kipp endeavor academy - university of missouri · shanika harris, st. louis liaison...

November 2015

KIPP ENDEAVOR ACADEMY

ANNUAL SPONSOR REPORT 2014-2015 ACADEMIC YEAR

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

Charter School Operations College of Education

Office of Charter School Operations General Information

Vision

Challenging all learners to reach their full potential.

Mission Improve the quality and performance of charter schools in Missouri by collaborating with

stakeholders to achieve exceptional educational outcomes for all students. PERSONNEL

Columbia and Kansas City St. Louis Deborah Carr, Executive Director [email protected]

Earl Simms, St. Louis Director [email protected]

Lisa Weaver, Assistant Director [email protected]

Shanika Harris, St. Louis Liaison [email protected]

Jennifer M. Wilmot, Kansas City Liaison [email protected]

Gerry Kettenbach, St. Louis Liaison [email protected]

CONTACT INFORMATION MU Charter School Operations 302 Hill Hall College of Education University of Missouri Columbia, Missouri 65211

Phone: 573.882.7538 Fax: 573.303.0438 Email: [email protected]

CollegeofEducationOfficeofCharterSchoolOperations

KIPPEndeavorAcademyAnnualReportTableofContents

Page Executive Summary

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Focus Area I: Governance

3

Focus Area II: Finances & Operations 4 Focus Area III: Culture & Environment Focus Area IV: Academic Outcomes

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Appendix: Survey Results

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Office of Charter School Operations KEA Annual Report 2014-2015

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CollegeofEducationOfficeofCharterSchoolOperations

KIPPEndeavorAcademyAnnualReportExecutiveSummaryAsKIPPEndeavorAcademypreparesforarenewalinthe2016‐17schoolyear,ithasexperiencedachangeinleadershipandbroughtinanewExecutiveDirectortoleadanexpansion.KEAhadastrongstart,weatheredsomeorganizationaldevelopmentchallengesandisnowonastableandimprovingtrajectory.Inordertocontinueimproving,theOfficeofCharterSchoolOperationsrecommendsKEAnotethefollowingstrengthsandchallengesasitformulatesagrowthplanforrenewal:

Theboardisstrongwithastrongdevelopmentandfundraisingplan.PublicrelationshasbeenastrengthforanumberofyearsandthenewExecutiveDirectorwillhelpadministrativefunctionsandallowtheschoolleadertofocusmoreoneducation.

Growthwillchallengeleadership.HighqualityteachersareinshortsupplyandtheKIPPmodelrequiresanextralevelofdedication.

Behavioralchallengesareafactorinmosturbanschools.KEAmaywanttoinvestigatenewstrategiesforstrengtheningthecurrentculture.

Teachersreportlowsurveyresponsesinareasofcurriculum,TitleIandspecialeducationservices.AcurriculumreviewwiththeDepartmentofElementaryandSecondaryEducationoranotherexternalentitymaybeuseful.

ThesefindingsaredescribedinmoredetailbelowandadditionalevidencecanbefoundinthestaffandteachersurveyresultsintheAppendix.


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GOVERNANCE Inadequate Approaching MeetsExpectationsExceeds

Expectations

Board

Operations

Theboardisqualifiedandgrowing.Therearesomeissueswith

adherencetoSunshineLaw,especiallyregardingclosedsessions.

Board

Development

Theboardengagesinsometraininganddevelopmentactivities.

BoardPlanning

Theboardhasengagedinasignificantamountofplanningthrough

thelasttwoyears.Additionaleffortsinthenear‐termtoplanforlong‐termgrowthandexpansionwillbenecessary.

SchoolOversight

Theend‐of‐yearleadershipchangehasbeenhandledwellandthe

boardhasbeeninvolvedinoverseeingthetransitionandensuingchanges.


3

FINANCES&OPERATIONS Inadequate Approaching

MeetsExpectations

ExceedsExpectations

Health&Stability

Theschoolisinastablefinancialposition.Buildingchallengeswill

likelytaxthebudget,buttheboardisawareofthischallengeandispreparingaccordingly.

Reporting&Compliance

Thepasttwoyearshavebeenchallenging,butadministrativestaff

haveovercomethelearningcurve.Ifstaffingandprocessesstaystable,thereshouldbeadditionalimprovementsthatwillbepositiveformoraleandstaffworkload.

GeneralOperations

Facilityandbuildingchangesarelikelytoprovideachallengeinthe

nearfuture,butstaffarenowexperiencedandabletohandletheircurrentworkload.

FundraisingandGrants

Theboardhasanaggressiveplanforgrowth. Theboardandschoolhaveconsistentlystaffedtobuildcapacityin

thisarea.Publicrelationsfortheschoolisstrongandfocused.


4

CULTURE&

ENVIRONMENT Inadequate ApproachingMeets

ExpectationsExceeds

Expectations

Leadership

Whiletheschoolisinatransition,currentleadershiphasperformed

wellinreturningtheschooltoaplaceofsolidpublicandstaffapproval.

Improvementsinleadingacultureofpositivebehaviorwillbeneededforfurtherimprovement.

Physical

Environment

Theboardislookingatoptionsforgrowthandpossiblysecuring

moreofthecurrentbuilding,oranotherfacility. Theschooliswarmandinviting,well‐maintained,clean,andmeets

educationalneeds.

Culture

Theschoolcontinuestostrugglewithsomebehaviorissues.While

theoverallcultureisimproved,thisareamayneedmorefocusedefforts.

Outreach

CommunityoutreachisachallengeformostKansasCityschools,but

parentoutreachisgood.


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ACADEMICOUTCOMES Inadequate Approaching

MeetsExpectations

ExceedsExpectations

Assessments

Scoresarestable,andthoughthereisstillsignificantroomfor

improvement,leadershipisimplementingnewstrategies.

TeacherQuality&

Effectiveness

Teacherturnoverislowandmostteachersaresatisfiedwithmost

aspectsoftheschool.

Curriculum

Teachersdonotfeeltheyhaveaccesstoahigh‐qualitycurriculum.A

curriculumreviewcouldberequestedfromtheDepartmentofElementaryandSecondaryEducation.

Special

Populations

Theschoolcontinuestoimprovesignificantlyinthisarea. However,teachersstillreportlowresponsesinquestionsregarding

TitleIandspecialeducationservices–thismayindicateaneedforadditionalprofessionaldevelopmentorexternalservicesinthisarea.


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Office of Charter School Operations KIPP Endeavor Academy Annual Report

Appendix: Survey Results Everyyear,theOCSOperformsasurveyofallboardmembers,teachersandstaff.Othersurveysmaybeperformedasneeded,orrequested.ThisyearaboardsurveywasnotconductedforKEA,butthisappendixcontainsresultsfromtwentysixteachersandfourstaffmembers.Responsesfromallsurveysaretabulatedandallwrittenresponsesareincluded,thoughsomemaybeeditedforidentifyingcomments.Eachsurveyitemwillshowthemedianresponse,therange,andstandarddeviation.Eachreportishighlightedingreentoindicatethemostpositiveandconsistentresponses,andinorangetoshowthelowestandmostvariableresponses.


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KIPPEndeavorAcademy

2015TeacherSurveyResultsBasedonresponsesfrom26teacherswithonetosevenyearsofteachingexperienceandonetofiveyearsteachingatKIPPENDEAVORACADEMY.PartI:Pleaseanswerthefollowingquestionsusingthe5‐pointscalebelow:

5 4 3 2 1stronglyagree agree neutral disagree stronglydisagree

Question

Mean

Range

StandardDeviation

1. Theschoolenvironmentsupportsstudentlearning. 3.3 2‐5 .8382. Theschoolenvironmentissafeandorderly 3.1 1‐5 .9933. Teachersatthisschoolbelievethatallstudentscanlearn. 4.2 2‐5 .7654. Theschool’sdailyschedulesupportsstudentlearning. 3.3 2‐4 .8045. Teachersatthisschoolhavehighexpectationsforstudent

learning. 3.9 2‐5 .7446. Teachersatthisschoolhavehighexpectationsforstudent

behavior. 3.1 1‐5 .9257. Teachersatthisschoolcollaboratetoimprovestudentlearning. 3.5 1‐5 .9058. Teachersutilizeeffectiveinstructionalstrategiesinlesson

deliverytopromotestudentlearning. 3.8 3‐5 .4919. Teachersutilizeassessmentstoevaluatestudentprogressandto

guideinstruction. 3.5 2‐5 .98910. Theschoolhasaclearlydefined,highqualitycurriculum. 2.7 1‐4 .90811. Goalsandobjectivesareclearlyarticulated 3.3 1‐5 .92812. TheTitleIplaniseffectiveinsupportingstudentneeds. 2.9 1‐5 .92913. Stafffollowamandatedprocessforidentifyingandsupporting

specialeducationstudents. 2.8 1‐5 1.014. Thedeliveryofspecialeducationservicesmeetstudents’needs. 2.4 1‐4 .80915. On‐goingprofessionaldevelopmentsupportsbestpracticesand

promotesstudentlearning. 3.2 1‐5 .95116. Teachersatthisschoolhavenecessarysupplies(i.e.paper,

markers)tosupportlearning 4.3 3‐5 .61817. Teachersatthisschoolhavenecessaryinstructionalmaterials

(i.e.textbooks)tosupportlearning. 3.7 1‐5 .91918. Teachersatthisschoolhavethenecessarytechnologytosupport

learning. 3.1 1‐5 1.119. Studentsareactivelyengagedintheirlearning. 3.1 1‐4 .84920. Policies/proceduresforstudentbehaviormanagementare

consistentlycommunicated. 2.3 1‐4 .884


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21. Policies/proceduresforstudentbehaviormanagementare

consistentlyimplemented. 2.8 1‐4 .74422. Teachersatthisschoolfeelsupportedbyschooladministration. 3.1 1‐5 .99323. Schooladministratorseffectivelycommunicateteacher

expectations. 3.0 2‐4 .74824. Schooladministratorseffectivelycommunicatestudent

expectations. 3.0 1‐4 .84925. Teachersatthisschoolreceiveeffectiveadministratorfeedback

andguidanceoninstructionalpractice 2.8 1‐4 1.026. Theadministrativestaffexhibitshighstandardsofprofessional

behavior. 3.4 1‐5 1.027. Administratorsexhibitstrongleadershipskills. 3.1 2‐4 .74928. Goodcommunicationexistsbetweenallstakeholders. 2.8 2‐4 .81629. Allstakeholdersintheschooltreateachotherwithmutual

respect. 3.8 2‐5 .613COMMENTSORGANIZEDBYMAJORTHEMESKIPPEndeavorisastrongfamilyofco‐workersthatisstrugglingwithtoughstudents,andfightingagainstpoorinternalcommunication.

Unjoyfulstudenttoadultinteraction.Vulnerableandwillingadultsdedicatedtostudentachievement.Strongrelationshipsamongstaff.Growthmindsetamongmajorityofstaff.

Familybetweenco‐workers,largelydisgruntledchildrenandparentsasteachersandstudents.Highaspirationsandsteps,however,smallorslowmovingtowardthosegoalsandneeds.

Thecultureatourschooliscurrentlyweak/negative.Alotofthishastodowithbehaviorissuesthatteachershavetodealwithonadailybasis.

Thestaffworkshardtopushstudentstomeetgrowthgoalsthatareambitiousbutachievable.Behavior,however,isaconstantissuethatmakeslearningmoredifficult.Staffworkstogetherwell,butsometimescommunicationfromleadershiptograde‐levelteamscouldusework.

Ithinkthatunlikepreviousyearsthisyearthereisahighlevelofdistrustandsecrecybetweenadministrationandteachingstaff.Thismanifestsnegativelyinstudent‐teacherrelationships.ItrulybelievethateveryadultinthebuildingWANTStodotheirjobwell.Acombinationofimproperskill/positionmatch,badhabitsbeingallowed,andlowaccountabilityhasledtoculturerotthisyear.

Teachingstaffhavethedesiretohelpeducatestudentssotheyarereadyforhighperformingandtherefore,college‐prephighschoolsinKC.Sometimesdisciplinegetsinthewayandtoxicstudentsnegativelyimpactculture.Poorcommunicationbetweenadministrationandteacher/non‐instructionalstaffalsohurtsculture.


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Theadultcultureofthisschoolistrustingandallofusknowthatwesharethesamevision.

Wearemissingacommunicationpiecelaterallyhowever,whichpreventsgoodcollaboration.Thestudentcultureisnotwhereitneedstobeintermsofbehavior,whichdohaveanimpactonlearning.Thisislargelyaresultofconsistency.

Studentscomefromalldifferentbackgroundsandexperiences.Wecreateaplacewherestudentscanlearnandbesuccessful.Thisworksformoststudents,butforsome,itisnotsuccessful.

ThecultureofKIPPEndeavorisvariabledependingontheday.Itisalsohighlydependentonasmallpercentageofstudentsdisturbingthelearningofotherstudents.

Rightnowwehavebasiccomplianceinsomeclassrooms,whileinotherclassroomsthereislittlelearninggoingon.Ourbehavioralexpectationsmustbeclarifiedandatthesametime,thequalityofourlessonsmustimprove.Peopleherearereadytodothat.

IthinkKEAisaplacethatisstrugglingwithitsidentity,astowhatmakesitdifferentandnoteworthyfromotherKIPPschools.Itisfullofeager,talentedteacherswhowanttobecomebetterteachers,butdon’treceiveadequatetrainingandfeedbacktodoso.AsIreflectontheyearhere,Ireallyfeellikethisschoolneedsmorefocusanddirectioninitsacademicvision,whichwouldhelpbothstudentsandstaff.

Ithinkwehaveabuildingfullofveryintelligentstaff,butwedonotcommunicateineffectivewaysthatsupportourstudents.Ithinkwehavesomeveryangryandunhappystudentsandwedonotlistentotheirwants/needs/letthemhaveinput.

Iwoulddescribethecultureoftheschoolasnotquitewhereitneedstobe.Wearedefinitelymakingmajorprogressbothacademicallyandbehaviorally;studentsdonotseeminvestedintheirschool,theirlearning,andeachother.Thelackofjoyisabitdisconcerting.

Thecultureisgoodbutnotgreat.Student‐staffrelationshipsarevaluedandoneofourstrengths.Therearestillsystem‐widebehavioralissuesasinasmallgroupofstudentsineachgradebringdowntheoverallstrengthofourculture.Itcouldcertainlyimprove.

Negative.IdonotenjoycomingtoworkbecauseIamnotpushedinanycapacitytobebetter.Ithinkthistranslatestomystudentswhoequallylookatschoolasanegativeplace.Ithinkthereare3‐4kidspergradelevelwhoDESTROYourcultureandneedtogobutforsomereasonarestillhere.

ThecultureatKIPPEndeavorAcademyisoneofourbiggestareasforgrowthnextyear.Rightnow,wedon’tconsistentlyfollowthroughonbehaviorprotocols.Thiscausesabigupsetaroundstudentculture.

Itcouldbebetter.Consistencyiskey. Amixedbag.Manystudentsandteachersworkingveryhardtogettoandthroughcollege,

butothersnotsomuch.Consistencyofexpectations/rewardsandconsequencesdoesnotexist.Manystudentsstrugglewithextremebehaviorsandwearenotsupportingtheirimprovement.Noaccountability.


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Thecultureofthisschoolisbroken.Theenvironmentischaoticanddoesn’tfocusonclimbing

themountaintoandthroughcollege.Differentiationistheexception,notthenorm–manystudents’academicandbehavioralneedsgounmet.

Thecultureatourschooliscurrentlycomplacent.Ourstudentcultureistakingstepsbackwardsandnotenoughisbeingdonetopreventthat.

Weareallhopingtogettothesamedestination,butsometimesitfeelslikewearerowingindifferentdirectionsoragainstthecurrent.

Fourothercommentsaboutimprovement:

Lackofspecials. Lovemyteam,needmorecontentandinstructionalsupportandaccountabilitytokeepme

consistentlygrowingandimplementingourgoals.Needtosupportathleticswithhowsuccessfulourprogramshavebeenandhowtheyareamagnetforourschool.

Kidsneedmoreaccesstocomputers. IamhopefultheleadershipchangewillimproveKEA’sacademicsandculture!


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KIPPEndeavorAcademy2015StaffSurveyResults

BasedonresponsesfromfourstaffmemberswhohavebeenwithKIPPbetweenoneandfouryearsandhaveonetofouryearsofrelatedexperienceintheareainwhichtheyareemployed.PartI:Pleaseanswerthefollowingquestionsusingthe5‐pointscalebelow:

5 4 3 2 1stronglyagree agree neutral disagree stronglydisagree

Question

Range

Mean

StandardDeviation

1. The school environment supports student learning. 4-5 4.3 .500 2. The school environment is safe and orderly. 3-5 4.0 .816 3. Staff at this school believe that all students can learn. 4-5 4.8 .500 4. The school’s daily schedule supports student learning. 4-5 4.5 .577 5. Staff at this school have high expectations for student learning. 4-5 4.8 .500 6. Staff at this school have high expectations for student behavior. 4-5 4.5 .577 7. Staff at this school have necessary supplies (i.e. paper, markers)

to support learning. 4-5 4.5 .577

8. Staff at this school have the necessary technology to support learning. 1-5 3.3 1.708

9. Students are actively engaged in their learning. 4-5 4.3 .577 10. Policies/procedures for student behavior management are

consistently communicated. 2-4 3.0 1.155

11. Policies/procedures for student behavior management are consistently implemented. 2-4 3.0 1.155

12. Staff at this school feel supported by school administration. 3-5 4.0 .816 13. School administrators effectively communicate staff

expectations. 3-4 3.8 .500

14. School administrators effectively communicate student expectations.

3-5 4.0 .816

15. Staff at this school receive effective administrator feedback on job performance.

2-4 3.5 1.000

16. The administrative staff exhibits high standards of professional behavior.

3-4 3.8 .500

17. Administrators exhibit strong leadership skills. 3-4 3.8 .500 18. Good communication exists between all stakeholders. 3-4 3.3 .500 19. All stakeholders in the school treat each other with mutual

respect. 4-5 4.3 .500


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COMMENTSORGANIZEDBYMAJORTHEMESKIPPEndeavorisafamily,growingandimproving,butdedicatedtohelpingstudentssucceed.

KIPPEndeavorhashighstandardsforteacherandstudentlearning.Thereisastrongcollege‐going,characterdevelopmentculture.

Weareconsistentlyimproving.Iseeallstaffmembersdoing“whateverittakes”onadailybasistohelpourstudentssucceed.Ourstudentsareaccomplishinggrowth,andforthemostparthaveboughtintowhyKIPPisimportanttotheirfuture.

Thecultureoftheschoolismorelikeafamilyatmosphere.Andlikeallfriendshipswearestillgrowing.


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KEA Annual Report 2015Annual Report 2015KIPP Teacher Survey 2015KIPP Staff Survey 2015

Annual Report 2015KIPP Staff Survey 2015

kipp endeavor academy - university of missouri · shanika harris, st. louis liaison...

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