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Public Hearing Summary

Charter School: East Harlem Scholars Academy Charter School 2

Hearing Date: February 27, 2013

Hearing Location: Building M013, 1573 Madison Ave., New York, NY 10029 (CSD 4)

Start Time: 6:05 p.m.

End Time: 9:20 p.m.

Background:

The New York City Department of Education (“NYCDOE”) proposes to site grades K-8 of East Harlem Scholars Academy Charter School II (“EHSA2”), a new public charter school, in Building M013, located at 1573 Madison Ave., New York, NY 10029 in Community School District (“CSD”) 4 beginning in the 2013-14 school year, with: J.H.S. 13 Jackie Robinson (“JHS 13”), a middle school serving grades 6-8; Central Park East I (“CPE Elementary”), an elementary school serving grades PK-5; Central Park East High School (“CPE HS”), a high school serving grades 9-12; and East Harlem Scholars Academy Charter School (“EHSA1”), an existing charter elementary school that is phasing in and currently serving grades K-2.

In separate Educational Impact Statements (“EISs”), the NYCDOE proposed, and subsequently approved, to both (a) phase out and eventually close JHS 13 due to poor academic performance by June 2015, and (b) to extend EHSA1’s co-location in Building M013 through the conclusion of the 2015-16 school year, at which point the school will move to a private facility. EHSA2 is scheduled to open in September 2013 and serve 100-120 students grades K-1, adding one grade per year until it reaches full scale.

The NYCDOE has identified Building M013 as an under-utilized building. According to the NYCDOE’s 2011-12 Enrollment Capacity Utilization Report, Building M013 has the capacity to serve 1,227 students. During the 2012-13 school year, Building M013 serves 1,019 students, yielding a building utilization rate of 83%. In the 2015-16 school year, the final year of EHSA1’s co-location in M013, M013 has a total projected enrollment of 1,108-1,303 students, yielding a projected building utilization rate of 90%-106%. While the anticipated utilization rate may be in excess of 100% in several school years, the NYCDOE has indicated that all schools will receive sufficient space to meet their instructional needs.

Hearing Notes:

NYCDOE representative Elaine Goreman moderated the hearing. Don Conyers read a summary of the co-location proposal.

A representative from Community Education Council (“CEC”) 4 stated that he was eager to know how the co-location will work out. He stated that he wants to see everyone work together for better education in the community, and that it was his goal to get all CEC 4 members to work

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together.

A parent on the CPE Elementary School Leadership Team (“SLT”) stated she was concerned about middle school options after her kids finished elementary school. She said she was hopeful that CPE Elementary would be able to expand to serve middle school, but that was not allowed by the NYCDOE due to space concerns. She stated the NYCDOE continues to ignore middle school choices in East Harlem. She added she was concerned that EHSA2 will not want to share the facility, and that it was a slap in the face to have a community-based progressive school ignored by the NYCDOE. She stated that CPE Elementary has a unique curriculum, and that charter schools with intensive models are not as beneficial as they claim.

A teacher on the CPE Elementary SLT stated that the school wants to expand to serve grades PK-12, and they have expressed their desire to the NYCDOE to expand to serve middle school grades. She stated CPE Elementary offers a unique program that looks at kids as individual learners to build their own understanding of the world, which has no racial or economic boundaries. She said the academic model does not exist in any other public schools, and EHSA2 should be required to utilize space in a Catholic school in the neighborhood or the space being built for EHSA1.

The Executive Director of the East Harlem Tutorial Program (“EHPT”) (the community based organization for both EHSA1 and EHSA2) stated his group had built an organization based on student-centered learning. He said they had created a school with dedicated staff, and that they have a similar history and mission with CPE Elementary. He added that there is more that unites them than divides. He said the discussion is about space, not educational philosophy, and that space is not available in East Harlem. He stated only half of Harlem students graduate high school, and half of 3rd graders are behind at least one year in reading. He stated EHSA1 and EHSA2 are neighborhood schools that give first priority to students in East Harlem, and EHSA1 has more than 20% English language learners (“ELLs”) and more than twice the number of students with disabilities (“SWDs”) as compared to other neighborhood schools. He concluded by stating that kids from the neighborhood deserve school space within the neighborhood.

The founding principal of EHSA1 stated the school has provided value to East Harlem community. She stated it has started a great neighborhood school where all kids can succeed in a warm and nurturing environment. She said they have invested in their own school and the community by having reading specialists, physical education teachers, arts instruction, ELL teachers, SWD teachers and a coordinator, and provide small group instruction that is differentiated. She stated that the school has started an outstanding neighborhood school that deserves local space.

A CPE High School teacher stated they have a lot in common with EHSA2. He stated that safety is important to the co-located schools, and parents should have the freedom to select what is best for their children. He said the fight isn’t between CPE HS and EHSA, but there is not enough space in the community. He stated the schools should not be on top of each other fighting over space.

A representative from NYC Comptroller John Liu’s office stated he was grateful to the parents from the CPE community as they were a testament to the strength of the NYC public school system. He stated the NYCDOE has been unpredictable and kept parties in the dark. He added that CPE Elementary had applied to expand to serve middle school in the past and was denied due to lack of space, but other NYCDOE documents show that schools in CSD 4 are underutilized by more than

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3000 seats. He added that CPE Elementary has been a fixture in the community for nearly 40 years, a national model for progressive education, and the lack of communication from the NYCDOE is nothing short of disrespectful. He concluded by stating the NYCDOE’s idea about school choice is only about charter schools.

A representative from Congressman Charles Rangel’s stated he was in support of CPE’s grade expansion in the facility, as they have a deep community history, long tradition of excellence, a long waiting list, and they offer a high quality education to a racially diverse population. He stated charters do not have the track record of CPE, and that CPE had been requesting grade expansion for years which should be reconsidered.

A representative from NY Senator Bill Perkins’ office stated CPE is a good school, and they need to get the NYCDOE to focus on education instead of real estate. She added that Senator Perkins was organizing a citywide coalition to oppose NYCDOE closings and co-locations.

Six CPE Elementary students stated that they loved their schools, and they described the many programs of which they were given the opportunity to take advantage. They stated they have wonderful teachers, and it is not fair to bring in more charter schools to the facility. Several stated they wanted to stay at CPE for middle school.

Several EHTP graduates described their experience with the tutorial program, stating that it has helped them prepare for a future in college. They stated EHSA2 will help the community, and will offer a better opportunity for Harlem kids than traditional public schools.

A CPE Elementary parent stated there is no process for the community, and a complete lack of transparency from the NYCDOE. She stated there needs to be more middle school seats in the community. She said they have been presented with two venerable East Harlem institutions, both of which have been put into a needless fight for needed space. She said justice would be served if each school was allowed to grow, but EHSA2 has the chance to lease space in a neighborhood facility.

Another CPE Elementary parent stated she was a teacher at a charter school, but CSD 4 parents have unlimited charter options as it is. She stated that the NYCDOE had a public school choice program in the past, and CPE Elementary was a product of that program that still remains. She added that the CPE school, a Debra Meier vision, was a pioneer of the progressive educational model, and it should be permitted to expand to serve middle school grades.

Another CPE Elementary parent stated she was concerned about the future of the space and the sharing of limited resources as the proposed enrollment in the facility will hinder growth for all students. She said the community is used to overcrowding, but it is not the best way to educate children.

A CPE Elementary parent stated CPE matches the kids’ needs, but there are no progressive middle school options in NYC. He stated there is an unfair distribution of space, and all students deserve an equitable education.

Another CPE Elementary parent and alumnus stated they have a lot in common with EHSA2, but the

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fight is for space to grow. She stated the NYCDOE made a judgment that CPE doesn’t deserve a middle school, but it should allow it to expand to allow progressive education to flourish.

A CPE Elementary parent stated CPE teachers receive good pay and benefits and do not leave for private sector opportunities. She stated the NYCDOE is eliminating two middle schools in the CSD and replacing them with elementary middle schools. She said that CPE has proposed a viable middle school, which should be allowed to expand.

The EHSA2 principal stated he is a resident of East Harlem, and the public charter will offer a rigorous curriculum, support services, will engage families as partners, and instill the values of the EHTP. He stated they have an unquestionable commitment to community, and aim to serve a higher percentage of ELLs and SWDs as compared to their NYCDOE school peers. He added that EHSA2 will be a community school for East Harlem, by East Harlem, and the fact that they had received more than 1000 applications means that parents are choosing EHSA 2.

A CPE Elementary parent stated CPE is the most diverse school in NYC with strong demand from within the CSD. She added that CPE has a long history of success, and while EHSA2 is a fine school, they have other options for space in the CSD.

A CPE Elementary parent stated there is a negative impact from a test-driven education. She added that CPE offers a progressive education that teaches kids to successfully navigate real world, and the NYCDOE proposals limit choice by removing the option of a progressive middle school in the community.

The applicant for EHSA1 stated he has lived in East Harlem for 55 years, and that his mother started EHTP. He said they started the public charter school because it is a natural expansion from their mission to serve the community. He added he too believes in a progressive education, but EHSA1 and EHSA2 must grow to help East Harlem. He stated the NYCDOE should work to find space for both schools to grow.

A CPE Elementary parent stated that while the schools share similar progressive values, EHSA2 should be co-located elsewhere as there are no progressive middle school options available to parents. She stated CPE does not have the range of choices for space as a charter school and it should not be the one forced to sacrifice.

A community resident stated he believes in the future of education in East Harlem, and was confident they can find a solution to solve the space issue. He stated EHSA2 had earned the right to fight for space in the community.

A CPE Elementary parent stated the building will be overcrowded, and as EHSA2 had identified an alternative plan to lease space to house the school, it should be required to do so. She stated the lease amounts are within EHSA2’s fundraising capacity.

A CPE Elementary parent and SLT member stated CPE teachers harness energy into learning, and students are introduced to many cultures. She stated her children should be able to attend a CPE middle school.

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A CPE Elementary parent stated he was so glad that he had a choice to send his kids to a progressive education. He stated it was the responsibility of the NYCDOE to provide conditions for choices for progressive education, and the NYCDOE should allow CPE to grow to serve middle school grades.

A CPE High School graduate stated he learned how to advocate for himself and the community at the school. He said that in the past, the NYCDOE worked with schools and not against them as it is doing now, but CPE taught him to fight for progressive change. The NYCDOE should not be forcing programs with value to fight against one another.

A CPE Elementary parent stated she wanted her kids in a public school, but not a charter school, that offers a progressive education. She stated there are no progressive middle school options, and that if CPE is allowed to start a middle school, it will fill up quickly. She added the NYCDOE is pitting two community organizations against one another, and that fairest solution is to grant additional space to both schools.

A teacher at EHSA1 stated he believes in the message the organization is giving to the community. He said there needs to be schools like EHSA2 serving the community and preparing kids for success.

A CPE Elementary parent stated the NYCDOE’s Building Utilization Plan (“BUP”) contains factual errors and should be amended. She stated the BUP does not accurately allocate space, and if amended, the NYCDOE will see that the plan is ill conceived and will create overcrowding. She added the BUP needs to notate all of the floors where schools will be located.

An EHTP graduate stated the kids of East Harlem need a school like EHSA2 in East Harlem.

An East Harlem resident stated that he was skeptical of charter management organizations in the past, but he now works at EHTP and sees it is a true community school. He stated that EHSA2 will provide a preference to community residents and ELLs, and it is part of their mission to have a transformative impact on the community. He stated they are based in East Harlem and will be responsive to the needs of the community.

An EHTP alumnus stated EHTP is a great educational resource for the community. Another alumnus stated the school feels more like a home, and they encouraged him to succeed like in a family.

A community resident stated EHSA2 will serve the community. He said it will accept all kids, and it deserves space in the facility over CPE as it does not accept all kids from the community.

An EHSA1 parent stated kids are not tested to get into the school, and its guiding principle is critical thinking and collaborative work. She stated EHTP could help more kids in the community with another school.

An EHSA1 teacher stated the school focuses on academics and social/emotional growth. He added that kids are excited to come to school and have confidence in their work.

The EHTP Director of University Programming stated she understands the debate is not black and white, but that charters are partners with district schools in the neighborhood. She stated EHTP

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wants to serve as many East Harlem kids as possible, and it is very proud of the work it does for the community. She said EHSA2 will offer more than just test scores.

The EHTO Director of Elementary Programming stated he spent many years at a NYCDOE literacy program, but left to serve the East Harlem community. He said EHTP has a legacy in East Harlem and they serve kids from many public schools.

A CPE Elementary parent stated they need a progressive middle school, not overcrowding at the complex. She said many are looking to continue their kids’ progressive education, but it is not available in the area even though CPE has excelled. She added that CPE graduates are very successful, and nobody is asking EHSA2 to sacrifice.

An East Harlem resident stated EHTP is very important to the community. He added that it offers a well rounded program and is located in the community. He said the programs need to support each other.

An EHTP student stated the organization provides great services, such as counseling, to the community. Another EHTP student stated that the organization was helping kids from the community from falling onto the wrong path.

An EHSA1 parent stated the school teaches values to community kids to lead them to success, thereby helping everyone in the community. Another EHSA1 parent stated the school is actively supporting the community with programs beneficial to all kids.

A Social Worker at EHSA1 said the school provides comprehensive services to meet a variety of needs, such that families don’t need to seek out services after school or on the weekends. She said the school is in tune with all students, and it has professional development workshops to support teachers. She added that the school partners with Harlem organizations to help families to get needed services.

An EHSA1 parent said they are lucky to have program in the community. She said EHTP had the foresight to dedicate their organization to community kids, and that graduates are now giving back to the community. She said there is now strong demand for EHSA1 and EHSA2, and the challenge is for the NYCDOE to construct more space in East Harlem. Another EHSA1 parent stated the school actively recruits in East Harlem, and they provide a top-notch education without discrimination based on social status.

A CPE Elementary parent stated there is no testing to get into CPE. He stated parents have been choosing CPE for more than 40 years, so it is strange to hear the NYCDOE saying they are now pursuing a strategy of providing choice to families. He said the NYCDOE does not make decisions based on academic achievement, popularity, or diversity.

A teacher at EHSA1 stated the school fosters critical thinking, values student voice, and lets kids participate in the decision making process.

An EHSA1 parent stated she chose EHSA1 because of its commitment to the community and its children.

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The Executive Director of the Harlem Family Institute stated it has a strong relationship with CPE to provide free therapy. Its goal is to train people from the community to empower them to meet community needs. He said he has experienced high standards at CPE, and it should be permitted to grow.

A CPE Elementary parent stated the school has been thriving in community for many years. She said CPE brings the world into the classroom, and the school is a success story, not an experiment. She added that they need progressive choices for middle school.

An EHSA1 parent stated what matters most is not the progressive nature of the school, but it is a local school that is high quality. He added that the BUP shows that EHSA2 is allocated less space per pupil.

An EHTP graduate stated his life changed for the better due to EHTP, and he now returns to community to help mentor students. Another EHTP graduate said the program teaches skills needed to be successful, and he received support from EHTP to overcome difficulties in life.

An EHTP employee stated the organization has a long history in the community and it has been collaborating and supporting kids in the facility at issue. She stated East Harlem needs more high quality seats in the community.

A physical education teacher at EHSA1 stated all subjects are important at the school, and it looks for the best in every student. He added that they care about every kid, and they work on important skills in all classes.

An EHSA1 parent stated she chose EHSA1 after experiencing trouble in a district school. She said EHSA1 opened the entire school to her child.

The Deputy Director of Family Services at EHTP stated it offers family, group and individual counseling, and tries to connect families to services they need in the community. She added that the organization has prioritized working with and meeting the needs of the community.

A CPE Elementary parent stated the school has been great for years, and it has four applications for every available space in the school. She stated the school followed all the rules to apply to expand to middle school, but was told there was no space available. She added that now there is room for two charter schools that do not have to pay rent.

Another CPE Elementary parent stated the school shares a lot of values with EHSA, and it was sad they were being pitted against one another by the NYCDOE. She stated resources are not evenly distributed, and CPE cannot do fundraising like EHSA.

A CPE Elementary parent said she was alarmed there are no other progressive schools in CSD 4, and the NYCDOE needs to find space in the community for all CSD 4 children. Another CPE Elementary parent stated both CPE and EHSA offer school models important to the community. She added they have the same values, but EHSA2 has a power that is very unequal.

A CPE Elementary parent stated she was for school choice, but there was a lack of transparency

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from the NYCDOE in arranging the co-location. She stated a lot of information was not shared with parents, and EHTP underutilizes a Catholic school building they own. Another CPE Elementary parent stated the co-location game is rigged favor charter schools as CPE has played by the rules but was not permitted to expand. She added that EHSA2 is getting the space because EHTP is spending money on a private facility in the community for EHSA1.

A CPE Elementary parent stated the progressive educational model is necessary in NYC. She said kids need to be exposed to arts and museums, and schools need to be committed to arts and independent thought, not driven by test scores. She said they need real choices for middle school in the community. Another CPE Elementary parent stated there are no viable progressive middle schools to allow them to continue their successful program. She added the BUP is full of incorrect data, and charter schools are not public schools as a regular public school would not be able to open another school after only two years.

A CPE Elementary teacher stated they have two deeply rooted constituents of East Harlem that desire to expand. He said the NYCDOE has resources and capacity to make it happen, and they should both get what they deserve.

An EHSA1 teacher stated it gives a preference and dedication to the community. He added that EHTP is making the largest positive contribution to the community.

A CPE Elementary teacher stated the NYCDOE should do right by both community organizations. He added that CPE offers diversity in the community, which is not defined by geographic borders. Another CPE teacher stated charters are meant to fix failing schools, but CPE is not a failing school. She added that charter schools are a new trend, but CPE represents a model of success that has earned the right to expand.

A CPE Elementary parent stated co-location is a real estate problem, and as a private organization, EHSA2 has a solution – private space. He added that CPE has only has one choice for expansion – the NYCDOE. Another CPE Elementary parent stated the NYCDOE needs to think outside box and give the community real options to allow both schools to win.

The EHTP Middle School Coordinator stated the organization is helping many community kids in after school programs. He said that EHSA1 would be nowhere without gracious decision by NYCDOE to permit the co-location, and it should allow an amazing school to continue serving the community. He added that fairness is providing space in the community for the community.

An EHSA1 reading specialist stated they all care about academic success and incorporating core values, but EHSA 1 is providing reading intervention to struggling learners, have formed partnerships with parents and community, and have a nurturing but rigorous environment.

A community resident stated there were due process issues with the hearing as the NYCDOE was considering two separate proposals but was not allowing the community 4 minutes each to speak. She stated the EIS and BUP have a number of inaccuracies, which are detailed in the attached handout that was provided to the Institute representative. She added the draft BUP does not align with previous iterations. She stated that EHSA2 will have $1 million in funding next year, and the NYCDOE gives additional money for startup purposes. She stated EHSA2 will then get more money

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for Title I that should go to zoned schools. She added that the phaseout is discriminating against SWDs.

A CPE Elementary parent stated the school was trying to expand to a combined middle school for years, but they are now fighting for space because the NYCDOE is not playing fair with either school. She said EHSA2 is opening another elementary school when the community needs middle schools, and that EHTP should house EHSA2 in leased space.

Preliminary Determination:

The SUNY Charter Schools Institute reviewed the EIS and the BUP prepared by the NYCDOE for the facility at issue. The Institute also inspected the space at the time of the hearing and found it to be a typical NYCDOE building that appeared to be in compliance with applicable law. Based on the documentation prepared by the NYCDOE, the Institute also finds that the proposed use of the space by the charter school would not violate applicable law. Based on the site review, the physical space proposed to be allotted to the charter school was safe and adequate. In addition, there appears to be sufficient common spaces and resource spaces to be shared by the charter schools and the district schools in the facility. Finally, the Institute notes that the BUP, at the time of the co-location hearing, was in draft form. Pursuant to New York Education Law, leadership teams from the co-located schools are required to agree on a plan to utilize common spaces at each building. As such, the BUP will not be finalized until the co-location is finalized. Thus, at the time of the facility hearing, no particular space could have been designated or otherwise allotted for charter school use. The Institute further notes that the hearing was held in accordance with applicable law, notwithstanding the two minute speaker limit, as hearing participants as well as other community members had ample opportunity to submit comments regarding the proposal by other means, and the New York Charter Schools Act of 1998 (as amended, the “Act”) does not specify a speaker limit.

With respect to public comments, the Institute thanks the elected officials and members of the community for their candor. The Institute notes that SUNY has no authority over NYCDOE decisions regarding the physical locations of NYCDOE schools, grants or programs, and only has the ability to approve or deny the location of a charter school authorized by SUNY once the NYCDOE approves the space for use by the charter school. SUNY has no positive authority to place schools into NYCDOE space. As the charter school initially proposes to locate in the CSD or NYC borough set forth in its charter application, the Institute only needs to determine whether the space, and the charter school’s use of the space, would be in compliance with the school’s charter and applicable law. In such cases, SUNY does not separately approve the school’s location. Therefore, as the Institute has held the hearing on behalf of the SUNY Trustees as required by the Act, it proposes to approve the facility for use by the charter school subject to compliance with the terms of its charter agreement regarding facilities.

Dear Chancellor Walcott,

CC: Deputy Chancellor Sternberg, Senator Bill Perkins, Congressman Charles Rangel, Council Member

Melissa Mark-Viverito, Alex Shub, Drew Patterson, Jennifer Peng, PEP Members

We are pleased to present this packet of information to you as you consider again, the importance of a

progressive middle school in District 4. This packet includes important documents, a petition, and news

and blog articles you will find helpful as you make this decision. With fewer than 400 families in our

current community, with no marketing budget we have collected over 1000 signatures in opposition of a

co-location and in support of a progressive middle school.

We have carefully examined the Educational Impact statements and listened to supporters of EHS I & II

and while we appreciate how much the parent tutorial program and the charter schools can do for East

Harlem, we are disappointed with the lack of transparency and democracy involved in these processes.

We have posed questions to the Portfolio Team at DOE outlining all of our concerns in detail.

The overarching concerns are:

• Overcrowding: EHS 1/11 will grow to be K-12 schools with 726 students each. Even for the

projections next year, lunch will begin at lOam and CPE I's outdoor time will be reduced from 16 hrs a week to five.

• Choice of Curricula: We support the right of parents to have educational choice in order to best

meet the needs of their children. To sustain educational choice, schools with varying curricula

must be afforded equal opportunity to thrive and expand.

• Demonstrated need for progressive middle schools in District 4: Both CPE I and II receive many more applications than there are available seats. This tells us that there is a demonstrated need

for our progressive educational model, which focuses on the individual learning styles of each

child.

• Proven success: CPE has nearly a 40-year track record of providing a rich, integrated and individualized education. CPE I and II have been a "choice" school as mandated by the DOE for

many years. In recent years, with the DOE redefining "unzoned" schools as having to prioritize

their schools district, CPE I and II have altered their admissions process to be in compliance with

the DOE policy change. We are proud as a city-wide school, we serve more students from D4

and D5 than any other umoned school in the city. CPE I and II overwhelming serve District 4

and 5 (District 5 has no progressive school), with 59% of students living in East Harlem and

Harlem and over 80% living above 96th Street.

We proudly contribute to the culture and economy of East Harlem. From parents buying their morning

coffee, to hosting an open school carnival for the community, and teachers including outings to EI

Museo, we are part of East Harlem. Moreover, the CPE Schools established the partnership in the early

1980s that led to the creation of the Opus 118 Harlem School of Music in East Harlem. It was CPE

students who performed with world-class violinists to raise the $300,000 that allowed Opus 118 to open

its doors. Further, CPE parents were an integral part of the renovation of the Jackie Robinson Complex

playground, which includes a beautiful mural, track, field, and playground that is available to the public.

We thank you for your attention to this matter and we look forward to working with you to open a

progressive middle school in Jackie Robinson Educational Complex.

Sincerely,

Parents of CPE

Documents Opposing Co-Location of East Harlem Scholars Academy 1111 and Supporting a CPE Middle School at the JREC

Document Description

1 Letter from Melissa Mark-Viverito Council Merrber, District 8

2 Letter from DOE regarding CPE lI"s Proposal for Grade Expansion

CPE /I has applied 4 years in a row for grade expansion. The most recent application \\as denied due to lack of sufficient space even though space in the JREC \\as requested.

3 EHSABuilding Plans b1!Q;/ Iwww. O!i!~orlq;;bar1e[li ,orgLQdflJaoZQl Z~!Jm m !i!(~¥.QI!i!IE;alill::ladem ~QbQla[ liAcadem:&~II:E!JIIE[QQOl?aI:BedaQled.Qdf (pg. 6,7, 23-24, 524-525.549-550) b!1Q;llliQboolli,O¥.Q,gov/~BlrdQoOO:esIElE 1159!!Z-EEZ9-4522-M 19-1 E9ElE;ZE1 JJQ 8/1JZ86Z/BUE EHSlandlialMllJ vElNALl,Qdf (pg. 26-27)

EHSA /I "identified an altemative plan should NYC DOE space in District 4 not materialize." The document also states the EHSA Board of Trustees has tremendous capacfty to raise funds for the altemate location.

The Building Utilization Plan has the 3 elementary schools (over 400 students) sharing the play area from 10:25am-11am

4 EHSAIIII to expand to K-12 htto;i/www, oewvQr.lsQbarte[li ,Q[glQd.fLJaoZQl Z~\Jm m erC~QIeLE;asll::ladem SQbQla[ sAcadem:&SII:EyIlEn)oosaI:BedaQled,Qdf (pg 83-84)

bttQJIwww.ehlQ,orgLeast-badem-SQholars-academy-ii

There is not enough space for a K-12 School.

5 CPE SL T letter regarding Educational Impact Statement (EIS)

EIS can be found: b1!Q;ILsQbQQJs.o¥.Q,govl~BI[dQOlyreliiElEl15982-EEZ9-45ZZ-Ml9-1 E9ElE;ZE1;lJQ ai1 JZ869/E;t:I~E;xteosiQoatM)j J vElNAL,Qdf and btlQ;/lSQbQQJs ,O¥.Q,gQy[[::,lBirdQolyre!;lIElE11 :i9aZ-EEZH:iZZ-M 19-1 E9ElE;ZFl JJl:1 8/1 JZ866/E;tl~ZE;I~YEINAL,Qdf

6 Press Articles

1 DISTRICT OFFICE 105 EA.':>T 116TH STREET NE\V YORK, NY 1002;9

(212) 1128-980.1

FAX: (212) 722-6378

CITY HAll OFFICE 250 BROADW'}'Y,ROOM 18.82

~LW YORK,:-''Y H)(Xn (212) 78&-6961)

THE COUNCIL OF

DIE CITY OF NEW YORK

F."--X; (2J2) 442~15M

mVlv~nto(..y.::()unc!lnyc,g.-,v MELISSA MARK-VIVERITO

February 7, 2013

Chancellor Dennis Walcott NYC Department of Education Tweed Courthouse 52 Chambers Street New York, NY 10007

Dear Chancellor Walcott:

COUNCIL MEMBER, 8'" D1STRKl

CHAIR P."'.RKS & RECREA110N

COMMITTEES AGING

CIVIL SERVICE & L\BOR COl\{Ml'NrfY DEVEI.oPMENT

CONTRACiS HOUS[NG & Bl1LOfNGS

Pl1HJC HOCSING

YOUTH SERVICE')

I am writing in support of the grade expansion of Central Park East II Elementary School and for these new grades to be located in the Jackie Robinson Educational Complex, alongside its sister school, Central Park East I.

The Central Park East schools have a deep community history; they have been in existence for more than 30 years and have maintained a long tradition of excellence, offering an alternative small-school model for progressive education. Every year, each of the schools has a long waiting list of students. The CPE schools have provided a high-quality education to a group of racially diverse students from many areas in NYC; however, the core of the schools' population has come from Harlem. There are few middles school in East or Central Harlem that provide the same kind of education that the Central Park East schools offer and that many parent are seeking for their children. CPEI and CPEII have been requesting a grade expansion for years and have agreed to always work in partnership in this effort.

Last year the DOE recognized the demand for a similarly modeled progressive middle school, but a letter from Alex Shub, in your portfolio office, listed "space" as the only reason CPEII was denied the grade expansion. No other feedback was provided, and since the Quality Review resulted in the highest possible result, "well-developed," I can imagine no other reason. Now, space is available, but neither the principal nor SLTwas notified I

Children in other neighborhoods have alternative high-quality education choices for middle school; children In my district do not. The search for a perfect middle school in New York is a daunting process for parents. Principals, fifth grade teachers and counselors, after working on the children's day-to-day education and well-being, go the extra mile to help parents find the right middle school for their child. If a progressive middle school in our district were an option, our whole community would be better served. While several charter schools have the potential to beneftt our children, the school proposed for the Jackie Robinson does not have the track record that the two CPE elementary schools have. The grade expansion process and the new school process should be aligned, since they both require space. It is disappointing that the charter school was notified of the pending space, and the CPE schools were not informed.

PRINTED IN-HOUSE

1

I am certain you share my goal of high-quality education, and specifically high-quality middle schools for children in East Harlem. I have heard you speak and read your thoughtful words about the efficacy of small schools and progressive education, and the particular success of the Central Park East elementary schools. I look forward to working with you to support our existing successful schools and to bring a progressive middle school to my district, in the Jackie Robinson Complex in the fall of 2013.

Thank you for your attention to this matter.

Sincerely,

Melissa Mark-Viverito Council Member, District 8

CC: Hon. Robert Jackson Community Board 11

PRINTED IN-HOUSE

Dennis M W8k0tt, Ch~

Alex Shub Executive Director Office of New Schools DMsion of Portfolio Planning

52 Chambers Street New York, NY 10007

April 18, 2012

Dear Principal Naomi Smith and School Leadership Team:

Thank you for your interest in a grade expansion for the 2013-2014 school year. We assess all grade reconfiguration requests through an analysis of resources (budget, space), performance, organizational capacity, and enrollment demand in addition to available capital dollars. Since capital dollars are a limited resource, grade reconfigurations cannot be contingent on facilities investment.

fe ret to In arm ou a to serve grades K-8.

If there are any changes to this or other conditions in the near future, the Office of New Schools would be glad to revisit your grade reconfiguration request.

Thank you for your commitment to the New York City public schools.

Sincerely,

Alex Shub Executive Director Office of New Schools Division of Portfolio Planning

CC: Allison Sheehan, Network Leader, CFN 102 Corinne Rella Anselmi, Cluster Leader, Cluster 1 Luz Cortazzo, Community Superintendent, CSD 04 Drew Patterson, Director of Manhattan Planning Sandy Ferguson, Office of Student Enrollment Jessica Merville, Office of Student Enrollment Lenny Speiller, Office of Public Affairs Elizabeth Rose, Office of Public Affairs Jesse Mojica, Division of Family & Community Engagement

2

Instructional Materials: East Harlem Scholars II has replicated the choices of its sister school for commercial instructional materials and assessments that are aligned to New York State Standards, inclusive of the Common Core to deliver its rigorous curriculum. The application has proposed commercial texts for the core subjects in the K-5 span and in addition to administering all New York State Assessments in ELA, Math and Science in the Grade 3-5 span and utilizing the curriculum's benchmark assessment to monitor student progress on a four to six week basis, the school will also administer the Terra Nova assessment in reading and math, nationally-normed measure, the results of which would provide information for national and school-to-school comparisons as well as providing year-to-year growth information for each student and the Fountas and Pinnell Benchmark Assessment Systyem. Teachers and administrators should be able to use the information from this assessment to inform instruction as well as measure the success of the School.

Management & Instructional Leadership: East Harlem Scholars will be led by a Principal who has overarching responsibility for successful implementation of the academic program and the school's operational and fiscal health. The Principal will be supported instructionally by the Assistant PrincipallDirector of School Culture who will report to the Principal. East Harlem Scholars II approach to teacher supervision and support is grounded in building the instructional capacity of the teacher to support high student achievement. As such it is an integral part of the teacher evaluation process which is a tool for professional development and a means to provide teachers with support on an individual as well as collective basis in order to improve and enhance student learning. On the business side, the Principal will be supported by the Director of Operations and a contracted Accounting Professional who will manage and implement the school's day-to-day finances. In addition there will be a East Harlem Scholars Academy Charter School superintendent to whom both principals of the East Harlem Scholars schools report. The Superintendent has a entralized supervisory and oversight role including overall instructional responsibility for both

schools. However, each school principal retains site-based control of his or her respective school.

East Harlem Scholars II will have EHTP as its Partner Organization and will work in close collaboration with EHTP and East Harlem Scholars Academy Charter School to create a charter school environment that embodies these entities' shared vision, mission, and guiding principles. As the Partner Organization, EHTP will support the East Harlem Scholars II academic program in two general and critical areas:

• It will provide academic support in the form of: a) access to tutors who, under the direction of the school's certified teachers, will provide supplemental support during designated periods of the school day; b) support in academic planning; c) access to the educational experts and institutions with which EHTP has established relationships over its 50 year history; and d) such additional and appropriate academic support and assistance that the school may require . • It will provide a variety of non-academic supports that will have the effect of freeing the leadership and staff of East Harlem Scholars II to focus their efforts on implementing and continuously improving the instruction and academic programs. These supports range from financial management and human resources/talent to fundraising.

3

of6

r~ding coUld hOuse the school.

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Yea- Qades Pdcitional 9lrved Instructloo!i EPace

Needed 2013-14 K-1 1 dassrocm

1 snail office 2014-15 K-2 2 classrocms

1 snail office 2015-16 K-3 2 cI assrocms



1 snail office

• l'pace requlranents for rominlstratlve fundions. food serviass and physcal educal:ion.

EastH adem Scholars willne ed a central office s pace for the Office Manager and the Director of Operations with separate of fiees for instructional Ie adel!lhip, social worker an d special edu cation coordinator. We will also need a conference room for teachers and administrators to meet when no classroom is available. Finally, in a private facility, the space would need a separate Nurse's room that has ventilation (i.e. window) and sink. As mentioned previously, children at our sister school eat their meals in the classroom. This would be a model East Harlem Scholars II will follow should we be unable to secure a building with access to a cafeteria.

(b) Fadllty S!edlon De!:crlbethe effortsto d<!teto secure a facility for the s::hod. • If a facility has been identified, des:ribe the facility and heM' it meets the €dIod's

needs Indudlng Its location and whether It Is new conarudlon, part of m existing public or prlv<!te s::hod building, or must be renov<!ted for use.

• Address heM' the proposed facUlty will be Ible to rneE>t New York S<!te E!!ucal:lon Department ~cal:lonsbywhen thes::hod would commence instruction.

• If a fadllty has not been Identified, explain the plans for seruTing a rultcble facility md prEparing It for use by the time the €diad would <:pen (lndudlng asSJring thli It meets New York Sale E!!ucatlon Department eped1lcetlons). Also, explain any contingency plmning.

• If the proposed fadllty epace 15 provided by the s::hool district of loatlon, the applicmt must also desa1be Its contingency plans should ruch ep~ be unavailable. 8Jch plmsmust indude an explm<!tlon Ibout the extent to which the lack of public epace Impacts the s::hool's proposed budget, induding demoml:ratlng m aNareness of the costs of private fadllty !p~. As Is outlined In RlqueS 24{f), If the applicant proposes to be located In fa::llity ep~ provided by the s::hool district of locaI:lon tw 0

separate budgets muft be presented; one that asSJme5 the district facility epace at the anticipated costs m1:l one that asSJme5 that district fa::llily epa:e Is unavailable and priv<:te!p~ Istherefore required. tI'

TheB oard oftheEagf Harlem A cademy Charter School education corporation and the East Harlem Tutorial P rogram I eadernhip are c nrrentlye ngaged i n di scussions w ith t he NYCDOE t 0 s ecure

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incubation space in an existing public school in the community. The original school was successful in securing space in the Jackie Robinson Educational Complex and has a good working relationship with the NYCDOE vis a vis the original school. As a higbl y-regarded community-based organization in New York City with a long history serving the East Harlem community, East Harlem Tutorial Program, has strong relationships with NYCDOE which is supportive of its desire to create East Harlem Scholars II. While no commitments have been made, the Board of East Harlem Scholars Academy Charter School education corporation is optimistic of its ability to secure a hom e in an existing NYCDOE bui lding based on the nature of its conversations and the level at which these conversations are taking place.

While discussions are ongoing with the NYCDOE, the Board and the East Harlem Tutorial Program are moving along a parallel track involving the building that had housed the former parochial school S l Lucy School St Lucy School is a three story building that also has a basement level and is located at 304 East 1041h Street in East Harlem. The school building has 8 classrooms in addition to administrative space and a cafeteria/auditorium. Recently the East Harlem School us ed St Lucys as a trllD8itional spare while their new building was under construction. Cmrently, East Harlem Tutorial Program is in the final stages of negotiating with the Archdiocese of New York to Ima1ize a three-year lease on this space with the ability to renew the lease for an additional period through aright of Itfst refusal clause. East Harlem Tutorial Program is looking atit as space for its Out of School Time programs and as such the building would be available for use by the School during the school day. The lease is attractive in terms of annual rent and would be a relatively low-eoal non-NYCDOE facility solution compared Wlth market rents on a privately-owned for-profit facility.

We have two budget presentations, one assuming we are housed in a NYCDOE facility and the second where we assume space in Sf. Lucy School We remain optimiatic that we can be housed in a NYCDOE facility; however, shouldwe need to site our school in Sf. Lucy Schoo itis an 0 tion that would be available to us in time to start in August 2013 and it has the vantsgethat it is a former school building. -Should East Harlem Scholars II locate at S t Lucy School it will ensure that it complies with the health, safety and sanitation requirements of the N r:w York State Education Depm1ment to the s arne extent as traditional public schools. Should work he required to bring the building to compliance, we assure that this Will be done.

(c) Olnfllctsof Interest If the marter s:hod or Its applicants or partners would cwn or lease its facility, provide a description of the ownership or lease arr~t of the facinty, Indicating spedflcally my potential conflicts of Intarest and arrmgements by whim aJch conflicts will be managld or avoided. Note that in sum casesthe InstitutewOllikely require a fair market valuation of the cost of the faality supported by independent appraisers.

Should the school be housed at Sl Lucy School, a potential conflict of interest could exist given that East Harlem Tutorial Program will be thetenoot and enter into Il sub lease agreement with the school. The Board of East Harlem Academy Charter School Education Cotporstion has received a waiver in that at least 51 % of the Board members will also be Board members of the East Harlem Tatorial Program. As in all instooces where a potential conflict ofi nterest may be present, the shared Trustees shall make the proper disclosure to each board m ember and East Harlon Scholars II and East Harlem TUtorial Program. Furthermore. it is important to note that East Harlem Tatorial Program is anon-profit organization with a Slated mission of supporting educational programs for c hUdren in N ew Y olk City. particularly E as! Harlem and a t no time s hall t ho s hared Trustees benefit financially from any transaction. nor sh all either entity r ealize Illy type of" profit" given the na ture 0 fthe trsnsaction and support to the School East Harlem Tatorial Program is committed to provide.

R>sponse 18(a-c)-3

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Private Facllity Budget Scenario The School has developed a separate budget scenario in the unlikely event it is unable to secure space in a NYCDOE facility. The facility is the former Catholic school, St Lucy School, iu East Harlem and described .in Response 18( a-c)-Facilily. Thet~o-storybuilding which hm a basement I eve! has 8 existing classrooms in addition to administrative and community space. The hasement of the building can be divided into four additional classrooms should the school need to stay in the facility for its entire five year charter term. East Harlem Tutorial Program will be using some of the space for its Out of School Time Program and as such, the building is available during the school day for East Harlem Scholars II if it should be needed.

In addition to the above assumptions for a NYCDOE space, the following are additional budg clary assumptions that are required once we are housed in a private facility:

• Higher fundraising goals are required in Years 1-5 to cover the additional personnel, operational and facilities cost rela1ed to being in a non--NYCDOE building.

• From the personnel perspective, the School muslnow hire a School Nurse to oversee the health services program at the schooL The addition ofthis FTEhas reverbo'atiug impact throughout the budge tin terms 0 fi ncreased pa yroll t axes a nd be nefits, s chool expenses ( i.e. I aptops, supplies, etc.).

• The largest changes come in the Facility Operation and Maintenance Category. The following are the major assumptions:

o The s chooI now pa ys r ent f rom Y ears 1 -5. East H adem T utorial P rogram' s Ie ase agreement will the Archdiocese will call for an annual flat lease 0[$52, 000 per year. Since the school will need increasing space in the building time, the school budgets that in the first year it w ill take on 50% 0 f the ann ual rent In ea ch successive year, the percentage of rent it takes on increases to 65% in year 2 and then 100% in years 3-5. At this time, East Harlem Tutorial Program is cxpec1ed to have moved into the new building it i s bni lding and would no I ongerne ed pr ograrnmatic space in the S t Lucy School building.

o The school will engage with an outside security firm to provide sccority for the school at an annual cost of$46,000 in Year I growing at 3 % annually.

o Utilities are estimated at $5.25 per square foot and the school presumes 90 sq. ft. of use per student. The unit cost for utilities increases by 3%.

o The school would contract out for janitorial stafftbrough an outside company. Cleaning costs are estimated on $3.50 per s quare foot b asis with the unit cost growing at3% annually. Maintenance also includes extenninatiou services at $75 per month, growing annually at 3%.

o The school has budgeted for maintenance and repairs in the form of a handyman at $500 per month.

o A telephone and security system would need to be purchased.

These changes account for the increase in annual fundraising amounlll required to operate on a balanced hudget.

Evidence of Fundraising Capacity to Meet Budgeted Fnudraising Goals Both bud get scenarios assume an amount of private phi lanthropy that must be raised to cover school operations as well as to build a reserve fund (in the case where the school is sited in aNYCDOE onlyi. this obj ective incorporated into fnndraising annual goals) for the 8 chool which will he an important

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5500[577

vehicle b ywhich to ensure the school's long-term financial health. The amounts required by each budget =ario are 88 follows:

BJdget Sart~ Yea-1 Year 2 Year 3 Year 4 Year 5 9::eruwio

DCEFacility $250,000 $100,000 $100,000 $125,000 $100,000 $100,000 Aivate $250,000 $312,560 $385,035 $555,369 $500,328 $381,186 Facility

These amounts are within the School's fundraising capacity, particularly given its the East Harlem Scholars A cooemy Charter School education corporation Boirrd's fundraising capacity along with the significant support it will receive from its Partner Organization in the fund development area as spelled out i n t he S hared S ervice Agreement contained in Response 13 (a-e)-Partner 0 rgantzation. The Agreement - modeled after the SUNY-approved Agro<ment between Scholars Academy Charter School and EHfP - clearly expresses East Harlem Tutorial Program's commitment to ensuring that the School is financially vi able and abI e t 0 successfully r mse the private phi Ianthropy it ne cds to operate w ith a balanced budget during the firstfive year ch arter term. East H arlern Tutorial Program win assist the School ina va riety 0 fw ays: b ya ctivelya ssisting t he School i n r aising f unds f rom private philanthropists, foundations and/or public grant-makers.

The proposed Board of Trustees of the education corporation, East Harlem Scholars Academy Charter School, currently is comprised of five cnrrent East Harlem Tutorial Program Board members as well as its Executive Director. All six of these individuals themselves have a trernendoUli capacity to raise fimds for the School.

The experience of East Harlem Scholars Academy Charter Schoo! clearly indicates the school model is one that resonates strongly with mllior philanthropic platforms in New York City and nationally. East Harlem Scholars Academy C harter School received a $250,000 grant f rom t he W alton Family Foundation. The Walton Family Foundation gave great praise to the school singling it out as one of theirmosthighly fimctioning and impressive grantees. T he Bodman Foundation, a mllior and highly selective financial supporter ofN em York City charter schools, gave the school a $50,000 grant in its first year 0 f ope rations as di d the New York C ity C barter C enter. Finally, at its annual S pring Fundraiser, East Harlem Tutorial Program allocated $50,000 in the start-up year aod $75,000 in the first year of its proceeds to the schooL East Harlem Scholars Academ Charter School in its v 0 .

has accessed almost one-half million ars In private P thrOPIC support. This is just less than the amount that Eost Harlem Scholars II would have to raise when its shortliill \8 greatest, in the third year of operations.

This experience bodes well for East Harlem Scholars II which is replicating the same educational model that clearly resonates with donors. In addition, by replicating a successful model, both schools will have access to new sources of funding from philanthropists who arei nterested in supporting growth and expansion a nd br inging hi gh-performing models t 0 scale. B etween t he de pth a nd br eadth 0 fi ts governing Board's fundraising cap acity I everaged by the fundraising support services that East H arleffi Tutorial Program will provide to the S Choot, we fuDlIy believe the private phi18llthropy goills are well witliiii our abihtY.

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EAST HARLEM

; f ---~

. -" :. ""-

BOARD OF TRUSTEES OF EAST HARLEM TUTORIAL PROGRAM

Meeting of April!7, 2012

MINUTES

Attending: Zane;:ta Adoan~s-Pilgrim (staff), Cheyenne Batista Sao ROqG9 (staff), Michael BrO'l.lJl1, John Blaney, Don comweJi"', Carolina ESQU€fl3Zi, Bill French, Laurie Giddins, Judith Gold, Stev'e Hutensky~-, Miki Kagan, Jamie Kiggen, Mary Mackintos.~, Tara Murphy, Steve Rabinowitz, Billy RahfT' , Jo.af1 S-olotar, Da','id Walker, David Van Pelt~, Torn Webber, Bin Wilson

ana Andrew Bellas E;.:cused: Mildred 8,3€!Z, lily Lynton, ,..1arilyn Simons,

I. can to Order Laurie Gtddil's eailed the meeting to oreer. A quofvm of directors was pre-s.en-t, and the meeting, having been d;Jly convened, was ready to proceed with business. Laurie reviewed tile agenda. She noted that EHTP trustees had been present at the Eas'C Harlem Scholars Acaderry tn..;stee meeting where they heard presentations on the c.apital campaIgn and the proposal to apply for a charter for East Harlem Scholars Academy II. DLring that me€bng the board deliberated over these issues for severa~ hours and were n3"ady to 'Jote.

III. Capit"l Climpaig" PI~nt1lng study

The board unanimously voted to endorse the recommendations put forth in the report presented by ccs,

V. Growth Strategy DLring the Scholars Academy meeting, Jeff re'.llewed the proposai for submitting an application for Scholars Academy II. He explained t,e prooosed legal structure stating that there would be a single board to act as a governing board for the two schools ~"sys;:em" of schools.). He said that staf~, operations, etc, wO'Jld be very similar to Schoiars Academy. The plan is to hire a Plincipa! m Residence (PIR} to shadow Cheyenne Batista Sao Roque in FY 13. THE P1R would then become the principal of the new schooL Cheyenne would become the s..Jperintendent overseemg the system. Iceatly, Scholars II would co-locate with Scholars Ac.ademy I until Scholars Acaderry I moves::o its new building. Scholars Academy II would tren have mor~ room in the Jackie Robinson EdJcationai Corrpfex.

Cheyenne gave the ScHolars Ac.acemy Quarter 3 Report hig!llignting some C'itical data. She s:ated that 6% of kindergartners came to Scholars Academy on grade leve1, and now 91 ~ .. o are on grade level. Ifl first grade, 24°k of scholar carr'.e in or grade le'.le[, and now 77~ic are on grade iel.'el. She stc:::ed the third qua:ter" resul::s indica::e that the kirdergartne-,s have made .95 ye-ars of growth, anc first f;Taders have n'1-ade 1.3:2: years 0+ gro·wth. She 21so s:ated tha: 16 staff n,en~bers have s;:atec that they intend to ret:.Jfll ne><;t year. One staff member has not yet been as;o::ed, and one s::aff member is undecided.

Response 03Ia-e)-2

The Boards then asked staff to lea'o'€ the room and both boards discussed tne proposal. Jeff and Laurie asked TrLstees to review :he comments mace by E\~e-cutive Committee :I"1embe,s of bo:h boan:;-s at the b.€'cwti'c'e Committee mee:h:; on Apdl 5, 2012 - rninutes of whict, meeting were distributed to all b-oard members. Laurie aSKed for :1'<058 rot present at the E:<:E'cutiv€ Con'r.--Iittee mee;:i0l9 to '"'oice questions and in·.Ji:ed ::hose pre-sent at the ExecJti··/e Committee meeting to elaborate 0, aed to con~fY1ents alre.3dy roted in t:,e 'nlnde-s. Laurie ant Jefi' remindec all membeors that the E;.:ecuti·,/€ Commdee had f;f';C-O!-sed the Scholars II proposal subject to Managemef't's development .and 5J-;:cessful lmp1en1entatior of a Hcreck list-' th.at woldd satisfy concerns abo-Jt the pmposal prior to s,Jbmission of the fuff SCholars II application in July .2012..

Comments inclL.ded:

• Scholars I (and S-cr,olars II upon opening) shoJld repoft in~ormatior: abou: fafTlily retention year o\'er year; staff retention year over year; and non-acEidemic goa:s yearend goals as v/el! as 4th Quarter, final YE academic goals,

• information abodt social/emotional functioning and physical weF-b.e,ng needs to be captured l as wetl.

• There was a CO!1cerrl about capturing too rr:uch information, cautioning that placing too significant an emphasis on data coilection could strain management and teaching staff.

• An alternative pain: was raised: ~what we measure is ' .... hat we pay attention to - and what we do" sho\o'Jing sup-port for the- call for greater- collection of data.

.. A question was raised about ::he integration of EHTP's out of scnool time programs with

c1Q Schol.3rs Academy and how the Board would be able to measure and moni;:or mutual b-enefits .

• ' • ;} One trustee felt that since rhe facilities plans \.'is. a vis the new bdildif19 are very - aggressive, contingent space pl,allning is reqwred. • ;:he approved Strategic Plan calls fo!" EHTP and Scholars together to have a

'rransforrT'ative effect" on the East H.3r!em community: there was a request for concrete p!anning from Mal1agerrent that would dell'onstrate activities to make this happen.

In light of :hat discussion, EHTP trw stees unanimolJsly agreed to apply to SUNY CSI to open a second pt.:blic chalter school, East Harlem Schol.3rs Acaderr-y II. T~·uste-e-s asked management to develop and implement a plan to address issues raised by the board around the proposal.

There being no LJrther business to come before the meeting, the meebng was adjollrnec.

Response 03(a-e)-3

_. -- PaS" 26 01211

, ~:~~~t ~~!. 7.00 am.-7:'lO ~r:;; .. :::::,,~ fl: 7:00 a.m. -7:3Q ,,~._.,

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m. m. m. .m .m FE HG; 7 50 a.m. _ 8:~O PE HS: 7;50 a.m. _ 8:30 PE HS: J:5O /t,m - 8:30 PE HS: 7:50 un - a:3D PE rrs: 7_$0 a,m. -!l:Ml .m ,m m. m rn.

unc-h HS I: 10,00 ~m, _11:00

~s 11- 10:25 am _11:00 .m. PEl 11;OO.JIL-12:1!i

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EHS II: 10,25 am. - 11:00 .m PEt: 11;OOun.-1215

~ct: 10:00 "-In _ 11:00 • m HS II: lC;2S".m.- 11:00 m PEl: 11:00a.m.-12:1l';

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HSII: lD:2',un.-11:(lO m ~E I: 11 '00 IU!\. -12,15

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fOE HS: 11:1&p.m. _ 2:00 PE HS: 1215 p.ffi- _:2:1JO PE liS: 12:15 p.m.- 2,00 ~E HE: 11:1£ p.m.- 2:00

L-___ ~.m~""'-==~. .m .ffi. r' KS I: 7:36 "'.m. -01:00 am. S I: 7:35 (I,m, _9.oolil.m. ~~ 1:7,S$ a.m, 9:00 un. ~~ I: 7:35 a.m, _S:OO ._m.

HS II: 5:30 own. - 9:00 am Ii: tr.30 a..m. -e;OO .. m EHS II: 8:30 "'Ill. -,too 'I m ;::~~ II 8:30 a.m. _ 0:00 liI.m PE I: e.oo!UTl_ -11:00 -;;:~ PE I: 9:00 ... .m. -11:1JO a, ~E I; 11:00 R.m. -11 ,OO~;;: ,;,;.E.I' e:oo .... m. - \ 1 :~!0. .~LS. 13: 11:00 "",m,-12:~ .H.S. 13: 11:00 ~_m.-1i:'i} .H.S. 13; 11:-00 .... m.-l2.()( .H S. 1j: 11:00 a.m.-12:0

PE HS: 12;15 p_m. _ 2,00 .m HS I: T:~ ""m. - 9,00 am

~~r9~~a~~:jIl1~~n.: .H.S.13: 11:ooUn.-1:'~ .m

C'~EHS:12:OO-3: O.m. ~HS:12:00-3:20.m. :;'EHS:12:00-3:20 /1'1. ·;EHS:1200-3::CO.m. PE HS: 1200 - 3:21l .In.

HS H: a:oo 'I,m. - 11:00 .m. PE I: 8:10 I,m. - Z::}(J p,rn. Pi:: HS: 8;30 a.m, - 3'20 PE KS: 6:30 It.m. - 3:20 KS I: 6:00 "",m. - 3:00 p.rn .H.S, 13: 11:00lt.m_-l,3() .n'>. m. ffi

~:: ~:;g ~~: =1e~;oO 1Lm. ~:: ~:~ ::~: -1~~ am. p~:: ~:~ ~~ =16~~ .... m. ~:: ~:: ~ }~~ ,,_m. ~~:: ~:~ z: =1~~3~ 1I,m. rn .m. .m. ,m .m.

.H.S. 13: 1&30 a.m. _ .H.S_ 13: 10:30 8.m, - H.S. 13: 10:30 Ij.m. - .H.S. 13: 10:30 am. - HS. 13: 10:30 a.Ill.-11::Kl p.m. 1:30p-,m. 1:3D p,rn. l:l!lp.m 1:30 p.rn.

P£ HS: 11,30 .. m.- 3:30 PE HS: 11:30"",m. -3:30 pi: KS: H:30!l.m. -3:30 PE HS; 11:30Un. -3:30 FE !--IS: 11:3{l~.m.-3,30 m ,m. _ = .m.

Etis 1 ~J1d EKS II: 3::ro p,m. HS ~ ~ EHS a: 3,30 p,rn. HS I and EHS II: 3:30 p.m. ~~ ~ ~ EHS II: 3:30 p,m. ~! and rus II: 3:30 p.m.

~·-------t'~~~"'~I~"~~~ooC.Cm::-~C,01.,OO,,fi.~~;~~;~'~::~OO=,Offic~...,,,C'"".H""~~"'CI~'::~.OO"· C'C.mo.-=<"'''.oo,;-,,,C~~S''''!'-':''';:~OOo.: •. o",c~c,,COOv;--t:Hif''~*'''CI~~,~~oob;,c.m::-c,o:"oo;;-j blly' A~ m. .In m. a rn. .m. r,. HSlI:l0'25 • .m,_11:00 ~11:'0;2~a.m.-11;OO ·KS~;10_25a.m.-1':OO pISI11a:~51Un._l100 HSII:10:~5".m_1j:OO

f--------~mc""C;cc,c:CC"~~m~·""C;~CC~c1~~""""CC~,,C_f1m~'""'~coCC"'~~m~~;.c~~7>:-1 mE 1: 10.25 am -11:35 .~~ l: 10:~6 8.fTl. - 11:35 ,~L 10,25 ... nl- 11:35 ~~~ I iO'lS am. 11:35 ~ I: 10.25 a,m, - 11:J5 ~

H.S, 13: 11:35111,m. _ H,K 13: 11:35 a,m.- H.S, 13: 11:3~ "I-m, - [,H_S_ 13: 11:36 I.m._ .H.S. 13: 11:35 ",m.-

=- -- ~~ -~ --.~ HS: 11:~6 Vl'I._2:00 p~ HS: 11:35 'I.m. -2;00 ~ HS: 11:% ",m.-2:00 t.~ !--IS; 11:35am, _2:00 .~ HS: 11:35 I.m. _1:00

PUl'8\1B1ll to Charx;dor'l R~ A .... 1-" OWIIry ~ must Ilaw 8 S<;/ux)I ~ CornnI\IIo •. The ~ pf<oy'o'" ~ rokl fn h on~of""&!y~, 1M ~I;too of e~. and r~1tiM 0/ EIUdttrIUo !lIld .WI'. Wl'd IblI o....lgn of Pf&~ II;Ild ~lion ~ nd proijrmm apedIIc to u.,., ~ of ItW 1ICtIooI. Tt", corrmt\e-a III compnII<:l 01 wOOoJs ~ of thlI Kho<lI COITWTUIIly,lrdu:rJIg, omlOI'l\I 0ti'I>In0. PrIn<::ipaI{~); ~ of !Ill ~ proQflImI. opM'stlng ~ \!l" bui£!'oOl; UFT Chap!w lelldftl; Cu!todlal E~~,' 'I!ld In--/)OuWI School SafIltY AQfIflt l .. veI III.. The ~ Is ~ lor ~ ufeI:y m~lten 00 an MQOIrIg bMI8 MId I1UIItinQ ~:a~ r&COrrm<rf)driom kI ~ Prindp>I\{I) v.Mn ~ kkmllllM IhI ~ lor ~ MlQJrity ~r1HI. trll~,~. <110.

The comrnIti&ft b abc JlaPOflIlblf, for d~ ... ~ S<:h::IoI Safat'i Plen, 1\t'olCh dal'tle:s !ha flOI'TTI3l opII/lllIof'5 01 tile ljkl sr><Il'ItIal ~ &Ill til p\aoo ,n 100 ~t of.., ~. Tha pltlry-mIII t.-. coo~ With tt.. C~ ~.m.ty p!M..tri. EacIl prllIIIlIfI1 opelllHng Yoffl:1ln a .q.,oojmu.terntr.r ~sp.clflo ~lo!TTlIUlon In l1li SOOooI SlIIfuty PlM, SaRIty P'a~)In! updatad .n~ by tho Sd>ooI Satef¥ ~ In orcIor \l:t n-' ct\Inqng MICI.!Ilty~. ~ k1 OfUIln~tlon and bu!dlfIQ' C<:>I'IdI!ion!<, mld om" f~ If] Ildd!tion, !MI ~~, cl'Ianga!o In 1M Mfety p/8rJ..t tirf o!hef IlmoI- v.tlNl H is ~ry tOJ .od._. ~ C<lI'!CQfm.

Conmloot ~ Ih<o p,-OMM ~ .. ~, if !11~ propoaaI ~ ~, 1M 1$Iderl~ of CPE I. CPE HS, J.H.S, 13, EHS \ Il!ld EJ-IS 11 wli l1e part of the lIIOi$ Sd>o<ll SaJety C<:>rnnl!IlM-. M a nlOO1W of Ill ... Schco! SIIfQty Co!'rmiIIee,!he ~ O(CPE I. CPE HS, J.KS. 13, EHS J Mod EHS II Wl1 p!lr1dp!I:l'l !n lhe~oflt1e bUIdng'" Saflllv PlM.-..:I oo.'ura \hat WlJ' ~rtty reIaf"d tMouet. or ~ that fl\Sy ~ Y4l JlUP"CIkI the oo-Iocdcm 01 CPE I, Cf'E HS. J.B.S, 13, EHS 1 alId EHS 11 WJ! tIoIlldd(HW\! on an 0II{I"lffi0 bMbI. Moroover, \filt &o..tr Plan lor tho M013 -w\QOI btJ&fo;j WIll be mo<lfied lAO approprbt.1o ~It("f ~ 1Io{t(UlI;y~"!OI1Od8t!>d I'oith IIw OIXI"'''''>I~. CPE I, CPt: HS, J,H,S, 13, EHS I ,~rtd EHS R will en\fIr Im'rornoloon III !he M013~' (l'.'efal &!tel)' PWn to Wl$OSl!I tho sat. ope.-.lIon at trno adtO'Ol bUldIrl\I.

Each ~ butkfij-)g rooa1 /lJw e~ a Buldlog Rasponuo T&liIII1 (eRn thaI ~o CQ<IlIlat a! t1ahtrl dllfl fI}8fJ'!bom from &ad! IICt\OO! tn!he bulkl\~ I'Allctl b 5t;!!vak><l 'fItw1ll<'1lfiOMCk1l or IMgB tx1d1rl<}-WIdQ- BWntI 0CUJf. TOO rnerrbIIrs 0( thII ~m mu!!l till ~ and Wed !rl !hi SctlooI SIIi$ty P~.

rrmcorf.r,l~ School S\lfet)' P~n fO( 1M M013 (101)001 ~.,.,;tj 1>0 ~1e<I!0 lhot Ik>IuuQh ~ Dl/Bdotl otlhe ~of Schoo1I!fld YOUIh Peve!opmoot klr BPl"'ovm.1I c/'.ongeftor modhXM EIf~ ~Me/)', tII8 Sdloo1 Sdaty Co.-nrnitt""" ~ be- odv\uId Qnca tho SctlooI'~ Sale-ty PlIIn Is afllllUWd, H ~~ bIl~.ct \0 I.ha N.w-YOIt; Cl!~ P~ [)epN1mmI rNYP01 tor~lIf'P'ol'l'<lM>d~byS'>eNYPO.

I As p6.r ..... Camp'-'" Potioy Mo>mo ZOt 1, oo-I<>elIt.d ~ on c:ampuMt ~ ~ polrtlC<pe.le ~ ... Bu!IdI1g Coord (Be), ¥Ifllch I, a. ~ Wuc\ ...... for admInIWlIIw ~klr.g lor ll-WM ~IO'ElillCho<lll" 1M building."" O~ pilncipab QI1dcmrWf..ehool ~ ~r.oe OO!l\<l BC, Thft8C '-hoi mMl a11oa1l 0Il00 a monlh to <b::uM Ilfld rlISll!voi lnooe rlIIiIted t(lfiJe smoo!h £!fIB'1 opet8\too ()! d 1Ch<:>oilI1r1 !hi b<Jl\dIro;I aM ~ 1Il~ of 1m. ~i:udMJ.b tMr _. Tho Be ~~ .end d'\a.rtlf &ChooI ~, ~~, COITI»Ulk::m tI'teIf ded!lorIII ~·.¥Ideto~. stOOaf1!:1 end~, ~!ltI rab\1I'd tol~.""'" r:lsefuty, ~ tpaCol'J, csmp1JI~, tpI:\--{Itoff~lI. and ... x\andI>d ~ !Jie.

,

A Shar..,f S..- Camn-::t\l}e rsse,) I!MII 00 a-tJobfuhld by the ~ of tha WlooIs III ctI~ 'Mlef~ d1~Mf 1IChoo!~ lire ro-Iocalld k1 a flUhk act1<lOI b!Jildfng I'Ii1h on~ 0( mo(e /lOItcharl.-.r~ 0( DIWIct 7$~, "" WI. forih ~ C~. R!!QUInfunA_1W.1M:h ~ k1d)wIlr~fIJlPIUWd.tta.- MlIy 211. Z010, 1M \II'!~ ~ (>filii amencIfId N..w Yotk C~ S<trooI8 Ad, tho SSG'" to.....mw thet ~tion of tt... BuI!dItIq l.Jtl;,:allon PIIoo (SUP) 0IlC<t it hM ~ ~ b'f tI)a PEP. WfIh ~ 10 ~ w.<:>oU!hal ~ a.ppI'I)'Md to till ~ Of co-h;;a\Itd In a pvbfo..:h:>ol bur;:Jtog p-riorto ltI&elfecllw ~otthe lImandfld N_YOfl< Ctwler ScIlooI5Act, tt... sse l~ rowi_ ~ 01 tt'!!I CUITIl!lt building ~ p[$l1s "" ~ at th<J1I!I tlUlklinQe.. The sse VII!l mMI at rRnlm-.frTI ~ ~1lli'J$ Pftr ve-.

Space allocation:

The general space allocation (Library, Gym, Playground and Cafeteria) was done for the first year only.

Already there are big problems. Our outdoor time is going to be cut from 16.25 hrs/week to 5.7S

hrs/week. (Granted we are getting an additional Shrs more in the gym than before). Lunches will have to

be served from lOam - 2pm to accommodate everyone in the building.3 Elementary Schools {over 400

students} are scheduled at the same time in the playground. On top of that, the following 2 years might

see up to 220 extra students. There is just simply not enough time in the school day to make sure all

students are going to receive their required gym time and the outside space is already not able to

accommodate recess time. What happens when it rains?

it is being stated over and over again time allocation is 'proportional to its enrollment' as the

enrollment changes our portion is going to get smaller and smaller because percentage wise we are

going to become a smaller part of the building as the others grow.

Changes that need to be made to the BUP Room allocations are calculated by how many general classes a school has. They are called sections. We

have 9 as stated in the 2011 BUP and the Annual Facility Survey. In the 2013 BUP we are listed as having

7 sections which will make an impact on our space allocation.

The BUP needs to be adjusted to correctly reflect CPE I as having 9 sections {which includes a Pre-K}. The

current space ailocation statement is faulty and needs adjustment. We are currently operating in

alignment with the DOE approved BUP of 2011. We are using 13 full size class rooms, 4half size rooms

and 2 quarter room.

We are the same school as 2 years ago. We have the same number of students. Our operation is aligned

with the BUP from 2011 which includes this year. The 2013 BUP needs to be adjusted to the same

numbers.

Furthermore either there is an elementary school library that we do not know of or our library/parent

coordinator office/ parent room is being classified as a shared school space, if that is the case that needs

to be corrected. Similarly, I am suspecting that our dance room is classified as a shared multipurpose

room.

With the BUP the way it is right now we are theoretically only entitled to 10 full class rooms versa 14 in

previous plan. There are 12 full size rooms on the second floor and we are using all of them.

When room allocation is being adjusted there will not be enough rooms in 2014/2015 & 2015/2016 to

accommodated this co-location proposal. Between 2013/2014 and 2014/2015 EHSA is adding two class

section but receives only on extra class room. Where is the other class going to be taught at?

The floors on which each school is located on need to be noted in the BUP. We have put money and

effort into making the rooms on the 2nd floor the way they are. They are essential to our operation.

taSt Harlem ~cnolars Acaaemy 11 to open In August ot 2V I j! « Eas ... http://www.ehtp.org/east-harlem-scholars-academy-ii

] of2

FAa's

EAST HARLEM TUTORIAL PROGRAM

About Us Programs Enrollment Careers & Volunteers

Since 1958

News

East Harlem Scholars Academy II to open in August of 20131

Posted by ei?tp~admr'n on Deo:Jmber 11, 2012

We are excited to Q()OOUflCe that our application to the SUNY Trustees to open a new K-12 public charter

school, East Harlem Scholars Academy Charter School II, has been approvedJ Scholars Academy 11 will open

for the 2013-14 academic year wtth 108 :!tudents in Grades K and 1, uttimately growing to aerYe K-12. The

$-Chool will have an enrollment preference for English Language Learners in CSD 4 and other residents of CSD

4.

Like its sister school, Scholars Academy, the new school wil be an achie-vement-dri'w'l9n, nurturing environment

wh~ students receive intensive literacy, math, and science education to prepare them for a successful coHage

career. The new school will be located in CSD 4 In the Eaat Har1em community, Apply flowl

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2119/2013 ]0:10 PM

EastHar lemSchoiarsAcademyCS U- Full Propo .. l -Redacted.pdf http ://www. ncwyorkcharters.orgipdfl J an20 12SumrnerCycJe/EastHarl ...

,r

'-

83 of 577

4. S::hool Ehrollment (a) Ehrollment Plan ffid R3tionaie

Use the following trole to submit student enrollment information for the first five operational years of the proposed dlarter school. Be rure to indude the following:

Ages of the studentsta be served in ea:h grade (for kindergarten, indicate the date by which a student muSl tum five in order to be eligibleto enroll in the dlarter school (December 1 or 31)); Number of students to be served in ea:h grade; Tata number of enrolled students for eadl year of the dlarterterm; Gasses per grade; and Average number of Sludents per dass.

East Harlem Scholars Academy Charter School i s an existing S UNYa ulhorized charter school education corporation seeking the authority to operate au additional school, East Harlem S cholars n, within its existing corporate sbucture. Therefore, the following illustrates separate enrollment charts for the pr oposed ne w school- East Harlem Scholars II, the existing s chool-East H arl= Scholars Academy Charter School, and the combined enrollment for the corporation.

EastHarlem Scholars IT will open with 110 children-i .e. 56 GradeK and 54 Grade I students-in 2013. Children who will turn 5 years 01 d by December 31 of the year they will enta GradeK are eligible to apply for aK seat. In each successive year, 56 Kindergartners will be added. Theemollment piau illustrated below provides information on the grades that will be served in each year of the charter tenn, the number of students to be served in each grade, the number of children expected in each class and the total num ber of enrolled students for each year of the charter term. The chart hi ghlights the approximate ages of students in each of the Grades served. Depending on whether a student was held back a grade or accelerated prior to entering East Harlem Scholars II or retained in a grade while at East Harlem Scholars IT, a student in any given grade may be older or younger than the ages indicated.

_East Harlem Scholars II

,-~~~~~~ ~ : ~I!~; !4T- .tile" _ ~. .~'

ft .. " ~. ",.j :~ ~4 K jtJ

1 ,4 56 5 z "" 3 7· 54 56 5' 4 81 54 56

9-1 56 10-12 "" 11 -13 ,6

i~ i6

Ii

12 16-18 , Total ~I ,n, nt' 110 166 222 278 334 /-'126

Clas ses Per Grad e 2 2 2 2 2 <

~;'~~~~S Np~~~f;sOS' 28 28 28 28 28 28

1 If the "4'piicoots intends for the school to a:ld gra:les aldlor enrollment beyond the first charter term (fi rst five years), please note the year it would a::hieveitsfulJ gade range..,d enrolJment in the '$j)ool Ran" column. Pieasenote that this column is for information .. purposes on ly; a resulting charter ~eement for 9JccesSul appHcants inc/udes only activily wi th I n th e five year charter period.

~nse 04(a-b}-1

2/21/2013 JO:06 AM

EastHarlemScholarsAoademyCSII-FulIProposal-Redacte<ipdf http://www,newyorkcbarters,orwpdVJa1l2012SumrnerCyclelEastHarl,,,

8401- 577

East Harlem Scholars' ", Charter School

4 ·1C 11

6 10-12 7 11-13

" 12-1' t3-15 14-1ti , 15-17 15-'"

Total 100 1fIJ

Classes Per Grade 2 2

Average Number of 27 28 Students Per Oass

6 54

726 I 2

28

, Combined Ent~I~",:;t for Education ~ati.~

;" ... &d~:te k AQ .. \ J[~!Y,1!~ if: .-. " "!~J~.l ~ I K 4- 12 12 1 11: 112 1 '

9 6 2 5 56

.7 3 54 6 4 9 "15 10 112 11 112

J2_ 112 Total <::;, 'ri, ". 332 444 556 668 780 1,452

Grade ,Per i~~~i i~1 ~)~i ~~i ~i~ii 4

AV~~,"9"1 Per 28 28 28 28 28 28

Class

As two charter schools operating under one corporate structure, there exists the pas sibility for existing students to have fluidity in moving from one school to anoth~r assuming there is a compelling reason for the transfer (as spelled out in Response 17(d}-Adrnissions Policy),

2 2024-25 is the year vmen Eas! Harlem S:holars II will reoch its expected full enrollment, East Harlem &hol..-s Pca:jemy Olarter 8:hool would hiNe rea:hed its expected full enrollment two years prior, 3 2024-25 islheyearvmen East Harlem S:holars II will rea::h Its expected full enrollment.

Rlsponse 04(a-b)-2

212l!2013 10:06 AM

5 Febmary 20, 2013

Dear Jennifer Peng and members of the Panel for Educational Policy,

As members of the school community, we are writing this letter on behalf of concerned parents from Central Park East I (CPE I) Elementary School. After reviewing the EISs provided by PEP regarding the extended co-location of East Harlem Scholars Academy I (EHS I) and the pennanent co-location of East Harlem Scholars Academy II (EHS II), we have a number of questions.

Because there is repetition between the two EIS documents, each question/concern is being raised only once, even though it may have come up in both E1Ss. Please address these issues and make amendments to the EIS before the hearing on Febmary 27,2013.

Beginning with the E1S written for the Proposed Extension of the Temporary Co-location of East Harlem Scholars Academy Chatter School I, here are the concerns of our cOlmnunity:

Page Text ofEIS CPE 1 comment/concern Number

I EHS I will vacate MO 13 "once it moves We understand EHS does not have sufficient into its private facility beginning in the funding to cover the expense of a private facility. 2016-2017 school year." In fact the following quote from Pg. 2 of the

minutes of the East Harlem Tutorial Program Board of Tmstees meeting, dated April,17, 2012, is patticularly concenting: "One trustee felt that since the facilities ptaru; vis a vis the new building are very aggressive, contingent space planning is required."

1 "If EHS I is unable to move into its This was said two years ago. EHS I was supposed private facility at the end of the 2015- to move ont of MO 13 at the end of the cunent 2016 school year. EHS I will e""lore school year, 2012-2013. CPE I expressed concern options to serve its students in a at that time that there was no exit plan. Our temporary space." (This statement is concern was valid, since EHS I's "exploration of repeated later within same EIS options" has led only to the plan on tllC table, tl13t document). is, to extend tlleir co-location in the MO \3

building. Because we understand they do not have funding for a private facility, we are even more concerned they will be looking to extend their co-location for a second time at the end of the 2015-16 school year. What does tills mean for the space CPE I utilizes in the MO 13 building?

0-----2 EHS I has infonned the DOE of its Again, while it goes on to state this expansion

intention to awly to SUNY CSI to plan does not impact the cunem proposal, CPE I expand to serve students in grades K is concerned that as stated above_ financial through 8. burdens will prevent EHS I from moving into its

permanent facility and it will be requesting again to extend tlli.s temporary co-location. Adding to this concem we have just learned tl,at EHS 1 and

I EHS 11 are planning to e)"-(end to grade 12_ and l13ve seen documentation tl13t supports tllls (including East Harlem Scholars Academy Chatter School II proposal, pages 83-84, in addition to East Harlem Tutorial Program's website, which states that EHS II will be a K-12

-~.-

school). This is not stat~~here in eitller EIS.

5

~~.- r:,-- -2 "The DOE does not anticipate that this The word "anticipate" is concerning. Why does it

proposal will affect student enrollment not state that the proposal WILL NOT impact the admissions process or instructional existing schools? Furthermore, the same coneenl programming at JHSI3, CPE I, and exists about the impact on the CBOs within the CPEHS." building,

Multiple Based on enrollment projections. the We are concerned about overcrowding in our projected building utilization rate during school and building. Does this mean the DOE the 2014-2015 school year is 86%-101% will be implementing changes to how CPE I uses and for the 2015-2016 school year is its space? And does this mean The Harlem 90%-106%, Family Institute (a CBO in the building) will lose

the therapy rooms that serve our students? Although on Pg. 4. the EIS states that all of the schools within MO 13 will have the necessary space to meet "instructional needs" even if the building exceeds 100% utilization. it also states, "This mte does not acconnt for the fact that rooms may be programmed for more efficient or different uses than the standard assumptions in the utilization calculation. "

8 The EIS lists programs ,md partuerships This list is incomplete. Missing are the following CPE I offers. progranls: Weekly Storyteller, PerDev, Harlem

Fanlily Center and EI Taller Latino Arts After School (a Spanish inlmersion program that uses musk dance, and art),

9 "If this proposal is approved, students at Currently, we get only half of the gym for a brief CPE I will continue to share common period of time during inclement weather. We are spaces such as the cafeteria auditorimn, concerned about how realistically all this space and gymnasimn," will be shared when there are five schools

needing to coordinate schedules for several hundred students, Furthennore, why is the outdoor school yard (which has a new playground because of a grant written by CPE I parents) mentioned as something the EHS I students will continue to share (top ofPg, 12), but not mentioned at all in the section cited above (Pg, 9) that mentions what CPE I students share, Is this an indication that use of the outdoor school yard is going to be taken away from CPE I?

16 "The DOE supports parent choice and TIlere are many elementary school options ,,;thin strives to ensure tlmt all fanlihes have District 4, including eight charter schools (nine if access to diverse schools that meet their EHS II opens). TIlere are few truly progressive children's needs, ." The proposed elementary schools within the district and NO extension of EHS I's co-location at progressive luiddle school options, By giving MO I3 is intended to meet tllOse goals by away space in the MO I3 building to EHS I and continuing to provide diverse elementary EHS II, the DOE is preventing the CPE schools school options for students in District from developing a progressive ntiddle school that 4" would truly diversify the options in District 4,

,

Additionally, there is no performance data shown in the EIS supporting the efficacy of EHS r. Why is the DOE giving them preference when they have yet to prove themselves as a "diverse school" that meets children's needs?

Moving on to the EIS for the Proposed Co-location of East Harlem Scholars Academy Charter School II (EHS II), here are our concerns for that document, As stated before, some concerns apply to both documents; therefore only new questions/concerns distinct to this EIS are addressed:

-Page Te~t of EIS CPE 1 comment/concern

rrumber Multiple In numerous places throughout this EIS As mentioned above, The East Harlem Scholars

(and the £IS discussed above), it is Academy Charter School II proposal indicates stated that EHS II will be a K-S schooL thal both EHS I and EHS II intend to be K -12

schools, In addition, the East Harlem Tutorial Program's website currently states that EHS II has been approved as a K-12 schooL This makes every concern regarding lack of space and overcrowding even stronger for us, It also renders the current £IS inaccurate.

3 "In 2020-2021, when EHS II has As stated above, we are concerned about reached full scale, MO 13 has a total overcrowding in our school and building, Does projected enrollment of 1,093-1,278 this mean the DOE will be implementing changes students, resulting in a building to how CPE I uses its space? utilization rate of 890/ ... l 04%"

9 "Current students at CPE I who receive Can we assmne that "as the school phases out" is ELL services will continue to receive a tuistake and refers to JHS13? TIus needs to be appropriate services as the school phases corrected. out."

5 "Despite the possibility of a utilization As questioned above, does the ftrst part of this rate slightly over 100%, the building has quote pose a risk to CPE I classrooms being re-sttfficient space to provide all schools allocated/taken away and given to other schools wi th at least their baseline room within the building? And how will the over-allocations, Although a utilization rate crowding impact CPE I's usc of shared spaces, in excess of 100% may suggest that a such as the auditorimn, gym, cafeteria and outside building will be over-utilized or over- play yard'! Additionally, does the underlined part crowded in a given year, this rate does of this quote mean that the charter school not account for the fuct that rooms may classrooms are often over-crowded? Again, tllis be programmed for more efficient or leaves us with concerns about the use of the different uses than the standard shared spaces. Lastly, the new knowledge that assumptions in the utilization EHS II "ill be K-12 (and not K-8 as is stated calculatioIL In addition, charter school within tile EIS) is dceply concerning. It suggests a enro1lrnent glans are frSOluentIy based on serions over-utilillltion of MO 13 and therefore larger class sizes than target carnciJ:y, raises serious concern about the impact on CPE I. contributing to building utilization mtes To reitemte, it also renders the current £IS above 100% while not inlrncting the iIk'lCCurate. utilization of the ffiilce allocated to the traditionalgublic schools, Therefore, the MO 13 building has tile capacity to aCCOIIDnodate JHS 13, CPE L CPEHS, EHS 1, and EHS II,"

Multiple There are a number of statements within Yet there are NO progressive middle school this EIS referring to students of District options. ~ having a broad range of middle school --_ ..

options through the District Middle School Choice process.

-- - - --13 "This proposal is not e,"-peeted to impact We disagree because it is preventing the CPE

future ntiddle school students in District schools from developing a progressive middle 4:' school option.

13 "Students may also choose to apply to a Again, we reitemte - it's not actually a wide number of schools that manage their breadth of options. In fact. the DOE is reducing 0\\11 admissions processes. In this way the options by not giving space to CPE to develop the DOE is able to offer individual a ntiddle school. students the widest breadth of options across a large number of schools."

~- "The DOE supports parent choice and CPE I and CPE II are schools with strong tmck strives to ensure that all fantilies have records. The efficacy of EHS I and EHS II is access to high-quality schools that meet unprovell Why is the DOE giving preference to their children's needs. The co-location un-proven EHS I and II over the already-proven of EHS II in MO 13 is intended to meet "high-{juality" schools, CPE I and II, in those goals by pro\~ding a new developing a middle school? This does not seem elementary and ntiddle school option for logical. students in District 4."

We look forward to having these concerns addressed and amendments made to the EIS documents before the February 27,2013 Public Hearing. Please do so at your earliest possible convenience.

Press Articles

DNAinfo story:

http://www,dnajnfo,comfnew-yorkl20130213feast-hadem!a=grade-public-schooHoses-out-charte r-schoo!-for-space-hadem

Inside Schools story:

httpUinsjdeschools,ocglblogfrtem/1 000582-central-park-east-loses-out-to-charter-school-for-spa ce-jo-e-hadem

Deborah Meier's blog post: http://deborahmejer.comf2013/01/31lcentrai-park-east+ijs-Mure!

Diane Ravitch's two blog posts: http:Udjanerayjtch,netf2013!02I13/nyc-doe-co-locates-charter-jn-deborah-meiers-school and http:Udjaneravttch,netJ2013!02I14Isettjng-the-record-strajght-about-centrai-park-east

NYC Public School Parents blog post: htlp:Unvcpubljcschoolparenls,blogsQOl,comf2013/02lwhy-famjljes-need-progressjve-mjddle,htrnl

Additional Links:

Facebook page: https:lJwww.facebook.com/CentraIParkEastMddleSchooICamoajgn

Twitter account: https:lltwjtter,com/CPEMddle$chool

Change,org petition:

hltp:l!www,change.org/oetitjons/nyc-school-chancellor-walcott-opoose-ehsa=charter-schoo/-co-I ocatioo-s upoort-a-cpe-j-jj-m jddle-school-at-jrec

Sttahg~g East Elementary School I & II

To:

Subject

Letter:

Chancellor Walcott, PEP Members, Mark Sternberg, Alex Shub, Drew Patterson, Jennifer Peng, Councilwoman Melissa Mark Viverito, Councilman Robert Jackson,

CPE middle school campaign, Rebecca Herrero, Tom Allon, Maribel Torres, Christine Quinn, Geoffrey Eaton, Wendy Gellman, Emily Arsenault, Socrates

Solano, and Jenna Jones

Support a CPE I & II middle school at Jackie Robinson Edu Complex

Greetings,

As a concerned citizen and parent, I am writing to you on behalf of Central Park

East (CPE) I & II Elementary School in East Harlem, two small, progressive public schools founded more than 35 years ago by famed educator Deborah Meier. It

seems to me the Department of Education is not giving these schools, and other

progressive public schools in New York City, the same opportunities to expand and

thrive as untested, privately run charter schools.

Sister schools CPE I and II have been collaborating on an expansion for a

combined middle school for the past four years. Last year, CPE II applied for expansion after being assessed as "well-developed" on the DOE school quality

review (January, 2012). In fact, our District 4 superintendent was impressed by CPE II's high quality, enriched instruction and active learning approach to

education. Based on this academic assessment, and the fact that few middle

schools in New York City offer progressive education, and there are none within

District 4, it is clear a CPE Middle School would be in the community's best

interest. DOE officials seemed to agree last spring when they indicated the only

thing holding back CPE II's ability to expand to the eighth grade was a lack of physical space in District 4.

I was, therefore, understandably dismayed to learn that when space recently

became available in the Jackie Robinson Alternative Educational Complex, the

DOE decided to ex1end the stay of the East Harlem Scholars Academy 1 charter

school -- previously scheduled to end its incubation this year -- and let EHSA 1

start a second elementary school, EHSA 2, at the same location instead of giving the space to a CPE 1111 Middle School.

The Jackie Robinson Alternative Educational Complex is the current home to CPE

I and located only a few blocks away from CPE II, making it an ideal space for a

upJate:

CPE Middle School for many reasons. It seems, however, that yet again, the DOE is giving preference and public spaces to unproven charter schools over public schools with successful track records and a solid demand for admittance.

CPE I and II are highly sought-after schools. Every year there are 200 applications for 18 available kindergarten spots. Families who send their children to these schools overwhelmingly keep them here through the fifth grade. These parents have, therefore, expressed a keen interest in expanding through the middle grades, and welcoming new parents and students to our school community for grades six through the eight.

Don11et charter schools take over the building and infringe on a beloved, sought after and successful school. I ask that you reconsider your position on the colocation at the Jackie Robinson Alternative Educational Complex and give your consideration to a CPE 1/11 Middle School and Progressive Education. Ensure that NYC. parents are able to have real school choices.

Name Zip Comment I love this school and I hope that my children are going to be able to have the same kind of

Andrea encouraging, inquisitive and stimulating education through-out the rest of their school life. My Lieske 10026 son is in second grade and skips to school every day.

My son attends CPE 1, (and my daughter will attend) and I believe very strongly in the philosophy of this schooL I would like, very, very much, a Middle School that follows the same

Steve Bloom 10026 philosophy. My children go to CPE1. It is inspiring to see a school of such happy and engaged learners. The school is an amazing option for Harlem families, as well as those across the city. Having a

Dominick similar option for middle school would be a fantastic choice and alternative for our community's Auciello 10039 families.

i live in district 4. i visited 12 school before i ranked CPE as first. I believed and still believe it is the best chOice for my child. parents need options for their children- whether it be the closest public school, charter, progressive. i choose CPE's vision of education and there needs to be a

Cindy Chan 10001 middle school option for parents like me. This is important to me because my two sons are happy and thriving at CPE2. I couldn't be happier with the quality of their education and I am grateful for the strong sense of community we all feel being a part of this schooL I want a middle school option that follows the same

Eva Schwartz 10039 progressive philosophy. And we truly deserve the opportunity to bring our vision to fruition. As a parent who is very involved in my own son's school, I know from experience the difference it will make for the parents at CPE2 to have their students move seamlessly into a quality middle school experience that reflects the values and philosophy they're already engaging each day. The single most important factor, in my opinion, in creating a successful school is the

Amanda active involvement of parents to advocate and achieve: you're already ahead of the game with Doyle that base to build on. Deganit Shemy My daughter studied at CPE2 and this is a wonderful schooL

My son deserves a progressive choice for middle school in District 4! Please give him the opportunity. He is thriving at CPE and loves to read and writing. Which is saying a loti He can

kenny chau 10035 even sew and he's only in PreK! Michael As immigrants, we came to this country seeking freedom of choice. We ask that you please Andreae 10026 grant us this freedom also with regards to the education of our children.

My daughter and my niece and my nephew are students at CPE. They each adore schooL Kristen The degree of attention they receive is astounding. The sense of community is remarkable. All Pfeffer 10128 NYC students should be so lucky to receive this education. More of this is what we need.

All families should have a chance to pursue a progressive education beyond elementary school, should they want this, regardless of income. The creation of a progressive middle school, housed at JREC, would allow families in Harlem and East Harlem to have this as an

charlotte elkin 10026 option. While the DOE loves to tout its offering of "choices" for NYC parents, in reality there is no choice for families in upper Manhattan. Charter schools continue to expand at an unprecedented rate, yet no choice is available for those who seek a progressive alternative. It's time (actually, long past time) for the DOE to support TRUE CHOICE by allowing the CPE schools to open a middle school in the Jackie Robinson Complex. The space is there. The

Sally Langer 10035 demand is there. The time is now. susan rubin 10025 Support of progressive education and public school options is critical!

DOE, CPE has 90% parent involvement, don't you say that is critical for student success? We are doing our part in this supposed partnership with you, in educating New York's future citizens When will you support us? CPE receives many times the number of applications per year than seats available, is that not a clear message that your constituents want a progressive, racially integrated, Harlem school such as CPE? We choose to live in NYC and

Choony Lee 10025 deserve a CHOICE in educatinq each of our children.

Stephanie We need more progressive schools. Charter schools are NOT school choice and they take funds and space away from public schools. Listen to your parents. We DO NOT want these

Mulvihill 10026 charter schools. CPE I and II are phenominal elementary schools and have excellent track records for turnign out self-possessed middle schoolers who can compete academically, but more important, who know how to think independently - a skill many of us do not learn until challenged to do so in

~my Monegro

College. One of the hardest things to do after graduation from the CPE schools is find a middle

10027 school that will continue to challenge the children academically but also keep nourishing the process of independent thought. A CPE-like progressive Middle School is long over due and

there are teachers, administrators and families willing to do the work. We do not need another charter school taking this valuable space away from a proven entity. Please reconsider your opposition to the CPE Middle SchooL thank you. The DOE is always talking about giving parents choices, but increasingly in East Harlem, the only choices we have are strict, test-oriented charter schools. Not every child thrives in that environment-I know I wouldn't have, which is why I attended a progressive independent school growing up (Cathedral) and why my daughter, who is a lot like me (bright, creative, rambunctious) also needs a progressive option. Please don't limit MY family's choices by giving

Raven Snook 10029 away potential CPE middle school space to a strict charter that will clearly not meet her needs. Celeste Tam 10304 Students need Qualrty prClgressive schools. Please keep this school open l

Hilary Maxwell 10027 Parents should have more school choices.

I'm an East Harlem parent of a 5-year -old and feel that it's important that better middle schools Dina Montes 10029 be available for my daughter and all uptown children.

I want real choice. This means a school that recognizes the whole child and creates an environment ripe for real learning and not just rate memorization. I am a parent and not just a "Speciallnterest" group. The Mayor, Chancellor Walcott's boss has insulted m and every parent who cares about real choice by essentially telling us that he does not care one wit about what we think or want for our children. How dare you continue to insult me and any parent who

MarCia Sells 10031 seeks a quality education for our children. Jacqueline I am a strong supporter of progressive education. I believe it is an important choice to make Thaw 10032 available to District 4 and all of New York City. Cash Pond 10468 We deserve a successful progressive middle school for our children.

There is no shortage of charter options for parents in NYC, but there is an alarming dearth of progressive schools. The CPE model works and works well. Why on earth undermine CPE's terrific success by denying it the opportunity to expand the superb curriculum to middle school? This is a shockingly short-sighted decision by the DOE and one I'm sure will be regretted down

Laurie Kuntz 10025 the line. My son is a pre-k student at CPE1 and as a parent I am interested in educational options

Arika greater than 5th grade in a progressive public schooL I believe we deserve the same Manapat 10029 opportunrty to expand.

I am a strong believer of the charter school system PROVIDED HOWEVER that it does not cannibalize existing public schools. To take resources away from a successful public school like CPE to house a charter school is just not right. Also there is a shortage in the city of school

Rosario that go from K to grade 8. I think both parents and kids would greatly benefit from the continuity Gennaro 10025 of sending the child to the same school all the way to grade 8. Caterina Bartha 10026 My son attends CPEII and I want him to attend a CPE 1/11 middle schooL Eleonora Cavazzini 10027 CPE I and II are GREAT PROGRAMS FOR MY FUTURE IN NEXT YEARS. Jared There are so few good schools above 59th Street-this is one the best and there is no reason Covington the city should break someth ing that is working so well by forcing in another schooL

I have a 4 year old son. We are competing with hundreds of parents in districts 5 and 6 for a few spots in progressive well thought of public schools. Denying CPEI and II a middle school is

Nicole Keys 10031 a backward step to improve educational options for families in these neighborhoods. My son goes to CPE 1 and my daughter will start there next year. It's an amazing school and I

Ashley want it to be around for a long time. I'm sick of Charter schools pushing out the few good Melgar 10035 public school choices I have! Claudia Why not trust successful schools like CPE 1 and 2 with huge parent support to continue to Orenstein 10025 Jlrow? Winston Wilkinson 20817 Could be moving to building in that distriCt.

CPE2 is a 'proven' winner for the communrty and deserves to expand. Upper Manhattan Sean Altman 10031 desperately needs more progressive school options.

Kari Docter 10027 I believe in the CPE schools and what they are teaching and providing for the community Please support them! These are great schools with a 39 year history of success. The DOE should honor their talk of school choice and support the CPE Schools to expand to provide the only Progressive Middle

Peter School in District 4. EHSA has an aleternative location available to them, while this location is Holtzman 10037 central and natural to expand into for the CPE schools. Kaye Vaughn 63304 This school has been wonderful with my great nephew and met his special needs, so very welL

Adjustment to a Middle School can be a stressful challenge to young people along with the other challenges of maturity associated wrth that age Stability of site can alleviate this subgroup of stress. Alongside of this is the factor of privatizing public education. As the NYC School Chancellor why not support the expansion of a public school program whose

Harold Rubin 10024 philosop_hical concejlts are working, and have been workinQ for 35 years. The school has has been exceptional at addressing special needs and keeping child

Ellen Parisi 63376 mainstreamed. Child wouldn't get the care he needs at a Charter school. Adam Weinstein 10035 Let our public school growl Sharon We have 3 grandchildren it would effect-please, please reconsider! We are NY state McGovern 30809 homeowners and taxpayers. Julio Alfredo Melgar 84601 My grandson attend your school. Cindy Del I believe my daughter should have the choice to continue her progressive education in this Rosario- community, and that these two schools deserve a chance to continue their 39 plus years of Tapan 10026 success.

My daughters have been there since pre-k and at 8 and 10 years old are more creative and independent and compassionate. For the past 2-3 years I waited for the approval to expand so that my daughter could continue in this progressive education that CPE offers. Unfortunately, she graduates this year and must go elsewhere in the district (which offers very little in

Leslie comparison to CPE "".) There is still hope for my youngest and for my nephews. Our children Springer 10029 deserve this space in our building.

My Daughter attends CPE1. We need progressive school options in district 4! As well as Heather District 5 and 6! Both schools have a successful track record. Support our children, teachers, Flynn 10039 parents and communrty by letting us open a CPE Middle School.

10033-Mary Purcell 3533 nyc needs progressive middle schools!

This special school has had an acknowledged successful reputation for many years. It is hard to understand why their expansion is being blocked because of "lack of space" when a charter

Judith Rubin 10024 school is scheduled to occupy space in the building. I find it such a shock that this Mayoral administration finds space to place not one, but TWO charter schools in this our already-crowded complex, while ignoring our school's repeated request to expand and our proven track record of almost 40 years. It feels like an ideological battle to push cookie-cutter-style charter schools through the pipeline whether they have experience teaching children or not. It gives parents the illusion of school choice in majority-minority neighborhoods. To start a charter school all you appear to need is a plan for uniforms and a signed application. CPE 1 and 2 are wonderful progressive schools that deserve a

Rodrick Dial 10035 chance to grow and serve even more of Harlem. We need more progressive middle schools in NYC. Instead of shooting down expanding

Cathy current progressive schools you should be working to help create more real public middle Figueroa 10034 school options.

One of my dearest friends has an amazing boy named Paul, I love Paul's outgoing ways and his smart wit and his ability to address his peers and adults in the manner that his does. He has learned much of that at school (although his Mom and Dad have had a little something to do with that!). CPE"" needs to be supported not only by our Chancellor but also by the entire

Herbert community it serves. The young are the key to all of our success, ensuring they get there is Godoy 10467 our role!

My 6 year old son is in the first grade at CPE1. He is THRIVING because of the attentive and compassionate teachers who truly understand him and how he learns. He is encouraged to question and reflect; not just recite facts. He is learning by doing, which is perfect for a boy who loves to move. He cooks, he sings, he skips, he writes, he paints, he cOllaborates- he is

Cara growing and becoming whole. We are extremely fortunate to have found this gem of a school which is a perfect match for him, and for our family. Please allow CPE1 and CPE2 to continue

Brussovansky 10128 their work, and to Qrow. Michiel Verkaik 10026 This schools fosters the diversity that makes this city great.

At least 90% of my friends wish that their children could go to a school like CPE1. There is much demand for this type of education. I feel so lucky that we are part of this diverse school

amy community. l!there's no CPE1-like middle school option for our daughter here, we may have to rosenblum 10031 leave NYC. Todd Stevens 10027 GREAT education as it is in an inner city neighborhood where education means everything.

Henry Chapin 10025 My grandchild goes to CPE1, and I fully support this wonderful school Christine Annechino 10023 The public schools in NYC need more middle schools

CPE is a model for schools throughout the city and the world. Our children deserve to have Tovah Klein 10027 this model extended to middle school. Anand Gan 10027 I'm hopeful that mv son will be ooino to CPE1 next year and it's important to us as a family

One of the few exceptional public schools in the district, it should be supported and allowed to expand its program to include middle school students. We need a great PUBLIC middle school

Estela Ogiste 10031 in Harlem. My child goes to CPE1-it's a great school and given it's solid track record it deserves to

Kristin Harpe 10025 expand! There are no proqressive middle schools in Harlem. Give parents this choice! We do not need another charter middle school when we can have a CPE 1 & 2 middle school

Jessica that has already proven to be a school that can teach children the academic skills for they need Martinez 10026 for middle school and beyond.

A school like this that is working well, should get the support of public educators. Allowing the kids in this school to continue their Middle School years at this school will make a good

Carol Kyger difference in their lives and in this community. Instead of supporting the grow1h of a much loved and much lauded progressive elementary school - by allowing it to expand organically and conveniently within the same complex - the

Jason Kuntz 10025 DOE has inexplicably decided to instead bring in a charter. What a shame. Sheila Slater 10025 The school has served children well for a long time. It deserves to be expanded. nancy rivera 10029 My children attended the school

My grandchildren go to CPE2 and they are passionate about reading and writing and learning Marjorie and they love to go to school. Doesn't the neighborhood deserve a middle school that can do Cohen 10025 the same for the children as they qrow up? Lauren I've heard good things about this school-we know many who attend-and we live nearby. There Cromar 10026 is a chance my little boy ma'L be.going here soon. But maybe not if it's overcrowded.

The choice to have an equally as fine middle school as the elementary school is a wonderful Ruth Lee 10128 opportunity for the children of this elementary school.

I was born, raised and educated in New York City, including St. John's University and Fordham Universrty. Grandparents, Uncles, Aunts, relatives and friends are all involved in the education

George of their family's children. this issue is important to me and the rest of my family who are still McGuire resident in New York. Susan J there need to be more public middle school options that embrace a progressive methodology. Schwartz 10463 CPE has a proven track record and children ready to take this next step.

CPE 1/2 are extraordinary schools that teach children not only to think and excel as students but to care and participate as community members. We need more (and more) schools like

Heidi Aronin 10026 this and the ones we have should be supported in expandinllto the 8th qrade. There are already two schools there. Why are you over-crowding the place? Please allow the CPE school to expand instead- it is already working beautifully. Why put in an unknown when

nina pfeffer 10025 this is so good. This is what drives out the middle class in Manhattan. CPE1 is the perfect school for children who want to learn and experiment diferent kinds of

ROSARIO educatiOn,it is a school of choices and kids love it.we dont have a lot of schools like cpe1 so we RIVERA 10030 need to keep it. Paul Melnicoff 11375 Don't spoil what is riqht with the system. These people have the right idea. Let's expand on it.

The kids deserve the chance to attend a middle school that is as good as their elementary John Barbera 10920 school is. Adam McKeown 11372 CPE is a great school.

My granddaughter is a student at CPE I. I have had the pleasure of participating inmany of the school activities and in observing her experiences there. It is an extraordinary school. .. so few

Mary Beth of these opportunities anywhere, especially in NYC. It would be a tragedy to derail such an McCubbin 29631 institution

I teach at CPE1 and believe that it is an amazing place for children and there should be middle Erin Hyde 10032 school options that support children in the same ways.

Michele Louis 11377 Nothing is more important to the development of our culture and society than high-quality, enriched instruction and active learning approaches such as what Central Park East provides.

Rosny Jean-Louis 11003 I believe stronqly in the philosophy and type of education that CPE I provides.

Jennifer Hein deMause 94117 CPE is a model for education, and I would love to see what it looks like in middle schooL Russell Proven public schools should be given the opportunity for expansion in local neighborhoods TorriSi 10023 over offering space to untested charter schools. Catlin Preston 10034 Progressive public middle school and elementary options for kids and families now please!

I have volunteered, student taught, and substitute taught at CPE 1, and it is a school that truly values the individual child and their needs to grow, learn and inquire. A middle school modeled after the progressive philosophy of CPE 1 would be a wonderful addition to the school

Nina Oi community, offering parents and students a different, and highly successful, approach to Chiara 10470 education. Gillian CPE 1 has a celebrated outstanding kindergarten teacher whose children and families deserve McNamee 60654 the continuity of excellence in schooling right through middle school

Progressive education works. Children graduate from CPE1 and CPE2 with critical thinking skills, the abil~y to conceptualize, conduct and analyze original projects, and an understanding that everyone matters in this world. If we genuinely want to turn the world around for the

Donya Rhett 10453 better, we need more schools that do what the CPE schools do. Melody Rubie 10025 We oppose EHSA charter school co-location and support a CPE1/11 middle school at JREC

Many schools were considered and CPE was the chOice. My granddaughter has thrived in CPE 1 's progressive environment. A progressive middle school is critical for our children's education

Margot Elkin 10606 and emotional development. Emma This city needs schools like CPE 1 and 2. DOE please support high quality, innovative public Johnson 10025 schools with aproven track record. alan ravitz 10010 as a child psychiatrist, i care about education.

My children attend CPE I and my younger children will attend CPE I. The future of CPE Elaina elementary - and a CPE middle school for that matter - is in jeopardy with these proposed co-Watkins 10026 locations.

CPE ! and!! are inspiring, beloved schools that make the NYC public School System proud. Irene Mazer 10024 Supporting their mission is in the DOE's best interest.

The CPE schools have tried for four years to start a middle school of our own. Each year the DOE offers a different excuse for turning down our application, most recently telling us there was a lack of space in District 4. Now, however, they are closing a struggling public middle school and have found space to extend one charter school's stay and add a second. DOE: If you're taking away public middle schools, you shouldn't be replacing them with unproven,

Jody Mercier 10031 elementary charter SChools. Like many parents of the Central Park East Commun~, I am thrilled that the East Harlem Tutorial Program and its Scholars Academy have served and continue to serve the children of East Harlem. We are not "anti-charter" and not anti-East Harlem Scholars. We simply want to locate a middle school extension in a logical place. We are also extremely proud that as a city-wide program and now with preference for the families of districts 4 and 5, we serve more children and families of district 4 and 5 than any other -city wide program. We want to continue to do this and offer these children an education through 8th grade preparing them for high

Debbie schooL We want to continue offer the choice of a progressive curriculum in a diverse Meyer 10030 community, and in the small school community that Debbie Meier created.

Charter schools do not serve the entire community, but create an "us" and "them" society. I don't believe any public school should be squeezed or moved in order for a special interest

Jill Pratzon 10009 group - because thafs what a charter school is - to succeed. That is not public education. Zita Bidleman-owens 85716 I wish I was a child again so I could attend this school!!! Kelly I live in the neighborhood. It is important that there is an option for progressive education for Hesburn 10035 mychildren in East Harleml

I am a parent in District 4. My husband and I have lived in East Harlem our whole lives. We have chosen to raise our two sons in our beloved el Barrio. Unfortunately, finding a school that suited the needs of our boys wasn't so easy. We chose CPE 2, because of its philosophy. I believe that there isn't one mold to fit every student/family. The same holds true for the families of East Harlem. We need more options as far as educational philosophies go. All families should have the opportun~ to have schools in their communities that will meet the needs of

Jessica their children. My children need a progressive education. My children should have that option Martell 10035 in our community. Stacey 10455 There is no other school like the CPE schools in District 4 and our children need a middle

Jason Wildman

Belinda

Sara Inbar

Claudia de Luna Castro

Wendalyn Nichols

Aaron Boockvar-

Hudson Roditi

school that will give them education they are accustomed to.

attend this schools and i wish we have more school like this. want my the opportunity to I a great

continuing her emersion in an experiencially rich leaming environment, and supportive interdependent community of families that defines CPE 1111. CPE schools are what public education looks like at its very best. The drive toward its expansion symbolizes exactly that: an expansion of opportunity for public school children entering the overly saturated sector of 'Middle School' in NYC to benefit from an education which very successfully prepares kids to

10025 succeed - - in whatever their minds and hearts to.

11217

10026-1560

10037

10027

I am a parent of public schools kids and we have little choices to pick when it come to public school. Charters schools are taking over and will leave are future kids with out public school such a

many

attend this school and we are wrth their learni my attend CPE2. We love it. I am also a middle school teacher and I recognize a

lack of acceptable middle school options in Harlem. CPE Middle School will attract great teachers and i

have worked in both charter schools and progressive schools in East Harlem. I have seen progressive schools reach students and families in more authentic ways to promote student achievement. I I I I have been an over years, wrenching to see our families go through the middle school application process feeling like they have few or no real options for their kids. These are families who have made the effort to find an elementary school they feel is the best fit for their children. A CPE middle school would afford our families and students a viable option for a middle school that "fits" them. More charter schools will simply be more of the same options that are currently available to families-which aren't I My daughter attends CPE2 and are i us i a reasonable commute from our home in district 5. We don't need more K-5 places in district 4; what we need are middle school options that don't amount to a regimented, overcrowded

I charter won't serve.

that intellectual growth through hands on

and also know a teacher a school in East Harlem to whom

went to Park East 1 from Pre-K all the way up was a great experience for me, and I am now among the top scholars in my middle school (along with another CPE 1 alumni). This school definitely deserves the space requested as it has been quite successful the 35 years it has been in place. To grant yet another charter school the

than unfair. II to a middle school with the

progressive philosophy. I strongly believe in the philosophy of the two schools and they have my vote and my family's vote to help them get their middle school going. I also live in District 5 and would like to see some good quality middle school options for the children in my

CPE I and II are I We applied there for my i year but we didn't get in. However, there should absolutely be a school with the progressive approach of these schools. I would send my daughter there and I would be an active parent. I think this would by far be the best use of the space. I am a Harlem resident and this is

Y WHAT WE I and II. have a

Wood resources badly needed by existng schols. The charters have been given a backroom green-light to do so from the mayor Charter schools say they offer choice, but her in NYC, the only charter model i my children go to CPE2 and we are very worried to find a good middle school with s'lmiiar

sandra Jarvis 10032 philosophies My beloved 5 year old niece is a current student at the elementary school. Given her experiences and our family's satisfaction with the school, we'd love to see her have the

Karen Exley 80206 opportunity to attend this school for years to come. Aurora Nonas- There is no other school like the CPE schools, anywhere. The CPE schools should be Barnes 10019 duplicated, not minimized or pushed outl

CPE was my very first experience in a NYC classroom as a student teacher. The lessons I learned there are INVALUABLE to me. I will never forget the wonderful mentoring, experiences, and awesome dedication the teachers and administration had for the community

JingJing Hu 11355 and students. Javone Major 10035 I went to these type of schools. Dr. Monica My two children go to CPE II Elementary, and we want them to continue their education in the Rivera Mindt 10026 same rigorous, supportive environment they've thrived in for the last several years.

Because these type of school had people from all different type of nationalities and cultures, I learned how to communicate, understand and respect different upbringings. Pregidous did not exist, and if it did not for long. It really helped me for when I got older especially being that I grow up in the projects where I couldn't get any exposure to the outside world, school was

Javone Major 10035 literally my escape. Jack Chin 11229 Help the childrensl Karin I attended this elementary school in the '80s and '90s. I still brag about it today. A unique, Anderson 11367 rigorous education and loving community. sansy sanz 10002 CPE 1 & 2 need this space for the our children. Susan Riemer Sacks 10027 CPE needs the space and is the kind of educational experience we want for our children!!! luke lusky 10026 We've heard qood thinqs about this school-we know many who attend-and we live nearby.

CPE has a known track record for excellence as a public school and should be supported in expanding to give middle school children the same quality schooling they have proven they can

Lee Bell 10025 provide. I live in East Harlem. Both of my children attended CPE 1 and were accepted into specialized and selective high schools. Had there been a CPE 1 middle school at JREC, I would have sent my children there. To this date my children state that CPE 1 was the best educational experience they ever had. It would be a travesty not to allow a CPE 1/2 middle school at the JREC and allow a co-Iocation . CPE1 & 2 have a proven track record of progressive

Damaris Salis educational excellence unlike EHSA, originally an after school program. Please Chancellor Padilla 10029 support a CPE 1 &2 middle school and not the co-Iocation of EHSA. Pamela White 10025 providing high quality educational choices for families Maxine Orris 10025 Our childem NEED and great and safe middle school

Because good progressive public schools is what we need; not for profit flash in the pan Dena Fisher 10025 charter schools!!!! rachel We need quality public middle schools that foster intellectual growth through hands on framkim 10023 experiences. Jay Law 10023 support this please!!!!! joanne mundo 11204 My nephews QO there. It's a great school!!!!!!

My daughter attends CPE 1. ItilP"s an oasis in public schools in NYC for elementary education. Many wonderful teachers and families have actively invested their energy and

Ruta Shah 10039 created learning environment for the kids. It has a long history of 37 years of progressive education. All NYC children certainly deserves a chOice for proqressive middle school.

Sidney Sion 10027 I went to CPE1 as a child and it was a Qreat experience. my son attends cpe2 and I can say that it has given him a true love of reading and school in

Ibrahim Ali 10474 general. PLEASE give these young people a chance to continue their education utilizing the model that has been so inspiring for our young people.

Erika Dilday 10027 Because our community can use a progressive middle school option.

Todd Rolle 10038 It is important to me because the families of NYC need options, altematives and a committment to their children that includes their (familieSl voices.

Nigel Sion 10027 I went to this school as a child and I think it is Qreat. Maeve Sion 10027 I went here and I loved it. Lawrence Blum 6484 I wish to continue my grandson's excellent education Michael Bain 10453 My child is a student at CPE I I. Andrea Abel-Bey 10026 Because the children in our area don't have many good middle schools to choose from Lydia Butler 10035 We need more qood schools like this in Harlem - ones that are NOT charter schools1 Jannie Pilgrim 8848 Education is very important to me and I would like it to be available to aiL

Granddaughter #1 received an excellent education at CPE 2 and I hoping that Granddaughter Edward #2 ,who is presently attending CPE 2, will have an opportunity to receive a like educational Atwell 11233 experience. Naomi CPE1/2 are caring and accepting places where critical thinking and exploration are highly Baumqarten 10010 valued. Charles Njapa 10026 Two children who are brothers in my neiQhborhood need a middle schooL Arlene I am an educator and firm believer in the progressive approach. I am also a parent who has the Greenberg 10025 good fortune to have my child attending CPE II.

Co-location seriously effects the ability of a wonderful school like CPE to grow and develop to Lisa YWilson 10031 its full potentiaL

Education is a privilege and we are very grateful to have access to it. It is also the foundation ElaineWu 11365 for us to qrow into future leaders of our countrv and everv child deserves this chance. Cindy Victor 98028 A great Education is imperative. This is it! I!! Mary Jane I am greatful to be part of the CPEIIil community. This is true public education and should be Skalski 10032 supported by the city, not undermined.

Children in NYC deserve high quality education in an environment that allows room to grow, explore, and learn as a community. With a lack of great middle schools in the city, CPE is a

Cristina unique offering for students and parents in the city, and it needs to be protected from Harris 11238 overcrowding for the sake of student learning.

I was a student teacher at CPE1 from Columbia University's Teachers College. The joy students have for learning at CPE1 is unparalleled by other schools my peers and I observed. CPE 1111 are living examples of educational pedagogical ideals rarely seen in practice. The staff and administration work well together to create a unique leaming community that builds strikingly intellectually strong and astonishingly empathetic students. The CPE schools are in such high demand for good reason - they are progressive education that actually works! Having studied New York City public and charter schools, rt is in the DOE's best interest to expand the established CPE model by utilizing the same people who make CPE tick.

AuAira Expanding CPE to a middle school in the Jackie Robinson center is the DOE's ideal Venckus 10027 opportunity.

I was a student teacher at CPE1 from Columbia University's Teachers College. The joy students have for learning at CPE1 is unparalleled by other schools my peers and I observed. CPE 1111 are living examples of educational pedagogical ideals rarely seen in practice. The staff and administration work well together to create a unique learning community that builds strikingly intellectually strong and astonishingly empathetic students. The CPE schools are in such high demand for good reason - they are progressive education that actually works! Having studied New York City public and charter schools, it is in the DOE's best interest to

AuAira expand the established CPE model by utilizing the same peeple who make CPE tick. Expanding CPE to a middle school in the Jackie Robinson center is the DOE's ideal

Venckus 10027 opportunity. Gay Abel-Bey 10003 We must invest & serve our young students in this area

Mark Skerik 10030 This progressive school is important to the fabric of New York City and developing young New Yorkers. The DOE should be proud of such endeavors and celebratinll their existance. I want my daughter to continue her education from CPE 1 into a middle school of the same

Edgar Tapan 10026 curriculum. Harris Wendy 20880 My dauqhter qraduated from CPE1 in 2011. It is an extraordinary place. lis shaw 10026 Stop charter CO-locations and closing public schools BloomberQ!

Nelson It's important for a number of reasons. CPE 1111 has provided a progressive approach to education. They have always provided students with the old traditional educational system that

Delerme 10456 I Qrew up with in the fifty's. I would suqqest that the mayor and the chancellor keep these New

Republican MDney Grabbing charter cDrpDratiDns Dut Df Dur public schDDls. Benjamin Central Park East is a unique and special school that ShDUld be given the reSDurces it needs to Friedman 10026 thrive Jason Aubin 11422 There needs to be mDre quality and progressive public schools in NYC. Lemekia This petition signing is in efforts to expand CPE to grades 6-8. The CPE family is in dire need Andrews 10031 of space in order to do so.

Our niece attends this schODI. Recently we visited the $chool and were amazed at the diversity Beatrice of the students and the quality of the education. This school should be a mDdel for Dther Carlin 15090 schools and should not be disnupted. Nancy Klein 44120 This is an amazinQ SChODI that is very effective Diane PaQen 13753 Because the Quality of educatiDn in NYC is nDt keepinQ up with the needs of our children.

Central Park East I and II should be respected for their long, proven record of a progressive, 'lnquiry based education which has impacted and improved the lives of so many children and

Abby London 10011 parents in the East Harlem cDmmunity and beyond! We need them to expand and to contrict! This is important to me because I have a niece and nephew currently thriving in the CPE elementary schools. It wDuld be an ideal situatiDn for them to not be uprooted for middle school

Usa Bynoe 1746 but tD be able to continue with the excellent education they are now receiving I While East Harlem Scholars is a good program and has served the community for many years, the Central Park East schools provide a progressive education that is unique in Harlem. Just like people of other neighborhoods we deserve pedagogical choices in our children's education. It's not fair to assume that every student n Harlem needs the same type of

Kay Dilday 10027 education. My daughter attends CPEI and I feel strongly that the DOE should support extension of the

Thomas successful curricula at CPEI and CPEII into middle school grades in order to offer real choices Kitson 10025 to parents in District 4 before QrantinQ expansions to unproven charter schools. jason shela 10025 the kids deserve a first class middle school like cpe2 Esther Cabinte 10033 I support progressive education. So does research and rt's about time the DOE does, too.

I work at this school as a consultant and am constantly impressed wrth the dedication, care, Bettina and creativity of the teachers and staff at the school. It would be a great Dpportunrty for the Buschel 10024 children if they could extend their time at these schools.

My daughter is thriving in a progressive elementary school, and I would like to see that Alexis Shorter 10032 continue into middle school

I am a math educator who works in East Harlem and I know the importance of suppDrting the development of schools where it is expected that children have the power tD be mathematicians. Schools which help children to expect that math makes sense, and they

Kate Abell 10011 themselves can make that sense. sherri sandfort- Middle school is a difficult adolescent transition, and CPE1/2 is exactly the winning formula! semon 10025 Look at the numbersl Anna Oberle- My daughter attends CPEII and we are very impressed with the SChODI and would love for her Brill 10029 to be able to attend a proQressive public school in our neiQhborhood Romana every family has right to free quality education. central park east provides that this country will Rozsypalova 10029 thrive if the Qovemment invests in future of our children. Anne Bishop 10028 Enough of the demonizing of public educators, schools and their families! Florely Pizano 10034 Make ALL schools better! Anitra Pivnick 10024 Because the hitory of CPE should be supported andpreserved through ogoing education. Charles Choe 10027 Not enough progressive middle schools available in my area. CPE II elementary rocksl Susanna There is a dearth of effective progressive schools that focus on the community and educating Schell 11103 the whole child and I believe CPE 1 & CPE 2 do that. Melinda Sanders 10522 Small, creative focused settinQs for children with special gifts is critical and efficient Carol my granddaughters attend school here .. they are getting a wonderful education and I would like Anderson 78248 it to continue

Georgia My daughter received an extraordinary education at CPE where she thrived, until moving to a traditiDnal middle school that failed her in many ways CPE kids need the ability to continue the

Wever 10001 spirit of inquiry and collaborative learning when they move up to middle school.

Tracy Prout 10029 CPE 1111 are wonderful, progressive public schools that we need to support and expand into middle schools.

annika

Alice Ra Iston

Evans

Falcon

to continue this form of

children need more

to go to

I do value the strengths and needs of children as

My godchild progress seen the benefit of this education. I also believe the expansion of charter schools is an easy panacea, adopted by politicians and government officials, that hinders the development of real changes to the public

11 I I children.

Alice

carolyn leonhart

edward Sinclair

perry

Stephanie Lee

Camille

4069 Because education is of utmost' more

school have the space to expand! Enough with the charter schools getting

are two the

served being able to continue I

Middle School

be given space by the DOE to create a much needed middle school. It is unthinkable that NYC would support placing a charter school in a location that could house CPE1/2 Middle school

10032 and this mistake should be rectified NOW

I am hoping my boy go to

i an an like a family. I really hope my son can attend this school when age. This schools amazing and to not consider adding a middle school would be a demonstration of old school NYC DOE. Please add middle school to CPE. I reside in Harlem and CPE was most impressive. To walk through the school is where it was so obvious it was a great school. And

10035 a reason to and look to the suburbs.

, not i it. want to to see both and same building is the best decision.

~~~

teach progressive

Progressive ed is one ways to learn. Children get the to be active participants in their learning and begin a life long love of learning. We need more

choices.

CPE Elementary School is a wonderful school that value and respect familY,chiidren and our neighbourhood. They do not just exsist because they are a school but the depth and compassion that is given from the staff to the children is astronomical! I have never experienced this level of respect for fellow human beings that any such organization possess. The community needs more of CPE, more high quality education that enables our children to be true doers and thinkers of NYC. They are thought to love, respect, honer and be logistic thinkers. They are given the opportunity to solve, create, invent and this is what all children should be expose to. A mind should not be wasted but embraced and thought how to properly explore its full potential. CPE does all of what I want my child to be; thinkers, activists, problem

Louanna solvers and respectfuilleaders. These are not just my thoughts but I think the thoughts of what Young 10030 all mothers want! I have 2 boys and this is mv true wish for oth of them. Mary Auriti 11211 We need to protect the right to a good free education. Jonathan We need more excellent middle school options, as the competition for admissions to middle Dyke 10035 schools is fierce.

Against Charter school co-location, plus CPE middle school could be an option for my own valerie Faivre 11211 child who goes to another PS in the east village. Geraldine I have worked at a middle school charter that was housed in an elementary school in Harlem Gewirtz 10025 that was crowded and ineffective for the entire school population.

As a Prof. of Education at CUNY I know that the existence and growth Central Park East is Beth Ferholt 6517 essential for the development of high quality eduction in our city~

A charter school should not be allowed to obtain public assets to the detriment of a fine public Esther Stone 2446 school.

I have two children that attend public schools in the City. I strongly encourage public school education in the City and support any efforts associated with PS growth and development in

Tereza Trivell 10024 the City. Middle schools are greatly need in quality schools. The UPW is severely limited in seats, giving seats away to charter schools is a crime. We need to support our good Public Schools especially when they are successful. Expanding them to add much needed middle school seats

Hannah makes sense. Blaming a lack of space while it exists and then giving the it away to a charter is Helms 10032 doing a great disservice to 'lood Public schools and their children.

Changes that need to be made to the Building Utilization Plan (BUP):

I. The number of sections that ePE I is serving their students in needs to be changed from 7 to 9 which is including the Pre-Kindergarten as stated in the latest DOEapproved BUP from 2011. No change in the make-up of the school or the enrollment has occurred or is expected to happen in the future.

2. The ePE I baseline footprint allocation needs to be aligned with the correct number of sections and the latest DOE-approved BUP from 20 II. 13 full-size rooms/2 half-size rooms/ 2 quarter-size space

3. Add: "The DOE also notes that ePE I will continue to be located on the second f1oor.~'

t

II¥C Pepartment of ~

REVISED BUILDING UTILIZATION PLAN

za l /

Page 1 of 17

As described in greater detail In the attached Educational Impact Statement ('EIS'), the New Yorl< City Department of Education ("DOE') is proposing to open and temporarily site Easl Hanem Scholars Academy Charter School (84MTBD, 'East Hanem Scholars'), a new public charter school that would serve students in kindergarten through fifth grade, in Building M013 (,MOI3,), located at 1573 Madison Avenue in Manhattan, in Community School District 4. East Hal1em Scholars would be co-located in M013 with DOE schools Central Pari< East I (04M497, "CPE I', serving students in grades K-5, and also offering a pre-Kindergarten program), J.H.S. 013 Jackie Robinson (04MOI3, "JI3', serving students in grades 6-8), and Central Pari< East High School (04M555, "CPEHS', serving students in grades 9-12). Ml03 also offers space to three Community Based Organizations ('CBOs'): Gins Inc., Hal1em Family Institute, and Ea.t Hal1em Tutorial. This is a proposal to incubate East Harlem Scholars In M013 for two years - the 2011-2012 and 2012-2013 school years, meaning East Harlem Scholars will be SITed temporarily in this location, and will not reach ITS full grade span during the period of this proposal. The DOE will evaluate the space available in M013 and other District 4 locations an;nulllU·,..... ....... i..., ew EIS for the long-term siling of East Harlem Scholars based on the most aporgprlate space available for the 2013-2014 sghool year ang be 0 his Building ltillzation Plan ('BUP") was released on February 5, 2011, amended on February 17, 2011, and approved by the Panel for Educational Policy ('PEP') on March 23,

2011.

Pursuant to the New Yorl< State Charter Schools Act of 1998 (as amended May 2010), the follOwing plan outlines the proposed allocation of classrooms and administrative space between East Hanem Scholars, J13, CPE I and CPEHS. ij also includes a proposal for the collaborative usage of shared resources and spaces between East Harlem Scholars, J13, CPE I and CPEHS, including but not limITed to cafeterias, libraries, gymnasiums, and recreational areas which assures eqUITable access to such facllilies. Information about the impact on building safety and security, proposed strategies for communication and collaborative deCision-making between the co-located schools, and a description of the shared space committee Is also included. Please refer to the EIS, to which this plan is attached for further information about the proposed co-location.

The BUP for this proposal has been revised in the following manner: • the number of students that CPEHS is projected to serve in the coming years has been revised to reflect budget register projections for 2011-2012.' The

number of sections CPEHS will program to serve these students has also been revised, resu~ing in revisions to CPEHS's baseline allocation of space in Mure years;

• the allocation of space between all four school organizations has been changed to reflect CPEHS's reduced baseline allocation; • the baseline allocation for CPE I has been adjusted to reflect the correct number of cluster rooms based on the school's enrollment; • the floors that each school will be located on have been noted; and • the proposed shared space schedule on pages 14-15 has been adjusted and the DOE has clarified the rationale for the amount of time that each co-located

school is allocated in the shared spaces under this proposal.

The final shared space schedule will be decided upon by the Building Council after the proposed co-Iocation has been approved by the Panel for Education Policy.

METHODOLOGY We have applied the DOE Instructional Footprint ("Footprinf)' to all schools and/or programs outlined in this plan to allocate rooms in an unbiased manner, and have divided the remaining space equ~bly based on the proportion of the total students in the building enrolled by each school and/or program, the instructional and programmatic needs of the co-iocated schools, and the physical location of the excess space wrthin the building.

I Budget register projections are the official enrollment projections for the following academic year, and provide the basis for the financial budget of each school based on the number of students in total, and the number of students requlrtng Individualized Education Plans ("IEPs") and English Language Leamer ('ELL") services. These projections were finalized in Aprtl 2011.

N¥C Depam-tof EducaIIon

JUSTIFICATION OF FEASIBILITY AND EQUITABILITY OF CLASSROOM AND ADMINSTRATIYE SPACE ALLOCATION

Page 2 of 17

The Footprint sets forth the baseline number of rooms that should be allocated to a school based on the grade levels served by the school and number of classes per grade. For existing schools, the Footprint is applied to the current number of classes and class size a school has programmed and is confirmed by a walk-through of the building by the Borough Director of Space Planning and the school's principal. For elementary schools serving grades K-5 and offering a pre-kindergarten section, the Footprint assumes that classes are self-contained. Therefore, the Footprint allocates one full-size classroom for each general education or Collaborative Team Teaching section and a full-size or half-size classroom to accommodate each self-contained special education section served by the school. In addition to these capacity generating instructional rooms, schools serving grades K-5 receive an allocation of cluster or speciaity classrooms proportionate to the number of students enrolled. These classes can be used at the principal's discretion for purposes such as art andlor music instruction, among other things.

At the elementary level, cluster classrooms are allocated as follows:

Enrollment WI of Cluster Rooms 1 251 and up 5

751-1 250 4 251-750 3 151-250 2 0-150 1

For grades 6-12 the Footprint assumes that students move from class to class and that classrooms should be programmed at maximum efficiency. The Footprint allocates one full-size classroom for each general education or Collaborative Team Teaching section and a full-size or half-size classroom to accommodate each selfcontained special education section served by the school. The Footprint does not require that every teacher have his or her own deSignated classroom. Principals are asked to program their schools efficiently so that classrooms can be used for mu~iple purposes throughout the course of the school day.

All schools receive a baseline of the approximate equivalent of 3.5 full-size classrooms' for student support services, resource rooms and administrative space when serving their entire grade span. Any space not allocated pursuant to the Footprint shall be allocated equijably among the co-located schools. In determining an equitable allocation, the DOE may consider factors such as the relative enrollments of the co-located schools, the instructional and programmatic needs of the colocated schools, and the physical location of the excess space within the building.

While the Footprint sets forth a baseline space allocation, school leaders are empowered to make decisions about how to utilize the space allocated to the school. Each principal, therefore, must make decisions about how and where students will be served within the space allocated to the school. The DOE, however, will provide support to the schools to ensure that the schools use the space efficientiy in order to maximize capacity to support student needs and maintain appropriate delivery of special education and related services to students. Where appropriate, school leaders will have an opportunijy to draw upon the expertise and guidance of the Office of Special Education, which is dedicated to promoting posrtive educational outcomes for students with disabilities.

2 The Footprint is a tool to be used by all stakeholders in the analysis and assessment of space usage in DOE buildings. ~ purpose is to ensure that the space allocation plan for all schools is lair and equrtable. In co~ocation agreements, the parameters outlined In the Footprint should serve as a guideline for making decisions about the allocation of space, while empowering building occupants to make decisions that best meet the needs of all students in the building. The DOE Footprint can be found at: httpUschools.nyc. gov/NRlrdonlyres/8CF30F41-DE25-4C30-92QE-731949919FC3/876331NYCDQE Instructional Footprint Final921 OTNT. pdf.

Due to the configuration of the various DOE buildings across New Yorl< Cijy, schools may be given the equivalent of 3 full-size classrooms for student suppori services and one ha~size resource rooms which could be equal to 2 full-size and 3 haff-size classrooms or 1 full-size classroom and 5 haff-size cisssrooms, etc.

*

III¥C Depertment of EducatIon

Allocation of Classrooms and Administrative Space

(01{

Page 3 of 17

According to a building walkthrough and survey performed on October 18, 2010 by Richard Bocchlcchio, Director of Space Planninfl' building MO 13 has a total of 54 full-size classrooms/spaces,' four full-size science demonstration labs,' one full-size science lab', 28 half-size classrooms/spaces, the equivalent of 1.5 rooms of designed administrative office/space, and three quarter-size rooms which can be utilized as administrative offices/spaces. '.' M013 building also contains a gymnasium, auditorium, lunchroom, a large middle/high school library (and a small library used by CPE I that will not be shared with the other schools) and an outside recreational area.

The following rooms are used by Community Based Organizations ('CBO') or building-wide services and will therefore not be included in individual school space allocations:

Girls Inc" a CBO, occupies one full-size classroom/space Harlem Family Institute, a CBO, occupies one half-size classroom/space East Harlem Tutorial, a CBO, currently occupies one full-size classroom/space Northside, a CBO, occupies one half-size classroom/space School Food occupies one half-size classroom/space as an office School Safety occupies one half-size classroom/space as an office The School Based Health Clinic, operating by Mt. Sinai, occupies one full-size classroom/space The nurse occupies one half-size classroom/space

Excluding the classrooms/spaces above, the M013 building has a total of 56 full-size classrooms (including five full-size science lab/demo rooms), 23 half-size classrooms/spaces, 1.5 designed administrative office/space, and 3 quarter-size administrative offices/spaces remaining that can be allocated to schools.

2010-2011 -" In 2010-2011, CPE I currently enrolls 189 students in kindergarten through fifth grade and 17 students In pre-kindergarten. These students are served in nine classes/sections. 'o

• Full-size dassrooms have an ar&! of 500 square feet or more. Note that 2 of these rooms are designed as science demonstration labs but not used as such. Therefore, the water and gas may not be turned on in these rooms.

5 One of these science demonstration labs is allocated to J13 but is not used as a science demonstration lab. Therefore, the water and gas may not be turned on in this room. The other 3 science demonstration labs are allocated to CPEHS. 6 CPEHS Is allocated the science lab. 7 Half-size dessrooms have an area of less than 500 square feet but greater than 239 square reet • Quarter-size rooms are smaller than 240 square feet and can be utilized as administrative/office space or as resource rooms. a As part of their space allocation, CPE 1 uses one full-size room as an art room and one full-slze room as a dance room. J13 uses one fuU-size room as a computer lab. CPEHS uses one full-size room of its allocation as a computer lab. 10 2010-2011 Audited Register Data

/

.~ ( "

N¥C ~of EducatIon

Page 4 of 17

The table below summarizes CPE's baseline Footprint allocation, which is based on the methodology described at the beginning of this document, and CPE I's current allocation.

Full-size Half-size Administrative Spaces 2010-2011:

Class- Class- Designed Full-size Half-size Quarter- Total

CPEI Admin Size Admin rooms rooms (FSE) 11

Space Space Space (FSE)

Baseline Footprint Allocation 11 2 0.0 2 1 2 3.0

Current Space Allocation 12 2 0.0 0 1 2 1.0

CPE I currently operates with less administrative space than indicated by the baseline Footprint, but more cluster space.

In 2010-2011, CPEHS currently enrolls 402 students in ninth through twelfth grade.12 The table below summarizes CPEHS' baseline Footprint allocation, which is based on the methodology described at the beginning of this document, and CPEHS' current allocation.

Full-size Half-size Administrative Spaces

2010-2011: DeSigned Class- Class- Full-size Half-size Quarter- Total

CPEHS Admin Size Admin rooms rooms (FSE) Space Space Space (FSE)


Current Space Allocation 19 6 1.5 0 3 1 3.25 L-.

In 2010-2011, J13 currently enrolls 265 students in sixth through eighth grade in 12 sections'3 The table below summarizes J13's baseline Footprint allocation, and the amount of space that J13 Is currently using.


2010-2011: Class- Class- Designed

Full-size J13 Admin rooms rooms (FSE) Space

Baseline Footprint Allocation 10 4 0.0 0

Current Space Allocation 25 5 0.0 0 -----_ .. - ----_._---- - ----

11 FSE refers to full-size equivalent rooms that may be used for administrative purposes. 12 2010-2011 Audited Register Data 13 201 0-2011 Audited Register Data

Half-size Quarter-

Size Space Space

6 0

6 0 -_. __ .. _-_ ...........

Total Admin (FSE)

3.0

3.0

1t

* *

N¥C Depa~of Educetlon

20fl Page 8 of 17

The DOE also notes that CPE I will continue to be located on the 2'" floor PEHS will continue to be located In the basement, 1~ and 3'" floors, J13 will continue to be cated on the 3 and 4 floors, an ast arlem Scholars will be ocated on the 4th floor. We expect that East Harlem Scholars students will use the bathrooms

located on the 4th floor, which will also be shared with the J13 stUdents on the floor.

2012·2013 -- "" In 2012·2013 the DOE pro~ that CPE I will continue to serve between 185-215 students and would continue to have nine cia! 9 The table below outlines CPE's baseline Footprint allocation:



Full-size Half-size Quarter- Total

CPE I Admin Size Admin rooms rooms (FSE)

Space Space Space (FSE)

\ Baseline Footprint Allocation 11 2 0.0 2 1 2 3.0

'--- -' In 2012-2013, the DOE projects that CPEHS will serve between 455-495 students in 20 sections." The table below outlines CPEHS' baseline Footprint allocation:

Full-size Half-size Administrative S£aces


Full-size Half-size Quarter- Total

CPEHS rooms rooms Admin Space Space

Size Admin (FSE) Space jFSEl


In 2012-2013, the DOE projects that J13 will serve between 225-255 students in 12 sections, maintaining their baseline Footprint allocation from the prior year." The table below outlines J.H.S.13's baseline Footprint allocation:

Full-size Half-size Administrative Sl'aces


Full-size J13 Admin rooms rooms (FSE) Space

Baseline Footprint Allocation 10 4 0.0 2 --- - -

" Enrollment projections are consistent with budget register projections for 2011-2012. 20 Enrollment projections are consistent with budget register projections for 2011-2012. 21 Enrollment projections are consistent with budget register projections for 2011-2012.

Half-size Quarter-

Size Space Space

2 0

Total Admin JFS§,

3.0

-*

MUll!: ...... w o.p.wtment of Edvcation

2912-2013 (CURRENT scHOOL YEAH);

The table beklw summarizes the total enrolment and sed:Ion, served at CPE I, CPE HS, J.H.S. 13 and EHS I jn 2012~2013:

2012-2013 Grades Served Totill EnroRed7 GEIler SectIons SC Sections

CPEI KoS' 202 (7 ) 0

CPE HS 9-12 .. , 16 0

J.H.S.13 6-B '69 7 3

EHS I K-2 '60 6 0

Page 4 of 28

The DOE has adjusted J.H.S. 13's baselille atIocabon due to an lnauft'lclent number of half..size rooms In MIli3. J.H.S. 13 currently serves students In 3 setf-contalned &pedal education cb!sses. TyplcaUy, a. peer the FOOtprint. seft<ontainad tpecIeI education dasaea are accommodated in haIf-atze rooms, In thla caae, due to.n InaufHcient number of h.n ... ize rooms In M013, J,H,S. 13'110 baseline eltocation has been adjusted to indude 3 additional fulHlze rooms tor Ita setf-contalned eections.

! All figures ate from the 2012-2013 Unaudtted Register (as of October 26, 2012) or charter headcount as at October 1,2012. o CPE I aiso serves one &&Ction of futI....d!ly pre-klntierQarten, PJ"eookindel"gllrten II_ program that can be offered both half-day and tul-day; the enrolment figures represent the full day equivalency.

2013

~

IIUI!: ___ rw ............ '" ,-- Page 5 of 28

The u.bJe below $ummartzes CPE L CPE HS, J.H.S, 13 and EHS 1'6 baseline and adjusted baseline Footprint ~tiona, vmich are based on the methodo!ogy described at the beginning ot this document.

Non-Admln Spaces Admlniltrative Spaces Total

Grand Total Current Space ADocation

2012·2013 Designed Full Holf Quarter Admin Total FIJI Full Size Half Size Admin Silo Size Size (FSE) Silo

Total HI!lIf Total QU!lrter Designed Roo,", Rooms (FSE) Room. Room. Rooma Rooms Size Rooms Size Rooms Admin (FSE)

- 8aMBne Footprint 10 1 0.0 a 2 4 2.0 10 3 • 0.0

w _n 0- Current Space Ll 11 1 0.0 a 3 • 2.5 11 4 4 0.0 Allocation

'" Baaellne Footprint 18 1 1.0 a 4 2 3.5 18 5 2 1.0 I AIIocollon

w Current Space 0- 22 3 125 a 7 2 5.25 22 10 2 1.25 Ll Alloca1lon Baselne Footprint

8 4 0.0 a 4 a 2.0 , , 0 0.0 ~ AIIocollon

u; .Adjusted Baseline 11 1 0.0 0 4 0 2.0 11 5 0 0.0 :I' AIIocollon -; Current Space

AJIocotion 12 1 0.0 3 5 a 5.5 15 , a 0.0

- Baseline Footprint , 1 0.0 0 4 0 1.5 , 5 0 0.0

'" AIIocollon I Current Space w , 1 0.0 a 3 a 1.5 8 4 0 0.0

Allocation

In total, CPE I is using 11 MI-alze spaces, 4 haIf-sl.ze sp.cesand 4 quIIrter-s!ze .paces. This IIIocation II 1 fulktze and 1 hatf-slze apace in exceaa of Its ba&ellrnt docation. CPE HS Is using 22 fuII-.sIze spaces, 10 hafklze spaces, 2 quarter--size spaces and 1.25 FSE de:slgned admln~trative spaces. Thia aIocation 15 4 tutHill!!, 5 hMf-size. and 0.25 designed administrative spaces in exceu of it! baseline allocation. J,H.S. 13 is using 15 u..aize Ipmcea and 8 haIk1ze spaces. This ~ocatlon 114 tuklze.nd 1 hatt-size.pace in exC&n of its adjusted buetine allocation. EHS I is using 8 fuklze spaces and 4 harf-tize spaces.

2013

Download - Public Hearing Summary Background - SUNY › about › leadership › board-of... · space is not available in East Harlem. He stated only half of Harlem students graduate high school,

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