SUMMARY AND RECOMMENDATIONS

Proposal to Transfer Existing Charter School to

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

DREAM CHARTER SCHOOL

May 31, 2017

Charter Schools Institute State University of New York

41 State Street, Suite 700 Albany, New York 12207

(518) 445-4250 www.newyorkcharters.org

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Executive Summary DREAM Charter School (“DREAM”) submitted the proposal to transfer authorization to the SUNY Charter Schools Institute (the “Institute”) on March 10, 2017 in response to the Institute’s Application for SUNY to Authorize an Existing Charter School Education Corporation (the “Application”) (available at: http://www.newyorkcharters.org/operate/transfer/) released on behalf of the State University of New York Board of Trustees (the “SUNY Trustees”) in the fall of 2017. The board of trustees of DREAM, a not-for-profit charter school education corporation authorized by the New York City Schools Chancellor (the “Chancellor”), currently operates one school in Community School District (“CSD”) 4. DREAM was approved by the New York State Board of Regents (the “Board of Regents”) on January 15, 2008. The school opened in 2008 with Kindergarten and 1st grade, and currently serves 450 students in grades K-8 as well as 36 students in its pre-Kindergarten program. DREAM will be opening a high school program in the 2017-18 school year starting with 80 students in the 9th grade. The Board of Regents approved a charter extension on January 15, 2013 through June 30, 2013, and then approved a full-term five-year renewal from July 1, 2013 through June 30, 2018. DREAM will submit an application for renewal to SUNY in the 2017-18 school year. DREAM partners with Harlem RBI Inc. (“Harlem RBI”), a New York not-for-profit corporation. Incorporated in 1998, Harlem RBI’s mission has been provide inner-city youth with opportunities to Play, Learn and Grow. Its purpose to develop “sports and study programs that use the excitement of the sport of baseball to involve inner city boys and girls in athletic and academic activities that promote teamwork, academics, self-esteem and the importance of setting and achieving goals.” Harlem RBI provides 1,500 students in East Harlem and the South Bronx from the ages of 5-22 with after-school and summer programs free of charge. Since 2005, 95% of Harlem RBI seniors have graduated high school, 92% have gained acceptance to college and 99% have avoided teen parenthood.1 DREAM’s contract with Harlem RBI provides:

Operational: executive management, governance, IT, fiscal and general administrative support;

Fundraising: fundraising through private funding and events; Programmatic: afterschool and summer programming as well as professional

development to DREAM leadership to align program curriculum, culture and behavior management practices; and,

Facilities: facilities and maintenance including the cost of maintenance staff, security, utilities and other costs associated with occupancy.

1 Charter Agreement, Material Change Request, November 2, 2015.

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Based on the Application and the foregoing:

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

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Background and Description Amendments to the New York Charter Schools Act of 1998 (as amended, the “Act”) in 2016 permit a charter school overseen by one authorizer to apply to be overseen by any other authorizer during a period of one year from the effective date of the legislation. As the legislation took effect immediately upon signature of the Governor on June 23, 2017, charter schools have one year from that date to apply to the SUNY Trustees. New York Education Law § 2851(5) does not mandate that the SUNY Trustees act on such applications within one year. The Institute will review all applications for transfer submitted by noon on June 23, 2017, and based on the strength of the applicant’s existing school(s), will recommend those that qualify to the SUNY Trustees’ Charter School s Committee for approval until all timely applications have been recommended, withdrawn or determined by the Institute to not meet the requirements for recommendation. Mission, Philosophy and Key Design Elements The mission of DREAM “is to prepare students for high-performing high schools, colleges and beyond through a rigorous academic program that develops critical thinkers who demonstrate a love of learning, strong character, and a commitment to wellness and active citizenship. DREAM Charter School inspires all students to recognize their potential and realize their dreams.” DREAM’s key design elements are as follows:

An innovative curriculum that emphasizes critical thinking and questioning. DREAM provides a comprehensive liberal arts education that prepares students for active, engaged citizenship. Staff members deliver rigorous inquiry-based instruction that teaches children to think critically and imaginatively. The curriculum is designed for students to grapple with big ideas across all subjects. Students learn through thematic units and by engaging with meaningful content and a variety of texts in order to develop cognitive flexibility and critical thinking skills.

A co-teaching model that reduces the teacher-to-student ratio and integrates special needs students into the general school population. All DREAM classrooms have co-teaching teams in which two educators share instructional responsibility, resources and accountability for a single group of students. Co-teaching is designed to improve instruction and meet the needs of all students, including those with special needs, in a general education classroom. A content-specialist teacher leads middle school classrooms with co-teaching support from learning specialists during core-content blocks. Speech and occupational therapists provide additional pull out services based on student needs. Two full time social workers are also on staff to provide counseling and social emotional support.

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A robust data cycle that uses data to inform all aspects of teaching and learning. DREAM uses regular analysis of grade level cohorts’ interim and unit assessment performance to consistently inform classroom instruction. Use of these interim assessments enables teachers to identify gaps in student understanding and barriers to learning. Quarterly, teachers analyze data and create action plans, with grade teams, to identify standards in need of “re-teach lessons.” After these quarterly data day sessions, teachers implement their action plans and administer re-assessments to evaluate the impact of their “reteach lessons.” During weekly professional development sessions, teachers reflect with their grade teams and school leaders and continue the data analysis cycle.

A whole child approach to teaching and learning that deeply integrates health, wellness, music and the arts into the overall school program. DREAM prioritizes health, wellness, art and music for its students. As part of health and wellness, students participate in baseball, soccer, swimming, basketball, yoga and recess. Starting in pre-K, every student at DREAM is exposed to both music and art. As students progress, they chose a focus area and major in either music or art during middle school. Additionally, DREAM builds character education into morning meetings, community gatherings, homeroom and enrichment blocks.

An extended day and an extended year model that maximizes learning hours. DREAM uses an extended day and extended year model to maximize instructional hours and increase student achievement. Students have access to tutoring, sports and clubs every day after school. DREAM also offers all its students summer programming that focuses on literacy and enrichments. The extended day and extended year model allows students to maintain regular contact with a consistent set of staff, prevents summer learning loss and exposes them to additional enrichment opportunities.

An active family engagement program that fosters parent/guardian participation, leadership and advocacy. DREAM’s Family Engagement team is extremely active and is made up of a full-time Director, Manager, Family Support Coordinator and interns. In addition to family-teacher conferences, DREAM engages families through home visits, workshops, community gatherings and special events such as curriculum night, Reading night, and breakfast with school leadership. Parents run elections and officers serve yearly terms as representatives of the DREAM Family Action Council.

A focus on teacher motivation, development and retention. DREAM supports teachers as they develop their practice. Coaches observe and meet with teachers on a regular basis to provide actionable feedback. Additionally, DREAM uses school wide teacher observation rubrics to give normed feedback to teachers five times per year in the areas of culture of learning, essential content, academic ownership and demonstration of student learning. The school fosters staff development through weekly grade team meetings and a weekly Professional Development Day. The schedule allows time for staff to meet, share best

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practices and focus on areas in need of improvement. School Leadership teams meet consistently to provide oversight and to build alignment across teams. This cadence of teacher and leadership meetings ensures the sharing of best practices and adds focus to school wide areas in need of improvement.

A universal pre-Kindergarten program that ignites learning in children. DREAM’s pre-Kindergarten program is aligned to the key design elements and mission of the school.

Academic Performance

The Institute collected academic outcome data generated by DREAM during the most recent three years and analyzed it against the performance standard set by the SUNY Trustees to determine the strength of the school’s educational program. With the exception of 2014-15, when DREAM came close to meeting the SUNY Trustees’ standard, high achievement in English language arts (“ELA”) and met the SUNY Trustees’ standard for academic performance in that subject. In mathematics, DREAM met the SUNY Trustees’ standard during all three years. The school also posted high science achievement from 2013-14 through 2015-16, exceeding the targets under SUNY’s absolute and comparative measures each year.

After posting an ELA proficiency rate below the CSD 4 (the “district”) in 2013-14, the school improved its absolute proficiency and outperformed the district in the following two years. In 2015-16, 39 percent of the school’s students enrolled in at least their second year scored at or above proficiency on the state’s ELA exam, exceeding the district by 7 percentage points. In comparison to schools throughout the state enrolling similar concentrations of economically disadvantaged students, DREAM performed lower than expected according to SUNY’s effect size analysis during 2013-14 but demonstrated improved outcomes in subsequent years. During 2013-14, the school posted a comparative effect size of -0.14, below SUNY’s target of 0.3. Subsequently, in 2014-15 and 2015-16, the school exceeded the target when it performed higher than expected to a meaningful degree. Corroborating this pattern of growth, the school posted mean growth percentiles in ELA that exceeded the state median during 2014-15 and 2015-16.

DREAM has demonstrated strong performance against SUNY’s required mathematics measures. From 2013-14 through 2015-16, the school posted performance that exceeded the targets for SUNY’s comparative and growth measures. Students enrolled at DREAM for at least two years outperformed the district each year. Additionally, the school’s comparative effect size measure exceeded SUNY’s target of 0.3 during each year. Notably, in 2014-15 and 2015-16, DREAM performed higher than expected to a large degree in comparison to schools across the state enrolling similar concentrations of economically disadvantaged students. The school posted mean growth percentiles that exceeded the state median of 50 in both 2014-15 and 2015-16.

DREAM met SUNY’s accountability standard for science in 2013-14, 2014-15 and 2015-16. Each year, the school’s students enrolled in at least their second year exceeded both the district’s

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performance and SUNY’s absolute benchmark of 75 percent scoring at or above proficiency on the state’s science exam. Commendably, the school’s 4th and 8th graders outperformed the district by 22 percentage points in 2015-16.

Dream has been in good standing with the state’s No Child Left Behind (“NCLB”) accountability system from 2013-14 through the present. The school has not been identified as a focus charter or as needing a local assistance plan.

Calendar and Schedule DREAM offers an extended school day and year with 181 days of instruction during the regular school year and 24 mandatory half-days/voluntary full-days over the summer. The regular school day will begin each morning at 8:30 A.M., and end at 4:00 P.M. Monday to Thursday and at 3:00 P.M. on Friday. Academic Program In addition to analyzing available academic outcome data, the Institute visited the school to gauge the quality of the program in place at the school at the time DREAM submitted its application.

DREAM provides a comprehensive liberal arts education that prepares students for active, engaged citizenship.

All DREAM classrooms use co-teaching teams with two certified educators. In the middle school grades, a content specialist leads.

The school’s curriculum is aligned to the common core state standards. The language arts curriculum include Reading and Writing units to address writing skills utilizing

mini-lessons, conferences, partnerships, writing folders and work time. In each of the five units, students develop at least one full writing piece that includes planning, drafting, revising, editing and publishing. Coding skills are attained through the Wilson Fundations program for K-3 students and Wilson Just Words program for grade 4-5.

The mathematics curriculum also contains two components: Cognitively Guided Instruction and Investigations in Number Data and Space.

The science curriculum utilizes the Full Option Science System (FOSS). The social studies curriculum utilizes Understanding by Design, which is a backward designed

framework and linked to literacy units. Academic interventions include instruction before school and on Saturdays. Tier III

interventions include the Wilson Reading Program. DREAM uses interim assessments to inform instruction and differentiate instruction. The

schools uses Fountas and Pinnell, Terra Nova, interim assessments and state assessments to identify strengths and weaknesses in programming.

For at-risk students, DREAM uses a Title I School Wide Program directing Title I funding to provide push-in services to the regular school program. Intervention services include small group guided reading, pullout phonics and fluency work, leveled reading materials, parallel

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teaching, small mathematics group, mathematics stations, supplemental manipulatives and 1:1 instruction. DREAM also provide intervention services focused on what may be done at home including guidelines to support at-home specific reading/mathematics skills, comprehension and strategy development; creation of at-home “work-space” and time; outreach for outside services and promotion of school-family partnership that develop reading, writing and mathematics discussion.

Programming for ELL students includes a freestanding English as a second language program utilizing the Sheltered English Immersion program model for instruction.

The school utilizes exit tickets and the philosophy of “speak loud and proud,” to check for student understanding.

Health and wellness are integrated into the program through a Coordinated School Health Program Model developed from the Center for Disease Control’s Department of Adolescent and School Health. The program includes a robust health and physical education program as well as health, nutrition and counseling services.

The art curriculum includes visual art, dance, music and theater. The high school curriculum utilizes college readiness courses based on David Conley’s

Framework for College Readiness and culminates in an Advance Regents diploma. The high school program incorporates character building advisory components focusing on

social emotional learning emphasizing the avoidance of derailing behavior of drugs and teen pregnancy and enrichment program with internships and volunteer opportunities.

The health curriculum utilizes the Michigan Model for Comprehensive School Health Education focusing on ten topic areas: Safety and firth Aid; nutrition; family health; consumer health; community health; growth and development; substance use and abuse; personal health practice; emotional and mental health; and, disease prevention and control. Students participate in rugby, soccer and swimming with daily recess. The school has a nutrition program providing education and events around healthy eating.

The school teaches values and character education in middle school homeroom, elementary morning meetings, advisory and enrichment blocks.

DREAM’s leadership team’s goal is to create and maintain an educational climate in which teachers consistently develop learning environments where all students: (1) achieve success; (2) understand their strengths and weaknesses; and, (3) develop the self-discipline and confidence required to excel in any environment.

DREAM partners each general education teacher with a special education or English as a second language teacher to provide each grade a co-teaching team.

Teachers use six co-teaching approaches based on the work of Marilyn Friend, PhD: (1) One teach, one observe (5%); (2) One teach, one support (10%); (3) Station teaching (30-40%); (4) Parallel teaching (30-40%); (5) Alternative teaching (5%); and, (6) Team teaching (5-10%).

DREAM utilizes the nine Principles of Learning developed by the University of Pittsburgh’s “Institute of Learning” under the direction of Dr. Lauren Resnick including: (1) Organizing for Effort; (2) Clear Expectations; (3) Fair and Credible Evaluations; (4) Recognition of

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Accomplishments; (5) Academic Rigor in a Thinking Curriculum; (6) Accountable Talk; (7) Socializing Intelligence; (8) Management of Learning; and, (9) Learning as Apprenticeship.

DREAMS’s Director of Family, Community and Government Engagement, Family Engagement Coordinator and Family Support Coordinator support active family participation. The school also programs home visits, workshops, community events, harvest fest and breakfast with school leadership to foster and continue engagement.

The integration of DREAM’s program and Harlem RBI’s programming is conducted through an integration committee to ensure coordination among the programs.

School Culture and Discipline

At DREAM discipline is considered a process. The first step taken is to restore a sense of safety and bring people into self-control through a time out or sympathetic conversation to allow the student to face the problem rationally.

DREAM scholars come together for a weekly morning meeting. At these meetings, scholars receive recognition from the previous week and prepare for the school day and week. The school also gathers as a community, once a month. The purpose of the monthly community gathering celebrations is to create a common experience for DREAM’s scholars related to what students are learning in the classroom. These monthly meetings may include films, guest speakers, or student-led presentations. DREAM has seen great success with its weekly and monthly school wide events in the K-8 grades and will continue this practice in 9-12 in order to promote a strong school culture and maintain school norms.

In grades 9-12, DREAM will also utilize current school wide rituals from middle school such as “Monday Meetings” and “Monthly Community Gatherings” to reinforce the college readiness message and promote a positive school culture.

Health and Wellness Education is a fundamental component of the overall curriculum and the overarching importance of maintaining a healthy mind and body is woven into the school’s culture and educational philosophy.

The school uses a Culture Dashboard to help analyze school wide culture. The Culture Dashboard includes information regarding types of discipline, attendance, lateness and dress code.

Governance

DREAM is governed by a 10 member board of trustees. The school partners with Harlem RBI, through an Institutional Partnership Agreement to help with sustainability of growth and operations. Harlem RBI provides back end services in accounting, finance, IT, fundraising, recruitment, hiring and facilities maintenance.

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Board Members

1. Richard Berlin (Chairman and President). Mr. Berlin is the Executive Director of Harlem Reviving Baseball in Inner Cities (“RBI”), a community-based not-for-profit serving more than 2000 kids in East Harlem, the South Bronx and Newark with team-based programming to provide comprehensive, enriching experience for young people. Mr. Berlin received his BA in political science from the University of Wisconsin, his MS in Government from the London School of Economics and Political Science, and certificates in not-for-profit management from Columbia University’s Graduate School of Business.

2. Michele Joerg (Vice President). Ms. Joerg is a former teacher trainer and teacher. Ms. Joerg has a BS in Biology and Philosophy from the University of Scranton, a MA in teaching from Marywood University and a MA in Educational Administration and Supervision from Fordham University.

3. Ashish Doshi (Treasurer). Mr. Doshi was a founding team member and is a current investment analyst for Soroban Capital Partners, a long/short equity hedge fund. Mr. Doshi received his BS in economics from the Wharton School at the University of Pennsylvania.

4. Claudia Zeldin (Secretary). Ms. Zeldin is a partner at Growth for Good and an accomplished professional consultant with 30 years of marketing and management experience with a strong expertise in strategic planning, fundraising and business development, market analysis, communications and branding. As managing trustee of her family’s small foundation, Claudia coordinates grant making, oversees operations and succession training and manages family dynamics (with a sense of humor). Ms. Zeldin is a member of Philanthropy New York and has co-chaired its Family Foundation Peer Trustee Network.

5. Jonathan Schmerin (Trustee). Mr. Schmerin is a Principal in the Real Estate Finance and Development department of The Georgetown Company, LLC. Mr. Schmerin has a BA in Economics from the University of Pennsylvania and a MS in real estate finance from New York University.

6. Adrea Simmons (Trustee). Ms. Simmons is the Vice President of Marketing for Karma WiFi. She holds a BBA in marketing from Howard University and a MBA in strategy and management of technology operations from the Stern School of Business of New York University.

7. Brad Visokey (Trustee). Mr. Visokey is a Director of U.S Credit Trading at Barclays PLC. He received his BS in finance from Georgetown University and his MBA from New York University.

8. David Kirsch (Trustee). Mr. Kirsch is a Managing Director and Senior Analyst at Mudrick Capital Management, L.P., where he is responsible for analyzing distressed credit and equity opportunities across a diverse range of industries. Mr. Kirsch received his BS, magna cum laude, in Economics from the Wharton School at the University of Pennsylvania.

9. Jessica Boccardo (Trustee). Ms. Boccardo is the Project Leader at Boston Consulting Group where she led a team in developing a study on technology in education and the development of 21st century skills that was presented at the World Economic Forum annual meeting. Ms. Boccardo holds a BA in economics from the Universidad De San Andres, a Masters in public

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policy from Georgetown University and a PhD in Public Policy from the Wagner School of Public Policy at New York University.

10. Jonathan Gyurko (Trustee). Mr. Gyurko is the founder and CEO of EdCERT which offers online professional development, certification and related services to college and university professors. Mr. Gyurko was a co-founder and board advisor of University Prep Charter High School (authorized by SUNY) and the Director of Charter Schools for the NYCDOE. Mr. Gyurko holds a BA in English literature from the University of North Carolina at Chapel Hill, a MPA in Education Policy and a PhD in politics and education from Columbia University.

Compliance Per the application and the Institute’s communication with the education corporation’s current authorizer, DREAM has met the requirements of the Act, and is not in violation of any material legal requirement, on probationary status under Education Law § 2855(3) or “slated for closure” by its current authorizer within the meaning of Education Law § 2851(5). Facilities The school’s elementary and middle school programs are located in private space at 1991 Second Avenue, New York, New York 10029. DREAM and Harlem RBI completed the $50 million dollar 65,000 square foot building in July of 2015 and the location will house the school as it grows to K-12. Fiscal The school has a history of fiscal strength as demonstrated in the Fiscal Dashboard displayed in Appendix B. The Institute created a dashboard of the last three years of audited financial statements showing the school is fiscally strong with total net assets of approximately $1.4 million and 1.2 months of cash on hand to pay bills coming due shortly. The education corporation has established the required dissolution fund reserve for the operation and maintains the balance of $70,000 as of June 30, 2016. This amount will need to be increased to meet the SUNY charter agreement limit of $75,000. The budget projection going forward presents a reasonable and appropriate fiscal plan that is feasible and achievable.

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APPENDIX A: School Overview

BoardofTrustees

SchoolLeadership

SchoolCharacteristicsSchoolYear

CharteredGrades

CharteredEnrollment

2008‐09 K‐1 100

2009‐10 K‐2 150

2010‐11 K‐3 200

2011‐12 K‐4 250

2012‐13 K‐5 300

2013‐14 K‐6 350

2014‐15 K‐7 400

2015‐16 K‐8 450

2016‐17 K‐8 450

2017‐18 K‐9 584

BoardMemberName Position

BoardMemberName Position

RichardBerlinChairmanandPresident

AdreaSimmons Trustee

MicheleJoerg VicePresident BradVisokey Trustee

AshishDoshi Treasurer DavidKirsch TrusteeClaudiaZeldin Secretary JessicaBoccardo TrusteeJonathanSchmerin Trustee JonathanGyurko Trustee

Title Name

ChiefofSchools EveColavitoExecutiveDirector RichardBerlinElementarySchoolPrincipal KaraBrockett

MiddleSchoolPrincipal MarjorieGardnerHighSchoolPrincipal JaredRoebuck

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APPENDIX A: School Overview

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