Folder Name Contents - Newyorkcharters.org

TABLE OF CONTENTS
Folder Name
Transmittal Form and Cover Sheet
Statistical Overview
Executive Summary
Renewal Question No. 1
Renewal Question No. 2
Renewal Question No. 3
Renewal Question No. 4A
Renewal Question No. 4B
Charter Attachments
Additional Exhibits
Contents
Attachment A
Attachment B
Attachment C
Attachment D – Is the school an academic success?
Exhibit 1A –Assessment Schedule
Exhibit 1B – Quarterly Performance Dashboard November 2008
Attachment E – Is the school an effective, viable organization?
Exhibit 2A – Family Survey Template 2007-2008
Exhibit 2B – Family Survey Results 2006-2007
Exhibit 2C – Family Survey Results 2007-2008
Exhibit 3A – Waiting List
Exhibit 3B – Student Attrition Data
Attachment F – Is the school fiscally sound?
Exhibit 4 – Detailed Financial Statement
Attachment G – If the school’s charter is renewed, what are its plans for
the term of the next charter period, and are they reasonable, feasible, and
achievable?
Attachment 4 – Term
Attachment 5 – Enrollment
Attachment 9 – Academic and Business Services Agreement
Attachment 12A – School Calendar
Attachment 12B – Weekly Schedule
Attachment 15 – Schedule of State Assessments and School Developed
Assessments
Attachment 16 – Use of Assessment Data
Attachment 26 – Proposed Board Members
Attachment 29 – Organizational Chart
Attachment 31 – Admissions Policy
Attachment 32 – Discipline Rules and Procedures
Attachment 33 – Discipline Policy for Students with Disabilities
Attachment 35 – Food Services
Attachment 36 – Plan for Health Services
Attachment 37 – Freedom of Information Policy
Attachment 38 – Open Meetings Law Policy
Attachment 39 – Complaints Policy
Attachment 40 – Dissolution of Charter School
Attachment 42 – Staff Roster
Attachment 49 – Insurance Plan
Attachment 52 – Ownership of Lease Agreement
Attachment 53 – Facility Layout
Attachment 54 – Transportation
Attachment 55 – Charter School Expansion
Exhibit 5 – Board of Trustees Organizational Chart
Exhibit 6 – Email Confirmation of Facility
Exhibit 7 – Facility Layout

Exhibit 8 – Accountability Plan
Exhibit 9 – Learning Standards and Curriculum

Attachment B – Statistical Overview of Current Charter Period
Year 1 Year 2 Year 3 Year 4 Year 5
Requested Data 2006-07 2007-08 2008-09 200_-__ 200_-__
K, 1 K, 1, 2 K, 1, 2, 3
Grades Served
Total Enrollment (Sept.-June)
% of Students Returning from
Previous Year
# Students with Disabilities
# Students who are ELL
# Students Eligible for
Free/Reduced Lunch
116 170 249
n/a 97% 95%
17 28 27
0 1 3
76 109 169
# Teachers 10 15 22
# Uncertified Teachers 0 1 4
# Teachers Returning
From Previous Year
n/a 10 10
# Other Professional Staff 4.5 5 6.5
# Paraprofessionals 0 0 0
School Leader (Name)
Trustees (List by Name and
Office, e.g., Board Chair)
Max Koltuv Max Koltuv Max Koltuv, Tara
Marlovits
See Attachment 26
Leadership Prep Bedford Stuyvesant Charter School
Attachment B-1

Attachment C – Executive Summary
Leadership Prep Bedford Stuyvesant’s Board of Trustees seeks to obtain a short term planning year renewal
term equivalent to one year. During its renewal term, Leadership Prep Bedford Stuyvesant will continue its
proven track record of academic, operational and fiscal success in order to close the racial achievement gap
and fulfill its mission.
Mission
The mission of Leadership Prep Bedford Stuyvesant Charter School is to prepare its students to enter,
succeed in, and graduate from outstanding college preparatory high schools and colleges. The Leadership
Prep Bedford Stuyvesant community cultivates in its scholars the knowledge, skills, and character necessary to
succeed academically, embrace responsibility, and become honorable citizens and courageous leaders.
In pursuit of its mission, the school is on the path to successfully complete its third year of operation in June
2009.
Key Program Elements
Focus on Literacy and Math
During its current charter term, Leadership Prep Bedford Stuyvesant successfully designed and implemented
a standards-based academic and character-building curriculum that yielded tremendous results. Leadership
Prep Bedford Stuyvesant is dedicated to providing its students with a solid foundation for success, especially
in English language arts and mathematics. In grades K-4, Leadership Prep Bedford Stuyvesant’s literacy
program includes:
• Nearly three hours daily of literacy instruction in the early years, which includes a variety of daily activities
including: Reading Mastery lessons, which emphasize decoding and phonemic awareness; a teacherdesigned
reading comprehension curriculum based on Urban Education Exchange’s Concepts of
Comprehension; and a read aloud program which builds vocabulary, fluency, and comprehension
abilities and is based on the Text Talk Program designed by noted vocabulary guru Isabel Beck. 1 - By
fourth grade, students have two-and-a-half hours of literacy instruction each day
• Students write in every class, learning the write/revise/edit/proofread process from a young age.
Teachers use the Writer’s Workshop method to build students’ writing confidence and fluency in an
effort to cultivate their voices.
With the addition of grade 5 during the renewal term, Leadership Prep Bedford Stuyvesant’s literacy program
will offer:
• 15-20 minutes of Read Aloud schoolwide;
• Two hours of daily literacy instruction in grade 5;
• At least 20 minutes of required independent reading each night;
• Graded, written work
Leadership Prep Bedford Stuyvesant’s teachers and staff will develop the curriculum directly from the New
York State Learning Standards through a common, school-wide approach by creating:
1 Dr. Isabel Beck’s “Text Talk” program has received numerous awards, including the Association of Educational Publishers’ Golden Lamp award for
“Best Instructional Materials” and Learning Magazine’s “Teacher’s Choice” award. Dr. Beck is currently a researcher and Professor of Education at
the University of Pittsburgh, where she specializes in reading education, a topic on which she has published extensively.
Leadership Prep Bedford Stuyvesant Charter School
Attachment C-1

• Scope and sequence for each subject in each grade;
• Detailed syllabi for each course listing the skills and concepts to be mastered; and
• A database of unit and daily lesson plans
In grades K-4, Leadership Prep Bedford Stuyvesant’s math program includes:
• Approximately one hour and twenty minutes of daily instruction
• The Saxon math program – this particular program, suggested in Leadership Prep Bedford Stuyvesant’s’s
initial Charter Application, provides a foundation in math fact knowledge and problem solving skills.
Saxon’s pedagogical approach, based on instruction, practice and assessment, has proven results.
• “Supplement Fridays” in which teachers teach lessons created in response to our assessment data that are
intended to supplement Saxon in key areas of problem-solving.
With the addition of grade 5 during the renewal term, Leadership Prep Bedford Stuyvesant’s math program
will offer:
• Approximately two hours of daily math instruction in grades 5 through 8
• A “Standards Plus” curriculum in math; an approach which combines a teacher-created curriculum with
resources and ideas from commercial curricula, such as Saxon and Glencoe McGraw-Hill. While neither
of these commercial curricula will be explicitly taught in grades 5-8, some of their content will be used as
a framework for instruction. As is the case with the ELA curriculum, NYS standards are the basis for
curriculum design.
The 2008-09 school year is the first year in which Leadership Prep Bedford Stuyvesant has a cohort of third
graders. Since the New York State ELA exam is not administered until January 2009 and the New York State
Math Exam is not administered until March 2009, the third grade students have not yet participated in any of
the New York State or New York City examinations. The school administered the TerraNova math and ELA
assessment to all students to gauge our students’ current progress in Literacy and Mathematics. We believe
the TerraNova closely mirrors the New York State examinations and provides the best possible insight at this
point in the school’s development as to our students’ progress. Our student’s strong performance in Literacy
and Math on the TerraNova indicates that we are making meaningful progress with our young scholars. For
detailed results regarding student academic performance, please refer to Renewal Question 1 (Attachment D).
Teach Until They Learn
Leadership Prep Charter School strives to provide its students with every possible opportunity to learn. This
means that Leadership Prep not only has a longer school day that begins at 7:30 AM and ends at 4:00 PM
with 6+ hours of instruction, but also has a longer school year consisting of 186 instructional days. Over the
course of the school year, this is equivalent to at least 25% more instructional time than the New York City
Department of Education’s minimum of 5 hours of daily instruction over 181 school days in grades K-6.
Even as students leave for the day, the learning continues. Each student, including each
Kindergarten student, takes home at least 20 minutes of homework every evening. Parents/guardians review
and sign each evening’s assignment upon completion. Families and scholars are expected to read together for
20 minutes each night as well. Leadership Prep students finished the 2007-08 school year with a 96%
Homework completion rate.
At Leadership Prep Bedford Stuyvesant, support for learning comes through multiple means:
• Clear, engaging, high-quality lessons in the classroom fostered by a low student to teacher ratio
(especially in the lower grades, where it is no higher than 14:1 and reading groups never exceed ten
students with one teacher.)
Leadership Prep Bedford Stuyvesant Charter School
Attachment C-2

• Increased learning time which mean that a student who attends Leadership Prep from kindergarten
to eighth grade will receive 2.5 years more learning time than students receive in the typical New
York City district school.
• Pull-out and push-in instruction by our two full-time Learning Support Specialist and related services
such as counseling, speech, and occupational and physical therapy for students who require it
• Mandatory after-school tutoring, Saturday School, and Summer Academy \for students who require
additional individual attention
All of these strategies and supports ensure that students with disabilities, students with limited English
language proficiency, and students “at-risk” of academic failure meet the high standards that we set at
Leadership Prep Bedford Stuyvesant.
Develop Character
More instructional time, however, is not enough. Leadership Prep Bedford Stuyvesant Charter School holds
students to high standards in behavior and community involvement. To maintain an energetic, orderly, and
productive environment where teachers can focus on teaching and students can focus on learning, the school
implements a strict code of conduct, provides explicit daily instruction in core values, and enforces a dress
code consisting of a shirt, belt, dress pants, and shoes.
Additionally, routines and rituals constantly reinforce Leadership Prep Bedford Stuyvesant’s expectations,
core values, and mission. This process begins before students even enter the building. Every morning, staff
meet students outside the school’s front door to greet each student by name and shake each student’s hand as
they cross the threshold. This reminds students to conduct themselves with self-respect, dignity, and love—
Leadership Prep Bedford Stuyvesant is a place for scholars.
Culture: Maintain a Small Community of Learners
One of the great lessons of the charter school movement is that small schools work. In small schools, where
all of the teachers know all of the students, there is a heightened sense of responsibility, accountability, and
fellowship that children miss in factory-size schools. Leadership Prep Bedford Stuyvesant will continue to
provide a safe and structured environment that promotes students’ academic and social development.
Leadership Prep Bedford Stuyvesant will maintain a small community – it will grow slowly and purposefully.
Additionally, routines and rituals will continue to constantly reinforce Leadership Prep Bedford Stuyvesant’s
expectations, core values, and mission.
Family Involvement
Leadership Prep Bedford Stuyvesant Charter School is a partnership between the school leadership team,
teachers, students, and families. Although the job of making decisions about school policy belongs to the
Board of Trustees and the school administration, family involvement is not only welcome, but absolutely
necessary for the success of the school.
The families of Leadership Prep Bedford Stuyvesant’s scholars have demonstrated, and continue to
demonstrate, their high level of satisfaction with the school’s rigorous educational program, strong culture,
high-quality teaching staff, and top-notch results.
According to the 2007-2008 family survey, overall parent/family satisfaction with the school was very high. It
is particularly rewarding to note that 96% of respondants are satisfied with Leadership Prep Bedford
Stuyvesant’s academic expectations and its mission.
Each year, the number of families seeking to enter their children in to Leadership Prep Bedford Stuyvesant’s
classes has far exceeded the number of available spots. For the 2008-2009 school year, Leadership Prep
Bedford Stuyvesant received 169 applications for 87 Kindergarten spots. As of December 15, 2008, there
Leadership Prep Bedford Stuyvesant Charter School
Attachment C-3

were 82 students on the Kindergarten waiting list alone. This brings the total number of students on the
waiting list for Grades K-3 to 421 children. This number is a testament to the success of Leadership Prep
Bedford Stuyvesant’s academic program, and its reputation in the community.
High Quality Instruction & Professional Development
Leadership Prep Bedford Stuyvesant’s leaders recognize that without high quality instruction, nothing else
matters. High quality instruction is essential to student achievement, and student achievement is Leadership
Prep Bedford Stuyvesant’s top priority. That is why Leadership Prep Bedford Stuyvesant will continue to
work with its Charter Management Organization (CMO), Uncommon Schools, to recruit and retain topnotch
teachers. New and returning teachers and staff members will receive ongoing professional
development, including instructional supervision and observation, peer reflection, and content area
collaborations both within Leadership Prep Bedford Stuyvesant and through the network of Uncommon
Schools.
Leadership Prep Bedford Stuyvesant will continue to aspire to achieve its Accountability Plan outcome
measures for the new charter term by providing for eighteen days of professional development before the
school year, five days during the school year, and three days following the school year, during which teachers
can review and discuss student data and assessment results. Professional Development sessions will often
center on the interpretation and implication of student data. In this way, Leadership Prep Bedford Stuyvesant
leaders will continue to ensure that scope and sequences and curricula are truly designed, tweaked and
perfected to meet the needs of all Leadership Prep Bedford Stuyvesant students.
Operations
Leadership Prep Bedford Stuyvesant’s leaders remain committed to a strong operational infrastructure—
particularly with respect to governance, leadership, fiscal management, and facility plans.
Engaged and Thoughtful Governing Body
Leadership Prep Bedford Stuyvesant’s Board of Trustees is comprised of engaged and experienced
individuals who have a combination of long-standing commitment to education in the Bedford Stuyvesant
community, experience in founding and leading strong urban charter schools, a track record of serviceoriented
leadership in New York City, and a significant capacity to develop private resources to supplement
the public funds. The Board is committed to serving as a network-wide Board in order to ensure that schools
within the Preparatory Network are governed in the most efficient and effective manner possible, by talented
and committed individuals. Current committees include: Governance, Program and Finance.
During the remainder of Leadership Prep Bedford Stuyvesant’s charter term as well as the renewal term, the
Leadership Prep Bedford Stuyvesant Board of Trustees will maintain governance responsibility and authority
over the addition of Grades 4 and 5.
Sound Fiscal Management
Leadership Prep Bedford Stuyvesant Charter School has a history of fiscal soundness, and is in a strong
position for growth and continued sustainability. There has been significant development in a number of key
areas of fiscal operations. In particular, Leadership Prep Bedford Stuyvesant now adheres to an academic and
business services management agreement between Leadership Prep Bedford Stuyvesant and Uncommon
Schools. Uncommon Schools has assumed responsibility of the following fiscal operations: providing a
projected annual budget, preparing monthly financial statements, recording and tracking income and expenses
related to all grants and contracts, recording all accounts payable invoices and cash receipts, preparing all
vendor checks, reconciling checking accounts each month, providing and maintaining payroll services,
processing all school tax filings, and interfacing with the outside accounting firm and preparing schedules for
year-end audit work.
Leadership Prep Bedford Stuyvesant Charter School
Attachment C-4

Leadership Prep Bedford Stuyvesant will remain a fiscally sound school during the renewal term. Informed
school leaders, knowledgeable Board members, and the financial leadership of Uncommon Schools will
certainly ensure long-term viability.
Feasible Facility Plan
Beginning in the fall of 2009, Leadership Prep Bedford Stuyvesant will share space in the IS258 building
located at 141 Macon Street, Brooklyn, New York. Leadership Prep’s current temporary facility is no longer
adequate to meet the physical plant needs of a growing school. IS258 will provide a stable, long-term home
for the school with many amenities including science labs, a large auditorium and gymnasium and most
importantly, enough classrooms to educate our scholars.
Measures of Success
Leadership Prep Bedford Stuyvesant recognizes and welcomes the fact that the freedom that we enjoy as a
charter school is closely tied to an increased level of accountability for results. Leadership Prep Bedford
Stuyvesant will continue to measure its performance as an organization just as it measures its students’
academic performance. Measures of Leadership Prep Bedford Stuyvesant’s success or effectiveness as
delineated in its Accountability Plan include:
• The proportion of students who demonstrate mastery as measured by New York State assessments;
• The performance of students relative to the performance of students in our community, city, and
state, as measured by New York State assessments;
• The performance of students relative to the performance of students nationwide, as measured by the
TerraNova, a nationally-normed assessment (grades K-8;)
• Students’ annual rate of progress relative to their own mastery and to grade level, as measured on the
TerraNova, a nationally-normed assessment (grades K-8);
• The maintenance of a positive cash-flow and strong overall financial position;
• Attendance rates that exceed community and city-wide averages;
• Strong interest in and satisfaction with the school as measured by student attrition rates and the
length of our waiting list.
The Managing Director, Co-Directors, and the Board of Trustees will continue to set annual performance
goals for the school relative to these metrics; Each quarter, they will formally review progress toward reaching
them.
Conclusion
Leadership Prep Bedford Stuyvesant Charter School was founded to provide children and families in central
Brooklyn with a school that fully prepares students for the rigors of high school and college and challenges
them to become leaders in their communities. . We are confident that during its renewal term, Leadership
Prep Bedford Stuyvesant Charter School will build upon its initial record of academic success and move
closer to achieving its mission of preparing students to enter into, succeed in and graduate from college.
Leadership Prep Bedford Stuyvesant Charter School
Attachment C-5

D. RENEWAL QUESTION 1. IS THE SCHOOL AN ACADEMIC SUCCESS?
Leadership Preparatory Bedford Stuyvesant Charter School has achieved a strong and compelling record of meeting its
Accountability Plan academic goals and has an education program in place at this time that is effective, as assessed by the
Qualitative Educational Benchmarks. 1
I. ACADEMIC ATTAINMENT & IMPROVEMENT (BENCHMARK 1A) 2
Leadership Prep Bedford Stuyvesant has worked each year of its first charter term to further its mission, as set forth in
its initial Charter Application, of preparing its students to enter, succeed in, and graduate from outstanding college
preparatory high schools and colleges. To achieve this mission, Leadership Prep Bedford Stuyvesant has ensured, and
continues to ensure, that all its students:
• Meet or exceed New York State Elementary Performance Standards in English Language Arts, Mathematics,
Science and Technology, and Social Studies by scoring a “3” or higher on New York State assessments
• Score higher, based on cohort average, than the average scores of the public schools in Bedford-Stuyvesant and
Brooklyn on the New York State tests
• Make steady progress in core academic subjects of English and Math as evidenced by advancing percentile rankings
on a nationally-normed reading / English Language Arts and Math test (such as the TerraNova)
• Meet or exceed the school’s rigorous academic standards
English Language Arts: The school meets or has come close to meeting the English Language Arts goal in its
Accountability Plan over the term of its charter. (Benchmark 1A.1)
Accountability Plan Goal 1: English Language Arts
All students at Leadership Preparatory Charter School will be proficient readers and writers of the English language.
Measure I.A
Each year, 75 percent of 3-8 grade students who are enrolled in at least their second year will perform at or above Level
3 on the New York State ELA examination.
Measure I.B
Each year, the school’s aggregate Performance Index on the State ELA exam will meet the Annual Measurable Objective
set forth in the state’s NCLB accountability system.
Measure I.C.
Each year, the percent of students who are enrolled in at least their second year and performing at or above Level 3 on
the State ELA exam will be greater than that of students in the same tested grades in the local school district (New York
City Community School District 13).
Measure I.D.
Each year, the school will exceed its predicted level of performance on the State ELA exam by at least a small Effect
Size (performing higher than expected to a small degree) according to a regression analysis controlling for students
eligible for free lunch among all public schools in New York State.
Measure I.E.
Each year, each grade-level cohort of students will reduce by one-half the gap between the percent at or above Level 3
on the previous year’s State ELA exam and 75 percent at or above Level 3 on the current year’s State ELA exam. If a
grade-level cohort exceeds 75 percent at or above Level 3 in the previous year, the cohort is expected to show at least an
increase in the current year.
Summary
The 2008-09 school year is the first year in which Leadership Prep Bedford Stuyvesant has a cohort of third graders.
However, since the NY State ELA exam is not administered until January 2009, the third grade students have not yet
1 All of Leadership Prep Bedford Stuyvesant’s Annual Reports and Accountability Progress Reports are on file at the
Charter Schools Institute and are incorporated by reference.
2 Charter Renewal Benchmarks Version 3.2
Leadership Preparatory Bedford Stuyvesant Charter School
Attachment D-1

participated in any of the New York State or New York City examinations. While students have not taken the New York
State assessments yet, our student’s strong performance in ELA on the TerraNova indicates that we are making
meaningful progress with our young scholars.
Background
The Leadership Prep Bedford Stuyvesant reading program addresses the five components of early literacy highlighted by
the U.S. government’s blue-ribbon Reading First panel: phonemic awareness, phonics, vocabulary, fluency, and
comprehension. The school uses three strong, complementary, research-based programs– Direct Instruction (Reading
Mastery), Waterford Early Reading, and Reading Comprehension instruction based on the Urban Education Exchange’s
Concepts of Comprehension – that incorporate these five elements and are used concurrently to provide a rigorous
reading education. Classes are split into three groups of 8-10 students based on reading skill. Each day, students receive
80 minutes of Reading Mastery instruction, 40 minutes of instruction using the highly-successful Waterford Early
Reading program and 40 minutes of teacher-generated Reading Comprehension instruction based on the Concepts of
Comprehension.
The school’s core reading program is highly effective in moving most students to mastery and beyond. However, there
are some students who need more help to reach mastery. A small number of students are provided with additional
reading instruction through an intervention program with very promising results. A full-time Reading Specialist was
hired to expand this program beginning with the 2007-2008 school year.
Leadership Prep Bedford Stuyvesant students are given standardized screening assessments, the Dynamic Indicator of
Basic Early Literacy Skills (the DIBELS) and the Text Reading Comprehension test (the TRC) at three benchmarks
throughout the year. Incoming Kindergarten students take the DIBELS as an initial baseline assessment for placement
purposes. This information allows teachers to frequently measure student progress toward the school’s content and skill
standards.
2007-2008 Results
In anticipation of reaching the above goals, the school administered the CTB/McGraw-Hill TerraNova CAT 2nd
Edition Assessment to all current students. Kindergarten students were given the test in January of 2008. The
TerraNova was administered to all students in Kindergarten, First, and Second Grade in June of 2008.
Leadership Prep Bedford Stuyvesant believes that the TerraNova assessment closely mirrors the skills measured by the
New York State examinations. By administering the TerraNova we are 1) preparing our students to take future
assessments, 2) getting an immediate picture of what skills our students are mastering and which skills they are not
mastering thus allowing us to adjust our curriculum accordingly and 3) assessing our progress as a school so as to ensure
we meet our accountability plan goals as they become applicable.
Kindergarten Results: Focus on Literacy
For Kindergarten, the school administered the TerraNova in the late winter (January 2008), the earliest time that normed
results are available from the publisher, and again in June of 2008.
To highlight growth between fall and spring, however, Leadership Prep Bedford Stuyvesant assumed that Kindergarten
students enrolled in the school with proficiency rates similar to that of the 2006-2007 entering 1 st grade – the first cohort
for which we have fall assessment data thus the “fall proxy.” Measured against the fall proxy, Leadership Prep Bedford
Stuyvesant Kindergarten students made substantial gains in literacy. They ended the 2007-2008 school year well above
grade level. At the end of the school year on the TerraNova,
Leadership Preparatory Bedford Stuyvesant Charter School
Attachment D-2

Class of 2024 (Kindergarten in 2007-2008)
June 2008 ELA Results
LPCS Class of 2024 End of Year Terra Nova Results*
Results 100
Fall Proxy End of Kindergarten
75
74 75
Average
NCE for
Cohort
50
43
39
25
0
Reading
Language
*In Kindergarten, LPCS administers the TerraNova in the late winter (the earliest time that "normed" results are available from the publisher) and again at the
end of the school year. To assess mid year progress, we assume that Kindergarten students enrolled with rates of academic proficiency similar to that of first
graders who did take the Terra Nova upon entering the school--a "Fall Proxy."
• 91% of Leadership Prep Bedford Stuyvesant Kindergarten students scored at or above grade level
(NCE of 50 or higher) in reading
• 91% of Leadership Prep Bedford Stuyvesant Kindergarten students scored at or above grade level
(NCE of 50 or higher) in language
First Grade Results: Focus on Literacy
The cohort enrolled in first grade at Leadership Prep Bedford Stuyvesant for the 2007-2008 school year maintained a
solid performance on the TerraNova despite the test increasing in difficulty from year to year (especially between
Kindergarten and 1 st grade). The chart below details their performance at the end of their Kindergarten year in 2006-
2007 compared with their performance at the end of first grade in 2007-2008.
Leadership Prep Bedford Stuyvesant students enrolled in first grade ended the 2007-2008 school year well above grade
level in literacy. At the end of the year on the TerraNova,
Class of 2023 (1 st Grade in 07-08)
June 2008 ELA Results
Results
100
LPCS Class of 2023 Terra Nova Results*
75
73
67
68
72
Average
NCE for
Cohort
50
43
39
Beginning of Kindergarten
End of Kindergarten
End of 1st Grade
25
0
Reading
Language
*In Kindergarten, the LPCS administers the TerraNova in the late winter (the earliest time that "normed" results are available from the publisher) and again at
the end of the school year. To assess mid year progress, we assume that Kindergarten students enrolled with rates of academic proficiency similar to that of
first graders who did take the Terra Nova upon entering the school--a "Fall Proxy."
• 91% of Leadership Prep Bedford Stuyvesant First Grade students scored at or above grade level (NCE
of 50 or higher) in reading
• 95% of Leadership Prep Bedford Stuyvesant First Grade students scored at or above grade level (NCE
of 50 or higher) in language
Leadership Preparatory Bedford Stuyvesant Charter School
Attachment D-3

Second Grade Results: Focus on Literacy
The second grade results on the Language Subtest reveal marked progress over time as students remain enrolled at
Leadership Prep Bedford Stuyvesant. However, results on the Reading Subtest indicate a slight decline in student
performance relative to their grade level peers nationally (in other words, students acquired new 2 nd grade skills but lost a
small amount of ground against their peers nationally). Although we anticipated that this cohort (that did not have the
benefit of kindergarten at Leadership Prep Bedford Stuyvesant) will need additional reading support to reach the same
achievement levels as their successor cohorts (who will have had the benefit of kindergarten at Leadership Prep Bedford
Stuyvesant 3 ), we are disappointed that we were not able to move students more dramatically in this area in 2007-08. We
are determined that the significant investments of staff time in ELA professional development and curriculum
development described above will yield greater growth in the Reading Subtest performance for this cohort in 2008-09.
Class of 2022 (2 nd Grade in 07-08)
June 2008 ELA Results
Results 100
LPCS Class of 2022 Terra Nova End of 2007 2008 Results
83
75
66
Average
NCE for
Cohort
50
43
57
53
39
Beginning of 1st Grade
End of 1st Grade
End of 2nd Grade
25
0
Reading
Language
• 52% of Leadership Prep Bedford Stuyvesant Second Grade students scored at or above grade level
(NCE of 50 or higher) in reading
• 90% of Leadership Prep Bedford Stuyvesant Second Grade students scored at or above grade level
(NCE of 50 or higher) in language
Evaluation
Again, while Leadership Prep Bedford Stuyvesant students have not taken the New York State assessments yet, our
student’s strong performance in ELA on the TerraNova indicates that we are making meaningful progress with our
young scholars.
Mathematics: The school meets or has come close to meeting the mathematics goal contained in its
Accountability Plan over the term of its charter. (Benchmark 1A.2)
Accountability Plan Goal 2: Mathematics
Students will demonstrate competency in the understanding and application of mathematical computation and problem
solving.
Measure II.A
Each year, 75 percent of 3-8 grade students who are enrolled in at least their second year perform at or above Level 3 on
the New York State Mathematics examination.
3 This benefit is reflected on the relative performances of this cohort at the end of their 1 st Grade experience at
Leadership Prep and that of the next cohort which did have Kindergarten at LPCS. While this cohort had an average
NCE of 57 when they finished 1 st Grade at LPCS, the Class of 2023 which did have Kindergarten at LPCS scored an
average of the 68 th NCE when they completed 1 st Grade this year.
Leadership Preparatory Bedford Stuyvesant Charter School
Attachment D-4

Measure II.B
Each year, the school’s aggregate Performance Index on the State math exam will meet the Annual Measurable
Objective set forth in the state’s NCLB accountability system.
Measure II.C
Each year, the percent of students who are enrolled in at least their second year and performing at or above Level 3 on
the State Math exam will be greater than that of students in the same tested grades in the local school district (New York
City Community School District 13).
Measure II.D
Each year, the school will exceed its predicted level of performance on the State Math exam by at least a small Effect
Size (performing higher than expected to a small degree) according to a regression analysis controlling for students
eligible for free lunch among all public schools in New York State.
Measure II.E
Each year, each grade-level cohort of students will reduce by one-half the gap between the percent at or above Level 3
on the previous year’s State Math exam and 75 percent at or above Level 3 on the current year’s State Math exam. If
grade-level cohort exceeds 75 percent at or above Level 3 in the previous year, the cohort is expected to show at least an
increase in the current year.
Summary
The 2008-09 school year is the first year in which Leadership Prep Bedford Stuyvesant has a cohort of third graders.
While the third grade students will not participated in the New York State Math Exam until March 2009, the school
administered the TerraNova math assessment to all students to gauge our students’ current progress in mathematics. We
believe the TerraNova closely mirrors the New York State examinations and provides the best possible insight at this
point in the school’s development as to our students’ progress. Our student’s strong performance in Math on the
TerraNova indicates that we are making meaningful progress with our young scholars.
Background
Currently, with only Kindergarten, First, Second, and Third Grade, Leadership Prep uses the Saxon Math program. The
Saxon program employs explicit instruction as well as a distributed approach to instruction, practice and assessment.
This dual approach has proven especially effective with low-income students and ensures that students master both basic
math skills and critical thinking skills. Moreover, Saxon is backed by extensive research demonstrating its effectiveness
with student populations similar to Leadership Prep.
All students attending Leadership Prep receive 80 minutes of math instruction each day. The math program includes a
25 minute Math Meeting as well as a lesson and practice for 55 minutes.
By completing a Saxon lesson each day, Leadership Prep Kindergarten students were able to move to First Grade math
by the end of April. By mastering a complete Saxon lesson every school day, our students remain on pace to complete at
least a year of high school algebra by the end of eighth grade.
2007-2008 Results
Kindergarten Results: Focus on Math
The Leadership Prep Kindergarteners ended the year well above grade level in mathematics. At the end of the school
year on the TerraNova,
Leadership Preparatory Bedford Stuyvesant Charter School
Attachment D-5

Class of 2024 (Kindergarten in 07-08)
June 2008 Math Results
LPCS Class of 2024 End of Year Terra Nova Results*
Results 100
Fall Proxy
End of Kindergarten
75
74
Average
NCE for
Cohort
50
31
25
0
Math
*In Kindergarten, LPCS administers the TerraNova in the late winter (the earliest time that "normed" results are available from the publisher) and again at the
end of the school year. To assess mid year progress, we assume that Kindergarten students enrolled with rates of academic proficiency similar to that of first
graders who did take the Terra Nova upon entering the school--a "Fall Proxy."
• 93% of Leadership Prep Kindergarten students scored at or above grade level (NCE of 50 or higher) in
math
First Grade Results: Focus on Math
The Leadership Prep First Graders ended the year well above grade level in mathematics. At the end of the school year
on the TerraNova,
Class of 2023 (1 st Grade in 07-08)
June 2008 Math
LPCS Class of 2023 End of 2007 2008 Terra Nova Results*
Results 100
Average
NCE for
Cohort
75
50
Beginning of Kindergarten
End of Kindergarten
End of 1st Grade
78
68
25
31
0
Math
*In Kindergarten, the LPCS administers the TerraNova in the late winter (the earliest time that "normed" results are available from the publisher) and again at
the end of the school year. To assess mid year progress, we assume that Kindergarten students enrolled with rates of academic proficiency similar to that of
first graders who did take the Terra Nova upon entering the school--a "Fall Proxy."
• 93% Leadership Prep First Grade students scored at or above grade level (NCE of 50 or higher) in
math
Second Grade Results: Focus on Math
The Leadership Prep Second Graders ended the year well above grade level in mathematics. At the end of the school
year on the TerraNova,
Leadership Preparatory Bedford Stuyvesant Charter School
Attachment D-6

Class of 2022 (2 nd Grade in 07-08)
June 2008 Math Results
Results 100
LPCS Class of 2022 Terra Nova End 2007 2008 Results
82
75
71
Average
NCE for
Cohort
50
Beginning of 1st Grade
End of 1st Grade
End of 2nd Grade
31
25
0
Math
• 92% Leadership Prep Second Grade students scored at or above grade level (NCE of 50 or higher) in
math
Evaluation
With a majority of students at or above grade level on the standardized assessments and a majority demonstrating
proficiency on the school’s Saxon Math curriculum, Leadership Prep is confident in its ability to achieve even greater
gains for the next school year as it moves towards meeting the accountability plan goals.
Science and Social Studies: The school meets or has come close to meeting the science and social studies
goals in its Accountability Plan over the term of its charter (Benchmarks 1A.3 1A.4)
Accountability Plan Goal 3: Science
Students will demonstrate proficiency in the understanding and application of scientific principles.
Accountability Plan Goal 4: Social Studies
Students will demonstrate proficiency in the understanding and application of principles related to the social sciences.
Measure III.A
Each year in each tested grade, 75 percent of students who are enrolled in at least their second year will perform at or
above Level 3 on the New York State Science examination.
Measure III.B
Each year in each tested grade, the percent of students who are enrolled in at least their second year and performing at
or above Level 3 on the State Science exam will be greater than that of students in the respective grades in the local
school district (New York Community School District 13).
Measure IV.A
Each year in each tested grade, 75 percent of students who are enrolled in at least their second year will perform at or
above Level 3 on the New York State Social Studies examination.
Measure IV.B
Each year in each tested grade, the percent of students who are enrolled in at least their second year and performing at
or above Level 3 on the State Social Studies exam will be greater than that of students in the respective grades in the
local school district (New York Community School District 13).
Summary
Leadership Prep students have not yet participated in the New York State Science or Social Studies Exams, the school
has implemented curricula that will prepares our students to perform on these state assessments as we work towards our
Accountability Plan goals.
Leadership Preparatory Bedford Stuyvesant Charter School
Attachment D-7

Background
Leadership Prep’s curricula in Science and Social Studies are based on a combination of the NYS Science and Social
Studies Standards and the principles of the Core Knowledge curriculum, designed by Professor E. D. Hirsch, Jr., author
of Cultural Literacy and The Schools We Need. The school meets all New York City and State Standards.
Beginning with the 2007-2008 school year, Leadership Prep utilized the Scott Foresman Science and Social Studies
elementary curriculum which is completely aligned with the New York State Performance Indicators. The school
purchased NYS editions of all relevant materials and teachers, who have previously taught the Core Knowledge
curriculum, generated weekly lesson plans which lay out objectives, key vocabulary, activities, assessments, and
homework for each day of the year.
D. NCLB: The school has made adequate yearly progress as required by NCLB. Benchmark 1A.5
D.
E.
Accountability Plan Goal 5 – Absolute Measure: Under the state’s NCLB accountability
system, the school’s Accountability Status will be “Good Standing” each year.
Results
Leadership Prep anticipates being in “Good Standing” under the NCLB accountability system for the 2008-2009 school
year. The school has diligently worked to meet each NCLB requirement and comply with all stated guidelines. The
school received a rating of “Good Standing” for the 2007-2008 school year.
NCLB Status by Year
Year
Status
2003-04 N/A
2004-05 N/A
2005-06 N/A
2006-07 Good Standing
2007-08 Good Standing
II. USE OF ASSESSMENT DATA (BENCHMARK 1B)
The school has a system to gather assessment and evaluation data and uses it to improve
instructional effectiveness and student learning.
As set forth in the initial Charter Application, Leadership Prep Bedford Stuyvesant students are expected to meet or
exceed New York State Learning Standards. To measure student progress toward these standards, the school will
administer all required Elementary New York State Assessments and report the results to both the Board of Regents and
the Charter School Institute.
This practice enables Leadership Prep Bedford Stuyvesant’s teachers and school leaders to effectively track students’
progress towards mastery of the New York State Performance Standards in English Language Arts, Mathematics,
Science, and Social Studies. Such analysis allows teachers and school leaders to assess the overall efficacy of Leadership
Prep Bedford Stuyvesant’s academic plan. Under this system, by the end of its fourth year of operation (2009-2010),
Leadership Prep Bedford Stuyvesant will have two years of criterion-referenced assessment data from the NYS
assessments for the students who entered the first grade in 2006.
In addition, as stated in the initial Charter Application, Leadership Prep Bedford Stuyvesant annually administers the
nationally-normed TerraNova exam to all students, beginning in Kindergarten. Leadership Prep Bedford Stuyvesant uses
the TerraNova series, which is closely aligned with the New York State Standards and the school’s internal standards,
and uses both multiple choice and open-ended questions to assess students’ progress in Reading, Language, and Math.
While the TerraNova provides valuable information about the school’s progress towards mastering New York State
Performance Standards, it also provides verifiable evidence that the school is meeting its student achievement goal of
having each student make significant annual improvements in level of mastery relative to grade level. For a complete
testing schedule, please see Additional Exhibit 22.
Leadership Preparatory Bedford Stuyvesant Charter School
Attachment D-8

Leadership Prep Bedford Stuyvesant is strongly committed to the high standards of both performance and measurement
set forth by the SUNY Trustees. Leadership Prep Bedford Stuyvesant’s teachers and leaders embrace our accountability
for ensuring and demonstrating strong results in student performance across subjects.
Decoding, Early Reading Comprehension, and Writing
In order to assess Leadership Prep Bedford Stuyvesant’s progress toward meeting the English Language Arts goals as set
forth in its Accountability Plan, Leadership Prep Bedford Stuyvesant currently administers several assessments
throughout the year to evaluate the three basic ELA skills: Decoding, Comprehension, and Writing. While not outlined
explicitly in the initial Charter Application, these assessments have been chosen based on the school’s instructional
leaders’ analyses of existing student assessment data and the need for further assessment in the aforementioned areas. As
Leadership Prep Bedford Stuyvesant’s academic program has grown and become more sophisticated, the input of
experienced teachers and specialists has also helped the school’s instructional leaders refine the assessment schedule.
• Dynamic Indicators of Basic Early Literary Skills (DIBELS): DIBELS are a set of standardized, individually
administered measures of early literacy development. The tests, given to K, 1 st , 2 nd , and 3 rd Graders throughout
the year, include short, one minute fluency measures used to regularly monitor the development of pre-reading
and early reading skills. Each DIBELS score corresponds to a description of how each scholar is progressing in
literacy based on grade-specific standards.
• Text Reading Comprehension (TRC):
o The TRC provides a collection of benchmark books with accompanying running record forms to help
determine a student’s reading instruction level.
o The TRC evaluates two major aspects of reading: accuracy of oral reading and comprehension
through reading and both oral and written retelling of narrative stories. The assessments are
conducted during one-on-one reading conferences as students read assessment texts. A set of 38
stories, which increase in difficulty, are used.
o Teachers administer TRC assessments three times a year in Grades K-3.
• Bimonthly Compositions: Every other month, each scholar in every grade responds to a writing prompt
designed to test her writing ability and skills against grade-specific standards. Compositions are graded by each
classroom teacher on a grading scale of 1-4, with “4” being the highest score (above grade level/proficiency).
Each grade-level team grades their compositions against a rubric.
Core Academic Subjects: English Language Arts, Math, Science, and Social Studies
The school’s interim assessments follow its scope and sequence – which is derived from state standards – using both the
content described in the state’s key documents and information from released assessments regarding the frequency with
which each standard is actually measured.
Interim Assessments: Leadership Prep Bedford Stuyvesant-developed tests are designed to assess students in Grades 1-5
on mastery of materials taught in Literacy and Math to date and are given three times a year in each subject. A Science
Interim Assessment will be administered in Grades 3, 4, and 5 and a Social Studies Interim Assessment will be
administered in Grade 5.
For a complete assessment schedule, please see Additional Exhibit 22.
The leaders of Leadership Prep Bedford Stuyvesant Charter School know that there is no more important function than
the careful review of assessment data by teachers, school leaders, and Board Members. Baseline data on performance of
incoming students from TerraNovas is carefully reviewed by classroom teachers and the Co-Director for Curriculum
and Instruction. This review results in any necessary adjustments to the curriculum planned for that year and in the
creation of any necessary interventions for particular students. All of this is planned with the aim of ensuring student
mastery of the standards.
Results from nationally-normed and school developed assessments are used for several purposes:
• To track progress of individual students towards mastery throughout the year and allow for timely intervention
where needed to ensure mastery (e.g., additional tutoring or disability evaluations)
• To track progress of the class as a whole in order to inform instruction (e.g., the need for re-teaching or
speeding up the pacing of material)
• To provide insight into the individual teacher’s effectiveness in moving students to mastery
Leadership Preparatory Bedford Stuyvesant Charter School
Attachment D-9

• To allow for evaluation of the overall efficacy of the school’s curriculum and overall instructional program and
suggest where changes may be needed
• To form the basis of valuable communication with and accountability to families
• To determine, in conjunction with coursework grades, which students are required to attend after-school and
Saturday tutoring
• To determine, in conjunction with grades, whether students earn course credit and are promoted
• To determine whether the school is making progress towards its student achievement goal of mastery of the
New York State Performance Standards and internal Leadership Prep standards
Data from State Tests and standardized tests is also used in several ways:
• To assess the efficacy of the school’s academic program as a whole
• To identify the need for interventions for individual students to support mastery
• To identify needed professional development on a school-wide and individual teacher basis
Data from State and standardized tests allows our leadership team to accurately and objectively measure the school’s
progress towards its student achievement goals, specifically using three types of analyses:
1. Criterion-reference: Are a high percentage of our students achieving mastery of the material as indicated by the
percentage scoring proficient or advanced on the New York State assessments?
2. Comparative: How does the rate at which our students are scoring “proficient” or “advanced” on the NYS
assessments compare to the rates at which students are doing so at other schools in NY City and State?
3. Value-added: How have our students improved from year to year relative to students at their grade level
nationally, as indicated by the change in their percentile scores on our independently developed, standardized
exams?
The Co-Director for Curriculum and Instruction is responsible for ensuring that staff members conduct the necessary
reviews, discuss their conclusions, and implement any appropriate changes in practice in a timely way throughout the
school year. During the summers of 2007 and 2008, Paul Bambrick, an Uncommon Schools Managing Director and
nationally recognized expert on data driven instruction, provided 1.5 days of training for all our staff members. Our
school calendar and personnel policies support this process by providing seventeen days of professional development
before the school year, four days during the school year, and two days following the school year, during which teachers
can review and discuss results. In addition, the weekly schedule provides teachers one afternoon each week to interpret
results and implement responses.
The Board of Trustees reviews the results of the TerraNova and New York State Tests annually. This review enables the
Board to carefully monitor management’s progress towards the agreed-upon student achievement goals. In addition, the
Board's Program Committee works closely with the Co-Director for Operations and Finance to facilitate these formal
reviews and stays up to date on Interim Assessments and other assessments as results become available.
The leadership team also provides the results of such data to the authorizer and to the public through the issuance of the
Annual Report.
III. CURRICULUM (BENCHMARK 1C)
The school has a clearly defined and aligned curriculum and uses it to prepare students to
meet state performance standards.
To accomplish the goals set forth in its Accountability Plan, Leadership Prep Bedford Stuyvesant has adopted the New
York State Learning Standards and has developed its own academic standards. The school’s academic standards have
been cross-referenced with the New York State Learning Standards. Moreover, the New York standards are covered at
every grade level at Leadership Prep Bedford Stuyvesant. As indicated in the response to Question 1, Leadership Prep
Bedford Stuyvesant has met and exceeded all of its goals as set forth in its Accountability Plan. This success is due in
large part to a precisely defined scope and sequence for each grade and core academic subject.
While Leadership Prep Bedford Stuyvesant’s curriculum as implemented is organized, cohesive, and seamless from grade
to grade, some changes have been made since the approval of the school’s initial Charter. For a list of changes, please
refer to the response to Question 4b.
Leadership Preparatory Bedford Stuyvesant Charter School
Attachment D-10

IV. PEDAGOGY (BENCHMARK 1D)
High quality instruction is evident throughout the school.
Student achievement is Leadership Prep Bedford Stuyvesant’s top priority, and, therefore, high quality instruction is
imperative to meet and exceed the school’s academic Accountability Plan goals. The school’s standards-based curriculum
is the basis for all lesson planning and implementation. Interim and other summative assessments help teachers track
individual student progress and create differentiated student groups. Teachers ensure that all students’ needs are being
met with a combination of direct instruction, differentiated grouping, individual instruction or the allocation of
individual learning tasks. Instruction is delivered with clear expectations, as all students are made aware of the lesson’s
objective visually (objective is displayed) and/or verbally (objective is described). Teachers re-enforce these objectives
with continuous references to prior learning.
V. INSTRUCTIONAL LEADERSHIP (BENCHMARK 1E)
The school has strong instructional leadership.
As evidenced by the school’s strong assessment results, student achievement is Leadership Prep Bedford Stuyvesant’s
primary goal. Leadership Prep Bedford Stuyvesant’s instructional leadership team, comprised of the Managing Director,
Co-Director for Curriculum and Instruction, and the Staff Developer, have consistently analyzed student assessment
data to ensure that the school is on track to meeting and exceeding its academic Accountability Plan goals. The Staff
Developer position was created during the 2008-2009 school year to focus specifically on observing, coaching and
evaluating first and second year teachers. The team focuses on developing students’ core academic skills with an
emphasis on literacy and mathematics. If deficiencies in curricula, assessment models or instruction are discovered, the
team uses its expertise, as well as the input of teacher inquiry groups, led by teacher-facilitators who have been trained in
the Critical Friends teacher collaboration model and in giving feedback to teachers, to evaluate shortcomings and
propose and implement changes.
The Co-Director for Curriculum and Instruction and Staff Developer have in place a comprehensive and ongoing
system for evaluating teachers’ effectiveness and quality. Leadership Prep Bedford Stuyvesant firmly believes in
accountability and assessment. Teachers are observed regularly and receive either e-mail or in-person feedback. The
formal evaluation, given once a year, is comprised of both a qualitative narrative and a quantitative rubric with scores
ranging from 4 for “Advanced,” to 1 for “Needs Development.” The Co-Director for Operations and Finance conducts
non-instructional staff member evaluations.
Additional professional development is provided to Leadership Prep Bedford Stuyvesant staff through Uncommon
Schools. During the 2006-07, 2007-08, and 2008-09 school years, Doug Lemov, an Uncommon Schools Managing
Director, provided all new Leadership Prep Bedford Stuyvesant staff with intensive training around the Uncommon
Schools Taxonomy of Effective Teaching Practices (a narrative description and video database of the best practices of
star teachers at many of the highest achieving urban schools in the country). Leadership Prep Bedford Stuyvesant staff
members also had the opportunity to participate in Uncommon Schools Master Teacher Retreats during both the
summer in 2007 and 2008. Our staff members also have participated in Uncommon Schools annual subject area retreats
launched during 2007-08.
Leadership Prep Bedford Stuyvesant has a system in place to recruit and retain high-quality teachers. The school relies
on its charter management organization, Uncommon Schools, Inc. 4 to recruit school staff. Uncommon has a nineperson
recruitment team in place that taps into a broad network of programs, such as Teach for America, to generate a
pool of qualified candidates. For the 2008-2009 school year, Uncommon Schools received 8,500 applications.
Uncommon’s team reviews resumes and screens candidates before referring them to the Co-Director for Curriculum
and Instruction for an interview. Uncommon’s team will then conduct a reference check, review a candidate’s writing
sample, and review a candidate’s transcripts as the final steps before the Co-Director for Curriculum and Instruction
extends an offer of employment.
4 Please refer to Attachment L, Renewal Question 4c for detailed information regarding Leadership Prep Bedford
Stuyvesant’s relationship with Uncommon Schools, Inc.
Leadership Preparatory Bedford Stuyvesant Charter School
Attachment D-11

VI. AT-RISK STUDENTS (BENCHMARK 1F)
The school has programs that are demonstrably effective in helping students who are struggling
academically to meet the school’s academic Accountability Plan goals, including programs for
students who require additional academic supports, programs for English Language Learners
and programs for students eligible to receive special education.
Leadership Prep Bedford Stuyvesant’s strong commitment to ensuring that all of its students achieve at the highest levels
is reflected in the school’s expansive intervention program, which includes:
• Use of the tri-annual DIBELS to identify K-3 students who are making less than expected progress in reading
skills. Once identified, the Reading Intervention Teacher works with these students in small group settings
using intervention programs such as Wilson Fundations.
• Weekly Student Support Office (SSO) meetings comprised of the Co-Director for Curriculum and Instruction,
Special Education Coordinator, Reading Intervention Teacher, Dean of Students, and Social Worker to
develop action plans for students who are struggling academically or behaviorally.
• Weekly Student Support Team (SST) meetings in which grade-level teams meet (in rotation) with the Special
Education Coordinator, Reading Intervention Teacher, Dean of Students, and School Social Worker to
develop Student Support Plans for struggling students.
All students with disabilities enrolled at Leadership Prep Bedford Stuyvesant can and should achieve the school’s goals.
To ensure the success of such students, the school works with the Committee on Special Education (CSE) in the
school’s geographic region and district to provide required services in accordance with federal special education laws.
Leadership Prep Bedford Stuyvesant educates its students with disabilities in the least restrictive environment, with their
non-disabled peers to the extent appropriate and allowed by each student’s individualized education plan (IEP) prepared
by the Committee on Special Education (CSE) in the school’s geographic region and district and all applicable federal
laws, including the Individuals with Disabilities Education Act (IDEA). Leadership Prep Bedford Stuyvesant does not
discriminate in admission and enrollment practices on the basis of a student having or suspected of having a disability.
Students with disabilities are expected to participate in, and receive credit for, nonacademic, extracurricular programs
and activities with all other students to the extent allowed by the IEP prepared by the CSE. Students with disabilities
receive all notices concerning school-sponsored programs, activities, and services.
All special education programs and services at Leadership Prep Bedford Stuyvesant are provided in accordance with
Education Law §2853(4)(a), applicable federal laws and regulations, and in accordance with the IEP recommended by
the CSE, including any reevaluations and revisions. Leadership Prep Bedford Stuyvesant ensures that the special
education programs and services as indicated on each student’s IEP are provided directly to the student during school
hours.
All staff members receive training in special education services during the summer professional development session.
Currently, 27 students at Leadership Prep have Individual Education Plans (IEPs).
VII. STUDENT ORDER & DISCIPLINE (BENCHMARK 1G)
The school’s culture allows and promotes a culture of learning.
Leadership Prep Bedford Stuyvesant provides a safe and structured environment that promotes students’ academic and
social development. Leadership Prep Bedford Stuyvesant’s disciplined environment is necessary element of this success.
The school has a code of conduct, included in the Family Handbook that emphasizes a safe and orderly environment
and establishes consequences for infractions. Required uniforms contribute to the sense of professionalism, unity and
order in the school community. All students must come to school in the Leadership Prep uniform every day. Our
students wear navy blue pants or jumpers (for girls), light blue dress shirts, and burgundy sweaters. All students proudly
wear the Leadership Prep uniform patch at all times.
Leadership Prep Bedford Stuyvesant ensures that all parents are aware of the discipline policies and procedures because
without these policies, students’ academic success may be compromised. Therefore, three orientation meetings for new
parents are held prior to the start of the school year (including a welcome chat for each family with the Co-Director for
Leadership Preparatory Bedford Stuyvesant Charter School
Attachment D-12

Curriculum and Instruction or Dean of Students). This way, policies and procedures are transparent before students
begin their time at Leadership Prep Bedford Stuyvesant. Teachers also become well-versed in the Family Handbook,
Code of Conduct and associated policies and procedures during summer professional development.
Clear consequences for infractions allow teachers to “sweat the small stuff,” in the hopes that vigilance surrounding
small misbehaviors will discourage larger ones. This idea underlines the expectations that 100% of students be on task
100% of the time. Discipline is used as a way to foster mutual respect and learning. The school’s behavioral expectations
and core values are clearly on display in the hallways, common areas and in the classrooms themselves. Teamwork is
constantly reinforced both in and outside of the classroom, and both individual and whole-class rewards and
consequences encourage students to not only respect rules and procedures for the sake of their own learning, but also
for the sake of others’ learning as well.
Additionally, routines and rituals constantly reinforce Leadership Prep Bedford Stuyvesant’s expectations, core values,
and mission. This process begins before students even enter the building. Every morning, staff meet students outside the
school’s front door to greet each student by name and shake each student’s hand as they cross the threshold. This
reminds students to conduct themselves with self-respect, dignity, and love—Leadership Prep Bedford Stuyvesant is a
place for scholars.
Each week ends with a Friday community meeting called Creed Circle. Each Creed Circle is an opportunity to reinforce
and celebrate the values of Leadership Prep Bedford Stuyvesant and extend the classroom through student-performed
skits that feature Vocabulary Challenges. Each meeting closes with the presentation of the Leadership Prep Bedford
Stuyvesant Creed Circle Award, awarded to the student who best exemplifies that month’s character value (ex. love,
scholarship, and honesty).
VIII. PROFESSIONAL DEVELOPMENT (BENCHMARK 1H)
The school’s professional development program assists teachers in meeting student academic
needs and school goals, by addressing identified shortcomings in student learning and teacher
pedagogical skill and content knowledge.
Leadership Prep Bedford Stuyvesant has a professional development program that assists teachers in meeting the
school’s academic goals and supports them in their professional growth. As discussed in the response to Question 1,
student achievement is the top priority of Leadership Prep Bedford Stuyvesant’s leaders, teachers and staff members.
Student achievement is reached with high quality instruction implemented by the highest quality teachers. For the 2006-
2009 school years, Leadership Prep Bedford Stuyvesant developed a comprehensive, professional development plan
based on the school’s mission and Accountability Plan 5 . The plan outlines five main goals based on assessment data, and
outlines specific objectives for each goal. The school calendar and personnel policies ensure that teachers achieve these
standards by providing for seventeen days of professional development before the school year, four days during the
school year, and two days following the school year, during which teachers can review and discuss results. In addition,
the weekly schedule provides teachers one afternoon each week to work together interpreting results and implementing
responses outside of their dedicated hour of prep time each day. Any required professional development in terms of data
analysis methods is provided by internal trainers or external experts as appropriate.
Professional development sessions include:
• Developing aligned standards, curriculum, and assessments.
• Ensuring that student skill and content standards, curriculum, and assessments are coherent across grade levels
and consistent within grade levels.
• Using a variety of methods to engage students and infuse a lasting desire to learn.
• Providing structure in the classroom and managing student behavior effectively.
• Collaborating to improve instruction.
• Issuing standards-based report cards that evaluate student progress toward the school’s clearly defined
standards.
5 Please refer to Additional Exhibit 23 for Leadership Prep’s Professional Development Plan
Leadership Preparatory Bedford Stuyvesant Charter School
Attachment D-13

Exhibit 1A – Assessment Schedule
Testing Schedule
2006-2007 (K-1) 2007-2008 (K-2) 2008-2009 (K-3) 2009-2010 (K-4) 2010-2011 (K-5)
K
TerraNova
TerraNova
TerraNova
TerraNova
TerraNova
(Jan. and June)
(Jan. and June)
(Jan. and June)
(Jan. and June)
(Jan. and June)
1 TerraNova
TerraNova
TerraNova
TerraNova
TerraNova
(Sept. and June)
(June)
(June)
(June)
(June)
2 TerraNova
TerraNova
TerraNova
TerraNova
(June)
(June)
(June)
(June)
3
TerraNova
TerraNova
TerraNova
(June)
(June)
(June)
NYS ELA
NYS ELA
NYS ELA
NYS Math
NYS Math
NYS Math
4 TerraNova
(June)
NYS ELA
NYS Math
NYS Science
TerraNova
(June)
NYS ELA
NYS Math
NYS Science
5 TerraNova
(June)
NYS ELA
NYS Math
NYS Social
Studies
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 1A-1

Assessment Schedule
Grade/Frequency Bi-Weekly Bi-Monthly Periodically Yearly
K • Reading
Mastery
• Saxon
Math
1 • Reading
Mastery
• Saxon
Math
2 • Reading
Mastery
• Saxon
Math
3 • Reading
Mastery
• Saxon
Math
4 • Saxon
Math
• Composition • DIBELS (four times
throughout the year))
• TRC (Tri-annually)
• TerraNova (Bi-annually,
Winter and Spring)
• Composition • Interim Assessment (Triannually)
• DIBELS (Tri-annually)
• TRC (Tri-annually)
• Composition • Interim Assessment (Triannually)
• DIBELS (Tri-annually)
• TRC (Tri-annually)
• Composition • Interim Assessment (Triannually)
• DIBELS (Tri-annually)
• TRC (Tri-annually)
• Composition • Interim Assessment (Triannually)
• DIBELS (Tri-annually)
• Reading A-Z (Triannually)
5 • Composition • Interim Assessment (Triannually)
• DIBELS (Tri-annually)
• Reading A-Z (Triannually)
• TerraNova
• TerraNova
• NYS ELA
• NYS Math
• TerraNova
• NYS ELA
• NYS Math
• NYS Science
• TerraNova
• NYS ELA
• NYS Math
• NYS Social
Studies
• TerraNova
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 1A-2

Quarterly Performance Dashboard
PERIOD: 08/28/08 to 11/30/08 Last updated: 12/11/08
KEY SCHOOL DEMOGRAPHICS
Enrollment Breakdown
Staffing
Male 45% Black 92% Category # Student Ratio
Female 56% Latino 7% FTE Teachers 22 11.3
Free/Reduced Lunch 68% White 1% Administrators 6 41.5
Special Ed 10% Asian 0% Other Staff 0.5 498.0
ELL/LEP 2% Other 0% Total Staff 28.5 8.7
ENROLLMENT AND ATTENDANCE OVER TIME
Schoolwide Enrollment
Actual
Budget
Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun Jul Over/Under
250 250 248 248 249 +2
246 246 246 246 246 246 246 246 246 246 246 246
Attendance
2008-09
2007-08
Tardies/Day
Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun Jul YTD 3-yr Avg
98.9% 98.8% 98.8% 95.7% 98.0%
100.0% 96.8% 97.4% 98.2% 95.3% 95.6% 95.5% 97.1% 96.2% 95.7% 97.2% 96.3%
1.0 15.8 21.4 17.9
Attrition Rate: # of Students Leaving the School
2008-09
2007-08
Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun Jul YTD# YTD%
0 1 1 1 3 1.2%
6 1 1 4 1 1 0 0 1 1 1 9 12 7.1%
Last Year Overall Attrition Rate 15.3%
Reasons for Attrition: Students Leaving from 28-Aug to 30-Nov
Date Gr. Reason
15-Sep K School Programs: Transportation
6-Oct 1 Mission and Culture Fit: Culture, Parent-Initiated
3-Nov 1 Mission and Culture Fit: Culture, Parent-Initiated
PROFICIENCY PREDICTORS
1st Grade Proficiency Predictors:
2nd Grade Proficiency Predictors:
% of Students At or Above Key Cutoffs
% of Students At or Above Key Cutoffs
LITERACY
MATH
LITERACY
MATH
08-09 07 +/- 08-09 07 +/- 08-09 07 +/- 08-09 07 +/-
55%+ 95% 9 72% 24 55%+ 86% 8 82% 21
65%+ 88% 25 50% 21 65%+ 57% 1 50% 12
75%+ 65% 35 28% 9 75%+ 41% 4 39% 18
3rd Grade Proficiency Predictors:
% of Students At or Above Key Cutoffs
4th Grade Proficiency Predictors:
% of Students At or Above Key Cutoffs
LITERACY
MATH LITERACY MATH
08-09 07 +/- 08-09 07 +/- 08-09 07 +/- 08-09 07 +/-
55%+ 100% 0 91% 0 55%+ 0% 0 0%
0
65%+ 96% 0 74% 0 60%+ 0% 0 0%
0
75%+ 87% 0 38% 0 65%+ 0% 0 0%
0
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 1B-1

Quarterly Performance Dashboard
Student Enrollment and Waitlist Breakdown
Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun Jul
Acual Enrollment 250 250 248 248 249
Kindergarten 88 88 87 87 88
Grade 1 59 59 58 58 58
Grade 2 56 56 56 56 56
Grade 3 47 47 47 47 47
Grade 4
Applicants on Waitlist 442 452 461 464 421
Kindergarten 75 80 81 82 82
Grade 1 187 188 191 191 150
Grade 2 99 101 105 107 105
Grade 3 81 83 84 84 84
Grade 4
indicates actual enrollment below budgeted enrollment
indicates 5% increase/decrease over previous month's enrollment
Student Achievement
Kindergarten
87%
DIBELS: % of Students Meeting Benchmark
90%
78%
47%
7%
Letter Naming
Phonemic
Segmentation
Nonsense
Word
Oral Reading
Pre Begin Mid End
Initial Sound
Bimonthly Compositions: % of Students by Category
Sept
16%
67%
17%
Nov
0%
Feb
0%
Apr
0%
June
0%
Below Basic Basic Proficient Advanced
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 1B-2

Quarterly Performance Dashboard
Grade 1 - Interim Assessment #1
OVERALL LITERACY:
% of Total Questions Correct
OVERALL MATH:
% of Total Questions Correct
80% 78%
78%
70%
61%
63%
79% 76%
69%
58%
42%
39%
Multiple Choice
Open-Ended
Multiple Choice
Open-Ended
Princeton Wisconsin Last Yr Avg.
Wisconsin Princeton Last Yr Avg.
SPED and Intervention, LITERACY:
% of Questions Correct
SPED and Intervention, MATH:
% of Questions Correct
79%
74%
63%
57%
59% 59%
SPED Intervention Gen-Ed
SPED Intervention Gen-Ed
Proficiency Predictors:
% of Students At or Above Key Cutoffs
Proficiency Predictors:
% of Students At or Above Key Cutoffs
55% + 65% + 75% + 55% + 65% + 75% +
Literacy Princeton 93% 86% 72% Math Wisconsin 86% 66% 34%
IA #1 Wisconsin 93% 86% 55% IA #1 Princeton 59% 34% 21%
OVERALL 95% 88% 65% OVERALL 72% 50% 28%
DIBELS: % of Students Meeting Benchmark
95.0% 98.5%
Bimonthly Compositions:
% of Students by Category
67.0%
Sept
10%
76%
14%
Nov
0%
Feb
0%
Apr
0%
Letter Naming
Phonemic
Segmentation
Nonsense Word Oral Reading Initial Sound
Begin Mid End
June
0%
Below Basic Basic Proficient Advanced
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 1B-3

Quarterly Performance Dashboard
Grade 2 - Interim Assessment #1
OVERALL LITERACY:
% of Total Questions Correct
OVERALL MATH:
% of Total Questions Correct
70% 68%
65%
87%
76%
78%
73% 75%
65%
67% 65%
52%
Multiple Choice
Open-Ended
Multiple Choice
Open-Ended
Iowa Michigan Last Yr Avg.
Iowa Michigan Last Yr Avg.
SPED and Intervention, LITERACY:
% of Questions Correct
SPED and Intervention, MATH:
% of Questions Correct
64%
57%
74%
68% 66%
74%
SPED Intervention Gen-Ed
SPED Intervention Gen-Ed
Proficiency Predictors:
% of Students At or Above Key Cutoffs
Proficiency Predictors:
% of Students At or Above Key Cutoffs
55% + 65% + 75% + 55% + 65% + 75% +
Literacy Iowa 86% 52% 45% Math Iowa 83% 52% 41%
IA #1 Michigan 85% 63% 37% IA #1 Michigan 81% 48% 37%
OVERALL 86% 57% 41% OVERALL 82% 50% 39%
DIBELS: % of Students Meeting Benchmark
71%
100%
Sept
Bimonthly Compositions:
% of Students by Category
4% 80%
16%
Nov
0%
Feb
0%
Apr
0%
Letter Naming
Phonemic
Segmentation
Nonsense Word Oral Reading Initial Sound
Begin Mid End
June
0%
Below Basic Basic Proficient Advanced
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 1B-4

Quarterly Performance Dashboard
Grade 3 -- State ELA Practice Test/Math Interim Assessment #1
OVERALL LITERACY:
% of Total Questions Correct
OVERALL MATH:
% of Total Questions Correct
84% 84%
91%
89%
73% 74%
69%
63%
Multiple Choice
Open-Ended
Multiple Choice
Open-Ended
Trinity Georgetown Last Yr Avg.
Trinity Georgetown Last Yr Avg.
SPED and Intervention, LITERACY:
% of Questions Correct
SPED and Intervention, MATH:
% of Questions Correct
90%
79%
76%
68% 66%
72%
SPED Intervention Gen-Ed
SPED Intervention Gen-Ed
Proficiency Predictors:
% of Students At or Above Key Cutoffs
Proficiency Predictors:
% of Students At or Above Key Cutoffs
55% + 65% + 75% + 55% + 65% + 75% +
Literacy Trinity 100% 92% 83% Math Georgetown 91% 74% 30%
IA #1 Georgetown 100% 100% 91% IA #1 Trinity 92% 75% 46%
OVERALL 100% 96% 87% OVERALL 91% 74% 38%
DIBELS: % of Students Meeting Benchmark
Bimonthly Compositions:
% of Students by Category
73%
Sept
47%
49%
4%
Nov
0%
Feb
0%
Apr
0%
Letter Naming
Phonemic
Segmentation
Nonsense Word Oral Reading Initial Sound
Begin Mid End
June
0%
Below Basic Basic Proficient Advanced
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 1B-5

Quarterly Performance Dashboard
Grade 4 - Interim Assessment #1
OVERALL LITERACY:
% of Total Questions Correct
OVERALL MATH:
% of Total Questions Correct
0% 0%
0% 0%
Multiple Choice
Open-Ended
Multiple Choice
Open-Ended
Last Yr Avg.
Last Yr Avg.
SPED and Intervention, LITERACY:
% of Questions Correct
SPED and Intervention, MATH:
% of Questions Correct
SPED Intervention Gen-Ed
SPED Intervention Gen-Ed
Proficiency Predictors:
% of Students At or Above Key Cutoffs
Proficiency Predictors:
% of Students At or Above Key Cutoffs
55% + 65% + 75% + 55% + 65% + 75% +
Literacy
Math
IA #1 IA #1
OVERALL 0% 0% 0% OVERALL 0% 0% 0%
DIBELS: % of Students Meeting Benchmark
Bimonthly Compositions:
% of Students by Category
Sept
0%
Nov
0%
Feb
0%
Apr
0%
Letter Naming
Phonemic
Segmentation
Nonsense Word Oral Reading Initial Sound
Begin Mid End
June
0%
Below Basic Basic Proficient Advanced
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 1B-6

Performance Dashboard - Inputs #1
DRAFT
Period Covered Since Last Dashboard:
Beginning of Period
End of Period
Key School Demographics
last updated
08/28/08
11/30/08
12/11/08
Enrollment Breakdown
Staffing
2008-09 # 2008-09 %
2008-09
#
2008-09
% # Student/Staff Ratio
Male 111 0.44578313 Black 229 92% FTE Teachers 22.0
Female 139 56% Latino 18 7% Administrators 6.0
Free and Reduced-
Price Lunch 169 68% White 2 1% Other Staff 0.5
Special Ed 26 10% Asian 0% Total Staff 28.5
ELL/LEP 4 2% Other 0%
Total 249 100% Avg. Class Size 27.6
11.3
41.5
498.0
8.7
Enrollment and Attendance
Schoolwide Enrollment as of first day of month
Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun Jul Current
Actual Enrollment 250 250 248 248 249
K 88 88 87 87 88
Grade 1 59 59 58 58 58
Grade 2 56 56 56 56 56
Grade 3 47 47 47 47 47
Grade 4
Budgeted
Enrollment 246 246 246 246 246 246 246 246 246 246 246 246 246
Last Year 170 170
Waitlist 442 452 461 464 421
K 75 80 81 82 82
Grade 1 187 188 191 191 150
Grade 2 99 101 105 107 105
Grade 3 81 83 84 84 84
Grade 4
Schoolwide Attrition
Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun Jul
Last Yr
End % YTD %
Mission and Culture
Fit 0 0 1 1 1%
Culture: Parent-
Initiated 1 1 1%
Discipline: Parent-
Initiated 0%
Expulsion 0%
Academic 0 0 0 0 0%
Retention-Based 0%
Parent-Initiated 0%
Mobility 0 0 0 0 0%
Moved 0%
Private School 0%
Exam School 0%
School Programs 0 1 0 0 0%
Scope of
Offerings 0%
Transportation 1 0%
Special Ed Out
Placement 0%
Personal 0 0 0 0 0%
Student
Health/Illness 0%
Family
Health/Illness 0%
Total attrition 0 1 1 1 1%
Last Year 6 1 1 4 1 1 0 0 1 1 1 9 15% 7%
Note: Input data into the yellow cells only. Page 7 of 16

Performance Dashboard - Inputs #1
DRAFT
Reasons for Attrition: Students Leaving Since Last Dashboard
Date Left Grade
15-Sep K
6-Oct
Reason
School Programs: Transportation
1 Mission and Culture Fit: Culture, Parent-Initiated
3-Nov 1 Mission and Culture Fit: Culture, Parent-Initiated
Attendance & Tardies
Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun Jul YTD %
2008-09 98.9% 98.8% 98.8% 95.7% 98.0%
Days present 174 5175 5393 3811 14,553
Days enrollment 176 5238 5459 3984 14,857
Days in Month 2 21 22 45
Tardies 2 332 471 805
2007-08 100.0% 96.8% 97.4% 98.2% 95.3% 95.6% 95.5% 97.1% 96.2% 95.7% 97.2%
Days present 116 3310 3641 668 2445 3413 2421 3117 2600 1779 7,735
Days enrollment 116 3420 3740 680 2565 3570 2535 3211 2704 1859 7,956
data in month? 1 1 1 1 0 0 0 0 0 0 0 0
Historical Average: Annual Attendance & Tardies 5000
2006-07 2007-08 2008-09 3yr Avg
Attendance 94% 97% 98% 1
Note: Input data into the yellow cells only. Page 8 of 16

Performance Dashboard - Inputs #1
DRAFT
YTD #
2
2
0
0
0
0
0
0
0
0
0
1
0
1
0
0
0
0
3
12
Note: Input data into the yellow cells only. Page 9 of 16

Performance Dashboard - Inputs #1
DRAFT
Note: Input data into the yellow cells only. Page 10 of 16

Performance Dashboard - Inputs #2
Student Achievement
Current Year 08-09 Last Year 07 IA #
1
Kindergarten
DONE
ERSI Results - Kindergarten
DIBELS: % of Students Performing at Benchmark
July Dec Spring Pre Begin Mid End
Average Score NA NA NA Letter Naming
87% 90.0%
Phonemic Segmentation
7% NA
Nonsense Word
NA NA
Oral Reading
NA NA
Initial Sound
47% 78.0%
Bimonthly Compositions - Students Performance by Level
Kindergarten # of Students % of Students
Sept Nov Feb Apr June Sept Nov Feb Apr June
Below Basic 14 Below Basic 16% #DIV/0! #DIV/0! #DIV/0! #DIV/0!
Basic 58 Basic 67% #DIV/0! #DIV/0! #DIV/0! #DIV/0!
Proficient 15 Proficient 17% #DIV/0! #DIV/0! #DIV/0! #DIV/0!
Advanced Advanced 0% #DIV/0! #DIV/0! #DIV/0! #DIV/0!
Total 87 - - - - Total 100% #DIV/0! #DIV/0! #DIV/0! #DIV/0!
Grade 1
DONE
Interim Assessment: GRADE 1, LITERACY
Multiple Choice
Open-Ended
COMBINED
Classroom
08-09 07 +/- 08-09 07 +/- 08-09 07 +/-
Princeton
80%
8 78%
15 80%
10 Princeton Amherst
Wisconsin 78%
10 61% (1) 74%
7 Wisconsin Indiana
OVERALL
Last Yr Avg.
79%
9 70%
7 78%
9
70% 63%
69%
55% +
Classroom
08-09
Princeton 93%
Wisconsin 93%
% Students above proficiency at various cuts:
65% +
75% +
07 +/- 08-09 07 +/- 08-09 07 +/-
0 86% 24 72% 38
17 86% 26 55%
31
OVERALL
Last Yr Avg.
95%
9 88% 25 65% 35
86% 63%
30%
MC
OE
Combined
SPED
66%
52%
63%
Intervention
60%
45%
57%
Gen-Ed
80% 72%
79%
55% +
65% +
75% +
SPED
55%
33%
33%
Intervention
60%
45%
57%
Gen-Ed 96% 91%
69%
Interim Assessment: GRADE 1, MATH
Classroom
Wisconsin
Princeton
Multiple Choice
Open-Ended
COMBINED
08-09 07 +/- 08-09 07 +/- 08-09 07 +/-
79% 11 58%
19 75%
12
76%
6 42%
3 69%
5
OVERALL
Last Yr Avg.
78% 9 50% 11 72%
9
69%
39%
63%
% Students above proficiency at various cuts:
8/12/2009 Inputs #2 Page 11

Performance Dashboard - Inputs #2
55% +
65% +
75% +
Classroom
08-09 07 +/- 08-09 07 +/- 08-09 07 +/-
Wisconsin 86% 48 66% 36 34%
7
Princeton 59%
0 34%
6 21%
10
OVERALL 72%
Last Yr Avg. 48%
24 50% 21 28%
9
29%
19%
MC
OE
Combined
SPED 67% 31% 59%
Intervention 67% 30% 59%
Gen-Ed 80% 54%
74%
55% +
65% + 75% +
SPED 33%
17% 17%
Intervention 33% 22% 0%
Gen-Ed 80%
55% 33%
DIBELS: % of Students Performing at Benchmark
Grade 1 Begin Mid End
Letter Naming
Phonemic Segmentation
Nonsense Word
Oral Reading
Initial Sound
95.0%
67.0%
98.5%
NA
NA
Bimonthly Compositions - Students Performance by Level
Grade 1 # of Students % of Students
Sept Nov Feb Apr June Sept Nov Feb Apr June
Below Basic 6 Below Basic 10.3% #DIV/0! #DIV/0! #DIV/0! #DIV/0!
Basic 44 Basic 75.9% #DIV/0! #DIV/0! #DIV/0! #DIV/0!
Proficient 8 Proficient 13.8% #DIV/0! #DIV/0! #DIV/0! #DIV/0!
Advanced Advanced 0.0% #DIV/0! #DIV/0! #DIV/0! #DIV/0!
Total 58 - - - - Total 100.0% #DIV/0! #DIV/0! #DIV/0! #DIV/0!
Grade 2
DONE
Interim Assessment: GRADE 2, LITERACY
Multiple Choice
Open-Ended
COMBINED
Classroom 08-09 07 +/- 08-09 07 +/- 08-09 07 +/- Iowa UMKC
Iowa 70% 4 76% 1 70%
3 Michigan Seattle
Michigan
68% 3 87% 5 70%
3
OVERALL 69% 4 81%
3 70%
3
Last Yr Avg. 65%
78%
67%
% Students above proficiency at various cuts:
55% + 65% +
75% +
Classroom 08-09 07 +/- 08-09 07 +/- 08-09 07 +/-
Iowa
86% 8 52% 3 45%
15
Michigan
85% 7 63%
0 37% (7)
OVERALL
86% 8 57% 1 41%
4
Last Yr Avg. 78%
56%
37%
MC OE Combined
SPED 62% 83% 64%
Intervention
56%
73% 57%
Gen-Ed 73%
84% 74%
55% + 65% + 75% +
SPED 83% 42% 25%
Intervention
67%
8% 0%
Gen-Ed 91% 70% 52%
8/12/2009 Inputs #2 Page 12

Performance Dashboard - Inputs #2
Interim Assessment: GRADE 2, MATH
Classroom
Iowa
Michigan
Multiple Choice
Open-Ended
COMBINED
08-09 07 +/- 08-09 07 +/- 08-09 07 +/-
73% 8 67%
19 72%
8
75% 10 65% 9 73%
9
OVERALL 74%
Last Yr Avg. 65%
9 66% 14 72%
9
52% 63%
% Students above proficiency at various cuts:
55% + 65% + 75% +
Classroom
08-09 07 +/- 08-09 07 +/- 08-09 07 +/-
Iowa 83%
21 52% 25 41%
29
Michigan 81% 22 48% 0 37%
7
OVERALL 82%
21 50% 12 39%
18
Last Yr Avg. 61% 38% 21%
MC OE Combined
SPED 72% 54% 68%
Intervention 67% 63% 66%
Gen-Ed 76% 69% 74%
55% + 65% + 75% +
SPED 83% 50% 25%
Intervention 58% 33% 17%
Gen-Ed 89% 55% 45%
DIBELS: % of Students Performing at Benchmark
Grade 2 Begin Mid End
Letter Naming
Phonemic Segmentation
Nonsense Word
Oral Reading
Initial Sound
NA
NA
71%
100%
NA
Bimonthly Compositions - Students Performance by Level
Grade 2 # of Students % of Students
Sept Nov Feb Apr June Sept Nov Feb Apr June
Below Basic 2 Below Basic 3.6% #DIV/0! #DIV/0! #DIV/0! #DIV/0!
Basic 45 Basic 80.4% #DIV/0! #DIV/0! #DIV/0! #DIV/0!
Proficient 9 Proficient 16.1% #DIV/0! #DIV/0! #DIV/0! #DIV/0!
Advanced Advanced 0.0% #DIV/0! #DIV/0! #DIV/0! #DIV/0!
Total 56 - - - - Total 100.0% #DIV/0! #DIV/0! #DIV/0! #DIV/0!
Grade 3
DONE
Interim Assessment: GRADE 3, LITERACY
Multiple Choice
Open-Ended
COMBINED
Classroom
08-09 07 +/- 08-09 07 +/- 08-09 07 +/-
Trinity
84% 89% 85%
Georgetown 84% 91% 86%
OVERALL
Last Yr Avg.
84%
90% 86%
Classroom
Trinity
Georgetown
% Students above proficiency at various cuts:
55% + 65% +
75% +
08-09 07 +/- 08-09 07 +/- 08-09 07 +/-
100%
92% 83%
100% 100% 91%
8/12/2009 Inputs #2 Page 13

Performance Dashboard - Inputs #2
OVERALL
Last Yr Avg.
100% 96% 87%
MC OE Combined
SPED 76% 87% 79%
Intervention 73% 83% 76%
Gen-Ed
86% 91% 90%
55% + 65% + 75% +
SPED
100% 83% 67%
Intervention
100% 88% 63%
Gen-Ed 100% 98% 90%
Interim Assessment: GRADE 3, MATH
Multiple Choice Open-Ended COMBINED
Classroom
08-09 07 +/- 08-09 07 +/- 08-09 07 +/-
Trinity
73% 69% 62%
Georgetown 74%
63% 72%
OVERALL 73%
Last Yr Avg.
66% 72%
% Students above proficiency at various cuts:
55% + 65% +
75% +
Classroom
08-09 07 +/- 08-09 07 +/- 08-09 07 +/-
Georgetown 91% 74%
30%
Trinity 92% 75%
46%
OVERALL 91%
Last Yr Avg.
74% 38%
MC
OE
Combined
SPED
Intervention
71%
70%
58%
52%
68%
66%
Gen-Ed 74% 67% 72%
55% + 65% +
75% +
SPED 100% 67% 0%
Intervention
88% 50%
13%
Gen-Ed 92% 79% 44%
DIBELS: % of Students Performing at Benchmark
Grade 3 Begin Mid End
Letter Naming
Phonemic Segmentation
Nonsense Word
Oral Reading
Initial Sound
NA
NA
NA
73%
NA
Bimonthly Compositions - Students Performance by Level
Grade 3 # of Students % of Students
Sept Nov Feb Apr June Sept Nov Feb Apr June
Below Basic 22 Below Basic 47% #DIV/0! #DIV/0! #DIV/0! #DIV/0!
Basic 23 Basic 49% #DIV/0! #DIV/0! #DIV/0! #DIV/0!
Proficient 2 Proficient 4% #DIV/0! #DIV/0! #DIV/0! #DIV/0!
Advanced Advanced 0% #DIV/0! #DIV/0! #DIV/0! #DIV/0!
Total 47 - - - - Total 100% #DIV/0! #DIV/0! #DIV/0! #DIV/0!
Grade 4
Interim Assessment: GRADE 4, LITERACY
Classroom
Multiple Choice
Open-Ended
COMBINED
08-09 07 +/- 08-09 07 +/- 08-09 07 +/-
8/12/2009 Inputs #2 Page 14

Performance Dashboard - Inputs #2
OVERALL
Last Yr Avg. 0% 0% 0%
Classroom
% Students above proficiency at various cuts:
55% + 65% +
75% +
08-09 07 +/- 08-09 07 +/- 08-09 07 +/-
OVERALL
Last Yr Avg.
0%
0% 0%
SPED
Intervention
Gen-Ed
SPED
Intervention
Gen-Ed
MC OE Combined
55% +
65% + 75% +
Interim Assessment: GRADE 4, MATH
Classroom
Multiple Choice
Open-Ended
COMBINED
08-09 07 +/- 08-09 07 +/- 08-09 07 +/-
OVERALL
Last Yr Avg. 0% 0% 0%
Classroom
% Students above proficiency at various cuts:
55% + 65% +
75% +
08-09 07 +/- 08-09 07 +/- 08-09 07 +/-
OVERALL
Last Yr Avg.
SPED
Intervention
Gen-Ed
SPED
Intervention
Gen-Ed
0% 0% 0%
MC OE Combined
55% + 65% + 75% +
DIBELS: % of Students Performing at Benchmark
Grade 4 Begin Mid End
Letter Naming
Phonemic Segmentation
Nonsense Word
Oral Reading
Initial Sound
Bimonthly Compositions - Students Performance by Level
Grade 4 # of Students % of Students
Sept Nov Feb Apr June Sept Nov Feb Apr June
Below Basic Below Basic #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!
Basic Basic #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!
Proficient Proficient #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!
8/12/2009 Inputs #2 Page 15

Performance Dashboard - Inputs #2
Advanced Advanced #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!
Total - - - - - Total #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!
8/12/2009 Inputs #2 Page 16

E. RENEWAL QUESTION 2. IS THE SCHOOL AN EFFECTIVE, VIABLE
ORGANIZATION?
I. PARENTS & STUDENTS (BENCHMARK 2B)
Parents/guardians and students are satisfied with the school.
The families of Leadership Prep Bedford Stuyvesant Charter School’s scholars have demonstrated, and continue to
demonstrate, their high level of satisfaction with the school’s rigorous educational program, strong culture, high-quality
teaching staff, and top-notch results.
Method: Leadership Prep Bedford Stuyvesant’s Family Surveys
Each year, Leadership Prep Bedford Stuyvesant Charter School administers an anonymous family survey during the
school’s Spring Report Card Nights, when families come to the school to pick up their students’ report cards and meet
with their students’ teachers. Leadership Prep Bedford Stuyvesant expends a great deal of effort encouraging all of its
families to fill out the surveys.
Result
2006-07
This year, Leadership Prep Bedford Stuyvesant’s first year of operation, the survey was administered in the early spring
and asked families to assess their satisfaction with 25 different elements of the school’s program. The following scale
was utilized: Very Satisfied, Somewhat Satisfied, Somewhat Dissatisfied, and Very Dissatisfied. Fifty percent of families
completed the survey, and the results were positive:
• 66% of the respondents rated Leadership Prep Bedford Stuyvesant Charter School with an A overall; 32% of the
respondents rated Leadership Prep Bedford Stuyvesant Charter School with a B overall
• 90% of respondents were Very Satisfied with the “academic standards and expectations for students”
• 91% of respondents were Very Satisfied with the “reading instruction”
• 96% of respondents were Very Satisfied with the “math instruction”
• 91% of respondents were Very Satisfied with the “quality of the teachers”
• 90% of respondents were Very Satisfied with the “school’s mission”
2007-08
This year, the survey was administered in the early spring and asked families to assess their satisfaction with 27 different
elements of the school’s program. The following scale was utilized: Very Satisfied, Somewhat Satisfied, Somewhat
Dissatisfied, and Very Dissatisfied. Over one third responded to the survey. The results are below:
Families provided an overwhelmingly positive response to the 2007-08 school year.
• 80% of the respondents rated Leadership Prep Bedford Stuyvesant Charter School with an A overall; 20%
of the respondents rated Leadership Prep Bedford Stuyvesant Charter School with a B overall
• 96% of respondents were Very Satisfied with the “academic standards and expectations for students”
• 93% of respondents were Very Satisfied with the “reading instruction”
• 91% of respondents were Very Satisfied with the “math instruction”
• 85% of respondents were Very Satisfied with the “quality of the teachers”
• 84% of respondents were Very Satisfied with the “school’s mission”
Overall parent/family satisfaction with the school is quite high. It is particularly rewarding to note that the school
received a 96% rate among respondents’ understanding of Leadership Prep Bedford Stuyvesant’s academic expectations
and its mission.
Each year, the number of families seeking to enter their children in Leadership Prep Bedford Stuyvesant’s classes has far
exceeded the number of available spots. For the 2008-2009 school year, Leadership Prep Bedford Stuyvesant received
169 applications for 87 Kindergarten spots. As of December 15, 2008, there were 82 students on the Kindergarten
waitlist alone. This brings the total number of students on the waitlist for Grades K-3 to 421 children. This number is a
Leadership Prep Bedford Stuyvesant Charter School
Attachment E-1

testament to the success of Leadership Prep Bedford Stuyvesant’s academic program, and its reputation in the
community.
Total Number of
Students on Waiting
Grade List (2008-2009)
K 82
1 150
2 105
3 84
Result
Leadership Prep Bedford Stuyvesant boasted a 97% re-enrollment rate from the 2006-07 school year to the 2007-08
school year
Eight students who were enrolled in Leadership Prep Bedford Stuyvesant during the 2007-08 school year did not return
for the 2008-09 school year (four students moved out of state, one left for a more restrictive special education setting,
and three found placements at schools closer to their homes). Leadership Prep Bedford Stuyvesant boasted a 95% reenrollment
rate from the 2007-08 school to the 2008-09 school year. For student attrition data, please refer to Exhibit
3B.
Leadership Prep Bedford Stuyvesant aspires to 100% satisfaction in every aspect of school life. Leadership Prep Bedford
Stuyvesant will continue to improve upon the Families for Achievement (FFA) model introduced in the 2006-07 school
year. The FFA meets regularly to discuss important topics critical to the success of the Leadership Prep Bedford
Stuyvesant community, such as school-wide events and summer activities planning. The FFA also serves as a vehicle for
parents to sponsor family potlucks and become active and involved stakeholders in the Leadership Prep Bedford
Stuyvesant community. Leadership Prep Bedford Stuyvesant utilizes special events such as Friday Creed Circle Meetings,
the annual Winter Potluck celebration, and the end-of-year Stepping Up Ceremony to foster strong ties between families
and the school. Students and families value and understand the purpose of Leadership Prep Bedford Stuyvesant’s
rigorous educational program.
Beginning in Kindergarten, Leadership Prep Bedford Stuyvesant scholars are surrounded by verbal and visual reminders
of their ultimate goal: to enter and graduate from college. When asked why they are attending Leadership Prep Bedford
Stuyvesant Charter School, scholars will answer that they want to go to college. In addition, scholars can also articulate
what it means to be a “Leadership Prep Bedford Stuyvesant scholar” – to work hard, help each other, and do good
deeds.
Background
Leadership Prep Bedford Stuyvesant Charter School’s Community School District, CSD 13, had an attendance rate of
97.1% for the 2007-2008 school year. 1 Leadership Prep Bedford Stuyvesant views its attendance rates as demonstrative
of the value its students and families place on the school’s rigorous educational program and college preparatory
mission, and therefore strives for a daily attendance rate of at least 95%. Other elementary schools in the surrounding
neighborhood of Leadership Prep, such as P.S. 25 has an average attendance rate of 89.8% 2 and P.S. 5 has an attendance
rate of 91.9% 3
1 http://schools.nyc.gov/NR/rdonlyres/B7CC89D2-F7B0-4DFA-92A0-
3AA5BBFB597D/35778/AttenandRegreportbyDistforInternet.pdf
2 http://schools.nyc.gov/OA/SchoolReports/2007-08/ProgressReport_EMS_K025.pdf
Leadership Prep Bedford Stuyvesant Charter School
Attachment E-2

Result
Leadership Prep Bedford Stuyvesant exceeded its goal with attendance rates of 95.9% for the 2006-07 school year and
97.1% for the 2007-08 school year. Although Leadership Prep Bedford Stuyvesant continues to strive for 100%
attendance, Leadership Prep Bedford Stuyvesant finds these attendance rates to be a particularly encouraging measure of
parent and student satisfaction, especially when compared with the attendance rates in its Community School District.
2d. Has the school successfully met its legal requirements?
II. LEGAL REQUIREMENTS (BENCHMARK 2F)
The school has substantially complied with applicable laws, rules and regulations and the provisions
of its charter.
Leadership Prep Bedford Stuyvesant Charter School has generally and substantially complied with all applicable laws,
rules and regulations. Leadership Prep Bedford Stuyvesant Charter School is currently in compliance with the terms of
its charter and all applicable laws and regulations. There are no substantial areas in which Leadership Prep Bedford
Stuyvesant Charter School is in non-compliance at this time.
Uncommon Schools’ General Counsel/Director of Human Resources conducts a Human Resources audit at the
beginning of each school year. This audit includes a thorough evaluation of all employee files to ensure compliance. If a
particular employee is missing items from his or her file, a letter of non-compliance is sent to the school’s Co-Director
for Operations, who must respond immediately. Uncommon Schools’ General Counsel/Director of Human Resources
ensures that Leadership Prep Bedford Stuyvesant meets all legal requirements. This includes displaying proper labor
posters within the school, maintaining up-to-date insurance information, and meeting all legal employment requirements.
In addition, prior to the 2008-2009 school year, the Uncommon School’s General Counsel/Director of Human
Resources updated the employee manual with details pertaining to FMLA policies as the Leadership Prep Bedford
Stuyvesant the staff is now at thirty. Finally, in addition to guidance from the Uncommon Schools’ General
Counsel/Director of Human Resources, outside counsel can be secured if the need arises.
In accordance with the Individuals with Disabilities Education Act (IDEA), Leadership Prep Bedford Stuyvesant
Charter School educates students with disabilities to the greatest extent possible in the least restrictive environment with
their non-disabled peers. In accordance with Section 504 of the Rehabilitation Act of 1973 and the Americans with
Disabilities Act (ADA), Leadership Prep Bedford Stuyvesant Charter School does not discriminate against any student
who is identified as having a disability or who is suspected of having a disability in the admission or enrollment process.
Leadership Prep Bedford Stuyvesant Charter School maintains compliance with No Child Left Behind (NCLB) Title I
by identifying and providing supplemental services to students in jeopardy of academic failure or English language
learners (ELL). The Uncommon Schools’ Director of Special Education conducts a comprehensive hard and soft file
audit biannually to ensure Leadership Prep Bedford Stuyvesant Charter School’s compliance with federal, state, and local
regulations.
3 http://schools.nyc.gov/OA/SchoolReports/2007-08/ProgressReport_EMS_K005.pdf
Leadership Prep Bedford Stuyvesant Charter School
Attachment E-3

Family Survey Template 2007-2008
Please select the best answer for
each category
Quality of Academic Program
Academic standards and expectations for students
Engagement of my child in the academics
Quality of the teachers
Your child's acadmic progress
Family/Teacher Conferences
Amount of extra help offered to child
Individual attention by teachers
The teachers' accessibility by phone
The adminstrators' accessibility
Quality of homework assigned
Quantity of homework assigned
Class size
Fitness/P.E./Athletics
Enrichment and extra-curricular activities
The school's mission
Behavorial standards and expectations for students
School building facilities
Character development/education
Uniform policy
Reading instruction
Writing instruction
Math instruction
History/Social Studies instruction
Science instruction
Family Involvement/FFA
FAMILY SURVEY 2007-2008
Very Satified
Somewhat Satisfied
Somwhat dissatisfied
Very Dissatisfied
Does not Apply
Overall Grade of the School
Do you have anysuggestions for how the School could better help your scholar climb the mountain to college?
What additional Family Involvement activities would you like to see through Families For Achievement that will
help our scholars prepare for college?
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 2A-1

Family Survey Results 2007-2008
LPCS RAW TOTALS
Very Satified
Somewhat Satisfied
Somwhat dissatisfied
Very Dissatisfied
Does not Apply
Quality of Academic Program 65 7 0 0 0 72
Academic standards and expectations for students 69 3 0 0 0 72
Engagement of my child in the academics 65 7 1 0 0 73
Quality of the teachers 60 10 1 0 0 71
Your child's acadmic progress 63 8 1 0 0 72
Family/Teacher Conferences 61 10 3 0 0 74
Amount of extra help offered to child 60 10 2 0 2 74
Individual attention by teachers 60 9 1 1 0 71
The teachers' accessibility by phone 65 5 3 1 0 74
The adminstrators' accessibility 58 11 3 0 0 72
Quality of homework assigned 60 11 3 0 0 74
Quantity of homework assigned 60 14 0 0 0 74
Class size 58 14 1 1 0 74
Fitness/P.E./Athletics 42 23 6 1 1 73
Enrichment and extra-curricular activities 45 24 2 1 0 72
The school's mission 61 11 1 0 0 73
Behavorial standards and expectations for students 59 10 2 1 0 72
School building facilities 45 20 7 0 0 72
Character development/education 63 8 2 0 0 73
Uniform policy 66 7 1 0 0 74
Reading instruction 69 5 0 0 0 74
Writing instruction 68 6 0 0 0 74
Math instruction 67 7 0 0 0 74
History/Social Studies 59 10 3 0 0 72
Science instruction 59 11 1 0 0 71
Family Involvement/FFA 58 10 2 1 0 71
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 2B-1
Totals

Family Survey Results 2007-2008
A B C D Fail
Overall Grade of the School 49 12 0 0 0 61
check - - - - - -
Very Satified
Somewhat Satisfied
Somwhat dissatisfied
Very Dissatisfied
Does not Apply
Quality of Academic Program 90% 10% 0% 0% 0% 100%
Academic standards and expectations for students 96% 4% 0% 0% 0% 100%
Engagement of my child in the academics 89% 10% 1% 0% 0% 100%
Quality of the teachers 85% 14% 1% 0% 0% 100%
Your child's acadmic progress 88% 11% 1% 0% 0% 100%
Family/Teacher Conferences 82% 14% 4% 0% 0% 100%
Amount of extra help offered to child 81% 14% 3% 0% 3% 100%
Individual attention by teachers 85% 13% 1% 1% 0% 100%
The teachers' accessibility by phone 88% 7% 4% 1% 0% 100%
The adminstrators' accessibility 81% 15% 4% 0% 0% 100%
Quality of homework assigned 81% 15% 4% 0% 0% 100%
Quantity of homework assigned 81% 19% 0% 0% 0% 100%
Class size 78% 19% 1% 1% 0% 100%
Fitness/P.E./Athletics 58% 32% 8% 1% 1% 100%
Enrichment and extra-curricular activities 63% 33% 3% 1% 0% 100%
The school's mission 84% 15% 1% 0% 0% 100%
Behavorial standards and expectations for students 82% 14% 3% 1% 0% 100%
School building facilities 63% 28% 10% 0% 0% 100%
Character development/education 86% 11% 3% 0% 0% 100%
Uniform policy 89% 9% 1% 0% 0% 100%
Reading instruction 93% 7% 0% 0% 0% 100%
Writing instruction 92% 8% 0% 0% 0% 100%
Math instruction 91% 9% 0% 0% 0% 100%
Totals
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 2B-1

Family Survey Results 2007-2008
History/Social Studies 82% 14% 4% 0% 0% 100%
Science instruction 83% 15% 1% 0% 0% 100%
Family Involvement/FFA 82% 14% 3% 1% 0% 100%
A B C D Fail
Overall Grade of the School 80% 20% 0% 0% 0% 100%
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 2B-1

Very Satified
Somewhat Satisfied
Somwhat dis
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction 1
Family Involvement/FFA 1
A B C
Overall Grade of the School 1
Very Satified
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Somewhat Satisfied
Somwhat dis

Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction 1
Family Involvement/FFA 1
A B C
Overall Grade of the School 1
Very Satified
Somewhat Satisfied
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction 1
Family Involvement/FFA 1
A B C
Overall Grade of the School 1
Somwhat dis

Very Satified
Somewhat Satisfied
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction 1
Family Involvement/FFA 1
A B C
Overall Grade of the School 1
Very Satified
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Somewhat Satisfied
Somwhat dis
Somwhat dis

Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction 1
Family Involvement/FFA
1
A B C
1
Overall Grade of the School
Very Satified
Overall Grade of the School 1
S
omewhat Satisfied
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction 1
Family Involvement/FFA
1
A B C
Somwhat dis

Overall Grade of the School
Ve
ry Satified
S
So
omewhat Satisfied
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction 1
Family Involvement/FFA
1
A B C
1
mwhat dis
ry Satified
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Ve
Somewhat Satisfied
Somwhat dis

Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction 1
Family Involvement/FFA
1
A B C
1
Overall Grade of the School
Ve
ry Satified
Somewhat Satisfied
Somwhat dis
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction 1
Family Involvement/FFA
1
A B C
Overall Grade of the School 1

Ve
ry Satified
Somewhat Satisfied
Somwhat dis
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction
Family Involvement/FFA
1
A B C
1
Overall Grade of the School
Very Satified
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
So
So
mewhat Satisfied
mwhat dis

Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction 1
Family Involvement/FFA
1
A B C
1
Overall Grade of the School
Very Satif
Overall Grade of the School 1
ied
So
Somewhat Satisfied
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction 1
Family Involvement/FFA
1
A B C
mwhat dis

Overall Grade of the School
Very Satified
So
Somewhat Satisfied
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction 1
Family Involvement/FFA
1
A B C
1
mwhat dis
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Very
Satified
Som
ewhat Satisfied
So
mwhat dis

Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction
1
Family Involvement/FFA 1
A B C
1
Overall Grade of the School
Quality of Academic Program
Academic standards and expectations for students
Engagement of my child in the academics
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities
The school's mission 1
Behavorial standards and expectations for students
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction
1
Family Involvement/FFA
A B C
Overall Grade of the School
Very
Satified
So
Somewhat Satisfied
mwhat dis

Overall Grade of the School
Satified
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Very
Somewhat Satisfied
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction
1
Family Involvement/FFA 1
A B C
1
Ve
ry
Satified
So
Somwh
mwh
Somewhat Satisfied
at dis
at dis

Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction
1
Family Involvement/FFA 1
A B C
1
Overall Grade of the School
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies
Science instruction
Family Involvement/FFA 1
A B C
Overall Grade of the School 1
Ve
ry
ied
Satif
Somewhat
Satisfied
So
mwh
at dis

Ve
ry Sa
tified
So
mew
hat Satisfied
So
mwh
at dis
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies
Science instruction
Family Involvement/FFA 1
A B C
Overall Grade of the School
Very Satified
mew
hat
Satisfied
So
mwh
at dis
So
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1

Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction
1
Family Involvement/FFA 1
A B
1
Overall Grade of the School
C
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction
1
Family Involvement/FFA 1
A B C
Overall Grade of the School 1
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Overall Grade of the School
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Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction
1
Family Involvement/FFA 1
A B
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Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
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Quantity of homework assigned 1
Class size
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction
1
Family Involvement/FFA
A B C
1
Overall Grade of the School
Satified
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies
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Science instruction
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Family Involvement/FFA
1
A B C
Overall Grade of the School 1
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Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies
1
Science instruction
Family Involvement/FFA
Overall Grade of the School
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Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Very
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Satif
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Somwhat
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Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies
1
Science instruction
Family Involvement/FFA
Overall Grade of the School
A
1
1
B
1
C
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies
Science instruction
1
1
Family Involvement/FFA 1
A B C
Overall Grade of the School 1
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Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics
x
Enrichment and extra-curricular activities
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies
Science instruction
1
1
Family Involvement/FFA
1
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1
Overall Grade of the School
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Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1

Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies
Science instruction
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1
Family Involvement/FFA
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A B C
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Overall Grade of the School
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Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies
Science instruction
1
1
Family Involvement/FFA 1
A B C
Overall Grade of the School 1

Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies
Science instruction
1
1
Family Involvement/FFA
1
A B C
1
Overall Grade of the School
Very Satified
So
mwh
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Very Satified
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
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Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies
Science instruction
1
1
Family Involvement/FFA
1
A B
1
Overall Grade of the School
C
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics
Enrichment and extra-curricular activities
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies
1
Science instruction 1
Family Involvement/FFA
A B C
Overall Grade of the School
Sa
Very
tified
So
Somewhat Satisfied
mwha
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Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction
History/Social Studies
1
1
Science instruction
1
Family Involvement/FFA
1
A B C
1
Overall Grade of the School
Sa
Very
tified
So
Somewhat Satisfied
mwha
t dis
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Very
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Satif
Somewhat S
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So
mwha
t dis

Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction
History/Social Studies
1
1
Science instruction
1
Family Involvement/FFA
1
A B C
1
Overall Grade of the School
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission
Behavorial standards and expectations for students
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction
1
History/Social Studies 1
Science instruction 1
Family Involvement/FFA 1
A B C
Overall Grade of the School
Very
ied
Satif
So
at
mwh
Somewhat Satisfied
dis

Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction
History/Social Studies
1
1
Science instruction
Family Involvement/FFA
1
1
A B C
1
Overall Grade of the School
Very
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Satif
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mwh
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dis
Very
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So
me
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Somwhat
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Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1

Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction
History/Social Studies
1
1
Science instruction
Family Involvement/FFA
1
1
A B C
1
Overall Grade of the School
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Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction
History/Social Studies
1
1
Science instruction 1
Family Involvement/FFA 1
A B C
Overall Grade of the School

Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction
History/Social Studies
1
1
Science instruction
Family Involvement/FFA
1
1
A B C
1
Overall Grade of the School
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Very Satifie
Somewhat
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Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
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Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction
History/Social Studies
1
1
Science instruction
1
Family Involvement/FFA
1
A B C
1
Overall Grade of the School
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction
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History/Social Studies 1
Science instruction 1
Family Involvement/FFA 1
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Overall Grade of the School 1
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Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction
Math instruction
1
1
History/Social Studies
1
Science instruction
Family Involvement/FFA
1
1
A B
1
Overall Grade of the School
Sa
Very
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Som
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Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Sa
Very
tified
Somewhat Satisfied
Somwhat dis

Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction
Math instruction
1
1
History/Social Studies 1
Science instruction
1
Family Involvement/FFA
1
A B C
Overall Grade of the School
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction
1
Math instruction
1
History/Social Studies
1
Science instruction 1
Family Involvement/FFA 1
A B C
Overall Grade of the School 1
Very
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Satif
S
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Somwh
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Quality of Academic Program 1
Academic standards and expectations for students
Engagement of my child in the academics 1
Quality of the teachers
Your child's acadmic progress
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction
Math instruction
1
1
History/Social Studies
Science instruction
1
1
Family Involvement/FFA
1
A B C
1
Overall Grade of the School
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Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1

Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction
Math instruction
1
1
History/Social Studies
1
Science instruction
Family Involvement/FFA
1
1
A B C
1
Overall Grade of the School
Very Satified
So
me
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Satisfied
Somwhat
dis
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction
1
Math instruction 1
History/Social Studies 1
Science instruction 1
Family Involvement/FFA 1
A B C
Overall Grade of the School 1

Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education
Uniform policy 1
Reading instruction 1
Writing instruction
1
Math instruction 1
History/Social Studies 1
Science instruction 1
Family Involvement/FFA 1
A B C
Overall Grade of the School
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1

History/Social Studies 1
Science instruction 1
Family Involvement/FFA
A B C
Overall Grade of the School
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction
1
Math instruction 1
History/Social Studies 1
Science instruction 1
Family Involvement/FFA 1
A B C
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1

Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction
1
Math instruction 1
History/Social Studies 1
Science instruction 1
Family Involvement/FFA 1
A B C
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction
1
Math instruction 1
History/Social Studies 1
Science instruction 1
Family Involvement/FFA 1
A B C
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1

Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction
1
Writing instruction
1
Math instruction
1
History/Social Studies 1
Science instruction 1
Family Involvement/FFA 1
A B C
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction
1
Writing instruction
Math instruction
1
History/Social Studies 1
Science instruction 1
Family Involvement/FFA 1
A B C
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
1

The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction
1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction 1
Family Involvement/FFA 1
A B C
Overall Grade of the School
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction
1
Writing instruction 1
Math instruction
1
History/Social Studies
1
Science instruction 1
Family Involvement/FFA 1
A B C
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1

Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction
1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction 1
Family Involvement/FFA 1
A B C
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction
Writing instruction
1
1
Math instruction 1
History/Social Studies 1
Science instruction 1
Family Involvement/FFA 1
A B C

Overall Grade of the School 1
Quality of Academic Program
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction
1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction 1
Family Involvement/FFA 1
A B C
Overall Grade of the School
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1

Math instruction 1
History/Social Studies 1
Science instruction 1
Family Involvement/FFA 1
A B C
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction
1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction 1
Family Involvement/FFA 1
A B C
Overall Grade of the School
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students

School building facilities
Character development/education 1
Uniform policy 1
Reading instruction
1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction 1
Family Involvement/FFA 1
A B C
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction
1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction 1
Family Involvement/FFA 1
A B C
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1

Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy
1
Reading instruction
1
Writing instruction
1
Math instruction 1
History/Social Studies 1
Science instruction 1
Family Involvement/FFA 1
A B C
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers
The teachers' accessibility by phone
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy
1
Reading instruction
1
Writing instruction
1
Math instruction 1
History/Social Studies 1
Science instruction 1
Family Involvement/FFA 1
A B C
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1

Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy
1
Reading instruction
1
Writing instruction
1
Math instruction 1
History/Social Studies 1
Science instruction 1
Family Involvement/FFA 1
A B C
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy
1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction 1
Family Involvement/FFA 1
A B C
Overall Grade of the School
Quality of Academic Program 1
Academic standards and expectations for students 1

Engagement of my child in the academics 1
Quality of the teachers
Your child's acadmic progress
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy
1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction 1
Family Involvement/FFA 1
A B C
Overall Grade of the School
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction 1
Family Involvement/FFA 1

A B C
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction 1
Family Involvement/FFA 1
A B C
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
1

Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction 1
Family Involvement/FFA 1
A B C
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy
1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction 1
Family Involvement/FFA 1
A B C
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1

Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy
Reading instruction
1
1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction 1
Family Involvement/FFA 1
A B C
Overall Grade of the School 1
Totals 1614 283 46

dissatisfied
Very Dissatisfied
Does not Apply
D
Fail
dissatisfied
Very Dissatisfied
Does not Apply

D
Fail
dissatisfied
Very Dissatisfied
Does not Apply
D
Fail

dissatisfied
Very Dissatisfied
Does not Apply
D
Fail
dissatisfied
Very Dissatisfied
Does not Apply

D
Fail
dissatisfied
Very Dissatisfied
Does not Apply
D
Fail

dissatisfied
Very Dissatisfied
Does not Apply
D
Fail
dissatisfied
Very Dissatisfied
Does
not Apply

D
Fail
dissatisfied
Very Dissatisfied
Does not Apply
D
Fail

dissatisfied
Very Dissatisfied
Does not Apply
D
Fail
dissatisfied
Very Dissatisfied
Does
not Apply

D
Fail
dissatisfied
Very Dissatisfied
Does not Apply
D
Fail

dissatisfied
Very
Dissatisfied
Does
not Apply
D
Fail
dissatisfied
Very
Dissatisfied
Does
not Apply

D
Fail
dissatisfied
Very
Dissatisfied
Does
not Apply
D
Fail

dissatisfied
Very
Dissatisfied
Does
not Apply
D
Fail
dissatisfied
Very
Dissatisfied
Does
not Apply

D
Fail
Ve
dissatisfied
ry D
issa
tisfied
oes
not Apply
D
D
Fail

Ve
dissatisfied
ry D
issatisfied
Does
not Apply
D
Fail
Ve
dissatisfied
ry D
issa
tisfied
es no
t Apply
Do

D
Fail
dissatisfied
Very D
issa
tisfied
Does
no
t Apply
D
Fail

dissatisfied
Very Dis
satisfied
Do
es no
t Apply
D
Fail
dissatisfied
tisfied
Very Dissa
Do
es no
t Apply

1
D
1
Fail
dissatisfied
Very
Dis
sa
tisfied
Does not Apply
D
Fail

dissatisfied
Very
Dis
satisfied
Does
not
Apply
D
Fail
dissatisfied
Very
Dis
sa
tisfied
Does
not
Apply

D
Fail
dissatisfied
Very
Dissa
tisfied
oes
not
Apply
D
D
Fail

Ve
dissatisfied
ry D
issa
tisfied
Does
not Apply
1
1
D
Fail
Ve
dissatisfied
ry D
issa
tisfied
Does
not Apply

D
Fail
Ve
dissatisfied
ry D
issa
tisfied
Does
not Apply
D
Fail

dissatisfied
Very D
issati
sfied
Does not Apply
D
Fail
dissatisfied
Very D
issati
sfied
Does
no
t Ap
ply

D
Fail
dis
Very
satisfied
Dis
sati
sfied
Does not Apply
D
Fail

dis
Very
satisfied
Dis
satis
fied
Does
not
Ap
ply
D
Fail
dis
Very
satisfied
Dis
satis
fied
Does
not Apply

1
D
Fail
dissatisfied
Very
Dis
satisfied
Does
not Apply
D
Fail

Ve
dissatisfied
ry D
issatisfied
Does
not
Appl
y
D
Fail
Ve
dissatisfied
ry D
issa
tisf
ied
Does
not Apply

D
Fail
Ve
dissatisfied
ry D
issa
tisfied
Does
not Apply
D
Fail

d
issa
Very D
tisfied
issa
Do
tisfied
es not Apply
D
Fail
d
issa
Very D
tisfied
issa
Do
tisfied
es not Apply
1

D
Fail
di
ssati
Very Dis
sfied
sati
sfie
d
Does
no
t Ap
ply
D
Fail

dis
Very
satisfied
Dis
sati
sfied
Does not Apply
D
Fail
dis
sati
Very
sfied
Dis
satis
fied
Does not Apply

D
Fail
dissatisfied
Very
Dis
satis
fied
Does
not Apply
D
Fail

dissatisfied
Very
Dis
satisfied
Does
not Apply
D
Fail
dissatisfied
Very Dissatisfied
Does
not
Appl
y

ied
D
Fail
Ve
dissatisf
ry D
issa
tisf
ied
Does
not Apply
D
Fail

D
Fail

D
Fail
D
Fail

D
Fail
D
Fail

D
Fail
D
Fail

D
Fail
D
Fail

D
Fail
D
Fail

D
Fail

D
Fail
D
Fail
1
1

D
Fail
D
Fail

D
Fail
1
1
D
Fail

D
Fail
D
Fail

D
Fail

D
Fail
D
Fail

D
Fail
D
Fail

D
Fail
7 3 1953

Family Survey Results 2006-2007
LPCS RAW TOTALS
Very Satified
Somewhat Satisfied
Somwhat dissatisfied
Very Dissatisfied
Does not Apply
Quality of Academic Program 57 10 0 0 0 67
Academic standards and expectations for students 62 7 0 0 0 69
Engagement of my child in the academics 63 5 1 0 0 69
Quality of the teachers 63 6 0 0 0 69
Your child's acadmic progress 60 9 1 0 0 70
Family/Teacher Conferences 56 11 2 0 0 69
Amount of extra help offered to child 58 11 0 0 1 70
Individual attention by teachers 62 8 0 0 0 70
The teachers' accessibility by phone 57 11 0 0 1 69
The adminstrators' accessibility 62 8 0 0 0 70
Quality of homework assigned 60 10 0 0 0 70
Quantity of homework assigned 59 11 0 0 0 70
Class size 54 11 3 0 0 68
Fitness/P.E./Athletics 37 24 3 1 1 66
Enrichment and extra-curricular activities 46 18 2 1 2 69
The school's mission 62 7 0 0 0 69
Behavorial standards and expectations for students 53 16 1 0 0 70
School building facilities 44 23 1 1 0 69
Character development/education 64 5 0 0 0 69
Uniform policy 60 9 0 0 0 69
Reading instruction 64 6 0 0 0 70
Writing instruction 62 8 0 0 0 70
Math instruction 66 3 0 0 0 69
History/Social Studies 59 7 1 0 2 69
Science instruction 59 8 1 0 1 69
A B C D Fail
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 2C-1
Totals

Family Survey Results 2006-2007
Overall Grade of the School 39 19 1 0 0 59
Very Satified
Somewhat Satisfied
Somwhat dissatisfied
Very Dissatisfied
Does not Apply
Quality of Academic Program 85% 15% 0% 0% 0%
Academic standards and expectations for students 90% 10% 0% 0% 0%
Engagement of my child in the academics 91% 7% 1% 0% 0%
Quality of the teachers 91% 9% 0% 0% 0%
Your child's acadmic progress 86% 13% 1% 0% 0%
Family/Teacher Conferences 81% 16% 3% 0% 0%
Amount of extra help offered to child 83% 16% 0% 0% 1%
Individual attention by teachers 89% 11% 0% 0% 0%
The teachers' accessibility by phone 83% 16% 0% 0% 1%
The adminstrators' accessibility 89% 11% 0% 0% 0%
Quality of homework assigned 86% 14% 0% 0% 0%
Quantity of homework assigned 84% 16% 0% 0% 0%
Class size 79% 16% 4% 0% 0%
Fitness/P.E./Athletics 56% 36% 5% 2% 2%
Enrichment and extra-curricular activities 67% 26% 3% 1% 3%
The school's mission 90% 10% 0% 0% 0%
Behavorial standards and expectations for students 76% 23% 1% 0% 0%
School building facilities 64% 33% 1% 1% 0%
Character development/education 93% 7% 0% 0% 0%
Uniform policy 87% 13% 0% 0% 0%
Reading instruction 91% 9% 0% 0% 0%
Writing instruction 89% 11% 0% 0% 0%
Math instruction 96% 4% 0% 0% 0%
History/Social Studies 86% 10% 1% 0% 3%
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 2C-1

Family Survey Results 2006-2007
Science instruction 86% 12% 1% 0% 1%
A B C D Fail
Overall Grade of the School 66% 32% 2% 0% 0%
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 2C-1

Very Satified
Quality of Academic Program 1
Somewhat Satisfied
Somwhat dissatisfied
Very Dissatisfied
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction 1
A B C D Fail
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Does not Apply

Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction 1
A B C D Fail
Overall Grade of the School
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1

Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction 1
A B C D Fail
Overall Grade of the School
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1

Science instruction
Overall Grade of the School
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility
1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics
1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students
1
Family/Teacher Conferences 1
Amount of extra help offered to child
1
1
A B C D Fail
1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction
1
A B C D Fail
Overall Grade of the School
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1

Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned
1
Class size
Fitness/P.E./Athletics
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction
1
A B C D Fail
1
Overall Grade of the School
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students
1

School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction
1
History/Social Studies 1
Science instruction
1
A B C D Fail
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students
1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size
1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies
1
Science instruction
A B C D Fail
1
Overall Grade of the School

Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers
1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission
1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction
1
A B C D Fail
Overall Grade of the School
Quality of Academic Program 1
Academic standards and expectations for students
1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers
1
The teachers' accessibility by phone 1
The adminstrators' accessibility
1

Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics
1
Enrichment and extra-curricular activities 1
The school's mission
1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction
1
Writing instruction 1
Math instruction
1
History/Social Studies 1
Science instruction
1
A B C D Fail
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students
1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress
1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission
1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy
1

Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction
1
A B C D Fail
Overall Grade of the School
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned
1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students
1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction
1
History/Social Studies
Science instruction
1
A B C D Fail
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics
1

Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities
1
Character development/education 1
Uniform policy
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies
Science instruction
Overall Grade of the School
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers
1
Your child's acadmic progress 1
Family/Teacher Conferences
Amount of extra help offered to child
1
Individual attention by teachers 1
The teachers' accessibility by phone
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned
1
Class size
1
1
1
A B C D Fail

Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission
Behavorial standards and expectations for students
1
1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction
Math instruction
1
1
History/Social Studies
1
Science instruction 1
A B C D Fail
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers
Your child's acadmic progress
1
1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned
Class size
1
1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities
1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction
1
Math instruction
1

History/Social Studies 1
Science instruction
1
A B C D Fail
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers
1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
1
1
Quantity of homework assigned
Class size
Fitness/P.E./Athletics
1
Enrichment and extra-curricular activities 1
The school's mission
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies
1
Science instruction 1
A B C D Fail
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers
1
Your child's acadmic progress
1

Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies
1
Science instruction
1
A B C D Fail
Overall Grade of the School
"UNKNOWN" TOTAL
Ve
ry Sa
tified
So
mew
hat Satisfied
So
mwh
at dissatisfied
Ve
ry D
issatisfied
es no
t Apply
tals
Do
To
Quality of Academic Program 16 1 0 0 0 17
Academic standards and expectations for students 16 1 0 0 0 17
Engagement of my child in the academics 13 3 1 0 0 17
Quality of the teachers 15 2 0 0 0 17
Your child's acadmic progress 15 2 0 0 0 17
Family/Teacher Conferences 12 4 0 0 0 16
Amount of extra help offered to child
15 2 0 0 0 17
Individual attention by teachers
14 3 0 0 0 17

The teachers' accessibility by phone 13 3 0 0 0 16
The adminstrators' accessibility 15 2 0 0 0 17
Quality of homework assigned 14 3 0 0 0 17
Quantity of homework assigned 15 2 0 0 0 17
Class size 13 3 0 0 0 16
Fitness/P.E./Athletics 10 4 2 0 0 16
Enrichment and extra-curricular activities 11 5 1 0 0 17
The school's mission 15 1 0 0 0 16
Behavorial standards and expectations for students 11 6 0 0 0 17
School building facilities 9 8 0 0 0 17
Character development/education 15 2 0 0 0 17
Uniform policy 14 2 0 0 0 16
Reading instruction 17 0 0 0 0 17
Writing instruction 16 1 0 0 0 17
Math instruction 17 0 0 0 0 17
History/Social Studies
13 2 0 0 1 16
Science instruction 12 3 0 0 1 16
A B C D Fail
7 3 0 0 0 10
Overall Grade of the School
"UNKNOWN" AVERAGES
Very Satified
Somewhat
Satisfied
Somwhat dissatisfied
Very Dissatisfied
Does not Apply
Quality of Academic Program 94% 6% 0% 0% 0%
Academic standards and expectations for students 94% 6% 0% 0% 0%
Engagement of my child in the academics 76% 18% 6% 0% 0%
Quality of the teachers 88% 12% 0% 0% 0%
Your child's acadmic progress 88% 12% 0% 0% 0%
Family/Teacher Conferences 75% 25% 0% 0% 0%
Amount of extra help offered to child 88% 12% 0% 0% 0%
Individual attention by teachers 82% 18% 0% 0% 0%
The teachers' accessibility by phone 81% 19% 0% 0% 0%
The adminstrators' accessibility
88% 12% 0% 0% 0%
Quality of homework assigned
82% 18% 0% 0% 0%

Quantity of homework assigned 88% 12% 0% 0% 0%
Class size 81% 19% 0% 0% 0%
Fitness/P.E./Athletics 63% 25% 13% 0% 0%
Enrichment and extra-curricular activities 65% 29% 6% 0% 0%
The school's mission 94% 6% 0% 0% 0%
Behavorial standards and expectations for students 65% 35% 0% 0% 0%
School building facilities 53% 47% 0% 0% 0%
Character development/education 88% 12% 0% 0% 0%
Uniform policy 88% 13% 0% 0% 0%
Reading instruction 100% 0% 0% 0% 0%
Writing instruction 94% 6% 0% 0% 0%
Math instruction 100% 0% 0% 0% 0%
History/Social Studies
Science instruction
81%
75%
13%
19%
0%
0%
0%
0%
6%
6%
A B C D Fail
70% 30% 0% 0% 0%
Overall Grade of the School

Very Satified
Quality of Academic Program 1
Somewhat Satisfied
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction 1
A B C
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics
Enrichment and extra-curricular activities
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Somwhat dis

Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction
History/Social Studies 1
Science instruction 1
A B C
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction 1
A B C
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1

The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction 1
A B C
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction 1
A B C
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1

Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
1
Behavorial standards and expectations for students
School building facilities
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction
1
Overall Grade of the School
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
1
A B C
1
Class size
Fitness/P.E./Athletics
1
Enrichment and extra-curricular activities
The school's mission 1
Behavorial standards and expectations for students 1
1
School building facilities
Character development/education
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction
1
A B
Overall Grade of the School
C
1

Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences
1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned
1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy
1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction
1
A B C
Overall Grade of the School
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences
1
Amount of extra help offered to child
1

Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned
1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy
1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction
1
A B C
Overall Grade of the School
Quality of Academic Program
Academic standards and expectations for students
Engagement of my child in the academics
Quality of the teachers
Your child's acadmic progress
1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers
1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education
1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction
1
A B
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers
1
1
C

Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned
1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students
1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction
1
A B C
Overall Grade of the School
1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics
1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction
1
A B C
Overall Grade of the School 1
Quality of Academic Program
1

Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction
1
A B C
Overall Grade of the School 1
Quality of Academic Program
1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress
1
Family/Teacher Conferences 1
Amount of extra help offered to child
1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size
1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission
1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education
1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction
1
A B C

Overall Grade of the School
Quality of Academic Program
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction
1
1
1
A B C

History/Social Studies 1
Science instruction
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies
1
1
A B C
Science instruction 1
A B C
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics
Quality of the teachers
1
1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education
1
Uniform policy
1

Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies
1
Science instruction 1
A B C
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences
Amount of extra help offered to child
1
1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility
1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies
1
Science instruction 1
A B C
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone
The adminstrators' accessibility
1
1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission
1
Behavorial standards and expectations for students
1

School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies
Science instruction
Overall Grade of the School
Quality of Academic Program
Academic standards and expectations for students
Engagement of my child in the academics 1
Quality of homework assigned 1
Quantity of homework assigned
1
Class size
1
Fitness/P.E./Athletics
1
1
A B C
Quality of the teachers 1
Your child's acadmic progress
Family/Teacher Conferences
1
1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility
Quality of homework assigned
1
1
Quantity of homework assigned 1
Class size
1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy
1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies
1
Science instruction 1
A B C
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress
1
Family/Teacher Conferences 1
Amount of extra help offered to child
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1

Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies
1
Science instruction 1
A B C
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned
1
Class size 1
Fitness/P.E./Athletics
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies
1
Science instruction 1
A B C
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility
1
Quality of homework assigned
1

Quantity of homework assigned
Class size
1
1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission
Behavorial standards and expectations for students
1
1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction
Math instruction
1
1
History/Social Studies
1
Science instruction
1
A B C
Overall Grade of the School
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies
1
Science instruction 1
A B C
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child
1
Individual attention by teachers
1

The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies
1
Science instruction 1
A B C
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned
Class size
1
1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission
1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies
1
Science instruction 1
A B
1
Overall Grade of the School
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers
1
Your child's acadmic progress
1
C

Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned
Class size
1
1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies
Science instruction
Overall Grade of the School
1
1
A B C
1
FIRST GRADE TOTAL
Satified
Somewhat Satisfied
Quality of Academic Program Academic standards and expectations for students
20
23
5
4
0
0
Engagement of my child in the academics 26 1 0
Quality of the teachers 24 3 0
Your child's acadmic progress 26 2 0
Family/Teacher Conferences 25 3 0
Amount of extra help offered to child 22 5 0
Individual attention by teachers 24 4 0
The teachers' accessibility by phone 24 4 0
The adminstrators' accessibility 25 3 0
Quality of homework assigned 24 4 0
Quantity of homework assigned 23 5 0
Class size 22 6 0
Fitness/P.E./Athletics 14 11 0
Enrichment and extra-curricular activities 18 7 0
The school's mission 24 4 0
Behavorial standards and expectations for students 22 6 0
School building facilities 19 8 0
Character development/education 26 1 0
Uniform policy
25 3 0
Reading instruction
24 4 0
Writing instruction
23 5 0
Very
Somwhat dis

Math instruction
History/Social Studies
Science instruction
Overall Grade of the School
26 1 0
25 3 0
25 3 0
A B C
18 6 0
FIRST GRADE AVERAGES
Quality of Academic Program Academic standards and expectations for students
80%
85%
20%
15%
0%
0%
Engagement of my child in the academics 96% 4% 0%
Quality of the teachers 89% 11% 0%
Your child's acadmic progress 93% 7% 0%
Family/Teacher Conferences 89% 11% 0%
Amount of extra help offered to child 79% 18% 0%
Individual attention by teachers 86% 14% 0%
The teachers' accessibility by phone 86% 14% 0%
The adminstrators' accessibility 89% 11% 0%
Quality of homework assigned 86% 14% 0%
Quantity of homework assigned 82% 18% 0%
Class size 79% 21% 0%
Fitness/P.E./Athletics 56% 44% 0%
Enrichment and extra-curricular activities 67% 26% 0%
The school's mission 86% 14% 0%
Behavorial standards and expectations for students 79% 21% 0%
School building facilities 70% 30% 0%
Character development/education 96% 4% 0%
Uniform policy 89% 11% 0%
Reading instruction 86% 14% 0%
Writing instruction 82% 18% 0%
Math instruction
History/Social Studies
96%
89%
4%
11%
0%
0%
Science instruction
89% 11% 0%
A B C
75% 25% 0%
Overall Grade of the School
Very
ied
Satif
Somewhat
Satisfied
So
dis
mwhat

dissatisfied
Very Dissatisfied
Does not Apply
D
Fail

D
Fail
D
Fail

D
Fail
D
Fail

D
Fail
D
Fail

D
Fail

D
Fail
D
Fail

D
Fail
D
Fail

D
Fail
D
Fail

D
Fail

D
Fail
D
Fail

D
Fail
D
Fail

D
Fail
1
D
Fail
1

1
D
Fail
D
Fail

D
Fail
D
Fail

D
Fail
D
Fail

D
Fail
dissatisfied
Very
Dissatisfied
Does
not
Apply
ls
Tota
0 0 25
0 0 27
0 0 27
0 0 27
0 0 28
0 0 28
0 1 28
0 0 28
0 0 28
0 0 28
0 0 28
0 0 28
0 0 28
0 0 25
1 1 27
0 0 28
0 0 28
0 0 27
0 0 27
0 0 28
0 0 28
0 0 28

D
0 0 27
0
0
0
0
28
28
Fail
0 0 24
dissatisfied
D
Very
sa
Dis
tisfied
Does
not
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
0% 4%
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
4% 4%
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
Fail
0% 0%
Apply

Very Satified
Quality of Academic Program 1
Somewhat Satisfied
Somwhat dis
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics
Enrichment and extra-curricular activities
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction 1
A B C
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1

Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction 1
A B C
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction 1
A B C
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1

The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction 1
A B C
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction 1
A B C
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1

Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction
1
A B C
1
Overall Grade of the School
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction
1
A B C
Overall Grade of the School
1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1

The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction
1
A B C
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction
1
A B
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
C

Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction
1
A B C
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction
1
A B C
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1

Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction
1
A B
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction
1
A B C
Overall Grade of the School
C
1

Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction
1
A B C
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1

Science instruction
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction
Overall Grade of the School
1
A B C
1
A B C
1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1

Writing instruction 1
Math instruction 1
History/Social Studies 1
Science instruction
Math instruction 1
History/Social Studies
1
Science instruction
1
A B
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
1
A B C
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
C

Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies
Science instruction
1
A B
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies
1
Science instruction
1
A B
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics
Enrichment and extra-curricular activities 1
C
C

The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies
1
Science instruction 1
A B C
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies
1
Science instruction 1
A B C
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1

Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies
1
Science instruction 1
A B C
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1
The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies
1
Science instruction
1
A B C
Overall Grade of the School 1
Quality of Academic Program 1
Academic standards and expectations for students 1
Engagement of my child in the academics 1
Quality of the teachers 1
Your child's acadmic progress 1
Family/Teacher Conferences 1
Amount of extra help offered to child 1
Individual attention by teachers 1
The teachers' accessibility by phone 1

The adminstrators' accessibility 1
Quality of homework assigned 1
Quantity of homework assigned 1
Class size 1
Fitness/P.E./Athletics 1
Enrichment and extra-curricular activities 1
The school's mission 1
Behavorial standards and expectations for students 1
School building facilities 1
Character development/education 1
Uniform policy 1
Reading instruction 1
Writing instruction 1
Math instruction 1
History/Social Studies
Science instruction
1
1
A B C
1
Overall Grade of the School
KINDERGARTEN TOTAL
Very Satified
So
mwh
Somewhat Satisfied
Quality of Academic Program Academic standards and expectations for students
21
23
4
2
0
0
Engagement of my child in the academics 24 1 0
Quality of the teachers 24 1 0
Your child's acadmic progress 19 5 1
Family/Teacher Conferences 19 4 2
Amount of extra help offered to child 21 4 0
Individual attention by teachers 24 1 0
The teachers' accessibility by phone 20 4 0
The adminstrators' accessibility 22 3 0
Quality of homework assigned 22 3 0
Quantity of homework assigned 21 4 0
Class size 19 2 3
Fitness/P.E./Athletics 13 9 1
Enrichment and extra-curricular activities 17 6 1
The school's mission 23 2 0
Behavorial standards and expectations for students 20 4 1
School building facilities 16 7 1
Character development/education 23 2 0
Uniform policy 21 4 0
Reading instruction 23 2 0
Writing instruction 23 2 0
Math instruction 23 2 0
History/Social Studies
21 2 1
Science instruction
22 2 1
A B C
at dis

Overall Grade of the School
14
10
1
KINDERGARTEN AVERAGES
Quality of Academic Program Academic standards and expectations for students
84%
92%
16%
8%
0%
0%
Z 96% 4% 0%
Quality of the teachers 96% 4% 0%
Your child's acadmic progress 76% 20% 4%
Family/Teacher Conferences 76% 16% 8%
Amount of extra help offered to child 84% 16% 0%
Individual attention by teachers 96% 4% 0%
The teachers' accessibility by phone 80% 16% 0%
The adminstrators' accessibility 88% 12% 0%
Quality of homework assigned 88% 12% 0%
Quantity of homework assigned 84% 16% 0%
Class size 79% 8% 13%
Fitness/P.E./Athletics 52% 36% 4%
Enrichment and extra-curricular activities 68% 24% 4%
The school's mission 92% 8% 0%
Behavorial standards and expectations for students 80% 16% 4%
School building facilities 64% 28% 4%
Character development/education 92% 8% 0%
Uniform policy 84% 16% 0%
Reading instruction 92% 8% 0%
Writing instruction 92% 8% 0%
Math instruction 92% 8% 0%
History/Social Studies
84% 8% 4%
Science instruction 88% 8% 4%
A B C
56% 40% 4%
Overall Grade of the School
tif
ied
Very Sa
Somewhat
Satisfied
So
mwh
at dis

dissatisfied
Very Dissatisfied
Does not Apply
1
1
D
Fail

D
Fail
D
Fail

D
Fail
D
Fail

D
Fail
1
1
D
Fail

D
Fail
D
Fail

D
Fail
D
Fail

D
Fail
D
Fail

D
Fail

D
Fail
D
Fail

D
Fail
D
Fail

1
D
Fail
D
Fail
1

D
Fail
D
Fail

D
Fail
D
Fail

D
Fail
dissatisfied
D
Very D
issatisfied
Do
es not Apply
als
Tot
0 0 25
0 0 25
0 0 25
0 0 25
0 0 25
0 0 25
0 0 25
0 0 25
0 1 25
0 0 25
0 0 25
0 0 25
0 0 24
1 1 25
0 1 25
0 0 25
0 0 25
1 0 25
0 0 25
0 0 25
0 0 25
0 0 25
0 0 25
0 1 25
0 0 25
Fail

0
0 25
dissatisfied
D
sa
Very Dis
tisfied
Do
es not Apply
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
0% 4%
0% 0%
0% 0%
0% 0%
0% 0%
4% 4%
0% 4%
0% 0%
0% 0%
4% 0%
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
0% 4%
0% 0%
Fail
0% 0%

LEADERSHIP PREP BEDFORD STUYVESANT KINDERGARTEN WAITING LIST
LOTTERY
PICK #
App Rec
Date
Child First
Name Child Last Name PARENT NAME Address City/State Zip Code CSD
CSD
PROOF
? (Y/N)
58 1 2/12/2008 Derrick Jefferson Sabrina Jones-Jefferson 575 Kosciuszko Street Brooklyn, NY 11221 16 N
59 2 2/12/2008 Diamond Jefferson Sabrina Jones-Jefferson 575 Kosciuszko Street Brooklyn, NY 11221 16 N
62 3 3/31/2008 Malachi Sewell Louis Sewell 100 East 46th Street Brooklyn, NY 11203 18 N
64 4 2/28/2008 Wainell Brown Kizzy Martin Parris 780 Prospect Place #1R Brooklyn, NY 11216 17 Y
65 5 2/12/2008 Cherisse Alvarez Naima Hernandez 606 Kosciuszko Street #2B Brooklyn, NY 11221 16 N
66 6 2/12/2008 Issys Rawlings Chalika Roland 770 Jefferson Ave #2R Brooklyn, NY 11221 16 Y
67 7 3/31/2008 Reina Taveras Karina and Elias Taveras 315 South 4th Street #3 Brooklyn, NY 11211 14 N
68 8 3/31/2008 Rachel Drummond Michael Drummond 325A Lewis Ave 2nd Floor Brooklyn, NY 11221 16 N
69 9 3/31/2008 Jameek Boyd Tara Boyd 341 Kingsboro 3rd Walk #1F Brooklyn, NY 11233 16 N
70 10 2/12/2008 Jahnie Henry Wendy Cox 25 McDonough Street #4 Brooklyn, NY 11216 13 N
71 11 3/8/2008 Jalen Best Nelda and Pablo Best 1719 Dean Street Brooklyn, NY 11213 16 Y
72 12 3/8/2008 Kaylah Greaves Alana Dear and Devyn Greaves 1356 Bergen Street #02 Brooklyn, NY 11213 17 Y
73 13 3/24/2008 Jia Stewart Lynette Jenkins 241 Winthrop Street Brooklyn, NY 11225 17 Y
74 14 3/15/2008 John Williams John Errilienne and Alfie Williams 1141 Dean Street 1st Floor Brooklyn, NY 11216 17 Y
75 15 2/28/2008 Bryce Morciglio Kathleen and Michael Morciglio 1031 East 86th Street 1st Floor Brooklyn, NY 11236 18 N
76 16 3/31/2008 Denniel Johnson Jr Tyra McKinney 799 Dekalb Ave #5A Brooklyn, NY 11217 16 N
77 17 2/28/2008 Solakey Davis Natalie Coburn 235 Ralph Ave #3F Brooklyn, NY 11233 16 N
78 18 2/28/2008 Kayland Hacther Guenita Crew 965 Putnam Ave Brooklyn, NY 11221 16 N
79 19 2/12/2008 Sedajah Lance-Stewart Monica Lance 22 Covert Place #4R Brooklyn, NY 1107 32 N
80 20 2/28/2008 Carlene Phillander Petula and Carlton Phillander 1521 East 94th Street Brooklyn, NY 11236 18 N
81 21 3/31/2008 Javian Richards Sheldon Richards and Moya Rance 408 Marion Street Brooklyn, NY 11233 23 N
82 22 2/12/2008 Brandon Frazier Daryl and Sherry Frazier 779 Green Ave Brooklyn, NY 11221 16 N
83 23 3/15/2008 Ziyah Ware Adia Ware and Ian Glasgow 1137 President Street #1B Brooklyn, NY 11225 17 N
84 24 3/5/2008 Raqai Thompson Ebony Richardson-Thompson 766 MacDonough Street #1L Brooklyn, NY 11233 23 N
85 25 2/12/2008 Nina Davidson Tanya McDougal 160 West 97th Street New York, NY 10025 3 N
86 26 3/24/2008 Sasad Smith Maranda Gilkes and Dwayne Smith 1259 Pacific Street #1F Brooklyn, NY 11216 17 Y
87 27 3/15/2008 Kerline Williams Garly Pierre and Howard Williams 120 East 19th Street #1E Brooklyn, NY 11226 22 N
88 28 3/31/2008 Zion Alouidor Jean and Lannie Alouidor 610 Grassmere Terrace Far Rockaway, NY 11601 27 N
89 29 3/31/2008 Zion Prince Maureen and Adolph Prince 147 Rockaway Ave #3A Brooklyn, NY 11233 23 Y
90 30 4/1/2008 Justin Ocasio Lydia Merrado and Ernie Ocasio 281 Bainbrige Street #2R Brooklyn, NY 11233 16 N
91 31 3/31/2008 Cynia Lewis Lauren Crosby and Curtis Lewis 1586 Lincoln Place #3 Brooklyn, NY 11233 17 N
92 32 3/8/2008 Imani Clark Iris Santiago 120 Menahan Street #6B Brooklyn, NY 11221 32 Y
93 33 3/31/2008 Madison Jones Toni Wiggins 184 Monroe Street #13 Brooklyn, NY 11216 13 Y
94 34 3/31/2008 Chelsey Blackwell Charrise Jones & Walter Blackwell Jr. 924 East 88th Street Brooklyn, NY 11236 18 N
95 35 10/22/2007 Patrick Kennedy Deborah Patrick & Glenn Patrick 691 Decatur Street PH Brooklyn, NY 11233
36 4/2/2008 Jaden Joseph Jeseken Brown and Marlon Joseph 650 Gates Avenue #2C Brooklyn, NY 11221
37 4/4/2008 Drew Rogers June Rogers 1100 Prospect Place Brooklyn, NY 11213
38 4/7/2008 Nya Beach Catisha Preduil 128 Van Buren Street Brooklyn, NY 11221
39 4/9/2008 Susan Leathers Quinones Sherann Leathers & Virgilio Quinones 1922 Pacific Street Brooklyn, NY 11233
40 4/9/2008 Shana Leathers Quinones Sherann Leathers & Virgilio Quinones 1922 Pacific Street Brooklyn, NY 11233
41 4/14/2008 Uche Anyanwu Paschal Anyanwu 630 Gates Avenue Apt. # 3B Brooklyn, NY 11221
42 4/16/2008 Jalik Hopson Shaquana S. Brisbane 572 Green Street Apt. # 16 Brooklyn, NY 11216
43 4/17/2008 Shanice McBean Sharon Williams 212 Throop Ave. Apt.# 13J Brooklyn, NY 11206
44 4/29/2008 Nelson Mia 350 Quincy Street Apt.#4 Brooklyn, NY 11216
45 5/2/2008 Kristopher Lashley-Gonzalez Lisa Lashley &humberto Gonzalez 201 Saratoga Ave Apt.# 5 Brooklyn, NY 11233
46 5/3/2008 David Leon Jr. Shirelle Solomom & David Leon Sr. 118 Cooper St.1st Floor Brooklyn, NY 11207
47 5/6/2008 Diamond Taylor Barbara Kelly-Yaylor & Reginald Taylor 78 MacDonough St. Apt. #3L Brooklyn, NY 11216
48 5/12/2008 Zoe Gause-Ingram Chimere Ingram 816 MacDonough Street Apt. # 1 Brooklyn, NY 11233
49 5/13/2008 Terrance Bobb Alexandra Cameron 340 St. Johns Place #2C Brooklyn, NY 11238
50 5/19/2008 Jahsiah Montrevil Jani L. Montrevil & Jean Montrevil 316 Jefferson Street Apt.#4A Brooklyn, NY 11237
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 3A

LEADERSHIP PREP BEDFORD STUYVESANT KINDERGARTEN WAITING LIST
51 5/20/2008 Justin Alvarez Julio Alvarez & Lorna Alvarez 528 Flatbush Ave. Apt.# 12 Brooklyn, NY 11225
52 5/22/2008 Alicia Buckman Melvin Buckman & Elizabeth Reid 615 Crown Street B6 Brooklyn, NY 11213
53 5/27/2008 Nasir Adams Shanta Francis 132 Marcy Avenue Brooklyn, NY 11216
54 5/28/2008 Quanmin Thomas-Bellamy Lathisa Thomas & Renol Lett 257 Lexington Avenue Brooklyn, NY 11216
55 5/29/2008 Paul Jr. Clarence Marcia Clarence & Paul Alexander 39 Covert Street Brooklyn, NY 11207
56 6/52008 Alicia La Croix Ana Aglon & Serge La Croix 137-18 132nd Avenue Jamaica, NY 11436
57 6/9/2008 Damian Romero Pilar Gomez & Jose Romero 612 Ocean Avenue Brooklyn, NY 11226
58 6/16/2008 Selon Mcgriff Tanya Johnson 362 Clifton Place Brooklyn, NY 11216
59 6/17/2008 Cierra Highland Tekoah Highland & Gregory Dixon 845 Putnam Avenue Brooklyn, NY 11221
60 6/20/2008 Isiah James Elasia James 1093 Bedford Avenue Brooklyn, NY 11216
61 6/25/2008 Kyyah Kinley Tina Cordero 1091 Coates Avenue Brooklyn, NY 11221
62 6/29/2008 Corey Steele Faye Williams 186 Riverdale Avenue Brooklyn, NY 11212
63 6/30/2008 Pierce Dennison Monica Campbell & Marian R-Dennison 66 Quincy Avenue Brooklyn, NY 11258
64 7/11/2008 Arendel Moultlie Ingrid Moreira & Arendel Moultlie 296 Lexington Avenue Brooklyn, NY 11216
65 7/12/2008 Nia Mitchell Sandra Morris & Afia Mitchell 191 Hart Street Brooklyn, NY 11216
66 7/16/2008 Orlando Burte-Pacheco Ambar Pacheco & Orlando Burte 470 Dekalb Avenue Brooklyn, NY 11205
67 7/16/2008 Keisha BA Sada Ba & Nkanda Musanse 567 Macon Street New York, NY 11233
68 7/16/2008 Jaliene Moodie Gladstone Moodie & Norah Chaikatisha 567 Macon Street New York, NY 11234
69 7/16/2008 Jaden Vincent Whitney Walker & Wayne Vincent 176 Rutland Rd Brooklyn, NY 11225
70 7/16/2008 Sierra Fortune Infenio Fortune 456 Dekalb Avenue Brooklyn, NY 11205
71 7/29/2008 Emanuel Brutus Kevin Brutus & Tabitha Allicock 458 Sheffield Avenue Brooklyn, NY 11207
72 8/5/2008 Shandell Wells Nelson and Sharon Wells 712 Lafayette Ave Apt#2 Brooklyn, NY 11221
73 8/29/2008 Aminata Coulibaly Haoua Traore and Siriman Coulibaly 1216 St John's Place #3B Brooklyn, NY 11213
74 8/29/2008 Janiya Jeannot Erica Nicole Taylor 375 Pulaski #2G Brooklyn, NY 11206
75 8/29/2008 Skye Best Patranell Callender and Christopher Best 1559 Fulton Street #2 Brooklyn, NY 11216
76 9/3/2008 Josue Rodriguez Antonio and Maria Esther Rodriguez 586 Prospect Place, Basement Apt. Brooklyn, NY 11238
77 9/8/2008 Precious Stone Ebony Reynolds 280 Tompkins Ave. #4H Brooklyn, NY 11216
78 9/22/2008 Bradley Gill Barbara Marquez 366 Clifton Place #2D Brooklyn, NY 11216
79 9/24/2008 Christopher Altifois Clean Francis and Alvin Altifois 19 Macon Street #3 Brooklyn, NY 11216
80 9/25/2008 Jaden Wilson Janelle Eastman 16 Vernon Ave. #2A Brooklyn, NY 11206
81 10/10/2008 Akaylah John Rosalie Noel-John 198 Pulaski St. #3 Brooklyn, NY 11206
82 11/3/2008 Ariel Caper Tina Miller 237 Lexington Ave. Brooklyn, NY 11216
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 3A

LEADERSHIP PREP BEDFORD STUYVESANT FIRST GRADE WAITING LIST
#
CHILD'S LAST CHILD'S FIRST
GENDER DOB Salutation MOTHER'S MOTHER'S FATHER'S FATHER'S
NAME
NAME
LAST NAME FIRST NAME LAST NAME FIRST NAME
HOME NUMBER CELL PHONE WORK PHONE
1 Robinson David M 11/27/02 Ms. Jordan Vanessa (718) 398-5824 (347) 328-2261
2 Thompson Paige F 02/16/02 Ms. Thompson Anthony Thompson Jamaisa (718) 453-6114 (646) 327-5957 (212) 362-6300
3 Romeo Shakir M 05/08/02 Ms. Jackson Tashana Ikeda Romeo (718) 385-0290 (718) 501-3594
4 Anderson Mia F 12/27/02 Ms. Anderson Latyshia (718) 773-6729 (917) 974-0489
5 Bianchini Just'us M 6/1/2002 Ms. Marshall Elsie Bianchini Just'us (718) 462-4158 (347) 512-4622
6 Merchant Amanice F 1/9/2002 Ms. Merchant Tracy (718) 856-2017 (347) 274-6930
7 Alston Tehuti M 9/16/2002 Ms. Alston Kristin (718) 531-5394 (347) 351-3720
8 Daniels Jelani M 10/10/2002 Ms. Clarke Celeste (718) 636-9608 (917) 667-4637 (646) 942-0032
9 McNeil-Nieves Akiva M 10/4/2002 Ms. McNeil Dorianne Nieves Julio (718) 855-1579 (347) 623-4765 (212) 420-4646
10 Stevenson Skylar M 8/30/2002 Ms. Stevenson Evangeline Stevenson Tom (347) 789-1099 (347) 697-9348
11 Morales Dezaray F 12/21/2002 Ms. Martinez Rosa Morales Edward (347) 578-7528 (718) 687-0834 (212) 725-1970
12 Smith Alonzo M 9/9/2002 Ms. Payton Alina (718) 782-7234 (347) 392-7866 (718) 636-9193
13 Broadnax Antoinette F 3/5/2002 Ms. Broadnax Annette Williams David (347) 729-0666 (718) 964-8173
14 Love Xavier M 4/26/2002 Ms. Lucas Terese (718) 342-6215 (347) 409-0229
15 Tatum Malaki M 1/17/2002 Ms. Jeffrey Allison Tatum Jr. Gregory (347) 432-5957 (212) 526-5154
16 Ward Stephanie F 12/11/2002 Ms. Thomas-Ward Khalilah Ward Oneil (718) 574-6945
17 Bacon Rondell M 5/30/2002 Ms Bacon Tracie Bacon Frederick (718) 623-0138 (917) 414-9191 (718) 403-2178
18 Franklin Laila F 12/24/2002 Ms Franklin Laila Franklin Cleveland (718) 607-1963 (718) 607-1964
19 Bush Kayla F 12/30/2002 Ms. Ellison-Bush Robyn Bush Eugene (347) 713-3961 (718) 938-8336 (212) 768-4400
20 St. Paul Jaedan M 11/28/2002 Ms. Brooks Sakinah (718) 510-5416 (212) 529-6000
21 Ada Samiyah F 8/21/2002 Ms. Edwards Fatina Ada Abraham (718) 785-0636 (646) 932-9494 (718) 613-4000
22 Walker Yasmeen-Maraiya F 10/13/2002 Ms. Collins Nicole Walker Clint (718) 493-3947 (347) 677-5010 (718) 760-6606
23 Isaacs Zariah F 3/26/2002 Ms Albert Zaquanna Isaacs Jr. Leonard (347) 406-7525 (718) 350-6109 7188554035 x1328
24 Fields Keon M 04/27/02 Ms. Snipes Ronnie Fields Clinton (718) 552-2757 (718) 781-5441
25 Verley Amaya F 1/28/2002 Ms. Verney Merissa Verney Wayne (347) 350-5789 (347) 866-2177
26 Reece Ariel F 10/3/2002 Ms. Morgan Georgiana Reece Keith (212) 815-2099 (646) 670-1441
27 Johnson Rosenda F 1/19/2002 Ms. Johnson Risa (718) 857-2104 (718) 596-1986 (917) 653-6375
28 David Shizelle F 9/21/2002 Ms. David Jacqueline David Steve (347) 789-9247 (917) 443-5812
29 Lee Richard F 4/15/2002 Ms. Parris Stacey (718) 693-6235 (347) 228-5864
30 McCall Jovan M 10/4/2002 Ms. Prass Althea McCall Ronald (718) 646-4545 (347) 873-6935
31 Pearson Dallas M 8/23/2002 Ms. Eugene Cassandra Pearson Denver (718) 251-0513 (718) 759-8196 7184853000 x246
32 Nunes Akili M 5/11/2002 Ms Nunes Waldo Nunes Lourdes (718) 789-8332 (917) 627-4758
33 Johnson Jaylin M 6/12/2002 Ms. Cordon-Cadougan Jocintha Cadougan Nigel (646) 409-2457 (718) 498-7030
34 Caleb-Peay Tatyana F 5/1/2002 Ms. Caleb Angela (718) 568-6117
35 King Javan F 8/24/2002 Ms. Charika King King Jr. Allen (718) 455-6131 (347) 860-0934
36 Edon Agiboha M 4/29/2002 Ms. Gamboa Kany 347-787-8020 646-620-4351
37 Gladden Mel-Asia F 8/3/2002 Ms Louis Quadina Gladden Jermaine (718) 774-1841 (718) 785-7770 (718) 773-6807
38 Elliot Victoria F 2/1/2002 Ms. Elliott Fox Angela Fox (347) 750-8996 (917) 416-4003 (718) 638-8686
39 Joseph Ariel F 11/23/2002 Ms. Joseph Katiana (347) 278-2808 (212) 421-5511
40 Reed Jr Christopher M 7/5/2002 Ms. Gregory Reed Sr. (718) 452-3917 (718) 790-5623
41 McFarland Kaishawna F 01/30/02 Ms. Newton Kwana (718) 857-3042 (917) 251-6992
42 Ndiaye Jabari M 01/04/02 Ms. Johnson Petra (718) 953-9670 (347) 226-8745
43 Byam Terrell M 01/08/02 Ms. Byam Natasha Govan Kwa (347) 365-7091 (718) 790-0164 (718) 221-6605
44 Byam Trey M 01/08/02 Ms. Byam Natasha Govan Kwa (347) 365-7091 (718) 790-0164 (718) 221-6605
45 Ryan Jesiah M 2/16/2002 Ms. Bethune Domenica Ryan Thomas (347) 787-8792 (718) 630-7067 (347) 307-3430
46 Lamont Lord M 10/16/02 Ms. Webb Paula Lamont Sulaiman (347) 276-6928 (212) 945-6000 (347) 262-1786
47 Ivory Justin M 01/15/02 Ms. Johnson Dakeeta Ivory Jr Lovell (347) 350-8639 (347) 515-0996 (212) 904-2039
48 Chery Breanna F 12/31/2002 Ms. Chery Francia Chery Leef (917) 856-9527
49 Childers Aniya F 6/26/2002 Ms. Blakley Beatrice (718) 221-2060 (347) 645-8390
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 3A

LEADERSHIP PREP BEDFORD STUYVESANT FIRST GRADE WAITING LIST
#
CHILD'S LAST
NAME
CHILD'S FIRST
NAME
GENDER DOB Salutation MOTHER'S
LAST NAME
MOTHER'S
FIRST NAME
FATHER'S
LAST NAME
FATHER'S
FIRST NAME
HOME NUMBER CELL PHONE WORK PHONE
50 Patrick Tyler M 12/31/2002 Ms. Patrick Deborah Patrick Glenn (718) 919-9692
(917) 202-0708,
(347) 922-0593 (212) 502-2188
51 Arce Bianca F 11/20/2002 Ms. Arce Euelina Arce Hugo (718) 855-1916 (917) 952-8380
52 Johnson Deuchatez M 8/17/2002 Ms. Green Nadja Johnson Devone (646) 404-0564 (347) 416-2169
53 Carrington Anaya F 10/12/2002 Ms. Gavin Ayana Carrington Ralpheal (347) 350-9047 (347)-482-7378 (212) 576-4579
54 Sumner Jelani M 1/13/2001 Ms. Jean-Paul Judith Sumner Kenver 718-345-0126 718-795-6979
55 McKelvie Diandre M 4/30/2002 Ms. Thompkins Andrea (718) 495-2906 (347) 526-9463 (718) 875-6690
56 Blake Aliyah F 04/30/02 Ms. McCaskill Ena (518) 465-4732
57 Blake Cyrus M 04/30/02 Ms. McCaskill Ena (518) 465-4732
58 Dixon Calvin M 11/18/02 Ms. Holloman Stephanie 718-774-1729 917-251-1393
59 Knight Jared M 06/03/02 Ms. Roberts-Knight Sharon 718-919-6498 917-750-5525 646-746-9805
60 Kinard Yashna F 02/27/02 Ms. Kinard Wanda 718-789-0437
61 Mitchelle Nia F 04/05/02 Ms. Mitchelle Afia 347-456-5004 347-451-4739
62 Santos Yazmin F 1/22/2002 Ms. Sosa Brenda Santos Cesar (718) 574-0959 (718) 250-8259 (646) 733-7690
63 Hibbert Kortney Hibbert 4/15/2002 Mr. Claude Hibbert (718) 467-8003 (917) 723-5429
64 Dublin Shadae F 06/28/02 Ms. Dublin DeeShawn 347-484-0374 347-922-3822
65 Smith Jaylin M 01/12/02 Ms. Smith Ekima Smith Donell 347-627-2477 347-528-2009 718-321-6971
66 Charles Jada F 05/22/01 Ms. Charles Wendyann Charles Andy 718-452-7762 917-257-5579 646-209-9535
67 Stevenson Skylar M 8/30/2002 Ms. Stevenson Evangeline Stevenson Tom (347) 789-1099 (347) 320-3411
68 Cooper Derrel M 8/31/2002 Ms. Cooper Ebony (347) 715-6603 (347) 512-3353
69 Chisolm Shakira F 06/08/01 Mr. Chisolm LeRoy 718-857-7514 917-589-4236 718-613-4268
70 Chisolm Donta M 05/02/00 Mr. Chisolm LeRoy 718-857-7514 917-589-4236 718-613-4269
71 Lehtinen Naia F 09/24/02 Ms. Santiago Ana Lehtinen Zack 917-679-4910 718-774-0300
72 Gary Boutique F 05/06/02 Ms. Allert Beatrice Gary Arque 718-783-32976 347-213-0741 718-642-6294
73 Major Amir M 06/24/02 Ms. Major Cheryl Major Ira 718-443-3559 917-681-9319 718-789-9317
74 Mannings Jordan M 04/29/02 Ms. Mannings Sophia 347-789-3454 347-432-6484 212-295-3850
75 Cox Jr. Ivor Cox Jr. 6/20/2002 Samuels & Ivor Cox Jr. (718) 257-1431 (718) 498-6876 (646) 346-9047
76 Miranda Kahrena 7/26/2002 Edwards Michael Miranda (718) 346-3106
77 Padmore Briayera 2/18/2002 Padmore (347) 663-9129 (212) 458-6318 (917) 554-0292
78 Beckles Jontay 8/23/2002 John Beckles (718) 773-0692
79 Kaku Nana 4/26/2002 John Kaku (212) 768-3544 (917) 202-8597
80 Robinson Joel M 2/28/2002 Ms. Scott Wanda (718) 602 0831 (347) 417-6927
81 Robinson Joseph M 12/20/2002 Ms. Scott Wanda (718) 602 0831 (347) 417-6927
82 Forde Shemar M 5/23/2002 Ms. Johnson-Forde Sylvia Forde Colvin (718) 455-3964 (212) 584-3434 (347) 589-2971
83 Dean Cydney F 2/6/2002 Ms. Dean Deborah Dean Aaron (718) 399-0789 (917) 364-1874 (718) 344-1483
84 Brutus Emanuel M 2/16/2003 Ms. Allicock Tabitha Brutus Kevin (347) 350-9844 (347) 495-1819 (718) 930-3651
85 Nicholas Seth M 8/16/2002 Ms. Nicholas Urenia Nicholas Shane (718) 385-4175 (347) 263-0425 (212)563-2550
86 Nicholas Seth M 8/16/2002 Ms. Nicholas Urenia Nicholas Shane (718) 385-4175 (347) 263-0425 (212)563-2550
87 Bayshore IV Timothy M 4/11/2002 Ms. Bristow Stacey (718) 675-3692 (347) 581-1058 (212) 417-4094
88 Bayshore IV Timothy M 4/11/2002 Ms. Bristow Stacey (718) 675-3692 (347) 581-1058 (212) 417-4094
89 Salley John M 8/1/2002 Ms. Salley Yvette (718) 909-8436 (646) 447-5459 (718) 753-0134
90 Malcolm Jahquan M 8/11/2002 Ms. Malcolm Cheryl Malcolm Horace (718) 812-7442 (347) 365-6367 (347) 701-4995
91 Trimmingham Lindoll M 8/14/2002 Ms. Trimmingham Natasha Trimmingham Linsly (718) 756-5931 (347) 432-0198
92 Simmons Deidra F 9/12/2001 Ms. John Corren Simmons Andrew (718) 647-3631 (718) 632-5565 (347) 446-7761
93 Daniel Nasierra F 4/14/2002 Ms. Hodges Nakiema Daniel Jason (718) 385-8564 (212) 722-4715 (646) 359-1726
94 Gray Eliza F 9/22/2002 Ms. Tillett Sharlene H (718) 274-7120 W (718)662-5000 C(347) 458-3152
95 Jerrick Janiah F 8/27/2002 Ms. Phillips Vanesa Jerrick Rondell (718) 495-4110 (718) 926-5882 (347) 581-6569
96 Outler Maliiq M 10/19/2002 Ms. Mcmahon Janine (212) 871-0644 (347) 393-0106
97 Paul Jahaida F 7/29/2002 Ms. Meyers Jovanka (718) 778-1382
98 Paul Jahaida F 7/29/2002 Ms. Meyers Jovanka (718) 778-1382
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 3A

LEADERSHIP PREP BEDFORD STUYVESANT FIRST GRADE WAITING LIST
#
CHILD'S LAST
NAME
CHILD'S FIRST
NAME
GENDER DOB Salutation MOTHER'S
LAST NAME
MOTHER'S
FIRST NAME
FATHER'S
LAST NAME
FATHER'S
FIRST NAME
HOME NUMBER CELL PHONE WORK PHONE
99 Green Nashea F 10/2/2002 Ms. Katiria Pitts-Green (718) 257-4756 (347) 256-8836 (347) 256-8836
100 James Jaquan M 6/28/2002 Ms. James Avril (718) 638-1135 (347) 546-1743
101 Soumare Samba 10/19/2002 Ms. Awa Haidara Modibo Soumare (718) 573-9547 (347) 683-2747
102 Thornton Jamil M 10/11/2002 Ms. Smith-Thornton Gweneth Thornton James (718) 625-3264 (718) 830-2775 (646) 410-3308
103 Smith Celeste F 1/22/2001 Ms. Phillip Winter (347) 240-2944 (917) 474-8473
104 Brisbane Josiah M 8/21/2002 Ms. Brisbane Shaquana Arrington Jr Will (718) 857-1350 (201) 761-9016
105 Williams Alik M 2/4/2002 Ms. Jennifer Williams Bey Matliwb (646) 752-7615
106 Williams Malik M 2/4/2002 Ms. Jennifer Williams Bey Matliwb (646) 752-7615
107 Wiggins Michael M 5/20/2002 Ms. Orie Denise (347) 789-9855 (718) 781-9569
108 Wiggins Michael M 5/20/2002 Ms. Orie Denise (347) 789-9855 (718) 781-9569
109 McDonald Malik M 7/31/2002 Ms. McDonald Nicole McDonald Garfield (347) 789-8493 (347) 528-3958
110 McDonald Malik M 7/31/2002 Ms. McDonald Nicole McDonald Garfield (347) 789-8493 (347) 528-3958
111 Williams-Kelly Damani M 10/14/2002 Ms. Williams Tyesha Kelly Angelo (347) 787-8640 (718) 345-1800
112 Olatunde-Williams Oluwatosin F 2/20/2002 Ms. Williams Nadine Williams Sunday (718) 922-1355 (718) 685-6343 (718) 230-8701
113 Taylor Tyrone M 11/17/2002 Ms. Taylor Anita Taylor Tyrone (718) 217-5640 (718) 619-7113
114 Williams-Kelly Damani M 10/14/2002 Ms. Williams Tyesha Kelly Angelo (347) 787-8640 (718) 345-1800
115 Olatunde-Williams Oluwatosin F 2/20/2002 Ms. Williams Nadine Williams Sunday (718) 922-1355 (718) 685-6343 (718) 230-8701
116 Taylor Tyrone M 11/17/2002 Ms. Taylor Anita Taylor Tyrone (718) 217-5640 (718) 619-7113
117 Wasikul Islam M 2/28/2002 Ms. Akter Shammi Islam Ainim H (718) 638-3530 W (718) 623-1900
118 Reid Aaron M 4/22/2002 Ms. Pierre Altagrace Reid Rohan (718) 773-8834 (347) 751-2416 (646) 325-3142
119 Wasikul Islam M 2/28/2002 Ms. Akter Shammi Islam Ainim H (718) 638-3530 W (718) 623-1900
120 Ocasio Ashley F 5/15/2002 Ms. Mercado Lydia Ocasio Ernie (718) 724-9780
121 Reid Aaron M 4/22/2002 Ms. Pierre Altagrace Reid Rohan (718) 773-8834 (347) 751-2416 (646) 325-3142
122 Ocasio Ashley F 5/15/2002 Ms. Mercado Lydia Ocasio Ernie (718) 724-9780
123 Peterson Kamura F 5/7/2002 Ms. Givens Tahita Peterson Glenn (718) 855-5736 (347) 307-3820
124 Peterson Kamura F 5/7/2002 Ms. Givens Tahita Peterson Glenn (718) 855-5736 (347) 307-3820
125 Benjamin Sasha F 9/22/2002 Ms. Benjamin Gale Benjamin John (347)406-7952 (347) 204-4753 (718) 520-8100
126 Benjamin Sasha F 9/22/2002 Ms. Benjamin Gale Benjamin John (347)406-7952 (347) 204-4753 (718) 520-8100
127 Moultrie Jordan F 2/28/2002 Ms. Henley Katherine Moultrie Tariq (347) 413-9413 (718) 431-3223
128 Mitchell Shy-Anna F 2/26/2002 Ms. Mitchell Melissa Edwards Shamar (718) 483-8551 (718) 756-4835
129 Ellerbe-Blackman Donnilla F 2/20/2002 Ms. Ellerbe Camilla (718) 399-8665
130 Mitchell Shy-Anna F 2/26/2002 Ms. Mitchell Melissa Edwards Shamar (718) 483-8551 (718) 756-4835
131 Ellerbe-Blackman Donnilla F 2/20/2002 Ms. Ellerbe Camilla (718) 399-8665
132 Young Shaniece F 6/15/2002 Ms. Young Alberta (347) 787-8328 (718) 768-9567 (347) 604-2179
133 Morales Ajani Morrison Shauna (347) 581-7355 (212) 451-2360
134 Howell Lydia Desroches Alison (718) 659-4197 (917) 495-3842
135 Gue Romeo M 2/6/2002 Ms. Thomas Sherita 347-960-8286
347-830-3320/347-
217-6439 718-773-6684
136 Lewis Crystal Outlaw Tanisha (718) 789-2347 (347) 420-2594
137 Morales Jasyn Morales Sharntay (347) 365-7064 (347) 993-2712 (212) 267-9700
138 Hatcher David Jones Shameka (347) 365-1797 (646) 379-6420 (718) 833-8939
139 Jackson Aanyla Cutler Florence (718)-758-5448 347-417-1903
140 Butler Andrew M 4/17/2002 Ms. Brown-Butler Felicia 718-827-1075
141 Griffith Modesty Moreno Melissa 718-406-1029 609-562-6050
142 Harrell Naiquan Foster Loukia 347-240-3732 347-260-2684
143 Degues Isiah M 12/9/2002 Ms. Williams Deborah 347-901-8191 347-901-8191 347-901-8191
144 Delancy Dauonte M 10/25/2002 Ms. Delancey Shakera 347-413-8709 347-423-1668
145 Allen Ashley F 6/16/2003 Ms. Mingo Crystal 718-399-2174 347-407-4400 212-241-6146
146 Abdul-Saleem Ulani F 2/13/2002 Ms. Grazette Azalia 347-697-6117 347-307-0971 718-495-0971
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 3A

LEADERSHIP PREP BEDFORD STUYVESANT FIRST GRADE WAITING LIST
#
CHILD'S LAST CHILD'S FIRST
GENDER DOB Salutation MOTHER'S MOTHER'S FATHER'S FATHER'S
NAME
NAME
LAST NAME FIRST NAME LAST NAME FIRST NAME
HOME NUMBER CELL PHONE WORK PHONE
147 Richards Jaheim M 4/29/2002 Ms. Greene Jauquette 718-452-4297 347-223-1379
148 Charlemagne Tyneshia F 10/23/2001 Ms. Balbina Prosperc 718-388-1871 407-492-4051
149 Bryant Kayla F 12/18/02 Ms. Johnson-Bryant Serne (718) 756-3605 212-345-0696
150 Langford Ohaj M 12/11/02 Ms. Cobb Tiffany Langford Osbert (718) 622-8549 (718) 801-1563
151
152
153
154
155
156
157
158
159
160
161
162
163
164
165
166
167
168
169
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 3A

LEADERSHIP PREP BEDFORD STUYVESANT FIRST GRADE WAITING LIST
ADDRESS CITY/STATE ZIP CODE
775 Marcy Ave #2A Brooklyn, NY 11216
150 Van Buren Street #2 Brooklyn, NY 11221
61 Legion Street Brooklyn, NY 11212
1435 Pacific Street #3 Brooklyn, NY 11216
1362 New York Ave #3D Brooklyn, NY 11210
270 Clarkson Ave #726 Brooklyn, NY 11226
1455 East 55th Street Brooklyn, NY 11234
594 Greene Street 3rd Floor Brooklyn, NY 11216
974 Bedford Ave #1L Brooklyn, NY 11205
443 Forbell Street Brooklyn, NY 11208
614 Myrtle Ave Brooklyn, NY 11205
86 Monroe Street Brooklyn, NY 11216
1630 East 102nd Street #6D Brooklyn, NY 11236
249 Thomas S. Boyland Street Brooklyn, NY 11233
2232 Loretta Road Far Rockaway, NY 11691
721 Willoughby Ave #5C Brooklyn, NY 11206
321 Monroe Street Brooklyn, NY 11216
806 Lafayette Ave #3 Brooklyn, NY 11221
9534 Schenck Street #2 Brooklyn, NY 11236
595 Greene Ave Brooklyn, NY 11216
1400 East New York Ave #3F Brooklyn, NY 11212
1897 Pacific Street 3rd Floor Brooklyn, NY 11233
79 Sunnyside Ave #1G Brooklyn, NY 11207
494 Vermont Street #2 Brooklyn, NY 11207
936 Bushwick Ave Brooklyn, NY 11221
1024 Hancock Street Brooklyn, NY 11221
456 Dekalb Ave #14C Brooklyn, NY 11205
751 St. Marks Ave #1 Brooklyn, NY 11216
2171 Bedford Ave #1L Brooklyn, NY 11226
3154 Emmons Ave #222 Brooklyn, NY 11216
1625 Rockaway Parkway #5V Brooklyn, NY 11236
50 Halsey Street Brooklyn, NY 11216
154 Madison Street Brooklyn, NY 11216
1073 Bedford Ave #4A Brooklyn, NY 11216
910 Dekalb Ave #1K Brooklyn, NY 11221
456 Dekalb Ave #4A Brooklyn, NY 11205
22 East 96th Street #2D Brooklyn, NY 11212
1050 Bergen Street #2C Brooklyn, NY 11216
909 Gates Ave Brooklyn, NY 11221
928 Lafayette Ave #3 Brooklyn, NY 11221
PO Box 099 Brooklyn, NY 11238
824 St. Johns Place #3 Brooklyn, NY 11216
723 Park Place #2A Brooklyn, NY 11216
723 Park Place #2A Brooklyn, NY 11216
2170 Atlantic Ave #D3 Brooklyn, NY 11233
415 Lafayette Ave #9E Brooklyn, NY 11238
285 Lincoln Place #2A Brooklyn, NY 11238
115 Branton Street Brooklyn, NY 11236
336 Malcolm X Blvd. 2nd Flr Brooklyn, NY 11233
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 3A

LEADERSHIP PREP BEDFORD STUYVESANT FIRST GRADE WAITING LIST
ADDRESS CITY/STATE ZIP CODE
691 Decatur Street PH Brooklyn, NY 11233
1431 Pacific Street Brooklyn, NY 11216
41-08 Vernon Blvd #4E Long Island City, NY 11101
351 Marion Street #2L Brooklyn, NY 11233
439 East 91st Street, 2nd Floor Brooklyn, NY 11212
109 Christopher Ave. #9G Brooklyn, NY 11212
107 Grand Street #3 Albany, NY 12202
107 Grand Street #3 Albany, NY 12202
1511 Atlantic Ave #3 Brooklyn, NY 11215
976 Jefferson Ave. #8 Brooklyn, NY 11221
981 Bedford Ave. #3 Brooklyn, NY 11205
191 Hart Street PVT Brooklyn, NY
920 Bushwick Avenue 1E Brooklyn, NY 11221
138 McDougal Street PH Brooklyn, NY 11233
104-06 Glenwood Road #2E Brooklyn, NY 11236
80 Osborn Street, #5E Brooklyn, NY 11212
523 Throop Ave, Apt 2B Brooklyn, NY 11221
443 Forbell Street Brooklyn, NY 11208
1024 Montgomery St #6D Brooklyn, NY 11213
764 Marcy Avenue Brooklyn, NY 11216
764 Marcy Avenue Brooklyn, NY 11216
158 Hancock Street Brooklyn, NY 11216
390 Nostrand Avenue, #4S Brooklyn, NY 11216
198 MacDonough Street PH Brooklyn, NY 11216
696 Sterling Place Brooklyn, NY 11216
843 Cleveland Street Brooklyn, NY 11208
1590 East New York Ave. Brooklyn, NY 11212
165 Hancock Street 1A Brooklyn, NY 11216
701 Fenimore 6K Brooklyn, NY 11203
450 Kent Ave. 9A Brooklyn, NY 11211
43 Marcus Garvey Blvd. Brooklyn, NY 11206
43 Marcus Garvey Blvd. Brooklyn, NY 11206
466 Hancock Street #2 Brooklyn, NY 11233
396 Clermont Ave Brooklyn, NY 11238
105 Autumn Ave Brooklyn, NY 11207
2313 Strauss Street Apt. # 2 Brooklyn, NY 11212
2313 Strauss Street Apt. # 2 Brooklyn, NY 11212
512 East 45th St. Brooklyn, NY 11203
512 East 45th St. Brooklyn, NY 11203
330 Macdonough Street Brooklyn, NY 11233
92 Ralph Ave #4R Brooklyn, NY 11221
1092 Winthrop Street #1N Brooklyn, NY 11212
465 Jerome Street Brooklyn, NY 11207
2102 Pearl Street #2D Brooklyn, NY 11233
3-02 Astoria Blvd. 3A Astoria, NY 11102
200 Newport Street #2B Brooklyn, NY 11212
278 Kosciuszko Street Brooklyn, NY 11221
1680 Bedford Avenue 15E Brooklyn, NY 11225
1680 Bedford Avenue 15E Brooklyn, NY 11225
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 3A

LEADERSHIP PREP BEDFORD STUYVESANT FIRST GRADE WAITING LIST
ADDRESS CITY/STATE ZIP CODE
119-50 198th St. Albans, NY 11412
717 Sterling Place #15 Brooklyn, NY 11216
917 Green Ave #2C Brooklyn, NY 11221
8 Vernon Ave #2D Brooklyn, NY 11206
249 Lexington Ave #3 Brooklyn, NY 11216
572 Green #1G Brooklyn, NY 11216
449 Greene Ave #4 Brooklyn, NY 11216
449 Greene Ave #4 Brooklyn, NY 11216
761 Miller Ave. 2R Brooklyn, NY 11207
761 Miller Ave. 2R Brooklyn, NY 11207
1600 Bedford Ave. 3D Brooklyn, NY 11225
1600 Bedford Ave. 3D Brooklyn, NY 11225
249 Thomas S. Boyland Street 23H Brooklyn, NY 11233
114 Rogers Ave. Brooklyn, NY 11216
17 Jewel McKay Lane Brooklyn, NY 11213
249 Thomas S. Boyland Street 23H Brooklyn, NY 11233
114 Rogers Ave. Brooklyn, NY 11216
17 Jewel McKay Lane Brooklyn, NY 11213
249 Norstrand Ave. 7S Brooklyn, NY 11216
345 Classon Avenue 6C Brooklyn, NY 11205
249 Norstrand Ave. 7S Brooklyn, NY 11216
281 Bainbridge Street 2R Brooklyn, NY 11233
345 Classon Avenue 6C Brooklyn, NY 11205
281 Bainbridge Street 2R Brooklyn, NY 11233
60 Saint Edwards Street 1C Brooklyn, NY 11205
60 Saint Edwards Street 1C Brooklyn, NY 11205
100 Rogers Ave.1R Brooklyn, NY 11216
100 Rogers Ave.1R Brooklyn, NY 11216
691 Dekalb Ave #4 Brooklyn, NY 11216
1603 Bergen Street 2nd Floor Brooklyn, NY 11213
223 Madison Street 4B Brooklyn, NY 11216
1603 Bergen Street 2nd Floor Brooklyn, NY 11213
223 Madison Street 4B Brooklyn, NY 11216
72 Milford Street #1 Brooklyn, NY 11208
375 Nostrand Ave #2 Brooklyn, NY 11216
72 Clermont Ave #3 Brooklyn, NY 11205
8016 86rd Woodhaven, NY 11421
770 Fulton Street Apt. #K Brooklyn, NY 11238
361 Quincy Street Brooklyn, NY 11216
142 Quincy Street Pvt House Brooklyn, NY 11216
35 Crown Street Apt 1F Brooklyn, NY 11225
171 Arlington Ave. Brooklyn, NY 11207
395 Linwood Street Brooklyn, NY 11208
124 Kingston Avenue Brooklyn, NY 11213
176 Kosciuszko St #3A Brooklyn, NY 11216
383 Pulaski Street #2F Brooklyn, NY 11206
808 Sterling Place Brooklyn, NY 11216
333 Prospect Place #2A Brooklyn, NY 11238
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 3A

LEADERSHIP PREP BEDFORD STUYVESANT FIRST GRADE WAITING LIST
ADDRESS CITY/STATE ZIP CODE
552 Putnam Ave Brooklyn, NY 11221
744 Lafayette Ave Brooklyn, NY 11221
400 Herkimer Street #3P Brooklyn, NY 11213
475 Carlton Ave #13B Brooklyn, NY 11238
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 3A

LEADERSHIP PREP BEDFORD STUYVESANT SECOND GRADE WAITING LIST
FATHER S FATHER S
CHILD'S CHILD'S MOTHER'S MOTHER'S
#
LAST FIRST HOME NUMBER CELL/WORK PHONE ALT. PHONE ADDRESS CITY/STATE ZIP
LAST NAME FIRST NAME LAST NAME FIRST NAME
CODE
NAME NAME
1 Okumakpeyi Heaven Okumakpeyi Godwin (718) 951-3822 (347) 729-9933 (917) 561-1304 1360 East 40th Street Brooklyn, NY 11234
2 Suthers Jadin Suthers Kimberly (718) 789-1945 (212) 295-6497 143 Hancock Street #1 Brooklyn, NY 11216
3 Young Jr. Timothy Durham Chontelle Young Sr Timothy (718) 640-8395 (718) 702-8550 581 Lafayette Brooklyn, NY 11216
4 Gonzalez Analee Gonzalez Annie Gonzalez Angel (718) 455-3963 (347) 385-1045 56 Sumner Ave #4G Brooklyn, NY 11206
5 Woodruff Nile' Woodruff Kim (718) 363-7720 (212) 732-8186 2027 pacific street Brooklyn, NY 11233
6 Grant Alisha Gallop Inicia (646) 348-0463 (212) 833-7079 1587 St. Marks Ave Brooklyn, NY 11233
7 Henderson Ja'far White Barbara (718) 237-2575 (718) 389-7060 (646) 894-8117 151 North Elliot Walk #4C Brooklyn, NY 11205
8 Darvis Cupid Cupid Aisha (212) 734-1944 503 Bainbridge Street Brooklyn, NY 11233
9 Rodriguez Rosemary Nelson Angela Rodriguez Luis (347) 789-5035 (718) 216-9181 2014132323 ext 9413 1482 St. Johns Place #3F Brooklyn, NY 11213
10 Guerrero Jalen Lucas Tanya Guerrero Kevin (718) 566-8658 (646) 643-8301 288 Snediker Ave Brooklyn, NY 11207
11 Whitfield Yusuf Webb Erica (718) 399-3877 126 McDonough Brooklyn, NY 11216
12 McLauren Damani Moraria Lakeesha (718) 623-1345 (718) 864-7089 250 Madison Street #4R Brooklyn, NY 11216
13 Jacobs Alexander Jacobs Marsha Jacobs Roger (718) 272-4281 (917) 685-3157 1000 Cleveland Street Brooklyn, NY 11208
14 Morgan Secura Lyons Cheryl Lyons (718) 467-2826 (347) 247-5381 (718) 388-0220 1288 St. Johns Place #3E Brooklyn, NY 11213
14 Butler Aniya Butler Eloise (718) 484-1115 (347) 454-5335 (718) 499-6122 172 Jefferson Ave #3 Brooklyn, NY 11216
15 Gittens Anthony Grissam Tisha Gittens Anthony (718) 919-5595 (371) 865-5422 (718) 789-2689 13 Cooper Street #1 Brooklyn, NY 11207
16 Hylton Elaisia Hylton Elaine (718) 399-1702 (347) 256-5307 2123711011 X2394 597 Grand Ave #1L Brooklyn, NY 11238
17 Pride Carmen Llopiz Elba Pride Monty (718) 209-5302 (718) 570-1684 1171 East 59th Street #2 Brooklyn, NY 11234
18 Moore Jesikiyah Saleen Khalilah (718) 455-9888 (917) 873-0810 1060 Lafayette Ave Brooklyn, NY 11221
19 Anderson Ashley Greaves Yexenia (718) 399-2737 (917) 628-4704 (718) 491-6785 335 Franklin Ave #1A Brooklyn, NY 11238
20 Wilson Jr Kevin Wilson Tonya Wilson Sr Kevin (718) 222-0593 (347) 351-8559 7183817100 x5214 209 Clinton Ave #5E Brooklyn, NY 11205
21 Agosto Omarion Agosto Jeanette (718) 497-3337 (917) 346-9940 991 Seneca Ave #3A Brooklyn, NY 11385
22 Stewart Tameka Stewart Tamara Stewart Dario (718) 922-8960 (917) 232-1619 2167 Pacific Street #2F Brooklyn, NY 11233
23 Francisco Jayda Rivera Katy (718) 486-3741 (347) 432-1065 (212) 219-0750 210 Kosciuszko Street #3G Brooklyn, NY 11216
24 Mejia Endrick Ramirez Zulma (718) 342-3055 (347) 512-9740 2174 Atlantic Ave #1A Brooklyn, NY 11233
25 Alleyne Alexander Alleyne Paula Alleyne Matthew (718) 919-4349 (646) 236-9542 (516) 364-0200 326 Marion Street #3 Brooklyn, NY 11233
26 Cooley Jameelah Cooley Tashon Offutt Gregory (718) 638-0862 (646) 894-9560 (718) 923-6518 763 Montoe Street #4W Brooklyn, NY 11221
27 Garcia III George Garcia George (718) 857-1982 (917) 774-8384 (718) 493-3601 345 Classon Ave #5G Brooklyn, NY 11205
28 Smite Joshua Sheares Lori (917) 853-0035 (718) 388-2501 589 Hancock Street Brooklyn, NY 11233
29 Banks Isaiah Banks Barbara Banks Sr Louis (718) 935-0102 (347) 262-8162 (212) 232-1614 190 York Street #13C Brooklyn, NY 11201
30 Rose Jae Rose Nancy Rose Lyndon (347) 713-4184 (718) 865-7393 2123388100 x3200 1051 East 105th Street Brooklyn, NY 11236
31 Khan Asghar Solano Claribel (718) 456-7752 316 Menahan Street Brooklyn, NY 11237
32 Walker Nakai Riley Nequain Walker Wayne (646) 938-5784 (718) 812-2429 1544 Park Place #3C Brooklyn, NY 11213
33 Griffis ShaDeja Hennegan-Griffis LaDonna Griffis Steven (718) 735-6109 (347) 432-8567 255 Albany Ave #B3 Brooklyn, NY 11213
34 Alston Arinsanu Alston Kristin McCullough-A Modupe (718) 531-5394 (347) 351-3720 1455 East 55th Street Brooklyn, NY 11234
35 Bertrand Malik Tabb Sharoya Bertrand Musa (718) 942-0341 (347) 451-0906 1530 Pennsylvania Ave #3G Brooklyn, NY 11239
36 Ceron Carl-Henry Innocent Fabiola (718) 859-8431 3301 Farragut Road Brooklyn, NY 11210
37 Young Emmanuel Brown Barbara Brown David (646) 651-6938 (646) 651-7163 (212) 447-2020 86 Sartoga Ave #2R Brooklyn, NY 11233
38 Berry Jr Solomon Metellus Shirley Berry Sr Solomon (347) 715-2644 (347) 701-2323 (212) 226-3322 150 Thompkins Ave #5C Brooklyn, NY 11206
39 Watson Kennedi Watson Shatavia (646) 287-2474 1248 St. Marks Ave #3H Brooklyn, NY 11213
40 Desalu Krisanally Desalu Kemi (718) 622-0960 (347) 543-7574 (212) 667-4361 821 Maples Street 2nd Floor Brooklyn, NY 11203
41 Wong Chong San Denisha Wong Chong Lisa Sandy Bill (718) 908-0146 Eastern Parkway Brooklyn, NY 11213
42 Jones MelQuan Stevenson Shawana (718) 453-7821 (646) 226-3094 (212) 450-2000 158 Lewis Ave #3 Brooklyn, NY 11221
43 Mends Kobe Joseph-Mends Sandra Mends Kenneth (347) 247-9222 (347) 728-6692 2125458511 x125 625 Franklin Ave #3 Brooklyn, NY 11238
44 Evan Alan Campbell-Evans Sharon Evans Clayton (718) 789-8574 (718) 551-6587 316 Jefferson Ave #4 Brooklyn, NY 11216
45 Reece Chidera McKay-Reece Janice Reece Brian (718) 773-2783 (917) 842-6355 (78) 963-7391 303 Fenimore Street Brooklyn, NY 11225
46 Green Nyemah Green Asha (347) 787-3453 (718) 781-2674 (718) 647-1820 315 Sutter Ave #8G Brooklyn, NY 11212
47 Ransome Andru Ransome Lynette (347) 365-2822 (347) 439-1515 (718) 473-8005 128 Lewis Ave #8H Brooklyn, NY 11221
48 Brown Veyonce' Cole Velma Brown David (347) 679-8389 (347) 350-8904 101 Van Buren #4C Brooklyn, NY 11221
49 Farrior Ja-ziah Copney Sheena (347) 627-6188 (347) 743-7587 (718) 773-0714 1980 Park Ave #11A New York 10037
50 Franklin Caliek Franklin Letoya Franklin Cleveland (718) 607-1963 (718) 607-1964 806 Lafayette Ave #3 Brooklyn, NY 11221
51 Ada Aliyah Edwards Fatina Ada Abraham (718) 485-0636 (646) 932-9494 (718) 613-4000 1400 East New York Ave #3F Brooklyn, NY 11212
52 Chamblee Mya Drain Lorrie Short Mark (718) 442-5648 (718) 552-5195 (212) 442-5711 389 Halsey Street Brooklyn, NY 11233
53 Quezada Steven Quezada Maria McLeod Danny (347) 312-6246 (917) 753-6366 (917) 319-0627 2675 West 36th street #11C Brooklyn, NY 11224
54 Joseph Lauren Joseph Rebecca Joseph Jean (347) 787-0406 (347) 603-4135 (718) 391-1100 1090 Eastern Pkway #A3 Brooklyn, NY 11213
55 Harris Dior Paschal Omesha Hernandez Lorenzo (347) 715-6411 (917) 520-2768 (718) 270-1463 230 Newport Street #2A Brooklyn, NY 11212
56 Obi Heka Obi Saa Obi Sen Mett (347) 513-1634 (917) 216-3008 (347) 613-6855 819 Marcy Ave Brooklyn, NY 11216
57 Foxx Maya Anuhbura Fletheru Foxx Robert (718) 314-4492 2525 7th Ave New York, NY 10039
58 Spearman Aaliyah Gittens Tiffany Spearman Lance (718) 864-3200 79 Ave #d7 Brooklyn, NY 11204
59 Hoyte Allana Jarrett Laurencia Hoyte Allan (718) 857-2143 (917) 622-2620 225 Jefferson Ave Brooklyn, NY 11216
60 Williams Shateek
61 Small Reese Patrick Robinson Renee Small Courtney (718) 783-3970 (347) 836-5338 580 Lafayette Ave #1 Brooklyn, NY 11205
62 Small Crystal Faith Small Denise Small Roman (718) 384-1672 (917) 322-9618 (212) 330-2324 284 Kosciuszko Street #3A Brooklyn, NY 11221
63 Borden Victor Smith Jeanci Borden Sr. Victor (718) 735-1787 (646) 775-1223 770 St. Marks Ave #3G Brooklyn, NY 11216
64 Lemons Imaiya Aris-Lemons Afrilon Spruill Markey (718) 399-2276 (347) 218-3403 574 Greene Ave #1R Brooklyn, NY 11216
65 Ward Laila Snead Gidelle Ward Tony (718) 622-8767 (212) 894-4368 (646) 266-3109 379 Washington Ave #3C Brooklyn, NY 11238
66 Henry Jahnelle Mercier Delia Henry Marshall (347) 406-8356 1186 Park Place #2 Brooklyn, NY 11213
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 3A

LEADERSHIP PREP BEDFORD STUYVESANT SECOND GRADE WAITING LIST
FATHER S FATHER S
CHILD'S CHILD'S MOTHER'S MOTHER'S
#
LAST FIRST HOME NUMBER CELL/WORK PHONE ALT. PHONE ADDRESS CITY/STATE ZIP
LAST NAME FIRST NAME LAST NAME FIRST NAME
CODE
NAME NAME
67 Pierre Tyreeke Smith Desrine Pierre Tyrone (718) 272-3817 (347) 278-6024 962 Park Place #1 Brooklyn, NY 11213
68 Miller Takiyah Wilson Susie Miller Terence (718) 398-9418 (347) 678-1643 439 Tompkins Ave #2 Brooklyn, NY 11216
69 Coa Edward Bolano-Coa Karla Washington Melvin (718) 399-3389 (917) 699-2576 (212) 263-2592 205 Quincy Street #4L Brooklyn, NY 11216
70 Almenas Austin Kelly Glenodean (718) 345-6368 921 Lenox Road Apt 2R Brooklyn, NY 11203
71 Belgrave Jaquan Belgrave Alejandro (347) 750-6826 (917) 755-6788 179 Pulaski Street #3 Brooklyn, NY 11206
71a Jones Nicole Jones-Scott Alyssa Scott Roan (718)-636-0376 (347) 607-9789 (718) 928-4548 129 McDonough Street #1L Brooklyn, NY 11216
71b Salami Saadou Sanda Maimouna Hamidou Salami (347) 248-3707 (347) 248-6805 (718) 467-4752 123 Somers Street Brooklyn, NY 11233
71c Roberts Ziyana Roberts Tania Roberts Ernest (718) 453-7478 (212) 534-9165 (347) 728-1127 or 1126 744 Gates Ave. Brooklyn, NY 11221
72 Gayle Tyler Dias Raphaleeta (718) 452-0652 (718) 915-0289 192 Macdonough Street Brooklyn, NY 11216
73 Clouden Marlene Lyder-Clouden Theresa Clouden Mark 7186365151 x140 (718) 753-4714 672 East 83rd Street Brooklyn, NY 11236
74 Patterson Kahlil Oneal Blancha Patterson Kahlil (718) 408-8720 (718) 574-1609 (347) 408-9597 4 Vernon Ave #2C Brooklyn, NY 11206
75 Laforce Tyrick Laforce Sharon Laforce Nigel (347) 405-6041 (212) 941-5128 (347) 678-3237 70 New York Avenue #2R Brooklyn, NY 11216
76 Taylor Khadejah Taylor Ezra 718-858-9057 347-529-8553 238 Bond Street, #13A Brooklyn, NY 11217
77 Taylor Yazmine Taylor Ezra 718-858-9057 347-529-8553 238 Bond Street, #13A Brooklyn, NY 11217
78 Blake Kiah Joyner Natasha Blake Rashann (347) 645-5077 (917) 806-4312 210 Palmetto Street #2D Brooklyn, NY 11221
79 Nelson Rehmoy Nelson Courtney Bell-Nelson Venice (718) 385-2096 (212) 932-4322 (347) 645-2401 1904 Strauss Street Brooklyn, NY 11212
80 McFarlane Jr. Reinaldo Landrau Jacqueline McFarlane Reinaldo (718) 703-3730 (917) 790-5336 (347) 512-4689 2215 Newkirk Ave #D15 Brooklyn, NY 11226
81 Pryor Aaaliyah Royal Charlene (718) 636-1829 (347) 228-9150 413 Clermont Avenue Brooklyn, NY 11238
82 Pryor Aaaliyah Royal Charlene (718) 636-1829 (347) 228-9150 413 Clermont Avenue Brooklyn, NY 11238
83 Kelch Diamond Kelch Tamara (718) 727-3826 (347) 261-8060 452 Willoughby Ave Brooklyn, NY 11206
84 Sockwell Alexandria Tillett Arlette (718) 274-7120 (212) 882-1700 3-02 Astoria Blvd.3A NY 11102
85 Sockwell Alexandria Tillett Arlette (718) 274-7120 (212) 882-1700 3-02 Astoria Blvd.3A NY 11102
86 Simmons Mia Littlejohn Cicely Simmons Charles (718) 257-4117 (718) 546-2020 (917) 733-6906 106-02 Farragut Road #3A Brooklyn, NY 11236
87 Fraser Isaiah Fraser Samantha Langaigne Anthony (718) 675-3380 (718) 778-1764 (347) 210-0798 212 Sullivan Place #2A Brooklyn, NY 1-1225
88 Bowman Lenae Wharton-Bowman Dhalene Bowman Robert (718) 498-4773 (718) 753-7880 540 Sheffield Avenue Brooklyn, NY 11207
89 Bowman Lenae Wharton-Bowman Dhalene Bowman Robert (718) 498-4773 (718) 753-7880 540 Sheffield Avenue Brooklyn, NY 11207
90 Marcelle Roshumba-Rose Payne-Marcelle Terese Marcelle Keith (347) 522-4010 (718) 604-5757 (718) 915-1850 1357 St. Marks Ave 2nd Floor Brooklyn, NY 11233
91 Arroyo Nahlee Gonzalez Claudia (347) 365-7745 (718) 507-8184 (917) 346-9652 253 Kingsborough 2nd Walk Brooklyn, NY 11233
92 Ramirez Christian Luna Carmela Ramirez Diego (718) 875-1810 511 Dekalb Ave. Brooklyn, NY 11205
93 Ramirez Christian Luna Carmela Ramirez Diego (718) 875-1810 511 Dekalb Ave. Brooklyn, NY 11205
94 Mouthrie Jelanie Henley Katherine Moutherie Tariq (347) 413-9443 (718) 431-3223 691 Dekalb Ave #4 Brooklyn, NY 11216
95 Bowling Skye Kirk Nandia (347) 732-9469 (347) 320-5431 149-45 Northern Blvd. Apt.# 6X Flushing,NY 11354
96 Bowling Jahneil Kirk Nandia (347) 732-9469 (347) 320-5431 149-45 Northern Blvd. Apt.# 6X Flushing,NY 11354
97 Campbell Tyron Middleton Octavia (347) 405-5157 (347) 247-4347 718-242-4539 140 Herkimer Street #2A Brooklyn, NY 11216
98 Smith Clifford Smith Janet Smith Clifford 718-604-8064 718-427-5659 861 Park Place Brooklyn, NY 11216
99 Copeland Londell Gibson Jennifer Copeland, Sr. Londell 718-774-0865 917-280-6805 1215 St. John's Place #2 Brooklyn, NY 11213
100 Jackson Janikaa Jackson Faralouise Jackson Winston 347-715-3370 917-657-1731 284 Quincy Street Brooklyn, NY 11216
101 Beloti Ariella Abrams Diana Beloti Kendall 646-251-3510 212-979-9700 x133 1655 Flatbush Ave #B2012 Brooklyn, NY 11210
102 McAuliffe John Jobin McAuliffe Julia McAuliffe Timothy 718-873-2340 646-464-3930 336 Hart St. #B1 Brooklyn, NY 11206
103 Hughes Jakia Whitebead Tara 570-540-9330 1185 Sutter Ave. Brooklyn, NY 11208
104 Davis Matthew Davis Debra Davis Miguel 718-649-6604 347-570-7988 762 East 88th Street Brooklyn, NY 11236
105 Bland Kamayah F 01/26/02 Ms. Liddell Chenier (718) 363-0225 (646) 591-7300 FIRST GRANieema is her cousin--Kamayah got skipped to 2nd
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 3A

LEADERSHIP PREP BEDFORD STUYVESANT SECOND GRADE WAITING LIST
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 3A

LEADERSHIP PREP BEDFORD STUYVESANT SECOND GRADE WAITING LIST
d--doesn’t want spot
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 3A

LEADERSHIP PREP BEDFORD STUYVESANT THIRD GRADE WAITING LIST
#
CHILD'S LAST
NAME
CHILD'S FIRST MOTHER'S
NAME LAST NAME
MOTHER'S
FIRST NAME
FATHER'S
LAST
NAME
FATHER'S
FIRST
NAME
HOME
NUMBER
CELL/WORK
PHONE
ALT. PHONE ADDRESS CITY/STATE ZIP
CODE
CHILD'S GRADE
1 Murray Takeema Garrison Lakeyma (347) 715-6456 (347) 926-1104 (347) 451-4020 335 Blake Ave #2R Brooklyn, NY 11212 THIRD GRADE
2 Siid Aziah Simon Alexina Siid Kwane (718) 399-7738 (212) 789-7641 (917) 640-1169 444 Green Ave Brooklyn, NY 11216
THIRD GRADE
3
Powell Tiyanna Bell Ebony (347) 558-7790 (347) 228-4959 9720 Kingshighway #505 Brooklyn, NY 11233
THIRD GRADE
4 Fersner Miquan Hill Gracelyn Fersner Michael (347) 406-5513 (347) 526-1200 896 Park Ave Brooklyn, NY
5
Hatton Mia Hatton Kimberly (212) 713-4719 (646) 660-2195 377 Macon Street #2 Brooklyn, NY 11233
6 Wiggins Bryana Orie Denise Wiggins Michael (718) 272-1564 (646) 786-9821 761 Miller Avenue Brooklyn, NY 11207
7
Howell Joshua Cobb-Howell Felicia Howell Terrance (718) 857-9855 (347) 385-0005 (718) 527-6760 1330 Fulton Street #5H Brooklyn, NY 11216
8 Roach Destiney David Spring David Dewayne (646) 670-4012 (917) 639-8598 249 Lexington Ave Brooklyn, NY 11216
9
Jenkins Jordan Jenkins Christina (718) 221-9564 (718) 260-0077 (347) 865-7958 1605 Fulton Street #A313 Brooklyn, NY 11213
THIRD GRADE
THIRD GRADE
THIRD GRADE
THIRD GRADE
THIRD GRADE
THIRD GRADE
THIRD GRADE
10 Oliphant Yamel Smith Yamina Olipant Melvin (347) 731-1036 1803 Atlantic Ave 2nd Floor Brooklyn, NY 11233
11 Taylor Joshua Steed Jacqueline (718) 452-7672 (980) 253-1627 830 Greene Ave Brooklyn, NY 11221
THIRD GRADE
12 Roberts Destiny Davis Joan Roberts Craig (718) 484-9581 (212) 609-7617 (347) 623-4602 870 Jefferson Ave #4 Brooklyn, NY 11221
THIRD GRADE
13 Green Kalif Green Dameka (347) 282-7212 (718) 622-1100 139 Jefferson Ave #2R Brooklyn, NY 11216
THIRD GRADE
14 Trigueno Darinanici Trigueno Diana Trigueno Marcelo (718) 602-0380 (718) 775-4749 (917) 838-3860 759 Green Ave #4B Brooklyn, NY 11221
THIRD GRADE
15
THIRD GRADE
Matthews Ronald Wynn Vinzy (917) 756-7415 737 Lafayette Ave #3 Brooklyn, NY 11224
16 Kelch Diamond Kelch Tamara Kelch Harriet (347) 387-8201 (212) 331-3731 452 Willoughby Ave Brooklyn, NY 11206 THIRD GRADE
17 Smith Tyriq Smith Natasha (718) 452-4716 (718) 960-1512 (917) 856-2065 44 Marcus Garvey Blvd #6C Brooklyn, NY 11206 THIRD GRADE
18 Simon Keance Parker Charlene (718) 399-7738 444 Green Ave Brooklyn, NY 11216 THIRD GRADE
19 Ubillis LadyGabriel Arnold Sharrel Ubillus Hector (347) 787-0898 (718) 623-6815 (347) 682-1482 330 Lexington Ave #2B Brooklyn, NY 11216
THIRD GRADE
THIRD GRADE
20 Miller Joshua Miller Antoinette Miller Inskip (718) 602-9336 (347) 563-3958 (718) 972-7692 377 Macon Street Brooklyn, NY 11233
21 Wharton Danae Wharton Angelique (718) 826-3786 1 Chester Court #2E Brooklyn, NY 11225 THIRD GRADE
22 Dennis Lawrence Dennis Marvlette Dennis Lawrence (718) 953-8692 (646) 765-0306 (646) 641-6033 1681 Carroll Street #1F Brooklyn, NY 11213
THIRD GRADE
23 Rodgers Fatia Chung Jessie Rodgers Dediako (718) 455-0262 (917) 579-9000 459 Putnam Ave Brooklyn, NY 11221 THIRD GRADE
24 McDuffie Tamia McDuffie Teneisha (718) 493-0499 (917) 569-6938 127 Kingsborough 1st Walk #1C Brooklyn, NY 11233
THIRD GRADE
25 Brunson Quiarah Brunson Tongenykua (347) 597-9818 (646) 271-2752 (347) 404-9218 1195 Boston Rd, apt 1B Bronx, NY 10456
THIRD GRADE
26 Fagan Anthony Fagan Candice (718) 452-1714 17 Eldert Street #3S Brooklyn, NY 11207 THIRD GRADE
27 Martin Lamont Martin Kenice (347) 365-7962 (646) 207-6163 132 Cambridge Place Brooklyn, NY 11238 THIRD GRADE
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 3A

LEADERSHIP PREP BEDFORD STUYVESANT THIRD GRADE WAITING LIST
FATHER'S FATHER'S
CHILD'S LAST CHILD'S FIRST MOTHER'S MOTHER'S
HOME CELL/WORK
# LAST FIRST
ALT. PHONE ADDRESS CITY/STATE ZIP CHILD'S GRADE
NAME NAME LAST NAME FIRST NAME
NUMBER PHONE
CODE
NAME NAME
28 Chung Tyzhan Chung Taiescha (646) 530-6246 (718) 455-0262 399 Putnam Ave #3A Brooklyn, NY 11216 THIRD GRADE
29
THIRD GRADE
Allen Elijah Hairston Fimfaye Allen Matthew (347) 756-3907 (347) 385-1113 (212) 894-4174 1492 Bushwick Ave #4B Brooklyn, NY 11207
30 Gourge Joshua Taylor Gwendolyn (718) 513-3844 (646) 671-1124 (212) 369-8339 582 New York Ave Brooklyn, NY 11225 THIRD GRADE
31 Palmer Jaylen McCrory Loren Palmer Wade (718) 649-3725 (917) 757-3001 (212) 553-1650 996 Hegeman Ave #3D Brooklyn, NY 11208 THIRD GRADE
32 Palmer Jaylen McCrory Loren Palmer Wade (718) 649-3725 (917) 716-3858 (718) 553-1650 996 Hegeman Ave #3D Brooklyn, NY 11208 THIRD GRADE
33 Ballard Takiyah Ballard Michelle Ballard Theodore (718) 638-9702 (718) 749-6671 498 Greene Ave #4 Brooklyn, NY 11216 THIRD GRADE
34 Watson Jr Dayron Davis Tammie Watson Dayron (718) 363-1687 (646) 243-3638 84A Utica Ave #3 Brooklyn, NY 11213 THIRD GRADE
35 Abrams Javon Reynolds-Abrams Abrams St. Clair (718) 602-0046 (718) 916-9297 (718) 625-4385 32D Marion Street #2L Brooklyn, NY 11233 THIRD GRADE
36 Mounsey Cerezo Jasmin Mounsey Lynn Cerezo Rodney (516) 546-3735 (917) 951-8066 (718) 386-4687 18 Bainbridge Street Brooklyn, NY 11575 THIRD GRADE
37 McLean Jade-Nijia McLean Tiffany McLean Nequan (347) 663-8121 (347) 234-7308 (718) 574-6300 94 Chauncey Street #4D Brooklyn, NY 11233 THIRD GRADE
38 Figueroa Jarro Jerry Remache Padilla Ruth Figueroa JarroSegundo (718) 628-8734 (347) 528-2610 151 Wilson Ave #3L Brooklyn, NY 11237 THIRD GRADE
39 Brim Mahogany Clarke Linda Brim Terrence (718) 941-4436 (718) 789-7330 1405 New York Ave #4A Brooklyn, NY 11210 THIRD GRADE
40 Barometre Jehu Barometre Roger Barometre Sheryl (718) 395-2675 (646) 393-7557 1409 Lincoln Place Brooklyn, NY 11213 THIRD GRADE
41 Wilson Eron Mason-Wilson Marguerite Wilson Eric (347) 414-0064 (347) 423-9514 (718) 422-9572 139 Emerson Place #206 Brooklyn, NY 11205
THIRD GRADE
42 Barrett Gabrielle Williams Lisa Barrett Lamont (718) 771-1415 (646) 512-2055 (718) 773-5794 1108 Bushwick Ave Brooklyn, NY 11221 THIRD GRADE
43 Houston Nakaih Houston Natalie Silver Robert (347) 789-3458 (718) 203-1195 (212) 406-3421 754 Howard Ave Brooklyn, NY 11212
THIRD GRADE
THIRD GRADE
44 Bovell-Jonas Nigel Bovell-Jonas Antonette Jonas Nelson (718) 636-6392 (917) 687-6644 251 Tompkins Ave #8 Brooklyn, NY 11216
45 Hayes Rebekah Hayes April Hayes Jerome (718) 756-4564 (347) 613-2551 1191 Park Place #5J Brooklyn, NY 11213 THIRD GRADE
46 Dasilva Darhon Hoyr Rhonda (718) 658-6320 (718) 807-8174 (718) 797-2380 108-35 169 Place Jamaica, NY 11433 THIRD GRADE
47 Collymore Justin Fenn Jannell Collymore Victor (718) 230-4625 (347) 933-0137 (212) 868-9468 539 Franklin Ave Brooklyn, NY 11238 THIRD GRADE
48 Ashton Aiken Newman Nicole (718) 622-1268 (718) 810-0746 414 Greene Ave #3 Brooklyn, NY 11216
THIRD GRADE
49 Williams Roland Williams Marcellina (646) 644-0349 909 Gates Ave #4 Brooklyn, NY 11221
THIRD GRADE
50 Williams Chase Williams Marcellina (646) 644-0349 909 Gates Ave #4 Brooklyn, NY 11221 THIRD GRADE
51 Leonardo Leonardo Martinez Antonia Leonardo Serafin (347) 393-4357 (718) 953-9083 181 MacDougal St. #3L Brooklyn, NY 11233
THIRD GRADE
52 Mickens Aaliyah Pickeriuj Ethlyn Mickens Roy (347) 768-5911 (212) 594-3733 (347) 323-9761 358 Montgomery Street #4D Brooklyn, NY 11225
THIRD GRADE
53 Requena Taniya Requena Jacqueline Requena Roberto (718) 453-7588 (646) 383-8161 (347) 385-2946 694 Madison Street Brooklyn, NY 11221
THIRD GRADE
54 Patrick Jonathan Patrick Deborah Patrick Glenn (718) 919-9692 (212) 502-2188 (917) 202-0708 or (347)691 Decatur PH Brooklyn, NY 11233
THIRD GRADE
55 Philbert Sadria Philbert Heather Fynn Victor (347) 640-6401 (917) 915-3076 665 Park Ave #2B Brooklyn, NY 11206
THIRD GRADE
THIRD GRADE
56 Carter Tyrese Ross Virginia (718) 455-0551 (646) 510-6349 1230 Halsey Street #1B Brooklyn, NY 11207
57 Roland Terrell Glymph Shakeema Roland Davis (347) 413-5352 (646) 239-7679 24 Stone Ave #13E Brooklyn, NY 11233
THIRD GRADE
58 Harris Lamar Drain Glenda (718) 443-3963 (718) 552-5195 (347) 922-6273 389 Halsey Street Brooklyn, NY 11233 THIRD GRADE
59 Rivers Aliyah Reese Yakeisha (347) 414-5963 (718) 304-4831 28 Dewey Place #2 Brooklyn, NY 11233 THIRD GRADE
60 Hayward Lah-Asia Hayward Kimberly (347) 787-1087 (347)- 781-8620 15 Albany Ave #5C Brooklyn, NY 11216
THIRD GRADE
61 Ugo Sahanah Beatty Yvette 718-251-2490 718-752-1590 347-407-4303 556 East82nd Street, Apt 1F Brooklyn, NY 11236 THIRD GRADE
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 3A

LEADERSHIP PREP BEDFORD STUYVESANT THIRD GRADE WAITING LIST
#
CHILD'S LAST
NAME
CHILD'S FIRST MOTHER'S
NAME LAST NAME
MOTHER'S
FIRST NAME
FATHER'S
LAST
NAME
FATHER'S
FIRST
NAME
HOME
NUMBER
CELL/WORK
PHONE
ALT. PHONE ADDRESS CITY/STATE ZIP
CODE
CHILD'S GRADE
62 Mcvoltrudge Rejouis Rejouis Gertrude Rejouis Voltaire (718) 826-2569 350 East 19th Street #5C Brooklyn, NY 11226 THIRD GRADE
63 Clark Quran Clark Cassandra Clark Lowman 718-452-8622 954-605-4904 700 Gates Ave, Apt 5A Brooklyn, NY 11221 THIRD GRADE
64 Lopez Julian Patterson-Lopez Irene 718-277-0133 1425 Pennsylvania Ave, Apt 13G Brooklyn, NY 11239 THIRD GRADE
65 Simmons Zasia John Corren Simmons Andrew 718-647-3631 718-632-5545 347-446-7761 465 Jerome St Brooklyn, NY 11207 THIRD GRADE
66 Diamond Britney Pompey LaShaune Diamond Michael 718-693-4985 718-809-3650 250 Martense Street Brooklyn, NY 11226 THIRD GRADE
67 Thorne Najarie Thorne Nadia 718-623-3654 917-432-4076 1152 Gates Ave, #2D Brooklyn, NY 11236 THIRD GRADE
68 Innocent Laissa Charles Mariette Innocent Luckner 646-881-8770 145 Rochester Ave #1 Brooklyn, NY 11213 THIRD GRADE
69 Wiggins Bryana Orie Denise (347) 789-9855 (718) 781-9569 761 Miller Avenue 2R Brooklyn, NY 11207 THIRD GRADE
70 Perry Nyree Perry Simone (718) 467-1862 (347) 371-7734 (718) 399-6161 260 Herkimer Street Apt. 24 Brooklyn, NY 11216 THIRD GRADE
71 Sumler Mileena Sumler Ameenah Sumler Lemeek (646) 334-9659 (212) 633-5010 648 Lafayaette Ave. Brooklyn, NY 11216 THIRD GRADE
72 Smith Joshua Johnson Tonya Williams Donnie (718) 455-3558 (718) 455-3558 393 Dumont Avenue 12C Brooklyn, NY 11221 THIRD GRADE
73 Benjamin Jonelle Benjamin Gale Benjamin John (347)406-7952 (718) 520-8100 100 Rogers Avenue 1R Brooklyn, NY 11216 THIRD GRADE
74 Peters Nickholas Peters Deon (718) 346-5600 (646) 346-4278 452 East 96th Street #1F Brooklyn, NY 11212 THIRD GRADE
75 Hernandez Maria Guevara Rita (718) 342-1969 1514 eastern Parkway #4 Brooklyn, NY 11233 THIRD GRADE
76 Nelson Hailey Purcell Shani-Lee (347) 682-4002 40 Clarkson Ave #6L Brooklyn, NY 11226 THIRD GRADE
77 LaCroix Christian Aglon Ana (718) 685-8454 (718) 276-7100 137-18 132nd Ave Floor 2 Jamaica, NY 11436
THIRD GRADE
78 Lee Jishavon Gikes Lee Janell 347-271-7041 347-963-2503 561 Putnam Avenue Brooklyn, NY 11221 THIRD GRADE
79 Matthew-Johnson Roger Matthew Jasmine (347) 461-4397 212-340-3938 117 Hancock Street Brooklyn, NY 11216 THIRD GRADE
80 Matthew-Johnson Yasmine Matthew Jasmine (347) 461-4397 212-340-3989 117 Hancock Street Brooklyn, NY 11216 THIRD GRADE
81 Mentor Isaiah Sanders Kimberly Mentor Steve 917-776-9142 400 Nostrand Ave #2 Brooklyn, NY 11216 THIRD GRADE
82 Kearse Randy Kearse Jacqueline Kearse Richard 347-627-5328 718-717-4486 853 Nostrand Ave. #3 Brooklyn, NY 11221 THIRD GRADE
83 Byrd Jaqaun Byrd Carmen 718-257-3382 347-893-9015 1000 E. 92nd Street #1 Brooklyn, NY 11236 THIRD GRADE
84 Wright Marquise Sealy Carolyn Butler Laneisha 347-589-3235 212-935-1866 29 Eldert St. #3 Brooklyn, NY 11207 THIRD GRADE
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 3A

Exhibit 3B – Student Attrition Rates
Number of students leaving for lack
of transportation
Number of students leaving for
geographic reasons (e.g., out of
state/district relocation)
Number of students leaving for
more restrictive special education
setting
Number of students leaving due to
parental choice (e.g., school transfer
closer to residence, local elementary
school, parent convenience)
Number leaving for other reasons
(undetermined)
Total number of students leaving
and were not replaced in that school
year.
# of the above who were replaced
by the next school year
Highest Number Enrolled
(July 1 – June 30)
Student Attrition Rates
Total Percent Attrition NA 4.7%
As of the As of the end As of the end 2005-2006
beginning
of 2008-
2009
of 2007-2008 of 2006-2007
1 1 0 n/a
4 4 6 n/a
2 2 0 n/a
3 4 1 n/a
0 0 0 n/a
6 3 1 n/a
0 3 1 n/a
250 170 116 n/a
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 3B-1

F. RENEWAL QUESTION 3. IS THE SCHOOL FISCALLY SOUND?
I. BUDGETING AND LONG RANGE PLANNING (BENCHMARK 3A)
The school has operated pursuant to a long-range financial plan. The school has created realistic
budgets that are monitored and adjusted when appropriate. Actual expenses have been equal to or
less than actual revenue with no material exceptions.
Leadership Preparatory Charter School employs clear budgetary objectives and budget preparation procedures. Each
spring, Uncommon Schools’ Director of Finance, with input from Leadership Preparatory’s leadership team and the
Finance Committee of the Board of Trustees, facilitates a 3-month budget review process. First, the Director of
Operations works with Uncommon’s Director of Finance to refine the current fiscal year’s end-of-year budget
projections. The Director of Finance uses these projections to draft the initial budget for the upcoming fiscal year. Once
the school’s leadership team identifies and determines the programmatic needs for the following year, the Managing
Director and Director of Finance meet with the school leaders to review the preliminary budget. The Board’s Finance
Committee the meets to discuss the preliminary budget and provides input. After revisions are made, Uncommon
Schools provides Leadership Preparatory with the final budget draft for the pending fiscal year. It is then it is presented
to the full Board for consideration and approval.
The budget process includes input and analysis from the school leaders, the Managing Director, the Uncommon
School’s Director of Finance, and the Board of Trustees’ Academic and Finance Committees. Through the process
mentioned above, Leadership Preparatory ensures that the approved budget and budget projections are thorough and
accurate. In addition to an annual budget, in partnership with Uncommon Schools, Leadership Preparatory’s has
developed a 10-year projected budget that is updated every year based on actual and forecasted enrollment, staffing,
income and expenditures. In addition to assisting with long-term financial planning, Uncommon Schools produces
monthly financial reports that include a current balance sheet, a profit and loss statement, a budget-versus-actual
expenditure report, and personnel expenditure projections. The Director of Operations reviews these reports with the
Uncommon Schools’ Director of Finance on a monthly basis to ensure fiscal compliance and responsibility.
Accountability Plan Goal 8 – Fiscal Soundness: Leadership Preparatory Charter School will
demonstrate sound fiscal management and coherent fiscal policies.
Background
Leadership Preparatory Charter School has a history of sound fiscal policies, procedures and practice, and is in a strong
position for growth and continued sustainability. There has been significant development in a number of key areas of
fiscal operations. In particular, Leadership Preparatory adheres to an academic and business services agreement with
Uncommon Schools. Uncommon Schools has assumed responsibility of the following fiscal operations: preparing a
projected annual budget, preparing monthly financial statements, recording and tracking income and expenses related to
all grants and contracts, recording all accounts payable invoices and cash receipts, preparing all vendor checks,
reconciling checking accounts each month, providing and maintain payroll services, processing all school (403b) filings,
and interfacing with an outside accounting firm regarding year-end audit work.
Leadership Preparatory will remain a fiscally sound school. Informed school leaders, knowledgeable Board members,
and the financial leadership of Uncommon Schools ensure long-term viability and sustainability.
•
Goal 8, Measure I.A. – Fiscal Soundness: Required Outcome Measures: Each year, the school will operate
on a balanced budget meaning actual revenues will equal or exceed actual expenses.
Result
Result
Leadership Preparatory Charter School achieved this goal, maintaining a positive cash flow for the entire school year and
ending the 2007 fiscal year with a positive fund balance as well as a positive cash balance.
Leadership Prep Bedford Stuyvesant Charter School
Attachment F-1

The school is particularly proud of its financial success as the fiscal goal was attained while:
• Maintaining a staffing model that included two adults in each K-2 classroom;
• Staffing a teacher designated solely for math instruction and one solely for reading instruction;
• Providing a class in fitness and music/art on a daily basis; and
• Providing a school day more than 25% longer than the district in addition to a longer school year.
Leadership Preparatory Charter School ended 2007-2008 with unrestricted net assets in excess of $1.2M.
Goal 8, Measure I.B.
•– Fiscal Soundness: Required Outcome Measures: Beginning with the school's first
operating year, at the end of each fiscal year, unrestricted net assets will be equal to or exceed two
•
percent of the school's operating budget for the upcoming year.
Result
Leadership Preparatory Charter School is in a strong financial position. Each year, the school has finished the fiscal year
with total unrestricted net assets equal to at least 2% of the following year’s operating budget.
Period from December 11,
2005 (date of inception) to
June 30, 2007
Year ended June 30, 2008 Year ended June 30, 2009
(Projected)
Unrestricted Net Assets $437,574 $1,296,583 $1,408,269
% of Following Year’s
Total Budget
15% 35% 32%
II. INTERNAL CONTROLS (BENCHMARK 3B)
The school has maintained appropriate internal controls and procedures. Transactions have been
accurately recorded and appropriately documented in accordance with management’s direction and
laws, regulations, grants and contracts. Assets have been and are safeguarded. Any deficiencies or
audit findings have been corrected in a timely manner.
Leadership Preparatory Charter School’s internal financial controls and procedures are guided by the Fiscal Policies and
Procedures section of the Uncommon Schools Operations Manual. 1 Uncommon School’s Director of Finance updates
the manual on an annual basis. In addition, the Directors of Operations at Leadership Preparatory receives operations
professional development throughout the school year and summer. Part of this training includes updates and applicable
changes to financial procedures, practice and reporting requirements. Please refer to Additional Exhibit 24 to view this
manual.
Goal 8, Measure II. – Internal Controls and Compliance: Required Outcome Measures: Each year the school
will take corrective action, if needed, in a timely manner to address any internal control or
compliance deficiencies identified by its external auditor, SED, or the Institute.
1 Please refer to Additional Exhibit 24
Leadership Prep Bedford Stuyvesant Charter School
Attachment F-2

Result
Leadership Preparatory Charter School has not identified any internal control or compliance issues. As part of the
school’s fiscal year 2007 audit, the auditors made no recommendations nor cited any need for corrective action plan. The
results of the school’s fiscal year 2008 audit were not available at the time of the submission of the renewal application.
Please note that there were no areas of concern regarding Leadership Preparatory’s fiscal procedures during annual CSI
visit and reviews.
III. FINANCIAL REPORTING (BENCHMARK 3C)
The school has complied with financial reporting requirements. The school has provided the State
University Board of Trustees and the State Education Department with required financial reports on
time, and such reports have been complete and have followed generally accepted accounting
principles.
Leadership Preparatory Charter School has adhered to the annual, quarterly and monthly reporting requirements of the
Charter Schools Institute, the State Education Department and the New York City Office of New Schools. Leadership
Preparatory has submitted all of these reports in an accurate and timely manner.
IV. FINANCIAL CONDITION (BENCHMARK 3D)
The school has maintained adequate financial resources to ensure stable operations and has
monitored and successfully managed cash flow. Critical financial needs of the school are not
dependent on variable income (grants, donations and fundraising).
As mentioned in the answer to Benchmark 3a, the school prepares cash flow projections in support of its annual and
long-term budgeting processes. Revisions to cash flow projections are made when significant activities occur which may
impact the school’s cash status.
The academic success of Leadership Preparatory’s students reported in the response to Question 1 is a very strong
indication that the school is providing education services at a level that meets the needs of all students.
Leadership Prep Bedford Stuyvesant Charter School
Attachment F-3

Leadership Prep Bedford Stuyvesant Charter School
Exhibit 4-5

School Name: Leadership Preparatory Charter School
Detailed financial statement for the year ended June 30, 2011
Program Services Supporting Services Total Expenses
Regular Special Other Fundraising and Management
Functional Expenses Education Education Education Special Events & General Notes: Allocations may vary slightly from audited financial statements
Personnel Services 2,717,089 216,132 154,380 3,087,601
Employee Benefits and Payroll Taxes 517,791 42,146 42,146 602,082
Accounting/Auditing Fees - 10,474 10,474
Board Expenses 1,061 1,061
Contracted Services - Management Co. 396,766 22,803 36,484 456,053
Contracted Services - (specify) - 45,192 45,192 Contracted special needs services, contracted admin services
Field Trips 10,503 10,503
Food Service 75,621 75,621
Insurance - 17,691 17,691
Janitorial Services - -
Lease – Equipment 63,654 63,654
Lease – Facility 198,000 198,000
Legal - -
Maintenance & Repairs - -
Office Expense - 45,061 45,061 Office supplies, printing stationary, miscellaneous admin expenses
Postage/Printing/Copying - 8,254 8,254
Staff Development 90,023 90,023
Staff Recruitment 3,183 3,183
Student Recruitment and Marketing 11,074 11,074 Includes community outreach
Student Testing 19,956 19,956
Supplies & Materials 168,901 12,713 181,614 Includes uniforms
Telephone & Communications 19,740 10,629 30,369 Includesphone and internet
Textbooks 35,740 35,740
Transportation (Student) 6,365 6,365
Furniture and Equipment 155,875 8,204 164,079 Equipment includes technology
Student Enrichment 90,325 90,325
Leasehold Improvements -
Total Expenses 4,581,667 338,985 - - 333,323 5,253,976
87% 6% 0% 0% 6% 100%
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 4-5

LEADERSHIP PREP BEDFORD STUYVESANT CHARTER SCHOOL
Brooklyn, NY
Projected
2010-11
Year 5
INFLATION FACTOR 1.06
PAID STUDENT ENROLLMENT 396
SPED ENROLLMENT 27
TOTAL PERSONNEL 44
REVENUES
4100 CORE PUPIL AID $4,923,072
4200 NYC OTPS GRANTS $20,378
4300 NYS CATEGORICAL STIMULUS AID $0
4500 FEDERAL AID $252,962
4510 Federal NCLB $206,725
4520 Federal IDEA-B $22,792
4530 Federal Charter Start-Up (PCSP) $0
4580 Federal Child Nutrition Program
4590 Federal ERATE $23,446
4600 PHILANTHROPIC CONTRIBUTIONS 169,249
TOTAL REVENUES $5,365,662
Total Revenue Per Pupil $13,102
Countable Public Revenue $5,172,966
Countable Public Revenue Per Pupil $13,063
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 4-3

LEADERSHIP PREP BEDFORD STUYVESANT CHARTER SCHOOL
Brooklyn, NY
Projected
2010-11
Year 5
EXPENDITURES
5000 PERSONNEL
5100 Program Salaries $2,730,562
5200 Part-Time Program Salaries $91,948
5310 Administrative/Support Salaries $221,092
5500 Performance Bonus Compensation $44,000
TOTAL SALARIES $3,087,601
TOTAL BENEFITS/TAXES $602,082
TOTAL PERSONNEL EXPENSES $3,689,684
6000 FACILITY/OCCUPANCY EXPENSES
6100 BUILDING $198,000
6200 BUILDING FUND $0
6300 UTILITIES $0
6310 Electricity and gas $0
6320 Water $0
6400 MAINTENANCE SERVICES $0
6500 CUSTODIAL $530
6600 SECURITY $0
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 4-4

LEADERSHIP PREP BEDFORD STUYVESANT CHARTER SCHOOL
Brooklyn, NY
Projected
2010-11
Year 5
6700 BUILDING SUPPLIES $5,305
6800 FURNITURE & EQUIPMENT $52,834
TOTAL FACILITY EXPENSES $256,669
7000 SCHOOL PROGRAMMATIC EXPENSES
7110 TEXTBOOKS $35,740
7120 OTHER INSTRUCTIONAL SUPPLIES $176,331
7140 ASSESSMENTS $19,956
7200 TECHNOLOGY $111,245
7300 STUDENT ENRICHMENT $90,325
7400 STUDENT SERVICES $84,087
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 4-5

LEADERSHIP PREP BEDFORD STUYVESANT CHARTER SCHOOL
Brooklyn, NY
Projected
2010-11
Year 5
7500 PROFESSIONAL DEVELOPMENT $90,023
7560 STAFF RECRUITMENT $3,183
7600 COMMUNITY OUTREACH $2,767
7700 ENROLLMENT EXPENSES $8,307
7800 CONTRACTED SPECIAL NEEDS SERVICES $9,923
7900 OTHER CONTRACTED PROGRAM SERVICES $4,410
TOTAL PROGRAM EXPENSES $636,296
9000 ADMINISTRATIVE EXPENSES
9100 PHOTOCOPYING LEASE $63,654
9200 PRINTING/STATIONERY $7,718
9300 TELECOMMUNICATIONS $30,369
9700 CONTRACTED ADMIN SERVICES $30,859
9800 BOARD EXPENSES $1,061
9850 MISCELLANEOUS ADMIN EXPENSES $5,628 $437,574
15%
9900 MANAGEMENT SERVICES (CMO) $465,567
Fee % 9.0% 1296583
TOTAL ADMINISTRATIVE EXPENSES $671,327 35%
$1,408,269
32%
TOTAL EXPENDITURES $5,253,976
Annual Surplus (Deficit) $111,686
Surplus as a % of Revenues 2%
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 4-6

G. RENEWAL QUESTION NO. 4A: IF THE SCHOOL’S CHARTER IS RENEWED,
WHAT ARE ITS PLANS FOR THE TERM OF THE NEXT CHARTER PERIOD, AND
ARE THEY REASONABLE, FEASIBLE AND ACHIEVABLE?
Leadership Prep Bedford Stuyvesant Charter School plans to add 5 th grade during the short term renewal
period. During its renewal term, Leadership Prep Bedford Stuyvesant will continue its proven track record of
academic, operational and fiscal success in order to close the racial achievement gap and fulfill its mission of
preparing its students to enter, succeed in, and graduate from outstanding college preparatory high schools
and colleges. As Leadership Prep Bedford Stuyvesant grows to grades K-5 over the next two years, the school
will remain committed to its number one priority: student achievement. As such, all stakeholders will
continue to inculcate the college mission in all they do. Leadership Prep Bedford Stuyvesant’s leaders are
confident that students will continue to achieve the exceptional results for which Leadership Prep Bedford
Stuyvesant strives. Leadership Prep Bedford Stuyvesant will continue its efforts to provide its students with a
highly effective educational program and a solid foundation for success, especially in English language arts
and mathematics. To accomplish the goals set forth in its Accountability Plan, Leadership Prep Bedford
Stuyvesant has adopted the New York State Learning Standards and has developed its own academic
standards. The school’s academic standards have been cross-referenced with the New York State Learning
Standards. Moreover, the New York standards are covered at every grade level at Leadership Prep Bedford
Stuyvesant. Leadership Prep Bedford Stuyvesant will continue to maintain effective learning standards and
curriculum by defining scope and sequence for each grade and core academic subject. For learning standards
and curriculum for grades K-5, please refer to Exhibit 9. For further information regarding Leadership Prep
Bedford Stuyvesant Charter School’s academic program, please refer to Attachment D.
Leadership Prep Bedford Stuyvesant Charter School
Attachment G-1

Amended Attachment 4 – Term
Indicate the term of the Short-Term Planning Year Renewal sought, which is limited to the number of planning years taken.
The Institute will not approve a shorter term than the number of planning years taken, i.e. requesting one year when two planning
years were taken.
The requested term of the short-term planning year renewal is one year.
Leadership Prep Bedford Stuyvesant Charter School
Attachment 4-1

Attachment 5 – Enrollment
Provide for each year of the charter that you are seeking, the grades that the school would serve, the number of students to be served in each
grade, the number of children expected in each class, and the total number of enrolled students. If providing a kindergarten, please indicate the
minimum age that the school will require a child to have attained to be eligible for enrollment.
Leadership Prep Bedford Stuyvesant Charter School opened in August ‘06 with 58 kindergarten and 58 first
grade students. During the 2007-2008 school year, we enrolled 58 new Kindergarten students. Beginning in
the 2008-2009 school year, Leadership Prep Bedford Stuyvesant began enrolling 87 Kindergarten students.
The kindergarten program will be open to students who turn five on or before December 31 st of the year in
which they enroll. The total possible number of students enrolled by the renewal term would be 396 in
grades kindergarten through fifth grade:
Kindergarten 1 st Grade 2 nd Grade 3 rd Grade 4 th Grade 5 th Grade Total
’05-‘06 Planning Year
’06-‘07 58 58 116
’07-‘08 58 58 54 170
’08-‘09 88 58 56 47 249
’09-‘10 87 87 56 54 45 329
’10-‘11 87 87 83 52 45 42 396
Due to our ordered and demanding culture and the accelerated pace of our academic program, we do not
intend to enroll new students in grades higher than first. Given the potential for attrition among the highly
mobile population we will be serving, this policy results in a reduction of the total number of students
enrolled. Our programmatic and financial planning reflects this reality by assuming an annual attrition rate of
7%. In order to keep the school on firm financial footing, we are prepared to revise this policy and enroll
students up to the total number reflected above, under any of the following conditions:
• The actual rate of attrition surpasses our estimate.
• We are unable to raise the necessary non-governmental funds called for in our budget projections,
or the level of our governmental funding changes dramatically.
• Significant unforeseen expenses arise.
In kindergarten through third grade, we will maintain a low student-to-teacher ratio of 14:1. This ratio will be
accomplished by forming classes of 29 or fewer, each led by two highly qualified teachers. 1 Our two teacher
model, coupled with our use of the computer-based Waterford Early Literacy Program, will enable us to have
reading groups of 10-11 students. Beginning in fourth grade, students will be divided in homerooms of fewer
than 30 students (actual numbers depend on actual rate of attrition) and will have a different teacher for each
subject. Each homeroom will have a single teacher who leads each subject. We believe that because of the
greater emotional maturity of students in the higher grades and the strong culture of structure and discipline
created in the lower grades, increasing the student-to teacher-ratio will not adversely affect learning. Class size
will never exceed 32 students.
1
Each classroom will have a Lead Teacher and a Teacher. Lead Teachers are typically educators with master’s degrees
and three or more years of classroom experience. Teachers typically have at least a bachelor’s degree.
Leadership Prep Bedford Stuyvesant Charter School
Attachment 5

Attachment 12A – School Calendar
Provide a copy of the proposed school’s calendar for its first year of its operation. The calendar must indicate the number
of days of instruction that the school will offer.
The school year at Leadership Prep Bedford Stuyvesant begins in late August and runs through the
end of June. While our calendar shares nearly all vacations and holidays with the New York City
Public Schools, we typically have more days of instruction.. We believe strongly that these extra days
of school are essential to helping our students reach the high standards we set for them.
To begin planning for the year, teachers report in early August.. In total, we provide 26 paid
professional development days before, during, and after the school year to ensure our teachers
receive training and development necessary to creating the excellent instructional practice on which
our success depends.
Our year is divided into four quarters. Families receive on-going progress reports through bimonthly
phone calls with teachers and report cards at the conclusion of each quarter. Below is the
Leadership Prep Bedford Stuyvesant calendar for the 2008-2009 school year. The calendar for 2009-
2010 is still being developed but will closely mirror this current year’s calendar.
2008-09 ACADEMIC YEAR CALENDAR
August 2008 (2 days of instruction)
Monday Tuesday Wednesday Thursday Friday
1
4 5 6 7 8
11 12 13 14 15
18 19 20 21 22
25 26 27 28
First Day of School
29
September 2008 (21 days of instruction)
Monday Tuesday Wednesday Thursday Friday
Leadership Prep Charter School
Attachment 12(a)-1

1
No School
2 3 4 5
8 9 10 11 12
15 16 17 18 19
22 23 24 25 26
29 30
Leadership Prep Charter School
Attachment 12(a)-2

October 2008 (22 days of instruction)
Monday Tuesday Wednesday Thursday Friday
1 2 3
6 7 8 9 10
13
14 15 16 17
No School
Professional
Development Day
20 21 22 23 24
27 28 29 30 31
November 2008 (17 days of instruction)
Monday Tuesday Wednesday Thursday Friday
3 4
School Closed
5 6 7
10 11 12 13 14
17 18 19 20 21
24 25 25 27
School Closed
28
School Closed
Leadership Prep Charter School
Attachment 12(a)-3

December 2008 (17 days of instruction)
Monday Tuesday Wednesday Thursday Friday
1 2 3 4 5
8 9 10 11 12
15 16 17 18 19
22 23 24
Winter Recess
No School
25
Winter Recess
No School
26
Winter Recess
No School
29
Winter Recess
No School
30 31
January 2009 (19 days of instruction)
Monday Tuesday Wednesday Thursday Friday
1
Winter Recess
No School
5 6 7 8 9
2
Winter Recess
No School
12 13 14 15 16
19
MLK Day
No School
20 21 22 23
26 27 28 29 30
Leadership Prep Charter School
Attachment 12(a)-4

February 2009 (14 days of instruction)
Monday Tuesday Wednesday Thursday Friday
2
3 4 5 6
No School
Professional
Development Day
9 10 11 12 13
16
Mid-Winter Recess
No School
17
Mid-Winter Recess
No School
18
Mid-Winter Recess
No School
19
Mid-Winter Recess
No School
20
Mid-Winter Recess
No School
23 24 25 26 27
March 2009 (21 days of instruction)
Monday Tuesday Wednesday Thursday Friday
2 3 4 5 6
9
10 11 12 13
Professional
Development Day
No School
16 17 18 19 20
23 24 25 26 27
30 31
Leadership Prep Charter School
Attachment 12(a)-5

April 2009 (16 days of instruction)
Monday Tuesday Wednesday Thursday Friday
1 2 3
6 7 8 9 10
Spring Recess
No School
13
Spring Recess
No School
14
Spring Recess
No School
15
Spring Recess
No School
16
Spring Recess
No School
17
Spring Recess
No School
20 21 22 23 24
27 28 29 30
May 2009 (20 days of instruction)
Monday Tuesday Wednesday Thursday Friday
1
4 5 6 7 8
11 12 13 14 15
18 19 20 21 22
25
Memorial Day
No School
26 27 28 29
Leadership Prep Charter School
Attachment 12(a)-6

June 2009 (19 days of instruction)
Monday Tuesday Wednesday Thursday Friday
1 2 3 4 5
8 9 10 11 12
15 16 17 18 19
22 23 24 25 26
Last Day of School
29 30
188Days of Instruction for 2008-2009
2009-10 ACADEMIC YEAR CALENDAR
August 2009 (3 days of instruction)
Monday Tuesday Wednesday Thursday Friday
3 4 5 6 7
10 11 12 13 14
17 18 19 20 21
24 25 26 27
First Day of School
28
31
Leadership Prep Charter School
Attachment 12(a)-7

September 2009 (21 days of instruction)
Monday Tuesday Wednesday Thursday Friday
1 2 3 4
7
Labor Day- No
School
8 9 10 11
14 15 16 17 18
21 22 23 24 25
28 29 30
October 2009 (21 days of instruction)
Monday Tuesday Wednesday Thursday Friday
1 2
5 6 7 8 9
12
13 14 15 16
No School
Professional
Development Day
19 20 21 22 23
26 27 28 29 30
November 2009 (19 days of instruction)
Monday Tuesday Wednesday Thursday Friday
2 3 4 5 6
Leadership Prep Charter School
Attachment 12(a)-8

9 10 11 12 13
16 17 18 19 20
23 24 25 26
No School
27
No School
30
December 2009 (17 days of instruction)
Monday Tuesday Wednesday Thursday Friday
1 2 3 4
7 8 9 10 11
14 15 16 17 18
21 22 23 24
Winter Recess
No School
25
Winter Recess
No School
28
Winter Recess
No School
29
Winter Recess
No School
30
Winter Recess
No School
31
Winter Recess
No School
January 2010 (19 days of instruction)
Monday Tuesday Wednesday Thursday Friday
1
Winter Recess
No School
4
School Resumes
5 6 7 8
11 12 13 14 15
Leadership Prep Charter School
Attachment 12(a)-9

18
MLK Day
No School
19 20 21 22
25 26 27 28 29
February 2010 (14 days of instruction)
Monday Tuesday Wednesday Thursday Friday
1
2 3 4 5
No School
Professional
Development Day
8 9 10 11 12
15
Mid-Winter Recess
No School
16
Mid-Winter Recess
No School
17
Mid-Winter Recess
No School
18
Mid-Winter Recess
No School
19
Mid-Winter Recess
No School
22 23 24 25 26
March 2010 (21 days of instruction)
Monday Tuesday Wednesday Thursday Friday
1 2 3 4 5
8
9 10 11 12
Professional
Development Day
No School
15 16 17 18 19
22 23 24 25 26
29 30
Leadership Prep Charter School
Attachment 12(a)-10

April 2010 (16 days of instruction)
Monday Tuesday Wednesday Thursday Friday
1 2
5 6 7 8 9
Spring Recess
No School
12
Spring Recess
No School
13
Spring Recess
No School
14
Spring Recess
No School
15
Spring Recess
No School
16
Spring Recess
No School
19 20 21 22 23
26 27 28 29 30
May 2010 (20 days of instruction)
Monday Tuesday Wednesday Thursday Friday
3 4 5 6 7
10 11 12 13 14
17 18 19 20 21
24
Memorial Day
No School
25 26 27 28
31
Leadership Prep Charter School
Attachment 12(a)-11

June 2010 (19 days of instruction)
Monday Tuesday Wednesday Thursday Friday
1 2 3 4
7 8 9 10 11
14 15 16 17 18
21 22 23 24 25
Last Day of School
28 29 30
190 Days of Instruction for 2009-2010
2010-11 ACADEMIC YEAR CALENDAR
August 2010 (4 days of instruction)
Monday Tuesday Wednesday Thursday Friday
2 3 4 5 6
9 10 11 12 13
16 17 18 19 20
23 24 25 26
First Day of School
27
30 31
Leadership Prep Charter School
Attachment 12(a)-12

September 2010 (21 days of instruction)
Monday Tuesday Wednesday Thursday Friday
1 2 3
6
Labor Day- No
School
7 8 9 10
13 14 15 16 17
20 21 22 23 24
27 28 29 30
October 2010 (20 days of instruction)
Monday Tuesday Wednesday Thursday Friday
1
4 5 6 7 8
11
12 13 14 15
No School
Professional
Development Day
18 19 20 21 22
25 26 27 28 29
November 2010 (20 days of instruction)
Monday Tuesday Wednesday Thursday Friday
1 2 3 4 5
Leadership Prep Charter School
Attachment 12(a)-13

8 9 10 11 12
15 16 17 18 19
22 23 24 25
No School
26
No School
29 30
December 2010 (17 days of instruction)
Monday Tuesday Wednesday Thursday Friday
1 2 3
6 7 8 9 10
13 14 15 16 17
20 21 22 23 24
Winter Recess
No School
28
Winter Recess
No School
29
Winter Recess
No School
30
Winter Recess
No School
31
Winter Recess
No School
January 2011 (20 days of instruction)
Monday Tuesday Wednesday Thursday Friday
3
School Resumes
4 5 6 7
10 11 12 13 14
17
MLK Day
No School
18 19 20 21
Leadership Prep Charter School
Attachment 12(a)-14

24 25 26 27 28
31
February 2011 (14 days of instruction)
Monday Tuesday Wednesday Thursday Friday
1 2 3 4
7
Professional
Development Day
No School
14
Mid-Winter Break
No School
8 9 10 11
15
Mid-Winter Break
No School
16
Mid-Winter Break
No School
17
Mid-Winter Break
No School
18
Mid-Winter Break
No School
21 22 23 24 25
28
March 2011 (21 days of instruction)
Monday Tuesday Wednesday Thursday Friday
1 2 3 4
7
8 9 10 11
Professional
Development Day
No School
14 15 16 17 18
21 22 23 24 25
28 29 30 31
Leadership Prep Charter School
Attachment 12(a)-15

April 2011 (15 days of instruction)
Monday Tuesday Wednesday Thursday Friday
1
4 5 6 7 8
Spring Recess
No School
11
Spring Recess
No School
12
Spring Recess
No School
13
Spring Recess
No School
14
Spring Recess
No School
15
Spring Recess
No School
18 19 20 21 22
25 26 27 28 29
May 2011 (21 days of instruction)
Monday Tuesday Wednesday Thursday Friday
2 3 4 5 6
9 10 11 12 13
16 17 18 19 20
22
Memorial Day
No School
24 25 26 27
30 31
Leadership Prep Charter School
Attachment 12(a)-16

June 2011 (18 days of instruction)
Monday Tuesday Wednesday Thursday Friday
1 2 3
6 7 8 9 10
13 14 15 16 17
20 21 22 23 24
Last Day of School
27 28 29
191 Days of Instruction for 2010-2011
Leadership Prep Charter School
Attachment 12(a)-17

Attachment 12B – Weekly Schedule
Provide a copy of the proposed weekly schedule, including the minimum number of hours/minutes per week the school
will devote to core academic subjects in each grade, i.e. language arts, mathematics, science, social studies, technology
studies; as well as the length of the school day (including the approximate start and dismissal times of the school day);
and a sample schedule.
Leadership Prep Bedford Stuyvesant’s school day runs from 7:30AM to 4:00PM Monday through
Thursday, and from 7:30AM until 1:30PM on Friday. On Fridays, the school day for students ends at
1:30PM to allow teachers adequate time for collaborative planning and professional development.
While we realize that the Friday schedule may present a difficulty for our students’ families, we
believe that this time is essential to ensuring that our pedagogy and academic program are effective;
we make this feature of our program very clear to families during our pre- and post-lottery
information sessions. Despite this “early” release, our students spend 28% more time in school each
year than the typical New York City Public Schools elementary-school student. Between
kindergarten and eighth grade, a Leadership Prep Bedford Stuyvesant student receives an additional
2.5 years more instruction than the typical New York City Public Schools student.
On Monday and Wednesday, from 4:00PM to 5:00PM we provide one-on-one and small-group
tutoring for students in need of extra learning time to reach mastery and mandatory homework club
for students who are not completing homework at home. On Saturdays, we provide 2.5 hours oneon-one
and small-group tutoring for our 3 rd grade students who are in need of extra help to reach
mastery and help prepare them for the New York State Assessments. At Leadership Prep Bedford
Stuyvesant, students struggling the most spend 54% more time learning than students in the typical
New York City Public School. Between kindergarten and eighth grade, this amounts to an additional
4.9 years of school relative to what students receive in the typical New York City Public School.
Hours of School Per Year:
Leadership Prep vs. Typical NYC Public School
2000
Hours per Year
1500
1000
500
Typical NYC Public School
Leadership Prep
0
Average Student
Struggling Student
On Tuesday and Thursday from 4:00PM until 5:00PM, Leadership Prep Bedford Stuyvesant provides
an after school enrichment program to interested students. Activities include African dance, French,
photography, arts and crafts and choir. We believe that the after school enrichment program
provides students with unique learning opportunities that further their intellectual and social
development.
Leadership Prep Bedford Stuyvesant Charter School
Attachment 12(b)-1

When students are in school, we believe there must be an urgent focus on utilizing every possible
moment for learning. In the morning, as students arrive, they eat breakfast and complete a “Bright
Work” activity which refreshes what they learned the day before, focuses their minds, and allows
them to start the day with success.
Our weekly schedule reflects our central mission of ensuring that students excel academically. In the
foundation building early years of kindergarten through third grade, we have 160 minutes per day of
literacy instruction and 80 minutes per day of math instruction. Students study science and social
studies for fifty minutes each every other day. Four days each week we have either P.E. or art or
music.
We allocate a significant amount of time to activities designed to foster character development and
development of a strong and positive school culture, steps we see as essential to preparing students
to excel in high school and college. Each day, a short classroom meeting starts the day off on a
positive, energetic foot. Our morning Read Aloud allocates 25 minutes each day to literacy-based
activities that impel students to examine the values and personal qualities which lead to success. On
Fridays, we have a longer community meeting called Creed Circle designed to promote school culture
and celebrate student achievement.
Throughout the day, students have breaks for snacks, lunch, and exercise.
In fourth grade, when students have established a solid foundation in literacy, time dedicated to
math, science, social studies, and technology increases as time dedicated to literacy decreases.
Students continue to devote 100 minutes per day to English / Language Arts but increase time spent
on math to 80 minutes per day, science to 50 minutes per day, and social studies to 50 minutes per
day. We add a 30-minute Drop Everything And Read period each day, building the reading habit
while providing valuable practice in silent, sustained reading
Leadership Prep Bedford Stuyvesant expects to devote approximately the following numbers of
minutes to each core subject each week:
Grades K-3
Minutes per Week
Grade 4
Minutes per Week
English Language Arts 800 650
Math 400 400
Science 100 200
Social Studies 100 200
Leadership Prep Bedford Stuyvesant Charter School
Attachment 12(b)-2

Attachment 15A – Schedule of State Assessments
Please provide an assurance that you will administer the complete battery of state tests. If the school you
propose would only have two years of state test data after completion of the fourth year of operation, please
indicate which nationally-normed reading and math standardized test you would likely administer in addition
to the state tests. Also, indicate the grades in which it will be administered and a rationale for having chosen
the particular test.
Leadership Prep Bedford Stuyvesant Charter School administers all assessments required by the New
York State Regents of New York State public schools. This practice enables us to effectively track
our students’ progress towards mastery of the New York State Performance Standards in English
Language Arts, Mathematics, Science and Technology, and Social Studies. Such analysis allows us to
assess the overall efficacy of our academic plan. Under this system, by the end of our fourth year of
operations, we will have only one year of criterion-referenced assessment data from the NYS
assessments on the students who entered our first grade in 2006.
In addition, the school administers the CTB/McGraw-Hill TerraNova CAT 2nd Edition Assessment
to all students. Kindergarten students take the test each January. The TerraNova was administered
to all students in all grades in June of 2007 and June of 2008.
Leadership Prep Bedford Stuyvesant Charter School believes that the TerraNova assessment closely
mirrors the skills measured by the New York State examinations. By administering the TerraNova
we are 1) preparing our students to take future assessments, 2) getting an immediate picture of what
skills our students are mastering and which skills they are not mastering thus allowing us to adjust
our curriculum accordingly and 3) assessing our progress as a school so as to ensure we meet our
accountability plan goals as they become applicable.
Because of the limited assessment data available for review at the completion of the fourth year of
our charter, Leadership Prep Bedford Stuyvesant Charter School requests a one-year “planning year
renewal.”
Leadership Prep Bedford Stuyvesant Charter School
Attachment 15(a)-1

Attachment 15B – School Developed Assessments
Provide a description of the school-developed assessments that would be used by the charter school. As part of your
response, please indicate how these assessments would reliably and verifiably measure student performance and
achievement goals.
Leadership Prep Bedford Stuyvesant Charter School strongly believes that instruction must be informed by
ongoing assessments in order to ensure its efficacy. Teachers cannot teach effectively if they do not know
what it is students already know and what it is they need to learn to reach mastery. We therefore employ two
types of school-developed assessments:
1) Classroom Quizzes
2) Interim Assessments
Classroom Quizzes:
These assessments, drawn from published textbooks or developed by teachers, are administered by teachers
on a weekly basis in order to gauge student mastery of material recently covered. The standards tested are
explicitly aligned with both the New York State Performance Standards and the school’s internal learning
standards. Quizzes take only a small part of a class period and enable teachers to efficiently and promptly
understand which students have mastered which aspects of material taught in the previous few classes.
Because the standards are aligned with New York State and school learning standards, these quizzes are a
reliable, ongoing way to ensure that students are making progress to overall mastery of the standards.
Because these assessments are designed and graded by individual teachers, their results are not a sufficiently
reliable and consistent means of comparing students within that classroom to students outside it. Results
from these quizzes will therefore not be used to support the school’s application for charter renewal.
Interim Assessments: 1
Interim Assessments are written assessments e administered in all academic classes every four to six weeks.
In grades kindergarten to second grade, these assessments draw heavily on existing diagnostic reading tests
such as the DIBELs. Beginning with third grade, assessments are designed collaboratively by teachers at each
grade level and subject area, during the curriculum-development period each summer. They measure how
fully the students have mastered the standards and objectives for the given interval. Designing the
assessments during the summer curriculum-development period ensures alignment with the standards, frees
teachers from having to develop ad hoc tests, and provides consistency for the school as a whole.
.
1 This process of systematic, standards-aligned assessment is based on the practices of North Star Academy, Roxbury
Prep, Amistad Academy, and Excellence Charter School of Bedford-Stuyvesant.
Leadership Prep Bedford Stuyvesant Charter School Charter School
Attachment 15(b)-1

Attachment 16 – Use of Assessment Data
Provide a plan for how you will use assessment data.
The founders of Leadership Prep Bedford Stuyvesant believe there is no more important function than the
careful review of assessment data by teachers, school leaders, and Board Members. Moving students to
mastery requires knowing, at every point along the way, what students already know and what they need to
learn. By the same token, knowing how well our students are performing relative to mastery is essential for
assessing the efficacy of our curriculum, instruction, professional development programs, and overall
academic program.
Baseline data on performance of incoming students from TerraNovas is carefully reviewed by classroom
teachers and the Principal as soon as it is available. This review will result in any necessary adjustments to the
curriculum planned for that year and in the creation of any necessary interventions for particular students.
All of this is planned with the aim of ensuring student mastery of the standards.
Results from Classroom Quizzes and Interim Assessments, are used for several purposes:
• To track progress of individual students towards mastery throughout the year and allow for timely
intervention where needed to ensure mastery (e.g., additional tutoring or disability evaluations)
• To track progress of the class as a whole in order to inform instruction (e.g., the need for re-teaching
or speeding up the pacing of material)
• To provide insight into the individual teacher’s effectiveness in moving students to mastery on
particular topics, thereby allowing teachers and school leaders to design effective, efficient
professional-development programs (e.g., advice or coaching from colleagues, integration of new
instructional materials, or participation in outside conferences or trainings)
• To allow for evaluation of the overall efficacy of the school’s curriculum and overall instructional
program and suggest where changes may be needed (e.g., refinement of the curriculum, allocation of
additional class time to a particular subject, adjustments to the school-wide professional development
program)
• To form the basis of valuable communication with and accountability to families, sharing data with
families through (at a minimum) report cards three time per year; progress reports three times per
year; parent-teacher conferences three times per year
• To determine, in conjunction with coursework grades, which students are required to attend afterschool
and Saturday tutoring
• To determine, in conjunction with coursework grades, whether students earn course credit and are
promoted
• To determine whether the school is making progress towards its student achievement goal of mastery
of the New York State Performance Standards and internal Leadership Prep Bedford Stuyvesant
standards
Data from State Tests and standardized tests is also to be used in several ways:
• To assess the efficacy of the school’s academic program as a whole
Leadership Prep Bedford Stuyvesant Charter School
Attachment 16-1

• To identify the need for interventions for individual students to support mastery
• To identify needed professional development interventions on a school-wide and individual teacher
basis
Most importantly, data from State and standardized tests allows us to accurately and objectively measure our
progress towards our student achievement goals. Specifically, data from these assessments will allow for
three types of analyses:
1. Criterion-reference: Are a high percentage of our students achieving mastery of the material as
indicated by the percentage scoring proficient or advanced on the New York State assessments?
2. Comparative: How does the rate at which our students are scoring "proficient" or "advanced" on the
New York State assessments compare to the rates at which students are doing so at other schools in
New York City and State?
3. Value-added: How have our students improved from year to year relative to students at their grade
level nationally, as indicated by the change in their percentile scores on our independently developed,
standardized exams?
The Co-Director for Curriculum and Instruction is responsible for ensuring that staff members conduct the
necessary reviews, discuss their conclusions, and implement any appropriate changes in practice in a timely
way throughout the school year. Any required professional development in terms of data analysis methods is
provided by internal trainers or external experts as appropriate. Our school calendar and personnel policies
support this process by providing for 15 day professional development before the school year, four day
during the school year, and two days following the school year, during which teachers can review and discuss
results. In addition, our weekly schedule provides teachers one afternoon each week to work together
interpreting results and implementing responses outside of their dedicated hour of prep time each day. We
consider active, open, and ongoing participation in the discussion of assessment results and their implications
central to our teachers’ jobs.
The Board of Trustees reviews the results of the New York State Tests, and standardized tests annually. This
review enables the Board to carefully monitor management’s progress towards the agreed-upon student
achievement goals. In addition, the Board's standing Program Committee will work closely with the Co-
Director for Curriculum and Instruction to facilitate these formal reviews and stays up to date on Interim and
other assessments as results become available.
We also provide the results of such data to the authorizer and to the public through the issuance of our
Annual Report.
Leadership Prep Bedford Stuyvesant Charter School
Attachment 16-2

Attachment 26 – Proposed Board Members
List the proposed members of the board of trustees for the charter school, indicating any ex-officio members and any
vacant positions expected to be filled. Each proposed trustee who is named must complete the “Request for Information
from Prospective Charter School Board Members” contained in Appendix C of the Application Kit.
Board Members:
Carrie Abramson
19 E. 80th St. Apt. 7B
New York, NY 10021
Telephone: 212-988-0130
E-mail: carriecculpabramson@yahoo.com
Richard Buery
Groundwork
595 Sutter Avenue
Brooklyn, NY 11207
Home Telephone: 914.740.3896
Cellular Telephone: 917.202.8791
Work Telephone: 718.346.2200 X112
E-mail: rbuery@groundworkinc.org
Gail Brousal
278 Henry St.
Brooklyn, NY 11201
Work Telephone: 718-522-1660
Home Telephone: 718-852-3595
E-mail: gbrousal@saintannsny.org
Caroline R. Curry
Eagle Capital Management
499 Park Avenue, 21st floor
New York, NY 10022
Work Telephone: 212-293-4009
Facsimile: 212-293-4045
Cellular Telephone: 917-520-8096
E-mail: ccurry@eaglecap.com
Ben Esner
Independence Community Foundation
182 Atlantic Avenue
Brooklyn, NY 11201
Work Telephone: 718-722-5692
Cellular Telephone: 917-860-4944
Home Telephone: 718-768-6440
E-mail: besner@icfny.org
Michael Hall
668 Putnam Avenue
Brooklyn, NY 11221Cellular Telephone:
646.329.2264
Email: mhall@tiaa-cref.org
Max Koltuv (Ex Officio)
197 Huntington Street #2
Brooklyn, NY 11231
Cellular Telephone: 917-597-4789
Email: mkoltuv@leadershipprep.org
John King
Uncommon Schools
c/o RHF 826 Broadway, 7th Floor
New York, NY 10003
Cellular Telephone: 917.232.1183
Work Telephone: 212.844.3584
E-mail: john.king@yale.edu
Matthew Klein
Blue Ridge Foundation New York
150 Court Street 2nd Floor
Brooklyn, NY 11201
Work Telephone: 718.923.1400 x222
Home Telephone: 718.623.2466
Cellular Telephone: 917.270.5683
E-mail: mklein@brfny.org
Arvind Krishnamurthy
22 West 77th Street, #6
New York, NY 10024
Home Telephone: 646.334.8559
Work Telephone: 914.925.9600
E-mail:
akrishnamurthy@greenbriarequity.com
Joseph Lewis
85 Bainbridge Street
Brooklyn, NY 11233
Home Telephone: 917.482.4485
Cellular Telephone: 917.482.4485
E-mail: joelewis79@aol.com
Tara Marlovits
Leadership Preparatory Charter School
600 Lafayette Ave, 3rd Floor
Leadership Prep Bedford Stuyvesant Charter School
Attachment 26-1

Brooklyn, NY 11216
Cellular Telephone: 917.414.4935
Work Telephone: 718.636.0360 x1030
E-mail: tmarlovits@leadershipprep.org
Ruth Meyler
101 West 81st Street #316
New York, NY 10024
Home Telephone: 212-579-4524
Cellular Telephone: 415-515-4484
Email: rmeyler@earthlink.net
Renee Muir
104 Hicks Street #2A
Brooklyn, NY 11201
Cellular Telephone: 347-731-1318
Email: reneedmuir@yahoo.com
Tokumbo Shobowale
311 Cumberland Street
Brooklyn, NY 11238Home Telephone: 212-
213-2318
Cellular Telephone: 646-285-7287
Work Telephone: 212-312-3778
Email: tshobowale@nycedc.com
Dyrnest Sinckler
Bedford Stuyvesant Restoration Corporation
1368 Fulton Street
Brooklyn, NY 11216-2630
Work Telephone: 718-636-6936
Cellular Telephone: 917-716-3256
Work E-mail: dsinckler@restorationplaza.org
Home E-Mail: dsinck@aol.com
Jeff Wetzler
Monitor Company
650 Madison Avenue
Ninth Floor
New York, NY 10022
Work Telephone: 212-940-6072
Cellular Telephone: 917-648-8880
Home Telephone: 212-932-1262
E-mail: Jeff.wetzler@teachforamerica.org
Leadership Prep will make every effort to seek out candidates who meet our qualifications for Board
Members and have first-hand knowledge of the Bedford-Stuyvesant community and its needs.
Leadership Prep Bedford Stuyvesant Charter School
Attachment 26-2

Leadership Preparatory Charter School
Amended Attachment 26

Attachment 29 – Organizational Chart
Provide an organizational chart for the school and a narrative description of the chart. The materials supplied should indicate
clearly the reporting structure of staff to the board of trustees and staff to the school director(s). If the charter school would contract
with a company for management services, explain the company’s role in the organizational structure of the school.
The mission of Leadership Prep Bedford Stuyvesant is the entity to which all others are accountable. The
role of the Board of Trustees is to govern the school in pursuit of its mission. The Managing Director, Co-
Director for Curriculum & Instruction, and Co-Director for Operations & Finance report to the Board and
are accountable for all aspects of school operations. The Co-Director for Operations & Finance focuses on
purchasing, facilities, HR, operations, logistics, finance, technology, and external functions, including Board
relations, regulatory affairs, fundraising, and development. He or she is supported by a Director of Special
Projects and Office Manager. The Co-Director for Curriculum & Instruction is the educational leader of the
school, overseeing all curriculum development, instruction, and teacher professional development. The Co-
Directors are supported by a staff of teachers (Lead Teachers and Teachers), a Director of Staff Development
who provides coaching to teachers, a Dean of Students who focuses on discipline and family relationships, a
Social Worker who provides counseling services, and a Learning Support Coordinator and Intervention
Specialist, who coordinates Special Education, testing, and tutoring services.
Leadership Prep Bedford Stuyvesant Charter School
Attachment 29-1

Attachment 31 – Admissions
Leadership Prep Bedford Stuyvesant Charter School will not discriminate against any student based on race,
ethnicity, national origin, gender, or disability or for any other basis that would be unlawful for a public
school. Leadership Prep Bedford Stuyvesant shall be open to any child who is eligible under the laws of New
York State for admission to a public school, and Leadership Prep Bedford Stuyvesant shall ensure compliance
with all applicable anti-discrimination laws governing public schools, including Title VI of the Civil Rights
Act, the Americans With Disabilities Act, and § 2854(2) of the New York Education Law, governing
admission to a charter school. New students will be admitted each year without regard to prior measures of
achievement or aptitude, athletic ability, disability, handicapped condition, ethnicity, race, creed, gender,
national origin, religion, or ancestry.
Publicity and Outreach
Each year, the school holds information sessions to inform families and community members about the
school and the admissions process. These information sessions are held at the school and perhaps at other
community-based locations. The sessions are publicized widely, through means such as flyers, mailings, local
schools, community organizations, and local businesses. Families are encouraged to visit the school to see
classes in action and meet currently enrolled students.
The Application
Families interested in enrolling a child at Leadership Prep Bedford Stuyvesant are required to submit a
completed application form. The applications are made available at the school’s information sessions. There
are no fees associated with the filing of an application, nor are there any tuition charges for attending the
school.
Special Requirements for Kindergarten
Only students who turn 5 years old by December 31 st of the matriculation year are eligible for kindergarten.
Enrollment Period
Each year, Leadership Prep Bedford Stuyvesant will advertise open registration and families, if they choose,
will meet with staff and review the expectations of Leadership Prep Bedford Stuyvesant. Interested families
will submit applications until a deadline no later than April 1 st established by the school, at which point
students will be accepted.
Procedures for Lottery
In the event that Leadership Prep Bedford Stuyvesant receives more applications than allotted spaces, the
school holds a lottery. This random and publicly held lottery is audited by a disinterested independent
organization. All applicants are notified of the time and the place of the lottery and are invited to attend.
This lottery will be held before April 15 th each year.
In the event of the need for a lottery, admission preference shall be granted to applicants in the following
manner:
Leadership Prep Bedford Stuyvesant Charter School
Attachment 31-1

To the extent a vacant space is available in the school:
In the School’s First Year
• Only kindergarten and first grade students are admitted via lottery;
• Preferences will be applied via weighting, or the number of cards each child receives in the lottery.
An individual applicant may have up to six cards in the lottery:
o One card for submitting a timely and complete application;
o One card if the applicant resides in Leadership Prep Bedford Stuyvesant ’s Community School
o
District;
Up to four cards if the applicant is designated as “at risk of academic failure,” defined as:
• Family income is sufficiently low that the student is eligible for Free or Reduced-Price lunch
under the income guidelines for the academic year during which the lottery takes place (i.e.,
the academic year preceding the one for which the lottery is being held) – three cards
• Family income is sufficiently low that the family resides in a New York City Housing
Authority public housing development and/or is enrolled in SNAP or TANF (see
explanation below) – one (additional) card
• If siblings participate in the same lottery, they share all cards (one, two, five or six), and if that card is
selected the siblings will occupy the next available spots on the list in alphabetical order by first
name.
• Once the available spaces are filled by students whose names are drawn, the remaining applicants are
placed on a waiting list in the order in which their names are drawn.
In Subsequent Years
• Only kindergarten students are admitted via lottery; however, the school may, at its discretion, admit
new students into other grades from the school’s waiting list;
• First preference is given to students who attended the school the previous year and are returning to
the school;
• Second preference is given to siblings of students already enrolled in the school;
• Subsequent preferences will be applied via weighting, or the number of cards each child receives in
the lottery. An individual applicant may have up to six cards in the lottery:
o One card for submitting a timely and complete application;
o One card if the applicant resides in Leadership Prep Bedford Stuyvesant ’s Community School
o
District;
Up to four cards if the applicant is designated as “at risk of academic failure,” defined as:
• Family income is sufficiently low that the student is eligible for Free or Reduced-Price lunch
under the income guidelines for the academic year during which the lottery takes place (i.e.,
the academic year preceding the one for which the lottery is being held) – three cards
• Family income is sufficiently low that the family resides in a New York City Housing
Authority public housing development and/or is enrolled in SNAP or TANF (see
explanation below) – one (additional) card
• If siblings participate in the same lottery, they share all cards (one, two, five or six), and if that card is
selected the siblings will occupy the next available spots on the list in alphabetical order by first
name.
• Once the available spaces are filled by students whose names are drawn or by students whose siblings
are already enrolled at the school, the remaining applicants are placed on a waiting list in the order in
which their names are drawn (and according to the admissions preference listed above).
A student’s address is the address at which his/her parent or current guardian resides. A parent or guardian is
defined as:
1. Parent, by birth or adoption
Leadership Prep Bedford Stuyvesant Charter School
Attachment 31-2

2. Step-parent
3. Legally appointed guardian or foster parent (including a foster agency)
4. Person in “parental relation”
A person in parental relation refers to a person who has assumed the care of a child because the child’s
parents or guardians are not available, whether due to, among other things, death, imprisonment, mental
illness, abandonment of a child, or living outside of the state. A person may only qualify as a person in
parental relation if no other eligible person applies as parent or guardian. Any determinations about who
constitutes a person in “parental relation” must be based on the individual circumstances surrounding
guardianship and custodial care of the particular child. This shall include consultation with the principal. A
person who may provide temporary care (i.e., babysitting) for a child or children does not qualify as a person
in parental relation.
A sibling of a student is defined as a child who shares the same parent or guardian. To be eligible to share a
card in the lottery, siblings must either both reside in the Community School District, or both outside of the
Community School District. They need not reside in the same home. If one sibling resides within the
Community School District and the other(s) do not, they must have separate cards in the lottery.
The Community School District will be defined based on the physical location(s) of Leadership Prep Bedford
Stuyvesant school building(s) at the time of the lottery, even if Leadership Prep Bedford Stuyvesant has plans
to move to another location the following school year. Community School District preference will be
determined by the school using the NYC Department of Education ATS system. A student’s Community
School District will be based on the elementary school district in which the student resides. Families are
required to provide documentation to verify the student’s home address. The following documents will be
accepted:
Accepted Documents
A residential utility bill (gas or electric) in the resident’s name issued
by National Grid, Con Edison or the Long Island Power Authority
Document on letterhead from federal, state or city agency –
including City Housing Authority or the Human Resources
Administration – which states home address
Official payroll documentation from an employer such as a form
submitted for tax withholding purposes or a payroll receipt.
An original lease agreement, deed or mortgage statement for the
residence
A current property tax bill for the residence
A water bill for the residence
Valid Date for Document
Within 60 days prior to application
submission
Within 60 days prior to application
submission
Within 60 days prior to application
submission
Any date
Must cover time period including
date of application submission
Past six months
If documentation is not received by Leadership Prep Bedford Stuyvesant by the application deadline, the
student is not eligible for Community School District preference in the lottery for admission. Leadership
Prep Bedford Stuyvesant reserves the right to ask for additional documentation to establish a student’s
Community School District. In addition, Leadership Prep Bedford Stuyvesant reserves the right to not admit
or expel any student if false Community School District documents were submitted.
An applicant is considered “at risk of academic failure” if:
1. She or he is eligible for free or reduced-price lunch in New York City.
2. His or her income is sufficiently low such that one or more of the following are true:
• The applicant resides in a New York City Housing Authority public housing development.
Leadership Prep Bedford Stuyvesant Charter School
Attachment 31-3

• The applicant’s family is enrolled in the Supplemental Nutrition Assistance Program (SNAP –
formerly called Food Stamps) or Temporary Assistance for Needy Families (TANF)
For the purposes of the lottery, the eligibility determination process will be as follows:
• Families will be asked to submit one of the following forms of verification of low-income status.
o A completed a copy of the New York City Department of Education Application for Free
and Reduced-Price Meals – three cards total for low-income preference.
• Eligibility will be determined according to the income guidelines for the academic
year during which the lottery takes place (i.e., the academic year preceding the one
for which the lottery is being held.
• If, in addition to qualifying for free or reduced-price lunch, the family can verify
residence in a New York City Housing Authority public housing development, per
the same home address verification criteria described for CSD preference above, the
applicant will get one additional card – four cards total for low-income preference
OR
o
Proof of enrollment in TANF or SNAP/Food Stamps in the form of a direct certification
letter from the NY Office of Temporary and Disability Assistance, dated within the past year
– one additional card.
• If this form of income proof is submitted, three cards are automatically granted for
eligibility for Free or Reduced-Price Lunch, as any family eligible for TANF or
SNAP will also be eligible for Free or Reduced-Price Lunch– four cards total for
low-income preference.
• An application will still be considered “complete” if the family elects not to submit any form of lowincome
verification. Under this circumstance, the applicant will not be considered for the at-risk
preference, and can have a maximum of two cards in the lottery. This will be clearly laid-out in the
school application instructions.
Timely applications are accepted only for the Kindergarten class and only prior to the application deadline in
the current year that Kindergarten class starts. Applications received for higher grades or after this deadline
are considered untimely. Leadership Prep Bedford Stuyvesant will not reopen the application period nor will
it hold a lottery for these untimely applications. As a courtesy, Leadership Prep Bedford Stuyvesant will add
untimely applications to the bottom of the waiting list for a given class based on the date and time the
completed application is received. Untimely applications received from siblings of students at Leadership
Prep Bedford Stuyvesant will also be added to the bottom of the waiting list based on the date and time the
completed application is received; these completed applications will not be added to beginning of the waiting
list. Untimely applications will be considered complete even if Community School District documentation is
not included. The waiting list will roll over from year to year. This waiting list will be the only official, legal
document identifying the names of grade-eligible students with applications to Leadership Prep Bedford
Stuyvesant pending acceptance for the subsequent school year, or when unexpected attrition occurs.
Student Recruitment Activities
Leadership Prep Bedford Stuyvesant may undertake the measures below, among others, to recruit student
applicants (and will provide translation services, if necessary, for all promotional materials and any person-toperson
interaction requiring an English translation):
• Sending letters to residents of the New York City School District;
• Posting flyers and notices in local newspapers, supermarkets, churches, community centers, and
apartment complexes;
Leadership Prep Bedford Stuyvesant Charter School
Attachment 31-4

• Conducting open houses at public and private elementary schools, after-school programs, and youth
centers;
• Visiting local organizations in surrounding neighborhoods; and/or
• Canvassing neighborhoods to further reach interested families.
In accordance with the Charter Schools Act, Leadership Prep Bedford Stuyvesant aims to attract a student
population that is similar in demographics to that of the Community School District in which the school is
located. Through extensive outreach, it will attract students who reflect the demographics of Community
School District, including students with disabilities and students who have Limited English Proficiency.
Leadership Prep Bedford Stuyvesant is committed to attracting and retaining such students by offering a
high-quality educational program, hiring and training highly-qualified teachers, and communicating regularly
with families.
Enrollment and Eligibility
All students who are accepted for enrollment must complete all of the school’s enrollment forms by the date
required on the forms to secure provisional enrollment. Leadership Prep Bedford Stuyvesant reserves the
right not to enroll any student whose forms are not returned by the designated date. All new students must
take the school’s baseline standardized tests. Parents/guardians and students are encouraged to attend
information sessions and orientations, sign the Enrollment Form and Family-School Covenant, and agree to
fulfill their obligations to Leadership Prep Bedford Stuyvesant including adherence to the Code of Conduct.
In addition to the requirements described above, a child is eligible for kindergarten only if s/he turns 5 years
old by December 31st of the matriculation year. A child may not be eligible for admission if the
parent/guardian and student fail to complete all required forms truthfully.
Students are considered reenrolled for the following school year unless parents notify the school otherwise by
the end of the current school year.
Vacancies
Barring an unexpectedly high attrition rate, Leadership Prep Bedford Stuyvesant does not plan to accept
students after the first grade. To fill any vacancies, however, separate waiting lists are maintained for each
grade level. The random lottery used for student admission also serves to place students in preferential order
on these waiting lists. Leadership Prep Bedford Stuyvesant reserves the right to fill a vacancy when
unexpected attrition occurs. If the school chooses to fill a vacancy, the school contacts the parent or
guardian of the student next on the appropriate waiting list. Reasonable attempts are made to contact the
family of the first student on the waiting list to determine whether the student remains interested in enrolling
at the school before proceeding to the next name on the list. If attempts to contact the student’s
parents/guardians are unsuccessful, the school may remove that student from the waiting list.
Documentation of attempts made to contact the parents/guardians of any student removed from the waiting
list are maintained by the school.
Withdrawal from the School
Leadership Prep Bedford Stuyvesant is a school of choice. As such, circumstances may arise in which a
parent or guardian wishes to transfer their child to a different school. Parents may withdraw students verbally
or in writing. Students who miss five or more consecutive days of school without notifying the school are
subject to being un-enrolled. A student who attends another school is subject to being un-enrolled from
Leadership Prep Bedford Stuyvesant. The school ensures the timely transfer of any necessary school records
to the student’s new school.
Leadership Prep Bedford Stuyvesant Charter School
Attachment 31-5

Attachment 32 – Discipline Rules and Procedures
Attach the charter school’s student discipline rules and procedures for regular education students. If your
school is to have a provision for suspension or expulsion, include as well the procedures and policies for
implementing alternative instruction
Learning cannot occur amidst chaos and distraction. Because of the demanding nature of our
academic standards and our ultimate goal of preparing students to excel in high school and college,
we believe it is essential that we create a culture and environment of respect and order in which our
students can focus on their studies. 1 By establishing a high standard of behavior and addressing all
minor infractions immediately, we can head off more serious offenses before they occur. 2 Creating
this culture requires us to make our expectations clear to students in very detailed ways: for example,
Leadership Prep Bedford Stuyvesant students walk in the hallways quietly, in-line, with no touching
or fooling around, and sit in class quietly, sitting up, notebooks in front of them, pencil in hand, eyes
tracking the teacher. All of these expectations are made clear in our Code of Conduct, which
specifies behavioral expectations as well as negative consequences in which specific behaviors can
result (see Code of Conduct below).
Involving parents and guardians is central to our discipline policy. Parents and guardians are kept
informed of their child’s behavior in the following ways:
• Four times per year they will receive formal, written evaluations as part of report cards ;
• Nightly they will sign homework folders which enable them to track whether their child is
completing his or her homework;
• At least once each month classroom teachers call each parent or guardian to discuss
academic progress and classroom behavior informally; and
• Immediately teachers and administrators send home notes or make phone calls to parents
whenever there is a significant behavioral issue.
It is important to note that our school exists as part of a larger community and that our students
represent the school in the larger community through their comportment. Accordingly, the Code of
Conduct applies to students in all situations in which they represent and reflect upon the school
including but not limited to the following:
• A student is on school grounds or property both during class time and otherwise;
• A student is participating in a school-sponsored activity;
• A student is walking to or from a school-sponsored event;
• A student is walking to, riding on, or waiting for school-provided or public transportation to
or from school or a school-sponsored activity; and
1 This approach has been validated both by the experience of high-performing charter schools such as
Academy of the Pacific Rim, KIPP, Roxbury Prep, and Bronx Prep, which uses a highly structured school
environment to achieve academic success and research which indicates that a student’s sense of self-worth, as
reflected by the state of their surroundings, affects his or her ability to learn (see: S. Harter, “The determinants
and mediational role of global self-worth in children” in N. Eisenberg (Ed.), Contemporary Topics in Developmental
Psychology, Wiley (1987).
2 This concept, closely related to the “Broken Windows” theory of policing, has been successfully implemented
in turning around the sixteen NYC Public Schools named on the “Most Dangerous List” during the 2003-4
school year (see: Susan Saulny, “City Adapts Police Strategy to Violent Schools” The New York Times,
10/19/04).
Leadership Prep Bedford Stuyvesant Charter School
Attachment 32-1

• A student’s misconduct can be reasonably thought to have a significant negative impact on
the perception of the school in the community.
Our ability to create the culture of order and focus that we described above hinges on the degree to
which our staff are intimately familiar with and ready to apply our Code of Conduct. We spend
significant time in our teacher-induction training reviewing the Code and calibrating our behavioral
expectations and interventions through collegial discussions and role plays. We see establishing this
uniform approach to discipline as one of the most important goals for our new teacher orientation.
We draw best practices in establishing this commonality from schools which have successfully
accomplished this feat, such as other schools within the Uncommon Schools network. School
leaders and teachers who have been with the school for longer periods of time work with newer
teachers on an ongoing basis to ensure that they develop disciplinary approaches that are consistent
with the school’s overall approach.
Infraction
Serious • Incomplete or late homework
• Out of uniform
• Late to school / class
• Unexcused absence
• Chewing gum
• Inattentive in class
• Not prepared for school
(having books, supplies, being
organized, etc.)
• Lying
• Swearing or cursing
• Passing notes
• Loud / inappropriate behavior
in hallways
• Play fighting / rough touching
(regardless of non-aggressive
intent)
• Having headphones on or
having cell phones or
electronic games visible on
school grounds
More
Serious:
Sample Infractions and Consequences
Possible Consequences
• Repeated “Minor” infractions
and;
• Graffiti
• Theft of property
• Academic cheating
• Disrespect of teacher or peer
(talking back, including body
language such as eye rolling,
or teasing)
• Disruptive of class
• Vandalism
• Admonition from teacher
• Loss of free time
• Student – Teacher or Student –
Administrator Conference (“being
sent to the Principal’s Office”)
• Call home to parents and guardians
• Note home to parents and guardians
which must be signed and returned
• Detention
• Mandatory meeting with parents and
guardians before student can return to
class
• Having electronic devices or other
distracting materials confiscated for
rest of year or until parents and
guardians come to school to retrieve it
• Missing school trips or activities
• Making written or verbal apologies
• Requiring a parent or guardian to
attend class with student
• Performing service for the school
• Consequences for “Minor” infractions
and;
• In-school or out-of-school suspension
Leadership Prep Bedford Stuyvesant Charter School
Attachment 32-2

Most
Serious:
• Sexual / racial / ethnic
harassment
• Swearing / cursing at someone
• Using cell phones, walkmen,
electronic games in school
• Bringing violent or
pornographic material to
school
• Repeated “More Serious”
infractions and;
• Physical aggression / fighting
• Weapons in school
• Drugs / Alcohol in school
• False alarms
• Sexual behavior in school
• Extortion / theft from
person’s possession /
intimidation
• Arson
• Smoking on school grounds
• Consequences for “Minor” and “More
Serious” infractions and;
• Expulsion
Procedures for Disciplinary Action Other Than Suspension and Expulsion
If a student commits an infraction and the consequence called for is any other than suspension or
expulsion, staff members are authorized to address the infraction and invoke the consequence
according to their professional judgment. The Co-Director for Curriculum and Instruction and the
Dean of Students are responsible for ensuring through professional development efforts that
teachers are applying the Code of Conduct in a uniform and equitable way. As mentioned, this is a
major focus of our pre-school year summer training. Teachers notify school leaders of any
significant or repeated discipline issues and seek support from school leaders in finding ways to
modify student behavior where needed. If the consequence imposed is not effective, staff members
may ask school leaders to intervene. If repeated interventions by school leaders are not effective,
parents or guardians will be asked to come to school to discuss the issue and design further
interventions. The school reserves the right to insist upon parent or guardian involvement in
resolving the disruptions before the student will be allowed to return to class.
CODE OF CONDUCT
Introduction
Leadership Prep Bedford Stuyvesant Charter School (the “School”) is unequivocally committed to
providing a safe and orderly environment in which students can improve their academic
achievement. Students whose behavior does not meet the School community’s clearly defined
standards for reasonable and acceptable behavior will not be permitted to disrupt the education of
others.
Without a firm and consistent discipline policy, none of what we envision for the School can happen.
We cannot overemphasize the importance of providing a strong discipline policy that every student
and family knows and understands. Students and families have a right to attend a safe and orderly
school. Therefore, for every infraction, there will be a consequence. This is the basis of our student
Code of Conduct. The School reserves the right to amend, supplement, or rescind provisions of this
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Code of Conduct at any time as it deems appropriate, in its sole and absolute discretion, consistent
with applicable law and regulations.
Definitions
For purposes of the code, the following definitions apply:
1) “School” is the Leadership Prep Bedford Stuyvesant Charter School that is charged with the
responsibility of insuring a safe environment and an atmosphere of learning.
2) “Parent” means the parent, guardian, or person in parental relation to a student.
3) “School property” means on or within any building, structure, athletic playing field,
playground, parking lot or land contained within the real property boundary line of a public
school, or in or on a school bus, as defined in Vehicle and Traffic Law §142.
4) “School function” means any school-sponsored extra-curricular event or activity.
5) “Violent student” means a student under the age of 21 who:
a. Commits an act of violence or uncontrolled behavior upon a school employee, or
attempts or threatens to do so.
b. Commits, while on school property or at a school function, an act of violence or
uncontrolled behavior upon another student or any other person lawfully on school
property or at the school function, or attempts or threatens to do so.
c. Possesses a weapon while on school property or at a school function.
d. Displays what appears to be a weapon while on school property or at a school
function.
e. Threatens to use a weapon, facsimile or replica of any type weapon, while on school
property or at a school function. In determining whether a threat exists, the victim’s
perception shall govern.
f. Knowingly and intentionally damages or destroys the personal property of any
school employee or any person lawfully on school property or at a school function.
g. Knowingly and intentionally damages or destroys school property.
h. Physically intimidates, threatens, or bullies others while on school property or at a
school function.
6) “Weapons” include, but are not limited to, a firearm as defined in 18 USC §921 for purposes
of the Gun-Free Schools Act, any other gun, BB gun, pistol, revolver, shotgun, rifle,
machine gun, disguised gun, dagger, razor, stiletto, switchblade knife, gravity knife, brass
knuckles, sling shot, metal knuckle knife, box cutters, cane sword, electronic dart gun,
electronic stun gun, pepper spray or other noxious spray, explosive or incendiary bomb, or
other device, instrument, material or substance that can cause physical injury or death.
However, pursuant to the intent of this School policy, administrators will have considerable
discretion in identifying any of these potentially dangerous implements as a weapon.
Prohibited Student Conduct
Students may be subject to disciplinary action, up to and including suspension and/or expulsion
from school, for:
1. Engaging in Insubordinate and/or Disorderly Conduct. Examples of insubordinate and/or
disorderly conduct include, but are not limited to:
1.1. Violating the Dress Code: Parent(s)/guardian(s) may be required to pick up children
who are not properly dressed for school, bring the missing Dress Code items to the
school, or authorize the student to return home to retrieve the necessary items as students
may not be permitted to attend class. Violations of the dress code also may result in
additional disciplinary consequences.
1.2. Arriving to Class Unprepared: When class begins, students must be prepared and have
all necessary materials (books, organized binder, paper, pen, pencil, etc.).
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1.3. Failing to Complete Homework: Completing homework is essential to the success of
individual students and the classroom community. Students are expected to complete all
assignments on time.
1.4. Arriving Late to School or Class: Student tardiness disrupts class, inconveniences
others, and often results in academic difficulties. Students may not be late to school or
class.
1.5. Cutting School, Class, Detention, Homework Center, Saturday School, Summer
School, or Mandatory School Events: Students are required to attend all academic and
enrichment classes, assigned detention, assigned Homework Center, assigned Saturday
School, assigned Summer School, and mandatory school events. Students are not
permitted to have unexcused absences or to leave the school building without permission.
1.6. Misbehaving on School-Provided Transportation: Students may not misbehave while
walking to or from, waiting for, or riding on school-provided transportation, including the
school bus (this policy applies to all students under the jurisdiction of the School,
including public and private school students). Please note that students are subject to
temporary or permanent denial of school-provided transportation (in which case students
and parent(s)/guardian(s) are responsible for travel to and from school) in addition to
other consequences. Misbehavior includes, but is not limited to, using inappropriate
language, making excessive noise, touching other students inappropriately, being
disrespectful of others, or failing to follow the bus driver’s instructions.
1.7. Misbehaving inside or outside of Class: Misbehavior inside or outside of class (at
school and/or on school grounds; participating in a school-sponsored activity; walking to
or from school or a school-sponsored event; walking to or from, waiting for, or riding on
school-provided transportation; or walking to or from, waiting for, or riding on public
transportation to and from school or a school-sponsored activity) is not permitted.
Students may not engage in any willful act that disrupts the normal operation of the
school community.
1.8. Disrupting Class and Preventing Teaching: The School can fulfill its mission only if
classrooms are safe and teaching is uninterrupted. Students may not interfere with or
disrupt class or the educational process.
1.9. Being Disrespectful toward a Staff Member or His/Her Designee(s): The School
cannot function properly if students are permitted to be disrespectful toward adults. For
that reason, students may not be disrespectful toward a staff member or any other adult
associated with the School.
1.10. Lying to a Staff Member or His/Her Designee(s): Honesty is an essential element of
personal character and is needed to build a community based on trust and respect.
Students are not permitted to lie or attempt to conceal the truth.
1.11. Failing to Comply with the Lawful Directive(s) of a Staff Member or His/Her
Designee(s): Failing to comply with the lawful directives of teachers, school
administrators, other school employees, or their designee(s) is unacceptable.
1.12. Being Disrespectful toward a Student: If students do not feel physically and
emotionally safe in school, teaching and learning are made more difficult. Therefore,
students may not be disrespectful toward other students.
1.13. Abusive or Profane Language or Treatment: Students may not use abusive,
threatening, lewd, vulgar, coarse, or degrading language or gestures (including racial
epithets or sexist or homophobic remarks).
1.14. Selling, Using or Possessing Obscene Material: Students may not sell, use, or possess
obscene material.
1.15. Failing to Submit a Required Signature: Students are required to secure the signature
of a parent/guardian on homework assignments or school forms when requested.
1.16. Forgery: Students may not forge a signature.
1.17. Running in Hallways: Running in the School’s hallways is dangerous and is prohibited.
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1.18. Making Unreasonable Noise: Students are not permitted to make unreasonable noise
at school.
1.19. Gum, Food, and Beverages: Students may not chew gum at school. Students may not
eat or drink at unauthorized times or places at school.
1.20. Obstructing Vehicular or Pedestrian Traffic: Students are not permitted to obstruct
vehicular or pedestrian traffic.
1.21. Blocking Access to any Part of the School Building: Students are not permitted to
block access to any room or part of the school building.
1.22. Creating a Hazardous or Offensive Condition: Students may not create a hazardous
or offensive condition.
1.23. Trespassing: Students may not trespass onto school or other connected property.
1.24. Possession of Inappropriate Property: Students cannot possess beepers, walkmen, CD
players, iPods, MP3 players, cell-phones, cameras, laser pointers, electronic equipment,
games, printed text or lyrics that are vulgar, profane, or sexually explicit, or any other
items inappropriate for school. Such items will be confiscated and may be confiscated
indefinitely irrespective of any costs or fees students and/or their families may incur as a
result.
1.25. Defamation: Students may not defame others by making false or unprivileged
statements or representations about an individual or identifiable group of individuals that
harm the reputation of the person or the identifiable group by demeaning them through
any medium, whether on or off school grounds.
1.26. Cheating, Plagiarism, or Copying Other’s Work, or Allowing Others to Copy
Work: Cheating or copying the work of others (or allowing other students to copy work)
is unacceptable.
1.27. Altering Records: Students may not alter school or school-related records.
1.28. Gambling: Gambling or betting is not tolerated.
1.29. Failing to Comply with School-Imposed Consequences: Students must comply with
school-imposed consequences, including but not limited to detention, Homework Center,
Saturday School, Summer School, school service, suspension from school and/or
temporary or permanent denial of school-provided transportation.
2. Engaging in Conduct that Endangers the Safety, Morals, Health, or Welfare of Self or
Others. Examples of such conduct include, but are not limited to:
2.1. Theft, Loss, or Destruction of Personal or School Property: Students may not steal,
lose, vandalize, or damage the property of the School, other students, school personnel,
or any other person lawfully on school property or attending a school function. In
addition to facing other consequences for violation of this rule, students are expected to
return property to its rightful owner in its original condition or to reimburse the owner
and/or the School for lost, damaged, or stolen property.
2.2. Mistreatment or Inappropriate Use of Technology or School Property: Students
must treat computers, printers, and other technology with care. The School does not
tolerate attempts to access the School’s files or other inappropriate uses of technology or
the internet. Students do not have the right to use school computers to access chat
rooms or email or to access web sites or files that contain profanity, sexually explicit
language or pictures, excessively violent themes, and/or other material inappropriate for
minors. Students are prohibited from using school telephones. In the event of an
emergency, students may be allowed to use school telephones, but only at the discretion
of school staff members. Students must not mistreat other school property.
2.3. Violating the Civil Rights of Others: Students may not violate the civil rights of others.
2.4. Harassment and/or Discrimination: Harassment or intimidation of or discrimination
toward any members of the School community on the basis of race, color, creed, national
origin, age, religion, gender, sexual orientation or disability is not permitted. Students may
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not commit harassment, which includes a sufficiently severe action or persistent pervasive
pattern of actions or statements directed at an identifiable individual or group which are
intended to be, or which a reasonable person would perceive as ridiculing or demeaning.
2.5. Sexual Harassment: Students may not make unwanted sexual advances toward or
commit sexual harassment of any members of the school community.
2.6. Engaging in Sexual Activity or Inappropriate Touching: A student may not engage
in sexual activity of any kind or touch himself/herself or others inappropriately.
2.7. Indecent Exposure: Students may not expose the private parts of the body in a lewd or
indecent manner.
2.8. Hazing: Students may not commit hazing, which includes any intentional or reckless act
directed against another for the purpose of initiation into, affiliating with, or maintaining
membership in any school sponsored activity, organization, club, or team.
2.9. Using or Possessing Drugs or Alcohol: Students may not use or possess any nonprescribed
controlled substance, narcotic drug, hallucinogenic drug, amphetamine,
barbiturate, marijuana, alcoholic beverage, substances commonly referred to as “designer
drugs,” or other intoxicants of any kind. Prescribed and over-the-counter drugs must be
delivered to the Nurse or Office Manager by a parent/guardian with a doctor-signed
Medication Authorization Form. Students may not be in possession of prescribed or
over-the-counter drugs.
2.10. Selling or Transferring Drugs or Alcohol: Students may not sell, distribute, or possess
with intent to sell or distribute a prescribed or non-prescribed controlled substance.
2.11. Using or Possessing Tobacco Products: The use of tobacco is banned. Students may
not use or possess cigarettes, cigars, chewing-tobacco, or other tobacco products.
2.12. Selling or Transferring Tobacco Products: Students may not sell, distribute, or possess
with intent to sell or distribute cigarettes, cigars, chewing-tobacco, or other tobacco
products.
2.13. Inappropriately Using, Sharing, or Distributing Prescription and Over-the-
Counter Drugs: Students may not inappropriately use, share, or distribute prescription
and over-the-counter drugs.
3. Engaging in Violent, Disruptive, and/or Threatening Conduct. Examples of violent,
disruptive, and/or threatening conduct include, but are not limited to:
3.1. Committing a Physical or Emotional Act of Violence on Self or Others: Students
may not commit assault, including sexual assault, or assault and battery on other students,
school personnel or their designee(s), or any other person on school property. Assault is
an attempt or threat to physically harm another person; assault does not require physical
contact. Battery is any unlawful touching of another person. Students cannot engage in
conduct that has the potential of resulting in violence on school property. Students can
be disciplined for actions that threaten harm to themselves or others.
3.2. Causing Bodily Harm: Students may not cause physical injury to other students, school
personnel or their designee(s), or any other person on school property.
3.3. Fighting or Unwanted Physical Contact: The School’s students may not fight with
other students—from the School or any other school. Harassing, pushing, touching, or
any form of unwanted physical contact is not tolerated.
3.4. Playfighting, Threatening, Bullying, and/or Intimidating: Playfighting and/or the
use of threats or intimidation threaten the safety of the community. Students may not
playfight and/or threaten, bully, or intimidate others.
3.5. Possessing, Displaying, Using, or Threatening to Use a Firearm: Students may not
possess, display, use, or threaten to use a firearm.
3.6. Possessing, Displaying, Using, or Threatening to Use a Mock Firearm: Students
may not possess, display, use, or threaten to use a mock firearm.
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3.7. Possessing, Displaying, Using, or Threatening to Use a Weapon or Dangerous
Object: Students are not allowed to bring a weapon of any sort to school, display, use or
threaten to use any object in a dangerous or threatening manner, or have a weapon on
him/her or his/her property.
3.8. Committing Arson: Students may not set a fire.
3.9. Setting off a False Alarm or Making a Threat: Students may not intentionally set off a
false alarm, call 911, or discharge a fire extinguisher without valid cause or make a
destructive threat.
Disciplinary Penalties and Procedures
Students who are found to have violated the School’s Code of Conduct may be subject to the
following penalties, either alone or in combination with one another:
1) Oral warning
2) Written warning
3) Written notification to parent(s)/guardian(s)
4) Conference with parent(s)/guardian(s)
5) Confiscation
6) Detention
7) Saturday detention
8) Exclusion and/or removal from a particular class or event
9) Suspension from transportation
10) Suspension from cafeteria, commons, library, social, athletic, after-school, field trip,
extracurricular, or other activities or privileges
11) In-school suspension
12) Short-term suspension (ten days or less) from school
13) Long-term suspension (more than ten days) from school
14) Expulsion from school
In determining the appropriate disciplinary action, school personnel authorized to impose
disciplinary penalties may consider, among other things, the student’s prior disciplinary record.
Detention
Teachers, the Instructional Leader, other school personnel, and their designee(s) may use afterschool
or Saturday detention as a penalty for violations of the Code of Conduct.
Suspension from Transportation
Students who do not conduct themselves properly on a bus may have their riding privileges
suspended by the Instructional Leader or the Instructional Leader’s designee(s). In such cases, the
student’s parent(s)/guardian(s) will become responsible for seeing that his or her child gets to and
from school safely.
Short Term In-School Suspension or Short Term Suspension from School (ten days or less)
When the Instructional Leader or Instructional Leader’s designee (referred to as the “suspending
authority”), such as a Dean of Students, proposes to impose in-school suspension or suspend a
student charged with misconduct for ten days or less, the suspending authority must provide notice
and the opportunity for an informal conference. However, the student may be removed from class
and/or school immediately if the student’s presence in school poses a continuing danger to persons
or property or an ongoing threat of disruption to the academic process.
After the conference, the Instructional Leader or his/her designee shall advise the
parent(s)/guardian(s) in writing of his or her decision. If the parent(s) /guardian(s) are not satisfied
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with the decision of the Instructional Leader or his/her designee, they may file a written appeal to the
Board of Trustees via the Instructional Leader within five business days of the date of the
Instructional Leader’s decision. The appeal to the Board will be handled by the Board’s designee,
currently the School’s Managing Director from Uncommon Schools. Only final decisions of the
School may be appealed to the Commissioner of Education within 30 days of the decision.
Long Term In-School Suspension or Long Term Suspension from School (more than ten
days)
When the Instructional Leader determines that a suspension for more than ten days may be
warranted, the student may be removed from class and/or school immediately if the student’s
presence in school poses a continuing danger to persons or property or an ongoing threat of
disruption to the academic process. The Instructional Leader or his/her designee shall give
reasonable notice to the student and the student’s parent(s)/guardian(s) of their right to a fair
hearing.
At the hearing, the student shall have the right to be represented by counsel or advocate (at the
student’s/parent’s expense), the right to question witnesses against him/her, and the right to present
witnesses and other evidence on his/her behalf. The Board’s designee, currently the School’s
Managing Director from Uncommon Schools, shall personally hear and determine the proceeding or
may, in his/her discretion, designate a hearing officer to conduct the hearing. The hearing officer
shall be authorized to administer oaths and to issue subpoenas in conjunction with the proceeding
before him/her. A record of the hearing shall be maintained, but no stenographic transcript shall be
required. A tape recording shall be deemed a satisfactory record. The hearing officer shall make
findings of fact and recommendations as to the appropriate measure of discipline to the Board’s
designee. The report of the hearing officer shall be advisory only, and the Board’s designee may
accept all or any part thereof.
If the parent(s) /guardian(s) are not satisfied with the decision of the Board’s designee, they may file
a written appeal to the Board of Trustees via the Instructional Leader within five business days of the
date of the decision of the Board’s designee. The Board may adopt in whole or in part the decision
of its designee and will make its decision based solely upon the record before it. Only final decisions
of the School may be appealed to the Commissioner of Education within 30 days of the decision.
Expulsion
Expulsion is reserved for extraordinary circumstances, including but not limited to circumstances
where a student’s conduct posed or continues to pose a danger to the safety and well being of other
students, school personnel, or any other person lawfully on school property, attending a school
function, or on school-provided transportation. The procedure for expulsion shall be the same
procedure set forth for long-term suspension.
Discipline of Students with Special Needs
The School recognizes that it may be necessary to suspend, remove, or otherwise discipline students
with disabilities to address disruptive or problem behavior. The School also recognizes that students
with disabilities enjoy certain procedural protections whenever school authorities intend to impose
discipline upon them. The School is committed to ensuring that the procedures followed for
suspending, removing or otherwise disciplining students with disabilities are consistent with the
procedural safeguards required by applicable laws and regulations.
Student Searches
The School authorizes the Instructional Leader and the Instructional Leader’s designee(s) to conduct
searches of students and their belongings if the authorized school official has reasonable suspicion to
believe that the search will result in evidence that the student violated the law or the School’s Code
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of Conduct or otherwise constituted a threat to the health, safety, welfare, or morals of the the
School, other students, school personnel, or any other person lawfully on school property or
attending a school function. In authorizing searches, the School acknowledges both state and federal
constitutional rights which are applicable to personal searches of students and searches of their
possessions.
An authorized school official may search a student or the student’s belongings based upon
information received from a reliable informant. Individuals, other than the School’s employees, will
be considered reliable informants if they have previously supplied information that was accurate and
verified, they make an admission against their own interest, they provide the same information that is
received independently from other sources, or they appear to be credible and the information they
are communicating relates to an immediate threat to safety. School employees will be considered
reliable informants unless they are known to have previously supplied information that they knew
was not accurate.
Students may be subject to personal searches and searches of their possessions where reasonable
individualized suspicion exists to conduct such search. Reasonable individualized suspicion to
conduct a search of a student or a student’s possessions and the scope of the particular search shall
be based upon, among other things, the student’s age, the prevalence and seriousness of the problem
to which the search is directed, the urgency necessitating an immediate search, and the probative
value and reliability of information used as justification for the search.
Students have no reasonable expectation of privacy rights in school lockers, cubbies, desks, or other
school storage places. The School exercises overriding control over such school property, which
may be opened and subjected to inspection at any time by school officials.
Student Records
The School recognizes the legal requirement to maintain the confidentiality of student records.
Access to student records shall be consistent with federal statutes, including the Family Educational
Rights and Privacy Act of 1974 (FERPA) and its implementing regulations.
The School also recognizes its responsibility under the Local Government Records Law to ensure
the orderly retention and disposition of the School’s student records.
At least once each year, the School shall, by means of an individual mailing or by inclusion in one of
the District’s regular publications, notify all parents and eligible students of their rights under
FERPA. The notice will include a statement that the parent or eligible student has a right to:
1) Inspect and review the student’s education records;
2) A specification of the intent of the School District to limit the disclosure of personally
identifiable information contained in a student’s education records except:
a. by prior written consent of the student’s parent(s) or guardian(s) or the eligible
student;
b. as directory information; or
c. under certain limited circumstances, as permitted by FERPA.
3) Request that records be amended to ensure that they are not inaccurate, misleading, or
otherwise in violation of the student’s privacy or other rights;
4) File a complaint with the U.S. Department of Education alleging failure of the District to
comply with FERPA and its regulations; and
5) Obtain copies of this policy and the locations where copies may be obtained.
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The policy applicable to the release of student directory information, which includes the student’s
name, address, telephone listing, date and place of birth, major field of study, participation in
officially recognized activities and sports, weight and height of members of athletic teams, dates of
degrees and awards received, and the most recent educational agency or institution attended by the
student, applies equally to military recruiters, the media, colleges and universities, and prospective
employers.
The School shall arrange to provide translations of this notice to non-English speaking parents in
their native language.
Health Policies
The School provides the health services required by law. Students with serious injuries are taken to
the hospital for emergency medical care and the parent(s) or guardian(s) are notified immediately.
If a student requires medication of any kind (including Tylenol, aspirin, and asthma inhalers), the
student’s parent/guardian must submit an Authorization to Dispense Medication form and must give
the medication in the original container to the nurse or Office Manager.
The parent/guardian of any student who is required to carry an asthma inhaler on his/her person
must provide an Authorization to Dispense Medication form specifying that the student needs to
carry the inhaler with him/her and a second inhaler that is kept in the nurse’s office or with the
Office Manager.
The School abides by all New York State immunization requirements. Each new student must have
a certificate of immunization at the time of registration or not later than the 14 th day of school.
Parents/guardians must present documentation that their children have received all required doses of
vaccines or are waiting to receive the subsequent doses at the appropriate time intervals. Parents
seeking to waive the immunization requirement should submit their request to the school nurse or
Office Manager. The nurse will review the request and will advise the Instructional Leader, who will
make the final decision on whether to grant the waiver request.
Internet Content Filtering Policy and Use of Technology
Undesirable Materials: The School will take all possible precautions to restrict access to
undesirable materials including, but not limited to, installing content filtering software/hardware
solutions on its network or using an Internet provider which uses content filtering software on its
equipment to screen all Internet web sites by URL and/or by keyword search. However, students
must also accept responsibility for restricting access to these materials. Students who gain access to
undesirable Internet materials must report this material to their teacher.
Security: Students must not allow others to use their network accounts (both Internet and School
accounts). Network storage areas may be treated like school lockers. Designated school personnel
may review files and communications to maintain system integrity and insure that users are using the
system responsibly. Users should not expect that files stored on school file servers will always be
private.
E-Mail: Student use of email is not allowed.
Chat and User Groups: Student use of chat and user groups is not allowed without approval from
the supervising teacher.
Copyright and Citations: Any copyrighted materials are subject to the Fair Use provision of
copyrighted materials as it relates to education. Internet materials used in reports or other
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documents must be cited. If there is no direct citation, the Uniform Resource Location (URL) must
be cited. The use of internet sources without proper citation constitutes plagiarism.
Downloading: Downloading from the Internet without approval from the supervising teacher is not
allowed.
Private Internet Providers: Students may not use school computers to access private Internet
providers.
Telephones: Students are prohibited from using school telephones. In the event of an emergency,
students may be allowed to use school telephones, but only at the discretion of school staff
members.
Visitors to the School
The School encourages parent(s)/guardian(s) and other school citizens to visit the School’s
classrooms to observe the work of students, teachers and other staff. Schools are a place of work
and learning, however, and thus certain limits must be set for such visits. The Instructional Leader is
responsible for all persons in the building and on the grounds. For these reasons, the following rules
apply to visitors to the School:
1) Anyone who is not a regular staff member or student of the School will be considered a
“visitor.”
2) All visitors to the School must sign in and report to the main office.
3) Teachers are expected not to take class time to discuss individual matters with visitors.
4) Any unauthorized person on school property will be reported to the Instructional Leader.
Unauthorized persons will be asked to leave. The police may be called if the situation
warrants.
5) All visitors are required to abide by the rules for public conduct on school property
contained in this Code of Conduct. By entering school property, visitors accept these rules.
The School is committed to providing an orderly, respectful environment; therefore, it is necessary to
regulate public conduct on school property and at school functions.
Addressing Concerns
Informal Complaint Procedures: An informal complaint is a complaint that does not concern the
alleged violation of law or charter (e.g., a concern about an academic grade,the school’s uniform policy,
the school’s cell phone policy, or the bus schedule). An individual who (or group that) has an informal
complaint against a school policy or member of the school community is encouraged to contact the
appropriate staff member at the School by telephone. All staff members are committed to responding
promptly to informal complaints, either in person, by telephone, or in writing. If an informal complaint
is not responded to and resolved promptly or satisfactorily, the group or individual should contact the
Instructional Leader or Operational Leader to discuss the matter; the Instructional Leader or
Operational Leader shall respond in person, by telephone, or in writing.
Formal Complaint Procedures: A formal complaint is a complaint that concerns an alleged violation
of law and/or charter, such as billing the wrong district for a student. An individual who (or group
that) has a formal complaint against a school policy or a member of the school community may follow
the informal complaint procedures set forth above. Alternatively, the individual or group may file a
complaint in writing to the Chair of the School’s Board of Trustees, who shall then appoint the
School’s Managing Director from Uncommon Schools or another designee(s) to review the complaint.
If the substance of the complaint directly involves the School’s Managing Director, the Managing
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Director shall not be appointed as the designee. After reviewing the complaint, the designee(s) will
respond in writing to the complainant within a reasonable amount of time. At this time, the Chair of
the Board of Trustees or the Chair’s designee(s) shall provide the complainant with written notice of
the opportunity to appeal the Board’s decision to the Charter Schools Institute, and a copy of the
Charter Schools Institute’s grievance guidelines.
If, after receiving the written response from the Chair of the Board of Trustees and/or the Chair’s
designee, the individual or group determines that the Board has not adequately addressed their
complaint, the complainant may present the complaint to the Charter Schools Institute, acting on
behalf of the Board of Trustees of the State University of New York, which shall investigate and
respond. If, after presentation of the complaint to the Charter Schools Institute, the individual or
group determines that the Charter Schools Institute has not adequately addressed the complaint, the
complainant may present the case to the State Education Department, acting on behalf of the Board of
Regents, which shall investigate and respond. The Charter Schools Institute and the State Education
Department each has the power and the duty to take remedial action to resolve the complaint, as
appropriate.
Any individual or group that elects to follow the informal complaint procedures to resolve a formal
complaint shall be permitted at any time to stop the informal complaint procedures and initiate the
formal complaint procedures.
If an individual or group voices a complaint at a public meeting of the School’s Board of Trustees or to
individual trustees, trustees shall not respond to the substance of the complaint, but instead shall thank
the individual or group for their time and direct them to the relevant complaint procedures.
Dress Code
All students must come to school in the Leadership Prep Bedford Stuyvesant uniform every day. If a
student arrives to school out of uniform, parents/guardians will be notified and students will not be
permitted to attend class. We have a required school uniform for several very important reasons:
1) Uniforms unite us as a community. When you look at a group of students in the Leadership
Prep Bedford Stuyvesant uniform, it is a powerful visual statement of our community. Students
make a commitment that when they put on the Leadership Prep Bedford Stuyvesant uniform; they
are agreeing to live up to the school’s high behavioral and academic expectations. The Leadership
Prep Bedford Stuyvesant patch, worn on the upper left corner of shirts, sweaters, jumpers, etc.,
distinguishes every student as a member of the Leadership Prep Bedford Stuyvesant community.
For this reason, it must be visible at all times.
2) Uniforms reduce distractions and clothing competition. Often students spend more time
discussing and evaluating what others are wearing or not wearing than they spend focusing on
learning. Wearing uniforms eliminates this distraction. Brand name labels and logos are a
distraction in the classroom and a source of competition among students. Therefore, our policy is
that all clothing items and shoes are free of such markings.
3) Uniforms make us all equal. Whether families have high incomes or low incomes, the students
come to school looking the same way. No one is made to feel bad about the clothes they have or
don’t have. Thus, EVERY item of the uniform, including belts which should be black or brown, is
exactly the same for all scholars.
4) Uniforms look professional. Students look neat when they arrive to school with shirts tucked into
their pants. The students come mentally prepared for school and “dressed for work.” Professional
Leadership Prep Bedford Stuyvesant Charter School
Attachment 32-13

attire means clothing that is not excessively baggy as well as skirts and jumpers that do not go
above the knee.
Students may not change out of the Leadership Prep Bedford Stuyvesant uniform at any point during
the school day. Students must wear the Leadership Prep Bedford Stuyvesant uniform on all school
field lessons.
Uniform Requirements:
For Boys:
• Shirt: Light blue long or short-sleeved Oxford style dress shirt or polo shirt with no logo(no
lettering, no emblems or logos, no denim, or no band collars)
• Pants: Navy blue dress pants (no jeans, no shorts, no side-pockets, no side loops, no designer
labels, no extra zippers, no overalls)
• Belt: Solid brown or black belt
• Sneakers: Solid black, low top sneakers without any embellishments of any kind (no boots, no
sandals, no moccasins, no clogs, no bowling shoes, no shoes with stripes, no multi-colored or
two-toned shoes)
• Optional:
o Sweater: Burgundy V-neck cardigan sweater (no fleeces, no sweatshirts; dress shirt
must be worn under sweater)
o Undershirt: White undershirt
For Girls:
• Jumper: Navy blue jumper or navy blue knee-length skirt (no denim, no canvas, no skorts)
• Shirt: Light blue long or short-sleeved blouse with peter pan collar or polo shirt with no logo
(no lettering, no emblems or logos, no denim, or no band collars)
• Pants: Navy blue dress pants (no jeans, no shorts, no side-pockets, no side loops, no designer
labels, no extra zippers, no bell or slit bottoms, no overalls)
• Belt: Solid brown or black belt (mandatory with pants)
• Sneakers: Solid black, low top sneakers without any embellishments of any kind (no open toe
shoes, no boots, no sandals, no moccasins, no clogs, no bowling shoes, no shoes with stripes, no
multi-colored or two-toned shoes)
• Socks: plain, white ankle socks (no patterned or distracting socks)
• Optional:
o Sweater: Burgundy V-neck cardigan sweater (no fleeces, no sweatshirts; blue blouse
must be worn underneath sweater)
o Undershirt: White undershirt
o Tights: White or Navy blue tights (plain with no pattern)
All Students:
• LEADERSHIP PREP BEDFORD STUYVESANT LOGO PATCH: patches must be
visible on all dress shirts, blouses, jumpers, and sweaters at all times. LPCS patches should be
sewn on the front of dress shirts, blouses, jumpers, and sweaters in the upper left chest area.
Leadership Prep Bedford Stuyvesant Charter School
Attachment 32-14

• OTHER LOGOS: No logos, emblems, markings, designs, or insignias of any kind with the
exception of LPCS patches (e.g., Levi’s, Polo, Gap, Fubu, Tommy Hilfiger, Phat Pharm, Sean
John, etc.) are allowed on shirts, sweaters, pants, jumpers, belts or socks.
• SHOES and SOCKS: Students must also wear closed-toed sneakers daily. Because students
walk a lot during each day and have exercise time each day, we ask that students wear sneakers
instead of dress shoes. All sneakers should be plain black without any distinctive logos, markings,
or attachments such as wheelsHeelys are not allowed. Students should wear plain white or black
socks.
• PHYSICAL EDUCATION (P.E.): There is no gym uniform and students may not change
clothes for P.E. If you are concerned about wear and tear on your child’s uniform, we suggest
you purchase multiple sets.
• SHIRTS AND BLOUSES NEAT AND BUSINESS-LIKE: Only the top button may be
undone on shirts and blouses. All shirts must be tucked in at all times.
• FIT: Clothing must fit appropriately. Excessively baggy pants, shirts, etc. are not allowed.
• JEWELRY: We would prefer it if students did not wear jewelry. Large earrings, multiple chains
or rings, and lots of bracelets distract from the uniform. In addition, such items can get lost or
stolen. If a student chooses to wear jewelry, it must be modest. Students may wear only one
chain or necklace, and it must be tucked neatly under their uniform shirt. If a student wears
jewelry that the Dean of Students considers excessive, then the student will be asked to remove
it.
• HEAD COVERINGS: Students must remove all hats, head-wraps, bandanas, kerchiefs, and
other head-coverings upon entering the building unless it is worn in accordance with a religious
observation
• JACKETS: Students may not wear jackets inside the school building. If you are worried about
your student being cold inside the building, he or she should wear a uniform sweater.
• HATS: Students are not allowed to wear baseball hats, scarves, head bands and bandanas in the
building. Small clips or bands for the hair are permitted.
• SHOELACES: Students must maintain a neat appearance at all times. Shoelaces must be tied at
all times.
• MAKE-UP: Make-up is strictly not allowed (lipstick, etc.). If make-up is brought to school and
becomes a distraction to learning, it could be confiscated teachers or the Dean of Students.
Whenever any element of physical appearance or grooming—even if it is allowable under the school’s
current rules—becomes a distraction to one’s self or to others, it is no longer acceptable and steps will
be taken to remove the distraction.
How to Purchase Uniforms:
Families may purchase uniforms at Cookies Department Stores in Brooklyn which are located at:
#1 510 FULTON STREET, BROOKLYN, NY 11201
Phone: (718) 797-3300
#2 265 LIVINGSTON STREET, BROOKLYN, NY 11217
Phone: (718) 797-3300
#3 982 FLATBUSH AVENUE, BROOKLYN, NY 11226
Phone: (718) 287-2300
Leadership Prep Bedford Stuyvesant Charter School
Attachment 32-15

Leadership Prep Bedford Stuyvesant Logo patches are available for sale from the Office Manager for $1 a
piece and must be sewn onto uniform shirts, blouses, jumpers, and sweaters.
For your convenience, the items name and colors of the applicable items are below:
GIRLS: Item Name Color
Jumper -- #169
Navy
Short-Sleeve No-Frill Peter Pan Blouse
Blue
Long-Sleeve No-Frill Peter Pan Blouse
Blue
Cardigan Sweater
Maroon/Burgundy
Solid Color Tights (3-pack)
White
BOYS: Item Name Color
Short-Sleeve Oxford Shirt
Blue
Long-Sleeve Oxford Shirt
Blue
Cardigan Sweater
Maroon/Burgundy
Reversible Dress Belt
Black/Navy
BOTH: Sneakers
Solid Black
Leadership Prep Bedford Stuyvesant Charter School
Attachment 32-16

Attachment 33 – Discipline Policy for Students with Disabilities
See Code of Conduct section in Attachment 32
Leadership Prep Bedford Stuyvesant Charter School
Attachment 33

Attachment 35 – Food Services
Each day, Leadership Prep Bedford Stuyvesant serves breakfast, lunch and snack provided by the New York
City Department of Education, Office of School Food and Nutrition Services. Meal qualifications are
determined by income guidelines issued by the Office of School Food and Nutrition Services. Leadership
Prep Bedford Stuyvesant families, regardless of their income, do not pay for their meals and their only
requirement is the completion of the Application for Free and Reduced Price Meals as given to us via the
Office of School Food and Nutrition Services and the National School Food Programs. Leadership Prep
Bedford Stuyvesant reports its meals served and submits payments to our Regional Meal Coordinator located
in the Annex of Boys and Girls High School in Bedford-Stuyvesant. We follow compliance regulations as
determined by the Department of Health including having someone on staff serve as our Certified School
Food Handler. As Leadership Prep Bedford Stuyvesant transitions to J.H.S. 258 we will provide the same
food services to our scholars.
Leadership Prep Bedford Stuyvesant Charter School
Attachment 35

Attachment 36 – Plan for Health Services
Describe plans for health services to be provided by the charter school.
Leadership Prep Bedford Stuyvesant will comply with all health services requirements applicable to
public schools, including Education Law §§ 901-914 and §136.2(d)(2) of the Commissioner’s Regulations.
To the extent possible, Leadership Prep Bedford Stuyvesant will provide on-site health care services
similar to those services available to children attending New York City Public Schools, including a parttime
nurse, who is funded in the budget to supplement the level of health services mandated to be
provided by The New York City Department of Health to the charter school in accordance with
§2853(4)(a) and §912 of the Education Law.
Leadership Prep Bedford Stuyvesant Charter School staff will work with the City Health Department,
NYC DOE, and other appropriate authorities to provide these services. Health services will include:
• Physical examinations upon admittance to the school.
• Physical examinations upon entry into any grade deemed necessary by the NYC DOE and/or
Leadership Prep Bedford Stuyvesant.
• Annual vision screening testing for all students. Per § 905 of New York Education Law, the
components of vision testing shall include distance acuity, color perception, and near vision.
• Annual hearing testing for all pupils and any other time deemed necessary by the NYC DOE and/or
Leadership Prep Bedford Stuyvesant.
• Annual scoliosis (spinal) screening test for all students 8-16 years of age.
• Maintenance of cumulative health records.
• Emergency care of ill or injured students.
• Compliance with and enforcement of mandatory immunization requirements.
• On site automated external defibrillator (AED) equipment to ensure ready and appropriate access for
use during emergencies and shall ensure that a staff member is trained in the operation and use of
such equipment for use in the school and at any school-sponsored events at other locations.
Maintenance and Storage of Cumulative Health Records
Leadership Prep Bedford Stuyvesant will store all health records for enrolled students. Cumulative
student health records shall be held until the student is 27 years old. Immunization records will be held
10 years after the immunizations were administered.
Immunization Requirements
Leadership Prep Bedford Stuyvesant will comply with New York State law which requires that each
student entering kindergarten or a new school district in grades one through twelve have a certificate of
immunization at the time of registration or not later than the first day of school. A review of student
immunizations requirements and the proper supporting documents shall be completed for all new
students. New York State immunization requirements include:
• Diphtheria [Toxoid Containing Vaccine (DTP, DtaP) 3 doses]
• Polio [(IPV)(OPV3 OPV or 4 IPV]
• Measles / Mumps / Rubella [(MMR) Born before 1985: 1 dose of MMR; Born on or after 1985: 2
doses of measles containing vaccine and 1 dose each of mumps and rubella (preferably as MMR)]
• Hepatitis B [Born on or after 1/1/93 – 3 doses]
• Varicella – 1 dose
Leadership Prep Bedford Stuyvesant Charter School
Attachment 36-1

Before a child can be permitted to enter and attend Leadership Prep Bedford Stuyvesant, parents or
guardians must present documentation that their child has received all required doses of vaccines or that
their child has received at least one dose of each of the required vaccines and is waiting to receive the
subsequent doses at the appropriate time intervals. Parents may waive immunization in accordance with
Public Health Law and exceptions to immunizations shall be granted if a licensed physician or nurse
practitioner certifies such immunization may be detrimental to the student’s health, or if the student’s
parent or guardian holds genuine and sincere beliefs, which may include religious beliefs, contrary to such
immunization [see § 2164 (8) and (9) of the Public Health Law].
Plans and Procedures for Students Who Require Medication At School
Leadership Prep Bedford Stuyvesant will comply with all federal, state, and local laws and regulations
pertaining to the administration of medicines in schools. All students who have written documentation
mandating administration of medication during school hours will receive the required medications under
the following procedures and policies:
• Medicines will be kept in a secure location and be clearly labeled with their contents, dosages, and
each student’s name.
• The nurse or a designated staff member will administer the medication at the prescribed time.
• Meticulous, written records of all medicine administered will be kept by that staff person.
• That staff member will carefully observe students to ensure that medicines are swallowed.
Leadership Prep Bedford Stuyvesant Charter School
Attachment 36-2

Attachment 37 – Freedom of Information Policy
Attach the proposed school’s policies and procedures for complying with the New York State Freedom of Information Law
(Article 6 of the New York Public Officers Law).
Leadership Prep Bedford Stuyvesant shall be subject to the Article 6 of the New York Public Officers Law,
pursuant to Education Law § 2854(1)(e).
Requests for public information must be in writing and submitted to Leadership Prep Bedford Stuyvesant’s
Records Access Officer.
Tara Marlovits, Co-Director for Operations and Finance of the School has been appointed Records Access
Officer.
Upon the receipt of a request for Leadership Prep Bedford Stuyvesant records and information, the request
will be responded to in the following manner: Within five business days of receipt of a written request,
Leadership Prep Bedford Stuyvesant will, depending on the requested information, either make the
information available at Leadership Prep Bedford Stuyvesant’s principal location during normal business
hours to the person requesting it, deny the request in writing, or provide a written acknowledgment of receipt
of the request that supplies an approximate date for when the request will be granted or denied.
If the person requesting information is denied access to a record, he or she may, within 30 days, appeal such
denial to the Co-Director(s) or his or her designee (such designee shall not also serve as Leadership Prep
Bedford Stuyvesant Records Access Officer). Upon timely receipt of such an appeal, Leadership Prep
Bedford Stuyvesant will, within 10 business days of the receipt of the appeal, fully explain, in writing, the
reasons for further denial or provide access to the record(s) sought. Leadership Prep Bedford Stuyvesant also
will forward a copy of the appeal, as well as its ultimate determination, to the New York State Committee on
Open Government.
In the event an appeal for records is denied, the person requesting the information may bring a proceeding
for review of such denial in pursuant to Article 78 of the Civil Practice Law and Rules.
Leadership Prep Bedford Stuyvesant may deny access to requested records for one or more of the following
grounds:
• Such records are specifically exempted from disclosure by state or federal statute;
• Such access would constitute an unwarranted invasion of personal privacy;
• Such records, if disclosed, would impair present or imminent contract awards or collective bargaining
negotiations;
• Such records are trade secrets or are submitted to Leadership Prep by a commercial enterprise or
derived from information obtained from a commercial enterprise and which if disclosed would cause
substantial injury to the competitive position of such enterprise;
• Such records are compiled for law enforcement purposes and which, if disclosed, would meet the
conditions set forth in Public Officers Law § 87(2)(3);
• Such records, if disclosed, would endanger the life or safety of any person;
• Such records are computer access codes;
• Such records are inter-agency or intra-agency materials that are not statistical or factual tabulations of
data, instructions to staff that affect the public, or a final policy or external audits.
• Examination questions or answers
Leadership Prep Bedford Stuyvesant Charter School
Attachment 37-1

Leadership Prep Bedford Stuyvesant shall maintain: a record of the final vote of each trustee in every
proceeding in which the trustees vote; a record setting forth the name, public office address, title and salary of
every officer or employee of the education corporation; and a reasonably detailed current list, by subject
matter, of all records in the Education Corporation’s custody or possession.
Leadership Prep Bedford Stuyvesant may charge a copying fee for each page requested to be copied. The fee
can be no more than the fee allowed by State law.
Leadership Prep Bedford Stuyvesant Charter School
Attachment 37-2

Attachment 38 – Open Meetings Law Policy
1. All meetings of the Board of Trustees and all committees of the Board (“Board meetings”) will be
open to the general public.
2. A calendar of all scheduled Board meetings will be posted at the school as soon as it becomes
available.
3. The school will provide notice of the time and place of any Board meeting that is scheduled more than
one week in advance to the news media and shall conspicuously post such notice in one or more public
locations at least 72 hours in advance of the scheduled meeting.
4. The school will provide the time and place of any Board meeting that is scheduled less than one week in
advance to the news media (to the extent practicable) and will conspicuously post such notice in one
or more public locations at a reasonable time in advance of the scheduled meeting.
5. To the extent possible, the school will publicly post notices of board meetings immediately after each
meeting date is determined.
6. For the purposes of determining a quorum, Trustees must be physically present at the meeting;
members not physically present may join discussions via electronic means but may not vote.
7. Written minutes will be recorded of all Board meetings. Minutes will include:
o The date and time of the meeting
o A summary of all motions, proposals, resolutions, and any other matters formally voted
upon
o
o
A record of how each Trustee voted on each matter
In the case of an executive session, the minutes will include a record of the final
determination of any action that was taken.
8. Minutes of open sessions will be available to the public upon request from the Head of School within
two weeks of the date of the meeting; minutes of executive sessions will be available within one week
of the meeting.
9. All executive sessions shall be conducted as part of an open meeting; they are not considered
separate meetings per se. An executive session may be called via motion and majority vote by the
Board; the motion must specifically identify the general area or areas to be considered
10. All Board Members may participate in the executive session, and the Board may authorize others to
be present as well.
11. No public funds may be appropriated during an executive session.
12. An executive session can only be conducted by the Board for consideration of one or more of the
following matters:
o
o
o
o
o
o
o
o
Matters which imperil the public safety if disclosed;
Any matter which may disclose the identity of a law enforcement agent or informer;
Information relating to current or future investigation or prosecution of a criminal offense
which would imperil effective law enforcement if disclosed;
Discussions regarding proposed or pending litigation;
Matters which apply to school employees or collective negotiations which are within the
scope of Article 14 of the Civil Service Law;
The medical, financial, credit, or employment history of a particular person or corporation,
or matters leading to the appointment, employment, promotion, demotion, discipline,
suspension, dismissal, or removal of a particular person or corporation;
The preparation, grading, or administration of examinations; and
The proposed acquisition, sale, or lease of real property or the proposed acquisition of
securities, or sale or exchange of securities held by such public body, but only when publicity
would substantially affect the value.
Leadership Prep Bedford Stuyvesant Charter School
Attachment 38-1

Attachment 39 – Complaints Policy
Attach the policies of the charter school’s board of trustees for handling complaints from individuals or groups.
In accordance with Education Law §2855(4), any individual or group may bring a complaint to the
Leadership Prep Bedford Stuyvesant Bedford Stuyvesant’s Board of Trustees alleging a violation of
Education Law Article 56, the charter, or any other provision of law relating to the management or operation
of the school. Nothing in the following suggested procedures precludes a group or individual from bringing a
complaint under Education Law §2855(4) directly to the school’s Board of Trustees.
Informal Complaint Procedures: An informal complaint is a complaint that does not concern the alleged
violation of law or charter (e.g., a concern about an academic grade, the school’s uniform policy, the school’s
cell phone policy, or the bus schedule). An individual who (or group that) has an informal complaint against
a school policy or member of the school community is encouraged to contact the appropriate staff member
at the School by telephone. All staff members are committed to responding promptly to informal
complaints, either in person, by telephone, or in writing. If an informal complaint is not responded to and
resolved promptly or satisfactorily, the group or individual should contact the Instructional Leader or
Operational Leader to discuss the matter; the Instructional Leader or Operational Leader shall respond in
person, by telephone, or in writing.
Formal Complaint Procedures: A formal complaint is a complaint that concerns an alleged violation of law
and/or charter, such as billing the wrong district for a student. An individual who (or group that) has a
formal complaint against a school policy or a member of the school community may follow the informal
complaint procedures set forth above. Alternatively, the individual or group may file a complaint in writing
to the Chair of the School’s Board of Trustees, who shall then appoint the School’s Managing Director from
Uncommon Schools or another designee(s) to review the complaint. If the substance of the complaint
directly involves the School’s Managing Director, the Managing Director shall not be appointed as the
designee. After reviewing the complaint, the designee(s) will respond in writing to the complainant within a
reasonable amount of time. At this time, the Chair of the Board of Trustees or the Chair’s designee(s) shall
provide the complainant with written notice of the opportunity to appeal the Board’s decision to the Charter
Schools Institute, and a copy of the Charter Schools Institute’s grievance guidelines.
If, after receiving the written response from the Chair of the Board of Trustees and/or the Chair’s designee,
the individual or group determines that the Board has not adequately addressed their complaint, the
complainant may present the complaint to the Charter Schools Institute, acting on behalf of the Board of
Trustees of the State University of New York, which shall investigate and respond. If, after presentation of
the complaint to the Charter Schools Institute, the individual or group determines that the Charter Schools
Institute has not adequately addressed the complaint, the complainant may present the case to the State
Education Department, acting on behalf of the Board of Regents, which shall investigate and respond. The
Charter Schools Institute and the State Education Department each has the power and the duty to take
remedial action to resolve the complaint, as appropriate.
Any individual or group that elects to follow the informal complaint procedures to resolve a formal complaint
shall be permitted at any time to stop the informal complaint procedures and initiate the formal complaint
procedures.
If an individual or group voices a complaint at a public meeting of the School’s Board of Trustees or to
individual trustees, trustees shall not respond to the substance of the complaint, but instead shall thank the
individual or group for their time and direct them to the relevant complaint procedures.
Leadership Prep Bedford Stuyvesant Charter School
Attachment 39-1

Attachment 39 – Complaints Policy
Attach the policies of the charter school’s board of trustees for handling complaints from individuals or groups.
In accordance with Education Law §2855(4), any individual or group may bring a complaint to the
Leadership Prep Bedford Stuyvesant Bedford Stuyvesant’s Board of Trustees alleging a violation of
Education Law Article 56, the charter, or any other provision of law relating to the management or operation
of the school. Nothing in the following suggested procedures precludes a group or individual from bringing a
complaint under Education Law §2855(4) directly to the school’s Board of Trustees.
Informal Complaint Procedures: An informal complaint is a complaint that does not concern the alleged
violation of law or charter (e.g., a concern about an academic grade, the school’s uniform policy, the school’s
cell phone policy, or the bus schedule). An individual who (or group that) has an informal complaint against
a school policy or member of the school community is encouraged to contact the appropriate staff member
at the School by telephone. All staff members are committed to responding promptly to informal
complaints, either in person, by telephone, or in writing. If an informal complaint is not responded to and
resolved promptly or satisfactorily, the group or individual should contact the Instructional Leader or
Operational Leader to discuss the matter; the Instructional Leader or Operational Leader shall respond in
person, by telephone, or in writing.
Formal Complaint Procedures: A formal complaint is a complaint that concerns an alleged violation of law
and/or charter, such as billing the wrong district for a student. An individual who (or group that) has a
formal complaint against a school policy or a member of the school community may follow the informal
complaint procedures set forth above. Alternatively, the individual or group may file a complaint in writing
to the Chair of the School’s Board of Trustees, who shall then appoint the School’s Managing Director from
Uncommon Schools or another designee(s) to review the complaint. If the substance of the complaint
directly involves the School’s Managing Director, the Managing Director shall not be appointed as the
designee. After reviewing the complaint, the designee(s) will respond in writing to the complainant within a
reasonable amount of time. At this time, the Chair of the Board of Trustees or the Chair’s designee(s) shall
provide the complainant with written notice of the opportunity to appeal the Board’s decision to the Charter
Schools Institute, and a copy of the Charter Schools Institute’s grievance guidelines.
If, after receiving the written response from the Chair of the Board of Trustees and/or the Chair’s designee,
the individual or group determines that the Board has not adequately addressed their complaint, the
complainant may present the complaint to the Charter Schools Institute, acting on behalf of the Board of
Trustees of the State University of New York, which shall investigate and respond. If, after presentation of
the complaint to the Charter Schools Institute, the individual or group determines that the Charter Schools
Institute has not adequately addressed the complaint, the complainant may present the case to the State
Education Department, acting on behalf of the Board of Regents, which shall investigate and respond. The
Charter Schools Institute and the State Education Department each has the power and the duty to take
remedial action to resolve the complaint, as appropriate.
Any individual or group that elects to follow the informal complaint procedures to resolve a formal complaint
shall be permitted at any time to stop the informal complaint procedures and initiate the formal complaint
procedures.
If an individual or group voices a complaint at a public meeting of the School’s Board of Trustees or to
individual trustees, trustees shall not respond to the substance of the complaint, but instead shall thank the
individual or group for their time and direct them to the relevant complaint procedures.
Leadership Prep Bedford Stuyvesant Charter School
Attachment 39-1

Attachment 40 – Dissolution of Charter School (Procedures)
In the event of the dissolution of the charter school, attach the procedures that the school would follow for the transfer of
students and student records, execution of a closure plan, and for the disposition of school assets. Please indicate the
applicant’s preference for distributing the assets to either the school district of location, or another charter within that
district.
In the event of closure or dissolution of Leadership Prep Bedford Stuyvesant, the Board of Trustees will
follow the most recent version of the State University of New York Charter School Institute’s Closure Plan
and shall delegate to the Principal or other responsible party the responsibility to manage the dissolution
process in accordance with Education Law § 2851(2(t). This process shall include notification to parents of
children enrolled in the school by mail within seven days of the Board or other authorizer’s decision to close
or dissolve the school. We will conduct public meetings to provide parents with information regarding the
school’s dissolution within seven days of this notification. Additionally, a list of students attending
Leadership Prep Bedford Stuyvesant will be sent to the New York City Department of Education and we will
ask the Board to work with families to find suitable transfer schools which can accept students.
Leadership Prep Bedford Stuyvesant shall transfer student records to the New York City Department of
Education immediately upon cessation of operations. The parents or guardians of the enrolled students shall
be notified of the transfer of records by mail within seven days of its occurrence. The Chair of the Board of
Trustees or his/her designee will serve as the steward of all records academic, financial, and operational.
The remaining assets of Leadership Prep Bedford Stuyvesant, after satisfaction of outstanding debts pursuant
to Education § 220, shall be transferred to another charter school within the New York City School District
or directly to the New York City Department of Education with that order of preference. A dissolution fund
of $75,000 has been created to provide additional resources to meet costs incurred as a result of closure.
Leadership Prep Bedford Stuyvesant Charter School
Attachment 40-1

Attachment 40 – Dissolution of Charter School (Procedures)
In the event of the dissolution of the charter school, attach the procedures that the school would follow for the transfer of
students and student records, execution of a closure plan, and for the disposition of school assets. Please indicate the
applicant’s preference for distributing the assets to either the school district of location, or another charter within that
district.
In the event of closure or dissolution of Leadership Prep Bedford Stuyvesant, the Board of Trustees will
follow the most recent version of the State University of New York Charter School Institute’s Closure Plan
and shall delegate to the Principal or other responsible party the responsibility to manage the dissolution
process in accordance with Education Law § 2851(2(t). This process shall include notification to parents of
children enrolled in the school by mail within seven days of the Board or other authorizer’s decision to close
or dissolve the school. We will conduct public meetings to provide parents with information regarding the
school’s dissolution within seven days of this notification. Additionally, a list of students attending
Leadership Prep Bedford Stuyvesant will be sent to the New York City Department of Education and we will
ask the Board to work with families to find suitable transfer schools which can accept students.
Leadership Prep Bedford Stuyvesant shall transfer student records to the New York City Department of
Education immediately upon cessation of operations. The parents or guardians of the enrolled students shall
be notified of the transfer of records by mail within seven days of its occurrence. The Chair of the Board of
Trustees or his/her designee will serve as the steward of all records academic, financial, and operational.
The remaining assets of Leadership Prep Bedford Stuyvesant, after satisfaction of outstanding debts pursuant
to Education § 220, shall be transferred to another charter school within the New York City School District
or directly to the New York City Department of Education with that order of preference. A dissolution fund
of $75,000 has been created to provide additional resources to meet costs incurred as a result of closure.
Leadership Prep Bedford Stuyvesant Charter School
Attachment 40-1

Attachment 42 – Staff Roster
Provide a roster of instructional staff for the school for each year of the charter that you are seeking. The roster
should indicate and identify classroom teachers, and any teaching aides or assistants, as well as any specialty
teachers. In addition, the roster should identify the number of instructional personnel in each classroom, e.g.,
one teacher, one teaching
assistant, one paraprofessional for each class. Please indicate as well whether the charter school intends to
utilize the limited waiver regarding teacher certification permitted by § 2854(3)(a-1). If so, indicate your
understanding of the limitations of that waiver.
Typical Classroom Configuration
In kindergarten through third grade, each classroom has a Lead Teacher and a Teacher. Our Lead
Teachers are typically educators with master’s degrees and two to five years of classroom experience.
Our Teachers will typically have at least a bachelor’s degree.
Beginning in fourth grade, classrooms will be staffed by a single Lead Teacher with additional faculty
members employed by the grade level to teach Science, Social Studies and/or Math
Teacher Qualifications
Leadership Prep Bedford Stuyvesant understands that the greatest schools hire, train and retain
excellent teachers. We are committed to developing a strong, highly qualified team of teachers. We
are, however, aware that some individuals who will develop into fine teachers may lack certification
at the time they are hired by Leadership Prep Bedford Stuyvesant. Therefore, Leadership Prep
Bedford Stuyvesant limits non-certified teachers to no more than 30% of its teaching staff or five
teachers, whichever is less as required by the Education Law of the State of New York. All teachers
instructing core subjects, including those who lack certification, will meet the subject matter
competency and all other requirements of the No Child Left Behind Act.
Lead Teachers
Instructional Staff
2006-07 2007-08 2008-09 2009-10 2010-11
4 6 9 12 14
Teachers
4 6 9 128 13
Specialty
Teachers 1 2 3 5 5
Learning
Support
1 1 1 1 2
Coordinator
Instructional
Leader
1 1 1 1 1
Dean of Students 1 1 1 1 2
Total 12 17 24 32 37
Leadership Prep Bedford Stuyvesant Charter School
Attachment 42-1

Schedule of Insurance
LEADERSHIP PREPARATORY
NOTICE: This statement is not intended in any way to describe the coverage granted by
any of the policies mentioned, but is solely for use in identifying the policies for audit purposes
COVERAGE POLICY PERIOD POLICY NO. CARRIER LIMITS OF LIABILITY
RETENTION COVERAGE COMMENTS PREMIUM
Workers' Comp & 6/26/08 - 6/26/09 10WBNV8275 Twin City Fire WC: NIL Final premium will be computed upon audit
$7,423
Employers Liability
Insurance Company
Statutory
Current premium is based on total reported payroll of
$1,200,000
Employer's Liability:
BI Per Accident $1,000,000
BI Each Employee Disease $1,000,000
BI Policy Limit Disease $1,000,000
Package Policy 6/26/08 - 6/26/09 10UUNAG6501 Hartford Fire Liability:
Liability:
$11,852
Insurance Company Each Occurrence
$1,000,000 Nil except:
Personal and Advertising Injury Liability $1,000,000
General Aggregate (Other Than Products -
Completed Operations)
$2,000,000 $10,000 Educators Legal Liability
Fire Legal Liability $300,000
Medical Payments, per person $10,000
Employee Benefits Liability $1,000,000
Employee Benefits Liability $1,000,000
Educators Legal Liability $1,000,000
Educators Legal Liability Aggregate $1,000,000
Hired and Non Owned Liability $1,000,000
Property:
Blanket Building
Blanket Personal Property / EDP
Property:
$34,316,000 $1,000 except
$43,503,606 $25,000 Flood / Earthquake
Blanket Business Income / Extra Expense $900,000 72 Hours - Civil Authority
Flood Aggregate
$10,000,000 12 Hours - Denial of Service
Earthquake Aggregate
$10,000,000 72 Hours - Dependent Properties
Cause of Loss Form
Special 6 Hours - Electronic Vandalism
Coinsurance
Agreed Amount 24 Hours - Utility Services
Accounts Receivable $250,000
Brands & Labels $50,000
Bus. Travel & sales Rep. Samples $50,000
Claim Expenses $50,000
Contract Penalties $50,000
Debris Removal $50,000
Fire Dept. Service Charges $50,000
Transit $50,000
Lease Assessment $2,500
Leasehold Improvement $25,000
Utility Services $50,000
Umbrella 6/26/08 - 6/26/09 10RHUAG5197
Crime 6/26/08 - 6/26/09 00FA0234168-08
Hartford Casualty
Insurance Company
Hartford Fire
Insurance Company
Each Occurrence $10,000,000 $10,000 SIR if no underlyer Underlying:
$2,900
Aggregate $10,000,000 Employers Liability
Prods/Completed Ops Aggregate $10,000,000 Automobile Liability
General Liability
Automobile Liability
Educators Legal Liability
Employee Theft $1,000,000 $10,000
$558
Depositors Forgery or Alteration $1,000,000
Theft, Disappearance & Destruction -
Money, Securities, and Other Property $1,000,000
Computer and Funds Transfer Fraud $1,000,000
Robbery and Safe Burglary - Money and
Securities
N/A N/A
Accident Insurance I 6/26/08 - 6/26/09 NKB001817
CIGNA Life Principal Sum
$10,000 Nil
Insurance Company Aggregate Limit of Indemnity $500,000
of New York Accident Medical Expense Benefit $25,000
Rate is $2.60 per student
$632
Accident Insurance II 6/26/08 - 6/26/09
SRG 0008068171
American
International Life
Assurance
Accident Medical Expense: $5,000,000 $25,000
$223
D&O/EPL/Fiduciary
(Leadership Prep Charter
School)
6/26/08 - 6/26/09 PHSD331887 Philadelphia Directors & Officers $3,000,000 D&O - Ded $1,000 Prior and Pending date
Indemnity Ins. Co. Employment Practices Liabiltiy $3,000,000 Emply. Pract. Liab - Ded. $2,500 D&O - 8/1/06
Fiduciary Liability $1,000,000 Fid. Liab. - Ded. $1,000 Emply. Practices - 8/1/06
Aggregate $3,000,000 Fid. Liab. - 8/1/06
$3,789
*All of the above policies with the exception of the Management Liability coverages are written in the Uncommon Schools Shared Insurance program. The premiums allocated are based on the exposures submitted at time of renewal.

Attachment 52– Ownership of Lease Agreement
If the school will be changing or expanding into new facilities during the term of the charter
extension, please provide all required information set forth in the original charter agreement,
including a detailed facility completion schedule and unexecuted lease or purchase agreement
Please refer to Exhibit 6 for an email confirming facility space for Leadership Prep Bedford Stuyvesant
Charter School. The email confirms that the Academy of Business and Community Development and
Leadership Prep Bedford Stuyvesant Charter School will share space in the IS258 building located at 141
Macon Street, beginning in the fall of 2009. Leadership Prep Bedford Stuyvesant is working towards
obtaining a formal lease agreement.
Leadership Prep Bedford Stuyvesant Charter School
Attachment 52-1

Attachment 53 – Facility Layout
If the school will be changing or expanding into new facilities during the term of the charter
extension, please provide all required information set forth in the original charter agreement,
including a detailed facility completion schedule and unexecuted lease or purchase agreement.
Please refer to Exhibit 7 for Leadership Prep Bedford Stuyvesant Charter School’s facility layout.
Leadership Prep Bedford Stuyvesant Charter School
Attachment 53-1

Attachment 54 – Transportation
Leadership Prep Bedford Stuyvesant provides bus service for eligible students in grades K-3. Bussing
services are contracted through the New York City Department of Education, Office of Pupil Transportation
and the school works closely with the district Transportation Account Manager to determine routes for our
scholars. Currently, Leadership Prep Bedford Stuyvesant has three morning and afternoon bus routes serving
approximately 15% of our student population. For students that are eligible, Leadership Prep Bedford
Stuyvesant strongly advocates to provide them special services bussing. We have maintained one special
services bus route that drops off and picks up from our location. If a student does not qualify for bussing,
they are issued a metro-card for the subway or bus. Eligibility for a metro-card is determined by the Office of
Pupil Transportation guidelines. With Leadership Prep Bedford Stuyvesant’s move to J.H.S. 258 expected for
the 2009-2010 school year, bussing services will continue and our scholars will have the same opportunity to
qualify for routes and metro-card to and from our new location.
Leadership Prep Bedford Stuyvesant Charter School
Attachment 54

Leadership Prep Bedford Stuyvesant Charter School
Attachment 54

Attachment 55 – Charter School Expansion
Describe any intention to expand the charter school, including physical expansion, anticipated growth in the school’s
budget or other financial expansion, expansion in the grade levels served, or expected increases in the student population
beyond the requested time period of the charter.
To achieve its mission, during the charter renewal term, Leadership Prep Bedford Stuyvesant will expand to
serve grade 5. Leadership Prep Bedford Stuyvesant will apply to serve grades 6 through 8 during the full
charter renewal term.
When applying for a full renewal, Leadership Prep Bedford Stuyvesant plans to create a Middle School
Academy encompassing grades 5-8 (grades 6-8 will be added during the full renewal term). Leadership Prep
Bedford Stuyvesant will model its middle school program on Uncommon Schools’ middle schools in New
York (Williamsburg Collegiate, Kings Collegiate, True North Rochester Prep), New Jersey (North Star
Academy), and its two affiliate members in Boston (Roxbury Preparatory Charter School in Roxbury, MA,
and Boston Collegiate Charter School in Dorchester, MA). These schools have yielded tremendous academic
results. Most recently, Williamsburg Collegiate received first place in the report card ranking of 1,200 New
York City Department of Education schools and 19 of the charter schools it has authorized. As stated in our
response to Question 4a, Williamsburg Collegiate students have outperformed the State, City, and the
school’s Community School District by significant margins While Leadership Prep Bedford Stuyvesant will
follow many components of the curriculum and scope and sequence of Williamsburg Collegiate, Leadership
Prep Bedford Stuyvesant will modify the instructional program to meet the needs of its students, most of
whom will have been at Leadership Prep Bedford Stuyvesant for five years before entering the middle school.
Moreover, Leadership Prep Bedford Stuyvesant grades K-4 and 5-8 will follow a common calendar to allow
continuity for students and opportunity for teachers to plan and share best practices among and between
grade levels.
Leadership Prep Bedford Stuyvesant Charter School has a history of fiscal soundness, and is in a strong
position for growth and continued sustainability. There has been significant development in a number of key
areas of fiscal operations. In particular, Leadership Prep Bedford Stuyvesant now adheres to an academic and
business services management agreement between Leadership Prep Bedford Stuyvesant and Uncommon
Schools. Uncommon Schools has assumed responsibility of the following fiscal operations: providing a
projected annual budget, preparing monthly financial statements, recording and tracking income and expenses
related to all grants and contracts, recording all accounts payable invoices and cash receipts, preparing all
vendor checks, reconciling checking accounts each month, providing and maintaining payroll services,
processing all school tax filings, and interfacing with the outside accounting firm and preparing schedules for
year-end audit work.
Beginning in the fall of 2009, Leadership Prep Bedford Stuyvesant will share space in the IS258 building
located at 141 Macon Street, Brooklyn, New York. Leadership Prep’s current temporary facility is no longer
adequate to meet the physical plant needs of a growing school. IS258 will provide a stable, long-term home
for the school with many amenities including science labs, a large auditorium and gymnasium and most
importantly, enough classrooms to educate our scholars.
Leadership Prep Bedford Stuyvesant Charter School
Attachment 55-1

Exhibit 5 – Board of Trustees Organizational Chart
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 5-1

Exhibit 6 – Email Confirming Facility
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 6-1

Exhibit 7 – Facility Layout
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 7-1

Leadership Prep Bedford Stuyvesant Charter School
Exhibit 7-2

ACCOUNTABILITY PLAN FOR THE CHARTER PERIOD 2006-07 TO 2010-11
English Language Arts
Academic Goals
Goal: All students at Leadership Preparatory Charter School will be proficient readers and
writers of the English language.
Absolute Proficiency
Required outcome measures
Each year, 75 percent of 3-8 grade students who are enrolled in at least their second year will
perform at or above Level 3 on the New York State ELA examination.
Each year, the school’s aggregate Performance Index on the State ELA exam will meet the
Annual Measurable Objective set forth in the state’s NCLB accountability system.
Comparative Proficiency
Required outcome measures
Each year, the percent of students who are enrolled in at least their second year and performing
at or above Level 3 on the State ELA exam will be greater than that of students in the same
tested grades in the local school district.
Each year, the school will exceed its predicted level of performance on the State ELA exam by at
least a small Effect Size (performing higher than expected to a small degree) according to a
regression analysis controlling for students eligible for free lunch among all public schools in
New York State.
Value Added to Student Learning
Required outcome measure
Each year, each grade-level cohort of students will reduce by one-half the gap between the
percent at or above Level 3 on the previous year’s State ELA exam and 75 percent at or above
Level 3 on the current year’s State ELA exam. If a grade-level cohort exceeds 75 percent at or
above Level 3 in the previous year, the cohort is expected to show at least an increase in the
current year.
Mathematics
Goal: Students will demonstrate competency in the understanding and application of
mathematical computation and problem solving.
Absolute Proficiency
Required outcome measures
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 8-1

Each year, 75 percent of 3-8 grade students who are enrolled in at least their second year will
perform at or above Level 3 on the New York State Mathematics examination.
Each year, the school’s aggregate Performance Index on the State math exam will meet the
Annual Measurable Objective set forth in the state’s NCLB accountability system.
Comparative Proficiency
Required outcome measures
Each year, the percent of students who are enrolled in at least their second year and performing
at or above Level 3 on the State Math exam will be greater than that of students in the same
tested grades in the local school district.
Each year, the school will exceed its predicted level of performance on the State Math exam by
at least a small Effect Size (performing higher than expected to a small degree) according to a
regression analysis controlling for students eligible for free lunch among all public schools in
New York State.
Value Added to Student Learning
Required outcome measure
Each year, each grade-level cohort of students will reduce by one-half the gap between the
percent at or above Level 3 on the previous year’s State Math exam and 75 percent at or above
Level 3 on the current year’s State Math exam. If a grade-level cohort exceeds 75 percent at or
above Level 3 in the previous year, the cohort is expected to show at least an increase in the
current year.
Science
Goal: Students will demonstrate proficiency in the understanding and application of scientific
principles.
Absolute Proficiency
Required outcome measure
Each year in each tested grade, 75 percent of students who are enrolled in at least their second
year will perform at or above Level 3 on the New York State Science examination.
Comparative Proficiency
Required outcome measure
Each year in each tested grade, the percent of students who are enrolled in at least their second
year and performing at or above Level 3 on the State Science exam will be greater than that of
students in the respective grades in the local school district.
Social Studies
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 8-2

Goal: Students will demonstrate proficiency in the understanding and application of principles
related to the social sciences.
Absolute Proficiency
Required outcome measure
Each year in each tested grade, 75 percent of students who are enrolled in at least their second
year will perform at or above Level 3 on the New York State Social Studies examination.
Comparative Proficiency
Required outcome measure
Each year in each tested grade, the percent of students who are enrolled in at least their second
year and performing at or above Level 3 on the State Social Studies exam will be greater than
that of students in the respective grades in the local school district.
Additional Required Academic Measure
Required outcome measure
Under the state’s NCLB accountability system, the school’s Accountability Status will be “Good
Standing” each year.
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 8-3

New York State Content
Standards
Standard 1: Students will read,
write, listen, and speak for
information and understanding.
Subject Area: English Language Arts Grade Level: Fifth Grade
New York State Performance Indicators
New York State Skills Standards
(Core Performance Indicators listed where
indicated)
Fifth Grade Reading
Word Recognition
• Use knowledge of a variety of decoding
strategies, such as letter-sound correspondence,
syllable patterns, decoding by analogy, word
structure, use of syntactic (grammar) cues, and use
of semantic (meaning) cues, to read unfamiliar
words
• Integrate sources of information to decode
unfamiliar words and to cross-check, selfcorrecting
when appropriate
• Use word recognition skills and strategies,
accurately and automatically, when decoding
unfamiliar words
• Recognize at sight a large body of highfrequency
words and irregularly spelled content
vocabulary
Background Knowledge and Vocabulary
Development
• Learn grade-level vocabulary through both
direct and indirect means
• Use word structure knowledge, such as roots,
prefixes, and suffixes, to determine meaning
• Use prior knowledge and experience in order to
understand ideas and vocabulary found in books
• Acquire new vocabulary by reading a variety of
texts
• Use self-monitoring strategies to identify specific
vocabulary that causes comprehension difficulties
• Determine the meaning of unfamiliar words by us
• Locate and use school and public library
resources, with some direction, to acquire
information
• Use the table of contents and indexes to locate
information
• Read to collect and interpret data, facts, and
ideas from multiple sources
• Read the steps in a procedure in order to
accomplish a task such as completing a science
experiment
• Skim material to gain an overview of content
or locate specific information
• Use text features, such as headings, captions,
and titles, to understand and interpret
informational texts
• Recognize organizational formats to assist in
comprehension of informational texts
• Identify missing information and irrelevant
information
• Distinguish between fact and opinion
• Identify information that is implied rather
than stated
• Compare and contrast information on one
topic from multiple sources
• Recognize how new information is related to
prior knowledge or experience
• Identify main ideas and supporting details in
informational texts to distinguish relevant and
irrelevant information
• Make inferences and draw conclusions, on the b
Assessments (formal/informal
including state assessments)
• Teacher-created Assessments
-homework
-individual and group projects
and reports with accompanying
rubrics
-book packets
-conference forms
-oral check-ins
-quizzes
-exit tickets
-grammar, spelling and
punctuation assessments
-tests (performance and
standards-based assessments)
-written responses
• School-created Interim
Assessments (administered
3x/year)
• TerraNova Language &
Reading
• pre-January: Previous NYS 5th
Grade ELA Exam
• January: NYS 5th Grade ELA
Exam
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9A-1

New York State Content
Standards
(con…) Standard 1: Students will
read, write, listen, and speak for
information and understanding.
Subject Area: English Language Arts Grade Level: Fifth Grade
New York State Skills Standards
• Use a thesaurus to identify synonyms and
antonyms
Comprehension Strategies
• Read a variety of grade-level texts, for a variety
of purposes, with understanding
• Use self-monitoring strategies, such as crosschecking,
summarizing, and self-questioning, to
construct meaning of text
• Recognize when comprehension has been
disrupted and initiate self-correction strategies,
such as rereading, adjusting rate of reading, and
attending to specific vocabulary
• Use knowledge of text structures to recognize
and discriminate differences among a variety of
texts and to support understanding
• Ask questions to clarify understanding and to
focus reading
• Make connections between text being read and
own lives, the lives of others, and other texts read
in the past
• Use prior knowledge in concert with text
information to support comprehension, from
forming predictions to making inferences and
drawing conclusions
• Read grade-level texts and answer literal,
inferential, and evaluative questions
• State or summarize a main idea and
support/elaborate with relevant details
• Present a point of view or interpretation of a text
New York State Performance Indicators
(Core Performance Indicators listed where
indicated)
• Identify information that is implied rather
than stated, with assistance
Core Performance Indicators Grades 5-6:
• Identify purpose of reading
• Adjust reading rate according to purpose for
reading
• Use word recognition and context clues to
read fluently
• Determine the meaning of unfamiliar words
by using context clues, a dictionary, or a
glossary
• Identify signal words, such as finally or in
addition, that provide clues to organizational
formats such as time order
• Use knowledge of punctuation to assist in
comprehension
• Apply corrective strategies (e.g., rereading and
discussion with teachers, peers, or
parents/caregivers) to assist in comprehension
• Read aloud, using inflection and intonation
appropriate to text read and to audience
• Maintain a personal reading list to reflect
reading goals and accomplishments
Assessments (formal/informal
including state assessments)
See Above
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9A-2

New York State Content
Standards
(con…) Standard 1: Students will
read, write, listen, and speak for
information and understanding.
Subject Area: English Language Arts Grade Level: Fifth Grade
New York State Performance Indicators
New York State Skills Standards
(Core Performance Indicators listed where
indicated)
• Participate cooperatively and collaboratively in See Above
group discussions of texts
• Note and describe aspects of the writer’s craft
• Read aloud, accurately and fluently, with
appropriate rate of reading, intonation, and
inflection
• Demonstrate comprehension of grade-level texts
through a range of responses, such as writing,
drama, and oral presentations
Motivation to Read
• Show interest in a wide range of texts, topics,
and genres for reading
• Read voluntarily for a variety of purposes
• Be familiar with titles and authors of a wide
range of literature
• Engage in independent silent reading for
extended periods of time
Assessments (formal/informal
including state assessments)
See Above
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9A-3

New York State Content
Standards
Standard 2: Students will read, See Above
write, listen, and speak for literary
response and expression.
Subject Area: English Language Arts Grade Level: Fifth Grade
New York State Skills Standards
New York State Performance Indicators
(Core Performance Indicators listed where
indicated)
• Read, view, and interpret literary texts from a
variety of genres
• Define characteristics of different genres
• Select literary texts on the basis of personal
needs and interests and read silently for
enjoyment for extended periods
• Read aloud from a variety of genres; for
example, read the lines of a play or recite a
poem
- use inflection and intonation appropriate to
text read and audience
• Recognize that the same story can be told in
different genres, such as novels, poems, or
plays, with assistance
• Identify literary elements, such as setting, plot,
and character, of different genres
• Recognize how the author uses literary
devices, such as simile, metaphor, and
personification, to create meaning
• Recognize how different authors treat similar
themes
• Identify the ways in which characters change
and develop throughout a story
• Compare characters in literature to people in
own lives
Assessments (formal/informal
including state assessments)
• Teacher-created Assessments
-homework
-individual and group projects
and reports with accompanying
rubrics
-book packets
-conference forms
-oral check-ins
-quizzes
-exit tickets
-grammar, spelling and
punctuation assessments
-tests (performance and
standards-based assessments)
-written responses
• School-created Interim
Assessments (administered
3x/year)
• TerraNova Language &
Reading
• pre-January: Previous NYS 5th
Grade ELA Exam
• January: NYS 5th Grade ELA
Exam
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9A-4

New York State Content
Standards
Standard 3: Students will read,
write, listen, and speak for critical
analysis and evaluation.
Subject Area: English Language Arts Grade Level: Fifth Grade
New York State Performance Indicators
New York State Skills Standards
(Core Performance Indicators listed where
indicated)
See Above
• Evaluate information, ideas, opinions, and
themes in texts by identifying
- a central idea and supporting details
- details that are primary and those that are less
important
- statements of fact, opinion, and exaggeration
- missing or unclear information
• Use established criteria to analyze the quality
of information in text
• Identify different perspectives, such as social,
cultural, ethnic, and historical, on an issue
presented in one or more than one text
Assessments (formal/informal
including state assessments)
• Teacher-created Assessments
-homework
-individual and group projects
and reports with accompanying
rubrics
-book packets
-conference forms
-oral check-ins
-quizzes
-exit tickets
-grammar, spelling and
punctuation assessments
-tests (performance and
standards-based assessments)
-written responses
• School-created Interim
Assessments (administered
3x/year)
• TerraNova Language &
Reading
• pre-January: Previous NYS 5th
Grade ELA Exam
• January: NYS 5th Grade ELA
Exam
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9A-5

New York State Content
Standards
Standard 4: Students will read,
write, listen, and speak for social
interaction.
Subject Area: English Language Arts Grade Level: Fifth Grade
New York State Skills Standards
See Above
New York State Performance Indicators
(Core Performance Indicators listed where
indicated)
• Share reading experiences to build a
relationship with peers or adults; for example,
read together silently or aloud with a partner or
in small groups
• Respect the age, gender, position, and cultural
traditions of the writer
• Recognize conversational tone in friendly
communication
• Recognize the types of language (e.g., jargon,
informal vocabulary, and email conventions)
that are appropriate to social communication
Assessments (formal/informal
including state assessments)
• Teacher-created Assessments
-homework
-individual and group projects
and reports with accompanying
rubrics
-book packets
-conference forms
-oral check-ins
-quizzes
-exit tickets
-grammar, spelling and
punctuation assessments
-tests (performance and
standards-based assessments)
-written responses
• School-created Interim
Assessments (administered
3x/year)
• TerraNova Language &
Reading
• pre-January: Previous NYS 5th
Grade ELA Exam
• January: NYS 5th Grade ELA
Exam
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9A-6

New York State Content
Standards
Standard 1: Students will read,
write, listen, and speak for
information and understanding.
Subject Area: English Language Arts Grade Level: Fifth Grade
New York State Performance Indicators
New York State Skills Standards
(Core Performance Indicators listed where
indicated)
Fifth Grade Writing
Spelling
• Correctly spell words within own writing that
have been previously studied and/or frequently
used
• Correctly spell words within own writing that
follow the spelling patterns of words that have
been previously studied
• Spell a large body of words accurately and
quickly when writing
• Use a variety of spelling resources, such as
spelling dictionaries and spell-check tools, to
support correct spelling
Handwriting
• Use legible print and/or cursive writing
Composition
• Respond in writing to prompts that follow the
reading of literary and informational texts
• Respond to writing prompts that follow
listening to literary and informational texts
• Write on a wide range of topics
• Understand and use writing for a variety of
purposes
• Use a variety of different organizational patterns
for writing, such as chronological order,
cause/effect, compare/contrast
• Use a variety of media, such as print and
electronic, when writing
• Use the writing process (e.g., prewriting,
drafting, revising, proofreading, and editing)
• Use at least three sources of information in
writing a report, with assistance
• Take notes to record and organize relevant
data, facts, and ideas, with assistance, and use
notes as part of prewriting activities
• State a main idea and support it with details
and examples
• Compare and contrast ideas and information
from two sources
• Write labels or captions for graphics, such as
charts, graphs, and diagrams, to convey
information
• Adopt an organizational format, such as
chronological order, that is appropriate for
informational writing
• Use paragraphing to organize ideas and
information, with assistance
• Maintain a portfolio that includes
informational writing
Core Performance Indicators Grades 5-6:
• Understand the purpose for writing; the
purpose may be to explain, describe, narrate,
persuade, or express feelings
• Determine the intended audience before
writing
• Use tone and language appropriate for
audience and purpose
• Use prewriting activities (e.g., brainstorming,
note taking, freewriting, outlining, and
Assessments (formal/informal
including state assessments)
• Teacher-created Assessments
-homework
-individual and group projects
with accompanying rubrics
-conference forms
-oral check-ins
-quizzes
-exit tickets
-tests (performance and
standards-based assessments)
-written responses
• School-created Interim
Assessments (administered
3x/year)
• TerraNova Language &
Reading
• Pre-January: Previous NYS 5th
Grade ELA Exam
•January: NYS 5th Grade ELA
Exam
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9A-7

New York State Content
Standards
(con…) Standard 1: Students will
read, write, listen, and speak for
information and understanding.
Subject Area: English Language Arts Grade Level: Fifth Grade
New York State Skills Standards
• Review writing independently in order to revise
for focus, development of ideas, and organization
• Review writing independently in order to edit
for correct spelling, grammar, capitalization,
punctuation, and paragraphing
• Understand and write for a variety of audiences
• Adjust style of writing, voice, and language used
according to purpose and intended audience
• Incorporate aspects of the writer’s craft, such as
literary devices and specific voice, into own
writing
• Use multiple sources of information when
writing a report
• Review writing with teachers and peers
Motivation to Write
• Write voluntarily to communicate ideas and
emotions to a variety of audiences, from self to
unknown
• Write voluntarily for different purposes
• Write on a variety of topics
• Publish writing in a variety of presentation or
display mediums, for a variety of audiences
New York State Performance Indicators
(Core Performance Indicators listed where
indicated)
Core Performance Indicators Grades 5-6 con...
• Use teacher conferences and peer review to
revise written work
• Observe the rules of punctuation,
capitalization, and spelling, such as
- punctuation of compound sentences,
friendly/business letters, simple dialogue, and
exact words from sources (quotations); use
italics/underlining for titles
- capitalization of proper nouns such as key
words in literary and/or book titles, languages,
and historical events
- spelling of commonly misspelled words,
homonyms, and content-area vocabulary
• Use correct grammatical construction in
* parts of speech such as nouns; adjectives and
adverbs (comparative/superlative); pronouns
(indefinite/nominative/objective); conjunctions
(coordinating/subordinating); prepositions and
prepositional phrases; and interjections
*simple/compound/complex sentences, using,
correct subject-verb agreement, verb tense,
punctuation, and pronouns with clear
antecedents
• Use signal/transitional words (e.g., in addition,
for example, finally, as a result, similarly, and on
the other hand) to provide clues to organizationa
• Use dictionaries, thesauruses, and style manuals
Assessments (formal/informal
including state assessments)
See Above
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9A-8

New York State Content
Standards
Standard 2: Students will read, See Above
write, listen, and speak for literary
response and expression.
Subject Area: English Language Arts Grade Level: Fifth Grade
New York State Skills Standards
New York State Performance Indicators
(Core Performance Indicators listed where
indicated)
• Develop original literary texts that
- use organizing structures such as stanzas and
chapters
- create a lead that attracts the reader’s interest
- provide a title that interests the reader
- develop characters and establish a plot
- use examples of literary devices, such as
rhyme, rhythm, and simile
- establish consistent point of view (e.g., first or
third person) with assistance
• Write interpretive essays that
- summarize the plot
- describe the characters and how they change
- describe the setting and recognize its
importance to the story
- draw a conclusion about the work
- interpret the impact of literary devices, such as
simile and personification
- recognize the impact of rhythm and rhyme in
poems
• Respond to literature, connecting the response
to personal experience
• Use resources, such as personal experiences
and themes from other texts and performances,
to plan and create literary texts
• Maintain a writing portfolio that includes
literary, interpretive, and responsive writing
Assessments (formal/informal
including state assessments)
• Teacher-created Assessments
-homework
-individual and group projects
with accompanying rubrics
-conference forms
-oral check-ins
-quizzes
-exit tickets
-tests (performance and
standards-based assessments)
-written responses
• School-created Interim
Assessments (administered
3x/year)
• TerraNova Language &
Reading
• Pre-January: Previous NYS 5th
Grade ELA Exam
•January: NYS 5th Grade ELA
Exam
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9A-9

New York State Content
Standards
Standard 3: Students will read,
write, listen, and speak for critical
analysis and evaluation.
Subject Area: English Language Arts Grade Level: Fifth Grade
New York State Skills Standards
See Above
New York State Performance Indicators
(Core Performance Indicators listed where
indicated)
• Use strategies, such as note taking, semantic
webbing, or mapping, to plan and organize
writing
• Use supporting evidence from text to evaluate
ideas, information, themes, or experiences
• Analyze the impact of an event or issue from
personal and peer group perspectives
• Analyze literary elements in order to evaluate
the quality of ideas and information in text
• Use information and ideas from other subject
areas and personal experiences to form and
express opinions
• Adapt an organizational format, such as
compare/contrast, appropriate for critical
analysis and evaluation, with assistance
• Use precise vocabulary in writing analysis and
evaluation, with assistance
• Maintain a writing portfolio that includes
writing for critical analysis and evaluation
Assessments (formal/informal
including state assessments)
• Teacher-created Assessments
-homework
-individual and group projects
with accompanying rubrics
-conference forms
-oral check-ins
-quizzes
-exit tickets
-tests (performance and
standards-based assessments)
-written responses
• School-created Interim
Assessments (administered
3x/year)
• TerraNova Language &
Reading
• Pre-January: Previous NYS 5th
Grade ELA Exam
•January: NYS 5th Grade ELA
Exam
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9A-10

New York State Content
Standards
Standard 4: Students will read,
write, listen, and speak for social
interaction.
Subject Area: English Language Arts Grade Level: Fifth Grade
New York State Performance Indicators
New York State Skills Standards
(Core Performance Indicators listed where
indicated)
See Above
• Share the process of writing with peers and
Assessments (formal/informal
including state assessments)
• Teacher-created Assessments
adults; for example, write a condolence note, get--homeworwell
card, or thank-you letter with a writing
partner or in small groups
• Respect the age, gender, position, and cultural
traditions of the recipient
• Develop a personal voice that enables the
reader to get to know the writer
• Write personal reactions to experiences and
events, using a form of social communication
• Maintain a portfolio that includes writing for
social communication
-individual and group projects
with accompanying rubrics
-conference forms
-oral check-ins
-quizzes
-exit tickets
-tests (performance and
standards-based assessments)
-written responses
• School-created Interim
Assessments (administered
3x/year)
• TerraNova Language &
Reading
• Pre-January: Previous NYS 5th
Grade ELA Exam
•January: NYS 5th Grade ELA
Exam
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9A-11

New York State Content
Standards
Standard 1: Students will read,
write, listen, and speak for
information and understanding.
Subject Area: English Language Arts Grade Level: Fifth Grade
New York State Performance Indicators
New York State Skills Standards
(Core Performance Indicators listed where
indicated)
Fifth Grade Listening
• Listen attentively to a variety of texts read aloud
• Listen attentively for different purposes and for
an extended period of time
• Identify own purpose(s) for listening
• Respond appropriately to what is heard
• Listen respectfully, and without interrupting,
when others speak
• Follow instructions that provide information
about a task or assignment
• Identify essential details for note taking
• Distinguish between fact and opinion
• Identify information that is implicit rather
than stated
• Connect new information to prior knowledge
or experience
Core Performance Indicators Grades 5-6
• Listen respectfully and responsively
• Identify own purpose for listening
• Recognize content-specific vocabulary or
terminology
• Listen for unfamiliar words and learn their
meaning
Assessments (formal/informal
including state assessments)
• Teacher-created Assessments
-homework
-individual and group projects
with accompanying rubrics
-conference forms
-oral check-ins
-quizzes
-exit tickets
-tests (performance and
standards-based assessments)
-written responses, including
essays
• School-created Interim
Assessments (administered
3x/year)
• TerraNova Language &
Reading
•Pre-January: Previous NYS 5th
Grade ELA Exam
• January: NYS 5th Grade ELA
Exam
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9A-12

New York State Content
Standards
Standard 2: Students will read, See Above
write, listen, and speak for literary
response and expression.
Subject Area: English Language Arts Grade Level: Fifth Grade
New York State Skills Standards
New York State Performance Indicators
(Core Performance Indicators listed where
indicated)
• Distinguish different genres, such as story,
biography, poem, or play, with assistance
• Identify a character’s motivation
• Recognize the use of literary devices, such as
simile, personification, rhythm, and rhyme, in
presentation of literary texts
• Use personal experience and prior knowledge
to interpret and respond to literary texts and
performances
• Identify cultural and historical influences in
texts and performances, with assistance
Assessments (formal/informal
including state assessments)
• Teacher-created Assessments
-homework
-individual and group projects
with accompanying rubrics
-conference forms
-oral check-ins
-quizzes
-exit tickets
-tests (performance and
standards-based assessments)
-written responses, including
essays
• School-created Interim
Assessments (administered
3x/year)
• TerraNova Language &
Reading
•Pre-January: Previous NYS 5th
Grade ELA Exam
• January: NYS 5th Grade ELA
Exam
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9A-13

New York State Content
Standards
Standard 3: Students will read,
write, listen, and speak for critical
analysis and evaluation.
Subject Area: English Language Arts Grade Level: Fifth Grade
New York State Skills Standards
See Above
New York State Performance Indicators
(Core Performance Indicators listed where
indicated)
• Form an opinion on a subject on the basis of
information, ideas, and themes expressed in
presentations
• Recognize and use the perspective of others to
analyze presentations
• Use prior knowledge and experiences to
analyze the content of presentations
• Recognize persuasive presentations and
identify the techniques used to accomplish that
purpose, with assistance
• Evaluate the quality of the speaker’s
presentation style by using criteria such as
volume, tone of voice, and rate
Assessments (formal/informal
including state assessments)
• Teacher-created Assessments
-homework
-individual and group projects
with accompanying rubrics
-conference forms
-oral check-ins
-quizzes
-exit tickets
-tests (performance and
standards-based assessments)
-written responses, including
essays
• School-created Interim
Assessments (administered
3x/year)
• TerraNova Language &
Reading
•Pre-January: Previous NYS 5th
Grade ELA Exam
• January: NYS 5th Grade ELA
Exam
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9A-14

New York State Content
Standards
Standard 4: Students will read,
write, listen, and speak for social
interaction.
Subject Area: English Language Arts Grade Level: Fifth Grade
New York State Performance Indicators
New York State Skills Standards
(Core Performance Indicators listed where
indicated)
See Above
• Respect the age, gender, position, and cultural
traditions of the speaker
• Recognize friendly communication on the
basis of volume and tone of the speaker’s voice
• Recognize that social communication may
include informal language such as jargon
• Recognize the meaning of the speaker’s
nonverbal cues
Assessments (formal/informal
including state assessments)
• Teacher-created Assessments
-homework
-individual and group projects
with accompanying rubrics
-conference forms
-oral check-ins
-quizzes
-exit tickets
-tests (performance and
standards-based assessments)
-written responses, including
essays
• School-created Interim
Assessments (administered
3x/year)
• TerraNova Language &
Reading
•Pre-January: Previous NYS 5th
Grade ELA Exam
• January: NYS 5th Grade ELA
Exam
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9A-15

New York State Content
Standards
Standard 1: Students will read,
write, listen, and speak for
information and understanding.
Subject Area: English Language Arts Grade Level: Fifth Grade
New York State Performance Indicators
New York State Skills Standards
(Core Performance Indicators listed where
indicated)
Fifth Grade Speaking
• Speak in response to the reading of a variety of
texts
• Use appropriate and specific vocabulary to
communicate ideas
• Use grammatically correct sentences when
speaking
• Include details that are relevant for the audience
• Communicate ideas in an organized and
coherent manner
• Vary the formality of language according to the
audience and purpose for speaking
• Speak with expression, volume, pace, and
gestures appropriate for the topic, audience, and
purpose of communication
• Respond respectfully to others
• Participate in group discussions on a variety of
topics
• Offer feedback to others in a respectful and
responsive manner
• Ask probing questions
• Interview peers
• Share information from personal experience
• Share information from a variety of texts
• State a main idea and support it with facts,
details, and examples
• Compare and contrast information
• Present reports of approximately five minutes
for teachers and peers
• Summarize main points
• Use notes, outlines, and visual aids appropriate
to the presentation
Core Performance Indicators Grades 5-6
• Respond respectfully
• Initiate communication with peers, teachers,
and others in the school community
• Use language and grammar appropriate to
purpose for speaking
• Use facial expressions and gestures that
enhance communication
• Establish eye contact during presentations and
group discussions
• Use audible voice and pacing appropriate to
content and audience
• Use visual aids to support the presentation
Assessments (formal/informal
including state assessments)
• Teacher-created Assessments
-homework
-individual and group projects
with accompanying rubrics
-conference forms
-oral check-ins
-quizzes
-exit tickets
-tests (performance and
standards-based assessments)
-written responses, including
essays
• School-created Interim
Assessments (administered
3x/year)
• TerraNova Language &
Reading
• Pre-January: Previous NYS 5th
Grade ELA Exam
•January: NYS 5th Grade ELA
Exam
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9A-16

New York State Content
Standards
Standard 2: Students will read, See Above
write, listen, and speak for literary
response and expression.
Subject Area: English Language Arts Grade Level: Fifth Grade
New York State Skills Standards
New York State Performance Indicators
(Core Performance Indicators listed where
indicated)
• Present original works, such as stories, poems,
and plays, to adults and peers, using audible
voice and pacing appropriate to content and
audience
• Share book reviews
• Summarize the plot and describe the
motivation of characters
• Connect a personal response to literature to
prior experience or knowledge
• Recognize the importance of cultural and
historical characteristics in texts and
performances
• Ask questions and respond to questions for
clarification
• Use notes or outlines appropriately in
presentations
Assessments (formal/informal
including state assessments)
• Teacher-created Assessments
-homework
-individual and group projects
with accompanying rubrics
-conference forms
-oral check-ins
-quizzes
-exit tickets
-tests (performance and
standards-based assessments)
-written responses, including
essays
• School-created Interim
Assessments (administered
3x/year)
• TerraNova Language &
Reading
• Pre-January: Previous NYS 5th
Grade ELA Exam
•January: NYS 5th Grade ELA
Exam
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9A-17

New York State Content
Standards
Standard 3: Students will read,
write, listen, and speak for critical
analysis and evaluation.
Subject Area: English Language Arts Grade Level: Fifth Grade
New York State Skills Standards
See Above
New York State Performance Indicators
(Core Performance Indicators listed where
indicated)
• Ask questions and respond to questions for
clarification
• Express an opinion about information, ideas,
opinions, themes, and experiences in books,
essays, articles, and advertisements
• Analyze an event or issue by using role play as
a strategy
• Use information and ideas from personal
experiences to form and express opinions and
judgments
• Use notes or outlines appropriately in
presentations
Assessments (formal/informal
including state assessments)
• Teacher-created Assessments
-homework
-individual and group projects
with accompanying rubrics
-conference forms
-oral check-ins
-quizzes
-exit tickets
-tests (performance and
standards-based assessments)
-written responses, including
essays
• School-created Interim
Assessments (administered
3x/year)
• TerraNova Language &
Reading
• Pre-January: Previous NYS 5th
Grade ELA Exam
•January: NYS 5th Grade ELA
Exam
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9A-18

New York State Content
Standards
Standard 4: Students will read,
write, listen, and speak for social
interaction.
Subject Area: English Language Arts Grade Level: Fifth Grade
New York State Skills Standards
See Above
New York State Performance Indicators
(Core Performance Indicators listed where
indicated)
• Discuss the content of friendly notes, cards,
and letters with a teacher or classmate in order
to get to know the writer and each other
• Use the informal language of social
communication
• Respect the age, gender, position, culture, and
interests of the listener
• Use the rules of conversation, such as avoid
interrupting and respond respectfully
Assessments (formal/informal
including state assessments)
• Teacher-created Assessments
-homework
-individual and group projects
with accompanying rubrics
-conference forms
-oral check-ins
-quizzes
-exit tickets
-tests (performance and
standards-based assessments)
-written responses, including
essays
• School-created Interim
Assessments (administered
3x/year)
• TerraNova Language &
Reading
• Pre-January: Previous NYS 5th
Grade ELA Exam
•January: NYS 5th Grade ELA
Exam
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9A-19

Subject Area: Mathematics Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
Problem Solving Strand: Students
will build new mathematical
knowledge through problem
solving.
5.PS.1 Know the difference between relevant and
irrelevant information when solving problems
5.PS.2 Understand that some ways of representing
a problem are more efficient than others
5.PS.3 Interpret information correctly, identify the
problem, and generate
possible strategies and solutions
• Teacher-created Assessments
-homework
-individual and group projects
with accompanying rubrics
-conference forms
-quizzes
-exit tickets
-oral check-ins
-tests (performance and standardsbased
assessments)
-written responses
• School-created Interim
Assessments (3x/year)
• TerraNova
• Pre-March: Previous NYS 5th
Grade Math Exam
• March: NYS 5th Grade Math
Problem Solving Strand: Students
will solve problems that arise in
mathematics and in other
contexts.
5.PS.4 Act out or model with manipulatives
activities involving mathematical content from
literature
5.PS.5 Formulate problems and solutions from
everyday situations
5.PS.6 Translate from a picture/diagram to a
numeric expression
5.PS.7 Represent problem situations verbally,
numerically, algebraically, and/or graphically
5.PS.8 Select an appropriate representation of a
problem
5.PS.9 Understand the basic language of logic in
mathematical situations (and, or, not)
• Teacher-created Assessments
-homework
-individual and group projects
with accompanying rubrics
-conference forms
-quizzes
-exit tickets
-oral check-ins
-tests (performance and standardsbased
assessments)
-written responses
• School-created Interim
Assessments (3x/year)
• TerraNova
• Pre-March: Previous NYS 5th
Grade Math Exam
• March: NYS 5th Grade Math
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9B-20

Subject Area: Mathematics Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
Problem Solving Strand: Students
will apply and adapt a variety of
appropriate strategies to solve
problems.
Problem Solving Strand: Students
will monitor and reflect on the
process of mathematical problem
solving.
5.PS.10 Work in collaboration with others to solve • Teacher-created Assessments
problems
-homework
5.PS.11 Translate from a picture/diagram to a -individual and group projects
number or symbolic expression
with accompanying rubrics
5.PS.12 Use trial and error and the process of -conference forms
elimination to solve problems
-quizzes
5.PS.13 Model problems with pictures/diagrams or -exit tickets
physical objects
-oral check-ins
5.PS.14 Analyze problems by observing patterns -tests (performance and standardsbased
assessments)
5.PS.15 Make organized lists or charts to solve
numerical problems
-written responses
• School-created Interim
Assessments (3x/year)
• TerraNova
• Pre-March: Previous NYS 5th
Grade Math Exam
• March: NYS 5th Grade Math
5.PS.16 Discuss with peers to understand a
problem situation
5.PS.17 Determine what information is needed to
solve problem
5.PS.18 Determine the efficiency of different
representations of a problem
5.PS.19 Differentiate between valid and invalid
approaches
5.PS.20 Understand valid counterexamples
5.PS.21 Explain the methods and reasoning behind
the problem solving strategies used
5.PS.22 Discuss whether a solution is reasonable in
the context of the original problem
5.PS.23 Verify results of a problem
• Teacher-created Assessments
-homework
-individual and group projects
with accompanying rubrics
-conference forms
-quizzes
-exit tickets
-oral check-ins
-tests (performance and standardsbased
assessments)
-written responses
• School-created Interim
Assessments (3x/year)
• TerraNova
• Pre-March: Previous NYS 5th
Grade Math Exam
• March: NYS 5th Grade Math
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9B-21

Subject Area: Mathematics Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Reasoning and Proof Strand:
Students will recognize reasoning
and proof as fundamental aspects
of mathematics.
5.RP.1 Recognize that mathematical ideas can be
supported using a variety of strategies
5.RP.2 Understand that mathematical statements
can be supported, using models, facts, and
relationships to explain their thinking
Reasoning and Proof Strand: 5.RP.3 Investigate conjectures, using arguments
Students will make and investigate and appropriate mathematical terms
mathematical conjectures. 5.RP.4 Make and evaluate conjectures, using a
variety of strategies
Assessments (formal/informal
including state assessments)
• Teacher-created Assessments
-homework
-individual and group projects
with accompanying rubrics
-conference forms
-quizzes
-exit tickets
-oral check-ins
-tests (performance and standardsbased
assessments)
-written responses
• School-created Interim
Assessments (3x/year)
• TerraNova
• Pre-March: Previous NYS 5th
Grade Math Exam
• March: NYS 5th Grade Math
• Teacher-created Assessments
-homework
-individual and group projects
with accompanying rubrics
-conference forms
-quizzes
-exit tickets
-oral check-ins
-tests (performance and standardsbased
assessments)
-written responses
• School-created Interim
Assessments (3x/year)
• TerraNova
• Pre-March: Previous NYS 5th
Grade Math Exam
• March: NYS 5th Grade Math
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9B-22

Subject Area: Mathematics Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
Reasoning and Proof Strand:
Students will develop and evaluate
mathematical arguments and
proofs.
5.RP.5 Justify general claims or conjectures, using
manipulatives, models, expressions, and
mathematical relationships
5.RP.6 Develop and explain an argument verbally,
numerically, and/or graphically
5.RP.7 Verify claims other students make, using
examples and counterexamples when appropriate
• Teacher-created Assessments
-homework
-individual and group projects
with accompanying rubrics
-conference forms
-quizzes
-exit tickets
-oral check-ins
-tests (performance and standardsbased
assessments)
-written responses
• School-created Interim
Assessments (3x/year)
• TerraNova
• Pre-March: Previous NYS 5th
Grade Math Exam
• March: NYS 5th Grade Math
Reasoning and Proof Standards:
Students will select and use
various types of reasoning and
methods of proof.
5.RP.8 Support an argument through
examples/counterexamples and special cases
• Teacher-created Assessments
-homework
-individual and group projects
with accompanying rubrics
-conference forms
-quizzes
-exit tickets
-oral check-ins
-tests (performance and standardsbased
assessments)
-written responses
• School-created Interim
Assessments (3x/year)
• TerraNova
• Pre-March: Previous NYS 5th
Grade Math Exam
• March: NYS 5th Grade Math
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9B-23

Subject Area: Mathematics Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Communication Strand: Students 5.CM.1 Provide an organized thought process that
will organize and consolidate their is correct, complete, coherent, and clear
mathematical thinking through 5.CM.2 Explain a rationale for strategy selection
communication.
5.CM.3 Organize and accurately label work
Communication Strand: Students
will communicate their
mathematical thinking coherently
and clearly to peers, teachers, and
others.
5.CM.4 Share organized mathematical ideas
through the manipulation of objects, numerical
tables, drawings, pictures, charts, graphs, tables,
diagrams, models, and symbols in written and
verbal form
5.CM.5 Answer clarifying questions from others
Assessments (formal/informal
including state assessments)
• Teacher-created Assessments
-homework
-individual and group projects
with accompanying rubrics
-conference forms
-quizzes
-exit tickets
-oral check-ins
-tests (performance and standardsbased
assessments)
-written responses
• School-created Interim
Assessments (3x/year)
• TerraNova
• Pre-March: Previous NYS 5th
Grade Math Exam
• March: NYS 5th Grade Math
• Teacher-created Assessments
-homework
-individual and group projects
with accompanying rubrics
-conference forms
-quizzes
-exit tickets
-oral check-ins
-tests (performance and standardsbased
assessments)
-written responses
• School-created Interim
Assessments (3x/year)
• TerraNova
• Pre-March: Previous NYS 5th
Grade Math Exam
• March: NYS 5th Grade Math
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9B-24

Subject Area: Mathematics Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
Communication Strand: Students
will analyze and evaluate the
mathematical thinking and
strategies of others.
5.CM.6 Understand mathematical solutions shared
by other students
5.CM.7 Raise questions that elicit, extend, or
challenge others’ thinking
5.CM.8 Consider strategies used and solutions
found by others in relation to their own work
• Teacher-created Assessments
-homework
-individual and group projects
with accompanying rubrics
-conference forms
-quizzes
-exit tickets
-oral check-ins
-tests (performance and standardsbased
assessments)
-written responses
• School-created Interim
Assessments (3x/year)
• TerraNova
• Pre-March: Previous NYS 5th
Grade Math Exam
• March: NYS 5th Grade Math
Communication Strand: Students
will use the language of
mathematics to express
mathematical ideas precisely
5.CM.9 Increase their use of mathematical
vocabulary and language when communicating with
others
5.CM.10 Use appropriate vocabulary when
describing objects, relationships, mathematical
solutions, and rationale
5.CM.11 Decode and comprehend mathematical
visuals and symbols to construct meaning
• Teacher-created Assessments
-homework
-individual and group projects
with accompanying rubrics
-conference forms
-quizzes
-exit tickets
-oral check-ins
-tests (performance and standardsbased
assessments)
-written responses
• School-created Interim
Assessments (3x/year)
• TerraNova
• Pre-March: Previous NYS 5th
Grade Math Exam
• March: NYS 5th Grade Math
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9B-25

Subject Area: Mathematics Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
Connections Strand: Students will
recognize and use connections
among mathematical ideas.
5.CN.1 Understand and make connections and
conjectures in their everyday experiences to
mathematical ideas
5.CN.2 Explore and explain the relationship
between mathematical ideas
5.CN.3 Connect and apply mathematical
information to solve problems
• Teacher-created Assessments
-homework
-individual and group projects
with accompanying rubrics
-conference forms
-quizzes
-exit tickets
-oral check-ins
-tests (performance and standardsbased
assessments)
-written responses
• School-created Interim
Assessments (3x/year)
• TerraNova
• Pre-March: Previous NYS 5th
Grade Math Exam
• March: NYS 5th Grade Math
Connections Strand: Students will
understand how mathematical
ideas interconnect and build on
one another to produce a coherent
whole.
5.CN.4 Understand multiple representations and
how they are related
5.CN.5 Model situations with objects and
representations and be able to draw conclusions
• Teacher-created Assessments
-homework
-individual and group projects
with accompanying rubrics
-conference forms
-quizzes
-exit tickets
-oral check-ins
-tests (performance and standardsbased
assessments)
-written responses
• School-created Interim
Assessments (3x/year)
• TerraNova
• Pre-March: Previous NYS 5th
Grade Math Exam
• March: NYS 5th Grade Math
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9B-26

Subject Area: Mathematics Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
Connections Strand: Students will
recognize and apply mathematics
in contexts outside of
mathematics.
Representation Strand: Students
will create and use representations
to organize, record, and
communicate
mathematical ideas.
5.CN.6 Recognize and provide examples of the
presence of mathematics in their daily lives
5.CN.7 Apply mathematics to problem situations
that develop outside of mathematics
5.CN.8 Investigate the presence of mathematics in
careers and areas of interest
5.CN.9 Recognize and apply mathematics to other
disciplines and areas of interest
5.R.1 Use physical objects, drawings, charts, tables,
graphs, symbols, equations, or objects created using
technology as representations
5.R.2 Explain, describe, and defend mathematical
ideas using representations
5.R.3 Read, interpret, and extend external models
5.R.4 Use standard and nonstandard
representations with accuracy and detail
• Teacher-created Assessments
-homework
-individual and group projects
with accompanying rubrics
-conference forms
-quizzes
-exit tickets
-oral check-ins
-tests (performance and standardsbased
assessments)
-written responses
• School-created Interim
Assessments (3x/year)
• TerraNova
• Pre-March: Previous NYS 5th
Grade Math Exam
• March: NYS 5th Grade Math
• Teacher-created Assessments
-homework
-individual and group projects
with accompanying rubrics
-conference forms
-quizzes
-exit tickets
-oral check-ins
-tests (performance and standardsbased
assessments)
-written responses
• School-created Interim
Assessments (3x/year)
• TerraNova
• Pre-March: Previous NYS 5th
Grade Math Exam
• March: NYS 5th Grade Math
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9B-27

Subject Area: Mathematics Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Representation Strand: Students
will select, apply, and translate
among mathematical
representations to solve problems.
5.R.5 Use representations to explore problem
situations
5.R.6 Investigate relationships between different
representations and their impact on a given
problem
Assessments (formal/informal
including state assessments)
• Teacher-created Assessments
-homework
-individual and group projects
with accompanying rubrics
-conference forms
-quizzes
-exit tickets
-oral check-ins
-tests (performance and standardsbased
assessments)
-written responses
• School-created Interim
Assessments (3x/year)
• TerraNova
• Pre-March: Previous NYS 5th
Grade Math Exam
• March: NYS 5th Grade Math
Representation Strand: Students
will use representations to model
and interpret physical, social, and
mathematical phenomena.
5.R.7 Use mathematics to show and understand
physical phenomena (e.g., determine the perimeter
of a bulletin board)
5.R.8 Use mathematics to show and understand
social phenomena (e.g., construct tables to
organize data showing book sales)
5.R.9 Use mathematics to show and understand
mathematical phenomena (e.g., find the missing
value that makes the equation true: (3 + 4) + 5 =
3 + (4 + ___ )
• Teacher-created Assessments
-homework
-individual and group projects
with accompanying rubrics
-conference forms
-quizzes
-exit tickets
-oral check-ins
-tests (performance and standardsbased
assessments)
-written responses
• School-created Interim
Assessments (3x/year)
• TerraNova
• Pre-March: Previous NYS 5th
Grade Math Exam
• March: NYS 5th Grade Math
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9B-28

Subject Area: Mathematics Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
Number Sense and Operations
Strand (Number Systems/Number
Theory): Students will understand
numbers, multiple ways of
representing numbers, relationships
among numbers, and number
systems.
5.N.1 Read and write whole numbers to millions • Teacher-created Assessments
5.N.2 Compare and order numbers to millions -homework
5.N.3 Understand the place value structure of the -individual and group projects
base ten number system
with accompanying rubrics
10 ones = 1 ten
-conference forms
10 tens = 1 hundred
-quizzes
10 hundreds = 1 thousand
-exit tickets
10 thousands = 1 ten thousand
-oral check-ins
10 ten thousands = 1 hundred thousand -tests (performance and standardsbased
assessments)
10 hundred thousands = 1 million
5.N.4 Create equivalent fractions, given a fraction -written responses
5.N.5 Compare and order fractions including unlike • School-created Interim
denominators (with and without the use of a Assessments (3x/year)
number line) Note: Commonly used fractions such • TerraNova
as those that might be indicated on ruler, measuring • Pre-March: Previous NYS 5th
cup, etc.
Grade Math Exam
5.N.6 Understand the concept of ratio
• March: NYS 5th Grade Math
5.N.7 Express ratios in different forms
5.N.8 Read, write, and order decimals to
thousandths
5.N.9 Compare fractions using , or =
5.N.10 Compare decimals using , or =
5.N.11 Understand that percent means part of 100,
and write percents as fractions and decimals
5.N.12 Recognize that some numbers are only
divisible by one and themselves (prime) and others
have multiple divisors (composite)
5.N.13 Calculate multiples of a whole number and th
5.N.14 Identify the factors of a given number
5.N.15 Find the common factors and the greatest co
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9B-29

Subject Area: Mathematics Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
Number Sense and Operations
Strand (Operations): Students will
understand meanings of operations
and procedures, and how they
relate to one another.
5.N.16 Use a variety of strategies to multiply threedigit
by three-digit numbers Note: Multiplication -homework
• Teacher-created Assessments
by anything greater than a three-digit multiplier/ -individual and group projects
multiplicand should be done using technology. with accompanying rubrics
5.N.17 Use a variety of strategies to divide threedigit
numbers by one- and two-digit numbers Note: -quizzes
-conference forms
Division by anything greater than a two-digit -exit tickets
divisor should be done using technology. -oral check-ins
5.N.18 Evaluate an arithmetic expression using -tests (performance and standardsbased
assessments)
order of operations including multiplication,
division, addition, subtraction and parentheses -written responses
5.N.19 Simplify fractions to lowest terms • School-created Interim
5.N.20 Convert improper fractions to mixed Assessments (3x/year)
numbers, and mixed numbers to improper fractions • TerraNova
5.N.21 Use a variety of strategies to add and • Pre-March: Previous NYS 5th
subtract fractions with like denominators Grade Math Exam
5.N.22 Add and subtract mixed numbers with like • March: NYS 5th Grade Math
denominators
5.N.23 Use a variety of strategies to add, subtract,
multiply, and divide decimals to thousandths
Number Sense and Operations
(Estimation): Students will
compute accurately and make
reasonable estimates.
5.N.24 Round numbers to the nearest hundredth
and up to 10,000
5.N.25 Estimate sums and differences of fractions
with like denominators
5.N.26 Estimate sums, differences, products, and
quotients of decimals
5.N.27 Justify the reasonableness of answers using
estimation
• Teacher-created Assessments
-homework
-individual and group projects
with accompanying rubrics
-conference forms
-quizzes
-exit tickets
-oral check-ins
-tests (performance and standardsbased
assessments)
-written responses
• School-created Interim
Assessments (3x/year)
• TerraNova
• Pre-March: Previous NYS 5th
Grade Math Exam
• March: NYS 5th Grade Math
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9B-30

Subject Area: Mathematics Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
Algebra Strand (Variables and
Expressions): Students will
represent and analyze
algebraically a wide variety of
problem solving situations.
Algebra Strand (Variables and
Expressions/Equations and
Inequalities): Students will
perform algebraic procedures
accurately.
5.A.1 Define and use appropriate terminology when
referring to Expressions constants, variables, and
algebraic expressions
5.A.2 Translate simple verbal expressions into
algebraic expressions
5.A.3 Substitute assigned values into variable
expressions and evaluate using order of operations
5.A.4 Solve simple one-step equations using basic
whole-number facts
5.A.5 Solve and explain simple one-step equations
using inverse operations involving whole numbers
5.A.6 Evaluate the perimeter formula for given
input values
• Teacher-created Assessments
-homework
-individual and group projects
with accompanying rubrics
-conference forms
-quizzes
• Teacher-created Assessments
-homework
-individual and group projects
with accompanying rubrics
-conference forms
-quizzes
-exit tickets
-oral check-ins
-tests (performance and standardsbased
assessments)
-written responses
• School-created Interim
Assessments (3x/year)
• TerraNova
• Pre-March: Previous NYS 5th
Grade Math Exam
• March: NYS 5th Grade Math
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9B-31

Subject Area: Mathematics Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
Algebra Strand (Patterns,
Relations and Functions):
Students will recognize, use, and
represent algebraically patterns,
relations, and functions.
5.A.7 Create and explain patterns and algebraic
relationships (e.g.,2,4,6,8...) algebraically: 2n
(doubling)
5.A.8 Create algebraic or geometric patterns using
concrete objects or visual drawings (e.g., rotate and
shade geometric shapes)
• Teacher-created Assessments
-homework
-individual and group projects
with accompanying rubrics
-conference forms
-quizzes
-exit tickets
-oral check-ins
-tests (performance and standardsbased
assessments)
-written responses
• School-created Interim
Assessments (3x/year)
• TerraNova
• Pre-March: Previous NYS 5th
Grade Math Exam
• March: NYS 5th Grade Math
Geometry Strand (Shapes): 5.G.1 Calculate the perimeter of regular and
Students will use visualization and irregular polygons
spatial reasoning to analyze
characteristics and properties of
geometric shapes.
• Teacher-created Assessments
-homework
-individual and group projects
with accompanying rubrics
-conference forms
-quizzes
-exit tickets
-oral check-ins
-tests (performance and standardsbased
assessments)
-written responses
• School-created Interim
Assessments (3x/year)
• TerraNova
• Pre-March: Previous NYS 5th
Grade Math Exam
• March: NYS 5th Grade Math
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9B-32

Subject Area: Mathematics Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
Geometry Strand (Geometric
Relationships): Students will
identify and justify geometric
relationships, formally and
informally.
Geometry Strand
(Transformational Geometry):
Students will apply
transformations and symmetry to
analyze problem solving
situations.
5.G.2 Identify pairs of similar triangles
5.G.3 Identify the ratio of corresponding sides of
similar triangles
5.G.4 Classify quadrilaterals by properties of their
angles and sides
5.G.5 Know that the sum of the interior angles of a
quadrilateral is 360 degrees
5.G.6 Classify triangles by properties of their
angles and sides
5.G.7 Know that the sum of the interior angles of a
triangle is 180 degrees
5.G.8 Find a missing angle when given two angles
of a triangle
5.G.9 Identify pairs of congruent triangles
5.G.10 Identify corresponding parts of congruent
triangles
5.G.11 Identify and draw lines of symmetry of basic
geometric shapes
• Teacher-created Assessments
-homework
-individual and group projects
with accompanying rubrics
-conference forms
-quizzes
-exit tickets
-oral check-ins
-tests (performance and standardsbased
assessments)
-written responses
• School-created Interim
Assessments (3x/year)
• TerraNova
• Pre-March: Previous NYS 5th
Grade Math Exam
• March: NYS 5th Grade Math
• Teacher-created Assessments
-homework
-individual and group projects
with accompanying rubrics
-conference forms
-quizzes
-exit tickets
-oral check-ins
-tests (performance and standardsbased
assessments)
-written responses
• School-created Interim
Assessments (3x/year)
• TerraNova
• Pre-March: Previous NYS 5th
Grade Math Exam
• March: NYS 5th Grade Math
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9B-33

Subject Area: Mathematics Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
Geometry Strand (Coordinate
Geometry): Students will apply
coordinate geometry to analyze
problem solving situations.
5.G.12 Identify and plot points in the first quadrant
5.G.13 Plot points to form basic geometric shapes
(identify and classify)
5.G.14 Calculate perimeter of basic geometric
shapes drawn on a coordinate plane (rectangles and
shapes composed of rectangles having sides with
integer lengths and parallel to the axes)
• Teacher-created Assessments
-homework
-individual and group projects
with accompanying rubrics
-conference forms
-quizzes
-exit tickets
-oral check-ins
-tests (performance and standardsbased
assessments)
-written responses
• School-created Interim
Assessments (3x/year)
• TerraNova
• Pre-March: Previous NYS 5th
Grade Math Exam
• March: NYS 5th Grade Math
Measurement Strand (Units of
Measurement/Tools and
Methods): Students will determine
what can be measured and how,
using appropriate methods and
formulas.
5.M.1 Use a ruler to measure to the nearest inch,
1/2, 1/4, 1/8 inch
5.M.2 Identify customary equivalent units of length
5.M.3 Measure to the nearest centimeter
5.M.4 Identify equivalent metric units of length
5.M.5 Convert measurement within a given system
5.M.6 Determine the tool and technique to measure
with an appropriate level of precision: lengths and
angles
• Teacher-created Assessments
-homework
-individual and group projects
with accompanying rubrics
-conference forms
-quizzes
-exit tickets
-oral check-ins
-tests (performance and standardsbased
assessments)
-written responses
• School-created Interim
Assessments (3x/year)
• TerraNova
• Pre-March: Previous NYS 5th
Grade Math Exam
• March: NYS 5th Grade Math
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9B-34

Subject Area: Mathematics Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
Measurement Strand (Units):
Students will use units to give
meaning to measurements
5.M.7 Calculate elapsed time in hours and minutes
5.M.8 Measure and draw angles using a protractor
• Teacher-created Assessments
-homework
-individual and group projects
with accompanying rubrics
-conference forms
-quizzes
-exit tickets
-oral check-ins
-tests (performance and standardsbased
assessments)
-written responses
• School-created Interim
Assessments (3x/year)
• TerraNova
• Pre-March: Previous NYS 5th
Grade Math Exam
• March: NYS 5th Grade Math
Measurement Strand
(Estimation): Students will
develop strategies for estimating
measurements.
5.M.9 Determine personal references for customary
units of length (e.g., your pace is approximately 3
feet, your height is approximately 5 feet, etc.)
5.M.10 Determine personal references for metric
units of length
5.M.11 Justify the reasonableness of estimates
• Teacher-created Assessments
-homework
-individual and group projects
with accompanying rubrics
-conference forms
-quizzes
-exit tickets
-oral check-ins
-tests (performance and standardsbased
assessments)
-written responses
• School-created Interim
Assessments (3x/year)
• TerraNova
• Pre-March: Previous NYS 5th
Grade Math Exam
• March: NYS 5th Grade Math
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9B-35

Subject Area: Mathematics Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
Statistics and Probability Strand 5.S.1 Collect and record data from a variety of
(Collection, Organization, Display sources (e.g., newspapers, magazines, polls, charts,
& Analysis of Data): Students will and surveys)
collect, organize, display, and 5.S.2 Display data in a line graph to show an
analyze data.
increase or decrease over
5.S.3 Calculate the mean for a given set of data and
use to describe a set of data
• Teacher-created Assessments
-homework
-individual and group projects
with accompanying rubrics
-conference forms
-quizzes
-exit tickets
-oral check-ins
-tests (performance and standardsbased
assessments)
-written responses
• School-created Interim
Assessments (3x/year)
• TerraNova
• Pre-March: Previous NYS 5th
Grade Math Exam
• March: NYS 5th Grade Math
Statistics and Probability Strand
(Prediction from Data): Students
will make predictions that are
based upon data analysis.
5.S.4 Formulate conclusions and make predictions
from graphs
• Teacher-created Assessments
-homework
-individual and group projects
with accompanying rubrics
-conference forms
-quizzes
-exit tickets
-oral check-ins
-tests (performance and standardsbased
assessments)
-written responses
• School-created Interim
Assessments (3x/year)
• TerraNova
• Pre-March: Previous NYS 5th
Grade Math Exam
• March: NYS 5th Grade Math
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9B-36

Subject Area: Mathematics Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Statistics and Probability Strand
(Probability): Students will
understand and apply concepts of
probability.
5.S.5 List the possible outcomes for a single-event
experiment
5.S.6 Record experiment results using
fractions/ratios
5.S.7 Create a sample space and determine the
probability of a single event, given a simple
experiment (e.g., rolling a number cube)
Assessments (formal/informal
including state assessments)
• Teacher-created Assessments
-homework
-individual and group projects
with accompanying rubrics
-conference forms
-quizzes
-exit tickets
-oral check-ins
-tests (performance and standardsbased
assessments)
-written responses
• School-created Interim
Assessments (3x/year)
• TerraNova
• Pre-March: Previous NYS 5th
Grade Math Exam
• March: NYS 5th Grade Math
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9B-37

Subject Area: Science Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
Standard 1: Analysis, Inquiry, and Design: Students will use mathematical
analysis, scientific inquiry, and engineering design, as appropriate, to pose
questions, seek answers, and develop solutions
Analysis, Inquiry, and Design
(Mathematical Analysis): Deductive
and inductive reasoning are used to
reach mathematical conclusions
Analysis, Inquiry, and Design M1.1 Extend mathematical notation and
(Mathematical Analysis): Abstraction symbolism to include variables and algebraic
and symbolic representation are used to expressions in order to describe and compare
communicate mathematically quantities and express mathematical
relationships.
M1.1a identify independent and dependent
variables
M1.1b identify relationships among variables
including: direct, indirect, cyclic, constant; identify
non-related material
M1.1c apply mathematical equations to describe
relationships among variables in the natural world
M2.1 Use inductive reasoning to construct,
evaluate, and validate conjectures and
arguments, recognizing that patterns and
relationships can assist in explaining and
extending mathematical phenomena.
M2.1a interpolate and extrapolate from data
M2.1b quantify patterns and trends
• Scott Foresman Assessments
• Scott Foresman activities and
experiments
• Teacher-created assessments
• Teacher-created activities
• Homework
• Small/whole-group observations
• Teacher-created conference forms
• Saxon Math Assessments &
Activities
• Scott Foresman Assessments
• Scott Foresman activities and
experiments
• Teacher-created assessments
• Teacher-created activities
• Homework
• Small/whole-group observations
• Teacher-created conference forms
• Saxon Math Assessments &
Activities
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9C-38

Subject Area: Science Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
Analysis, Inquiry, and Design
(Mathematical Analysis): Critical
thinking skills are used in the solution
of mathematical problems.
Analysis, Inquiry, and Design
(Scientific Inquiry): The central
purpose of scientific inquiry is to
develop explanations of natural
phenomena in a continuing, creative
process.
M3.1 Apply mathematical knowledge to solve realworld
problems and problems that arise from the
investigation of mathematical ideas, using
representations such as pictures, charts, and tables.
M3.1a use appropriate scientific tools to solve
problems about the natural world
S1.1 Formulate questions independently with the
aid of references appropriate for guiding the search
for explanations of everyday observations.
S1.1a formulate questions about natural
phenomena
S1.1b identify appropriate references to investigate
a question
S1.1c refine and clarify questions so that they are
subject to scientific investigation
S1.2 Construct explanations independently for
natural phenomena, especially by proposing
preliminary visual models of phenomena.
S1.2a independently formulate a hypothesis
S1.2b propose a model of a natural phenomenon
S1.2c differentiate among observations, inferences,
predictions, and explanations
S1.3 Represent, present, and defend their proposed
explanations of everyday observations
so that they can be understood and assessed by
others.
S1.4 Seek to clarify, to assess critically, and to
reconcile with their own thinking the ideas
presented by others, including peers, teachers,
authors, and scientists.
• Scott Foresman Assessments
• Scott Foresman activities and
experiments
• Teacher-created assessments
• Teacher-created activities
• Homework
• Small/whole-group observations
• Teacher-created conference forms
• Saxon Math Assessments &
Activities
• Scott Foresman Assessments
• Scott Foresman activities and
experiments
• Teacher-created assessments
• Teacher-created activities
• Homework
• Small/whole-group observations
• Teacher-created conference forms
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9C-39

Subject Area: Science Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
Analysis, Inquiry, and Design (Scientific Inquiry): Beyond the use of
reasoning and consensus, scientific inquiry involves the testing of proposed
explanations involving the use of conventional techniques and procedures and
usually requiring considerable ingenuity.
S2.1 Use conventional techniques and those of • Scott Foresman Assessments
their own design to make further observations • Scott Foresman activities and
and refine their explanations, guided by a need for experiments
more information.
• Teacher-created assessments
S2.1a demonstrate appropriate safety techniques • Teacher-created activities
S2.1b conduct an experiment designed by others • Homework
S2.1c design and conduct an experiment to test a • Small/whole-group observations
hypothesis
• Teacher-created conference forms
S2.1d use appropriate tools and conventional
techniques to solve problemsabout the natural
world, including: measuring, observing, describing,
classifying, sequencing
S2.2 Develop, present, and defend formal research
proposals for testing their own explanations of
common phenomena, including ways of obtaining
needed observations and ways of conducting
simple controlled experiments.
S2.2a include appropriate safety procedures
S2.2b design scientific investigations (e.g.,
observing, describing, and comparing; collecting
samples; seeking more information, conducting a
controlledexperiment; discovering new objects or
phenomena; making models)
S2.2c design a simple controlled experiment
S2.2d identify independent variables (manipulated),
dependent variables (responding), and constants in a
S2.2e choose appropriate sample size and number o
Analysis, Inquiry, and Design
(Scientific Inquiry con...): Beyond
the use of reasoning and consensus,
scientific inquiry involves the testing of
proposed explanations involving the
use of conventional techniques and
procedures and usually requiring
considerable ingenuity.
S2.3 Carry out their research proposals, recording
observations and measurements (e.g., lab notes,
audiotape, computer disk, videotape) to help assess
the explanation.
S2.3a use appropriate safety procedures
S2.3b conduct a scientific investigation
S2.3c collect quantitative and qualitative data
• Scott Foresman Assessments
• Scott Foresman activities and
experiments
• Teacher-created assessments
• Teacher-created activities
• Homework
• Small/whole-group observations
• Teacher-created conference forms
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9C-40

Subject Area: Science Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
Analysis, Inquiry, and Design
(Scientific Inquiry): The observations
made while testing proposed
explanations, when analyzed using
conventional and invented methods,
provide new insights into phenomena.
S3.1 Design charts, tables, graphs, and other • Scott Foresman Assessments
representations of observations in conventional • Scott Foresman activities and
and creative ways to help them address their experiments
research question or hypothesis.
• Teacher-created assessments
S3.1a organize results, using appropriate graphs, • Teacher-created activities
diagrams, data tables, and other models to show • Homework
relationships
• Small/whole-group observations
S3.1b generate and use scales, create legends, and • Teacher-created conference forms
appropriately label axes
S3.2 Interpret the organized data to answer the
research question or hypothesis and to gain insight
into the problem.
S3.2a accurately describe the procedures used and
the data gathered
S3.2b identify sources of error and the limitations
of data collected
S3.2c evaluate the original hypothesis in light of
the data
S3.2d formulate and defend explanations and
conclusions as they relate to scientific phenomena
S3.2e form and defend a logical argument about
cause-and-effect relationships in an investigation
S3.2f make predictions based on experimental data
S3.2g suggest improvements and recommendations
for further studying
S3.2h use and interpret graphs and data tables
S3.3 Modify their personal understanding of phenom
hypothesis.
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9C-41

Subject Area: Science Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
Analysis, Inquiry, and Design
(Engineering Design): Engineering
design is an iterative process involving
modeling and optimization (finding the
best solution within given constraints);
this process is used to develop
technological solutions to problems
within given constraints.
T1.1 N/A
T1.1a N/A
T1.2 Locate and utilize a range of printed,
electronic, and human information resources
to obtain ideas.
T1.2a use all available information systems for a
preliminary search that addresses the need
T1.3 Consider constraints and generate several
ideas for alternative solutions, using group and
individual ideation techniques (group discussion,
brainstorming, forced connections, role play); defer
judgment until a number of ideas have been
generated; evaluate (critique) ideas; and explain
why the chosen solution is optimal.
T1.3a generate ideas for alternative solutions
T1.3b evaluate alternatives based on the
constraints of design
T1.4 N/A
T1.4a N/A
T1.4b N/A
• Scott Foresman Assessments
• Scott Foresman activities and
experiments
• Teacher-created assessments
• Teacher-created activities
• Homework
• Small/whole-group observations
• Teacher-created conference forms
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9C-42

Subject Area: Science Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Analysis, Inquiry, and Design T1.5 N/A
(Engineering Design con...): T1.5a N/A
Engineering design is an iterative T1.5b N/A
process involving modeling and
optimization (finding the best solution
within given constraints); this process is
used to develop technological solutions
to problems within given constraints.
Assessments (formal/informal
including state assessments)
• Scott Foresman Assessments
• Scott Foresman activities and
experiments
• Teacher-created assessments
• Teacher-created activities
• Homework
• Small/whole-group observations
• Teacher-created conference forms
Standard 2: Information Systems: Students will access, generate, process, and
transfer information using appropriate technologies
Information Systems: Information
technology is used to retrieve, process,
and communicate information and as a
tool to enhance learning.
1.1 N/A
1.2 N/A
1.3 Systematically obtain accurate and relevant
information pertaining to a particular topic from a
range of sources, including local and national
media, libraries, museums, governmental agencies,
industries, and individuals.
1.4 Collect data from probes to measure events
and phenomena.
1.4a collect the data, using the appropriate,
available tool
1.4b organize the data
1.4c use the collected data to communicate a
scientific concept
1.5 N/A
• Scott Foresman Assessments
• Scott Foresman activities and
experiments
• Teacher-created assessments
• Teacher-created activities
• Homework
• Small/whole-group observations
• Teacher-created conference forms
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9C-43

Subject Area: Science Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
Information Systems: Knowledge of
the impacts and limitations of
information systems is essential to its
effectiveness and ethical use.
2.1 Understand the need to question the accuracy
of information displayed on a computer because
the results produced by a computer may be
affected by incorrect data entry.
2.1a critically analyze data to exclude erroneous
information
2.1b identify and explain sources of error in a data
collection
2.2 Identify advantages and limitations of datahandling
programs and graphics programs.
2.3 Understand why electronically stored personal
information has greater potential
for misuse than records kept in conventional form.
• Scott Foresman Assessments
• Scott Foresman activities and
experiments
• Teacher-created assessments
• Teacher-created activities , including
research projects
• Homework
• Small/whole-group observations
• Teacher-created conference forms
Information Systems: Information
technology can have positive and
negative impacts on society, depending
upon how it is used.
3.1 Use graphical, statistical, and presentation
software to present projects to fellow classmates.
3.2 Describe applications of information
technology in mathematics, science, and other
technologies that address needs and solve
problems in the community.
3.3 Explain the impact of the use and abuse of
electronically generated information on individuals
and families.
• Scott Foresman Assessments
• Scott Foresman activities and
experiments
• Teacher-created assessments
• Teacher-created activities , including
research projects
• Homework
• Small/whole-group observations
• Teacher-created conference forms
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9C-44

Subject Area: Science Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
Standard 4: The Physical and Living Settings: Students will understand and
apply scientific concepts, principles, and theories pertaining to the physical
setting and living environment and recognize the historical development of ideas
in science.
Physical Setting: Students will be able
to describe the Earth and celestial
phenomena by principles of relative
motion and perspective.
1.1a Earth's Sun is an average-sized star. The Sun is • Scott Foresman Assessments
more than a million times greater in volume than • Scott Foresman activities and
Earth.
experiments
1.1b Other stars are like the Sun but are so far • Teacher-created assessments
away that they look like points of light. Distances • Teacher-created activities
between stars are vast compared to distances • Homework
within our solar system.
• Small/whole-group observations
1.1c The Sun and the planets that revolve around it • Teacher-created conference forms
are the major bodies in the solar system. Other
members include comets, moons, and asteroids.
EarthÕs orbit is nearly circular.
1.1d Gravity is the force that keeps planets in orbit
around the Sun and the Moon in orbit around the
Earth.
1.1e Most objects in the solar system have a regular
and predictable motion. These motions explain
such phenomena as a day, a year, phases of the
Moon, eclipses, tides, meteor showers, and comets.
1.1f The latitude/longitude coordinate system and
our system of time are based on celestial
observations.
1.1g Moons are seen by reflected light. Our Moon
orbits Earth, while Earth orbits the Sun. The
Moon's phases as observed from Earth are the
result of seeing different portions of the lighted
area of the Moon's surface. The phases repeat in a c
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9C-45

Subject Area: Science Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
Physical Setting: (con…) Students
will be able to describe the Earth and
celestial phenomena by principles of
relative motion and perspective.
1.1h The apparent motions of the Sun, Moon,
planets, and stars across the sky can be
explained by Earth's rotation and revolution.
Earth's rotation causes the length of one
day to be approximately 24 hours. This rotation
also causes the Sun and Moon to appear
to rise along the eastern horizon and to set along
the western horizon. Earth's revolution
around the Sun defines the length of the year as
365 1/4 days.
1.1i The tilt of EarthÕs axis of rotation and the
revolution of Earth around the Sun cause
seasons on Earth. The length of daylight varies
depending on latitude and season.
1.1j The shape of Earth, the other planets, and
stars is nearly spherical.
• Scott Foresman Assessments
• Scott Foresman activities and
experiments
• Teacher-created assessments
• Teacher-created activities
• Homework
• Small/whole-group observations
• Teacher-created conference forms
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9C-46

Subject Area: Science Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
Physical Setting: Students will
understand that many of the
phenomena that we observe on Earth
involve interactions among
components of air, water, and land.
2.1 Explain how the atmosphere (air),
hydrosphere (water), and lithosphere
(land) interact, evolve, and change.
2.1a Nearly all the atmosphere is confined to a thin • Scott Foresman Assessments
shell surrounding Earth. The atmosphereis a • Scott Foresman activities and
mixture of gases, including nitrogen and oxygen experiments
with small amounts of water vapor, carbon • Teacher-created assessments
dioxide, and other trace gases. The atmosphere is • Teacher-created activities
stratified into layers, each having distinct • Homework
properties. Nearly all weather occurs in the lowest • Small/whole-group observations
layer of the atmosphere.
• Teacher-created conference forms
2.1b As altitude increases, air pressure decreases.
2.1c The rock at Earth's surface forms a nearly
continuous shell around Earth called the
lithosphere.
2.1d The majority of the lithosphere is covered by
a relatively thin layer of water called the
hydrosphere.
2.1e Rocks are composed of minerals. Only a few
rock-forming minerals make up most of the rocks
of Earth. Minerals are identified on the basis of
physical properties such as streak, hardness, and
reaction to acid.
2.1f Fossils are usually found in sedimentary rocks.
Fossils can be used to study past climates and
environments.
2.1g The dynamic processes that wear away Earth's
surface include weathering and erosion.
2.1h The process of weathering breaks down rocks t
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9C-47

Subject Area: Science Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
Physical Setting: Students will
understand that many of the
phenomena that we observe on Earth
involve interactions among
components of air, water, and land.
2.1 con... Explain how the atmosphere
(air), hydrosphere (water), and
lithosphere (land) interact, evolve, and
change.
2.1i Erosion is the transport of sediment. Gravity
is the driving force behind erosion. Gravity can act
directly or through agents such as moving water,
wind, and glaciers.
2.1j Water circulates through the atmosphere,
lithosphere, and hydrosphere in what is known as
the water cycle.
• Scott Foresman Assessments
• Scott Foresman activities and
experiments
• Teacher-created assessments
• Teacher-created activities
• Homework
• Small/whole-group observations
• Teacher-created conference forms
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9C-48

Subject Area: Science Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
Physical Setting: Students will
understand that many of the
phenomena that we observe on Earth
involve interactions among
components of air, water, and land.
2.2. Describe volcano and earthquake
patterns, the rock cycle, and weather
and climate changes.
2.2a The interior of Earth is hot. Heat flow and • Scott Foresman Assessments
movement of material within Earth cause sections • Scott Foresman activities and
of Earth's crust to move. This may result in experiments
earthquakes, volcanic eruption, and the creation of • Teacher-created assessments
mountains and ocean basins.
• Teacher-created activities
2.2b Analysis of earthquake wave data (vibrational • Homework
disturbances) leads to the conclusion that there are • Small/whole-group observations
layers within Earth. These layers: the crust, mantle, • Teacher-created conference forms
outer core, and inner core have distinct properties.
2.2c Folded, tilted, faulted, and displaced rock
layers suggest past crustal movement.
2.2d Continents fitting together like puzzle parts
and fossil correlations provided initial evidence
that continents were once together.
2.2e The Theory of Plate Tectonics explains how
the solid lithosphere consists of a series of plates
that float on the partially molten section of the
mantle. Convection cells within the mantle may be
the driving force for the movement of the plates.
2.2f Plates may collide, move apart, or slide past
one another. Most volcanic activity and mountain
building occur at the boundaries of these plates,
often resulting in earthquakes.
2.2g Rocks are classified according to their method o
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9C-49

Subject Area: Science Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
Physical Setting: Students will
understand that many of the
phenomena that we observe on Earth
involve interactions among
components of air, water, and land.
2.2. con... Describe volcano and
earthquake patterns, the rock cycle, and
weather and climate changes.
2.2h The rock cycle model shows how types of See Above
rock or rock material may be transformed from
one type of rock to another.
2.2i Weather describes the conditions of the
atmosphere at a given location for a short period
of time.
2.2j Climate is the characteristic weather that
prevails from season to season and year to year.
2.2k The uneven heating of Earth's surface is the
cause of weather.
2.2l Air masses form when air remains nearly
stationary over a large section of Earth's surface
and takes on the conditions of temperature and
humidity from that location. Weather conditions at
a location are determined primarily by temperature,
humidity, and pressure of air masses over that
location.
2.2m Most local weather condition changes are
caused by movement of air masses.
2.2n The movement of air masses is determined by
prevailing winds and upper air currents.
2.2o Fronts are boundaries between air masses.
Precipitation is likely to occur at these boundaries.
2.2p High-pressure systems generally bring fair
weather. Low-pressure systems usually bring
cloudy, unstable conditions. The general movement
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9C-50

Subject Area: Science Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
Physical Setting: Students will
understand that many of the
phenomena that we observe on Earth
involve interactions among
components of air, water, and land.
2.2. con... Describe volcano and
earthquake patterns, the rock cycle, and
weather and climate changes.
2.2q Hazardous weather conditions include
thunderstorms, tornadoes, hurricanes, ice storms,
and blizzards. Humans can prepare for and
respond to these conditions if given sufficient
warning.
2.2r Substances enter the atmosphere naturally and
from human activity. Some of these substances
include dust from volcanic eruptions and
greenhouse gases such as carbon dioxide, methane,
and water vapor. These substances can affect
weather, climate, and living things.
See Above
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9C-51

Subject Area: Science Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
Physical Setting: Students will
understand that matter is made up of
particles whose properties determine
the observable characteristics of matter
and its reactivity.
3.1 Observe and describe properties of
materials, such as density, conductivity,
and solubility.
3.1a Substances have characteristic properties. • Scott Foresman Assessments
Some of these properties include color, odor, phase • Scott Foresman activities and
at room temperature, density, solubility, heat and experiments
electrical conductivity, hardness, and boiling and • Teacher-created assessments
freezing points.
• Teacher-created activities
3.1b Solubility can be affected by the nature of the • Homework
solute and solvent, temperature, and pressure. The • Small/whole-group observations
rate of solution can be affected by the size of the • Teacher-created conference forms
particles, stirring, temperature, and the amount of
solute already dissolved.
3.1c The motion of particles helps to explain the
phases (states) of matter as well as changes from
one phase to another. The phase in which matter
exists depends on the attractive forces among its
particles.
3.1d Gases have neither a determined shape nor a
definite volume. Gases assume the shape and
volume of a closed container.
3.1e A liquid has definite volume, but takes the
shape of a container.
3.1f A solid has definite shape and volume.
Particles resist a change in position.
3.1g Characteristic properties can be used to
identify different materials, and separate a
mixture of substances into its components. For exam
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9C-52

Subject Area: Science Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
Physical Setting: Students will
understand that matter is made up of
particles whose properties determine
the observable characteristics of matter
and its reactivity.
3.1 con... Observe and describe
properties of materials, such as density,
conductivity, and solubility.
Physical Setting: Students will
understand that matter is made up of
particles whose properties determine
the observable characteristics of matter
and its reactivity.
3.2. Distinguish between chemical and
physical changes.
3.1h Density can be described as the amount of See Above
matter that is in a given amount of space. If two
objects have equal volume, but one has more mass,
the one with more mass is denser.
3.1i Buoyancy is determined by comparative
densities.
3.2a During a physical change a substance keeps its See Above
chemical composition and properties.
Examples of physical changes include freezing,
melting, condensation, boiling, evaporation,
tearing, and crushing.
3.2b Mixtures are physical combinations of
materials and can be separated by physical means.
3.2c During a chemical change, substances react in
characteristic ways to form new substances with
different physical and chemical properties.
Examples of chemical changes include burning of
wood, cooking of an egg, rusting of iron, and
souring of milk.
3.2d Substances are often placed in categories if
they react in similar ways. Examples include metals,
nonmetals, and noble gases.
3.2e The Law of Conservation of Mass states that
during an ordinary chemical reaction matter cannot
be created or destroyed. In chemical reactions, the
total mass of the reactants equals the total mass of
the products.
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9C-53

Subject Area: Science Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
Physical Setting: Students will
understand that matter is made up of
particles whose properties determine
the observable characteristics of matter
and its reactivity.
3.3. Develop mental models to explain
common chemical reactions and
changes in states of matter.
3.3a All matter is made up of atoms. Atoms are far • Scott Foresman Assessments
too small to see with a light microscope. • Scott Foresman activities and
3.3b Atoms and molecules are perpetually in experiments
motion. The greater the temperature, the greater • Teacher-created assessments
the motion.
• Teacher-created activities
3.3c Atoms may join together in well-defined • Homework
molecules or may be arranged in regular geometric • Small/whole-group observations
patterns.
• Teacher-created conference forms
3.3d Interactions among atoms and/or molecules
result in chemical reactions.
3.3e The atoms of any one element are different
from the atoms of other elements.
3.3f There are more than 100 elements. Elements
combine in a multitude of ways to produce
compounds that account for all living and
nonliving substances. Few elements are found in
their pure form.
3.3g The periodic table is one useful model for
classifying elements. The periodic table can be used
to predict properties of elements (metals,
nonmetals, noble gases).
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9C-54

Subject Area: Science Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
Physical Setting: Students will
understand that energy exists in many
forms, and when these forms change
energy is conserved.
4.1. Describe the sources and identify
the transformations of energy observed
in everyday life.
4.1a The Sun is a major source of energy for Earth.
Other sources of energy include nuclear and
geothermal energy.
4.1b Fossil fuels contain stored solar energy and
are considered nonrenewable resources. They are a
major source of energy in the United States. Solar
energy, wind, moving water, and biomass are some
examples of renewable energy resources.
4.1c Most activities in everyday life involve one
form of energy being transformed into another.
For example, the chemical energy in gasoline is
transformed into mechanical energy in an
automobile engine. Energy, in the form of heat, is
almost always one of the products of energy
transformations.
4.1d Different forms of energy include heat, light,
electrical, mechanical, sound, nuclear, and
chemical. Energy is transformed in many ways.
4.1e Energy can be considered to be either kinetic
energy, which is the energy of motion, or potential
energy, which depends on relative position.
• Scott Foresman Assessments
• Scott Foresman activities and
experiments
• Teacher-created assessments
• Teacher-created activities
• Homework
• Small/whole-group observations
• Teacher-created conference forms
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9C-55

Subject Area: Science Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
Physical Setting: Students will
understand that energy and matter
interact through forces that
result in changes in motion.
4.2. Observe and describe heating and
cooling events.
4.2a Heat moves in predictable ways, flowing from • Scott Foresman Assessments
warmer objects to cooler ones, until both reach the • Scott Foresman activities and
same temperature.
experiments
4.2b Heat can be transferred through matter by the • Teacher-created assessments
collisions of atoms and/or molecules (conduction) • Teacher-created activities
or through space (radiation). In a liquid or gas, • Homework
currents will facilitate the transfer of heat • Small/whole-group observations
(convection).
• Teacher-created conference forms
4.2c During a phase change, heat energy is
absorbed or released. Energy is absorbed when a
solid changes to a liquid and when a liquid changes
to a gas. Energy is released when a gas changes to a
liquid and when a liquid changes to a solid.
4.2d Most substances expand when heated and
contract when cooled. Water is an exception,
expanding when changing to ice.
4.2e Temperature affects the solubility of some
substances in water.
Physical Setting: Students will
understand that energy and matter
interact through forces that
result in changes in motion.
4.3. Observe and describe energy
changes as related to chemical
reactions.
4.3a In chemical reactions, energy is transferred
into or out of a system. Light, electricity,
or mechanical motion may be involved in such
transfers in addition to heat.
• Scott Foresman Assessments
• Scott Foresman activities and
experiments
• Teacher-created assessments
• Teacher-created activities
• Homework
• Small/whole-group observations
• Teacher-created conference forms
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9C-56

Subject Area: Science Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
Physical Setting: Students will
understand that energy and matter
interact through forces that
result in changes in motion.
4.4. Observe and describe the
properties of sound, light, magnetism,
and electricity.
4.4a Different forms of electromagnetic energy • Scott Foresman Assessments
have different wavelengths. Some examples • Scott Foresman activities and
of electromagnetic energy are microwaves, infrared experiments
light, visible light, ultraviolet light, X-rays, and • Teacher-created assessments
gamma rays.
• Teacher-created activities
4.4b Light passes through some materials, • Homework
sometimes refracting in the process. Materials • Small/whole-group observations
absorb and reflect light, and may transmit light. To • Teacher-created conference forms
see an object, light from that object, emitted by or
reflected from it, must enter the eye.
4.4c Vibrations in materials set up wave-like
disturbances that spread away from the
source. Sound waves are an example. Vibrational
waves move at different speeds in different
materials. Sound cannot travel in a vacuum.
4.4d Electrical energy can be produced from a
variety of energy sources and can be transformed
into almost any other form of energy.
4.4e Electrical circuits provide a means of
transferring electrical energy.
4.4f Without touching them, material that has been
electrically charged attracts uncharged material, and
may either attract or repel other charged material.
4.4g Without direct contact, a magnet attracts certain
Physical Setting: Students will
understand that energy and matter
interact through forces that
result in changes in motion.
4.5. Describe situations that support the
principle of conservation of energy.
4.5a Energy cannot be created or destroyed, but
only changed from one form into another.
4.5b Energy can change from one form to another,
although in the process some energy is always
converted to heat. Some systems transform energy
with less loss of heat than others.
• Scott Foresman Assessments
• Scott Foresman activities and
experiments
• Teacher-created assessments
• Teacher-created activities
• Homework
• Small/whole-group observations
• Teacher-created conference forms
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9C-57

Subject Area: Science Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
Physical Setting: Students will
understand that energy and matter
interact through forces that result in
changes in motion.
5.1. Describe different patterns of
motion of objects.
Physical Setting: Students will
understand that energy and matter
interact through forces that result in
changes in motion.
5.2. Observe, describe, and compare
effects of forces (gravity, electric
current, and magnetism) on the motion
of objects.
5.1a The motion of an object is always judged with • Scott Foresman Assessments
respect to some other object or point. The idea of • Scott Foresman activities and
absolute motion or rest is misleading.
experiments
5.1b The motion of an object can be described by • Teacher-created assessments
its position, direction of motion, and speed. • Teacher-created activities
5.1c An object's motion is the result of the • Homework
combined effect of all forces acting on the object. • Small/whole-group observations
A moving object that is not subjected to a force • Teacher-created conference forms
will continue to move at a constant speed in a
straight line. An object at rest will remain at rest.
5.1d Force is directly related to an object's mass
and acceleration. The greater the force, the greater
the change in motion.
5.1e For every action there is an equal and opposite
reaction.
5.2a Every object exerts gravitational force on • Scott Foresman Assessments
every other object. Gravitational force depends on • Scott Foresman activities and
how much mass the objects have and on how far experiments
apart they are. Gravity is one of the forces acting • Teacher-created assessments
on orbiting objects and projectiles.
• Teacher-created activities
5.2b Electric currents and magnets can exert a • Homework
force on each other.
• Small/whole-group observations
5.2c Machines transfer mechanical energy from one • Teacher-created conference forms
object to another.
5.2d Friction is a force that opposes motion.
5.2e A machine can be made more efficient by
reducing friction. Some common ways of
reducing friction include lubricating or waxing
surfaces.
5.2f Machines can change the direction or amount
of force, or the distance or speed of force required
to do work.
5.2g Simple machines include a lever, a pulley, a
wheel and axle, and an inclined plane. A complex
machine uses a combination of interacting simple
machines, e.g., a bicycle.
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9C-58

Subject Area: Science Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
The Living Environment: Students
will understand that living things are
both similar to and different from each
other and nonliving things.
1.1 Compare and contrast the parts of
plants, animals, and one-celled
organisms.
1.1a Living things are composed of cells. Cells • Scott Foresman Assessments
provide structure and carry on major functions to • Scott Foresman activities and
sustain life. Cells are usually microscopic in size. experiments
1.1b The way in which cells function is similar in • Teacher-created assessments
all living things. Cells grow and divide, producing • Teacher-created activities
more cells. Cells take in nutrients, which they use • Homework
to provide energy for the work that cells do and to • Small/whole-group observations
make the materials that a cell or an organism • Teacher-created conference forms
needs.
1.1c Most cells have cell membranes, genetic
material, and cytoplasm. Some cells have a cell wall
and/or chloroplasts. Many cells have a nucleus.
1.1d Some organisms are single cells; others,
including humans, are multicellular.
1.1e Cells are organized for more effective
functioning in multicellular organisms. Levels of
organization for structure and function of a
multicellular organism include cells, tissues, organs,
and organ systems.
1.1f Many plants have roots, stems, leaves, and
reproductive structures. These organized groups of
tissues are responsible for a plant's life activities.
1.1g Multicellular animals often have similar organs
and specialized systems for carrying out major life ac
1.1h Living things are classified by shared characteri
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9C-59

Subject Area: Science Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
The Living Environment: Students
will understand that organisms inherit
genetic information in a variety of ways
that result in continuity of structure and
function between parents and offspring.
2.1 Describe sexual and asexual
mechanisms for passing genetic
materials from generation to
generation.
The Living Environment: Students
will understand that organisms inherit
genetic information in a variety of ways
that result in continuity of structure and
function between parents and offspring.
2.2 Describe simple mechanisms related
to the inheritance of some physical
traits in offspring.
2.1a Hereditary information is contained in genes.
Genes are composed of DNA that makes up the
chromosomes of cells.
2.1b Each gene carries a single unit of information.
Asingle inherited trait of an individual can be
determined by one pair or by many pairs of genes.
A human cell contains thousands of different
genes.
2.1c Each human cell contains a copy of all the
genes needed to produce a human being.
2.1d In asexual reproduction, all the genes come
from a single parent. Asexually produced offspring
are genetically identical to the parent.
2.1e In sexual reproduction typically half of the
genes come from each parent. Sexually produced
offspring are not identical to either parent.
2.2a In all organisms, genetic traits are passed on
from generation to generation.
2.2b Some genes are dominant and some are
recessive. Some traits are inherited by mechanisms
other than dominance and recessiveness.
2.2c The probability of traits being expressed can
be determined using models of genetic inheritance.
Some models of prediction are pedigree charts and
Punnett squares.
• Scott Foresman Assessments
• Scott Foresman activities and
experiments
• Teacher-created assessments
• Teacher-created activities
• Homework
• Small/whole-group observations
• Teacher-created conference forms
• Scott Foresman Assessments
• Scott Foresman activities and
experiments
• Teacher-created assessments
• Teacher-created activities
• Homework
• Small/whole-group observations
• Teacher-created conference forms
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9C-60

Subject Area: Science Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
The Living Environment: Students
will understand that individual
organisms and species change over
time.
3.1 Describe sources of variation in
organisms and their structures and
relate the variations to survival.
3.1a The processes of sexual reproduction and
mutation have given rise to a variety of traits
within a species.
3.1b Changes in environmental conditions can
affect the survival of individual organisms with a
particular trait. Small differences between parents
and offspring can accumulate in successive
generations so that descendants are very different
from their ancestors. Individual organisms with
certain traits are more likely to survive and have
offspring than individuals without those traits.
3.1c Human activities such as selective breeding
and advances in genetic engineering may affect the
variations of species.
• Scott Foresman Assessments
• Scott Foresman activities and
experiments
• Teacher-created assessments
• Teacher-created activities
• Homework
• Small/whole-group observations
• Teacher-created conference forms
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9C-61

Subject Area: Science Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
The Living Environment: Students
will understand that individual
organisms and species change over
time.
3.2 Describe factors responsible for
competition within species and the
significance of that
competition.
The Living Environment: Students
will understand that the continuity of
life is sustained through reproduction
and development.
4.1 Observe and describe the variations
in reproductive patterns of organisms,
including asexual and sexual
reproduction.
3.2a In all environments, organisms with similar
needs may compete with one another for
resources.
3.2b Extinction of a species occurs when the
environment changes and the adaptive
characteristics of a species are insufficient to permit
its survival. Extinction of species is common.
Fossils are evidence that a great variety of species
existed in the past.
3.2c Many thousands of layers of sedimentary rock
provide evidence for the long history of Earth and
for the long history of changing lifeforms whose
remains are found in the rocks. Recently deposited
rock layers are more likely to contain fossils
resembling existing species.
3.2d Although the time needed for change in a
species is usually great, some species of insects and
bacteria have undergone significant change in just a
few years.
• Scott Foresman Assessments
• Scott Foresman activities and
experiments
• Teacher-created assessments
• Teacher-created activities
• Homework
• Small/whole-group observations
• Teacher-created conference forms
4.1a Some organisms reproduce asexually. Other • Scott Foresman Assessments
organisms reproduce sexually. Some organisms can • Scott Foresman activities and
reproduce both sexually and asexually.
experiments
4.1b There are many methods of asexual • Teacher-created assessments
reproduction, including division of a cell into two • Teacher-created activities
cells, or separation of part of an animal or plant • Homework
from the parent, resulting in the growth of another • Small/whole-group observations
individual.
• Teacher-created conference forms
4.1c Methods of sexual reproduction depend upon
the species. All methods involve the merging of sex
cells to begin the development of a new individual.
In many species, including plants and humans, eggs
and sperm are produced.
4.1d Fertilization and/or development in
organisms may be internal or external.
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9C-62

Subject Area: Science Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
The Living Environment: Students
will understand that the continuity of
life is sustained through reproduction
and development.
4.2 Explain the role of sperm and egg
cells in sexual reproduction.
The Living Environment: Students
will understand that the continuity of
life is sustained through reproduction
and development.
4.3 Observe and describe
developmental patterns in selected
plants and animals (e.g., insects, frogs,
humans, seed-bearing plants).
4.2a The male sex cell is the sperm. The female sex
cell is the egg. The fertilization of an egg by a
sperm results in a fertilized egg.
4.2b In sexual reproduction, sperm and egg each
carry one-half of the genetic information
for the new individual. Therefore, the fertilized egg
contains genetic information from each parent.
4.3a Multicellular organisms exhibit complex
changes in development, which begin after
fertilization. The fertilized egg undergoes
numerous cellular divisions that will result in a
multicellular organism, with each cell having
identical genetic information.
4.3b In humans, the fertilized egg grows into tissue
which develops into organs and organ systems
before birth.
4.3c Various body structures and functions change
as an organism goes through its life cycle.
4.3d Patterns of development vary among animals.
In some species the young resemble the adult,
while in others they do not. Some insects and
amphibians undergo metamorphosis as they
mature.
4.3e Patterns of development vary among plants.
In seed-bearing plants, seeds contain stored food
for early development. Their later development
into adulthood is characterized by varying patterns
of growth from species to species.
4.3f As an individual organism ages, various body
structures and functions change.
• Scott Foresman Assessments
• Scott Foresman activities and
experiments
• Teacher-created assessments
• Teacher-created activities
• Homework
• Small/whole-group observations
• Teacher-created conference forms
• Scott Foresman Assessments
• Scott Foresman activities and
experiments
• Teacher-created assessments
• Teacher-created activities
• Homework
• Small/whole-group observations
• Teacher-created conference forms
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9C-63

Subject Area: Science Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
The Living Environment: Students
will understand that the continuity of
life is sustained through reproduction
and development.
4.4 Observe and describe cell division
at the microscopic level and its
macroscopic effects.
4.4a In multicellular organisms, cell division is • Scott Foresman Assessments
responsible for growth, maintenance, and repair. In • Scott Foresman activities and
some one-celled organisms, cell division is a experiments
method of asexual reproduction.
• Teacher-created assessments
4.4b In one type of cell division, chromosomes are • Teacher-created activities
duplicated and then separated into two identical • Homework
and complete sets to be passed to each of the two • Small/whole-group observations
resulting cells. In this type of cell division, the • Teacher-created conference forms
hereditary information is identical in all the cells
that result.
4.4c Another type of cell division accounts for the
production of egg and sperm cells in sexually
reproducing organisms. The eggs and sperm
resulting from this type of cell division contain onehalf
of the hereditary information.
4.4d Cancers are a result of abnormal cell division.
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9C-64

Subject Area: Science Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
The Living Environment: Students
will understand that organisms maintain
a dynamic equilibrium that sustains life.
5.1 Compare the way a variety of living
specimens carry out basic life functions
and maintain dynamic equilibrium.
5.1a Animals and plants have a great variety of • Scott Foresman Assessments
body plans and internal structures that contribute • Scott Foresman activities and
to their ability to maintain a balanced condition. experiments
5.1b An organism's overall body plan and its • Teacher-created assessments
environment determine the way that the organism • Teacher-created activities
carries out the life processes.
• Homework
5.1c All organisms require energy to survive. The • Small/whole-group observations
amount of energy needed and the method for • Teacher-created conference forms
obtaining this energy vary among cells. Some cells
use oxygen to release the energy stored in food.
5.1d The methods for obtaining nutrients vary
among organisms. Producers, such as green plants,
use light energy to make their food. Consumers,
such as animals, take in energy-rich foods.
5.1e Herbivores obtain energy from plants.
Carnivores obtain energy from animals. Omnivores
obtain energy from both plants and animals.
Decomposers, such as bacteria and fungi, obtain
energy by consuming wastes and/or dead
organisms.
5.1f Regulation of an organism's internal
environment involves sensing the internal
environment and changing physiological activities
to keep conditions within the range required for surv
5.1g The survival of an organism depends on its abil
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9C-65

Subject Area: Science Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
The Living Environment : Students
will understand that organisms maintain
a dynamic equilibrium that sustains life.
5.2 Describe the importance of major
nutrients, vitamins, and minerals in
maintaining health and promoting
growth, and explain the need for a
constant input of energy for living
organisms.
5.2a Food provides molecules that serve as fuel • Scott Foresman Assessments
and building material for all organisms. All living • Scott Foresman activities and
things, including plants, must release energy from experiments
their food, using it to carry on their life processes. • Teacher-created assessments
5.2b Foods contain a variety of substances, which • Teacher-created activities
include carbohydrates, fats, vitamins, proteins, • Homework
minerals, and water. Each substance is vital to the • Small/whole-group observations
survival of the organism.
• Teacher-created conference forms
5.2c Metabolism is the sum of all chemical
reactions in an organism. Metabolism can be
influenced by hormones, exercise, diet, and aging.
5.2d Energy in foods is measured in Calories. The
total caloric value of each type of food varies. The
number of Calories a person requires varies from
person to person.
5.2e In order to maintain a balanced state, all
organisms have a minimum daily intake of each
type of nutrient based on species, size, age, sex,
activity, etc. An imbalance in any of the nutrients
might result in weight gain, weight loss, or a
diseased state.
5.2f Contraction of infectious disease, and personal
behaviors such as use of toxic substances and some
dietary habits, may interfere with one's dynamic equ
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9C-66

Subject Area: Science Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
The Living Environment: Students
will understand that plants and animals
depend on each other and their physical
environment.
6.1 Describe the flow of energy and
matter through food chains and food
webs.
The Living Environment: Students
will understand that plants and animals
depend on each other and their physical
environment.
6.2 Provide evidence that green plants
make food and explain the significance
of this process to other organisms.
6.1a Energy flows through ecosystems in one
direction, usually from the Sun, through
producers to consumers and then to decomposers.
This process may be visualized with food chains or
energy pyramids.
6.1b Food webs identify feeding relationships
among producers, consumers, and decomposers in
an ecosystem.
6.1c Matter is transferred from one organism to
another and between organisms and their physical
environment. Water, nitrogen, carbon dioxide, and
oxygen are examples of substances cycled between
the living and nonliving environment.
6.2a Photosynthesis is carried on by green plants
and other organisms containing chlorophyll. In this
process, the Sun's energy is converted into and
stored as chemical energy in the form of a sugar.
The quantity of sugar molecules increases in green
plants during photosynthesis in the presence of
sunlight.
6.2b The major source of atmospheric oxygen is
photosynthesis. Carbon dioxide is removed from
the atmosphere and oxygen is released during
photosynthesis.
6.2c Green plants are the producers of food which
is used directly or indirectly by consumers.
• Scott Foresman Assessments
• Scott Foresman activities and
experiments
• Teacher-created assessments
• Teacher-created activities
• Homework
• Small/whole-group observations
• Teacher-created conference forms
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9C-67

Subject Area: Science Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
The Living Environment: Students
will understand that human decisions
and activities have had a profound
impact on the physical and living
environment.
7.1 Describe how living things,
including humans, depend upon the
living and nonliving environment for
their survival.
7.1a A population consists of all individuals of a
species that are found together at a given place and
time. Populations living in one place form a
community. The community and the physical
factors with which it interacts compose an
ecosystem.
7.1b Given adequate resources and no disease or
predators, populations (including humans)
increase. Lack of resources, habitat destruction,
and other factors such as predation and climate
limit the growth of certain populations in the
ecosystem.
7.1c In all environments, organisms interact with
one another in many ways. Relationships among
organisms may be competitive, harmful, or
beneficial. Some species have adapted to be
dependent upon each other with the result that
neither could survive without the other.
7.1d Some microorganisms are essential to the
survival of other living things.
7.1e The environment may contain dangerous
levels of substances (pollutants) that are harmful to
organisms. Therefore, the good health of
environments and individuals requires the
monitoring of soil, air, and water, and taking steps
to keep them safe.
• Scott Foresman Assessments
• Scott Foresman activities and
experiments
• Teacher-created assessments
• Teacher-created activities
• Homework
• Small/whole-group observations
• Teacher-created conference forms
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9C-68

Subject Area: Science Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
The Living Environment: Students
will understand that human decisions
and activities have had a profound
impact on the physical and living
environment.
7.2 Describe the effects of
environmental changes on humans and
other populations.
7.2a In ecosystems, balance is the result of
interactions between community members and
their environment.
7.2b The environment may be altered through the
activities of organisms. Alterations are sometimes
abrupt. Some species may replace others over time,
resulting in longterm gradual changes (ecological
succession).
7.2c Overpopulation by any species impacts the
environment due to the increased use of resources.
Human activities can bring about environmental
degradation through resource acquisition, urban
growth, land-use decisions, waste disposal, etc.
7.2d Since the Industrial Revolution, human
activities have resulted in major pollution of air,
water, and soil. Pollution has cumulative ecological
effects such as acid rain, global warming, or ozone
depletion. The survival of living things on our
planet depends on the conservation and protection
of Earth's resources.
• Scott Foresman Assessments
• Scott Foresman activities and
experiments
• Teacher-created assessments
• Teacher-created activities
• Homework
• Small/whole-group observations
• Teacher-created conference forms
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9C-69

Subject Area: Science Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
Standard 6: Interconnectedness: Students will understand the relationships
and common themes that connect mathematics, science, and technology
and apply the themes to these and other areas of learning.
Systems Thinking: Through systems
thinking, people can recognize the
commonalities that exist among all
systems and how parts of a system
interrelate and combine to perform
specific functions.
1.1 Describe the differences between dynamic
systems and organizational systems.
1.2 Describe the differences and similarities among
engineering systems, natural systems, and social
systems.
1.3 Describe the differences between open- and
closed-loop systems.
1.4 Describe how the output from one part of a
system (which can include material, energy, or
information) can become the input to other parts.
• Scott Foresman Assessments
• Scott Foresman activities and
experiments
• Teacher-created assessments
• Teacher-created activities
• Homework
• Small/whole-group observations
• Teacher-created conference forms
Magnitude and Scale: The grouping
of magnitudes of size, time, frequency,
and pressures or other units of
measurement into a series of relative
order provides a useful way to deal with
the immense range and the changes in
scale that affect behavior and design of
systems.
Models: Models are simplified
representations of objects, structures,
or systems, used in analysis,
explanation, or design.
2.1 Select an appropriate model to begin the search
for answers or solutions to a question or problem.
2.2 Use models to study processes that cannot be
studied directly (e.g., when the real process is too
slow, too fast, or too dangerous for direct
observation).
2.3 Demonstrate the effectiveness of different
models to represent the same thing and the same
model to represent different things.
3.1 Cite examples of how different aspects of
natural and designed systems change at different
rates with changes in scale.
3.2 Use powers of ten notation to represent very
small and very large numbers.
• Scott Foresman Assessments
• Scott Foresman activities and
experiments
• Teacher-created assessments
• Teacher-created activities
• Homework
• Small/whole-group observations
• Teacher-created conference forms
• Saxon Math Assessments &
Activities
• Scott Foresman Assessments
• Scott Foresman activities and
experiments
• Teacher-created assessments
• Teacher-created activities
• Homework
• Small/whole-group observations
• Teacher-created conference forms
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9C-70

Subject Area: Science Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
Equilibrium and Stability:
Equilibrium is a state of stability due
either to a lack of changes (static
equilibrium) or a balance between
opposing forces (dynamic equilibrium).
4.1 N/A
4.2 N/A
• Scott Foresman Assessments
• Scott Foresman activities and
experiments
• Teacher-created assessments
• Teacher-created activities
• Homework
• Small/whole-group observations
• Teacher-created conference forms
Patterns of Change: Identifying
patterns of change is necessary for
making predictions about future
behavior and conditions.
5.1 Use simple linear equations to represent how a
parameter changes with time.
5.2 Observe patterns of change in trends or cycles
and make predictions on what might happen in the
future.
• Scott Foresman Assessments
• Scott Foresman activities and
experiments
• Teacher-created assessments
• Teacher-created activities
• Homework
• Small/whole-group observations
• Teacher-created conference forms
Optimization: In order to arrive at the
best solution that meets criteria within
constraints, it is often necessary to
make trade-offs.
6.1 Determine the criteria and constraints and
make trade-offs to determine the best decision.
6.2 Use graphs of information for a decisionmaking
problem to determine the optimum
solution.
• Scott Foresman Assessments
• Scott Foresman activities and
experiments
• Teacher-created assessments
• Teacher-created activities
• Homework
• Small/whole-group observations
• Teacher-created conference forms
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9C-71

Subject Area: Science Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
Standard 7: Interdisciplinary Problem Solving: Students will understand the
relationships and common themes that connect mathematics, science, and
technology and apply the themes to these and other areas of learning.
Standard 7: Connections: The
knowledge and skills of mathematics,
science, and technology are used
together to make informed decisions
and solve problems, especially those
relating to issues of
science/technology/society, consumer
decision making, design, and inquiry
into phenomena.
1.1 Analyze science/technology/society problems
and issues at the local level and plan and carry out
a remedial course of action.
1.2 Make informed consumer decisions by seeking
answers to appropriate questions about products,
services, and systems; determining the cost/benefit
and risk/benefit tradeoffs; and applying this
knowledge to a potential purchase.
1.3 Design solutions to real-world problems of
general social interest related to home, school, or
community using scientific experimentation to
inform the solution and applying mathematical
concepts and reasoning to assist in developing a
solution.
1.4 Describe and explain phenomena by designing
and conducting investigations involving systematic
observations, accurate measurements, and the
identification and control of variables; by inquiring
into relevant mathematical ideas; and by using
mathematical and technological tools and
procedures to assist in the investigation.
• Scott Foresman Assessments
• Scott Foresman activities and
experiments
• Teacher-created assessments
• Teacher-created activities
• Homework
• Small/whole-group observations
• Teacher-created conference forms
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9C-72

Subject Area: Science Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
Standard 7: Strategies: Solving interdisciplinary problems involves a variety of
skills and strategies, including effective work habits; gathering and processing
information; generating and analyzing ideas; realizing ideas; making connections
among the common themes of mathematics, science, and technology; and
presenting results.
2.1 Students participate in an extended,
• Scott Foresman Assessments
culminating mathematics, science, and technology • Scott Foresman activities and
project. The project would require students to: experiments
* Working Effectively: Contributing to the work of • Teacher-created assessments
a brainstorming group, laboratory partnership, • Teacher-created activities , including
cooperative learning group, or project team; research projects
planning procedures; identify and managing • Homework
responsibilities of team members; and staying on • Small/whole-group observations
task, whether working alone or as part of a group. • Teacher-created conference forms
* Gathering and Processing Information:
Accessing information from printed media,
electronic data bases, and community resources
and using the information to develop a definition
of the problem and to research possible solutions.
* Generating and Analyzing Ideas: Developing
ideas for proposed solutions, investigating ideas,
collecting data, and showing relationships and
patterns in the data.
*Common Themes: Observing examples of
common unifying themes, applying them to the
problem, and using them to better understand the
dimensions of the problem.
*Realizing Ideas: Constructing components or
models, arriving at a solution, and evaluating the
result.
*Presenting Results: Using a variety of media to pres
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9C-73

Subject Area: Social Studies Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
Standard 1: History of the United States and New York: Students will use a variety
of intellectual skills to demonstrate their understanding of major ideas, eras, themes,
developments, and turning points in the history of the United States and New York.
Standard 1: History of the United
States and New York (Key Idea 1):
Students will understand that the history
of New York State and the United States
requires an analysis of the development
of American culture, its diversity and
multicultural context, and the ways
people are unified by many values,
practices, and traditions.
Standard 1: History of the United
States and New York (Key Idea 2):
Students will understand important
ideas, social and cultural values, beliefs,
and traditions from New York State and
United States history illustrate the
connections and interactions of people
and events across time and from a
variety of perspectives.
• explore the meaning of American culture by • Scott Foresman assessments
identifying the key ideas, beliefs, and patterns of • Scott Foresman activities
behavior, and traditions that help define it and • Teacher-created assessments
unite all Americans
• Teacher-created activities and
• interpret the ideas, values, and beliefs assessments
contained in the Declaration of Independence • 5th Grade State Social Studies Exam
and the New York State Constitution and (November)
United States Constitution, Bill of Rights, and • Homework
other important historical documents. • Small/whole-group observations
• Teacher-created conference forms
• Teacher-created projects with
accompanying rubric
• describe the reasons for periodizing history in
different ways
• investigate key turning points in New York
State and United States history and explain why
these events or developments are significant
• understand the relationship between the
relative importance of United States domestic
and foreign policies over time
• analyze the role played by the United States in
international politics, past and present.
• Scott Foresman assessments
• Scott Foresman activities
• Teacher-created assessments
• Teacher-created activities and
assessments
• 5th Grade State Social Studies Exam
(November)
• Homework
• Small/whole-group observations
• Teacher-created conference forms
• Teacher-created projects with
accompanying rubric
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9D-74

Subject Area: Social Studies Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
Standard 1: History of the United
States and New York (Key Idea 3):
Students will be able to explain the
significance of historical evidence; weigh
the importance, reliability, and validity of
evidence; understand the concept of
multiple causation; understand the
importance of changing and competing
interpretations of different historical
developments.
• complete well-documented and historically • Scott Foresman assessments
accurate case studies about individuals and • Scott Foresman activities
groups who represent different ethnic, national, • Teacher-created assessments
and religious groups, including Native • Teacher-created activities and
American Indians, in New York State and the assessments
United States at different times and in different • 5th Grade State Social Studies Exam
locations
(November)
• gather and organize information about the • Homework
important achievements and contributions of • Small/whole-group observations
individuals and groups living in New York State • Teacher-created conference forms
and the United States
• Teacher-created projects with
• describe how ordinary people and famous accompanying rubric
historic figures in the local community, State,
and the United States have advanced the
fundamental democratic values, beliefs, and
traditions expressed in the Declaration of
Independence, the New York State and United
States Constitutions, the Bill of Rights, and
other important historic documents
• classify major developments into categories
s ch as social political economic geographic
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9D-75

Subject Area: Social Studies Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
Standard 2: World History: Students will use a variety of intellectual skills to
demonstrate their understanding of major ideas, eras, themes, developments, and
turning points in world history and examine the broad sweep of history from a
variety of perspectives.
• consider the sources of historic documents, • Scott Foresman assessments
narratives, or artifacts and evaluate their • Scott Foresman activities
reliability
• Teacher-created assessments
• understand how different experiences, beliefs, • Teacher-created activities and
values, traditions, and motives cause individuals assessments
and groups to interpret historic events and • 5th Grade State Social Studies Exam
issues from different perspectives
(November)
• compare and contrast different interpretations • Homework
of key events and issues in New York State and • Small/whole-group observations
United States history and explain reasons for • Teacher-created conference forms
these different accounts
• Teacher-created projects with
• describe historic events through the eyes and accompanying rubric
experiences of those who were there. (Taken
from National Standards for History for Grades
K-4)
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9D-76

Subject Area: Social Studies Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
Standard 2: World History: (Key Idea
1) Students will understand world
cultures and civilizations, including an
analysis of important ideas, social and
cultural values, beliefs, and traditions.
This study also examines the human
condition and the connections and
interactions of people across time and
space and the ways different people view
the same event or issue from a variety of
perspectives.
• know the social and economic characteristics,
such as customs, traditions, child-rearing
practices, ways of making a living, education
and socialization practices, gender roles, foods,
and religious and spiritual beliefs that
distinguish different cultures and civilizations
• know some important historic events and
developments of past civilizations
• interpret and analyze documents and artifacts
related to significant developments and events
in world history.
• Scott Foresman assessments
• Scott Foresman activities
• Teacher-created assessments
• Teacher-created activities and
assessments
• 5th Grade State Social Studies Exam
(November)
• Homework
• Small/whole-group observations
• Teacher-created conference forms
• Teacher-created projects with
accompanying rubric
Standard 2: World History (Key Idea
2): Students will explore different
periodizations, examining themes across
time and within cultures, and focusing on
important turning points in world history
help organize the study of world cultures
and civilizations.
• develop timelines by placing important events
and developments in world history in their
correct chronological order
• measure time periods by years, decades,
centuries, and millennia
• study about major turning points in world
history by investigating the causes and other
factors that brought about change and the
results of these changes.
• Scott Foresman assessments
• Scott Foresman activities
• Teacher-created assessments
• Teacher-created activities and
assessments
• 5th Grade State Social Studies Exam
(November)
• Homework
• Small/whole-group observations
• Teacher-created conference forms
• Teacher-created projects with
accompanying rubric
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9D-77

Subject Area: Social Studies Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
Standard 2: World History (Key Idea
3): Students will understand major
social, political, cultural, and religious
developments in world history involves
learning about the important roles and
contributions of individuals and groups.
• investigate the roles and contributions of
individuals and groups in relation to key social,
political, cultural, and religious practices
throughout world history
• interpret and analyze documents and artifacts
related to significant developments and events
in world history
• classify historic information according to the
type of activity or practice: social/cultural,
political, economic, geographic, scientific,
technological, and historic.
• Scott Foresman assessments
• Scott Foresman activities
• Teacher-created assessments
• Teacher-created activities and
assessments
• 5th Grade State Social Studies Exam
(November)
• Homework
• Small/whole-group observations
• Teacher-created conference forms
• Teacher-created projects with
accompanying rubric
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9D-78

Subject Area: Social Studies Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
Standard 2: World History (Key Idea
4): Students will investigate differing and
competing interpretations of the theories
of history, hypothesize about why
interpretations change over time, explain
the importance of historical evidence, and
understand the concepts of change and
continuity over time.
• explain the literal meaning of a historical
passage or primary source document,
identifying who was involved, what happened,
where it happened, what events led up to these
developments, and what consequences or
outcomes followed (Taken from National
Standards for World History)
• analyze different interpretations of important
events and themes in world history and explain
the various frames of reference expressed by
different historians
• view history through the eyes of those who
witnessed key events and developments in
world history by analyzing their literature, diary
accounts, letters, artifacts, art, music,
architectural drawings, and other documents
• investigate important events and
developments in world history by posing
analytical questions, selecting relevant data,
distinguishing fact from opinion, hypothesizing
cause-and-effect relationships, testing these
hypotheses, and forming conclusions.
• Scott Foresman assessments
• Scott Foresman activities
• Teacher-created assessments
• Teacher-created activities and
assessments
• 5th Grade State Social Studies Exam
(November)
• Homework
• Small/whole-group observations
• Teacher-created conference forms
• Teacher-created projects with
accompanying rubric
Standard 3: Geography: Students will use a variety of intellectual skills to
demonstrate their understanding of the geography of the interdependent world in
which we live—local, national, and global—including the distribution of people,
places, and environments over the Earth’s surface.
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9D-79

Subject Area: Social Studies Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
Standard 3: Geography (Key Idea 1):
Students will analyze important historic,
geographic, economic, and
environmental questions and issues.
These six elements include: the world in
spatial terms, places and regions,
physical settings (including natural
resources), human systems, environment
and society, and the use of geography.
(Adapted from The National Geography
Standards, 1994: Geography for Life)
Standard 3: Geography (Key Idea 2):
Students will develop and application of
the skills of asking and answering
geographic questions; analyzing theories
of geography; and acquiring, organizing,
and analyzing geographic information.
(Adapted from: The National
Geography Standards, 1994: Geography
for Life)
• study about how people live, work, and utilize • Scott Foresman assessments
natural resources
• Scott Foresman activities
• draw maps and diagrams that serve as • Teacher-created assessments
representations of places, physical features, and • Teacher-created activities and
objects
assessments
• locate places within the local community, • 5th Grade State Social Studies Exam
State, and nation; locate the Earth’s continents (November)
in relation to each other and to principal • Homework
parallels and meridians. (Adapted from • Small/whole-group observations
National Geography Standards, 1994) • Teacher-created conference forms
• identify and compare the physical, human, • Teacher-created projects with
and cultural characteristics of different regions accompanying rubric
and people (Adapted from National Geography
Standards, 1994)
• investigate how people depend on and modify
the physical environment.
• formulate geographic questions and define • Scott Foresman assessments
geographic issues and problems
• Scott Foresman activities
• use a number of research skills (e.g., computer • Teacher-created assessments
databases, periodicals, census reports, maps, • Teacher-created activities and
standard reference works, interviews, surveys) assessments
to locate and gather geographical information • 5th Grade State Social Studies Exam
about issues and problems (Adapted from (November)
National Geography Standards, 1994) • Homework
• present geographic information in a variety of • Small/whole-group observations
formats, including maps, tables, graphs, charts, • Teacher-created conference forms
diagrams, and computer-generated models • Teacher-created projects with
• interpret geographic information by accompanying rubric
synthesizing data and developing conclusions
and generalizations about geographic issues and
problems.
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9D-80

Subject Area: Social Studies Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
Standard 4: Economics: Students will use a variety of intellectual skills to
demonstrate their understanding of how the United States and other societies
develop economic systems and associated institutions to allocate scarce resources,
how major decision-making units function in the United States and other national
economies, and how an economy solves the scarcity problem through market and
nonmarket mechanisms.
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9D-81

Subject Area: Social Studies Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
Standard 4: Economics (Key Idea 1):
Students will understand major
economic concepts and systems, the
principles of economic decision making,
and the interdependence of economies
and economic systems throughout the
world.
• explain how societies and nations attempt to
satisfy their basic needs and wants by utilizing
scarce capital, natural, and human resources
• define basic economic concepts such as
scarcity, supply and demand, markets,
opportunity costs, resources,
productivity, economic growth, and systems
• understand how scarcity requires people and
nations to make choices which involve costs
and future considerations
• understand how people in the United States
and throughout the world are both producers
and consumers of goods and services
• investigate how people in the United States
and throughout the world answer the three
fundamental economic questions and solve
basic economic problems
• describe how traditional, command, market,
and mixed economies answer the three
fundamental economic questions
• explain how nations throughout the world
have joined with one another to promote
economic development and growth.
• Scott Foresman assessments
• Scott Foresman activities
• Teacher-created assessments
• Teacher-created activities and
assessments
• 5th Grade State Social Studies Exam
(November)
• Homework
• Small/whole-group observations
• Teacher-created conference forms
• Teacher-created projects with
accompanying rubric
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9D-82

Subject Area: Social Studies Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
Standard 4: Economics (Key Idea 2):
Students will understand that economics
requires the development and
application of the skills needed to make
informed and well-reasoned economic
decisions in daily and national life.
• identify and collect economic information • Scott Foresman assessments
from standard reference works, newspapers, • Scott Foresman activities
periodicals, computer databases, textbooks, and • Teacher-created assessments
other primary and secondary sources • Teacher-created activities and
• organize and classify economic information by assessments
distinguishing relevant from irrelevant • 5th Grade State Social Studies Exam
information, placing ideas in chronological (November)
order, and selecting appropriate labels for data • Homework
• evaluate economic data by differentiating fact • Small/whole-group observations
from opinion and identifying frames of • Teacher-created conference forms
reference
• Teacher-created projects with
• develop conclusions about economic issues accompanying rubric
and problems by creating broad statements
which summarize findings and solutions
• present economic information by using media
and other appropriate visuals such as tables,
charts, and graphs to communicate ideas and
conclusions.
Standard 5: Students will use a variety of intellectual skills to demonstrate their
understanding of the necessity for establishing governments; the governmental
system of the United States and other nations; the United States Constitution; the
basic civic values of American constitutional democracy; and the roles, rights, and
responsibilities of citizenship, including avenues of participation.
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9D-83

Subject Area: Social Studies Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
Standard 5: Civics, Citizenship and
Government (Key Idea 1): Students
will study citizenship, and government
involves learning about political systems;
the purposes of government and civic
life; and the differing assumptions held
by people across time and place
regarding power, authority, governance,
and law. (Adapted from The National
Standards for Civics and Government,
1994)
• analyze how the values of a nation affect the
guarantee of human rights and make provisions
for human needs
• consider the nature and evolution of
constitutional democracies
• explore the rights of citizens in other parts of
the hemisphere and determine how they are
similar to and different from the rights of
American citizens
• analyze the sources of a nation’s values as
embodied in its constitution, statutes, and
important court cases.
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9D-84

Subject Area: Social Studies Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
Standard 5: Civics, Citizenship and
Government (Key Idea 2 ): Students
will understand that the state and federal
governments established by the
Constitutions of the United States and
the State of New York embody basic
civic values (such as justice, honesty, selfdiscipline,
due process, equality, majority
rule with respect for minority rights, and
respect for self, others, and property),
principles, and practices and establish a
system of shared and limited
government. (Adapted from The
National Standards for Civics and
Government, 1994)
• understand how civic values reflected in
United States and New York State
Constitutions have been implemented through
laws and practices
• understand that the New York State
Constitution, along with a number of other
documents, served as a model for the
development of the United States Constitution
• compare and contrast the development and
evolution of the constitutions of the United
States and New York State
• define federalism and describe the powers
granted the the national and state governments
by the United States Constitution
• value the principles, ideals, and core values of
the American democratic system based upon
the premises of human dignity, liberty, justice,
and equality
• understand how the United States and New
York State Constitutions support majority rule
but also protect the rights of the minority.
• Scott Foresman assessments
• Scott Foresman activities
• Teacher-created assessments
• Teacher-created activities and
assessments
• 5th Grade State Social Studies Exam
(November)
• Homework
• Small/whole-group observations
• Teacher-created conference forms
• Teacher-created projects with
accompanying rubric
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9D-85

Subject Area: Social Studies Grade Level: Fifth Grade
New York State Content Standards New York State Skills Standards New York State Performance Indicators
Assessments (formal/informal
including state assessments)
Standard 5: Civics, Citizenship and
Government (Key Idea 3): Students
will understand of the roles of the citizen
within American constitutional
democracy and the scope of a citizen’s
rights and responsibilities.
Standard 5: Civics, Citizenship and
Government (Key Idea 4): Students
will probe ideas and assumptions, ask
and answer analytical questions, take a
skeptical attitude toward questionable
arguments, evaluate evidence, formulate
rational conclusions, and develop and
refine participatory skills.
• explain what citizenship means in a
democratic society, how citizenship is defined
in the Constitution and other laws of the land,
and how the definition of citizenship has
changed in the United States and New York
State over time
• understand that the American legal and
political systems guarantee and protect the
rights of citizens and assume that citizens will
hold and exercise certain civic values and fulfill
certain civic responsibilities
• discuss the role of an informed citizen in
today’s changing world
• explain how Americans are citizens of their
states and of the United States.
• Scott Foresman assessments
• Scott Foresman activities
• Teacher-created assessments
• Teacher-created activities and
assessments
• 5th Grade State Social Studies Exam
(November)
• Homework
• Small/whole-group observations
• Teacher-created conference forms
• Teacher-created projects with
accompanying rubric
• respect the rights of others in discussions and • Scott Foresman assessments
classroom debates regardless of whether or not • Scott Foresman activities
one agrees with their viewpoint
• Teacher-created assessments
• explain the role that civility plays in promoting • Teacher-created activities and
effective citizenship in preserving democracy assessments
• participate in negotiation and compromise to • 5th Grade State Social Studies Exam
resolve classroom, school, and community (November)
disagreements and problems.
• Homework
• Small/whole-group observations
• Teacher-created conference forms
• Teacher-created projects with
accompanying rubric
Leadership Prep Bedford Stuyvesant Charter School
Exhibit 9D-86