restoration academy alternative charter school mission of the restoration alternative academy...
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Evaluation Review
The mission of the Restoration Alternative Academy Charter School is to create a pathway to successful learning and redirection for students who have been unsuccessful in the traditional school setting. This mission includes the use of innovative teaching techniques, greater access to counseling services, more individualized courses of study, flexible scheduling, lower student/teacher ratios, and a more supportive classroom atmosphere.
Question 1 (Page 1): Describe the unique aspects to your program of study and how that will enable students to meet Maryland and HCPS graduation requirements. Attach the current schedule by grade level and the number of hours each class will meet during the school year. Attach more pages if necessary. (Application Pg. VIII‐1)
Question 2 (Page 2): Provide data regarding the school’s achievement of Annual Yearly Progress (AYP) for the term of the program. Include the achievement for each grade level served relative to the corresponding state test (i.e. Maryland State Assessment (MSA) and High School Assessment (HSA)). (Contract pg. 34 )
Related questions analyzed by Harford County Public SchoolsIs RAACS achieving the Maryland standard for achievement? Is the school demonstrating Adequate Yearly Progress as defined by the No Child Left Behind Law?Are students enrolled in RAACS demonstrating academic success measured by performance on state tests and grades received in school?
IndicatorRAACS
Performance 2007
#Tested AMO AYPRAACS
Performance 2008
#Tested AMO AYP
MSA Reading All 85.7 7 63.7 Met 54.5 22 68.9 MetMSA Reading Special Education
NA <5 Met 0.0 5 68.9 Not Met
MSA Reading Students in Poverty
NA <5 Met 30.0 10 68.9 Met
MSA Reading African‐American Students
NA <5 Met 52.9 17 68.9 Met
MSA Math All 14.3 7 44.0 Met 27.3 22 55.8 Not Met
MSA Math Special Education
NA <5 Met 0.0 5 55.8 Met
MSA Math Students in Poverty
NA <5 Met 30.0 10 55.8 Met
MSA Math African‐American Students
14.3 7 44.0 Met 29.4 17 55.8 Met
Attendance 79.1 92.7 Not Met
92.5 92.9 Met
SOURCE: Maryland Report Card (http://www.mdreportcard.org)
Question 3 (Page 4): Provide data on the dropout rate of students that have participated in the program including those that returned to their home school for each year the program has existed. (Application pg. VII‐1)
Related questions analyzed by Harford County Public SchoolsAre RAACS students attending school at the same rate as their peers in Harford County Public Schools? Has their attendance rate been altered by participation in RAACS programming?Is student dropout rate influenced by participation in RAACS?
Length of Enrollment in RAACS Number of Students Percent (Number of students/170)
Less than 1 month 12 7.1%
1 to 3 months 74 43.5%
3 to 6 months 15 8.8%
6 months to 1 year 48 28.2%
1 to 2 years 18 10.6%
More than 2 years 3 1.8%
Variable RAACS HCPS Maryland% Days Attended—Middle 95.4 95.2 94.5% Days Attended‐‐High 90.4 92.9 91.9% Days Attended—FaRMS—Middle 94.2 Variable 92.8% Days Attended—FaRMS—High 89.3 88.9 88.9% Days Attended—African‐American—Middle 95.4 94.5 93.6
% Days Attended—African‐American—High 92.0 91.8 89.4% Days Attended—African‐American X FaRMS—Middle
93.3 93.0 92.5
% Days Attended—African‐American X FaRMS—High 91.4 89.6 88.1
% Days Attended—White—Middle 95.3 95.3 94.9% Days Attended—White—High 86.4 93.2 93.6% Days Attended—Special Education—Middle 93.3 93.0 92.3
% Days Attended—Special Education‐‐High 90.4 90.4 88.5% Absent More than 20 days‐‐Middle 3.2 8.9 11.1% Absent More than 20 days—High 20.5 17.7 19.5
School Year Drop outs
Returned to HCPS
Transferred out of HCPS
Transferred due to no available grade level
Dropped out since returning to HCPS
2006‐2007 4 15 0 4 5
2007‐2008 3 58 10 10 4
2008‐2009 0 2 2 N/A N/A
TOTAL 7 75 12 14 9
Question 4 (page 5): Provide data on the suspension rate of students that have participated in the program. (Application pg. VII‐1)
Related question analyzed by Harford County Public SchoolsIs the frequency with which students are suspended affected by participation in RAACS?
Cohort 1 Suspensions By Student
Student # Status At
OSS and ISS
2007 2008 2009
39 A – 70 12 2 1
40 A – 81 1 1 1
42 A – 78 6 3 3
49 A – 70 0 0 0
13 A – 76 4 5 0
18 A – 92 3 8 1
20 A – 81 0 1 0
21 A – 76 2 0 0
58 A – 81 0 2 0
Cohort 2 Suspensions By Student
Student # Status At OSS and ISS
2007 2008 2009
2 A ‐ 70 9 8 2
5 A ‐ 76 6 9 1
27 A ‐ 82 0 0 0
31 A ‐ 70 0 0 0
8 A ‐ 70 4 6 1
36 A ‐ 78 0 0 0
11 A ‐ 70 2 0 0
46 A ‐ 70 1 1 0
12 A ‐ 70 5 1 0
17 A ‐ 04 1 1 0
54 A ‐ 70 2 0 1
55 A ‐ 70 3 1 0
59 A ‐ 70 0 2 2
Question 5 (Page 6): Provide objectives from school improvement plans focused on eliminating the achievement gap, what actions were taken, and the results of those actions. Attach more pages if necessary. (Application IV‐1).
Question 6 (Page 6): Provide documentation on the number of students with IEPs and the how the school was able to meet the requirements of their IEPs. Attach more pages if necessary. (Application VII‐2)
Related question analyzed by Harford County Public SchoolsDo services provided to RAACS students conform with HCPS expectations?
pathway to successful learning and redirection for students who have been unsuccessful in the traditional school setting
Part B. Question 1 (page 7): Provide the results of your school climate survey for each year the program has existed. (Application pg. IV‐1)
Related questions analyzed by Harford County Public SchoolsAre RAACS students perceiving a positive school climate? Are teachers at RAACS perceiving a positive, supportive school climate defined by a sense of professional learning community?
Domain Item %Select “All” or “Most of the Time”RAACS
%Select “All” or “Most of the time”‐‐HCPS
%Select “ALL’ or “Most of the time”—HCPS African American Students
Liking for School I like being in school 37.5 35.8 35.6School environment I feel safe at school 41.7 66.4 58.3
In this school, students follow the rules
8.3 31.6 20.3
My classmates respect their teachers.
8.3 44.8 27.3
Sense of Belonging When I am in school, I feel like I belong
29.2 63.8 57.8
Fair and caring adults I am treated fairly by my teachers
60.9 72.8 60.0
My teachers believe I can learn
83.3 86.0 81.5
Adults in this school care about me.
37.5 68.3 56.3
Engagement with school I pay attention when I am in class
58.3 80.4 73.2
I work hard in school 60.9 81.3 77.1
I come to school every day 83.3 90.0 87.0
I believe I can learn and do well in school.
91.7 87.2 89.3
pathway to successful learning and redirection for students who have been unsuccessful in the traditional school setting
more supportive learning environment
Part B. Question 2 (Page 7): Provide data on how a highly qualified workforce was maintained (Application IV‐2)
Related question analyzed by Harford County Public SchoolsIs RAACS providing highly qualified teachers?
Indicator RAACS HCPS Maryland
% Classes NOT Taught by Highly Qualified Teachers—2008
36.4 13.4 15.4
% Classes NOT Taught by Highly Qualified Teachers—2007
57.1 11.8 17.8
% Advanced Prof Cert (APC) 2008 40.0 52.6 51.0
% APC 2007 20.0 52.1 46.8
% Standard Cert 2008 40.0 35.7 34.5
% Standard Cert 2007 0.0 34.3 32.6
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