BETTER LEARNING COMMUNITIES...
Transcript of BETTER LEARNING COMMUNITIES...
BETTER LEARNING COMMUNITIES ACADEMY
ANNUAL SPONSOR REPORT 2013-2014 ACADEMIC YEAR
U n i v e r s i t y o f M i s s o u r i
November
2014
Charter School Operations College of Education
CollegeofEducationOfficeofCharterSchoolOperations
Vision
Challengingalllearnerstoreachtheirfullpotential.
MissionImprovethequalityandperformanceofcharterschoolsinMissouribycollaboratingwith
stakeholderstoachieveexceptionaleducationaloutcomesforallstudents.PERSONNEL
ColumbiaandKansasCity St.LouisDeborahCarr–ExecutiveDirector EarlSimms–[email protected] [email protected]
LisaWeaver–AssistantDirector ShanikaHarris–[email protected] [email protected]
JudyForrester–KansasCityLiaison GerryKettenbach–[email protected] [email protected]
CONTACTINFORMATIONMUCharterSchoolOperations316HillHallCollegeofEducationUniversityofMissouriColumbia,Missouri65211
Phone:573‐882‐7538Fax:573‐884‐3006Email:[email protected]
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BLCA Annual Site Report 2014 Office of Charter School Operations
SCHOOLBACKGROUNDBetterLearningCommunitiesAcademy(BLCA)isinthethirdyearofafive‐yearcharterandissponsoredbytheUniversityofMissouri.BLCAhasthefollowingmissionandvision,assetforthinthecharter:
MISSION
ThemissionofBetterLearningCommunitiesAcademyistoprovideeachstudent with a quality education in a safe, supportive and lovingenvironment,whichequipsthemforentranceintothemiddleschool,highschool and college of their choice. Better Learning CommunitiesAcademy isfounded on the premise that by providing every family theoptionofaqualityeducationfortheirchildren,acommunityof"lifelonglearners" and "servant leaders" will be created in the Hyde Parkneighborhood.
VISION
Beginning in 2012 every student will be actively engaged in age‐appropriateactivitiesthatassistandhelpothers intheir family,school,neighborhoodandcommunity,tocultivatethestudentintotheirroleofa"servantleader".
By 2015BLCAwill begin its transition from aK‐5 school to include amiddleschoolprogram.
By 2018 BLCAwill include a fully accredited, high‐functioningmiddleschool.
By2018thegraduatesofBLCAwillbeacademicallypreparedtoattendanycollegepreparatoryhighschoolintheSt.Louisregion.
By2018BLCAgraduateswillmodelthe“lifelonglearners”philosophybycreatinga“PostHighSchoolEducationPlan”outliningstepstoachievetheirfutureeducationalgoals.
By2020BLCAwillbethehighestperformingpubliccharterschoolinthecityofSt.Louiswith95%ofstudentswhohavebeenatBLCAforatleasttwoyearsperformingat“Proficient”or“Advanced”ontheMAPtest.
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GOALSThefollowingspecificgoalsareidentifiedintheoriginalcharter:
1. Averageaminimumof1.5yearsgrowthincommunicationartsandmathematics.2. Inthe2012‐13academicyear,60%ofstudentswillperformabovetheAYPtargets
incommunicationartsandmathontheMAPtest.3. Inthe2013‐2014academicyear,70%ofstudentswillperformabovetheAYP
targetsincommunicationartsandmathontheMAPtest.4. Inthe2014‐2015academicyear,80%ofstudentswillperformabovetheAYP
targetsincommunicationartsandmathontheMAPtest.5. Inthe2015‐2016academicyear,90%ofstudentswillperformabovetheAYP
targetsincommunicationartsandmathontheMAPtest.6. Anattendancerateof90%orhigherinthefirstyear,growingto95%within5
years.7. 70%ofparents/guardianswillparticipateinaminimumofthreeBeyondClassroom
LearningExperienceseachyear(1willbeinaServantLeadershipactivity).
INTRODUCTIONMUreviewsschoolswithinsixfocusareas(AppendixA).Theseareaswereestablishedbyreviewingprotocolsfromotherstates,weregeneratedandrefinedbytheMUCharterOfficestaffduringourfirstyearofsponsorshipandcontinuetoberevised,annually.Thesesixfocusareasare:
FocusAreaI: GovernanceFocusAreaII: ComplianceFocusAreaIII: OperationsFocusAreaIV: CultureFocusAreaV: AcademicOutcomesFocusAreaVI: Finances
The2014AnnualReportisorganizedintothesixareasoutlinedabove.Eachfocusareaiscomprisedofseveralcomponents.TheMUCharterSchoolOfficepersonnelcollecteddataviamonthlyvisitstotheschooland/ormeetingsoftheboard,meetingswithschooladministrators,reviewofdocumentsprovidedbytheadministration,classroomobservationsandsurveydataprovidedbytheboard,faculty,andstaff.
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FOCUSAREAI.GOVERNANCEBLCAcontinuestodemonstrategovernancegrowthinitsthirdyear.Theboardengagedinsub‐committeeworkthisyeartohireanewacademicleaderandestablishcriteriaandproceduresforfund‐raising.Theboardisdiverseinbackgroundandexperience,meetingsareorderly,proceedingsareefficientandwellmanaged,andcommitteeworkhasbeenfocusedandpresentedtotheBoardinatimelymanner.Boardandadministrationareutilizingamonthlyreporttopromotecommunicationandtheboardhasprovidedconsistentoversightthathasconsiderablystrengthenedboththegovernanceandtheoperationalcomponentsoftheschool.Theboardchairmeetsweeklywiththenewacademicleader.Anevaluationofthenewschoolleaderbytheboardhasnotbeencompleted,butisplanned.Boardtraininganddevelopmentisanareathatneedscontinuedfocusandethnicdiversity/localcommunityrepresentationontheboardisrecommended.Planningforboardrotation,recruitmentofnewmembersandon‐boardingstrategiesareopportunitiesforimprovement.STRENGTHS
Boardisaccountableforoperationsandacademics. Boardisknowledgeableregardingtheschoolbudget. Boardannuallyevaluatesschoolleadersasindicatedintheorganizationalchart. Theboardisengagedinshortandlongtermstrategicplanningwithclearly
establishedgoalsandactionplans.
OPPORTUNITIESFORIMPROVEMENT Allboardmembersattendboardtrainingopportunities. Boardmembersareengagedinaprogramofdevelopment(e.g.HighBar,MCPSA
developmentgrant). Theboardhasanonboardingprocess(on‐linematerials,training)fornewboard
members. Theboardhasadevelopmentandevaluationplanfornewandcurrentboard
members.SURVEYFINDINGSTheboardsurveyresults(AppendixB)indicatethatboardfunctionsof“overseeingfinancialperformanceandensuringfinancialsolvency”and“ensuringlegalandethicalintegrity”receivedthehighestratings.Noareaswerebelowthe“average”range.Areaswiththegreatestvarianceinboardresponseincluded“strategicplanningandgoalsettingfortheschool”and“evaluatingtheheadofschool/academicleader/principal.”
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Boardprocessesthatreceivedhighratingsinclude“runningboardandcommitteemeetingswell(e.g.,start/endontime,givemembersachangetoengageinissues,andensureallvoicesareheard,”“utilizingboardcommitteeseffectivelyandefficiently(committeesfulfillingtheiridentifiedrolesandresponsibilities)”and“selectinganddevelopingtheboardchair.”Itshouldbenotedthatallscoresfellintotheaverage,aboveaverageandexcellentrangeinthiscategorywithlowvariabilityinresponsepatterns.Short‐termprioritiesthatemergedinclude“developingfinancialresourcestosupporttheschool,”“improvingfinancialstability,”“assessingandimprovingacademicperformance,”and“preparingforrenewalofthecharter.”FOCUSAREAII:COMPLIANCEAllrequestsforadditionalinformationand/oradjustmentsfromDESEarepromptlyaddressed.TheBoardhasutilizedservicesfromanexternalconsultingfirmtoensurethatallinputsrequiredbyDESEaremetinasatisfactorymanner.STRENGTHS
• Requiredreportsanddatasubmissionsaresubmittedontimeandarecompleteanderror‐free.
• Schoolfilesarewellmaintained.• Schoolstaffmeetsexpectationssetforthinstateandfederalguidelines.
OPPORTUNITIESFORIMPROVEMENT
• SchooladministrationensurescompliancewithSpecialEducationprocedures.FOCUSAREAIII:OPERATIONSOperationsfortheschoolarehandledbothinternallyandexternally.Withanewacademicleaderhiredforthe2013‐2014academicyear,supportswereinplacetoprovideoperationaloversighttoallowtheleadertofocusherfirstyearonclimateandacademics.Aprocessfordocumentingthedispensingofmedications,treatinginjuries,ornotingillnesseshasbeenestablishedbyofficepersonnel.Severalrenovationstothebuildinghaveprovidedbetterutilizationofspaceandhaveimprovedtheoperationsandlearningenvironmentconsiderably.Clarificationofwhoisinthebuilding,theirroleandpurposeisrecommendedsobothstaffandfamiliesknowwhoisworkingintheschool.Itisimperativethatafter‐schoolprogramneedsandproceduresbereferredtopersonnelthatarenothiredbytheschool.Aseparatelocationandindividualtoanswerquestions,pick
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up/receivematerialsisneeded.Theschoolmustoperateindependentlyfromtheafter‐schoolprogram.STRENGTHS
• Schooladministrationiswellstructuredandeffective.• Theschool’sdailyschedulesupportsstudentlearning.
OPPORTUNITIESFORIMPROVEMENT
• Schooladministrationseekshighqualityprofessionaldevelopment
FOCUSAREAIV:CULTURETherehasbeenadramaticshiftinthecultureoftheschoolduringthe2013‐2014academicyear.Focusedattentiononbehavioralissuesandcontinuedinvolvementwiththeparentsandfamiliesofstudentsoftheschoolhascreatedacultureofrespect.Thenewacademicleaderhasutilizedseveralpurposefulandstrategicplanstosupporttheteachingstaff,includedandrecognizedparentinvolvement,providedfocusedacademicsupporttothestudentsoftheschoolandhasbeenzealousinworkingwithbothbehavioralandclassroommanagement.STRENGTHS
• Thelearningenvironmentissafeandorderly.• Teachersbelievethatallstudentscanlearn.• Allteachersandstaffdemonstraterespecttowardeachotherandtostudents.• Studentsdemonstraterespecttoteachers,staffandguests.
OPPORTUNITIESFORIMPROVEMENT
• Clearcommunicationisevidentacrossallstakeholdergroups.SURVEYFINDINGSBLCAstaffmembers(AppendixC)reportedconsistentlyhighratingsintheareasofschoolenvironmentandculture.Responsesreceivinghighestmarkswithallrespondentsmarking“stronglyagree”included“theschoolenvironmentsupportsstudentslearning,”“staffatthisschoolbelieveallstudentscanlearn”and“theschool’sdailyschedulesupportsstudentslearning.”Theonlyitemthatfellbelow4.0was“policies/proceduresforstudentbehaviormanagementareconsistentlyimplemented.”Theconsistentlyhighratingsandlowvariabilityacrossitemssuggestacohesiveandsupportivestaff.
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TeachersatBLCA(AppendixD)alsoreportedconsistentlyhighratingsintheareaofschoolenvironmentandculture.Beliefthatallstudentscanlearn,andhighexpectationsforstudentslearningwerethehighestscoreditemsonthesurvey.Scoring3.3and3.2,respectively,weretwoareasrelatedtostudentbehaviormanagement:“policiesandproceduresforstudentbehaviormanagementareconsistentlyimplemented,”and“policiesandproceduresforstudentmanagementareconsistentlycommunicated.”Again,itisdulynotedthatthesescoresarebetween3and4,andsomeinconsistencywouldbeexpectedwiththearrivalofanewleadershipteam.Althoughtheseareareasthatneedimprovement,itisclearfromobservationsacrosstheacademicyearthatthecultureofthisschoolisfocusedonlearningandsignificantprogressindevelopingacultureoflearningisevident.FOCUSAREAV:ACADEMICOUTCOMESThecurrentacademicleaderhasfocusedoncultureandclimatethisyear.NWEAtestingwasnotimplementedandutilizedasplanned,butprogressinunderstandingNWEAandhowtousetheresultswillprovideafoundationforutilizingthisformativeassessmentnextyear.During2014‐2015,acontinuedfocusonacademics,useofformativeassessmentdata,professionaldevelopmentforteachersandstaffinutilizingformativeassessmentsandafocusedplanforprofessionaldevelopmentandteacherevaluationwillbeessentialforBLCAtomeetitshighstandardsforacademicgrowth.BLCAisfollowingthemandatedprocessesforidentifyingandsupportingSPEDstudents.BLCAdidreceiveaCorrectiveActionplanandallitemswerecompletedbyJanuary1,2014.TheStandardsandIndicatorsManualandDESEwebsiteareusedforSPEDprocedures,forms,andcompliance.TheSPEDteacherisfulltimeandresponsiblefortheSPEDprocess.ItisnotedthattheprincipalissupportiveandactivelyinvolvedintheSPEDprocess.Staffturnoverhasimpactedservices,buttheSPEDteacherreportsapositiveworkingrelationshipwithclassroomteachersandisworkingtodeliver“pushinservices”ratherthan“pullout”services.Therewereconcernsregardingtheeffectivenessoftheoutsideagencyandthisshouldbeevaluated.InconsistenciesinSPEDpersonnelhavecreatedchallengesthisyear,sothisareaneedscontinuedfocusandmonitoring,andcontinuedprofessionaldevelopmentfortheSPEDreferralprocessforallstaff.Establishmentofabuilding‐wideconsistentlyimplementedBehaviorManagementProgramishighlyrecommended.Professionaldevelopmentfortheprincipaloftheschoolisneededandshouldbeaprimaryfocusfortheupcomingacademicyear.Staffindicateacontinuedneedformoresupplies,trainingintheareaoftechnology,andcontinuedsupportinmanagingbehaviorsofstudents.
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STRENGTHS
• Teachersfeelsupportedbytheadministration.• TheSPEDprogramiscompliantwithstateandfederallaws.• StafffollowamandatedprocessforidentifyingandsupportingSPEDstudents.
OPPORTUNITIESFORIMPROVEMENT
• Ongoingprofessionaldevelopmentsupports"bestpractices"andstudentlearning.• Technologyuseisevident,ofhighquality,andsupportsstudentlearning.• DeliveryofSPEDservicesmeetsstudents’needs.
SURVEYFINDINGSTeachers(AppendixD)atBLCAreportthehighestsurveyscoresfor“teachersatthisschoolbelievethatallstudentscanlearn”,“teachersatthisschoolhavehighexpectationsforstudentlearning”.Itshouldalsobenotedthathighscoreswithlowvariabilitywerereportedintheareasof:
• “teachersatthisschoolhavehighexpectationsforstudentbehavior,”• “teachersatthisschoolcollaboratetoimprovestudentlearning,”• ”teachersatthisschoolfeelsupportedbyschooladministration,”• “theschoolhasaclearlydefined,highqualitycurriculum,”and• “allstakeholdersintheschooltreateachotherwithmutualrespect.”
Thelowestscorewasreportedfor“policies/proceduresforstudentbehaviormanagementareconsistentlycommunicated”,andscoreswithwidevariabilityandaveragetoneutralscoresincluded:
• “schooladministratorseffectivelycommunicateteacherexpectations,”• “teachersatthisschoolhavenecessaryinstructionalmaterials(i.e.textbook)to
supportlearning,”• “teachersatthisschoolhavethenecessarytechnologytosupportlearning,”and• “teachersatthisschoolreceiveeffectiveadministratorfeedbackandguidanceon
instructionalpractice.”Teachercommentsclearlyshowthatschoolcultureisfocusedonlearning,achievementandtheimportanceofeducation.Allteachersagreedorstronglyagreedthattheyweresupportedbytheschooladministration.
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FOCUSAREAVI:FINANCESFinancesarecontinuouslymonitoredanddetailedfinancialsarepresentedtotheBoardateverymonthlymeeting.TheneedforsupplementalfundinghasbeenrecognizedandaplantoseekoutsidefundinghasbeenestablishedbytheBoard.Externalfundingrelatedtotheafter‐schoolprogramneedstobeclearlyseparatedfromtheoperationsandbudgetoftheschoolandtheuseofpublicfunds.Asthefundraisingeffortsincreaseandmoniesaresecured,aclearseparationoftheseeffortsandfundsfromtheafter‐schoolprogramwillberequired.Thismayinvolveaseparateadvisoryboardfortheafter‐schoolprogramand/oraseparateboardforfundraising.Theannualauditwassubmittedontimewithnomaterialfindings.STRENGTHS
• Theschooladherestoabalancedbudget.• TheAnnualSecretaryoftheBoardReport(ASBR)showsanunrestrictedending
fundbalancethatexceedsstateminimums.• Financialrecordsareefficientlymaintained.• AnnualAudit
AREASFORIMPROVEMENT
• Theschoolhassufficientresourcestosupportoperations.
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Appendix A Revised 2014 Office of Charter School Operations
AppendixAOfficeofCharterSchoolOperationsEvaluationProcessandFocusAreas
MUCHARTERSCHOOLOPERATIONSTheMUOfficeofCharterSchoolOperations,housedintheMUCollegeofEducation,providesmonitoringandfeedbacktoallcharterschoolswithinourportfolio.Oursponsorshiproleincludes:
ProvidingoversightonbehalfoftheStateofMissouri; EnsuringthattheboardofdirectorsandtheschoolareincompliancewithStateof
Missouricharterschoollaws; Identifyingstrengths,areasofimprovement,andprovidingrecommendationstothe
boardofdirectors;and Determiningschoolstatus:tocontinueoperations,toplaceonprobation,torenew
acharterofanexistingschool,ortocloseaschoolfornon‐complianceofstateandfederallawsand/ornotmeetingtheperformanceguidelinesasspecifiedwithintheschool’scharter.
AnnualComprehensiveEvaluationComponentsMUprovidesevaluationsforitscharterschoolsonanannualbasis.Theevaluationhasthreecomponents.Thefirstcomponentoftheevaluationprocessisanannualsitereportcomprisedofsixfocusareas.MUprovidesanon‐siteevaluationandinterviewskeystakeholders,usuallyinthesecondsemesteroftheschoolyear.Thesecondcomponentisanannualreportsubmittedbytheschoolbasedonthecriteriaestablishedinthecharter,anydatacollectedinternally,responseandactionplansdevelopedbasedontheMUsitereportandperformancegoalsfortheupcomingschoolyearbasedonstateacademicfindingsasreportedinMSIP5.Last,afinalletterregardingschoolstatusissubmittedtotheschoolearlyinthenewacademicyearandaperformancecontractisdevelopedasperRSMo160.405.1.
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Appendix A Revised 2014 Office of Charter School Operations
FOCUSAREA1:GOVERNANCEEffectivegovernancecomprisesoneofthemostchallengingareasforcharterschools.Thefederalandstateregulationsandlawsarecomplex,andtheknowledgeneededtosuccessfullynavigateaK‐12environmentwithinsuchregulatoryenvironmentsischallenging.Moreover,theresearchsuggeststhatgovernancecontinuestobeacrucialareaintheoverallsuccessofcharterschools.Policyandempiricalquestionsaffiliatedwithnot‐for‐profitboardsstillrequirecontinuedanalysis.Essentially,themixtureoftheneedforsoundbusinesspractices,ahighlyregulatedindustryandthehumandynamicsencompassedintheenterpriseofhumanlearningcombineandcontributetoanenvironmentthatisdynamic,fluidanddifficulttonavigate.Itisessentialthatboardsofcharterschoolsbeknowledgeable,responsibleandeffectiveintheirrole.1.A: Theboardiseffectiveinitsgovernanceandoversightoftheschool.
1.A.1:Theboardisaccountableforoperationsandacademics. 1.A.2:Theboardisknowledgeableregardingtheschoolbudget. 1.A.3:Theboardannuallyevaluatesthepresident/executivedirector/headof
school/managementcompanyasindicatedintheorganizationalchart. 1.A.4:Theboardisengagedinshortandlongtermstrategicplanningwithclearly
establishedgoalsandactionplans. 1.A.5:Theboardchairisactivelyinvolvedinthegovernanceandoversightofthe
school.1.B: Theboardisengagedinprofessionaldevelopment.
1.B.1:Allboardmembersattendboardtrainingopportunities. 1.B.2:Boardmembersareengagedinaprogramofdevelopment(e.g.HighBar,
MCPSAdevelopmentgrant). 1.B.3:Theboardisengagedinaminimumofonestrategicplanning
meeting/retreatannually.1.C: Theboardhasaplanforrecruitment,onboardinganddevelopmentofboard
members.
1.C.1:Theboardhasaplanforrecruitment. 1.C.2:Theboardhasmaterialsandinformationtosharewithprospectiveboard
members. 1.C.3:Theboardhasaprocedureinplacetoreviewprospectiveboardmembers. 1.C.4:Theboardhasanonboardingprocess(on‐linematerials,training)fornew
boardmembers. 1.C.5:Theboardhasadevelopmentandevaluationplanfornewandcurrentboard
members.
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Appendix A Revised 2014 Office of Charter School Operations
FOCUSAREA2:COMPLIANCECompliancerequirementsforpublicschoolsarenumerous,detailedandrequireconsistentattentiontodetail.AreassuchasTitleI,SpecialEducationandthecollectionofstaterequireddata,arehighlyregulatedareasthatcancreatedifficultiesintermsofprogramdelivery,schoolfinance,operationsandlegallyrequiredbenefitstostudents.Thus,itisimperativethatcharterschoolsestablishaprocessandclearlydefinedproceduresforthereportingofdataandadherencetorequirements.EquallyimportantistheestablishmentofpositiverelationshipswiththeDepartmentofElementaryandSecondaryEducation(DESE),andlocalresourcestoprovidesupportandlearningopportunitiestoensurethatcomplianceishandledlegally,promptlyandeffectively.Areasthatcontinuetosurfaceinbothstateandfederalreviewsandareasonnon‐complianceindicatethatthecurrentoperationalprocessesarenoteffectiveintheseareasandneedimmediateattention. 2.A: SchooladministrationensurescompliancewithallDESEandMUreporting
requirements.
2.A.1:Studentattendanceratespromotestudentlearning. 2.A.2:Requiredreportsanddatasubmissionsaresubmittedontimeandare
completeanderror‐free. 2.A.3:SchooladministrationensurescompliancewithTitleIprocessesand
procedures. 2.A.4:SchooladministrationensurescompliancewithSpecialEducation
procedures.2.B: Schoolfacilitiesmeethealth,fire,andsafetyregulations.
2.B.1:Theschoolhasanannualfireinspection. 2.B.2:Theschoolhasanannualhealthinspection. 2.B.3:Theschoolhasadequaterestroomfacilities. 2.B.4:Safetyandemergencyproceduresareclearlydisplayedinallclassroomsand
publicareas. 2.B.5:Theschoolprovidesdocumentationofregularsafetydrills.
2.C: Schoolfilesarewellmaintained.
2.C.1:Personnelfiles. 2.C.2:Studentfiles. 2.C.3:Healthrecords. 2.C.4:Attendancerecords.
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2.D:Schoolstaffmeetsexpectationssetforthinstateandfederalguidelines.
2.D.1:Theadministrationseeks100%highlyqualifiedstaff;justificationfor20%notHQTisprovidedtothesponsor.
2.D.2:Criminalbackgroundchecksaredocumentedforallboardmembersandstaff. 2.D.3:Childabuseregistrychecksaredocumentedforallboardmembersandstaff.
FOCUSAREA3:OPERATIONSSuccessfuloperationsarevitaltothesuccessofapubliccharterschools.Soundbusinesspractices,thechallengesassociatedwithstart‐upenterprises,andtheattentiontothecomplexitiesofschoolpoliciesandadherencetostateandfederallawrequirekeenattentionandexpertise,orthewillingnesstosecuretheneededexpertisetoensurethattheoperationssideoftheschoolenhancesandsupportsthedesiredlearningoutcomes.Itisimperativethatcharterschoolboardsandadministrationcarefullyconsidertheoperationalsideoftheschool,andthatpoliciesandproceduresareinplaceforhiring,evaluation,orderingofmaterialsandsupplies,andtheday‐to‐dayneedsthatarerequiredforaschooltorunsmoothlyandefficiently. 3.A: Schooladministrationiswellstructuredandeffective.
3.A.1:Administratorsarecertifiedasappropriate. 3.A.2:Administratorsdemonstrategoodleadershipskills. 3.A.3:Day‐to‐dayoperationsarehandledsmoothlyandefficiently. 3.A.4:Administrativeandstaffrolesareclearlydefined.
3.B: Schooladministrationseekshighqualityprofessionaldevelopment
3.B.1:Alladministratorsareengagedintargetedprofessionaldevelopment. 3.B.2:Leadershipopportunitiesareprovidedforqualityteachers.
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Appendix A Revised 2014 Office of Charter School Operations
FOCUSAREA4:CULTURESchoolculturehasbeendefinedinnumerousways,broadandnarrow,andhasmorerecentlybeenthefocusofintensestudy,withthedevelopmentofinstrumentsto“measure”thisconstruct.Regardlessofhowthistermisdefined,whatisclearforcharterschoolsisthat,foroptimalsuccess,allstakeholdersembraceaspecificmissionandvisionthatisbasedonasetofvalues,assumptionsand“waysofoperating”thatbecomepartofthecollectivefabricoftheorganization.Asthisisuniqueandimportanttotheoverallsuccessoftheschoolinmeetingtheoriginalgoalssetforthinthecharter, thisareaisincludedintheoverallreviewprocess. 4.A:Theschool’smission,visionandvaluesdrivetheschoolandallstakeholder
groups
4.A.1:Themission,visionandvaluesaredevelopedanddrivedecisionmaking. 4.A.2:Themission,visionandvaluescanbearticulatedbyallstakeholdergroups
involvedwiththeschool.4.B:Theschoolenvironmentsupportsstudentlearning.
4.B.1:Thelearningenvironmentissafeandorderly. 4.B.2:Teachersbelievethatallstudentscanlearn. 4.B.3:Allstaffhavehighexpectationsforstudentlearningandbehavior. 4.B.4: Behavioralplansareclearlyarticulated,consistentandunderstoodbyall
stakeholdergroups. 4.B.5:Staffcollaborateandworktogethertomeetstudents’needsandsupport
studentlearning. 4.B.6:Instructionalmaterialsaredisplayedtofacilitatestudentlearning. 4.B.7:Theschool’sdailyschedulesupportsstudentlearning.
4.C:Highstandardsofprofessionalbehaviorareexhibitedbyallstaff.
4.C.1:Leadersintheschoolarerecognizedfortheirexpertise. 4.C.2:Teachersandstafffulfillclearlyassignedresponsibilities. 4.C.3:Teachersandstaffcanclearlyidentifytheinstructionalleader(s).
4.D:Allstakeholdersintheschooltreateachotherwithmutualrespect.
4.D.1:Allteachersandstaffdemonstraterespecttowardeachotherandtostudents. 4.D.2:Studentsdemonstraterespecttoteachers,staffandguests. 4.D.3:Clearcommunicationisevidentacrossallstakeholdergroups.
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Appendix A Revised 2014 Office of Charter School Operations
FOCUSAREA5:ACADEMICOUTCOMESTeachingandlearningarethecorecomponentsofasuccessfulschool.WithcontinuedemphasisonaccountabilityatbothnationalandstatelevelsandtheadoptionofnewStateStandardsandtesting,itisimperativethatschoolsinvestinaclearlydefined,highqualitycurriculum,engageinindividualizedplansforeachlearner,consistentlyutilizeassessmenttoolsthatarereliableandvalid,engageallmembersoftheteachingteamintheuseofassessmentdatatomaximizestudentsuccess,andeffectivelymeettheneedsoflearnerswithspecialneeds. 5.A: Teachersfeelsupportedbytheadministration.
5.A.1: Allstaffhaveaclearunderstandingoftheirjobresponsibilitiesandexpectations.
5.A.2: Teachersreceiveeffectivefeedbackandguidanceoninstructionalpractice. 5.A.3: BeginningteachersaresupportedthroughaMentoringPlan.
5.B: Theschoolhasaclearlydefined,highqualitycurriculum.
5.B.1:Curriculumisalignedtostatestandards. 5.B.2:Curriculumalignswiththethemedescribedintheschoolcharter. 5.B.3:Highqualityinstructionalmaterialsareavailabletosupportthecurriculum. 5.B.4:Goalsandobjectivesareclearlyarticulated.
5.C: Instructionalpractices,includingtheuseoftechnology,meettheneedsofall
learners.
5.C.1:Teachersutilizegoodinstructionalstrategiesinlessondelivery. 5.C.2:TheTitleIPlaniseffectiveinsupportingstudents’needs. 5.C.3:Ongoingprofessionaldevelopmentsupports"bestpractices"andstudent
learning. 5.C.4:Technologyuseisevident,ofhighquality,andsupportsstudentlearning.
5.D: Assessmentisusedeffectivelytosupportstudentlearning.
5.D.1:Dataisusedtoguideinstruction. 5.D.2:Classroomassessmentsareeffectiveinassessinglearningandstudents’
needs.
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5.E: Theschoolhasaneffectivespecialeducation(SPED)program.
5.E.1:TheSPEDprogramiscompliantwithstateandfederallaws. 5.E.2:StafffollowamandatedprocessforidentifyingandsupportingSPED
students. 5.E.3:DeliveryofSPEDservicesmeetsstudents’needs.
FOCUSAREA6:FINANCESFinancialstabilityiscriticalandisoneofthekeyfactorsthatpreventsaschoolfromachievingitsmissionandvision.Duetotheneedforstart‐upfunding,buildingneeds,andthehighcostsassociatedwithanewbusinessventure,theearlyyearsofacharterschool,especiallyforschoolsgrowingbyonegradelevelannually,canbeverychallenging.Oversightoffinancesiscrucial,isaprimaryfocusfortheGoverningBoardandmustbemonitoredcarefully,transparentlyandpublicallyatfederal,stateandlocallevels. 6.A: Theschoolbudgetsupportsstudentlearning.
6.A.1:Theschoolhassufficientresourcestosupportoperations. 6.A.2:Theschooladherestoabalancedbudget. 6.A.3:TheAnnualSecretaryoftheBoardReport(ASBR)showsanunrestricted
endingfundbalancethatexceedsstateminimums.6.B:Financialrecordsareefficientlymaintained.
6.B.1:Monthlyfinancialstatementsareaneffectiveaccountabilitymeasure. 6.B.2:Monthlyfinancialstatementsareclearlypresentedtoandreviewedbythe
BoardofDirectors 6.B.3:Theboardhasestablishedasystemofchecksandbalancestoensurethatall
fiscalissuesarecarefullymonitored.6.C:AnnualAudit
6.C.1:Theannualaudit,withdocumentedBoardapproval,issubmittedonorbeforeDecember31perstateregulations.
6.C.2:TheannualauditmeetsregulatoryrequirementsestablishedbyDESE. 6.C.3:Thefindingsoftheauditarepublishedwithin30daysfollowingreceiptofthe
audit,asperregulatoryrequirements. 6.C.4:Theauditdoesnotincludeanymaterialfindings.
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BLCA 2014 Board Survey Office of Charter School Operations
AppendixBBetterLearningCommunitiesAcademy
April2014BoardSurveyResultsBasedonresponsesfromallsevenboardmembers.BOARDFUNCTIONSCharterboardsfulfillanumberofrolesfortheschoolstheysupport.Pleaserateyourboardonthefollowingkeyresponsibilitiesbycirclingoneoftheratingsonthescale.
Poor BelowAverage Average AboveAverage Excellent 1 2 3 4 5
Question
Range
Mean
StandardDeviation
1. Clarifyingtheschool’smissionandvision 3‐5 4.1 .6902. Strategicplanningandgoalsettingfortheschool 2‐5 3.9 .9003. Resolvingkeystrategicorpolicyissues 3‐5 4.0 .8164. Developingthefinancialresourcesneededtosupport
studentperformanceandschoolsuccess 3‐5 4.1 .690
5. Overseeingfinancialperformanceandensuringfinancialsolvency 4‐5 4.7 .488
6. Understandingcharterschoollaw 3‐4 3.6 .5357. Ensuringlegalandethicalintegrity 3‐5 4.4 .7878. Trackingandassessingacademicperformanceofthe
schoolbasedonthemission,vision,andchartergoals 3‐4 3.3 .488
9. Developingtheschool’sExecutiveDirector/CEO 3‐5 4.0 .57710. Evaluatingtheschool’sExecutiveDirector/CEO 2‐5 3.8 1.09511. DevelopingtheHeadofSchool/Academic
leader/Principal 3‐5 4.1 .690
12. EvaluatingtheHeadofSchool/AcademicLeader/Principal 2‐5 4.0 1.00
COMMENTS:MajorThemes
Greatschoolleader,inherfirstyear,andacompetentstaff.Thehighestpriorityisafiscaloneandwesimplyneedbetterfunding.
Significantprogresssincelastyear.Regulartestingtakesplace;dataisbeingusedbytheteacherstoincreaseacademicperformance.
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BLCA 2014 Board Survey Office of Charter School Operations
BAFCisusedformanyoftheCEOfunctions–wedonothaveaBusinessManager;theyaredoinganoutstandingjob.
PaulDoerrerwillleadtheevaluationinthenextfewmonths.BOARDPROCESSESEffectivecharterboardshaveprocessesthatmaximizetheiroperations,thusoptimizingtheeffectivenessoftheschoolcommunity.Pleaseratetheprocessesofyourboardbycirclingoneoftheratingsonthescale.
Poor BelowAverage Average AboveAverage Excellent 1 2 3 4 5
Question
Range
Mean
StandardDeviation
1. Identifying,cultivating,andintegratingnewboardmembersbasedontheneedsoftheschool(background,diversity,expertise,etc.)
3‐4 3.6 .535
2. Providingcharterschoolorientationandtrainingfornewboardmembers 3‐4 3.4 .535
3. Utilizingboardcommitteeseffectivelyandefficiently(committeesfulfillingtheiridentifiedrolesandresponsibilities)
4‐5 4.6 .535
4. Reviewingboardmeetingagendasandrelatedmaterialsinatimelymannerinpreparationformeetings
3‐5 4.4 .787
5. Runningboardandcommitteemeetingswell(e.g.,start/endontime,givemembersachancetoengageinissues,andensureallvoicesareheard)
4‐5 4.9 .378
6. Selecting,developingandevaluatingtheboardchair 3‐5 4.7 .7567. Selecting,developingandevaluatingschoolleaders 3‐5 4.1 .6908. Utilizingdatatomakestrategicandoperational
decisionsfortheschool 3‐5 3.9 .690
9. Monitoringfiscaloperations,includingdevelopingandapprovingabudgetmonitoringexpenses,andoptimizingcashflowforallfundingandexpensestreams,
4‐5 4.3 .488
10. Ensuringtheboardandschoolareincompliancewithallrequiredlawsandpolicies(conflictofinterest,backgroundchecks,whistleblower,non‐discrimination,records,insurance,etc.)
4‐5 4.3 .488
3
BLCA 2014 Board Survey Office of Charter School Operations
COMMENTS:MajorThemes
Hopetogetmoretestingdatanowthatstudentsaremovingintothemiddlegrades.;therehasbeenadearthofsuchinformation;believeweweremisledbythereading“experts”whosetupaprogramandtestedthefirstyear.
BoardmembershaveattendedMCPSAeducationalprograms. Facilitiesandlong‐rangeplanning;financesanddevelopmentcommitteesprovideexpertise
andguidancetotheboard. Thesearchcommitteedidanexcellentjobidentifyingournewprincipalandengagingthe
board,staffandparentsintheprocess. BAFCandboardmembersareprovidingmentoringtoAngela. Boardmembersareveryengagedandhaveabroadrangeofexperience.Forexample,Kirk
Muellerisleadingourfundraisingefforts;PaulDoerreroverseesreportingandcompliance;AnnAndersonisveryinvolvedinmonitoringfinances.
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BLCA 2014 Board Survey Office of Charter School Operations
SHORT‐TERMPRIORITIESPartIIIofthissurveyisdesignedtohelpboardsidentifywheretheymayrequirefuturesupport,training,orguidance.Pleaseindicateforeachofthefollowingpotentialgoalswhetheryouconsiderthemlow,mediumorhighpriority.
LowPriority MediumPriority HighPriority 1 2 3
Question
Range
Mean
StandardDeviation
1. Clarifyingtheorganization’smission,visionand
strategicgoals 1‐3 2.3 .756
2. Evaluatingboardperformancetoensurecontinuousimprovement 1‐2 1.7 .488
3. Developing,addingorreplacingboardmembers 1‐3 1.9 .6904. Developing,addingorreplacingschoolleaders 1‐3 2.1 .9005. Developingfinancialresourcestosupporttheschool 3‐3 3.0 .0006. Improvingfinancialstability 3‐3 3.0 .0007. Assessingandimprovingacademicperformance 2‐3 2.9 .3788. Developingstrategiesforrecruitingandretaining
highqualityteachersandstaff 2‐3 2.4 .535
9. Meetingalllegalandpolicyrequirements(specifyneedsbelow,ifdesired) 1‐3 2.3 .951
10. Planningforfacilities 3‐3 3.0 .00011. Consideringexpansionorreplicatorschools 1‐3 2.0 1.0012. Preparingforrenewalofthecharter 2‐3 2.9 .378
COMMENTS:MajorThemes
Highestpriorityhasbeensupportingnewschoolleader. Academicprogresshascontinuallybeenstressedbytheboard. Withboardsupport,theschoolleadershasassembledastrongteachingstaffandestablished
apositivelearningenvironment. Boardmembershaveactivelyparticipatedinboardandcommitteemeetings. BAFChascompletedreportingtimely,providedmentoringforschoolleaderandare
knowledgeableconsultantsforspecialeducation.
1 BLCA 2014 Staff Survey
Office of Charter School Operations
AppendixCBetterLearningCommunitiesAcademy
April2014StaffSurveyResultsBasedonresponsesfromfourstaffmemberswithtwotoeightyearsdoingtheircurrentorsimilarjobs,andonetothreeyearsatBLCA.PartI:Pleaseanswerthefollowingquestionsusingthe5‐pointscalebelow:
5 4 3 2 1stronglyagree agree neutral disagree stronglydisagree
Question
Range
Mean
StandardDeviation
1. Theschoolenvironmentsupportsstudentlearning. 5‐5 5.0 .0002. Theschoolenvironmentissafeandorderly. 4‐5 4.25 .5003. Staffatthisschoolbelievethatallstudentscanlearn. 5‐5 5.0 .0004. Theschool’sdailyschedulesupportsstudentlearning. 5‐5 5.0 .0005. Staffatthisschoolhavehighexpectationsforstudent
learning.4‐5 4.5 .577
6. Staffatthisschoolhavehighexpectationsforstudentbehavior. 4‐5 4.5 .577
7. Staffatthisschoolhavenecessarysupplies(i.e.paper,markers)tosupportlearning. 3‐5 4.25 .957
8. Staffatthisschoolhavethenecessarytechnologytosupportlearning.
4‐5 4.5 .577
9. Studentsareactivelyengagedintheirlearning. 4‐5 4.25 .50010. Policies/proceduresforstudentbehaviormanagementare
consistentlycommunicated.3‐5 4.0 .816
11. Policies/proceduresforstudentbehaviormanagementareconsistentlyimplemented. 3‐4 3.75 .500
12. Staffatthisschoolfeelsupportedbyschooladministration. 4‐5 4.5 .57713. Schooladministratorseffectivelycommunicatestaff
expectations. 4‐5 4.25 .500
14. Schooladministratorseffectivelycommunicatestudentexpectations. 4‐5 4.75 .500
15. Staffatthisschoolreceiveeffectiveadministratorfeedbackonjobperformance.
4‐5 4.25 .500
16. Theadministrativestaffexhibitshighstandardsofprofessionalbehavior. 4‐5 4.75 .500
17. Administratorsexhibitstrongleadershipskills. 4‐5 4.75 .50018. Goodcommunicationexistsbetweenallstakeholders. 4‐5 4.33 .577
2 BLCA 2014 Staff Survey
Office of Charter School Operations
19. Allstakeholdersintheschooltreateachotherwithmutualrespect. 4‐5 4.5 .577
PartII:Describethecultureofyourschool–MAJORTHEMESCULTURE&FOCUSONLEARNING
Thecultureofourschoolisfamilybasedandneighborhoodfriendly.Ourschoolalsohas90%ofAfricanAmericanstudentsenrolled.Alsoveryopentonewthingsandideasthatcanenhancetheimprovementofthechildrenaswellastheirparents.
Ithinkthecultureoftheschoolisgreat.Theyhavemeetingtomewiththeteachersaboutwhattheylikewhattheydidn’tlikeabouttheweek.Theytalkaboutthingstochangetheclassroom.Iftheyneedtotalkaboutacertaintopiclongeruntiltheyfeelcomfortablemovingon.Ithinkthecultureisdiverseanyrace,couldattendBLCAweacceptallkind.It’sagreatschool.
Studentswillconstantlybeencouragedtomeetthehighestacademicstandardsandfocusonexcellencewithoutexcuses.AttainmentofGradelevelExpectationsandtheachievementofGoalssetinastudent’sILP(whicharebasedonattainingtheacademicskillssetinthecurriculum)willbeutilizedtodeterminepromotion.
PartIII:Additionalcomments–MAJORTHEMES
BLCAhasbeensuccessfullyaccomplishinggoals.
1
BLCA 2014 Teacher Survey Office of Charter School Operations
AppendixDBetterLearningCommunitiesAcademyApril2014TeacherSurveyResults
Basedonresponsesfrom10teacherswith1–46yearsofteachingexperienceandonetothreeyearsatBLCA.PartI:Pleaseanswerthefollowingquestionsusingthe5‐pointscalebelow:
5 4 3 2 1stronglyagree agree neutral disagree stronglydisagree
Question
Range
Mean
StandardDeviation
1. Theschoolenvironmentsupportsstudentlearning. 3‐5 4.3 .6752. Theschoolenvironmentissafeandorderly 3‐5 3.8 .7893. Teachersatthisschoolbelievethatallstudentscanlearn. 4‐5 4.9 .3164. Theschool’sdailyschedulesupportsstudentlearning. 4‐5 4.4 .5165. Teachersatthisschoolhavehighexpectationsforstudent
learning.4‐5 4.7 .483
6. Teachersatthisschoolhavehighexpectationsforstudentbehavior. 4‐5 4.5 .527
7. Teachersatthisschoolcollaboratetoimprovestudentlearning. 4‐5 4.5 .5278. Teachersutilizeeffectiveinstructionalstrategiesinlesson
deliverytopromotestudentlearning. 4‐5 4.1 .316
9. Teachersutilizeassessmentstoevaluatestudentprogressandtoguideinstruction. 3‐5 4.5 .707
10. Theschoolhasaclearlydefined,highqualitycurriculum. 4‐5 4.5 .52711. Goalsandobjectivesareclearlyarticulated 4‐5 4.2 .42212. TheTitleIplaniseffectiveinsupportingstudentneeds. 3‐5 3.9 .73813. Stafffollowamandatedprocessforidentifyingandsupporting
specialeducationstudents. 3‐5 3.9 .568
14. Thedeliveryofspecialeducationservicesmeetstudents’needs. 3‐5 3.5 .52715. On‐goingprofessionaldevelopmentsupportsbestpracticesand
promotesstudentlearning. 3‐5 3.8 .789
16. Teachersatthisschoolhavenecessarysupplies(i.e.paper,markers)tosupportlearning 2‐4 3.3 .823
17. Teachersatthisschoolhavenecessaryinstructionalmaterials(i.e.textbooks)tosupportlearning.
2‐5 3.9 .876
18. Teachersatthisschoolhavethenecessarytechnologytosupportlearning. 2‐4 3.3 .823
2
BLCA 2014 Teacher Survey Office of Charter School Operations
19. Studentsareactivelyengagedintheirlearning. 2‐5 3.6 .84320. Policies/proceduresforstudentbehaviormanagementare
consistentlycommunicated.2‐4 3.2 .789
21. Policies/proceduresforstudentbehaviormanagementareconsistentlyimplemented. 2‐4 3.3 .823
22. Teachersatthisschoolfeelsupportedbyschooladministration. 4‐5 4.4 .51623. Schooladministratorseffectivelycommunicateteacher
expectations. 2‐5 3.9 1.101
24. Schooladministratorseffectivelycommunicatestudentexpectations. 3‐5 4.5 .707
25. Teachersatthisschoolreceiveeffectiveadministratorfeedbackandguidanceoninstructionalpractice
2‐5 3.8 1.135
26. Theadministrativestaffexhibitshighstandardsofprofessionalbehavior. 3‐5 4.5 .707
27. Administratorsexhibitstrongleadershipskills. 3‐5 4.5 .70728. Goodcommunicationexistsbetweenallstakeholders. 3‐5 3.9 .73829. Allstakeholdersintheschooltreateachotherwithmutual
respect.4‐5 4.5 .527
PartII:Describethecultureofyourschool–MAJORTHEMESSchoolCulture
HereatBLCAthereisacceptanceofdifferences.Thestaffherepromotespatriotism.Thestudentsarelearningaboutdifferentculturesinourworld.Thestudentsarelearningwhytheyneedaneducationandtheimportanceofeducation.
Thecultureofourschoolisoneinwhichlearningandachievementarebecomingthecontextforschooling.Childrenhavebeguntofocusonlearningandworkinghard.Theyareactuallylearningandtakeprideintheiraccomplishments.
Thecultureisaverywelcomingenvironment. ThecultureofourschoolismainlyAfricanAmerican.Ourfamilieshavemanyneedsinregards
tosupportingourchildren’slearningandtheirsuccess. ThecultureofBLCAischangingforthebetter.Itismyperceptionmanagementwasnota
strongpointinthepast.
FocusonLearning
BLCAstaffpersonsbelievethatallchildrencanlearn.Thisbeliefsystemisamustforanyschoolwhosemissionistoeducatechildrenathighlevels.Teachersonthestaffspendtimeafterschoolgettingreadyforthenextdayandpreparingextramaterialsforthoseyoungsterswhoarestruggling.
3
BLCA 2014 Teacher Survey Office of Charter School Operations
Thisschoolisdeterminedtomakesureallchildrenaresuccessful. Westriveforacademicexcellence. Thiseducationalteamisworkinghardtosupportourstudentsforacademicsuccess.The
“teamspirit”iscontagiousandpositiveresultsarebeingachieved. Anenvironmentwherestudentsareexpectedandchallengedtosucceedandreachthenext
level.Weareaschoolwhoisfinetuningourpoliciesandprocedurestohelptheoveralllearningenvironment.
Professionalism AnattitudeofProfessionalismispartofourculture.Ibelieveeveryoneisdoingtheirutmost
bestforourstudentstolearnandgrow. Ithinktherearewonderfulteacherswhohavethekidslearningandbestinterestinthe
forefrontofalltheydo. Wehavestudentswithmanyneedsandtheprofessionalsinthebuildingworkveryhardto
meetand/orfindwaystomeetthoseneeds.
AreasinNeedofImprovement
Ifeeltherearemanystrugglesduetoinconsistencyindiscipline,notenoughstaffinginareasofconcernsuchasTitleIandSpecialEd.Ifeelthereneedstobeamoreofaschoolcommunityfeel.Theteachersallworkwelltogetherbutdonotfeelstudentsaredevelopingownershiporprideintheirschool.
Wecanimproveoncommunicationbetweenteachersandstaffaswellasteachersineverygradelevel.
Wehaveacademic/behaviorchallenges. ThecultureofBLCAisstilldeveloping.Strongleadershipisstillneededinsomeareastohelp
reallyestablishthecultureweexpectandagreedupon.Theculturethatweexpectisonethatisembracingexcellenceinourschool,community,others,andourselves.However,thatexcellencehasnotyetbeenreached.
PartIII:Additionalcomments–MAJORTHEMES
I’dlikearaise. Ithinkwearealllookingforwardtonextyearwhenwecanimplementourcurriculumand
policiesmoreconsistentlynowthatwehaveour“feetwet”afteryearoneofJourneysandourtimehere.Therearegapstofill,wesimplyneedtolookforhowtofillthem.
ItisarealhonortobeatBLCA.Theurbanchallengesarefelteachday,yetimprovementinstudentlearningishappening.Ilookforwardtoabrightfuture.