the school board of broward county, floridabcpsagenda.browardschools.com/agenda/01303/item...

ORGANIZATIONAL PERFORMANCE

All schools will commit to the Florida Educational Equity Act, Section 1000.05(2)(a), Florida Statutes and other Federal and/or State statutes that forbid discrimination on the basis of race,

gender, marital status, ethnicity or disability.

Statutory References: 1002.33(7)(a)7; 1002.33(7)(a)8; 1002.33(7)(a)11; 1002.33(9)(e); 1002.33(10); 1002.33(16)(a)4; 1002.33(16)(a)5; 1006.147

Student Enrollment and Conduct

A. Student Enrollment Trends Explain if the charter school’s actual enrollment has been consistent with its projections. If it has not been consistent, what measures has the charter school taken to increase student enrollment.

We are fully enrolled, consistent with our annual enrollment projection of 1,200 students, and we currently have a waiting list of 404 students. According to TERMS November 2016 date certain calculation, more than 53% of our students are receiving either free or reduced priced lunch. Please see Appendix Y for Student Enrollment Reports.

B. Racial/Ethnic Composition of the Student Body Provide the demographics of the community the charter school serves. Is the racial/ethnic composition reflective of the community or other public schools in the same school district?

Since our enrollment is based on applicants within Broward County, we have a student demographic that is very much representative of that community and not necessarily the Cooper City community based on demographic breakdown below. Our current student enrollment by ethnicity is listed below in Table 6:

Table 6 School Demographic

Profile 2012-13 2013-14 2014-15 2015-16 2016-17

Minority Rate 65% 67% 68% 74% 77% White 36% 34% 30% 23% 18%

Black/African American 9% 11% 12% 13% 12%

Hispanic/Latino 45% 47% 50% 54% 52% Asian 5% 3% 3% 3% 4% Native

Hawaiian/Pacific Islander

n/a n/a n/a n/a n/a

American Indian/Alaskan Native n/a n/a n/a n/a 1%

Two or More Races 4% 4% 5% 5% 8%

Renaissance Charter School at Cooper City #5049

146 Copyright © 2016 by Charter Schools USA, Inc. All rights reserved.

Similar Schools’ Demographics Table 7

School Name (Based on 15-16 Data) Distance Type FRL % Minority % Renaissance Charter School of Cooper City - Charter 53% 74%

Cooper City Elementary 1 – 3 miles Public 44% 53% Griffin Elementary 1 – 3 miles Public 35% 45%

Embassy Creek Elementary 1 – 3 miles Public 20% 47% Pioneer Middle School 1 – 3 miles Public 29% 46%

The average free and reduced lunch percentage for public schools within 3 miles is 32%, while at COOP we serve an FRL population of 53%. The average minority rate within 3 miles is 48%, and COOP serves a 74% minority population, which is considerably more diverse than the racial demographics of the local community.

C. Enrollment Procedures Describe the charter school’s current enrollment procedures as defined in the charter school’s contract and in compliance with applicable law.

We are committed to enrolling a diverse student population, and we abide by the provisions in the Florida Educational Equity Act, Section 1000.05(2)(a), and Florida Statutes that forbid discrimination on the basis of race, national origin, gender, marital status, ethnicity, or disability. Appendix Z contains a copy of our enrollment registration forms in English, Spanish, Haitian Creole, and Portuguese. We admit students of any race, color, nationality and ethnic origin, religion, sexual orientation, or gender. Pursuant to Section 1002.33(10)(b), Florida Statute, (2016) – Eligible Students, COOP enrolls any eligible student who submits a timely application, unless the number of applications exceed the capacity of a program, class, grade level, or building. In such cases, all applicants have an equal chance of being admitted through a random selection process. Enrollment also follows Section 1002.33(15)(c), Florida Statute, (2016), which includes enrolling students according to racial/ethnic balance provisions in Section 1002.33 (7)(a)8, Florida Statute, (2016). In accordance with Section 1022.33 (10)(d), Florida Statute, (2016), we give enrollment preference to populations denoted in its rules and procedures. Beginning in the 2017-2018 school year, the school will comply with the Controlled Open Enrollment statute (F.S. 1002.31(2)(a)) which allows a parent from any school district in the state whose child is not subject to a current expulsion or suspension to enroll his or her child in and transport his or her child to COOP, as long as the school has not reached capacity. Applications are accepted each year during an open enrollment period and continuously to maintain capacity in each grade level. All applications are date/time stamped once they are received, then filed by grade level. If the number of applications exceeds the capacity of a program, class, grade level, or building, a public lottery is held to determine which applicants are admitted. The number of seats available is determined by the number of students who recommit minus the capacity, in compliance with Section 1002.33(10)(b), Florida Statute, (2016). The drawing continues until every name has been drawn and scheduled for enrollment or placed on a numerical waiting list. All applications received after the open enrollment period are placed at the bottom of the waiting list for that particular program, class, or grade level in the order in which they are received. The lottery is system generated. Parents are notified in writing of their child’s acceptance no later than 21 days past the acceptance period deadline. Parents then have 7 days to respond to the school in writing of their decision to attend and an additional 14 days to register their child. If an accepted applicant decides not to attend, the slot is given to the first name on the waiting list.



D. School Environment Describe the charter school’s plan to ensure a safe and secure environment.

A safe and secure learning environment is one of COOP’s primary concerns. We strive to provide an environment that is safe, orderly, and nurturing. In order to ensure a safe and secure learning environment, we have grown the support team as our number of students has grown. There is a Principal, one Assistant Principal, and one Dean of Students. Additionally, we have increased the number of administrative staff on both morning and afternoon duty supervision available to ensure safety is a top priority. Finally, we have a proactive Discipline Plan which is utilized throughout the school. This plan is implemented when a student’s behavior needs to be changed from inappropriate to exemplary, where needed. We are never satisfied with merely stopping poor behavior; we desire to teach the student to do what is right. We do not discipline a student out of anger or for the sake of convenience, but with a loving desire to help the student do what is right. In combination with the school-wide proactive discipline plan, the newly introduced Responsive Classroom (Elementary) and Developmental Design (Middle School) programs are built into the morning routine and support our character education program, which is infused into school-wide lessons on a daily basis. Our teachers and staff consistently model and teach appropriate behavior to our students. The impact on student discipline is supported through the total number of student suspensions annually, which is listed below. For detailed discipline reporting, please see Appendix AA.

• 2012 – 2013: 1 • 2013 – 2014: 0 • 2014 – 2015: 9 • 2015 – 2016: 17 • 2016 – 2017 (to date): 3

For health and safety information regarding COOP’s facility, please refer to the Facilities section of this application.




Statutory References: 1002.33(7)(a)11; 1002.33(7)(a)13; 1002.33(9)(e); 1002.33(16)(a)5; 1002.33(18)(a); 1002.33(18)(b)

Facilities

A. Facilities Compliance Explain how the charter school’s facilities comply with applicable laws and codes.

COOP is located at 2800 North Palm Avenue, Cooper City, Florida 33026. In 2014-2015, the larger outdoor area in the rear of the school was resurfaced with astro-play top. Our facility was built to Florida Building Code standards and because of this satisfies all State and County requirements for educational purposes. The facility receives all the routine normal inspections and is being continually maintained by internal maintenance personnel and key vendors. Evidence that we comply with applicable health and safety laws is seen in the onsite evaluation report that is created by Broward County Public Schools, which shows that we have all building, fire, and safety inspections on file. At this time, there are no pending building improvement projects. Daily maintenance of the building takes place and is the responsibility of the maintenance director. We comply with facility requirements as stated in Section 1002.33(18), Florida Statute, (2016).

B. Health and Safety Explain how the charter school complies with applicable health and safety laws.

Evidence that we have complied with applicable health and safety laws are provided in the documents on file with the district and in the appendices, including fire drills, tornado drills, and Emergency/Evacuation Plans (Appendix BB). The school facility meets all commercial and life safety codes required for a school. All local and state policies related to health and safety will be met through rigorous oversight of facility maintenance by a CSUSA Facilities Maintenance Supervisor based at COOP with additional oversight from the principal and the CSUSA Facilities Superintendent. Preventative maintenance and inspection calendars will be developed using CSUSA’s tools and templates and all facility repair items will be tracked via CSUSA’s web-based facility help ticket system. COOP will meet state and federal requirements for student immunization, food inspections, hazardous chemicals, and other health and safety issues.

Visitors To provide for the safety and security of employees and the facilities, only authorized visitors are allowed in the workplace and school building. Restricting unauthorized visitors helps maintain safety standards; ensures the security of our students, confidential information, and equipment; protects against theft; safeguards employee welfare, and avoids potential distractions and disturbances. The front doors remain locked at all times from the outside. Per the Jessica Lunsford Act, all visitors must have photo identification and will be scanned using the Raptor system. All visitors must enter the office through the reception area and check in with the receptionist or front office at COOP. Authorized visitors will receive directions or be escorted to their destination. Employees are responsible for the conduct and safety of their visitors. If an unauthorized



individual is observed on school premises, employees should immediately direct the individual to the reception area, or if necessary notify their Administrator. Cooperation enables COOP the ability to provide a safe and orderly learning environment for all students.

Operations It is the governing board’s policy to manage and conduct its operations in such a manner as to eliminate or minimize all potential hazards and avoid accidents involving injury to personnel or damage to property. The school will follow all applicable federal and/or state run Occupational Safety and Health programs. All employees will be charged with personal responsibility for constant adherence to safety procedures and safe practices. To achieve and maintain a safe working environment, each employee must take an active interest in safe work practices and must take responsibility for following any safety rules or recommendations. Supervisors will not be authorized to change the duties of an employee’s job function to something that they are not trained to safely perform.




Statutory References: 1002.33(7)(a)14; 1002.33(7)(a)15; 1002.33(12)(f); 1002.33(12)(g); 1002.33(16)(b); 1012.55(1); 1012.39(1)(a); 1012.39(1)(b); 1012.39(1)(c)

State Board Rules: 6A-1.0502(10); 6A-1.0502(11); 6A-1.0503(1); 6A-1.0503(2); 6A-1.0503(3); 6A-1.0503(4)

Governance, Staff and Parents

A. Governance Structure Explain how the charter school implements the governance structure as defined in the school’s contract.

Renaissance Charter School, Inc. is the non-profit governing board. Governance Training The administrators and governing board members are trained in the areas of non-profit board governance, Florida's Open Government Requirements, the Florida Sunshine Law, and the Florida Public Records Law. Board Roles and Responsibilities The following is a narrative description of the organizational relationship:

• Renaissance Charter School, Inc. leads the organization and has ultimate authority and responsibility for school operations.

• The governing board has contracted with CSUSA to be the ES to manage the day-to-day operations of the school.

• CSUSA is accountable to the governing board. • The principal is an employee of CSUSA. • The principal is responsible for managing all staff.

The graphic below depicts the organizational structure between the governing board and COOP:



The direct relationship between the governing board and CSUSA provides clear accountability for the services provided by the ESP. The organization as a whole is responsible for the school’s performance and CSUSA is actively involved in managing the school’s operations. While the principal does not report directly to the governing board, a strong relationship exists. The principal provides a monthly status report to the governing board and attends all board meetings. During board meetings, the principal presents the school’s status report and fields any questions of the governing board. CSUSA maintains primary responsibility for reporting to the governing board and conducting follow-up action items. The governing board is the charter holder and is responsible for the affairs and management of the school. The governing board provides continuous oversight of the school’s operations, including effective and proper use of public funds. The governing board is responsible for developing and outlining the mission, vision, and values of the school, and for developing the appropriate policies to ensure those fundamentals are maintained. The governing board has contracted with CSUSA to provide all necessary management and professional expertise. CSUSA assists in marketing the school, as well as organizing its finances, human resources, curricula, and operations. CSUSA is responsible for developing, implementing, and ensuring the ongoing operational procedures in accordance with the mission, vision, and values outlined by the governing board and other stakeholders. The governing board is responsible for the legal and financial obligations of the school. The governing board establishes policy consistent with the COOP’s mission and ensures that the school’s programs and operations are faithful to the terms of the charter including compliance with statutory and regulatory requirements. The governing board will continue to uphold COOP’s mission and vision through visible leadership and stewardship of the school, including the following:

• Communicating COOP’s mission and vision to the community. • Recruiting and mentoring future members to ensure they have shared values. • Holding CSUSA accountable for achieving COOP’s mission and vision. • Participating in fund raising and other community events on behalf of the school. • Leading by example in their personal and professional endeavors.

CSUSA provides comprehensive education management services and performs all necessary tasks to operate COOP according to the governing board’s mission. CSUSA is held accountable for the school’s performance via a performance-based management agreement with the governing board. Screen shots of our website as per Section 1002.33, Fla. Stat. (2016) are listed in Appendix GG. According to statute, the governing board presents an annual progress report to Broward County Public Schools. This report includes: 1) the school’s progress towards achieving the goals outlined in the Charter; 2) the information required in the Annual School Report; 3) financial records of the charter school, including revenues and expenditures; and 4) salary and benefit levels of school employees. Principal’s Biography: Mrs. Amanda Padierne Delgado received her Bachelor of Science in Public Relations with a Minor in Sociology from the University of Florida in Gainesville and her Master of Science in Elementary Education with a Specialization in TESOL from Nova Southeastern University in Davie, Florida. Additionally, she earned her Education Specialist degree in Educational Leadership and Policy Studies from Florida International University. In 2011, Mrs. Delgado achieved National Board Certification in the area of Generalist/Middle Childhood from the National Board of Professional Teaching Standards. Her teaching career began in Miami-Dade County Public Schools serving both Title I and Magnet students throughout various grades with varying needs. She was recognized as a Miami-Dade County Rookie Teacher of the



Year, as well as Teacher of the Year during her 9-year teaching career. Mrs. Delgado transitioned to an Instructional Coach for the Mathematics and Science department in Region 2 prior to serving as the Assistant Principal at COOP for 2 years and now Principal for her third year.

B. Compliance with Sunshine Laws Provide an explanation or verification of how the charter school complies with state Sunshine Laws and laws governing public records.

Procedures for the governing board follow State Statute, Florida Sunshine Law, and Broward County School Board policy for open, public meetings. Meetings are run under Robert’s Rules of Order and presided over by the Chairperson of the governing board, Ken Haiko. Public meetings and records requirements are adhered to for all governing board meetings as stated in the Florida Sunshine Laws. The governing board provides reasonable notice of all such meetings. Public meetings are properly notified in writing by posting a Public Notice on the COOP website and displayed at the school in a visible area where parents are able to view. In addition, parents are properly notified 5 days prior to convening the meeting. The meetings are open to the public and are easily accessible by all persons, and are attended by the COOP parent liaison. The minutes of all governing board meetings are promptly recorded, and such records are made part of the public record upon conclusion of the meeting. All other requirements, as stated in Statue and Florida Sunshine Laws, are enforced and followed.

C. Instructional Staff Employment/Staffing

• Explain how the charter school employs instructional staff that meets state and federal qualifications.

• Explain the system that the charter school uses for teacher and administrator evaluations.

• Provide the approved and adopted pay for performance plan and salary schedule.

Instructional Staff Hiring Qualifications We comply with Sections 1002.33(9)(1)4 and 1012.315 of the Florida Statutes. Disqualification from employment, and the minimum and preferred qualifications for each instructional and student service position applicable to COOP is available for review. Qualification information includes: degree(s) held, past teaching experience, certification, years of experience, and any other relevant information. Upon selection, education credentials are verified by CSUSA. The verification process includes checking for clearance of disciplinary actions. All employees are fingerprinted and have background checks conducted as required by Section 1012.56 (2)(d), Florida Statute, (2016). We contract with Broward County Public Schools to process fingerprinting and background checks. Instructional Staff Certification Monitoring Teachers’ certification statuses are actively monitored throughout their careers with COOP. The SOA, in conjunction with our leadership team (principal and assistant principal), oversee and monitor teacher certifications. The Human Resources department maintains a file for every teacher, staff member, and partner with the SOA and our leadership team to ensure that his or her certification remains current. It is the



responsibility of CSUSA to ensure that teachers meet the requirements prior to employment and to ensure any conditional requirements are met by the educator within the required timeline. Temporary (non-renewable) certificates and 5-year renewable requirements are also actively monitored for compliance. Our current staff list displays the qualifications of the educational staff, and all teachers are certified to teach in their area of certification. The Staffing Report can be found in Appendix CC, and the Certification Self-Audits can be found in Appendix DD. Evaluation System Our teacher and leadership evaluation system can be found in Appendix EE. In addition, details regarding COOP’s participation in a pay-for-performance plan and salary schedule is provided in Appendix FF.

Teacher Evaluation System (TES) The purpose of the TES is to increase student learning growth by improving the quality of instructional, administrative, and supervisory services. The TES includes Student Academic Performance Measures, the Teacher Feedback and Evaluation Tool (TFET) instrument, and the Deliberate Practice Plan (DPP). All teacher evaluations are conducted by the school leader. Student Performance Measures For the term of this plan (2015-2018), student academic performance is determined by the State’s Value Added Model (VAM), based on students’ prior performance on the FSA. Including students who met Surveys 2 and 3, COOP utilizes all available 3-year aggregate teacher VAM scores and the assigned quality point of 4 (Highly effective), 3 (Effective), 2 (Developing/Needs Improvement), or 1 (Unsatisfactory) to all classroom teachers of students for courses assessed by statewide, standardized assessments, including those assigned to a combination of state-assessed and non- state-assessed courses. In addition to the actual VAM estimation and standard error, Florida’s 3-year aggregate teacher VAMs and ratings will incorporate school-level growth (50%). The Teacher Feedback Evaluation Tool The TFET is first organized by the strategies and behaviors observed inside and outside of the classroom. Additionally, it is aligned to CSUSA’s 5 strategic priority areas – 1. Academic Excellence, 2. Financial Health, 3. Growth, 4. Operational Performance, and 5. Culture of Excellence – which reflect a balanced approach to quality and continuous improvement based on Robert S. Kaplan and David Norton’s The Balanced Scorecard (1996). Deliberate Practice Plan All teachers identify 3 TFET indicators to focus on and develop throughout the year. Each selected element becomes a goal in the teacher’s DPP. The DPP is created, reviewed, and monitored collaboratively with the leadership team.

Leader Evaluation System The Leader Evaluation System (LES) is used for all school administrators and is based on sound educational principles and contemporary research in effective educational practices. The LES contains 3 components: the Student Performance Measure (40%), the Leader Performance Evaluation (LPE) instrument (35%), and the Leader Growth Plan score (25%). Evaluations of administrators are conducted by the school leader, and the school leader is evaluated by the regional director.



Performance of Students COOP bases 40 percent of the final evaluation rating on data and indicators of student academic performance and learning growth assessed annually by statewide standardized assessments. For the term of this plan (2015-2018), COOP uses state-adopted VAMs, which historically have considered up to three years of school-specific student growth data. CSUSA utilizes up to three years of aggregate school VAM scores and the state assigned quality ratings of 4 (Highly effective), 3 (Effective), 2 (Developing/Needs Improvement), or 1 (Unsatisfactory) for each school administrator. No more than three years of data are used in state VAM estimations. The final VAM score are weighted by the number of students included in each estimate. At this time, the state has approved the FCAT/FSA VAM as well as the grade 8 Algebra VAM. Leader Performance Evaluation (LPE) The LPE is the first part of the instructional practice component and accounts for 35 percent of the LES. The LPE instrument is based on the research of Robert J. Marzano and clearly connects to the Florida Principal Leadership Standards and the standards of the National Association of Elementary School Principals. The LPE is designed to draw on and incorporate educational leadership practices, including the 21 responsibilities of a school leader, the precepts of continuous improvement. These educational best practices are the foundation for the 119 elements within the LPE that measure administrator proficiency on the host of skills and tasks necessary to lead a school, its faculty, and students. Leader Growth Plan (LGP) The LGP score is the final element in the instructional practice component of the LES and accounts for 25 percent of the final rating. Administrators must set at least one goal aligned to each of CSUSA’s 5 strategic priority areas: Academic Excellence, Culture of Excellence, Growth, Operational Performance and Financial Health. All administrators identify priority area-aligned LPE indicators to focus on and develop throughout the year. Each selected indicator becomes a goal in the LGP. The LGP is created, reviewed, and monitored in collaboration with the leader’s regional director.

D. Parental Involvement Demonstrate how the charter school has and is effectively involving parents in its programs as defined in the school’s contract or prior application.

Parental involvement is more than conferences and advisory meetings. Parents participate in school-wide and individual class events as volunteers and chaperones. The faculty, staff, and administration encourage all parents to become active members of the COOP community. We have an active Parent Teacher Committee and also host Charger Chews. Charger Chews provide our families the opportunity to come in to the school to learn about events, curriculum updates, instructional programs utilized and implemented throughout our school, and ways to stay involved, and perhaps more importantly, engaged. It also allows our families the opportunity to network and get to know each other. Parents are encouraged to volunteer in in our school, on fundraisers, and during special activities. Screen shots of the parent liaison’s contact information located on the school’s website, per Section 1002.33, Florida Statute, (2016), are available in Appendix HH. Active parental participation is required at COOP per our Parent-Student handbook. Parent participation is the key to the success of the overall program and is solicited for the development of our goals and objectives. Parents must sign a contract agreeing to volunteer a minimum of 20 hours per school year. When two or more children from the same family are enrolled, parents are required to volunteer a total of 30 hours per school year. Parents are given access to PowerSchool, which allows them to track their volunteer hours. The volunteer coordinator verifies the completion of the hours and their credit is applied to the parent account. At



the time of recommitment (usually January) for the following school year, parents are sent a letter notifying them of their progress toward completion of their volunteer hours. We communicate via email with parents regarding school-wide events using COOP’s Edmodo account as well as weekly Parent Links. Parents use PowerSchool, to assist with the daily interactions of their child. Parents can communicate with teachers via email and Edmodo, and view their child’s assignments in PowerSchool. In addition to this, a weekly newsletter is sent to inform parents of the various activities taking place at COOP. Semi-annual parent surveys are distributed to all parents to receive input for school improvement and satisfaction. This supports continual and meaningful parental involvement in each student’s education. The PTC coordinates the fundraisers and family events at the school. Examples of events include book fairs, family nights, fall festival, catalog fundraisers, and the many more school events. These events require volunteers to ensure that they are a success. The PTC assists with several fundraisers throughout the year to earn extra money for the teachers and classrooms so that they may have the opportunity to get items that they normally would not receive. Some fundraisers also give students the chance to reduce the cost of their yearly field trips. The PTC is a great forum for any parent that wants to be involved in their child's education and help raise money for the "little extras." Along with the PTC, Charger Chews have also been established, which acts as a link between parents, students, school administration, teachers, and the COOP community to discuss school-based issues. PTC and Charger Chew meetings are held monthly/quarterly and parents are encouraged to attend. These meetings also discuss other ways in which volunteer hours can be earned. Parents also receive monthly Volunteer Memos (Appendix II) that highlight upcoming opportunities and important dates via our Sign-Up Genius Link on our Parent Link. Enrollment is a parent(s)/student cooperative choice, wherein a parent(s) contractually agrees to be responsible for their child(ren) abiding by the rules and regulations applicable to attendance, classroom participation, behavior, and the uniform policy. Failure to abide by that contract may result in a loss of re-enrollment opportunity the following year, as allowed by an Advisory Opinion of the FLDOE General Counsel. Parental participation in the school’s operations and governance is fostered by:

• A parental contract between the parent, student, and COOP. • Governing board meetings that are open to the public and noticed as per Sunshine Law. • Parent/teacher conferences, which serve as forums for open discussion and a mechanism for

building parent/teacher understanding and support. • Semi-annual surveys distributed to parents to receive input for school improvement and satisfaction.



Appendix Y Student Enrollment

Reports



Appendix Z Registration Forms



Appendix AA Discipline Reporting



Current School Year: 2016/2017 Discipline Incident Summary Sort: SY, Sehl, Incident Cd, Grade

SCHOOL: RENAISSANCE CS AT COOPER CITY - 5049

INCIDENT: 01 - DISOBEDIENCE/INSUBORDINATION

SCHOOL YEAR: 2016

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Current School Year: 2016/2017 Discipline Incident Summary Sort: SY, Sehl, Incident Cd, Grade

INCIDENT: SB- UNRULY/DISRUPTIVE BEHAVIOR

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School Total: 47 Female A:

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Page 2 of2



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