instill in them a sense of belonging, confidence, and culture
Southside Academy Charter School PTO Vice President
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CNY Institute of Academics & Performance Charter School Merged Application 2019
Collaborative effort with the principal, teachers, and parents on one accord for student growth and development. Create an environment where parents can express their concerns as well as push for parental involvement in the many extracurricular activities held within the school
Skills Motivational Leader Organizer as well as team player Self-starter/ Initiator
Employment History
Education Bachelor’s Degree in Sociology and Education, Syracuse University 2007
Awards/Honors Graduate Star Award, On Point for College 2018 Samuel Z. Lim
Education University of Missouri-Kansas City Bachelor of Arts (2018) Languages & Literatures GPA: 3.42 Memberships/Awards: Interfraternity Council, Sigma Alpha Epsilon Fraternity, Most Outstanding Senior & Junior of the Year, 2018 Collaborative Excellence Pride Award, 2017 Collaborative Program of the Year
Experience Purpose Built Schools Atlanta- The S.T.E.A.M. Academy at Carver High School (Atlanta, GA) Social Studies Faculty (July 2018-Present)
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CNY Institute of Academics & Performance Charter School Merged Application 2019
• Courses: United States History, American Government, U.S./World Affairs, Ethnic Studies • Leadership: 11th Grade Advisory Leader, LGBTQ+ Student Support Lead
Community Involvement Central New York Institute of Academics & Performance Charter School (Syracuse, NY) Founding Member- Board of Trustees (2018-Present) Atlanta Pride Committee, Inc. (Atlanta, GA) Board Liaison (2019-Present)/Parade Committee Member (2018-Present)
Teach for America Metro Atlanta LGBTQ+ Prism Coalition (Atlanta, GA) Founding Member (2018-Present) / 2018 Metro Atlanta Corps Member
GLSEN Metro Atlanta Chapter (Atlanta, GA) Revival Leadership Team (2018-Present)
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CNY Institute of Academics & Performance Charter School Merged Application 2019
FRANKIE L. JACKSON
SUMMARY OF QUALIFICATIONS ➢ Self Employed President/Founder DC Entertainment. ➢ Five Years as Chaplain in Justice Center and HillBrook Detention ➢ Leadership training and development for over 20 years. ➢ Founder and President of "Elite Ministry Leadership Institute" in 2005
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CNY Institute of Academics & Performance Charter School Merged Application 2019
EDUCATION G. W. Fowler High School Syracuse, New York Magnolia Street 1983 to 1986 1986 Graduate
Onondaga Community College Syracuse, New York Liberal Arts/Humanities Completed ASS Degree
HISTORY
REFERENCES Will be supplied if requested
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CNY Institute of Academics & Performance Charter School Merged Application 2019
Education & Certification
Onondaga Community College – Associates Degree New York State – Teaching Assistant Certification – Aug 2009
Business Experience
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CNY Institute of Academics & Performance Charter School Merged Application 2019 CANDACE JOHNSTON
PROFILE I am an energetic, ambitious person who has developed a mature and responsible approach to any task that I undertake or situation that I am presented with. I’m excellent in working with others to achieve goals in a efficient, detailed and creative manner.
EXPERIENCE
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CNY Institute of Academics & Performance Charter School Merged Application 2019
Angela L. Jones SUMMARY OF QUALIFICATIONS Communicates effectively and efficiently with people. Experience in culturally diverse environments. Capable of taking on and completing multiple tasks and projects. A strong leader and team player.
EDUCATION SUNY Empire State College Syracuse, NY Associate of Applied Science in Business, Management, and Economics (In Progress) Concentration: Business Anticipated graduation date: February, 2019
WORK EXPERIENCE
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CNY Institute of Academics & Performance Charter School Merged Application 2019
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CNY Institute of Academics & Performance Charter School Merged Application 2019
SERVICE EXPERIENCE • V.I.T.A, Tax Preparer - Prepare basic tax returns for deserving families • Relay For Life, Volunteer - Volunteered to raise money for cancer research • Christmas Bureau - Create gift baskets for deserving children
REFERENCES upon request.
R-04abc - Community Outreach, Support and Demand
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CNY Institute of Academics & Performance Charter School Merged Application 2019
a. Description and Analysis of Community Outreach Efforts
There have been several public outreach occasions associated with the educational, entrepreneurial and innovative strategies in reference to CNY Institute of Academics & Performance. We have worked toward partnerships with; Hugo Acosta, CEO of CNY Latino newspaper; Dr. Doug Biklen, Dean of School of Education and The Say Yes Programs in Central, New York; Mike Caccamo, Stage Director and Set Designer; Frank Catera, Urban Partnerships Associate and Small Business Mentor; Sharon L Contreras, Superintendent of Syracuse City School District; Terrion Smith, Executive Business Consultant; Timothy Gibbons, Semi-Professional Boxer; and Judith Grant, Founder of the Lowell School: Progressive Education for Children. Partnerships will continue to form as we go through the initial application process with athletes, artist, businesses and community leaders. As CNY Institute of Academics and Performance Charter School continues to move forward, our relationships have grown as we continue to reach out and inform them of our need to build partners and champions — especially with parents, politicians, local entrepreneurs, and members of the media.
b. Description and Analysis of Community Support
CNY Institute of Academics & Performance agree that, "It takes a village to raise a child." CNYIAPCS believe to make real education/school transformations, a strong, authentic community connections and actions must be exercised. When families, community groups, business and schools band together to support learning, young people achieve more in school, stay in school longer, and enjoy the experience more. CNYIAPCS will make plans to have several: • Community/business school partnerships • Parental collaboration • Curriculum connected to real world experiences • Student voice • Cross generation learning • Locals designing solutions to local problems
CNYIAPCS understands Whole Community Engagement Is Key. CNYIAPCS plans to lift up and raise our schools to a place that suits all 21st century learners, help needs to come from many parts of the community. The leading roles should be alternated according to the need and focus of the particular aspect of the transformation project. CNYIAPCS understands respecting each other and acknowledging our unique contribution, will help move us forward quickly in a positive environment where all can be teachers and learners.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 CNYIAPCS will use an inclusive, design-focused view, and create ideas that target and engage four main triggers that will help transform our school and curriculum: students, parents, family members and local businesses.
CNYIAPCS Community Support includes:
Step 1: Expanding our Vision of School to Include Community
Step 2: Reach Out to All Stakeholders CNYIAPCS will share our dreams for enhanced community-school partnerships, ask people what matters to them, ask them how they might help, and show them your passion. Deliver them an open invitation to reconnect, collaborate and share their experience, skills and time to make a difference.
Step 3: Create a Community Resource Map A visual representation of our community and the various skills people have to offer is a super way to understand what community resources are available. CNYIAPCS plans to build one, also point out the materials people can supply at cost or for free, the time they can invest in projects, and how they can connect to curriculum, and classroom activities. Include the networks they can utilize to raise awareness of the needs of local children and families, and always promote and foster resource-sharing and collaboration.
CNYIAPCS will use libraries to advocate for school-community partnerships and student learning. Libraries are important hubs and can provide meaningful connection points outside the school campus.
Step 4: Connect with Curriculum CNYIAPCS understands much of what we learn as children and adults happens outside the classroom through real world experiences and from our peers, mentors or on the job.
CNYIAPCS understands today's core curriculum should connect with the real world. Scholars today are asking far too often for relevance in what they are learning. "Why am I learning this? I'll never use this!" is a response far too often heard from the mouths of young people today.
CNYIAPCS will work on finding ways to work with local businesses and subject matter experts to connect core curriculum to the outside world and design engaging learning experiences in and out of the classroom.
Step 5: A Design Challenge for the Community
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CNY Institute of Academics & Performance Charter School Merged Application 2019 CNYIAPCS will be the educational institute to encourage discussion, empower youth, teachers and communities to design and facilitate change locally. CNYIAPCS prides the notion of reinventing schools to include untraditional activities such as redesigning classrooms, creating a community garden, creating an open and shared learning space, and changing the way students participate in decision making.
c. Description and Analysis of Student Demand
For High-School aged students in the Syracuse City School District, the idea of having an opportunity to attend a school where they have a say in developing their future, small classes, internships, high-quality education, and the choice to go to college, attend a vocational school, or even leave high school to start a business/partner in a business has become a topic of many household in the area. Middle-School students and their parents have contacted several members of the board and the founder to ask questions, seek meetings, and volunteer their time to help CNYIAPCS become a reality. Parents have expressed the relief of having truly small classroom sizes, teacher/student cohorts that stay and grow together all four-years, have their child work on individual weaknesses, and offer their child extend opportunities to engage in educational activities beyond that of a traditional high school experience. Students who attend CNYIAPCS will be given ample opportunities to enhance their learning and take advantage of rigorous academia. Students who attend CNYIAPCS can learn in classrooms set-up as 1:10 teacher/student ratio. CNYIAPCS will focus on our inner-city students but will except students from throughout Central New York who qualify in our Region. d. Evidence of Community Outreach
CNYIAPCS has submitted evident of community outreach as attachment
e. Evidence of Community Support
CNYIAPCS has submitted evident of community support as attachment
f. Evidence of Student Demand
CNYIAPCS has submitted evident of student demand as attachment
R-04d – Evidence of Outreach
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CNY Institute of Academics & Performance Charter School Merged Application 2019 *It needs to be note that the outreach efforts of CNYIAPCS expands over 10 years. CNYIAPCS feels the need to share some of the highlighted outreach efforts along with our most recent ones.
Proposed Summary of Collaborative Partnership Between the City of Syracuse, SCSD and the CNY Institute of Academics and Performance Charter School (CNYIAP)
Date: April 25, 2014
To: Sean Carroll (Director of Onondaga County Division of Purchasing)
From: Patrina Thomas (Founder, CNYIAP Charter School)
Re: Collaboration Between SCSD and CNYIAPCS
Dear Director Carroll,
Below you will find the beginning of CNYIAP charter school’s proposed efforts to build a collaborative relationship between the City of Syracuse and the Syracuse City School District (SCSD); in regards to the city’s proposed educational effort to strengthen academic achievement here in Syracuse through the inclusion of the “Joint School Project” (of which, was briefly discussed at the MWBE Diversity Expo-Outlook 2015 on April 24, 2014 at the SSIC scheduled events). You will also find an Executive Summary and School Overview of CNYIAP charter schools projected expectations for acquiring its Charter.
The following will serve as a brief blueprint of what CNYIAP charter school and its constituents will offer the city and the school district if a collaborative agreement is achieved:
First, for CNYIAP charter school to successfully gain a “Charter” from the SUNY Charter School Association in conjunction with the NYS Department of Education, we must complete our proposal application. CNYIAP charter school is projecting a completion deadline date in September 2014 in preparation for submission. After which, CNYIAP charter school will be free to develop continued efforts toward increased educational advancements for the school-aged citizens of Greater Syracuse and surrounding areas.
Second, with an agreement settled upon and a Charter acquired, CNYIAP charter school would like to create diverse opportunities toward unpaid and paid internships for students who attend our educational institution. It is with great pleasure, CNYIAP charter school and its continuants would like to extend a helping hand in the development of the proposed educational movement the city may be executing in the near future (namely, “The Joint School Project”).
Third, CNYIAP charter school feels it is important for the City to be aware of specific guidelines in policy when proposing such a partnership. Understanding that charter law 56: New York charter schools act of nineteen hundred-ninety eight offers moderate to high levels of autonomy to charter operation may help increase the objective of CNYIAPCS’s mission. Consideration to the fact that
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CNY Institute of Academics & Performance Charter School Merged Application 2019 this law authorizes a system for charter schools to provide established opportunities for teachers, parents, and community members to maintain school operations independent of the now existing Syracuse City School District and Charter Schools already in operation within the Central New York region. CNYIAP charter school management plan would encourage the use of different and innovative teaching methods; create new professional opportunities, provide parents and students an expanded choice of public education and a chance for a change from rule-based to performance- based accountability by meeting measurable student achievement results.
CNYIAP charter school intends to apply for substantial philanthropic support from local, state and national foundations such as: the Bill & Melinda Gates Foundation, the Walton Family Foundation and the George Lucas Educational Foundation and gain project management assistance from a specialized local corporation. CNYIAP charter school looks to review impacts and relationships between reports exploring promising practices in greater depth and examine longer-term impacts of practices that increase high school graduation and college entry. CNYIAP charter school plans to create a 501/c (3) account with a bank that excels in non-for-profit charter schools in the Central New York area. CNYIAPCS expects to submit applications to government, educational and not- for-profit grants along with fund-raising, donations, professional volunteers and other in-kind opportunities which will strengthen municipal obligations needed for future revenue and state funding.
CNYIAP charter school has generated support from the Syracuse City School District in which the school will be located. CNYIAP’s charter school commitment is to establish an ongoing relationship with SCSD by actively informing the school officials of projects and procedures during scheduled meetings as agreed upon. CNYIAP’s charter school added objective would be to extend partnerships with home-schooled students and their families. CNYIAP charter school plans to not only work with students attending the city schools, but also home-schooled families to develop supplemental programs; which could enhance or enrich teaching methods already established by these families/and or school district.
Fourth, and lastly at this time, CNYIAP charter school would like to execute its specific thoughts on how the charter school can be beneficial to the city, if an agreement is achieved:
a) Beginning steps toward building collaborative practices between Charter Schools and Public Schools within the area b) Collaborate on brainstorming efforts toward beneficial procedures and policies developed for the “Joint School Project” c) Added resource to recruit student participation within the SCSD school population d) A gained focus on strengthening Educational Evolutionary practices needed to improve academic performance among school-aged students in the United States
I. Executive Summary
Inner city schools across our nation are failing our children; statistics indicate no more than 60% of high school students in Syracuse, New York are graduating. Our proposed Central New York Institute of Academics & Performance Charter School (CNYIAPCS) high school projects to address this failure by engaging at-risk students 9th – 12th grades in personally relevant curriculum
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CNY Institute of Academics & Performance Charter School Merged Application 2019 that will enhance the current state curriculum. We look to recruit students who seem to be motivated by athletics and/or visual and performing arts, using these interests to motivate them to succeed in school and life. Committed teachers would like to work with non-traditional small groups developing problem-solving skills to produce lifelong learners and stimulate academic growth of students at-risk of academic failure. Professionals in the fields of interest should serve as mentors, from whom students will gain practical knowledge and hands-on experience.
CNYIAP charter school would like to provide students who are entering high school an authentic and successful high school experience. We believe that such an experience is important for all young people, particularly those from low-income backgrounds. Considerable research has shown that young people who obtain GEDs in lieu of high school diplomas fare far worse in college. We believe that not only are academic skills crucial to young people, but having a positive secondary school experience would provide the foundation for persistence in higher education and careers. Through its intensive sports-based youth development model (which focuses on building teamwork skills along with academic competencies), and artistic advancement programs the Central New York Institute of Academics & Performance Charter School could ensure that its students, whatever their background, graduate with the confidence and ability to succeed in future formal college and career settings and the work force.
The CNYIAP charter school would be an academically rigorous four-year program that integrates sports and health and fitness into the academic curriculum. Year one will focus on building community and laying the academic and social foundation for later success including exploratory opportunities found through Internship. In the second year, students should move on to higher level thinking and expand community service experiences, begin focusing on career goals and technical training experiencing Internship. The third year would focus on high school graduation requirements, career readiness, internships and job training. Year four would focus on college entry, vocational readiness, or job force preparedness. The 3rd and 4th year, students will participate in paid Internships in the field of Athletics. Students should move through the school in teams for sports, while combining academic courses to obtain college credits. Key to the success of the CNYIAP charter school would be to create a college campus environment within a high school setting, both in the classrooms and on the playing fields.
The unique sports, health and fitness program offered by CNYIAPCS necessitates a facility where students can engage in a variety of sports activities throughout the day. CNYIAP charter school envisions providing training to students in a variety of sports including golf, basketball, swimming, weightlifting, racquetball, track and field, badminton, and table tennis in addition to training in cardiovascular, weight conditioning and yoga. We are working on a partnership with Strength in Motion, a strength and conditioning facility that specializes in training young adults in the proper practices of sports and fitness techniques used to improve today’s athletes. We plan to utilize their facilities for our unique sports, health and fitness curriculum. This facility should provide unique possibilities for an unprecedented school experience for CNYIAPCS student, guiding CNYIAPCS’s intentions to improve health and fitness opportunities at the high school level. Other plans include partnering with a number of local organizations to provide feeder programs to the school’s career courses. The unique arts (visual/performing) program that would be offered has the objective to develop student’s interests, inspiration and talents to their full potential. Due to the nature of arts, interpretative, our students will be exposed to a wide range of disciplines and
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CNY Institute of Academics & Performance Charter School Merged Application 2019 styles. Specific discipline Principles will be exploratory, serving the purpose of orienting the students in areas known to them in contrast to introductory ones. These Principles will convey the exposure to the real world in the form of experiencing museums, galleries, studios, theaters and athletic venues that will situate CNYIAPCS’s students for immediate curricular choices, future fieldwork or continue their studies once graduated from the institution. A wide variety of local venues, as well as professional area associations/ organizations and higher education institutions have already manifested interest and offered their support with the sole purpose to contribute to students’ development. Once the CNYIAPCS gets established as an educational charter school, partnership with specific contributors will be sought. This should give CNYIAP charter school students’ exposure to these careers and illuminate the links between their classroom work and what awaits them in college and beyond.
The Central New York Institute of Academics & Performance Charter School (CNYIAPCS) would like to be housed on the northeast side of Syracuse, New York (location to be determined within the Syracuse City School District zone, if applicable) as part of the current growth and development projected for Central New York. The proposed school location should enable CNYIAP charter school to implement an innovative ideology that encourages entrepreneurial practices, strong ethical practices, and provide a plethora of learning opportunities related to students’ personal interests in education and real-world views that expand educational experiences for the high school aged student in the Syracuse City School District (SCSD). Understanding that location is imperative to the success of our school, CNYIAP charter school realizes the academic impact this proposed location could bring, which includes (but is not limited to) the following: access to businesses with established youth-hiring partnership programs; the opportunity to initiate collaborative efforts that should enable student internships with local businesses; and foster practical knowledge of problem-solving skills. In addition, the location selected for CNYIAP charter school will meet the following criteria: 1) Area of low crime according to police records (in pursuit of safety for our students), 2) Easy access to public transportation and 3) Ample parking space (to avoid traffic conflict.)
II. School Overview
The mission of the Central New York Institute of Academics & Performance Charter School (CNYIAPCS) is to provide collaborative efforts among students, educators, parents, artists, athletes, and community and government leaders in Central New York that will advance academic performance and graduation rates of at-risk high school students preparing them for college, vocational studies or the work force. The Institute will encourage lifelong learning by engaging students in rigorous academics and higher thinking skills, to empower them to pursue their academic interests while focusing on athletics or visual/performing arts.
Initially, in the first year of establishment, year 2020, CNYIAP charter school expects to enroll only 9th grade students in the first cadre, adding a 9th grade each of the following years. We will recruit 50 students each year from 2020-2024 through the Lottery process. Enrollment by 2024 should approximate 200 students from the Syracuse City School District (with the option to enroll students from the surrounding areas if city enrollment is low or lottery procedure is not required). It is the goal of CNYIAPCS to dramatically reduce the dropout rate, therefore it is expected that
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CNY Institute of Academics & Performance Charter School Merged Application 2019 each year cadre remains stable (with inevitable exceptions such as relocation or other contingencies).
Working collaboratively; the school staff, students, and parents will gain access to local college personnel, community and government leaders, professional artists and athletes who would mentor and support a solid rigorous curriculum (including field experience components) that would motivate and empower students to achieve lifelong learning, while working closely with the New York Charter School Association (NYCSA) and Division of Portfolio Planning.
CNYIAP’s charter school novel recruiting modality centers on students’ interests, particularly in athletics, a main component to motivate success. This innovative concept would establish ample opportunities for high school students to apply their talents in athletics as steppingstones to driving achievement and securing participation in these decreasing extra-curricular activities. Concepts of utilizing personal interests to motivate students along with warm, caring teachers are widely accepted to inspire unique and self-motivating approaches to education (Brophy, 2010). CNYIAPCS believes students who are self-motivated are more likely to excel in academia. This aesthetic student approach helps qualify CNYIAP’s charter school mission; which is to strengthen our high school aged students’ belief in themselves and their personal dreams. Internships and mentorships by successful adults in their fields should inspire, guide and enable our students to pursue further education or immediately practice their talents in the work place upon graduation.
Higher-level thinking may prepare graduates for college, vocational studies and the work force. CNYIAPCS students would be offered ample opportunities to practice higher level thinking skills in courses that challenge their interests. The National Report Card of 2009 revealed that students who participated in AP courses and rigorous math and science requirements achieved “Proficiency” in math and science according to their National Assessment of Educational Progress (NAEP) scores (Nord, et al., 2011). Regular coursework may include mathematics, science, language arts, technology, foreign languages (Spanish and Chinese), and American Sign Language; along with the expected Specials (athletics, visual and performing art, & career exploration and definition). Students would continually be given the opportunity to foster personal interest in athletics or the arts by having access to several real-world connections in academics and perspective interests.
This proposed blueprint is only the beginning to what CNYIAP charter school and its constituents will offer in educational improvements within the City of Syracuse and SCSD if a partnership is achieved. I look forward to hearing from you or an Office Representative to discuss future possibilities of a partnership. Please feel free to contact Patrina Thomas for any further communications regarding this matter.
Sincerely in Education,
Patrina Thomas, ABD, EdD Founder of CNY Institute of Academics and Performance Charter School
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Dear Assemblymen Bill Magnarelli, This email is to inform you of my continued efforts to open a charter school in Syracuse New York. I have been working very hard on completing a successful proposal to hand into the New York State Department of Education. I feel at this time, it is safe to reach out to various State representatives in efforts to increase my chances for gaining the charter needed to complete my endeavors of opening Central New York Institute of Academics and Performance Charter School (CNYIAP). This high school will cater to student’s personal talents and enlighten them on the advantages of seeking a higher education. I, Patrina Thomas, founder of CNYIAP charter school, would like to invite you to visit my website and reach out to me for collaborative advice on creating what I hope to be an addition to so many positive efforts toward informing the young adults of Syracuse, NY that the adults really care about them and their future. Please visit: http://cnyinstituteofacaedmicsandperformance.blogspot.com; or send questions to
It is my hopes that the next opportunity to submit my proposal will result in a charter that will be a starting point for encouraging collaborative efforts between our city’s public school and this charter school in Syracuse New York. As I continue to develop the foundation of CNYIAP charter school, I am positive that the outcome to gaining a charter for CNYIAP will be extremely beneficially to all those that are willing to share in the school’s mission and vision: to increase collaborative efforts between education and the community, while focusing on improved graduation rates and solutions that foster productive citizenship in our neighborhoods. I encourage you to take the time to research my efforts and respond to my request to hear your thoughts. So far, there has been an overwhelming positive response from the public. I look forward to hearing from you and speaking to you regarding this important endeavor. You may reach me via email, but I prefer a phone call (if possible) or a letter sent to the address given below.
Sincerely in Education, Patrina Thomas, Ed.D, ABD
Dear Assemblymen Sam Roberts, This email is to inform you of my continued efforts to open a charter school in Syracuse New York. I have been working very hard on completing a successful proposal to hand into the New York State Department of Education. I feel at this time, it is safe to reach out to various State representatives in efforts to increase my chances for gaining the charter needed to complete my endeavors of opening Central New York Institute of Academics and Performance Charter School (CNYIAP). This high school will cater to student’s personal talents and enlighten them on the advantages of seeking a higher education. I, Patrina Thomas, founder of CNYIAP charter school, would like to invite you to visit my website and reach out to me for collaborative advice on creating what I hope to be an addition to
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CNY Institute of Academics & Performance Charter School Merged Application 2019 so many positive efforts toward informing the young adults of Syracuse, NY that the adults really care about them and their future. Please visit: http://cnyinstituteofacaedmicsandperformance.blogspot.com; or send questions to
It is my hopes that the next opportunity to submit my proposal will result in a charter that will be a starting point for encouraging collaborative efforts between our city’s public school and this charter school in Syracuse New York. As I continue to develop the foundation of CNYIAP charter school, I am positive that the outcome to gaining a charter for CNYIAP will be extremely beneficially to all those that are willing to share in the school’s mission and vision: to increase collaborative efforts between education and the community, while focusing on improved graduation rates and solutions that foster productive citizenship in our neighborhoods. I encourage you to take the time to research my efforts and respond to my request to hear your thoughts. So far, there has been an overwhelming positive response from the public. I look forward to hearing from you and speaking to you regarding this important endeavor. You may reach me via email, but I prefer a phone call (if possible) or a letter sent to the address given below. Sincerely in Education, Patrina Thomas, Ed.D, ABD
Dear Congressmen Dan Maffei, This email is to inform you of my continued efforts to open a charter school in Syracuse New York. I have been working very hard on completing a successful proposal to hand into the New York State Department of Education. I feel at this time, it is safe to reach out to various State representatives in efforts to increase my chances for gaining the charter needed to complete my endeavors of opening Central New York Institute of Academics and Performance Charter School (CNYIAP). This high school will cater to student’s personal talents and enlighten them on the advantages of seeking a higher education. I, Patrina Thomas, founder of CNYIAP charter school, would like to invite you to visit my website and reach out to me for collaborative advice on creating what I hope to be an addition to so many positive efforts toward informing the young adults of Syracuse, NY that the adults really care about them and their future. Please visit: http://cnyinstituteofacaedmicsandperformance.blogspot.com; or send questions to
It is my hopes that the next opportunity to submit my proposal will result in a charter that will be a starting point for encouraging collaborative efforts between our city’s public school and this charter school in Syracuse New York. As I continue to develop the foundation of CNYIAP charter school, I am positive that the outcome to gaining a charter for CNYIAP will be extremely beneficially to all those that are willing to share in the school’s mission and vision: to increase collaborative efforts between education and the community, while focusing on improved graduation rates and solutions that foster productive citizenship in our neighborhoods.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 I encourage you to take the time to research my efforts and respond to my request to hear your thoughts. So far, there has been an overwhelming positive response from the public. I look forward to hearing from you and speaking to you regarding this important endeavor. You may reach me via email, but I prefer a phone call (if possible) or a letter sent to the address given below. Sincerely in Education, Patrina Thomas, Ed.D, ABD
Dear Senator DeFransico, This email is to inform you of my continued efforts to open a charter school in Syracuse New York. I have been working very hard on completing a successful proposal to hand into the New York State Department of Education. I feel at this time, it is safe to reach out to various State representatives in efforts to increase my chances for gaining the charter needed to complete my endeavors of opening Central New York Institute of Academics and Performance Charter School (CNYIAP). This high school will cater to student’s personal talents and enlighten them on the advantages of seeking a higher education. I, Patrina Thomas, founder of CNYIAP charter school, would like to invite you to visit my website and reach out to me for collaborative advice on creating what I hope to be an addition to so many positive efforts toward informing the young adults of Syracuse, NY that the adults really care about them and their future. Please visit: http://cnyinstituteofacaedmicsandperformance.blogspot.com; or send questions to
It is my hopes that the next opportunity to submit my proposal will result in a charter that will be a starting point for encouraging collaborative efforts between our city’s public school and this charter school in Syracuse New York. As I continue to develop the foundation of CNYIAP charter school, I am positive that the outcome to gaining a charter for CNYIAP will be extremely beneficially to all those that are willing to share in the school’s mission and vision: to increase collaborative efforts between education and the community, while focusing on improved graduation rates and solutions that foster productive citizenship in our neighborhoods. I encourage you to take the time to research my efforts and respond to my request to hear your thoughts. So far, there has been an overwhelming positive response from the public. I look forward to hearing from you and speaking to you regarding this important endeavor. You may reach me via email, but I prefer a phone call (if possible) or a letter sent to the address given below. Sincerely in Education, Patrina Thomas, Ed.D, ABD
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CNY Institute of Academics & Performance Charter School Merged Application 2019
Support letter Request CNY Institute of Academics and Performance Charter School (CNYIAP charter school) will be a free 9th to 12th high school in Syracuse (501(c)3). Visit: http://cnyinstituteofacademicsandperformance.blogspot.com/
Some highlights on the novel model offered by CNYIAPCS
The school will work on students’ personal motivation to reduce dropout rates and increase graduation and college transition. CNYIAPCS students will graduate with a minimum of 27 credits, having the opportunity to accumulate college credits at their own convenience. Extended schedule 8:00-7:00 pm students will be able to complete their work at school having the necessary support to excel in academics. Our students will center their curriculum in the arts or athletics being guided towards college or workforce transition with a solid background. Four (4) years of internships in their field of choice will solidify their personal pre- professional experience. Local, national and international competitions in the arts and athletics will offer students the experience to rapidly advance their careers in their field of choice. Students at CNYIAPCS will wear uniforms to enhance their pre-professional experiences.
If you and/or your organization are interested in supporting our cause, please feel free to write a letter of support and specify if you are a parent or family interested in sending your child to CNYIAP charter school or an organization that supports our efforts by visiting our blogspot address mentioned above.
You can contact the Founder directly by emailing her at: for further information or questions you may have. Thank you in advance. We at CNYIAP charter school look forward to serving the Syracuse City community.
Patrina Thomas, EdD, ABD Founder
Outreach Activities Record Sheet:
For CNY Institute of Academics and Performance Charter School (CNYIAP Charter School)
Board of Trustees Meetings Date Outreach Activity Participant(s)/Comments
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CNY Institute of Academics & Performance Charter School Merged Application 2019 November 30, 2011 Conducted a preliminary Patrina Thomas (Founder); F. activity at local restaurant Cetera; J. Grant; (Ruby Tuesday’s) to find B. Griffin-Glover; J. Betsey; interested individuals to G. Mack; J. Gamble; N. participate as founding board Shakir-Muhammad; A. members Szymanski; F. Fain, and N. Bone’-Owens in attendance December 2011 January 2, 2012 Conducted 2nd meeting with Patrina Thomas (Founder); perspective founding board Dr. Angela members at second local Arrey-Wastavino (Co- restaurant (Spaghetti Founder); A. Szymanski; and warehouse) to begin working N. Shakir-Muhammad in on board activities/reviewing attendance possible responsibilities of founding board established by • Patrina Thomas and NYSCA Frank Cetera • Met with Frank to review RFP for first time February 23, 2012 Conducted 3rd meeting with Patrina Thomas (Founder); perspective founding board Dr. Angela members at PEACE, INC. and Arrey-Wastavino (Co- spoke with Jill Shahen on Founder); A. Szymanski; N. telephone conference Bone’-Owens; F. Fain; N. Shakir-Muhammad; S. Brown, and Jill Shahen (on speaker phone) March 21, 2012 Conducted 4th meeting with Patrina Thomas (Founder); perspective founding board Dr. Angela members at Dunbar Center to Arrey-Wastavino (Co- speak with Jill Shahen on her Founder); A. Szymanski; N. personal visit to Syracuse Bone’-Owens; F. Fain; N. regarding CNYIAP Charter Shakir-Muhammad; S. School. Brown, Don O’Leary (Real Estate broker) and Jill Shahen April 21, 2012 May 17, 2012 Conducted Board Meeting at Patrina Thomas (Founder); Dunbar Center to discuss Dr. Angela CNYIAP Charter School Arrey-Wastavino (Co- progress and continue to Founder); A. Szymanski; N. review State Laws governing Bone’-Owens; F. Fain; N. charter schools Shakir-Muhammad; S. Brown, and Don O’Leary June 2012 Opened board meetings to Patrina Thomas (Founder); find other perspective Dr. Angela
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CNY Institute of Academics & Performance Charter School Merged Application 2019 individuals who would be Arrey-Wastavino (Co- interested in participating and Founder) collect resumes (each founder conducted these (usually done over phone interviews on own time to interviews or internet) find new candidates, then reported to each other) August 2012 Opened board meetings to Patrina Thomas (Founder) find other perspective (the founder conducted these individuals who would be interviews on own time to interested in participating and find new candidates, then collect resumes reported results of interview (usually done over phone to each member) interviews or internet) September 2012 No Board Meetings Conducted. Founders worked N/A on RFP and interested board members for final proposal October 2012 No Board Meetings Conducted. Founders worked N/A on RFP and interested board members for final proposal November 2012 No Board Meetings Conducted. Founders worked N/A on RFP and interested board members for final proposal December 2012 No Board Meetings Conducted. Founders worked N/A on RFP and interested board members for final proposal January 2013 February 2013 Town Meetings April 2012 Betts Public library Opened to public, attachment of participants can be found on Supplemental Attachment? May 2012 Opened to public, attachment of participants can be found on Supplemental Attachment? June 2012 Opened to public, attachment of participants can be found on Supplemental Attachment? July 2012 Opened to public, attachment of participants can be found on
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CNY Institute of Academics & Performance Charter School Merged Application 2019 August 2012 Opened to public, attachment of participants can be found on Supplemental Attachment? September 2012 Opened to public, attachment of participants can be found on Supplemental Attachment? October 2012 N/A N/A November 2012 N/A N/A December 2012 N/A N/A January 2013 Meeting with Frank Cetera to Patrina Thomas (Founder) discuss new RFP and review and Frank Cetera (Urban budget worksheet partnership/Small Business Center) February 2013
Special Events June 2011 Began researching process for Patrina Thomas (Founder) starting a charter school via contacted the following: phone conversations with Gifford Foundation of Central local area charter school and NY government departments. Philanthropy Organization of Looked into process of getting Syracuse NY , tax number from state Sue Osborne of “Big Picture department to familiarize Charter School” myself with grant application Department of Justice: expectations Juvenile Division
July 2011 Patrina Thomas developed Possible Proposed Board letter of interest (see Members: Frank Cetera Supplemental Attachment) to (Urban partnership, Small several local individuals in Business Center) education, business, and ; J. Grant; A. personal constituents who Brown; B. Griffin-Glover; H. may be interested in Acosta; J. Boehiem; J. Betsey;
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CNY Institute of Academics & Performance Charter School Merged Application 2019 participating in helping start D. Edwards; G. Mack; J. up charter school Gamble; N. Shakir- Muhammad; and S. & J. Schwedes (no personal contact numbers are displayed only business/organization) August 2011 Began creating list of possible Patrina Thomas (Founder) business/organization partnership who may be interested in working with CNY Institute of Academics and Performance Charter School. 1st contact to Dr. Angela Arrey-Wastavina for co-founder interest September 2011 Meeting at Syracuse Stage on Patrina Thomas (Founder) Syracuse University Campus to discuss working on websites and opening communication with public. Also spoke on developing flyers to distribute for public review and website comment. October 2011 1st business meeting with Patrina Thomas and Frank Urban Partnership/Small Cetera discussed organizing Business Center established to 1st proposed Board Member help with business plan. Sent interest activity at local out letter of interest to restaurant (Ruby Tuesday). possible Proposed Board Letters sent to local Members mentioned above. individuals in education, business, and personal constituents who may be interested in participating in charter school opening (refer to above list) November 30, 2011 Initial board meeting at Ruby (Refer to information given in Tuesday Board of Trustee Meeting section) December 2011 Founders conducted several Patrina Thomas (Founder); phone conversations with Syracuse Parks & Recreation interested Aquatics Department; individuals/organizations in Strength in Motion; H2Fitness forming partnerships • Dennis Francione • Met Dennis Francione (Rochester Career to discuss helping with Mentoring Charter the charter process as School)
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CNY Institute of Academics & Performance Charter School Merged Application 2019 a charter school leader/ mentor January 2012 Conducted a series of phone Patrina Thomas (Founder); T. calls to inform important Smith-Corporate business members of community/and women ; R. Neal-Coach; A. across country of the Bullock- Greater Syracuse possibility of a new charter Sports Hall of Famer school coming to Syracuse, (Basketball); J. Collins- NY if approved by the NYS member of Chicago Bulls Education Department and administration/ NBA NYSCA in hopes to learn basketball player; and Dr. from feedback and Travis-Moore-Founder of encouragement charter school in Milwaukie, • Sent first application Wisconsin/Motivational copy to NYS Speaker Education Department • Took notes on Charter School Office conversations and • Spoke with Susan received information Megan to continue to contact and received Jill or wished good luck in Shahen’s contact our organization’s information endeavors • Susan Megan (review • Received feedback on board for NYSCA first letter of intent by and/or NYSED) review board February 2012 Conducted Board Meetings, Patrina Thomas (Founder) and reviewed website comments March 2012 Conducted Board Meetings Patrina Thomas (Founder) and reviewed website comments April 2012 Conducted Board Meetings Patrina Thomas (Founder and reviewed website comments May 2012 Conducted Board Meetings Patrina Thomas (Founder) and reviewed website comments June 2012 Conducted Board Meetings Patrina Thomas (Founder); and reviewed website and D. Francione (Rochester comments Career Mentoring Charter • Spoke with D. School) Francione July 2012 Conducted Board Meetings Patrina Thomas (Founder) and reviewed website comments
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CNY Institute of Academics & Performance Charter School Merged Application 2019 August 2012 Sat down with Assistant Patrina Thomas (Founder); Superintendent of the (Assistant Superintendent of Syracuse City School SCSD) District (SCSD) to discuss Advised to keep how CNYIAP charter School Superintendent aware of any could benefit home school needs we may have Keep district especially high school doors of communication open students/graduation rates September 2012 Had business meeting to Patrina Thomas (Founder) discuss entrepreneurial and Mike Smithson possibilities for CNYIAP (Independent Distributor for Charter School Marketing Company)
October 2012 Meeting with Frank Cetera Patrina Thomas (Founder); with the Urban Frank Cetera; Gary Crawford Partnership/Small Business (Retired physical Education Center and Gary Crawford to Coordinator of SCSD); and D. begin discussion on budget Francione(Rochester Career plans Mentoring Charter School)
• Spoke with D. Francione November 2012 Began reviewing previous Patrina Thomas (Founder) Letter of Intent and working on assumed additional information needed to complete Renewed RFP for consideration of opening CNYIAP Charter School in 2014 • conducted several interviews for Board of Trustee interest December 2012 Began reviewing previous Patrina Thomas (Founder) Letter of Intent and working on assumed additional information needed to complete Renewed RFP for consideration of opening CNYIAP Charter School in 2014 • conducted several interviews for Board of Trustee interest January 2013 Founder conducted meeting Patrina Thomas (Founder); with Frank Cetera to review Dennis Francione (Rochester
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CNY Institute of Academics & Performance Charter School Merged Application 2019 renewed RFP and discuss Career Mentoring Charter Budget expectations School), and Frank Cetera • Spoke with Dennis Francione to ask a few questions regarding clarification on budget expectations February-December 2013 Founder Continued to work Patrina Thomas (Founder) and adjust proposal to prepare for State approval January -March 2014 Founder continued to inform Patrina Thomas (Founder) public about CNY Institute of Academics & Performance through word of mouth and individual interest conversations April – September 2014 Board Group began working Twiggie Billue, Don O’Leary, on ideas for Social Media Heather Jordan, Contacts and dissemination of pertinent information regarding CNYIAPCS November 2018 Board Meeting at Heather Jordan, Tiara Love, Delmonico’s in Syracuse, NY Candice Johnston, Sam Lim, to discuss Re-Start Lisa Freedman, Patrina Thomas December 2018 Board Meeting at Jamesville- Tiara Love, Candice Dewitt Library in Jamesville, Johnston, Sam Lim, Lisa NY to discuss Letter of Intent, Freedman, Patrina Thomas Epicenter Login January 2019 Patrina Thomas invited guest Patrina Thomas, Twiggie to speak on CNYIAPCS with Billue, Rita Paniaguae, Walter Community Activists running Dixie, Billy Corbet for City Council, and SCSD School Board February 2019 Board Meeting at Embassy Tiara Love, Heather Jordan, Suites Carrier Circle East Candice Johnston, Okoye Syracuse, NY Thomas-Kempney, Brandon Pitts, Shela Jackson, Frankie Jackson, Antoineese Thomas, Patrina Thomas February 2019 Financial Meeting to finalize Antoineese Thomas, Patrina budget Thomas
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CNY Institute of Academics & Performance Charter School Merged Application 2019
• Special Events Activities: communications with several members of community and/or phone conversations to set up meetings to discuss personal interest in CNYIAP Charter School. The Special Events Activity section has documentation of the birth date of outreach activity for CNYIAP Charter School.
CNY- Institute of Academics & Performance AGENDA – November 30, 2011
6:15pm-6:30pm Arrival
6:30pm-6:35pm Gather in Meeting Area
6:35pm-7:35pm Dine & Assemble
7:40pm-8:40pm PowerPoint & Questions & Comments
8:40pm-9:00pm Wrap-Up & Convene Notes/Comments:______
______CNY- Institute of Academics & Performance AGENDA April 21, 2012 (Shoppingtown Mall Public Library) 11:30am -11:40am Arrival
11:40am -11:45am Greetings
11:45am -12:45pm Discuss SUNY Letter of Intent, Flyers & Web Accounts
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CNY Institute of Academics & Performance Charter School Merged Application 2019
12:45pm -1:15pm Brief Discussion Regarding Facilities
1:15pm- 1:30pm Review of Public Relations Activities
1:30pm-1:35pm Wrap-up/Closing
Notes/Comments:______
______
CNY- Institute of Academics & Performance AGENDA – January 2, 2012
6:00pm-6:15pm Arrival
6:15pm-7:30pm Dine & Assemble
7:35pm-8:45pm Article 56/Q&A Regarding Participation as Board Member
8:45pm-9:00pm Wrap-Up & Convene
Notes/Comments:______Please make sure you take your Board Member Application before leaving. Thank You, Patrina ______
CNY- Institute of Academics & Performance AGENDA – March 21, 2012 12:45pm-1:00pm Arrival
1:00pm-1:05pm Quick Introductions
1:05pm-2:05pm Jill Shahen- NY Charter School Association
2:10pm-2:25pm Don O’Leary- Pyramid Brokerage
2:30pm- 2:45pm Special Guest from the Field of Athletics
2:45pm-3:00pm Open Forum for Perspective Board Members/Guest
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CNY Institute of Academics & Performance Charter School Merged Application 2019 3:00pm Wrap-up/Closing Notes/Comments:______
CNY Central New York Institute of Academics and Performance Charter School IAP Town Meeting: June 13, 2012 CS Betts Branch Library,
Input Form Name: ______Contact (e-mail/phone/address) ______Occupation ______Comments ______
CNY- Institute of Academics & Performance AGENDA – May 17, 2012 12pm – 2pm 11:45pm-12:00pm Arrival
12:00pm-12:05pm Quick Introductions
12:05pm-12:25pm Review of Procedure (Letter of Intent)
12:25pm-12:45pm Questions & Comments on Procedure of Letter of Intent
12:45pm-1:45pm Review of New Letter of Intent/Discussion of Network Media
1:45pm-2:00pm Wrap-up/Closing Notes/Comments:______
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CNY Institute of Academics & Performance Charter School Merged Application 2019 *Please Note: This email represents the collaboration and assistance of Dr. Angela Arrey- Wastavino, Ph.D. She is no longer with CNYIAPCS.
CNY-Mtg. 4/17/12 @ Sutton Pavilion Syracuse University Mission Location Emails/Facebook/Add Icons Management ideas Look for key words The mission of the Central New York Institute of Academics & Performance (CNYIAP), charter school, is to provide collaborative efforts among students, educators, parents, artists, athletes, and community leaders in Central New York that will advance academic performance and graduation rates of at-risk high school students preparing them for college, vocational studies or the work force. The Institute will encourage lifelong learning by engaging students in rigorous academics and higher thinking skills, to empower them to pursue their interests while focusing on athletics or visual/performing arts.
Management Ideas • Create 501/c account-following all standards that apply • Government Grants/Educational Grants/Private Grants (profit/Non-profit) • Fund Raising • Donations • Volunteers (Professional) • Other Inkind • Board Meetings April 19, 2012 Marianne Wilson Quick reminder to all,
As agreed in the last meeting:
Every BoT member will request 2 letters from personal friends/acquaintances (not necessarily related to arts or athletics) supporting the CNYIAPCS initiative.
Make sure they are:
1. printing the letters on their letterhead paper (with a logo) 2. spelling correctly the proposed name: Central New York Institute of Academics and Performance (CNYIAP) 3. including their profession, occupation, name of the business they own, membership (in case of association/organization), or the like. 4. stating the reasons why they are supporting the initiative.
(the order of these items is not important as far as they are present)
5. This time the letters will be sent to:
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CNY Institute of Academics & Performance Charter School Merged Application 2019
Att: CNYIAP A. Arrey-Wastavino, Ph.D.
You may even provide the stamped envelopes with the address included to expedite the process.
We need these letters ASAP to digitize them and add them to the application portfolio.
I hope you had a great weekend
Angela
Our facebook page is up & running! Please "like" us and share with all of your friends! www.facebook.com/TheCNYIAP
OK, here is the story
1. This is our e-mail to receive input Save it! PW
2. Yes, out Blog is on! I'll try to add info every 2 days. http://cnyinstituteofacademicsandperformance.blogspot.com PW
3. I'm sending to Alison the graphics for Facebook ( I skipped some the previous time). I suggest you NOT to include all at once, so as to show "activity"
4. These are the texts to include in Facebook
Intro The Central New York Institute of Academics & Performance (CNY: IAP) is an initiative that aims to create a Charter High School, whose academic program will give our Syracuse School District students the opportunity to succeed in either athletics or visual/performing arts. The academic program will include internships to provide experience leading to success and excellence. We envision this school emphasizing discipline, talent and professionalism, including a dress code. Send us your input.
About Us The two founders have extensive experience as educators in the United States. As such, we are aware of the lack of opportunities at traditional public schools for teenagers whose talents are in these fields. For this reason, we are submitting an application to the SUNY Trustees to open a unique new charter school in our community
The MIssion
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CNY Institute of Academics & Performance Charter School Merged Application 2019 The mission of the Central New York Institute of Academics and Performance (CNY:IAP), charter school, is to provide collaborative efforts among students, educators, parents, artists, athletes, and community leaders in Central New York that will advance academic performance and graduation rates of at-risk high school students preparing them for college, vocational studies or the work force. The Institute will encourage lifelong learning by engaging students in rigorous academics and higher thinking skills, to empower them to pursue their interests while focusing on athletics or visual/performing arts.
The location for CNY: IAP campus will have ideally the following characteristics: 1. Area of low crime according to police records (in pursuit of safety for our students) 2. Adjacent to businesses (where our students may get their internships) 3. Easy access to public transportation. 4. Ample parking space (to avoid traffic conflict) In our search, the area indicated in the maps, Widewaters Parkway zone, complies with all desired characteristics
Board of Trustees Meeting Calendar November 30, 2011 Ruby Tuesday, 6:00-8:00 pm. January 2, 2012 Spaghetti Warehouse, 6:00- 8:00 pm. February 23, 2012 P.E.A.C.E. Inc. County East Family Resource Center, , 1:00-3:00 pm. March 22, 2012 Dunbar Association, Inc. , , 1:00- 3:00 pm. April 21, 2012 DeWitt Community Library, 11:30-1:30 pm. May 17, 2012 12:00-2:00, location TBA Save your date and time! June TBA 5. I'lll send you tomorrow the FAQ
6. Send me ASAP Facebook address and PW, and both posters.
7. Once we have all together, I'll make a list of sites & PW to share.
Send me your comments
Angela
Photos • CNYIAP Board3rd planning session.jpg • CNYIAPBoard 2nd PlanningSession cropped.jpg • CNYIAPBoard 3rd planning session 2.JPG • CNYIAPBoard 3rdPlanning Session cropped.jpg
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Please let me know if I can be of any help in your efforts. Me and my family wish you the best and will be looking for the opportunity to fill out an application. Thank you, K. Hillard (Parent) Syracuse, NY ______Dear Patrina, I was so excited when I heard the news about your idea to open a chartered high school in Syracuse. I remember you as a very energetic friend and young athlete. I hope your aspirations are met and you do what you have always been able to do….win. If there is anything I can do to help please let me know. Your old college friend, Evelyn Aaronson, Professional Visual/Performing Arts Director New York, NY ______Dear CNYIAP charter, I am a parent in the city of Syracuse New York and I am hungry to see something done about the education in our high schools. My family has almost but given up on hope for the last of the children who can go to school in Syracuse. We worry about their safety even though the city has begun to recognize we are a city in crisis. I was excited that President Obama thought enough of us to visit, but was even more excited when I heard about the possibility of a charter school that will focus on students wants while keeping them off the streets. I have lived in Syracuse all my life, but would like to see our students graduate. No one can have the magic pill for success, but it is exciting to hear that someone from Syracuse is doing something about the improving of our schools. I don’t know your partner but she must be special to. If there is anything I can do, don’t hesitate to contact me. Thank you, A. Thomas (Mother) Syracuse, NY ______Dear Patrina, After speaking with you at work last week and hearing about the possibility of a charter school that would let high school aged students become more empowered by teaching them to be leaders, I wanted to let you know how exciting it must be to attempt such an event. I wanted you to know that my family and I think it’s a great idea. I have a son in high school right now and understand the trials that go with a high school student who is not doing his best 9or giving his
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CNY Institute of Academics & Performance Charter School Merged Application 2019 best effort. From what we talked about at work, your idea to teach leadership and listen more to what a student’s wants and use that to help motivate them seems like a great idea. Many of the teachers at my son’s school have tried to get through to him, but I am not sure if he understands the importance of his own ideas creating a good work ethic and building character. My son will not be able to attend your school, but if he could I promise you I would do everything I could to get him in. I just wanted to let you know I support you all the way. Good luck, C. Sams (Parent/Co-Worker) Liverpool, NY ______Hello Patrina, I knew you were talking about a charter school for awhile now. I was so excited when I saw your picture in the article on the internet. I just want you to know if there is anything I can do to make your efforts greater let me know. Good luck friend. I know you can do it. You know I don’t have any children of my own yet, but my grandmother said she feels you will be successful. Friend to your cause, D. Blakely Syracuse, NY ______Educators of CNY Institute of Academics and Performance charter School, I have a son in kindergarten and want to share my thankfulness with you that you are trying to make the educational experience here in Syracuse better. My family was excited to hear that you will be trying to improve the graduation rate and motivate our kids. My mother was in the military and she is big on good, if not great education, after hearing about your school and reading about your proposed school, she asked me to write this letter to you. It is our hope that your school is approved by the State of New York Department of Education so that my son (her grandson) will have an added option to choose from for his education. After talking with you the other day, I realized your school will definitely motivate my son to be his best. I know that sound personal because it is. Like most parents, I want the best for my child. My family wishes you luck in your journey to open your school. I look forward to helping you out when you do so. Sincerely, N. Thomas Syracuse, NY ______Dear Patrina Thomas,
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CNY Institute of Academics & Performance Charter School Merged Application 2019 This letter is to let you of how glad I got after reading that you were trying to open a high school that will let children chose to focus on their interest and give them an opportunity to learn to be leaders. We definitely need that today. I have a little girl who loves to draw and sing. She does it all over the house all the time. She is only in pre-school, but I know she will be interested in attending once she comes of age. I found your school’s website on yahoo.com and read what so many others had to say. I agree with them that the school would give hope back to so many young people and their families. I wish you two all the luck you need. I will be looking for your opening day and plan to visit. A Friend of CNYIAP charter, K. Pryce Camillus, NY ______Dear Patrina, The other day I was on my computer and was thinking about you, wondering how you’ve been doing. My brother contacted me on my Facebook and asked if I knew what you were up to these days. I told him I did not, but think about you a lot. He told me about your proposed charter school. I got so excited I looked you up and there you were. I got so excited to see you still doing great things for the community that I had to send you a message. I will be calling you soon to talk, but I wanted you to know I support your efforts to open your school. My fondest memories are of us working together as educators for the SCSD. It is a warm feeling to know you are still trying to help our students after all these years. If I can be of any assistance, don’t hesitate to let me know. Your Friend in Education, E. Tyler Syracuse Native/Florida Resident ______Dear Ms. Thomas, It is a pleasure to hear that the educational leaders in our community would like to help our youth in a respectful and positive way. After the several conversations I have had with Ms. Thomas about your educational endeavor and watching her discuss the possibilities of opening up a new charter school in the area, I would like to extend a warm and heart-felt acknowledgement of your efforts.
It is my hopes that CNY Institute of Academics and performance Charter School receives the blessing of the entire community, as it has mine. This letter is in response to your request to write a support letter to show you have been working within the community. As a graduate of the
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Syracuse City School District some many years ago, I understand the importance of a good education. From what I have witnessed in your efforts to complete your proposal and reviewed on your websites I feel your educational institution will be a great benefit to our community. Please let me know if there is anything I can do in the future to make CNYIAP charter school even bigger successes than I believe it will be.
Please do not hesitate to reach out to me in the future, if you feel you need to. Good luck and best wishes to the success of your charter school dreams.
Sincerely, J. Jules Baldwinsville, NY ______Hello Patrina, I was thrilled to hear that you and your partner are in the midst of creating a positive educational atmosphere for the young men and women of Syracuse, New York. I am a graduate of the Syracuse City School District and feel we need something new to excite our young people in the community. After the recent incidents with gun violence it is apparent that our young people in this city do not have enough to do in their spare time. When You informed me that the school will have longer hours and be opened on the weekends and through the summer, it was somewhat of a relief to know there would be some place safe for them to engage in youthful and educational activities. I am writing to you to let you know I support the efforts you and your partner have set forth in trying to get the CNY Institute of Academics and performance Charter School opened. Though I do not have children of my own at the present time, it will be comforting to know there may be a place for my children to go that will teach them how to be productive members of the society. I look forward to hearing from you and celebrating the good news of your accomplishments. You have always been a go-getter. I wish you all the luck and success in your endeavor to improve the educational experiences of our town’s young adults. Feel free to count on me to do what I can to help in the future. Good Luck, C. West Syracuse, NY ______
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CNY Institute of Academics & Performance Charter School Merged Application 2019 To Whom It May Concern, I have been a productive member of the Syracuse community all my life. Growing up here I remember when I had several places to go to keep myself from getting into trouble or hanging with a bad crowd. It seems today the boys and girls of the City of Syracuse do not have as many opportunities. When Ms. Thomas and Dr. Arrey-Wastavino discussed their plans before me and a few of my closest friends we were immediately impressed with their vision and dream to open up a charter school here in Syracuse that will focus on high school aged students. I am aware that there are a few other charter schools in our area and understand they are doing well. This letter is in support of the efforts and mission of the CNY institute of Academics and Performance Charter School that Patrina and Dr. Angela would like to start here in Syracuse, New York. I have no children of my own, but I have enough family members that do. I would like to see my nieces and nephews go as far as they can. The ideas these women bring to education could be a way for any child to fulfill their dreams and receive a great education. Their idea to involve their students in the community and teach them to use their talents to their benefit is what excited me most about their school. I hope to see the school succeed and would like to extend a helping hand in any way possible. I would like to see their school succeed, because if it does, I think it would give the children of our city the opportunity to see their personal dreams come true and at the same time teach them to be independent. Yours truly, S. Reaume Syracuse, New York ______Dear Patrina, I am a product of my environment and have worked at my job for over 20 years. I learned when I was in school how to succeed and do my very best at the task put in front of me. When I heard the two of you speak on your plans to open a new charter school here in Syracuse and the concepts you put in front of the audience, I was thrilled and reminded of what good teaching and hard work could do for a person. It is with great pleasure I support your efforts to pursue the opening of CNY Institute of Academics and Performance Charter School. I look forward to watching your efforts to improve the educational activities of the high school students in our area. I would be honored to provide my services or help in any way. I feel charter schools have helped many of the students that attend and I am a big advocate for them. I hope this letter of support finds the both of you in good spirits. Keep up the amazing work you are doing. I look forward to attending a community event in your honor. Respectfully,
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CNY Institute of Academics & Performance Charter School Merged Application 2019 J. Owens Syracuse, New York ______Dear Ms. Thomas, I want to thank you for inviting me to your town meeting about your new charter school you want to open in my neighborhood. I am a recent graduate of the Syracuse City School District. Even though I had a very positive experience in the SCSD, I think your school will help many of the high school students in our city because it will give them hope to achieve their dreams. One of the things that really excited me was the points you made about the students choice of going to college, or a vocational setting, or going right into work after high school. I wish I had that option when I was in high school. I think it would have helped me make better choices after I graduated. I am currently working in the health field, but I am not sure if this is what I want to do as a career. Your school might have helped me make that choice when I graduated from high school. I also liked the fact that your school will let the students feel their way through a variety of work options and be prepared for college if they choose to go after high school. I support your school and hope it will be a success for the next generation of Syracuse graduates. If you think I could be of service to you in the future please do not hesitate to contact me. I look forward to hearing about the opening of CNY Institute of Academics and performance real soon. Sincerely yours, T. Latson Syracuse, New York ______Dear CNY Institute of Academics and Performance Charter School Leaders, I am writing to you to let you know I was impressed with the information you provided at your Town Meeting on February 26, 2013 at the Dunbar Center. You and your partner dr. Angela were very impressive. I wished your school was already up and running when I was in high school. I think, no, I know you would have helped me find my way as a graduate. I really like your idea that the students and teachers will work closely together to make the school community a better place to learn. At this time of my life I am not sure what I want to do since I graduated from Fowler high school. Even though I had a good experience in my high school, I know I would have liked having more choices about my future. As I sat and listened to what you will do with CNYIAP charter school, I felt I would have made better choices in my life after graduation. Right now I am still trying to decide if college is for me. If I had a choice of college, vocational or working I think I would have concentrated better on my studies and my direction in life would be a lot
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CNY Institute of Academics & Performance Charter School Merged Application 2019 clearer. I support your hopes to open your charter school and hope it will still be open when I decide to have children, because it would be a great place for my children to attend. I want to thank you for allowing the community to have the opportunity to share their thoughts and feelings about your idea. I hope you a speedy opening and success in the future. If you need me to volunteer, I look forward to doing so. Your Friend, D. Latson Syracuse, New York ______
Dear Patrina, It was a pleasure meeting you and talking with you about the possibility of opening up a new charter school here in Syracuse. I think the work you are about to embark on is tremendous and very time consuming, but I support your efforts toward helping the high school students in Syracuse, New York. I have lived and worked in Syracuse all my life, so I am very aware of the issues our youth face today. Your concept of getting young people to be more responsible and working toward their personal goals is fantastic. I know the Syracuse City School need all the help they can get. They have a big job as well. I hope your efforts are not turned down by the State Department of Education, because we need to let our young people know we do care about them. Your school, CNY Institute of academics and Performance charter School, sounds like a wonderful opportunity for them to have another avenue for support and get them to think positively about their future as productive members of the society. If I can help in any way, please do not hesitate to contact me again at your convenience. I look forward to hearing about your grand opening. Good luck! Yours truly, L. Jaquin Liverpool, New York ______Dear Patrina, I just want to thank you for the dedication and hard work you have displayed on the attempt to open a new school to help high school students here in Syracuse, New York. I am a mother who is dedicated to helping my own children get the best out of their education. I really enjoyed
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CNY Institute of Academics & Performance Charter School Merged Application 2019 hearing about the possibility of a new charter school opening up. As I sat and listened to your presentation I could not help but think about how exciting this opportunity will be for those who attend your charter school. I want you to know I support you and hope for the best. Sincerely, A. Redmond Syracuse, New York
Heather Jordan
To Whom It May Concern: I am writing to you in regards of Central New York Institute of Academics and Performance (CNY.I.A.P) initiative. I have been part of the city school district educational system for 17 years and a parent of a pre-teen. I have found that the system is not adequate to ensure the future of my daughter. We have tried many different avenues in order to provide the best education for my daughter. As a prior worker in the Syracuse City Schools, I have seen many issues that have brought to my attention with providing the best education for students. Many things have been delayed or “watered down” to not challenge the student body. I have also felt that the attitudes have affected my daughter, as well. My daughter is a good student with a shy personality and is sometimes lost within such a large system. She has struggled with many different types of learning techniques that have not shown any progress for both the teacher and parent relationship. A teacher tends to forget about children, like my daughter because of the distractions of other students that demand their attention. I am an involved parent that has watched lack of structure and control in the classroom. To ensure that I was not missing anything, I decided to change school districts and seen a dramatic change in my daughter, while watching her advance into a higher level of learning. I believe in a program that can create a sense of safety, personal best and structure to students encouraging growth that is seen within the years of teaching. I also feel that in order to maintain an environment like this that more can be accomplished through education, as well as, encouraging a no limit to what a student can accomplish type of attitude. My daughter has big dreams, so people other than myself can increase a more positive attitude. Education comes in all forms and with a supportive team this can be accomplished. This is why I support an educational program, like this one.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Samuel Lim is a secondary education professional and 2018 Teach for America Corps Member based in Atlanta, GA. A member of the high school social studies faculty at the S.T.E.A.M. Academy at Carver High School, a part of Purpose Built Schools Atlanta, Mr. Lim is also the founding executive director of Pridefull Pedagogy LGBTQ+ Education Consulting. In the Atlanta community, Mr. Lim serves as a part of the founding leadership team for the Teach for America Metro Atlanta Prism Coalition, the GLSEN Atlanta Revival Chapter, and as the youngest Committee Member of Atlanta Pride, Inc. Prior to teaching he performed as a classical singer and actor across the United States, having trained with internationally acclaimed tenor Vinson Cole. Born and raised in Syracuse, New York, Mr. Lim holds a B.A. in Languages & Literatures with a concentration in French from the University of Missouri-Kansas City.
Statement of Support: I am a passionate educator who firmly believes that all children deserve a quality education which supports their life goals and talents. That is why when I first heard about the Central New York Institute of Academics and Performance Charter School I instantly knew that it needed to come to fruition. Having grown up in Central New York I understand the significant educational challenges facing the community. From 2009-2018 I performed in opera, concert, and theater across the United States. I also studied with internationally acclaimed tenor, Vinson Cole, of the Metropolitan Opera, at the University of Missouri-Kansas City and Cleveland Institute of Music. However, there was not a high school with rigorous academics and professional level training available through the public school system to prepare me for college and career, leaving my family to pay thousands of dollars each year to attend a school that could support me. Extremely talented students who cannot afford this cost in Central New York deserve better and that is why I sincerely believe the Central New York Institute of Academics and Performance Charter School should exist. Statement of Interest: I am a passionate educator who firmly believes that all children deserve a quality education which supports their life goals and talents. That is why when I first heard about the Central New York Institute for Academics and Performance Charter School I instantly knew I wanted to be a part of it. Having grown up in Central New York I understand the significant educational challenges facing the community. My professional background in the performing arts, educational operations, and my expertise in social sciences & humanities instruction, diversity and inclusion, and youth support programming for schools, communities, and organizations serving high needs populations allows me to bring a great deal to the leadership team as a potential member of the Board. As a teacher-leader I have a demonstrated track record of creating inclusive institutional culture change leading to student, teacher, and community growth outcomes and I want to fully dedicate myself to the organization to bring educational change to Central New York.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 35 44 -1 (Lang -1 (Lang Classes Per uage is uage is 11 26 44 Grade elective elective for 11th for 12th grade) grade)
Student: Teacher per 15 ≤ 15 ≤ 15≤ 15≤ 15≤ Class
The reason for choosing to serve the grades specified and the number of students in each grade.
Remedial work is intended to occur intensively at the 9th grade, and as soon as students become members of CNYIAPCS. Academic development in English skills, vocabulary and reading comprehension as well as math will be reinforced and solidified consistently during the entire first year at our school. CNYIAPCS expects to raise students’ levels in both disciplines a minimum of 20% the first semester, 20% the second semester and 10% during the summer session that will be offered to ALL students at CNYIAPCS independent from their needs. This progress will allow students with initial deficiencies to reach levels appropriate for the current grade and prepare them and solidify their knowledge for the next grade to continue independently their advancement requiring minimal academic remediation if none. Those students who will not need remediation, will advance at their own pace, and in no case the school will impede their faster advancement (programmatic units will be available for gifted students and other opportunities for advancement such as college credits.)
Other component of the remedial work at CNYIAPCS is offered by means of an extended schedule (9:00am-7:00pm), permitting students to complete their homework on site. For those requiring support, they will immediately obtain it on the premises. It is the knowledge of founders, that offering this option will liberate students from home (domestic) obligations that may impede their academic success. CNYIAP intends to play a role beyond the mere academic life of its students, offering a safe nurturing place to properly develop at their age. The founders believe that large impersonal urban schools are prompt to fail their students due to their lack of support, overcrowded classrooms, lack of resources, and lack of cooperative efforts among the community participants.
The extent to which the proposed charter school’s grade configuration aligns with the school district of its proposed location and how any misalignment may impact the school;
While CNYIAPCS grade configuration aligns with the school district only in terms of designating levels (9th-12) and the basic content to pass regents exams, this school does not align in terms of:
- Special curriculum
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CNY Institute of Academics & Performance Charter School Merged Application 2019 them feel welcomed, appreciated and respected as members of their school.
From an academic perspective, CNYIAPCS plans to exceed all expectations and results offered by traditional public schools in terms of retention and graduation rates in the geographical area where the charter school will be located. From a social/formative perspective, CNYIAPCS does not have a parallel with other institutions in its zone.
The pattern of growth over time including assumptions for each grade regarding student attrition and any plans to replace students or limit the intake of students.
Registration will remain stable at CNYIAPCS, admitting 50 9th grade students each year. It is expected that attrition won’t be higher than 10% per year. It is also expected to document the details, attributed to external extenuating circumstances and unrelated to school performance such as: family relocation or decease.
During 9th grade, and only up to the end of the first semester, CNYIAPCS will admit new students to replace those who have dropout. The criterion is that if new comers are admitted later, they won’t be able to cope with accumulated requirements such as: internships, portfolios, and most importantly academics and remedial work. For this reason, students who are admitted late due to place of residence transfer must be in good standing having a GPA average of B or higher.
The school does not intend to increase its cadre of students, neither to replace those students who at 10th, 11th or 12th grade do not register at CNYIAPCS. The institution will make the effort to document the reasons students have not registered to continue schooling at CNYIAPCS.
c. Student Enrollment Table
GRADE LEVEL 2020-21 2021-22 2022-23 2023-24 2024-25 AG S E RA NG E Kinderga Elementary School rten 1st Grade Elementary School 2nd Elementary School Grade 3rd Grade Elementary School 4th Grade Elementary School
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CNY Institute of Academics & Performance Charter School Merged Application 2019 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 50 100 150 200 14- 15 10th High School 50 100 150 200 15- Grade 16 11th High School 50 100 150 200 16- Grade 17 12th High School 50 100 150 200 17- Grade 18 Ungraded TOTAL 200 400 600 800 0
d. Admissions Policy
R-05d – Enrollment Policy
As a public charter school, CNYIAPCS is open to all Syracuse City School District students and will not limit the admission of any student on the basis of disability, race, creed, gender, national origin, religion, ancestry, athletic ability, or intellectual aptitude or achievement.
CNYIAPCS is committed to serving a high-need, at-risk student population – this is a key part of CNYIAPCS’s mission. To support this commitment, each year, CNYIAPCS may determine set-aside percentages for the following 3 target populations: (a) English Language Learners (ELLs), (b) Special Education students, and (c) FRL students (those who qualify for the federal free or reduced lunch program). These set-asides underscore CNYIAPCS’s commitment to serving these high need populations; the target
percentages are designed to ensure CNYIAPCS’s compliance with New York State charter law by ensuring that CNYIAPCS’s student body includes percentages of these special student populations that are comparable to the percentages of these students enrolled in traditional public schools in the Syracuse City School District (SCSD) where CNYIAPCS is located.
COHORT SET-ASIDE #1 SET-ASIDE #2 New 9th Grade At least 17.5% of seats N/A. Class of 2024 (in Freshmen are reserved for students year during 20-21 school year) receiving Special Education Services. New 9th Grade At least 17.5% of seats At least 30% of seats are reserved for students are reserved for English
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Class of 2025 (in Freshmen receiving Special Language Learners during 21-22 school year) Education Services. (ELLs). New 9th Grade At least 17.5% of seats At least 30% of seats Class of 2026 (in Freshmen 22- are reserved for students are reserved for English 23 school year) receiving Special Language Learners Education Services. (ELLs). New 9th Grade At least 17.5% of seats At least 30% of seats Class of 2027 (in Freshmen 23- are reserved for students are reserved for English 24 school year) receiving Special Language Learners Education Services. (ELLs). New Class of 2028 and At least 15% of seats are At least 30% of seats beyond (in 9th grade during reserved for students are reserved for English 23-24 school year and beyond) receiving Special Language Learners Education Services. (ELLs). Each year employees of Up to 15% of N/A CNYIAPCS are allowed to employee’s children will submit applications for be allowed to attend, as admission, these students must set in accordance with meet minimal requirements to the Admission’s ACT. be considered for enrollment.
In addition, CNYIAPCS will utilize 3 admissions preferences in admitting students:
(1) Returning students are automatically granted admission for the subsequent academic year.
(2) Any sibling(s) of a student already enrolled at CNYIAPCS who applies to CNYIAPCS by the application deadline will, provided that space is available, be automatically assigned a seat in the school and will not need to enter into the admissions lottery. A ‘sibling’ is defined as a student who shares a biological parent or a legal guardian with a current CNYIAPCS student.
(3) All students residing in the Syracuse City School District will also be given an admissions preference in NYIAPCS admission’s lottery. A student is considered an In- District student if the student’s primary residence, as indicated in the student’s application, is located in the Syracuse City School District. If there is conflicting information as to a student’s primary residence, CNYIAPCS makes a final determination using its best judgment.
R-06af- Curriculum and Instruction a) Curriculum Selection and Process
Introduction
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Students at CNYIAPCS will be exposed to an intensive college and career readiness curriculum. Lessons will be designed to connect with the Arts and Sports being studied and practiced; subject area faculty will align their curricula to support a thematic approach to learning helping students retain what they have studied and achieve mastery of the state standards.
The school will run on a semester schedule CNYIAPCS’s general curriculum will be according to the pre-established recently adopted Common Core Learning Standards and Benchmarks by the State of New York Department of Education (http://www.p12.nysed.gov/ciai/ standards.html) leading to AP (however optional). This will serve as the basis for our curricular net that will further incorporate the curricular content that makes CNYIAP unique. Students are expected to take and pass all Regents exams required for graduation and the curriculum will be mapped (interim assessments will be administered with these requirements in mind).
CNYIAP will establish an infrastructure to apply the curricular content to make it sustainable. This strategy has been developed directly to support the effort to retain at-risk students. In addition, this will maintain high standards among all students’ levels.
The creation of school-wide assessments will set expectations based on the New York State Standards for all subject areas and the Regents exams as one of the instruments utilized. Several benchmark assessments will test the skills students are practicing towards mastery and the analysis of them will inform instruction and individual conferencing with students.
Rationale Many young people who eventually drop out or quickly fall behind enter high school with barriers such as being overage already or with academic skills that are low; however, this is not uniformly the case. The NYC Department of Education has found that 76 percent of those who fall behind or drop out were either on-age or reading at level when they entered high school. This clearly speaks to a challenge of engagement: many high schools are not equipped to engage young people in programming that allows them to reach their potential or recognize the connection between school and their life’s goals, Concepts of utilizing personal interests to motivate students along with warm, caring teachers are widely accepted to inspire unique and self-motivating approaches to education (Brophy, 2010). CNYIAPCS believes students who are self-motivated are more likely to excel in academia. The focus of attention of CNYIAPCS instructional design intends to connect classroom practices with the fieldwork offering students authentic experiences in the field of Arts or Athletics. A strengths-based approach to education is supported by Gardner’s theory that instructional activities should appeal to different forms of intelligence (1983). Intelligence and academic performance are not a fixed entity. In fact, research has shown that regardless of one’s circumstances, it is motivation and self-efficacy that determine performance. A recent study of the dropout rate in America, published by Civic Enterprises and funded by the Bill and Melinda Gates
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Foundation, found that a lack of motivation is the number one reason why students drop out of school. The research of Carol Dweck and Albert Bandura indicates that all students, given appropriate support and encouragement, can master challenging material.
The student population will come from diverse home environments and each young person will come with individual challenges. While some will be IEP identified special education students, all students will need the sort of individualized attention to their specific academic needs that the IEP process provides. We will comply with all regulatory special education requirements in the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act of 1974, Title II of the Americans with Disabilities Act of 1990, all civil rights enforced by the U.S. Department of Education Office of Civil Rights (OCR) and any additional regulations required by the state of New York. As previously disengaged youth, they will likely arrive with academic skills, especially literacy and numeracy skills that lag far behind their peers who have coped with requirements. Nevertheless, independent from the level students arrive, all will benefit from the following elements that will sustain the instructional design at CNYIAPCS and will further the school specific mission:
1. English infused across the curriculum. Reading comprehension and composition will be integral part of all content areas, reinforcing the practice of the language not only in tis written form, but also orally giving emphasis to vocabulary building. In order for our students to mature into their prospective roles as prominent, powerful, and successful citizens with exceptional academic strength and career flexibility, they must have exceptional literacy skills. CNYIAPCS has designed the literacy academic framework that emphasizes English not only through-out the disciplines, but also in a specialized context that will directly motivate students to apply the knowledge to their personal interests.
2. Technology across disciplines. Technology will be used as a tool to reinforce content areas, in particular regarding interactive participation. This will serve as a motivational component to advance in the fields. This educational practice is particularly designed to meet the needs of this new generation of students, the “millennial generation” (born between the years of 1976-2000), who have come of age along with the Internet and portable technology.
3. Internships are essential components at CNYIAP curriculum that will guide students to their selection of a future career as related to the arts or athletics. This hands-on experience will permit students to test their unique abilities, concerns, as well as develop self-confidence, relate to professionals in the field and further their knowledge in the discipline selected. As a strategy to reduce dropout rate, CNYIAPCS will offer paid Internships for students in 11th and 12th grades.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 4. Portfolios are required for promotion at the end of each academic year. The selection of particular products of acquired knowledge will evidence the advancement in the field selected as well as prepare students for a future career. This is an assessment tool that students will use as personal accomplishments during their entire secondary experience to facilitate their college transition or introduction to filed work.
5. Competitions will serve as well several purposes: to test students’ endurance, to develop discipline and self-confidence, to develop team skills, to obtain scholarships in higher education, to form a network of participants offering personal support.
6. Extended schedule and Summer school for all. This particular characteristic will offer the academic support students need when encountering difficulties. Tutoring as well as mentoring will permit students overcome their academic deficiencies to properly prepare to pass standardized tests. At the same time, this will permit students who are in good standing to advance faster to the next grade enriching their development in a variety of forms. In addition, the extended schedule will help students to have hands-on experiences in their chosen field through direct practices training, studio time and prepare special projects. Finally, the extended schedule will permit students who have no access to Internet at their homes, to use the technology for their assignments during extended period.
7. Course credits beyond the traditional 22 required for graduation by public schools in the district (27). A curriculum beyond the traditional coursework offered by public schools will permit students to earn credits in the field of their choice (arts or athletics) to get specialized for a future career having the opportunity integrate theory and practice. The rational to require 27 credits is the parameter traditionally required by private schools. Students who demonstrate exceptional skills may graduate with credits that exceed 27, obtained from higher education institutions (see Academic Opportunities)
8. College bound students. CNYIAPCS expects to offer a series of options to students in good standing to advance their academic expectations to satisfy their needs. Particular support will be offered to those students who are first generation college-bound by continuously offering incentives to students who have overcome deficiencies in the course of their experience at the school. Upward Bound program as an academic experience in lieu of summer school, yearly Saturday Upward Bound and college courses conducive to extra credits are part of the infrastructure offered to CNYIAPCS students to their personal advancement and college education transition.
Comparison between traditional credits required for high school graduation and CNYIAPCS
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Evidence that CNYIAPCS will further traditional education will be reflected in the number of cumulative credits students will require for graduation, 27.
CNYIAPCS intends to build the social capital of youngsters by exposing them to experiences that they might not otherwise have and people they might not otherwise meet in order to satisfy students’ social, intellectual and emotional needs.
Student Support Services School counselors provide an organized program of counseling, instruction and consultation to all students, including: an annual review of each student’s progress, college and career guidance and planning, advisement and counseling services and opportunities for parental involvement. A social worker and a school psychologist (referral services) will also be available to assist students and parents with salient issues that may interfere with a student’s education.
Academic Opportunities Students will be motivated to participate in school external programs that provide unique opportunities to continue their academic advancement. Programs Such as: summer Upward Bound or year round Saturday Upward Bound (at Le Moyne College in lieu of CNYIAP summer/Saturdays), SUPA (Syracuse University Project Advance), student exchange or scholarships for special projects will be available for students who demonstrate high scholastic performance and academic integrity with the understanding that participation is on a strict competitive basis. Other incentives will be added as the grades get integrated in the school the following years and as other programs may develop to be offered by the educational market.
Syracuse University Project Advance (SUPA) is a cooperative program between Syracuse University and participating school districts that allows high school seniors to take regular college courses at their own schools at low cost. The program enables students to rise to the challenge of college work through enrollment in introductory freshman-level courses prior to full time college study. SUPA also serves other important purposes: it provides in-service training for high school instructors and a continuing forum for communication between educators from high school and university settings. As an agency of the University’s Center for Instructional Development, Project Advance conducts extensive ongoing research and evaluation as part of its efforts to improve instruction. The courses are regular offerings in the schools and colleges of Syracuse University, and are taught by carefully selected high school faculty who are trained in special workshops by SU faculty members. If qualified, high school faculty are designated adjunct instructors of the University, and under supervision of SU faculty members, teach University courses as part of their
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CNY Institute of Academics & Performance Charter School Merged Application 2019 regular teaching loads. Most high school faculty members have graduate degrees and five years of teaching experience in the subject areas they teach through Project Advance. Project Advance staff members assist participating students and faculty in maintaining a bridge between the high schools and the University. Grades for course work taken through Project Advance are earned in one or two semesters of class assignments and tests. As a result of their experience, Project Advance students earn a Syracuse University transcript for college credits successfully completed that accumulates towards a college degree.
Bryant & Stratton College Jump Start Program offers freshmen courses to juniors and seniors before graduating from high school tuition free, including books for all students who qualify and are residents of the Syracuse School District. The credits obtained at this program, are accepted as part of the Associated degree offered by the college or can be transferred to other higher education institutions towards a Baccalaureate degree.
Blended Courses In an effort to provide the best-personalized education, CNYIAPCS has considered including blended courses, a combination of traditional classroom and online courses (over the Internet) for students whose learning styles require one-on-one attention or as an alternative to traditional instruction. These courses will be offered on demand prior to in depth examination of the content to ensure the competencies acquired are equivalent to those obtained in traditional courses.
College Courses The courses at the high school are matched with the courses at the college to ensure that the same curriculum content or more advanced is taught in order to earn credits. What the college covers in one semester, the high school will cover in two semesters. Regularly, a college course grants 3 credits per semester.
College courses are available for students whose GPA is 85% or higher. These courses are taken optionally in lieu of courses offered in the general curriculum by CNYIAPCS for students in 11th and 12th grades. Two institutions offer these options in Syracuse: Syracuse University and Onondaga Community College (OCC)
Students, whose GPA is 85% or higher, are allowed to take AP exams. Students who take AP exams may replace their final class exam for the AP exam results whichever is higher.
Course Transferring
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Only in grades 11th and 12th students will be allowed to transfer courses, limited to 3 courses, or equivalent to a maximum of 10 college credits. Regularly, college courses offer 3 credits per semester course (exceptions may be made). These courses may be taken at a different location where the student reside, for example if spending the summer somewhere else, in or out of the state of New York. Students should submit the course syllabus directly from the institution and grade transcripts obtained with a B or higher. In order to be accepted, the content of the course(s) should match that of the CNYIAPCS. Students are encouraged to request advice from CNYIAPCS instructors previous to their registration in external courses. On exceptional occasions, students will be recommended to take college courses in fields such as Languages or the Arts when students have demonstrated exceptional abilities.
Scholarships
Whenever possible, CNYIAPCS will encourage and support students of exceptional abilities and exceptional academic performance to apply for scholarships that offer opportunities to advance their studies both at the high school level and to apply for postsecondary education, nationally and internationally (student exchange). Many of these opportunities will be listed at the end of the academic year. If students come across other opportunities not included in the list, students are encouraged to discuss it with the advisor, teachers, mentors or other expert in the field. CNYIAPCS wants to make our students aware of the many scams published in the Internet. Scholarships are non-returnable money granted to students with the purpose of supporting their education directed to be invested in particular activities or items. Examples are: travel to competitions, books, special materials necessary to carry out a project, pay tuition or registration for coursework, workshops, etc. CNYIAPCS has projected to create its own scholarship/s as supplemented by alumni matching funds to be conferred to an outstanding student who is first generation college bound.
NCAA Eligibility The NCAA has strict academic eligibility requirements for prospective student- athletes to participate in Division I and II intercollegiate athletics. Students and parents should visit www.eligibilitycenter.org to review these requirements.
College Planning Students interested in attending a four-year college should plan to take at least three to four years of Regents math and Regents science, three years of a second language, and four years of Regents English and social studies to be in good standing.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Academic Intervention Services (AIS) Prerequisite ELA 8 exam. Students with difficulty reading/writing as assessed by their ELA 8 scores (score of 1 or 2 on a scale of 1-4) will be automatically placed in the English AIS sessions. Academic Intervention Services (AIS) refers to New York State mandated additional instruction that supplements the instruction provided in the general curriculum and assists students in meeting the state learning standards. It includes student support services such as supplemental instruction (tutoring, proctoring) review of course content, guidance, counseling, and study skills, which are needed to support improved academic performance.
In conjunction with Literacy Services and the National Reading Association, CNYIAPCS will apply programmatic alternative methodologies designed on an individual bases to advance students to the 9th level. Students who are passing all of their classes and exams and who successfully pass the NYS English Regents exam may be removed from AIS, at both their AIS and regular English teachers’ discretion. Summer reading assignments are mandatory to be removed from AIS. The main goal of CNYIAPCS is to overcome students’ deficiencies during the 9th grade to level and maintain them at the appropriate grade level the consecutive years.
Wellness Yoga. Students as well as the entire personnel will have the opportunity to participate in Yoga courses opened at different times on campus. This course is also designed for those students whose interests are not directly based on competitive athletics. Students whose interest is athletic related (for example: sports journalism, sports medicine, sports business, or others) must take Yoga in lieu of Athletics I, II, III, IV plus an individual yearly plan.
CNYIAPCS also plans to include H2Fitness as a wellness option. H2Fitness is a total-body conditioning program. The program is designed to improve muscular strength, muscular power, muscular endurance, cardiovascular endurance, agility, coordination, speed, and flexibility. Students will be introduced to this rigorous exercise opportunity.
Positive Alternatives This is a series of programs designed to meet the needs of students and promote a positive school climate. This initiative will be expanded as the school grows and as society evolves. Positive Alternatives include but are not limited to: - Parent Conferences, Teacher Conferences - Conflict Resolution Programs - Peer Mediations Student Training
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CNY Institute of Academics & Performance Charter School Merged Application 2019
Local evidence of the need of alternative art and athletics education in the community has been extensively documented by a variety of community short-term programs offered by organizations free of charge and charging registration. Examples of programs on demand in Syracuse are: La Casita Cultural Center Creative Corner, Spanish Action League After school Art Programs, P.E.A.C.E. Inc. Community Arts, YMCA and YWCA Art and Athletic Programs, Huntington Center Art and Athletic Programs, Boys and Girls Club Art and Athletics Programs, Public Libraries Art Programs, and a number of private organizations offering both. Children participating have not only demonstrated interest in the fields, but they have also excelled in their tasks. Young participants in these projects reflect the diversity spectrum of the entire region and the interest in both fields offered by CNYIAPCS.
On the other hand, higher-level thinking may prepare graduates for college, vocational studies and the work force. CNYIAPCS students would be offered ample opportunities to practice higher level thinking skills in courses that challenge their interests. The National Report Card of 2009 revealed that students who participated in AP courses and rigorous math and science requirements achieved “Proficiency” in math and science according to their National Assessment of Educational Progress (NAEP) scores (Nord, et al., 2011). Regular coursework will include mathematics, science, language arts, technology, foreign languages (Spanish and Chinese), and American Sign Language, along with the expected Specials (athletics, visual and performing art, & career exploration). Students will continually be given the opportunity to foster personal interest in athletics or the arts by having access to several real-world connections in academics and prospective interests.
Pre-opening Practice To ensure that the school has a quality curriculum in place for students, and teachers are ready to deliver it, an Educational Retreat will take place previous to the final registration of students (days are to be determined) During these sessions, prospective students (lottery selected) will have the opportunity to meet the teachers, and the teachers will have the opportunity to offer mini units where they will cooperatively incorporate inter-disciplinarily selected Common Core Standards, and Benchmarks, in a replica of regular school day at CNYIAPCS. Teachers will be paid per diem for the preparation of these lessons and will help CNYIAP administrators to identify potential flaws with content, methodology and planning that eventually would merge during the retreat permitting simultaneously refining assessment components.
Teaching Practices CNYIAPCS will establish professional learning communities (PLC) to offer academic best practice, whose members will work interdependently to achieve building goals. The teams share a
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CNY Institute of Academics & Performance Charter School Merged Application 2019 common understanding that learning, not teaching, is the central purpose of school and their work is organized around three critical questions (as stated by DuFour, 2000-01) 1) What is it we want all students to learn? 2) How will we know when they have learned it? 3) What will we do when some students learn it and others do not?
The focus on learning as a cultural norm along with teachers accepting the collective responsibility for the learning of all students, have been identified as the factors having the most significant impact on teachers’ ability to improve student performance (National High School Alliance, 2003). This statement reflects CNYIAPCS teaching philosophy. Peer collaboration in problem solving and decision-making will be key components of effective teaching practices at CNYIAPCS. This practice will extend to students whose cooperative work and mutual support will lead towards success.
While the school is in operation, units will be cooperatively developed and implemented by faculty to ensure the inclusion of Common Core Standards, and Benchmarks. Once a week, faculty will have the opportunity not only to develop their units, but also to assess their own practices. Teachers will coordinate their programmatic units to ensure the state requirements are incorporated.
It is noteworthy to emphasize that faculty at CNYIAPCS will be double certified (or in the process of obtaining their second certification). This experience will be essential to understand multidisciplinary instructional approaches and have a perspective of the holistic educational environment the school intends to maintain through Learning Professional Communities not only at the adult level but also at the student level. Our school will help meet the challenges of diversity in learners through the use of flexible instructional materials, techniques, and strategies. Since students differ dramatically in the ways they comprehend, approach and demonstrate mastery of tasks, and engage in learning, we will offer three primary principles:
1) provide multiple means of representation (the “what” of learning) 2) provide multiple means of expression (the “how” of learning) 3) provide multiple means of engagement (the “why of learning)
In order to better serve students, at the beginning of the first semester at CNYIAP, The counselor will administer students a skill and interest inventory to determine best curricular practices. Additional interests and skills will be included as students advance in their exploratory process
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CNY Institute of Academics & Performance Charter School Merged Application 2019 during the entire 9th grade experience at CNYIAPCS. Students will take diagnostics testing in i- Ready and
Faculty will be offered alternatives as of to get a wide variety of resources from traditional instructional texts to semi-blended systems incorporating elements of courses offered virtually (through the Internet) either to support delivery or to reinforce the curriculum. Faculty will determine the need of such resources. Along the course of the first year, resources will be evaluated and included in the resource database for further use to reinforce content areas.
Whenever possible, the content will be organized chronologically according to eras, movements, etc. defined by history and that has evolved accordingly.
In order to facilitate instructional planning, faculty will use curriculum maps, a commercial package (to be selected) will be utilized to uniformly record, amend, assess and archive the documents. Instructional leaders (to be assigned) will be responsible of selecting the final instrument and archiving records. In addition, faculty will have the opportunity to participate in professional development activities to improve their knowledge and practices beyond the NY requirements (see Instructional Leadership for specifics.)
It is the belief of CNYIAPCS that if faculties are involved in the curriculum framework design cooperatively, they will feel more invested in the school success and at the same time engaged in our students’ advancement. Faculty will be exposed to methodologies offered by experts, serving the purpose of being well informed and updated in current school practices. Examples of current practices are offered by: SUNY, Engage NY, CASEL, Buck Institute for Education, among others. Also, CNYIAPCS will take advantage of professional development offered by the Department of Education, New York Charter School Association, and other professional organizations specialized in curriculum design and development. Furthermore, CNYIAPCS intends to share practices with public schools in the district that maybe interested in professional cooperation. The latter will particularly impact the implementation of the recently adopted Common Core in the state of New York.
Upon approval of our charter school, the Chief Instructional Officer, Founder and members of the Curriculum committee will set meetings with the City of Syracuse School District to review CNYIAP curriculum framework to ensure the incorporation of all district requirements. This practice will apply every year as students advance to the next grade.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Once the school is in operation, the curriculum will be reviewed on a weekly basis to establish consistency with local, state, and national parameters. Collectively, faculty and other personnel will determine the effectiveness of practices presenting concrete evidence. Particular attention will be offered to students who show weakness at any level. Once the weakness gets identified, immediate reinforcement or intervention will be applied (peer tutoring, external tutoring, extra assignment, counseling, workshop, etc.) depending on the nature of weakness. In particular, the extended schedule will support the opportunity for students’ success. On the other hand, due to the fact that CNYIAPCS will admit only 50 students at the 9th grade, on a yearly basis, faculty members will know how students have advanced during their first year at the school, if there was remedial work done, and how effective this has been. Thus, students will have a solid background to begin their second year at CNYIAPCS.
Curriculum Selection Outline Preopening Leaders Pre-selection Discussion CEO, BoT Tentative Approval Framework External experts consultation
Implementation Leaders Revision of tentative Content areas Faculty, Officers & framework implementation BoT Planning (mapping) Resources/support Weekly review Improvement
Ongoing revision of curricular practices will occur year-round at CNYIAPCS. Faculty members will be responsible of identifying specific standards in each curricular unit and lesson plans. b) Assessment System
The rationale to admit students only in 9th grade is to identify their academic deficiencies as soon as they begin their instruction at CNYIAPCS and offer a comprehensible program to overcome them in their first year at the institution.
Supplemental instruction as well as a variety of interventions will be offered according to individual needs. Assessments in every subject at CNYIAPCS will be used to adjust instruction and inform tutoring and enrichment programs in order to meet the needs of every student; hold
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CNY Institute of Academics & Performance Charter School Merged Application 2019 students, faculty and staff accountable for student learning outcomes; and to track growth and progress so that every student is prepared to obtain his/her diploma and succeed and graduate from college. CNYIAPCS will use the data from assessments on a daily, weekly, semester and annual basis.
It is the belief of the founder that the main factor to make a student academically successful is to have a solid level of reading comprehension and vocabulary appropriate to communicate and interact in society. Academic and social development will provide an appropriate balance to fully participate in civic activities and exercise citizenship.
Given the emphasis of language development at CNYIAPCS, all admitted students should present the results of ELA 8. Scholastic’s SPI will be administered to ELL to specifically determine their literacy proficiency levels. In addition, the students will have a preliminary interview with the teachers in order to identify their most immediate literacy/communicative needs.
Furthermore, as soon as instruction begins, all students at CNYIAPCS will be evaluated to ensure the four basic mathematical operations (addition, subtraction, multiplication and division) are mastered by the students. Basic numeracy will be attained to keep pace with the 9th grade level to overcome deficiencies provoked by social promotion. Indexes for literacy and numeracy will be determined through administration of Scholastic Reading Inventory (SRI) and Scholastic Math Inventory (SMI). CNYIAPCS also plans to collect data from the use of i-Ready diagnostics and assessments.
Assessment will incorporate quantitative and qualitative (authentic assessment) aspects as reflected in a variety of instruments to measure progress. An entire myriad, from the traditional paper and pencil testing (leading to standard tests) to portfolios recording students’ performance advancement will be present. Examples if test modalities are: multiple choice, matching, short answer, and constructed response items. Multiple choice, matching, and short answer items are most frequently used to assess recall of factual information and understanding of concepts, although some are designed to address higher knowledge levels. Extended response items are generally used to assess strategic application of concepts and skills, and metacognitive knowledge. This variety will allow students who have different learning styles to recognize their own style and reinforce other areas identified as weak. It is the view of CNYIAP’s charter school participants that traditional and authentic assessment complements each other for the benefit of students.
Furthermore, having an eclectic evaluative system, on the other hand, will prepare our graduate students for their future real-life integration, where both systems are applied indistinctively.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Assessments take many forms, including but not limited to, daily quizzes and homework, weekly tasks and projects, portfolios and presentations, unit benchmark assessments and New York State and national norm referenced exams.
NYS standard exams required at CNYIAPCS Type of test Grade taken Date offered (years 2013-14 to be modified for 1st year operation and subsequently according to NYSED) /Notes ELA8 records 8th Required for admission taken the previous year SPI 9th English Language Learners only Scholastic Reading Inventory (SRI) 9th TBA Scholastic Math Inventory (SMI). 9th TBA Regents English I 9th TBA 9:15 a.m. Algebra I 9th TBA 9:15 a.m. Geometry 9th TBA 9:15 a.m. Earth Science 9th TBA 9:15 a.m. Living Environment 9th TBA 1:15 p.m. Foreign Language 9th TBA Global History and Geography I 10th N/A (2021-22) on-going PSAT 10th & 11th N/A Comprehensive English 11th N/A US History 11th N/A SAT 11th & 12th N/A Accuplacer Diagnostic 10th, 11th and 12th TBA i-ready Diagnostic 9th, 10th, 11th, and TBA 12th
Accuplacer Diagnostic will be administered to students beginning grade 10. This is an assessment that measures students’ readiness for college level coursework. The Accuplacer Diagnosis is a computer-based assessment that measures core skills in reading comprehension, writing and mathematics. The summary produced through this assessment helps to identify key skill areas that need remediation as the students prepare for post- secondary education. CNYIAPCS will administer this assessment every September beginning at the 10th grade. The data collected will contribute to the students’ overall personalized learning plan. i-Ready will be administered throughout each grade beginning in the 9th grade. This assessment will be assessed to help teachers monitor educational growth in identified problemed areas.
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CNY Institute of Academics & Performance Charter School Merged Application 2019
National norm referenced exams at CNYIAPCS include PSAT and SAT.
Student attendance and participation in the assessment program is essential in order to fully understand each student’s academic standing. Performance and strengths and needs on assessments will be routinely part of parent-teacher conferences, as well as student-teacher discussions. Students who are absent for assessments will be required to make-up the assessment during school, after school or on an immediate designated Saturday.
ACCOMMODATIONS
Accommodations for LEP/ELLs will be according to NYDOE current provisions regarding: Time Extension, Separate Location, Third Reading of Listening Selection, Bilingual Dictionaries and Glossaries, Simultaneous Use of English and Alternative Language Editions, Oral Translation for Lower-Incidence Languages, Writing Responses in the Native Language.
Accommodations for students with disabilities will be provided according to NYDOE current provisions and accommodation to specific disabilities: audio, visual, motor, or emotional. CNYIAPCS will receive information from the School District and Committee on Special Education (CSE) for this purpose.
Syracuse School District statistical report (2018-19) indicates the results shown below, which will serve to compare the results obtained at CNYIAPCS and the subsequent years.
English Language Arts Mathematics Science Grade 3 25% 25% Grade 4 66% Grade 4 26% 32% Grade 8 38% Grade 5 22% 29% Grade 6 24% 22% High School Grade 7 27% 28% English 56% Grade 8 20% 15% Math 55%
- Diagnosis Interest Inventory (to be selected) will be administered at the beginning of the academic year for students in the 9th grade.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 - English level evaluation for all students to determine their development degree oral and written. ESL students whose 8th testing results will be compared to the ones obtained at CNYIAP to determine interventions or extra support in the areas identified. - Numeracy will be also pre-evaluated to identify potential weaknesses and apply proper intervention.
Evidence of students’ advancement will incorporate both formative and summative.
-Formative (the selection of these instruments will be determined, nevertheless all of them will include rubrics) Goal setting willingness to complete high school Team working Individual working Competitions
Summative Assessment (they will include rubrics when applicable) and their purpose Regents Exams in the specific areas according to NY Department of Education (required for graduation and to determine college bound) - Traditional written tests and quizzes (essays, multiple choice, analysis and comprehension, etc.) (to ensure the content has been delivered and acquired according to NY requirements and to determine the advancement from the original baseline) - Internship Reports: pass/non-pass system - Journal entries (to ensure yet another opportunity to use language and to determine students orientation towards a specialty) After students have completed their 140 hours of internships, 0.5 HS credit will be assigned to their journal, that will turn into yet another opportunity to demonstrate advancement. - Athletics/Art performance participation: a minimum number of participations and hours of training will be required. - External competitions (interschool athletics and art competitions beyond the school district) - Portfolios traditional and electronic: pass with distinction, pass/non-pass.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 - Projects individual and collective (this may include competitions) (multi purposes: to ensure the content has been delivered and acquired according to NY requirements and to determine the advancement from the original baseline, language and to determine students orientation towards a specialty, and to determine college bound) - Final Tests - For the core curriculum, state exams will be an option in lieu of final course tests. - For the individual specialty choice, a project in lieu of the final exam will be accepted.
Rubrics will be provided for all types of assessment. This practice will facilitate equivalence to percentages to transform reports into the final cumulative grading system of necessary Grading Scale. Some rubrics included in textbooks will be used, however, faculty will offer their own for particular projects that include multidisciplinary skills, or for projects to cover two specific content areas.
The grading scale that will be used at CNYIAP charter school is based on percentages as follows:
98 – 100 = A+ 87 – 89 = B+ 76 – 79 = C+ 69 – 70 = D+ 0 – 64 = F 93 – 97 = A 83 – 86 = B 73 – 75 = C 67 – 68 = D 90 – 92 = A- 80 – 82 = B- 71 – 72 = C- 65 – 66 = D-
Passing grade at CNYIAPCS is 71% or C-.
The CNYIAP charter school will be considered a college preparatory senior high school. Accordingly, we will encourage our students to maintain a rigorous and competitive high school program, whose end results will make them viable candidates for acceptance at their college or university of choice or be optimally prepared to integrate the workforce.
Students at CNYIAP charter school will require passing all courses for promotion to the next grade. In case of failing one (two maximum) class, students will attend summer school and dedicate extra time to the specific task losing their specialty privileges.
Administering assessments will be in the hands of each faculty and according to their specialties. Collecting the individual data will be as well in the hands of each educator together with the
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CNY Institute of Academics & Performance Charter School Merged Application 2019 preliminary result analysis. The final results will be processed by the Instructional Officer and the Counselor, both will manage statistics that will be incorporated in each year final school report. Once the school report is completed, a copy this document will be submitted to faculty for their information, corroboration, and determination of students-teacher academic status.
Continuous monitoring will be a traditional practice at CNYIAPCS to facilitate high performance or continuous academic improvement.
Stakeholders will utilize assessment results in the following manner:
Teachers To modify face-to-face practices: curriculum delivery, testing, interventions, to determine homework, cooperatively working with parents/guardians. To determine further academic and emotional support for students. To determine self-improvement in the classroom (as related to the new state-mandated APPR evaluation system.) School Leaders To evaluate instruments effectiveness (or considering others). To determine student –teacher resources Board of Trustees To determine effectiveness of professional performance (APPR), and students advancement. To produce reports that may bring revenues to continue improving or keeping the levels attained. Students To understand their performance, to identify their personal weaknesses. To request support once their weaknesses get identify. Counselor To offer interventions to improve learning efficacy. To identify possible social or emotional barriers interfering with academic performance.
CNYIAPCS will inform parents/guardians about academic achievements and performance through a variety of modalities - traditional report cards will show only final grades, no partials are recorded in this document. They are issued twice a semester, and once in summer. - online permanent access to the current progress, partial grades are found, following privacy guidelines. - interviews with parents/guardians to have access to students school participation, all records are available. - invitations to observe school activities including classes. - invitations to participate in school activities including classes.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 c) Instructional Methods
CNYIAP will not adopt a particular model, but a series of them that permits our philosophy offer flexibility accommodating the needs of our students. Thus, in order to attain our goals, practices such as Experiential Learning, Inquiry-Based Instruction or Social and Emotional Learning among others will be applied.
- Specific Subject Focus: CNYIAPCS will offer a curriculum design focusing on two tracks: Arts (visual/performing) and Athletics. - Centered on personal interests, students will design a specialized curriculum. - CNYIAP will prepare students for college, vocational education or the workforce. - Interdisciplinary classes where the arts and athletics are integral part of the curriculum. - Hands on experiences: two years of exploratory Internships and two years of paid Internships.
We believe this will be accomplished by creating an academic environment that supports our students’ diverse goals, learning styles, and needs through the use of different learning approaches that involve the student as an active participant. CNYIAPCS will help meet the challenges of diversity in learners through the use of flexible instructional materials, techniques, and strategies. Since students differ dramatically in the ways they comprehend, approach and demonstrate mastery of tasks, and engage in learning.
CNYIAPCS believes in a strength-based approach to instruction grounded in the work of H. Garner’s theory of multiple intelligences. Recognizing that all students are intelligent but that this intelligence can be expressed in many different ways, our school will strive to engage students who are often the least understood and successful in traditional schools, 1) those students with body-kinesthetic intelligence and 2) visual and performing arts. By theory, the former group, are young people who learn best by including muscular movement and doing rather than reading or listening. In more traditional classrooms these students’ movements often conflict with teacher goals for quiet and order and the students receive the message that they are not intelligent. We recognize the need for our students to express themselves kinesthetically and will therefore incorporate instructional approaches that address these needs such practice sessions will resemble a collegiate practice, including warm up and stretch, conditioning, individual skill building and team concepts. Weekly competition will include both an intra-mural league amongst teams within the school as well an external scrimmage schedule against other schools when available. The second group of students, Visual and Performing artist, will be permanently stimulated visually
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CNY Institute of Academics & Performance Charter School Merged Application 2019 and audibly, offering them ample opportunities to express themselves by means of 2 or 3 dimensional expressions supported by solid theory.
Instructional Approaches to be considered at CNYIAPCS
Differentiated Instruction. In keeping with the work of Gardner, Tomlinson and others, CNYIAPCS will utilize a variety of instructional approaches to engage each student’s individual learning styles. Our goal is to always foster a classroom environment that facilitates meaningful conversations between teachers and students and more importantly, fosters dialogue among students.
Strengths-based education involves a process of assessing, teaching, and designing experiential learning activities to help students identify their greatest talents, and to then develop and apply strengths based on those talents in the process of learning, intellectual development, and academic achievement to levels of personal excellence (Anderson 2004). A strengths-based approach to education is supported by Gardner’s theory that instructional activities should appeal to different forms of intelligence (1983). A recent study of the dropout rate in America, published by Civic Enterprises and funded by the Bill and Melinda Gates Foundation, found that a lack of motivation is the number one reason why students drop out of school. The research of Carol Dweck and Albert Bandura indicates that all students, given appropriate support and encouragement, can master challenging material.
Work-Based learning engages students more in their learning and motivate them to succeed, the identification and pursuit of specific career interests and goals, the involvement in career assessment and career exploration, and the participation in job shadowing, internships, and career mentorship is necessary. The student will understand the correlation of academic goals to their career goals, and the assessment and achievement of work-based. Research on dropout prevention shows that one of the most common reasons that students give for leaving school is that their classes are not interesting and that access to more real-world learning opportunities would have improved their chances of graduating. To attain this goal, partnerships with the community play a preponderant role.
Inquiry-Based Instruction at CNYIAP will reference broad concepts and themes, put forward complex issues with multiple solutions and use multidisciplinary approaches that require students to develop their methods of comprehension.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 The classrooms will follow three basic principles: 1) provide multiple means of representation (the “what” of learning); 2) provide multiple means of expression (the “how” of learning); and 3) provide multiple means of engagement (the “why of learning). CNYIAPCS’ core belief is that a unique individual learning achievement plan shall be developed by each student at the beginning of his/her secondary school experience, with the help of his or her teachers, academic advisor and school staff. Much has been researched and written regarding the effectiveness of differentiation in accomplishing student achievement in the classroom setting (e.g. Tomlinson 1999; Tomlinson 2001).
These models have been used successfully for similar student populations at Phoenix Charter Academy in Chelsea, MA, as well as in New York City Transfer Schools, which have steadily increased graduation rates among their students in recent years (NYC Department of Education, 2018)
Finally, elements from Social and Emotional Learning (SEL) will also be adopted and incorporated in CNYIAPCS practices. Recognizing the body of research indicating that social and emotional competence is essential for academic and life success, CNYIAPCS environment will be based on cooperation, support and learning communities. The elements of this model will benefit students in particular during the period while adolescent students are in the process of making decisions on their own future. Current research on SEL indicates that programs:
- Are effective in both school and after-school settings and for students with and without behavioral and emotional problems. - Are effective for racially and ethnically diverse students from urban, rural, and suburban settings across the K-12 grade range. - Improve students’ social-emotional skills, attitudes about self and others, connection to school, and positive social behavior; and reduce conduct problems and emotional distress. - Improve students’ achievement test scores by 11 percentile points.
Having in mind the eclectic approach adopted at CNYIAPCS, classes will be offered by individual teachers, co-teaching, external expert guests, teacher aids, and highly qualified experiences docents in a variety of fields supporting personnel and parents will have the opportunity to participate in the teaching-learning process at the school as well as student peers. External participants such as internship supervisors and mentors will be integral components in the educational advancement of our students. Teams will decide when the combination and participation will be more appropriate along the curriculum to serve the mission of CNYIAPCS.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Support Services. The school will offer both, group and one-on-one, on-going academic support including peer tutoring and mentoring services to all students. Group sessions will focus on how individuals become part of a community and what it means to be a member of a “team” both on the field and off. Being a member of a team can have a transformative effect on young people; the school will use this as a basis for establishing a positive, respectful school community over which all students develop ownership. CNYIAPCS intends to develop a relationship that is a uniquely powerful one in which there exists a higher level of trust and personal confidence. The school will offer services including emergency support and referrals, orientation and professional advising, including special accommodations. High academic expectations in an environment of discipline, respect, nurturing and cooperation will permit effective curriculum practices.
Students with disabilities will have particular attention at CNYIAPCS. In close contact with the support of the school district, our school will also count on AURORA that offer the state of the art in resources such as technology to facilitate students’ full participation in academic as well as social school activities carrying out the mission and vision of our institution.
Other meaningful component that will facilitate curricular practices is more time on task. The school will offer an extended day/extended year schedule and will not follow the traditional model of school-day/after-school timeframe. Students will complete all tasks at school or on assigned sites, with no responsibilities to take home (where they may have domestic obligations that may interfere with academic performance). Over the course of a Monday – Saturday week, students will receive intensive academic classroom instruction, career development training, one-on-one and group counseling, personalized academic support, internships, and instructional and competitive sports participation. The school will also require all students to participate in a mandatory summer program, which will consist of academic instruction, summer job experiences in the arts and sports. Saturdays will feature a mandatory academic advisement session where students will receive one-one-support from volunteers in subjects in which they need extra attention.
Multiple organizations, institutions and business will cooperate with the curriculum process to provide students a unique authentic experience in the field of their choice to successfully carry out the mission of CNYIAPCS and elevate the quality of education to a realistic one. Students will not only visit professional/occupational sites, but they will have the opportunity to participate in activities related to their field of choice by means of Internships. During the 9th grade students will be observers; then, 10th grade, by carrying out responsibilities appropriate to understand the relevance of specific work, in order to make informed decisions. During the second Internship cycle, 11th and 12th grades, students will participate having a paid Internship position; which will
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CNY Institute of Academics & Performance Charter School Merged Application 2019 increase the opportunities to focus in their personal future. These experiences will go hand-in-hand with the curricular school practices.
CNYIAPCS agrees with Gene Maeroff’s Rebuilding Communities: Education’s Central Role in Mobilizing Community Reform, who partnered with the city of Syracuse, Syracuse University, and many community organizations to prepare more students to attend and excel in college. Furthermore, CNYIAPCS also believe that education is a lever to community revitalization by graduating students with skills that can be immediately applied in the workforce.
Faculties and coaches will work together to instill community values and help all students achieve, regardless of the challenges they have faced in previous school settings. To attract, engage, energize and retain students, CNYIAPCS will feature a unique Arts and Sports (health and fitness) program for students to emphasize communication, teamwork and leadership, build confidence and self-esteem, and use arts/sports to help students learn how to focus, manage emotions, be unselfish, and become positive members of a community.
The curriculum will offer students the consistency required to establish motivation and a sense of belonging.
While in operation Arts and Sports will be taught chronologically, as artistic movements/sports have developed in society with the objective to demonstrate the importance and influence through time.
Teachers will be double certified or certified in a content area demonstrating extensive experience in a second field. Examples are: Math & Physics, English and History, LOTE and arts (painter, sculptor, ceramicist, dramatist, singer, actor, etc.), Music & Yoga, Social Sciences and an athletic discipline, etc. This professional experience will let them understand the multidisciplinary approaches in which the school context will tailor the curriculum and students’ experiences. (Teachers who are in the process of obtaining their second certification are expected to complete the requirements during their first year at CNYIAPCS.) This particular characteristic of CNYIAPCS teachers will facilitate work in teams to align courses. A percentage of our faculty members will hold advance degrees in lieu of local teaching certifications, however having extensive proven experience in their fields or successful careers (Artists/Athletes or in content areas).
Concepts Taught. Concepts acquired in school will be immediately applied to real life, hence, for example: principles of physics will be found immediately in daily life actions. Sports calculations to make the disciplines more effective where mathematical formulas are applied. Chemical reactions for instance will apply to the arts. E.g. If the acrylic used to paint needs to use a retardant to avoid fast drying, what would be the ideal temperature range and time to let the painter complete
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CNY Institute of Academics & Performance Charter School Merged Application 2019 a specific size piece? The formula will be observed and learned rather than memorized with no purpose.
Curriculum maps will be used to record units and lessons, which will also serve to standardize teachers’ guides.
Teachers will cooperatively implement the lesson plans. Therefore, the course content of general curriculum will be immediately reinforced for students by the specialty both in the field or studio, and their school external experiences (Internships, competitions, workshops, lectures, etc.)
At all points of development, implementation and evaluation, teachers will fully participate cooperatively to ensure the programs are aligned with state requirements and the school model.
Each student’s plan will address where they are in their levels of proficiency in various areas at specific points in time, where they need to move toward, and how they will get there, specifying the individual approaches and supports that will be required (e.g., specific type and amount of tutoring required in a particular subject or subject area). All students will be expected to meet high academic standards, therefore the path to the achievement of those standards will be clearly mapped and delineated, along with the results of following that path and whatever adjustments need to be made in it.
- CNYIAPCS will offer small classes grouped by interests - Students will learn time management as a key to success at CNYIAPCS. - Pedagogical team-teaching will be the norm at CNYIAPCS, offering interdisciplinary delivery. - We will encourage working collaboratively as well as engage in independent research and be able to demonstrate mastery of course material. - Teachers will hold double certifications. - CNYIAPCS will offer English and technology across the curriculum - CNIAPCS will be a genuine diverse school.
English Language Learners and Multicultural Education. Much of Tomlinson’s research on differentiation focuses upon its effectiveness with gifted and talented students. However, current research has shown that the best teaching practices for struggling students in diverse classrooms, including English Language Learners, are those that consider not only the academic needs of each student, but also the cultural, linguistic, and socioeconomic diversity within the school community (Santamaria, 2009)
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Over 30 years of research on teaching English Language Learners have shown us that a sheltered- immersion approach, combined with the use of media (to offer wide range of exposure to the language) and technology (hyperlinked texts, for example) yield the best results in the instruction of such students (Green 2004).
Teachers will develop lessons that, to the greatest extent possible, provide students with the opportunity to engage in “learning by doing”. Research has shown that significant learning takes place when the subject matter is relevant to the personal interests of the student (Rogers & Freiberg 1994).
- Eclectic assessment and evaluation system including portfolios and self-evaluation will follow the school instructional practices - Teachers will also develop strategies that allow for students to demonstrate multiple ways of understanding and value their uniqueness. - Our classrooms will be creative learning spaces that will encourage collaborative learning. - Classroom furniture will have the flexibility to be arranged in whatever configuration is best suited to facilitate learning and interaction at that particular moment (those decisions will be made collaboratively by both teachers and students.) - Students will wear uniforms at CNYIAPCS - Extracurricular activities, sports/arts competitions and exhibits and grant incentives.
Self-discipline will be applied to classroom management where students will have the opportunity to self-assess their own behavior. Clustering according to interests will let students keep on task having motivation from “within” and continuously receiving feedback from the peers. While teachers will mentor students, external docents will reinforce and expand students’ knowledge in the discipline. Similar to co-teaching external docents will play a preponderant role influencing students in the disciplines they have chosen.
The use of technology in all content areas will additionally facilitate the continuous motivation among students. Thus, the physical space will be shared by small groups of students clustered by interest, rotating according to skills and particular projects. The classroom (rather called learning spaces) will offer the flexibility to accommodate different instances. Examples are small theater productions, where visual art students and athletes will collaborate with performers at different capacities having a common goal.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 d) Course Overview
The following course overview will be the basic structure for the curriculum offered at CNYIAP. The descriptions will adhere to the common core in all its components. In some cases we have incorporated in this document elements that will be used in class, such as: objectives English AIS and English I; sample guidelines for classes (p. 28, to document the entire process); Common Core specifics such as in English I (p. 26-27) and Algebra I (p. 39); specific software, Dance/Theater Technology I & II (p. 57) Athletics Technology I (p. 59) or special considerations for grading procedures as in PE (p. 47). These elements are not found in each course description, serving to only illustrate some of the components faculty will consistently use during the academic year in all disciplines once the school is in operation.
GENERAL CURRICULUM ENGLISH
Content Area 9th Grade 10th Grade 11th Grade 12th Grade English English I English II English III English IV English AIS *English IV *English IV (SUPA): Writing Studio 1
Introduction
Students must take four years of English as a requirement for graduation. The English Department plans each course to help meet the objectives of a positive language arts curriculum that stresses the four elements of reading, writing, listening, and speaking. The skills developed parallel the four English Language Arts Standards established by the state Education Department, Bureau of English and Reading. NYS English Regents exam is in January
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Students whose GPA is 85% or higher, are allowed to take AP exams. Students who take AP exams may replace their final class exam for the AP exam results whichever is higher. College courses are optional in lieu of English IV for students who passed English III with a B or higher.
Goals
Meet Common core Standards through integration of courses. Students will read, analyze and interpret significant literature from a number of time periods and genres with an emphasis on continued critical reading, thinking, and writing. Students are expected to accept considerable responsibility for completion of many reading and writing tasks to advance preparation for state exams. Students are expected to apply new language skills, written and oral, throughout the curriculum in all disciplines.
Course Description
English AIS (1 Year – 0 Credits) ELA 8 exam, teacher recommendation Grades 9th, students with difficulty reading/writing as assessed by their ELA 8 scores (score of 1 or 2 on a scale of 1-4) Academic Intervention Services (AIS) refers to New York State mandated additional instruction that supplements the instruction provided in the general curriculum and assists students in meeting the state learning standards. It includes student support services such as supplemental instruction, review of course content, guidance, counseling, and study skills, which are needed to support improved academic performance. Students who are passing all of their classes and exams and who successfully pass the NYS English Regents exam may be removed from AIS lab at both their AIS and regular English teachers’ discretion.
Semester I: Objectives • Identify characteristics of haiku. • Identify theme. • Identify personification. • Recognize use of language to convey mood.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 • Identify and interpret the use of figurative language. • Identify alliteration. • Identify elements of a short story. • Recognize use of dialect. • Identify the effect of first-person point of view. • Identify symbolism. • Identify character traits and motivations. • Describe characters based on speech, actions, or interactions with others. • Recognize author's purpose and devices used to accomplish it, including author's language, organization, and structure. • Identify climax. • Distinguish fact from historical fiction. • Make inferences and draw conclusions. • Recognize author's attitude. • Compare and contrast characters or literary selections. • Draw conclusions and make inferences.
Grammar, Usage & Mechanics Objectives • Identify complements as direct objects, indirect objects, predicate nominatives, or predicate adjectives. • Distinguish among adjective, adverb, and appositive phrases in sentences. • Distinguish between adverb and adjective clauses in sentences.
Vocabulary Objectives • Use word origins, derivations, or definitions of Greek and Latin roots to determine word meaning.
Semester II: Objectives
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CNY Institute of Academics & Performance Charter School Merged Application 2019 • Identify character traits and motivations. • Recognize author's purpose and devices used to accomplish it, including author's language, organization, and structure. • Make inferences and draw conclusions. • Recognize the effect of setting or culture on a literary work. • Identify defining characteristics of text. • Describe characters based on speech, actions, or interactions with others. • Identify and interpret the use of subplots. • Demonstrate knowledge of authors, characters, and events of historically or culturally significant works of literature. • Identify theme. • Recognize use of language to convey mood. • Identify conflict and resolution.
Grammar, Usage & Mechanics Objectives • Use the correct form of a verb to complete a sentence. • Use the correct pronoun or pronouns to complete a sentence. • Use verbs that agree in number with their subjects. • Use the correct forms of adjectives and adverbs in sentences. • Use negative words correctly in sentences. • Recognize and use correct capitalization. • Use end marks and commas correctly. • Use italics and quotation marks correctly. • Recognize and use correct capitalization and punctuation in quotations. • Use apostrophes, semicolons, colons, and hyphens correctly.
Vocabulary Objectives • Use word origins, derivations, or definitions of Greek and Latin roots to determine word
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CNY Institute of Academics & Performance Charter School Merged Application 2019 meaning.
English I (9th grade, 2 semesters, 1 HS credit) Thus course builds the foundations of reading, writing, vocabulary and communication skills needed for successful completion of a sequence in English and as outlined in the SED Standards for English/ Language Arts. Students will begin preparation for the English Regents (11th grade). Students will study major authors through a variety of genres and participate in oral discussions regarding the works. Written communication will include (but not be limited to) expository writing, report writing, and genre writing. Oral and written assessment will be featured in this course. All students will be expected to complete writing for literary response and expression. This course’s components are transferred and integrated with the specialty (arts or sports).
The strategy developed will structure the following pattern:
Reading Closely for Textual Details (RI.1 and W.9b (cite evidence to support analysis of explicit and inferential textual meaning). Making Evidence-Based Claims (RI.2 and RI.3 (determine a central idea and analyze how it is conveyed and elaborated with details over the course of a text). Researching to Deepen Understanding SL.1 (engage effectively in a range of collaborative discussions building on others’ ideas and expressing their own clearly), and Building Evidence- Based Arguments W.4 (produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience). RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.9-10.2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. RI.9-10.3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Semester I: Objectives • Identify character traits and motivations. • Describe characters on the basis of speech, actions, or interactions with others. • Demonstrate knowledge of authors, characters, and events of significant works of literature. • Identify conflict and resolution. • Recognize the effect of setting or culture on a literary work. • Recognize an author's attitude or tone. • Recognize an author's purpose and devices used to accomplish it, including author's language, organization, and structure. • Identify theme. • Recognize how point of view affects literature. • Compare and contrast literary characters or selections. • Recognize use of dialect. • Recognize the characteristics of various forms of literature. • Identify and understand universal themes. • Analyze the relationship between character actions/interactions and plot. • Identify elements of plot, and analyze plot development. • Recognize literary devices such as foreshadowing; flashbacks; suspense; irony; symbolism; and metaphor, simile, and other figures of speech. • Identify an author's purpose, style, tone, and intended audience. • Recognize the effect of word choice, style, and figurative language on tone, mood, and theme. • Recognize and examine the effect of voice, persona, and the choice of narrator on a work of literature. • Explain how point of view affects tone, characterization, and plot. • Recognize the importance of setting in literature. • Develop interpretations of literary works.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 • Develop understanding and interpretation of fiction and nonfiction texts. • Make relevant inferences by synthesizing concepts and ideas from a single reading selection. • Use context, definitions, examples, synonyms and antonyms, and comparisons to determine the meanings of words. • Analyze the way in which clarity of meaning is affected by the patterns of organization, hierarchical structures, repetition of the main ideas, syntax, and word choice in the text. • Demonstrate control of grammar, diction, and paragraph and sentence structure, and an understanding of English usage. • Edit writing using the conventions of language. • Demonstrate knowledge of authors, characters, and events in literature. • Recognize use of language to convey mood. • Identify point of view. • Recognize how point of view affects literature. • Recognize author's purpose and devices used to accomplish it, including author's language, organization, and structure. • Identify allusions. • Identify and interpret subplots. • Identify and interpret foreshadowing. • Identify and interpret the use of irony. • Identify and interpret symbolism.
Semester II: Objectives • Read and respond to nonfiction and fiction, including poetry and drama. • Demonstrate knowledge of authors, characters, and events of significant works of literature. • Recognize the effect of setting or culture on a literary work. • Describe characters through speech, actions, or interactions with others.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 • Develop interpretations of literary works. • Recognize an author's attitude or tone. • Recognize the use of language to convey mood. • Recognize how point of view affects literature. • Recognize and examine the effect of voice, persona, and the choice of narrator on a work of literature. • Identify and understand universal themes. • Identify and interpret figurative language. • Analyze the melodies of literary language, including the use of evocative words and rhythms. • Identify an author's purpose, style, tone, and intended audience. • Recognize the characteristics of various forms of literature. • Explain the use of asides, soliloquies, and monologues in drama. • Compare and contrast literary characters or selections. • Compare and contrast themes within and across texts. • Analyze significant works of American literature that reflect major literary periods and traditions. • Analyze the relationship between a literary work and its historical period and cultural influences. • Make relevant inferences by synthesizing concepts and ideas from a single reading selection. • Use context, definitions, examples, synonyms and antonyms, and comparisons to determine the meanings of words. • Analyze the way in which clarity of meaning is affected by the patterns of organization, hierarchical structures, repetition of the main ideas, syntax, and word choice in the text. • Demonstrate control of grammar, diction, and paragraph and sentence structure, and an understanding of English usage. • Edit writing using the conventions of language.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 • Demonstrate understanding and interpretation of fiction and nonfiction texts.
Sample guidelines for classes NY Learning Essential Input/ Performance Assessments Standards Questions Activities Indicators/Outcomes and Evaluation Tools ELA Integrated
Reading, Writing, Speaking & Listening for Information and Understanding, critical analysis and Social Interaction
English II (10th grade; 2 semesters; 1 HS credit) Curriculum continues to build on the foundations begun in the 9th year English program. Additional emphasis will be given to writing and speaking as outlined in SED Standards for English/Language Arts. A greater emphasis will be placed on students’ abilities to read, write, listen, and speak for critical analysis and evaluation. Oral and written presentations are requirements of this course. All students will be expected to complete writing of a critical nature associated to their specialty (arts or sports).
English III (11th grade; 2 semesters; 1 HS credit) This course continues to build upon the foundations of English 9 and 10. There is more extensive literary analysis of a variety of genres (novels, plays, short stories, poems, and literary criticisms). Students will study major authors in their literature experience deepen their understanding of the ways writers use language to provide both meaning and pleasure for their readers. Preparation will be completed for students to master the work necessary for the English Regents and the extended task. Oral and written presentations are requirements of this course. The type of materials will be determined by the student in their specialty approved by the teacher emphasizing composition All students will be expected to complete an extended task assignment. Students will take the Regents in January and the AP exam in May as a choice. (HS credit 1; AP exam can earn 3 college credits)
English IV (12th grade, 1 semester (fall) 0.5 HS credit) This class uses cooperative learning as the focus while students engage in a variety of listening, writing, reading and oral communication
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CNY Institute of Academics & Performance Charter School Merged Application 2019 tasks. Students will cooperatively collect information and issues as they use reading, writing and comprehension strategies to problem solve based on different sets of criteria. This class requires students to peaceably interact with each other in order for them to complete assignments focused on building skills (negotiation, inference, compromise, comprehension, time management, analysis, focus) necessary for survival and success in the global economy. Projects from Administration, Internships, or other courses in the specialty will be accepted in this course. College courses are optional in lieu of this course for students who passed English IV with a B or higher.
(Alternative) English IV – SENIOR REGENTS (12th grade, 1 semester (spring); 0.5 HS credit) The purpose of this class is to provide seniors who have not passed the English Regents with the opportunity to spend half year revisiting skills and literature that will provide additional support for this major examination. This course may be, in addition, repeated in summer to reinforce test practices. College courses are optional in lieu of this course for students who passed English IV with a B or higher.
(Alternative) English IV (SUPA): Writing Studio 1 (WRT 105) (12th grade, 1 semester (spring); 3 college credits) is the first of two English courses offered through the Writing Program at Syracuse University. It is required of all students in one semester of their freshman year. Studio 1 pays particular attention to writing formal academic persuasive papers. Students confer with the teacher on an individual basis, revise frequently, and read from a variety of texts.
LANGUAGES OTHER THAN ENGLISH (LOTE)
Grade 9 Grade 10 Grade 11 Grade 12 Chinese I Chinese II Chinese III Chinese IV (Mandarin) (Mandarin) (Mandarin) (Mandarin) *ASL 102 *ASL 201
Sign Language I Sign Language II Sign Language Sign Language III IV Spanish I Spanish II Spanish III Spanish IV
AP Spanish Language
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Introduction
Student will develop the proper abilities to internalize languages: listening, reading, writing and speaking along the course of studies. Introductory online courses offered by BBC (http://www.bbc.co.uk/languages) (or others available at the time the school initiates functions) will set students basic knowledge to advance in class. This system will allow students to use portable technology to study in their free time to reinforce their learning. Whenever possible, classes will be taught by native speakers. Native speaker students may take a placement school test and oral interview to advance levels to take advantage of college courses.
CNYIAP Charter School will offer incentives to students who have demonstrated extraordinary ability in the field upon completion of 3 years of language and are registered on the 4th year (merit scholarships/exchange, college credits, or other incentives available at the time).
Goals
Students will develop basic proficiency skills in listening, speaking, reading, and writing in the target language. They will be introduced to different cultures and compare these cultures with their own. Whenever appropriate, students will incorporate elements of their specialty for motivation and advancement in their general curriculum course in agreement with the teacher. NOTE: CNYIAPCS will require 2 LOTE credits for graduation. Chinese courses satisfy the requirement. Students who wish to continue to the next level of language study must pass these courses with a minimum B average. Students will choose a partner to frequently practice new skills leaned in class.
MANDARIN CHINESE
Course Description
Mandarin Chinese I (9th grade, 2 semesters, 1 LOTE credit). This course is for those students who wish to learn about the growing importance of China in today’s shrinking global environment. Mandarin Chinese is the world’s most widely spoken language, so it makes sense to have many American students begin learning it. Class members are a part of a handful of avant-garde students
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CNY Institute of Academics & Performance Charter School Merged Application 2019 in New York who are beginning to undertake learning fundamental aspects of China. Besides learning how to read and write basic Chinese characters, students will also be introduced to essential grammar and listening comprehension skills that will aid them better in understanding one of the world’s oldest cultures and civilizations. This course will include discussions on basic aspects of China: history, geography, arts and architecture, social and pop culture, folklore and myths, demographics, sports, social games of leisure, and its recent rising position in international relations.
The National Standards are incorporated into the curriculum. For communication, students will practice speaking in class, on the phone, and online. They will read and write e-mails, blogs, and comments to and from language partners from China, instructors, and peers. For culture, students will practice calligraphy and be introduced to the art work of famous Chinese artists. Furthermore, students will work on a cultural project on a topic of their choice. For connections, they will learn about the evolution of Chinese characters from a historical perspective in relation to the Chinese dynasties, and about the invention of paper and printing. For comparisons, students will compare their lives with those of high school students in China. They will play Chinese chess and discuss the similarities and differences between Chinese chess and Western chess. For communities, they will have access and contact with local Chinese immigrants, and learn about the history of Chinese- Americans.
- Chinese phonemes through pinyin – the romanized Chinese phonetic system; - a working vocabulary of over 400 words and active use of about 350 characters; - both traditional and simplified Chinese characters; - basic Chinese grammar and sentence structures; - daily conversations and survival Chinese, in both formal and informal contexts; - various aspects of Chinese culture, lifestyles and social-cultural conventions; - basic knowledge of Chinese computing
Mandarin Chinese II (10th grade, 2 semesters, 1 LOTE credit) Students will learn contemporary Chinese history and popular history while they acquire 350 more characters, and increase their oral and written fluency. Students are required to pass Mandarin Chinese I with a B average to register this class.
Mandarin Chinese III (11th grade, 2 semesters, 1 LOTE credit) At the end of this level, students have acquired a total of 1000 characters. Students will continue advancing their oral fluency applying their knowledge to the content area of their choice (arts/sports) Elective course for
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CNY Institute of Academics & Performance Charter School Merged Application 2019 students who passed Chinese II. College courses are optional in lieu of this course for students who passed Chinese II with a B or higher.
Mandarin Chinese IV (12th grade, 2 semesters, 1 LOTE credit) At this level, students have acquired a total of 1300 characters. Students will continue advancing their oral fluency applying their knowledge to the content area of their choice (arts/sports) Elective course for students who passed Chinese III. College courses are optional in lieu of this course for students who passed Chinese III with a B or higher.
SIGN LANGUAGE
Introduction
In addition to sensitizing students regarding deaf populations’ needs, these courses will expand students’ opportunities to challenge their own learning abilities. This content area requires in particular simultaneous oral and visual concentration as well as motor coordination. Students selecting this language will have the opportunity of actively participating in school functions as well as express their knowledge in the community. Students will have the opportunity to study with AURORA members whose expertise will be embedded in the class curriculum and social experience. The knowledge acquired in these courses will offer students the opportunity to expand their professional horizons to become interpreters once they graduate enabling them to offer services in a variety of professions to access deaf populations in their own fields (arts/sports). Being exposed to this experience, students may be integrated into the work force or further their education in fields such as: Human resources, business, education, medical professions, or social services among others. Students will choose a partner to frequently practice new skills leaned in class.
Goals
Students will learn to coordinate simultaneously visual audio and motor skills. Students will develop American Sign Language and hand spelling proficiency in addition to having the experience of being exposed to Deaf culture.
Course Description
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CNY Institute of Academics & Performance Charter School Merged Application 2019
Sign Language I (9th grade, 2 semesters, 1 LOTE credit) (Checkpoint A: Beginner) Students will develop basic visual-gestural skills in order to communicate with deaf people in the context of the Deaf culture. They will be introduced to and develop an understanding of the Deaf culture. - Semester one: History introduction to Deaf culture, origins of ASL, Gallaudet University, Deaf vs. deaf, oralism vs. manualism, technological support, Deaf folklore, equal access, inclusion, schools for the Deaf, history of Deaf rights. Vocabulary related to the following topics: Fingerspelling, Families, Morning Routines, Meals, Rooms/Furniture, Foods, Colors. - Semester two: Grammar and structure: Yes/No questions, Wh-questions, Non-manual markers, Noun-Adjective Combination, Sign Modification, Negation, Signing Space, Numbers, Topic/Comment structure, Signing Parameters, When and how to use, Directional Verbs, Conceptual Accuracy, Iconic Signs v. Symbolic Signs During the first year, students will acquire 300 signs. NOTE: CNYIAPSCS requires that all students earn two credits in Languages Other Than English (LOTE) in order to graduate High School. This course satisfies the requirements of NYS and ADA.
Sign Language II (10th grade, 2 semesters, 1 LOTE credit) (Checkpoint B: intermediate) Students will recognize and recall an expanding vocabulary of 600 ASL signs in a variety of topic areas: sports, nature, medical, occupational, clothing, intro to surroundings, intro to telling where you live, intro to directions, intro to describing others. Grammar and structure: Use of space, use of facial expressions in ASL, numbers, classifiers.
Sign Language III (11th grade, 2 semesters, 1 LOTE credit) During their 3rd year, students will apply their learning to their specialty (arts or sports) in their narrative form in addition to expanding their daily conversation vocabulary. This course will focus on developing both ASL and spelling fluency. Students will be introduced to translation Students will participate in school functions translating segments to the audience. Elective course for students who passed Sign Language II with a B or higher . College courses are optional in lieu of this course.
Sign Language IV (12th grade, 2 semesters, 1 LOTE credit) This last year, students will expand their learning to their specialty (arts or sports); students will be able to translate daily routines as well as their specialty incrementing their ASL and spelling fluency. Students will participate in school functions translating segments to the audience. Elective course for students who passed Sign Language III, with a B or higher. College courses are optional in lieu of this course.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 (Alternative) ASL 102 (11th grade, 1 semester, 3 OCC credits) Students communicate in authentic cultural contexts. Students who have completed Sign Language II with a B or higher may enroll in this course. (Small fee required)
(Alternative) ASL 201 (12th grade, 1 semester, 3 OCC credits) Students expand their knowledge of more complex grammatical and lexical structures to develop their communicative proficiency. Students who have completed Sign Language III with a B or higher may enroll in this course. (Small fee required)
SPANISH
Introduction
Student will develop the proper abilities to internalize languages: listening, reading, writing and speaking along the course of studies. Introductory courses offered by BBC (http://www.bbc.co.uk/languages) will set students basic knowledge to advance in class. This system will allow students to use portable technology to study in their free time to reinforce their learning. Whenever possible, classes will be taught by native speakers. Native speakers may take a placement school test and oral interview to advance levels to take advantage of college courses. NOTE: CNYIAPCS will require 2 LOTE credits for graduation.
Goals Students will develop basic proficiency skills in listening, speaking, reading, and writing in the target language. They will be introduced to different cultures and compare these cultures with their own. Whenever appropriate, students will incorporate elements of their specialty for motivation and advancement in their general curriculum course in agreement with the teacher. NOTE: CNYIAPCS will require 2 LOTE credits for graduation. Spanish courses satisfy the requirement. Students who wish to continue to the next level of language study must pass these courses with a minimum B average. Students will choose a partner to frequently practice new skills leaned in class. (Spanish courses have been designed for students to take the Spanish Regency Test)
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CNY Institute of Academics & Performance Charter School Merged Application 2019
Course Description
Spanish I (9th grade, 2 semesters, 1 LOTE credit) (Checkpoint A: Beginner) Students will develop basic proficiency skills in listening, speaking, reading, and writing in the target language. They will be introduced to different cultures and compare these cultures with their own. NOTE: CNYIAPCS will require 2 LOTE credits for graduation. This course satisfies the requirement. Students who wish to continue to the next level of language study must pass this course with a minimum B average.
Spanish II (10th grade, 2 semesters, 1 LOTE credit) (Checkpoint B: Intermediate Part 1) Students will communicate (listen, speak, read, and write) about situations in the past, present, and future. They will increase their vocabulary in the target language and continue to explore target cultures. Prerequisite: Pass the Language Proficiency Exam OR pass Level 1 LOTE with a minimum B average.
Spanish III (11th grade, 2 semesters, 1 LOTE credit) (Checkpoint B: Intermediate Part 2) This course is a continuation of Level 2 language study and completes the preparatory material for the Regents’ Level Comprehensive Examination at Checkpoint B. Communication in the target language and knowledge of target cultures are the primary goals. Students will take the Regents’ Level Comprehensive Examination in June. Prerequisite: Pass Level 2 LOTE. Native speakers who are placed at this level may take advantage of College courses; they are optional in lieu of this course.
Spanish IV (12th grade, 2 semesters, 1 LOTE credit) (Checkpoint C: Advanced) In this advanced level language course students read and discuss cultural topics, literary excerpts, short stories, and newspaper and magazine articles. Students write brief reports and create projects. Students converse in the target language. Prerequisite: Pass Level 3 LOTE, Regents’ Level Comprehensive Test. Native speakers who are placed at this level may take advantage of College courses, they are optional in lieu of this course.
AP Spanish Language (Advanced, 12th grade, 2 semester, 0.5 LOTE credit) This advanced course is a continuation of Spanish IV. The class is conducted in Spanish and targeted to students with four years or equivalent of high school Spanish. Students review previous topics while practicing advanced grammatical concepts and further refining their abilities to speak, write and understand Spanish. Students will take the College Board Spanish Language Advanced Placement exam in May. There is an additional fee for the AP exam. Prerequisite: pass Spanish IV 1st semester. Native
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CNY Institute of Academics & Performance Charter School Merged Application 2019 speakers who are placed at this level may take advantage of College courses; they are optional in lieu of this course.
SCIENCE
Grade 9 Grade 10 Grade 11 Grade 12 Living Practical Regents General Environment Chemistry I & Chemistry Chemistry I & II II Earth Science Practical Regents Regents Physics I & II Physics Environmental *Biology I *Biology II Science I & II
Introduction
Students will use mathematical analysis, scientific inquiry, and engineering design as appropriate, to pose questions, seek answers and develop solutions. These courses will introduce students to inquiry-based, the understanding of scientific concepts, the process of science and the use of tools for gathering and analyzing scientific information for investigation. The laboratory component is an integral part of this course. Technology is a major component of this course. Though not a blending course, Internet resources will be used frequently. Science courses have been designed for students to take the Regents Exam. Students who pass the exams with 80% or higher may take advantage of external courses.
Goals
Develop of scientific methods and understanding of phenomena in natural environments and laboratories where hard science play a preponderant role: biology, chemistry and physics.
Course Description
Living Environment (9th grade, 2 semesters; 1 HS credit) A full year course which studies the unity and diversity among living things, animal and plant maintenance, human physiology, reproduction
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CNY Institute of Academics & Performance Charter School Merged Application 2019 and development, genetics, evolution and diversity, and plants and animals in their environment. Laboratory skills will be taught and evaluated along with the mandatory lab requirement. The Living Environment Regents syllabus is adhered to throughout this course. Regents Exam is required.
Earth Science Regents (9th grade, 2 semesters; 1 HS credit) This course follows the New York State Regents curriculum and standards for Earth Science/The Physical Setting. Topics include minerals, rocks, earth, motion, dimensions and history, earthquakes, oceanography, astronomy, meteorology, the water cycle and climates, atmospheric energy, landscape development and environmental change, deposition, weathering and erosion. Hands-on laboratory exercises are also a mandatory part of the course. A Regents examination is required following the completion of the lab requirement.
Practical Chemistry I & II (10th grade, 1 semester each; 0.5 HS credit each) This course will investigate the basic principles of chemistry and relate it to real world experiences. This course is a thematic approach to how chemistry impacts our daily lives. It is inquiry-based with laboratory time. This course is not intended for students interested in a career in science, engineering, or medical fields. We will only discuss the foundations of chemistry. Prerequisite: 1 unit of Math, 2 units of Science.
Practical Physics I & II (10th grade, 1 semester each; 0.5 HS credit each) The course includes the study of energy and its transformations, mechanics, wave motion, electricity, magnetism, light, and nuclear physics. This is a project-based course that requires students to complete projects related to the concepts being taught. An emphasis is given to application of principles. While not as rigorous as Regent’s Physics, it is a college preparatory course for non-science majors or those interested in environmental or healthcare related fields. Prerequisite: 1 unit of Math, 2 units of Science
Environmental Science I & II Practical Chemistry I & II (10th grade, 1 semester each; 0.5 HS credit each) Environmental Science enables students to develop an understanding of natural and manmade environments and environmental problems the world faces. Students explore environmental science concepts including Earth Systems, The Living World, Human Population, Water and Land Resources, Energy Resources and Consumption, Pollution and Waste Production, Global Change, and Civic Responsibility.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Regents Chemistry (11th grade, 2 semesters; 1 HS credit) This is a full year course with three blocks per cycle. The course content includes the fundamental laws and principals of chemical structure and reactivity. Specific areas of focus are equilibrium, acids and bases, chemical kinetics, electrochemistry and introductory organic chemistry. Students are required to complete 20 hours of laboratory time and must submit appropriate laboratory reports for all experiments. They must take the New York State Physical Setting Chemistry Exam. Prerequisite: Integrated Algebra and it is recommended that the student has already passed Living Environment and Earth Science Regents.
Regents Physics (11th grade, 2 semesters; 1 HS credit) This is a full year course offered in both the junior and senior years. Physics is the foundation of modern science and technology and is recommended for any college-bound student and is essential for any student planning to study engineering or the sciences. The course demonstrates the connection of physics to the everyday world, using Einstein’s maxim “Physics is common sense refined”. The course includes the study of energy and its transformations, mechanics, wave motion, electricity, magnetism, light, and nuclear physics. An emphasis is given to application of principles. There is a mandatory lab requirement. The physics Regents examination is required. Prerequisite: Completion and passing of Integrated Mathematics Regents. A solid background in high school algebra, and some background in high school trigonometry is required.
(Alternative) General Chemistry I (12th grade, 1 semester; 0.5 HS credit) This course will contribute to the development of the students’ abilities to think clearly and to express their ideas, orally and in writing, with clarity and logic enabling them proto function successfully in a scientific environment. Students will study elements and compounds, molecules, chemical reactions, stoichiometry, redox reactions, thermochemistry, quantum theory, electron configurations and periodicity, chemical bonding and molecular structure including orbital hybridization and molecular orbitals. Laboratory activities include density, chemical reactions, empirical formula, and atomic spectroscopy. Prerequisite: Regents chemistry or permission of instructor. Co- requisite: Advanced Algebra with Trigonometry. SUPA available for 4 college credits. There is a per credit fee for this course.
(Alternative) General Chemistry II (12th grade, 1 semester; 0.5 HS credit) 4 college credits Covered topics include gases, intermolecular forces in liquids and solids, solutions, chemical kinetics and mechanisms, chemical equilibria, acids and bases, precipitation reactions (solubility product, chemical thermodynamics, electrochemistry, nuclear chemistry, and introductory organic chemistry.) Laboratory experiments in clued molar mass of a gas, hear of neutralization, colligative properties, chemical equilibrium, kinetics, titration, determination of solubility product constants, electrochemistry, and preparation of aspirin Prerequisites: College Chemistry I. This is a half year course. SUPA available for 4 college credits. There is a per credit fee for this course.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 These are college level courses in which students will have an opportunity to earn Regents, college credits upon the completion of General Chemistry I and II and AP College Board guidelines.
(Alternative) Biology I & II (12th grade, 1 semester each; 0.5 HS credit each or 3 college credits per semester) Major topics covered include; biochemistry, cell structure and function, cellular metabolism, heredity, molecular genetics, evolutionary biology, microbiology, plant physiology, animal physiology and ecology. Science is an ongoing process and as such, this course will be conducted in such a way that will emphasize the scientific discovery process behind each theme. It is the belief of biologists that evolution is the founding principle on which modern biology is built. Therefore, every topic taught in this course will be integrated with the underlying evolutionary theory.
MATH
Content 9th grade 10th grade 11th grade 12th grade Area Algebra I Algebra II Elementary Pre Calculus Statistics *Elementary *Pre Calculus Statistics Geometry Algebra II & Trigonometry Introduction to Computer Science
Introduction
Upon completion of the math program, the successful student will be able to demonstrate the ability to interpret and solve equations, understand theorems, functions and other numeric concepts according to pre-established Common Core Learning Standards and Benchmarks by the State of New York Department of Education. Math courses have been designed for students to take the Regents Exam. Students who pass the exams with 80% or higher may take advantage of external courses for college experience and earn college credits.
Goals
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CNY Institute of Academics & Performance Charter School Merged Application 2019 In grades 9th, 10th, 11th and 12th, Math students must maintain an 80 average to ensure passing the Regents Exams.
Course Description
Algebra I (9th grade, 2semesters, 1 HS credit) This is the first course in the high school math sequence. The primary focus of this course is the build a solid foundation in the skills of algebra and problem-solving techniques. Students will also gain skill in writing mathematically to model real-life applications of mathematics. Emphasis is also placed on helping students pass the Integrated Algebra Regents Exam in June. The main topics of this course include working with number systems and their associated operations, working with algebraic symbols and their usefulness in problem solving, working with mathematical processes and their associated patterns, working with coordinate geometry for analyzing problem-solving situations, working with data and its organization into different display methods for analysis, working with probability to determine the likelihood of events, and working with right triangles for representation of real world applications. A TI-84 or TI-NSpire graphing calculator and computer software programs are integral components of the course. Students will receive one credit for successful completion of this course. Note: This course in one of its forms is required for graduation.
Standards included in this course. N.Q .1: Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. N.Q .2: Define appropriate quantities for the purpose of descriptive modeling. N.Q .3: Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. A.SSE.1: Interpret expressions that represent a quantity in terms of its context. A.SSE.2: Use the structure of an expression to identify ways to rewrite it. For example, see x4 – y4 as (x2)2 – (y2)2, thus recognizing it as a difference of squares that can be factored as (x2 – y2)(x2 + y2). A.CED.1: Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions. A.CED.2: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 A.CED.3: Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or non- viable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods. A.CED.4: Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R. A.REI.1: Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method. A.REI.3: Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
Show proficiency in the following exit standards: • Name number properties used to write or relate equivalent expressions. • Solve word problems involving categories of consecutive integers. • Evaluate addition, subtraction, multiplication, or division expressions involving real numbers or absolute values. • Solve equations involving more than one transformation. • Solve equations that have variables on both sides. • Graph linear inequalities in two variables. • Solve equations or inequalities involving absolute value. • Write an equation or inequality that would solve a given word problem. • Solve a word problem involving value of coins. • Write ratios in simplest form. • Translate word phrases into ratios. • Solve problems involving ratios or proportions. • Solve percent problems. • Write equations of lines when given specific criteria. • Find slopes of lines. • Find an intercept of a line. • Identify a pair of lines as parallel, perpendicular, or neither.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 • Write or interpret equations in slope-intercept form. • Graph solution sets of systems of two linear inequalities in two variables. • Use transformations to solve inequalities or word problems involving inequalities. • Solve a system of two linear equations. • Write a system of equations that would help solve a word problem. • Solve word problems using systems of linear equations.
Geometry (9th grade, 2semesters, 1 HS credit) Geometry is the second course in the advanced regents diploma sequence. This is a one-year, in-depth and challenging Geometry course with a Regents exam in June. Students will identify and justify geometric relationships, formally and informally. Students will begin with given information about a geometric shape or concept and from that information students will be expected to develop a list of properties of the shape or concept and justify each with an informal or formal proof. Students will be expected to learn geometric definitions, properties, and axioms in order to prove and/or disprove Euclidean, coordinate, inequality, and indirect theorems/proofs. Students receive one math credit for successfully completing this course. Prerequisite: Successful completion of Integrated Algebra course and the Integrated Algebra Regents exam.
Algebra II (10th grade, 2semesters, 1 HS credit) This is a second year mathematics course. Students will explore topics from Integrated Algebra more in depth and begin to explore geometric relationships. Topics will include functions, linear equations, quadratic equations, geometric properties, and geometric proofs. Students receive one math credit for successfully completing this course. Prerequisite: Successful completion of the Integrated Algebra course without successful completion of the Integrated Algebra Regents Exam. Algebra 2 and Trigonometry Algebra 2 is the third course in the three year advanced regents diploma sequence for mathematics and is a must course for students who have their sights set on attending college. This course will help you understand how mathematics relates to the world using real-life application problems and prepares students for advanced study. The scope and content of this course includes: equations and inequalities, relations and functions, trigonometric functions, logarithms, exponential and quadratic functions, statistics and probability. This course will help prepare students for the Algebra 2 and Trigonometry Regents exam in June as well as the next level of mathematics. Prerequisite: Successful completion of Geometry course and passing the Geometry Regents exam.
Objectives • Name number properties used to write or relate equivalent expressions. • Solve word problems involving categories of consecutive integers.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 • Evaluate addition, subtraction, multiplication, or division expressions involving real numbers or absolute values. • Solve equations involving more than one transformation. • Solve equations that have variables on both sides. • Graph linear inequalities in two variables. • Solve equations or inequalities involving absolute value. • Write an equation or inequality that would solve a given word problem. • Solve a word problem involving value of coins. • Write ratios in simplest form. • Translate word phrases into ratios. • Solve problems involving ratios or proportions. • Solve percent problems. • Write equations of lines when given specific criteria. • Find slopes of lines. • Find an intercept of a line. • Identify a pair of lines as parallel, perpendicular, or neither. • Write or interpret equations in slope-intercept form. • Graph solution sets of systems of two linear inequalities in two variables. • Use transformations to solve inequalities or word problems involving inequalities. • Solve a system of two linear equations. • Write a system of equations that would help solve a word problem. • Solve word problems using systems of linear equations.
Algebra II and Trigonometry (10th grade, 2semesters, 1 HS credit) A/B Algebra 2 is the third course over two years in the advanced regents diploma sequence for mathematics and is a must course for students who have their sights set on attending college. This course will help you understand how mathematics relates to the world using real-life application problems and prepares students for advanced study. The scope and content of this course includes: equations and inequalities, relations and functions, trigonometric functions, logarithms, exponential and quadratic functions, statistics and probability. The course will help prepare students for the Algebra
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CNY Institute of Academics & Performance Charter School Merged Application 2019 2 and Trigonometry Regents exam in June of after taking the second year of the course as well as the next level of mathematics.
Introduction to Computer Science (10th grade, 1 semester, 0.5 HS credit) This course is for students who have successfully completed the Algebra I course and Regents Exam. The course is designed to expose all students to the interdisciplinary nature of computer science in today’s dynamic and globally connected society. Students will have the opportunity to explore the uses of computer science as a tool in creating effective solutions to complex contemporary problems. The hands-on nature of the course is intended to provide students with the opportunity to explore conceptual understanding in a practical learning environment. This course is recommended for all students as it provides an overview of computer sciences and its applications in various disciplines, professions, and personal activities. In this course, students will learn to use computational thinking to develop algorithmic solutions to real-world problems. They will begin to understand the different levels of complexity in problem solving and to determine when team projects might generate more effective problem solutions than individual efforts. Students will learn and use a programming language(s) and related tools, as well as appropriate collaboration tools, computing devices, and network environments. Finally, they will demonstrate an understanding of the social and ethical implications of their work and exhibit appropriate communication behavior when working as a team member. Required for Administration in all specialties.
Elementary Statistics (11th grade, 1 semester, 0.5 HS credit) The course is designed to show students how statistics is used to picture and describe the world and to show them that statistics is used to make informed decisions. Topics include probability, frequency distribution, mean and standard deviation, binomial distribution, testing hypothesis, samples from a finite population, regression and correlation. This course is required for Administration in all areas of interest. The course may be taken in conjunction with Precalculus. SUPA available for 4 college credits. There is a per credit fee for this course.
Precalculus (12th grade, 1 semester, 0.5 HS credit) This course is intended to form a bridge between the static concepts of algebra and geometry and the dynamic concepts of the calculus. Topics include basic algebraic, trigonometric, exponential, and logarithmic functions; functional inverses; inequalities; graphs; complex numbers; systems of equations; introductory matrix algebra; and the binomial theorem. There is a per credit fee for students intending to use this course to earn college credit. Prerequisite: Successful completion of Algebra 2 and Trigonometry (1 year or A/B sequence) and the Algebra 2 and Trigonometry Regents exam. SUPA available for 4 college credits. There is a per credit fee for this course.
SOCIAL STUDIES
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CNY Institute of Academics & Performance Charter School Merged Application 2019
Content Area 9th grade 10th grade 11th grade 12th grade Global History Global History United States Economics I II History and Government *History 101 *Economics and History 102 SUPA *Participation in Government *Public Affairs *Women Studies— Portrayals of Women in Popular Culture *Public Relations & Public Speaking
Introduction
Upon completion of the social studies program, the successful student will be able to demonstrate the ability to make rational and informed decisions about economic, social, and political questions confronting him/herself, the society, and the interdependent world. Such decisions will draw upon the lessons of history and the social sciences. Four (4) years of Social Studies are required for graduation. Students who maintain 80% average in the course in this content are allowed to take external courses. CNYIAPCS will offer Syracuse University Project Advance courses to those students who demonstrate outstanding academic achievement in areas available in the program. Courses marked* are alternative courses taken externally (Syracuse University and/or OCC)
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Goals
Students will be exposed to aspects of daily life associated to the courses. Students will connect their Internship experiences with the content areas that will help them to make informed decision as citizens and actively participate in society. At 12th grade students will have the opportunity to take external courses that will serve as a transitional college experience in addition to earning extra credits valid at the college level. In grades 9, 10, 11 and 12, Social Studies students must maintain an 80 average to ensure passing the Regents Exam.
Course Description
Global History I (9th grade, 2 semesters, 1 HS credit) The ninth grade social studies course is part of a two-year global history approach. This course is based on the New York State Social Studies Standards and utilizes a chronological format. Global history is organized chronologically around themes and concepts. The two-year course contains eight units, the first four to be taught in grade nine. These include: The Ancient World (4000 BC – 500 AD), Expanding Zones of Exchange and Encounter (500-1200 AD), Global Interactions (1200 – 1650 AD), and the First Global Age (1450- 1770 AD). Students in this course will be required to pass a Regents exam at the end of grade 10 for graduation.
Global History II (10th grade, 2 semesters, 1 HS credit) In grade ten students are required to take the second half of the two-year course in Global History and Geography. The two-year sequence is divided into eight units of study with the final four units being studied in grade ten. These include: The Age of Revolutions (1750-1914), Crisis and Achievement (1900-1945), Twentieth Century Since 1945, and Global Connections and Interactions. Students in this course will be required to pass a Regents exam at the end of grade 10.
United States History and Government (11th grade, 2 semesters, 1 HS credit) grade eleven, a chronological study of United States History and Government is taught. The course places heavy emphasis on a study of American Government and the development of key principles of American Government through the context of American History. At the completion of this course, all students are required to pass the Regents Examination in United States History and Government.
(Alternative) History 101 and History 102 (11th grade, SUPA, one semester each, 6 Syracuse University credits) provide a survey of the development of the United States from the Colonial
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CNY Institute of Academics & Performance Charter School Merged Application 2019 period to America’s role in the post-Cold War world. Topics examined include Colonial America, the Age of Jackson, the Civil War and Reconstruction, Immigration, Industrialization and Urbanization, America as a world power, 20th century global conflicts, the Cold War, and America’s role today. Students will have the option of sitting for the AP exam in May. Prerequisites: Global Studies 9, Global Studies 10, a score of 85% or better on the NYS Global Regents exam, and teacher recommendation. There is a per-credit fee for this course.
Economics (12th grade, one semester, 0.5 HS credit) This course is intended to give students an understanding of the American economic system. Students will be introduced to the basic principles of our economic system and the problems facing all economic systems. Within the market economy, students will study the roles of labor, capital, and government. The place of the United States in the world economy will be analyzed.
(Alternative) Economics (12th grade, SUPA, one semester each, 3 Syracuse University credits) college level economic themes that both readies students for a further study of Micro and Macro Economics and satisfies the ½ credit graduation requirement for high school economics. There is a per credit fee for this course.
Participation in Government (12th grade, one semester, 0.5 HS credit) is a course designed to illustrate to students the importance of their role as citizens in a democracy. The point is for students to understand that they must become involved in their communities--being a good citizen is not merely voting. This course will also look at different issues and determine how good citizens make up their minds about policy issues. The overriding concept is the way in which we address social problems through development of public policy. This course is project based with a significant amount of independent project work. Critical thinking skills will be emphasized.
(Alternative) Public Affairs (12th grade, SUPA, one semester each, 3 Syracuse University credits) This course introduces students to the basic skills of public policy analysis. These skills include becoming willing and able to “do good” effectively, defining and identifying the components of public policy issues, communicating ideas and findings, collecting information, using graphs, tables and statistics, examining the use of surveys and informal interviews, identifying a social problem and coming up with a proposed policy to deal with it, listing costs and benefits of proposed policies, developing benchmarks to assess the impact of policy, analyzing political factors, developing strategies to implement a policy, identifying essential features of major current public policy issues and working in teams effectively. Students who successfully complete the course receive three (3) college credits from Syracuse University transferable to hundreds of colleges and universities. Satisfies the high school graduation requirement for Participation in Government. There is a per credit fee for this course.
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(Alternative) Women Studies—Portrayals of Women in Popular Culture (12th grade, one semester, 0.5 HS credit) Women’s Studies is a semester course designed to familiarize students with issues related to gender in our society and culture today. The course will cover the major topic areas of women in media, popular culture, gender roles, women’s contributions to American culture/society and current social issues. The course will encourage students to develop the ability to look at societal issues and assess impact on culture as a whole and women in particular; be able to make conscientious evaluations of entertainment & print media in terms of accuracy, fairness and impact on society; become aware of subtle biases so they can prepare for and counter them; become familiar with women who have had an impact on our development as a country and a society; develop sensitivity to alternative interpretations of culture and be able to come to a well informed opinion as to how to best incorporate this into their lives; develop higher level thinking skills and the ability to intelligently argue differing viewpoints. The ultimate goal of the course is the development of an awareness of and appreciation for all sides of an issue. Students should come away from the course with an understanding of how culture impacts people differently. There are project and public speaking requirements.
(Alternative) Theatre & History: Social and Political Interpretations (12th grade, one semester, 0.5 HS credit) This course is intended as an overview of theatre history as well as an examination of how the theatre of the time reflects the historical context in which it occurs. The course will look at the various social, political, religious and cultural functions of theatre as they relate to the history of the stage, the evolution of stagecraft, performance conventions and acting techniques. The course will examine texts not so much as dramatic literature, but as they exemplify ideas about the purpose of theatre within their particular historical moments. It will examine the way older pieces of theatre are reinterpreted on a modern stage, questioning the way in which their functions may have changed. Particular focus will be given to American musical theatre. Students will attend a performance during the semester.
(Alternative) Public Relations & Public Speaking (12th grade, one semester, 0.5 HS credit) This course, designed as sequential modules, will offer students the experience to develop leadership tools in the public arena. Experts in the field of communication will be invited to offer their experience, expertise, and techniques to overcome public speaking shyness /fear. Distinguished academicians and members of Toastmasters International will be invited to participate.
OTHER COURSES
Health (9th grade, 1 semester, 0.5 HS credit) This course is designed to cover critical areas of
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CNY Institute of Academics & Performance Charter School Merged Application 2019 health. The topics covered include, but are not limited to: nutrition, alcohol, tobacco and other drugs, relationships, non-communicable and communicable diseases, human sexuality, injury prevention, stress management, and mental health. The course focuses on the consequences of harmful behaviors that relate to young adults. This course will be strictly connected with Principles of Physical Conditioning. Assignments may be done in conjunction with the latter one. Docents and guess speakers will actively participate in both courses.
PHYSICAL EDUCATION
Introduction
Physical Education is a state mandate course that carries credit weight. This course complies with basic aspects of Principles of Physical Conditioning, however, it lacks a series of component that direct students to semi-professional competitions and external mentoring participation.
Goals - all students meet the New York State and National PE - Students demonstrates competency in motor skills and movement patterns need to perform a variety of physical activities. - Students demonstrate understanding of movement concepts, principles, and strategies to the learning and performance of physical activity.
Course description Physical Education I, II, III, IV. (9th, 10th, 11th, 12th grade) (1 semester, 0.5 HS credit). This course is designed for the school entire population to achieve and maintain a health-enhancing level of physical fitness, exhibit responsible personal and social behavior that respects self and others in physical activity settings and values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. This course does not replace yoga for non-competitive students, nor replaces competitions. Also note that the grading procedure for this course differs from all other courses at CNYIAPCS Grading Procedure Students PE grades are determined by the following percentages: Participation 40% Skills 20%
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Knowledge 20% Personal/Social Responsibilities 20%
The following behavior rules will be enforced in PE class. *These rules do not override the Code’s. - Be on time and leave when dismissed by your PE teacher. - Participate and perform the activity, using all the equipment properly. - Follow all directions, including safety rules. - Do not use profanity or abusive language toward fellow students and/or PE teachers. - Keep hands, feet, and objects to yourself. - Do not dress or act offensively in class. - Student-Athletes are expected to participate in PE, as they are every class, regardless if they are in-season or it is a game day.
Electives
Traditional electives are not offered at CNYIAPCS, they are replaced by the students’ choice of Specialty. However, flexibility of electing courses is offered as alternative courses in conjunction with other institutions or programs beyond CNYIAP. These courses are on demand, however, CNYIAPCS is not responsible if the external institution is not offering what students intend to take. This option will benefit students by obtaining college credits beyond the graduation requirements and ensuring college admission.
SPECIALTY CURRICULUM
I. Core Courses for the Specialty. They are introductory courses to the specialties and exploratory in nature.
The art/athletics are diverse fields of study that share knowledge, skills and ways of thinking. The arts/athletics explore many facets of the human experience. They are a way of expressing an individual’s grace, perception, creativity and ideas. Through participation and study of the arts/athletics students develop the ability to communicate a wide array of human experiences.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Students recognize and appreciate the aesthetic qualities of the arts/athletics and the importance of the arts/athletics in expressing and illuminating societal values.
1. Principles.
A. Principles of Visual Arts
B. Principles of Performing Arts and C. Principles of Physical Conditioning is compulsory for all students in Athletics and Performing Arts
2. Internships. (pass/non-pass). A total of 140 hours of internships will be distributed during the 4 high school years at CNYIAP. Two types of internships will be included in the curriculum. 1) 9th and 10th grade students will explore their interest for 40 hours per academic year (arts or athletics). This experience will serve to narrow down students’ interests in future careers. Working Permit Form (Dept. of Labor) http://www.labor.state.ny.us/formsdocs/wp/LS561.pdf will be available to be filled up when completing 10th grade to begin the paid Internship. 2) 11th and 12th grade students will be placed in paid internships to accumulate experience in the field of their choice to further support their pre-professional careers or continue their education. These paid internships will economically support students to either create a small financial capital to continue their education or to integrate the workforce. 30 hours of paid internship experience are required per academic year; students may continue working to the end of the semester, but hours beyond the number required will not offer extra credit. 110 hours of internship are required to be completed at the time students register the Administration course. 3) A journal will be required to record students’ experiences (daily entries) in the fieldwork. Students will develop a personal database answering questions relevant to their future career as well relevant reflections leading to their professional future. This journal will offer 0.5 HS credits at the completion of the 140 hours required. Documentation validating internship hours (time sheet) will be included in the students’ personal files; this should include the signature of the Internship supervisor. Internships will be in a variety of formats: 1. visit to the site concentrating observations on the environment, tools, and materials, processes and results of a particular activity 2. a professional shadow will consist of accompanying a professional for a specific period of time to deeply understand the scope of activities in the field
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CNY Institute of Academics & Performance Charter School Merged Application 2019 3. participatory internship, this is a hands-on experience where the student is able to manipulate certain elements used in the activity. 4. students during their first year at CNYIAP will visit 3-4 Internship sites, 13-10 hours each, to have a clear idea of their own personal interests and for comparison. In all cases, students will include entries in their Internships' journals, explaining in detail the experience, including questions, and answers offered by the professionals. Writing entries are yet another opportunity for students to apply their English proficiency developed in the classrooms across the curriculum.
Tentative Journal and Reflective Writing prompts: (these are a few examples) - All entries should include dates - Include 2 questions in your journal during the first visit to each place based on your first impression. - Include a question base on your last visit to that place. - Describe the environment of your internship; go in detail to offer a picture of the site. - What was the very first aspect that impacted you as you enter the facility? - Was there an aspect of the physical environment that impacted you negatively? - Was there an aspect of the physical environment that impacted you positively? - What kind of environment did you perceive among people who work at the site? - Was this place satisfying your expectations? Why Yes/No - If you were given the chance to change something at that place, what would that be? - Compared with your other experiences in the internship, how would you rate this site? how, why? - How would you see yourself working at this place? - Would you recommend this place to a peer? Why/ why not
Students are responsible to take the Internship Form to be signed by the Internship supervisor. Once students have completed the number of hours required during the year, the documents will be added to their personal files.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 3. Competitions/Participations. (pass/non-pass). This will constitute evidence of work/performance along students’ entire academic experience. This will serve two different purposes: art exhibits, performances or demonstrations (art/athletics) will construct students’ resume. These experiences may also be selected as part of the individual portfolios.
4. Portfolio. (pass/non-pass). A collection of artifacts and experiences students have accumulated throughout their educational experience that is representative of their performance. Portfolios will serve as a self-evaluation instrument. Portfolios will be presented as a summative evaluation at the end of each year. This instrument will help students to examine their personal experiences to make decisions to continue their education or to be integrated in the workforce. Artifacts can be, but are not limited to: video performances, compositions (music, writing, visual), awards, evaluated class projects, publications. All courses will potentially produce materials for the portfolio. Students will have the option of presenting an electronic Portfolio.
5. Administration Component. (1 semester, 0.5 HS credit). This component will be incorporated at the end of the students’ curriculum 12th grade. Experts’ presentations in specific fields will bring basic principles of management, marketing, Mean Jeans business simulation, and business operation to the classroom. The Administration component will connect students’ Internship and classroom experiences to reaffirm career choices. During this period, advisors and mentors will play a preponderant role wrapping students’ interests and skills to prepare them for after graduation transitional experiences.
Visual Arts
Grade 9 Grade 10 Grade 11 Grade 12 CC Principles Arts Administration Semester 1 Semester 1 Studio Art 2-D Drawing & Drawing & (exploratory) Painting I Painting II Semester 1 Semester 1 Semester 1 Studio 3-D Studio 3-D Semester 2 Semester 2 Art History I Art History II Art History III Art History IV
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Semester 2 Semester 1 Semester 2 Semester 1
Digital Art I Digital Art II Graphic Design I Graphic Design II Semester 2 Semester 2 Semester 2 Semester 2 Arts Arts Arts Arts Composition II Composition I Composition III Composition IV Exhibits/ Exhibits/ Exhibits/ Exhibits/ Competitions Competitions Competitions Competitions
Introduction
Visual Arts coursework will offer students the opportunity to apply principles acquired in other content areas. The student may combine several course requirements in one project, as far as s/he indicates the framework using concepts acquired during the term. During the course of studies, students will discover opportunities beyond the traditional ones and debunk art professions related myths. The Practicum component will expose the student to one or more of the following workforce/further education: Advertising, Animator, Architect, Art Curator, Art Dealer, Art Historian, Cartoonist, Court Artist, Game Designer, Graphic Designer, Illustrator, Industrial Designer, Museum Preservation, Painter, Photographer, Set Designer, Sculptor, and Special Effects Artist among others.
Goals
- Meet Common Core Standards through integration of courses. - Experience Community and collaboration - Develop positive personal relationships - Explore vocational opportunities - Create potential to define self and develop one’s own vision - Critically examine the world as related to other content areas - Emphasize ecological aspects of using materials and techniques.
Course Descriptions
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Principles of Visual Arts (9th grade) (1 semester, 0.5 HS credit). A series of workshops offered by experts in a variety of fields presented as modules will develop awareness of the careers available in the fields, and develop fundamental knowledge and skills required to participate. Planning will be part of the aspects included in these workshops. Field trips to galleries, museums, laboratories and others are included.
What was the most important information the guest provided for you? If not relevant for you, why? Give an example of an activity you may personally develop based on the guest experience. Why was this presentation important for you? What did you concretely learn?
Studio Art 2-D* (9th grade, exploratory) (1 semester, 0.5 HS credit). A series of experiential projects focusing exclusively on the arts or related to the content areas. Exposure to basic history and art movements (related to Social Studies, English, others) This course produces a series of short term projects that evidences advancement and application of techniques, materials and concepts. Requires one competition per semester.
Art History I, II, III, IV. (9th, 10th, 11th, 12th grade) (1 semester, 0.5 HS credit). Designed for the art student, this course surveys the history of visual arts from its beginning to the present in cultural and stylistic context. This hands-on course develops informed visual skills to help students understand the changes in style, techniques and materials over the centuries. Students will observe, examine and compose works. Students will also explore and analyze the historical, social, political and technological events to help them understand the context in which artists created their pieces.
Drawing and Painting I* (10th grade) (1 semester, 0.5 HS credit). This course is for students interested in developing artistic skills in 2-D medium. Experiences in: creating, viewing, and critiquing art as well as examining art history and aesthetics. This is a theme based drawing and painting course. Students will use various media through drawing and painting including pencils, pastels, and oil paints or non-traditional materials. Students will also develop their art using portraiture, still-life, interiors, landscape and abstraction as a means of personal expression. Prerequisite: Studio in Art 2-D; pencils and erasers required. (related to any content Thematic area)
Digital Art I* (10th grade) (1 semester, 0.5 HS credit). This course explores a thematic approach to Digital Art to begin the foundation for exploring traditional art themes and ideas such as portraits and still-life subjects through digital means. All artists, including digital artists, seek to solve visual solutions through research, sketching and planning, executing and evaluating ideas. Students work
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CNY Institute of Academics & Performance Charter School Merged Application 2019 in Adobe software: Photoshop and Illustrator (technology subject to change) (related to any content area).
Drawing and Painting II* (11th grade) (1 semester, 0.5 HS credit). This course is designed to take students through a deeper experience in developing and improving drawing and painting skills. Thematically, this course will parallel ELA and SS. Students will use the figure, landscapes and other life drawing resources to develop their own visual expression. Mediums used during this course include oils, watercolor, pastels, graphite, charcoal, color pencils and collage. Sturdy sketchbook, pencils and erasers required.
Digital Art II* (11th grade) (1 semester, 0.5 HS credit). It provides experiences for the student to develop analytical skills, special cognition and problem solving more in depth. The goals and outcomes of this class will be accomplished through student-focus projects (in conjunction with content(s) areas selected by the students). Students work in software other than Adobe Photoshop and Illustrator (technology subject to change) (related to any content area)
Studio 3-D* (11th grade) (1 semester, 0.5 HS credit). Sculpture course is designed to introduce students to the many schools of sculpture and to encourage students to express and develop original ideas applicable to three-dimensional concepts (in conjunction with content(s) areas selected by the students). This course is exploratory allowing students to experiment with non-traditional materials such as recyclables. Sketchbook required.
Graphic Design I* (11th grade) (1 semester, 0.5 HS credit). Today’s Graphic Designers are called upon to perform a wide variety of multi-media designs, products, and displays. Design concepts, typography, and grid systems will be explored in a variety of media. This course uses symbols and metaphors to communicate themes and ideas. Students will relate this course to Algebra, Geometry and Trigonometry in order to create a project.
Studio 3-D II* (12th grade) (1 semester, 0.5 HS credit). Sculpture course is designed to advance sculpture techniques and to express and develop three-dimensional original ideas. This course is designed to create a final main project in conjunction with content(s) areas selected by the student.
Graphic Design II* (12th grade) (1 semester, 0.5 HS credit). Students will create a themed book, a “Zine” that uses design theory and technique. As a culmination of this experience students will create a thesis project of choice as well as a design campaign, which will include everything the designer needs to promote their thesis project. Students will continue to learn the Adobe Suite: Photoshop and Illustrator.
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Arts Administration* (12th grade) (1 semester, 0.5 HS credit). Students will solidify their knowledge about business concepts of marketing, finance and management relate to all types of arts organizations and businesses they have acquired during 3 years of exposure in their selected fields. Emphasis on small arts-based organizations, marketing, self-promotion, event booking, financial management and public relations will be acquired. Basic business law concepts pertaining to contracts will also be covered. Public speaking workshops will be included. The entire class will focus on the appropriate use of business software applications to create the documents required to manage businesses. Students will create a fictitious business (teamwork), competitive in a fictitious market created by all other groups in other content areas. Competition is optional.
Performing Arts Music
Grade 9 Grade 10 Grade 11 Grade 12 CC Principles Auditions/ Arts Administration Placement (I semester)
Music Theory I Theory II Music Music For Voice or Voice/Instrument Technology I Technology II Instrument Definition Solo/Ensemble Music History I Music History II Music History III Music History IV
Music Music Music Music Composition II Composition I Composition III Composition IV Performance Performance Performance Concert/Choir Concert/Choir Concert/Choir
Introduction
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CNY Institute of Academics & Performance Charter School Merged Application 2019
The courses are designed for students aspiring to careers in music and those considering any career that requires problem solving, teamwork, clear thinking and effective speaking related to music. Students will have the opportunity to choose between instrument interpretation or voice. Auditions are for students with previous experience in the field selected. This permits students to further advance coursework. During the course of studies, students will discover opportunities beyond the traditional ones and demystify music professions. The Practicum component will expose the student to one or more of the following workforce/further education: performance, teaching, instrument design, conducting, management, composition, sound recording engineering and industry. Also students will be exposed to ensemble: chorus, chamber, band.
Goals
- Meet Common core Standards through integration of courses. - Experience Community and collaboration - Develop positive personal relationships - Explore vocational opportunities - Create potential to define self and develop one’s own vision - Critically examine the world as related to other content areas
Course Descriptions
Principles of Performing Arts (9th grade) (1 semester, 0.5 HS credit). A series of workshops offered by experts in a variety of fields presented as modules will develop awareness of the careers available in the fields, and develop fundamental knowledge and skills required to participate. Planning and improvisation will be part of the aspects included in these workshops. Field trips to theaters, concert/performance attendance, rehearsals, and other activities pertaining to the specialty are included.
Audition and Placement (9th grade) This activity is designed for the students who are fluent in music reading. Theory and performance advancement is conducive to first year college music
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CNY Institute of Academics & Performance Charter School Merged Application 2019 theory course. Strong emphasis is given to reading skills, particularly those involving recognition and comprehension of the musical elements and compositional techniques.
Introduction to Music Theory I * (9th grade, exploratory) (1 semester, 0.5 HS credit) This is an introductory course divided into two phases, music theory and music history. The focal points involve: 1. the study of theory through analysis; 2. the use of composition in developing insights into great musical works; 3. the development of an awareness of music as an art in a historical context; 4. the development of aural-visual skills needed in performance and analysis; 5. ample experience in listening, composing, arranging and conducting.
Music Theory II* (10th grade) (1 semester, 0.5 HS credit) This is the continuation music theory and music history. The focal points involve expanding: 1. study of theory through analysis; 2. use of composition in developing insights into great musical works; 3. development of an awareness of music as an art in a historical context; 4. development of aural-visual skills needed in performance and analysis; 5. ample experience in listening, com- posing, arranging and conducting. Pre requisite: Introduction to Music Theory I.
Performance Concert or Choir I, II* (10th, 11th, 12th) (1 semester per year, 0.5 HS credit) This course will provide students with an advanced choral or classical collective music experience. Emphasis is on listening skills, proper vocal technique, music reading, basic terminology and concert preparation. These groups participate in school concerts, assemblies, civic events and/or competitions.
History of Music I, II, III, IV* (9th, 10th, 11th, 12th grade) (1 semester per year, 0.5 HS credit) Designed for the music student, this course surveys the music from the beginnings through the present in cultural and stylistic context. This hands-on course develops informed listening skills to help students understand the changes in musical style and compositional technique over the centuries. Students will listen to, perform and compose works from plainchant to the present. Students will also explore the historical, social, political and technological events to help them understand the context in which composers and performers created their music.
Music Composition I, II, III, IV* (9th, 10th, 11th, 12th grade) (1 semester per year, 0.5 HS credit) Designed for the music student, this course focuses on music appreciation, emphasizing creativity, written description of perceptions, expanding narratives that may be descriptive, analytical or interpretative. This hands-on course develops the ability to present artists statement about the music composed, performed or critiqued by them. This content may be used in conjunction with any other course in Music.
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CNY Institute of Academics & Performance Charter School Merged Application 2019
Music Technology I, II* (11th, 12th grade) (1 semester per year, 0.5 HS credit) This course is for students who are interested in exploring the science of sound through the use of technology. This course uses computers and electronic keyboards with MIDI hookups to explore and work with instrument sound. During the year students will work with software such as: Audacity, Garage Band, Finale, Logic Pro and/or Sibelius (or other available programs) to compose, analyze, edit and record sound. Students will use MIDI sequencing, foley sounds, digital, audio and electronic musical instruments to create various music projects.
Arts Administration I* (12th grade) (1 semester, 0.5 HS credit) Students will be introduced to concepts of marketing, finance and management including self-promotion, event booking and public relations. Basic business law concepts pertaining to contracts will be included. Appropriate business software applications will be used.
Theater/Dance
Grade 9 Grade 10 Grade 11 Grade 12 CC Principles
Choreography I Stage Design I (1 Arts semester) Administration I Costume Design I (1 semester) Theater/Dance Theater/Dance Theater/Dance Theater/Dance History I History II History III History IV Script/Libretto Script/Libretto Script/Libretto Script/Libretto writing I writing II writing III writing IV Technology I Technology II
Performance/Dance Performance/Dance Performance/Dance Performance/Dance I II III IV
Introduction
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CNY Institute of Academics & Performance Charter School Merged Application 2019 These courses are designed for students aspiring to careers in the performing arts that require problem solving, teamwork, clear thinking and effective speaking related to stage. Students will have the opportunity to choose between theater or dance. Auditions are for students with previous experience in the field selected. This permits students to further advance coursework. During the course of studies, students will discover opportunities beyond the traditional ones and debunk art professions related myths. The Practicum component will expose the student to one or more of the following workforce/further education: performance, teaching, stage design, costume design, choreography, management, sound recording engineering and industry.
Goals
- Meet Common Core Standards through integration of courses. - Experience Community and collaboration - Develop positive personal relationships - Explore vocational opportunities - Create potential to define self and develop one’s own vision - Critically examine the world as related to other content areas
Course Descriptions
Principles of Performing Arts (9th grade) (1 semester, 0.5 HS credit) A series of workshops offered by experts in a variety of fields presented as modules will develop awareness of the careers available in the fields, and develop fundamental knowledge and skills required to participate. This course also explores the potential of unique body movements and imagery. Improvisation is included. Field trips to theaters, concert/performance attendance, rehearsals, and other activities pertaining to the specialty are included.
Script/Libretto Writing* (9th, 10th,11th, 12th grade) (1 semester, 0.5 HS credit) Step-by-step fundamentals of writing are taught, including visual and literary elements, plot structure, and story design. Classic historic elements will be incorporated for analysis and critical reviews. Both theater and Dance students will develop skills to Dance and Theater appreciation, emphasizing creativity, written description of perceptions, expanding narratives that may be descriptive, analytical or interpretative. This hands-on course develops the ability to present artists statement about
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CNY Institute of Academics & Performance Charter School Merged Application 2019 performances or critique them. This content may be used in conjunction with any other course in the field.
Choreography I*(10th grade) (1 semester, 0.5 HS credit) Elements of dance composition, space, time, energy, rhythm, dynamics, form and style, group and individual performance will be examined and practiced. Traditional, organic and inventive movement will also be incorporated.
Theater/Dance History I, II, III, IV* (9th, 10th, 11th, 12th grade) (One semester per year, 0.5 HS credit) Designed for the performing art student, this course surveys the history of performing arts from its beginning to the present in cultural and stylistic context. This hands-on course develops informed performing skills to help students understand the changes in style and techniques over the centuries along a timeline repertoire. Students will observe, examine and compose works. Students will also explore and analyze the historical, social, political and technological events to help them understand the context in which artists’ created/performed their pieces.
Stage Design I* (11th grade). (1 semester, 0.5 HS credit) This course focuses on 2-D and 3-D building, painting and decorating creative atmospheres for stage productions. Projection, light, sound, props and board operation will be examined. Back stage operations and materials will be studied. This course should be taken in conjunction with Technology I.
Costume Design I* (11th grade) (1 semester, 0.5 HS credit) Creation and design of clothing, accessories, color, texture and materials to provide audience with appropriate production epoch/style context will be studied. Historical elements are relevant for this course. This course should be taken in conjunction with Technology I.
Technology I* (11th grade) (1 semester, 0.5 HS credit) Basic elements for Stage and Costume Designs will be required for this course. Design programs such as Virtual Fashion or Hero Machine will be introduced to facilitate the execution of stages and/or costumes.
Technology II* (12th grade) (1 semester, 0.5 HS credit) This course is for students who are interested in exploring the science of electronics applied to performing arts through the use of technology. This course uses computers and electronic keyboards with MIDI hookups to explore and work with sound. During the year students will work with software such as: Audacity, Garage Band, Finale, and Logic Pro (or other available programs) to analyze, edit and record sound. Students will use digital, audio and electronics to create projects.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Performance/Dance I* (9th grade) (1 semester, 0.5 HS credit) Introduction to basic classical dance (ballet), demos and corrections, both individual and group with and without accompanist will be taught. Performance I is taken in conjunction with History I,
Performance/Dance II, III, IV* (9th, 10th, 11th, 12th grade) (1 semester per year, 0.5 HS credit) Ethnic dance, and classical from the Middle Ages to the 20th century will be learned and performed along a timeline repertoire. Performance II, III and IV are taken in conjunction with History II, III and IV.
Arts Administration I* (12th grade) (1 semester, 0.5 HS credit) Students will be introduced to concepts of marketing, finance and management including self-promotion, event booking and public relations in the performing arts. Basic business law concepts pertaining to contracts will be included. Appropriate business software applications will be used.
Athletics
Grade 9 Grade 10 Grade 11 Grade 12 CC Principles Administration semester 1
Sports History I Sports History II Sports History III Sports History IV
Sports Sports Sports Sports Composition I Composition II Composition III Composition IV Technology I Technology II
Athletics I/ Athletics II/ Athletics III/ Athletics IV/ Yoga Yoga Yoga Yoga
Introduction
These courses are designed for students aspiring to careers in sports that require problem solving, teamwork, clear thinking and effective speaking related to their selected disciplines. Students will have the opportunity to choose between athletics or allied careers: During the course of studies,
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CNY Institute of Academics & Performance Charter School Merged Application 2019 students will discover opportunities beyond the traditional ones and debunk athletic professions related myths. The Practicum component will expose the student to one or more of the following workforce/further education: sports writing, journalism, administration, sports medicine, coaching, PE or technology. Testing is for students with previous experience in the field selected. This permits students to further advance coursework. Optionally, non-competitive students who select this the Sports track will participate in alternative activities similar and academically equivalent to those competitive students participate. If a student cannot participate fully, modifications will be made to meet the individual needs. Every student must complete four (4) years of physical education in order to graduate. Each year is 0.5 HS credit in grades 9-12.
Goals
- Meet Common core Standards through integration of courses. - Experience Community and collaboration - Develop positive personal relationships - Explore vocational opportunities - Create potential to define self and develop one’s own vision - Critically examine the world as related to other content areas
Course Description
Principles of Physical Conditioning. (9th grade) (1 semester, 0.5 HS credit) This course applies to *Theater and *Music. A series of workshops offered by experts in a variety of fields presented as modules will develop awareness of the careers available in the fields, and develop fundamental knowledge and skills required to participate. These workshops will include: anatomy, physiology, coordination and movement. Field trips to fields, training, athletic businesses and other activities pertaining to the specialty are included.
Sports Composition I, II* (9th, 10th grade) (one semester per year, 0.5 HS credit) Develops vocabulary pertaining to sports, experiential reporting from the fieldwork/Internship will be used
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CNY Institute of Academics & Performance Charter School Merged Application 2019 as a component. Reading survey will be required. Historical elements may also be incorporated in this course.
Sports Composition III, VI* (11th, 12th grade) (1 semester per year 0.5 HS credit) Will include sports journalism. Reading in the field as well as Radio/TV commentators’ analysis will be required for these courses. Further vocabulary pertaining to the field will be emphasized.
History of Sports I, II, III, IV* (9th, 10th, 11th, 12th grade) (1 semester per year 0.5 HS credit) Designed for the athlete student, this course surveys the history of athletics and sports from the beginning to the present in cultural contexts and their roles in society. These courses develop informed athletes skills to help them understand the changes in style and techniques over the centuries. Students will observe and examine the complexities of sports evolution and athletics. Students will also explore and analyze the historical, social, political and technological events to help them understand the context in which athletics have evolved and their impact in society.
Technology I, II* (11th, 12th grade) (1 semester per year 0.5 HS credit) A series of modules will be developed in conjunction with the Visual and Performing Arts. Basic digital photo and video production technology will expand students’ sports experiences to develop their future careers. Sports specific appropriate software applications will be used, such as: Longomatch or Dartfish.
Athletics I, II, III & IV* (9th to 12th grade) (1 semester per year 0.5 HS credit) Athletics I will explore a myriad of less known sports to expand student’s athletic participation beyond the traditional ones. Less Olympic represented disciplines such as: badminton, table tennis, swimming, squash, weightlifting, wrestling, archery, among others will be encouraged to be selected. Also, small team or pair competitions will offer options for college scholarships and rapid advancement in local and national competitions. Athletics II, III & IV students will select one discipline of his/her choice to be performed for 3 consecutive years.
Sports Administration I* (12th grade) (1 semester, 0.5 HS credit) Students will be introduced to concepts of marketing, finance and management including self-promotion, event booking and public relations. Basic business law concepts pertaining to contracts will be included. Appropriate business software applications will be used.
Yoga I, II, II, IV * (9th to 12th grade) (1 semester per year, 0.5 HS credit). This course is design for those students who do not intend to focus on a competitive athletic career, to maintain physical conditioning at a different impact level. This course is offered twice a year. This course included special assignments.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 e) Promotion and Graduation Policy
CNYIAPCS Freshmen Year students will receive intensive remedial and offer intervention programs to overcome their entry academic deficiencies. The objective is to level them to grade and prepare them to continue independently the following years and be able to identify their weaknesses and look for help whenever necessary.
Pre- screening at risk students: the modules and forms adopted by the Syracuse School District, known as STARS Resource Pack (http://www.jimwrightonline.com/pdfdocs /sbit/sbit_forms_ jan08/ STARS_Packet_NOV_10_08.pdf) will be used to identify at-risk students with the sole purpose of assigning specific interventions at the beginning of their first semester at CNYIAPCS. The results will serve as base-line to indicate the progress of the student and accelerate his/her performance at the institution.
During this year, students will be guided and given the skills necessary to be successful in their personal endeavors.
Personalized Curriculum at CNYIAP Charter School seeks to graduate young men and women who think critically and creatively; have attained strong skills in mathematics, language, technology, history, the arts or athletics and are committed to a lifetime of learning and civic involvement. The school will empower students with high intellectual standards, building on their promise as they prepare for college, career, workforce and citizenship. Enrichment Opportunities: workshops, lectures, field trips, competitions and the like will be included in the personalized curricular track creating a nurturing environment and developing sense of confidence to build their future.
English across the curriculum and technology infused is a modality that will be part of the school at all levels, while Arts and Athletics will be the main motivation for students to remain in school and pursue graduation.
Junior/Senior Years Students in junior and senior years at CNYIAP charter school will be taking the additional required courses toward graduation with a Regents Diploma. Depending upon their choice of concentration, courses of study will vary. During junior and senior years, all students will be thoroughly guided through the necessary steps of preparation for the college application process or workforce
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CNY Institute of Academics & Performance Charter School Merged Application 2019 integration. The latter will be in the form of clinics/workshops in addition to the individual guidance/orientation.
Juniors at CNYIAP charter school will have been exposed to a variety of learning experiences during their first two years of high school. By the junior year, every student will master the components of a high-quality investigation and will be ready, with support from teachers, to craft a practical project based on his or her own interests. This project may include an internship. After the internship, teachers will help students organize their documentation into a section of their graduation portfolios that they will present to a panel as a required component for graduation.
By their senior year, students will use their experiences to work with teachers and specialized professionals to craft an individual personal plan. During the last semester of the senior year, students will organize their documentation and reflections into a section of their Graduation Portfolios. This portfolio must be successfully presented to the Graduation Panel for evaluation in order to be granted their diploma.
CNYIAPCS will require all students to pass their Regents Exams with a 65% or higher. An innovative element incorporated to motivate students to prepare properly to obtain high scores is to replace the final general course exam for the Regents’ score, whichever is higher.
At the beginning of each year, students should fill CNYIAPCS Program Planning Sheet before having their first visit with the counselor.
Program Planning Sheet
Students are encouraged to complete this planning sheet before meeting with their counselor to select courses. ______20______/_____/_____ Pupil’s Name (Last) (First) (Middle) (Grad. Yr.) (Date of
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Birth) ______Home Address Parent/Guardian Name Telephone ______Business and Business Address of Parent/Guardian Business Telephone
9th Grade 10th Grade English I English II ______Global History I Global History ______II______Algebra I Algebra II & Trigonometry ______Geometry Intro To Computer Science ______Living Environment Practical Chemistry I & II ______Earth Science Practical Physics I & II ______Foreign Language I Environmental Science I & II ______P E I ______Foreign Language II Health ______P E II Specialty ______Specialty ______Internship______Mentor______Internship______Mentor______
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CNY Institute of Academics & Performance Charter School Merged Application 2019 11th Grade 12th Grade English III English II ______US History & Government Economics ______Pre-calculus Elementary Statistics ______General Chemistry I & II Regents ______Physics______Foreign Language Regents IV______Chemistry______P E Foreign Language IV______III______Specialty P E ______III______Specialty ______Internship______Mentor______
Internship______Mentor______
At the time students visit the Counselor, a list of alternative Internship sites will be available for their choice. Every Internship will be accompanied by a comprehensive description, address, if time restricted, and other details that will help students to make decisions on the sequence they will take them.
Students may start their Internships as soon as school year begins. There is flexibility to take them, however it is highly recommended to fill this requirement before other obligation begin (such as competitions, training, exams periods, state tests, etc.) Students are free to inquire about the internships and their personal interest with anyone who is related to their academic setting, who may offer orientation regarding sites choices.
Students athletes should consider seasons so as not to interfere with their academics or the filling of other school requirements.
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CNY Institute of Academics & Performance Charter School Merged Application 2019
Internship Time Sheets will be picked up at the beginning of the year. It is the responsibility of the student to keep this document and present it to the mentor supervisor at the Internship site.
INTERNSHIP TIME SHEET
Students should register all hours of Internships; the attendance should include the signature of the mentor/supervisor. A copy of the Internship Time Sheet should remain with the mentor/supervisor.
Student Name: Supervisor Name:
Phone
Internship Site:
Address:
Day Date In Out Total Comments Journal hours entry (√) Monday Tuesday Wednesday Thursday Friday Saturday Sunday
Total hours completed
St d t tt di I t hi h ld i l d t i th i J l it i it
Oncehe sit the or xperstudent ence has (c tations completed must be the no ymous,internship, rea n mesthe Time hould not Sheet app arshould in the be ext turned , eflect in ns oat othethe Counselorsthat w l e p t office stu ntto obe d fineregistered t e t in re the student record. Completed Internship is required for promotion.
Credits
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Credits will be obtained only when student has completed the assignments. Student in good standing is defined as the one who has completed 85% of all assignment with a -C or higher, who has passed Regent Exams, who has completed and got approval of Portfolio and who has completed the number of hours of Internship in the discipline chosen including his/her journal.
Retention
Students at CNYIAP are not to be retained. Students whose academic standing is in jeopardy, failing a class, will have the opportunity to fill all requirements during the summer session. Student s taking summer session for the completion of the course will lose the specials privileges to dedicate complete time to academics. If the class fails, the student will have the chance to retake the class the immediate coming academic year, However, this action will delay the student graduation if all requirements are not reported completed.
Graduation Policy
CNYIAPCS Subject Credits Specialty Courses English 4 Social Studies 4 Specialty Principles 0.5 Math 3 Specialty English 2 Science 3 Specialty History 2 Foreign Language 2 Specialty Specialty 8.5 Technology 1 Arts Visual/ Specialty Performing Administration 0.5 Athletics Studio/Training 2.0 * 0.5 units will be assigned to 4 year Internship journal completed before graduation Health 0.5 Physical Education 2 Portfolio P/NP Internship *P/NP Competitions P/NP Total 27.0
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CNY Institute of Academics & Performance Charter School Merged Application 2019 a) Regents Foreign Language Exam. Students are required to complete two units of credit in a foreign language. By the end of their freshman year students must pass the New York State Proficiency Exam. b) CNYIAP Charter School students should have completed and documented 140 hours cumulative Internship during the 4 years in the special field selected, including a journal. c) CNYIAP Charter School students should have participated and documented a minimum of 2 competitions per year. d) CNYIAP Charter School students should have completed and passed 4 years of portfolios. e) Required Exams (Passing score of 65 and above) Regents English Language Arts Regents Math Regents Global Studies Regents US History Regents Science Regents Foreign Language
Student Attendance
Regular school attendance will be a major component of academic success at CNYIAPCS. Regular attendance is necessary for successful completion of required class work and promotion to the next grade. Students, parents and school personnel are responsible for monitoring and limiting levels of absences, tardiness and unjustified early departures. Consequently, we expect students to be at school every day for the entire school day or participate in external activities in accordance with the regulations. Our teachers will maintain accurate attendance records daily.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 a) Excused Absences
- Parents/guardians should notify the school if their child will not be attending school due to illness, religious observance, doctors’ appointment or a family emergency the previous day. If the emergency happens before classes start, the parent/guardian should notify the school as soon as possible during the same day to avoid sanctions/or procedures. - Students who are absent or tardy due to medical appointments or illness must bring in a doctor’s or parent’s/guardian’s note that includes the following:
- Doctor’s letterhead - Student’s name - Date of the absence - Reason for the absence - Parent/guardian signature
The note must be turned in upon returning to school, no more than 24 hours after the absence. Absent students should make every attempt to get their assignments for the day they miss by having someone contact the school to pick up assignments or by calling fellow students that evening. - On the day of their return, students should be prepared to hand in any homework or assignment(s) previously assigned or to take any quiz or test previously announced.
Non-Medical Excused Absences Include: 1. A death in the family (parent, sibling, grandparent, aunt, uncle, cousin) 2. Family member hospitalized 3. Court appearance 4. Medical or psychological tests with note from test provider. (All tests should be made after school hours if possible.) 5. Religious holy days as defined by a religious calendar or by the religion leader if not included in traditional calendars. 6. Other extraordinary situations approved by the Principal or Assistant Principal.
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CNY Institute of Academics & Performance Charter School Merged Application 2019
Unexcused Absences Include: 1. Being sick at home without a doctor/parent note and phone call 2. Babysitting 3. Family vacation 4. Trips to homeland 5. Extension of a religious or cultural holiday beyond the designated or specified day or days on the school/religious calendar or the religion leader. 6. Any other absence not approved by the Principal or Assistant Principal as excused.
School attendance is both a right and responsibility in the State of New York. The compulsory education requirements in New York State Education Law, Article 65, §3205 requires every parent, guardian, or other person in this state having control and charges of a child from the ages of 6 to 16 to send the child to school regularly. The student must attend school the entire time classes are in session. Failure to do so will result in an investigation of the absences by the authority. - For a student to receive credit for a course, s/he must have a 90% attendance rate. Twenty (20) unexcused absences (including absences from tardiness), in any year will result in a student being on probation. - If the student is going to be absent for an extended amount of time, parents/guardians should inform the Principal in order to discuss alternative instruction.
If a student has 10 unexcused absences, the student and his/her family will be required to meet with the school Principal and be advised that the student is in jeopardy (warning). Having beyond 20 absences, the school will determine whether the student will be allowed to continue at CNYIAPCS (on probation). Excess of absences indicates that students do not have the commitment to continue his/her education and/or the student will not be able to cope with missed homework's AND in-class assignments at CNYIAPCS. Details on probation condition are stated on CNYIAP-Parent/Guardian Support Agreement, see below)
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CNY Institute of Academics & Performance Charter School Merged Application 2019
PARENT/GUARDIAN SUPPORT AGREEMENT
Dear Parents/Guardians:
CNYIAPCS, a tuition-free charter public high school, appreciates your choosing the institution that will prepare students to graduate from high school with the academic and leadership skills necessary for them to succeed in college or the career of her choosing.
We, being the best at what we do in the Arts and Athletics, will require your undying support. On behalf of our school community, we are extremely grateful for your trusting us in making a profound impact in your youth’s life.
Our expectation is that you will support our mission and our values as they are the foundation of what we believe and what we will achieve with the young students. We need your unwavering support.
Finally, we must advise you of the hard work that is ahead in our journey together. Our expectations are high. Our students shall invest a great deal of time, energy, thought, and work into their studies. Our pupils will be required to read, write, study and serve beyond the scope of what they may be accustomed. Like you, we want a viable future for the young members of our community.
Students’ attendance is your responsibility. 10 unexcused absences will lead to warning. If the student has a warning and other academic responsibilities are not attained, the student will be on probation. After this procedure, ANY other violation of CNYIAPCS violation will lead to registration cancellation, holding the parent/guardian fully responsible of the student’s education.
I (your name) hereby agree to support the mission and vision of CNY
Tardiness
ThoseI und standstudents hat who I fai o arrive suppo t after the thedea ors bell o th without school a written excuse or unaccompanied by a parent/guardianmay lose the p ivi will ges as be a tcharged dent with an unexcused tardiness.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 If a student’s tardiness is unexcused, s/he will receive a zero for any quizzes or class work missed.
Grade Level Promotion Requirements
Grade 9th 5.5 credits, Courses Portfolio I Internship I Competitions Freshmen required by 2 per year at the specialty the student 2.0 credits discretion Grade 10/ 11 credits Courses Portfolio II Internship II 2 sophomore required by the specialty 2.0 credits Grade 15 credits Courses Portfolio III Internship III 2 11/junior required by the specialty 2.0 credits Grade 18.5 credits Courses Portfolio IV Internship IV 2 12/senior required by the specialty 2.5 credits *Total 18.5 credits 8.5 credits 4 years 120 hours 8
* Private Schools in the county require between 25 and 28 credits, and a number of volunteer hours for graduation.
Selecting the Specialty Selecting the specialty is critical to CNYIAPCS students’ success. Early planning is required, for this reason, students will be exposed to unique intensive experiences in the arts or athletics fields of an exploratory nature. Students should feel passionate about following their interests and demonstrate advancement in their fields. Once students have decided their fields, they will be immersed in intensive training, being given numerous opportunities to excel in the field of their choice.
Regents Diploma. All students at CNYIAPCS must earn the 18.5 basic credits. All students must carry all courses leading to the Regents Diploma. In addition, CNYIAPCS students must have passed the specialty courses (8.5 credits). Only the students who have earned 27 credits are eligible for the Diploma. The Diploma may be conferred in June (ceremony), August or January.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 College Planning Students interested in attending a four-year college should plan to take at least three to four years of Regents math and Regents science, three years of a second language, and four years of Regents English and social studies and the specialty courses.
Cumulative college credits will be earned by those students whose performance has been 85% or higher during the course of their studies
Individual Educational Program (IEP) Diploma is available for students with severe disabilities. The diploma requires satisfactory completion of learning program outlines in the IEP. All IEPs are based on attainment of New York State learning standards appropriate to the individual student’s disability who have an IEP or a 504 Plan.
Special Education Services
Students with disabilities work toward attaining a Regents Diploma, an IEP diploma, or, in some cases, a GED. CNAIAPCS’s continuum of services enables them to be educated with non-disabled students to the maximum extent appropriate. This continuum is comprised of the provision of specially designed instruction and supplementary services in a variety of settings as determined appropriate by www.District/specialeducation/continuumofservices.htm
Students will be able to access vocational courses at the Board of Cooperative Educational Services (BOCES) in order to implement their course of studies with specialized courses not offered at CNYIAPCS serving at the same time as a foundation for developing a trade or vocation for post-secondary studies (examples: welding, carpentry, etc. applied to the arts). These courses are offered only on demand.
Determination of Class Rank
Class rank is calculated at the end of the first semester of grade 12. The student with the highest average of credits earned (courses completed), highest GPA and the other required passed (Internships, Portfolios and Competitions) will be named Valedictorian of the graduating class, and the student with the second highest average will be designated as Salutatorian. There is no special weight given to any particular course or track level. Final grades in all subjects are counted. When a course is failed and later passed, the higher grade is given for passing the course with the higher average. Both Valedictorian and Salutatorian will be in the graduation ceremony
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CNY Institute of Academics & Performance Charter School Merged Application 2019 representing their graduation class and a speech will be offered to the entire community gathered for the purpose.
Graduation Ceremony Participation Only students who have met all graduation requirements, who are eligible for a high school diploma at the June graduation exercises will be permitted to participate in the graduation program. August or January graduates will not be permitted to participate in June exercises.
Post High School Preparation
1. College/Vocational bound
CNYIAPCS will help students all the way for post-secondary admissions. The support will include documents preparation (resumes, GPA reports, recommendations, application process, essays, interviews, etc.) Visits to local campuses will take place during the 4 years at CNYIAPCS to familiarize students with college life. 2. Workforce bound
CNYIAPCS will support students’ endeavors by offering help to complete documentation required to succeed in obtaining jobs, such as: resume writing, Interview preparation, and others. Also, the school will help to sort out alternatives, entrepreneurial projects, or other ideas students may bring to make them viable.
Alumni
CNYIAPCS will offer support for alumni to organize and proudly represent the institution. However, this mission will be entirely in the hands of alumni
f. Programmatic Audit (CNYIAP Charter School would like to submit the following format for our Programmatic Audit)
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CNY Institute of Academics & Performance Charter School Merged Application 2019
Memoranda of Understanding (MOU) have the following language, included so that the District can fulfill its oversight requirements as outlined in Charter School Law.
Purpose and Objective:
The CNY Institute of Academics & Performance Charter School will compile and provide to the District an annual performance audit. Each school year's performance audit will be delivered in final written form to the District Superintendent within sixty (60) days of the last day of instruction for the regular school year or by September 1, whichever date is earlier.
(a) Summary data showing student progress towards meeting the goals and outcomes specified in the Charter and Office of Accountability (OA) from assessment instruments and measures listed in the Charter or otherwise required by the District or state. NOTE: The Charter Authorizing Office will gather and report New York State English as a Second Language Achievement Test (NYSESLAT) and Common Core Standards Initiative (CCSI) data to the Syracuse City School District (SCSD) once available from the NYSED Data site.
(b) An analysis of whether student performance is meeting the goals specified in the Charter. This data will be displayed on both a school-wide basis and disaggregated by major racial and ethnic categories and shall include analysis based on the interim assessments, (NYSESLAT), and (CCSI) results for the NYSED.
(c) The Charter School's progress towards meeting its Measurable Pupil Outcomes (MPO). CNY Institute of Academics & Performance will attach a table with comparisons between the MPOs. MPOs will include specific percentage growth target listed in the 2020-21 CCSI for English Language Arts, Mathematics and NYSESLAT.
(d) Results of any additional internal assessments used by CNY Institute of Academics & Performance Charter School. Assessment & Publisher Date Administered Results
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Notes:
(e) CNY Institute of Academics & Performance Charter School will provide a copy of our school's governing board's self-evaluation on prior-year management performance. If applicable, include a summary of major decisions and policies established during the year and upcoming year goals. CNY Institute of Academics & Performance Charter School will attach either a narrative, or survey result(s).
(f) Data on the level of parent involvement in CNY Institute of Academics & Performance Charter School's governance (and other aspects of the school, if applicable) and summary data from an annual parent and student satisfaction survey. % Of Parents Who Volunteered As Measured by
% or Number of Parents Who Attended Board or Parent Governance Meetings. Please As recorded by (minutes): specify which meeting they attended
(g) Data regarding the number of staffs working at CNY Institute of Academics & Performance Charter School and our qualifications. Teacher Names Qualifications (credentials held)
Notes:
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CNY Institute of Academics & Performance Charter School Merged Application 2019 (h) A summary of any major changes to written school policies during the 2020-21 academic year. Please number and then briefly describe any major changes to policy.
(i) Information demonstrating whether CNY Institute of Academics & Performance Charter School implemented the means set out in the Charter to achieve a racially and ethnically balanced student population. Student Demographic Information for Goal Actual Difference 2020-21 Latino/ Hispanic African American Asian White Other (please specify) Notes:
(j) An overview of CNY Institute of Academics & Performance Charter School's admissions practices during the year and data regarding the numbers of students enrolled and the number on waiting lists. Overview (Narrative): Students Enrolled: Students on wait list: Notes:
(k) Analysis of the effectiveness of CNY Institute of Academics & Performance Charter School's internal and external dispute mechanisms and data on the number and resolution of disputes and complaints. Analysis (Narrative):
Complaint Date: Resolution Achieved (may include leaving school, changes in policy, etc.)
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CNY Institute of Academics & Performance Charter School Merged Application 2019
(l) A report on student discipline, including the number of students suspended or expelled from CNY Institute of Academics & Performance Charter School. # of Students Suspended in 2020-21 # of Students Expelled in 2020-21
Notes and Analysis:
This audit was compiled and submitted by (name): ______Title: ______Date: ______Signature: ______g. Accountability Plan
ACADEMIC GOALS
GOAL I: ENGLISH LANGUAGE ARTS
• Students will be proficient readers and writers of the English language. • Students will be prepared to utilize higher level thinking in written expression • Students will be exposed to a variety of sophisticated reading styles that encourage higher level thinking • Students will participate in real-world experiences related to writing and reading literature
Absolute Measures High School • Each year, 75 percent of students in the high school Accountability Cohort will score at least 65 on the New York State Regents English exam by the completion of their fourth year in the cohort.
• Each year, 75 percent of students in the high school Accountability Cohort who scored at Level 1 or 2 on their New York State 8th grade English language arts exam will score at least 65 on the New York State Regents English exam by the completion of their fourth year in the cohort.
• Each year, the Performance Index (PI) on the Regents English exam of students completing their fourth year in the Accountability Cohort will meet the Annual
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Measurable Objective (AMO) set forth in the state’s NCLB accountability system.
• Each year, 90 percent of student-completed English portfolios will be deemed proficient by a panel of external experts using the school’s portfolio rubric.
Comparative Measures High School • Each year, the percent of students in the high school Accountability Cohort passing the Regents English exam with a score of 70 or above after four years will exceed that of students in the high school Accountability Cohort from the local school district.
• Each year, the percent of students who are enrolled in at least their second year and scoring at or above Level 3 on the state English language arts exam will be greater than that of students in the same tested grade in the Syracuse City high schools.
Growth Measure High School • Each year, the group of students in their second year of high school who have taken a norm-referenced literacy test for two years will reduce by one-half the difference between their previous year’s average NCE and an NCE of 50. Groups that already achieved an NCE of 50 in the previous year will show an increase in their average NCE.
GOAL II: MATHEMATICS
• Students will demonstrate competency in the understanding and application of mathematical computation and problem solving. • Students will apply mathematical skills to real-world experiences • Students will use higher level thinking to be successful in mathematical computations and problem solving • Students will engage in sophisticated mathematical situations to find solutions
Absolute Measures High School • Each year, 75 percent of students in the high school Accountability Cohort will score at least 65 on a New York State Regents mathematics exam by the completion of their fourth year in the cohort.
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CNY Institute of Academics & Performance Charter School Merged Application 2019
• Each year, 75 percent of students in the high school Accountability Cohort who scored at Level 1 or 2 on their New York State 8th grade mathematics exam will score at least 65 on a New York State Regents mathematics exam by the completion of their fourth year in the cohort.
• Each year, the Performance Index (PI) on the Regents mathematics exams by 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 High School • Each year, the percent of students in the high school Accountability Cohort passing a Regents mathematics 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.
• Each year, the percent of students who are enrolled in at least their second year and scoring at or above Level 3 on the state mathematics exam will be greater than that of city high schools and private schools in the Central New York region where most of the students would have attended.
Growth Measures High School • Each year, the group of students in their second year of high school who have taken a norm-referenced mathematics test for two years will reduce by one-half the difference between their previous year’s average NCE and an NCE of 50. Groups that already achieved an NCE of 50 in the previous year will show an increase in their average NCE.
• Each year, each cohort of students will halve the difference between their previous year’s average NCE and 50 NCE. Cohorts that have already achieved an average NCE of 50 will show an increase in their average NCE.
GOAL III: SCIENCE
• Students will be proficient readers and writers of the science discipline.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 • Students will demonstrate skillful techniques expected in science education • Students will appreciate scientific methods of the discipline to be successful in higher level thinking • Students will exercise the science discipline in real-world experiences
Absolute Measures
High School • Each year, 75 percent of students in the high school Accountability Cohort will score at least 65 on a New York State Regents Science exam by the completion of their fourth year in the cohort. • Each year, 85 percent of all students will have developed a project for the spring science fair deemed to be satisfactory or advanced using the school’s science fair project rubric
Comparative Measures High School • Each year, the percent of students in the high school Accountability 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. • Each year, the percent of students who are enrolled in at least their second year and scoring at or above Level 3 on the state English language arts exam will be greater than that of students in the same tested grade in the Syracuse City School District.
GOAL IV: SOCIAL STUDIES
• Students will be proficient readers and writers of social studies. • Students will demonstrate knowledge in social studies of global importance • Students will be prepared to pass regents in social studies with proficiency • students will be equipped to discuss current and historical events in a meaningful manner
Absolute Measures High School • Each year, 75 percent of students in the high school Accountability 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.
• Each year, 75 percent of students in the high school Accountability Cohort will score at least 65 on the New York State Regents Global History exam by the completion of their fourth year in the cohort.
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CNY Institute of Academics & Performance Charter School Merged Application 2019
• Each year, 75 percent of students in grades 10th, 11th and 12th will perform at the proficient level on the social studies exam. Students at CNYAPCS will gain 10% higher per year.
Comparative Measures High School • Each year, the percent of students in the high school Accountability Cohort passing a Regents U.S. History 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.
• Each year, the percent of students in the high school Accountability Cohort passing a Regents Global History exam with a score of 70 or above after their fourth year will exceed that of the students in the high school Accountability 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’s Accountability Status will be “Good Standing” each year.
GOAL VI: HIGH SCHOOL GRADUATION • Students will be a proficient reader and writer of all academic subjects. • Students will pass core classes with a 65 or above • Students’ shows steady progress in passing the Regents exams required for graduation. • Students will be promoted to the next level of academics, or vocational, or job readiness fields
Absolute Measure • Each year, 75 percent of students in each high school Graduation Cohort will pass their
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CNY Institute of Academics & Performance Charter School Merged Application 2019 core academic subjects by the end of August and be promoted to the next grade.
• Each year, 75 percent of students in the high school Graduation Cohort will score at least 65 on at least three different New York State Regents exams required for graduation by the completion of their second year in the cohort.
• Each year, 75 percent of students in the high school Graduation Cohort will graduate after the completion of their fourth year in the cohort.
• Each year, 95 percent of students in the high school Graduation Cohort will graduate after the completion of their fifth year in the cohort.
Comparative Measure • Each year, the percent of students in the high school Graduation Cohort graduating after the completion of their fourth year will exceed that of the high school accountability cohort from the local school district.
GOAL VII: COLLEGE PREPARATION (only for college prep high schools) • Students will be proficient readers and writers across all academic subjects. • Students will be prepared to successfully complete entrance and placement exams. • Students will gain real-world knowledge before entrance or acceptance to higher education institute • Students will have a strong understanding of college-expectations before entrance or acceptance to higher educational institute. • Students will present a solid resume acquired during the 4 Internship years and Competitions at CNYIAPCS, allowing them to accept work-study or other positions in college to help finance college expenses.
Absolute Measure • Each year, the average performance of students in the 10th grade will exceed the state average on the PSAT tests in Critical Reading and Mathematics.
Comparative Measure • Each year, the average performance of students in the 12th grade will exceed the Regional average scores on the SAT or ACT tests in reading and mathematics. • Preparing students for college admission • Preparing students to continue their education in vocational schools. • Preparing Students to integrate the workforce upon graduation • 100% of students graduated at CNYIAPCS will be prepared to pass interviews. • 100% of students graduated at CNYIAPCS will be prepared to present professional
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CNY Institute of Academics & Performance Charter School Merged Application 2019 portfolios in their areas of expertise. • 100% of students graduated at CNYIAPCS will have experience in their field of choice by means of Internships and Competitions.
GOAL VIII: OPTIONAL ACADEMIC GOAL(S) Athletic Goals • Students will be proficient readers and writers of athletic history and current events. • Students will engage in a number of athletic principles that empower leadership • Students will participate in numerous athletic venues to gain deeper understanding of athletics • Students will seek additional knowledge of athletic practices in real-world experiences
Outcome Measure • Educate students to consider different options available in athletics through internships and developed portfolio’s on related practices
Visual Arts Goals • Students will be proficient readers and writers of the visual arts. • Students will Students will seek additional knowledge of visual arts practices in real-world activities • Students will participate in active visual arts to gain real-world experience • Students will demonstrate an active acknowledgement of principles found in the visual arts
Outcome Measure • Educate students to consider different options available in visual arts through internships and developed portfolio’s on related practices
Performing Arts Goals • Students will be proficient readers and writers of the performing arts. • Students will demonstrate an active acknowledgement of principles found in the performing arts • Students will participate in active performing arts to gain real-world experience • Students will Students will seek additional knowledge of performing arts practices in real- world activities
Outcome Measures • Educate students to consider different options available in performing arts through internships and developed portfolio’s on related practices
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CNY Institute of Academics & Performance Charter School Merged Application 2019 ORGANIZATIONAL AND OTHER NON-ACADEMIC GOALS
GOAL I: OPTIONAL NON-ACADEMIC STUDENT GOAL(S) School Goals • The school will be preparing students to succeed in college. • The school will be an academically rigorous four-year program integrating sports, health and fitness, and the arts into the academic curriculum • The school will build community • The school will lay academic and social foundation for later success
Outcome Measure • 100% of CNYIAPCS graduates will be involved with the community in the field of their choice. • 50% of CNYIAPCS graduates will lead community activities.
GOAL II: OPTIONAL ORGANIZATIONAL GOAL(S) Educational Leader Goals • The school will be a strong, viable organization that carries out sound financial practices. • The school leader will demonstrate a keen sense of knowledge across all academic arenas • The school leader will be an advocate for real-world experiences • The school leader will adequately address individual academic needs of the entire student body
Outcome Measure • Engage in visible Educational Leadership that implements positive educational reform
Parent Goals • 70% Parents satisfaction with the academic program and learning environment. • Parents will be satisfied with their child’s ability to lead • Parents will be satisfied with their child’s ability think independently • Parents will be satisfied with their child’s knowledge of real-world experiences
Outcome Measure • Encourage 50% or higher parent involvement in school activities each year
R-06g- Accountability Plan
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CNY Institute of Academics & Performance Charter School Merged Application 2019 (d) Draft Accountability Plan (for the Accountability Period 2020-2024)
ACADEMIC GOALS
GOAL I: ENGLISH LANGUAGE ARTS
• Students will be proficient readers and writers of the English language. • Students will be prepared to utilize higher level thinking in written expression • Students will be exposed to a variety of sophisticated reading styles that encourage higher level thinking • Students will participate in real-world experiences related to writing and reading literature
Absolute Measures High School • Each year, 75 percent of students in the high school Accountability Cohort will score at least 65 on the New York State Regents English exam by the completion of their fourth year in the cohort.
• Each year, 75 percent of students in the high school Accountability Cohort who scored at Level 1 or 2 on their New York State 8th grade English language arts exam will score at least 65 on the New York State Regents English exam by the completion of their fourth year in the cohort.
• Each year, the Performance Index (PI) 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.
• Each year, 90 percent of student-completed English portfolios will be deemed proficient by a panel of external experts using the school’s portfolio rubric.
Comparative Measures High School • Each year, the percent of students in the high school Accountability Cohort passing the Regents English exam with a score of 70 or above after four years will exceed that of students in the high school Accountability Cohort from the local school district.
• Each year, the percent of students who are enrolled in at least their second year and scoring at or above Level 3 on the state English language arts exam will be greater than that of students in the same tested grade in the Syracuse City high schools.
Growth Measure High School
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CNY Institute of Academics & Performance Charter School Merged Application 2019 • Each year, the group of students in their second year of high school who have taken a norm-referenced literacy test for two years will reduce by one-half the difference between their previous year’s average NCE and an NCE of 50. Groups that already achieved an NCE of 50 in the previous year will show an increase in their average NCE.
GOAL II: MATHEMATICS
• Students will demonstrate competency in the understanding and application of mathematical computation and problem solving. • Students will apply mathematical skills to real-world experiences • Students will use higher level thinking to be successful in mathematical computations and problem solving • Students will engage in sophisticated mathematical situations to find solutions
Absolute Measures High School • Each year, 75 percent of students in the high school Accountability Cohort will score at least 65 on a New York State Regents mathematics exam by the completion of their fourth year in the cohort.
• Each year, 75 percent of students in the high school Accountability Cohort who scored at Level 1 or 2 on their New York State 8th grade mathematics exam will score at least 65 on a New York State Regents mathematics exam by the completion of their fourth year in the cohort.
• Each year, the Performance Index (PI) on the Regents mathematics exams by 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 High School • Each year, the percent of students in the high school Accountability Cohort passing a Regents mathematics 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.
• Each year, the percent of students who are enrolled in at least their second year and scoring at or above Level 3 on the state mathematics exam will be greater than that of city high schools and private schools in the Central New York region where most of the students would have attended.
Growth Measures High School • Each year, the group of students in their second year of high school who have taken a
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CNY Institute of Academics & Performance Charter School Merged Application 2019 norm-referenced mathematics test for two years will reduce by one-half the difference between their previous year’s average NCE and an NCE of 50. Groups that already achieved an NCE of 50 in the previous year will show an increase in their average NCE.
• Each year, each cohort of students will halve the difference between their previous year’s average NCE and 50 NCE. Cohorts that have already achieved an average NCE of 50 will show an increase in their average NCE.
GOAL III: SCIENCE
• Students will be proficient readers and writers of the science discipline. • Students will demonstrate skillful techniques expected in science education • Students will appreciate scientific methods of the discipline to be successful in higher level thinking • Students will exercise the science discipline in real-world experiences
Absolute Measures
High School • Each year, 75 percent of students in the high school Accountability Cohort will score at least 65 on a New York State Regents Science exam by the completion of their fourth year in the cohort. • Each year, 85 percent of all students will have developed a project for the spring science fair deemed to be satisfactory or advanced using the school’s science fair project rubric
Comparative Measures High School • Each year, the percent of students in the high school Accountability 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. • Each year, the percent of students who are enrolled in at least their second year and scoring at or above Level 3 on the state English language arts exam will be greater than that of students in the same tested grade in the Syracuse City School District.
GOAL IV: SOCIAL STUDIES
• Students will be proficient readers and writers of social studies. • Students will demonstrate knowledge in social studies of global importance • Students will be prepared to pass regents in social studies with proficiency • students will be equipped to discuss current and historical events in a meaningful manner
Absolute Measures High School • Each year, 75 percent of students in the high school Accountability Cohort will score
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CNY Institute of Academics & Performance Charter School Merged Application 2019 at least 65 on the New York State Regents U.S. History exam by the completion of their fourth year in the cohort.
• Each year, 75 percent of students in the high school Accountability Cohort will score at least 65 on the New York State Regents Global History exam by the completion of their fourth year in the cohort.
• Each year, 75 percent of students in grades 10th, 11th and 12th will perform at the proficient level on the social studies exam. Students at CNYAPCS will gain 10% higher per year.
Comparative Measures High School • Each year, the percent of students in the high school Accountability Cohort passing a Regents U.S. History 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.
• Each year, the percent of students in the high school Accountability Cohort passing a Regents Global History exam with a score of 70 or above after their fourth year will exceed that of the students in the high school Accountability 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’s Accountability Status will be “Good Standing” each year.
GOAL VI: HIGH SCHOOL GRADUATION • Students will be a proficient reader and writer of all academic subjects. • Students will pass core classes with a 65 or above • Students’ shows steady progress in passing the Regents exams required for graduation. • Students will be promoted to the next level of academics, or vocational, or job readiness fields
Absolute Measure • Each year, 75 percent of students in each high school Graduation Cohort will pass their core academic subjects by the end of August and be promoted to the next grade.
• Each year, 75 percent of students in the high school Graduation Cohort will score at
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CNY Institute of Academics & Performance Charter School Merged Application 2019 least 65 on at least three different New York State Regents exams required for graduation by the completion of their second year in the cohort.
• Each year, 75 percent of students in the high school Graduation Cohort will graduate after the completion of their fourth year in the cohort.
• Each year, 95 percent of students in the high school Graduation Cohort will graduate after the completion of their fifth year in the cohort.
Comparative Measure • Each year, the percent of students in the high school Graduation Cohort graduating after the completion of their fourth year will exceed that of the high school accountability cohort from the local school district.
GOAL VII: COLLEGE PREPARATION (only for college prep high schools) • Students will be proficient readers and writers across all academic subjects. • Students will be prepared to successfully complete entrance and placement exams. • Students will gain real-world knowledge before entrance or acceptance to higher education institute • Students will have a strong understanding of college-expectations before entrance or acceptance to higher educational institute. • Students will present a solid resume acquired during the 4 Internship years and Competitions at CNYIAPCS, allowing them to accept work-study or other positions in college to help finance college expenses.
Absolute Measure • Each year, the average performance of students in the 10th grade will exceed the state average on the PSAT tests in Critical Reading and Mathematics.
Comparative Measure • Each year, the average performance of students in the 12th grade will exceed the Regional average scores on the SAT or ACT tests in reading and mathematics. • Preparing students for college admission • Preparing students to continue their education in vocational schools. • Preparing Students to integrate the workforce upon graduation • 100% of students graduated at CNYIAPCS will be prepared to pass interviews. • 100% of students graduated at CNYIAPCS will be prepared to present professional portfolios in their areas of expertise. • 100% of students graduated at CNYIAPCS will have experience in their field of choice by means of Internships and Competitions.
GOAL VIII: OPTIONAL ACADEMIC GOAL(S) Athletic Goals • Students will be proficient readers and writers of athletic history and current events. • Students will engage in a number of athletic principles that empower leadership
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CNY Institute of Academics & Performance Charter School Merged Application 2019 • Students will participate in numerous athletic venues to gain deeper understanding of athletics • Students will seek additional knowledge of athletic practices in real-world experiences
Outcome Measure • Educate students to consider different options available in athletics through internships and developed portfolio’s on related practices
Visual Arts Goals • Students will be proficient readers and writers of the visual arts. • Students will Students will seek additional knowledge of visual arts practices in real-world activities • Students will participate in active visual arts to gain real-world experience • Students will demonstrate an active acknowledgement of principles found in the visual arts
Outcome Measure • Educate students to consider different options available in visual arts through internships and developed portfolio’s on related practices
Performing Arts Goals • Students will be proficient readers and writers of the performing arts. • Students will demonstrate an active acknowledgement of principles found in the performing arts • Students will participate in active performing arts to gain real-world experience • Students will Students will seek additional knowledge of performing arts practices in real- world activities
Outcome Measures • Educate students to consider different options available in performing arts through internships and developed portfolio’s on related practices
ORGANIZATIONAL AND OTHER NON-ACADEMIC GOALS
GOAL I: OPTIONAL NON-ACADEMIC STUDENT GOAL(S) School Goals • The school will be preparing students to succeed in college. • The school will be an academically rigorous four-year program integrating sports, health and fitness, and the arts into the academic curriculum • The school will build community • The school will lay academic and social foundation for later success
Outcome Measure • 100% of CNYIAPCS graduates will be involved with the community in the field of their choice.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 • 50% of CNYIAPCS graduates will lead community activities.
GOAL II: OPTIONAL ORGANIZATIONAL GOAL(S) Educational Leader Goals • The school will be a strong, viable organization that carries out sound financial practices. • The school leader will demonstrate a keen sense of knowledge across all academic arenas • The school leader will be an advocate for real-world experiences • The school leader will adequately address individual academic needs of the entire student body
Outcome Measure • Engage in visible Educational Leadership that implements positive educational reform
Parent Goals • 70% Parents satisfaction with the academic program and learning environment. • Parents will be satisfied with their child’s ability to lead • Parents will be satisfied with their child’s ability think independently • Parents will be satisfied with their child’s knowledge of real-world experiences
Outcome Measure • Encourage 50% or higher parent involvement in school activities each year
R-07ac – Calendar and Schedules a) School Calendar
CNYIAPCS will operate on a semester basis, Monday-Saturday, and a compulsory Summer School, Monday-Thursday, having a total of 206 Regular School Days and 37 days of Saturday School, offering a Grand Total of 243 School Days.
CNYIAPCS will follow Syracuse City School District (SCSD) holidays as well as weather condition advisory.
CNYIAPCS will follow State Required Regents Schedule TBD by New York State Education
Saturdays and Summer School are mandatory for all students at CNYIAPCS.
First day of school will be September 1, 2020. Last day of school will be August 28, 2020.
*CNYIAP plans to create several performing arts events on one Saturday for the entire family once a semester (chorus, theater & dance) as part of the Celebration Day activities. *Sporting events will be scheduled to showcase skills in the disciplines (mini tournaments) once a semester only, family participation will be welcomed, as part of the Celebration Day activities. *An extended day teaching staff will be composed of several volunteers and mentors, along with a scheduled rotation of teachers to be present for many of the after-school activities.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 *Welcome Night pertains to students only and will be utilized as a roundtable for student input toward school year expectations and activities. Details of this meeting will be shared during Curriculum Night. *Curriculum Night is for Parents to come and familiarize themselves with school procedures of daily academic and extracurricular functions. Also, Curriculum Night can be utilized to open up communications with future families who might be considering our school (to begin in the following years of opening); and gives businesses, that may consider us for internships, an opportunity to preview the school’s operations first-hand. *CNYIAPCS will encourage a PTO to help with fund-raising and Student Activities.
2020-2021 Central New York Institute of Academics and Performance Charter School Calendar
Regular School Year Session SEPTEMBER
First Day of School Tuesday 1 Orientation Week Mon-Sat 9-12 Parent/Guardian Night Thursday 10 CNYIAPCS Welcome Night (Student’s only) 5:30PM – 7:00PM Friday 12 Board of Trustees Meeting 7:00PM TBA Monday 7 * Visual/Performing Arts Meeting 7:00PM Thurs 10 * Athletic Meeting 8:00PM Thurs 10 PTO Meeting 7:00PM Tuesday 15 Curriculum Night 7:00PM Friday 25 Saturday Classes 10:00AM – 2:00PM Saturdays 12, 19, 26
OCTOBER
Professional Development Day – ½ Day of School Thursday 1 1st Mid Marking Period Ends Friday 2 Progress Report Issued Friday 9 No School – Columbus Day Monday 12 PTO Meeting Tuesday 20 Board of Trustees Meeting 7:00PM Monday 26 Picture Day TBA TBA Picture Make-Ups TBA TBA Celebration I Day 12:00PM -2:00PM Saturday 31 Saturday Classes 10:00AM – 2:00PM Saturdays 3, 10, 17, 24
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NOVEMBER
1st Marking Period Ends Friday 6 No School – Veteran’s Day Wed 11 Report Card Issued Friday 13 PTO Meeting 7:00PM Tuesday 17 No School – Thanksgiving Wed-Sat 25-29 Board of Trustees Meeting 7:00PM TBA Monday 30 Saturday Classes 10:00AM – 2:00PM Saturdays 7, 14, 21
DECEMBER
Portfolio Pre-Reviews TBA Mon-Sat Nov 30 – Dec 5 Professional Development Day – ½ Day of School Wednesday 9 2nd Mid Marking Period Ends Friday 11 PTO Meeting 7:00PM Tuesday 15 Progress Report Issued Friday 18 *Performance Night 7:00PM Friday 18 Saturday Classes 10:00AM – 2:00PM Saturdays 5, 12, 19 Board of Trustees Meeting 7:00PM TBA Monday 21 No School – Holiday Tues-Sat 23-Jan. 3
JANUARY
School Reopens Mon-Sat 4 - 9 Student Portfolio Review I Mon-Sat 11-16 PTO Meeting 7:00PM Tuesday 12 No School – Martin Luther King, Jr. Day Monday 18 2nd Marking Period Ends Friday 22 *Celebration II Day 12:00PM – 2:00PM Saturday 30 Board of Trustees Meeting 7:00PM Monday 25 Saturday Classes 10:00AM – 2:00PM Saturdays 2, 9, 16, 23 Regents Exam Week Mon-Fri TBA
FEBRUARY
Report Cards Issued Tuesday 2 9th Grade Musical 7:00PM Wednesday 3 Second Semester Begins Wednesday 3
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Black History Gala 2:30PM – 4:55PM Wednesday 10 *Dinner Theatre Concert 5:00PM Friday 12 No School – President’s Day Monday 15 PTO Meeting 7:00PM Tuesday 16 Saturday Classes 10:00AM – 2:00PM Saturdays 6, 13, 20 No School – Mid Winter Recess Mon-Sat 22-27
MARCH
3rd Mid Marking Period Ends Monday Mar 1 Portfolio Pre-Review Mon-Sat Mar 1-6 Progress Reports Issued Friday 12 PTO Meeting 7:00PM Tuesday 16 Professional Development Day - ½ Day Wednesday 17 Board of Trustees meeting 7:00PM Monday 21 * Musical Theatre Performance 7:00PM Friday 26 Saturday Classes 10:00AM – 2:00PM Saturdays 6, 13, 20, 27
APRIL
3rd Marking Period Ends Friday 9 Report Cards Issued Friday 9 Parent Orientation New 9th Graders 7:00PM – 9:00PM Friday 16 Regents Reviews TBA Mon-Fri 19-24 Saturday Classes 10:00AM – 2:00PM Saturdays 3, 10, 17 PTO Meeting 7:00PM Tuesday 20 *Celebration Day III 12:00PM – 2:00PM Saturday 24 Board of Trustees Meeting 7:00PM TBA Monday 26
MAY
10th Grade Parent Information Night 5:00Pm – 7:00PM Tuesday 4 Portfolio Review II Mon-Sat 10-15 PTO Meeting 7:00PM Tuesday 11 Progress Reports Issued Friday 14 Regents Review Mon-Fri TBA Budget Vote TBA Tuesday 17 4th Mid Marking Period Ends Saturday 24 Entering 9th Grade Tour Night 7:00PM Tuesday 25 No School- Memorial Day Monday 31 Saturday Classes 10:00AM -2:00PM Saturdays 8, 22, 29
JUNE
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Regents Week Mon-Sat 7-11 Regents Week Mon-Sat 14-18 PTO Meeting 7:00PM Tuesday 15 Last Day of Regular School Year Session– ½ Day of School Friday 25 Saturday Classes 10:00AM -2:00PM Saturdays 5, 12, 19 Board of Trustees Meeting 7:00PM Monday 20 Spirit Week Mon-Sat 21-25 Portfolio Submission Sat 19 4th Marking Period Ends Fri 25 Achievement Ceremony Wed 23 *Report Cards Mailed Wed 30
Extended (Summer) Session Schedule
JULY
Summer Session I Begins Monday 5 Board of Trustees Meeting 7:00PM Monday 19 Summer session I Ends Thursday 23 Summer Session II Begins Monday 26 PTO Meeting TBA TBA TBA
AUGUST
Last Day of Summer School Classes Thursday 12 PTO Meeting TBA TBA TBA Board of Trustees Meeting 7:00PM Monday TBA
Total Number of Regular School Days – 206
Total Number of Saturday School – 37
Grand Total of School Days – 243
*Celebration Night- Student’s opportunity to show off talent and academic skills learned. Parents, and community/educational leaders will be encouraged to join; opportunity to share how the arts and athletics influence every day teaching strategies. *Portfolio Reviews-Students will have the chance to practice their portfolio reviews and familiarize themselves with the process and expectations for successful completion and collection of items needed for graduation. *Achievement Ceremony- at the end of the academic year, mid/end of summer (after completing Portfolios and Internships, CNYIAP plans to review student accomplishments in academics/performances throughout school year: Public is welcome to review.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 *Tour Night- Entering 9th grade students and their parents will have the opportunity to see first- hand how academic and personal interests’ activities at CNYIAP charter school operate together within a school day/night. *Parents/Guardians Orientation- Parents/Guardians have the opportunity to find out about how important their involvement will be as a member of the CNYIAP charter school community and sign up to participate in school year functions.
Student Events Calendar will be created within the first year as an on-going flexible schedule that will include activities students are expected to participate in during the academic year (and beyond) These activities will include (but not limited to) the following categories: -Homebase defined at CNYIAPCS as scheduled time to collect student attendance, peer tutoring, and develop organizational groups that focus on possible events activities -Internships will be scheduled with businesses and community workplaces for student participation along with agreement forms that create real-world interest participation -Competitions and/or other off campus activities will be scheduled throughout the academic year using public media to coordinate such activities to give students ample opportunities for increased community service and competitive venues.
• At the present time this is a work in progress that needs to be considered by CNYIAPCS’ Board of Trustees, Chief Instructional Officer, and Founding Chief Executive Officers.
Central New York Institute of Academics and Performance Charter School Summary of Days/Saturdays in Session Academic Year 2020-2021
Month # of Days of the Saturday Total Week September 2020 21 4 25 October 2020 20 4 24 November 2020 17 4 21 December 2020 17.5 3 20.5 January 2021 21 5 26 February 2021 15 3 18 March 2021 20 4 24 April 2021 19 3 22
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CNY Institute of Academics & Performance Charter School Merged Application 2019 May 2021 20 5 25 June 2021 14.5 2 16.5 July 2021 (Summer) 13 0 13 August 2021 8 0 8 (Summer) Grand Total of Days 206 37 243
b) Sample Student Schedule
At CNYIAPCS students’ unique schedule for a typical week of instruction is specifically explained in three sections: 1) Monday, Tuesday Thursday and Friday; 2) Wednesdays and 3) Saturdays.
The following sample student Schedule depicts the unique first year of operation of the Central New York Institute of Academics and Performance Charter School’s Ninth (9th) Grade class. The schedule will be modified each year up to the fourth (4th) year to show the inclusion of grades 9th – 12th.
CNYIAPCS plans to use an A, B, C, D, E weekly schedule as the grades matriculate.
The A/B/E schedules will match the Freshmen/Junior students. The C/D/E schedule will follow the same protocol and pertain to sophomore and senior students during matriculation.
For the first year the A/B/E schedule will correlate as the following example: English classes will be considered A days, while Math courses will be considered B days. Equally, classes will correlate with Science/Social Studies, and Languages/Resource (AIS). During Specials (P.E., Visual/Performing Arts, Athletics) students will report to prospective classes marked on their individual schedules. The E days will be Wednesday where all students are assigned a whole group activity. As the years progress E-Days will read as follows: E-1 (first year students); E-2 (9th Grade/second year students); E-3 (9th Grade/third year students), and E-4 (9th Grade/fourth year students). This will also reflect graduating classes with E-1 being the first graduating class. After completing a four-year cycle, each class will be recognized as the following E-1/2 (the number after the / mark will represent a new set of four-year graduating classes. Which means this 9th grade class will be the beginning of a second five-year term at CNYIAP charter school.
Sample Student Schedule- Monday, Tuesday, Thursday, & Friday Time Monday Tuesday Thursday Friday Day s 9:00am Arrival Arrival Arrival Arrival A/B - 9:20am 9:25am Breakfast Breakfast Breakfast Breakfast A/B - 9:45am
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CNY Institute of Academics & Performance Charter School Merged Application 2019 9:45am Homebase Homebase Homebase Homebase A/B - 9:55am 10:00a English/Math English/Math English/Math English/Math A/B m- (Block 1) (Block 1) (Block 1) (Block 1) 11:35a m 11:40a Study Study Study Study A/B m- Hall/Resource Hall/Resource Hall/Resource Hall/Resource 12:15p m 12:15p Lunch Lunch Lunch Lunch A/B m- 12:45p m 12:50p Science/Social Science/Social Science/Social Science/Social A/B m- Studies Studies Studies Studies 2:25pm (Block 2) (Block 2) (Block 2) (Block 2) 2:30pm Specials Specials Specials Specials A/B - 3:15pm 3:20pm Languages/Reso Languages/Reso Languages/Reso Languages/Reso A/B - urce (AIS) urce (AIS) urce (AIS) urce (AIS) 4:55pm (Block 3) (Block 3) (Block 3) (Block 3) 5:00pm Healthy Healthy Healthy Healthy A/B - Dinning/Study Dinning/Study Dinning/Study Dinning/Study 5:55pm Tables Tables Tables Tables 6:00pm Recreational Recreational Recreational Recreational A/B - Activities Activities Activities Activities 6:45pm 6:50pm Dismissal Dismissal Dismissal Dismissal A/B - 7:00pm
CNYIAPCS’s Unique Sample Student Schedule – Wednesday (only)
The Wednesday Student Schedule reflects Central New York Institute of Academics and Performance Charter School’s unique scheduling opportunity for students. This unique schedule enables students to monopolize on the opportunity to concentrate on personal interests and improve basic skills in academics and performance. While also establishing student independence, enables them to practice leadership skills through entrepreneurial experiences between educational, community and government leaders within the Central New York region (or beyond).
Sample Student Schedule – Wednesday E-1 Day Time Scheduled Events/Activities
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CNY Institute of Academics & Performance Charter School Merged Application 2019 9:00am- Student Arrival 9:20am 9:25am- Breakfast 9:45am 9:45am- Homebase 9:55am 10:00am- Block 1- Athletics Principles, or Visual/Performing Arts Principles (TBA) 11:35am 11:40am- Study Hall 12:10pm 12:15pm- Lunch 12:45pm 12:50pm- Block 2- Athletics Principles or Visual/Performing Arts Principles (TBA) 2:25pm 2:30pm- Special Assemblies, Guest Speakers, and Performances (TBA) 4:55pm (studio time, sports training) 5:00pm- Healthy Dinning/Study Tables 5:55pm 6:00pm- Recreational Activities 6:45pm (games, movies, others) 6:50pm- Dismissal 7:00pm
CNYIAPCS’s Unique Sample Student Schedule – Saturday (only)
Saturday School attendance is mandatory for all students attending Central New York Institute of Academics and Performance Charter School. This unique opportunity allows students to receive the extra remedial curriculum help needed to get them/keep them on grade level; relating to the expectations of the NCLB Act of 2001.
Saturday will include extended opportunities for students to actively practice methods, skills, and theory’s learned during course time. Bring the “Real-World-Experience” to the forefront of each student’s academic and performance skill-level. Blocks scheduled for Saturday School will focus on regular day course work and AIS opportunities for students to prepare individual/group assignments; work collaboratively with educational, community and government leaders within the Central New York region (or beyond). Those students participating in internships, practices, or fieldtrips will be expected to turn in the appropriate documents to prove their whereabouts on specified Saturday events/activities.
CNYIAPCS is aware that many sports and art activities in the community occur on Saturdays; therefore, these activities will count towards students’ requirements when they register to participate. E.g. Internships may occur at: little league events, journalism attendance for interviews
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CNY Institute of Academics & Performance Charter School Merged Application 2019 at sports events, tournaments/competitions theater/music, dance auditions, rehearsals and performances, art exhibits. Once students have completed their Internships, this time may be used also to prepare their portfolios or to advance their academics.
Sample Student Schedule – Saturday (only) Time Scheduled Events/Activities 8:00am- Internships, Practices, Fieldtrips (all TBA throughout each semester). 5:00pm Students are expected to show proof of attendance by returning filled out student forms with signatures of Supervisor or Activity Director 10:00am- Homebase/Block 1 10:55am 11:00am- Block 2 11:55am 12:00pm- Lunch/Block 3 12:55pm 1:00pm- Entrepreneurial Practices/Meetings 1:55pm 1:55pm- Dismissal from Course Work 2:05pm c) Sample Teacher Schedule
At CNYIAPCS teachers’ unique schedule for a typical week of instruction is specifically explained in three sections: 1) Monday, Tuesday, Thursday and Friday; 2) Wednesdays and 3) Saturdays.
The following Teacher schedule reflects Central New York Institute of Academics and Performance Charter School’s teaching duties/course work expectations for Monday, Tuesday, Thursday, and Friday that correlates with the student schedule established. This schedule allows teachers amply planning time and opportunities to collaborate their teaching efforts (if needed). Blocks and planning periods correspond to the A/B schedule, along with Study Halls, and Resource Assignments. Specific schedules will be announced.
Advisory Meeting (Definition here and examples of activities)-These meeting held will be to conduct open discussions between educational leaders, teachers, faculty, and any pertinent personnel on the subject of student issues related to improving school culture and educational experiences. Activities include: • Daily meetings conducted at 8:25am – 9:00am • Guest speakers regarding innovation in education • Role Play activities that reflect challenges faced by staff, students, or educational leaders in order to triangulate solutions • Review Parent/Guardian involvement programs and procedures • Review community-based options • Review on-going assessments/evaluations for both staff and parents • Counseling sessions to disseminate pertinent educational practices • Feedback from Personal Development activities/Team Building opportunities
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Morning/Afternoon Stations (Definition here and examples of activities)-These stations will allow CNYIAPCS staff to: • Monitor student behavior in hallways • Conduct periodic safety checks within/outside the school premise • Opportunity for extended teacher planning time • Allow adult supervision throughout the school day during planned extra-curricular activities
Sample Teacher Schedule- Monday, Tuesday, Thursday, & Friday Time Monday Tuesday Thursday Friday Days 8:00am Arrival Arrival Arrival Arrival A/B 8:20am 8:25am Advisory Advisory Advisory Advisory A/B 9:00am Meeting/ Meeting/ Meeting/ Meeting/ Breakfast Breakfast Breakfast Breakfast 9:00am Morning Morning Stations Morning Stations Morning A/B 9:40am Stations (TBA) (TBA) Stations (TBA) (TBA) 9:45am Homebase Homebase Homebase Homebase A/B 9:55am Assignments Assignments Assignments Assignments 10:00am English/Math English/Math English/Math English/Math A/B 11:35pm (Block (Block (Block (Block 1)/ 1)/Planning 1)/Planning 1)/Planning Planning Period Period Period Period 11:40pm Study Study Hall/ Study Hall/ Study A/B 12:10pm Hall/Resource Resource Resource Hall/Resource Assignments Assignments Assignments Assignments 12:15pm A/B 12:45pm Lunch Lunch Lunch Lunch 12:50pm Science/Socia Science/Social Science/Social Science/Social A/B 2:25pm l Studies Studies Studies Studies (Block (Block (Block (Block 2)/Planning 2)/Planning 2)/Planning 2)/Planning Period Period Period Period 2:30pm Specials Specials Specials Specials A/B 3:15pm Assignments Assignments Assignments Assignments (TBA) (TBA) (TBA) (TBA) 3:20pm Languages/Re Languages/Resour Languages/Reso Languages/Re A/B 4:55pm source (AIS) ce (AIS) urce (AIS) source (AIS) (Block 3) (Block 3) (Block 3) (Block 3) 4:55pm- Teacher Teacher Dismissal Teacher Teacher A/B 5:00pm Dismissal Dismissal Dismissal
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CNY Institute of Academics & Performance Charter School Merged Application 2019 CNYIAPCS’s Unique Sample Teacher Schedule – Wednesday (only)
The Wednesday Teacher Schedule reflects Central New York Institute of Academics and Performance Charter School’s unique scheduling opportunity for teachers. This unique schedule enables teachers to monopolize the opportunity to concentrate on personal interest activities of students and staff development for the daily teaching staff. These activities could include same activities as student body. Professional development time is included on Wednesdays. These hours may take place somewhere else (conferences, courses, workshops, etc.) however, these should be properly announced in advance and presenting proper documentation.
Sample Teacher Schedule – Wednesday (only) E-1 Time Scheduled Events/Activities 8:00am- Arrival 8:20am 8:25am- Advisory Meeting/Breakfast 9:00am 9:00am- Morning Stations 9:40am 9:45am- Homebase 9:55am 10:00am- Block 1- Advanced Courses in Athletics Principles, or Visual/Performing Arts 11:35pm Principles (TBA)- Personal Interest Student Activities 11:40pm- Study Hall Assignments 12:10pm 12:15pm- Teacher Lunch 12:45pm 12:50pm- Block 2- Advanced Courses in Athletics Principles, or Visual/Performing Arts 2:25pm Principles (TBA)-Personal Interest Student Activities 2:30pm- Staff Development Programs (TBA) 4:55pm 4:55pm- Teacher Dismissal 5:00pm
CNYIAPCS’s Unique Sample Teacher Schedule – Saturday (only)
Saturday School attendance is mandatory for all Faculty/students attending Central New York Institute of Academics and Performance Charter School and will be conducted on a rotating teacher scheduled bases. This unique opportunity allows students to receive the extra remedial curriculum help needed to get them/keep them on grade level; relating to the expectations of the NCLB Act of 2001. It will include extended opportunities for students to actively practice methods, skills, and theory’s learned during course time. Bring the “Real-World-Experience” to the forefront of each student’s academic and performance skill-level. Blocks scheduled for Saturday School will focus on regular day course work and AIS opportunities for teacher/students to prepare individual/group assignments; work collaboratively with educational, community and government leaders within
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CNY Institute of Academics & Performance Charter School Merged Application 2019 the Central New York region (or beyond). Those faculty/students participating in internships, practices, or fieldtrips will be expected to turn in the appropriate documentation to prove their whereabouts on specified Saturday events/activities. Faculty will come on assigned Saturdays.
Sample Teacher Schedule – Saturday (only) Time Scheduled Events/Activities 8:00am- Internships, Practices, Fieldtrips (all TBA throughout each semester). 5:00pm Teacher/Students are expected to show proof of attendance by returning filled out forms with signatures of Supervisor or Activity Director 10:00am- Homebase/Block 1 10:55am 11:00AM- Block 2 11:55am 12:00pm- Lunch/Block 3 12:55pm 1:00pm- Various Practices/Meetings 1:55pm 1:55pm- Teacher/Student Dismissal 2:05pm
*CNYIAPCS will also engage in Science, Technology, Reading/Robotics, Engineering, and Math (STREAM Education) activities to strengthen the AIS experience for students. We plan to implement our STREAM Education program during the Saturday Class schedules.
R-08ad- Specific Populations
(a) Struggling Students Struggling students in Central New York is not surprising. Central New York has been struggling with this problem for over 10 years. As far back as the early 2000’s, researchers have pondered this issue. Slavin and Madden (2004) defined at-risk children as having one or more of the following characteristics: retention in grade level, poor attendance, behavioral problems, low socioeconomic status or poverty, violence, low achievement, substance abuse, or teenage pregnancy. These factors were also closely associated with dropping out of school. Frymier and Gansneder (2001) found that students who were labeled at-risk often faced exceptional challenges, such as abuse, poverty, or lack of parental guidance, as young children. Generally, children are considered at risk if they were likely to fail, either in school or in life. In a 1993 case study, Freedman found circumstances, such as negative attitudes toward school, students’ perceptions about teachers, and perceptions about school achievement, were associated with student success in school. Students who were failing one or more subjects considered school to be a place of dread
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CNY Institute of Academics & Performance Charter School Merged Application 2019 and disliked attending. According to Jackson (2005), alienation from school administrators, classmates, and teachers was also a common characteristic of at-risk youth. Jackson found at-risk adolescents had greater feelings of being marginalized, of powerlessness, and had overall negative attitudes. Cavazos (1999) found that at-risk children characteristically had not received the support needed to be successful in school. Most recently, it has been reported that Syracuse has a much higher crime rate (7.22) compared to the crime rate (3.57) in New York City, which has caused serious concern in regard to our drop in student attendance reports related to education. Much of the population affected is our low-economic and minorities (African-American and Hispanic) (Syracuse Crime Rate, 2019). Given that the population attending CNYIAPCS is uncertain, the entire community working for the institution should be aware of these characteristics and the challenges the school will face. For this reason, similarly to the regular population the school should offer flexible options to operate and support in its best manners the students in need. The following graphic indicates the sequential strategy used at CNYAIPCS as a pre-referral model.
Main emphasis will focus on Literacy for all students, but in particular for those who have been identified as at risk. Due to the school configuration, 9th grade will be crucial to offer remedial work for CNYIAPCS to succeed in subsequent grades and at the same to complete high school. Academic Intervention Services (AIS)
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Prerequisite ELA 8 exam. Students with difficulty reading/writing as assessed by their ELA 8 scores (score of 1 or 2 on a scale of 1-4) will be automatically placed in the English AIS sessions. Academic Intervention Services (AIS) refers to New York State mandated additional instruction that supplements the instruction provided in the general curriculum and assists students in meeting the state learning standards. It includes student support services such as supplemental instruction (tutoring, proctoring) review of course content, guidance, counseling, and study skills, which are needed to support improved academic performance.
In conjunction with Literacy Services and the National Reading Association, CNYIAPCS will apply programmatic alternative methodologies designed on an individual bases to advance students to the 9th level. Students who are passing all of their classes and exams and who successfully pass the NYS English Regents exam may be removed from AIS, at both their AIS and regular English teachers’ discretion. Summer reading assignments are mandatory to be removed from AIS. The main goal of CNYIAPCS is to overcome students’ deficiencies during the 9th grade to level and maintain them at the appropriate grade level the consecutive years Being literacy the CNYIAPCS target.
One of the advantages the school will have is having on board Ms. Patrina Thomas, CNYIAPCS Founder, who is an experienced special education teacher, and whose initiative has focused on special populations. After extended discussion and research supporting our decision, CNYIAPCS will offer an eclectic set of resources, not only local but also at the national level so as to offer the students with special needs the best opportunity to academically succeed. Though we envision our students with disabilities to benefit from the mainstream classroom and standard practices, we will offer: - permanent support - extended schedules including Saturdays - materials that have been designed particularly for specific needs (blind and deaf, dyslexia, dyscalculia, physical accommodations for the physically disabled, and emotionally vulnerable) - personnel who are trained appropriately for the specific needs - partnering with external organizations and institutions who specialized in particular populations with different academic needs (AURORA, and others) - working in with school district offices - working with national organizations as referral for needs beyond the local one and for research.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 The strategies, programs and resources CNYIAPCS curriculum has been designed to work one-on-one, partner an adult with a student to provide additional support with academic success outside the regular classroom setting. Mentors will be classroom teachers, school counselors, administrators, custodians, librarians, teaching assistants, retired teachers, cafeteria employees or docents. CNYIAPCS will take advantage of current technology to facilitate academic achievement. Stimulating programs are available to support curricular areas to facilitate students’ advancement. Technology across disciplines, a regular practice at CNYIAPCS, will offer the possibility of academic reinforcement across the disciplines for every student, and in particular for those considered at risk. Cooperative efforts, such as small peer groups, mixed groups (with adults) will be used as a strategy to deliver content and permit students with special needs to advance their academic knowledge. We also may consider consultants in case the school cannot provide the proper support for specific needs.
Current research has strongly supported systematic and explicit instruction. Systematic and explicit instruction is a detailed instructional approach in which teachers guide students through a defined instructional sequence. Within systematic and explicit instruction students learn to regularly apply strategies that effective learners use as a fundamental part of mastering concepts.
CNYIAPCS has selected this practice to utilize it with both general and special populations alike in four of its most effective formats: peer tutoring, mentoring, self-instruction and visual representation. Peer tutoring is a term that’s been used to describe a wide array of tutoring arrangements, but most of the research on its success refers to students working in pairs to help one another learn material or practice an academic task. Peer tutoring works best when students of different ability levels work together (Kunsch, Jitendra, & Sood, 2007). During a peer tutoring assignment, it is common for the teacher to have students switch roles partway through, so the tutor becomes the tutee. Since explaining a concept to another person helps extend one’s own learning, this practice gives both students the opportunity to better understand the material being studied. Research has also shown that a variety of peer-tutoring programs are effective in teaching a variety of subjects including mathematics, Classwide Peer Tutoring (CWPT), Peer-Assisted Learning Strategies (PALS), and Reciprocal Peer Tutoring (RPT) (Barley et al., 2002). Successful peer- tutoring approaches may involve the use of different materials, reward systems, and reinforcement procedures, but at their core they share the following characteristics (Barley et al., 2002) - The teacher trains the students to act both as tutors and tutees, so they are prepared to tutor, and receive tutoring from, their peers. Before engaging in a peer-tutoring program, students need to understand how the peer- tutoring process works and what is expected of them in each role.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 - Peer-tutoring programs benefit from using highly structured activities. Structured activities may include teacher-prepared materials and lessons (as in Classwide Peer Tutoring) or structured teaching routines that students follow when it is their turn to be the teacher (as in Reciprocal Peer Tutoring). - Materials used for the lesson (e.g., flashcards, worksheets, manipulatives, and assessment materials) should be provided to the students. Students engaging in peer tutoring require the same materials to teach each other as a teacher would use for the lesson. - Continual monitoring and feedback from the teacher help students engaged in peer tutoring stay focused on the lesson and improve their tutoring and learning skills. Mentoring programs, on the other hand, have been supported by research as potentially successful approaches to meeting the individual needs of at-risk students (Johnson, 2006; Lampley, 2010). Researchers in this area also found that students achieved better grades, established obtainable goals, and enhanced their self-esteem when partnered with caring, supportive adults (Clasen & Clasen, 1997; Flaxman, 1998; 2001; Smink, 2000). Daloz (2004) also found that adult mentors provided at-risk students with a positive and influential person in their lives and also positively impacted academic achievement. According to mentor advocate Riley (1998), effective mentoring programs steered teenagers away from trouble, gave extra encouragement to students, and provided a role model for more positive types of behaviors. Riley also found that students who had mentors, such as Big Brothers/Big Sisters, experienced an increase in GPAs by an average of .37 points and improved attendance by 5%. The most common characteristic of a mentoring program was a one-on-one relationship between an older adult and a younger person. According to Lund (2002), the purpose of a mentoring relationship was to provide guidance, pass on knowledge, share experience, provide a background for more sound judgment, and establish friendship. The research has consistently shown mentoring to be a beneficial and cost-effective approach to assisting at- risk students (McPartland & Nettles, 1991). Self-instruction refers to a variety of self-regulation strategies that students can use to manage themselves as learners and direct their own behavior, including their attention learning with specific prompting or solution-oriented questions. (Graham, Harris, & Reid, 1992). Learning is essentially broken down into elements that contribute to success: - setting goals - keeping on task - checking your work as you go - remembering to use a specific strategy - monitoring your own progress - being alert to confusion or distraction and taking corrective action - checking your answer to make sure it makes sense and that the math calculations were correctly done.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 This approach is particularly effective to teach math. When students discuss the nature of learning in this way, they develop both a detailed picture of themselves as learners (known as metacognitive awareness) and the self-regulation skills that good learners use to manage and take charge of the learning process. To teach students to “talk to themselves” while learning new information, solving a math problem, or completing a task, teachers first model self-instruction aloud. They take a task and think aloud while working through it, crafting a monologue that overtly includes the mental behaviors associated with effective learning: goal-setting, self-monitoring, self-questioning, and self-checking. Montague (2004) suggests that both correct and incorrect problem-solving behaviors be modeled.
Modeling of correct behaviors helps students understand how good problem solvers use the processes and strategies appropriately. Modeling of incorrect behaviors allows students to learn how to use self-regulation strategies to monitor their performance and locate and correct errors. Self-regulation strategies are learned and practiced in the actual context of problem solving. When students learn the modeling routine, they then can exchange places with the teacher and become models for their peers.
The self-statements that students use to talk themselves through the problem-solving process are actually prompting students to use a range of strategies and to recognize that certain strategies need to be deployed at certain times (e.g., self-evaluation when you’re done, to check your work). Because learning is a very personal experience, it’s important that teachers and students work together to generate self-statements that are not only appropriate to the math tasks at hand but also to individual students. Instruction also needs to include frequent opportunities to practice their use, with feedback (Graham et al., 1992) until students have internalized the process.
Visual representation is an approach that uses manipulatives, pictures, number lines, and graphs of functions and relationships to teach mathematical concepts. This practice was considered to those students who are struggling specifically with mathematics (or physics). When used in conjunction with Self-instruction, these two approaches become very effective teaching math.
For those students who present socio-emotional risks, CNYIAPCS will offer a series of potential interventions, such as: - Parent Conferences, Teacher Conferences - Conflict Resolution Programs - Peer Mediations Student Training - Intervention Counselors, School Counselors, Social Workers - Cool-down Areas
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CNY Institute of Academics & Performance Charter School Merged Application 2019 - Parenting Programs: Active Parenting, How to Talk So Kids Will Listen - Prevention Programs: DARE (Drug Abuse Resistance Education), Peer Leadership - Alternative Education-BOCES (Board of Cooperative Educational Services) IEP. - Student Activities - Sport Teams, Clubs, Dances, Academic Associations, study groups. - Mentoring Students - Student Involvement in Decision Making - Community Based Programming (Internships with partnership organizations) - Exploring Youth Challenge, professional guests - Behavioral Management Assessments
The following parameters will be used to measure academic achievement for the program/intervention effectiveness. - The students’ GPAs reflected their academic progress qualitative and quantitative - Levels of activities engagement and socialization/integration - Student’s conduct improvement - Levels of satisfaction with self-improvement
Intervention programs include evaluation of efficacy, which will be used as appropriate.
Student Support Services School counselors provide an organized program of counseling, instruction and consultation to all students, including: an annual review of each student’s progress, college and career guidance and planning, advisement and counseling services and opportunities for parental involvement. A social worker and a school psychologist (referral external services) are also available to assist students and parents with salient issues that may interfere with a student’s education. b) Students with Disabilities
The student population will come from diverse home environments and each young person will come with individual challenges. While some will be IEP identified special education students, all students will need the sort of individualized attention to their specific academic needs that the IEP process provides. We will comply with all regulatory special education requirements in the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act of 1974, Title II of the Americans with Disabilities Act of 1990, all civil rights enforced by the U.S.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Department of Education Office of Civil Rights (OCR) and any additional regulations required by the state of New York. As previously disengaged youth, they will likely arrive with academic skills, especially literacy and numeracy skills that lag far behind their peers who have coped with requirements.
• The proposed charter school’s process for identifying students with disabilities (child find), especially within the context of the school’s RtI process; IEP goals that are based on grade-level content standards must be included in the IEPs of students who are assessed based on modified academic achievement standards. This will help ensure that these students receive instruction in grade-level content so that they can make progress toward meeting grade-level achievement. IEP goals that are based on grade-level content standards focus the teacher, student, and parents on grade-level content and on providing the educational supports and services that a student needs to reach those standards.
Among the resources used for students with disabilities are site (physical environment), content (structure) and pace (time) modifications to accommodate their needs. Special education teachers will be in charge of making the modification and deliver content. A combination of inclusive methods and self-contained classrooms will be offered at CNYIAPCS, being aware that both bring benefits for students with special needs. CNYIAP will take advantage of current technology to facilitate content delivery for students who may benefit from this (autism and other emotional factors or visual or hearing impediments) Instructional technology will be used at all levels.
The school counselor will be the primary professional at CNYIAPCS responsible of being the liaison between the school and other agencies to provide services and assistance to students with special needs. Whether home, community, medical, or academic, the school counselor will have full access as well as the Principal and the school nurse. S/he will collaborate closely with faculty members, parents/guardians, other professionals and students to coordinate access to services as monitor the use of them, student progress monitoring and eventual completion of programs including assessments.
Given that the variety of classification of disabilities, physical and intellectual, and the variety of programs existent to help and support students, we are not going to refer to specific ones. However, CNYIAPCS will ensure the access to them for student who may need them.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 In addition to the services and interventions CNYIAPCS will offer on site, the school will use the services the school district offers for students with disabilities complying with all the laws pertaining to the matter. This will expand to the student’s residency or through a third party contract
CNYIAPCS will work in close collaboration with local school district’s Committee on Special Education ("CSE") and AURORA (www.auroraofcny.org) to provide the most immediate and effective programs available for students with special needs. In addition to the local offices resources, pedagogical advising and materials will be obtained from: http://nichcy.org/schools-administrators/rti and National Research Center on Learning Disabilities (http://www.nrcld.org/index.html), experts and repositories of RTI and LD. c) English Language Learners
New York State English as a Second Language Achievement Test (NYSESLAT). Speaking, listening, reading and writing will be used to ensure the language level of students, as required by the No Child Left Behind Act. The expectation from CNYIAPCS is that students after a year participating in the program(s) advance to the next level. The ultimate goal is that at the time of graduation, the ELL has attained the Proficient level.
NYSESLAT 2012 Scale Score Ranges for Determining English Proficiency for 9th grade, 2012- 2013
Beginning Intermediate Advanced Proficient Listenin Reading Listenin Reading Listenin Reading Listenin Reading g & & g & & g & & g & & Speakin Writing Speakin Writing Speakin Writing Speakin Writing g g g g -622 -642 623-677 643-697 678-714 698-725 715 + 726+
The No Child Left Behind Act (NCLB) requires that the language arts proficiency of all English language learners (as defined in Part 154 of the Regulations of the Commissioner of Education) be tested annually.
If a nonpublic school receives Title III funds, it must administer the NYSESLAT or an equivalent to its English language learners annually. General Educational Development (GED) programs are
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CNY Institute of Academics & Performance Charter School Merged Application 2019 not required to administer the NYSESLAT to any of their students. Valid scores cannot be provided for students enrolled in GED programs who take the NYSESLAT.
Students with Disabilities. All English language learners with disabilities, identified by the Committee on Special Education (CSE) or by a multidisciplinary team, including those participating in the New York State Alternate Assessment (NYSAA), must participate in NYSESLAT. Use the chart at http://www.p12.nysed.gov/assessment/nyseslat/ to ascertain the appropriate NYSESLAT
Whenever possible, CNYIAPCS will provide instructors who are also bilingual in the student first language. However preferable the school will use Shelter immersion approach to accelerate the advancement of English acquisition. The Natural Approach is based on the idea that language learning takes place when what students hear or read is comprehensible but just beyond their production abilities. They’re encouraged to enjoy a “silent period” until they’re ready to begin producing language on their own, and the focus is on basic, everyday, interpersonal situations like shopping, ordering in a restaurant, leaving a phone message, etc. ESL literacy material: Connect the materials to the theme of the class. Consider chunking the material into smaller pieces so that there is less to modify and so that you can use the different chunks in a sequence. Provide scaffolding, such as background information and visuals, to help learners create meaning. Make the layout of the material on the page clear and straightforward. Write short, clear instructions for the learners. Ensure materials are relevant to the learners and reinforce previous learning. Choose material that reflects the reading levels of the learners and does not include irrelevant or out-of-context information. Choose an easy to read sans serif font. Make the font at least size 12 and even larger for lower level learners. Keep the background clear so that the text is readable. Increase the space between lines.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Increase the amount of white space on the page. Use pictures - but only pictures that are meaningful or somehow contribute to the learners understanding - not just graphics put in for any reason. Use of Cognates- these are words in two languages that share a similar meaning, spelling, and pronunciation. While English may share very few cognates with a language like Chinese, 30- 40% of all words in English have a related word in Spanish. For Spanish-speaking ELLs, cognates are an obvious bridge to the English language. ELL’s CNYIAPCS will provide ample opportunities for the teacher(s) and ELL’s teacher(s) to collaborate and work on academic lesson plans together. Since the Common Core State Standards themselves call for all teachers to teach academic language and challenging content simultaneously, all teachers must be skilled with new strategies that they can use with their ELLs (as well as with their other students) under this new paradigm. CNYIAPCS plans to adopt several collaborative key steps to build cohesiveness between content and general education teachers learning important language-focused strategies from their ESL and bilingual teacher colleagues. It’s important that CNYIAPCS recognize that ESL and bilingual educators don’t need to become content experts across the curriculum – the reason being of the benefits from collaboration. Sheltered Instruction, also referred to as SDAIE, is a teaching style founded on the concept of providing meaningful instruction in the content areas (social studies, math, science) for transitioning Limited English Proficient (LEP) students towards higher academic achievement while they reach English fluency. This method type is often used in mainstream secondary classrooms where the students have a foundation of English education. A variety of instruction is used including the theories of Vygotsky’s proximal development and Gardner’s Multiple Intelligences. Instead of providing watered down curriculum for LEP student, sheltered instruction allows for the content to be equal to that of native English speakers while improving their grasp of the language. The teacher provides varied methods of instruction that allow students to create meaning of multifaceted content in classroom discussion, activities, reading and writing. Teachers call on a number of different instruction methods such as the use of socialization practices, and the multiple intelligences to allow the content to be more accessible. The differences between ESL instruction and the use of sheltered instruction or SDAIE is that sheltered instruction does not focus entirely on language development; instead, through various other topics in the curriculum, English proficiency is achieved. Originally the intent of sheltered instruction was for students with a relatively strong grasp of the English language but lacking in writing and reading abilities. Since then the need for proficient teachers capable of sheltered instruction has increased. The ESL certified teachers and programs have decreased due to new legislation, but the number of LEP students is rising causing teachers to build upon their abilities to take on the linguistically diverse classroom.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 CNYIAPCS understands that the New York State Identification Test for English Language Learners (NYSITELL) is the only assessment instrument in New York State for measuring the English language proficiency of a student who may possibly be an ELL. CNYIAPCS will use the results of the NYSITELL to determine the type of instructional program into which the student must be placed. The NYSITELL is a secure test. CNYIAPCS understands the NYSITELL is administered once the parent/guardian completes the Home Language Questionnaire (HLQ) and an informal interview is conducted in the home/primary language and in English. CNYIAPCS will administer the initial English language assessment using the NYSITELL conducted only once at the time of the student's enrollment in a NYS school. The NYSITELL results will reveal whether or not the student should be classified as ELL. It will also tell CNYIAPCS the level of the student's English proficiency in order to appropriately place the student and to plan instruction. The NYSITELL will be administered within two weeks of the student's initial enrollment in CNYIAPCS. If a student transfers into a NYS district from another NYS district, CNYIAPCS understands the NYSITELL is not to be administered to this student. Every attempt must be made to obtain the student's records from his/her original school. If a student does have records, CNYIAPCS will place the student based on the most recent NYSESLAT score. If the student has no records, CNYIAPCS will treat as a new entrant and carry out the entire identification procedure. If a student comes from another state, CNYIAPCS will treat the student as a new entrant and the entire initial identification procedure must be followed.
CNYIAPCS also recognizes, the NYSESLAT (New York State English as a Second Language Achievement Test) is the annual English language assessment used to determine if an ELL continues to be limited English proficient, based upon such student scoring at a state designated level of English proficiency on the NYSESLAT (CR Part 154.2) (c). CNYIAPCS understands the NYSESLAT has five levels: K-1, 2-4, 5-6, 7-8 and 9-12. It consists of Speaking, Listening, Reading, and Writing sub-tests that are aligned with the NYS Leaning Standards for English as a Second Language. NYSESLAT results are reported in raw scores, scale scores, and English proficiency levels. The NYSESLAT results determine whether a student continues to qualify for instructional services for ELLs or if the student will exit from bilingual education or ENL instructional services. The NYSESLAT is a mandated test for all ELLs. CNYIAPCS understands that every ELL must take the NYSESLAT until she/he has reached the level of Commanding on the NYSESLAT, which will allow her/him to exit a bilingual education or ENL program. The NYSESLAT is administered only in April-May of each year. CNYIAPCS understands the NYSESLAT is a secure test.
CNYIAPCS will provide testing accommodations to ELLs, as needed, on all NYS ELA and content-area assessments (i.e., Mathematics, Science and Social Studies). CNYIAPCS understands that Districts/schools must make all necessary arrangements to make these accommodations available for ELLs who need them. CNYIAPCS recognizes testing accommodations for ELLs on NYS ELA and Content-area assessments include:
Time Extension (all exams)
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CNYIAPCS may extend the test time for ELL students on NYS ELA and content-area Assessments and on Regents Examinations. The Principal(s) may use any reasonable extensions, such as "time and a half" (the required testing time plus half that amount), in accordance with their best judgment about the needs of the ELL students. Principal(s) should consult with the student's classroom teacher in making these determinations.
Separate Location (all exams)
CNYIAPCS is encouraged to provide optimal testing environments and facilities for ELLs. NYS assessments may be administered to ELLs individually or in small groups in a separate location.
Third Reading of Listening Selection (English Language Arts Exams Only).
CNYIAPCS Proctors may read the listening passage three times to ELLs on the Regents Comprehensive Examination in English.
Bilingual Dictionaries and/or Glossaries
ELLs may use bilingual glossaries when taking State examinations in all subjects except foreign languages. The bilingual dictionaries and glossaries may provide only direct one to one translations of words. Bilingual dictionaries and/or glossaries that provide definitions or explanations are not permitted.
CNYIAPCS recognizes simultaneous use of English and Alternative Language Editions are not allowed for English Language Arts Examinations. For state examinations for which the Department provides written translations, ELLs may use both English and an alternative language edition of the test simultaneously. However, they should be instructed to record all of their responses in only one of the two editions. The alternative language edition used by the student should be so indicated on the student's answer sheet. Note: There are no translations of English Language Arts examinations.
CNYIAPCS recognizes Oral Translation for Low Incidence Languages are not allowed for English Language Arts Examinations. CNYIAPCS may provide ELL students with an oral translation of a state examination when there is no translated edition provided by the Department. All translations must be oral, direct translations of the English editions. Written translations are not allowed. No clarifications or explanations may be provided. Translators should receive copies of the English edition of the tests one hour prior to administration. The Office of Bilingual Education and World
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Languages and the Regional Bilingual Education Resource Networks can assist schools in locating suitable translators.
CNYIAPCS recognizes Writing Responses in the Home/Primary Language are not allowed for English Language Arts Examinations. ELL students making use of alternative language editions or of oral translations of state examinations other than the ELA may write their responses to the open-ended question in their home/primary language. Scoring the tests is the responsibility of the CNYIAPCS However, the Department's Office of Bilingual Education and World Languages and the RBERNs can assist CNYIAPCS in locating persons who can translate the students' responses into English to facilitate scoring of the answer papers. The NYSESLAT is designed specifically for ELLs. Therefore, testing accommodations ordinarily permitted for ELLs taking other State tests are not permitted for the NYSESLAT. Specific accommodations for ELLs with an IEP are as follows:
CNYIAPCS understands ELLs with an IEP should be provided the testing accommodations specified in their IEP or Section 504 Accommodation Plan (504 Plan), To be consistent with the other State examinations, beginning with the 2017 administration of the NYSESLAT, students with disabilities whose individualized education programs (IEPs) or Section 504 accommodation plans (504 Plans) document that tests be read aloud (by way of human reader or technology) must be provided this testing accommodation for all sections of the test. In previous years, the Listening, Speaking, and Writing sections of the NYSESLAT could be read to students, but the Reading section could not. CNYIAPCS understands for the Writing subtest, students may NOT receive assistance or have their responses corrected for spelling, grammar, paragraphing, or punctuation.
CNYIAPCS recognizes that a high school principal may grant exemptions to new entrants from another country or from another State on selected Regents Examinations for students who are initially placed in grades 11 or 12. This exemption includes all transfer students initially placed in 11th or 12th grade and includes monolingual students as well as ELLs.
CNYIAPCS recognizes a principal may grant an exemption from the Global History and Geography Regents Exam only if the student's first entry to a New York State school is in Grade 11. The principal may exempt a student from the requirement for the Regents examination in Global History and Geography ordinarily taken and passed before the date of the student's entry.
CNYIAPCS recognizes a principal may grant an exemption from the Science Regents Exam only if the student's first entry into a New York State school was in Grade 12. The principal may exempt
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CNY Institute of Academics & Performance Charter School Merged Application 2019 a student from the requirement for the Regents examination in Science and the Regents examination in Global History and Geography which are ordinarily taken and passed before the date of the student's entry.
CNYIAPCS recognizes that test accommodations can be approve for former ELLs. On September 15, 2008 the NYSED Board of Regents approved extending test accommodations to former ELLs for two additional years after achieving proficiency on the NYSESLAT. This limited two-year extension in testing accommodations will provide former ELLs an opportunity to demonstrate their content knowledge by leveling the playing field while they continue to develop their linguistic and academic skills. These testing accommodations will not affect the validity or reliability of the required State assessments nor will they change the academic level or the expected performance criteria of such assessments. (Board of Regents item)
The Department of Board Regents implemented this policy revision for all impacted New York State Testing Programs in the 2008-2009 academic year (Assessment Notification Memo to the field by David Abrams). ELLs and Former ELLs are entitled to these ELL Testing Accommodations as per CR Part 154 Regulations. District staff should make all necessary arrangements in providing these accommodations during all State exams.
CNYIAPCS will provide all necessary information regarding ELL’s in the student handbook and on our webpage. Materials will be translated in available languages they can understand. Information will be revised as needed.
CNYIAPCS will encourage ELL students to participate in all after-school and other extra- curricular programming.
(d) Gifted and Advanced Students
Academic Opportunities Students will be motivated to participate in school external programs that provide unique opportunities to continue their academic advancement. Programs Such as: summer Upward Bound (Le Moyne College), SUPA (Syracuse University Project Advance), student exchange or scholarships for special projects will be available for students who demonstrate high scholastic performance and academic integrity with the understanding that participation is on a strict competitive basis. Other incentives will be added as the grades get integrated in the school and as other programs may develop to be offered by the educational market.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Syracuse University Project Advance (SUPA) is a cooperative program between Syracuse University and participating school districts that allows high school seniors to take regular college courses in their own schools at low cost. The program enables students to rise to the challenge of college work through enrollment in introductory freshman-level courses prior to full time college study. SUPA also serves other important purposes: it provides in-service training for high school instructors and a continuing forum for communication between educators from high school and university settings. As an agency of the University’s Center for Instructional Development, Project Advance conducts extensive ongoing research and evaluation as part of its efforts to improve instruction. The courses are regular offerings in the schools and colleges of Syracuse University, and are taught by carefully selected high school faculty who are trained in special workshops by SU faculty members. If qualified, high school faculty are designated adjunct instructors of the University, and under supervision of SU faculty members, teach University courses as part of their regular teaching loads. Most high school faculty have graduate degrees and five years of teaching experience in the subject areas they teach through Project Advance. Project Advance staff members assist participating students and faculty in maintaining a bridge between the high schools and the University. Grades for course work taken through Project Advance are earned in one or two semesters of class assignments and tests. As a result of their experience, Project Advance students earn a Syracuse University transcript for college credits successfully completed that accumulates towards a college degree.
Blended Courses In an effort to provide the best personalized education, CNYIAPCS has consider including blended courses, a combination of traditional classroom and online courses (over the Internet) for students whose learning styles require one-on-one attention or as an alternative to traditional instruction. These courses will be offered on demand.
College Courses The courses at the high school are matched with the courses at the college to ensure that the same curriculum content is taught in order to earn credits. What the college covers in one semester, the high school will cover in two semesters. Regularly, a college course grants 3 credits per semester.
College courses are available for students whose GPA is 85% or higher. These courses are taken optionally in lieu of courses offered in the general curriculum by CNYIAPCS for students in 11th and 12th grades. Two institutions offer these options in Syracuse: Syracuse University and Onondaga Community College (OCC)
Students, whose GPA is 85% or higher, are allowed to take AP exams. Students who take AP exams may replace their final class exam for the AP exam results whichever is higher.
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Course Transferring Only in grades 11th and 12th students will be allowed to transfer courses, limited to 3 courses, or equivalent to a maximum of 10 college credits. Regularly, college courses offer 3 credits per semester course. These courses may be taken at a different location where the student reside, for example if spending the summer somewhere else, in or out of the state of New York. Students should submit the course syllabus directly from the institution and grade transcripts obtained with a B or higher. In order to be accepted, the content of the course(s) should match that of the CNYIAPCS. Students are encouraged to request advice from CNYIAPCS instructors previous to their registration in external courses. On exceptional occasions, students will be recommended to take college courses in fields such as Languages or the Arts when students have demonstrated exceptional abilities. Scholarships Whenever possible, CNYIAPCS will encourage and support students of exceptional abilities and exceptional academic performance to apply for scholarships that offer opportunities to advance their studies both at the high school level and to apply for postsecondary education, nationally and internationally. Many of these opportunities will be listed at the end of the academic year. If students come across other opportunities not included in the list, students are encouraged to discuss it with the advisor, teachers, mentors or other expert in the field. CNYIAPCS wants to make our students aware of the many scams published in the Internet. Scholarships are non-returnable money granted to students with the purpose of supporting their education directed to be invested in particular activities or items. Examples are: travel to competitions, books, special materials necessary to carry out a project, pay tuition or registration for coursework, workshops, etc.
NCAA Eligibility the NCAA has strict academic eligibility requirements for prospective student- athletes to participate in Division I and II intercollegiate athletics. Students and parents should visit www.eligibilitycenter.org to review these requirements.
College Planning Students interested in attending a four-year college should plan to take at least three to four years of Regents math and Regents science, three years of a second language, and four years of Regents English and social studies to be in good standing.
- Student Incentive Programs (SUPA, OCC, external programs, competitions, scholarships, paid internships)
The general school model incorporating a variety of options (internships, portfolios, a motivational
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CNY Institute of Academics & Performance Charter School Merged Application 2019 field, schedule, uniforms, etc.) for students to excel is expected to be the most effective contribution for students to be prevent dropout, falling behind and keep pace with standards to ultimately obtain their high school diploma, graduate in good standing and transition to their next chosen step in life.
Students Rights and Responsibilities apply equally to all CNYIAPCS.
R-09ad- Instructional Leadership a) Instructional Leadership Roles
The instructional leadership roles and responsibilities at CNYIAP charter school over the first five years of operation can be described as an effective approach to modern education. CNYIAP charter school’s Instructional Leader will combine the traditional school leaders’ duties such as teacher evaluations, budgeting, scheduling, and facilities maintenance with a deep involvement with specific aspects of teaching and learning. CNYIAP charter school’s Instructional Leader will be intensely involved in curriculum and instructional issues that directly affect student achievement. CNYIAP charter school Instructional Leader will be an important catalyst that extends his or her role beyond the role of a principal to involve other leaders as well. CNYIAP charter school’s key instructional leadership team will include the following personnel and key elements of their responsibilities, along with how the program will be effectively monitored:
Key Instructional Leadership Personnel:
• Central office Personnel (Superintendent, Curriculum Coordinator, Reading Specialist, ect) • Chief Instructional Leader (Principal) • Instructional Coaches (Teachers, AIS, ect) • Board of Trustees • Executive Chief Instructional Leader (Founder)
Key Elements of CNYIAP Charter School Instructional Leadership and Monitoring:
1) Prioritization: Teaching and learning will be at the top of the priority list on a consistent base. CNYIAP charter school’s instructional leadership will be a balance of management and vision. CNYIAP charter school leaders will not neglect their other duties, teaching and learning will be the area where most of the leaders’ time is allocated. 2) Scientifically based reading research (SBRR): CNYIAP charter schools Instructional Leaders will be well informed of SBRR and effective reading instruction in order to assist in the selection and implementation of instructional materials and monitor implementation. CNYIAP charter school’s instructional leaders will participate in professional development sessions to help them remain informed and provide a focus for monitoring.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 3) Focus on alignment of curriculum, instruction, assessments, and standards: CNYIAP charter school’s goal is to ensure students achievement and to meet this goal CNYIAP charter school plans to measure these goals by use of standard-based assessments, the curriculum, instruction, and assessments that will be aligned with the New York State Standards. Alignment will be an on-going process as standards, curriculum, and assessments cycle through student improvements. 4) Data Analysis: CNYIAP charter school’s instructional leaders will look to use multiple sources of information to assess performance. With the help from central office personnel, CNYIAP charter school will use pertinent data to stay informed on the latest information to assess performance, to ensure effective instructional leadership, and to make decisions regarding policy and curriculum. CNYIAP charter school’s Principal will use this data to help guide the instructional focus and professional development of teachers. This data will also be helpful in determining the effectiveness of instructional strategies and assist in helping teacher establish student grouping arrangements and pinpoint specific student interventions. 5) Culture of continuous learning for adults: CNYIAP charter school understands that effective instruction is a skill that can never be perfected. CNYIAP charter school believes all teachers benefit from additional time and support to improve their instruction. CNYIAP charter school expects their Executive Chief Instructional Leaders, Chief Instructional Leader, Instructional Coaches (Teachers), Central Office Personnel and Board of Trustees to have “a view of instructional improvement as an on-going process”. The expectation set by the instructional leaders regarding priority, SBRR, alignment, data use, and continued learning will impact classroom instruction and student achievement giving the instructional leaders at all levels of instruction a clear and important role in supporting any improvement efforts of CNYIAP charter schools academic program.
(b) On-going Teacher Supervision and Support
CNYIAP charter school’s approach to individual teacher supervision and support will be accomplished by following the guidelines described above regarding the Commissioner’s Regulations to the hours needed by teachers and teaching assistants III to certify their professional development and through periodic evaluations scheduled by instructional leaders. CNYIAP charter school supervision and support of teachers will be held in high quality standards and will reflect the pride, integrity, and honesty reflected in the mission of the school. CNYIAPCS plans to implement two Teacher Supervisory and Support Models: Formal Observation and Differentiated Supervision. CNYIAPCS plans to follow the Danielson’s Framework for Teaching to support the collection of data needed for improved teacher performance. Formal Observation of the teacher’s practice is accomplished through formal and informal observations measured by research-supported best practices: Danielson's Framework for Teaching (http://www.tpep-wa.org/the-model/framework-and-rubrics/instructional- frameworks/danielson-framework/index.html). The collaborative reflections of the observational
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CNY Institute of Academics & Performance Charter School Merged Application 2019 data will focus the efforts of the teacher on a professional development plan to improve instructional practices and student achievement. Differentiated Supervision Guidelines Differentiated Supervision recognizes the level of experience, the effectiveness, and professionalism of teachers as well as the intensity and time commitment of the Formal Observation process using the Danielson Framework for Teaching. Differentiated Supervision provides a framework for professional growth designed to improve teacher effectiveness, instructional practices, and student achievement. Differentiated Supervision should be included in written policies of the board and made available to all professional employees. CNYIAPCS recommends that professional employees who received a “Satisfactory” summative rating in the previous two years should be eligible to participate in Differentiated Supervision. CNYIAPCS recommends their professional employees newly hired should be eligible to participate in Differentiated Supervision, only after they have successfully completed their first year in the Formal Observation Model. CNYIAPCS recommends that temporary professional employees should not participate in Differentiated Supervision. CNYIAPCS will create a Cycle of Supervision based on the number of teachers requiring Formal Observations: o Temporary professional employees o Professional employees new to the school o Employees assigned to their required year of Formal Observation o Employees assigned to a performance improvement plan o Professional employees should be assigned to Differentiated Supervision Modes for the length of the Cycle of Supervision except for the required year of Formal Observation (e.g., if a district has a three-year Cycle of Supervision and a teacher is assigned to the Formal Observation Model in the second year of the cycle, the teacher should be placed in the Differentiated Supervision in years one and three of the cycle). A Cycle of Supervision will last for three years.
The principal and the professional employee will collaboratively create a timeline to ensure the successful completion of the professional’s Differentiated Supervision Action Plan. The professional employee should be required to complete a mid-year review and an end-of-the-year self-refection report with respect to his/her goal setting, planning, progress, and results. It is also recommended that the professional employee report the findings of his/her action plan to a Professional Learning Community (faculty meeting, in-service gathering, PTA/PTO) The supervising administrator will select a Differentiated Supervision Mode in collaboration with the teacher. All Differentiated Supervision Modes must be aligned to the Danielson Framework for Teaching or an approved alternative system and/or related to the Syracuse City School district or school initiative designed to improve instructional practices and impacts student achievement. Additionally, while formal observations may not occur in Differentiated Supervision, it is recommended informal observations occur throughout the school year.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 CNYIAPCS also recommends that the principal reserve the right to remove a teacher from Differentiated Supervision at any time and place the teacher in the Formal Observation Model or assign the teacher to a Performance Improvement Plan with Intensive Supervision. CNYIAPCS recommends the overall rating form requires principals/supervisors to provide a rating in the four domains for all teachers every year regardless of their model of supervision. While not collecting evidence through the clinical supervision process, evaluators will use walk- throughs and other strategies to keep informed of the teacher’s overall performance throughout the year. In the absence of data to the contrary, the rating assigned to a domain for the employee would revert to their most recent domain performance rating. While the nomenclature applied to the various Differentiated Supervision Modes may be unique to each Grade Cohort (9th, 10th, 11th, 12th grades respectfully), CNYIAPCS understands they are generally grouped by common subject matter. CNYIAPCS will not be limited to the following categories as long as the mode meets the requirements and rigor of CNYIAPCS Teacher Effectiveness System. The following descriptions of Differentiated Supervision Modes are to serve as examples: 1. Peer Coaching Mode - professional employees work in dyads or triads to discuss and observe their own or another professional employee's pedagogy, student learning, curriculum aligned to the Pennsylvania Core Standards and other pertinent issues in a collaborative manner. The professionals will work together to define their professional needs and develop plans to assist them in the successful completion of the identified tasks including- specific target area(s), the evidence to be collected, observation dates, and a reflective session. Meeting notes, data collection tools, results of the observations, and the reflective sessions should be shared with the principal and used as evidence in the supervision and evaluation of the employee. 2. Self-Directed Model/Action Research Mode - professional employees will develop a structured, on-going reflection of a practice-related issue (Danielson Framework for Teaching or a PDE-approved alternative system). Professionals may work individually or in small groups, dyads or triads, to complete the action research project. Meeting notes, resources, data collection tools, and the results of the reflective sessions should be shared with the principal and used as evidence in the supervision and evaluation of the employee. 3. Portfolio Mode - professional employees will examine their own practice in relation to the Danielson Framework for Teaching or a PDE-approved alternative system and reflect in a written report and/or documented discussions with colleagues. Portfolios may be developed according to criteria established collaboratively by the administrator and the teacher based upon their interests or needs. Resources, data collection tools, and the results of the reflective sessions should be shared with the principal and used as evidence in the supervision and evaluation of the employee.
(c) Professional Development
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CNY Institute of Academics & Performance Charter School Merged Application 2019 CNYIAP charter school understands that teacher quality is the single most powerful influence on student achievement. It is essential that CNYIAP charter schools teachers, administrators and support staff be provided on-going, high quality professional development to sustain and enhance their practices. Therefore, professional development opportunities will be made available following the New York State’s Commitment to Professional Development guidelines:
• Commissioner’s Regulation 80-3.6 (b)(1) Requires the Professional certificates holders and Teaching Assistants III certificate holder’s complete professional development every five years (175 hours for teachers and school leaders and 75 hours for teaching assistants III) in order to maintain their certification. • Commissioner’s Regulation 100.2 (dd) Professional Development requires each district and BOCES to collaborate a developed plan for professional development that is annually revised and approved by its Board of Trustees. • Commissioner’s Regulation 100.2 (o) Annual Professional Performance Review (APPR) focuses on the process of teacher evaluation and improving professional practice in the context of local needs and resources. The regulation requires that those with unsatisfactory performance receive a teacher improvement plan with appropriate professional development.
CNYIAP charter school will seek assistance from some of the state and federal programs that support on-going sustained professional development to schools and BOCES, such as the State’s Teacher Center Program, the Mentor-Teacher Internship Program, and NCLB Title IIA Teacher Quality grants. CNYIAP charter school also looks to receive support from various other State-supported professional development networks sharing the goal to improve student achievement: Board of Cooperative Educational Services (BOCES), Special Education Training Resource Centers (SETRC), and Bilingual/ESL Technical Assistance Centers (BETAC).
CNYIAP charter school will use its unique school schedule to provide a variety of professional development opportunities for teachers and students to improve their academic performance. CNYIAP charter school will utilize Wednesday afternoons to support on-going professional development that affords both teachers and students the application of different teaching and learning strategies. The personnel responsible for providing professional development at CNYIAP charter school will be afforded to the Executive Chief Instructional Leaders, the Chief Instructional Leader, and the Board of Trustees working collaboratively to accommodate CNYIAP charter schools need and assure the Commissioner’s Regulations are met.
CNYIAP charter school’s professional development topics will be identified by use of disaggregated student data (race, gender, English language learner, special needs, and eligibility of free or reduced lunch) and other evidence of student learning, such as prior knowledge assessments; reviews of Individual Education Plans (IEP’s); review results from local, state and national assessments; student work samples and portfolios; school climate, parent and teacher surveys, and student behavior data. CNYIAP charter school will prioritize professional
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CNY Institute of Academics & Performance Charter School Merged Application 2019 development topics by reflecting upon the knowledge and skills teachers need to be effective instructional leaders within their classrooms. Specific attention will be paid each year to the above-mentioned criteria needed for teachers to be effective instructional leaders as students enter and advance within CNYIAP charter school’s community in the first five years.
CNYIAP charter school’s professional development program will meet the needs of all teachers, including novice teachers, teachers new to the school, veteran teachers, and teachers of all subjects by first identifying specific needs of each individual teacher through personal surveys, making sure the professional development programs applied include learning experiences and resources to ensure teachers understand how the subjects they teach address the New York State Learning Standards and the relationships between the subject they teach and the other subjects in the curriculum. CNYIAP charter school’s instructional leaders will have the opportunity to receive feedback, examine, observe, and practice uses of researched-based instructional strategies to improve their students’ learning by utilizing methods such as peer reviews, coaching, mentoring, and modeling.
CNYIAP charter school’s evaluation of efficient professional development will be conducted through multiple sources of evaluations to determine the effectiveness of the programs CNYIAP charter school decides to utilize for best practices. CNYIAP charter school plans to make use of new learning in instructional planning, the use of student data for the development and adaptation of teaching strategies or reviewing the enhancement of student performance following application of a different teaching strategy. The information obtained from this data will allow CNYIAP charter school’s instructional leaders to gain valuable information used to ensure on-going improvements in the quality of professional development experiences (such as participant reactions, surveys, focus groups, interviews, reflective journals, portfolios, and information about student behavior).
CNYIAP charter school’s Executive Chief Instructional Leaders and Chief Instructional Leader plan to report evaluation results to the Board of Trustees and any key stakeholder associated with Central New York Institute of Academics and Performance Charter School at annually scheduled meeting.
(d) Teacher Evaluation and Accountability CNYIAP charter school’s instructional leaders will communicate and instill professional development expectations to staff by conducting a series of advisory meetings held each morning. These advisory meeting will help ensure open communication between the entire staff and instructional leaders, as well as, allow promotion of pertinent data collected for improving effective professional development programs. Teachers will have the opportunity to follow up on questions or concerns they may be experiencing during their normally scheduled academic day regarding teaching strategies or student behavior. CNYIAP charter school’s instructional leaders can also use this time to share promoted evaluation practices from individual educators, or district-wide professional development plans.
CNYIAP charter school instructional leaders will expect teachers to be accountable for effectively recording and reporting their needs and their student’s needs accordingly. CNYIAP charter school teachers will be provided with ongoing opportunities to learn about new and
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CNY Institute of Academics & Performance Charter School Merged Application 2019 emerging technologies useful in professional teaching techniques. CNYIAP charter school instructional leaders expect teachers to engage in these opportunities and provide proof of their participation through certification received; and use this knowledge to encourage their students to use such technologies as part of their learning strategies.
CNYIAP charter school process and criteria for evaluating teacher performance will be held through current, high quality data analysis presented in a clear understandable format, to promote student learning. CNYIAP charter school’s instructional leaders will share evidence of student learning and monitor student progress through review of standardized testing, teacher- made test, student portfolios, internship evaluations, and assessments throughout the academic year. Teachers will be evaluated at the end of the year through their participation in professional development programs such as PD360 (a comprehensive web-based library of professional development resource); review of teachers focus objectives folders; review of teacher portfolios; classroom observation; and teacher interviews. Data collected will provide opportunities for the teacher and school instructional leaders to collaborate on progress gained and/or areas of instruction that need improvement. CNYIAP charter school instructional leaders also plans to conduct on-going research of effective professional development programs to provide knowledge and skills acquired in improving professional practices and student achievement throughout the year.
R-10a- School Culture and Discipline a. School Culture
CNYIAPCS will be a diverse school whose members will work cooperatively to advance students’ academic and social success in a harmonic environment that provides safety. It is the belief of this school that only a collective effort among community members, parents, students and school personnel will make the school viable and the students successful. The school will be recognized by the courtesy exercised among its members.
CNYIAPCS will be a learning community for adults as well as youth. The faculty will be viewed as both learners and decision makers as they strive to improve their professionalism. The shared school vision will underscore the staff’s commitment to students’ learning and to seeking methods that address student’s needs.
Students at CNYIAPCS will identify with a unique curriculum and a social environment permitting them to reach a successful future. This uniqueness will require extra effort on the part of all contributing to the character of students and the institution.
In the field of arts and sportsmanship, CNYIAPCS will be outstanding, having support from faculty, administrative and allied personnel. Students will teamwork having an extended schedule facilitating them carrying out projects that satisfy their personal interests while at the same time solidifying their scholastic achievement.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 School Choir During the second year of operation the school will organize a choir that will represent the institution throughout the multidisciplinary spectrum; this choir will also include school collaborators, parents/guardians, and school personnel. CNYIAPCS Choir will become the school signature in the community, representing it for charity events, collaborative projects with other institutions, competitions and in general cultural events.
Mascot During the second year, the students will select a mascot that represents their endeavors and as a symbol of pride, who will wear the colors of the school: blue, gold and light gray. The mascot will attend all school functions and will lead sports tournaments and artistic activities.
Laundry As another unique characteristic, the school will offer a laundry service free of charge in order to facilitate students’ activities in the arts and sports.
Wellness Policy It is the policy of CNYIAPCS to promote a healthy school by supporting wellness, good nutrition and regular physical activity as part of the total learning environment. The institution firmly believes that a student needs to be healthy in order to be a good learner. Key to the program are: the school register nurse, couches/trainers, counselor/psychologist and a nutritionist, as a team will strive to improve the quality of education as well as the quality of life for the students. The school will appreciate the parents/guardians efforts to monitor the health of their minors so that they may function at their best within the classroom.
District health services work in tandem with the home to assure good student health.
To accomplish these goals: 1. Child Nutrition Programs will comply with applicable federal, state and local requirements and will be accessible to all students. (The Child Nutrition Act of 1966, 42 U.S.C. 1771 et seq.) 2. Nutrition education will be provided and promoted. 3. Physical activity will be included outside of formal physical education. 4. School-based activities will be consistent with this policy. 5. Foods and beverages made available at the school during the school day will be consistent with the current Dietary Guidelines for Americans, meal patterns and nutrition standards of the USDA. National School Lunch Act (42 U.S.C.1751 et seq.) 6. Food and beverages made available at the school will adhere to food safety and security guidelines. 7. The school environment will be safe, comfortable, and allow adequate time for eating meals. 8. Food will not be used as a reward or punishment. 9. The school will encourage all students to participate in school meal programs and protect the identity of students who eat free and reduced-price meals.
Goals for Nutrition Promotion and Education 1. Nutrition promotion and education will be integrated into the curriculum by classroom faculty where appropriate with the purpose to reinforce daily practices. 2. Nutrition promotion and education will be provided by the school’s foodservice provider by sharing information via menus, web site materials, and classroom presentations.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 3. Nutrition promotion and education will involve sharing information with families and the community to positively impact the school’s students and the health of the community. 4. The school will provide information to families that encourage them to teach their children about health and nutrition and to provide nutritious meals for their families. 5. Students will be encouraged to start every day with a healthy breakfast.
Goals for Physical Activity 1. Physical education will be provided to all students and will teach students the knowledge, skills, and values necessary to understand the short- and long-term benefits of a healthy life style. 2. Physical activity will be offered to all those students who are non-competitive athletes and the entire personnel in the form of yoga. 3. Students will be provided daily recess periods. 4. The school will provide a physical and social environment that encourages safe and enjoyable activity for students. 5. The school will encourage families and community members to institute programs that support physical activity.
Goals for Other School Based Activities Designed to Promote Student Wellness
1. Healthy foods will be considered when planning school-based activities such as school events, fundraisers, field trips, and classroom snacks or treats. 2. There will be ongoing professional training for food service and physical education staff. 3. The school will provide a clean and safe meal environment for students and ensure an adequate time for students to eat their meals.
Nutrition Guidelines for Foods Available at School during the School Day 1. Students will have affordable access to nutritious foods that they need to stay healthy and learn well. 2. Food for sale throughout the school day will meet all applicable federal and state requirements. 3. The school will encourage the consumption of nutrient dense foods, i.e., fruits and vegetables. 4. No vending machines will be allowed at CNYIAPCS 5. Foods made available will comply with the state and local food safety and sanitation regulations. Hazard Analysis and Critical Control Points (HAACP) plans and guidelines will be in place for prevention of food illness.
Assurance Guidelines for reimbursable school meals shall not be less restrictive than regulations and guidance issued under the Child Nutrition Act and the School Lunch Act as they apply to schools.
Plan for Measuring Implementation and Evaluation 1. The school Chief Instructional Officer shall ensure that this policy is implemented, complied with, and annually evaluated and reported on no less than annually. 2. The school will form a wellness committee that will review and provide input on school menus and review this policy not less than annually, assisting the Chief Instructional Officer in reporting to the school’s Board of Trustees. The wellness committee members will include individuals from
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CNY Institute of Academics & Performance Charter School Merged Application 2019 the following groups: parents, students, food service employees, school administrators, school board members, and members of the interested public. Teachers of physical education and school health professionals are also permitted on the wellness committee.
Meals. CNYIAPCS will offer breakfast, lunch and dinner from Monday to Friday when school is in session and students are on premises. Only lunch will be provided on Saturdays for the students on premises.
Paid Internships Yet as another unique characteristic, students who comply with Internships at 11th and 12th grades will receive a stipend for the hours working as interns while earning hands-on experience in their field of choice. Earnings will serve a series of functions within the learning process: 1. as financial management, 2. to save for college applications, 3. to open students’ first bank account. Though these internships are NOT intended to become permanent employment, the experience will facilitate employment a posteriori.
Parents/Guardians’ Involvement CNYIAPCS will keep Parents/Guardians informed of the academic programs students are going to participate and the progress students make as a result of participation in these programs, for it is through mutual understanding that close cooperation between the school and home makes academic success improves. Two-way communication between the school and home, both verbal and written, provides a sound base for a good partnership to provide an effective educational program for all students. Full realization of the partnership will be achieved through the on-going commitment and active participation by both home and school. To ensure effective involvement of parents/guardians and to support a partnership among the school, parents, and the community that will improve student academic achievement, the school shall:
1. Provide assistance to parents/guardians in understanding such topics as the state’s academic content and achievement standards, state and local academic assessments, and monitoring students’ progress and work with educators; 2. Educate Chief Instructional Officer, faculty, student services personnel, and other staff, with the assistance of parents/guardians, regarding the value and utility of parental contribution, ways to reach out to, communicate with, and work with parents as equal partners, ways to implement and coordinate parent/guardians programs, and ways to build ties between parents/guardians and the school; 3. Coordinate and integrate, to a feasible and appropriate extent, parental involvement programs and activities with competitions, presentations, tournaments and other school events; 4. Conduct activities, such as parent resource centers, that encourage and support parents/guardians in more fully participating in the education of our pupils; and 5. Ensure that curriculum, textbooks, and teaching materials of the school are available for review.
This Parents/Guardians Involvement Policy is fulfilled as follows: 1. Parents/Guardians are notified in writing regarding their pupils’ participation in different programs/activities. Students will participate only with their Parents/Guardians consent.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 2. During the orientation session, Parents/Guardians will learn how the parents/guardians, school staff, and students share the responsibility for improving student achievement prior to school opening Parent input is collected through parent meetings and parent surveys. 3. Early in the school year, parents/guardians are invited to meet the staff, learn more about available programs, ask questions, and offer suggestions. They learn how progress is measured and how they receive feedback about their child’s progress. 4. Parent-teacher conferences are mandatory; students will receive a warning if Parents/Guardians do not attend. This warning will count as a student’s fault. (see PARENT/GUARDIAN SUPPORT AGREEMENT below) 5. Efforts are made to assist parents/guardians in understanding federal and state academic expectations, state content standards, student performance standards, the school curriculum, and school expectations and assessment results. This is accomplished by scheduling regular parent meetings throughout the school year. 6. Parents/guardians are encouraged to visit the school for volunteer training and information, visit their child’s classes, actively volunteer in the life of the school, attend other meetings and events. In addition, the school encourages parents/guardians to offer their ideas and suggestions to the school staff. 7. The school seeks ideas and suggestions from community-based organizations and coordinates parent involvement opportunities with such programs. 8. A school newsletter or similar communication is sent to all families (TBD). This communication provides for home reinforcement of skills and concepts taught at the school. 8. Efforts are made to accommodate parents with disabilities and with varying work schedules. Efforts are also made to provide information to parents in the language used at home (i.e. home language). 9. Through a Parent Satisfaction Survey each year, parents can share concerns and offer suggestions for the continued improvement of the school. 10. Parent involvement activities are fully integrated into the School Improvement Plan process for academic accountability. One parent/guardian representative participates on the Board of Trustees (ex-officio).
A. Regular Communication with Parents/guardians: In order to build consistent and effective communication between the home and the school, communication includes: i. The Parent and Student Handbook ii. Regular school and classroom newsletters iii. The annual school calendar iv. Special event and reminder notices v. Report cards vi. Parent-teacher conferences vii. Community Nights viii. School events ix. Phone, with TTY accommodations x. Auto dialer for general school reminders and announcements xi. Robust volunteer opportunities within the school day and in the evening
B. Parent/Guardians Trainings: These are opportunities to help parents/guardians develop and
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CNY Institute of Academics & Performance Charter School Merged Application 2019 use at-home skills that support their children’s academic efforts and social development. Parents/guardians are given techniques and strategies that they may use to improve their children’s academic success and to assist their children in learning at home. A Parent Needs Assessment survey is conducted during the first week of classes. Some of these activities may include: i. Standards and assessment ii. Community resources iii. Academic and social support iv. Adolescent development
C. Ongoing Assessment and Evaluation of Parent/Guardians Involvement Initiatives: At least annually, the school and parents/guardians convene to evaluate the Parent/Guardians Involvement Policy. This assessment includes metrics so the school can evaluate the effectiveness of parent involvement initiatives and the level of responsiveness to parent concerns. This assessment initiative helps the school identify barriers to greater parent participation. The school uses the findings of this assessment initiative to design strategies for more effective parent involvement and to revise, if necessary, this Parental Involvement Policy. Further, these metrics may be used as a measure in the performance evaluations of the school Chief Instructional Officer and staff. Examples of metrics include, but are not limited to: i. Responses to and the results of the annual Parent/Guardian Satisfaction Survey ii. Increase or decrease in the number of parents involved in school activities iii. Percent of signed Commitment to Excellence Contracts iv. Attendance at parent-teacher conferences v. Workshops and learning experiences offered for parents/guardians vi. Professional development for staff regarding how to work with parents/guardians and how to develop parent/guardians involvement strategies
Parents/guardians will be welcome in the school at all times, whether they are there to volunteer or simply to observe a student’s learning environment. If any parent/guardian has an interest in sitting-in on her/his child’s classes, all that will be necessary is a courtesy call beforehand. As long as these visits are reasonable in frequency and duration and do not interfere with any students’ learning or specific classroom activities, s/he will be permitted, as determined by the Chief Instructional Officer. Faculty will be open to these visits and recognize the significance that a parent/guardian, who has direct knowledge of what happens in the classroom, brings to the school.
As important as the students’ participation, parents/guardians active participation in the school activities will be essential for the school success. They will be given the opportunity to volunteer in areas that they feel comfortable. Some examples are: chaperones for field trips, cafeteria roles, classroom aids, lecturers, workshop presenters, club advisors, PTA, school function support, and community liaisons among others. In case they are undecided regarding the role, the school may offer them roles the school considers necessary. Their roles need not be strictly directly related to his/her own pupil as an individual, but as within the collectivity. At the beginning of each year, parents/guardians will sign up the PARENT/GUARDIAN SUPPORT AGREEMENT, having attached a list of possible roles (created collectively by the school members to cover key areas to better implement school needs) including an undecided/prefer to be assigned to any role entry.
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PARENT/GUARDIAN SUPPORT AGREEMENT Dear Parents/Guardians:
CNYIAPCS, a tuition-free charter public high school, appreciates your choosing the institution that will prepare students to graduate from high school with the academic and leadership skills necessary for them to succeed in college or the career of their choice.
We, being the best at what we do in the Arts and Athletics, will require your undying support. On behalf of our school community, we are extremely grateful for your trusting us in making a profound impact in your youth’s life.
Our expectation is that you will support our mission and our values as they are the foundation of what we believe and what we will achieve with the young students. We need your unwavering support.
We must advise you of the hard work that is ahead in our journey together. Our expectations are high. Our students shall invest a great deal of time, energy, thought, and work into their studies. Our pupils will be required to read, write, study and serve beyond the scope of what they may be accustomed. Like you, we want a viable future for the young members of our community.
Students’ attendance is your responsibility. 10 unexcused absences will lead to warning. If the student has a warning and other academic responsibilities are not attained, the student will be on probation. After this procedure, ANY other violation of CNYIAPCS violation will lead to registration cancellation, holding the parent/guardian fully responsible of the student’s education.
Also, please find attached a list of possible roles you will contribute to the school (To be created) for its better functioning. CNYIAPCS is a school that will be successful with our collective effort.
I (your name) ______hereby agree to support the mission and vision of CNY Institute of Academics and Performance Charter School on behalf of (pupil name) ______future student at the school. I understand that if I fail to support the endeavors of the school, ______may lose the privileges as a student. I have also read the Student Handbook that includes the Code of Conduct. ______Signature date
______Witness name date
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Problem Solving Civility will prevail at CNYIAPCS. In our school we know problems can arise. Do you, as students know where to go and who to talk to? Instead of talking about the problem behind the person’s back, talk to them to try to solve the problem. Talk to the person with whom there is a problem, whether it is a teacher, staff member or other student or, if you are shy and don’t feel comfortable talking to that person, have a friend you trust or a parent/guardian, communicate with them. Remember, your Guidance Counselor, Chief Instructional Officer and the Ass. CIO are there for you. Request a meeting with the other party in front of anyone of your choice. Remember, everything said should be tactful. Yelling will get you nowhere. This system can also be used for positive comments as well. The above communications can be made verbally or through writing. Remember, COMMUNICATION is the key; problems are not solved if nothing is said. If a student feels he/she is being treated unfairly by a teacher, the student should talk to the teacher privately to resolve the problem or request the support of other faculty member, or the officials mentioned before. Students should also feel free to work with administrators, guidance counselors, or the nurse to resolve classroom or peer problems.
Disruptive students will be removed from the area where the situation is occurring to continue the regular activity (classroom, gym, cafeteria, other premises) if after a brief dialog the situation has not been solved, the student(s) will be sent to the Cool Down Areas. These areas are specially designated for students to reconsider the situation, calm down in case they become aggressive, or relax if they feel anxious. These areas are assigned only for one student, separated from the other facilities offering personal privacy. The student will be asked if s/he prefers to be alone or needs company to open a dialog to solve the situation. After a period of time by him/herself, an adult will sit to dialog to restore the integration of the student to the regular activities. After a period, when both parts in conflict have regain composure and self-control, they will face-to-face solve the situation with the supervision of an adult who will suggest eventual solutions so as situation does not repeat. Services such as Counseling/Social Workers/Psychologists will support students who do not endanger school’s members. Disruptive students will lose the specialty privileges (including all events), and will be removed from the Internship if a second situation occurs.
There won’t be suspensions at CNYIAPCS. Based on current nation-wide research indicating that suspensions accelerate school disengagement, lead to dropout and motivate delinquent/gang activities (The Center for Civil Rights Remedies, 2013; Academy of American Pediatrics, 2013; American Psychological Association, 2013; U.S. Department of Justice, 2013; Education Department’s Office for Civil Rights, 2013), CNYIAPCS will apply behavior modification for those violators of the Code when no self or others endangerment is involved.
We believe that for every maladaptive behavior challenge, there exists a lagging skill behind it. When a student conducts herself in a manner that is not conducive to learning, is it our stance that the student may not necessarily have the skills necessary to be successful in that situation. It is our responsibility to equip our students with the tools to be successful – not just academically – but emotionally and socially as well. When a student displays consistent behaviors that disrupt, disturb, and/or disrespect the learning environment in a classroom or the culture standard within the school, s/he will be required to attend a session with a faculty member and/or an administrator so that an Action Plan can be discussed and executed. The Action Plan is not a one-meeting process. Rather, the Action Plan is a long-term, goal-oriented commitment between the two parties
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CNY Institute of Academics & Performance Charter School Merged Application 2019 (student/faculty or student/administrator) to attempt certain practices and learn certain skills in order to be more successful in the school environment. This takes place by having daily meetings where a student’s progress is recorded; but more importantly, where a student continues to receive guidance and shares in the decision-making of his/her own Action Plan.
Parents/guardians are informed when their pupils participate or are referred to an Action Plan session. We believe that in order for the student to be successful, the partnership between the school and the family must be intact and supportive of the objective: for the student to feel safe and competent academically, emotionally, and socially. The school also will inquire potential reasons causing the behavior, where they are occurring and whether the student has any control of external-to- the-school situations deriving on school performance or misbehavior.
Should a student demonstrate resistance to Action Plan sessions and subsequent student continue the same behaviors that are being addressed previous to the sessions, a parent meeting with the student and an administrator will be mandatory. Here, the Action Plan will be re-visited and the student placed on a “probationary period” for observation. A follow-up meeting (2 weeks) with the family will be scheduled in order to discuss the student’s progress.
If the student continues to exhibit the same behaviors despite the “probationary period” and family intervention, the Chief Instructional Officer and family will have to decide if Action Plan is the appropriate fit for the student. Again, the objective is for the student to stay in class/school. Every attempt will be made by faculty and administrators to help every student gain the skills necessary to be an asset to the school community.
The following list indicates examples of lagging skills most frequently observed among students – exhibited in various disruptive/destructive behaviors – especially when they are in environments where order and discipline are routine. These are the skills addressed in order for our students to overcome within our school and beyond.
Assessment of Lagging Skills (©Center for Collaborative Problem Solving, 2008 (ccps.org)) - Poor sense of time - Difficulty maintaining focus - Difficulty considering the likely outcomes or consequences of actions (impulsive) - Difficulty managing emotional response to frustration so as to think rationally - Difficulty expressing concerns, needs, or thoughts into words - Difficulty handling unpredictability, ambiguity, uncertainty, novelty - Inflexible, inaccurate interpretations/cognitive distortions or biases (e.g., Everyone’s out to get me, Nobody likes me, You always blame me, It’s not fair, I’m stupid) - Difficulty starting conversations, entering groups, connecting with people/lacks other basic social skills - Difficulty appreciating how her behavior is affecting other people - Difficulty empathizing with others, appreciating another person’s perspective or point-of-view - Difficulty appreciating how she is coming across or being perceived by others
If the efforts afore mentioned do not offer the expected results due to student resistance, the student will be classified as on Probationary condition, following the consequent procedures.
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Whenever conduct or discipline problems arise at CNYIAPCS involving students, all provisions stated in the Code of Conduct and Discipline Policy will prevail.
Students Rights and Responsibilities
CNYIAPCS is committed to safeguarding the rights given to all students under State and Federal law including First Amendment rights, Section X. While students are allowed to exercise said rights and civil liberties; any actions taken must be discussed in advance with the respective Chief Instructional Officer so as to ensure that CNYIAPCS promotes a safe, healthy, orderly and civil school environment.
A. Students’ Rights 1. Learn in circumstances that permit healthy, intellectual, emotional, physical and moral development. 2. Receive a free, sound, basic education and take part in activities without discrimination on the basis of race, color, creed, religion, national origin, political affiliation, sex, sexual orientation, age, military status or disability. 3. Receive an education appropriate for his or her individual needs. 4. Obtain an education that respects culture, race, socioeconomic background and the language of their home. 5. Attend schools and educational programs that are effective. 6. Participate in educational programs that prepare students for jobs, for college, for responsible family life and for citizenship in a self-governing democratic society. 7. Have available resources needed to secure their educational rights. 8. Pursue their education without fear. 9. Receive an education that involves responsibilities as well as rights. (Source: The Regents Bill of Rights for Children: An Education Charter for the Decade of the Child.)
B. Student Responsibilities Students are responsible for: 1. Taking responsibility for their own learning. Being successful is ultimately the students’ responsibility. 2. Their own behavior. 3. Being respectful of all adults and the values and views of other students. 4. Being prepared for classes, for attending school each day, and being ready to learn. 5. Being positive members of the school community with regard to themselves, others and property.
Students are expected to: 1. Behave in a way that will promote a safe and productive educational environment for all. 2. Finish all their work and tasks to the best of their ability. 3. Listen to and follow the directions of their faculty and other school personnel. 4. Accept responsibility for their actions.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Positive Alternatives
At CNYIAPCS, student discipline is more than a policy with consequences for behaviors. It's a commitment to a philosophy and a series of programs designed to meet the needs of students and promote a positive school climate. Positive alternatives include but are not limited to:
- Parent/Faculty Conferences - Conflict Resolution Programs - Peer Mediations Student Training - Intervention Counselors, School Counselors, Social Workers - Cool-down Areas designated on campus - Action Plan - Parenting Programs: Active Parenting, How to Talk So Kids Will Listen - Student Incentive Programs (SUPA, OCC, Bryan and Stratton College) external programs, competitions, scholarships, paid internships) - Staff Development: professional workshops, mini courses, modeling observations - Prevention Programs: DARE (Drug Abuse Resistance Education), Peer Leadership - Alternative Education-BOCES (Board of Cooperative Educational Services) IEP. - Student Activities - Sport Teams, Clubs, Dances, Academic Associations, study groups. - Mentoring Students - Study Halls - Student Involvement in Decision Making - Community Based Programming (Internships with partnership organizations) - Exploring Youth Challenge, professional guests - Yoga for all (non athlete students and personnel wellness program, year round)
Expectations
Students, employees, and/or visitors who violate the Code will be subject to disciplinary action. Officials may use a range of responses to student misconduct. When disciplining a student, officials will: conduct a parent conference, report the student(s) behavior, and present evidence of the violation prior to apply the sanction. In particular cases, counseling or mediation will be offered depending on the nature of the circumstance. The fundamental objective shall be the modification of behavior in order to promote and foster academic success and maintain a school environment that is conducive to teaching and learning for all.
At CNYIAPCS Students are expected to: a. Be respectful to fellow students, school employees and all school property. b. Follow bus rules and regulations, as well as rules granted under driving / parking privileges. c. Be in school unless legally excused. d. Be in study-room and classes on time. e. Attend all classes as scheduled. f. Leave the building only with prior approval. g. Learn and comply with safety and behavior rules when attending internships and/or using facilities beyond the school premises with the purpose of enhancing their education. h. Be in authorized areas. i. Be familiar with all school and building rules pertaining to student conduct.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 j. Represent CNYIAPCS when participating or attending school sponsored events with the highest standards of conduct, demeanor, and sportsmanship. k. Speak in a tone and voice that is not loud and disruptive to others. l. Respect personal space and physical proximity, avoiding public displays of affection. m. Dress appropriately for school and school functions. (See Definitions)
Academic Integrity As part of the school community, it is the duty and responsibility of students and faculty to honor academic success that is earned as the consequence of hard work and effort, academic integrity at CNYIAPCS based upon respect for individual achievement that is the result of personal integrity, honor, and diligence. - Never let other students devalue your achievements by allowing anyone to take unfair advantage of your work. - Report any academic dishonesty that you see. - Acknowledge your sources. Whenever you use words or ideas that are not your own, use quotations marks. Where appropriate, cite your source in an internal footnote, and back it up with a list of sources cited and/or consulted. - Protect your work. In examination situations, do not allow others to see your work. You are the only one who should get credit for what you know. - Avoid suspicion. Do not put yourself in the position where you could be suspected of copying another person’s work or having used unauthorized notes in an examination. - Do your own work. Do not allow someone else to do your work as it defeats the purpose of your education and may result in serious charges against you. - Always be honest. Do not falsify records. Do not fabricate data. Always be truthful when discussing your work with a faculty.
The following are examples and definitions of the types of behavior that violate the academic integrity policy at CNYIAPCS, however, they are not limited to the following:
- Cheating: unauthorized notes or unacceptable use of technology, unauthorized study aids, alterations of graded work after it has been returned, copying another’s homework, submitting identical or similar papers for credit in more than one course without permission from the instructors. - Plagiarism: submitting material that in part or whole is not entirely one’s own without citing correct sources--including web sites or other resource materials. - Fabrication: falsifying or inventing information, data or citations. - Theft of Exam Materials: stealing, reproducing, or any other unauthorized collection of any exam material prior to the exam. - Aiding and Abetting Academic Dishonesty: providing material, information, or other assistance to another person with the knowledge that it could be used in any of the violations stated above or providing false information in connection with any inquiry regarding academic integrity. - Falsification of Records and Official Documents: altering academic records or official school documents or forging signatures. - Unauthorized Access to Computerized Academic or Administrative Records: viewing, modifying or releasing any official school computer records without authorization.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 - Copyright infringement also called ‘pirating’ will not occur on the school premises, neither at locations included to educational activities as part of CNYIAPCS curriculum. This is a law violation and will not be tolerated by the school. Students should not copy music, movies or material that are copyrighted.
Acts in violation of academic integrity - All actions cited above may occur only once, leading to Probationary Period. Copyright infringement is an exception in this list, this is a law violation; therefore it implies immediate cancellation of your school registration.
Early Dismissal will be properly and timely announced in the Internet. Parents/guardians will be properly notified. This will happen under extreme circumstances.
- We realize that students have doctors, dentists and other appointments. Every effort should be made to schedule these appointments during vacation days or other times when the student is less likely to have school. Missing classes may jeopardize a student's chances of promotion and or increase the chances for academic failure. - In order to be dismissed early, students must have a note signed by a parent/guardian stating the reason for the early dismissal and a phone number where the parent/guardian can be contacted. All notes should be forwarded to the Chief Instructional Officer, who will call the parent/guardian to verify every note. - A student who would like to leave because she is not feeling well must get an administrator’s or nurse’s approval before calling home. It will be at the administrator’s discretion as to whether or not the student is allowed to leave early.
Release of Students New York State Education Law states that school may release a student to someone other than the student’s parent/legal guardian in the event of an emergency. This can only happen if the identity of the person requesting the release is verified against a list of names provided by the student’s parent or person in parental relation at the time of the child’s enrollment in the school. If someone whose name is not on the list attempts to obtain the release of a student, that student may not be released, except in the case of any emergency as determined in the sole discretion of the Chief Instructional Officer or his or her designee (§3210(1)(c)).
Furthermore, a school can release a student to someone whose name is not on a list previously provided by the student’s parent or person in parental relation only in case of an emergency. No situation will be deemed an emergency until the Chief Instructional Officer or his or her designee verifies the facts of the situation, contacts the student’s parent or person in parental relation, and the student’s parent or person in parental relation agrees to the release. This procedure, however, does not apply to the release of a student under the protective custody of the Social Services Law and the Family Court Act Education Law (§ 3210(1)(c)). Finally, a student may not be released to a non-custodial parent if the district has been provided with a “certified copy of a legally binding instrument, such as a court order or decree of divorce, separation, or custody” that indicates the non-custodial parent does not have the right to obtain such release (§ 3210(1)(c)).
School Security
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CNY Institute of Academics & Performance Charter School Merged Application 2019 - On the premises To ensure the safety of our students and staff, public-access doors of the school building are locked at all times. Visitors must ring a bell at the front of the building where the front desk staff will “buzz” them in. Once a visitor has entered, s/he must stop at the front desk to state her/his business. If a visitor wants to go to a child’s classroom or meet with personnel, s/he is required to show photo ID, sign in at the front desk and get a pass from the front desk staff to and be issued a personal ID. Once the visitor has completed her/his visit, the visitor must return to the front desk, return the ID, and sign out. The visitor is then observed, via video surveillance, exiting the building. (see definitions) All staff has a pass card and identification card that allows them entry into the buildings. These pass cards are registered with the school and monitored periodically. Every classroom comes equipped with a phone and all teachers have a key to lock their doors in the event of an emergency that poses a threat to themselves and/or our students. Video surveillance is present throughout and outside the building to protect all staff, students, and anyone else on the premises. CNYIAPCS practices safety measures throughout the school year through fire and emergency drills. During these drills, the school is “swept” for missing students and the administrative team communicates via “walkie” in order to “clear” the building and make certain that all teachers have their students before anyone is allowed re-entry. In the event there is a threat to the school environment, there is a protocol for addressing various emergency occurrences, including the contacting of local law enforcement (in progress).
- Weather and Emergency Days CNYIAPCS may be closed at any time due to inclement or dangerous weather, or due to a local condition that prevents our operating safely. The school will remain closed due to weather conditions following the decision of the City of Syracuse School District to facilitate parents’ home organization for those who have children attending other schools in the district. In the event that the school closes for any reason, including, for example, utility problems, ice, environmental threat, etc., updates will be on our website and the local media news stations will broadcast the information. Any time there is doubt regarding closing of school, students & parents/guardians are instructed to listen to one of the following radio/television stations:
Radio stations in Syracuse Frequency Call Letters Nickname 570 AM WSYR Newsradio 570 WSYR 620 AM WHEN Power 620 1050 AM WSEN Classic Hits 1260 AM WSKO The Score 1260 1390 AM WFBL CNY Talk Radio
89.9 FM WRVO NPR FM 90 90.5 FM WBXL 90 dot 5, The Buzz 92.1 FM WSEN-FM Classic Hits 92.1 93.1 FM WNTQ 93Q 100.9 FM WKRL K-Rock 105.1 FM WOLF-FM New Country WOLF 105.1
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CNY Institute of Academics & Performance Charter School Merged Application 2019 105.9 FM WXTL The Big Talker 107.9 FM WWHT Hot 107-9 TV stations in Syracuse 5 WTVH 9 (17) WSYR 43 WNYS 56 WSPX 68 (19) WSYT
Phone Numbers and Student Information Each family must be diligent in providing the school with a list of current, working phone numbers – including cellular phones – for when the school needs to contact a student’s parents or guardians. Similarly, it is imperative that any legal documentation indicating a change in family circumstances (custody, Order of Protection, PINS, restraining order, etc.) that is in effect and comes from the proper judicial authorities be forwarded to the school as soon as possible. It is only with proper documentation that CNYIAPCS personnel can respectfully and lawfully act in the best interest of the student and family.
Study Halls All students are placed daily in a supervised study hall. Study hall is designed to provide students extra opportunities to work on homework, read, and/or receive extra help on assignments, prepare projects, etc. The expectation during study hall is that students are working without interrupting others. Horseplay or disruptive behavior will not be tolerated.
Determination of Class Rank Class rank is calculated at the end of the first semester of grade 12. The student with the highest average of credits earned (courses completed) and highest GPA, and all the requirements completed to that point will be named Valedictorian of the graduating class, and the student with the second highest average will be designated as Salutatorian. There is no special weight given to any particular course. Final grades in all subjects are counted. When a course is failed and later passed, the higher grade is given for passing the course with the higher average. Both Valedictorian and Salutatorian will be in the graduation ceremony representing their graduation class and a speech will be offered to the entire community gathered for the purpose.
Graduation Ceremony Participation Only students who have met all graduation requirements, and are eligible for a high school diploma at the June graduation exercises will be permitted to participate in the graduation program. August or January graduates are not permitted to participate in June exercises.
Gala and Prom Students in good standing at CNYIAPCS will attend 2 formal celebrations: Gala and Prom. Gala will take place at the end of the 11th grade for all those who will enter 12th grade. This Gala serves two purposes: to celebrate the initial completion of the year to be expected to graduate, and
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CNY Institute of Academics & Performance Charter School Merged Application 2019 to offer the opportunity to socialize in a formal manner, experience that will be used after students complete their education at CNYIAPCS in formal events. Prom will take place at the end of the 12th academic year. Both are celebrations of students’ accomplishments, and are intended to enjoy their efforts to continue their education/or to continue a successful life. In both celebrations, students are expected to demonstrate a level of decorum that expresses their degree of maturity reached at CNYIAPCS and a passage of age. Student attires are expected to show elegance NOT vulgarity. The students’ conduct should be a memorable experience, NOT one that they should regret or destroy four years of intense effort.
Prom Guidelines (rules and responsibilities) 1. The Acknowledgment of Prom Rules and Responsibilities, and the Prom Permission Form are to be completed and returned by all participants, regardless of age, at the time tickets are purchased. No student may purchase a ticket without submitting these forms. 2. Only current seniors in good standing at CNYIAPCS will be allowed to purchase a ticket. The cost of the ticket will be determined each year, as well as the dates when they get available to purchase. 3. Students MUST have a copy of their ID and their signed permission form. There are no guarantees in regard to seating arrangements, but you may buy your ticket at the same time for a better chance of sitting at the same table. 4. Students may purchase their ticket and a ticket for up to one guest that does not attend CNYIAPCS. 5. All guests must be either in high school or under the age of 21. 6. No middle school or junior high school students from any school will be permitted to attend. 7. Guests and CNYIAPCS students may be submitted to drug/alcohol screening, including the use of a portable breathalyzer, upon the request of authorities. 8. Guests and CNYIAPCS students will NOT sell, purchase, possess or be under the influence of intoxicants. 9. Guests and CNYIAPCS students will comply with all school rules, regulations and reasonable requests from the school authorities. 10. No inappropriate contact or gestures will be permitted on the dance floor. No grinding. 11. There will be no refunds for students who cannot attend. 12. It is recommended that students make arrangements for transportation to and from the premises where the event will take place (TBD) on that day since we cannot guarantee the security of any automobile left in the parking lots. 13. Any student who violates the School’s Student Code of Conduct will be escorted off the premises. Students caught with drugs or alcohol, or appear to be under the influence of drugs or alcohol, will also be escorted off the premises and will face consequences deemed appropriate by the local Police and CNYIAPCS. 14. Prom will begin from 7:00p.m-12:00a.m and hors d’oeuvres will be served from 7:00p.m- 7:30p.m. 15. Students who arrive after 9:00 p.m. will not be permitted into the prom. 16. Students must leave the premises by 12:15 A.M. 17. It is advised that all seniors bring as little as possible as you are responsible for all personal belongings. (Cameras are permitted.) 18. Loud and/or boisterous behavior will not be permitted.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 19. Students must adhere to the Prom dress code, or they will not be allowed to enter and will not receive a refund on the purchase of their prom ticket. Dress Code for the occasion will be determined. 20. Guests or CNYIAPCS students who leave the dance early will not be permitted to return. All guests must also leave when the student who brought them to the dance leaves. Students and guests MUST sign out. 21. The sponsor of the dance (if chosen) may establish additional dress and behavior regulations. 22. Prom is an earned privilege and students need to be aware that all of their actions will have consequences.
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PARENT/GUARDIAN PROM PERMISSION FORM Date here
1. Please read the Student Manual before signing this form and prior to Prom ticket purchases. 2. Students must not have obligations logged with CNYIAPCS. 3. Students must have their picture ID and receipt of ticket purchase to be admitted into Prom. 4. All guests must have a school ID or picture ID that shows their date of birth. 5. No persons over the age of 20 will be admitted into Prom. 6. All school policies outlined in the Prom Rules and Regulations with regard to attire, dancing, and behavior will be enforced in addition to the regular school ones.
I agree to follow all school rules as they apply to Prom Guidelines (Rules and Responsibilities.) I understand that no refunds will be given if I fail to adhere to these rules at any time before or during Prom.
Print: Student Name______ID#______
Address ______
Phone: ______
Student Signature: ______
If you are bringing a GUEST, this guest will also be the CNYIAP student’s parent/guardian responsibility given that the guest is a minor according to the law.
PROM GUEST STUDENT INFORMATION
______is requesting that ______(Print CNYIAPCS Student name) (Print Guest Student’s name)
A student currently attending ______(Print name of High School) OR ____ no longer attending high school
______(Guest student signature) (Emergency contact Phone)
______(Guest student’s parent/guardian Signature) (Guest student Address)
______(Guest student’s parent/guardian Contact Number) (Guest student’s City, State)
______(Guest student’s Principal Signature) (School phone number) (Leave blank if not attending school)
I give my son/daughter (and his/her guest) permission to attend the (YEAR) CNYIAPCS Prom.
Print: Parent/Guardian______
Sign: Parent/Guardian______
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Office and Relations Administrator will be created the second year of CNYIAPCS. When parents/guardians have questions about CNYIAPCS, this is the first person they should speak to for direction. The Office and Relations Administrator is well informed about all aspects of the CNYIAPCS programs and will be able to assist parents/guardians. During the first year, the Chief Instructional Officer, counselor, school nurse, or teachers will ensure to communicate properly to solve situations that may arise.
Freedom of Expression Students are entitled to express their personal opinions verbally, in writing, or by artistic expression. The expression of such opinions, however, shall not interfere with the freedom of others to express their beliefs, be offensive in any manner or be vulgar. All forms of expression also must be in compliance with the Code of Conduct and the school dress code. In order to maintain consistency with the school's basic educational mission, the content of such publications is controlled by school authorities. No person shall distribute any printed or written materials on school property without the prior permission of the Chief Instructional Officer. The Chief Instructional Officer may regulate the content of materials to be distributed on school property to the extent necessary to avoid material and substantial interference with the requirements of appropriate discipline in the operation of the school. The Chief Instructional Office may also regulate the time, place, manner and duration of such distribution.
Off-Campus Events College-readiness cannot be wholly accomplished if our students are not afforded the occasion to visit college/university campuses. CNYIAPCS will have trips to institutions of higher learning. Students at school-sponsored, off-campus events shall be governed by all the guidelines of the school and are subject to the authority of school officials. Failure to obey the lawful instructions of school officials shall result in a loss of eligibility to attend school- sponsored, off-campus events and may result in additional disciplinary measures in accordance with the Code of Conduct.
THE ARTS
A variety of visual and performing arts will be present as part of the school curriculum, therefore, it is expected that all students according to their disciplines will perform at school, in the community, locally, state level, nationally and beyond (if possible internationally). These presentations may be in the form of art exhibits, theater/music/dancing performances. Students are expected to promote the attendance of their families and friends to these events whether in the school or in the community.
Organizing these events will be a collective effort, involving not only the students, but also the families and the community.
Art Gallery If space permitted, the school will create a permanent area for exhibitions where students will have the opportunity to practice the pre-professional skills necessary to advance in their field of choice.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Art Studios (visual and performing) will be properly equipped with all the basic necessary materials necessary for the assignments. If students decide to add other materials beyond the ones offered, they will be of their entire responsibility. These facilities will be always opened while the school is in operation. Students are allowed to use them whenever they desire beyond the regular class schedules, to complete assignments, to create projects, or to advance their skills individually or cooperatively if they are in good standing (see definition).
Exhibits All students in the visual arts will have a mandatory exhibit at the end of the year, where the best of their portfolios will be displayed to the public at a facility out of the school. The first Student Portfolio Exhibit for the visual arts will take place at Westcott Gallery in Syracuse during the summer 2015.
Local and regional participations (9th & 10th graders) are offered by the school (for security) however to be determined by the students. These participations will have academic recognition and will be incorporated in the students’ resumes.
Performing artists will have a mandatory final performance at the end of the year, the one that will be open to the public. Currently, other venues are been negotiated for the performing arts (dance, music & theater location is to be determined) such as community participation with professional or semi-professional organizations.
The artist may choose to participate in schools functions other than for their own disciplines. For example: open houses, graduation, gala, prom, etc. performing artists may do it at visual arts exhibits in museums and galleries, or for charity purposes (retirement homes, crisis homes, etc.) All participations approved by the school will count towards promotion requirements. In no case students will participate representing CNYIAPCS without the previous authorization of the school.
CNYIAPCS will make efforts to participate in cooperative programs with other schools to share best practices. Thus, visual arts or performing arts may be coordinated with students from other schools and their faculty. Co-productions will offer students the opportunities to practice self- evaluation.
Those students who select creative writing will find the support for publishing their work and participate in competitions pertaining to the specific genre. All participations approved by the school will count towards promotion requirements. In no case students will participate representing CNYIAPCS with results of assignments without the previous authorization of the school in writing. This included all means: in writing/printing, radio stations, TV or the Internet, including social media.
THE ATHLETICS
Participation in, and eligibility for, these programs is determined first, by a sports’ physical and then, in most sports, tryouts. Maintaining eligibility for participation in athletics is contingent upon a student athlete’s academic performance and behavior in the classroom. Every student-athlete is expected to maintain a 70% or above average in all classes in order to participate in any program.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Teachers and coaches work together to instill community values and help all students achieve regardless of the challenges they may personally face. The extended schedule will engage, energize and retain students whose interest is in sports.
Rather than just being a student at a school, students will learn to be part of a team. In teams students will practice together, play together, attend class together, and receive support services together. Each team will have assigned coaches that teach, mentor, guide, and counsel them to develop as students, athletes and citizens. Coaches will emphasize communication, teamwork and leadership, build confidence and self-esteem, and use sports to help students learn how to focus, manage emotions, be unselfish, and become positive members of a community.
The uniqueness of CNYIAPCS will also be reflected on the sports disciplines practiced at the institution. Non-traditional sports will offer opportunities for students to obtain scholarships to attend college. In addition, due to the size of the school, small teams, pairs and individually will be encouraged to create onsite participatory squads. These types of disciplines will permit training year round and indoors (an advantage in winter.)
Archery, badminton, cross country, karate, golf, racquetball, table tennis, track and field, and weightlifting will be offered at CNYIAPCS, however other disciplines may be added upon demand and feasibility as grades add into the school.
Health and fitness program for students whose interests are in sports will open doors to demystify athletes and apply concepts of athletics to future careers in the field. The wellbeing of students is a main concern at CNYIAPC, for that reason, rigorous screening will be required before students engage in sports.
As well as in the arts, athletes will be offered a myriad of opportunities to perform or offer demonstrations of their talents. Students at the 9th and 10th grades will be required to participate in local and county events. As students advance, at 11th and 12th athletes will perform at regional and state competitions. The school will emphasize Olympian styles requiring rigorous training and demanding dedication. Students and their Parents/Guardians or mentor are required to get familiar with NCAA www.eligibilitycenter.org to review requirements in their disciplines and get prepared for college participation in optimal conditions.
The school will offer opportunities for student athletes to participate in clinics highly specialized in their disciplines. As well, the school will cooperate with local colleges in the training and exposure to practices and events and pairing athletes with external mentors whose sports experience will benefit and advance the students’ particular practices.
Students who demonstrate interest in athletics at a non-competitive level, for example with an emphasis in sports medicine/therapy, journalism, sports merchandise or others will find the support at school to develop and advance their interest in a solid manner. Student participation in the publication of school-sponsored student newsletters, yearbooks, literary magazines and similar publications is encouraged as a learning and educational experience. These publications, if any, shall be supervised by qualified faculty advisors and shall strive to meet high standards of journalism in particular if that is not a school publication.
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It will be CNYIAPCS culture to support student peers whenever they are representing the school, therefore, students in the arts and sports will support each other in their endeavors. Camaraderie among students will prevail over their secondary school experience at CNYIAPCS.
R-010b- Discipline Policy (general education)
The CNYIAPCS is committed to providing a school environment that is conducive to learning, safety and order. The culture will be based on principles in pursuit of harmony, cooperation, nurturing, development, advancement, and ultimately success. Any attempt to disrupt these principles will be sanctioned. Recognizing the uniqueness of CNYIAPCS as a small, personalized school environment where students will be treated as one student at a time, available reasonable resources and support will be made available to help improve a students character and behavior. In addition, it is the belief of the institution that the school should be a safety zone for students and staff within the community. All staff and students will be required to wear an electronic personal ID card provided by the institution.
Parents/guardians are expected to be always involved in their children’s education at CNYIAPCS. Our faculty, advisors, and administrators will consistently maintain connection with their advisory students’ parents/guardians. Home visits, school conferences, phone conferences, school events and activities will be some of the ways school and parents/guardians will be in contact with each other. Most importantly, parents/guardians and students will have access to the Code of Conduct to read and review before classes begin, and will have the opportunity to discuss the school’s expectations at the orientation session.
Responsible behavior by students, teachers, staff, parents and visitors is essential to achieving these goals. The set of values and beliefs that guides the actions and behaviors of all staff members and students at CNYIAPCS are to ensure success. Central to those values and beliefs are certain fundamental principles: • Students learn best when adults serve as active, positive role models. • Students learn best when respect and civility are modeled by all. • Students learn best when behavioral expectations are clearly defined and enforced.
The Code of Conduct (AKA the Code) • Defines expectations for acceptable conduct on school property and at school
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CNY Institute of Academics & Performance Charter School Merged Application 2019 events both off and on school property. • Serves as a standard for consistency and fairness in ensuring student, family, visitor, and staff rights. • Identifies possible consequences for unacceptable conduct. • Strives to ensure that discipline is administered fairly and in accordance with applicable regulations and statutes.
The Code of Conduct is to serve as a standard for consistency and fairness in ensuring student, family, visitor, and staff rights. A thorough understanding for all CNYIAPCS community - students, faculty members, parents, administrators and support staff- will contribute to and accept responsibility (PARENT/GUARDIAN SUPPORT AGREEMENT) for an orderly and respectful school climate.
Roles and Responsibilities
1. Administrators - Administrators and their designees (for example, instructional officer) are responsible for promoting a supportive and positive school environment and for implementing the Code in a fair and consistent manner. Staff members found guilty of violating any of these provisions of these rules shall be subject to disciplinary action as outlined by Bylaws and contractual agreements (Civil Service Law §75.)
2. Board of Trustees- The Board of Trustees agrees with the Code. Members should lead by example by conducting Board meetings in a professional, courteous and respectful manner. They must ensure that there is a procedure for hearing grievances relating to disciplinary action so that the rights of all individuals will be protected. Students, Faculty or Staff members found guilty of violating any provisions of these rules shall be subject to disciplinary action as outlined by Bylaws and/or contractual agreements. Trustees are subject to disciplinary action as stated by Bylaws. It is the responsibility of the BoT collectively and individually to advance promote and facilitate to the best of their ability the mission, vision, goals and objectives of CNYIAPCS. CNYIAPCS expect that the BoT: 1) demonstrate a total commitment to the school, its mission and core values and more generally to the improvement of public education 2) share a belief that all students, regardless of learning style, race family background or socio-economic status, can achieve academic and social excellence, 3) execute governance responsibilities with integrity and conviction and 4) Serve as a resource to other Trustees and to the school’s leadership and staff.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 3. Faculty - Faculty and instructional support staff members play a key role in the maintenance of a positive and orderly school atmosphere in and out of the teaching areas. They have the responsibility for establishing and maintaining effective and consistent management techniques; which involve motivating students in a harmonic learning process. They also must work closely with students to assure their understanding of the Code. Staff members found guilty of violating any provisions of these rules shall be subject to disciplinary action as outlined by Bylaws and contractual agreements (Education Law §3020.)
4. Support Staff - Support staff members (aides, clerical staff, bus drivers, custodians, maintenance, food service staff members and others) contribute widely to a positive and orderly environment throughout the premises. The overall awareness, understanding and support of the Code by support staff members, as well as its specific relationship to each of their roles, is crucial to its successful implementation. Staff members found guilty of violating any of these provisions of these rules shall be subject to disciplinary action as outlined by Bylaws and contractual agreements (Civil Service Law §75.)
5. Visitors - Visitors to our schools are expected to exhibit behaviors that support the Code of Conduct. Our visitors play a key role in the maintenance of appropriate behavior by modeling behaviors expected of our students. Visitors are required to sign in at the front desk when entering the premises. While on CNYIAPCS premises or at school activities, they are subject to the authority of the Chief Instructional Officer. Failure to do so may result in the visitor being removed from the building or the school area. A visitor who violates any of the provisions of these rules and regulations will not be allowed to remain on school grounds or at a school function and they will be directed to leave the premises. If the violator refuses to leave, he or she will be subject to ejection or arrest by the local police with the subsequent penalties based on NYS Penal Code 140.05.
The following rules apply to visitors to the schools: 1. Anyone who is not a regular staff member or student of the school will be considered a visitor. 2. All visitors will be greeted, asked to state the reason for the visit and show photo identification before signing in at the front desk upon arrival at the school. There they will be required to sign the visitor’s register and will be issued a visitor’s identification badge, which must be visibly worn at all times while in the school or on school grounds. The visitor must return the identification badge to the front desk and sign out indicating the time before leaving the building. 3. Visitors attending school functions that are open to the public, meetings or public gatherings are not required to register. 4. Faculty are expected not to take class time to discuss individual matters with visitors.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 5. Any unauthorized person on school property will be reported to the Chief Instructional Officer or his or her designee. Unauthorized persons will be asked to leave. The police will be called if the situation warrants (NYS Penal Code 140.05). 6. All visitors are expected to abide by the rules for public conduct on school property as posted on all school grounds and stated in the Code.
6. Students – CNYIAPCS is committed to safeguarding the rights given to all students under state and federal laws and regulations. The Code recognizes that expected behavior and consequences are appropriate to students’ age and developmental level. The goal is for students to gain an understanding of the benefits of proper behavior as well as the consequences of inappropriate behavior. Students at CNYIAPCS will wear uniforms at all times, the school uniform policy has been established to help create a safe and orderly environment, instill discipline, and eliminate the competition and distractions caused by varied fashion dress styles. Each student is expected to, and MUST follow the dress code established by the institution. The CNYIAPCS uniform is an integral component of the school culture, pride and identification. There will be three types of uniforms: formal (wearing tie and blazer), semi-formal and sport. A complete description of the Dress Code is found in Response 09 (d). A student who violates any of the provisions shall be subject to the appropriate disciplinary penalty stipulated in the Code that is proportionate to the severity of the misconduct.
Problem Solving Civility will prevail at CNYIAPCS. In our school we know problems can arise. Do you, as students know where to go and who to talk to? Instead of talking about the problem behind the person’s back, talk to them to try to solve the problem. Talk to the person with whom there is a problem, whether it is a teacher, staff member or other student or, if you are shy and don’t feel comfortable talking to that person, have a friend you trust or a parent/guardian, communicate with them. Remember, your Guidance Counselor, Chief Instructional Officer and the Ass. CIO are there for you. Request a meeting with the other party in front of other anyone of your choice. Remember, everything said should be tactful. Yelling will get you nowhere. This system can also be used for positive comments as well. The above communications can be made verbally or through writing. Remember, COMMUNICATION is the key; problems are not solved if nothing is said. If a student feels he/she is being treated unfairly by a teacher, the student should talk to the teacher privately to resolve the problem or request the support of other faculty member, or the officials mentioned before. Students should also feel free to work with administrators, guidance counselors, or the nurse to resolve classroom or peer problems.
Conduct: Preamble
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CNY Institute of Academics & Performance Charter School Merged Application 2019 This document informs Parents/Guardians and Students at CNYIAPCS that failure to comply with school regulations will be strictly sanctioned; in specific cases it will imply conditional enrollment. In other cases, cancellation of enrollment will be automatic.
Any misdemeanor committed by CNYIAPCS’s students will lead to the immediate cancellation of enrollment and will be reported to the competent authorities (police). All entries marked * are subject to immediate enrollment cancellation at CNYIAPCS.
Practices such as foul language/profanity or disruption of activities will lead to conditional cancellation, with subsequence cancellation upon violation of any other regulation.
There will be no suspensions at CNYAPCS. The school philosophy accepts that students may make mistakes, and that many behaviors can be amended with proper guidance. These behaviors are those that do not endanger the student or other members of CNYIAPCS that have not done deliberately, that do not violate the civil law, or that are not specified in The Code.
Definitions and Regulations
Having a common language and a common understanding of terms is critical to a fair and objective administration of the Code. It is the intent to have terms defined concisely enough to ensure ease of understanding, but with sufficient details to connote a high level of seriousness, importance, and applicability to varied circumstances and situations.
Reporting Violent and Disruptive Acts - The New York State Department of Education, under the No Child Left Behind legislation, requires all schools to report Violent and Disruptive Incidents for an entire school year in a Summary Report format. The information is used to determine and identify schools as "Persistently Dangerous" as required by NCLB. The following are the categories and definitions of those incidents that must be recorded by school and submitted to New York State: Homicide, Kidnapping, Sexual Offenses, Arson, Assault with Serious Physical Injury –– injury requires hospitalization, Assault with Physical Injury –– minor scrape, cut, or bruising, Robbery, Burglary, Larceny, or Other Theft Offenses, Reckless Endangerment –– creates substantial risk of death or permanent physical injury, but no actual injury, Criminal Mischief –– vandalism, etc. Bomb Threat, Minor Altercation –– striking a student resulting in no physical injury, False Alarm, Intimidation, Harassment, Menacing, or Bullying –– any form of harassment that does not involve physical contact but involves a threat of harm, Other Disruptive Incidents, Weapons Possession –– see ―weapons’ definition, Use, Possession, or Sale of Drugs or Alcohol only.
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Disruptive Student - For the purpose of this Code, a disruptive student is any CNYIAPCS registered student under the age of 21 who is interrupting the education process of other students or who interferes with the teacher’s authority. A disruption of the educational process or interference with a staff member’s authority occurs when a student demonstrates a persistent unwillingness to comply with instruction or the respective school activity, or violates the rules for behavior while on the school premises or at other premises where activities are related to their education.
* Bullying - CNYIAPCS is committed to providing its students and staff with an educational and working environment that is safe, secure, promotes respect, dignity, equality and is free from bullying. The School prohibits bullying on school grounds, school buses, and at all school sponsored activities, programs and events including those taking place off school property. Bullying for the purpose of this policy is defined as harassment, hazing, aggressive behavior or other overt hostile action, whether verbal or physical, which is intended, or could be expected, to cause distress, harm, fear, ridicule, humiliation and/or intimidation. Bullying can be face-to-face, or carried out by electronic devices (phone, over the internet) and other ways directed at another person through the "posting" of sensitive and/or private information. Fighting, assault and battery are considered at CNYIAPCS acts of bullying. CNYIAPCS has zero tolerance for Bullying. Any student whose actions are as previously defined, his/her registration will be cancelled.
Cell phones - These are instruments that can be used to transmit images, sound or information from one source to another. Such device shall not be used during the school day from the time a student enters the school building until dismissed, except when emergencies demand it. They should remind at all times in silent mode. In case a family emergency arises while classes are in session, parents should contact an administrator or guidance counselor. Phone calls may be made in the main office or the nurse’s office during the lunch periods if the need arises and by permit.
* Sexting – Sexting is a message that includes sexual images with the purpose of ridicule, defamation, exposure or prank. Sexting is strictly prohibited at CNYIAPCS at all times during the school schedule. Any student who sends sexting during the school schedule within or out the school premises will be subject to sanction pertinent to this action, registration cancellation (as restricted by NYS Penal Laws, §245.10, §245.11, §263.11 and §263.16.
* Alcohol, Tobacco, and Other Substances - Smoking is not permitted in any part of the building or school grounds. No alcoholic beverages or illegal drugs may be brought on school property.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Further, students under the influence of alcohol, tobacco, or other substances prohibited under this regulation will be dealt with accordingly, which may mean immediate registration cancellation from school and school events. The terms "alcohol, tobacco, and other substances" refer to all substances including, but not limited to, alcohol, tobacco, inhalants, marijuana, cocaine, LSD, PCP, amphetamines, heroin, anabolic steroids, look-alikes, and any other substances commonly referred to as "designer or recreational drugs." The inappropriate use of prescription and over-the-counter drugs shall be prohibited. (immediate registration cancellation)
* Fireworks and Arson - The possession or use of fireworks is illegal in New York State. Students using or found in possession of fireworks are subject to arrest. Students involved with arson— whether it is through the use or as a result of using fireworks are subject to arrest.
* Weapons - Weapons means a firearm as defined in 18 USC §921 for purpose of the Gun Free Schools Act. Any weapon 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 such weapon; any firearm or silencer; or any destructive device (18USC-921, Goals 2000: Educate America Act, Public Law 103-277). For the purpose of this Code of Conduct, a weapon also means any other gun (simulated or real), BB-gun, knife, razor, switch-blade knife, dagger, dirk, stiletto, box cutter, pocket knife, pepper spray or other noxious spray, explosive or incendiary device, ammunition or simulated ammunition, fireworks, or other devices, or any other instrument, material, or substance that can cause physical injury or death when used to cause physical injury or death. Any bomb threat made in New York State is a felony and will be treated accordingly. CNYIAPCS shall cooperate fully with law enforcement in the investigating and prosecuting of said offenses. (immediate registration cancellation)
* Loitering/Trespassing - Loitering is remaining in or near school buildings and grounds with no reason for being there and with no authority or written permission to remain beyond the school hours. A person is suspected of loitering/trespassing when s/he remains in or about any school building or grounds, buses, or at a school sponsored event; not having any reason or relationship involving custody of, or responsibility for, a student or any other specific legitimate reason for being there and not having written permission from an authorized school official for being there. (Section 240.35 of the State Penal Law)
* Sexual Harassment - Sexual Harassment includes all unwelcome behavior of a sexual nature which may impose a requirement of sexual cooperation as a condition of academic advancement, coercion or which may have the purpose or effect of creating an intimidating, hostile, or offensive environment. Harassment should be promptly reported to a teacher, other faculty member, Chief
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Instructional Officer, nurse or other school official in order to be properly investigated. If proven guilty, penalties in accordance with Education Law Sect. 3214 and applicable Penal Law shall apply. Sexual harassment may include, but is not limited to, the following: - verbal harassment or abuse - pressure for sexual activity or favor - repeated unwanted remarks to a person, with sexual or demeaning implications - unwelcome touching - suggesting or demanding sexual involvement accompanied by implied or explicit threats concerning one's grades, reputation, or general safety and welfare (See Policy 5020.1).
Truancy - Students who are absent from school without a parent or guardian’s knowledge or permission are considered truant. Class work and assignments scheduled during an absence must be completed by the student. If a student misses a quiz or a test while truant, the student will receive a zero. Truancy may only occur once at CNYIAPCS
* Theft - Students who become involved in the theft of school, teacher or student authorized property will be subject to disciplinary action. All cases of theft will be reported to police authorities. Students involved in this kind of activity are subject to arrest. If the stolen object suffers damage during the possession of student committing the action, besides dealing with the police actions, the student or his/her parent/guardian should pay the value of the item or fully replace it.
* Forgery - Any student who is found guilty of forging or altering any pass/excuse, who is in possession of forged/ altered materials such as signatures, or attempts to assume another's identity may be subject to be reported to the police and his/her registration at CNYIAPCS will be cancelled.
Lockers - It is the student’s responsibility to keep locker combinations confidential. The locker assigned in ninth grade will remain with the student until graduation. Personal property should be marked with the owner’s name. If students decide to bring valuables to the school site, these will remain at their own risk. Lockers, desks and other such storage spaces remain the exclusive property of the school and for student use. Students shall have no expectation of privacy with respect to these areas. Locker searches may be conducted without the student’s knowledge or permission. Students should be aware that New York State courts have recognized that the preservation of the health and safety of students, as well as the effort to keep order in the schools, may require the search of a student’s
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CNY Institute of Academics & Performance Charter School Merged Application 2019 locker. CNYIAPCS reserves the right to inspect desks and lockers at the school’s discretion. The school is not responsible for books, clothing, or valuables left in lockers. A student shall not place or keep in a locker any article or material which is of a non-school nature and may cause or tend to cause the disruption of the mission of the school.
Parking and Driving - Students at CNYIAPCS are not allowed to park on the school premises. Students driving to and from the school will do it at their own risk. The school will not be responsible for these actions or consequences derived from them parking or driving.
Bicycling - Bicycles are allowed as means of transportation; for this purpose, they should be registered at school, kept locked while on premises, parked on designated areas, use solely for the purpose, and ridden at students’ own risk. Only students over 16 years old will be allowed using bicycles.
Public Areas - Hallways, Stairwells, and Lavatories. Running/horseplay (proven to be dangerous and prompt to provoke accidents.) is not allowed in hallways, stairwells, and lavatories. Loud or inappropriate language or gestures are not allowed at CNYIAPCS. This also apply for places where students advance their education beyond the school premises, this includes all partnership sites, internships, functions, field trips buses or any area where students may be identified as members of CNYIAPCS.
Spitting for hygiene reasons is not allowed at CNYIAPCS.
Public Display of Affection - Since they pose an undesired distraction, inappropriate displays of affection at any time on school premises or at school related activities are unacceptable.
Fire Drills - The school is required to conduct periodic fire drills. Students are expected to follow the evacuation routes posted on premises. For the safety of all, the quick, orderly, and quiet evacuation of the building is imperative. In case of a drill or emergency, students must remain with their teacher in the designated area and follow any administrative directives.
Candy, Gum and Toys - Students are not to bring or eat candy/gum in CNYIAPCS. Toys are elements of distraction, therefore should not be brought into the school as well, games, stuffed animals, virtual pets, cameras, iPods, etc. are not allowed.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Commercial Transactions - Petitioning, soliciting or selling unauthorized merchandize is not allowed on school premises.
Roller blading/skating is strictly prohibited at CNYIAPCS
Medication Policy, Illness or Injury during the School Day
Medication Policy There are times when it may be necessary for a student to receive medication during school hours due to treatments. The following requirements for administration of medication must be met in order for that medication to be given. These requirements apply to both prescription and non- prescription (“over-the-counter”) medications. - The school nurse must have a written order on file from the healthcare provider stating the name of the medication, dosage, time to be given in school if it is to be given on a daily basis, and the circumstances for administering the medication if it is not to be given on a regular dosage schedule. This written order should be on the doctor’s letterhead stationery and include the office address and telephone number. Orders must be renewed annually. - The school nurse must have written permission on file from the parent or guardian authorizing school personnel to administer the medication as specified by the doctor. - The parent/guardian (or designee adult) must bring the medication to school in the pharmacy container or the original store container. Students should NOT transport medication! - Any medication to be given at school must be kept in the Health Office. (EXCEPTION: Instances where it has been determined by a student’s physician that the student should carry his/her medication (see self-medication form). - Medications not picked up at the end of the school year will be discarded. A reminder notice will be sent home before the last day of summer school. - Specific information about students who suffer chronic conditions that require immediate medical action should be established as soon as students register for the first time at CNYIAPCS (examples are: diabetes, allergies, seizures, etc.) in order to administer proper help. These policies are in accordance with New York State Education Department guidelines and exist for the safety of ALL students in the school.
Illness or Injury during the School Day
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Illness or Injury during the School Day will be treated according to the degree. Mild pains such as headaches, or other body aches, students will be sent to the nurse who together with the student will determine the procedure (dismissal, rest, parent/guardian contacts, etc.) The school nurse will administer initial treatments for minor injuries. The student’s emergency contact will be notified immediately by phone whenever medical treatment is administered to a student, and an Incident Report will be kept in the student’s permanent file. In such cases, it is especially crucial that CNYIAPCS has working phone numbers for a student’s parents/guardians and for alternative contacts in the event that a parent/guardian is unavailable. Also, it is the responsibility of the parent/guardian to provide the name and contacts of medical personnel who provides regular treatment for CNYIAPCS students Severe pains or severe accidents, the school will contact the parents/guardians and the Principal and call 911. The student will be sent, by ambulance or paramedic EV, to the appropriate medical facility. The nurse, the leader of the activity or the most immediate adult should promptly contact emergency services and is responsible to accompany the student to the medical facility. The school personnel will act in good faith at all instances by not risking other individuals.
At Internship sites Internship sites are considered an extension of the school education; therefore, all school policies regarding conduct apply. In addition, the site rules should be followed, but they DO NOT override CNYIAPCS’.
Smoking policy CNYIAPCS is making a concerted effort to ensure that smoking does not occur on school grounds. Cigarettes and any other tobacco products may not be carried in pockets, in a purse, or in any other location. Smoking or use of tobacco products in school, on school grounds, or at school activities is not permitted at any time. Postings and signs will be displayed on school premises indicating tobacco prohibition.
Use of Students Pictures CNYIAPCS reserves the right to use student pictures in publications on paper or electronically. Any parent who does not wish his/her child’s picture used must notify the Principal in writing prior to the beginning of the school year.
Technology Policy Each student is given every opportunity to have access to school computers and other resources
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Any student who uses this equipment inappropriately may be subject to removal of privileges, or legal action if necessary. Electronic telecommunications network provides vast, diverse and unique resources for CNYIAPCS users. Our goal in providing this service to teachers, staff and students is to promote educational excellence by facilitating resource sharing, innovation and communication. The value of Internet access as an educational tool is immeasurable. The Internet provides users with the ability to communicate world-wide as well as access to a wide variety of information in the form of data, text, graphics, photographs, video and sound. Internet use will provide users the ability to access and exchange information from a variety of resources, which will enrich the educational process of the entire community. The user must realize that some material accessible via the Internet contains items that are illegal, defamatory, inaccurate or potentially offensive to some people. Internet use is a privilege, not a right and as such users are responsible for their behavior and communication while utilizing this service. Users have the responsibility to use the school’s Internet access and other telecommunication resources in an efficient, ethical and lawful manner. Computer and telecommunication resources and services may include the following: file servers, desktop computers, workstations, laptops, software, Internet, intranet, commercial on-line services, bulletin board systems, e-mail services, internal and external communication networks which include; fax machines, telephones, pagers, PDA’s and other telecommunication devices are provided as resources to assist teachers and staff in the performance of their jobs. This technology is owned by CNYIAPCS. Transfer of files may be done through a variety of methods including e-mail, CD’s and Flash drives. The school will make reasonable efforts to insure the integrity of the data being transferred. Users must comply with all State and Federal laws governing telecommunications and other guidelines set forth by the school. If a school student or employee violates the acceptable use provisions outlined in this document, his/her access to the Internet (network resources) may be denied. Users should also be aware that some violations constitute a criminal offense and may result in legal action according to provisions. CNYIAPCS provides students and staff (users) with access to the Internet as a learning tool. This electronic communications network gives users an opportunity to explore a diverse and unique pool of information. Utilizing this network in a school setting allows users of all ages to research information related to their classes, participate in innovative educational projects, and develop personal skills needed to communicate with others in the global community. The following list highlights examples of the current Internet usage in our school: • Searching for information to support research projects for classes • Collecting and analyzing information for exchanges with other classes • Evaluating web sites for accuracy of content and bias • Utilizing interactive simulations • Participating in enrichment activities
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CNY Institute of Academics & Performance Charter School Merged Application 2019 • Researching current events and developments The staff guides and supports students in developing skills and behaviors needed to properly use the Internet. In addition to staff supervision, the school network is equipped with software directed at preventing students from accessing illegal, defamatory, or potentially offensive resources. However, the content of the Internet changes on a daily basis and, even with these safeguards, by chance or determination a user may be exposed to inaccurate or inappropriate information. Students, parents, guardians, staff, and administrators must form a partnership to promote responsible educational use of the Internet. Federal and State laws as well as the school’s. If a user violates acceptable use of the Internet by engaging in any of the following actions, he or she will face the consequences as outlined in this code of conduct. • Sending or receiving offensive language or graphics • Violating copyright laws • Utilizing another user’s password • Attempting to harm or destroy the equipment or data of any user or organization • Posting defamatory or slanderous statements • Engaging in unauthorized access of data or transfer of files • Using Internet access for non-educational purposes. Internet access is an important privilege to aid in the educational process and to help prepare our students for their roles in the 21st century. It is our intention to provide this access for all of our students unless a parent or guardian indicates he or she would rather their child[dren] not have this opportunity. In that case, parents/guardians should send the principal a short letter indicating that his/her child should not have Internet access during this school year. This document will be archived in the student file. Parent/guardian must be aware that this action will severely limit students’ educational opportunities.
Web Publishing Students at CNYIAPCS are not permitted to publish in the Web under any circumstances while using school apparatuses or on the school premises. All students’ materials, such as: papers, assignments, projects, or any other academic publication including photos and videos are to be stored on flash drives or private Internet sites such as: e- mail, cloud, etc. Any full or part of the previous materials made it unintentionally public, while using the Internet is the solely responsibility of the student.
Unacceptable Conduct at CNYIAPCS
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No person, either singly or in concert with others while on school premises shall:
1. Cause physical injury to any other person, or threaten to do so for the purpose of compelling or inducing any other person to perform or refrain from performing any act. 2. Engage in bullying, threats, intimidation and/or extortion of any other person. 3. Engage in any activity or action that demeans, discriminates, or otherwise violates or imposes upon the legal rights of others. 4. Disrupts or interferes with, or impedes the ability of other students to engage in the educational process. 5. Use language or gestures, or engage in actions that are obscene, profane, perverse, overtly sexual, lewd, lascivious, indecent, vulgar or abusive. 6. Damage or destroy property of the school or property under its jurisdiction, nor remove or use such property without authorization. 7. Engage in theft of, or damage to, or defacement of any school property or property of any other person. 8. Enter into and remain in any building, facility, office or room for any purpose other than its authorized uses or in such manner as to obstruct its authorized use by others. 9. Obstruct the free movement of persons and vehicles in any place to which these rules apply. 10. Refuse to leave any building or facility after being required to do so by any person responsible for the maintenance of order in a building or facility. 11. Loiter or trespass in school buildings or on school grounds after hours or during hours with no authorization. 12. Use matches, lighters (or similar devices) on school property, set fires, tamper with or obstruct any safety measures such as fire extinguishers, alarm systems, posted fire regulations, water sprinklers, or fire doors. 13. Fail to conform to safety drill procedures, or tamper with any communications, heating, lighting, or power systems. 14. Intentionally make or conspire to make a bomb threat, raise a false alarm or make a false report of the school closing or cancellation of school events. Any bomb threat made in New York State is a felony and will be treated accordingly. The school shall cooperate fully with law enforcement in the investigating and prosecuting of said offenses.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 15. Disrupt or prevent the peaceful and orderly conduct of classes and meetings, administration, disciplinary procedures or other school activities or deliberately interfere with the freedom of any person to express his views, including invited speakers. 16. Dress inappropriately. 17. Knowingly have in his/her possession any weapon. 18. Possess, use or distribute alcoholic beverages. 19. Use drugs or other substances, including prescription drugs, without nurse’s supervision, unless self-medication protocol is followed. 20. Gamble on school property. 21. Violate school rules and regulations concerning the use of motor vehicles on school property and school parking regulations. 22. Cause disruption on or interfere with the operation of school buses. 23. Fail to comply with directions of school officials acting in the performance of their duties, inclusive but not limited to, safety drills or other emergency protocols. 24. Incite others to commit any of the acts herein prohibited with specific intent to procure them to do so. 25. Possess or use tobacco, lighters and other tobacco paraphernalia, in any part of buildings, school grounds, or at school events at other locations. (See Definitions) 26. Sexually harass any person. (See Definitions) 27. Use or display electronic devices such as cell phones, pagers, audio listening devices (See Definitions) during the school day from the time a student enters the school building until dismissed except as part of classroom instruction or as authorized by building administration. 28. Engage in prohibited conduct, including and not limited to conduct described above, through use of the Internet and /or other electronic devices. 29. Petitioning, soliciting or selling unauthorized merchandize. 30. Spitting 31. Roller blading or skating. 32. Students at CNYIAPCS are not allowed to park on the school premises. Students driving to and from the school will do it at their own risk. The school will not be responsible for these actions or consequences derived from them parking or driving. Bicycles are allowed as means of transportation; for this purpose, they should be registered at school, kept locked while on premises, use solely for the purpose, and ridden at students’ own risk. Only students over 16 years old will be allowed using bicycles.
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Disciplinary Infractions, Procedures, Consequences and Processes
The following sections describe, possible infractions, disciplinary procedures, disciplinary options and consequences, beginning with lower level and ending with those of the most serious nature. When possible, discipline should be used as an educational opportunity to improve, encourage and modify future behavior. In all cases, those staff members in charged of maintaining order at school and other sites at which student activities take place, are expected to carry out complete investigations and administer the Code as consistently and equitably as possible taking into consideration: - The student’s age, level of understanding and disciplinary history. - The nature of the specific incident, and mitigating circumstances, particularly whether or not an action was deliberate or accidental.
For students, high school is not only a time of academic challenge, but a time of balancing the need for increased independence and choices with a continued need for structure and support. As the final opportunity for students to prepare for post-secondary experiences as responsible individuals, the Code of Conduct for students provides for individual discretion, while holding students responsible for their actions. To obtain this end, high school students must work cooperatively with all adults in the building and actively contribute to promoting mutual respect between all members of the high school community.
Zero tolerance for violent acts, self-endangerment acts or endangerment of others on school premises or other areas associated to CNYIAPCS school program (misdemeanors as defined by the law.) New York Education Law permits the use of reasonable physical force to:
- Protect oneself, another student, faculty or any person associated to the school from physical injury. - Protect the property of the school or others - Restrain or remove a student whose behavior interferes with the orderly exercise and performance of school district functions, powers and duties, if that student has refused to refrain from further disruptive acts.
The district will investigate and file all complaints about the use of physical force with the Commissioner of Education in accordance with Commissioner’s regulations.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 The district provides training for staff in appropriate student restraint techniques as approved by the New York State Office of Mental Retardation and Developmental Disabilities.
Full Payment of School Property - Payment for theft or damage will occur when students appropriate school items with no permission and during his/her possession the item suffers damage. If the student cannot recover the item, the item should be replaced in a condition similar to the one it was obtained. - Truancy destruction of property is considered a misdemeanor; therefore it will imply the immediate cancellation of school registration. In addition, the student, parent/guardian is responsible of the full payment of the items destroyed during the act.
Searches The Chief Instructional Officer, or designees, faculty, the school nurse and security officials are authorized to conduct searches of students and their belongings if the authorized school official has a reasonable suspicion that the search will result in evidence that the student violated the law or the Code of Conduct. Searches that are personal in nature include the examination of a student’s backpack, wallet, and/or purse. A student may be directed to turn out pockets and remove shoes. Lockers are also included. Whenever searches occur, the person conducting the search should be accompanied by a third party, for example: faculty, Chief Instructional Officer, or any other school member of the personnel during the entire procedure. The school representative and the student should present a report detailing the circumstances. If the objects or substances in question are found, the case, depending of the type and nature, will be reported to the police and/or the Chief Instructional Officer to subsequently take a final action. The items found will be confiscated by the school officer, safely kept, and to be released only to the Police. Personal searches also apply to student lockers, desks and other school storage places the student in question has regular access. Prior to searching begins the officer must fill a CNYIAPCS Search Form (see below) detailing aspects of it. During searches, officials will have the right to videotape the procedure so as to present it as evidence of the action.
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CNYIAPCS Search Form
Name of Student ______Date______Grade ______Age______Time of Search ______Location of Search ______Reason for Search ______Scope of Search (Please check those that apply) Emptied pockets ____ Searched backpack _____ Searched locker _____ Other (Please explain):______Person Conducting Search CIO ______Asst. CIO_____ Other ______Witness to Search CIO ______Asst. CIO ______Faculty ______Other ______
Results of Search Nothing found ____ Item(s) confiscated ______Current disposition of any item confiscated ______Parental notification (date and time) ______Phone contact time______E-mail time______Letter sent ______Copy placed in school folder ______
CNYIAPCS is committed to ensuring an atmosphere on school property and at school functions that is safe and orderly. To achieve this kind of environment, any school official authorized to impose a disciplinary penalty on a student may question a student about an alleged violation of law or the Code of Conduct. Under New York Education Law and the decisions of the Commissioner of Education, students are not entitled to any sort of “Miranda”-type warning before being questioned by school officials, nor are school officials required to contact a student’s parent before questioning the student. However, school officials will tell all students why they are being questioned and the proper documentation will be filled including videos obtained.
Disruptive students will be removed from the area where the situation is occurring to continue the regular activity (classroom, gym, cafeteria, other premises) if after a brief dialog the situation has not been solved, the student(s) will be sent to the Cool Down Areas. These areas are specially designated for students to reconsider the situation, calm down in case they become aggressive, or relax if they feel anxious. These areas are assigned only for one student, separated from the other facilities offering personal privacy. The student will be asked if s/he prefers to be alone or needs company to open a dialog to solve the situation. After a period of time by him/herself, an adult will sit to dialog to restore the integration of the student to the regular activities. After a period, when both parts in conflict have regain composure and self-control, they will face-to-face solve the situation with the supervision of an adult who will suggest eventual solutions so as situation does not repeat. Services such as Counseling/Social Workers/Psychologists will support students
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CNY Institute of Academics & Performance Charter School Merged Application 2019 who do not endanger school’s members. Disruptive students will lose the specialty privileges (including all events) and will be removed from the Internship if a second situation occurs.
There won’t be suspensions at CNYIAPCS. Based on current nation-wide research indicating that suspensions accelerate school disengagement, lead to dropout and motivate delinquent/gang activities (The Center for Civil Rights Remedies, 2013; Academy of American Pediatrics, 2013; American Psychological Association, 2013; U.S. Department of Justice, 2013; Education Department’s Office for Civil Rights, 2013), CNYIAPCS will apply behavior modification for those violators of the Code when no self or others endangerment is involved.
We believe that for every maladaptive behavior challenge, there exists a lagging skill behind it. When a student conducts herself in a manner that is not conducive to learning, is it our stance that the student may not necessarily have the skills necessary to be successful in that situation. It is our responsibility to equip our students with the tools to be successful – not just academically – but emotionally and socially as well.
When a student displays consistent behaviors that disrupt, disturb, and/or disrespect the learning environment in a classroom or the culture standard within the school, s/he will be required to attend a session with a faculty member and/or an administrator so that an Action Plan can be discussed and executed. The Action Plan is not a one-meeting, rather, the Action Plan is a long-term, goal- oriented commitment between the two parties (student/faculty or student/administrator) to attempt certain practices and learn certain skills in order to be more successful in the school environment. This takes place by having daily meetings where a student’s progress is recorded; but more importantly, where a student continues to receive guidance and shares in the decision-making of his/her own Action Plan. Parents/guardians are informed when their pupils participate or are referred to an Action Plan session. We believe that in order for the student to be successful, the partnership between the school and the family must be intact and supportive of the objective: for the student to feel safe and competent academically, emotionally, and socially. The school also will inquire potential reasons causing the behavior, where they are occurring and whether the student has any control of external-to- the-school situations deriving on school performance or misbehavior. Should a student demonstrate resistance to Action Plan sessions and subsequent student continue the same behaviors that are being addressed previous to the sessions, a parent meeting with the student and an administrator will be mandatory. Here, the Action Plan will be re-visited and the student placed on a “probationary period” for observation. A follow-up meeting (2 weeks) with the family will be scheduled in order to discuss the student’s progress. If the student continues to exhibit the same behaviors despite the “probationary period” and family intervention, the Chief Instructional Officer and family will have to decide if Action Plan is the appropriate fit for the student. Again, the objective is for the student to stay in class/school. Every attempt will be made by faculty and administrators to help every student gain the skills necessary to be an asset to the school community. The following list indicates examples of lagging skills most frequently observed among students – exhibited in various disruptive/destructive behaviors – especially when they are in environments where order and discipline are routine. These are the skills addressed in order for our students to overcome within our school and beyond.
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Assessment of Lagging Skills (©Center for Collaborative Problem Solving, 2008 (ccps.org)) - Poor sense of time - Difficulty maintaining focus - Difficulty considering the likely outcomes or consequences of actions (impulsive) - Difficulty managing emotional response to frustration so as to think rationally - Difficulty expressing concerns, needs, or thoughts into words - Difficulty handling unpredictability, ambiguity, uncertainty, novelty - Inflexible, inaccurate interpretations/cognitive distortions or biases (e.g., Everyone’s out to get me, Nobody likes me, You always blame me, It’s not fair, I’m stupid) - Difficulty starting conversations, entering groups, connecting with people/lacks other basic social skills - Difficulty appreciating how her behavior is affecting other people - Difficulty empathizing with others, appreciating another person’s perspective or point-of-view - Difficulty appreciating how she is coming across or being perceived by others
Probationary Period No Suspensions will be applied at CNYIAPCS; instead Probationary Period shall apply. The Chief Instructional Officer or another representative of the school’s administration will notify the parent/guardian immediately of the incident. During a Probationary Period (one semester maximum) the student will have the opportunity to demonstrate his/her genuine interest to continue his/her education according to the rules and regulations established by CNYIAPCS. This action will take place having the student, parent/guardian and a school officer present. All should sign the Probationary Period Agreement to comply with the federal Family Educational Rights and Privacy Act (FERPA) understanding that no amendment to the document will be made in the future. The agreement will include a clear narrative and evidence of the circumstances causing the action. If behaviors are not modified with the interventions offered (Action Plan or the appropriate one according to the circumstances), the student is uncooperative or other violation occurred, the student, parent/guardian will be offered the alternative to register the student immediately at a different school instead of canceling the registration (expulsion). Probationary Period Agreement and results will remain in the student’s permanent records for six (6) years.
Removal In extreme cases when students endanger individuals or the school community, they will be removed from the premises, thus the pertinent procedure will be carried out by the authorities (police, Criminal Procedure Law §1.20 (42)), and their parents will be fully responsible of the students’ actions after the event. This removal will imply the registration cancellation (expulsion), pursuant to Education Law §3214, s/he will be reported to the school district
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Cancellation of School Registration means expulsion from the school. The Chief Instructional Officer or another representative of the school’s administration will notify the parent or guardian immediately of the incident. This action will take place having the student, parent/guardian and a school officer present. Registration Cancellation Agreement will include a clear narrative and evidence of the circumstances causing the action. All should sign the Registration Cancellation Agreement to comply with the federal Family Educational Rights and Privacy Act (FERPA) understanding that no amendment to the document will be made in the future. Upon signing the Cancellation of School Registration the student shall collect his/her belongings and leave the school. Registration Cancellation Agreement will remain in the student’s permanent records. A student under this circumstance shall not return to the school premises under ANY condition, neither to other facilities that are associated to CNYIAPCS for educational purposes (Internship sites, games, etc.) If the former student shows up at the facilities mentioned, the school will call the police to remove the person. The school reserves the right to request a permanent restraining order on behalf of the institution.
Due Process Due process at CNYIAPCS requires that a student be a) given oral or written notice of the charges against him/her, and if he/she denies them, b) an explanation of the evidence the authorities have, and c) an opportunity to present his/her side of the story. It should be noted that there need not be a delay between the time notice is given and a hearing when pertinent and no immediate danger for others is present.
The school administrator will formally discuss the alleged misconduct with the student minutes after it has occurred. In being given an opportunity to explain his/her version of the facts at this discussion, the student first be told what he is accused of doing and what the basis of the accusation is.
In all cases, students whose presence poses a continuing danger to persons or property or who present an ongoing threat of disrupting the academic process may be immediately removed from school. In these cases, the necessary notice and hearing will follow as soon as is practical. Students with disabling conditions are protected under the same rights as all students; however, in cases where educational interruption affects the educational placement of a student with a disability, he/she is also protected by the due process procedures
Protection for Children Not Yet Eligible for Special Education and Related Services CNYIAPCS will adhere to the requirements of 34 CFR §300.534. In accordance with such section, students who have not yet been determined to be eligible for special education and related services
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CNY Institute of Academics & Performance Charter School Merged Application 2019 and who have engaged in behavior that violated the charter school’s discipline code may assert any of the protections provided in Part 300 of Title 34 of the Code of Federal Regulations if the school had knowledge that the student was a student with a disability before the behavior that precipitates the disciplinary action occurred. The school will be deemed to have knowledge that a child is a child with a disability if before the behavior that precipitated the disciplinary action occurred (1) the parent of the child expressed concern in writing to supervisory or administrative personnel of the appropriate educational agency, or a teacher of the child, that the child is in need of special education and related services; (2) the parent of the child requested an evaluation of the child; or (3) the teacher of the child, or other school personnel expressed specific concerns about a pattern of behavior demonstrated by the child directly to the director of special education of the agency or to other supervisory personnel of the agency. However, the school will be deemed to have no knowledge if the parent of the child: (a) Has not allowed an evaluation of the child: or (b) Has refused services under this part: or (c) Has been evaluated and determined to not be a child with a disability. If the school does not have knowledge that a child is a child with a disability prior to taking disciplinary measures against the child, the child may be subjected to the disciplinary measure applied to children without disabilities who engage in comparable behaviors. If a request is made for an evaluation of a child during the time period in which the child is subjected to disciplinary measures, the evaluation must be conducted in an expedited manner: until the evaluation is completed, the child remains in the educational placement determined by school authorities, which can include suspension or expulsion without educational services: and if the child is determined to be a child with a disability, taking into consideration information from the evaluation conducted and information provided by the parents, the school will consult with the student’s resident school district’s CSE to regarding the provision of special education and related services.
Child Protective Services Investigations Consistent with the district’s commitment to keep students safe from harm and the obligation of school officials under the New York Social Services Law to report to New York State Child Protective Services when they have reasonable cause to suspect that a student has been abused or maltreated, the district will cooperate with local Child Protective Services workers who wish to conduct interviews of students on school property relating to allegations of suspected child abuse, and/or neglect, or custody investigations.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 All requests by Child Protective Services to interview a student on school property shall be made directly to Chief Instructional Officer or his or her designee. The Chief Instructional Officer or his or her designee shall set the time and place of the interview. The Chief Instructional Officer or designee shall decide if it is necessary and appropriate for a school official to be present during the interview, depending on the age of the student being interviewed and the nature of the allegations. If the nature of the allegations is such that it may be necessary for the student to remove any of his or her clothing in order for the Child Protective Services worker to verify the allegations, the school nurse or other district medical personnel must be present during that portion of the interview. No student may be required to remove his or her clothing in front of a Child Protective Services worker or school district official of the opposite sex. A Child Protective Services worker may not remove a student from school property to place a child in protective custody without a court order, unless the worker reasonably believes that the student’s life or health is in imminent danger if he or she were not placed in protective custody before a court order can reasonably be obtained. If the worker believes the student would be subject to imminent danger of abuse, the worker may remove the student without a court order and without the parent’s consent.
PINS (Persons in Need of Supervision) Petitions PINS Petitions are referrals to Probation/Family Court when students under the age of 18 are “habitually truant, engage in conduct which makes them „ungovernable, or habitually disobedient and beyond lawful control of the school. In addition, habitual truancy constitutes grounds for filing a PINS petition in family court (Family Court Act §§ 712(a), 732).” Per New York State Law, we are sanctioned to initiate said petition if a student’s behavior falls under this definition; however, the school will take this position only after all school-based and outside (human resources agencies) intervention measures have been exhausted with the student and her family. The Director of Counseling Services, Assistant CIO and CIO will be responsible for determining a student’s eligibility for this program. The Director of Counseling Services will also serve as the representative of contact for the probation department, child welfare, family court and the police department, who are active agents in the PINS process.
R-10c - Special Education Discipline Policy
CNY Institute of Academics & Performance (CNYIAPCS) is aware that both state and federal law govern expulsion of special education students and both laws allow such a student to be suspended or expelled under certain conditions. A special education student can be suspended from school or placed in an alternative educational setting for up to 10 days for any misconduct that would result in a similar action against a non-special education student. In the case of such short suspensions, there is no requirement for alternative education and no requirement that a district determine whether or not the student's behavior is the result of his disability.
For a longer suspension or expulsion, additional procedural requirements apply under federal law. If a special education student's misconduct is a manifestation of his disability, he cannot be expelled under either state or federal law. But he may be placed in an alternative educational setting
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CNY Institute of Academics & Performance Charter School Merged Application 2019 and other steps must be taken to address his behavior. If a special education student's misconduct does not stem from his disability, he may be expelled like any other student. But, although school districts are not required to offer nondisabled students alternative education services when they are expelled if they are over age 16, they must offer such an opportunity to an expelled special education student until he is 21.
Parents may appeal decisions regarding discipline of their disabled children in accordance with the procedural requirements of state and federal special education laws. But parents do not have the “final say” on their child's placement or the discipline they receive in school.
CNYIAPCS will follow federal law procedures as laid out in their expectations. The federal Individuals with Disabilities Education Act of 1997 (P.L. 105-17), known as IDEA, enacted new and more explicit rules for disciplining special education students. In general, whenever a special education student's educational placement is challenged, the student must remain in his current placement pending the outcome of appeal proceedings, unless the school district and the student's parents agree otherwise. This provision, which has always been part of the federal special education law, is known as the “stay-put” requirement. But IDEA made exceptions to the stay-put requirement to allow a school district to place a student in an alternative educational setting for disciplinary reasons.
Suspensions for Up to Ten Days
CNYIAPCS is aware IDEA gives school personnel explicit authority to move a special education student to an appropriate alternative educational setting, or to suspend such a student from school entirely, for up to 10 days for any violation of school policy that would result in similar discipline of a child without a disability. According to the law's legislative history, this provision is merely a codification of the law as it existed before 1997 (House Report No. 105-95, p. 108). A policy letter issued by the U.S. Department of Education on September 19, 1997, states that school districts are not required to offer special education services to disabled children suspended for fewer than 10 days and they do not have to review the student's individualized educational plan (IEP). In addition, under the federal law as interpreted by the Education Department, for short suspensions districts to not have to determine whether the action that led to the suspension was caused by the student's disability.
45-Day Alternative Placements
Drugs and Weapons. CNYIAPCS is aware that Federal law also allows school districts to move a disabled child to an appropriate alternative educational placement for up to 45 days if (1) the student carries a weapon to school or to a school function or (2) the student knowingly possesses or uses illegal drugs or sells or solicits the sale of a controlled substance at school or at a school function. The law defines a weapon as any device used for or readily capable of causing serious bodily injury or death excluding a pocketknife with less than a 2 1/2-inch blade.
Either before or within 10 days of exercising this authority, a district must convene an individualized program team (or, as commonly known in New York State, a Committee on Special Education, or CSE) meeting to either (1) conduct a functional behavioral assessment and develop
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CNY Institute of Academics & Performance Charter School Merged Application 2019 a behavior implementation plan for the child if it did not already do so before he engaged in the behavior, or (2) review and, if necessary, modify the existing plan to address the behavior.
Behavior Substantially Likely to Injure the Child or Someone Else. CNYIAPCS understands the federal law allows a special education hearing officer to order a child's placement to be changed to an appropriate alternate education setting for up to 45 days if he (1) finds “substantial evidence” (defined as a preponderance of evidence) that the child's current placement is likely to lead to injury to himself or someone else; (2) considers whether the school district has made reasonable efforts to minimize the risk of the child's current placement, including using supplemental aids and services; and (3) determines that the proposed alternative placement meets the requirements of the law (see below).
Alternative Educational Placement Requirements
In general, CNYIAPCS understands when a student is placed in an alternative educational setting as a response to misconduct, the CSE must determine the alternative educational placement. Such a placement must (1) enable the child to participate in the general curriculum, though in a different setting; (2) allow him to continue to receive the services and modifications, as described in his individualized educational plan (IEP), that will allow him to meet the plan's goals; and (3) include services designed to address the behavior that resulted in the alternative placement so that it does not recur.
Other Requirements
Before CNYIAPCS school authorities or Syracuse City School District (SCSD) hearing officers change a special education student's placement for more than 10 days for disciplinary reasons, they must (1) no later than the date the decision is made, notify the child's parents of the decision and of all procedural safeguards and (2) immediately but in no case later than 10 school days after taking the action, conduct a review to determine the relationship between the child's disability and his behavior.
Review of Relationship of Behavior to Disability. CNYIAPCS understands the review must be carried out by the child's CSE. The CSE may not determine that the child's behavior was unrelated to his disability unless it (1) considers all relevant information, including evaluation and diagnostic results, including such results and relevant information supplied by the child's parents, observations of the child, and the child's IEP and placement; and (2) then determines that (a) in relation to the behavior, the child's IEP and placement were appropriate and the services, supplemental aids and services, and behavior intervention strategies provided were consistent with the child's IEP and placement and (b) his disability did not impair the child's ability to understand the disciplinary consequences of his behavior or to control his behavior.
If the CSE determines that the child's behavior was not a manifestation of his disability, he may be disciplined in the same manner as a nondisabled child, except that the district must offer an alternative educational program to any special education child under 21 who is suspended or expelled from school. In addition, if a school district initiates disciplinary procedures against a special education child that are applicable to all children, it must ensure that the child's special
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CNY Institute of Academics & Performance Charter School Merged Application 2019 education and disciplinary records are transmitted for consideration by the person making the final determination about the disciplinary action.
Appeals by Parents
Parents who disagree with a CSE determination that their child's behavior is not a manifestation of his disability or with any decision regarding placement may request a hearing and the state or local education agency must arrange for the hearing to be expedited. In reviewing a decision about the relationship of the behavior to the disability, a special education hearing officer must follow the same steps as the CSE described above. In reviewing a decision regarding an alternative placement, the hearing officer must apply the standards for alternative placements already described.
Placement During Appeal
While a decision is being appealed, the child must remain in the alternative educational setting until the hearing officer's decision or until the 45-day period expires unless the parent and the state or school district agree otherwise. Once the 45-day period expires, the child must be returned to his previous placement and remain there during the appeal. If school personnel contend that it is dangerous to return the child to his earlier placement, it may request an expedited hearing. In determining whether the child may be kept in the alternative setting or placed in another appropriate setting, the hearing officer must use the standards for alternative placements already described.
R-10d- Dress Code Policy
1. Students’ Uniforms and Personal Appearance
CNYIAPCS’s uniform policy is to help create a safe and orderly environment, instill discipline, and eliminate the competition and distractions caused by varied fashion dress styles. Each student is expected to and MUST follow the dress code established by the institution. The CNYIAPCS uniform is an integral component of the school culture, pride and identification. a) Uniform regulations
Male and female students will wear uniforms that will include the school patch that will accompany attires and that will serve as CNYIAPCS identification. These uniforms will be available at regular stores at affordable prices. There will be three (3) types of uniforms: formal (that includes tie), semi-formal (blazer optional, no tie, shirt replaced by polo shirt (short sleeve in summer/long sleeve in winter) and informal (specifically for sports practices). For functions where the students represent the school, formal attire shall be worn including the tie. Exceptions are at athletic events, where athletic attire is required for competitors.
A limited number of vouchers will be available to acquire uniform’s or the availability will be directly at school after the first year. This option will be offered to those students whose extreme
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CNY Institute of Academics & Performance Charter School Merged Application 2019 conditions do not allow them to acquire them (homelessness, temporary shelters, or emergency foster caring). Other extenuating circumstances will be considered case by case.
CNYIAPCS is aware of religious practices. The institution will respect traditions, as far as the parent/guardian of the pupil brings an official letter of the religious organization leader specifying the conditions. If the pupil does not follow the regulations the parents/guardians have established in mutual agreement with the school, the student will lose the privilege and the parents/guardians will be properly notified with supporting evidence of such violations.
CNYIAPCS will give particular attention to personal cleanliness as an aspect of student decorum, recognizing the significant role and impression they will cause in the entire community. This aspect intends not to offend other with whom the student is sharing the space (offensive body odor).
Students are expected to adhere to the following and additional specific requirements. The Principal, or his/her designee, shall be responsible for informing all students and their parents of the Student Dress Code. A video showing the uniform items will be available.
UNIFORMS
1. CNYIAPCS will require their students to wear uniforms at all times on school premises. This decision was made based on the concept that clothing fashion is an element that interferes with the academic focus the school will offer. Uniforms, on the other hand will prevent students from developing a social class order creating a gap between those who can afford expensive clothing and those who can’t.
2. All uniform items will be washable, and if possible, wrinkle free.
3. CNYIAPCS will provide a limited number of uniforms for those students who cannot afford them due to extenuating circumstances. Cases will be evaluated on an individual basis.
4. The uniform will be mandatory at all times when students are attending school or attending mandatory functions or activities beyond the school premises that are strictly academically related (internships, college interviews, etc.) There is a formal, an informal (daily classes) and sports uniforms for different occasions.
5. The uniform included in the description below is considered for all seasons, including summer, however in winter there will be exceptions, such as: - Females will wear pants (optional) the same male students wear. - Coats, Heavy Jacket, parkas, hats and boots shall not advertise, or will include propaganda of any type. These items shall not be of neon or bright colors. The colors will be preferably black, navy blue, brown or grey in order to maintain the formality of the school setting.
6. NO hoodies will be allowed at CNYIAPCS.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 7. In some occasions, the school will allow their students to dress differently. In these cases, CNYIAPCS will properly announce it. Examples of these exceptions are: - field trip excursions that may need blue jeans and heavy shoes due to the nature of the terrain. - functions that take place out of the school premises that are not mandatory to attend: performances in public places (parks, galleries, theaters, stadiums, others). However, students may opt to wear their uniforms to support their competing or representative peers.
8. CNYIAPCS patch will be always visible on tops for pride identification purpose. Also, this will be attached/printed to sports pants. This will be available for purchase ONLY at CNYIAPCS.
9. Students will wear appropriate protective gear where required for instructional activities in certain classes (e.g., goggles and/or gloves for Science labs, protective aprons for Arts, leotards and special shoes for Performing Arts, etc.)
10. Students will wear appropriate swimwear when in the aquatic activities. Females are required to wear one-piece suits and may wear the uniform white t-shirt over the suit. Males may also wear the school white t-shirt; swim trunks shall not be cut offs or shorts made of denim or other materials. Students who participate in pool activities should wear a navy-blue swimming suit.
11. Training white t-shirt and navy-blue shorts will be provided by the school, at the beginning of the academic year, and free of charge. In case of loss or destruction, these items must be fully replaced by the student.
12. CNYIAPCS will required white non-celebrity standard sneakers for non-competitive students. Competitive athletes will wear training shoes required by the particular sport discipline, non- celebrity, and whenever possible, white or black.
13. Uniform items will be available to CNYIAPCS students at address(es) TBA. (CNYIAPCS is currently negotiating an agreement with a store that would provide uniform items at reduced cost)
Breaking the dress code will imply sanctions that will accumulate to the registration cancellation.
CNYIAPCS Uniform Description (At the application period, a video showing uniforms will be available)
ITEM IMAGE Approx. PRICE 2013
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Polo shirt short/ long sleeve $ 6-10
Oxford white shirt wrinkle $ 17-22 free
Flat front Khaki $ 15-22
Classroom Girls A-Line $ 14 Skirt
Academy Gear - Josh - $ 30-50 Youth Black Penny Loafer
Navy blue socks for males / $ 1- 3 Knee highs for females and natural color hosiery (for winter)
Any brand School tie TBD Available at school only, price TBD
Navy blue Classic Blazer $ 30
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Sweaters $ 13 Navy blue Optional. V-neck, long sleeves, cardigan (front buttoned) or pull over. CNYIAP patch Available at Gold laurels school only, Royal blue Initials price TBD
Navy blue crew neck $ 9 sweatshirt
Any brand
Navy blue knit pants (winter) $ 9
Any brand
Navy blue training pants School provided Any brand
White training tee shirt School provided Any brand
White training socks $ 1
Any brand
White non-celebrity standard Competitive athletes will wear $ TBA sneakers for non-competitive training shoes required by the students. particular sport discipline, non-celebrity, and whenever possible, white or black.
Cumulative sanctions Dress Code maximum 2 of any type (that will accumulate for potential registration cancellation). Students who show up with inappropriate attire either for functions or training will be NOT be allowed to participate in the arts or athletic activities assuming full personal responsibility.
Enforced Appearance Regulations
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Clothing - Pants, may not be sagging. - No tee shirts will be allowed as outerwear other than the one designated as part of the sports uniform. - Students arriving at school out of uniform, parents will be notified and further discipline will be considered for repeat offenders. This will receive score accumulated towards discontinuing enrollment. - Clothes will be sufficient to conceal undergarments at all times. - Bare feet or chest is not allowed at CNYIAPCS
Jewelry - CNYIAPCS reserves the right to decide on the jewelry's appropriateness; this will not attract undue attention (exaggerated). - The institution will NOT be responsible for jewelry loss (or valuable unauthorized objects).
Bringing jewelry into the premises implies full responsibility on the part of the owner. Those who bring jewelry to the school premises will be at his/her own risk. - Neckwear should not be seen. - Accoutrements such as: spiked belts, spiked bracelets, spiked choker collars, or long hanging chains are not considered safe, therefore should not be worn at CNYIAPCS. - Hats, caps, scarves, and other headgear will NOT be worn in the building (except when religious practices require them (shadors, hijabs, yarmulkes, kufis, etc)). (check The Code) - As well as jewelry, cosmetics should not attract undue attention. - Facial and body piercing, and tattoos should not be visible. - Use of hair dyes, bleach, multicolor, or neon hair will not be acceptable. Only natural colors are permitted. - Males may not grow mustache and/or beard.
2) Professional Dress Code and Personal Appearance
Faculty and personnel will be role models not only for the students, but also for the entire community. The way they present themselves will have direct impact on the degree of respect received from students and community members. All adult participants on CNYIAPCS campus will appear neat, clean, and appropriately dressed for a business or professional environment, at all times. Some considerations - Jeans, shorts, sweat pants and tee-shirts are unacceptable. (Coaches and athletes will be authorized to wear sports clothing designated for training and competitions according to the regulations established) - Clothing must be non-distracting in length and fit. - Same students’ regulations for jewelry and cosmetics will apply to teachers and personnel (To be determined) - The following clothing will be considered inappropriate for all school employees:
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CNY Institute of Academics & Performance Charter School Merged Application 2019 a) Dresses, shirts, or blouses that have cutouts or see-through elements or clothing which reveals undergarments. b) Clothing that promotes alcoholic beverages, tobacco, or the use of controlled substances; depicts violence; or is of a sexual or disruptive nature, or political, religious or commercial advertise, will not be accepted. c) Tight-fitting clothing will be considered inappropriate.
R-11ab – School Management and Leadership a. Organizational Chart
Organizational Chart: CNYIAP Charter School –Year 1
Citizens Parents Students Parents Citizens
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Top Level: Citizens, Parents, Students
Superintendent Board of Trustees- Founding Chief Executive Officers- Chief Instructional Officer
Middle level: Finance officer Department Heads
Director of Curriculum/Instruction Teachers
Community Relations Officer Special Education
Technology Specialist Guidance Counselor
Transportation
Food Service
Health Services
Maintenance
Bottom Level: Support Staff: Security – Secretary (Administrative Assistant) - Janitorial - Teaching Assistants – Volunteers -Docents
b. School Leadership and Management Structure
Rational for Year 1:
Top Level of CNYIAPCS Organization
Citizens, Parents, and Students are acknowledged up front in the school’s organizational chart as owners and stakeholders of Central New York Institute of Academics and Performance Charter School
Reporting to the Board of Trustees are the founding Chief Executive Officers and the Chief Instructional Officer
The Board of Trustees is responsible for naming and evaluating the Executive Chief Instructional Officers and Chief Instructional Leader, who report directly to the Board of Trustees
The organizational chart does not show either a general counsel (a function that will be external) or an internal audit. These functions will be present in the future as reporting to either the Board of Trustees or the Superintendent. In addition, this organizational chart does not show the Board
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CNY Institute of Academics & Performance Charter School Merged Application 2019 of Trustees support staff, although the board will have representation in future CNYIAPCS organizational charts; this organizational chart also does not show the student advisory board, who will report to the Board of Trustees in the future.
The Superintendent will receive pertinent information regarding CNYIAPCS from the Board of Trustees (the direct reporting agents will be named in the future)
The span of control of the Superintendent will be displayed and discussed at future board meetings to make a final decision.
Instructional Department: Middle Level of CNYIAPCS
The founding Chief Executive Officers will coordinate with the Chief Instructional Officer to provide assistance in the instructional department reporting efforts. The Chief Instructional Officer heads the middle level of the organizational chart and is responsible for the majority of the instructional department and functions of CNYIAPCS.
The founding Chief Executive Officers and Chief Instructional Officer are at the same level on the organizational chart as the Board of Trustees and Superintendent for reporting responsibilities
The two founding Chief Executive Officers have distinct reporting responsibilities:
One founding Chief Executive Instructional Officer will be responsible for receiving reports from the Finance Officer, and the Community Relations Officer
The other founding Chief Executive Officer will be responsible for receiving reports from the Director of Curriculum/Instruction, and the Technology Specialist
The Chief Instructional Officer will receive reports from the Department Heads, Teachers, Special Education, Guidance Counselor, Transportation, Food Service, Health Services, Administrative Assistants and Maintenance
Office/Support Staff: Bottom Level of CNYIAPCS
The Bottom Level of CNYIAPCS will report to the Chief Instructional officer, although there will be some reporting to the founding Chief Executive officer in regards to instruction and other functions of the organization.
CNYIAPCS will not associate with a management organization.
Organizational Chart: CNYIAP Charter School –Year 5
Top Level: Citizens, Parents, Students
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Board of Trustees- founding Chief Executive Officers- Chief Instructional Officer
Superintendent
Middle level: Finance Officer Department Heads
Director of Curriculum/Instruction Teachers
Community Relations Officer Special Education
Technology Specialist Guidance Counselor
Director of Extended Day Transportation
Director of Fund-Raising Food Service
Chief Information Officer Health Services
Maintenance
Bottom Level: Support Staff: Security – Secretary (Administrative Assistants) - Janitorial - Teaching Assistants – Volunteers – Docents- Parent Liaison
Board of Trustees General Council
Committee Key Responsibilities Board of Trustees Conducts the affairs of the school, subject to applicable education laws, not for profit corporate law and the school’s charter and bylaws Executive Committee Facilitates effective decision-making by all board members Finance Committee Coordinates the board’s financial oversight responsibilities Personnel Committee Evaluates the school leader and oversees employee grievance procedures Board Development Recruits new board members and oversees on-going training Committee of existing board members Resource Development Plans and implements the school’s fundraising programs Committee Facilities Committee Assesses CNYIAPCS’ short and long term facilities needs and present a long range facility plan to the board Strategic Planning Committee Develops a 3-5 year blueprint for CNYIAPCS’ future
Rational for Year 5:
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Top Level of CNYIAPCS Organization
Citizens, Parents, and Students are acknowledged up front in the school’s organizational chart as owners and stakeholders of Central New York Institute of Academics and Performance Charter School
Reporting to the Board of Trustees are the founding Chief Executive Officers and the Chief Instructional Officer
The Board of Trustees is responsible for naming and evaluating the founding Chief Executive Officers and Chief Instructional Officer, who report directly to the Board of Trustees
The organizational chart will show a general counsel (a function that will be external) and an internal audit. These functions will be present in the future as reporting to both the Board of Trustees and the Superintendent. In addition, this organizational chart does the Board of Trustees support staff, although the board representation of CNYIAPCS organizational charts is still being planned; this organizational chart will show the student advisory board by this time, who will report to the Board of Trustees in the future, it is still needs to be formed.
The Superintendent will receive pertinent information regarding CNYIAPCS from the Board of Trustees (the direct reporting agents will be named in the future)
The span of control of the Superintendent will be modified and discussed at future board meetings
Instructional Department: Middle Level of CNYIAPCS
The founding Chief Executive Officer will coordinate with the Chief Instructional Officer to provide assistance in the instructional department reporting efforts. The Chief Instructional Officer heads the middle level of the organizational chart and is responsible for the majority of the instructional department, functions, and Extended Day curricular activities of CNYIAPCS.
The founding Chief Executive Officers and Chief Instructional Officer are at the same level on the organizational chart as the Board of Trustees and Superintendent for reporting responsibilities
The founding Chief Executive Officer has distinct reporting responsibilities and reporters of responsibilities
One Executive Chief Instructional Officer will be responsible for receiving reports from the Finance Officer, audits, fund-raising and the Community Relations Officer reports
The other Executive Chief Instructional Officer will be responsible for receiving reports from the Director of Curriculum/Instruction, the Technology Specialist, and Extended Day reports
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CNY Institute of Academics & Performance Charter School Merged Application 2019 The Chief Instructional Officer will receive reports from the Department Heads, Teachers, Special Education, Guidance Counselor, Transportation, Food Service, Health Services, Administrative Assistants, Maintenance, and Parent Liaison
The Chief Information Officer will be responsible for providing additional support of the Instructional Department through the Board of Trustees
The Director of Fund-Raising will provide additional support of the instructional Department in organizing fund-raising activities at this level, although this position will be provided by the Board of Trustees
Bottom Level: Office/Support Staff: Bottom Level of CNYIAPCS
The Bottom Level of CNYIAPCS will report to the Chief Instructional Leader, although there will be some reporting to the founding Chief Executive Officers in regard to instruction and other functions of the organization.
CNYIAPCS plans to improve the organizational structure as the educational institution continues to grow
CNYIAPCS will not associate with a management organization
R-12ac –Personnel (a) Staffing Chart and Rationale Staff Positions Department # of # of # of # of # of Heads (Yr. Staff Staff Staff Staff Staff 1- Yr. 5) Year 1 Year 2 Year 3 Year 4 Year 5 School Building N/A 3 3 3 3 3 Leader(s) Math/Science 2 1 2 3 4 4 English/Social Studies 2 1 2 3 4 4 Foreign Languages 3 3 3 6 6 6 Special Education 1 1 2 3 4 4 Physical Education 1 1 2 2 2 2 Art 1 1 2 2 2 2 Music/Chorus 1 1 2 2 2 2 ESOL 1 1 2 3 4 4 AIS 1 1 2 3 4 4 Technology 1 1 1 2 2 2 Teaching Assistants 1 5 9 13 17 17 Band/Instrumental 1 0 2 2 2 2 Theatre Instructor 1 1 1 1 1 1
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Office/Support Staff 2 1 1 2 2 7 Guidance Counselor 1 1 2 2 2 2 Nurse 1 1 1 1 1 1 Cafeteria 1 3 3 4 4 4 Janitorial/Maintenance 1 2 2 2 2 2 Security Officers 1 2 2 2 2 2 Technology Specialist 1 1 1 1 1 1 Transportation 1 1 1 1 1 Specialist Community Relations 1 1 1 1 1 1 Officer Volunteers 1 N/A N/A N/A N/A N/A Dance Instructor 1 1 1 2 2 2 Total 29 35 46 63 71 71
Rationale
CNYIAP charter school’s staffing will include 4 Academic Grade Level Teams. CNYIAP charter school’s core classes will be taught by educators who will perform dual-assignments; as English/Social Studies and Math/Science teachers. These dual-assignments will be present in each Academic Grade Level Team (9th, 10th, 11th and 12th). The specialty teachers (ART, Music, Band/Instrumental, and Theatre Instructor) will be hired in Year 1. The teachers in Physical Education and Technology will be hired in Year 1 with an additional hire in Year 3. The Dance Instructor will be hired in Year 1 with an additional hire in Year 3. There will be 4 Teaching Assistants hired each year to assist Core teachers and Special Education teachers. There will be an additional Teaching Assistant hired in the first year (only) to assist the Office and Support Staff. Specialty faculty will be hired upon demand each year (on volunteer bases).
CNYIAP charter school’s Office and Support Staff will consist of (1) Educational Lawyer hired as needed (per diem); two (2) Secretaries- hired in Year 1; (1) Finance Officer- hired in Year 1; (1) Reading Specialist- hired in year 1; and (1) Parent Liaison- Volunteer position for each year; two (2) Guidance counselors- hired in Year 1 with an additional hire in Year 3; (1) Community Relations Officer to assist in continued community relations activities, hired in Year 1; Three (3) Cafeteria Workers in Year 1 and an additional hire in Year 3.
CNYIAP charter school looks to hire (1) School Nurse in Year 1; two (2) Security Officers in Year 1; (1) Technology Specialist in Year 1; (1) Transportation Officer in Year 1; and looks to utilize a cleaning company to hire two (2) Janitorial Workers on split shifts (including Saturdays) in Year 1; and utilize a (1) Maintenance Worker hired as needed (per diem) beginning in Year 1.
CNYIAP charter school will utilize the Board of Trustees to cover responsibilities of the Director of Curriculum/Instruction, Director of Extended Day, and/or Director of Fund-Raising. These duties will be executed by members of the Board to cut down on opening cost during the first year.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 CNYIAP charter school plans to utilize the services of PayChex to handle payroll. CNYIAP charter school plans to utilize the expertise of the law offices of D’Arcangelo & Co., LLP for finance and accounting responsibilities. The Law office of Kall and Reilly, LLP will be utilize for legal advice.
CNYIAP charter school plans to utilize the support from the community and Higher Education Institutions in the Central New York area through volunteer work. CNYIAP charter school plans to implement a number of internships and accept a number of volunteers looking to either extend his or her time to an educational cause, or seeking credit hours to fulfill course work expectations. Theses volunteer assignments will begin in Year 1, covering specific remedial academic areas and mentoring opportunities.
CNYIAP charter school plans to incorporate Department Heads for each academic grade level team to meet with and coordinate communication among School Building Leaders and Teachers.
Grade Level Teams Will consist of the following Personnel: • 1 English and Social Studies Teacher • 1 Math and Science Teacher • 1 Special Education Teacher • 3 Foreign Language Teachers (1 Spanish, 1 Mandarin Chinese, 1 American Sign Language) • 1 AIS Specialist • 1 ESOL Teacher • 4 Teaching Assistants
(b) Qualifications and Responsibilities School Building Leaders: Founding Chief Executive Officer; Chief Instructional Officer and Dean of Students CNYIAP charter school’s School Building Leaders (a Founding Chief Executive Officer, Chief Instructional Officer and Dean of Students-to be hired at the end of the third year of operations) should be individuals who completed his or her Master’s degree and/or Ph. D/Ed. D from an accredited institution of higher education or from an institution authorized by the Regents to confer degrees; satisfy the expected course hours for the content core for professional Certificates specified for each Certificate obtained and must provide proof of such qualifications.
At the present time, CNYIAP charter school has identified the School Building Leader (Mrs. Patrina Thomas, EdD, ABD) who will be the Founding Chief Executive Officer responsible for overseeing the daily administrative/business operations of CNYIAP charter school functions. CNYIAP charter school has not identified the Chief Instructional Officer (AKA Principal) or the Dean of Students. These two appointed positions will be responsible for the daily academic operations of CNYIAP charter school functions. The Board of Trustees will aid in the hiring process of these candidates. The following process and criteria will help identify these candidates:
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Candidates must show proof of completing and receiving Certificates of the following permanent Certification requirements and clearances: • Child Abuse Identification and Reporting certificate • School Violence Prevention and Intervention certificate • Fingerprinting • Citizenship or USCIS Permanent Residency • Sex Offender Registry clearance • Drug testing clearance
Candidates for the School Building Leadership roles should show proof of obtaining his or her Master’s degree and Principal Certificate through the following possible routes: A Master’s Degree:
• Graduate Teacher Education Programs Leading to a Certificate The Master’s degree is acceptable if it is based upon completing any teacher Certification program leading to any certificate, whether in New York State or another jurisdiction. The Master’s degree may be completed toward a classroom teaching, pupil personnel, or supervisory/administrative certificate.
Such a master's degree can be used to fulfill the master's degree requirement for any additional classroom teaching service certificate title.
• Master's Degree accepted previously to satisfy requirements for a permanent or professional classroom teaching certificate. This same Master's degree will satisfy the master's degree requirement and the requirement for 12 graduate semester hours in the content core for professional Certification for any subsequent certificate. • Master's Degree in the Initial Certificate Content or Related Area * The Master’s degree may also be in the content area of the Initial certificate or in a closely related subject area. • In the case of any of the "Generalist" certificates (K-12), the master's degree may be in any of the Liberal Arts & Sciences.
* Master's degrees that focus on grades PreK-12 in Special Education, Curriculum and Instruction, Instructional Technology, Literacy, Bilingual Education, and Teaching English as a Second Language are also considered to be related to ALL content areas. While degrees in these subjects do not need to lead to a teaching certificate, they must be completed at an institution with an approved teacher preparation program.
For those candidates with an unrelated Master’s degree, you may qualify as a candidate in the following field through the following certificate areas:
Graduate Course work in the content area of the certificate. If the Master’s degree is not in any of the above categories, the applicant for Professional
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Certification must complete twelve semester hours of graduate study in the content or related area of the Initial certificate. • If course work is completed in the content (subject) of the certificate, it must be taken at an accredited college offering a graduate degree in the subject of the certificate. • For certificate titles with multiple disciplines within the subject of the certificate (for example family and consumer science includes health, nutrition, textiles, etc.), the course must be completed at an accredited college offering a graduate degree in one of these disciplines. • If it is not clear whether course work you have completed toward your Master’s degree is relevant, the candidate must seek proof from his or her accredited institution of higher education or from an institution authorized by the Regents to confer degrees.
Graduate Course work in content linking pedagogy
All content linking pedagogical coursework must be from an accredited institution with an approved teacher preparation program. • Course work that links content to pedagogy may also be used to meet this requirement. Content linking pedagogy refers to courses that focus on the methods of teaching content in the subject matter for which the professional certificate is sought. For example, a secondary teacher of biology could take courses in advanced curriculum development and instruction that would include 12 credits in pedagogical knowledge specific to teaching biology. Graduate level content linking pedagogy can also be combined with graduate content in the subject matter to meet the 12 semester-hour requirement for professional certification. The following chart displays several of the acceptable subject areas related to obtaining a Master’s degree: Be advised CNYIAP charter school identifies this chart as a guideline toward acceptable degree programs and is aware that the chart is not a complete representation of all acceptable Master’s degree subject area programs.
Initial Certificate Area Related Master Degree Biology, Chemistry, Any of the four sciences is considered a related area to physics, Earth Science each other. Earth Science comprises the sub-fields of Astronomy, Geology, Meteorology and Oceanography. Chemical Engineering Bio Chemical Engineering Genetic Engineering Medicine (MD) Business and Marketing Accounting Marketing Business Administration Advertising Macro/Micro Economics Finance Business Management International Business International Economics
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Industrial and Labor Relations Mathematical Finance Dance Dance History Choreography Dance/Movement Therapy Dance Performance Dance Theatre Physical Education Early Childhood, Any Liberal Arts and Sciences Childhood, Middle Childhood Generalist English to Speakers of Any Liberal Arts and Sciences Other Languages (ESOL) English Language Arts English Linguistics Film Writing Communications Creative Writing Comparative Literature Journalism Theater Playwriting Drama Family and Consumer Home Economics Science Food and Nutrition Career Counseling Child and/or Family Studies Fashion/Textile Design Human Development Health Education Nursing Anatomy & Physiology Chiropractic (Doctor of Chiropractic) Dentistry (DDS, DMD) Medicine (MD) Health Systems Administration Physical Therapy Languages Other Than A Master’s degree in any language other than English English (LOTE) will be considered sufficiently related to any other language certificate to qualify as a related Masters Degree. Linguistics Literacy Any Liberal Arts and Sciences Mathematics Statistics Quantitative Analysis Applied Mathematics Mechanical/Civil Engineering
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Music Music History Music Composition Music Theory Music Therapy Music Performance Musical Theatre Conducting Physical Education Sports Medicine Health Safety Education Sports Science Recreation Sports Administration Dance Sports Management Social Studies Sociology Political Science History Geography Economics Archaeology Anthropology Area/Ethnic/Gender Studies Jurisprudence Doctoral Degree Police Science Students with Content area of the certificate or related content area as Disabilities 5-9 and 7-12 indicated in this table. specialist Special Education Technology Education Engineering (e.g. Mechanical, Civil, Electrical, Chemical) (Master’s must be related Systems Analysis and Design to Industrial Design manufacturing/industry) Architecture Communication and Information Technology Theatre Theatre History Dramatic Writing Drama Therapy Acting Theatre Production Radio & TV Production Film Production Visual Arts Fine Arts (Drawing, Printing, Printmaking, Sculpture) Crafts (Ceramics, Fibers, Glass, Jewelry, Metal) Media Arts (Computer Art, Film, Photography, Video) Art History Art Conservation Art Therapy
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Commercial Design Applied Design Architecture
Preference will be given to a professional whose educational credentials beyond those previously specified offers: Principal Certification and a doctoral degree in School Administration (Ph.D./Ed. D.) from an accredited higher education institution.
Management Structure CNYIAP charter school will not be working with a management organization. The CNYIAP charter School Building Leader’s management structure will reflect that of lead faculty who facilitates teaching. CNYIAP charter school’s School Building Leaders will be consider instructional leaders and are expected to be CNYIAP charter school’s educational visionaries, offering direction and expertise to ensure student learning. CNYIAP charter school’s School Building Leaders will be responsible for managing student discipline, building security and cleanliness, athletics and visual /performing arts events, relationships with parents, personnel supervision, test scores, and meeting adequate yearly progress goals. CNYIAP charter school expects their School Building Leaders to be seen by all as a partner in education, learning with and from students, teachers and staff.
CNYIAP charter school’s management structure will encompass the School Building Leaders taking standards-based accountability measures when looking at teacher and student performance. CNYIAP charter school’s School Building Leaders will be responsible for enhancing the skills and knowledge of people in the organization, creating a common culture of expectations around the use of skills and knowledge needed for academic success, holding the various pieces of the organization together in a productive relationship with each other, and holding individuals accountable for their contributions to the collective results of student performance on standardized- test.
CNYIAP charter school’s management structure identifies with the recent international research from the Third International Mathematics and Science Study (TIMSS) corroborating the idea that a focus on concrete instructional practice results in increased student learning. Countries in TIMSS that scored well in mathematics and science tended to have less complex curricula, greater coherence of curriculum across age levels, and greater emphasis on narrowing the range of quality in the curriculum actually delivered in the classroom. Hence, when school organization and policy reinforce a focus on curriculum and embody clear expectations about the range of acceptable quality in the delivered curriculum, a broader range of students learn at higher levels. (Schmidt, et al. 1997; Stigler and Heibert 1999).
CNYIAP charter school’s School Building Leaders will be expected to work collaboratively among students, teachers and staff to ensure effective leadership and instructional improvements needed for academic success. CNYIAP charter school’s School Building Leaders will be continuously analyzing and developing effective organizational skills to meet the needs of his or her structural management responsibilities. The following key components of the management structure identify the separate units and the responsibilities within CNYIAP charter school:
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Key components of the Management Structure at CNYIAP Charter School: • Task Allocation and Complexity: School Building Leaders, Founding Chief Executive Officer, Chief Instructional Officer and Dean of Students will be responsible for reporting to the Board of Trustees and the City Superintendent of school any adequate information needed to be successful, or may bring up issues/concerns regarding students, teachers, or staff; and are responsible for school-wide operations and supervision. Dean of Students will include supervising various campus programs and serving as a liaison between college administrators and student organizations, such as a student council. Social programs managed through the office of the dean of students might include Greek life and orientation events for incoming students. A dean of students could also coordinate services specifically for transfer or international students. Department Heads are responsible for his or her team or department and serve as a liaison to School Building Leaders to report needs, issues/concerns regarding student behavior or learning needs or teacher needs, issues/concerns and progress. Faculty will be responsible for directing instruction of students and reporting any issues/concerns and progress regarding student behavior or learning needs. Office and Support Staff will be responsible for aiding teachers’ direct instruction and allocating support materials needed for a structured learning environment. They will report to the School Building Leaders any issues/concerns and progress regarding support needs for improved instruction. They will handle visitors, incoming calls, daily attendance, requisition request, and advice School Building Leaders of important school related issues/concerns or noted progress of the school that is forwarded via snail mail, phone, or email. Guidance Counselor provides counseling to students, is responsible for the standardized- testing and the dissemination of information regarding careers, health and safety. Food Service/Cafeteria Staff will provide breakfast, lunch (and dinner) to students. Will also assist in providing nutrition information for health and wellness activities. Health Services/Nursing Staff will provide routine health practices, support the health and wellness of the school and give emergency care for students and staff when applicable. Janitorial/Maintenance Workers will be responsible for the school’s overall appearance (inside/outside), mechanical and daily repairs. Security Officers will be responsible for student and staff safety; monitoring the school environment and maintaining safety precautions throughout the school and school activities; responsible for monitoring student tardiness/attendance. Technology Specialist will provide technical support and inform School Building leaders and staff of modern technology for best practices; will instruct on how best to utilize these technologies, suggest acquisitions and upgrading, installations and maintenance and keeping safe practices involving environmental requirements. Transportation Specialist will be in charge of constructing schedules and routes to and from school for student safety and compliance with ADA; will provide evidence and advice of best-practices for transportation during the regular academic day, extended day, Saturday school, and summer school hours; will assist in acquiring adequate bus passes, or tokens for travel to and from school.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Community Relations Officer will be responsible promoting school to parents and the public; serves as emissary to broader community; promotes activities to other charter schools, such as coalitions, shared programs, etc. Finance Officer will be responsible for managing finances, audits, requisition according to the law and working closely with PayChex to ensure CNYIAP charter school’s financial soundness. Director of Curriculum and Instruction will focus on curriculum and instructional best methodological practices and be responsible for disseminating up-to-date information to improve teaching and learning. Along with researching/developing successful assessment portfolios to be used in student’s academic improvement. As well as assist in fund-raising accountability. Board of Trustees Parent/Guardian Representative will be the liaison to transmit to parents/guardians all pertinent information obtained at the BoT meetings directly involved with the education of their students at CNYIAPCS, likewise s/he will transmit all concerns and satisfactions from parents/guardians to the BoT. S/he will be also responsible of delivering the parents/guardians satisfaction survey taking place at the end of each academic year. CNYIAP Charter School Volunteers will be responsible for reporting to scheduled duty(s) and following policy and procedures of the school, as well as, complying with the expectations of the school member they are working with.
• Communication Style – CNYIAP charter school’s management structure communication style will travel both up and down through management layers; and/or travel horizontally amongst peers in an operating group. CNYIAP charter school plans to be a collaborating environment where responsibility is shared among peers and supervisors.
• Formalization – CNYIAP charter school plans to utilize standardized defined rules covering decision making, communication and management control regarding job descriptions, and Code of Conduct among students, teachers and administrators (can be reviewed in Bylaws, Code of Conduct procedures, and handbooks). The rules are objective through written descriptions and govern CNYIAP charter schools rules and regulations. They are also subject to change if the need constitutes such actions by the Board of Trustee’s approval.
• Type of Influence – CNYIAP charter school plans to utilize an Expertise-based influence of management. CNYIAP charter schools school building leadership will use his or her knowledge and/or expertise to direct and influence subordinates to carry out tasks in a particular way.
• Centralization – CNYIAP charter school plans to make decision- making as a part of the collaborative setting; empowering employees, parents, and students to make decisions regarding the school environment. Any decision made will undergo approval by the Board of Trustees.
• Co-ordination – CNYIAP charter school will integrate objectives and activities to the separate units by disseminating information through collaborative efforts and following
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CNY Institute of Academics & Performance Charter School Merged Application 2019 CNYIAP charter school’s mission. The entire staff will be responsible for introducing new knowledge or information that positively influence CNYIAP charter school’s organizational goals and efficiency.
Evaluation Procedures and Processes for Staff in Management Positions CNYIAP charter school plans to use the following evaluation procedures and processes for Staff in Management Positions (Hereinafter known as Supervisor): • CNYIAP charter school’s Supervisor position evaluation procedures have been developed to provide a framework for an open, equitable and cost-effective method of determining the comparable work value of professional staff interested in a management position. • These procedures apply to Supervisory staff positions, which include Department Heads, Team Leaders, and any other management position throughout CNYIAP charter school management structure.
1. Procedure and Processes A request for a position review should be forwarded to the Board of Trustees or Founding Chief Executive Officers responsible for a specific management position; annual position review will commence at the end of each year before the start of the next if a request is not sought within the year; or if the following processes have occurred
1 Change to existing positions 1.1 (For occupied positions) Consultation between the Supervisor and position holder regarding significant change to the duties and responsibilities of the position; 1.2 Consultation between the supervisor and other position holders within the relevant/immediate work unit who may be impacted by a review of a position resulting in a change to duties; 2 All positions (including new positions and existing positions) 2.1 Supervisor will need to review position description and be responsible for understanding his or her duties. If questions arise, supervisor needs to be prepared to clarify any/all misconceptions regarding the position held by seeking a conference with the Department Head or Executive Chief Instructional Officer responsible for that management position 2.2 Understand Alignment of duties and responsibilities of CNYIAP Bylaws, Handbook and Educational Laws; 2.3 In the event that a position review is not approved, the Department Head, or nominee will liaise with the Board of Trustees and/or Founding Chief Executive Officers regarding alternative options for consideration 2.4 Any disagreement between an employee and a supervisor and/or Department Head regarding a request for position review should be referred to the relevant officer within the Board of Trustees, or Founding Chief Executive Officers 2.5 If supervisors and managers require support in the development of a position description, advice and assistance may be sought from the Board of Trustees, or Founding Chief Executive Officers 2.6 Board of Trustees or Founding Chief Executive Officers may gather additional information from a range of sources to determine significant change, or assist with clarifying the role of the position 2.7 Board of Trustees or Founding Chief Executive Officers will seek to confirm final position accountabilities from the former Department Heads, supervisors and position holders
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CNY Institute of Academics & Performance Charter School Merged Application 2019 2.8 If the Board of Trustees or Founding Chief Executive Officers has concerns about the accuracy of the content of the final position description and cannot resolve the matter at Faculty/team level, Board of Trustees or Founding Chief Executive Officers will refer the matter to the Chief Instructional Officer or nominee. 2.9 Board of Trustees or Founding Chief Executive Officers will endeavor to process position reviews within ten working days after receiving a request 2.10 Where circumstances exist that the time period will be extended, all relevant parties will be advised in a timely manner
3. Management Job Evaluation Procedure Job Evaluation will be applied through a number of approved job evaluation tools including: • Review of Supervisors work habits in alignment with CNYIAP charter school Mission; • Founding Chief Executive Officer and Chief Instructional Officer Evaluation review; • Observations; • Peer Reviews; and/or • Job Evaluation Points Factor methodology All positions will be evaluated by at least two job evaluators from the Board of Trustees using the Job Evaluation Points Factor methodology. Board of Trustees will notify the relevant parties in writing of the outcome of his or her evaluation scores and comments Following determination of an outcome, a position holder/supervisor and/or Department Head may request a review of the evaluation outcome. The evaluation review will be applied in accordance with clause 2.9, and 2.10 and will include at least one new job evaluator. Appeals Appeals can only be based on process irregularity Position holders and/or supervisors and/or Department Head can submit a Job Evaluation Process Appeal in writing. Appeals should be submitted to the Board of Trustees, Founding Chief Executive Officers or nominee within five working days from the receipt of the evaluation outcome. Where the Board of Trustees, Founding Chief Executive Officers, or nominee forms the view that there has been a breach of process, the Board of Trustees, Founding Chief Executive Officers or nominee will notify the job evaluators to recommence the job evaluation process at the stage where the non-compliance occurred and notify the position holder, the supervisor and the Department Head of this determination. On advice from the Board of Trustees, Founding Chief Executive Officers or nominee, the Chief Instructional Officer, or nominee will notify the position holder, the supervisor and the Department Head of the subsequent outcome.
(c) Staff Recruitment and Retention
CNYIAP charter school will recruit its personnel in compliance with fair practices such as: - publicly advertising positions (newspapers, Internet, professional journals) - attaining to written descriptions - adjusting salaries to specific parameters set at CNYIAPCS - offering incentives to outstanding personnel - year to year contracts
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CNY Institute of Academics & Performance Charter School Merged Application 2019 (Specifics on Hiring policies are found on Response 11(d) Personnel Policies)
CNYIAP charter school plans to utilize quality recruitment and retention practices. CNYIAP charter school plans to encourage staff to participate in community professional activities by allowing them to attend local professional meetings or discussion groups; and state association meetings through professional development opportunities. Develop relationships with local universities and community colleges. In doing so, CNYIAP charter school will offer opportunities for volunteer or observation hours at our facility; we will become a student practicum site; our School Building Leaders will offer to speak to graduate students and give them real-world perspectives on course work; participate in university and community college job fairs; and develop research partnerships. CNYIAP charter school also plans to increase visibility of our program and staff in the community by celebrating teacher and staff accomplishments within his or her class or specialty area; offering free support groups for student teachers and practicum students; and hold educational fairs.
CNYIAP charter school plans to encourage teachers and staff to participate in mentoring practices for new staff and incentives programs, which include personal recognition for work done to improve student performance through public recognition.
To ensure CNYIAP charter school recruits high quality personnel unique benefits may be offered, including opportunities to increase Certification through attending major higher education institutions in the community to increase wage and benefits; or job-sharing opportunities. CNYIAP charter school will advertise in newspapers and the Internet; consideration will be made toward hiring international staff members; utilize CNYIAP charter school’s YouTube video to allow potential candidates to virtually see our school in action; and create a brochure to circulate throughout the community and boarding counties. CNYIAP charter school plans to continue with local town meetings in broadening efforts of community awareness and support. CNYIAP charter school will offer the opportunity for staff and students to be part of a unique educational reform in curriculum development and academic rigor that involves the inclusion of athletics and visual/performing arts courses and activities, internships, Regents courses and real-world participatory events.
CNYIAP charter school will cater to no more than 200 students in the Syracuse area. In the first year of operations the school will provide educational services to 50 true freshmen; each year after that additional cohort will follow the same procedure, allowing the classroom cohorts to be extremely manageable throughout the academic year. The local school’s average classroom size between 25-30 students per classroom. CNYIAP charter school’s classroom size will be considerable smaller allowing teachers to manage his or her classroom more efficiently: 10-15 or less pupils per class.
Personnel contracts will be offered on a yearly basis at CNYIAPCS and salaries will be averaged between public schools’ and private ones. Comprehensive benefits (heath insurance and retirement packages) will be offered to its personnel. CNYIAPCS will be a non-unionized non-profit organization.
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CNY Institute of Academics & Performance Charter School Merged Application 2019
Basic Teacher Salary/Master’s Degree Per High School Subject
Subject Salary ELA $56,515 – 70,555 Social Studies $56,399 – 71,455 Science $56,399 – 70,299 Math $56,346 – 69,455 Special Education $56,655 – 72,500 Languages (Spanish, Mandarin Chinese, $56,401- 69,455 Sign-Language Technology $56,337- 71,455 Theatre $50,399 – 54,000 Music $43,944 - 53,500 Physical Education $40,399 – 45,500
❖ Salaries are negotiable/Per Chief Executive Officer and Finalization of the Board of Trustees CNYIAP charter school plans to hire qualified personnel by following the expectations of the Educational laws set forth by New York State Department of Education. All core teachers will fill out an application and show proof of Professional Certificates and workshop Certificates. The Special Education teachers hired will fill out an application and show adequate proof of Professional Certificates and workshop Certificates. Pursuant to the federal Individuals with Disabilities Education Act (IDEA) regulations (34 C.F.R. § 300.156(c)), teachers providing instruction to students with disabilities (as identified by a Committee on Special Education) will be “highly qualified as a special education teacher” within the meaning of the NCLB. Teaching Assistants will meet federal standards as set forth in the NCLB. All Office and Support Staff will show proof of qualifications and workshop Certifications. All Personnel Officers, Reading Specialist, Guidance Counselors, Nurse, Janitorial/Maintenance Workers, Technology Specialist, Community Relations Officer, Cafeteria Workers and Transportation Specialist will show proof of qualifications and workshop Certifications. The hiring process of CNYIAP charter school will ensure compliance with applicable State and federal employment laws and regulations. CNYIAP charter school will not discriminate on the basis of gender in compliance with Title IX of the Education Amendments of 1972 (20 U.S.C. § 1641, 34 C.F.R. § 106.9). CNYIAP charter school will be an equal opportunity employer. All hiring of personnel, office/support and staffing positions will be contingent upon applicant’s agreement to an interview and signing of a year-to- year contract. All hiring will be finalized by the approval of the CNYIAP charter school Board of Trustees.
R-12d - Personnel Policies (“Request Not Applicable”)
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CNY Institute of Academics & Performance Charter School Merged Application 2019 R-13-a- Partner Organizations (“Request Not Applicable”) R-13-b- Partner Commitment (“Request Not Applicable”) R-14ad - Governance a. Board Members The following table represents all members of the proposed founding school board including any currently vacant seats that the board would seek to fill by the end of the first year of operation (e.g. a seat for an ex-officio parent representative).
A minimum of five members must be identified when the proposal is submitted. (CNY Institute of Academics & Performance is aware in circumstances where persons affiliated with a CMO will serve on the school board, more than five trustees must be identified when the proposal is submitted.
Please note that paid employees of the school may generally not serve as voting members of the board or count toward a quorum when considering attendance, including administrators and teachers, except perhaps in limited circumstances.
Officer Position and/or Committee Membership on the Length of Name Voting Ex-Officio Board Initial Term Parent/guardian TBD X 1 year Representative TBD X Faculty Representative 1 year Nominated on 2021 X Student Representative 1year TBD Honorary Member Only Heather Jordon X TBA Founding Tiara Love X TBD 3 years Candice Johnston X TBD 3 years Namdi Shakir Muhammad X TBD 1 years Only Lisa Freedman X TBD Founding Only Sam Lim X TBD Founding Juvar T. Houston X TBD Angela Jones X TBD TBD Patrina Thomas X Chief Executive Officer perpetuity
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Explain the capacity of the founding board to govern the proposed school and ensure that its mission is met including the relevant skill sets and experiences of the proposed board members.
The capacity of the founding board to govern the proposed school is ample. Each member has extensive experience associated to education at different capacities. All have been involved in the development of the proposal and have demonstrated interest and consistency to carry out the mission and vision of the proposed CNYIAPCS along the process.
CNYIAPCS is not involved with a management organization, partner organization, or any other specific group in the recruitment and selection of the founding Board of Trustees. CNYIAPCS will be an independently managed corporation.
CNYIAPCS is aware that a few founding members are interested in teaching positions and they are willing to step down from the board once the school has received its Charter from the State. CNYIAPCS expects to replace these members with other interested parties as we move forward.
a. Corporation Board Roles and Responsibilities The Board may delegate the management of activities the Corporation to others, so long as the affairs of the Corporation are managed, and its powers are exercised, under the Board’s ultimate jurisdiction. Without limiting the generality of the powers hereby granted to the Board, but subject to the same limitations, the board shall have all the powers enumerated in theses Bylaws, and the following specific powers:
1. To elect and remove Trustees; 2. To select and remove officers, agents, and employees of the Corporation; to prescribe powers and duties for them; and fix their compensation; 3. To conduct, manage and control the affairs and activities of the Corporation, and to make rules and regulations; 4. To enter into contracts, leases, other agreements which are in the Board’s judgment, necessary or desirable in obtaining the purpose of promoting the interests of the Corporation; 5. To carry on the business of operating a Charter School and applying any surplus that results from the business activity to any activity in which the Corporation may engage; 6. To act as Trustee under any trust incidental to the Corporation’s purpose, and to receive, hold, administer, exchange and expend funds and property subject to such a trust; 7. To acquire real or personal property, by purchase, exchange, lease, gift, devise, bequest, or otherwise, and hold, improve, lease, sublease, mortgage, transfer in trust, encumber, convey, or otherwise dispose of such property; 8. To borrow money, incur debt, and execute and deliver promissory notes, bonds debentures, deeds of trust, mortgages, pledges, hypothecations and other evidences of debt and securities; 9. To indemnify and maintain insurance on behalf of any Trustees, Officers, employees or agents for liability asserted against or incurred by such person in such capacity or arising out such person’s
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CNY Institute of Academics & Performance Charter School Merged Application 2019 status as such, subject to the provisions of the Not-For-Profit Corporation Law and limitations noted in these Bylaws; 10. To appoint or remove the school’s Chief Instructional Officer(s), and 11. To delegate, from time to time, powers to the founder Chief Executive Officer(s) in accordance with these Bylaws except otherwise provided by law or by the Charter.
b. Education Corporation Board Roles and Responsibilities
Describe the rationale for the proposed design of the education corporation’s board of trustee’s:
Number of trustees: not less than five, nor more than eleven individuals (excluding ex-officio and honorary members). The Board of Trustees may include, but is not limited to a parent/guardian representative, interested members of the community, a faculty representative, a student representative who is no younger than 17 years old or who is in 11th grade, and a founding Chief Executive Officer
Qualifications to be a trustee: The Board may elect any person who in its discretion it believes will serve the best interests of the Corporation faithfully and effectively. Interested Persons Not more than 30% of the persons serving on the Board may be interested persons. An ‘interested person” is: (1) any person currently being compensated by the Corporation for services rendered to it within previous 12 months, whether as full-time or part-time employee, independent contractor or otherwise; or (2) any sister, brother, ancestor, descendent, spouse, sister-in-law, brother-in-law, daughter-in-law, son-in-law, mother-in-law or father-in-law of any such person. Trustees, officers, employees, agents or any other persons having a personal or business relationship with any single organization shall hold no more than 30% of the total seats comprising the Board.
c. Education Corporation Board Design
Trustee recruitment and selection process and criteria:
A public call shall be made at a regular Board of Trustee meeting stating the vacant representative position.
d. Stakeholder Participation
A Parent/Guardian Representative: whose student is in good standing (no sanctions), who actively participates in the school activities, who will attend BoT meetings. The appointment will be made for one year, with the right to be appointed for a second one. A parent/guardian representative shall not remain longer than two (2) academic years at CNYIAPCS. The seat will be revoked if the student does not remain in good standing or is no longer a student at the institution. Parent/guardian Representative shall serve as ex-officio member of the Board of Trustees without power to vote. Due Process: The Parent/Guardian Representative shall be pre-selected by the CNYIAPCS PTA,
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CNY Institute of Academics & Performance Charter School Merged Application 2019 who shall select three (3) names to be presented to the BOT who shall make the final decision after an interview.
A Faculty Representative: shall serve as ex-officio member of the Board of Trustees without power to vote. The term of office of the Faculty Representative as a Trustee shall be one (1) year. Due Process: The Faculty Representative shall be pre-selected by the faculty body, who shall select three (3) names to be presented to the BOT, who shall make the final decision after an interview. A Student Representative: who is no younger than 17 years old, who is in 11th grade, who is in good standing (no sanctions), who actively participates in the school activities, who will attend BOT meetings shall be elected. The term of office of the Student Representative as a Trustee shall be one (1) year, with the right to be appointed for a second one or up to his/her graduation, whichever comes first. The maximum term is two (2) academic years.
A Member of the Community: shall present a written statement to the Boards of Trustees explaining why s/he wants to become Trustee specifying interests, concerns and potential contributions to serve the school. Member of the Community previous to his/her self-nomination was not a parent/guardian and was not affiliated in any manner to CNYIAPCS of any individual affiliated to the institution. The Board of Trustees will select one (1) of the applicants from the community. The term of office of the Member of the Community as a Trustee shall be one (1) year, with the right to be appointed for a second. The maximum term is two (2) academic years.
A Founding Chief Executive Officer: The Founding Chief Executive Officer seat shall run a term not to expire until after the dissolution of the School. Upon resignation, the Founding Chief Executive Officer shall be only replaced by another Founding Chief Executive Officer; whose seat shall remain equally in perpetuity. Upon death of both Founding Chief Executive Officers, the seat shall be void and replaced with an ordinary new member of the Board with all the rights and duties conferred.
Honorary Members: are ex officio without power to vote. An Honorary Member is an additional Trustee who due his/her exceptional service on behalf of CNYIAPCS has unanimously been appointed and voted to sit with the Board. The Honorary Member(s) may resign at any time and for any reason, there is no determined term for the designee. Only under extraordinary circumstance an Honorary Member may be appointed. There shall be a limit of three (3) Honorary Members on the Board of Trustees.
New trustee orientation process: shall occur at the beginning of the academic year.
Officer positions: The original Board of Trustees will call to appoint the positions to complete the number decided, eleven (11)
Standing committees (if any): The board may create committees for any purpose, and the Chair of the Board shall point members to designate the chairs of such Boards. A Board Standing Committee will consist of not less than two Trustees, who shall serve at the pleasure of the Chair of the Board.
Standing Committees
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Standing Committees of the Board will include, but are not limited to, the Executive Committee, the Development Committee, Committee on the Trustees, Education Committee, and Accountability and Finance Committee. Each committee shall hold for one year and until a new committee is appointed.
The Executive Committee The Executive Committee shall consist of not less than five nor more than eight Trustees, and may include the President, Vice President, Treasurer and Chief Executive Officer (ex-officio). The President shall be Chairman of the Executive Committee. A majority of the members of the Executive Committee shall have power to do all things deemed by them necessary for or conducive to the welfare of the School that are not delegated to other committees or officers nor contrary to the Bylaws or votes of the board of Trustees, or any applicable to the foregoing, the Executive Committee may exercise all powers of the Board of Trustees except the election of Trustees, the election of President, Vice President, Treasure, or Secretary, the selection of the Chief Executive Officer, or the amending of the Bylaws. The Executive Committee shall make reports of their doing to the Board of Trustees.
The Development Committee The Development Committee shall include not less than three Trustees, and the President shall appoint its Chair. The Development Committee shall be responsible for overseeing planning, implementing, and monitoring all fundraising programs. The Development Committee shall assist in the advancement of the School to all constituencies.
The Committee on Trustees The Committee on Trustees shall include not less than three Trustees, and the President shall appoint its Chair. The Committee on Trustees shall oversee the quality of Trustees’ self-management. The Committee on Trustees shall select and nominate all candidates for the Board of Trustees, nominate Board Officers, oversee trustee orientation and education, and conduct periodic evaluations of individual trustees and the trustees as a whole.
Ex-officio members (voting and non-voting): Honorary Members, Parent/Guardian and Faculty Representative of the Board of Trustees are ex officio members without power to vote.
Frequency of board and committee meetings: Meetings of the Board A. Place of Meeting Board Meeting shall be held at the Corporation’s principal office or at any other reasonable convenient place as the Board may designate. B. Annual Meetings An Annual Meeting shall be held in the month of June each year for the purpose of electing Trustees, making and receiving reports on Corporate affairs, and transactions such other business as comes before the meeting.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 C. Regular Meetings Regular Meetings shall be held bi-monthly throughout the year and at other times the Board determines. During the first year of operation, the meetings will be held monthly.
D. Executive Meetings An Executive Meeting shall be held at any time called by the Chair, or by any Trustee upon written demand of not less than half of entire Board.
E. Adjournment A majority of Trustees present at a meeting, whether or not a quorum, may adjourn the meeting to another time and place. Committee meetings have the autonomy to meet as required by circumstances or as determined by the members.
Information to be received from the CMO, school leadership, staff or contractors as applicable: Request is Not Applicable
Delegation of authority to any committees, officers, employees or contractors: Authority of Board Committees The Chair of the Board may delegate to a Board Committee any of the authority of the Board, except with respect to: a. The elections of Trustees; b. Filling vacancies on the Board or any committee which has the authority of the Board; c. The fixing of Trustees compensation for serving on the Board or on any committee; d. The amendment or repeal of Bylaws or the adoption of Bylaws, and; e. The appointment of other committees of the Board, or the members of committees.
Procedures for publicizing and conducting school board meetings and taking and maintaining board and committee meeting minutes in accordance with the NY Open Meetings Law;
Notices of Meetings Public notice of meetings shall be given as required by law. Notice of the date, time, and places of all regular and executive meetings of Trustees shall be given to each Trustee by the Secretary or, in case of the death, absence, incapacity or refusal of the Secretary, by the officer or one of the Trustees calling meeting. Such notice shall be given to each Trustee in person, by mail or by telephone, telegram, facsimile, transmission, or electronic mail sent to such Trustee’s usual or last know business or home address at least seven (7) days in advance, unless shorter notice is adequate under circumstances. Except as required by law, notice of any meeting of Trustees need not be given: i. To any Director who, either before or after the meeting delivers a written waiver of notice, executed by the Trustee (or the Trustee’s attorney there unto authorized), which is filed with records of the meeting; or
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CNY Institute of Academics & Performance Charter School Merged Application 2019 ii. To any Trustee who attends the meeting and who, either prior to the meeting or at its commencement, fails to protest the lack of such notice. Except as otherwise required by law, the Charter, or these Bylaws, a notice or waiver of notice need not specify the purpose of any regular or executive meeting unless such purpose is: i. The amendment or repeal of any provision of the Charter or Bylaws or ii. The renewal of a Trustee or an officer.
Waiver of Notice Notice of a meeting need not be given to a Trustee who signs a waiver of notice or written consent to holding the meeting or an approval of minutes of the meeting, whether before or after the meeting, or attends the meeting without protest prior to the meeting or at its commencement, of the lack of notice. The Secretary shall incorporate all such waivers, consents and approvals into the meetings of the meeting.
Open Meeting Laws All meetings of the Trustees shall be conducted in accordance with all Public Open Meeting laws in Central New York and New York State, as amended form time to time, or any successor statute. Except as otherwise permitted by law. i. No quorum of the Board of Trustees shall meet in private for the purpose of deciding on deliberating toward a decision on any matter and ii. No executive session shall be held until a. The Board of Trustees shall have first convened in an open session for which notice shall have been given in accordance with law, b. A majority of the Trustees at such meeting shall have voted to go into executive session. c. The vote of each Trustee shall have been recorded on a roll call vote and entered into the minutes, and d. The president (or other person presiding over the meeting) shall have cited the purpose of the executive session and shall have stated whether or not the Board of Trustees shall reconvene after the executive session. Executive sessions may be held only for the purposes permitted by law.
Quorum Unless a greater proportion is required by law, a majority of the entire Board of Trustees shall constitute a quorum for transaction of any business or of any specified item of business.
R-14e- Bylaws
CNYIAPCS Bylaws
Article I Name
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CNY Institute of Academics & Performance Charter School Merged Application 2019 The name of the corporation is the Central New York Institute of Academics & Performance Charter School. (Hereinafter the “Corporation”).
Article II General Provisions A. Charter
The name and purpose of the school shall be set forth in its Charter, as amended form time to time. The Charter is hereby made a part of the bylaws, and the powers of the school, and its Board of Trustees, and all manners concerning the conduct and regulation of the affairs of the school shall be subject to provisions in regard thereto, if any as are set forth in the Charter. In the event of any inconsistency between the Charter and its Bylaws, the Charter shall be controlling. All references in these Bylaws to the Charter shall be constructed to mean the Charter as from time to time amended.
B. Fiscal Year
Except as from time to time otherwise determined by the Trustees of the school, the fiscal year of the School shall be July 1 to June 30.
C. Corporate Seal
The common seal is, and until otherwise ordered by the Board of Trustees, an impression upon paper bearing the name of the School, the date of incorporation and such other device or inscription as the Board of Trustees may determine.
Article III Membership The Corporation has no members. The rights which would otherwise vest in the members vest in the Directors of the Corporation (hereinafter the “Trustees”) of the Central New York Institute of Academics & Performance Charter School. Actions, which would otherwise require approval by a majority of all members or approved by the members require only approval of a majority of all Trustees or approval by the Board of Trustees (hereinafter the “Board”).
Article IV Board of Trustees A. Powers
The Board shall conduct or direct the affairs of the Corporation and exercise its powers, subject to the limitations of the Education Law, Not-For-Profit Corporation Law, the Corporation’s Charter and these Bylaws. The Board may delegate the management of activities the Corporation to others, so long as the affairs of the Corporation are managed, and its powers are exercised, under the Board’s ultimate jurisdiction. Without limiting the generality of the powers hereby granted to the Board, but subject to the same limitations,
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CNY Institute of Academics & Performance Charter School Merged Application 2019 the board shall have all the powers enumerated in theses Bylaws, and the following specific powers:
12. To elect and remove Trustees; 13. To select and remove officers, agents, and employees of the Corporation; to prescribe powers and duties for them; and fix their compensation; 14. To conduct, manage and control the affairs and activities of the Corporation, and to make rules and regulations; 15. To enter into contracts, leases, other agreements which are in the Board’s judgment, necessary or desirable in obtaining the purpose of promoting the interests of the Corporation; 16. To carry on the business of operating a Charter School and applying any surplus that results from the business activity to any activity in which the Corporation may engage; 17. To act as Trustee under any trust incidental to the Corporation’s purpose, and to receive, hold, administer, exchange and expend funds and property subject to such a trust; 18. To acquire real or personal property, by purchase, exchange, lease, gift, devise, bequest, or otherwise, and hold, improve, lease, sublease, mortgage, transfer in trust, encumber, convey, or otherwise dispose of such property; 19. To borrow money, incur debt, and execute and deliver promissory notes, bonds debentures, deeds of trust, mortgages, pledges, hypothecations and other evidences of debt and securities; 20. To indemnify and maintain insurance on behalf of any Trustees, Officers, employees or agents for liability asserted against or incurred by such person in such capacity or arising out such person’s status as such, subject to the provisions of the Not-For-Profit Corporation Law and limitations noted in these Bylaws; 21. To appoint or remove the School’s Chief Instructional Officer, and 22. To delegate, from time to time, powers to the founding Chief Executive Officer(s) in accordance with these Bylaws except otherwise provided by law or by the Charter.
B. Number of Trustees
The Board of Trustees shall consist of not less than five nor more than eleven individuals (excluding ex-officio and honorary members). The Board of Trustees may include but is not limited to a parent/guardian representative, interested members of the community, a faculty representative, a student representative who is no younger than 17 years old or who is in 11th grade, and a founding Chief Executive Officer. The faculty representative, and the parent representative, respectively, shall serve as ex-officio members of the Board of Trustees without power to vote. The student representative will have voting power and will receive training and mentorship in order to execute his/her duties as a member of the Board. The founding Chief Executive Officer will also have voting power. The founding Chief Executive Officer’s seat will be reserved only for the founding Chief Executive Officer with all the rights and powers duly vested by the Board will exist in perpetuity. The Board shall fix the exact number of Trustees, within these limits, by Board resolution or amendment of the Bylaws.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 C. Election of Trustees
1. Election The Board shall elect the Trustees by the vote of a majority of Trustees then in office, whether or not the number of Trustees in office is sufficient to constitute a quorum, or by the sole remaining Trustee.
2. Eligibility The Board may elect any person who in its discretion it believes will serve the best interests of the Corporation faithfully and effectively. The Board believes that its primary responsibility is to act in the best interests of every student in the school. The Board also has major commitments to parents/guardians, all members of the community, employees, authorizer, and the state. To maximize Board effectiveness and public confidence in the school’s governance, Board members are expected to govern responsibly and hold themselves to the highest standards of ethical conduct. The Board expects its members to work with each other and the school’s administration to ensure that a high-quality education is provided to each student. Each individual Board member shall comply with the following qualifications and expectations:
Qualifications: The Board may consist of members of the community, parents, and educators in accordance with the corporation’s adopted bylaws. Qualifications for Board membership shall include but not be limited to: 1. an interest in children and their education; 2. enthusiasm for the school and conviction in its purpose; 3. willingness to give time and energy to the school; 4. special skills to address specific management needs of the school; 5. ability to represent the community and interpret community needs and views; 6. willingness to accept and support decisions democratically made; and 7. ability to represent the school to the community.
Expectations: 1. Advance the school’s mission and purpose; 2. Provide oversight of the authorizing contract; 3. Monitor school’s progress toward educational goals; 4. Develop and adopt policies; 5. Enhance the school’s public image and develop community relationships; 6. Avoid conflicts of interest; 7. Subscribe to a code of ethics; 8. Attend all meetings; and 9. Be informed, prepared and professional
3. Interested Persons Not more than 30% of the persons serving on the Board may be interested persons. An ‘interested person” is: (1) any person currently being compensated by the Corporation
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CNY Institute of Academics & Performance Charter School Merged Application 2019 for services rendered to it within previous 12 months, whether as full-time or part-time employee, independent contractor or otherwise; or (2) any sister, brother, ancestor, descendent, spouse, sister-in-law, brother-in-law, daughter-in-law, son-in-law, mother- in-law or father-in-law of any such person. Trustees, officers, employees, agents or any other persons having a personal or business relationship with any single organization shall hold no more than 30% of the total seats comprising the Board.
4. Terms of Office a. The Trustees elected or appointed shall be divided into three classes for the purpose of staggering their terms of office. All classes shall be nearly equal in number as possible. b. The terms of office of the Trustees initially classified shall be as follows: that the first class shall expire at the next annual meeting of Trustees, the second class at the second succeeding annual meeting and the third class at the third succeeding annual meeting. Following the expiration of these designated terms, the term of each Trustee shall continue for three (3) years, except the term of any Trustee who is a parent of a student enrolled in the School shall be one (1) year. The Student Trustee shall serve a term of no more than two years or up to his/her graduation, whichever comes first. The term of office of the faculty representative as a Trustee shall be one (1) year. The founders’ seats will run a term not to expire until after the dissolution of the School. c. The term of office of a Trustee elected to fill a vacancy in these Bylaws begins on the date of the Trustee’s election, and continues: (1) for the balance of the unexpired term in the case of a vacancy created because of resignation, removal, or death of a Trustee, or (2) for the term specified by the Board in case of a vacancy resulting from increase in number of Trustees authorized. d. A Trustee’s term of office shall not be shortened by any reduction in number of Trustees resulting from amendment to the Charter, the Bylaws, or other Board action. e. A Trustee’s term of office shall be extended beyond that for which the Trustee was elected by amendment of the School’s Charter or Bylaws or other Board action. The term of the Chief Executive Officer as a Trustee shall correspond with his or her appointed position.
5. Time of Election The board shall elect Trustees whose term begins on September 1st of a given year at the Annual Meeting for that year, or at a Regular Meeting designated for that purpose, or at an Executive Meeting called for that purpose.
D. Removal and Resignation of Trustees The Board may remove a Trustee in accordance with the provisions of the Education Law and the Not-For-Profit Corporation Law. Any Trustee may resign by delivering a written resignation to the Board Chair or Secretary or to the School at its principal office. Such resignation shall be effective upon receipt unless it is specified to be effective at some later time. To facilitate the election of new Trustees, the School formally encourages Trustees intended to resign or to decline nomination to provide notice of the Trustee’s intent before
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CNY Institute of Academics & Performance Charter School Merged Application 2019 June. Any Trustee may be removed from office with or without cause by an affirmative vote of a majority of the Trustees then in office. A Trustee may be removed for cause only after reasonable notice and an opportunity to be heard by the Board of Trustees. Any Trustee may be removed from office by an affirmative vote of the Trustees.
E. Vacancies A vacancy is deemed to occur on the effective date of resignation of a Trustee, upon the removal of a Trustee, upon declaration of vacancy pursuant to these Bylaws, or upon a Trustee’s death. A vacancy is also deemed to exist upon the increase by the Board of the authorized number of Trustees.
F. Compensation of Trustees Trustees shall serve without compensation. However, the board may approve reimbursement of a Trustee’s actual and necessary expenses while conducting Corporation business.
Article V Principal Office The Corporation’s principal office shall be at the principal location of the Central New York Institute of Academics and Performance Charter School, location to be announced, or at such place as the Board may select by resolution or amendment of Bylaws. The Secretary shall note any change in office on the copy of the Bylaws maintained by the Secretary. The Trustees may establish other offices and places of business in New York or elsewhere as permitted by law.
Article VI Meetings of the Board F. Place of Meeting Board Meeting shall be held at the Corporation’s principal office or at any other reasonable convenient place as the Board may designate. G. Annual Meetings An Annual Meeting shall be held in the month of June each year for the purpose of electing Trustees, making and receiving reports on Corporate affairs, and transactions such other business as comes before the meeting.
H. Regular Meetings Regular Meetings shall be held bi-monthly throughout the year and at other times the Board determines.
I. Executive Meetings An Executive Meeting shall be held at any time called by the Chair, or by any Trustee upon written demand of not less than half of entire Board.
J. Adjournment A majority of Trustees present at a meeting, whether or not a quorum, may adjourn the meeting to another time and place.
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CNY Institute of Academics & Performance Charter School Merged Application 2019
K. Notices of Meetings Public notice of meetings shall be given as required by law. Notice of the date, time, and places of all regular and executive meetings of Trustees shall be given to each Trustee by the Secretary or, in case of the death, absence, incapacity or refusal of the Secretary, by the officer or one of the Trustees calling meeting. Such notice shall be given to each Trustee in person, by mail or by telephone, telegram, facsimile, transmission, or electronic mail sent to such Trustee’s usual or last know business or home address at least seven (7) days in advance, unless shorter notice is adequate under circumstances. Except as required by law, notice of any meeting of Trustees need not be given: iii. To any Director who, either before or after the meeting delivers a written waiver of notice, executed by the Trustee (or the Trustee’s attorney there unto authorized), which is filed with records of the meeting; or iv. To any Trustee who attends the meeting and who, either prior to the meeting or at its commencement, fails to protest the lack of such notice. Except as otherwise required by law, the Charter, or these Bylaws, a notice or waiver of notice need not specify the purpose of any regular or executive meeting unless such purpose is: iii. The amendment or repeal of any provision of the Charter or Bylaws or iv. The renewal of a Trustee or an officer.
L. Waiver of Notice Notice of a meeting need not be given to a Trustee who signs a waiver of notice or written consent to holding the meeting or an approval of minutes of the meeting, whether before or after the meeting, or attends the meeting without protest prior to the meeting or at its commencement, of the lack of notice. The Secretary shall incorporate all such waivers, consents and approvals into the meetings of the meeting.
M. Open Meeting Laws All meetings of the Trustees shall be conducted in accordance with all Public Open Meeting Laws in Central New York and New York State, as amended from time to time, or any successor statute. Except as otherwise permitted by law. iii. No quorum of the Board of Trustees shall meet in private for the purpose of deciding on deliberating toward a decision on any matter and iv. No executive session shall be held until e. The Board of Trustees shall have first convened in an open session for which notice shall have been given in accordance with law, f. A majority of the Trustees at such meeting shall have voted to go into executive session. g. The vote of each Trustee shall have been recorded on a roll call vote and entered into the minutes, and h. The president (or other person presiding over the meeting) shall have cited the purpose of the executive session and shall have stated whether or not the Board of Trustees shall reconvene after the executive session. Executive sessions may be held only for the purposes permitted by law.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 N. Quorum Unless a greater proportion is required by law, a majority of the entire Board of Trustees shall constitute a quorum for transaction of any business or of any specified item of business being presented or via video-conferencing.
O. Action by the Board
1. Actions Taken at Board Meetings Except as otherwise provided by statute or by these Bylaws, the vote of majority of the Board present at the time of the vote, being presented or via video-conferencing, if a quorum is present at such a time, shall be the act of the Board. If at any meeting of the Board there shall be less than a quorum present, the Trustees present may adjourn the meeting until a quorum is obtained. 2. Actions by the Board without a Meeting Any action required or permitted to be taken by the Board or any committee thereof may be taken without a meeting. All members of the Board of Trustees or committee consent in writing to the adoption of a resolution authorizing action. The resolution and the written consents thereto by the members of the Board of Trustees or committee shall be filed with the minutes of the proceedings of the Board or committee. Action by the Board without a meeting shall occur only as permitted by Public Officers law. 3. Board Participation by Other Means In all events, a quorum of Trustees must be present to lawfully conduct a Board Meeting of the Charter School. To the extent permitted by Article of Public Officers Law, Trustees participating by means of video-conferencing may be counted toward achieving a quorum. Trustees participating by means of video-conferencing shall do so from a site at which the public may attend, listen, and/or observe. Once a quorum is present, additional Trustees may participate in a Board Meeting through conference telephone or similar communication equipment, preferably video-conferencing, provided that all Trustees participating in such a meeting can hear one another and there is no objection from any Trustee or any person in the public audience. Trustees other than those in person or participating by live video-conference shall not vote.
P. Committees
1. Appointment of Committees The board may create committees for any purpose, and the Chair of the Board shall point members to designate the chairs of such Boards. A Board Standing Committee will consist of not less than two Trustees, who shall serve at the pleasure of the Chair of the Board.
2. Authority of Board Committees The Chair of the Board may delegate to a Board Committee any of the authority of the Board, except with respect to: f. The elections of Trustees; g. Filling vacancies on the Board or any committee which has the authority of the Board;
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CNY Institute of Academics & Performance Charter School Merged Application 2019 h. The fixing of Trustees compensation for serving on the Board or on any committee; i. The amendment or repeal of Bylaws or the adoption of Bylaws, and; j. The appointment of other committees of the Board, or the members of committees.
3. Procedures of Committees The Board may prescribe the manner in which the proceedings of any Board Committee are to be conducted. In the absence of such prescription, a Board Committee may prescribe the manner of conducting its proceedings, except the regular and executive meetings of the Committee are governed by the provisions of these Bylaws with respect to the calling of meetings.
4. Standing Committees Standing Committees of the Board will include, but are not limited to, the Executive Committee, the Development Committee, Committee on the Trustees, Education Committee, and Accountability and Finance Committee. Each committee shall hold for one year and until a new committee is appointed.
5. The Executive Committee The Executive Committee shall consist of not less than five nor more than eight Trustees, and may include the President, Vice President, Treasurer and Chief Instructional Officer (ex-officio). The President shall be Chairman of the Executive Committee. A majority of the members of the Executive Committee shall have power to do all things deemed by them necessary for or conducive to the welfare of the School that are not delegated to other committees or officers nor contrary to the Bylaws or votes of the board of Trustees, or any applicable to the foregoing, the Executive Committee may exercise all powers of the Board of Trustees except the election of Trustees, the election of President, Vice President, Treasure, or Secretary, the selection of the Chief Instructional Officer, or the amending of the Bylaws. The Executive Committee shall make reports of their doing to the Board of Trustees.
6. The Development Committee The Development Committee shall include not less than three Trustees, and the President shall appoint its Chair. The Development Committee shall be responsible for overseeing planning, implementing, and monitoring all fundraising programs. The Development Committee shall assist in the advancement of the School to all constituencies.
7. The Committee on Trustees The Committee on Trustees shall include not less than three Trustees, and the President shall appoint its Chair. The Committee on Trustees shall oversee the quality of Trustees’ self-management. The Committee on Trustees shall select and nominate all candidates for the Board of Trustees, nominate Board Officers, oversee trustee orientation and education, and conduct periodic evaluations of individual trustees and the trustees as a whole.
8. Chief Executive Officer
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CNY Institute of Academics & Performance Charter School Merged Application 2019 The founding Chief Executive Officer may be an ex-officio member of all Standing and Special Committee.
Q. Standard of Care
1. Performance of Duty Each Trustee shall perform all duties of a Trustee, including duties on the Board Committee, in good faith and with that degree of diligence, care, and skill, including reasonable inquiry, as an ordinary prudent person in a like position would use under similar circumstances.
2. Reliance on Others In performing the duties of a Trustee, a Trustee shall be entitled to rely on information, opinions, reports or statements, including financial statements and other financial data, presented or prepared by: a. One or more Officers or employees of the Corporation whom the Trustees believes to be reliable and competent in the matters presented; b. Legal counsel, public accountants or other persons as to matters that the Trustees believes are within that person’s professional or expert competence; or c. A Board Committee on which the Trustee does not serve, duly designated in accordance with a provision of the Corporation’s Charter or Bylaws, as to matters within its designated authority, provided the Trustee believes the Committee merits confidence and the Trustee acts in good faith, and with that degree of care specified in Paragraph L.1., and after reasonable inquiry when the need is indicated by the circumstances, and without knowledge that would cause such reliance to be unwarranted.
3. Investments In investing and dealing with all assets held by the Corporation for investment, the Board shall exercise the standard of care described above in Paragraph L.1. and shall consider among other relevant considerations the long- and short-term needs of the Corporation in carrying out its purposes, including its present and anticipated financial requirements. The Board may delegate its investment powers to others, provided that those powers are exercised within the ultimate direction of the Board.
R. Rights of Inspection Every Trustee has the right to inspect and copy all books, records and documents of every kind and to inspect physical properties of the Corporation, provided that such right of inspection is conducted at a reasonable time after reasonable notice, and provided that such right of inspection and copying is subject to the obligation to maintain the confidentiality of the reviewed information, in addition to any obligations imposed by any applicable federal, state or local law.
S. Participation in Discussions and Voting Every Trustee has the right to participate in the discussion and vote on all issues before the Board or any Board Committee, except that any Trustee shall be excused from discussion
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CNY Institute of Academics & Performance Charter School Merged Application 2019 and vote on any matter involving such Trustee relating to; (a) a self-dealing transaction; (b) a conflict of interest; (c) indemnification of that Trustee uniquely; (d) any other matter at the discretion of a majority of the Trustees then present.
T. Duty to Maintain Board Confidence Every Trustee has a duty to maintain the confidentiality of all Board actions, which are not required by law to be open to the public, including discussions and votes, which take place at any Executive sessions of the Board. Any Trustee violating this confidence may be removed from the Board.
Article VII Officers A. Officers The Officers of the Corporation consist of a President (hereinafter “Chair”), Vice President (hereinafter “Vice Chair”), a Secretary and a Chief Financial Officer (hereinafter “Treasure”). The Corporation also may have such other officers, as the Board deems advisable.
Elections and Appointment Period The President, Vice President, Treasure, and Secretary shall be elected annually by the Board of Trustees at the annual meeting. Other Officers, if any, may be elected by the Board of Trustees at any time. The fact that an individual is currently serving in any office shall not create any presumption that such individual shall be nominated for such office in any subsequent year. If the office of President, Vice President, Treasure, or Secretary becomes vacant, the Trustees shall elect a successor. Each successor shall hold office for the unexpired term and, in the case of the President, Vice President, Treasure, and Secretary, until a successor is chosen and qualified, or in each case, until the officer dies, resigns, is removed, or becomes disqualified.
Resignation and Renewal Any Officer may resign by delivering a written resignation to the President or the Secretary or to the School at its principal office. Such resignation shall be effective upon receipt unless it is specified to be effective at some later time. Any officer may be removed from office with or without cause by an affirmative vote of a majority of the Trustees then in office. Any officer may be removed, for cause only after reasonable notice and an opportunity to be heard by the Board of Trustees.
1. President and Vice President of the Board The Trustees may elect a President and Vice President of the Board of Trustees. Except as otherwise provided by law, the Charter of these Bylaws, the President and Vice President shall hold office until the next annual meeting of the Trustees or the Executive Meeting held in lieu thereof and thereafter until their respective successor is chosen and qualified, unless a shorter term is specified in the vote electing or appointing them. The fact that an individual is currently serving as President or Vice President shall not create any presumption that such individual shall be nominated for either such position in any subsequent year. The President shall preside at all meetings of the Board of Trustees,
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CNY Institute of Academics & Performance Charter School Merged Application 2019 except as the Trustees otherwise determine. The president shall have such other duties and powers as the Board of Trustees or Executive Committee shall determine. With the approval of the Executive Committee, the President shall appoint all Standing and Special committees, may fill vacancies in these Committees, and may remove any reason. The President may call meetings of the Executive Committee and shall call such meetings at any request of two members of the Executive Committee. In the absence of the President, or if at any time the office of the President is vacant, the Vice President may discharge any or all of the duties of the president including the President functions as a member and Chair of the Executive Committee.
2. Secretary The Secretary shall; (a) keep and cause to be kept, at the Corporation’s principal office, or such other places as the Board may direct, a book of minutes or an electronic document format of all meetings of the Board and Board Committees, noting the time and place of the meeting, whether regular or executive (and if executive, how authorized), the notice given, the names of those present, and the proceedings; (b) keep or cause to be kept a copy of the Corporation’s Bylaws; with amendments; (c) give or cause to be given notice of the Board and Committee meetings as required by the Bylaws; and (d) such other powers and perform such other duties as the Board may prescribe.
3. Treasure The Treasure shall; (a) keep or cause to be kept adequate and correct accounts of the Corporation’s properties. Receipts and disbursements; (b) make the books of accounts available at all times for inspection by any Trustee; (c) deposit or cause to be deposited the Corporation’s monies and other valuables in the Corporation’s name and to its credit, with the depositories the Board designates; (d) disburse and cause to be disbursed the Corporation’s funds as the Board directs; (e) render or cause to be rendered to the Chair and the Board, as requested but no less frequently than once every fiscal year, an account of the Corporation’s financial transactions and financial condition; (f) prepare or cause to be prepared any reports on financial issues required by an agreement or loans; and (g) have such other powers and perform such other duties as the Board may prescribe.
Other Officers Other Officers shall have duties and powers as may be designated from time to time by the Trustees.
Article VIII Chief Instructional Officer Selection The Chief Instructional Officer shall be appointed by the Board of Trustees and shall serve at the pleasure of the Board of Trustees and shall receive such compensation as the Board may direct. The Board of Trustees shall conduct an annual review of the Chief Instructional Officer. Duties The Chief Executive Officer shall carry out the policies established by the Board of Trustees and shall be directed responsible to the Board of Trustees. The founding Chief Executive Officer shall
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CNY Institute of Academics & Performance Charter School Merged Application 2019 have general management of the artistic, athletic, academic, and administrative operations of the School and shall prescribe and direct the course of study, the discipline to be observed, the assessment of student performance, and shall be responsible for all required reporting to the City and State of New York. The Board of Trustees shall employ and discharge all personnel, prescribe their duties and terms of office, and shall cause to be conducted annual reviews of all personnel. Founding Chief Executive Officer(s) Selection If such a time becomes necessary, the Board will re-appoint a Chief Executive Officer(s) that will serve at the pleasure of the Board of Trustees and be an employee of the School and receive such compensation as the Board may direct. The Board will conduct an annual review of the founding Chief Executive Officer(s). Duties The founding Chief Executive Officer(s) is/are responsible for providing instructional, operational, and administrative leadership to assure the success of the Central New York Institute of Academics & Performance Charter School. He or she organizes, administers, supervises and evaluates all aspects of the Central New York Institute of Academics & Performance Charter School and its place in the overall Syracuse City community. He or she will be responsible for the overall management and administration of the School and effectively support the staff in carrying out its Charter in a legally and programmatically responsible manner. He or she will communicate the founding vision and mission of the School that supports the goals that have been established. He or she will articulate the School’s values and model those values. He or she must put education of the students entrusted to the School first and foremost and provide for the establishment of the core principle in the day-to-day operations of all members of the Central New York Institute of Academics & Performance Charter School community. A Founding Chief Executive Officer: The Founding Chief Executive Officer seat shall run a term not to expire until after the dissolution of the School. Upon resignation, the Founding Chief Executive Officer shall be only replaced by other Founding Chief Executive Officer; whose seat shall remain equally in perpetuity. Upon death of Founding Chief Executive Officers, the seat shall be void and replaced with an ordinary member of the Board with all the rights and duties regularly conferred.
Article IX
Non-Liability of Trustees The Trustees shall not be personally liable for the Corporation’s debts, liabilities or other obligations. Indemnification of Corporate Agents Generally, the Central New York Institute of Academics & Performance Charter School shall, to the extent legally permissible and only to the extent that the status of the School as exempt from federal income taxation under Section 501 (c) (3) of the Code is not affected thereby, indemnify each person who may serve or has served at any time as a Trustee, Director, Treasure, Secretary, or other officer of the School, employee or other agent of another organization and each person who may serve or has served at its request in a capacity with respect to any employee benefit plan (collectively, “Indemnified Officers” or individually, indemnified Officers”), against all expenses and liabilities, including, without limitation, counsel fees, judgments, fines, exercise taxes, penalties and settlement payments, reasonably incurred by or imposed upon such person in connection with any threatened, pending or completed action, suit, or proceeding with civil,
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CNY Institute of Academics & Performance Charter School Merged Application 2019 criminal, administrative, or investigate (a “proceeding”) in which an Indemnified Officer may become involved by reason of serving or having served in such capacity (other than proceeding voluntarily initiated by such person unless a majority of the full Board of Trustees authorized the proceedings); provided, however, that no indemnification shall be provided to such Indemnified Officer with respect to any matter as to which such Indemnified Officer shall have been finally adjudicated in any proceeding. i. To have breached the Indemnified Officer’s duty to loyalty to the School; ii. Not to have acted in good faith in the reasonable belief that such Indemnified Officer’s action was in the best interest of the School; iii. To have engaged in intentional misconduct or a knowing violation of law, or iv. To have engaged in any transaction from which the Indemnified Officer derived and improper personal benefit; and further provided, that any compromise or settlement of payment shall be approved by the School in the same manner as provided below for the authorization or Indemnification. Any person, who at the request of the School may serve or has served another organizations or any employee benefit plan in one or more of the foregoing capacities and who shall have acted in good faith in the reasonable belief that his or her action was in the best interest of such organizations or in the best interest of the participants or beneficiaries of such employee benefit plan shall be deemed to have acted in such a manner with respect to the School. Advances: Repayments Such indemnification may, to the extent authorized by the Board of Trustees, the School, include payment by the School of expenses, include attorneys’ fees, reasonably incurred in defending civil or criminal action or proceeding in advance of the final disposition of such action or proceeding, upon receipt of an undertaking by the Indemnified Officer to repay such payment if not entitled to indemnification under this Section which undertaking may be accepted without regard to the financial ability of such Indemnified Officer to make repayment.
Authorization The payment of any indemnification or advance shall be conclusively deemed authorized by the School under this Section, and each Trustee and Officer of the School approving such payment shall be wholly protected, if: i. The payment has been approved or ratified ii. By a majority vote of the Trustees who are not at that time parties to the proceeding or iii. By majority vote of a committee of two or more Trustees who are not at that time parties to the proceeding and are selected for this purpose by full Board (in which selection of Trustees who are parties may participate); or iv. The action taken in reliance upon the opinion of independent legal counsel (who may be counseled to the School) appointed for the purpose by vote of the Trustees in the manner specified in clause (1) or (2) of subparagraph 9i) or, if that manner is not possible, appointed by majority of Trustees then in office; or v. A court having jurisdiction shall have approved the payment.
Heirs, Executors and Administrators The indemnification provided hereunder shall inure to the benefit of the heirs, executors, and administrators of any Indemnified Officer entitled to indemnification hereunder. Non-Exclusive Rights
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CNY Institute of Academics & Performance Charter School Merged Application 2019 The right of indemnification under this Section shall be in addition to and not exclusive of all other rights to which any person may be entitled. Nothing contained in this Section shall affect any rights to indemnification to which School employees, agents, Trustees, Officers, and other persons may be entitled by contract or otherwise under law. Adverse Amendments No amendment or repeal of the provision of this Section which adversely affect the right of an Indemnified Officer under this Section shall apply to that Indemnified Officer with respect to the acts of omission of such Indemnified Officer that occurred at any time prior to such amendment or repeal, unless such amendment or repeal was voted for by or was made with written consent of such Indemnified Officer. Employees and Agents To the extent legally permissible and only to the extent that the status of the School as exempt from the federal income taxation under Section 501 (c) (3) of the Code not affected thereby, the School may indemnify any employee or agent of the School to the extent authorized by the Board of Trustees by an affirmative vote of a majority of the Trustees entitled to vote. This foregoing provision of this Section shall apply to any indemnification of any employee or agent under this Section 10.7.
Article X
Self-Dealing Transactions The Corporation shall not engage in any self-dealing transactions, except as approved by the Board. “Self-dealing transactions” means a transaction to which the Corporation is a party and in which one or more of the Trustees has material financial interest (“interested Trustee(s)”). Notwithstanding this definition, the following transaction is not a self-dealing transaction, and is subject to the Board’s general standard of care: A transaction which is part of a public or charitable program of the Corporation, if the transaction (a) is approved and authorized by the Board in good faith and without unjustified favoritism, and (b) results in a benefit to one or more Trustees or their families because they are in a class of persons intended to be benefited by the program.
Article XI
Other Provisions A. Fiscal Year The fiscal year of the Corporation begins July 1 and ends June 30.
B. Execution of instruments Except as otherwise provided by the Bylaws, the Board may adopt a resolution authorizing any Officer or agent of the corporation to enter into any contract or execute and deliver any instrument in the name of or on behalf of the corporation. Such authority may be general or confined to specific instances. Unless so authorized, no Officer, agent or employees shall have any power to bind the Corporation by any contract or engagement, to pledge the Corporation’s credit, or to render it liable monetarily for any purpose or any amount.
C. Checks and Notes
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Except as otherwise specifically provided by Board resolution, check drafts, promissory notes, orders for the payment of money, and other evidence of indebtedness of the Corporation may be signed by Founders or Treasurer.
D. Construction and Definitions Unless the context otherwise requires, the general provisions, rules of construction, and definitions contained in the Not-For-Profit Corporation Law and Educational Law shall govern the construction of these Bylaws. Without limiting the generality of the foregoing, words in these Bylaws shall read as the masculine or feminine gender, and as the singular or plural, as context requires, and the word “person” includes both Corporation and Natural Person. The captions and headings in these Bylaws are reference and convenience only and are not intended to limit or define the scope or effect of any provision.
E. Conflict of Interest Any Trustee, Officer, key employee, or Committee Member having an interest in a contract, other transaction or program presented to or discussed by the Board or Board Committee for authorization, approval, or ratification shall make a prompt, full and frank disclosure of his or her interest to the Board or Committee prior to its acting on such contract or transaction. Such disclosures shall include all relevant and material facts known to such person about the contract or transaction that reasonably be constructed to be averse to the Corporation’s interest.
The body to which such disclosure is made shall thereupon determine, by majority vote, whether the disclosure shows that a conflict of interest exists or can reasonably be constructed to exist. If a conflict is deemed to exist, such person shall not vote, nor use his or her personal influence on, nor be present during the discussion or deliberations with respect to, such contract or transaction (other than to present factual information or to respond to questions prior to discussion). The minutes of the meeting shall disclose: 1. Regular annual statements from Trustees, Officers and key employees to disclose existing and potential conflicts of interests; and, 2. Corrective and disciplinary actions with respect to transgressions of such policies. For the purpose of the Section, a person shall be deemed to have an “interest” in a contract or other transaction if he or she is the party (or one of the parties) contracting or dealing with the Corporation, or is a Director, Trustee or Officer of, or has a significant financial or influential interest in the entity contracting or dealing with the Corporation.
F. Interpretation of Charter Whenever any provision of the Bylaws is in conflict with the provisions of the Charter, the provisions of the charter shall control.
G. Records At the main office of the Corporation, there shall be kept correct books of account of the activities and transactions of the Corporation, including the minute book, which shall contain a copy of the Certificate of Incorporation, a copy of these By-laws and all minutes of meetings of the Board of Trustees. The records shall also be in an electronic form
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CNY Institute of Academics & Performance Charter School Merged Application 2019 H. Audit At the close of each fiscal year, the accounts of the Corporation shall be audited by an independent auditor, who is either a Certified Public Accountant or a Registered Municipal Accountant, and who has expertise in of tax-exempt organizations. The auditor shall be hired for this purpose by a majority vote of the members of the Board of Trustees present at the regular public meeting at which the motion to hire the auditor is being considered. The audit shall be done in compliance with New York statutes governing Charter Schools and with all applicable state and federal laws controlling non-profit tax-exempt corporations.
I. Disposition of Assets Upon the dissolution of the Corporation, any assets remaining shall be disposed of in strict compliance with the requirements Section 501 (c) (3) of the Internal Revenue Code of 1986 or the corresponding provisions at that time. Any financial surplus directly generated by the Central New York Institute of Academics & Performance Charter School remaining after all obligations were covered shall be 1. Returned to grantor to be reassigned. 2. Non-grant financial surplus shall be designated by a final Trustee vote to an unrelated non-profit educational organization hereby named charter school.
Article XII Dissolution A. Revocation of Charter. If, at any time and for any reason, the Corporation’s charter is revoked or the Corporation becomes insolvent, all assets of the School, after satisfaction of all outstanding claims by creditors, will be distributed equitably in accordance with law, among the participating districts of residence and non-resident district(s) or to another charter school. B. Voluntary Dissolution. Should the Corporation choose to dissolve for reasons other than the revocation of its charter or financial insolvency, all assets of the School, after satisfaction of all outstanding claims by creditors and governmental grantors, will be distributed to another charter school.
Article XIII Amendment A majority of Trustees may adopt, amend and repeal these Bylaws. These Bylaws may be altered, amended or repealed, or new Bylaws may be adopted, by affirmative vote of a majority of Trustees then in office, at any annual meeting of Trustees or Executive Meeting of Trustees; provided, however, that notice shall be given in the notice of the meeting that an alteration, amendment or repeal of Bylaws, or that new Bylaws may be adopted, will be proposed.
Certificate of Secretary The undersigned does hereby certify that the undersigned is the Secretary of the Central New York institute of Academics & performance Charter School, an Educational Corporation duly organized and existing under the laws of the State of New York; that the foregoing Bylaws of said
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Corporation were duly and regularly adopted as such by the Board of Trustees of said Corporation; and that the above and foregoing Bylaws are now in full force and effect. Dated: Name, Secretary Board of Trustees
Central New York Institute of Academics & Performance Charter School.
R-14f Code of Ethics
(f) Code of Ethics
CENTRAL NEW YORK INSTITUTE OF ACADEMICS & PERFORMANCE CHARTER SCHOOL
Code of Ethics
I. PURPOSE
Trustees, officers and employees of Central New York Institute of Academics & Performance Charter School (CNYIAPCS) shall hold their positions to serve and benefit the students and the community, and not for personal gain or advantage. The Board of Trustees (BOT) recognizes that, in order to implement this fundamental principle, there is a need for clear and reasonable standards of ethical conduct. This Code of Ethics establishes such standards by defining and prohibiting acts incompatible with public interest, according to its bylaws and the recently revised Education Law § 2851(2)(v).
The Board of Trustees also recognizes that compliance with ethical standards rest primarily on personal integrity, and further recognizes the integrity of Central New York Academics & Performance Charter School trustees, officers and employees in general. However, in order that the offending case be discerned with certainty and corrected promptly, proper procedures shall be established. This Code of Ethics utilizes the BOT Complaints and Ethics Committee, which shall render opinions with respect to the Code of Ethics and compliance with the ethical standards set forth herein.
Finally, the Board of Trustees recognizes that CNYIAPCS officers and employees have the right of privacy. Therefore, This Code of Ethics is not intended and should not be interpreted to intrude unreasonably upon the privacy of any CNYIAPCS officer or employee. However, disclosure of information directly pertaining to the matter in conflict shall not be denied.
Every School officer and employee shall be subject to, and shall abide by, the following standards of conduct.
II. ON THE PEOPLE
1. Definitions
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1. Administrators - Building administrators and their designees (for example, assistant principals) are responsible for promoting a supportive and positive school environment and for implementing the Code in a fair and consistent manner. Staff members found guilty of violating any of these provisions of these rules shall be subject to disciplinary action as outlined by Bylaws and contractual agreements.
2. Board of Trustees- The Board of Trustees agrees with the Code. Members should lead by example by conducting Board meetings in a professional, courteous and respectful manner. They must ensure that there is a procedure for hearing grievances relating to disciplinary action so that the rights of all individuals will be protected. Students, Faculty or Staff members found guilty of violating any provisions of these rules shall be subject to disciplinary action as outlined by Bylaws and/or contractual agreements.
3. Faculty - Teachers and instructional support staff members play a key role in the maintenance of a positive and orderly school atmosphere in and out of the teaching areas. They have the responsibility for establishing and maintaining effective and consistent management techniques; which involve and motivate students. They also must work closely with students to assure their understanding of the Code. Staff members found guilty of violating any provisions of these rules shall be subject to disciplinary action as outlined by Bylaws and contractual agreements
4. Students – CNYIAPCS is committed to safeguarding the rights given to all students under state and federal laws and regulations. The Code recognizes that expected behavior and consequences are appropriate to students’ age and developmental level. The goal is for students to gain an understanding of the benefits of proper behavior as well as the consequences of inappropriate behavior. A student who violates any of the provisions of the Student Code of Conduct shall be subject to the appropriate disciplinary penalty stipulated in the Code that is proportionate to the severity of the misconduct.
5. Support Staff - Support staff members (aides, clerical staff, bus drivers, custodians, maintenance, food service staff members and others) contribute widely to a positive and orderly environment throughout the premises. The overall awareness, understanding and support of the Code by support staff members, as well as its specific relationship to each of their roles, is crucial to its successful implementation. Staff members found guilty of violating any of these provisions of these rules shall be subject to disciplinary action as outlined by Bylaws and contractual agreements.
6. Visitors - Visitors to our schools are expected to exhibit behaviors that support the Code of Conduct (for students) or Code of Ethics. Our visitors play a key role in the maintenance of appropriate behavior by modeling behaviors expected of our students. Visitors are required to sign in at the front desk when entering the premises. While on CNYIAPCS premises or at school activities, they are subject to the authority of the building principal. Failure to do so may result in the visitor being removed from the building or the school area. A visitor who violates any of the provisions of these rules and regulations will not be allowed to remain on school grounds or at a school function and they will be directed to leave the premises. If the violator refuses to leave, he or she will be subject to ejection or arrest by the local police with the subsequent penalties.
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The following rules apply to visitors to the schools: 1. Anyone who is not a regular staff member or student of the school will be considered a visitor. 2. All visitors to the school must sign in at the front desk upon arrival at the school. There they will be required to sign the visitor’s registry and will be issued a visitor’s identification badge, which must be worn at all times while in the school or on school grounds. The visitor must return the identification badge to the front desk and sign out indicating the time before leaving the building. 3. Visitors attending school functions that are open to the public, meetings or public gatherings are not required to register. 4. Teachers are expected not to take class time to discuss individual matters with visitors. 5. Any unauthorized person on school property will be reported to the Chief Instructional Officer (CIO (Principal)) or his or her designee. Unauthorized persons will be asked to leave. The police will be called if the situation warrants. 6. All visitors are expected to abide by the rules for public conduct on school property as posted on all school grounds and stated in this Code.
All members of CNYIAPCS and their affiliates accept CNYIAPCS its Bylaws and Code of Ethics.
2. Unacceptable Conduct at CNYIAPCS
No person, either singly or in concert with others while on school premises shall:
1. Cause physical injury to any other person or threaten to do so for the purpose of compelling or inducing any other person to perform or refrain from performing any act. 2. Engage in bullying, threats, intimidation and/or extortion of any other person. 3. Engage in any activity or action that demeans, discriminates, or otherwise violates or imposes upon the legal rights of others. 4. Disrupts or interferes with or impedes the ability of others to engage in the educational process. 5. Use language or gestures, or engage in actions that are obscene, profane, perverse, overtly sexual, lewd, lascivious, indecent, vulgar or abusive. 6. Damage or destroy property of the school or property under its jurisdiction nor remove or use such property without authorization. 7. Engage in theft of, or damage to, or defacement of any school property or property of any other person. 8. Enter into and remain in any building, facility, office or room for any purpose other than its authorized uses or in such manner as to obstruct its authorized use by others. 9. Obstruct the free movement of persons and vehicles in any place to which these rules apply. 10. Refuse to leave any building or facility after being required to do so by any person responsible for the maintenance of order in a building or facility. 11. Loiter or trespass in school buildings or on school grounds after hours or during hours with no authorization.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 12. Use matches, lighters (or similar devices) on school property, set fires, tamper with or obstruct any safety measures such as fire extinguishers, alarm systems, posted fire regulations, water sprinklers, or fire doors. 13. Fail to conform to safety drill procedures, or tamper with any communications, heating, lighting, or power systems. 14. Intentionally make or conspire to make a bomb threat, raise a false alarm or make a false report of the school closing or cancellation of school events. Any bomb threat made in New York State is a felony and will be treated accordingly by local authorities. CNYIAPCS shall cooperate fully with law enforcement in the investigating and prosecuting of said offenses. 15. Disrupt or prevent the peaceful and orderly conduct of classes and meetings, administration, disciplinary procedures or other school activities or deliberately interfere with the freedom of any person to express his views, including invited speakers. 16. Dress inappropriately. 17. Knowingly have in his/her possession any weapon. 18. Possess, use or distribute alcoholic beverages. 19. Use drugs or other substances, including prescription drugs, without nurse’s knowledge, unless medication protocol is followed. 20. Gamble on school property. 21. Violate school rules and regulations concerning the use of motor vehicles on school property and school parking regulations. 22. Cause disruption on or interfere with the operation of school buses. 23. Fail to comply with directions of school officials acting in the performance of their duties, inclusive but not limited to, safety drills or other emergency protocols. 24. Incite others to commit any of the acts herein prohibited with specific intent to procure them to do so. 25. Possess or use tobacco, lighters and other tobacco paraphernalia, in any part of buildings, school grounds, or at school events at other locations. 26. Sexually harass any person. 27. Use or display of personal electronic devices such as cell phones, pagers, audio listening devices during the school day from the time trustees, faculty or employees enters the school building until dismissed, except as part of classroom instruction, in authorized areas or for emergencies. 28. Engage in prohibited conduct, including and not limited to conduct described above, through use of the Internet and /or other electronic devices not associated with educational duties.
III. ON CONFIDENTIALITY
1. A board member could not disclose confidential information learned in a properly convened executive session of the board or any other session that is intended not be public. Disclosure violates GML and common law duty of loyalty. Disclosure interferes with the Board’s proper functioning by chilling free discussion in executive session. Since decision to go into executive session must be made by board as corporate body, only board as a corporate body can waive executive session privileges— individual board member cannot do so.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 2. No person associated to CNYIAPCS shall disclose confidential information that is in dispute pertaining to the institution or its affiliates, in doing so s/he will be subject to penalties stipulated by the civil law.
IV. ON FINANCIAL MATTERS
1. Trustees shall disclose confidential information acquired by him/her in the course of his/her official duties or use such information to further his personal interests, not included in DISCLOSURE OF FINANCIAL INTEREST BY A CHARTER SCHOOL TRUSTEE2 document as required by § 803 of the General Municipal Law. “Any officer or employee who has, will have, or later acquires an interest in—or whose spouse has, will have, or later acquires an interest in—any actual or proposed contract, purchase agreement, lease agreement or other agreement, including oral agreements, with the municipality of which he or she is an officer or employee, shall publicly disclose the nature and extent of such interest in writing to his or her immediate supervisor and to the governing body thereof as soon as he or she has knowledge of such actual or prospective interest. Such written disclosure shall be made part of and set forth in the official record of the proceedings of such body.” 2. CNYIAPCS trustees, officers and employees cannot have an interest in any for- profit contract with the school. 3. Contracts with not-for-profit entities, such as charter management organizations, partners and founding organizations must be disclosed but are not prohibited. 4. Gifts. Directly or indirectly, solicit any gift, or accept or receive any gift having a value of seventy-five dollars ($ 75) or more, whether in the form of money, service, loan, travel, entertainment, hospitality, thing or promise, or in any other form, under circumstances in which it could reasonably be inferred that the gift was intended to influence him/her, or could reasonably be expected to influence him/her, in the performance of his/her official duties or was intended as a reward for any official action on his/her part. 5. However, the Board welcomes and encourages the writing of letters or notes expressing gratitude or appreciation to staff members. Gifts from children who are principally sentimental in nature and of insignificant value may be accepted in the spirit in which they are given. Exceptions: this section does not prohibit the following gifts: (a) Gifts made to the School; (b) Gifts from a person with a family or personal relationship with the officer or employee when the circumstances make it clear that the personal relationship, rather than the recipient’s status as a School officer or employee, is the primary motivating factor for the gift; (c) Gifts given on special occasions, such as marriage, illness, or retirement, which are modest, reasonable, and customary;
2 Form Revised May 24, 2006
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CNY Institute of Academics & Performance Charter School Merged Application 2019 (d) Unsolicited advertising or promotional material of little intrinsic value, such as pens, pencils, note pads, calendars, decals; (e) Awards and plaques having a value of seventy-five dollars ($75.00) or less which are publicly presented in recognition of service as a School officer or employee, or other service to the community; or (f) Meals and refreshments provided when an officer or employee is a speaker or participant at a job-related professional or educational conference or program and the meals and refreshments are made available to all participants. 6. Receive, or enter into any agreement, express or implied, for compensation for services to be rendered in relation to any matter before any municipal agency of which he is an officer, member or employee or of any municipal agency over which he has jurisdiction or to which he has the power to appoint any member, officer or employee. 7. Receive, or enter into any agreement, express or implied, for compensation for services to be rendered in relation to any matter before any agency of his municipality, whereby his compensation is to be dependent or contingent upon any action by such agency 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. 8. Any violation of the stated matters here by may be subject to civil or criminal penalties after internal due procedure. Education Law § 2854(1)(f) makes the conflict of interest provisions of the New York General Municipal Law applicable to charter schools to the same extent those provisions (Gen. Municipal Law §§800-804, 804-a, 805, 805-a, 805-b, 806) are applicable to school districts.
V. ON ROLE MODELING
1. Each person associated to CNYIAPCS shall become a role model for the entire community. Part of the mission to graduate successful students will depend of the acquisition and subsequent internalization of unquestionable behavior based on mutual respect striving for excellence. All members of CNYIAPCS shall act with decorum. 2. Professional Dress Code. Trustees, faculty and personnel will be role models not only for the students, but also for the entire community. The way they present themselves will have direct impact on the degree of respect received from students and community members. All adult participants on CNYIAPCS campus will appear neat, clean, and appropriately dressed for a business or professional environment, at all times. Some considerations - Jeans, shorts, sweat pants and tee-shirts are unacceptable. (Coaches and athletes will be authorized to wear sports clothing designated for training and competitions according to the regulations established) - Clothing must be non-distracting in length and fit. - Same students’ regulations for jewelry and cosmetics will apply to teachers and personnel. - The following clothing will be considered inappropriate for all school employees:
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CNY Institute of Academics & Performance Charter School Merged Application 2019 a) Dresses, shirts, or blouses that have cutouts or see-through elements or clothing which reveals undergarments. b) Clothing that promotes alcoholic beverages, tobacco, or the use of controlled substances; depicts violence; or is of a sexual or disruptive nature, or political, religious or commercial advertise, will not be accepted. c) Tight-fitting clothing will be considered inappropriate.
VI. ON DISMISSAL
Every person who is a member of CNYIAPCS is subject to dismissal with prejudice upon violation of the Code of Ethics or Bylaws established rules at CNYIAPCS. At the time the proceeding case is officially established, the school member shall refrain from school activities participation until the case is solved. The member will be informed of the resolution promptly. Upon resolution, the reintegration shall be immediately in case the results favor the member. Equally, if on the contrary, the resolution is dismissal, this will be immediately on effect; the former member shall lose his/her rights to participate in the future in any position at CNYIAPCS including those under his/her supervision.
VII. ON DISTRIBUTION OF THE CODE OF ETHICS
1. The Chief Executive Officer shall cause a copy of this Code of Ethics to be distributed annually if amendments take effect to every officer and employee of the school. Each officer and employee elected or appointed thereafter shall be furnished a copy before entering the duties of his/her office or employment. 2. The Chief Executive Officer shall copy of any amendment to this Code conspicuously in the School building. The Code and any amendment must be posted within ten (10) days following the date on which the Code or amendment, as applicable, takes effect. 3. Every School officer or employee who receives a copy of this Code or an amendment to the Code must acknowledge such receipt in writing in the form
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CNY Institute of Academics & Performance Charter School Merged Application 2019 attached hereto (electronically or blueprint). Such acknowledgments must be filed with the School, which must maintain such acknowledgments as a public record.
4. The failure to post this Code or an amendment to the Code does not affect either
CODE OF ETHICS/AMENDMENT ACKNOWLEDGMENT
I, ______, an officer/employee/associate of the School, do hereby
acknowledge receipt of a copy of the Code of Ethics of the CNYIAP Charter
School, this ___ day of ___, in the year 20____.
______(Signature of officer/employee/associate)
______(Print name of officer/employee/associate the applicability or enforceability of the Code or any amendment. The failure of a School officer or employee to receive a copy of this Code or any amendment to this Code, or to acknowledge receipt thereof in writing, does not affect either the applicability or enforceability of the Code or amendment to the Code.
5. Upon the Board’s adoption of this Code or any amendments, the School shall file a copy of this Code/amendment, within thirty (30) days, as applicable, with the SUNY Charter Institute.
VIII. ON PENALTIES
1. In addition to any penalty contained in any other provision of the law, any person who shall knowingly and intentionally violate any of the provisions of the Board’s Code of Ethics may be fined, suspended, or removed from office or employment, as the case may be, in the manner provided by the law. R-14g – Compliant Policy g. Compliant Policy Procedures for handling complaints, including from staff and parents: Complaint Policy Formal Complaint:
Any individual or group may bring a formal complaint regarding an alleged violation of IDEA (Individuals with Disabilities Act), the Charter Schools Act, or other applicable provisions of New York State Law to the Chief Instructional Officer’s, as the CNYIAPCS Board of Trustees designee
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CNY Institute of Academics & Performance Charter School Merged Application 2019 in writing. If the complaint is against the principal, the complainant should direct the complaint to the Board of Trustees of CNYIAPCS. Within one week, or as soon thereafter as practicable given the facts and circumstances of the complaint, the complainant will be provided with the following in writing:
(a) findings and any subsequent action resulting from the investigation of the complaint
(b) your right to appeal any decision or action to the Charter Schools Institute if the complaint involves a violation of law or our charter; and
(c) a copy of the Charter Schools Institute’s Grievance Guidelines
Informal Complaint:
Any individual or group may bring an informal complaint regarding faculty, staff, and/or administrator, a school procedure, etc. to the attention of the assistant principal. Upon review and investigation of the allegations and/or concerns, the assistant principal will provide, in writing, to the complainant, the following:
(a) a decision and/or subsequent action;
(b) the right to appeal to the Chief Instructional Officer’s; and
(c) the Chief Instructional Officer’s decision on an informal complaint is final; there is no right to appeal to the board of trustees or the charter entity from the denial of an informal complaint.
GUIDELINES OF THE CHARTER SCHOOLS INSTITUTE FOR HANDLING COMPLAINTS RECEIVED PURSUANT TO EDUCATION LAW §2855(4)
I. Introduction
A. Section 2855(4) of the Education Law provides that any individual or group who believes a charter school has violated its charter, the New York Charter Schools Act, or any other law relating to the management or operation of the charter school, can bring a complaint to the charter school's board of trustees (the "school board"). If the individual making the complaint, after presenting the complaint to the school board, is unsatisfied with the school board's response, then he or she has the right to present the complaint to the entity which authorized the charter school (the "Charter Entity"). The Board of Trustees of the State University of New York (the “State University Trustees”) is the Charter Entity for the CNYIAPCS. Pursuant to a resolution of the Board of Trustees of the State University of New York (the "State University Trustees"), the Charter Schools Institute has been authorized to handle complaints directed to the State University Trustees in their capacity as a Charter Entity. As such, the Institute will both receive and review complaints on behalf of the State University Trustees, and make determinations and issue appropriate remedial orders. The Charter Entity, upon being presented with a complaint, has the authority to issue remedial orders when appropriate and necessary. If the complainant, after presenting a complaint to the
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Charter Entity, feels that the complaint has not been adequately addressed by the Charter Entity, he or she may bring the complaint to the Board of Regents, which also has the authority to issue remedial orders. In a sense, this establishes a two-step appeals process for complaints and grievances. These guidelines replace guidelines adopted on April 30, 2001 and distributed to charter schools on May 1, 2001. The guidelines have been revised to reflect the Board of Trustees grant of increased authority to the Charter Schools Institute to handle complaints received by the Board of Trustees in their capacity as a charter entity. The guidance that follows below explains how the Charter Schools Institute will handle and review complaints. It is in the form of answers to frequently asked questions. Please note that the words grievance and complaint are used interchangeably throughout.
II. General Requirements
A. When can a complaint be filed with the Charter Schools Institute? Please Note: Because, as noted in the Introduction, complaints regarding charter schools authorized by the State University Trustees will be reviewed and acted upon by the Charter Schools Institute, the Institute (and not the State University Trustees), is referred to throughout the Q&A. By law, the Charter Schools Institute cannot undertake the review of a complaint until the complainant has presented his or her complaint to a school board of a State University authorized school and the complainant has determined that the school board has not adequately addressed the complaint. In general, a group or individual should not file with the Charter Schools Institute until after a school board has acted on the complaint and provided a written response to the complainant. Each charter school, as part of its charter, has agreed to set up a process under which complaints must be reviewed by the school board. You have the right to be provided with a copy of that policy upon request of a charter school.
B. What if I file a grievance and the school board fails to act on my grievance? If a school board fails to take any action on your grievance in a reasonable time, then you may bring your grievance to the Charter Schools Institute. What is considered reasonable depends on the circumstances. Some grievances may require prompt action by a school board while others may properly be resolved in a longer time frame. Thus, in certain instances where urgent action is required, it may be appropriate for a school board to call an emergency meeting. In general, however, it is appropriate for a school board to take action on your grievance at its regularly scheduled meeting. As most school boards meet monthly, you should not necessarily expect a school board to act immediately. However, you can and should expect that, at a minimum, a school board should take action on your grievance within the time frame set out in the school's grievance policy. In most cases where the school board has not acted, you should wait at least until the period provided for by the school's grievance policy has passed before filing your grievance with the Charter Schools Institute. As explained more fully below, the Charter Schools Institute, in reviewing and investigating your complaint, will give the school board an opportunity to respond to your grievance. Accordingly, filing a grievance with the Charter Schools Institute, before you have given the school board a reasonable time in which to act on your complaint, may simply delay the Charter Schools Institute from undertaking its own independent review and investigation.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 What does my grievance have to contain? The law does not require that your grievance be in a particular format. However, in order to ensure that your grievance is thoroughly and quickly reviewed, you should provide the following: 1. A detailed statement of the nature of the complaint (including the law or provision of the charter that you allege has been violated), the names of the individuals involved, and the time, date and place the incident(s) at issue occurred; 2. What response, if any, you have received from the school board (a copy of any response should be attached) with any relevant dates; 3. Copies of any correspondence between you and the school or school board; 4. What action or relief you are seeking; and 5. Your name, address and telephone number
Please note that while the law does not require you to submit your complaint in any particular format, it must include at least one allegation that the school or school board has violated a term of its charter or provision of applicable law. Where there is no such allegation (and a fair reading of the complaint does not involve any violation), the Institute will not review or investigate but limit its response to a statement that no valid complaint has been presented to it. In this regard, please remember that the Charter Schools Institute does not have the power to review complaints (and issue remedial orders) for any and all complaints that you might have about a charter school. Its review powers are limited quite specifically to those complaints alleging a violation of the charter or a provision of law. To assist you in fashioning your grievance, the Charter Schools Institute has created a Grievance Form on its website, which you can use when submitting grievances to it. As stated above, use of this form is not mandatory and it is provided as a convenience to you.
C. Where and to whom do I submit my grievance? Your grievance should be address to the Charter Schools Institute's Grievance Desk, 41 State Street, Suite 700, Albany, New York 12207. As noted above, the Charter Schools Institute will conduct the investigation of your grievance and issue any remedial orders on behalf of the State University Trustees. As also noted, grievances submitted to the Charter Schools Institute must concern a charter school authorized by the State University Trustees. Complaints involving charter schools authorized by other entities, such as the Board of Regents and local school districts, must be filed with those entities.
D. After the school board responds to my grievance, is there a time period in which I need to file my "appeal" to the Charter Schools Institute for it to be valid? The law does not provide a time limit in which you are required to file your grievance with the Charter Schools Institute. However, you should be aware that the Charter Schools Institute, in reviewing your grievance, may take into account any unusually lengthy delays in filing your grievance. Such delays, in appropriate cases, may affect the Institute's determination, including the terms and scope of any remedial order it issues. In general, the Charter Schools Institute would not consider any grievance to be delayed that was filed with it within sixty days of the school board's response or the end of the time period in which the school board, under its grievance policy, has to act (but in which time no action by the school board has been taken).
III. Grievance Review and Action
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A. How does the Charter Schools Institute process and investigate grievances that it receives? Upon receipt of a grievance, Charter Schools Institute staff will review the grievance and all supporting materials delivered with the grievance. Staff will then contact the person making the grievance to confirm its receipt and, if necessary, request that additional information be supplied. The Charter Schools Institute will also contact the school board and, in most cases, give the school board thirty (30) days to respond. The Institute will forward to the school board a copy of the grievance along with supporting materials. As noted above, if the Charter Schools Institute receives a grievance from an individual who has not given the school board a reasonable time in which to act, the Charter Schools Institute may defer its investigation until that reasonable period has passed. In such cases, and where the school board takes the opportunity to then act on the complaint, the Charter Schools Institute will consider the school board's action in fashioning its determination, including the scope and terms of any remedial order it issues. In addition to the above steps, Charter Schools Institute staff will conduct whatever independent factual investigation the Institute deems necessary and appropriate. Such investigation may include, but is not limited to, requesting additional information from the grievant, the school board or other persons, conducting interviews, inspecting relevant documents, or visiting the school. Upon completion of its investigation, the Charter Schools Institute will reach a determination as to appropriate remedial orders, if any. The Institute will provide a copy of the determination, which will include the terms of any remedial order to the person making the grievance, the school board and the Charter Schools Unit of the New York State Education Department.
B. In presenting my grievance, may I be represented by a lawyer? You have the right, though you are not required, to retain an attorney to represent or otherwise assist you in presenting your grievance to the Charter Schools Institute and in any other phase of the review process.
C. Instead of having the Charter Schools Institute formally act on my complaint, i.e., issue a written determination, can I ask the Charter Schools Institute to assist me in resolving the matter with the school and school board? The Charter Schools Institute appreciates that oftentimes, your complaint can be resolved without the Institute having to take formal action on it. The Charter Schools Institute stands ready to work with you to try to resolve your complaint in this way. Indeed, in many instances, the Institute may suggest that the dispute between the school and you be mediated. However, if you do not wish to try to resolve your complaint informally, you are not required to do so.
D. What kinds of remedial orders can the Charter Schools Institute issue? The Charter Schools Act does not define, and generally does not limit, the remedial powers of a charter entity in regards to complaints. Accordingly, the Charter Schools Institute, acting for the State University Trustees, has wide discretion to determine the remedial order appropriate to a particular situation. There is, however, one clear limitation on the kind of remedial order the Charter Schools Institute can issue. The Institute may not place a charter school on probation or terminate a school's charter except under the specific grounds and pursuant to the procedures set forth at §2855 of the Education Law (The Charter Schools Act). Moreover, even if such grounds exist, remedial orders which involve placing a school on probation or terminating a school's charter, would require approval by the State University Trustees.
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FERPA Procedures for Storage/Handling of Student Files and Release Procedure - All students’ files and a FERPA log are contained in a locked file cabinet located in the main office. Said files are under the guardianship of the Chief Instructional Officer’s Office, who has sole access to the files. - A back up of the original records will be in a digital archive that will be in an external memory, pw protected at the counselor’s office under his/her guardianship (or in a more updated technological device.) - Contact the aforementioned representative for documents for retrieval of FERPA files. - At the beginning of each academic year, parents/guardians are asked to sign the following documents either granting or denying the release of student photographs and/or student work: 1) Photo/Media Release Form: covers photo/video opportunities, news coverage and interviews, and or usage of students and school personnel images for various school and local media. 2) Student Academic/Art Work Release Form: covers the display or posting of student academic work and art as part of the learning process or school practices. Other documents will be signed by parents/guardians for specific purposes (athletics, trips, other activities)
Notification of Rights under FERPA The federal Family Educational Rights and Privacy Act (FERPA) affords parents and students over 18 years of age ("eligible students") certain rights with respect to the student's education records. These rights are: (1) The right to inspect and review the student's education records within 45 days of the day the CNYIAPCS receives a request for access. Parent/Guardian or eligible students should submit a written request that identifies the record(s) they wish to inspect. Copies available to them are not free. A charge of $0.25 per page will be required if Parent/Guardian or eligible student desires copies. (2) The right to consent to disclosures of personally identifiable information contained in the student's education records, except to the extent that FERPA authorizes disclosure without consent. One exception, which permits disclosure without consent, is disclosure to school officials with legitimate educational interests. A school official is a person employed by the School as an administrator, supervisor, instructor, or support staff member (including health or medical staff and law enforcement unit personnel); a person serving on the School Board; a person or company with whom the School has contracted to perform a special task (such as an attorney, auditor, medical consultant, or therapist); or a parent or student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official in performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. Upon request, ALH will disclose education records without consent to officials of another school district in which a student seeks or intends to enroll. [NOTE: FERPA requires schools to make a reasonable attempt to notify the parent or eligible student of the records request unless it states in its annual notification that it intends to forward records on request.] (3) The right to file a complaint with the U.S. Department of Education concerning alleged failures by the School to comply with the requirements of FERPA. The name and address of the Office
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CNY Institute of Academics & Performance Charter School Merged Application 2019 that administers FERPA are: Family Policy Compliance Office U.S. Department of Education 400 Maryland Avenue, SW Washington, DC 20202-4605
The complaint and grievance form used for formal complaints – the Complaint Form for Submission to Charter School Board of Trustees and Charter School Institute Grievance Form will be available in the main office of CNYIAPCS.
R-14h – Board Members Resume
Tiara Love
Hope Daycare Center, LLC Co-Owner Recruit and hire teachers and staff, manage daily operations of the center, implement additional rules to govern center, set policies and procedures in caring for students
Love In August Creator Select group of adolescent girls to mentor, travel to different cities to expose the girls on different ways of living to instill in them a sense of belonging, confidence, and culture
Southside Academy Charter School PTO Vice President Collaborative effort with the principal, teachers, and parents on one accord for student growth and development. Create an environment where parents can express their concerns as well as push for parental involvement in the many extracurricular activities held within the school
Skills Motivational Leader Organizer as well as team player Self starter/ Initiator
Employment History
Education Bachelor’s Degree in Sociology and Education, Syracuse University 2007
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Awards/Honors Graduate Star Award, On Point for College 2018
FRANKIE L. JACKSON
SUMMARY OF QUALIFICATIONS ➢ Self Employed President/Founder DC Entertainment. ➢ Five Years as Chaplain in Justice Center and HillBrook Detention ➢ Leadership training and development for over 20 years. ➢ Founder and President of "Elite Ministry Leadership Institute" in 2005
EDUCATION G. W. Fowler High School Syracuse, New York Magnolia Street 1983 to 1986 1986 Graduate
Onondaga Community College Syracuse, New York Liberal Arts/Humanities Completed ASS Degree
HISTORY
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Education & Certification
Onondaga Community College – Associates Degree New York State – Teaching Assistant Certification – Aug 2009
Business Experience
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CNY Institute of Academics & Performance Charter School Merged Application 2019 CANDACE JOHNSTON
PROFILE I am an energetic, ambitious person who has developed a mature and responsible approach to any task that I undertake or situation that I am presented with. I’m excellent in working with others to achieve goals in a efficient, detailed and creative manner.
EXPERIENCE
EDUCATION HENNINGER HIGH SCHOOL -HIGH SCHOOL DIPLOMA, 2004
SKILLS Creative Spirit - Professional - Organized - Efficiency - Dependability - Basic Computer Skills -Interpersonal Communication/ Written and Verbal Communication - Fast Learner
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Angela L. Jones SUMMARY OF QUALIFICATIONS Communicates effectively and efficiently with people. Experience in culturally diverse environments. Capable of taking on and completing multiple tasks and projects. A strong leader and team player.
EDUCATION SUNY Empire State College Syracuse, NY Associate of Applied Science in Business, Management, and Economics (In Progress) Concentration: Business Anticipated graduation date: February, 2019
WORK EXPERIENCE
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SERVICE EXPERIENCE • V.I.T.A, Tax Preparer - Prepare basic tax returns for deserving families • Relay For Life, Volunteer - Volunteered to raise money for cancer research • Christmas Bureau - Create gift baskets for deserving children
REFERENCES upon request.
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R-14i – Board Member RFI Forms
School Trustee Background Information
Please be advised that CNYIAPCS has sent this request as a PDF to SUNY Charter Institute
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CNY Institute of Academics & Performance Charter School Merged Application 2019 R-15- District and School Relations a. Relationship Strategies As the educational leader for CNY Institute of Academics & Performance Charter School, I realize it is important to build long-lasting relationships with the schools in my district and beyond. To accomplish this CNYIAPCS proposes the following strategies to maintain a sustainable relationship between our school and those around us:
1) CNYIAPCS should work collaboratively to meet mutual goals that increase graduation rates
2) CNYIAPCS will work hard to become an integral part of the community and District by offering the use of our facilities for educational workshops
3) CNYIAPCS and the SCSD and surrounding school districts who show interest establishing clear communications with each other to build strong relationships
4) CNYIAPCS plan to keep local citizens regularly and thoroughly informed through all available channels of communication on the policies, programs, problems, and planning of the school system, and to carry out this policy through its own efforts, those of the Superintendent, and such information officers as may be appointed
5) CNYIAPCS will develop an advisory committee selected from the community and appointed to consider problems that vitally affect the future of our children.
6) CNYIAPCS plans to share Comprehensive Improvement Plan, School Comprehensive Education Plans, Whole School Reform Plans and School Review Reports;
With these 6 components in place, CNYIAPCS hopes to build a lasting relationship with the Syracuse City School District and surrounding school districts who show interest.
CNYIAPCS is also aware that the SCSD is facing some of their schools to shut down and employees to be terminated. CNYIAPCS would like to offer job interviews to candidates that are seeking employment.
CNYIAPCS ask that SCSD inform their employees of such an opportunity. In doing so, CNYIAPCS would like to inform the SCSD and surrounding school districts of the following:
First, for CNYIAP charter school to successfully gain a “Charter” from the SUNY Charter School Association in conjunction with the NYS Department of Education, we must complete
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CNY Institute of Academics & Performance Charter School Merged Application 2019 our proposal application. CNYIAP charter school is projecting a completion deadline date in February 2019 in preparation for submission. After which, CNYIAP charter school will be free to develop continued efforts toward increased educational advancements for the school-aged citizens of Greater Syracuse and surrounding areas.
Second, with an agreement settled upon and a Charter acquired, CNYIAP charter school would like to create diverse opportunities toward unpaid and paid internships for students who attend our educational institution. It is with great pleasure, CNYIAP charter school and its continuants would like to extend a helping hand in the development of the proposed educational movement the city may be executing in the near future (namely, “The Joint School Project”).
Third, CNYIAP charter school feels it is important for the City to be aware of specific guidelines in policy when proposing such a partnership. Understanding that charter law 56: New York charter schools act of nineteen hundred-ninety-eight offers moderate to high levels of autonomy to charter operation may help increase the objective of CNYIAPCS’s mission. Consideration to the fact that this law authorizes a system for charter schools to provide established opportunities for teachers, parents, and community members to maintain school operations independent of the now existing Syracuse City School District and Charter Schools already in operation within the Central New York region. CNYIAP charter school management plan would encourage the use of different and innovative teaching methods; create new professional opportunities, provide parents and students an expanded choice of public education and a chance for a change from rule-based to performance- based accountability by meeting measurable student achievement results.
CNYIAP charter school intends to apply for substantial philanthropic support from local, state and national foundations such as: The Bill & Melinda Gates Foundation, the Walton Family Foundation and the George Lucas Educational Foundation and gain project management assistance from a specialized local corporation. CNYIAP charter school looks to review impacts and relationships between reports exploring promising practices in greater depth and examine longer- term impacts of practices that increase high school graduation and college entry. CNYIAP charter school plans to create a 501/c (3) account with a bank that excels in non-for-profit charter schools in the Central New York area. CNYIAPCS expects to submit applications to government, educational and not-for-profit grants along with fund-raising, donations, professional volunteers and other in-kind opportunities which will strengthen municipal obligations needed for future revenue and state funding.
CNYIAP charter school has generated support from the Syracuse City School District in which the school will be located. CNYIAP’s charter school commitment is to establish an ongoing relationship with SCSD by actively informing the school officials of projects and procedures during scheduled meetings as agreed upon. CNYIAP’s charter school added objective would be to
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CNY Institute of Academics & Performance Charter School Merged Application 2019 extend partnerships with home-schooled students and their families. CNYIAP charter school plans to not only work with students attending the city schools, but also home-schooled families to develop supplemental programs; which could enhance or enrich teaching methods already established by these families/and or school district.
b. School Partnerships Fourth, and lastly at this time, CNYIAP charter school would like to execute its specific thoughts on how the charter school can be beneficial to the city, if an agreement is achieved: Beginning steps toward building collaborative practices between Charter Schools and Public Schools within the area a) Collaborate on brainstorming efforts toward beneficial procedures and policies developed for the “Joint School Project” b) Added resource to recruit student participation within the SCSD school population c) A gained focus on strengthening Educational Evolutionary practices needed to improve academic performance among school-aged students in the United States
CNYIAPCS is aware that the Syracuse City School District, where our Charter School will reside within the district, is predicted to close three low-preforming schools. It is common knowledge that in December of 2018, New York State Education Department placed Danforth Middle School, Westside Academy at Blodgett and Dr. King Elementary School in an intervention program. These schools failed to make meaningful improvements in several areas, including family and community engagement and student performance on state exams for English, math and science.
CNYIAPCS feels, though these are Middle and Elementary Schools, the Central New York area where we reside would benefit greatly on the agreement that all schools are connected.
CNYIAPCS, though it will be a high school, would like to begin building relationship with the district to foster recruitment in the Middle School and help the district encourage students to focus on personal strengthens to motivate them to succeed.
CNYIAPCS feels these are the type of partnerships that help students become stellar students motivate to seeking improvement in their own lives.
CNYIAPCS hopes to partner with the SCSD and surrounding school districts to invite them to tour our facilities, ask questions on best practices, and engage in a school community that foster an atmosphere of higher learning.
CYIAPCS plans to continue investigating best practice and innovative collaborative efforts well into its existence.
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CNY Institute of Academics & Performance Charter School Merged Application 2019
CNYIAPCS will be open to ideas and practices that motivate and strengthen the student experience in school and look forward to sharing thoughts with SCSD and/or surrounding school in efforts to improve test scores, graduation rates, and student motivation.
R-16ac- Facility (a) Facility Needs • CNYIAP charter school understands all public school facilities need to pass certain inspections and be programmatically accessible to persons with physical disabilities
• CNYIAP charter school board and leadership are aware that the Institute will not sacrifice the health, safety or welfare of students in order to allow a school to open on time or at all.
• CNYIAP charter school facility needs to comfortably place 200 students and 75 staff, including volunteers in a building that meets maximum allowable capacity factors regulated by law.
• CNYIAP charter school’s proposed site was built in 1957, measures 24,832 square feet. The roof is approximately 18 years old, 106 parking space area, and has window air conditioning units. Please follow link for virtual view: http://maps.google.com/maps?hl=en&rls=com.microsoft:en-us:IE- SearchBox&bav=on.2,or.&bvm=bv.45107431,d.dmQ&biw=978&bih=585&wra pid=tlif136572155784310&um=1&ie=UTF- 8&q=saint+theresa+school+syracuse+ny&fb=1&gl=us&hq=saint+theresa+schoo l+syracuse+ny&hnear=saint+theresa+school+syracuse+ny&cid=0,0,1008981245 7971304208&sa=X&ei=suJlUav2K-m40gHxsIGgBQ&ved=0CIIBEPwSMAM
• If the facility CNYIAP charter school plans to lease is approved, CNYIAP charter school is aware that the one significant advantage a charter schools has granted under the Act is that they do not have to follow the extensive SED regulations for school construction.
• CNYIAP charter school leaders have been working on acquiring a building suitable and well maintained for occupancy. CNYIAP charter school is actively working with a real estate agent to secure a building and location. CNYIAP charter school is ready to conduct active conversation with attorney’s regarding legal counsel.
• In the event a lease is agreed upon and the building pass inspection CNYIAP charter school looks to provide educational services to high school aged students
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CNY Institute of Academics & Performance Charter School Merged Application 2019 in the Syracuse, New York area. For purposes of notice and demonstrating the ability to meet targets pursuant to the Act, CNYIAP charter school would like to occupy 1342 Lancaster Avenue Syracuse, New York 13210. CNYIAP would like to inform the Syracuse City School District that this location is not absolutely certain.
• CNYIAP charter school plans to be located in a school district outside of New York City. CNYIAP charter school understands the State Education Department must approve its facility plans and specifications. The State Education Department must also issue a certificate of occupancy (C of O) prior to the school beginning operations September 2, 2014 if granted charter. Just as traditional public schools, CNYIAP charter school would be required to comply with all health, safety, sanitation and building code requirements of the State Education Department. This is a significant expense and is reflected in the proposed budget.
CNYIAP charter school understands the State Education Department may grant specific exemptions in cases where a school provides evidence that compliance to the requirements would result in undue economic hardship or is otherwise extremely impractical for the proposed charter school. CNYIAP charter school realizes to be considered for an exemption, the school would also have to demonstrate that it exerted effort to overcome the stated obstacles. CNYIAP charter school is aware there is no guidance regarding such exemptions and CNYIAP charter school should not rely on receiving an exemption. b. Facility Selection CNYIAP charter school seeks to be located in a public school facility as a primary option. CNYIAP charter school recognizes that a facility has not been located because all necessary governmental approvals for the facility have not been obtained. CNYIAP is close to procuring a building. See facilities documents link.
c. Facility Related Conflicts of Interest CNYIAP charter school does not have a charter school education corporation or CMO partner organization, therefore, “Request is Not Applicable.”
R-16d- Facilities Documents CNYIAPCS will continue to work with Don O’Leary.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Donald R. O'Leary Pyramid Brokerage Company Associate Real Estate Broker
At the present time, Don is searching for potential buildings. We have been in constant contact and are planning to view them.
O'Leary, Donald R to me
Patrina, We are good tomorrow at 10 a.m. to see the property mentioned above. Also, see the attachments! Don
Donald R. O'Leary Pyramid Brokerage Company Associate Real Estate Broker
pyramidbrokerage.com
Independently Owned and Operated / A Member of the Cushman & Wakefield Alliance Search our extensive database of Upstate New York’s commercial real estate listings at pyramidbrokerage.com
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CNY Institute of Academics & Performance Charter School Merged Application 2019 No warranty or representation, express or implied, is made as to the accuracy of the information contained herein, and same is submitted subject to errors omissions, change of price, rental or other conditions, withdrawal without notice, and to any specific listing conditions, imposed by our principals. The information contained in this email is legally privileged and confidential information intended only for the use of the individual or entity named. If the reader of this email is not the intended recipient, you are hereby notified that any dissemination, distribution or copy of the email is strictly prohibited. If you have received this email in error, please immediately notify the sender by telephone and return the original message to usus using the address above via the United States Postal Services. Thank you.
From: Kalet, Michael Sent: Thursday, February 21, 2019 2:00 PM To: O'Leary, Donald R Subject: 750 James Street
Don-
We are confirmed to meet tomorrow @ 750 James Street tomorrow morning @ 10:00. Access the rear parking lot from Wayne Street.
Please let me know if you have any questions.
Thank you,
Michael Kalet Pyramid Brokerage Company Associate Real Estate Broker
pyramidbrokerage.com
Independently Owned and Operated / A Member of the Cushman & Wakefield Alliance No warranty or representation, express or implied, is made as to the accuracy of the information contained herein, and same is submitted subject to errors omissions, change of price, rental or
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CNY Institute of Academics & Performance Charter School Merged Application 2019 other conditions, withdrawal without notice, and to any specific listing conditions, imposed by our principals.
The following link will present the building that was found on 2/22/2019. CNYIAPCS and Realtor are waiting for approval upon our Charter. file:///C:/Users/peanu/OneDrive/Desktop/750%20James%20Street%20- %20Flyer%202018%20(1).pdf#page=1
R-17- Food Services • CNYIAP charter school is aware that many school districts allow charter schools to participate in district food service contracts or programs. • CNYIAP charter school may utilize the option to have and serve meals prepared elsewhere (in which, CNYIAP charter school understands heaters and coolers for such meals are needed). • CNYIAP charter school plans to utilize an Independent Caterer for food preparation. James and Roxanne Keller, owners of “The Taste” restaurant located at CNYIAP charter school also plans to utilize the services of The Food Bank of Central New York to provide additional nutritious meals. • CNYIAP charter school is outfitted with its own kitchen and reserves the right to utilize it if the facilities pass inspection. • The following budget plans for establishing CNYIAP charter school’s Food Service consist of:
a) Budget will reflect CNYIAP charter school food service receiving the maximum allotted amount expense from the Syracuse City School District. Taking funds to utilize all meals for students. The estimated amount CNYIAP charter school receives will be modified to fit the budget upon actual number students and amounts paid for each.
b) Each student will be budgeted for $25/day. This is an estimated amount and CNYIAP charter school plans to modify upon actual number amounts.
c) Break down of meal pricing for the above mentioned $25/day is as follows: • $4.50 Breakfast • $7.50 Lunch • $13.00 Dinner
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CNY Institute of Academics & Performance Charter School Merged Application 2019
d) CNYIAP charter school plans to work with the Food Bank of Central New York to establish a healthy meal plan for preparing food on site (if kitchen passes inspection). We will require an agreement from the organization regarding Food service.
e) CNYIAP charter school plans to hire a food service provider and/or cooking staff to prepare and serve meals to students (and staff).
f) CNYIAP charter school is also aware Kitchens also require specific local permitting and may not be permissible under all leases.
g) CNYIAP charter school is aware an inspection of food storage and kitchen area at time of Prior Action Visit, to include food/beverage coolers and heaters is required.
h) CNYIAP charter school is aware to ensure temperature- appropriate food and beverage storage is available at the school.
i) CNYIAP charter school plans to 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 controls.
j) CNYIAP charter school understands there should be an inspection of kitchen and food storage areas, including food and beverage coolers and heaters at time of Prior Action Visit.
k) CNYIAP charter school is aware that evidence of distribution and collection of school lunch forms, and/or assurance that all forms have been distributed and collected. . l) CNYIAP charter school is aware that during the Prior Action Visit, Institute staff will conduct an inspection of kitchen and food storage areas, including food and beverage coolers and heaters, and cafeteria space, if applicable
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CNY Institute of Academics & Performance Charter School Merged Application 2019 • CNYIAP charter school understands many children attending charter schools are eligible for free or reduced price lunch through the National School Lunch program. CNYIAP charter school understands participation depends on the parents or guardians of students to fill out forms, which the school must collect. CNYIAP charter school is aware that depending on a school’s particular circumstances (whether or not the school is providing meals directly or using a district’s services), it may have to retain these forms or send them in bulk to the Syracuse City School District. CNYIAP charter schools plans to distribute and get back these school lunch forms as a requirement to complete the application process (upon student acceptance to CNYIAP charter school).
• CNYIAP charter school will comply with The National School Lunch program’s record keeping requirements and plans to retain all forms, which may also be audited by state or federal officials. CNYIAP charter school is also aware that collection of reduced and full price lunch funds poses school internal control and other policy issues (handling of cash, etc.) that will be addressed prior to commencement of food service.
• CNYIAP charter school understands if contracting with an independent catering service, appropriate arrangements will be made for days when the charter school may be in session but the district is not, including proper parental notification.
• The following requirements will be followed in the hiring of Food Service Personnel:
a) Cafeteria workers who are present when children are in the school building must be cleared for employment through a fingerprint supported criminal background check conducted by SED (OSPRA), whether or not they are employees of the school or a food service contractor.
b) CNYIAP charter school plans to utilize the following resource information regarding Food Service during regular operational hours. These resources will make it possible for CNYIAP charter school to conduct adequate and appropriate food services to students and staff.
RELATED SOURCES OF INFORMATION Source Resource Location Institute Charter Agreement Paragraph 2.15 USDA Food School Meals http://www.fns.usda.gov/cnd and Nutritio
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CNY Institute of Academics & Performance Charter School Merged Application 2019 n Services Child Nutrition http://portal.nysed.gov/portal/page?_pageid=74,1&_dad SED Knowledge Center =pref&_schema=PORTAL30 http://www.nycenet.edu/NR/exeres/866B08E9-BE41- 4435-AB14-C628DB5612F4.htm;
NYCD NYC Application OE Information http://www.nycenet.edu/NR/rdonlyres/C6890C40-1F5E- 4761-8274- 8DC6BB8A9B2C/1511/FOODSERVICESFORCHART ERSCHOOLS1.pps#6
R-18 -Health Services
• CNYIAP charter school plans to provide written documentation of the school’s relationship with a registered nurse and/or physician.
• CNYIAP charter school will provide a program of health services similar to those provided in the Syracuse City School District.
• CNYIAP charter school plans to hire a permanent school nurse.
• CNYIAP charter school understands the School nurse must be Registered Nurses (RNs) or Licensed Practical Nurses (LPNs) serving under the supervision of a RN.
• CNYIAP charter school plans to be advised by the SCSD health Department upon approval of Charter to accommodate the descriptive procedures of a qualified Health services.
• CNYIAP charter school Health Department will follow the current procedures adopted in the Health Services regarding the establishment of the provision of medication to students who require it on a daily basis.
• CNYIAP charter school plans to provide copies of policies for medication administration collected by school nurse.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 • Copies of policies for medication administration will be available and posted in school nurse office.
• Written plan for providing required health services (at this point, more plans to follow): Any student requiring medication on a daily bases will need to fill out the appropriate paperwork Any student attending CNYIAP charter school will need to fill out the appropriate paperwork for medication he or she may need to take (cold medicine, allergy, ect). All paperwork related to medication needs to have a doctors referral/note with directions No medicine will be given without directions and closed cap (must be opening a new bottle) All students Immunization records or proper exemption forms; or Written assurance that students who do not have such records will be barred from school after 14 days.
• CNYIAP charter school is aware that it is illegal for non-licensed staff to administer medication in New York.
• CNYIAP charter school plans to store medication with student name, doctor name, dosage, and any specific direction in a cabinet with a lock and key labeled by the nurse. Medical equipment too big to put in cabinet will be stored in a locked room located in nurse office.
• CNYIAP charter school leaders’ plans to work with school nurse to develop a written plan for required health services, and for checking student immunization information.
• CNYIAP charter school plans to ensure that all students have documentation of required immunizations on file, or are properly excused from so being.
• CNYIAP charter school plans to ensure that the correct number of defibrillators is in the school and proper number of staff are appropriately trained.
• CNYIAP charter schools plans to follow the student health regulations applicable to the
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CNY Institute of Academics & Performance Charter School Merged Application 2019 SCSD schools and provide a “program of health services.”
• CNYIAP charter schools understands it is required by Education Law section 905 to perform required health screenings for vision, hearing and scoliosis.3
• CNYIAP charter school understands it is responsible for checking the immunization records of each student and not admitting those students whose immunizations are not in order or who have not filed proper exemption forms. Therefore, CNYIAP charter schools plans to submit documentation regarding a formal relationship between a school nurse (or doctor) and the school as part of the Prior Action process.
• CNYIAP charter school plans to provide the proper facilities and equipment for the nurse to fulfill his/her duties. In particular, the nurse’s office plans to be equipped with lockable storage for drugs, including a lockable refrigerator, and lockable storage for immunization and other medical records.
• CNYIAP charter school understands The Charter Schools Act4 deems public charter schools to be non-public schools for certain purposes including section 912 of the Education Law. That section, entitled “Health and welfare services to all children,” requires school districts to provide health and welfare services to charter school students in “essentially the same manner and to the same extent as they are offered to students in the school district’s public schools.”5
• CNYIAP charter school understands when children residing in one district attend a charter school in another district, the school district of residence of those children must contract with the district of location of the charter school for the provision of health services, in writing, and it must be approved by the superintendent of the sending district.
3 As described in 8 N.Y.C.R.R. Part 136. 4 Education Law § 2853(4)(a) (McKinney’s 2001) available at www.newyorkcharters.org. 5 Matter of Richard K. v. Petrone, 2006 NY Slip Op. 04088 (May 23, 2006 (2d Dep’t)).
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CNY Institute of Academics & Performance Charter School Merged Application 2019
R-19-Transportation • CNYIAP charter school is aware of the purpose of transportation; charter schools are considered nonpublic schools. In light of this classification, charter school students are eligible for the same transportation services from the school district in which they reside as other students attending nonpublic schools.
• CNYIAP charter school will utilize the Centro Bus Company, the same form of transportation for high school students in Syracuse City School District. CNYIAP charter school seeks to provide students with “Bus Pass’” similar to what is provided for the SCSD high school students.
• Parents of students seeking transportation services must submit a written request each year, no later than April 1st, to the school district in which they reside. The request forms are generally available from the district’s administrative office. The Act mandates an admissions lottery date for new students of no earlier than the evening of April 1st of any given year. As a result, parents must make transportation requests prior to being admitted to the charter school.
• CNYIAP charter school is aware that the institute is not required to provide any supplemental transportation. However, CNYIAP charter school’s proposal indicates the intent to do so, the specifics are as follows:
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CNY Institute of Academics & Performance Charter School Merged Application 2019 CNYIAP charter school plans to hire a transportation specialist to manage the student pick up and drop off routes and build relationship with Centro Bus Company.
CNYIAP charter school plans to purchase vehicles for school function transportation, these items are apparent in the budget.
• CNYIAP charter schools is aware that transportation becomes a major issue if the charter school calendar is not coordinated with that of the school district in which the charter school is located, in this case, the Syracuse City School District. CNYIAP charter school’s school calendar follows the major vacation days similar to that of the SCSD school calendar. However, CNYIAP charter school and the SCSD may not be aligned with all the half days scheduled during the regular school day.
• CNYIAP charter school will be holding classes on Saturdays, and this will need to be considered when working out a contract with the Centro Bus Company. CNYIAP charter school assumes the bus passes will be permitted during the scheduled school hours on Saturdays (10:00am-2:00Pm). Discussion on specifics will be discussed between Centro Bus Company and the Transportation Specialist upon receipt of an approved charter (if granted).
• CNYIAP charter school plans to consider additional cost for transportation, as well as transportation for sports and field trips, and is reflected in the school’s budgets. R-20- Insurance CNYIAP charter school will be utilizing insurances, other personnel Information, and Human Resource information through Paychex. Kall and Reilly, LLP Attorney-at-Law; Certified public Accountant will be responsible for 501(c)(3) paperwork and any legal actions that pertain to lawsuits, or illegal situations/misconduct. Paychex will support our small business’ payroll, human resources, Benefit administration; health insurance administration; State Unemployment insurance; risk management; Retirement services; Section 1255 FSA Plans; Pay-As-You-Go Insurance services; Background Check referrals; and Drug testing Services. CNYIAP charter school plans to open an account with Paychex and Kall and Reilly, LLP in the event a charter is granted. CNYIAP plans to utilize several of the services that Paychex offers and by doing so understands Paychex will follow all the rules and regulations set forth by the employment laws pertaining to the operations of a charter school operating in New York State, along with any rules stated by the educational Laws set forth by New York State and Terms of operation of the charter Agreement. CNYIAP charter school is aware of the following expectations regarding rules and regulation of insurance coverage:
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Per Paragraph 5.7 of the Charter Agreement, new charter schools must obtain insurance coverage for liability, property loss, and the personal injury of students as well as any other insurance that the school deems necessary or is set forth in the Terms of Operation of the Charter Agreement. These insurance policies must be in effect by July 30 of the year in which the school’s charter is granted. In the case of liability insurance policies must be in force by the date that the school contracts with any employee. As the Prior Action Visit may occur significantly after these dates, the above Prior Action item serves as a check on the school’s prior compliance. Charter schools must submit certificates of insurance or other satisfactory proof evidencing coverage within 5 days of the commencement of each such policy. Copies of full insurance binders are acceptable but not required certificates will suffice. All such insurance policies must contain a provision requiring notice to the Institute, at least 30 days in advance, of any material change, non-renewal or termination of the policy. This may also be accomplished by listing the Institute as an “additional insured,” but it is not necessary to do so. CNYIAP charter school understands it must comply with any joint regulations of the New York State Commissioner of Education and Superintendent of Insurance specifically created pursuant to the Charter Schools Act.6 Currently, there are no such regulations. CNYIAP charter school plans to abided by the rules and regulations governed by the laws and policies required by the New York State Commissioner of Education and Superintendent of Insurance.
R-21ad- Fiscal Soundness (a) Budget • CNYIAP charter school has provided a realistically determination of the expenses that will be funded through soft funds raised through philanthropic efforts and note this accordingly, especially in relation to staffing. Furthermore, CNYIAP charter school has explained how such expenses will be funded in the absence of soft money and will explain when and how the expense will transfer to recurring revenue streams to the best of our knowledge at this point in our proposal. • CNYIAP charter school’s Start-Up budget refers to the period before the school officially opens. The budget for the cash management, purchasing and expenditures and facilities equipment will show revenues and expenditures the school anticipates receiving and incurring while getting the school up and running to the best of our knowledge at this point in the proposal process. CNYIAP charter school start-up period consists of the six months prior to receiving the first per pupil aid payment on July 1st (CNYIAP charter school has planned for June 1, 2019 to be this date).
6 Education Law § 2851(2)(o) (McKinney’s 2001) available at www.newyorkcharters.org.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 • CNYIAP charter school understands The Cash Flow – Start-Up & Pre-opening Period is a cash flow projection that should reflect a well thought out timetable of anticipated receipts and outlays on a month-by-month basis. This monthly cash flow should match the “Start-Up” budget. • CNYIAP charter school will plan the Year One Budget & Assumptions refers to the first year the school will be in operation upon approval. CNYIAP charter school understands arguably that this is the most fiscally crucial year in the initial charter term. CNYIAP charter school (to the best of its knowledge) plans to brake down the budget into program (i.e. regular education, special education and other) and support services (i.e. fundraising and management and general). However, CNYIAPCS accountant felt more time is needed to accurately complete the budget template, at this time, but is willing to adjust and give educated assumptions to this portion of the budget. CNYIAP charter school understands the budget format is consistent with the required audited financial statement format for charter schools authorized by the SUNY. In addition, the CNYIAP charter school budget stated the assumptions used in all calculations by filling in column O of the spreadsheet. • CNYIAP charter school’s Year One Cash Flow will reflect a cash flow projection for the school’s first year that reflect a well thought out timetable of anticipated receipts and outlays on a month-by-month basis. The totals in this template match the year one budget totals and assumptions to the best of CNYIAP charter school’s knowledge. CNYIAP charter school understands the importance of the first operational year; it was crucial that CNYIAP charter school think about and plan out every month to ensure fiscal stability. • CNYIAP charter school understands the Five-Year Budget and Cash Flow Adjustments is a five-year outlook for a potential school for the first five years of school operation. CNYIAP charter school will complete this tab and include all assumptions for calculations used in years two through five in the column N for example: we plan to assume a 2% salary increases annually, 5 instructional staff added in year 3, etc. CNYIAP charter school understands that year one should on the five-year outlook tab tie to the year one budget and cash flow. CNYIAP charter school was unable to make Adjustments that affect cash flow (depreciation, capitalized expenditures, etc.) at this point, but plan to adjust these numbers appropriately. CNYIAP charter school prepared budgets and cash flows including $550,000 in federal Charter School Program (CSP) Grant funds. CNYIAP charter school understands applicants will be required to submit additional information to the State Education Department following approval in order to secure such funds as described in Appendix B. CNYIAP charter school established to the best of their knowledge to ensure proposed utilizing CSP funds only for allowable expenses. . • CNYIAP charter school plans to utilize opportunities to be awarded increased levels (up to an additional $275,000 or more, dependent upon State approval) of CSP funding following the criteria presented in Appendix B of the RFP. CNYIAP understands the Institute will determine which proposals meet such criteria during and following charter award, and understood for the proposed budget, the potential school should use $550,000 only in CSP grant.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 • CNYIAP charter school understands State grant funds, such as Charter School Stimulus Fund awards are highly competitive and should not be included in budgets. Likewise, CNYIAP charter school understood that federal Title I grant funding be used only to supplement the amount of funds available from non- federal sources for the education of students participating in Title I. CNYIAP charter school understands they cannot use these federal funds to supplant (take the place of) funds that would, in the absence of Title I funds, have been spent on Title I students. CNYIAP charter school Budget demonstrated (in the assumption(s) column(s)) that Title I expenses supplement and not supplant the school’s program(s). • CNYIAP charter school understands when preparing budget documents, applicants should base their per-pupil aid projections on the “Funding by District” tab found in the most current version of the Institute’s Budget Template (entitled “Start-up Budgets and Cash-Flows”). • CNYIAP charter school understands that the budget should reflect a conservative or flat estimate of per-pupil funding increases through the first five operational years. The Institute prefers flat per-pupil funding, but if necessary, the potential school can increase the per-pupil funding to a cumulative total of note more than 5% during the five-year period. CNYIAP charter school understands the Institute always reserves the right to request additional or modified budget information as it deems necessary. • CNYIAP charter school understands The Act requires an applicant to provide supporting evidence that the fiscal plan for the school is sound and that sufficient start-up funds will be available to the school (§ 2851(2)(e)). CNYIAP charter school referred to a financial plan to review and plans to have a certified financial advisor to continue to advise and review our budget in the future. • CNYIAP charter school was conservative when filling in items and assumptions and plan to revise the budget if necessary. • CNYIAP charter school, to the best of their knowledge, at this point review the plans, enrollment assumptions, personnel, equipment and construction costs identified in other parts of the proposal are included in and consistent with the budget. • CNYIAP charter school took into account a draft fiscal policy that covered, at a minimum accounting and reporting, revenue and inventory controls. (b) Financial Planning • CNYIAP charter school plans to consult with a financial planner and hire such to inform them of best financial practices. Paychex will be useful for this cause. (c) Fiscal Audits • CNYIAP charter school has not conducted an audit, waiting for approval of Charter, at this point. However, CNYIAP charter school is aware of the following:
• CNYIAP understands audits must, at a minimum, meet the scope of audits required of other public schools, and all audits must be performed at least annually. For the first annual fiscal audit, the audit period would include the
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CNY Institute of Academics & Performance Charter School Merged Application 2019 start-up period through the end of the first fiscal year, June 30th, with the start-up portion of the financials to be identified in the footnotes to the financial statements. Note: The four main schedules contained in the annual audit (statement of financial position, activities, cash flow and functional expenses) must be completed using the Institute’s mandatory audit templates. The mandatory audit file, Audited Financial Report Template (version 6-26-12). • CNYIAP charter school understands audits should be conducted in accordance with auditing standards generally accepted in the United States of America and Government Auditing Standards issued by the Comptroller General of the United States.
(d) Dissolution Procedures CNYIAPCS has put together tasks in a Checklist are considered urgent and must take place within days of the Regents’ vote to close the charter school. Other actions will be ongoing until the school closure is complete. The Checklist maps the timing of activities which range from actions taken immediately following a closure vote by the Board of Regents through final closure activities. Several activities are ongoing, including the critical requirement that the board of trustees continue to communicate closely with the authorizer and provide advance copies of materials for board meetings (including agendas, financials, minutes, supporting documents, etc.). The key categories of tasks are summarized below, and fully detailed in the Checklist that follows: Immediate Tasks (Immediately and up to 1 week following the Closure Vote): A Transition Team dedicated to ensuring the smooth transition of students and staff and to close down the school’s business, populated by SED staff and board and staff members of the closing charter school should be formed immediately to complete urgent tasks immediately following the closure vote of the Board of Regents. The Transition Team will prioritize notification of the public and school community, convening meetings with families and staff, and clarifying communication protocols and expectations through the completion of the closing process. Engaging key school stakeholders in this process will help increase trust within the school community. This collaboration will also help encourage families to take advantage of available transitional services. Ongoing Activities (Through completion of the closure process): Some activities require ongoing maintenance of effort and attention by trustees and school staff. The Transition Team will ensure instruction continues through closure, provide support for families seeking placement options, and ensure appropriate use of dissolution funds. Parents and faculty will receive a detailed transition letter. External state and local agencies will receive notifications, as will unions for schools with collective bargaining units.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Pre-Closure Tasks (Within three weeks to 45 days after the Closure Vote): These consist of significant priority tasks essential to high-quality and on-time dissolution. Actions items include notification of creditors, debtors, contractors, vendors, and management companies, if applicable. Post-Closure Tasks (Within one week to 120 days after the last day of instruction) Dissolution tasks during this period after the end of instruction include: • extensive financial reporting (including a closeout audit), • transfer of student records, notification of final report cards, and formal document records transfer. • The closing school Board Chair is responsible for the disposition of records, including (but not limited to) financial documents, contracts, assets, and grants. • The school leader is accountable for ensuring that student records are up- to-date and complete and that all records are transferred appropriately. • Provisions for the closing school to maintain all school records, including financial and attendance records, should reflect the timelines outlined in the Checklist. • The Charter School Office should notify the closing charter school of any outstanding liabilities owed to the state. These may include overpayment of apportionments and/or unpaid revolving fund loans or grants. • If the Regents believe that the school received state funding for which it was not eligible, the Charter School Office may request an audit conducted by the New York State Comptroller. • Transitional services can include, but are not limited to, providing written materials in relevant home languages, hosting school choice fairs, offering meetings that accommodate working parents, providing access to a consistent point of contact to answer questions, oversight of operational and fiscal closure activities, and, ultimately, ensuring that every student is enrolled in an appropriate school.
Immediate Tasks (Immediately and up to 1 week following the Closure Vote) Action Item Responsibility for Action Item (Suggested) Completion Date Status: ______Create “Charter School Closure: Frequently Asked Questions” Document from SED answering questions about the closure of the school and providing key information to support the transition of students and staff and contact information.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 SED Lead Prior to SED vote to close the charter school Establish Transition Team and Assign Roles: A team dedicated to ensuring the smooth transition of students and staff and to close down the school’s business populated by SED staff, in conjunction with Board members and staff of the closing charter school. Team to include: • Lead person from SED Staff; • Charter School Board chair; • Lead Administrator from the Charter School; • Lead Finance person from the Charter School; • Lead person from the Charter School Faculty; and, • Lead person from the Charter School Parent Organization The board chair should also consider soliciting the assistance of external partners to fulfill all responsibilities associated with dissolution. In the event of trustee resignations, disclosure obligations of the board will be borne by the remaining trustees. Press Release - Create and distribute a press release that includes the following: • History of school; • SED closure policies; • Reason(s) for school closure; • Outline of support for students, parents and staff; and, • Contact information for the SED and School media liaison. Media liaisons for SED and the School will ensure that the release is comprehensive and comports with the approved closure plan agreed to by the board and the authorizer. Assign Transition Team Action Item Responsibilities Distribute contact information to all transition team members, set calendar for meetings and assign dates for completion of each charter school closure action item. • SED liaison will meet with the School’s Transition Team to establish common understandings and troubleshoot issues, which may arise through the completion of dissolution.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 • The Transition Team should move quickly to establish a Student
Transition Plan (Plan) that focuses on enrolling students in a new, appropriate school. The Plan should establish clear deadlines for key activities and should not be considered complete until every student engaging in transitional services has been enrolled in a new school. Immediate Tasks (Immediately and up to 1 week following the Closure Vote) Action Item Responsibility for Action Item (Suggested) Completion Date Status: ______• A School Closure Coordinator should also be established so that families have access to a direct line of support that can provide guidance through the transition. Initial Closure Notification Letter: Parents & School Distribute letter to faculty, staff and parents outlining: • Closure decision of the authorizer; • Timeline for transition; and, • Help Line and online information to address inquiries pertaining to records, enrollment, lottery procedures, names and locations of other charter schools, etc. SED Lead and Charter School Board Chair Within 48 hours of SED vote to close the charter school Terminate Summer Instruction Program Take appropriate action to terminate any summer instruction, such as canceling teaching contracts. If the school had planned to operate a Summer Program, the School must provide SED with evidence that the appropriate parties have been officially notified; and, further, that the complete and proper financial management of the school is completed in a timely manner. Charter School Board Chair and Administrator Lead Within 48 hours of SED vote to close the charter school Initial Closure Notification Letter: State & Local Agencies Letter to SED as well as local school districts (as necessary to inform local district for purposes of enrolling students from the closing school) to include: • Notification materials distributed to parents;
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CNY Institute of Academics & Performance Charter School Merged Application 2019 • Notification materials distributed to faculty and staff; • SED decision materials, resolution to close school; • Copy of any termination agreement(s) (if applicable); and, • Copy local public-school districts Talking Points Create talking points for parents, faculty, community, and press. Focus on communicating plans for orderly transition of students and staff. Distribute to transition team. SED Lead and Charter School Board Chair Within 72 hours of SED vote to close the charter school Secure Student Records Ensure all student records are organized, up to date and maintained in a secure location. Charter School Administrator Lead Within 72 hours of SED vote to close the charter school Secure Financial Records Ensure all financial records are organized, up to date and maintained in a secure location.
A copy of the financial records should be provided to SED prior to school closure. Those records shall include all financial records of the school including, but not limited to: • Original bank statements for no less than one year • Vendor invoices and statements Charter School Financial Lead Within 72 hours of SED vote to close the charter school Action Item Responsibility for Action Item (Suggested) Completion Date Status: ______• Records of payments to vendors • Payroll documentation, including the method by which tax documents (W-2’s) will be provided to employees subsequent to school closure. For an extended list of document submission requirements, please refer to item
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CNY Institute of Academics & Performance Charter School Merged Application 2019 TBA. NOTE: The School may be required to ship financial records to SED. Parent Contact Information Create Parent Contact List to include: • Student name; student address; • Telephone; and, • Email, if possible, provide a copy of the contact information to SED. Charter School Administrator Lead Within 1 week of SED vote to close the charter school Faculty Contact Information Create Faculty Contact List that includes: • Name; • Position; • Address; • Telephone; and, • Email Provide a copy of the list to SED. Charter School Faculty Lead Within 1 week of SED vote to close the charter school Convene Parent Closure Meeting Plan and convene a parent closure meeting. • Make copies of “Closure FAQ” document available; • Provide overview of SED closure policy and closure decision; • Provide calendar of important dates for parents; • Provide specific remaining school vacation days and date for end of classes; • Present timeline for transitioning students; • Present timeline for closing down of school operations; and, • Provide contact and help line information SED Lead, Charter School Administrator and Charter School Parent Organization Leads Within 1 week of SED vote to close the charter school Convene Faculty/Staff Meeting School Board Chair to communicate: • Commitment to continuing coherent school operations throughout closure
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CNY Institute of Academics & Performance Charter School Merged Application 2019 transition; • Plan to assist students and staff by making closing as smooth as possible; • Reasons for closure; • Timeline for transition details; • Compensation and benefits timeline; and, • Contact information for ongoing questions
Charter School Board Chair, Charter School Administrator Lead, and Charter School Faculty Lead Within 1 week of SED vote to close the charter school Immediate Tasks (Immediately and up to 1 week following the Closure Vote) Action Item Responsibility for Action Item (Suggested) Completion Date Status: ______Provide SED copies of all materials distributed at Faculty/Staff Meeting.
R-21e -Budget Template CNYIAPCS has created a budget using the required template. This template has been labeled: R-21e- Budget Template
R-21f- Letters of Commitment Table of projected grants proposals. All organizations CNYIAPCS approached required School approval and 501c3 to process applications. No contracts or agreements were obtained until approval of procedures mentioned above. Projected grants to be solicited during the Spring semester of 2014-15 Or upon approval of 501c(3)
Organization/Corporation Location Nature Amount
NY Council of the Arts Syracuse Arts $2,000 CNYArts Onondaga Arts $ 8,000 www.wia.org/ Capacity Building $100.000 Gifford Foundation Syracuse Various $ 5,000-80,000
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Key Bank Syracuse $ 2,000 + Bank of America Syracuse $ 5,000 + powerabrightfuture.clorox.com Transportation $ 50,000 www.kickstarter.com Academic 50, 000 min. Enrichment creative programs www.gatesfoundation.org scholarships $ 20,000 + www.learner.org Educational $ 10,000 programs www.ysa.org Service $ 5,000 www.ysa.org Volunteering $2,000 MLK Day Lead Organizers Individual $ 3,000 Harris Wofford Youth Award Individual $ 500 Institute of International Travel Grant $ 6,000 + Education $ 2,500 for school Valley Men’s Club Syracuse Sports $ 2,000 Bloomberg’s Philanthropies NY Various $ 80, 000 Dr. Ife Ojubeli Syracuse KUDOS- $1,000 American Scholarship Medwell
Letters of commitment for any funding sources from private contributions, grant funds or other philanthropic funds in the school budget detailing the amounts and uses for the funding. No such documents were obtained
R-21g – Non-SUNY Financials (“Requirement Not Applicable”)
R-22- Action Plan
Key Steps in Pre-Opening
• Successfully Complete Proposal (Founder and Board of Trustees)
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CNY Institute of Academics & Performance Charter School Merged Application 2019
• Contact SUNY Charter Institute for any/all questions regarding completion of paperwork, on-going (Founder/Board of Trustees) • CNYIAPCS will begin work in the Pre-Opening Charter Accountability Workbook • Work with Realtor to access a building location, on-going (Founder/Chosen members of Board) • Work with CPA to review and revise budget as needed (Founder/Chosen Board member) • Obtain Bank Account and 501(c)3 (after cleared with SUNY Charter Institute) on-going (Founder) • Community Outreach on-going (Founder/Board of Trustee) • Meeting with SCSD Superintendent and Community Leaders, on-going (Founder/Chosen member of the Board) • Meeting with Educational Lawyer, TBA (Founder) • Town Meetings with the Public, on-going (Founder/Board Members) • Securing Funding Meeting, on-going (Founder/Board Members) • Recruiting for positions, to begin when Charter has been approved (Founder, Media, Selected Board Member(s). Once CNYIAPCS has been established, we plan to incorporate a high level of sustainability by executing the following “Good Practices” for a successful Charter:
High Expectations CNY Institute of Academics & Performance plans to incorporate three major factors that stand out from research that have guided successful implementation of effective schools. CNY Institute of Academics & Performance believe in order to satisfy the expectation of a successful chartered Charter School these expectations must be met by each and every faculty, staff, teacher, student and family member associated with our school:
1. Faculty and staff must truly believe that raising the bar will increase student achievement. The teachers in the classroom must be willing to increase the rigor of instruction and the administrators must be willing to support these efforts. Just saying you have high expectations for students is not enough; faculty and staff members must put their beliefs into action. 2. Faculty and staff must communicate their high expectations to the students on a daily basis. Teachers do this by raising the bar for all students in the classroom and then doing whatever
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CNY Institute of Academics & Performance Charter School Merged Application 2019 it takes to help the students succeed. Raising the bar without additional support is setting students up for failure. Administrators support the “culture of high expectations” by providing staff development, resources, and support for the efforts of the teachers. 3. Faculty and staff must have high expectations for themselves as well. This means faculty and staff members must increase the rigor of their instruction, be willing to learn and try new instructional strategies, and be available to provide additional support for students to ensure their success.
A Safe and Orderly Climate CNY Institute of Academics & Performance believe it is important to create an environment where all stakeholders feel secure. CNY Institute of Academics & Performance understands a safe and orderly school has a positive impact on student achievement.
1. An effective school safety program focuses on prevention, intervention, and emergency response. School leaders can take several steps to create this type of learning environment. 2. Make sure students have a clear understanding of the behavioral expectations on the campus. Students also should be taught proper behavior. This is a responsibility of all faculty members. Establish personal relationships with students. CNY Institute of Academics & Performance is aware that personal relationships are especially important on campuses with large numbers of economically disadvantaged students. 3. Have regular emergency drills and be able to respond quickly to reports of unsafe conditions or emergency incidents. All staff members should feel confident in their ability to deal with multiple forms of emergencies. Students should also be instructed in proper response to multiple forms of emergencies. 4. Establish a school-wide program to deal with bullying, violence, and harassment. CNY Institute of Academics & Performance believes an effective program is proactive and emphasizes prevention. CNY Institute of Academics & Performance has created a safe procedure for reporting accidents/incidents:
Purpose Accident/incident investigations are necessary to identify causation and to help identify deficienc ies in the environment and implement corrective actions that might be indicated. Staff, faculty and students who are assigned responsibility for an activity shall immediately inves tigate and report all occurrences (incidents, near miss, accidents, and illnesses). To facilitate this process, CNY Institute of Academics & Performance will adopt an electronic reporting format that can be accessed by all members of the school community by c lickinga link. This way reports will be properly filed with Risk Management, and contact will be made to further gather information if necessary (at this time CNYIAPCS is still choosing which Risk Management Company they will utilize for this purpose/service. Responsibility
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CNY Institute of Academics & Performance Charter School Merged Application 2019 It is the responsibility of all members of the CNYIAPCS community to take appropriate action to help ensure a safe and healthy environment for participants. In some cases, there may be state and/or f ederal rules and regulations that apply. In all cases, the responsible party for any event must pro mptly investigate and report all incidents causing injury/illness or property loss. Incident/accident investigation is a team effort, and may often involve personnel from our Risk Management, Safety Committee, and other departments and/or individuals.
Actions Required In the event of an accident on campus that involves personal injury, IMMEDIATELY report the i ncident to CNYIAPCS main Office and call 911 from any campus phone, or if using any other phone. Minor first aid, i.e. minor cuts and scrapes usually don't require a trip to the emergency room. Ye t, proper care is essential to avoid infection or other complications. The injured party should consul t with a medical professional in a timely manner to determine if further treatment might be indicated. Students can visit the nurse’s office and employees can consult with their personal physician. Examples of incidents that you should report and for which you will also complete an incident report would include:
1. Any injury to a member of the faculty or staff. Note that any on‐the‐ job injury must also be reported to Human Resources. 2. Any injury to a guest or other visitor to the campus. 3. Any injury to a student, especially if it occurs in a lab, workshop, classroom, or otherwise on campus. 4. Also, we would like you to report any motor vehicle accident on or off campus involving university personnel and/or property damage. 5. Or any other instance of property damage, theft, or mysterious disappearance; Departmental Support Activity and work supervisors can help improve accident/incident reporting in several ways: 1. Train participants to report all incidents 2. Take action on all incidents immediately 3. Emphasize the importance of reporting incidents in regular meetings with participants.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 CNYIAPCS plans to incorporate a successful accident/incident investigation program that will contain standard investigation techniques or steps. The accident investigation process involves t he following steps: • Report the incident to the main office, as indicated, then follow‐ up by timely submission of the incident to Risk Management. • Provide first aid and medical care to injured person(s) and prevent further injuries or dam age • Control hazards/secure accident site • Investigate the accident, including interview of participants and witnesses • Identify the causes • Report the findings • Develop a plan for corrective action • Implement the plan • Evaluate the effectiveness of the corrective action • Make changes for continuous improvement
CNYIAPCS believes: • little time as possible should be lost between the moment of an accident or near miss and the beginning of the investigation • observe the conditions as they were at the time, • prevent disturbance of evidence and identify witnesses. • The tools that members of the investigating team may need (pencil, paper, camera, tape measure, etc.) should be immediately available so that no time is wasted.
WHY DO WE INVESTIGATE INCIDENTS? CNYIAPCS understands: • prevention is the purpose of an investigation. • An incident investigation should: 1. determine what actually happened, 2. determine the cause or causes of the incident, 3. identify any unsafe conditions, acts or procedures, 4. help management to identify practical corrective actions, 5. determines whether due diligence was observed, 6. show the commitment of management that an adequate investigation system is in plac e.
The purpose of these activities is not to find fault or lay blame, but rather to identify the basic ca uses of incidents so that controls can be put in place to prevent further occurrences. Information from
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CNY Institute of Academics & Performance Charter School Merged Application 2019 the investigation should be put on the record, but not used to discipline anyone. This policy enco urages witnesses to tell investigators everything they know.
INCIDENT CAUSATION CNYIAPCS understands: • incidents usually result from unsafe acts and conditions. • These unsafe acts and conditions often arise because of defects in the safety program. • A safety program by way of policies and procedures for organizing and performing activ ities defines the safe standards. • Without a safety program or with a nonfunctional program, persons must devise their own safety and health standards which may not be adequate. Incident causes will be broken down into: The direct cause: What was the direct cause of the incident? (What caused the injury?) The indirect cause: What were the root or hidden causes that led to the incident? (What caused the incident?) CNYIAPCS will utilizes the 5 W’s of a Successful Interview, conducted during an investigation. The fundamentals of basic interviewing techniques use of the 5 W’s: • Who • What • When • Where • and Why. Add to that a line of questioning to assess How. Ask the interviewee to describe what happened by answering these questions: 1. WHO: Who was involved? In addition to the victim, identify any witnesses. Determine the role of each person as relates to the event and the incident. 2. WHAT: Identify exactly what happened, step‐by step. You should carefully interview each witness, preferably separately so as to not unduly influence one’s response. 3. WHEN: Identify exactly when the incident happened. What was the exact time‐ of‐ day? Identify the weather conditions, lighting, etc. 4. WHERE: Provide exact details as to location. Where there any hazardous conditions pres ent? Were there elements of the environment that might have contributed to the accident or delaye emergency response?
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• WHY: Identify the causal elements that connect to the incident. • Was there a lack of safety training? • Where individuals acting in a manner that was beyond their level of training or experienc e? • Where they wearing prescribed safety apparel? • Were there other factors, including other persons that might have contributed to the incid ent? 5. HOW: Ask questions to identify how the incident happened and how it might have been prevented. Were all involved parties following policies and procedures? How was the emergency responseinitiated? Did it operate quickly and smoothly? According to Plan
6. PHOTOS: Take photos of the site of the incident, from several different perspectives. Ide ntify any conditions that might have contributed to the incident and photograph that area. Sample Witness Interview Questions • What is your name, address, and phone number? • What is your duty station and position? • What is your technical background or set of skills? • How are you connected with others involved in the accident? • When did you see the accident happen? • What attracted your attention to the accident? • When you first saw the accident, where was the vehicle or equipment? • Where was the individual involved in the accident? • What was the direction of travel of the vehicle or equipment involved in the accident? • Where was the final resting place of the vehicle or equipment? (Have the witness draw a diagram, if appropriate.) • Were any other witnesses around? Do you know the names of other witnesses? • Do you wear glasses or other corrective lenses? • Do you wear a hearing aid? What type? • Were you wearing your glasses or hearing aid? • Was proper personal protective equipment in use in connection with the task being perfor med? • Exactly what personal protective wear was being used? • Did the victim’s underlying clothing in any way contribute to the incident/accident or fail to protect them from injury? • Determine if there are Standard Operating Procedures (SOP’s) that are published for the work being performed, and if they were being followed for all persons involved. • Were persons performing the task(s) properly trained and properly supervised?
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CNY Institute of Academics & Performance Charter School Merged Application 2019 • Would you like to provide any additional information? Other Questions: CNYIAPCS Risk Management (TBA) Checklist for Investigating Accidents Causing Personal Injury CNYIAPCS checklist is designed for use by employees who investigate any type of accident that occurs on campus or school grounds resulting in personal injury. CNYIAPCS has found that good investigation practices can significantly reduce the chance of litigation or strengthen the institution’s defense when litigation does occur. Not all the steps outlined in the checklist will apply to every situation; and the checklist should be adapted as appropriate for use at your institution. As a rule, the first step after any accident will be to immediately obtaining medical assistance for injured parties and calling appropriate authorities, such as police or fire responders. CNYIAPCS will conduct their investigations and document the conditions at the time of an accident before making any repairs or changes. In addition, investigators will aim to determine the facts surrounding the accident rather than the accident’s cause or who is to blame. In doing so, CNYIAPCS understands it is important to avoid speculation, CNYIAPCS will be as objective as possible, and focus on gathering evidence instead of drawing conclusions. I. Investigating the Accident Scene and Circumstances A. All Accidents Completed? Further Steps Immediate Actions at the Scene 1. Secure the scene and prevent unauthorized access during the investigation. 2. Determine the precise location of the accident. 3. Take measurements at the accident scene. 4. Diagram or sketch the scene. 5. Take photographs or video. (Include a measuring tape or other device in photographs to provide perspective and Include images of the victim and witnesses indicating the accident location) 6. Take samples, or document presence, of any unusual substances or fluids, such as water on the floor. 7. Collect or document the presence of any foreign objects. 8. If the accident occurred outdoors, document weather conditions. 9. Document footing and lighting conditions. 10. Document any unusual sound or noise conditions. 11. Determine the numberof people who were present, especially if crowded conditions may have contributed to the accident. 12. If the accident occurred outdoors, document the type of ground surface, such as grass, artificial turf, or gravel.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 13. If the accident occurred indoors, document the type of floor surface, such as wood, tile, or concrete. 14. Document any surface covering on the ground or floor, such as carpet, mats, or tarps. 15. Document whether the surface was level or sloped. 16. Document any apparent defects in the ground or floor, such as broken or uneven concrete, warped wood, or torn or loose vinyl. 17. If the accident involved stairs, determine whether a handrail and anti-slip strips were present and in good repair and note the condition of the risers. Follow-Up Investigation 18. For accidents occurring indoors, document when the floor was last swept/ cleaned/waxed/mopped, and whether any “wet floor” signs were posted (if required). 19. If defects exist, determine how long they were present and whether there was prior notice to the institution. 20. Examine any prior history of accidents at the location. 21. Examine any prior complaints made about the location. 22. Determine whether any recent repair work has been done at the location. 23. Determine whether regular or periodic inspections of the area were required and, if so, were conducted. Frequent Assessments
To create and maintain an effective school, CNYIAPCS understands education leaders should guide teachers in the use of multiple forms of assessment. Teachers will use data to inform their instructional decisions. And, have opportunities to work in teams to develop pre-assessments, formative assessments, and summative assessments.
CNYIAPCS understands Pre-assessments are one of the most important elements of differentiated instruction. Pre-assessments can inform teachers not only about what concepts the students have already mastered but can also bring to light misconceptions students may have about the concepts. This knowledge allows teachers to differentiate instruction based on student readiness.
CNYIAPCS understands Formative assessments are given during instruction to determine how well students are meeting the learning goals of the lesson. Teachers will use formative assessment data to determine if they need to adjust their instruction.
CNYIAPCS understands Summative assessments assess how much of the content the students mastered at a certain point in time; summative assessment data is usually an important part of the
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CNY Institute of Academics & Performance Charter School Merged Application 2019 grading process. Summative assessment can help evaluate instructional effectiveness and determine if re-teaching is necessary.
CNYIAPCS plans to collect data on each type of assessment and are willing to use a wide- variety of assessments to help individual student success, if required.
Parental Involvement CNYIAPCS will not sit back and wait for parents to come to us. Parents will be invited onto campus and involved in decision making when appropriate. CNYIAPCS realizes that Parents who feel welcome are more likely to become involved.
CNYIAPCS understands that communication between school and family should be consistent and it should involve school administrators as well as teachers.
Collaboration CNYIAPCS understands Teacher collaboration creates a culture of high student expectations, promotes sharing of best practices, and cultivates a sense of belonging.
CNYIAPCS will continue to develop a culture of collaboration to build a core team that will begin this process. The core team will include teachers and administrators who have a collective commitment to improving student achievement and are well-respected on the campus. This group will be responsible for developing the implementation plan for the campus.
The next step is to build the collaborative teams. Team members must be compatible and willing to work together. All team members must understand that they will be expected to fully participate in the collaborative team. Once the teams are built, they establish individual member roles and team norms.
Because it has a direct, positive impact on student achievement, the principals will promote collaborative opportunities for teachers. The Principal will build a master schedule that gives teachers time during the school day to meet together. Collaborative teams will meet every Wednesday. However, if that is not possible, the teams will be provided opportunities to meet at some point during the week.
Focused, Sustained Professional Development CNYIAPCS understands to positively affect student achievement, professional development will be an ongoing learning experience. CNYIAPCS plans to:
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CNY Institute of Academics & Performance Charter School Merged Application 2019 1. Determine areas of need for the campus. All staff members will have input into the needs assessment to ensure the staff development planned is focused and effective. 2. Find experts who are well respected to present the staff development. Some staff development will be presented by campus personnel, some by district personnel, and some by outside vendors.
CNYIAPCS understands effective staff development is continuous and provides faculty and staff members many opportunities to learn about, discuss, and implement the ideas.
Embracing Excellence CNYIAPCS plans to aspire to improve instruction and student achievement. We plan to embrace characteristics that foster excellence, guidance, and a community of caring. It is the role of campus leaders to determine how these characteristics look on your campus.
R-23a- Supplemental Narrative CNYIAPCS school contracts communications logs from 2012 – 2019. The following communications and contracts are proof of on-going outreach and expectations: Proposed Athletic Letter to Student/Athletes’ Parents CNY Institute of Academics and Performance Charter School
Athletic Office Telephone 315-???-???? Name of HPE/Athletic Director Address Fax 315-???-???? Director of HPE/Athletics City/State Email Address of School Email of Director Dear Parent, Your child is trying out for a team that has a great number of athletes who have signed up to try out. It would be ideal to keep all who try out and guarantee everyone playing time, but in some sports that is not the case. It is an unfortunate fact that, in certain situations athletes must be cut from some athletics teams. The decision to cut is based on the following criteria: 1. The number of uniforms the school owns and maintains. 2. The limited amount of practice space available.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 3. Some activities are such that only a limited number of athletes can be assured playing time. 4. The individual’s potential for future growth. 5. Some students cannot safely practice and compete due to limitations in conditioning and skill. 6. The limited number of students a coach can safely supervise and efficiently instruct.
CNYIAP coaches use the following procedures when cuts need to be made: 1. The team is told before the first practice how many players will make the team, how many tryout practices will be held before cuts are made, and what the criteria will be. 2. An objective list of criteria is established by the individual coach and evaluated over the tryout period. Criteria may include, but not limited to) the following: A. Skills E. agility B. Speed F. practice/attendance C. Strength G. understanding of rules and concepts D. General condition H. attitude 3. Coaches will weigh each category according to the expectations of their sport. 4. Players are chosen objectively from these criteria. 5. Coaches assign student/athletes an anonymous number and post the number of who makes the team after tryouts are completed.
If you have any questions concerning this procedure, please feel free to contact the coach or Athletic Director. Sincerely, Name of HPE/Athletic Director Director of HPE/Athletics HPE/Athletics Please Note: We recommend you do not buy any equipment such as shoes, practice gear, ect. Until your son/daughter has found out they made the team.
Proposed CNY Academics and Performance Charter School Physical Education Guidelines
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CNY Institute of Academics & Performance Charter School Merged Application 2019
Students: The proposed goal of CNY Institute of Academics and Performance Charter School Physical Education program is to have all students meet the New York State and National PE Learning Standards listed below. As we strive for these proposed objectives, in order to receive Physical Education credits, students and parents will be encouraged to read and follow the guidelines in this document. NYS Standard #1: NASPE Standard #1: Students demonstrates competency Personal Health and Fitness in motor skills and movement patterns need to perform a Students will have the variety of physical activities. necessary Knowledge and skills to NASPE Standard #2: Students demonstrate understanding establish and maintain physical of movement concepts, principles, and strategies to the fitness, learning and performance of physical activity. participate in physical activity, and NASPE Standard #3: Students participate regularly in maintain personal health. physical activity.
NYS Standard #2: NASPE Standard #4: Students achieves and maintains a Safety and Healthy health-enhancing level of physical fitness. Environment Students will acquire the NASPE Standard #5: students exhibits responsible knowledge and ability personal and social behavior that respects self and others in necessary to create and physical activity settings. maintain a safe and healthy environment. NASPE Standard #6: Student values physical activity for health, enjoyment, challenge, self-expression, and/or social NYS Standard #3: interaction. Resource Management Students will understand and be able to manage their personal and community resources.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Dressing Out/Changing Clothes Students must be prepared everyday for class. Prepared means wearing sneakers and a change of clothes (Shorts, t-shirts, sweatpants and/or sweat shirt) different than those wore to school that day. If you need assistance in obtaining PE sneakers or clothes, please see your PE teacher. The proposed requirement for students to change clothes is to protect student’s uniform, allow students to practice good hygiene, and ensure that your uniform does not cause safety issues for you and your classmates. As the CNYIAP Charter School PE Department we will follow the CNYIAP policy for dress listed below. School Dress Code ✓ Dress in clothing that is safe, appropriate, and does not disrupt the learning process. Shorts and pants should be worn at the waist. ✓ Items not allowed-extremely brief garments such as spaghetti tops, low cut tops, high cut skirts, bare midriffs and/or strapless tube tops. No undergarments showing. ✓ Items not allowed-clothing that display vulgar language or images, alcohol, tobacco, drugs or violent behavior. Uniforms are to be worn at all times unless otherwise permitted by staffing.
Locker Use Each student will be issued an assigned lock and locker. Students are responsible for their own lock and combination. Do not share locks and lockers. PE teachers will not give out locker combinations to another person’s lock. Teachers are not responsible for lost or stolen clothes, watches, jewelry, cell phones, i-pods, ect. Students are responsible for locking up their belongings. It is advised that students should not leave out their belongings unattended. Absence from Class and Make Up Classes Participation/performance is a critical component of the student’s PE grade. All absences from PE class are unexcused except for those followed by a doctor’s notification, which includes a signed excuse from the doctor. Students will need to make up unexcused absences. The guidelines for making up unexcused absences are as follows: ▪ Classes must be made up in the semester they were missed. ▪ Students can only make up classes with their current PE teacher. ▪ Students must have a PRE-SIGNED pass written by their current PE teacher. ▪ Students are NOT allowed to go in to another PE teacher’s class to make up missed class. ▪ If student is not able to make up class with his/her PE teacher, students must contact their PE teacher and work out arrangements.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Medical Excuses If a student gets injured, and needs to stay out of activity for a period of time, the student will be required to provide the health office with a written excuse from a PHYSICIAN for the dates the student is excused. Students who are excused from physical activity will be required to report to their PE teacher at the start of each class to receive written assignments. Completing the written assignments will allow their PE teacher to access the student so that he/she may receive PE credits while medical excused from PE class. If student is injured in class he/she must inform their PE teacher immediately. Even if the student does not think he/she is seriously hurt and does not need immediate medical attention, teachers still need to be aware of situations involving possible injury in the event an injury progresses and student visits a health facility at a later point. Behavior Rules The behavior rules will be enforced in PE class. These rules are to ensure an orderly environment and your safety, as well as your classmates, and you should be familiar with them: ▪ Be on time and leave when dismissed by your PE teacher. ▪ Participate and perform the activity, using all the equipment properly. ▪ Follow all directions, including safety rules. ▪ Do not use profanity or abusive language toward fellow students and/or PE teachers. ▪ Keep hands, feet, and objects to yourself. ▪ Do not dress or act offensively in class. ▪ Student-Athletes are expected to participate in PE, as they are every class, regardless if they are in-season or it is a game day.
Violations of these rules will result in immediate consequences that will be discussed by PE teachers, Principals, and Educational Management Team. Consequences can negatively affect a student’s grade in PE and their participation on a sports team. Grading Procedure Students PE grades are determined by the following percentages: Participation 40% Skills 20% Knowledge 20% Personal/Social Responsibilities 20% Participation: is defined as a student coming to class prepared to participate and in proper attire.
Skills:
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Skills rubrics are used to assess student’s skill levels. Rubrics are a scale of criteria which indicate levels of student performance. The rubrics identify clear expectations and are often the developmental levels of students’ progress in achieving each goal or learning standard. Teachers may create their own rubrics, or use/adopt rubrics found in professional literature which match the goals of the CNYIAP Physical Education Program. 5 Proficiency • Performs skill without error 75% of the time • Skill is automatic and looks effortless • Skill refinement is demonstrated • Skill quality remains in unplanned situations 4 Utilization • Performs skill correctly more than 50% of the time • Skill replications are correct • Needs concentration to succeed • Shows control in unpredictable situations 3 Control • Performs skill correctly less than 50% of the time • Skill replications are similar • Skill correctness/quality decreases when sequenced or w/partner 2 Pre-Control • Performs skill correct less than 25% of time • Skill look awkward • Each skill replication looks different • Adds extraneous or inefficient movements 1 No student participation
Knowledge: Written quizzes, test, and assignments will be used to assess student knowledge, as well as teacher observation during class sessions.
Personal/Social Responsibility: As rubrics are used to assess students’ skill levels, a rubric will also be used to assess students’ levels of personal and social responsibilities as demonstrated during PE classes. The rubric below identifies clear expectations and will be used by the CNYIAP PE teachers to assess students’ levels of personal and social responsibility. Again, teachers may create their own rubrics, or use/adopt rubrics found in professional literature which match the goals of the CNYIAP Physical Education Program.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 5 Shows leadership and resolve or prevents conflict; plays energetically with self-control and fair play; shows respect for others’ safety, has a positive attitude and contributes to an overall positive class environment. 4 Play energetically and safely, with self-control and respect for fair play; consistently demonstrates fair play. 3 Maintains self-control; is inconsistent in effort, consideration of safety and fair-play behavior; needs reminders to maintain positive attitude. 2 Lacks self-control at times and demonstrates poor consistently poor effort; needs reminders and encouragement from others’ to play in a safe manner; often demonstrates poor behavior. 1 No student participation.
Proposed Behavior Code for Interscholastic Athletics CNY Institute of Academics and Athletics Charter School
Participation in interscholastic athletics at CNYIAP Charter School is a privilege that commands responsibility. The purpose of the athletic program is to promote educational attitudes and behaviors that will help a student find success in their life beyond their schooling. Athletes are role models for other students both younger and older and therefore have a responsibility to model behaviors that display leadership, sportsmanship, cooperation, academic excellence, and proper health practices. The following training rules are expected of all athletes and team managers within the CNYIAP Charter School athletic program.
PART 1 – Prerequisites for Participation – Prior to the first practice session all athletes must: A. Submit a Permission Form (green card) signed by the athlete and parent (Guardian). B. Have record of current, valid physical exam on file in the nurse’s office. (Current means within the past calendar year of the first practice date for their sport season). C. Submit a Health History Report (blue card). D. Submit an Authorization for Medical Treatment of a Minor (red card).
Part 2 – General Responsibilities – Athletes must: A. Attend School for at least one half of the school day in order to participate or practice that day. (Exceptions can be made only with permission of Athletic Director, the building principal, or the school nurse). A student who misses part of the school day due to illness must have the nurse evaluate his/her ability to participate in practice or competition that day. Students that are consistently tardy may lose privileges.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 B. Cooperate with all school personnel (coaches, managers, bus drivers, custodians, supervisors, ect.). C. Report on time for all practices and competitions unless excused by the coach in advance. D. Travel to and from all competitions under the supervision of personnel assigned by the school administration unless alternative arrangements have been approved. The team coach may authorize alternative return transportation by the athlete’s own parent. Students may not be released with a parent other than his/her own. Only the Athletic Director or building principal may authorize alternative transportation to or from an event. E. Remain academically eligible as per individual building guidelines. F. Take care of school equipment and return it personally in a timely manner upon leaving a team or at the conclusion of the season. Never wear school issued athletic uniform or equipment for personal use without permission from your coach or the Athletic Director. Failure to comply may prevent further athletic participation, granting awards, issuance of report cards, or graduation cap and gown. G. Participate in Physical Education classes. Physical Education class is part of the required curriculum for graduation in N.Y.S., therefore students not participating in PE class (without legal excuse) may not participate in a practice or competition that day. H. Demonstrate high levels of sportsmanship. 1. Treat all participants, coaches, officials, and spectators with respect and courtesy. 2. Refrain from the use of vulgar language or gestures. 3. Always play by the rules of the sport.
______
AGENDA
Meeting December 27, 2018
Delmonico’s Italian Restaurant
CNY Institute of Academics and Performance Charter School
I. Arrival/Order Dinner or Light Snack 4:15pm – 4:45pm
II. Welcome and Introductions 4:45pm – 4:50pm
III. Binder Distribution/Overview 4:50pm – 5:00pm
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CNY Institute of Academics & Performance Charter School Merged Application 2019
IV. Dinner/Light Snack 5:00pm – 5:40pm
V. Presentation of Charter School 5:45pm – 6:15pm
VI. Questions and Answers 6:15pm – 6:30pm
VII. Adjournment 6:30pm
NOTES:______
Next Meeting Date: _____/_____/_____ Time:______
The CNY Institute of Academics and Performance meeting: Board Meeting on February 23rd, 2012 at 1-3 pm.
Follow signs to East Syracuse, either from 481South or 690 East. Take Bridge St and turn left over the bridge, At the light turn left on W. Manlius (Valero Gas Station) Turn left on Division St. to the parking lot. entrance is on the ground floor (look for the ramp from the parking lot)
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Sincerely, Donald R. O’Leary Associate Broker Pyramid Brokerage Company
Property Class Owner Name(s) 464 - Office bldg. CPGT Properties LLC Assessed Value Percent Utilized Code Violation Status Owner’s Address $250,000.00 none 0 Square Footage Occupancy Status Tax Delinquency Status 35200 vacant $2,914.46
This is a fairly large space; however I am not sure what sort of condition it is in. It is being advertised as office space. I believe this property has been discussed before, Additional Information so Jonathan and Dominic may know more. This property is right next to a bus route, and has parking on the roof (unsure of structural safety). Name of business none Type of business none Is this property for sale or Realtor Information CPGT Properties LLC, 804-2748 Yes lease?
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Patrina, The people representing St. Charles School, wanted to know if you were still interested? They have a potential buyer, who you possibly could co-habitate with, he needs the gym and a bit of office, but you could also share the gym... Could you guys sign a 10 year lease, when you are approved, and would $120,000.00 per year rent(Includes utilitilies) be feasible? Let me know, when you can...
Don
Response from Superintendent’s Office 2/25/13 RE: Patrina Thomas/CNY Institute of Academics and Performance Charter School Request Hide Details From
• Colabufo, Joan L. To
• Patrina Thomas I will put this info in the Superintendent’s mail tonight. Thank you!
Joan Colabufo Executive Assistant to the Superintendent Syracuse City School District
From: Patrina Thomas Sent: Monday, February 25, 2013 9:27 AM To: Colabufo, Joan L. Subject: Patrina Thomas/CNY Institute of Academics and Performance Charter School Request
Hello Jane, Attached is the information I requested and proof of our intentions. Please feel free to inform me of any discussions made regarding CNY Institute of Academics and Performance Charter School's intentions and expectations from the Syracuse City School District as soon as possible. The deadline for our final proposal (which will need this proof from SCSD) is due by 12:00 on April 15, 2013. Thank you for your cooperation in this timely event.
If you have any questions, please feel free to contact me via phone: or via email
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Note: As requested please send a confirmation email so that I am aware you have received this email and attachment adequately. Have a great day! ______
Patrina Thomas 2/11/2019 Fe to ritapaniagua
Hello Rita!
I am so excited for you. As promised here is the flyer for the Black History Living Museum event at our Charter School. Please feel free to forward all information to Twiggie (including the texted Valentine's Day Dance information).
If you have any questions, feel free to email me back or call.
Yours in Education,
Patrina Thomas Founder of CNY Institute of Academics & Performance Charter School ABD, EdD Leadership Education
Rita Paniagua 2/23/19 to Twiggy, me
Thank You Patrina! My apologies I have been with my father in the hospital for days and just getting back in the rhythm of things.
I'm at the School Board Meeting on the day of the event. I will try make it by 7:00, if we don't go over time. I have included Twiggy in this email to let her know and connect us all.
Thank YOU!
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CNY Institute of Academics & Performance Charter School Merged Application 2019
Patrina Thomas 2/23/19 to Rita
Thank you! I am praying for your father. He is very lucky to have a wonderful daughter as yourself. The progress of the school is good. I am putting the finishing touches on our proposal and will be submitting tonight. Please let me know if there is anything I can do to help.
Yours in Education,
Patrina Thomas, EdD, ABD Founder CNY Institute of Academics & Performance Charter School
Patrina Thomas 2/21/19 to amike921
Hello Angela, Attached you will find the SUNY Charter School Institute's full proposal. If you go to page 51 you will get a brief explanation of what is expected in the budget and the template can be downloaded from this page. That way you can get a good picture. Also I will added all the pertinent information. 1. Page 51 in Request for Proposal 2. Staff List (first page) and Salary (last page) in Personnel Policy 3. Paychek: 1,500 start-up/ $75.00/m each employee/$99.00/m Flex Time System Payroll Taxes: FICA 7.65%/Unemployment up to 12,000 =3.6%/per employee/ FUTA: up to 7,000 = .06%/employee
Grants: (all grant information pulled from http://www.p12.nysed.gov/funding/currentapps.html
1. FY 2018 National School Lunch Program (NSLP) Equipment Assistance Grant for School Food Authorities (SFAs): A minimum of $2,000 up to a maximum of $20,000 per Recipient Agency
2. 2019–2022 McKinney-Vento Competitive Grant Program Application: Approximately $5.1 million per year is expected to be available (some portion)
3. Teacher Diversity Pipeline Pilot: $500,000 4. Model P-20 Partnerships for Principal Preparation Grant
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CNY Institute of Academics & Performance Charter School Merged Application 2019 “Equipping School Building Leaders” 2018–20202018-19 (Year 1) and $1.9 million in 2019-20 (Year 2).
Learning Technology Grant Application 2018–2021: $3,285,000 will be allocated annually. Funds will be divided into three categories: New York City; the Big Four (Buffalo, Rochester, Syracuse, and Yonkers) public school districts; and those from all other public school districts and BOCES in the Rest of State (ROS).
6. Migrant Education Tutorial and Support Services (METS) Program Grant: Estimated funds totaling approximately 6.7 million dollars will be available statewide each year of the five-year grant contract period, 2018-2023, subject to the availability of funds and level of funding from the U.S. Department of Education (ED) for each grant contract period and successful program delivery and implementation by the individual METS program centers in the previous year.
7. ESEA Title II, Part B Mathematics and Science Partnerships Grant: Funding Projection for project period: September 1, 2018 - September 30, 2019 is $7,500,000
8. My Brother’s Keeper Exemplary School Models and Practices (ESMP) Grant A New York State My Brother’s Keeper Initiative 2018-2020: The total allocation for 2018 is expected to be $2,000,000.
9. 2018 Title I School Improvement Section 1003 New York State Integration Project – Professional Learning Community (NYSIP- PLC) Grant: Funding for the NYSIP-PLC grant will be allocated as follows: Allocated 68,000
10. 2018-2019 Student Support and Academic Enrichment Grant Application: Source: Title IV: Student Support and Academic Enrichment Estimated funds available: $28,500,000 11. FY 2017 National School Lunch Program (NSLP) Equipment Assistance Grant for 12. School Food Authorities (SFAs): Funds Available: $1,373,736 Project Dates: 8/1/2018-7/31/2019 Grant Amounts: A minimum of $2,000 up to a maximum of $20,000 per Recipient Agency (RA). Separate applications must be submitted for each piece of requested equipment. Total combined awards to an SFA for an individual RA cannot exceed $20,000.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Patrina Thomas, EdD, ABD
Patrina Thomas 2/22/19 Feb to Angela
Great! I would like to call and speak if that is alright with you
Angela Jones Feb to me
Yes, that's fine. How about tomorrow morning around 10?
To: Athletic Facility Supervisor From: Central New York Institute of Academics and Performance Charter School Re: Internship Agreement Dear Prospective Business/Organization: In an effort to to help improve our Syracuse education, CNYIAPCS is seeking educational internship opportunities within the city limits. We invite you to participate by offering placement(s) to one or more of our students. If you are interested, we will be glad to negotiate details such as: number of student(s), your regulations on site, schedule, etc. It is important to let you know that our 9th grade students (2014) will be basically observers. The objective of the Internship is for our students to grasp knowledge of the dynamics of the site, to learn what is done, and to analyze their personal interests and abilities to pursue a career in the field. They occasionally may serve some duties, though this is expected for them to be performed during their 10th grade. Specifics should be incorporated in a contract upon approval of the Charter School and subsequent registration of our educational institution as a non-profit educational organization 501(c)(3) at the end of 2013. Until then, we would like to extend a warm welcome to our common educational endeavor. This agreement does not constitute any obligation between you and CNYIAPCS and serves exclusively as a reference for future Internships.
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CNY Institute of Academics & Performance Charter School Merged Application 2019
Placement Organization/Business Name______Placement Organizational Supervisor______Date of Agreement______Contact Person from Organization______Address:______Contact Number______E-mail ______Should you have any questions concerning this agreement, please feel free to contact: School Contact Name______Contact Phone (___)______
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CNY Institute of Academics & Performance Charter School Merged Application 2019
On-Going Out Reach for CNYIAP charter school August 2014
Patrina Thomas Charter School (3)
Keyona Kelly FYI ------Forwarded message ------From: Keyona Kelly Date: Thu, Aug 7, 2014 at 10:56 AM Subject: Patrina Thomas Charter School To: Aug 7 at 10:57 AM Reply, Reply All or Forward | More Keyona Kelly Okay thank you for your time. I look forward to any insight you may give. Best, Keyona Kelly On Thu, Aug 7, 2014 at 11:56 AM, Jennifer H Russo wrote: Keyona, Thanks for your note. It To Jennifer H RussoMe Aug 7 at 2:18 PM Okay thank you for your time. I look forward to any insight you may give. Best,
Keyona Kelly
On Thu, Aug 7, 2014 at 11:56 AM, Jennifer H Russo wrote:
Keyona,
Thanks for your note. It was nice catching up with Patrina, and I am interested to learn more about her project. I am going to brainstorm with our Assistant Dean for Advancement and Alumni Relations and then I will get back to you all with some suggested next steps.
Sincerely,
Jennifer
Jennifer H. Russo Director of Marketing, Communications, & Events SYRACUSE UNIVERSITY – SCHOOL OF EDUCATION
soe.syr.edu
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CNY Institute of Academics & Performance Charter School Merged Application 2019 From: Keyona Kelly Date: Thursday, August 7, 2014 at 10:56 AM To: jhr ,
Subject: Patrina Thomas Charter School
Hello,
Thank you for taking the time to meet with Patrina. She has been working with me since February on the many aspects of her proposal. She looks forward to working with you on community outreach opportunities. If you could notify us of an opportunities you know of it would be greatly appreciated. Please contact me if I can assist in any way. She will be in touch with you via email in the months to come.
Sincerely,
Keyona Kelly Business Consultant/Events Coordinator South Side Innovation Center
Reply, Reply All or Forward | More Me Thank you Keyona for the speedy acknowledgement of help from Jennifer Russo at Syracuse university for supporting CNYIAP Charter School. I will be sending her a thank you as well. Have a great day...P To Keyona Kelly Today at 2:56 PM Reply, Reply All or Forward | More
From: Syracuse City School District Date: Mon, Aug 4, 2014 at 5:21 PM Subject: Syracuse Community Summit: Keeping Kids in School To:
August 8, 2014 Syracuse City School district invitation to Summit on New Disciplinary Procedures:
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Good evening. The Syracuse Community Summit: Keeping Kids in School is right around the corner.
This one day Summit is being offered on both Friday, August 15th and Saturday, August 16th from 930-430. The Summit is free and open to the entire community. Registration and breakfast begin at 830 AM.
The summit is a great opportunity to learn about the districts new Code of Conduct. The summit will address the importance of implementing discipline practices that keep kids in school while changing undesired behaviors. Sessions include Setting the Stage: Unintended consequences of school-discipline practices; cultural competency; restorative practices; and collaborative models for school arrest diversion.
You must RSVP by Aug 11th by calling
Thank you and we look forward to seeing you on either Friday, August 15th or Saturday, August 16th.
August 14, 2014 To: Thomas Patrina Re: Board Membership-CNY Institute of Academics and Performance
Dear Mr. Patrina:
I read with interest the request for Board Members for the CNY Charter School, and I would like to express my interest in the opportunity. Simply stated, it sounds like this school has great potential to create unique and accomplished graduates, and I certainly believe the world needs more of those.
I have a broad base of experience that would serve your board in many different ways, and I will be pleased to summarize them for you:
-Currently I am the Assessor in the Town of Clay, the states 17th largest town (out of aprox 950) I have expertise in building evaluation, property tax policy, PILOT programs, property exemptions
I also instruct for the International Association of Assessing Officers (IAAO), the New York State Assessors Association and the Department of State and have been President of the Onondaga County Assessors Association in 2006 and 2013.
-Currently the Managing Partner of my own design/construction firm specializing in Adirondack Style Design and Commercial Construction Estimating. Two of the architectural firms I have
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CNY Institute of Academics & Performance Charter School Merged Application 2019 worked with (Sargent Webster and LRK) specialized in school design and renovation. I have also worked as a Facilities Manager for Key Bank of North America
-Currently the President of the Board of Trustees for the Northern Onondaga County Public Library System, a 3 building, 45 employee system with a 2.5 million dollar annual budget. In this capacity I was named 2013 Onondaga county Public Library Trustee of the Year.
I would certainly enjoy the opportunity to be part of a brand new organization with a clean sheet of paper with the promise of great things to come for the community. I have attached a resume for your review and if my qualifications are of interest to your organization, please contact me at your convenience.
Thank you for the opportunity.
Sincerely, Rob Bick
September 2014 Outreach Email Responses to CNYIAP Charter School
Syracuse University Athletic Department Good morning, Patrina,
I was asked to check with our Office of Athletic Compliance to see if this might be permissible. Unfortunately, NCAA rules do not permit an SU staff member to be on the board.
Best of luck to you, Patrina. I am sure you will find excellent board members from this wonderful community of ours!
Mary
Response from Syracuse University Compliance: Jamie
Sent from my iPhone
Begin forwarded message:
From: Erlease M Wagner Date: August 29, 2014, 4:44:22 PM EDT To: "Jamie P. Mullin" Subject: RE: CNY Institute of Academics and Performance Charter School
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CNY Institute of Academics & Performance Charter School Merged Application 2019 It would not be permissible.
1. Recruiting advantage
2. Pre-college expenses (indirect)
Thank you, Erlease
Erlease M. Wagner, Esq.
Director of Athletic Compliance
Syracuse University
Outreach email from OCMBOCES regarding Technology-May 27, 2014
Hi Patrina, I wanted to drop you a note letting you know that I reviewed your information with our CIO and he would like me to work with you to establish some numbers for your budget. I’ll start on To Me Jun 2
Hi Patrina,
I wanted to drop you a note letting you know that I reviewed your information with our CIO and he would like me to work with you to establish some numbers for your budget. I’ll start on them this week.
Kevin
Outreach Letter for CNYIAP from SSIC-7/11/14
1) Keyona Kelly, Business Relations Manager
Hi George,
Jul 10 at 1:37 PM
To
Hi George,
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CNY Institute of Academics & Performance Charter School Merged Application 2019 If possible, I would like for you to connect with Patrina Thomas. She can be reached at She is looking for opportunities to build awareness of the Charter School she is in the process of developing here in Syracuse. I know you have a radio show and she was hoping to be a guest on it. Please let me know if you think this is something that could be arranged.
Best,
Keyona Kelly piri taborosi Subject: charter school board of trustees Hello! I am attaching my most recent resume for consideration as you chose candidates for the board of trustees for the CNY Institute of Academics and Perform To Me Today at 8:57 AM
2) Subject: charter school board of trustees
Hello!
I am attaching my most recent resume for consideration as you chose candidates for the board of trustees for the CNY Institute of Academics and Performance Charter School.
Although I have officially retired, I continue to teach part-time at SUNY Morrisville and work on special projects. While my resume does not yet reflect it, I will be a member of the Advisory Council for SUNY Morrisville's Teacher Education Training Program.
I look forward to hearing from you. Piri Taborosi
3) Aug 10 at 5:30 PM Good Afternoon
I read with interest the article about the CNY Institute of Academics and Performance. I am a lifetime educator having served in many academic roles over the past 37 years. I am interested in serving as a member of the school's Board of Trustees.
I feel I offer a wealth of experience and expertise to support the mission of your school. I continue to teach part time as a middle school Technology teacher for the Lyncourt Union Free School District. I look forward to hearing from you in the near future.
Thank you.
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CNY Institute of Academics & Performance Charter School Merged Application 2019
Bruce Wakker
Response from B. Wakker after setting up interview date scheduled September 10, 2014@ 4:00pm: August 11, 2014 riverwatch02 Hi Ms. Thomas I look forward to hearing from you tomorrow regarding interviews. My wife and I are traveling to Portsmouth NH tomorrow for a short 4 day vacation. After 2pm I will be available to speak To Me Aug 11 Hi Ms. Thomas I look forward to hearing from you tomorrow regarding interviews. My wife and I are traveling to Portsmouth NH tomorrow for a short 4 day vacation. After 2pm I will be available to speak to you. Any of the interview dates in September sound reasonable for me as I teach part time and do other work on my own schedule.
I read syracuse.com articles about your school today and felt very comfortable with the foundation principles you are developing. As a principal and director of the St. Lawrence-Lewis BOCES, I was responsible for the design and implementation of career and alternative programs for over 1,300 students.
I would enjoy contributing to the success of the Institute in any way you deem helpful. Thank you.
Bruce Wakker
4) Steve Billmyer: Syracuse.com
This is what we published:
http://www.syracuse.com/news/index.ssf/2014/08/proposed_cny_charter_school_seeks_b oard_members_as_it_works_on_resubmitting_appl.html Hope it helps. Steven Billmyer Editor/ma To Me Aug 8 at 6:24 PM
This is what we published: http://www.syracuse.com/news/index.ssf/2014/08/proposed cny charter school seeks board m embers as it works on resubmitting appl.html
Hope it helps.
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CNY Institute of Academics & Performance Charter School Merged Application 2019 Steven Billmyer
Editor/managing producer
The Post-Standard
Syracuse.com
Syracuse Media Group
August 12, 2014 Hello Thomas Patrina, I am a retired engineer from Lockheed Martin. I didn't want to tie you down with a long resume, to show you my interest in this school. Is the school going to be part of Syracuse To Me Aug 12 Hello Thomas Patrina, I am a retired engineer from Lockheed Martin. I didn't want to tie you down with a long resume, to show you my interest in this school. Is the school going to be part of Syracuse School District? And what kind of technology support are you looking for? If I can be of any help, please give me a call at Thanks. Joseph Williams
CNYIAP Charter School Response:
Hello Joseph, to answer your first question...No, the school will not be part of the SCSD, but we are looking to collaborate and work together on building the educational gap here in Syracuse. I have sat down several times with the Superintendent and discussed some options to do this. As for your second question...I reviewed a few options with OCMBOCES regarding technology and their involvement with our school. However, I am always open to hearing other options. I am aware that the technology portion of the school will need consistent monitoring and updating. I will be calling you to go over what I have learned in this area of the school.
If you are interested in coming to our scheduled Town Meeting on September 25, 2014 from 6:30pm - 7:30pm, you are more than welcomed. It will be located at across from Dunkin Bright Furniture.
Patrina Thomas, Founder
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CNY Institute of Academics & Performance Charter School Merged Application 2019 FOR IMMEDIATE RELEASE CNY Institute of Academics and Performance Charter School making waves to open its doors in Central New York
Syracuse, NY- The CNY Institute of Academics and Performance Charter School (CNYIAPCS) is looking for highly qualified candidates to serve as Board of Trustees. The Founder is anticipating an approved “Charter” for the 2015-2016 academic year(s). Interested candidates are expected to submit resumes beginning August 8, 2014, and no later than August 29, 2014 by 5:00pm Eastern time to . Chosen candidates will be contacted and scheduled for interview between the weeks of September 8, 2014 and September 19, 2014. Interviews will be held at the Southside Innovation Center located at 2610 South Salina in Syracuse, NY (an affiliate of Syracuse University and the Whitman Management School), or another location TBA at time of receiving an interview. About the Candidates CNY Institute of Academics and Performance Charter School will consider individuals with 5years experience in the following specified areas: Business/Accounting, Curriculum Development, Technology, Performing Arts (VPA), Athletics, Transportation and Food Services. About CNY Institute of Academics and Performance Charter School The mission of the Central New York Institute of Academics & Performance Charter School (CNYIAPCS) is to provide collaborative efforts among students, educators, parents, artists, athletes, and community and government leaders in Central New York that will advance academic performance and graduation rates of at-risk high school students preparing them for college, vocational studies or the work force. The student body at CNYIAP charter school would be diverse, including: typical students, Special Education, handicapped and English Language Learners. Contact To learn more about this unique high school experience, visit our Facebook page: CNY Institute of Academics and Performance Charter School Patrina Thomas, Founder
Available 2:30pm-8:00pm (M-F)
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