Opportunity Charter School

“The delegation of the accounting manager/controller position was outsourced to an outside firm, kiwi partners, inc., that works under contract with opportunity charter school and reports directly to the ceo. In fy 2021, kiwi partners, inc. Received $123,643 for services provided.”

“The accountants review the form 990 with the ceo, and the ceo reports to the finance committee of the board of trustees. The 990 is distributed to all board members prior to filing with the internal revenue service.”

“Conflict of interest forms are submitted to the human resources department by each trustee, officer and key employee annually. The human resources department manager resolves any issues related to the conflict of interest policy. In the event of a conflict, the individual with such conflict is prohibited from participating in the deliberation and decision related to the transaction.”

“The organization's finance committee, in collaboration with the ceo, uses compensation surveys, related market research, and evaluation of performance and experience in determining compensation for the ceo and if applicable other officers and key employees. The finance committee then presents the recommendations of any increases to the board of trustees. The compensation discussions and determinations regarding the compensation arrangement are documented in the respective contracts, which are signed by the board chair. There were no other officers or key employees during the year.”

“The organization completes an annual report containing this information. This report is provided to the nyc department of education and the state education department and is available to the public upon request for the same period of disclosure as set forth in section 6104(d).”

“The organization, in a full transparency posture to reporting, is reporting all benefits in full in part vii, column f, and not applying the $10,000 per item exception for certain benefits.”

“During the 2020 - 2021 school year ocs was fully remote. We put the following remote plan in place to support our students while learning: - full day synchronous learning that took place each day of the week for students. - other following classes were offered: math, social studies, english language arts, science, music/art, physical education and reading/math intervention classes. - each class was 45 minutes long. Students and staff were given a 15 minute break in between classes. - each student was provided with a working chromebook along with wifi if there was a need. - each teacher created google classrooms for each of their classes. All of their class materials were placed on this platform. Students had access to google classroom at all times so they could complete student work at times that accommodated their individual situations. - intervention and special education programming (self-contained and ict classes) continued to be offered by our special education teachers. - related services (speech, counseling, etc) were provided to all students as needed and mandated. - special education teachers monitored each class to support and differentiate instruction. - teachers created rigorous and differentiated activities in google classroom aligned with the curriculum. - special education teachers and learning specialists provided our students with strategies, suggestions, graphic organizers, or any other resources that addressed our students' individual learning needs. - online programs were utilized by the students and staff to support the online learning experience such as kami, brainpop, flocabulary, zoom, and many others. - a school psychologist was hired to work with our social workers to support the mental health needs of our students as well as the trauma they were experiencing during the covid pandemic. - families who were experiencing hardship due to covid were provided with any necessary personal items they needed from the school. - students participated in our three-tiered reading intervention program where they are placed based on their lexile level. Depending on their class placement, they either work on their phonics, reading comprehension, or their writing. For math, students participated in our online program that sets a personalized learning pathway for each student based on initial knowledge assessments. - each student was assigned a social worker and a school culture team member who reached out to them to discuss their daily attendance, academic progress and mental well-being. Teachers and mentors logged all individual contacts with students in our student information system. We created a three-tiered system for contacting students. The number of times a student and their parent were contacted depended on the number of absences they had and if they were failing classes. - administration, social workers, culture team members, mentors, and teachers participated in weekly grade team meetings with teachers and other staff members to ensure students were engaged in their learning. - created rigorous and differentiated activities in google classroom aligned with the curriculum.”

“The number of employees who worked at ocs for all or part of 2019 was 110, not 196. Amended w-2's due to gross-ups were issued for some current and former employees in calendar 2019, bringing the number of w-2's filed to 196.”