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EAGLE COLLEGE PREP
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]
ANNUALSPONSORREPORT
TABLEOFCONTENTS
PageSchoolBackground
1
Introduction
3
FocusAreaI:Governance
3
FocusAreaII:Compliance 5FocusAreaIII:OperationsFocusAreaIV:Culture
56
FocusAreaV:AcademicOutcomes
7
FocusAreaVI:Finances
8
Appendices
A: MUEvaluationProcessandFocusAreas B: BoardSurveyResults
C: StaffSurveyResultsD: TeacherSurveyResults
1
EAGLE Annual Site Report 2014
SCHOOLBACKGROUNDEAGLECollegePrepEndeavor(EAGLE)isinthefirstyearofafive‐yearcharterandissponsoredbytheUniversityofMissouri.EAGLEhasthefollowingmissionandvision,andgoalsassetforthinthecharter:
MISSION
ThemissionofEAGLECollegePrepEndeavoristodevelopservingleadersbyprovidingarigorouscollegepreplearningcommunitywhere
weworktogethertowardthepursuitofacademicexcellenceandcharacterdevelopmentinasafe,supportiveandlovinglearning
environment.
VISION
EAGLECollegePrepEndeavorisdedicatedtodevelopingapubliccharterschoolthat
providesaneducationwithaLovingEmphasisthatisgenuinelytransformationalforourstudents.WearetirelessinourcommitmenttoestablishadistinctiveidentityasoneofAmerica’sfinestpubliccollege‐preparatoryinstitutions,
developingstudentswhoareacademicstandoutsandactivecommunityservants.
GOALS1:ThepercentageofEAGLECollegePrepEndeavorstudentsmaking1.5fullyearsofacademicgrowthorperformingat/abovegradelevelinmathematicsandcommunicationartswillincreaseto70%byJune30,2016asmeasuredbytheNWEAMAPadministeredthreetimesyearly.Junebenchmarks:201450%201560%201670%2:ThepercentageofEAGLECollegePrepEndeavorstudentsscoringproficientorhigherinmathematicsandcommunicationartswillincreaseto70%byJune30,2016asmeasuredbythe2016MAPMathematicsandCommunicationArtsAssessmentorotherMissouriStateAssessment.Junebenchmarks:201450%201560%201670%
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EAGLE Annual Site Report 2014
3:EAGLECollegePrepEndeavor’sMAPPerformanceIndexscorewillincreaseto731‐744.9rangeasmeasuredbytheAnnualPerformanceReportforCommunicationArtsandMathematicsbasedonthe2016MAPorotherMissouriStateAssessmentresults.Junebenchmarks:2014720‐724.92015725‐730.92016731‐744.94:EAGLECollegePrepEndeavorwillincreaseitsoverallsatisfactionratingto85%andresponserateonsatisfactionsurveyto75%responseratefromschoolstakeholdersbyJune30,2016asmeasuredbyabuildingdevelopedsatisfactionsurvey.Junebenchmarks:201465%responserate/75%satisfactionrating201570%responserate/80%satisfactionrating201675%responserate/80%satisfactionrating5:EAGLECollegePrepEndeavor’saveragedailyattendanceratewillincreaseto95.2%bytheendofthe2015‐2016schoolyearasmeasuredbytheADAcalculation.Junebenchmarks:201495%201595.1%201695.2%
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EAGLE Annual Site Report 2014
INTRODUCTIONMUreviewsschoolswithinsixfocusareas(AppendixA).Theseareaswereestablishedbyreviewingprotocolsfromotherstates,weregeneratedandrefinedbytheMUCharterOfficestaffduringourfirstyearofsponsorshipandcontinuetoberevised,annually.ThesesixFocusAreasare:
FocusAreaI: GovernanceFocusAreaII: ComplianceFocusAreaIII: OperationsFocusAreaIV: CultureFocusAreaV: AcademicOutcomesFocusAreaVI: Finances
EAGLE’s2014AnnualReportisorganizedintothesixareasoutlinedabove.Eachfocusareaiscomprisedofseveralcomponents.TheMUCharterSchoolOfficepersonnelcollecteddataviamonthlyvisitstotheschooland/ormeetingsoftheboard,meetingswithschooladministrators,reviewofdocumentsprovidedbytheadministration,classroomobservationsandsurveydataprovidedbyboththeboardandfacultyandstaff.FOCUSAREAI.GOVERNANCEEAGLEhasdemonstratedconsiderablegrowthinthefirstyearintermsofgovernanceandhasalsoexperiencedthesignificantchallengesofafoundingboardandfirstyearimplementationofanewschool.TheEAGLEboardwasestablishedcarefully,withdiversityofmembershipapriority.Theboardhasengagedinsub‐committeeworkthisyearintermsofpolicydevelopmentandhasbeendiligentinaddressingissuesthathavecomeupinthefirstyearofoperations;theboardchairhashandledallbusinessmattersintermsofDESEandsponsorinquiriespromptlyandprofessionally.Theboardisdiverseintermsofbackgroundandexperience,meetingsareorderlyandproceedingsareefficientandwellmanaged.Thetreasurerhasprovidedconsistentoversightthathasconsiderablystrengthenedtheboard’sunderstandingofschoolfinance.Proceduresfortransparencyincommunications,anddeterminingtheroleoftheboardinworkingwithEEIhavebeenongoingconcerns.Thoughchallenging,theboardhasdemonstratedtheabilitytoconfronttopicsthataredifficultandcontinuetoworkthroughtheiridentityandresponsibilities.Thestart‐upyearisextremelychallenging;boardmembersarekeenlysupportiveofthemissionandvisionoftheschoolandareworkingtowardestablishingtheirrolesandresponsibilities.Growthinthisareawillcontinueandneedstostabilizeintheupcomingacademicyear.Professionaldevelopmentfortheboard,andcontinuedopen,honestdiscussionsareencouraged,especiallywiththeaggressivetimelineforexpansion.
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EAGLE Annual Site Report 2014
STRENGTHS• Boardisaccountableforoperationsandacademics.• Boardisknowledgeableregardingtheschoolbudget.• Boardengagesinaminimumofonestrategicplanningmeeting/retreatannually.OPPORTUNITIESFORIMPROVEMENT• Boardannuallyevaluatespresident/executivedirector/headofschool/management
companyasindicatedintheorganizationalchart.• Theboardisengagedinshortandlongtermstrategicplanningwithclearlyestablished
goalsandactionplans.• Allboardmembersattendboardtrainingopportunities.• Boardmembersareengagedinaprogramofdevelopment(e.g.HighBar,MCPSA
developmentgrant).• Theboardhasaplanforrecruitment.• Theboardhasmaterialsandinformationtosharewithprospectiveboardmembers.• Theboardhasaprocedureinplacetoreviewprospectiveboardmembers.• Theboardhasanonboardingprocess(on‐linematerials,training)fornewboard
members.• Theboardhasadevelopmentandevaluationplanfornewandcurrentboardmembers.SURVEYFINDINGSTheboardsurveyresults(AppendixB)indicatethattheboardfunctionsof“overseeingfinancialperformanceandensuringfinancialsolvency”and“ensuringlegalandethicalintegrity”receivedthehighestratings.Areasthatwereconsideredbelowaverageincluded“evaluatingtheschool’sExecutiveDirector/CEO.”However,astheschooliscurrentlyoperatedbyEducationalEnterprises,Inc.(EEI),evaluationofleadershippersonnelhasnotbeenpartoftheboard’sresponsibilities.EvaluationofEEIisanimportantnextstepfortheboardandaplanneedstobedevelopedandimplemented.Itisalsoimportanttonotethewidevariabilityintheresponserangeoftheboard.Thismayneedfurtherdiscussionduringstrategicplanningforthefuture.Boardprocessesthatreceivedhighratingsinclude“runningboardandcommitteemeetingswell(e.g.,start/endontime,givemembersachangetoengageinissues,andensureallvoicesareheard,”and“ensuringtheboardandschoolareincompliancewithallrequiredlawsandpolicies(conflictofinterest,backgroundchecks,whistleblower,non‐discrimination,records,insurance,etc.”Areasthatreceivedbelowaverageratingsincluded“selecting,developingandevaluatingtheboardchair).”Theestablishmentofafoundingboardcanbehandledinavarietyofways,however,themovetoimplementationofboardpoliciesandstrategicplanningrequireanevaluationpolicy,notonlyfortheboardchair,butforboardmembers.Short‐termprioritiesthatweremosthighlyprioritizedinclude“consideringexpansionorreplicatorschools.”Thisareaisdeemedmostcriticalatthepresenttimeandcontinuedfocusthroughstrategicplanning,goalsettingandactionplansisneeded.
5
EAGLE Annual Site Report 2014
FOCUSAREAII:COMPLIANCEForastart‐upyear,thecomplianceoutcomesforEAGLEhavebeenaboveaveragetoexcellent.Attentiontohiringofcapableandcompetentstaffhaveminimizedissuesrelatedtocompliance–questionsandinquiriestobothsponsorandDESEhavebeenfrequent,andakeendesiretobeeffectiveandtimelyinreportinghasbeenevidentthroughouttheyear.STRENGTHS• Requiredreportsanddatasubmissionsaresubmittedontimeandarecompleteand
error‐free.OPPORTUNITIESFORIMPROVEMENT• SchooladministrationensurescompliancewithSpecialEducationprocedures.FOCUSAREAIII:OPERATIONSTherehasbeenconsistentevidenceofattentiontooperationsandensuringthatthefacility,materialsandsuppliesforthestaffandstudentsareexceptional.Thishasbeenthroughcollaborativeeffortsacrosstheboard,EEIandthefoundingadministrativeteam.Feedbackfromteacherandstaffinterviewsnotedsomechallengesintermsofroles,butthiswouldbeexpectedduringastart‐upyear.Giventheupcomingchangesinleadership,itwillbeveryimportantthatclearunderstandingofrolesbesolidifiedatthebeginningoftheyear.Theattentiontoprovidingofficespaceforoptimalworkproductivityisnoted,anditshouldalsobenotedthattheopeningofschoolwasreportedbyanMUCharterOfficeliaisonas“thebestopeningdayeverobserved”inhercareer.STRENGTHS• Administratorsarecertified.• Administratorsdemonstrategoodleadershipskills• Theschool’sdailyschedulesupportsstudentlearning.OPPORTUNITIESFORIMPROVEMENT• Alladministratorsareengagedintargetedprofessionaldevelopment.• Leadershipopportunitiesareprovidedforqualityteachers.
6
EAGLE Annual Site Report 2014
FOCUSAREAIV:CULTUREThecultureoftheschoolwasestablishedfromtheopeningdayandwasaprimaryfocusforthefoundingadministrationandstaff.Again,firstyear/start‐upconcernsemerged,butthereturnrateforcurrentstudentsandcurrentstaffindicatesthatthisfirstyearwastremendouslysuccessfulinmeetingthegoalofasafeandsupportivelearningenvironment.AsEAGLEexpandsandcontinuestogrow,opportunitiesforleadershipwithintheSt.Louisarea,thestateandevennationallywillemerge.WeencourageEAGLEtoprovideopportunitiestoshareexpertise,realizingthatthefirstpriorityistohaveastrongandestablishednetworkofschools.STRENGTHS• Themission,visionandvaluesaredevelopedanddrivedecisionmaking.• Themission,visionandvaluescanbearticulatedbyallstakeholdergroupsinvolved
withtheschool.• Thelearningenvironmentissafeandorderly.• Teachersbelievethatallstudentscanlearn.• Allstaffhavehighexpectationsforstudentlearningandbehavior.• Staffcollaborateandworktogethertomeetstudents’needsandsupportstudent
learning.• Instructionalmaterialsaredisplayedtofacilitatestudentlearning.• Teachersandstaffcanclearlyidentifytheinstructionalleader(s).• Allteachersandstaffdemonstraterespecttowardeachotherandtostudents.• Studentsdemonstraterespecttoteachers,staffandguests.OPPORTUNITIESFORIMPROVEMENT• Behavioralplansareclearlyarticulated,consistentandunderstoodbyallstakeholder
groups.• Leadersintheschoolarerecognizedfortheirexpertise.• Teachersandstafffulfillclearlyassignedresponsibilities.SURVEYFINDINGSEAGLEstaffmembers(AppendixC)reportedconsistentlyhighratingsintheareasofschoolenvironmentandculture.Responsesforhighexpectationsforstudentlearningandbehavior,neededtechnologyandstudentengagementwerealsoratedhighbystaffmembers.Thelowestareasreported(andnotethattheaveragescoresarebetween3and4)were“adminstratorsexhibitstrongleadershipskills”,“staffatthisschoolreceiveeffectiveadministratorfeedbackonjobperformance”and“staffatthisschoolfeelsupportedbyschooladministration.”Itisdulynotedthatthisisastart‐upyear,andthatscoresforstaffhadwidevariabilityinresponse.
7
EAGLE Annual Site Report 2014
TeachersatEAGLE(AppendixD)alsoreportedconsistentlyhighratingsintheareaofschoolenvironmentandculture.Beliefthatallstudentscanlearn,andhighexpectationsforstudentslearningwerethehighestscoreditemsonthesurvey.Scoring3.4weretwoareasrelatedtostudentbehaviormanagement,including“policiesandproceduresforstudentbehaviormanagementareconsistentlyimplemented”,and“policiesandproceduresforstudentmanagementareconsistentlycommunicated.”Again,itisdulynotedthatthesescoresarebetween3and4,andsomeinconsistencywouldbeexpectedinastart‐upyear–therangeofscoringresponsesmayindicatethatsometeachersfeltmorecapableinthisareathanotherteachers.FOCUSAREAV:TEACHING,LEARNINGANDASSESSMENTThecurrentacademicleaderhasfocusedontheculture,climateandacademicfocusoftheschoolthisyear.Formativetestingwasutilizedthroughouttheschoolyearwithuseofdatainmodifyinginstructionandmeetingtheneedsofindividualstudents.SpecialEducationisanareathatwillneedcontinuedattentionandimprovement,butagain,complianceinthisareaiscomplexandisaconsistentchallengeforallschools.Theuseoftechnologyisexceptionalandsupportsindividualizedinstruction.Teachersdoreportinconsistenciesintermsofleadershipandadministrativesupport.Thelossofthetwoprimaryadministratorswillbeachallenge,butalsoanopportunitytoengagestaffindeterminingthebesttypeofleadershipfortheschool.STRENGTHS• Curriculumisalignedtostatestandards.• Curriculumalignswiththethemedescribedintheschoolcharter.• Highqualityinstructionalmaterialsareavailabletosupportthecurriculum.• Goalsandobjectivesareclearlyarticulated.• Teachersutilizegoodinstructionalstrategiesinlessondelivery.• Ongoingprofessionaldevelopmentsupports"bestpractices"andstudentlearning.• Technologyuseisevident,ofhighquality,andsupportsstudentlearning.• Dataisusedtoguideinstruction.• Classroomassessmentsareeffectiveinassessinglearningandstudents’needs.OPPORTUNITIESFORIMPROVEMENT• TheTitleIPlaniseffectiveinsupportingstudents’needs.• TheSPEDprogramiscompliantwithstateandfederallaws.• StafffollowamandatedprocessforidentifyingandsupportingSPEDstudents.• DeliveryofSPEDservicesmeetsstudents’needs.
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EAGLE Annual Site Report 2014
SURVEYFINDINGSTeachers(AppendixD)atEAGLEreportthehighestsurveyscoresfor“teachersatthisschoolbelievethatallstudentscanlearn”,“teachersatthisschoolhavehighexpectationsforstudentlearning”,“teachersatthisschoolhavethenecessarytechnologytosupportstudentlearning”and“teachersatthisschoolhavethenecessarytechnologytosupportlearning.”Itshouldalsobenotedthathighscoreswithlowvariabilitywerereportedintheareasof“theschool’sdailyschedulesupportsstudentlearning”,and“theschoolissafeandorderly.”Thelowestscorewasreportedfor“theTitleIplaniseffectiveinsupportingstudentneeds”,andscoreswithwidevariabilityandaveragetoneutralscoresincluded“thedeliveryofspecialeducationservicesmeetstudents’needs”,“policies/proceduresforstudentmanagementareconsistentlycommunicated”,“policiesand/proceduresforstudentbehaviormanagementareconsistentlyimplemented”and“teachersatthisschoolreceiveeffectiveadministratorfeedbackandguidanceoninstructionalpractice.”FOCUSAREAVI:FINANCESFinancesarecontinuouslymonitoredanddetailedfinancialsarepresentedtotheBoardatbi‐monthly.Thecurrenttreasurerisusingthefinancialreportsasanopportunitytoteachtheboardaboutfinances,providingexplanatorynotesthroughoutthebudgetreports.Amonthlyaccountabilityplanwiththetreasurer,orthefinancecommitteewouldbeconsideredbestpracticeintermsofmonitoringofexpensesandcashflow.TheabilityofthestafftodevelopprogramstoensurethatfinancingmethodsareeasilytranslatedintoDESEpreferredbudgetshasbeenexemplary.STRENGTHS• Theschoolhassufficientresourcestosupportoperations.• Theschooladherestoabalancedbudget.• Monthlyfinancialstatementsareaneffectiveaccountabilitymeasure.• TheBoardofDirectorshasestablishedasystemofchecksandbalancestoensurethat
allfiscalissuesarecarefullymonitored.AREASFORIMPROVEMENT• Nonenoted.
1
Appendix A Revised 2014
AppendixA
OfficeofCharterSchoolOperationsEvaluationProcessandFocusAreas
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.
2
Appendix A Revised 2014
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.
3
Appendix A Revised 2014
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.
4
Appendix A Revised 2014
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.
5
Appendix A Revised 2014
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
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.
7
Appendix A Revised 2014
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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EAGLE 2014 Board Survey
AppendixB
EAGLECollegePrepApril2014BoardSurveyResults
Basedonresponsesfromfiveboardmembersunlessotherwiseindicated.BOARDFUNCTIONSCharterboardsfulfillanumberofrolesfortheschoolstheysupport.Pleaserateyourboardonthefollowingkeyresponsibilitiesbycirclingoneoftheratingsonthescale.
Poor BelowAverage Average AboveAverage Excellent 1 2 3 4 5
Question
Range
Mean
StandardDeviation
1. Clarifyingtheschool’smissionandvision 2‐4 3.6 .89
2. Strategicplanningandgoalsettingfortheschool 2‐5 3.4 1.14
3. Resolvingkeystrategicorpolicyissues 2‐5 3.6 1.14
4. Developingthefinancialresourcesneededtosupportstudentperformanceandschoolsuccess 2‐4 3.2 .837
5. Overseeingfinancialperformanceandensuringfinancialsolvency 3‐5 4.2 .837
6. Understandingcharterschoollaw 2‐5 3.4 1.14
7. Ensuringlegalandethicalintegrity 2‐5 4.2 1.3
8. Trackingandassessingacademicperformanceoftheschoolbasedonthemission,vision,andchartergoalsn=4
2‐3 3.3 1.26
9. Developingtheschool’sExecutiveDirector/CEOn=3 2‐5 3.3 .577
10. Evaluatingtheschool’sExecutiveDirector/CEOn=3 2‐4 2.3 .577
11. DevelopingtheHeadofSchool/Academicleader/Principal 3‐5 4.0 1.0
12. EvaluatingtheHeadofSchool/AcademicLeader/Principal 2‐5 3.2 1.3
2
EAGLE 2014 Board Survey
COMMENTS:MajorThemesforBoardFunctions
Regularassessmentisoccurring,butextensivedatanotavailabletodate. EEIhasbeensuccessfulintermsofobtaininggrantsandmanagingfunds;Boardrolein
securingadditionalfinancialresourceswillbeemphasizedin2014‐15. TheBoardneedstoevaluatetheperformanceofEEI,theEEIregionaldirectorandprincipal. Thereisaconcernregardingtransparencyandsunshineregulations. TheBoardneedstomaintaintrueoversightoftheschool–bettercommunicationand
willingnesstolookbeyondthebestinterestsofEEI.
3
EAGLE 2014 Board Survey
BOARDPROCESSESEffectivecharterboardshaveprocessesthatmaximizetheiroperations,thusoptimizingtheeffectivenessoftheschoolcommunity.Pleaseratetheprocessesofyourboardbycirclingoneoftheratingsonthescale.
Poor BelowAverage Average AboveAverage Excellent 1 2 3 4 5
Question
Range
Mean
StandardDeviation
1. Identifying,cultivating,andintegratingnewboard
membersbasedontheneedsoftheschool(background,diversity,expertise,etc.)
3‐5 4.0 1.0
2. Providingcharterschoolorientationandtrainingfornewboardmembers 2‐5 3.4 1.14
3. Utilizingboardcommitteeseffectivelyandefficiently(committeesfulfillingtheiridentifiedrolesandresponsibilities)
2‐5 3.6 1.34
4. Reviewingboardmeetingagendasandrelatedmaterialsinatimelymannerinpreparationformeetings
3‐4 3.6 .548
5. Runningboardandcommitteemeetingswell(e.g.,start/endontime,givemembersachancetoengageinissues,andensureallvoicesareheard)
3‐5 4.4 .894
6. Selecting,developingandevaluatingtheboardchairn=2 2‐2 2.0 .000
7. Selecting,developingandevaluatingschoolleaders 2‐5 3.2 1.304
8. Utilizingdatatomakestrategicandoperationaldecisionsfortheschool 1‐5 3.2 1.643
9. Monitoringfiscaloperations,includingdevelopingandapprovingabudgetmonitoringexpenses,andoptimizingcashflowforallfundingandexpensestreams,
2‐5 4.0 1.225
10. Ensuringtheboardandschoolareincompliancewithallrequiredlawsandpolicies(conflictofinterest,backgroundchecks,whistleblower,non‐discrimination,records,insurance,etc.)
3‐5 4.4 .894
4
EAGLE 2014 Board Survey
COMMENTS:MajorThemesforBoardProcesses
Question6doesnotappearrelevantastheboardchairwasselectedanddevelopedtheboard. Theboard,undertheleadershipofthechair,hasexcelledatQs8,9,and10. Anewrecruitingeffortisunderway;wearetoosmallforcommitteestructures. BoardmembersareaskedtoattendMCPSA’sboardtrainingworkshops. TheDiversityCommitteedidfunctioneffectively. Therearenowstrategiesinplaceforthehiringofschoolleaders. EEImakesexcellentuseofdataandanalysis;theboardneedstoseemoreofthisintermsof
formalreports;informationisobscuredresultinginlackoftransparency. TreasurerisdoinganexcellentjobworkingwiththeDirectorofOperationstobesurethat
financialreportingistransparentandisinaformatthatfitsDESE’sexpectations. Thechairmakesdecisionswithoutpresentingitemstotheentireboardtogainconsensus.
5
EAGLE 2014 Board Survey
SHORT‐TERMPRIORITIESPartIIIofthissurveyisdesignedtohelpboardsidentifywheretheymayrequirefuturesupport,training,orguidance.Pleaseindicateforeachofthefollowingpotentialgoalswhetheryouconsiderthemlow,mediumorhighpriority.
LowPriority MediumPriority HighPriority 1 2 3
Question
Range
Mean
StandardDeviation
1. Clarifyingtheorganization’smission,visionand
strategicgoals 2‐3 2.4 .548
2. Evaluatingboardperformancetoensurecontinuousimprovement 1‐2 1.8 .447
3. Developing,addingorreplacingboardmembers 1‐3 2.2 .837
4. Developing,addingorreplacingschoolleaders 1‐3 2.2 .837
5. Developingfinancialresourcestosupporttheschool 1‐2 1.8 .447
6. Improvingfinancialstability 1‐2 1.4 .548
7. Assessingandimprovingacademicperformance 1‐3 2.2 .837
8. Developingstrategiesforrecruitingandretaininghighqualityteachersandstaff 1‐3 2.4 .894
9. Meetingalllegalandpolicyrequirements(specifyneedsbelow,ifdesired) 1‐3 2.0 1.00
10. Planningforfacilities 1‐3 2.4 .894
11. Consideringexpansionorreplicatorschools 2‐3 2.8 .447
12. Preparingforrenewalofthecharter 1‐2 1.4 .548
COMMENTS:MajorThemesforShort‐TermPriorities
Weareinan“establishment”phase–manyofthesequestionsaredifficulttoanswer. Wehavedevelopedschoolandboardpolicywithlittletimeremainingforboarddevelopment,
recruitmentandevaluation. Adequatefocustofiscaloversight. Boarddevelopmentandlong‐termstrategywillbepossibleafterthisfirstyear. Clarificationof“HighPriority”forthissectionofthesurvey;maybetheresultsofcurrent
needs,notthatwearestrugglingorneedassistance(e.g.,openinganewschoolin2015).
1 EAGLE 2014 Staff Survey
AppendixC
EAGLECollegePrepApril2014StaffSurveyResults
Basedonresponsesfromfourstaffmemberswithzerotofiveyearsdoingtheircurrentorsimilarjobs,andzerototwoyearsatCarondelet.PartI:Pleaseanswerthefollowingquestionsusingthe5‐pointscalebelow:
5 4 3 2 1stronglyagree agree neutral disagree stronglydisagree
Question
Range
Mean
StandardDeviation
1. The school environment supports student learning. 3.5-5 4.5 .866 2. The school environment is safe and orderly. 3.5-5 4.5 .866 3. Staff at this school believe that all students can learn. 4-5 4.7 .577 4. The school’s daily schedule supports student learning. 4-5 4.7 .577 5. Staff at this school have high expectations for student learning. 4-5 4.7 .577 6. Staff at this school have high expectations for student behavior. 3.5-5 4.5 .866 7. Staff at this school have necessary supplies (i.e. paper, markers)
to support learning. 4-5 4.3 .577
8. Staff at this school have the necessary technology to support learning.
4.5-5 4.8 .289
9. Students are actively engaged in their learning. 4.5-5 4.8 .289 10. Policies/procedures for student behavior management are
consistently communicated. 2.5-5 3.8 1.258
11. Policies/procedures for student behavior management are consistently implemented.
2-5 3.7 1.528
12. Staff at this school feel supported by school administration. 2.5-5 3.5 1.322 13. School administrators effectively communicate staff expectations.
2-5 3.7 1.528
14. School administrators effectively communicate student expectations.
3-5 4.3 1.155
15. Staff at this school receive effective administrator feedback on job performance.
2.5-5 3.5 1.323
16. The administrative staff exhibits high standards of professional behavior.
1.5-5 3.8 2.021
17. Administrators exhibit strong leadership skills. 1.5-5 3.5 1.803 18. Good communication exists between all stakeholders. 2-5 3.7 1.528 19. All stakeholders in the school treat each other with mutual
respect. 2-5 4.0 1.732
2 EAGLE 2014 Staff Survey
PartII:Describethecultureofyourschool–MAJORTHEMES
• Lovingatmospherewithhighacademicandbehavioralexpectationswithafocusoneverystudent.• Highlevelsoftensionamongcertainstaffmembers.Thisisprimarilyduetolackofcommunication
andunclearexpectations.• Concernsaboutleadershipandinconsistencybetweentheschoolleaders.• Teachers,studentsandfamiliesarestrengths.
PartIII:Additionalcomments–MAJORTHEMES
• ThankstoMUforsupportandsponsorship.• Greatpotential–weneedeffectiveleaders.Strongcommitmenttoschool,futuresuccessand
willingnesstoimprove.
1
EAGLE 2014 Teacher Survey
AppendixD
EAGLECollegePrepApril2014TeacherSurveyResults
Basedonresponsesfrom12teacherswith1–15yearsofteachingexperienceandallfirstyearteachersatEAGLE.PartI:Pleaseanswerthefollowingquestionsusingthe5‐pointscalebelow:
5 4 3 2 1stronglyagree agree neutral disagree stronglydisagree
Question
Range
Mean
StandardDeviation
1. The school environment supports student learning. 3‐5 4.2 .5772. The school environment is safe and orderly 4‐5 4.3 .4523. Teachers at this school believe that all students can learn. 4‐5 4.8 .4524. The school’s daily schedule supports student learning. 3‐5 4.4 .6695. Teachers at this school have high expectations for student learning. 4‐5 4.8 .4526. Teachers at this school have high expectations for student behavior. 3‐5 4.3 .6907. Teachers at this school collaborate to improve student learning. 2‐5 3.9 1.0008. Teachers utilize effective instructional strategies in lesson delivery to
promote student learning. 3‐5 4.1 .793
9. Teachers utilize assessments to evaluate student progress and to guide instruction.
3‐5 4.3 .778
10. The school has a clearly defined, high quality curriculum. 1‐5 3.6 1.36211. Goals and objectives are clearly articulated 3‐5 4.1 .79312. The Title I plan is effective in supporting student needs. 1‐4 2.6 1.02713. Staff follow a mandated process for identifying and supporting
special education students. 3‐5 3.8 .622
14. The delivery of special education services meet students’ needs. 1‐5 3.3 1.28715. On-going professional development supports best practices and
promotes student learning. 2‐5 3.8 .965
16. Teachers at this school have necessary supplies (i.e. paper, markers) to support learning
3‐5 4.2 .835
17. Teachers at this school have necessary instructional materials (i.e. textbooks) to support learning.
2‐5 3.8 .965
18. Teachers at this school have the necessary technology to support learning.
4‐5 4.7 .492
19. Students are actively engaged in their learning. 3‐5 4.1 .51520. Policies/procedures for student behavior management are consistently 2‐5 3.4 .793
2
EAGLE 2014 Teacher Survey
communicated. 21. Policies/procedures for student behavior management are consistently
implemented. 2‐5 3.4 .996
22. Teachers at this school feel supported by school administration. 3‐5 4.0 .85323. School administrators effectively communicate teacher expectations. 2‐5 3.8 1.11524. School administrators effectively communicate student expectations. 2‐5 4.2 1.03025. Teachers at this school receive effective administrator feedback and
guidance on instructional practice 1‐5 3.4 1.240
26. The administrative staff exhibits high standards of professional behavior.
3‐5 4.3 .778
27. Administrators exhibit strong leadership skills. 2‐5 4.1 1.08428. Good communication exists between all stakeholders. 2‐5 3.7 .77829. All stakeholders in the school treat each other with mutual respect. 3‐5 4.0 .739 PartII:Describethecultureofyourschool–MAJORTHEMESPositiveComments
Orderly,caring,highexpectations.,student‐orientedanddiverse. Values–5Ls:Leading,learning,lasting,loving,andlaughing. Schoolcultureisfocusedonstudentlearningandhighexpectationsandexcellence. Studentbehaviorsareminimizedthroughproactiveplanning. Staffcommunicatestostudentswithaunifiedmessage;mostlyeffective. Sharedresponsibilityandcommunitybuilding;positiveatmosphereanddesiretobuildasuccessful
school. Evenwithstruggles,staffisverylikemindedandsupportiveofeachother Agreatplacetoworkandlearn.
AreasofConcern
LimitedresourcesforbehaviorissuesandSPED. Thecultureoftheschoolisstillaworkinprogress. Buy‐infromstudentsnotascohesiveasdesired.
PartIII:Additionalcomments–MAJORTHEMES
HowwillMUsupportandhelpEAGLECollegePreptoimprove? SPEDisanareathatneedstobeaddressed;caseloadishighanddifficulttomanage.
