better learning communities...

BETTER LEARNING COMMUNITIES ACADEMY

ANNUAL SPONSOR REPORT 2013-2014 ACADEMIC YEAR

U n i v e r s i t y o f M i s s o u r i

November

2014

Charter School Operations College of Education

CollegeofEducationOfficeofCharterSchoolOperations

Vision

Challengingalllearnerstoreachtheirfullpotential.

MissionImprovethequalityandperformanceofcharterschoolsinMissouribycollaboratingwith

stakeholderstoachieveexceptionaleducationaloutcomesforallstudents.PERSONNEL

ColumbiaandKansasCity St.LouisDeborahCarr–ExecutiveDirector EarlSimms–[email protected] [email protected]

LisaWeaver–AssistantDirector ShanikaHarris–[email protected] [email protected]

JudyForrester–KansasCityLiaison GerryKettenbach–[email protected] [email protected]

CONTACTINFORMATIONMUCharterSchoolOperations316HillHallCollegeofEducationUniversityofMissouriColumbia,Missouri65211

Phone:573‐882‐7538Fax:573‐884‐3006Email:[email protected]

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BLCA Annual Site Report 2014 Office of Charter School Operations

SCHOOLBACKGROUNDBetterLearningCommunitiesAcademy(BLCA)isinthethirdyearofafive‐yearcharterandissponsoredbytheUniversityofMissouri.BLCAhasthefollowingmissionandvision,assetforthinthecharter:

MISSION

ThemissionofBetterLearningCommunitiesAcademyistoprovideeachstudent with a quality education in a safe, supportive and lovingenvironment,whichequipsthemforentranceintothemiddleschool,highschool and college of their choice. Better Learning CommunitiesAcademy isfounded on the premise that by providing every family theoptionofaqualityeducationfortheirchildren,acommunityof"lifelonglearners" and "servant leaders" will be created in the Hyde Parkneighborhood.

VISION

Beginning in 2012 every student will be actively engaged in age‐appropriateactivitiesthatassistandhelpothers intheir family,school,neighborhoodandcommunity,tocultivatethestudentintotheirroleofa"servantleader".

By 2015BLCAwill begin its transition from aK‐5 school to include amiddleschoolprogram.

By 2018 BLCAwill include a fully accredited, high‐functioningmiddleschool.

By2018thegraduatesofBLCAwillbeacademicallypreparedtoattendanycollegepreparatoryhighschoolintheSt.Louisregion.

By2018BLCAgraduateswillmodelthe“lifelonglearners”philosophybycreatinga“PostHighSchoolEducationPlan”outliningstepstoachievetheirfutureeducationalgoals.

By2020BLCAwillbethehighestperformingpubliccharterschoolinthecityofSt.Louiswith95%ofstudentswhohavebeenatBLCAforatleasttwoyearsperformingat“Proficient”or“Advanced”ontheMAPtest.

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GOALSThefollowingspecificgoalsareidentifiedintheoriginalcharter:

1. Averageaminimumof1.5yearsgrowthincommunicationartsandmathematics.2. Inthe2012‐13academicyear,60%ofstudentswillperformabovetheAYPtargets

incommunicationartsandmathontheMAPtest.3. Inthe2013‐2014academicyear,70%ofstudentswillperformabovetheAYP

targetsincommunicationartsandmathontheMAPtest.4. Inthe2014‐2015academicyear,80%ofstudentswillperformabovetheAYP

targetsincommunicationartsandmathontheMAPtest.5. Inthe2015‐2016academicyear,90%ofstudentswillperformabovetheAYP

targetsincommunicationartsandmathontheMAPtest.6. Anattendancerateof90%orhigherinthefirstyear,growingto95%within5

years.7. 70%ofparents/guardianswillparticipateinaminimumofthreeBeyondClassroom

LearningExperienceseachyear(1willbeinaServantLeadershipactivity).

INTRODUCTIONMUreviewsschoolswithinsixfocusareas(AppendixA).Theseareaswereestablishedbyreviewingprotocolsfromotherstates,weregeneratedandrefinedbytheMUCharterOfficestaffduringourfirstyearofsponsorshipandcontinuetoberevised,annually.Thesesixfocusareasare:

FocusAreaI: GovernanceFocusAreaII: ComplianceFocusAreaIII: OperationsFocusAreaIV: CultureFocusAreaV: AcademicOutcomesFocusAreaVI: Finances

The2014AnnualReportisorganizedintothesixareasoutlinedabove.Eachfocusareaiscomprisedofseveralcomponents.TheMUCharterSchoolOfficepersonnelcollecteddataviamonthlyvisitstotheschooland/ormeetingsoftheboard,meetingswithschooladministrators,reviewofdocumentsprovidedbytheadministration,classroomobservationsandsurveydataprovidedbytheboard,faculty,andstaff.

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FOCUSAREAI.GOVERNANCEBLCAcontinuestodemonstrategovernancegrowthinitsthirdyear.Theboardengagedinsub‐committeeworkthisyeartohireanewacademicleaderandestablishcriteriaandproceduresforfund‐raising.Theboardisdiverseinbackgroundandexperience,meetingsareorderly,proceedingsareefficientandwellmanaged,andcommitteeworkhasbeenfocusedandpresentedtotheBoardinatimelymanner.Boardandadministrationareutilizingamonthlyreporttopromotecommunicationandtheboardhasprovidedconsistentoversightthathasconsiderablystrengthenedboththegovernanceandtheoperationalcomponentsoftheschool.Theboardchairmeetsweeklywiththenewacademicleader.Anevaluationofthenewschoolleaderbytheboardhasnotbeencompleted,butisplanned.Boardtraininganddevelopmentisanareathatneedscontinuedfocusandethnicdiversity/localcommunityrepresentationontheboardisrecommended.Planningforboardrotation,recruitmentofnewmembersandon‐boardingstrategiesareopportunitiesforimprovement.STRENGTHS

Boardisaccountableforoperationsandacademics. Boardisknowledgeableregardingtheschoolbudget. Boardannuallyevaluatesschoolleadersasindicatedintheorganizationalchart. Theboardisengagedinshortandlongtermstrategicplanningwithclearly

establishedgoalsandactionplans.

OPPORTUNITIESFORIMPROVEMENT Allboardmembersattendboardtrainingopportunities. Boardmembersareengagedinaprogramofdevelopment(e.g.HighBar,MCPSA

developmentgrant). Theboardhasanonboardingprocess(on‐linematerials,training)fornewboard

members. Theboardhasadevelopmentandevaluationplanfornewandcurrentboard

members.SURVEYFINDINGSTheboardsurveyresults(AppendixB)indicatethatboardfunctionsof“overseeingfinancialperformanceandensuringfinancialsolvency”and“ensuringlegalandethicalintegrity”receivedthehighestratings.Noareaswerebelowthe“average”range.Areaswiththegreatestvarianceinboardresponseincluded“strategicplanningandgoalsettingfortheschool”and“evaluatingtheheadofschool/academicleader/principal.”

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Boardprocessesthatreceivedhighratingsinclude“runningboardandcommitteemeetingswell(e.g.,start/endontime,givemembersachangetoengageinissues,andensureallvoicesareheard,”“utilizingboardcommitteeseffectivelyandefficiently(committeesfulfillingtheiridentifiedrolesandresponsibilities)”and“selectinganddevelopingtheboardchair.”Itshouldbenotedthatallscoresfellintotheaverage,aboveaverageandexcellentrangeinthiscategorywithlowvariabilityinresponsepatterns.Short‐termprioritiesthatemergedinclude“developingfinancialresourcestosupporttheschool,”“improvingfinancialstability,”“assessingandimprovingacademicperformance,”and“preparingforrenewalofthecharter.”FOCUSAREAII:COMPLIANCEAllrequestsforadditionalinformationand/oradjustmentsfromDESEarepromptlyaddressed.TheBoardhasutilizedservicesfromanexternalconsultingfirmtoensurethatallinputsrequiredbyDESEaremetinasatisfactorymanner.STRENGTHS

• Requiredreportsanddatasubmissionsaresubmittedontimeandarecompleteanderror‐free.

• Schoolfilesarewellmaintained.• Schoolstaffmeetsexpectationssetforthinstateandfederalguidelines.

OPPORTUNITIESFORIMPROVEMENT

• SchooladministrationensurescompliancewithSpecialEducationprocedures.FOCUSAREAIII:OPERATIONSOperationsfortheschoolarehandledbothinternallyandexternally.Withanewacademicleaderhiredforthe2013‐2014academicyear,supportswereinplacetoprovideoperationaloversighttoallowtheleadertofocusherfirstyearonclimateandacademics.Aprocessfordocumentingthedispensingofmedications,treatinginjuries,ornotingillnesseshasbeenestablishedbyofficepersonnel.Severalrenovationstothebuildinghaveprovidedbetterutilizationofspaceandhaveimprovedtheoperationsandlearningenvironmentconsiderably.Clarificationofwhoisinthebuilding,theirroleandpurposeisrecommendedsobothstaffandfamiliesknowwhoisworkingintheschool.Itisimperativethatafter‐schoolprogramneedsandproceduresbereferredtopersonnelthatarenothiredbytheschool.Aseparatelocationandindividualtoanswerquestions,pick

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up/receivematerialsisneeded.Theschoolmustoperateindependentlyfromtheafter‐schoolprogram.STRENGTHS

• Schooladministrationiswellstructuredandeffective.• Theschool’sdailyschedulesupportsstudentlearning.


• Schooladministrationseekshighqualityprofessionaldevelopment

FOCUSAREAIV:CULTURETherehasbeenadramaticshiftinthecultureoftheschoolduringthe2013‐2014academicyear.Focusedattentiononbehavioralissuesandcontinuedinvolvementwiththeparentsandfamiliesofstudentsoftheschoolhascreatedacultureofrespect.Thenewacademicleaderhasutilizedseveralpurposefulandstrategicplanstosupporttheteachingstaff,includedandrecognizedparentinvolvement,providedfocusedacademicsupporttothestudentsoftheschoolandhasbeenzealousinworkingwithbothbehavioralandclassroommanagement.STRENGTHS

• Thelearningenvironmentissafeandorderly.• Teachersbelievethatallstudentscanlearn.• Allteachersandstaffdemonstraterespecttowardeachotherandtostudents.• Studentsdemonstraterespecttoteachers,staffandguests.


• Clearcommunicationisevidentacrossallstakeholdergroups.SURVEYFINDINGSBLCAstaffmembers(AppendixC)reportedconsistentlyhighratingsintheareasofschoolenvironmentandculture.Responsesreceivinghighestmarkswithallrespondentsmarking“stronglyagree”included“theschoolenvironmentsupportsstudentslearning,”“staffatthisschoolbelieveallstudentscanlearn”and“theschool’sdailyschedulesupportsstudentslearning.”Theonlyitemthatfellbelow4.0was“policies/proceduresforstudentbehaviormanagementareconsistentlyimplemented.”Theconsistentlyhighratingsandlowvariabilityacrossitemssuggestacohesiveandsupportivestaff.

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TeachersatBLCA(AppendixD)alsoreportedconsistentlyhighratingsintheareaofschoolenvironmentandculture.Beliefthatallstudentscanlearn,andhighexpectationsforstudentslearningwerethehighestscoreditemsonthesurvey.Scoring3.3and3.2,respectively,weretwoareasrelatedtostudentbehaviormanagement:“policiesandproceduresforstudentbehaviormanagementareconsistentlyimplemented,”and“policiesandproceduresforstudentmanagementareconsistentlycommunicated.”Again,itisdulynotedthatthesescoresarebetween3and4,andsomeinconsistencywouldbeexpectedwiththearrivalofanewleadershipteam.Althoughtheseareareasthatneedimprovement,itisclearfromobservationsacrosstheacademicyearthatthecultureofthisschoolisfocusedonlearningandsignificantprogressindevelopingacultureoflearningisevident.FOCUSAREAV:ACADEMICOUTCOMESThecurrentacademicleaderhasfocusedoncultureandclimatethisyear.NWEAtestingwasnotimplementedandutilizedasplanned,butprogressinunderstandingNWEAandhowtousetheresultswillprovideafoundationforutilizingthisformativeassessmentnextyear.During2014‐2015,acontinuedfocusonacademics,useofformativeassessmentdata,professionaldevelopmentforteachersandstaffinutilizingformativeassessmentsandafocusedplanforprofessionaldevelopmentandteacherevaluationwillbeessentialforBLCAtomeetitshighstandardsforacademicgrowth.BLCAisfollowingthemandatedprocessesforidentifyingandsupportingSPEDstudents.BLCAdidreceiveaCorrectiveActionplanandallitemswerecompletedbyJanuary1,2014.TheStandardsandIndicatorsManualandDESEwebsiteareusedforSPEDprocedures,forms,andcompliance.TheSPEDteacherisfulltimeandresponsiblefortheSPEDprocess.ItisnotedthattheprincipalissupportiveandactivelyinvolvedintheSPEDprocess.Staffturnoverhasimpactedservices,buttheSPEDteacherreportsapositiveworkingrelationshipwithclassroomteachersandisworkingtodeliver“pushinservices”ratherthan“pullout”services.Therewereconcernsregardingtheeffectivenessoftheoutsideagencyandthisshouldbeevaluated.InconsistenciesinSPEDpersonnelhavecreatedchallengesthisyear,sothisareaneedscontinuedfocusandmonitoring,andcontinuedprofessionaldevelopmentfortheSPEDreferralprocessforallstaff.Establishmentofabuilding‐wideconsistentlyimplementedBehaviorManagementProgramishighlyrecommended.Professionaldevelopmentfortheprincipaloftheschoolisneededandshouldbeaprimaryfocusfortheupcomingacademicyear.Staffindicateacontinuedneedformoresupplies,trainingintheareaoftechnology,andcontinuedsupportinmanagingbehaviorsofstudents.

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STRENGTHS

• Teachersfeelsupportedbytheadministration.• TheSPEDprogramiscompliantwithstateandfederallaws.• StafffollowamandatedprocessforidentifyingandsupportingSPEDstudents.


• Ongoingprofessionaldevelopmentsupports"bestpractices"andstudentlearning.• Technologyuseisevident,ofhighquality,andsupportsstudentlearning.• DeliveryofSPEDservicesmeetsstudents’needs.

SURVEYFINDINGSTeachers(AppendixD)atBLCAreportthehighestsurveyscoresfor“teachersatthisschoolbelievethatallstudentscanlearn”,“teachersatthisschoolhavehighexpectationsforstudentlearning”.Itshouldalsobenotedthathighscoreswithlowvariabilitywerereportedintheareasof:

• “teachersatthisschoolhavehighexpectationsforstudentbehavior,”• “teachersatthisschoolcollaboratetoimprovestudentlearning,”• ”teachersatthisschoolfeelsupportedbyschooladministration,”• “theschoolhasaclearlydefined,highqualitycurriculum,”and• “allstakeholdersintheschooltreateachotherwithmutualrespect.”

Thelowestscorewasreportedfor“policies/proceduresforstudentbehaviormanagementareconsistentlycommunicated”,andscoreswithwidevariabilityandaveragetoneutralscoresincluded:

• “schooladministratorseffectivelycommunicateteacherexpectations,”• “teachersatthisschoolhavenecessaryinstructionalmaterials(i.e.textbook)to

supportlearning,”• “teachersatthisschoolhavethenecessarytechnologytosupportlearning,”and• “teachersatthisschoolreceiveeffectiveadministratorfeedbackandguidanceon

instructionalpractice.”Teachercommentsclearlyshowthatschoolcultureisfocusedonlearning,achievementandtheimportanceofeducation.Allteachersagreedorstronglyagreedthattheyweresupportedbytheschooladministration.

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FOCUSAREAVI:FINANCESFinancesarecontinuouslymonitoredanddetailedfinancialsarepresentedtotheBoardateverymonthlymeeting.TheneedforsupplementalfundinghasbeenrecognizedandaplantoseekoutsidefundinghasbeenestablishedbytheBoard.Externalfundingrelatedtotheafter‐schoolprogramneedstobeclearlyseparatedfromtheoperationsandbudgetoftheschoolandtheuseofpublicfunds.Asthefundraisingeffortsincreaseandmoniesaresecured,aclearseparationoftheseeffortsandfundsfromtheafter‐schoolprogramwillberequired.Thismayinvolveaseparateadvisoryboardfortheafter‐schoolprogramand/oraseparateboardforfundraising.Theannualauditwassubmittedontimewithnomaterialfindings.STRENGTHS

• Theschooladherestoabalancedbudget.• TheAnnualSecretaryoftheBoardReport(ASBR)showsanunrestrictedending

fundbalancethatexceedsstateminimums.• Financialrecordsareefficientlymaintained.• AnnualAudit

AREASFORIMPROVEMENT

• Theschoolhassufficientresourcestosupportoperations.

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Appendix A Revised 2014 Office of Charter School Operations

AppendixAOfficeofCharterSchoolOperationsEvaluationProcessandFocusAreas

MUCHARTERSCHOOLOPERATIONSTheMUOfficeofCharterSchoolOperations,housedintheMUCollegeofEducation,providesmonitoringandfeedbacktoallcharterschoolswithinourportfolio.Oursponsorshiproleincludes:

ProvidingoversightonbehalfoftheStateofMissouri; EnsuringthattheboardofdirectorsandtheschoolareincompliancewithStateof

Missouricharterschoollaws; Identifyingstrengths,areasofimprovement,andprovidingrecommendationstothe

boardofdirectors;and Determiningschoolstatus:tocontinueoperations,toplaceonprobation,torenew

acharterofanexistingschool,ortocloseaschoolfornon‐complianceofstateandfederallawsand/ornotmeetingtheperformanceguidelinesasspecifiedwithintheschool’scharter.

AnnualComprehensiveEvaluationComponentsMUprovidesevaluationsforitscharterschoolsonanannualbasis.Theevaluationhasthreecomponents.Thefirstcomponentoftheevaluationprocessisanannualsitereportcomprisedofsixfocusareas.MUprovidesanon‐siteevaluationandinterviewskeystakeholders,usuallyinthesecondsemesteroftheschoolyear.Thesecondcomponentisanannualreportsubmittedbytheschoolbasedonthecriteriaestablishedinthecharter,anydatacollectedinternally,responseandactionplansdevelopedbasedontheMUsitereportandperformancegoalsfortheupcomingschoolyearbasedonstateacademicfindingsasreportedinMSIP5.Last,afinalletterregardingschoolstatusissubmittedtotheschoolearlyinthenewacademicyearandaperformancecontractisdevelopedasperRSMo160.405.1.

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FOCUSAREA1:GOVERNANCEEffectivegovernancecomprisesoneofthemostchallengingareasforcharterschools.Thefederalandstateregulationsandlawsarecomplex,andtheknowledgeneededtosuccessfullynavigateaK‐12environmentwithinsuchregulatoryenvironmentsischallenging.Moreover,theresearchsuggeststhatgovernancecontinuestobeacrucialareaintheoverallsuccessofcharterschools.Policyandempiricalquestionsaffiliatedwithnot‐for‐profitboardsstillrequirecontinuedanalysis.Essentially,themixtureoftheneedforsoundbusinesspractices,ahighlyregulatedindustryandthehumandynamicsencompassedintheenterpriseofhumanlearningcombineandcontributetoanenvironmentthatisdynamic,fluidanddifficulttonavigate.Itisessentialthatboardsofcharterschoolsbeknowledgeable,responsibleandeffectiveintheirrole.1.A: Theboardiseffectiveinitsgovernanceandoversightoftheschool.

1.A.1:Theboardisaccountableforoperationsandacademics. 1.A.2:Theboardisknowledgeableregardingtheschoolbudget. 1.A.3:Theboardannuallyevaluatesthepresident/executivedirector/headof

school/managementcompanyasindicatedintheorganizationalchart. 1.A.4:Theboardisengagedinshortandlongtermstrategicplanningwithclearly

establishedgoalsandactionplans. 1.A.5:Theboardchairisactivelyinvolvedinthegovernanceandoversightofthe

school.1.B: Theboardisengagedinprofessionaldevelopment.

1.B.1:Allboardmembersattendboardtrainingopportunities. 1.B.2:Boardmembersareengagedinaprogramofdevelopment(e.g.HighBar,

MCPSAdevelopmentgrant). 1.B.3:Theboardisengagedinaminimumofonestrategicplanning

meeting/retreatannually.1.C: Theboardhasaplanforrecruitment,onboardinganddevelopmentofboard

members.

1.C.1:Theboardhasaplanforrecruitment. 1.C.2:Theboardhasmaterialsandinformationtosharewithprospectiveboard

members. 1.C.3:Theboardhasaprocedureinplacetoreviewprospectiveboardmembers. 1.C.4:Theboardhasanonboardingprocess(on‐linematerials,training)fornew

boardmembers. 1.C.5:Theboardhasadevelopmentandevaluationplanfornewandcurrentboard

members.

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FOCUSAREA2:COMPLIANCECompliancerequirementsforpublicschoolsarenumerous,detailedandrequireconsistentattentiontodetail.AreassuchasTitleI,SpecialEducationandthecollectionofstaterequireddata,arehighlyregulatedareasthatcancreatedifficultiesintermsofprogramdelivery,schoolfinance,operationsandlegallyrequiredbenefitstostudents.Thus,itisimperativethatcharterschoolsestablishaprocessandclearlydefinedproceduresforthereportingofdataandadherencetorequirements.EquallyimportantistheestablishmentofpositiverelationshipswiththeDepartmentofElementaryandSecondaryEducation(DESE),andlocalresourcestoprovidesupportandlearningopportunitiestoensurethatcomplianceishandledlegally,promptlyandeffectively.Areasthatcontinuetosurfaceinbothstateandfederalreviewsandareasonnon‐complianceindicatethatthecurrentoperationalprocessesarenoteffectiveintheseareasandneedimmediateattention. 2.A: SchooladministrationensurescompliancewithallDESEandMUreporting

requirements.

2.A.1:Studentattendanceratespromotestudentlearning. 2.A.2:Requiredreportsanddatasubmissionsaresubmittedontimeandare

completeanderror‐free. 2.A.3:SchooladministrationensurescompliancewithTitleIprocessesand

procedures. 2.A.4:SchooladministrationensurescompliancewithSpecialEducation

procedures.2.B: Schoolfacilitiesmeethealth,fire,andsafetyregulations.

2.B.1:Theschoolhasanannualfireinspection. 2.B.2:Theschoolhasanannualhealthinspection. 2.B.3:Theschoolhasadequaterestroomfacilities. 2.B.4:Safetyandemergencyproceduresareclearlydisplayedinallclassroomsand

publicareas. 2.B.5:Theschoolprovidesdocumentationofregularsafetydrills.

2.C: Schoolfilesarewellmaintained.

2.C.1:Personnelfiles. 2.C.2:Studentfiles. 2.C.3:Healthrecords. 2.C.4:Attendancerecords.

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2.D:Schoolstaffmeetsexpectationssetforthinstateandfederalguidelines.

2.D.1:Theadministrationseeks100%highlyqualifiedstaff;justificationfor20%notHQTisprovidedtothesponsor.

2.D.2:Criminalbackgroundchecksaredocumentedforallboardmembersandstaff. 2.D.3:Childabuseregistrychecksaredocumentedforallboardmembersandstaff.

FOCUSAREA3:OPERATIONSSuccessfuloperationsarevitaltothesuccessofapubliccharterschools.Soundbusinesspractices,thechallengesassociatedwithstart‐upenterprises,andtheattentiontothecomplexitiesofschoolpoliciesandadherencetostateandfederallawrequirekeenattentionandexpertise,orthewillingnesstosecuretheneededexpertisetoensurethattheoperationssideoftheschoolenhancesandsupportsthedesiredlearningoutcomes.Itisimperativethatcharterschoolboardsandadministrationcarefullyconsidertheoperationalsideoftheschool,andthatpoliciesandproceduresareinplaceforhiring,evaluation,orderingofmaterialsandsupplies,andtheday‐to‐dayneedsthatarerequiredforaschooltorunsmoothlyandefficiently. 3.A: Schooladministrationiswellstructuredandeffective.

3.A.1:Administratorsarecertifiedasappropriate. 3.A.2:Administratorsdemonstrategoodleadershipskills. 3.A.3:Day‐to‐dayoperationsarehandledsmoothlyandefficiently. 3.A.4:Administrativeandstaffrolesareclearlydefined.

3.B: Schooladministrationseekshighqualityprofessionaldevelopment

3.B.1:Alladministratorsareengagedintargetedprofessionaldevelopment. 3.B.2:Leadershipopportunitiesareprovidedforqualityteachers.

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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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FOCUSAREA5:ACADEMICOUTCOMESTeachingandlearningarethecorecomponentsofasuccessfulschool.WithcontinuedemphasisonaccountabilityatbothnationalandstatelevelsandtheadoptionofnewStateStandardsandtesting,itisimperativethatschoolsinvestinaclearlydefined,highqualitycurriculum,engageinindividualizedplansforeachlearner,consistentlyutilizeassessmenttoolsthatarereliableandvalid,engageallmembersoftheteachingteamintheuseofassessmentdatatomaximizestudentsuccess,andeffectivelymeettheneedsoflearnerswithspecialneeds. 5.A: Teachersfeelsupportedbytheadministration.

5.A.1: Allstaffhaveaclearunderstandingoftheirjobresponsibilitiesandexpectations.

5.A.2: Teachersreceiveeffectivefeedbackandguidanceoninstructionalpractice. 5.A.3: BeginningteachersaresupportedthroughaMentoringPlan.

5.B: Theschoolhasaclearlydefined,highqualitycurriculum.

5.B.1:Curriculumisalignedtostatestandards. 5.B.2:Curriculumalignswiththethemedescribedintheschoolcharter. 5.B.3:Highqualityinstructionalmaterialsareavailabletosupportthecurriculum. 5.B.4:Goalsandobjectivesareclearlyarticulated.

5.C: Instructionalpractices,includingtheuseoftechnology,meettheneedsofall

learners.

5.C.1:Teachersutilizegoodinstructionalstrategiesinlessondelivery. 5.C.2:TheTitleIPlaniseffectiveinsupportingstudents’needs. 5.C.3:Ongoingprofessionaldevelopmentsupports"bestpractices"andstudent

learning. 5.C.4:Technologyuseisevident,ofhighquality,andsupportsstudentlearning.

5.D: Assessmentisusedeffectivelytosupportstudentlearning.

5.D.1:Dataisusedtoguideinstruction. 5.D.2:Classroomassessmentsareeffectiveinassessinglearningandstudents’

needs.

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5.E: Theschoolhasaneffectivespecialeducation(SPED)program.

5.E.1:TheSPEDprogramiscompliantwithstateandfederallaws. 5.E.2:StafffollowamandatedprocessforidentifyingandsupportingSPED

students. 5.E.3:DeliveryofSPEDservicesmeetsstudents’needs.

FOCUSAREA6:FINANCESFinancialstabilityiscriticalandisoneofthekeyfactorsthatpreventsaschoolfromachievingitsmissionandvision.Duetotheneedforstart‐upfunding,buildingneeds,andthehighcostsassociatedwithanewbusinessventure,theearlyyearsofacharterschool,especiallyforschoolsgrowingbyonegradelevelannually,canbeverychallenging.Oversightoffinancesiscrucial,isaprimaryfocusfortheGoverningBoardandmustbemonitoredcarefully,transparentlyandpublicallyatfederal,stateandlocallevels. 6.A: Theschoolbudgetsupportsstudentlearning.

6.A.1:Theschoolhassufficientresourcestosupportoperations. 6.A.2:Theschooladherestoabalancedbudget. 6.A.3:TheAnnualSecretaryoftheBoardReport(ASBR)showsanunrestricted

endingfundbalancethatexceedsstateminimums.6.B:Financialrecordsareefficientlymaintained.

6.B.1:Monthlyfinancialstatementsareaneffectiveaccountabilitymeasure. 6.B.2:Monthlyfinancialstatementsareclearlypresentedtoandreviewedbythe

BoardofDirectors 6.B.3:Theboardhasestablishedasystemofchecksandbalancestoensurethatall

fiscalissuesarecarefullymonitored.6.C:AnnualAudit

6.C.1:Theannualaudit,withdocumentedBoardapproval,issubmittedonorbeforeDecember31perstateregulations.

6.C.2:TheannualauditmeetsregulatoryrequirementsestablishedbyDESE. 6.C.3:Thefindingsoftheauditarepublishedwithin30daysfollowingreceiptofthe

audit,asperregulatoryrequirements. 6.C.4:Theauditdoesnotincludeanymaterialfindings.

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BLCA 2014 Board Survey Office of Charter School Operations

AppendixBBetterLearningCommunitiesAcademy

April2014BoardSurveyResultsBasedonresponsesfromallsevenboardmembers.BOARDFUNCTIONSCharterboardsfulfillanumberofrolesfortheschoolstheysupport.Pleaserateyourboardonthefollowingkeyresponsibilitiesbycirclingoneoftheratingsonthescale.

Poor BelowAverage Average AboveAverage Excellent 1 2 3 4 5

Question

Range

Mean

StandardDeviation

1. Clarifyingtheschool’smissionandvision 3‐5 4.1 .6902. Strategicplanningandgoalsettingfortheschool 2‐5 3.9 .9003. Resolvingkeystrategicorpolicyissues 3‐5 4.0 .8164. Developingthefinancialresourcesneededtosupport

studentperformanceandschoolsuccess 3‐5 4.1 .690

5. Overseeingfinancialperformanceandensuringfinancialsolvency 4‐5 4.7 .488

6. Understandingcharterschoollaw 3‐4 3.6 .5357. Ensuringlegalandethicalintegrity 3‐5 4.4 .7878. Trackingandassessingacademicperformanceofthe

schoolbasedonthemission,vision,andchartergoals 3‐4 3.3 .488

9. Developingtheschool’sExecutiveDirector/CEO 3‐5 4.0 .57710. Evaluatingtheschool’sExecutiveDirector/CEO 2‐5 3.8 1.09511. DevelopingtheHeadofSchool/Academic

leader/Principal 3‐5 4.1 .690

12. EvaluatingtheHeadofSchool/AcademicLeader/Principal 2‐5 4.0 1.00

COMMENTS:MajorThemes

Greatschoolleader,inherfirstyear,andacompetentstaff.Thehighestpriorityisafiscaloneandwesimplyneedbetterfunding.

Significantprogresssincelastyear.Regulartestingtakesplace;dataisbeingusedbytheteacherstoincreaseacademicperformance.

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BAFCisusedformanyoftheCEOfunctions–wedonothaveaBusinessManager;theyaredoinganoutstandingjob.

PaulDoerrerwillleadtheevaluationinthenextfewmonths.BOARDPROCESSESEffectivecharterboardshaveprocessesthatmaximizetheiroperations,thusoptimizingtheeffectivenessoftheschoolcommunity.Pleaseratetheprocessesofyourboardbycirclingoneoftheratingsonthescale.

Poor BelowAverage Average AboveAverage Excellent 1 2 3 4 5

Question

Range

Mean

StandardDeviation

1. Identifying,cultivating,andintegratingnewboardmembersbasedontheneedsoftheschool(background,diversity,expertise,etc.)

3‐4 3.6 .535

2. Providingcharterschoolorientationandtrainingfornewboardmembers 3‐4 3.4 .535

3. Utilizingboardcommitteeseffectivelyandefficiently(committeesfulfillingtheiridentifiedrolesandresponsibilities)

4‐5 4.6 .535

4. Reviewingboardmeetingagendasandrelatedmaterialsinatimelymannerinpreparationformeetings

3‐5 4.4 .787

5. Runningboardandcommitteemeetingswell(e.g.,start/endontime,givemembersachancetoengageinissues,andensureallvoicesareheard)

4‐5 4.9 .378

6. Selecting,developingandevaluatingtheboardchair 3‐5 4.7 .7567. Selecting,developingandevaluatingschoolleaders 3‐5 4.1 .6908. Utilizingdatatomakestrategicandoperational

decisionsfortheschool 3‐5 3.9 .690

9. Monitoringfiscaloperations,includingdevelopingandapprovingabudgetmonitoringexpenses,andoptimizingcashflowforallfundingandexpensestreams,

4‐5 4.3 .488

10. Ensuringtheboardandschoolareincompliancewithallrequiredlawsandpolicies(conflictofinterest,backgroundchecks,whistleblower,non‐discrimination,records,insurance,etc.)

4‐5 4.3 .488

3



Hopetogetmoretestingdatanowthatstudentsaremovingintothemiddlegrades.;therehasbeenadearthofsuchinformation;believeweweremisledbythereading“experts”whosetupaprogramandtestedthefirstyear.

BoardmembershaveattendedMCPSAeducationalprograms. Facilitiesandlong‐rangeplanning;financesanddevelopmentcommitteesprovideexpertise

andguidancetotheboard. Thesearchcommitteedidanexcellentjobidentifyingournewprincipalandengagingthe

board,staffandparentsintheprocess. BAFCandboardmembersareprovidingmentoringtoAngela. Boardmembersareveryengagedandhaveabroadrangeofexperience.Forexample,Kirk

Muellerisleadingourfundraisingefforts;PaulDoerreroverseesreportingandcompliance;AnnAndersonisveryinvolvedinmonitoringfinances.

4


SHORT‐TERMPRIORITIESPartIIIofthissurveyisdesignedtohelpboardsidentifywheretheymayrequirefuturesupport,training,orguidance.Pleaseindicateforeachofthefollowingpotentialgoalswhetheryouconsiderthemlow,mediumorhighpriority.

LowPriority MediumPriority HighPriority 1 2 3

Question

Range

Mean

StandardDeviation

1. Clarifyingtheorganization’smission,visionand

strategicgoals 1‐3 2.3 .756

2. Evaluatingboardperformancetoensurecontinuousimprovement 1‐2 1.7 .488

3. Developing,addingorreplacingboardmembers 1‐3 1.9 .6904. Developing,addingorreplacingschoolleaders 1‐3 2.1 .9005. Developingfinancialresourcestosupporttheschool 3‐3 3.0 .0006. Improvingfinancialstability 3‐3 3.0 .0007. Assessingandimprovingacademicperformance 2‐3 2.9 .3788. Developingstrategiesforrecruitingandretaining

highqualityteachersandstaff 2‐3 2.4 .535

9. Meetingalllegalandpolicyrequirements(specifyneedsbelow,ifdesired) 1‐3 2.3 .951

10. Planningforfacilities 3‐3 3.0 .00011. Consideringexpansionorreplicatorschools 1‐3 2.0 1.0012. Preparingforrenewalofthecharter 2‐3 2.9 .378


Highestpriorityhasbeensupportingnewschoolleader. Academicprogresshascontinuallybeenstressedbytheboard. Withboardsupport,theschoolleadershasassembledastrongteachingstaffandestablished

apositivelearningenvironment. Boardmembershaveactivelyparticipatedinboardandcommitteemeetings. BAFChascompletedreportingtimely,providedmentoringforschoolleaderandare

knowledgeableconsultantsforspecialeducation.

1 BLCA 2014 Staff Survey

Office of Charter School Operations

AppendixCBetterLearningCommunitiesAcademy

April2014StaffSurveyResultsBasedonresponsesfromfourstaffmemberswithtwotoeightyearsdoingtheircurrentorsimilarjobs,andonetothreeyearsatBLCA.PartI:Pleaseanswerthefollowingquestionsusingthe5‐pointscalebelow:

5 4 3 2 1stronglyagree agree neutral disagree stronglydisagree

Question

Range

Mean

StandardDeviation

1. Theschoolenvironmentsupportsstudentlearning. 5‐5 5.0 .0002. Theschoolenvironmentissafeandorderly. 4‐5 4.25 .5003. Staffatthisschoolbelievethatallstudentscanlearn. 5‐5 5.0 .0004. Theschool’sdailyschedulesupportsstudentlearning. 5‐5 5.0 .0005. Staffatthisschoolhavehighexpectationsforstudent

learning.4‐5 4.5 .577

6. Staffatthisschoolhavehighexpectationsforstudentbehavior. 4‐5 4.5 .577

7. Staffatthisschoolhavenecessarysupplies(i.e.paper,markers)tosupportlearning. 3‐5 4.25 .957

8. Staffatthisschoolhavethenecessarytechnologytosupportlearning.

4‐5 4.5 .577

9. Studentsareactivelyengagedintheirlearning. 4‐5 4.25 .50010. Policies/proceduresforstudentbehaviormanagementare

consistentlycommunicated.3‐5 4.0 .816

11. Policies/proceduresforstudentbehaviormanagementareconsistentlyimplemented. 3‐4 3.75 .500

12. Staffatthisschoolfeelsupportedbyschooladministration. 4‐5 4.5 .57713. Schooladministratorseffectivelycommunicatestaff

expectations. 4‐5 4.25 .500

14. Schooladministratorseffectivelycommunicatestudentexpectations. 4‐5 4.75 .500

15. Staffatthisschoolreceiveeffectiveadministratorfeedbackonjobperformance.

4‐5 4.25 .500

16. Theadministrativestaffexhibitshighstandardsofprofessionalbehavior. 4‐5 4.75 .500

17. Administratorsexhibitstrongleadershipskills. 4‐5 4.75 .50018. Goodcommunicationexistsbetweenallstakeholders. 4‐5 4.33 .577

2 BLCA 2014 Staff Survey

Office of Charter School Operations

19. Allstakeholdersintheschooltreateachotherwithmutualrespect. 4‐5 4.5 .577

PartII:Describethecultureofyourschool–MAJORTHEMESCULTURE&FOCUSONLEARNING

Thecultureofourschoolisfamilybasedandneighborhoodfriendly.Ourschoolalsohas90%ofAfricanAmericanstudentsenrolled.Alsoveryopentonewthingsandideasthatcanenhancetheimprovementofthechildrenaswellastheirparents.

Ithinkthecultureoftheschoolisgreat.Theyhavemeetingtomewiththeteachersaboutwhattheylikewhattheydidn’tlikeabouttheweek.Theytalkaboutthingstochangetheclassroom.Iftheyneedtotalkaboutacertaintopiclongeruntiltheyfeelcomfortablemovingon.Ithinkthecultureisdiverseanyrace,couldattendBLCAweacceptallkind.It’sagreatschool.

Studentswillconstantlybeencouragedtomeetthehighestacademicstandardsandfocusonexcellencewithoutexcuses.AttainmentofGradelevelExpectationsandtheachievementofGoalssetinastudent’sILP(whicharebasedonattainingtheacademicskillssetinthecurriculum)willbeutilizedtodeterminepromotion.

PartIII:Additionalcomments–MAJORTHEMES

BLCAhasbeensuccessfullyaccomplishinggoals.

1

BLCA 2014 Teacher Survey Office of Charter School Operations

AppendixDBetterLearningCommunitiesAcademyApril2014TeacherSurveyResults

Basedonresponsesfrom10teacherswith1–46yearsofteachingexperienceandonetothreeyearsatBLCA.PartI:Pleaseanswerthefollowingquestionsusingthe5‐pointscalebelow:

5 4 3 2 1stronglyagree agree neutral disagree stronglydisagree

Question

Range

Mean

StandardDeviation

1. Theschoolenvironmentsupportsstudentlearning. 3‐5 4.3 .6752. Theschoolenvironmentissafeandorderly 3‐5 3.8 .7893. Teachersatthisschoolbelievethatallstudentscanlearn. 4‐5 4.9 .3164. Theschool’sdailyschedulesupportsstudentlearning. 4‐5 4.4 .5165. Teachersatthisschoolhavehighexpectationsforstudent

learning.4‐5 4.7 .483

6. Teachersatthisschoolhavehighexpectationsforstudentbehavior. 4‐5 4.5 .527

7. Teachersatthisschoolcollaboratetoimprovestudentlearning. 4‐5 4.5 .5278. Teachersutilizeeffectiveinstructionalstrategiesinlesson

deliverytopromotestudentlearning. 4‐5 4.1 .316

9. Teachersutilizeassessmentstoevaluatestudentprogressandtoguideinstruction. 3‐5 4.5 .707

10. Theschoolhasaclearlydefined,highqualitycurriculum. 4‐5 4.5 .52711. Goalsandobjectivesareclearlyarticulated 4‐5 4.2 .42212. TheTitleIplaniseffectiveinsupportingstudentneeds. 3‐5 3.9 .73813. Stafffollowamandatedprocessforidentifyingandsupporting

specialeducationstudents. 3‐5 3.9 .568

14. Thedeliveryofspecialeducationservicesmeetstudents’needs. 3‐5 3.5 .52715. On‐goingprofessionaldevelopmentsupportsbestpracticesand

promotesstudentlearning. 3‐5 3.8 .789

16. Teachersatthisschoolhavenecessarysupplies(i.e.paper,markers)tosupportlearning 2‐4 3.3 .823

17. Teachersatthisschoolhavenecessaryinstructionalmaterials(i.e.textbooks)tosupportlearning.

2‐5 3.9 .876

18. Teachersatthisschoolhavethenecessarytechnologytosupportlearning. 2‐4 3.3 .823

2


19. Studentsareactivelyengagedintheirlearning. 2‐5 3.6 .84320. Policies/proceduresforstudentbehaviormanagementare

consistentlycommunicated.2‐4 3.2 .789

21. Policies/proceduresforstudentbehaviormanagementareconsistentlyimplemented. 2‐4 3.3 .823

22. Teachersatthisschoolfeelsupportedbyschooladministration. 4‐5 4.4 .51623. Schooladministratorseffectivelycommunicateteacher

expectations. 2‐5 3.9 1.101

24. Schooladministratorseffectivelycommunicatestudentexpectations. 3‐5 4.5 .707

25. Teachersatthisschoolreceiveeffectiveadministratorfeedbackandguidanceoninstructionalpractice

2‐5 3.8 1.135

26. Theadministrativestaffexhibitshighstandardsofprofessionalbehavior. 3‐5 4.5 .707

27. Administratorsexhibitstrongleadershipskills. 3‐5 4.5 .70728. Goodcommunicationexistsbetweenallstakeholders. 3‐5 3.9 .73829. Allstakeholdersintheschooltreateachotherwithmutual

respect.4‐5 4.5 .527

PartII:Describethecultureofyourschool–MAJORTHEMESSchoolCulture

HereatBLCAthereisacceptanceofdifferences.Thestaffherepromotespatriotism.Thestudentsarelearningaboutdifferentculturesinourworld.Thestudentsarelearningwhytheyneedaneducationandtheimportanceofeducation.

Thecultureofourschoolisoneinwhichlearningandachievementarebecomingthecontextforschooling.Childrenhavebeguntofocusonlearningandworkinghard.Theyareactuallylearningandtakeprideintheiraccomplishments.

Thecultureisaverywelcomingenvironment. ThecultureofourschoolismainlyAfricanAmerican.Ourfamilieshavemanyneedsinregards

tosupportingourchildren’slearningandtheirsuccess. ThecultureofBLCAischangingforthebetter.Itismyperceptionmanagementwasnota

strongpointinthepast.

FocusonLearning

BLCAstaffpersonsbelievethatallchildrencanlearn.Thisbeliefsystemisamustforanyschoolwhosemissionistoeducatechildrenathighlevels.Teachersonthestaffspendtimeafterschoolgettingreadyforthenextdayandpreparingextramaterialsforthoseyoungsterswhoarestruggling.

3


Thisschoolisdeterminedtomakesureallchildrenaresuccessful. Westriveforacademicexcellence. Thiseducationalteamisworkinghardtosupportourstudentsforacademicsuccess.The

“teamspirit”iscontagiousandpositiveresultsarebeingachieved. Anenvironmentwherestudentsareexpectedandchallengedtosucceedandreachthenext

level.Weareaschoolwhoisfinetuningourpoliciesandprocedurestohelptheoveralllearningenvironment.

Professionalism AnattitudeofProfessionalismispartofourculture.Ibelieveeveryoneisdoingtheirutmost

bestforourstudentstolearnandgrow. Ithinktherearewonderfulteacherswhohavethekidslearningandbestinterestinthe

forefrontofalltheydo. Wehavestudentswithmanyneedsandtheprofessionalsinthebuildingworkveryhardto

meetand/orfindwaystomeetthoseneeds.

AreasinNeedofImprovement

Ifeeltherearemanystrugglesduetoinconsistencyindiscipline,notenoughstaffinginareasofconcernsuchasTitleIandSpecialEd.Ifeelthereneedstobeamoreofaschoolcommunityfeel.Theteachersallworkwelltogetherbutdonotfeelstudentsaredevelopingownershiporprideintheirschool.

Wecanimproveoncommunicationbetweenteachersandstaffaswellasteachersineverygradelevel.

Wehaveacademic/behaviorchallenges. ThecultureofBLCAisstilldeveloping.Strongleadershipisstillneededinsomeareastohelp

reallyestablishthecultureweexpectandagreedupon.Theculturethatweexpectisonethatisembracingexcellenceinourschool,community,others,andourselves.However,thatexcellencehasnotyetbeenreached.

PartIII:Additionalcomments–MAJORTHEMES

I’dlikearaise. Ithinkwearealllookingforwardtonextyearwhenwecanimplementourcurriculumand

policiesmoreconsistentlynowthatwehaveour“feetwet”afteryearoneofJourneysandourtimehere.Therearegapstofill,wesimplyneedtolookforhowtofillthem.

ItisarealhonortobeatBLCA.Theurbanchallengesarefelteachday,yetimprovementinstudentlearningishappening.Ilookforwardtoabrightfuture.

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