2011 Annual Report
Moving Forward NVPS
Enthusiasm Dominique Luzuriaga & Amistad Dual Language School
Eighth-grader Dominique Luzuriaga loves learning about the blood flowing inside our bodies and how to heal fractured bones. She also loves technology. And social studies. And band. “Basically, everything,” she says. Underscoring her learning at Amistad is dual-language instruc-
tion, divided equally between English and Spanish and focused on writing in all subjects — a key tenet of the new Common Core State Standards. “We emphasize high performance through literacy, making sure our students make the jump from ‘learning to read’ to ‘reading to learn,’” says Miriam
Pedraja, the principal. “We’re constantly assessing what they need to move ahead.” She adds that New Visions is a vital partner in designing and implementing assessment tools. Dominique develops her writing skills all the time, whether she’s writing a paper in science,
creating a Revolutionary War-era satirical cartoon in social studies or abridging a Journey song in band (she plays guitar). “You may think you’re learning to write only in English class, but you’re learning it in all of them,” she says. Her dreams for the future involve following the lead of her
sister, a psychology major at CUNY. Imagining their shared future, Dominique says, “We’ll be independent and we’ll have our careers. Our family will say, ‘Here’s our psychologist and here’s our doctor.’”
Becomes a Surgeon
DL
Emigrates from Ecuador
Speaks Only Spanish
Loves Helping People Enters in Kindergarten
Amistad Dual Language School
Learns in English and Spanish
Offers DualLanguage Program
Embraces Writing (Even in Band)
Advances Literacy
Joins After-School Technology Team
Provides Extended Learning Time
SS I N W O O D
•
M A N H A T T A N
Focus Sahib Shah & Hillcrest High School
Eleventh-grader Sahib Shah matched his interests and strengths — math and science — to potential careers and found his ideal future: biomedical engineering. By designing imaging equipment and other health care solutions, he will “build machines that are our
A premed student, Sahib explores classes in physiology, genetics and human anatomy. “These give me knowledge in my field and prepare me for college,” he says. Hillcrest features street signs of prestigious colleges on every corridor. “New Visions helps us cultivate a college-going
future.” Hillcrest is preparing him for success through rigorous Advanced Placement classes. Its seven “small learning communities” — schools within the school — connect students to the real world through curricula in thematic content areas, from business/technology to premed, humanities and public service.
culture,” says Steve Duch, the principal. “Every teacher is a resource to help students be college-ready.” New Visions staff works closely with Hillcrest students and parents to complete the Free Application for Federal Student Aid, FAFSA, which is especially vital to immigrant families who make up much of
the school community, including Sahib’s Indian Sikh family. “I want to follow my passion to a good college,” says Sahib. Through college-level academics and access to college, New Visions high schools help create a future in which students — no matter their background — can achieve their dreams.
TS
Hillcrest High School
Poised to Advance in High School
Enters in 9th Grade
Supports Diverse and Immigrant Students
Loves Learning about Classmates’ Cultures
Connects Learning to Real World
Fosters CollegeReadiness
Thrives in Premed Curriculum
Takes Three AP Classes Junior Year
Takes Regents in Middle School
J A M A I C A
•
Q U E E N S
Attends a Top Biomedical Engineering Program
Builds Lifesaving Machines
Drive
Terrence Stephen, Jr. is no stranger to high expectations — from family, school and himself. “Everyone depends on me,” says the 11th-grader, who maintains an A average and is on the Honor Roll. “I’m the oldest brother of six, and I have to do my best in everything.” Driven by his
Terrence Stephen, Jr. & Performing Arts and Technology High School
dream of becoming a dermatologist and helping people like his younger sister, who suffers from eczema, Terrence has his eye on top colleges — Harvard, Columbia or Howard — and takes advantage of every opportunity that will strengthen his candidacy. “Colleges like if
you’re smart and love if you’re smart and involved,” he says. And involved he is: peer mediation, band, step, Young Men’s Leadership Group. Under the leadership of principal Reggie Richardson, Performing Arts and Technology High School (PATHS) has gained
recognition for its success in graduating black and Latino men, a group particularly at risk when it comes to college and career readiness. The school works with key partners — including parents, the city and New Visions — to keep students on track for college. Terrence’s father (pictured below)
sees this firsthand, not only as a PTA-involved parent but also as a college advisor who connects students to such resources as scholarship information, SAT preparation and financial aid forms. “PATHS students jump at it,” he says. “It’s really a culture of excellence.”
JL
Becomes a Successful Dermatologist
Moves from Florida
Carries High Family Expectations
Enters in 10th Grade
PATHS
Loves Chemistry, Drama and Trigonometry
Father Joins PTA
Offers Rigorous, Rounded Curriculum
E A S T
N E W
Y O R K
Builds Strong Parent Partnerships
•
B R O O K L Y N
Pursues Advanced Regents Diploma
Keeps Students on Track for College
Attends a Top College
Tenacity Jalisa Legree & Olympus Academy
In her previous high school, Jalisa Legree was one of 3,600 students and could not get her teachers’ attention. Nor did she receive support from her foster parents. She began failing classes. “I had no one to push me,” she says. “Having people on your side makes you want to do better.”
She found support at Olympus Academy, one of 12 transfer schools working with New Visions that provide much-needed academic and emotional support to students severely behind on credits. Run in partnership with the New York Center for Interpersonal Development, a community-based organization, Olympus assigns
every student to an advocate counselor who provides oneon-one support. The curriculum blends online and face-to-face learning; students progress through courses at their own pace. “In order to move on, students must demonstrate mastery, showing they’ve learned and retained the skill and content of the course,”
says Seth Schoenfeld, the principal. Jalisa quickly became the school’s fastest credit-earner. “I set a date for myself,” she says. “Then I did what I had to do.” She took full advantage of teachers’ personal commitment to students. “Math is my worst subject, but I sat at my teacher’s desk every day to understand the steps.” She’d go right home
and tackle her assignments with greater confidence. Her favorite subject? English and writing, which she wants to use in her career as a lawyer or a journalist. “I took life and its experiences and turned the negatives into positives.” She plans to attend a community college before transferring to a four-year college.
Lost at School
No Support at Home Begins a Career Focused on Writing
Begins Failing Classes
Enters at Age 16
Olympus Academy
Embraces Self-Paced Learning
Thrives with Personal Attention
Offers One-onOne Support
Emphasizes Mastery
Is Leading Credit-Earner
Graduates February 2012
Plans for College in the Fall
Has Students Set Weekly Goals
MR C A N A R S I E
•
B R O O K L Y N
Mastery
“Everything in this school connects with everything,” marvels 9th-grader Marlin Ramos. Recently, she and classmate Guirny Occean studied Dominican dictator Rafael Trujillo through the lens of social studies (government, policies and speeches), English (characteristics of leadership) and art (creating an
Guirny Occean (left) & Marlin Ramos (right) & New Visions Charter High Schools
up-close portrait). The projects had special resonance for both students, whose families are Dominican. Through a projectbased curriculum, taught across content areas, New Visions charter schools aim to engage students in deep and sustained learning that will better prepare them for
college, career and a 21stcentury economy. The schools embed writing in every content area. “I’m really into recycling and the environment,” Marlin says. “But I never thought I’d be learning about carbon footprints through an essay in math class!” Students write major essays in each
course each trimester, which, Guirny admits, at first seemed overwhelming. “But the way they structure and break down the steps — write a hook, write a body paragraph, use supporting details — it’s quite possible,” he says. “When you complete it, it gives you great confidence. You think you can do anything!”
The two know writing will help them in the future, from creating compelling college essays to pursuing careers as a lawyer (Guirny) and doctor or crime scene investigator (Marlin).
GO
MA
Attends Catholic Schools
Lawyer Fighting for Equality
Drawn to College-Prep Focus Enters in 9th Grade: New Visions Charter High School for the Humanities
Seeks a Good High School Close to Home
Knows Charters Are Rigorous
Attends a Four-Year College (Top Choice: University of Florida)
Focuses on Literacy
Enters in 9th Grade: New Visions Charter High School for Advanced Math and Science
Aims to Learn Skills for Law Career
Maintains 94 Average
Wins Speech-Writing Competition
Maintains 94 Average
Instant Access to Performance Data
Practicing to Excel
M A R B L E
Named “Student of the Month”
H I L L
•
B R O N X
Values and Celebrates Success
Writes Great College Essay
Becomes a Doctor or Crime Scene Investigator
Experience Matthew Adelizzi & High School of Telecommunication Arts and Technology
Telecommunication’s principal Phil Weinberg likens his first year of teaching, 27 years ago, to how his grandfather learned to swim: get thrown in the deep end and paddle for your life. That doesn’t have to be the case today. In 2011, thanks to the New Visions for Public Schools–Hunter College Urban Teacher Residency, Matthew Adelizzi began his first
year of teaching after a yearlong apprenticeship in the classroom. The program emphasizes mentored clinical learning and team-based collaboration, a benefit for career-changers like Matthew. Last year, Matthew and veteran teacher Georganne Karvunis (pictured below) team-taught 10th-grade English, co-developing
lesson plans and taking turns teaching in front of the class. Early in the school year, Georganne gently interjected when Matthew needed guidance. Later, her interventions came less frequently and on Post-It notes. All along, she asked him strategic questions that encouraged him to reflect on, articulate and develop his own teaching method and style.
“The program allows you to just do it — to fail and succeed with someone there to help you through it,” Georganne says. Matthew quickly adds: “And to even know that failure or success is happening. My most valuable resource as a first-year teacher is that I’ve had a full year of experience with someone there to help me process it.”
In 2011, New Visions selected Telecommunication to pilot a new hub for teacher learning, the “teaching hospital.” Phil Weinberg praises the pipeline of teacher-leaders coming his way: “The quality of your teacher matters for the rest of your life. We are training new teachers to hit the ground running.”
Earns MA in English
Unfulfilled in Administrative Jobs
Dreams of Teaching Enrolls in New Visions for Public Schools–Hunter College Urban Teacher Residency
High School of Telecommunication Arts and Technology
Begins Teaching Immediately
Receives Constant Support
Integrates Theory and Practice
B A Y
Provides Robust Mentoring
R I D G E
•
B R O O K L Y N
Hired Full-Time
Piloting “Teaching Hospital” Model
Confident First-Year Teacher
Develops Pipeline of Excellent Teachers
Continues to Question and Discover
Each day brings a chance to move ahead for more than 40,000 young people who attend New Visions schools. Working with outstanding principals, teachers and community partners, we strive to ensure that all students are prepared for their future and ready for success in college, in the workforce and in life.
facebook.com/newvisionsforpublicschools @NewVisionsNYC
320 West 13th Street, 6th Floor New York, NY 10014 Phone: 212.645.5110 Fax: 212.645.7409 www.newvisions.org
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With ambitious instruction, strong leaders, effective teachers, and parent and community involvement, public schools can transform students’ lives and prepare them for the road ahead. New Visions for Public Schools is committed to doing whatever it takes to create and sustain more of these great schools for New York City’s highestneed students. 1
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evaluation models that provide teachers and school leaders with clear standards
A Message from the Board
and actionable feedback. And, working with Hunter College and others, we are building a new model of teacher and school leader hiring and induction, one that pivots from an individual to
Dear Friend,
instruction, leadership and
How do we prepare all stu-
a team approach. Most important, we are
human capital. Across these systems, New
seeing results. Preliminary
family income or immigrant
Visions is helping our schools
evaluations of our teacher
status, to move forward in a
incorporate the next genera-
residency program demon-
constantly changing world?
tion of academic standards,
strate the achievement gains
How do we foster the skills
the Common Core, into their
made by the students taught
they need to succeed in
classrooms. Working with our
by our residents. These
college and in careers yet
district school colleagues,
students significantly out-
to be imagined? How do
we are launching a network
performed their classmates
we prepare and support
of charter high schools that
on the Regents Compre-
educators for this new era?
challenge students with a proj-
hensive English and Living
At New Visions for Public
ect-based curriculum, involving
Environment exams.
dents, regardless of ethnicity,
Further evaluation by
Schools, we know that there
tasks and assignments that
are no easy answers to the
are relevant to their lives, their
MDRC and commissioned
most difficult questions in
communities and their future.
by the Bill & Melinda Gates
education. That’s what makes
We are pioneering the use
Foundation continues to vali-
our work so rewarding —
of data to drive instruction,
date that New Visions’ efforts
and so essential.
offering our schools powerful
to create small schools have
tools that give leaders unprec-
produced historic gains for
have the power to transform
edented access to real-time
some of New York City’s
a child’s life. To radically
information on student perfor-
highest-need schools. We
effect positive change, we
mance. We are working with
recognize that there is still
must look at schools as a set
our partners — the district and
much work to be done
of systems, encompassing
the union — to pilot innovative
to improve performance,
Public schools indeed
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especially for students who enter high school with low math and reading proficiency. But with continued innova-
8
Board of Trustees
Richard I. Beattie Simpson, Thacher & Bartlett LLP, Chairman
tion and refinement of our
Roger C. Altman
strategies, we know we can
Evercore Partners, Inc., Co-Chairman
succeed for more students. Thanks to our committed supporters, New Visions schools are advancing today’s best practices to deliver tomorrow’s promise. With your continued support, we will press ahead and work to help more students gain the skills they need to transform their lives, their communities and this city. Thank you for partnering with us as we move forward.
Robert L. Hughes
Chairman
Beth J. Lief Carroll and Milton Petrie Foundation
Ernest Logan Council of Supervisors and Administrators
Reverend Dr. Calvin O. Butts, III
Michael Mulgrew
The Brunswick Group
Abyssinian Baptist Church
United Federation of Teachers
Lisa Caputo
Ralph L. Schlosstein
The Travelers Companies, Inc.
Evercore Partners, Inc.
Ian M. Cook
Katherine J. Trager
Colgate Palmolive Company
Random House, Inc.
Blair W. Effron
Randi Weingarten
Centerview Partners, LLC
American Federation of Teachers
JP Morgan Private Bank
Honorary Board Members
Gary L. Ginsberg
Reuben Mark
Jerry E. Garcia
J. Richard Munro
Caroline Kennedy Fund for Public Schools
Jay L. Kriegel The Related Companies LP
Roger Altman Co-Chairman
Robert Hughes President
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Consultant
Ellen Moskowitz
George Friedman
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Sue Lehmann
New Visions for Public Schools, President
Time Warner Inc.
Richard Beattie
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New Visions in Action New Visions for Public Schools designs, creates and sustains great schools for New York City’s highest-need students. Since 1989, New Visions has served as a laboratory of innovation within the city’s public schools, driving significant achievement gains for tens of thousands of students. We provide educators with the tools and training they need to analyze student performance, diagnose problems and design solutions to improve instruction. We partner with teachers and school leaders, parents and community organizations to provide ambitious, rigorous instruction and to design curricula that are relevant to students’ lives and aligned to college and job skills. And we freely share best practices and lessons learned, to enable others in New York City and across the nation to raise student achievement in schools at scale. Because we believe answers to improving urban education come in multiple forms, New
Visions supports a network of public district schools and also operates an emerging network of charter high schools in underresourced neighborhoods of New York City. We serve a student population that equals the size of the Seattle school system. While maintaining our core values, we constantly evolve to meet urgent and emerging needs. We do this by: • supporting district schools through intensive coaching and next-generation instructional models; • innovating around curriculum, pedagogy and practice in our charter high schools; and • developing the human capacity of our teachers, principals and school staff.
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11
12
standards emphasize development of higher-order skills, literacy and integrated learning across subject areas. Teachers must change how they teach in their classrooms, evaluate student work and communicate with parents. The Common Core asks teachers to engage in tougher assessments of student learning, more writing across disciplines, mathematics that leads to abstract thinking and problem solving, and cross-disciplinary classes that avoid siloing content in one area. In our district schools, we are piloting new strategies for helping teachers rethink how they teach literacy and math. EDUCATING STUDENTS IN NEED Percentage of students qualifying for free and reduced lunch CITYWIDE
75%
NEW VISIONS CHARTERS
Advancing Ambitious Instruction
In 2011, New York adopted the Common Core State Standards, a national effort to raise the bar and strengthen instruction so that students can succeed in college and beyond. The evidence-based
81%
12
13
In our charter schools, we are building these standards into the very organization of the schools. In our pioneering teacher-residency program, we are developing a new generation of teachers fully immersed in the Common Core from the start of their careers. Through District Schools
New Visions encourages and supports teams of teachers in developing instruction, evaluating the impact of their efforts and modifying teaching practices based on their assessment of student growth. We believe that this practice, teacherled inquiry, is the best way to translate higher standards into classrooms and departments and across schools. At Hillcrest High School, for instance, teachers come together every day to share and advance best practices. “Historically, teachers have been trained to follow the curriculum, not to look at student outcomes as a factor in designing subsequent lessons,” says principal Steve Duch. “But that kind of rethinking is what we’re pushing them to do. Our goal is to have teachers think of the three top-performing students in each class and the three moststruggling students, then look at how they can differentiate the lessons to support both.” New Visions works with teacher teams across our
13
14
15
NEW VISIONS SCHOOLS: MOVING 9TH-GRADERS FORWARD: CLASSES OF 2011–2014 Percentage earning 11+ credits Percentage passing 1 or more regents 75%
75%
69
70
65
70 70
64
65
67 64
64
61 60
60
55
55
16
17
well-designed student assessments. Through a teacher-inquiry process developed by New Visions, teachers will work collaboratively to design instruction that leads students to a deeper understanding of the how and why of mathematics — and to refine that instruction through rigorous assessment.
and reviewing writing assignments, ensuring that students master the range of writing skills they need to communicate effectively in college and beyond. Students are expected to practice daily, developing questions for inquiry, engaging in research, producing materials, and presenting and defending their work. Instruction is personalized, and intervention takes place early and often. As with our district schools, New Visions
Through Charter School Development
district schools to improve the rigor of instruction. Although high school graduation rates in New York City have risen in recent years, far too many high school graduates require remediation upon enrolling in college. Research shows that these students have a diminished likelihood of completing their studies. New Visions recognizes the need to strengthen the high school diploma to align it with career and college preparation for the 21st century. New Visions is working with nearly two dozen schools to pilot new initiatives in literacy and math instruction. For the literacy project, New Visions is working with teachers to reconceptualize
instruction around writing. For example, teachers have traditionally taught argumentative writing in the context of English language arts. We’re working to expand this practice to multiple subjects, such as social studies, science and math. To succeed at college-level reading and writing, students must be exposed to complex nonfiction texts in addition to fiction and literature. New Visions was awarded a prestigious $12.9 million, five-year federal Investing in Innovation (i3) grant to implement Accessing Algebra Through Inquiry (A2I), an innovation that improves teachers’ instruction in algebra and geometry through the use of
Distilling the lessons learned from our work with district public schools, New Visions founded its first two charter high schools as labs to define new practices that can advance all students. As a charter management organization, New Visions has full management authority over its charter high schools and is free to innovate. Our model is based on the notion that to prepare students to succeed in the global marketplace, schools must shift the dynamic from one where students receive information to one where they find solutions using their imagination coupled with their mastery of content and skills. New Visions developed its charter school curriculum with this goal in mind — a goal that aligns propitiously with the Common Core. Writing is the capstone skill in our charter schools. Every teacher, in every grade, shares in the responsibility of assigning
14
15
16
51 Class of ’11
Class of ’12
Class of ’13
Class of ’14
Class of ’11
Class of ’12
Class of ’13
Class of ’14
For all schools in New Visions PSO since 2008–2009 School Year
18
provides intensive support to keep students on the college track, including extended learning time, strict benchmarks and rigorous college-level courses in the upper grades. To keep students engaged in their work, New Visions charter high schools center on challenge-based projects that serve as an anchor for students and teachers across subject matter. Assessment and grading policies are tied
EDUCATING DIVERSE LEARNERS CITYWIDE
NEW VISIONS CHARTERS
English Language Learner
15%
13%
Special Education Students
14%
17%
Minority Students
29%
39%
Hispanic
Hispanic
40%
57%
Black
Black
17
18
10
11
New Visions in Action New Visions for Public Schools designs, creates and sustains great schools for New York City’s highest-need students. Since 1989, New Visions has served as a laboratory of innovation within the city’s public schools, driving significant achievement gains for tens of thousands of students. We provide educators with the tools and training they need to analyze student performance, diagnose problems and design solutions to improve instruction. We partner with teachers and school leaders, parents and community organizations to provide ambitious, rigorous instruction and to design curricula that are relevant to students’ lives and aligned to college and job skills. And we freely share best practices and lessons learned, to enable others in New York City and across the nation to raise student achievement in schools at scale. Because we believe answers to improving urban education come in multiple forms, New
Visions supports a network of public district schools and also operates an emerging network of charter high schools in underresourced neighborhoods of New York City. We serve a student population that equals the size of the Seattle school system. While maintaining our core values, we constantly evolve to meet urgent and emerging needs. We do this by: • supporting district schools through intensive coaching and next-generation instructional models; • innovating around curriculum, pedagogy and practice in our charter high schools; and • developing the human capacity of our teachers, principals and school staff.
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standards emphasize development of higher-order skills, literacy and integrated learning across subject areas. Teachers must change how they teach in their classrooms, evaluate student work and communicate with parents. The Common Core asks teachers to engage in tougher assessments of student learning, more writing across disciplines, mathematics that leads to abstract thinking and problem solving, and cross-disciplinary classes that avoid siloing content in one area. In our district schools, we are piloting new strategies for helping teachers rethink how they teach literacy and math.
In our charter schools, we are building these standards into the very organization of the schools. In our pioneering teacher-residency program, we are developing a new generation of teachers fully immersed in the Common Core from the start of their careers.
EDUCATING STUDENTS IN NEED Percentage of students qualifying for free and reduced lunch CITYWIDE
75%
NEW VISIONS CHARTERS
Advancing Ambitious Instruction
In 2011, New York adopted the Common Core State Standards, a national effort to raise the bar and strengthen instruction so that students can succeed in college and beyond. The evidence-based
81%
12
Through District Schools
New Visions encourages and supports teams of teachers in developing instruction, evaluating the impact of their efforts and modifying teaching practices based on their assessment of student growth. We believe that this practice, teacherled inquiry, is the best way to translate higher standards into classrooms and departments and across schools. At Hillcrest High School, for instance, teachers come together every day to share and advance best practices. “Historically, teachers have been trained to follow the curriculum, not to look at student outcomes as a factor in designing subsequent lessons,” says principal Steve Duch. “But that kind of rethinking is what we’re pushing them to do. Our goal is to have teachers think of the three top-performing students in each class and the three moststruggling students, then look at how they can differentiate the lessons to support both.” New Visions works with teacher teams across our
13
14
15
NEW VISIONS SCHOOLS: MOVING 9TH-GRADERS FORWARD: CLASSES OF 2011–2014 Percentage earning 11+ credits Percentage passing 1 or more regents 75%
75%
69
70
65
70 70
64
65
67 64
64
61 60
16
17
well-designed student assessments. Through a teacher-inquiry process developed by New Visions, teachers will work collaboratively to design instruction that leads students to a deeper understanding of the how and why of mathematics — and to refine that instruction through rigorous assessment.
and reviewing writing assignments, ensuring that students master the range of writing skills they need to communicate effectively in college and beyond. Students are expected to practice daily, developing questions for inquiry, engaging in research, producing materials, and presenting and defending their work. Instruction is personalized, and intervention takes place early and often. As with our district schools, New Visions
Through Charter School Development
60
district schools to improve the rigor of instruction. Although high school graduation rates in New York City have risen in recent years, far too many high school graduates require remediation upon enrolling in college. Research shows that these students have a diminished likelihood of completing their studies. New Visions recognizes the need to strengthen the high school diploma to align it with career and college preparation for the 21st century. New Visions is working with nearly two dozen schools to pilot new initiatives in literacy and math instruction. For the literacy project, New Visions is working with teachers to reconceptualize
instruction around writing. For example, teachers have traditionally taught argumentative writing in the context of English language arts. We’re working to expand this practice to multiple subjects, such as social studies, science and math. To succeed at college-level reading and writing, students must be exposed to complex nonfiction texts in addition to fiction and literature. New Visions was awarded a prestigious $12.9 million, five-year federal Investing in Innovation (i3) grant to implement Accessing Algebra Through Inquiry (A2I), an innovation that improves teachers’ instruction in algebra and geometry through the use of
Distilling the lessons learned from our work with district public schools, New Visions founded its first two charter high schools as labs to define new practices that can advance all students. As a charter management organization, New Visions has full management authority over its charter high schools and is free to innovate. Our model is based on the notion that to prepare students to succeed in the global marketplace, schools must shift the dynamic from one where students receive information to one where they find solutions using their imagination coupled with their mastery of content and skills. New Visions developed its charter school curriculum with this goal in mind — a goal that aligns propitiously with the Common Core. Writing is the capstone skill in our charter schools. Every teacher, in every grade, shares in the responsibility of assigning
14
15
16
55
55
51 Class of ’11
Class of ’12
Class of ’13
Class of ’14
Class of ’11
Class of ’12
Class of ’13
Class of ’14
For all schools in New Visions PSO since 2008–2009 School Year
18
provides intensive support to keep students on the college track, including extended learning time, strict benchmarks and rigorous college-level courses in the upper grades. To keep students engaged in their work, New Visions charter high schools center on challenge-based projects that serve as an anchor for students and teachers across subject matter. Assessment and grading policies are tied
EDUCATING DIVERSE LEARNERS CITYWIDE
NEW VISIONS CHARTERS
English Language Learner
15%
13%
Special Education Students
14%
17%
Minority Students
29%
39%
Black
Black
Hispanic
Hispanic
40%
57%
17
18
19
to the Common Core and are implemented transparently and consistently. “I’m a big believer in consistency of expectations,” says principal Seth Lewis Levin. “We deliver those expectations over and over again, in several different ways, so the kids can articulate for themselves what’s expected of them.”
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21
75%
72
65
66
73
70
65
60
Preparing the 21st-Century Teaching Workforce
Nearly 33 percent of New York City teachers leave the profession before completing their third year — most citing a lack of support and inadequate preparation for the challenges they face. To confront this urgent need for well-prepared, skilled teachers, New Visions in partnership with Hunter College has created the Urban Teacher Residency. Linking extensive clinical experience in the classroom with content-rich professional development, the residency prepares a new generation of teachers to assess and elevate student achievement. In 2011, we expanded the program’s capacity by piloting a “teaching hospital” site, modeled on the immersive clinical education of our nation’s doctors. Our teaching-hospital school commits to hiring a critical mass of Urban Teacher Residents, under the supervision of a veteran teacher working as a site director.
19
55
Class of ’07
Class of ’08
Class of ’09
Class of ’10
Class of ’11
For schools in New Visions PSO since 2007–2008 School Year
Teaching-hospital schools will help develop a pipeline of highly trained professionals, extend the inquiry-based and datadriven practices of the residency model across grade-level and content-area teams, and, we believe, create a successful and replicable model of wholeschool reform. Program graduate and firstyear teacher Matthew Adelizzi brings the fruits of his ongoing learning into the classroom to encourage students to think for themselves — a skill they will need to move forward in college, career and life. “I learn every day that it’s not about how brilliant my ideas are,” he says. “When the kids come up with the brilliant ideas — that’s success.”
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23
24
Moving Forward
GRADUATION RATES
70
22
As one of the few organizations to bridge the divide between public district and charter high schools, New Visions offers a new model for cooperation and collaboration to improve student achievement. We are rethinking how to transform struggling schools — driving forward a team-based approach in which teachers, teacher-leaders and principals incubate best practices in a high-need school to help transform it into a place where all students can succeed. And we are strengthening community investment in schools. New Visions charter schools are designed to work with the neighborhoods where they are located so that they become community assets, preparing students to succeed, thrive and give back as productive citizens and change-agents. Charter school 9th-grader Guirny Occean plans to give back to his community as a lawyer fighting for justice. “Maybe society can never be 100 percent equal,” he says. “But I’ll do my best to make it so.”
Financial Information
26
Merlin Foundation
Government (A) $4,831,855
Merrill Corporation, LLC
Corporations (B) $2,168,874
Bethany and Robert B. Millard
Foundations (C) $12,353,532
NBC Universal
Investment Returns (E) $2,991,131 Total Revenue
$23,167,403
Total Expenses*
Our Supporters
New York Community Trust News Corporation The PNC Financial Services Group The Prudential Foundation
Program Services School Creation (F) $2,183,785
STATEMENT OF ACTIVITIES Year ended June 30, 2011
School Support (G) $8,045,856
12.91%
E
3.55%
20.86%
A
D
9.36%
$15,914,040
Supporting Services
Subtotal
5.49%
$2,079,954 $17,993,994
I
7.74%
J
3.82%
K
12.14%
G
44.71%
Beginning of Year
$36,494,945
*In accordance with generally accepted accounting principles, New Visions records contributions as revenue in the year in which they are committed even if the funds are not received. Expenditures are recorded in the year in which they are incurred. For fiscal year ending June 30, 2009, New Visions incurred expenses, in excess of current year revenue, that related to contributions made and recorded in previous fiscal years.
Program services: 88.44%
22
23
$31,321,536
Change in Net Assets $5,173,409 End of Year
24
Carnegie Corporation of New York
Simpson Thacher & Bartlett LLP The Tiger Foundation
Max Rosenfeld Foundation The Richard Salomon Family Foundation Philip Ruegger, III
Tortora Sillcox Family Foundation
The Simon Brothers Family Foundation
Bill and Melinda Gates Foundation
The Travelers Companies, Inc.
Stanley S. Shuman
Leona M. and Harry B. Helmsley Charitable Trust
Benefactors $25,000–99,999
W. Clement & Jessie V. Stone Foundation
The JPB Foundation
Net Assets
H
Ralph Schlosstein and Jane Hartley
Blair and Cheryl Effron
Total Expenses
26.10%
Roger C. Altman and Jurate Kazickas
Policy Research & Innovation (I) $987,759
Fundraising (K) $687,099
C
New York Life Foundation
The Annenberg Foundation
Management & General (J) $1,392,855
53.32%
Leaders $1 Million+
Teaching & Leadership Development (H) $4,696,640
Subtotal
B
27
Total Revenue
Individuals (D) $822,011
F
21
25
The Achelis & Bodman Foundations
Charles Stewart Mott Foundation
Keith and Peggy Anderson Family Foundation
New York City Department of Education
Richard I. and Diana L. Beattie
The Carroll and Milton Petrie Foundation School of Education Hunter College of the City University of New York United States Department of Education
Partners $100,000–999,999 Astor Fund for Public School Libraries Booth Ferris Foundation Capital One Foundation Citi Foundation The Clark Foundation
Jerry I. Speyer Kendrick Wilson, III and Ann Jackson
George Friedman and Pam Bernstein
Sponsors $5,000–24,999
BlackRock Inc.
John P. Arnhold
The Bok Family Foundation
Bank of New York Mellon
Centerbridge Foundation Coatue Foundation
Anonymous
Ian M. Cook
Barclays Bank of New York
The Frances L. & Edwin L. Cummings Memorial Fund
Judy and Howard Berkowitz
Susan and Mark Dalton
Andi and Tom Bernstein
Kirsten Feldman and Hugh Frater Mark Gallogly and Lise Strickler The Marc Haas Foundation Michael C. Huebsch
Bloomberg Meredith and Tom Brokaw
Orin S. Kramer and Hilary Ballon
Frank Brosens and Deenie Brosens Foundation
Fund for Teachers
Sue Lehmann
Brunswick Group LLC
The William and Flora Hewlett Foundation
Ruth and David Levine Evelyn Gruss Lipper
Judy and Russell L. Carson
Joan Ganz Cooney and Peter G. Peterson Ford Foundation
25
William R. Kenan, Jr. Charitable Trust
26
27
25
26
Our Supporters
27
28
29
30
Merlin Foundation
Richard E. Cavanagh
Vincent and Anne Mai
Nina Beattie and Michael Eberstadt
Merrill Corporation, LLC
Daniel H. Cohen
Francois Maisonrouge
Larry Berger
Bethany and Robert B. Millard
Colgate-Palmolive Company
MasterCard Worldwide
Victoria B. Bjorklund
Andrea and Timothy Collins
Eric and Stacey Mindich
Reverend Dr. Calvin O. Butts, III
NBC Universal
Continental Grain Foundation
Morgan, Lewis & Bockius LLP
Dr. Pamela Cantor
New York Community Trust
Richard Cotton and Betsy Smith
MRB Foundation
Robert and Mary Capaldi
News Corporation
Council of School Supervisors & Administrators
Navigant Consulting, Inc.
Lisa Caputo
The PNC Financial Services Group
Barry and Barbara Novick Fund
Robert B. Catell
Feroz and Erica Dewan
Peter Orszag
Ronald Chaluisan
Nano and Leslie J. Fabuss
Susan and Alan Patricof
Samuel and Beth Chapin
Fallon Group, Inc.
Paul, Weiss, Rifkind, Wharton & Garrison LLP
Keith Cocozza
Pepper Hamilton LLP
Robert S. Cohen
The Prudential Foundation Max Rosenfeld Foundation
Greg S. Feldman and Melanie Shorin
The Richard Salomon Family Foundation
Jason M. Fish
Michael and Vikki Price
The Fishman Family Fund
Robert Peter Connolly
Frank and Kimba Richardson
Philip Ruegger, III
Emily and Harold Ford, Jr.
James and Melinda Cotter
George R. Roberts
The Simon Brothers Family Foundation
General Atlantic
Paul C. Curnin
Tortora Sillcox Family Foundation
Felix and Elizabeth Rohatyn
Louis V. Gerstner
Richard S. Davis
Bill and Melinda Gates Foundation
The Travelers Companies, Inc.
Stanley S. Shuman
RR Donnelley
Goldman Sachs
Francois de Saint Phalle
Leona M. and Harry B. Helmsley Charitable Trust
Benefactors $25,000–99,999
W. Clement & Jessie V. Stone Foundation
James and Gretchen Rubin
Bennett W. and Cindy R. Golub
diDomenico+Partners
May and Samuel Rudin Family Foundation
Mr. and Mrs. Earl Doppelt
Leaders $1 Million+
New York Life Foundation
Roger C. Altman and Jurate Kazickas
Ralph Schlosstein and Jane Hartley
The Annenberg Foundation Carnegie Corporation of New York Blair and Cheryl Effron
The JPB Foundation
Simpson Thacher & Bartlett LLP The Tiger Foundation
The Achelis & Bodman Foundations
Jerry I. Speyer
Stephen and Myrna Greenberg Philanthropic Fund
Kendrick Wilson, III and Ann Jackson
Nancy and James Grosfeld Foundation
George Friedman and Pam Bernstein
Sponsors $5,000–24,999
HBO
Anonymous
Suzanne and Phillip C. Handal
BlackRock Inc.
John P. Arnhold
William and Judy Hiltz
The Bok Family Foundation
Bank of New York Mellon
Robert L. Hughes Hutchins Family Foundation Paul Tudor Jones, III
Ian M. Cook
Barclays Bank of New York
Joshua Steiner and Antoinette Delruelle Sullivan & Cromwell LLP
The Frances L. & Edwin L. Cummings Memorial Fund
Judy and Howard Berkowitz
JPMorgan Chase & Co.
Tides Foundation
Lewis and Ellen Kaden
Time Warner Inc.
Susan and Mark Dalton
Andi and Tom Bernstein
Gershon Kekst
Andrew H. & Ann R. Tisch Foundation
Kekst & Company Inc.
Katherine J. Trager
Bloomberg
Caroline Kennedy
Trilantic Capital Partners
Meredith and Tom Brokaw
Carol and Jerome P. Kenney
Barbara and John Vogelstein
Jerome Kohlberg Kohlberg Kravis Roberts & Co.
Sara Wols and Charles Hallac
Orin S. Kramer and Hilary Ballon
Frank Brosens and Deenie Brosens Foundation
Whitton-Spector Foundation
Patrons $1,000–4,999
Sue Lehmann
Brunswick Group LLC
Robert Kravis and Kimberly Kravis Foundation
Anne F. Ackerley
Mindy and Jon Gray
Ruth and David Levine
Judy and Russell L. Carson
Jay L. Kriegel and Kathryn McAuliffe Ralph Lauren Design Studio
American Express Gift Matching Program
Stanley & Nancy Grossman Family Foundation
Charles Stewart Mott Foundation
Keith and Peggy Anderson Family Foundation
New York City Department of Education
Richard I. and Diana L. Beattie
The Carroll and Milton Petrie Foundation School of Education Hunter College of the City University of New York United States Department of Education
Partners $100,000–999,999 Astor Fund for Public School Libraries Booth Ferris Foundation Capital One Foundation Citi Foundation The Clark Foundation Joan Ganz Cooney and Peter G. Peterson Ford Foundation Fund for Teachers The William and Flora Hewlett Foundation
25
Ellen and Casey Cogut
Centerbridge Foundation Coatue Foundation
Kirsten Feldman and Hugh Frater Mark Gallogly and Lise Strickler The Marc Haas Foundation Michael C. Huebsch William R. Kenan, Jr. Charitable Trust
Evelyn Gruss Lipper
26
27
Eugene Ludwig
28
Scully Peretsman Foundation Stephen and Kitty Sherrill William A. Shutzer Peter J. Solomon Family Foundation Sony Corporation of America The Betty J. Stebman Fund
Nancy and Bob Downey Peggy and Millard F. Drexler Lewis M. Eisenberg David Faber Robert W. Fairbairn Concepcion S. and Irwin Federman Thomas M. and Deborah D. Flexner Thomas Fortin Barry Friedberg & Charlotte Moss Family Foundation Richard Friedman
29
Ms. Ellen Futter Jerry and Kathryn Garcia Gibson, Dunn & Crutcher LLP Gary L. Ginsberg Jane Gladstone Robert L. and Abby R. Goldstein Peter and Patricia Gordon Shel and Judy Gordon
30
31
32
33
34
Steven Haber
Joseph Perella
Friends $25–999
Carole and Frank Lalli
Anne and Bill Harrison
William Pitts Francis Porcelli
Seymour and Shirley Abrahamson
Sean Lally
Heidrick & Struggles Ben Heineman and Cristine Russell
Anna Quindlen
Thomas P. Hirschfeld
Rattner Family Foundation
Joel and Gloria Hoffman
Lisa Rhoads
William J. Janetschek
Janine Richardson
Linda and Morton Janklow
Gerard R. Roche
Vernon E. Jordan, Jr.
The Rocking Chair Foundation
Jane and Charles Klein Jonathan A. Knee
The Edward John and Patricia Rosenwald Foundation
James Kong
George Sard
Charles E. Koob
Martin E. Segal
Jules and Lynn Kroll
Edward Sopher
Theodore Kurz
Robert and Lisa Spatt
Mr. and Mrs. M. Bernard Aidinoff
Random House, Inc.
Richard and Gloria Kushel
Dennis Stattman
Woo and Alice Kwong
Jane and James Stern
Kathleen Lacey and James Hoge
Lisa and Scott Stuart
The Lauder Foundation
Arthur Ochs Sulzberger, Jr.
Jill S. Levy
David and Peggy Tanner Philanthropic Fund
Ann S. and Thomas M. Lewyn Beth J. Lief and Michael H. Simonson
Lisa Tepper
The Malkin Fund Daniel Marsili
Allen R. Thorpe and Meghan E. Mackay
Stacy Martin and Ron Lattanzio
Valerie Tootle
Columbia D. McCaleb
The Twenty-First Century Foundation
Eduardo G. Mestre
Jeremiah L. Thomas, III
George and Pamela Ackert Joseph and Susan Armbrust Susan Bartolone Bialkin Family Foundation
Macy’s Foundation
New Visions Schools
Louis Bradley
Dr. and Mrs. Paul A. Marks
Joseph A. Califano, Jr.
Margaret E. Miller
Camille Calman
National Basketball Association
Robert Carswell
Patrick Naughton
Marianne and David S. Chao
Network Outsource, Inc.
1 Banana Kelly High School
Heriberto Chaves
Matthew Nimetz
2 Bronx Academy of
Kinshasha Holman Conwill
Pam and Vince Pagano
Dhiya and Melinda El-Saden
Thomas Perrotta
3 Bronx Arena High School
Jeanne Eng
Ann Marie Petach
Arthur Foresta and Alina Alvarez
4 Bronx Center for Science
Patricia and Brian Roe
Elizabeth A. Fuerstman and Daniel H. Weiner GE Foundation
Mitchell S. Rosenthal Paul N. Roth William and Holly Russell Jennifer M. and William Rustum
Edward and Cindy Schnitzer
GlobalGiving
Shari Shapiro
Donald Gordon
Robert and Donna Walsh
Vartan and Clare Gregorian
Ali Wambold
Annette Hamilton
Edward D. Miller
Alan H. Washkowitz
Marisa Harford
Ken Miller
Mark Weidman
Anne and John Hermann
Omar Morris
Byron and Anita Wien
Gary Hoenig
Ellen Moskowitz and Bruce Birenboim
J. Ronald Wolfe and Patricia D. Yoder
Madeline and Marc Holzer
New York Life Giving Campaign
Elaine and James Wolfensohn
Mark Katz
Nippon Steel USA, Inc.
Steven Wolitzer
Phyllis and Harvey Klein
North Shore LIJ Health System
Greg and Cay Woodson
Gary Knell
Nancy and Morris W. Offit
Joseph Wright
Martin and Rochelle Kopelowitz
Patrick Olson
David Ying
Stephen J. Krass
Richard Siklos Lorie A. Slutsky SMF Foundation/JM Inc. Stephen Spahn
Dr. and Mrs. Richard Hughes
17 Knowledge and Power
Health Careers
and Mathematics 5 Bronx Community
Mitchell J. Speiser Marjorie and Michael Stern Stuart F. Sucherman Nikki and Harold Tanner Barbara Taveras Jonathan Wainberg Carl Watson
Technology Academy
8 Bronx High School for Law and
32
33
Collaborative Studies 20 Mott Hall Bronx High School 21 New Visions Charter High School 22 New Visions Charter High
School for the Humanities 23 West Bronx Academy
for the Future
BROOKLYN
10 Bronx Leadership Academy II
24 Academy for Health Careers
High School
25 Academy of Innovative Technology
11 Bronx School of Law
and Finance 12 Bronx Theatre High School 13 Collegiate Institute
for Math and Science 14 East Bronx Academy
for the Future 15 High School for 16 High School of World Cultures
34
for International Studies 19 Morris Academy for
9 Bronx Latin
Parsons Family Foundation
31
18 Marble Hill High School
Community Service
Contemporary Arts
Sandra Yark
Preparatory Academy International High School
for Advanced Math and Science
6 Bronx Engineering and 7 Bronx Haven High School
Katherine Scharlatt
Ruth Genn
BRONX
High School
Sheila Salmon
Emanuel Genn
United Way
Talia Milgrom-Elcott and Aaron Dorfman
Sara Levinson and Charles Hairston
Matthew J. Mallow and Ellen Chesler
Jaime and Philip Greenberg
Audrey and Danny Meyer
Elyse Beth Lemonda
Frederick M. Bohen
Dennis J. Friedman
36
Judith and Edward Landrigan
Ruth MacDonald
Barbara Becker
35
35
26 Automotive High School 27 Brooklyn Academy
of Global Finance 28 Brooklyn Academy of
Science and the Environment 29 Brooklyn Bridge Academy 30 Brooklyn Democracy
Academy 31 Brooklyn Frontiers High School
for Public Service: Heroes of Tomorrow
36
32 Brooklyn School for
Music and Theatre 33 Bushwick Community
High School 34 East Brooklyn Community
High School 35 FDNY High School for
Fire and Life Safety 36 High School for Innovation
in Advertising and Media 37 High School for Public
Service: Heroes of Tomorrow 38 High School for Service
and Learning at Erasmus 39 High School for Youth and
Community Development 40 High School of
Telecommunication Arts and Technology 41 International Arts
Business School
38
39
International Academy
QUEENS
52 21st Century Academy
67 Academy for Careers
43 Knowledge and Power
Preparatory Academy VII Middle School
in Television and Film
53 Amistad Dual Language School
Arts High School
International Studies
56 Community Health Academy
71 Hillcrest High School
57 Frank McCourt High School 58 Frederick Douglass Academy II
Secondary School
58
73 North Queens Community 74 Queens High School for
61 NYC iSchool
3
1
69
55
67
68,75
School, Queens
STATEN ISLAND
Learning and Social Change
73
62
64 Thurgood Marshall Academy for
66 Young Women’s Leadership
10,19
59
76 Young Women’s Leadership
63 Shuang Wen School
63
78 Port Richmond
School, Harlem
44
School list as of 5/2012
31
44 Lyons Community School
48
High School
42
47 Performing Arts and
Technology High School High School
40
78
49 West Brooklyn Community
38,39
49
30
37,41
46 29
QUEENS
25 72
35,47,50
24 28,32
76
33 27
43
45
46 Olympus Academy
48 South Brooklyn Community
71
51
60
45 Millennium Brooklyn
70
26
61
77 New Dorp High School
High School
5
MANHATTAN
75 Voyages Preparatory
62 Quest to Learn School
14
16
57
Information, Research and Technology
60 Millennium High School
BRONX
66
High School
High School
4 9 7
64
54
72 John Adams High School
59 Manhattan Bridges
20
65
Leadership
of the Heights
THE
52
70 High School for Community
13
8,17,23
56
69 East-West School of
55 Business of Sports School
42
6,11,12,18, 21,22
53
68 Civic Leadership Academy
54 Bread & Roses Integrated
Lower School
41 2,15
MANHATTAN
65 Thurgood Marshall Academy
42 Khalil Gibran
40
Concept/Design: Suka, NY / sukacreative.com; Photography: Philip Greenberg / www.philipgreenbergphoto.com • The text of this Annual Report is set in the Helvetica Neue family (Adobe). Along with its predecessor, Helvetica, it has been used in transit systems around the world, including the New York City subway system. They have been helping commuters and visitors find their way since 1957.
37
34
36
B R O O K LY N
High School 50 World Academy for Total
Community Health High School 51 Young Women’s Leadership
STATEN
74
ISLAND
School, Brooklyn
77
37
38
39
40
41
42
A
B
C
D
