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DELAWARE CHARTER SCHOOL ANNUAL REPORT CHARTER SCHOOL INFORMATION
Charter School Name: Delaware College Preparatory Academy (DCPA)
Mailing Address: 510 West 28th Street City/State/Zip: Wilmington, DE 19802
Email: dcpacademy.org Telephone: (302) 762.7424
Fax: (302) 762.7426 Website: www.dcpacademy.org
Angela Dennis December 1, 2013 Head of School Date
Head of School Date
Yardise Jones December 1, 2013 Board President Date
SUBMISSION DEADLINE: December 1st (September 30th for renewing charter schools)
All schools submit one (1) signed copy (PDF via email preferred) to the DDOE Charter School Office
School: _________________________________________________________________ Report for Year: ________ (20___ - 20 ___) Page 2 of 17
TABLE OF CONTENTS
SECTION 1: Abstract…………………………………………………………………...4
SECTION 2: Academic Performance…………………………………………….…..5-8
SECTION 3: Financial Performance……………………………………………….......9
SECTION 4: Organizational Performance……………………………….…….....10-11
SECTION 5: Status of Conditions Place upon Charter…………………………..12-13
SECTION 6: Student Retention Goals and Targets……………………………...14-16
SECTION 7: Innovation……………………………………………………………….17
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ABSTRACT
Delaware College Preparatory Academy (DCPA) was authorized by the Red Clay
Consolidated School District in May 2007. Our school is modeled after other successful
college preparatory elementary school programs, wherein our primary focus is to provide
an education that rivals that which is found in the nation’s most elite private,
independent, and suburban schools—an education that is made available from public
dollars and one that is accessible for all children, especially those from limited economic
resources.
Delaware College Preparatory Academy’s central mission is our commitment to closing the
achievement gap for all of our students. Presently, we serve students from all over the state
of Delaware in grades kindergarten through grades five in Wilmington, Delaware. Our
school is unique where we have a two-teacher model in grades kindergarten through
second grade and single class room instruction in grades third through fifth. Our two-
teacher model lends itself to meeting our student’s academic needs by providing small
group instruction and more individual attention to our younger students in a 1:15 ratio.
Currently, we have ten class rooms that are comprised of 3-Kindergarten, 2-First grade,
2-Second Grade, 1-Third Grade, 1-Fourth Grade, and 1-Fifth Grade. However, we have
the ability to expand and our ultimate goal is to be able accommodate two grade levels of
Kindergarten thru 5th
grade. In addition, we pay special attention to meeting our student’s
social and emotional needs by providing leadership, mentoring, and counseling programs.
Demographics:
For 2011-2012 scholar enrollment was 232. For the 2012-2013 school year we have 219
scholars. As we move forward, our goal is to retain all our present scholars and to focus
our recruitment efforts in grades Kindergarten – 2nd
grade.
Enrollment by Race/Ethnicity:
2012 2013
African American 97.8% 96.1%
Hispanic/Latino 1.8% 2.6%
White 0.4% 0.4%
Multi-Racial 0.4%
American Indian 0.4%
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For the 2012-2013 school year, our staffing ratios reflect that our student per teacher ratio
is 17. This number includes all instructional staff members.
We will continue a strong emphasis and focus on achievement, clear curricular choices,
frequent assessment and multiple chances for students to show improvement and a strong
emphasis on writing in all academic areas.
Mission Statement:
The mission of Delaware College Preparatory Academy is to ensure that our kindergarten
through grade five students are prepared to succeed in the most demanding college
preparatory middle and high schools in the nation.
Vision Statement:
At Delaware College Preparatory Academy (DCPA), we believe that all students can learn
and have the ability to reach their fullest potential with structured guidance. Graduates of
DCPA will possess a core set of key academic characteristics that lead to high
achievement and a set of core values and habits that will benefit them throughout their
lives.
Projected Charter Modifications:
Shorten school year and school day
Two teacher model; 1teacher and 1Para-educator
Ability to add 3 classes of grades K-2nd
, as needed to meet enrollment goal
Criteria to recruit 3rd
-5th
grade
o Transferring from another charter or private school
o Transferring out of town
o Sibling enrolled in grades K-2nd
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ACADEMIC PERFORMANCE :
WHAT ARE THE SCHOOL’S ACADEMIC PERFORMANCE OUTCOMES THAT WILL DEMONSTRATE STUDENT GROWTH, PROFICIENCY, AND COLLEGE AND CAREER READINESS LEVELS AS MEASURED BY THE PERFORMANCE FRAMEWORK? PROVIDE AN ANALYSIS OF STRENGTHS, CHALLENGES, AND OPPORTUNITIES FOR GROWTH IN THESE AREAS.
The 2012 - 2013 school year began with a focus on becoming a superior school.
Although we made adequate yearly progress (AYP) as measured by the Delaware
Comprehensive Assessment, our overall rating as measured by the performance
framework was that we fell far below standard in English Language Arts (ELA) and
Math.
Through assessments and analyses, our performance data indicated that our scholars on a
whole had a gap in reading. For the 2013 - 2014 school year, we will continue to focus
on literacy. We firmly believe that literacy is the most essential academic skill upon
which the majority of all future learning is built. A strong concentration on fundamental
literacy in the formative years of school is a critical component of high-performing
elementary schools. For reading, in order to meet our learning goals and objectives, we
have adopted the use of the 100 Book Challenge, the computer-based program,
Accelerated Reader and our new common core aligned curriculum, McGraw Hill
Wonders.
Further, we have set targets for our 2013 - 2014 school year while pushing for a
successful year by making significant progress in test scores, meeting our targets and
achieving AYP.
Studies have also conclusively linked 3rd grade reading results to high school graduation
rates. A scholar, who is not a moderately skilled reader by 3rd grade, is not likely to
graduate according to the National Reading Panel. Thus, a scholar’s ability to achieve
mastery in ELA and become a proficient reader is a key performance goal.
Listed below are the indicator, measurement, annual target, and results for this goal. The
following academic performance indicators and outcomes that will demonstrate student
growth, proficiency, and college and career readiness levels as measured by Delaware
performance Framework are as follows:
PERFORMANCE INDICATOR:
Scholars will read, write, and comprehend written materials with a high level of
proficiency; scholars will develop an enthusiasm and love for reading.
Practices within these high performing schools align with the findings of the National
Reading Panel as they:
(1) Devote significant time to instructing reading and writing, specifically teaching
phonics and comprehension methods; and
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(2) Develop fluency by meticulously practicing reading and writing and by
establishing a passion for reading.
Measures of Academic Progress (MAP) data will allow educators to understand each
scholar’s academic level and gives teachers the power to help them excel. Our MAP
data indicates that our Scholars’ average RIT on the spring 2013 test for 1st grade was
178.4 which exceed the expected spring grade norm of 176.9. Our 2nd
grade average
score was 183.5 compared to the expected spring grade norm of 189.6.
Delaware Comprehensive Assessment System (DCAS), results indicate 44% of our
2nd grade scholars met or exceeded expectations in reading. 52% of our 3rd grade
scholars met or exceeded expectations in reading; 34% of our 4th grade scholars met or
exceeded expectations in reading; and 88% of our 5th
grade scholars met or exceeded
expectations in reading.
Results indicate that although our scholars showed improvement, we need to ensure that
success occurs at all grade levels. We firmly believe that literacy is the most essential
academic skill upon which the majority of all future learning is built. A strong
concentration on fundamental literacy in the formative years of school is a critical
component of high performing elementary schools. Practices within these high
performing schools align with the findings of the National Reading Panel as they:
(1) Devote significant time to instructing reading and writing, specifically teaching
phonics and comprehension methods; and
(2) Develop fluency by meticulously practicing reading and writing and by
establishing a passion for reading.
Studies have also conclusively linked 3rd grade reading results to high school graduation
rates. A scholar, who is not a moderately skilled reader by 3rd grade, is not likely to
graduate according to the National Reading Panel. Thus, a scholar’s ability to achieve
mastery in ELA and become a proficient reader is a key performance goal. Listed below
are the indicator, measurement, annual target and results for this goal.
PERFORMANCE INDICATOR:
Scholars will achieve mastery in mathematics and become proficient in mathematical
computation and problem solving.
The MAP data indicates that our scholars’ average score RIT on the Spring 2013 test for
1st grade was 180.6 which exceeds the expected spring grade norm of 179. Our 2
nd grade
average score was 186.1 compared to the expected spring grade norm of 191.3.
Our DCAS results indicate 69% of our 2nd grade scholars met or exceeded expectations
in math. 52% of our 3rd grade scholars met or exceeded expectations in math; 46% of our
4th grade scholars met or exceeded expectations in math; and 69% of our 5th
grade
scholars met or exceeded expectations in math.
Results indicate that although our scholars showed improvement (over 22 point gains in
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reading and math compared to previous year), for the 2011-2012 school year, only 55.4%
of our scholars made enough annual growth to maintain or achieve proficiency status
within 3 years or by 10th
grade. As we move forward our growth goals are as follows:
Growth Goal 1:
By school year end 2013-14, we will make AYP via the Delaware Comprehensive
Assessment System (DCAS).
Current Status:
Our overall average target for DCAS Reading Proficiency for
2013-2014 is approximately 62.2%. (This is our Safe Harbor
target). Our current average proficiency from the fall 2013 DCAS
is 17.6%. Therefore we need to increase our proficiency
percentage by 44.6% by the second execution of the Spring 2014
READING DCAS.
Our overall average target for DCAS MATH Proficiency for 2013-
2014 is approximately 59.5%. (This is our Safe Harbor target).
Our current average proficiency from the fall 2013 DCAS is 9%.
Therefore we need to increase our proficiency percentage by
50.5% by the second execution of the Spring 2014 MATH DCAS.
Rationale:
This is the chosen method of assessment for NCLB /AYP for the state of Delaware.
Growth Goals 2:
By school year end 2013-14, we will increase our NWEA/ MAP (Measure of Academic
Progress) Scores in Reading to 80% proficiency. At least 80% of our scholars will
receive an RIT percentile of 51% or greater.
By school year end 2013-14, we will increase our NWEA /MAP (Measure of Academic
Progress) scores in Math to 80% proficiency. At least 80% of our scholars will receive
an RIT percentile of 51% or greater.
Current Status: Our current average Reading proficiency from the fall 2013 MAP
is 17.7%. Therefore we need to increase our proficiency
percentage by 62.3% by the Spring 2014 execution of MAP
READING.
Our current average Math proficiency from the fall 2013 MAP is
28.5%. Therefore we need to increase our proficiency percentage
by 51.5% by the Spring 2014 execution of MAP MATH.
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Rationale:
Grade-independent Common Core MAP interim assessments deliver valid, reliable, and
real-time growth and proficiency data. The cross-grade item pool allows us the ability to
assess our scholars who are performing below, on-grade, or above grade level with
appropriate levels of challenge.
The common core aligned MAP allows us to inform in-the-moment instructional
practices by identifying every student’s strengths and opportunities for improvement,
track student progress from fall to spring, and generate valid growth data to use when
evaluating programs school-wide.
Challenges:
Ensuring that all of our children are prepared to score proficient or advanced on the DCAS and
above the 23rd percentile on the NWEA continues to be our main challenge. While we saw
across the board increases in many areas and grades, there was a drop is the scores of our 1st,
2nd and 3rd grade reading classes. Therefore, maintaining our strong academic focus generally
with appropriate additional focus in these weak areas are our chief challenges.
Priority Needs:
After a comprehensive needs assessment was performed, it was apparent that the staff needed
additional support and knowledge in regards to instructional strategies, implementation of the
common core standards, and addressing the six instructional shifts required with the CCSS:
focus, coherence, fluency, deep understanding, applications and dual intensity. Teachers will
analyze data and list obstacles or reasons why students did not achieve at a level of proficiency.
This process promotes inquiry, use of research, professional development, the idea of a
“learning organization” which helps to build a school wide culture of learning. Our expectation
and objective is that the overall quality of teaching improves as evidenced by observations, peer
evaluations, self-assessments, and student and parent feedback.
Planning for professional growth is both a school-wide and individual venture. Direct teacher
involvement and interest will enhance the overall effectiveness of our school improvement
plan.
Lastly, through the utilization of the professional development provided in using high-yield
instructional strategies, staff members accept collective responsibility for the achievement of all
scholars in the school and adults will work together to ensure that each scholar receives
appropriate instruction and support in a learning-enriched environment. Assessments now have
more to do with helping scholars grow than with compiling and categorizing their mistakes.
Teachers will have trust to open up their classrooms to other staff members school-wide while
participating in walkthroughs and observations in order to glean best educational practices.
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FINANCIAL PERFORMANCE:
WHAT ARE THE SCHOOL’S FINANCIAL PERFORMANCE EXPECTATIONS THAT WILL DEMONSTRATE VIABILITY AND SUSTAINABILITY AS MEASURED BY THE PERFORMANCE FRAMEWORK? PROVIDE AN ANALYSIS OF STRENGTHS, CHALLENGES, AND OPPORTUNITIES FOR GROWTH IN THESE AREAS.
Delaware College Preparatory Academy’s (DCPA), overall financial rating is DOES
NOT MEET STANDARD. By July 1, 2014, our expectation is to achieve the overall
rating of “Meets” standard as measured by the Financial Performance Framework. Each
year, we will be on track to demonstrate economic viability and achieve our financial
performance expectation. This progress will be monitored through our annual
performance review.
Mission Specific Goals:
By April 1st of each year, DCPA will document 80% enrollment in concordance with
State law.
By year end 2014, DCPA will maintain a positive cash flow via solicited corporate funds
and grants.
By year end 2014, Debt to Asset ratio will be improved to be less than 1.0 via decreased
liabilities for the building upkeep.
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ORGANIZATIONAL PERFORMANCE:
WHAT ARE THE SCHOOL’S PERFORMANCE EXPECTATIONS IN MEETING ITS ORGANIZATIONAL RESPONSIBILITIES INCLUDING, BUT NOT LIMITED TO, ADMINISTRATIVE OPERATIONS, REPORTING, AND LEGAL RESPONSIBILITIES AS MEASURED BY THE PERFORMANCE FRAMEWORK? PROVIDE AN ANALYSIS OF STRENGTHS, CHALLENGES, AND OPPORTUNITIES FOR GROWTH IN THESE AREAS.
Delaware College Preparatory Academy’s (DCPA), overall organizational rating is
DOES NOT MEET STANDARD. By July 1, 2014, our expectation is to achieve the
overall rating of “Meets” standard as measured by the Organizational Performance
Framework. This progress will be monitored through our annual performance review.
Below, please see our analysis of each area that is measured by the performance
framework.
Education Program:
One of DCPA’s core discipline is its’ 2-teacher model in kindergarten through 2nd grade
classes. The 2 teaching professionals in the classroom may include 2 teachers or 1
teacher and possibly an additional teaching professional. In addition, DCPA will
continue to leverage internal processing to ensure the appropriate handling or identifying
of students with disabilities.
Financial Reporting:
DCPA has done a great job adhering to reporting requirements to ensure compliance.
One area that DCPA needed to focus is removing carryover items indicated on its annual
audit that were interpreted as unresolved. DCPA has ended the year with no findings and
all previous audit findings removed from the 2012-2013 audit.
Governance and Reporting:
DCPA has an engaged board of directors that ensure that appropriate oversight and
governance policies are evaluated and appropriate for the needs for DCPA. Additionally,
DCPA will continue to hold its monthly board meetings at the school and reschedule
meetings if, weather or school closings prevent the public from attending.
Students and Employees:
In order for the scholars of DCPA to meet its academic goal, attendance is paramount.
However, due to inconsistent procedures in regards to attendance and identifying scholars
that are chronically absent, DCPA has enhanced its processes to address attendance
issues as the arise versus identifying attendance as a reason for low performance for a
scholar.
School Environment:
DCPA’s school facility continued to require significant work due to the age and size of
the building and construction efforts that were poorly executed. DCPA was challenged
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with its building and continue to make needed repairs to ensure that the school is a safe
environment that is conducive to learning.
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STATUS OF CONDITIONS PLACED UPON THE CHARTER:
Include: A status update of any conditions imposed upon the school’s charter,
Your plan to meet any conditions that are currently “not met”.
According to the Red Clay DCPA Accountability Committee, Delaware College
Preparatory Academy (DCPA) was placed on probation for the following reasons:
(1) The financial viability of Delaware College Preparatory Academy.
(2) The low enrollment numbers for school year 2013-14.
(3) The lack of fidelity with the academic programming as described in the charter.
However, our plan to meet the above conditions that were “not met” includes the
following goals.
Goal 1: Increase the Financial Viability
By year end 2014, we will increase the financial viability of DCPA by the following
measures:
• Seeking Board Contributions
• Fundraising
• Apply for Grants
• Reduced Administrator & Support positions
• Modify Organization contracted providers/services
Goal 2: Increase Student Enrollment
By April 1st of each year, DCPA will document 80% enrollment, in concordance with
State law.
By September 30th of each year, DCPA will document actual enrollment that equals or
exceeds 95% of planned enrollment.
We will increase student enrollment by the following measures:
• Develop Partnerships w/Head Start Programs in Delaware
• Develop Partnership with Community Daycare Centers
• Run newspaper/radio ads
• Participate in Local & Statewide Community Events
• Schedule on-going Open House
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• Provide Student Shadowing Tours
• Utilize Scholar Referral Program
• Display yard signs throughout the State of Delaware
Goal 3: Implement Academic Program with Fidelity
By year end 2014, we will implement our academic program with fidelity by the
following measures:
• Retain current Scholars
• Retain current Staff
• Provide a rigorous curriculum
• Modify charter to ensure that we are able to meet our student enrollment goals
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STUDENT RETENTION GOALS AND TARGETS:
Include: The percentage of students who have re-enrolled from the prior year according to
ESEA demographic categories,
The number of students who have left your school before the year is over or
before the end of the charter school’s grade configuration per ESEA
demographic category,
A summary of why students chose to leave,
The percentage of students who did not pass from one grade to the next,
Your plan to improve student retention and average daily attendance if less than
your stated targets.
During the course of the 2012-13 academic school year, we faced a number of challenges
which included hiring an Interim Executive Director, the loss of several teaching staff
members, and severe structural damage to our building. For these reason primarily, our
credibility with our parents, students, community partners, and stakeholders was strained
and it showed in our retention targets. To the point, that we were unable to meet our
enrollment goals and received a rating of “DOES NOT MEET” under the financial
performance framework. Below, please see our responses from the above questions
regarding student retention goals and targets.
The percentage of students who have re-enrolled from the prior year according to
ESEA demographic categories was 59% (136 students).
The number of students who have left before the end of the school was over was 8
students.
Student who chose to leave DCPA, left for a number of reasons which includes,
moving out of state, loss of trust in the school Administrators, truancy issues, and
retention concerns.
The percentage of students who did not pass to the next grade is as follows:
Grade Total Students Total Students Retained
& Percentage
K 54 7 (13%)
1st 52 2 (4%)
2nd
38 2 (5%)
3rd
36 1 (3%)
4th
37 6 (16%)
5th
15 2 (13%)
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Our plan to improve student retention and average daily attendance includes the
following goals.
Goal 1: Student Retention
By July 1, 2014, our expectation is to achieve the overall rating of “Meets” standard as
measured by the Financial Performance Framework in the area of Enrollment Variance.
By April 1st of each year, DCPA will document 80% enrollment, in concordance with
State law.
By September 30th
of each year, DCPA will document actual enrollment that equals or
exceeds 95% of planned enrollment.
We will increase student retention by the following measures:
Provide rigorous curriculum
Alternative Teaching methods
Offer creative learning that is infuse with Technology
Parent Survey’s
Quarterly bulletins
School programs
Quarterly Dinner with Executive Director
Goal 2: Student Attendance
By July 1, 2014, our expectation is to achieve the overall rating of “Meets” standard as
measured by the Organizational Performance Framework in the area of attendance.
By July 1, 2014, DCPA will document 95% of attendance in concordance with State law.
We will increase student attendance by the following measures:
Increase family involvement
Monitor attendance
Contact student when they are absent
Ensure parents/guardians are aware of truancy policy
Enforce truancy policy
Utilize attendance contracts
Provide rewards and incentives for good attendance
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Utilize Alert Now system to report truancy
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INNOVATION:
Include:
A discussion of innovation occurring at the school in areas including, but not limited to, curriculum development, instructional strategies, school culture and climate, community and parent engagement, professional development, operations and management practices, and extra-curricular programming.
Delaware College Preparatory Academy ensures that our kindergartens through grade
fifth scholars are prepared to succeed in the most demanding college preparatory middle
and high schools in the nation. Through a structured, disciplined and academically
rigorous environment, our scholars master core skills needed to succeed academically in
reading, writing, and math.
Scholars receive over 160 minutes of literacy instruction daily (which includes 40
minutes of writing development), and 80 minutes of mathematics instruction every day.
In addition, scholars will receive 90 minutes of instruction in science and social studies
per week and 120 minutes per week in music and art.
Overall all, our approach to education is quite simple:
· We HIRE the BEST TEACHERS
· We believe that ALL SCHOLARS can achieve
· We set HIGH academic and behavioral EXPECTATIONS
· We use DATA continuously TO DRIVE our curriculum and staffing DECISIONS
· We make NO EXCUSES and take full responsibility FOR our scholars’ SUCCESS
Our educational design uses a two-teacher instructional model in grades Kindergarten
through grade two, maintains consistency in program pacing and delivery, requires a
school-wide usage of the same systems and structures, and utilizes flexible ability
grouping to meet the diverse needs of our scholars. As well, we infuse character
development daily within our more traditional academic framework and will also create
and maintain a school culture grounded in the expectation, that all of OUR scholars CAN
and WILL go to COLLEGE!
At DCPA we strongly believe that there is nothing more important than ensuring that all
children have an equal opportunity to succeed. To be trusted with this responsibility is a
tremendous privilege and we appreciate the support provided by our scholars, parents,
community organizations, and stakeholders as we continue this important work.