2015-2016 annual report...2020/09/15 · 2015-2016 annual report submitted july 27, 2016 revised...

2015-2016 ANNUAL REPORT

Submitted July 27, 2016 Revised October 12, 2016

Larry Casassa, Chair, Sizer School Board of Trustees

Courtney Harter, Executive Director [email protected]

500 Rindge Road | Fitchburg, MA 01420 | Phone: 978-345-2701 | Fax: 978-345-9127 E-mail: [email protected] | Website: www.SizerSchool.org

mailto:[email protected]:[email protected]://www.sizerschool.org/

Sizer School, A North Central Charter Essential School 2 | P a g e Annual Report, July 2016

Table of Contents

INTRODUCTION TO THE SCHOOL 3 LETTER FROM THE CHAIR OF THE BOARD OF TRUSTEES 4 SCHOOL PERFORMANCE AND PROGRAM IMPLEMENTATION 5

Faithfulness to Charter 5 o Mission and Key Design Elements 5 o Amendments to the Charter 6 o Dissemination Efforts 6

Academic Program Success 7 o Student Performance 7 o Program Delivery 9 o Social, Emotional, and Health Needs 11

Organizational viability 12 o Organizational Structure of the School 12 o Teacher Evaluation 12

BUDGET AND FINANCE 13

o FY 2016 Combined Statement of Revenues (income statement) 13 o FY 2016 Statement of Net Assets (Balance Sheet) 16 o Approved School Budget for FY17 17 o Capital Reserve Plan for FY17 19

ADDITIONAL INFORMATION 21

o Appendix A: Accountability Plan Performance 2015-2016 22 o Appendix B: Recruitment and Retention Plan 24 o Appendix C: School and Student Data 36 o Appendix D: Additional Required Information 39

Key Leadership Changes 39 Facilities 39 Enrollment 39

o Appendix E: Coalition of Essential School’s Ten Common Principles 40 o Appendix F: Strategic Adolescent Reading Intervention (STARI) 41 o Appendix G: Tiers of Student Support Services and Interventions 42 o Appendix H: Sizer School Organizational chart 2015-2016 43


Introduction to the School

Sizer School, a North Central Charter Essential School

Type of Charter (Commonwealth or Horace Mann)

Commonwealth Location of School (Municipality)

500 Rindge Road

Fitchburg MA

Regional or Non-Regional? Regional Chartered Districts in Region (if applicable)

Ashburnham, Ashby, Clinton, Fitchburg, Gardner,

Lancaster, Leominster, Lunenburg, Princeton,

Sterling, Townsend, Westminster

(including other towns as space is available)

Year Opened 2002 Year(s) Renewed (if applicable)

2007, 2012

Maximum Enrollment 400 Current Enrollment 400

Chartered Grade Span 7-12 Current Grade Span 7-12

# of Instructional Days per school year

180 Students on Waitlist 40*

School Hours 7:55-2:45 Age of School 14 years

Mission Statement:

Sizer School, a North Central Charter Essential School, is a public school where students are known personally, challenged intellectually, and participate actively in their learning. Guided by its commitment to diversity and inclusiveness, the school seeks to send graduates into the world who THINK for themselves, CARE about others, and ACT creatively and responsibly.

*These numbers are approximate as of July 8, 2016.


July 27, 2016 ATTN: Mitchell Chester, Commissioner Charter School Office Massachusetts Department of Elementary and Secondary Education 75 Pleasant St Malden, MA 02148 Dear Commissioner Chester, The Board of Trustees of the Sizer School, a North Central Charter Essential School, is pleased to present its 2015-2016 Annual Report. This year has marked the start of the newest phase of growth for Sizer. With new leadership and several exciting new initiatives, we are poised to build on our past success in a consistent, sustainable manner. Among the most notable achievements of the past year:

After years of discussion and internal review, Sizer has dramatically shifted its approach to portfolio development, making it a more vital and motivational tool for student growth. Portfolio development has long been a vital element of student academic progress at Sizer and this new approach has reinvigorated attention on critical thinking and student reflection.

Related to the portfolio changes, Sizer has sharpened its focus on curriculum, instruction and assessment to “move students to the center of learning” and has revamped the Junior and Senior Project. In the coming year, these efforts will continue with subject areas, taking a deeper look at 7-12 alignment and scaffolding of expectations, content, and skills.

Starting with the 2016/17 school year, Sizer will be advancing to 1:1 technology – allowing all students to have their own Chrome Book. This, in conjunction with a focus on supporting students to access and become comfortable with their devices, will allow for greater teacher flexibility and will increase access and equity for all students as technology takes a greater role in their lives.

As always, our commitment to the principles that make Sizer a great Essential School remains unwavering. As trustees, we are grateful for the opportunity to foster the continuing engagement of our entire school community in our mission, from our faculty, administrators and staff, to our parents and students. Their dedication and commitment to this mission continues to inspire us, and instills in us the great pride with which we present this report. Respectfully, Larry Casassa Chair – Sizer School Board of Trustees


School Performance and Program Implementation

Mission and Key Design Elements

Sizer School is an Essential School, designed and governed by the Ten Common Principles, found in Appendix E. Each year as Sizer monitors progress and adjusts its educational program for the best success of its students, we are guided by these principles. For the 2015-2016 school year, Sizer addressed many areas, with a particular focus on the following:

1. Portfolio: After several years of action-research and study, Sizer staff undertook a revision of the portfolio process. Over time the portfolio had evolved to feel more like a repository of work rather than a thoughtful compilation illustrating evidence of growth. The staff and students committed this year to a new approach – one that is centered on progress and critical thinking. It is holistic and can include evidence beyond just academic work, it is scaffolded 7-12, and will travel with a student during their time at Sizer.

2. Moving students to the center of learning: Through a comprehensive approach that included looking at instructional practice; sharing of expertise, lesson plans, and student work; and a combination of professional development and supervision and support, all teachers worked to integrate engaging activities and to significantly increase student discourse and thinking through their lessons. This will be a continued focus next year as well.

3. Learning Objectives and Do Nows: Staff continued to articulate learning objectives for lessons, with the goal of greater consistency and understanding for students. As lesson objectives are intrinsically tied to lesson planning and the flow of a class from start to finish, this work dovetailed with the efforts to increase student engagement through moving students to the center of learning.

4. Continued review of data to inform decision-making, with an emphasis on increasing

Tier II instruction for FY17: Longitudinal data on student progress in math and reading is tracked at Sizer. GRADE and GMADE, along with MCAS/PARCC, Accuplacer data, quarterly and semester grades, and internal benchmarks guide and inform the success of Sizer’s program. Data is used to identify student needs and support scheduling students for greatest success, but it is also used to see patterns for the whole school. This data has shaped the math department structure, for example, and has led to additional staffing and class offerings to meet all students’ needs. Similar work has been done around literacy, and has resulted in the introduction of a new research-based approach to literacy called STARI, the Strategic Adolescent Reading Initiative. As reported on the STARI website, “STARI is a literature-focused, Tier II intervention for students in grades 6-9 who are reading 2-4 years below grade level. Using research-based practices and highly engaging texts, STARI addresses gaps in fluency, decoding, reading stamina, and reading comprehension, aiming to move struggling students to higher levels of proficiency at the end of one year. STARI actively engages students in discussions of cognitively challenging content aligned to the

Faithfulness to Charter


Common Core and other 21st century standards.” Additional information on this program can be seen in Appendix F.

5. Coordinated Program Review: This year Sizer undertook the Coordinated Program Review for Special Education, English Language Learners, and Civil Rights. Preparation for this review, and the visit itself, allowed Sizer to dive deeply into our program and to get outside perspective. Sizer successfully completed the review, and is prepared to address any issues, if raised, in the final report.

Amendments to the Charter:

Date Amendment Requested Approved? None

Dissemination Efforts:

Sizer School’s dissemination strategy is one of partnership, relationship-building and resource sharing. Efforts are made each year to connect with area school leaders and city officials. We see these relationships as a way to open the door for idea sharing, collaboration and dissemination of best practices. Dissemination efforts from 2015-2016 included:

Charter School instructional methods and best practices: New Teacher Collaborative (NTC Program, Devens, MA): This program was developed to introduce new or veteran teachers to the Essential School methods of instruction. Teachers spend a year teaching at Sizer School and receive all instructional training and professional development, then go to other schools for permanent teaching positions.

Result: Any teachers participating in the NTC program will use the lesson plans or materials from their time here as reference materials to shape their teaching practices at future schools. Board of Trustees Management: Sizer’s Associate Director of Executive Operations routinely collaborates and shares best practices and training for the school’s Board on Track management system.

Result: The Associate Director shares any available trainings, documents, or practices relating to the best use of the board management system Board on Track with other charter schools. As well, she collaborates with Board on Track to help make their platform more useful to all charter schools. Technology Integration: A group of teachers and staff from local schools have either toured Sizer’s 3D printer and Maker Bot printer with Sizer’s Technology Coach, and practiced using and servicing the printer, or have consulted with Sizer for implementation and lesson ideas.

Result: Visitors got hands-on practice with the NVbot and Maker Bot printers, and were given sample lesson plans and materials. These lessons were also made available on the school website.


Curriculum collaboration with Tufts University: Sizer staff has been working with the Tufts University k-12 outreach to help them develop and test lesson plans that will eventually go into classrooms across the state. Linda Tarantino, Technology Coach, visited Tufts and worked with them on their DNA Microbiome Sequencing lessons, which was piloted at Sizer this spring.

Result: The curriculum being developed in collaboration with Tufts will eventually be available to classrooms at other schools in Massachusetts. Senior Project Curriculum: Our senior team shared practices and information with the counselors at the Advanced Math and Science Academy Charter School, as they considered changing their capstone senior project.

Result: Our 10-12 Guidance Counselor and Director of Curriculum shared samples of our pathways, proposals, and guidelines with AMSA. Senior Product Night: This year at the school’s Senior Product Night, the cumulative assignment for seniors, a group of community leaders, business professionals, and educators were invited to tour the Product Night and learn about Sizer’s curriculum and assessment. The guests were welcomed back to see the senior projects at the end of the year.

Result: Participants gained greater exposure to our program, and students and participants both gained increased understanding of the Senior Project and their connections to the workplace and further learning.

Peer Mediation Program: Sizer welcomed students and faculty members from the Parker Charter School to observe and learn from the Sizer Peer Mediation Program through “Booster Shot” training for current mediators and several demonstration trainings with role plays of various conflicts. Anthony Montesion also joined the group to explain his role as Sizer’s Dean of Students, the school’s Restorative Conferencing, and the support of the Student Services Team in managing conflicts and providing support to students.

Result: The visitors from Parker were given sample practices from the mediation program and emailed information about the program.

Student Performance

A. The Massachusetts Department of Elementary & Secondary Education 2015 Report Card for Sizer School, A North Central Charter Essential School, can be found at:

http://profiles.doe.mass.edu/reportcard/SchoolReportCardOverview.aspx?linkid=105&orgcode=04740505&fycode=2015&orgtypecode=6&

The Sizer board has worked diligently over the past two years to evaluate both board and school structure and make appropriate changes. Together with a new administrative team, we are

Academic Program Success

http://profiles.doe.mass.edu/reportcard/SchoolReportCardOverview.aspx?linkid=105&orgcode=04740505&fycode=2015&orgtypecode=6&http://profiles.doe.mass.edu/reportcard/SchoolReportCardOverview.aspx?linkid=105&orgcode=04740505&fycode=2015&orgtypecode=6&


confident that the core values that guide Sizer's curriculum and culture will result in the ability to improve critical scores in both state- and school-level outcomes. B. Sizer’s performance on internal and external assessments other than MCAS or PARCC for 2015-2016: Sizer is committed to supporting all students to be proficient readers, writers, and mathematicians who are prepared for the rigors of college. Some highlights of Sizer School students’ pre- and post-assessment results of the standardized Group Mathematics Assessment and Diagnostic Evaluation (G-MADE), the Group Reading Assessment and Diagnostic Evaluation (GRADE), the PSAT, and the Accuplacer are below. These data represent student growth for the 2015-2016 school year. Growth Scale Value is a direct measure of the growth in ability level and skills measured by the GMADE and GRADE tests. Positive growth as measured by this GSV means that students are making appropriate growth. Sizer’s percentages are in the eighties for both GMADE and GRADE – this demonstrates consistent and measurable growth by the majority of our population.

The Stanine Scale ranks each student against their peers nationally. Students are assigned one of nine stanine levels based on their performance. (Stanine 1 represents the bottom 4% of all testers and Stanine 9 represents the top 4%) Sizer sees above fifty percent of its students gain at least one stanine in performance on both GMADE and GRADE. This demonstrates that the majority of our students are either catching up or surpassing their peers on these tests, and indicates that our literacy and math instruction are supporting student achievement.

Middle School Pearson GMADE™

(Group Mathematics Assessment and Diagnostic Evaluation) 2015 – 2016 Pre and Post Tests, n = 128

% of students who saw positive growth as measured with the GSV, Growth Scale Value

% of students who climbed at least 1 stanine compared with peers on the nationally

normed test 81% 63%

Middle School Pearson GRADE™ (Group Reading Assessment and Diagnostic Evaluation)

2015 – 2016 Pre and Post Tests, n = 140 % of students who saw positive growth as

measured with the GSV, Growth Scale Value % of students who climbed at least 1 stanine

compared with peers on the nationally normed test

82% 54%

PSAT Test Results 10/2016, Class of 2017, Fall of their Junior Year

Score Range on the new PSAT: Combined: 320 – 1520, Subsections: 160 – 760, n=53 Average

Combined Score

Average Score English, Reading

& Writing (ERW)

Average Score Math

% of Students meeting ERW College Readiness Benchmark

% of Students meeting Math

College Readiness Benchmark

989 500 489 84% 43%


Accuplacer Test Results 6/2015, Class of 2016, Spring of Junior Year Scores for Class of 2017 not available at this time, n=29

% Placing into college-level English % Placing into college-level Math

55% 41%

Program Delivery

Instructional Practice Sizer School strives to provide high quality, engaging instruction that ensures all students will attain

mastery of the school’s learning goals, the content standards, and essential work habits. The Coalition of

Essential Schools (CES) principles of ‘Using One’s Mind Well’ and ‘Student as Worker, Teacher as

Coach’ define instructional priorities. The CES principles of ‘Personalization’ and ‘Goals apply to all Students’ mandate a level of knowledge of individual learners including developmental and proficiency

levels.

Several research-based approaches are identified as ‘Sizer Practice,’ and ongoing professional learning is provided to help teachers use these practices effectively. The Sizer instructional practices include use of daily learning goals provided at the beginning of every lesson in writing as well as orally and revisited throughout the lesson to assure student understanding. Daily agendas are provided for students to reference, and ‘Do Now’s’ are used as a regular routine across the school to help students transition to new learning and take responsibility for their learning. Every Sizer teacher has trained in the Sheltered English Immersion (SEI) strategies as well as KEY’s to Literacy and is expected to use these strategies throughout their lessons. It is a Sizer expectation that ‘Essential’ questions will guide the inquiry that is expected to be the core of all learning experiences. As the staff composition changes over time, these practices need to be revisited. This past year in an effort to deepen these practices, staff developed a set of guiding questions that more clearly defined the standards for good daily learning goals and effective ‘Do Now’s.’ They also participated in professional learning about the use of essential questions and practices for engaging students in reflection as part of the learning experience. At the beginning of the 2015-2016 school year, the Collaborative leadership Team, with support from the wider staff, identified a professional practice focus to guide the school’s professional learning for the school year and beyond. The learning addressed the CES fifth Common Principle –Student as Worker, Teacher as Coach. The work was framed by the question - How do we effectively structure learning opportunities that place students at the center of the learning experience and teachers as coaches of the growth process? Professional staff developed a shared definition and spent the year reading articles, viewing videos of classrooms modeling the practice, developing lessons that were student centered and sharing the work with colleagues for feedback, reflection, and revision using structured protocols. A priority for this work this year was focused around the new portfolio process. It was also the area that experienced the most tangible growth. (See the following section in Assessment for more details in how the school worked to bring students to the center of the portfolio process.) Portfolio Assessment Portfolio assessment has been one of the cornerstones of Sizer’s educational program since the beginning and a key way that the school addressed the 6th Common Principle, Demonstration of Mastery. Students have been expected to demonstrate mastery of all grade-level Learning Goals. In


2011/2012 these goals were revised to ensure a ‘Less is More’ approach as well as vertical alignment of these standards for grades 7-12. Grade-level portfolio project maps were created to ensure that students were offered varied and frequent opportunities to show evidence of mastery of these most essential Learning Goals (10 in middle school; 11 in high school). These learning goals apply to all students, and until the 2015-2016 school year, each student’s progress toward mastery of the Learning Goals was monitored in Advisory through ongoing development of portfolios, which are presented to families twice each year. In 2014, a work group formed to assess the portfolio process. One of the findings was that the original intent of portfolios had been lost. The decision was made to assess the Learning Goals within the experience of coursework, rather than in the portfolio. During the 2015-2016 school year, prompted by the school’s focus on moving students to the center of their learning, the portfolio shifted from a process focused on mastery to a process focused on growth. The portfolio is also now defined as multi-year process rather than a single year practice. Students were given the option to develop portfolios digitally rather than using the traditional three ring binder format. This vision opens limitless possibilities. Students were given much more discretion about what went into the portfolio, encouraged to evaluate their work as evidence of growth, and prompted to dive deep rather than broad. The 2015-2016 school year was a year of great growth for both faculty and students as this process took shape. Four guiding questions were developed as the pillars of this more student-centered portfolio process.

o Who am I? o What is the evidence of my growth? o How am I taking charge of my own life? o How do I take what I have learned and create something new?

Using these four pillars as the foundation, grade-level teams developed parameters for mid-year and end of year portfolio presentations. Both the 7th and 11th grade teams piloted formats in which the portfolio presentations became community based experiences rather than resembling the more traditional teacher conferences. The 7th grade invited families to observe students engaged in seminars about their work with their peers. The 11th grade formed peer feedback teams and students shared their work with small groups of other students who discussed and gave feedback on the work.

Overall this new approach was well received by parents, students, and staff. One student summed up the experience in the following way, “At first I did not like the new portfolio. You used to tell me exactly what I needed to put in it, I put the stuff in that you told me to, and then I was good to go. Sure it was stressful, but I didn’t really have to think too much about it. But this year I realized what kind of person I will end up being if I’m always just doing what I’m told rather than trying to figure it out for myself and making my own choices and decisions. Now I like this way better.”

Technology Integration As student instruction in technology has increased in our classrooms, the need for additional professional development became a priority. Next year Sizer will roll out a 1-1 laptop initiative that will assign a ChromeBook to each student for his/her exclusive use throughout the year. The goals for this initiative include improving curriculum and instructional opportunities; increasing supports for diverse learners, preparing students for 21st Century college and career expectations, building technological capacity, and allowing the portfolios to become digital.


Social, Emotional, and Health Needs Sizer School welcomes and is committed to supporting students with diverse needs. We train advisors as the core of our relationship-building with students, equip staff with tools and understanding of a variety of student needs, and allocate resources to our Student Services Team as necessary for student success. In 2015-2016, Sizer increased support for students through the addition of a Student Support Paraprofessional/In School Suspension Coordinator position. This position, combined with the Fiscal Year 2015 addition of an adjustment counselor, has made an extraordinary difference at Sizer School. Changes in practice have included additional steps and supports before removal from school/suspension; additional support for teachers, connections from school to home, additional wraparound resources, etc. Specifically, the Student Service Paraprofessional supervises students and also communicates with teachers to ensure students have class work in a timely fashion. Additionally, this position has allowed further support to be offered in the classroom, thus increasing students’ time on learning and decreasing lost instructional time for disruptions. Sizer School’s discipline process continues to include restorative justice practices. Restorative conferencing continues to help students work through disciplinary incidents with teachers and peers. This year, Sizer School has implemented additional reflection periods during lunches and continues to further develop its use of In School Suspension as a supplement to restorative practices. Additionally, Sizer has been identified as a school with some disparities in its rate of discipline for students with disabilities and students of Hispanic descent. Our data from 2015-2016 demonstrates significant improvement. Sizer will join a cohort of Massachusetts schools in DESE’s Professional Learning Network to continue to monitor and make progress in this area.

For the 2016-2017 school year, Sizer has hired a new Director of Specialized Instruction, and her work will focus on continuing to build Sizer’s ELL and Special Education program, with a particular focus on reviewing the structures and use of Learning Specialists and increased full staff training on understanding and teaching students with diverse needs. Lastly, as discipline and attrition are often linked, a team comprised of the Executive Director, Principal, Director of Specialized Instruction, and the Dean will take part in Department of Elementary and Secondary Education’s Professional Learning Network on behavior approaches. This is also the focus for Sizer’s continuing work with the Massachusetts Charter School Association Model Demonstration Schools project. As a member of that project, Sizer will receive coaching and technical assistance throughout the year as we implement new strategies and monitor progress.

Please see Appendix G the document, Tiers of Student Support Services and Interventions, for a graphic organization of Sizer School’s supports and interventions in response to students’ diverse needs.


Organizational Structure of the School In June 2015, the Sizer School Board of Trustees voted to approve a new organizational chart (Appendix H). This was based on feedback and advice from the Clarus Group, an outside consulting firm. Their suggestion was to change to a one Principal structure, with a Director of Specialized Instruction and a Director of Curriculum & Instruction. This year at midyear the Director of Curriculum & Instruction position was eliminated. The coaches within the school are now dividing that leadership position – they will be the leaders for ELA and Math, and will support the department heads of social studies and science. With a year working under this new structure, Sizer will assess the successes and challenges of this new organizational chart. Depending on the findings of that review, a revised organizational chart may be proposed.

Teacher Evaluation Teacher supervision, support, and evaluation Sizer School adopted the Massachusetts Model System for Educator Evaluation in 2011. This resulted in shared language and operationally-defined learning targets for all Sizer School educators. The system has guided evaluation since, and Sizer has implemented the Massachusetts model with fidelity. This year, in a move to reflect ‘Less is More’, Sizer staff identified 10 power standards, a subset of the evaluation rubric that represented the most critical to effective teaching and the ones best aligned with Sizer’s goals for the year. Changes were made in an effort to deeply interact with each staff member through the supervision and evaluation process. The 10 standards are: 1) Subject Matter Knowledge, 2) Rigorous, Standards-based Unit Designs, 3) Variety of Assessment Methods, 4) Sharing Conclusions with Students, 5) Student Engagement, 6) Meeting Diverse Needs, 7) Collaborative Learning Environment, 8) High Expectations, 9) Reflective Practice, and 10) Goal Setting. These became the focus for professional evaluations for the school year. Staff who participated in the process this year reported that it was useful and supported their development as educators. Additionally, as an acknowledgement of new leadership and a large cohort of new teachers, Sizer elected for 2015-2016 to focus supervision and evaluation on new teachers. In 2016-2017, school leadership will establish a structure and process that will allow all staff to participate in the evaluation process again. The structure reflects the new Organizational Chart being developed to streamline and clarify leadership roles and responsibilities. The evaluation process will involve team leaders, instructional coaches, the Principal and the Executive Director.

Organizational Viability


Budget and Finance

A. Unaudited FY16 Combined Statement of Revenues, expenses, and changes in net assets (income statement):

SIZER SCHOOL INCOME STATEMENT

FOR THE TWELVE MONTHS ENDING JUNE 30, 2016

FY16 Approved

Budget

Unrestricted Y-T-D

Expended Balance

Remaining

% Received / Spent

REVENUE & TRANSFER

State Tuition

3,938,805

3,938,805 0 100.00%

State Facilities Aid

317,456

317,456 0 100.00%

Federal Grants

175,903

176,694 791 100.45%

State Grants

1,500

1,500 0 100.00%

Nutrition Program - Federal

92,381

92,382 1 100.00%

Nutrition Program - State

2,206

2,206 0 100.02%

Nutrition Program - Meals

41,558

43,467 1,909 104.59%

Nutrition Program - A la Carte

998

1,038 40 103.96%

Student Activities

48,080

45,416 (2,665) 94.46%

Contribution - In-kind

-

6,200 6,200

Contribution - Foundation

38,085

38,085 0 100.00%

Medicaid Reimbursement

5,042

5,042 0 100.01%

Interest Income

3,161

3,213 52 101.66%

Regional Transportation

804

804 0 100.00%

Athletic Fees

22,670

29,651 6,981 130.80%

Misc Income

33,186

33,489 303 100.91%

Capital Donations

6,783

6,783 0 100.00%

TOTAL REVENUES 4,728,618 4,742,232 13,614 100.00%


ADMINISTRATION

Board of Trustees

6,450

6,028 (423) 93.45%

School Leaders

101,500

101,897 397 100.39%

Business & Finance

66,475

65,860 (615) 99.08%

Human Resources

26,613

24,789 (1,824) 93.15%

Legal Services

4,400

4,663 263 105.97%

Info Management & Technology

112,150

102,091 (10,059) 91.03%

Development

37,850

35,171 (2,679) 92.92%

Other Administration

174,857

160,768 (14,089) 91.94%

TOTAL ADMINISTRATION

530,295

501,267 (29,028) 94.53%

INSTRUCTIONAL SERVICES

Instructional Leadership

390,192

384,849 (5,343) 98.63%

Classroom Salaries

1,942,465

1,945,199 2,734 100.14%

Other Teaching Services

184,270

180,733 (3,537) 98.08%

Professional Development

25,557

16,353 (9,204) 63.99%

Guidance, Psychological & Testing

308,269

295,396 (12,873) 95.82%

Materials, Equipment & Technology

118,743

89,773 (28,970) 75.60%

TOTAL INSTRUCTIONAL SERVICES

2,969,496

2,912,304 (57,192) 98.07%

PUPIL SERVICES

Salaries

86,158

80,166 (5,992) 93.05%

Health Services

13,631

13,889 258 101.89%

Student Transportation

4,500

5,394 894 119.87%

Food Services

127,682

116,402 (11,280) 91.17%

Athletics

89,529

87,285 (2,244) 97.49%

Afterschool Program

23,440

20,136 (3,304) 85.90%

TOTAL PUPIL SERVICES

344,940

323,272 (21,668) 93.72%


OPERATION & MAINTENANCE OF PLANT

Salaries

150,232

146,439 (3,793) 97.48%

Utilities

112,050

118,260 6,210 105.54%

Maintenance of Buildings & Grounds

77,370

52,662 (24,708) 68.06%

Maintenance of Equipment

33,200

32,963 (237) 99.28%

Networking & Telecommunications

4,635

2,375 (2,260) 51.24%

Depreciation

80,000

78,291 (1,709) 97.86% TOTAL OPERATION & MAINTENANCE OF PLANT

457,487

430,989 (26,498) 94.21%

BENEFITS & OTHER FIXED CHARGES

Teacher's Retirement 700

687 (13)

Fringe Benefits 335,233

327,719 (7,514) 97.76%

Insurance (non-employee)

26,726

26,726 0 100.00%

Rental/Lease of Equipment

38,741

36,441 (2,300) 94.06%

Rental/Lease of Buildings & Grounds

25,000

25,000 0 100.00% TOTAL BENEFITS & OTHER FIXED CHARGES

426,400

416,573

(9,827) 97.70%

TOTAL EXPENSES

4,728,618

4,584,405

(144,213) 96.95%

TOTAL REVENUES

4,728,618

4,742,232

TOTAL EXPENSES

4,728,618

4,584,405

SURPLUS/DEFICIT

-

157,827

PREPARED BY: Brenda Jones, Director of Finance


B. Statement of Net Assets for FY16 (balance sheet):

ASSETS

Current Assets CASH - ENTERPRISE 282789 $306,855.50

CASH - ENTERPRISE 477141 868,193.03 CASH - ENTERPRISE 764841 401.30 CASH - CAPITAL RESERVE 816582 178,691.58 CASH -PETTY CASH 1,000.00 RECEIVABLE - MISCELLANEOUS 6,201.33 RECEIVABLE - GRANTS 3,022.07 RECEIVABLE - NUTRITION 4,936.26

Total Current Assets

1,369,301.07

Property and Equipment FA - BUILDING/LEASEHOLD IMPROV 34,082.00

FA AD - BLDG/LEASEHOLD IMPROV (6,427.02) FA - COMPUTER EQUIPMENT 107,680.00 FA AD - COMPUTER EQUIPMENT (53,026.67) FA - FURNITURE & FIXTURES 131,640.30 FA AD - FURNITURE & FIXTURES (35,520.77) FA - OTHER EQUIPMENT 75,829.98 FA AD - OTHER EQUIPMENT (21,997.79)

Total Property and Equipment

232,260.03

Other Assets

Total Other Assets

0.00

Total Assets

$1,601,561.10

LIABILITIES AND CAPITAL

Current Liabilities W/H SECTION 125 MDV $2,156.61

ACCRUED PAYROLL 322,708.61 ACCRUED EXPENSES 46,878.53 DEFERRED - GRANT 2,980.71 DEFERRED - MISCELLANEOUS 24,638.32

Total Current Liabilities

399,362.78

Long-Term Liabilities


Total Long-Term Liabilities

0.00

Total Liabilities

399,362.78

Capital Beginning Balance Equity 794,990.48

RETAINED EARNINGS 249,381.16 Net Income 157,826.68

Total Capital

1,202,198.32

Total Liabilities & Capital

$1,601,561.10

C. Approved School Budget for FY17:

This FY17 Budget was approved by the Board of Trustees at the May 9th, 2016 meeting.

SIZER SCHOOL

APPROVED FY17 BUDGET

REVENUE & TRANSFER

State Tuition (359 @ $11,165)

4,008,235

State Facilities Aid (359 @ 893)

320,587

Federal Grants

120,000

Nutrition Program - Federal

95,000

Nutrition Program - State

2,000

Nutrition Program - Meals

28,890

Nutrition Program - A la Carte

932

Contribution - Foundation

42,032

Medicaid Reimbursement

5,042

Interest Income

2,400

Athletic Fees

18,000

Misc Income

3,000

TOTAL REVENUES

4,646,118


ADMINISTRATION

Board of Trustees

6,600

School Leaders

124,500

Business & Finance

67,823

Human Resources

25,707

Legal Services

8,000

Info Management & Technology

104,362

Development

39,832

Other Administration

187,949

TOTAL ADMINISTRATION

564,773

INSTRUCTIONAL SERVICES

Instructional Leadership

382,462

Classroom Salaries

1,897,542

Other Teaching Services

184,053

Professional Development

5,750

Guidance, Psychological & Testing

322,367

Materials, Equipment & Technology

85,490

TOTAL INSTRUCTIONAL SERVICES

2,877,664

PUPIL SERVICES

Salaries

97,174

Health Services

7,732

Student Transportation

8,000

Food Services

123,001

Athletics

90,397

Afterschool Program

7,850

TOTAL PUPIL SERVICES

334,154


OPERATION & MAINTENANCE OF PLANT

Salaries

163,689

Utilities

129,115

Maintenance of Buildings & Grounds

170,559

Maintenance of Equipment

15,000

Networking & Telecommunications

5,300

TOTAL OP & MAINTENANCE OF PLANT

483,663

BENEFITS & OTHER FIXED CHARGES

Fringe Benefits

344,594

Insurance (non-employee)

27,528

Rental/Lease of Equipment

13,741

Rental/Lease of Buildings & Grounds

1

TOTAL BENEFITS & OTHER FIXED

385,864

TOTAL EXPENSES

4,646,118

TOTAL REVENUES

4,646,118

TOTAL EXPENSES

4,646,118

SURPLUS/DEFICIT -

D. Capital Reserve Plan for FY17:

As with any new building, our major concern is to maintain the structure in “as new” condition as possible. Sizer contracted with Mirick & Daniels to conduct a Life Cycle Reserve Cost Analysis in April, 2015. The goal was to create a document that would capture the lifespan of various building equipment and the associated costs with replacement, projected out over 30 years. The intent was to assure the Foundation landlord that we would reserve funds to make the necessary repairs as stated in our Triple Net lease. In an effort to back track to Day 1 of Sizer’s residence, the Board of Trustee voted to transfer $178,558 into a separate account, known as the Capital Reserve Account. Each year, a transfer will be made to that account in the amount calculated by the Plan.


Parking Lot Expansion Sizer School is undertaking a capital project to expand our current parking on site. This work will begin approximately July 1 and will end in early August, prior to teachers returning to work. We anticipate this work to add up to 30 new spaces, and it will cost approximately $63,875. These funds have been approved by the Board from Net Assets unrestricted funds. The balance of Sizer’s retained earnings as of June 30, 2015 was $790,093. We anticipate an additional $235,000 to be added to that unrestricted balance based on FY16 surplus. Additional capital expenditures have been made throughout the year, to include the above stated Capital Reserve Plan, Leasehold improvements such as the security surveillance system, and facilities maintenance equipment. We expect a remaining balance in unrestricted capital of $731,667 at the end of FY16 and the completion of the parking lot expansion project.


APPENDICES


Appendix A

Accountability Plan Performance 2015-2016 Faithfulness to Charter 2015-2016 Evidence

Objective: SIZER SCHOOL Students can think for themselves and are expected to participate actively in their own education. Measure: 95% of students enrolled in the school from 7th grade to 10th grade achieve proficient or advanced on the 10th grade Math MCAS.

NOT MET

93% of students achieved this measure (from 2013 7th grade 1% advanced to 2016 10th grade 64% advanced)

Measure: 95% of students enrolled in the school from 7th grade to 10th grade achieve proficient or advanced on the 10th grade ELA MCAS.

MET

2015-16: 100% of students achieved this measure (from 2013 7th grade 19% advanced to 2014 10th grade 71% advanced)

Measure: Each year 95% of 11th grade students, who have been with the school for at least three years, meet the requirements of Junior Exhibition and pass into 12th grade.

NOT MET

91% of the 11th grade students who met the requirements for Jr. Exhibition were

eligible for promotion to the 12th grade.

Measure: 95% of 12th grade students, who have been with the school for at least three years meet the requirements of Senior Project and graduate with their class.

MET 95% of the Seniors met the requirements of Sr. Project and graduated.

Measure: 100% of Sizer School students have individual learning plans as documented by portfolio conference guides.

MET 100% of Sizer School Students have ILP as documented by teachers.

Objective: SIZER SCHOOL Students are challenged intellectually

Measure: Sizer School exceeds the national average of student participation in advanced math and science (physics, chemistry, pre-calculus, calculus, statistics,) in grades 11-12 as per data collected by the National Science Foundation (NSF) or some other equally reliable source each year

MET

92.1 % of 11th and 12 graders participated in advanced math (algebra 2 or higher) According to the NSF Science and Engineering Indicators 2016, 69.9% of Juniors in the USA are enrolled in Algebra 2 or higher by their Junior Year

Academic Program Success 2015-2016 Evidence Measure: Each year 95% of Sizer School students are promoted to the next grade level having demonstrated mastery of all grade level learning goals as captured in the advisory based portfolio process and having demonstrated successful completion of all course requirements (1)

MET 96% of all Sizer School students were promoted due to demonstration of mastery in their grade level.

Measure: 90% of students and 95% of families agree that Sizer School provides an appropriate level of intellectual challenge as measured on the school’s annual climate survey.

PARTIALLY MET

Question #8 on midyear Student Survey: 98% agree Question #12 on EOY Parent Survey: 99% agree


Organizational Viability 2015-2016 Evidence

Objective: Sizer School Students are known personally.

Measure: 90% of families attend three advisory meeting days throughout the year to review student work and build relationships with their student’s advisor.

MET

Start of year, midyear and year-end portfolio meetings are required of all students. 93% of students attended

advisory meetings days with their families.

Objective: Sizer School is committed to diversity and inclusiveness

Measure: The school’s enrollment of special education, ELL, high risk, and free and reduced students are at or above the mean of the school’s sending district schools as measured by the DESE CHART tool.

MET

Category Sizer Comp Special Ed 19.7% 11.7% ELL**** 1.7% 0 .9 % High Risk 43.1% 27.9% Low Inc. 28.5% 16.2%

Measure: 90% of students and families agree that Sizer School policies and practices reflect commitment to diversity and inclusiveness as measured in the school’s annual climate survey.

PARTIALLY MET

Question 5 on midyear Student Survey: 99% agree Question #4 on EOY Parent Survey: 99% agree

Objective: Sizer School Students care about others and act creatively and responsibly.

Measure: 95% of families agree that Sizer School is a safe school as measured in the school’s annual climate survey.

MET Question #5 on EOY Parent Survey: 100% agree

Measure: 90% of Students agree that Sizer School is a safe school as measured in the school’s annual climate survey.

PARTIALLY MET

Question #6 on midyear Student Survey: 99% agree


Appendix B Charter School Recruitment and Retention Plan

END

2016-2017 Recruitment Plan

School Name: Sizer School, a North Central Charter Essential School

Date: June 7, 2016, Revised October 12, 2016

2015-2016 Implementation Summary

Sizer School focuses on building positive relationships with students and families in our school and community. Over the past five years, we have focused effort on increased awareness of Sizer’s program. This has primarily been done through community presence, building relationships locally, and consistent contact with the press. Each year of the charter term we have seen increased intent to enroll forms, and Sizer has maintained or increased enrollment annually. Sizer is committed to equity, and as such has made specific efforts to ensure that our enrollment is demographically similar to our sending districts. We have been successful in most areas, and we will continue to work towards parity or greater in all demographics. Sizer’s strategies are successful in most areas when compared to the state average and in all areas when compared to the comparative index. Several recruitment strategies that we have found particularly successful involve face-to-face interactions with families and agencies. Sizer’s Recruitment and Communication Coordinator regularly attends community events, fairs, and celebrations. In addition, Sizer hosts free community events and extends invitations to interested students and families, and community members. These include cultural opportunities such as drama or dance productions, sports events, and academic exhibitions such as Senior Product Night and eighth grade Renaissance Faire. These events provide a window into Sizer’s practice and culture – the hallmarks of the school. Sizer has also increased its media presence this year, utilizing Facebook, updating the website regularly, and connecting with the press on exciting projects and happenings at Sizer.


General Recruitment Activities

Information booths: Sizer School sets up information booths at area city and town festivals and events that attract a large number of families, including: the annual 4thof July block party, Kids Fest at Wachusett Mountain, the Johnny Appleseed Arts & Cultural Festival, and the Family School Community Coalition Resource Fair, LUK Youth Summit, a Leominster Church Back to School Fair, YMCA Family Day, Kid’s Day during Parks Week, Family Resource Center’s Family Fun and Dinner Night, Annual Winter Benefit, First Parish Church Thanksgiving Dinner, Boy’s and Girl’s Club (B&GC ) annual Art Exhibit, B&GC family dinner, Fitchburg Breakfast with Santa, the Townsend Craft Fair, Kid’s Day at Leominster Public Library, the Leominster Starburst Celebration and the Juneteenth Festival.

Getting to know Sizer: Sizer conducts information sessions several times throughout the year, and runs tours every month. We also host short information sessions at area middle schools, public and parochial, to inform scholars and families that we are an option; and hold Shadow Days where interested students can come and experience a half-day at the school before enrolling. We offer free community family fun events at our amazing new location such as Sizer’s October Screamfest, which features family fun activities as well as chorus and dance performances; free or low cost choral performances, theatre arts performances, multicultural night celebrations, and others, that are open to our school community and to our greater community as well. If there is a cost associated, it is usually as a fundraiser for that club or a specific school group. If families are interested but unable to afford entrance, we invite them to attend either way.

Communication and outreach: We utilize the website, the weekly newsletter, Facebook and twitter to stay connected to current and prospective families. These mediums are also used to update, inform and inspire. We have information pamphlets and business cards distributed at various after-school programs and businesses that attract our target audiences, including but not limited to, the YMCA, Boys & Girls Club, Cleghorn Neighborhood Center, Family Resource Center, area karate, dance and gymnastics centers, the area health clinic waiting room, dental and pediatric offices, church youth groups and the local libraries. All materials are provided in English and Spanish for our interested families. We advertise the Information Sessions and Tours at these places, via social media and through general mailings. We have advertised and submitted press releases and student stories in the local and area newspapers as well as on FATV, the Fitchburg Public Access Channel. We have also joined several coalitions and groups where many businesses and agencies are represented. During these meetings we are able to speak to the entire group and pass out materials. Some of the groups are the North Central Chamber of Commerce, the Shriver Community Relations Group, the Family School Community Coalition and the Twin Cities Community Partnership.

Recruitment Plan –Strategies List strategies for recruitment activities for each demographic group.

Demographic Group

Strategies

Special education students

Sizer School’s percentage of scholars with special education needs (students with disabilities) is above the state and the comparison index. We are committed to maintaining an average of at least 15% special education students. We are currently at 19.7 %. The strategies that we have employed during this past school year and will continue to use include: Highlight success rates with special education students in recruitment materials and in our annual

reports. Continue to place recruitment information in locations specified by the Federation for Children with

Special Needs like Flying High Farms in Lunenburg, LUK, Inc. in Fitchburg, the Multi-Cultural Center in Fitchburg, and the Family School Community Coalition.

Provide materials at local libraries that host support groups and meet-ups for families with children with special needs.

Attend events hosted by agencies that work with and for families with children who that who have special education needs.


Limited English-

proficient students

Sizer School’s percentage of scholars who are limited English Language Learners is above the comparison index, however it is significantly lower than the district in which we reside, Fitchburg. Sizer is committed to increasing our percentage of ELL scholars enrolled. Sizer is currently at 1.7%, a slight increase from last year. We continue to improve strategies for identifying ELL students and ensuring that they are processed and serviced accordingly. The following includes the recruitment strategies we have employed and additional strategies we will use this year: Sizer has produced a promotional video, which will be distributed for use at FATV and other local

community access television stations. This video is in English and Spanish. Sizer’s new Principal is bilingual and will play a sizable role in recruitment, hosting enrollment

information nights throughout the year. Sizer is increasing the number and diversity of student ambassadors, and will be utilizing their

stories and experiences as part of introducing Sizer to families. They will also be available to support tours and student visit days.

Sizer has restructured its website to increase accessibility for families to information about all programs and enrollment. Particular attention was paid to ensure greater ease of finding materials in Spanish. See examples here: https://www.sizerschool.org/content/enroll.

Build and/or maintain partnerships with agency staff and leaders serving the Hispanic and Hmong community in our region who distribute our information.

Print brochures and recruitment flyers in both English and Spanish and distributes them to local agencies, businesses and churches with predominantly Spanish-speaking clientele or congregations, such as the Spanish American Center and the Family Resource Center.

Translate important information on our website to include Spanish pages. Provide families with the Google Translate tool on our website. Leave brochures and information at NewVue Communities (formerly the Community Development

Center) of Fitchburg and Leominster that assist families with housing, business ownership, and home ownership in the Twin Cities. They now include our school in their listings of great schools in the area for new families.

Students eligible for free

or reduced lunch1

Sizer School’s percentage of scholars who are low income is greatly above the state and the comparison index. We recognize that the state has recently changed how they determine low income status as compared to previous years. This year we are at 28.5% of low income status students, in accordance with the CHART statistics. That is still above the state and comparative index. According to our records, combining the number of students who are FDC, and those who qualified as free or reduced lunch, we are at 47% of our entire student body. Here are the strategies that we have employed during this past school year and will continue to use: Provide information and brochures at the House of Peace and Education in Gardner, MA that

predominantly serves low-income families. Exchange brochures with area agencies serving low-income youth such as the YMCA, Boys & Girls

Club, LUK Crisis Center, neighborhood centers, etc. Exchange brochures and information with are food pantries and free after school programs for low-

income families. Leave brochures at local shelters and social service agencies. Host Information Sessions and leave brochures at local low-income residential housing areas such as

Green Acres and Riverside. We have also participated in fairs that are held at the housing area, where we provide a fun activity and school information. We also give out some school supplies, pens, pencils and folders.

Partner with and leave information about the school at the local Transition Office and MOC Center (both are places where families can access food stamps and benefits)

Leave brochures at the Community Health Centers where families can apply for Mass Health Insurance and area pediatric and dental offices that accept Mass health.

https://www.sizerschool.org/content/enroll


Students who are sub-

proficient

Here are the strategies that we have employed during this past school year and will continue to use: Mail out a letter to families in the towns it serves, especially in the low-performing districts,

highlighting its MCAS success and sharing data and cohort information. We emphasize smaller classroom sizes and the more personalized academic attention. Leave brochures at local libraries and other agencies where tutoring occurs. Host Information Sessions and leave brochures at local residential housing areas such as Green

Acres and Riverside. Leave information and brochures with our MCAS success at area locations that provide tutoring, i.e.

the Boys and Girls Club, libraries, and the Family Resource Center.

Students at risk of

dropping out of school

Sizer School has cultivated strong relationships with area social service agencies including the police departments, fire departments, Montachusett Occupational Council (MOC), the Department of Transitional Assistance, and the Department of Children and Families. Parole officers will regularly refer students to us. This year we have and will continue to: Hold a Student Support Appreciation luncheon for community agencies that work to support

students in our area, including those at risk of dropping out of school. Our guests are sent home with information that they can pass on to their clientele.

Maintain strong relationships with these agencies and work with them through-out the year to provide supports to scholars and families.

Partner with McKinney Vento to provide families with school information through their agencies and partners.

Provide McKinney Vento brochures at the community fairs that we attend and host information tables.

Leave brochures and materials at local Community Health Centers and hospitals that serve youth who have mental health needs and who have extended hospital stays.

Leave brochures and materials at the Days Inn which currently houses homeless families with school aged children.

Leave brochures and materials at local shelters or other housing areas that provide temporary housing to homeless families.

Leave brochures and materials at and attend events hosted by agencies that work with youth who have experienced trauma. These agencies include LUK Crisis Center, Multicultural Wellness Center and other referral agencies such as the MOC Services, Family Resource Center and the Leominster Spanish Center.

Sizer held its second annual Health and Wellness Fair where all students and interested families received information from local agencies and resources that provide additional services to our most at risk students.

Students who have dropped out of school

Sizer School aims to be inclusive and provide an education to our area’s most at-risk students. This year we will continue to: Leave brochures with juvenile probation officers and at juvenile court. Develop and maintain relationships with and leave brochures at places that work with students at

the age of drop-out, such as YouthBuild, JobCorps, My Turn, GED programs, Goodrich (alternative schooling) and drop-in youth centers.

Promote our mission of inclusivity in advertisements and flyers that are distributed in the towns it serves but especially in the area social service agencies mentioned above that service scholars who have dropped out of school.

Sizer’ Student Support Services team, many of whom are based in our community, are equipped with recruitment information and are trained to reach out to and engage scholars they meet who have dropped out of school.


OPTIONAL Other

subgroups of students who

should be targeted to

eliminate the achievement

gap

Sizer School enrolls above the average number of African American/Black, Asian/Pacific Islanders, and Native American students compared to the area’s census data. We are committed to diversity and inclusiveness and each year: Promote Sizer through the House of Peace and Education in Gardner, MA that predominantly serves

African American/Black families. Participates in an annual Martin Luther King, Jr. event, as well as other community events and fairs

which attracts families from many ethnicities. Participate in local information fairs that are aimed to provide multicultural families with

information about agencies, schools and resources in the area.


Retention Plan 2016-2017

Please provide a brief narrative report on implementation of retention strategies from last year’s plan.

2015-2016 Implementation Summary: Sizer’s Administration is committed to monitoring and overseeing the success of programming for all Sizer students. In the past several years, Sizer has seen fluctuation in attrition, with average retention between 85-87%, but 2015 data revealed a less than 80% retention rate. The administrative team monitors and will continue to review attrition, and seeks to address identified root causes. Sizer works to support all students by promoting strong relationships among and between adults and students; differentiating instruction; monitoring progress; and providing significant, personalized wrap around supports. Based on identified trends, Sizer adjusts program, professional development, or policies as needed. For all students, we provide a number of general retention strategies based on our key design elements and specific processes. Additionally, we provide specific retention strategies for subgroups including special education students and economically disadvantaged students as Sizer has greater challenge retaining students in those subgroups compared to our school average. Retention Strategies for 2015-2016 included:

The school regularly communicates with families and scholars via a weekly newsletter called the Friday Flash.

The school also regularly updates, inspires and communicates with families and students via Facebook and Twitter.

Sizer provides an opportunity for scholars to initiate and participate in after school programs which mirror the scholar’s interest, including but not limited to: Theatre Arts, Ski Club, Youth Venture, Dungeons and Dragons, EQUALS, Outings Club, Yearbook, Prom Committee and others.

We provide a variety of sports options for Junior Varsity and Varsity levels. Students who cannot afford to pay for their sports participation are allowed one free sport per year

that is paid for by the Sizer Foundation. Every grade is going to attend field trips during the course of the year; 1-2 of those are to college

campuses. Scholars are invited to and taken to Science Fairs, Career Fairs, and other community fairs, events

and field day. We provide electives including but not limited to: Chorus, Art Foundations, Ceramics, Print Making,

Creative Writing, Government, Psych/Sociology and others. Quarterly, Sizer holds a school wide assembly called Community Meeting to strengthen school

culture, promote academic success (including college and MCAS achievements) and allow students the opportunity to showcase their talents. These meetings are run by a group of scholars called the Community Meeting players.

Scholars and all staff have many opportunities to showcase their talents at mini talent shows called ‘Open Mic Night’ that occur during the course of the year.

Sizer sends the entire 10th grade on a 3-day academic field trip to New York City.

Overall Student Retention Goal

Annual goal for student retention (percentage):

85%


Retention Plan –Strategies List strategies for retention activities for each demographic group.

Demographic Group Strategies

General Retention strategies

Sizer has a strong advisory system as the building block of culture, communication, and relationships. Advisors are the first and strongest conduit for families and students to connect with Sizer, monitor progress, and address needs. Advisors meet with students and family/guardians/caregivers three times per year. These meetings are used to establish relationships, share and develop student goals, and provide opportunities for greater communication.

Small class size and overall student load: most teachers at Sizer teach between 60 and 85 students per day, with an average class size of 13-16. This allows for differentiation and knowing student needs. Additionally, Sizer is focusing on strategies to increase student engagement, diversifying the ways students learn, discuss, and demonstrate understanding of content and skills.

Tiered system of support: Sizer offers differentiated instructional approaches for whole class and offers small group and individualized instruction. The support network includes Learning Specialists, a Literacy Specialist, a Math Specialist, an Academic tutoring class, and other courses designed to meet student needs.

Early warning indicators: Sizer tracks student course performance, attendance, tardies, and behavior among students and identifies those at risk. Student support services guides teacher teams in identifying successful strategies, following student progress, and coordinating or providing additional services as needed.

Wraparound services: Sizer works with a large number of outside providers and connects families and students to resources and services as needed.


Sizer has hired a new Director of Specialized Instruction, including ELL and Title I. She is certified in both Special Education and ELL, and has a strong background in working with high needs urban populations. Her leadership will be a strong addition to Sizer’s administrative team and Student Support team as she will review and improve Sizer’s program.

Sizer has hired a part time School Psychologist to provide testing, advice, and ongoing support to teams and the Director of Specialized Instruction.

Sizer will be working with the state through its Personalized Learning Network, PLN, to provide technical assistance in reviewing and revising as needed Sizer’s approach to discipline.

Sizer will continue to be part of the Massachusetts Charter School Association Model Demonstration Schools project. This provides coaching, data analysis, and progam supports particularly geared to students with disabilities.

Sizer’s Student Support Team will review referral processes and suggest any needed changes to the system.

The Student Support Team will be looking at “kid talk” and what supports or professional development teachers and learning specialists may need to make these conversations more effective and clear.



(Continued)

Special Education Learning Specialists are paired this year with a paraprofessional; together those partners will work with their grade level and/or divisional teams to best support special education students

Special education testing will be reviewed at Sizer, and if different processes or tests are needed, Sizer will provide funding and training.

Through personalized education plans and data, which inform instruction, Sizer supports the development of foundational skills getting all students to proficient in a safe and supportive learning environment.

The Special Education Department team, teachers and paraprofessionals regularly communicate with families regarding student needs and progress.

The entire team is invited and regularly shows up at IEP and 504 meetings. During Advisory once a week students can participate in social and emotional skills

groups. Sizer teachers remain after school at least once a week to allow students to receive

additional supports and assistance.

Limited English-

proficient students

Through personalized education plans and data, which inform instruction, Sizer supports the development of foundational skills getting all students to proficient in a safe and supportive learning environment.

After school help and tutoring is available every day during the week (with the exception of Wednesday) for all students. At least one teacher from each grade level makes themselves available.

Interpreters are made available for family meetings, IEP, 504, attendance, Kid talks. The school hosts a Family Multi-Cultural night where scholars and their families

participate and showcase their cultures with pride and acceptance. We post various events, fairs, informational speakers and meetings at the school (through

our avenues of communication) that happen throughout the community for families whose first language is not English.

We inform scholars and families of classes and camps that are FREE or low cost in the community to learn to read, write and speak English.

Sizer scholars who require foundational level learning are provided with academic support classes that are smaller and provide more personalized attention.


Economically Disadvantaged

Students

Sizer monitors academic, social, and economic needs of its students and strives to ensure equitable access for all, across all programs. We provide support across instructional and social and emotional domains as listed in the other strategies. In addition we support via:

Technology: Sizer has moved to 1:1 chromebooks for all students this year, at no cost to students. This

is done deliberately to ensure equity and access for all.

College Access and Planning: An innovative partnership with Fitchburg State University provides early access for first

generation and economically disadvantaged students to take college courses, free of charge, starting in 10th grade. Books are also covered through this collaboration.

For any students who did not join the partnership, dual enrollment is still an option. Students receive a discount for their college courses and may apply to the Foundation for full or partial coverage of course costs.

Sizer School partners with Mount Wachusett Community College and has the TRiO program staff in the building. TRiO provides college readiness and preparation for students of low-income families. This includes but is not limited to attending college field trips, parent workshops for FAFSA and information on scholarship programs.

All Sizer students receive college guidance and support through the application process and financial aid options and forms.

Sizer School PTSO hosts an annual talent show called The House of the Rising Star and the money goes to a college scholarship fund. Scholars who are interested must apply and complete an essay. It is open to all graduating seniors.

All 11th graders take the PSAT free of charge

Activities: The Sizer School Foundation will cover or partially cover costs for any economically

disadvantaged student to attend field trips, play sports, join drama club, etc. Sizer offers after many school activities free of charge, and evening activities are all based

on voluntary donations, no charge.

Resources: Sizer informs students and families of workshops, classes, events, fairs and camps that are

FREE or low cost in the community. Sizer provides information to our community on free breakfast and lunch programs,

through-out the school year and during the summer. We inform our scholar and staff families with information of family events that are

occurring within the community that are providing free dinner. We provide our families with resources and referrals to other agencies that accept Mass

Health for dental, health, mental health and other needs. Sizer School Food Services provide all students, including free and reduced lunch

participants, with healthy balanced breakfasts and lunches. All students are provided with free breakfast during MCAS testing days.

Sizer has a food pantry for families in need. They can confidentially request food and receive that and toiletries for their families needs.


Students who are sub-

proficient

Upon gaining a seat into Sizer School via the state mandated lottery, all scholars are required to complete screening and placement testing (7-10th grade take GMade, GRade, TOSCRF and 11th and 12th graders take our own exit exams for Math placement.)

If a scholar places low on these tests then the academic team will refer to the Sizer ‘Diagnostic Decision Tree for Students Performing Below Standards’. This tree allows us to determine what further testing is necessary for that scholar. In doing this we are able to determine that scholar’s schedule to provide them with the academic supports and classes that they need to increase their abilities.

Teachers provide after school extra help to scholars in their subject areas. Some teachers use their lunchtime to meet with scholars who aren’t able to make it early or stay late.

We send out a letter to middle school families regarding our MCAS success and accountability.

Scholars here participate in daily Advisory meetings where they are able to check in with their advisor about their academic and social needs and the progress that the supports are providing them. This also provides scholars with a continuous opportunity to discuss what isn’t working.

All families are engaged in the mid-year and end of the year portfolio process where scholars demonstrate mastery of their annual goals.

Grade Level Teams have created and implemented MCAS Olympics, Extravaganzas and/or Challenges. Teachers have created data-informed and results proven games and activities to assist scholars in understanding and remembering concepts for testing.

Students at risk of


Here at Sizer School, we provide personalized counseling to scholars who have expressed a desire to leave through the following school-based resources: Advisory, Student Support Services and college counseling.

Advisors and grade level teachers are made aware as soon as it is discovered that a scholar wants to leave. We have had great results of retaining scholars when someone from the school is able to coach them through their decision.

For those scholars who determine that they are still going to leave, the school counselors complete an exit interview with the scholar. That information is used to alter or implement new strategies for scholar retention.

Our guidance counselors encourage scholars to continue their education via other alternative schooling, vocational schools, or other traditional public district schools.

All current scholars and families are invited to attend and assist with academic milestones that occur at the school so that they can see where their perseverance will lead them. It is very successful when our younger scholars see the pride that comes with accomplishment and resilience. It helps perpetuate the ‘if they can do it then I can do it too’ attitude. These activities include but are not limited to Senior Project Presentations, Senior Project Product Night, Junior Exhibition, Cinderella Story Displays, and Graduation.

Our scholars, including those who decided to leave our school, are forever considered members of this community. They are invited back to talk to our current students about their perception of the differences between our school and other district schools and the realities of what awaits them in the real world. These talks happen via 2 forums. The first is a panel of scholars who left (either the school or dropped out) and they talk to our current scholars about the reasons that they should stay and complete their education, the necessity of that in the real world. The other is our Alumni Day. All alumni are invited to return to the school for a day filled with activities including panels where they speak with current scholars about their high school experiences, college life, employment, and how Sizer prepared them for either or both.


Students at risk of


(Continued)

Scholars here participate in daily Advisory meetings where they are able to check in with their advisor about their academic and social needs and the progress that the supports are providing them. This also provides scholars with a continuous opportunity to discuss what isn’t working.

Scholars are given multiple options for electives when they get to high school and they even have the option of assisting in the creation of their schedules. Some scholars even have independent study classes. (One scholar this year took Sign Language as her independent class.)

Scholars in middle school are provided with a health or wellness class every semester. We provide outside speakers who come in and speak to the staff, families and scholars

about college preparation and readiness. Juniors and Seniors attend a seminar class for college applications, resume writing, college

essays, financial aid processes, and accessing scholarships. All scholars attend the annual SOS training where they learn about the signs of suicide,

suicide and self-injurious prevention training. Materials are sent home. Parents of current scholars are also strongly urged to attend the same training that is

offered annually at night. Babysitting is provided. Sizer invites outside speakers to come in and provide all member of our community, in the

school and otherwise, to discuss depression, anxiety and special needs of our population. All grade levels receive career and college planning. We have clinicians who come to the school to provide scholars with their weekly or bi-

weekly therapy sessions during the school day, to ensure that those needs are being addressed.

Scholars who are targeted as requiring additional supports attend weekly coping skills groups during advisory times.

We have and maintain a culture of No Bullying and utilize the power of Student Ambassadors and the safety of our current culture to ensure that every student is safe here and comfortable in our school. Our Peer Mediation Services are frequently utilized to effectively end scholar quarrels and to teach scholars the tricks to positive and effective communication.

Sizer also uses the MIRA, Make It Right Approach, to hold scholars accountable for their actions and to teach them to be responsible for correcting any hurts or problems that they create.

We also are going to be including new clubs and after school programs that will provide enrichment for all scholars.

Sizer School also has specific meetings for scholars who are struggling. There are Family Group Decision Making Meetings where discussions are had with the entire family and any team member (staff or community resource partners) to create a plan to resolve the issue. Kid Talks are targeted grade level team conversations about high risk scholars and how the team can better tackle the challenges (sometimes families are invited to these).


Students who have dropped out of school

Sizer School has and will continue to provide scholars who have previously dropped out of school with intensive guidance counseling and continuous check in appointments to ensure that supports are in place and helpful.

We will have our own school wide adjustment counselor and scholars who fall into this category will meet with the counselor at the start of the year to develop a special support plan to ensure academic and social success.

At Sizer we also place every scholar with an appropriate advisor who will be able to guide them to academic and social success through-out the school year.

Scholars who fall into this target category are also required to attend a Family Meeting where the grade level team, family members, community partners (if applicable) and the scholar create a broader plan to ensure that all of the scholars needs are being met and which of those are the appropriate responsibility of each party involved.

OPTIONAL: Other

subgroups of students who

should be targeted to

eliminate the achievement

gap

Sizer School’s commitment to diversity and inclusiveness ensure that all scholars, regardless of academic history, socio-economic status, high risk needs, special education requirements, low income limitations, trauma and/or multiple, are met where they are and are given a plan to get them to where they want and need to be, academically and socially.

APP


Appendix C School and Student Data Tables

EN Sizer School student profiles page: http://profiles.doe.mass.edu/profiles/student.aspx?orgcode=04740000&orgtypecode=5&

STUDENT DEMOGRAPHIC AND SUBGROUP INFORMATION

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2015-2016 annual report...2020/09/15 · 2015-2016 annual report submitted july 27, 2016 revised...

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