CARONDELET LEADERSHIP ACADEMY - MU Office of Charter …€¦ · CARONDELET LEADERSHIP ACADEMY ....

CARONDELET LEADERSHIP ACADEMY

ANNUAL SPONSOR REPORT 2012-2013 ACADEMIC YEAR

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

May 2013

Charter School Operations College of Education

CLA Annual Sponsor Report 2013 1

University of Missouri Office of Charter School Operations – MU College of Education

Carondelet Leadership Academy Annual Sponsor Report 2012-2013

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

Dr. Deborah Carr – Director [email protected]

Mrs. Judy Forrester – MU Liaison [email protected]

Mrs. Suzanne Love – MU Liaison [email protected] Ms. Lisa Weaver – Business Administrator [email protected]

CONTACT INFORMATION Columbia MU Charter School Operations 316 Hill Hall College of Education University of Missouri Columbia, Missouri 65211

Phone: 573-882-5738 Fax: 573-884-3006 Email: [email protected]

Kansas City Mizzou Center 1600 NE Coronado Drive Blue Springs, MO 64014

Phone: 816-655-6260

Fax: 816-655-6716

mailto:[email protected]






TABLE OF CONTENTS

Page MU Office of Charter School Operations Information

1

Table of Contents

2

Introduction

3

MU Charter School Operations 3 School Background 5 Focus Area I: Governance Compliance and Operations 7 Focus Area II: School Culture

10

Focus Area III: Teaching and Learning

12

Focus Area IV: Finances

14

Conclusions

16

Appendix A: Focus Area with Subcomponents

17

Appendix B: Teacher Survey Results

21

Appendix C: Staff Survey Results Appendix D: Board Survey Results

24 26


MU OFFICE OF CHARTER SCHOOL OPERATIONS MU Charter School Operations, housed in the MU College of Education, provides monitoring and feedback to all charter schools within our portfolio. Our sponsorship role includes:

• Providing oversight on behalf of the State of Missouri; • Ensuring the Board of Directors and the school are in compliance with all state and

federal laws; • Identifying strengths and areas of improvement, and providing recommendations to

the Charter School Board of Directors and Administrative Team; and • Determining school status: to continue operations; to be placed on probation; to

renew a charter of an existing school; or to close a school for non-compliance of state and federal laws and/or not meeting the performance guidelines as specified within the school’s charter.

The goal of the MU Charter School Operations Office is to provide annual feedback to schools and through data collection, provide a comprehensive overview of schools over time. This allows for an extensive body of data to inform renewal decisions, decisions regarding school status and clear communications to all stakeholders regarding ongoing school performance and compliance based on federal law, state law and the school charter. Annual Evaluation Process MU provides evaluations for its charter schools on an annual basis. The comprehensive evaluation has four components.

1. The first component of the evaluation process is an Annual Sponsor Report comprised of four focus areas. MU provides an on-site evaluation and interviews with key stakeholders, usually in the second semester of the school year, along with regular visits to the school and to Board meetings, throughout the year.

2. The second component is a School Annual Report submitted by the school on or before July 1, based on (a) the criteria established in the charter (including any data collected internally), (b) response and/or action plans developed based on the MU Annual Sponsor Report, and (c) performance goals for the upcoming school year, including the Title I plan submitted in June to DESE.

3. Third, data provided by the State of Missouri is reviewed in August by the school and by MU, performance goals are re-assessed and adjusted (if needed) based on state academic findings as reported in MSIP 5.

4. The final component is a letter regarding school status submitted to the school prior to the start of the school year.

Annual Sponsor Report MU reviews schools within four focus areas (Appendix A). These areas were established by reviewing protocols from other states and were generated and refined by the MU Charter


Office staff during our first year of sponsorship, and have been revised and refined based on internal review and feedback from schools. These four focus areas are identified as: Focus Area I: Governance, Compliance and Operations Focus Area II: School Culture Focus Area III: Teaching and Learning: Curriculum, Instruction, Assessment and

Student Performance Focus Area IV: Finances

CLA’s 2013 Annual Sponsor Report is organized into the four areas outlined above. Each focus area is comprised of several components. The MU Charter School Office personnel collected data via monthly visits to the school and/or meetings of the Board of Directors, meetings with School Administrators, review of documents provided by the administration, board minutes, classroom observations and survey data provided by the Board of Directors, faculty and staff.


INTRODUCTION Background Information The Carondelet Leadership Academy (CLA) completed the third year of a 5-year charter sponsored by the University of Missouri. The school opened during the 2010-2011 academic year and was initially approved and sponsored by Missouri Baptist University. The Missouri State Board of Education transferred sponsorship authority of CLA to the University of Missouri on April 17, 2012. The Mission and Vision of the Carondelet Leadership Academy is presented below:

CLA School Mission Statement

Our mission at Carondelet Leadership Academy is to prepare young men and women with a solid foundation of basic academic and social skills which will ensure success, both at the secondary school level and for future participation in post secondary education and/or the workplace.

We seek to accomplish our mission through creating an educational institution with a rigorous curriculum, high-quality teachers, and a school culture that encourages and respects students; treats and rewards teachers as professionals; and welcomes parent involvement.

CLA School Vision Statement

Our vision is for the Leadership Academy to be known for its ability to transform the lives of students.

Source: http://www.stlclacademy.org/aboutcla/mission.html


Demographic Data School data is provided in the table below: Table 1. CLA Demographic Data 2012-2013 Student Enrollment (CORE DATA) N= 430

Demographics Number of Students Percent of Students

Gender Male 231 53.7% Female 199 46.3% Race and Ethnicity Asian 1 0.2% Black 173 40.2% Hispanic 24 5.6% Indian 2 0.5% White 181 42.1% Pacific Islander 0 0.0% MultiRacial 49 11.4% Other Free/Reduced Lunch 342 79.5% SPED 47 11.4% ELL 0.0% 0.0% Homeless 0.0% 0.0% Source: Missouri Comprehensive Data Submission, October 2012 Table 2. CLA Average Daily Attendance 2012-2013

AVERAGE DAILY ATTENDANCE August/September 95% January 94% October 92% February 94% November 94% March 94% December 93% April 94%

Source: CLA monthly board reports


FOCUS AREA FINDINGS FOCUS AREA I: GOVERNANCE, COMPLIANCE AND OPERATIONS Governance, Compliance and Operations comprise one of the most challenging areas for charter schools. The federal and state regulations and laws are complex, and the knowledge needed to successfully navigate a K-12 environment within such regulatory environments is challenging. Moreover, the research suggests that governance and operations continue to be crucial areas in the overall success of charter schools, although the policy and empirical questions affiliated with not-for-profit boards still require continued analysis. Essentially, the mixture of sound business practice, a highly regulated industry and the human dynamics encompassed in the enterprise of human learning combine and contribute to an environment that is dynamic, fluid and difficult to navigate. Strengths: I.A The Board of Directors is effective in its governance and oversight of the

school. • The Board is committed to the success of the school. • Board meetings are well organized and efficient. • Board members are diverse in background and expertise. • The CLA Board is participating in the MCPSA Charter School Leadership

Development Program. • The CLA Board receives monthly reports from the administration regarding

overall operations and academic data. • The CLA Board has evaluated its third-party management organization. • The CLA Board takes advantage of professional growth opportunities.

I.B School administration is well structured and effective.

• Leadership training is provided for key administrators. • There is a strong focus on academic data with strong academic leadership. • Administrators take advantage of professional growth opportunities.

I.C School administration ensures compliance with all DESE and MU reporting

requirements. • Reports to DESE and MU are timely. The administration is aware of all deadlines

and is proactive in preparing reports. I.D. School facilities meet health, fire and safety regulations.

• An aggressive plan for future facility needs has been adopted by the Board and has been implemented.


Concerns: I.A The Board of Directors is effective in its governance and oversight of the

school. • Process for adding new board members is not evident. • Board materials are not always distributed electronically prior to meetings.

I.B School administration is well structured and effective.

• Inconsistencies in procedures and processes across the leadership team create confusion for teachers and staff.

I.D School facilities meet health, fire and safety regulations.

• Space issues often interfere with instruction. o The small reading and math groups meeting in the stairwell encounter so

many distractions that it is difficult for them to focus. • Documentation of a current fire/safety inspection has not been received by MU.

I.F School Staff/Board meet expectations set forth in state and federal guidelines. • Confirmation of completion/screening/clearance of all background checks for

Board members has not been received by MU. • Request for Information Form for prospective board members must be submitted

to MU to keep board information current. Table 3. 2012 Governance, Compliance and Operations Recommendations and Outcomes

Recommendation from 2012 Outcome • Develop a plan for Board training. • Board is participating in the

MCPSA Leadership Development Program and has been assigned a mentor to assist with board growth and development.

• Conduct a Board self-evaluation. • The MCPSA program has worked with the CLA board in initiating self-evaluation processes.

• Establish a set of goals for the Board of Directors. • In process. • Develop evaluation procedures for third-party

management. • The Board did a complete

evaluation of third-party management outcomes and deliverables.


ANNUAL REPORT CONCLUSIONS – Governance, Compliance and Operations The CLA Board continues to pursue activities to increase its capacity and provide sound governance for the school. The Board is currently in the process of developing processes and procedures to further strengthen its governance capacity and the school (e.g., facility planning). Board participation in the MCPSA Charter School Leadership Program has provided excellent opportunities for self-evaluation and mentoring on best practices. The administration and staff are open and continue to be transparent in sharing of information. A desire to continuously work toward improvement is evident. The Board has engaged in a complete review of its third-party management organization. The changes in organizational structure have proved to be both helpful and challenging. A review of the current structure will be helpful for the administrative team to clarify current roles, identify areas of conflict that need to be resolved and further strengthen the leadership team in supporting teachers and staff. Although teachers and staff feel supported by the administrative team, there were definite concerns about consistency in following policies and procedures and communication. Teacher Survey Results (Appendix B) and Staff Survey Results (Appendix C) support the interviews and observations. Lower ratings were found for “policies/procedures for student behavior management are consistently implemented,” and “good communication exists between all stakeholders.” The Board Survey Results (Appendix D) indicate that the Board Functions of “overseeing financial performance and ensuring financial solvency” and “ensuring legal and ethical integrity” received the highest ratings. Areas that were considered below average included “evaluating the school’s Executive Director/CEO,” and “strategic planning and goal setting for the school.” However, as the school is currently operated by American Quality Schools (AQS), evaluation of leadership personnel has not been part of the board’s responsibilities. It is also important to note the wide variability in the response range of the Board. This may need further discussion during strategic planning for the future. Board Processes that received high ratings include “monitoring fiscal operations, including developing and approving a budget, monitoring expenses, and optimizing cash flow for all funding and expense streams,” and “selecting, developing and evaluating the board chair.” Areas that received below average ratings included “providing charter school orientation and training for new board members” and “utilizing board committees effectively and efficiently (committees fulfilling their identified roles and responsibilities).” It will be helpful for the Board to focus on developing and/or refining the areas that were perceived as below average. Short-Term Priorities that were most highly prioritized include “improving financial stability,” “developing, adding or replacing board members” and “clarifying the organization’s mission, vision and strategic goals.” These are the areas deemed most critical at the present time and should be developed through strategic planning, goal setting and action plans.


FOCUS AREA II: SCHOOL CULTURE School culture has been defined in numerous ways, broad and narrow, and has more recently been the focus of intense study, with the development of instruments to “measure” this construct. Regardless of how this term is defined, what is clear for charter schools is that all embrace a specific mission and vision that is based on a set of values, assumptions and “ways of operating” that become part of the collective fabric of the organization. As this is unique and important to the overall success of the school in meeting the original goals set forth in the charter, this area is included in the overall review process. Strengths: II.A The school environment supports student learning.

• The staff is committed to the mission and vision of the school. • The staff is focused on the success of all students and committed to their overall

well-being and learning. • The school has the feel of a small community with a positive, spirited and orderly

environment. o Staff reported strong parent involvement and strong family relationships.

• Student work is displayed in the hallways. • Parent attendance at school events is high.

II.D All stakeholders in the school treat each other with mutual respect.

• The staff’s commitment to CLA is evident through hard work and dedication. Concerns: II.A The school environment supports student learning.

• The current behavior management system is inconsistently implemented. o The majority of the staff responded that behavior issues were the school’s

biggest challenge. o The majority of the staff responded that consequences were not consistently

implemented. o Many teachers need clarity/training in the entire PBS structure. o Expectations for student behavior vary across the school. o Teachers reported a lack of collaboration in relation to behavior issues. o Consequences and changes in procedures are not effectively communicated. o Teachers and staff reported feeling a lack of administrative support in the

area of behavior management. • Use of informal language was observed in classrooms. (e.g., “sweetheart, babe”).

II.B School administration is well structured and effective.

• There is lack of clarity in administrator and lead teacher roles and responsibilities due to the change in organizational structure.

• The teacher evaluation process is not being consistently implemented.


o There is a lack of clarity concerning roles, responsibilities and timeline. o Many teachers requested more instructional feedback. o Several teachers requested more positive feedback.

II.D All stakeholders in the school treat each other with mutual respect.

• Staff reported a lack of collegiality between the K-4 and middle school staff. Table 4. 2012 School Culture Recommendations and Outcomes

Recommendation from 2012 Outcome • Review goals related to school culture and

revise using measurable outcomes. • Not evident, but will be a priority

in year four when preparing for charter renewal.

• Develop an assessment tool that will allow these

goals to be evaluated. • Not evident, but will be a priority


ANNUAL REPORT CONCLUSIONS – School Culture The school exhibits a caring, family-oriented environment focused on student learning. It is clear that teachers and staff, overall, are energized and feel their work is meaningful and is making a difference in the lives of their students. The biggest threat to that environment is the lack of a consistently implemented behavior management system and inconsistencies in responding to behavioral issues across the leadership team. These areas should be identified, evaluated and revised to provide increased support to teachers and staff. On-going support for improved implementation of a consistent behavior management system is an immediate need that will allow CLA to further improve and capitalize on academic performance. The Teacher Survey Results (Appendix B) and the Staff Survey Results (Appendix C) support the interviews and observations. Highest scores from the teachers and staff included, “teachers at this school believe all students can learn,” “the school environment supports student learning,” “teachers at this school have high expectations for student learning,” “teachers collaborate to improve student learning,” and “staff at this school have the necessary technology to support student learning.” Teacher and staff ratings were low for “policies/procedures for student behavior management are consistently implemented,” “policies/procedures for student behavior management are consistently communicated” and “good communication exists between all stakeholders.”


FOCUS AREA III: TEACHING AND LEARNING Teaching and learning are the core components of a successful school. With continued emphasis on accountability at both national and state levels and the adoption of the Common Core State Standards, it is imperative that schools invest in a clearly defined, high quality curriculum, engage in individualized plans for each learner, consistently utilize assessment tools that are reliable and valid, engage all members of the teaching team in the use of assessment data to maximize student success, and effectively meet the needs of learners with special needs. Strengths: III.A The school has a clearly defined, high quality curriculum.

• Teachers utilize literature to teach/reinforce content. III.B Instructional practices meet the needs of all learners.

• Technology is integrated into classroom instruction to support student learning. • The school takes advantage of professional growth opportunities. • The school has a strong Title I program in both reading and math.

o Additional support is provided for all students. o Flexible groupings are utilized.

III.C Assessment is used effectively to support student learning.

• Teachers utilize data to guide instruction. o Many forms of both informal and formal assessment are utilized (e.g, NWEA). o Teachers collaborate to improve student learning.

III.D The school has an effective special education program (SPED).

• A CARE Team is utilized to support student needs. • The school has a strong special education program.

Concerns: III.B Instructional practices meet the needs of all learners.

• Strong lesson design was not evident throughout all classrooms, specifically: o Strong hooks at the beginning of the lesson were minimal. o More telling than questioning was observed. o Many lessons lacked closure. o The focus was more on activities rather than instructional design. o Some activities were not strongly aligned to the lesson objectives. o Some lesson plans, but not all, referenced common core standards.


• There is a need for differentiating professional development. o Needs for K-4 teachers vs. 5-7 teachers differ. o Special teachers (i.e. PE, music, Title I, SPED) require specific training in their

respective areas. Table 5. 2012 Teaching and Learning Recommendations and Outcomes

Recommendation from 2012 Outcome • Review APR and develop goals related to areas

that need improvement, as applicable. • Consistent review of all academic

data is evident. • Review original charter and establish yearly

goals based on current achievement data. • Not evident, but will be a priority


• Develop measureable goals that align with the NCLB waiver and DESE requirements.

• Some evidence of development; will need to be aligned with MSIP-5.

ANNUAL REPORT CONCLUSION – Teaching and Learning There is a consistent focus on student learning, with many programs and structures in place to support student needs. This is supported by the teacher survey data with the highest scores for “teachers at this school believe that all students can learn, “ “the school environment supports student learning,” “teachers at this school have high expectations for student learning.” Also highly rated were “teachers utilize effective instructional strategies in lesson delivery to promote student learning,” “teachers utilize assessments to evaluate student progress and to guide instruction,” and “teachers at this school have necessary supplies to support learning.” Teachers are reflective and base their instruction on data analysis. Collaboration across all professional staff is evident. Professional development in targeted areas and additional support in lesson planning and design will support future growth in student achievement.


FOCUS AREA IV: FINANCES Financial stability is critical and is one of the key factors that prevent a school from achieving its mission and vision. Due to the need for start-up funding, building needs, and the high costs associated with a new business venture, the early years of a charter school, especially for schools growing by one grade level annually, can be very challenging. Oversight of finances is crucial, is a primary focus for the Governing Board and is monitored carefully and publically at both federal and state levels. Strengths: IV.B Financial records are efficiently maintained.

• Board members monitor the budget carefully and are diligent in review of finances. • Greater internal oversight has been established for FY13.

IV.C Annual Audit

• Timing of the audit is proactive, ensuring compliance with state regulations. Concerns: IV.A. The school budget supports student learning.

• The school is currently on the Department of Elementary and Secondary Education’s (DESE) list of “financially stressed” schools due to a negative ending fund balance for FY13.

Table 6. 2012 Finance Recommendations and Outcomes

Recommendation from 2012 Outcome • Attend DESE trainings regarding school finance,

Title and SPED expenditures. • Key administrators are engaging

in DESE leadership training. • Continue, during the budget process, to work

toward sustainability. • Close monitoring and evaluation

of the budget is evident and on-going.

• Engage in a cost/benefit analysis of the current agreement with American Quality Schools.

• The CLA Board has completed an analysis regarding its third-party management company.

• Facility planning. • The CLA Board has designed and is in the implementation process of short- and long-term facility planning.


ANNUAL REPORT CONCLUSIONS – Finances The CLA Board of Directors and administration carefully review finances and monitor all expenditures and revenues. Board Survey items indicate that the review of finances is considered strong in terms of oversight and financial stability and is an area the Board deems critical in future planning. CLA was placed on the list of financially stressed schools by the Department of Elementary and Secondary Education (DESE) at the end of the 2011-2012 academic year, but budget projections indicate that the required ending balance for FY13 will meet DESE requirements. The CLA audit was completed in a timely manner and submitted to DESE prior to the deadline. The CLA Board has already changed the fiduciary process to align with the new DESE regulations regarding financial monitoring.


ANNUAL SITE REPORT CONCLUSIONS

CLA continues to demonstrate a strong focus on academics, and combines this with a spirited community and a dedicated group of teachers and staff. The Board is engaged and committed to the success of the school, and all key stakeholder groups are diligent in pursuing external training and professional development to improve their knowledge and skills. A focus on facility planning has allowed the school to consider long-term expansion goals, and the attention to fiscal stability is evident.

The greatest internal threat is in the areas of leadership and collegiality. The change in organizational structure has highlighted differences between the academic leadership team that concern many of the faculty. Clarity of roles and consistency in communication should be reviewed with input from faculty. As CLA continues with the expansion of the middle school program, a plan to foster school-wide collegiality may be helpful to all faculty and staff. This may include targeted professional development to ensure that teacher needs across age-spans are met. Lastly, the data suggests that behavior management is an area that needs further review and intervention. Inconsistency in the handling of behavioral incidents was noted by a majority of teachers. A clearly defined and articulated school-wide behavioral management system would greatly support the teaching staff in achieving their classroom goals.

As the school enters the fourth year of the current charter and adds their final grade level, the Board, administration, faculty and staff need to begin the process and preparation for renewal of the charter. This will include substantial revision of the initial charter, a focus on how best to assimilate an elementary and middle school program, engagement in long-term planning for facility needs and a continued focus on the fiscal health and viability of CLA. MU looks forward to continued work with CLA to achieve the stated mission and to support the vision of the school “to be known for its ability to transform the lives of students.”


APPENDIX A FOCUS AREAS WITH SUBCOMPONENTS

FOCUS AREA I: GOVERNANCE, COMPLIANCE AND OPERATIONS I.A The Board of Directors is effective in its governance and oversight of the

school. (GOVERNANCE) I.A.1: Board is accountable for operations and academics. I.A.2: Board is knowledgeable regarding the school budget.

I.A.3: Board holds non-profit status. I.B School administration is well structured and effective. (OPERATIONS)

I.B.1: Administrators are certified. I.B.2: Administrators demonstrate good leadership skills. I.B.3: Administrators are good instructional leaders.

I.B.4: Administrators are engaged in targeted professional development. I.B.5: The school’s daily schedule supports student learning.

I.C School administration ensures compliance with all DESE and MU reporting

requirements. (COMPLIANCE) I.C.1: Student attendance rates promote student learning.

I.C.2: Required reports and data submissions are submitted on time, are complete and error-free.

I.D School facilities meet health, fire, and safety regulations. (COMPLIANCE) I.D.1: Annual Fire Inspection. I.D.2: Annual Health Inspection. I.D.3: Adequate restroom facilities.

I.D.4: Safety and emergency procedures are clearly displayed in all classrooms and public areas (e.g. hallways, cafeterias, gymnasium, office).

I.D.5: Documentation of regular safety drills. I.E School files are well maintained. (COMPLIANCE) I.E.1: Personnel files. I.E.2: Student files. I.E.3: Health records. I.E.4: Attendance records. I.F School staff/board meet expectations set forth in state and federal guidelines.

(COMPLIANCE) I.F.1: 100% of instructional staff is highly qualified.

I.F.2: Complete background checks, including fingerprinting by the MO Highway Patrol and a Family Care Safety Registry Check, are documented for all board members and staff.


FOCUS AREA II: SCHOOL CULTURE II.A The school environment supports student learning. II.A.1: The learning environment is safe and orderly. II.A.2: Teachers believe that all students can learn. II.A.3: All staff have high expectations for student learning and behavior.

II.A.4: Staff collaborates and works together to meet students’ needs and to support student learning.

II.A.5: Instructional materials are displayed to facilitate student learning. II.A.6: Policies and procedures for school structure and student management are

consistently communicated and implemented. II.A.7: Good communication is evident between all stakeholders.

II.A.8: The staff has built strong relationships with parents and the local community.

II.B Teachers feel supported by the administration.

II.B.1: All staff have a clear understanding of their job responsibilities and expectations.

II.B.2: Teachers receive effective feedback and guidance on instructional practice. II.B.3: Beginning teachers are supported through a Mentoring Plan. II.C High standards of professional behavior are exhibited by all staff. II.C.1 There is evidence of collaboration. II.C.2 Teachers and staff fulfill clearly assigned responsibilities II.D All stakeholders in the school treat each other with mutual respect. II.D.1 There is evidence of collaboration. II.D.2 Leaders at the school are recognized for their expertise. II.D.3 Teachers and staff can easily identify the instructional leader(s).


FOCUS AREA III: TEACHING AND LEARNING III.A The school has a clearly defined, high quality curriculum. III.A.1: Curriculum is aligned to state standards. III.A.2: Curriculum aligns with the theme described in the school charter. III.A.3: High quality instructional materials are available to support the curriculum. III.A.4: Goals and objectives are clearly articulated. III.B Instructional practices meet the needs of all learners. III.B.1: Teachers utilize good instructional strategies in lesson delivery. III.B.2: The Title I Plan is effective in supporting students’ needs. III.B.3: Ongoing professional development supports "best practices" and student

learning. III.B.4: Technology use is evident, of high quality, and supports student learning.

III.C Assessment is used effectively to support student learning. III.C.1: Data is used to guide instruction.

III.C.2: Classroom assessments are effective in assessing learning and students’ needs.

III.D The school has an effective special education program (SPED). III.D.1: The SPED program is compliant with state and federal laws.

III.D.2: Staff follows a mandated process for identifying and supporting SPED students.

III.D.3: Delivery of SPED services meets students’ needs.


FOCUS AREA IV: FINANCES IV.A The school budget supports student learning. IV.A.1: The school has sufficient resources to support operations. IV.A.2: The school adheres to a balanced budget.

IV.A.3: The Annual Secretary of the Board Report (ASBR) shows an unrestricted ending fund balance that exceeds state minimums.

IV.B Financial records are efficiently maintained.

IV.B.1: Monthly financial statements are an effective accountability measure and align with the approved budget.

IV.B.2: Monthly financial statements are clearly presented to and reviewed by the Board of Directors.

IV.B.3: The Board of Directors has established a system of checks and balances to ensure that all fiscal issues are carefully monitored.

IV.C Annual Audit

IV.C.1: The annual audit, with documented Board approval, is submitted on or before December 31 per state regulations.

IV.C.2: The annual audit meets regulatory requirements as established by DESE. IV.C.3: The findings of the audit are published within 30 days following receipt of

the audit, as per regulatory requirements.


APPENDIX B Carondelet Leadership Academy

APRIL 2013 TEACHER SURVEY RESULTS Based on responses from 31 teachers with zero to 33 years teaching and zero to three years at Carondelet. Part I: Please answer the following questions using the 5-point scale below:

5 4 3 2 1 strongly agree agree neutral disagree strongly disagree

Question

Mean

Range

Standard Deviation

1. The school environment supports student learning. 4.5 2-5 .7 2. The school environment is safe and orderly. 4.2 2-5 .8 3. School facilities support student learning. 4.3 3-5 .6 4. Teachers at this school believe that all students can learn. 4.6 4-5 .5 5. The school’s daily schedule supports student learning. 3.9 1-5 1.2 6. Teachers at this school have high expectations for student

learning. 4.5 3-5 .6

7. Teachers at this school have high expectations for student behavior. 4.2 2-5 .9

8. Teachers at this school collaborate to improve student learning. 4.5 3-5 .8

9. Teachers utilize effective instructional strategies in lesson delivery to promote student learning. 4.4 3-5 .7

10. Teachers utilize assessments to evaluate student progress and to guide instruction. 4.4 3-5 .6

11. The school has a clearly defined, high quality curriculum. 3.8 2-5 .8 12. Goals and objectives are clearly articulated. 4.2 2-5 .7 13. The Title I plan is effective in supporting student needs. 4.3 2-5 .7 14. Staff follow a mandated process for identifying and

supporting special education students. 4.2 2-5 .7

15. The delivery of special education services meet students’ needs. 4.1 2-5 .7

16. On-going professional development supports best practices and promotes student learning. 4.1 2-5 .8

17. Teachers at this school have necessary supplies (i.e. paper, markers) to support learning. 4.4 2-5 .9

18. Teachers at this school have necessary instructional materials (i.e. textbooks) to support learning. 4.26 2-5 1.0

19. Teachers at this school have the necessary technology to support learning. 4.4 2-5 .9


20. Students are actively engaged in their learning. 4.1 2-5 .8 21. Policies/procedures for student behavior management are

consistently communicated. 3.0 1-5 1.3

22. Policies/procedures for student behavior management are consistently implemented. 2.7 1-5 1.3

23. Teachers at this school feel supported by school administration. 3.5 1-5 1.1

24. School administrators effectively communicate teacher expectations. 3.7 1-5 1.2

25. School administrators effectively communicate student expectations. 3.9 2-5 1.0

26. Teachers at this school receive effective administrator feedback and guidance on instructional practice. 3.8 1-5 1.0

27. The administrative staff exhibits high standards of professional behavior. 3.7 1-5 1.0

28. Administrators exhibit strong leadership skills. 3.7 1-5 1.0 29. All stakeholders in the school treat each other with mutual

respect. 3.7 2-5 .9

30. Good communication exists between all stakeholders. 3.3 1-5 1.2


Part II: Describe the culture of your school – MAJOR THEMES Positive Comments

• CLA culture is strong, family oriented, caring, positive, supportive and student-focused.

• Students are supported academically and emotionally. • Staff is supported by most of the administration. • Staff consistently supports events sponsored by the school. • Teacher collaboration is strong and teacher work ethic is strong. • There are high expectations for students and staff.

Areas of Concern • Administration is inconsistent. • Disciplinary actions are inconsistent; there is a lack of communication regarding

expectations and procedures. • Focus on testing weakens productivity to some extent. • Problems need to be addressed in a positive manner. • More positive feedback for teachers is needed.

Part III: Additional comments – MAJOR THEMES Positive Comments

• Ms. Coffin and Ms. Mendez are great leaders and are very professional in all interactions.

Areas of Concern • Curriculum areas need review and technology needs should be addressed. • The majority of behavioral issues come from lack of consistency, lack of support

from administration and lack of documentation. • There is a lack of understanding of urban issues. • There is inconsistency with policies regarding teachers and handling of behavior

issues with students.


APPENDIX C Carondelet Leadership Academy

APRIL 2013 STAFF SURVEY RESULTS Based on responses from four staff members with zero to five years doing their current or similar jobs, and zero to two years at Carondelet. Part I: Please answer the following questions using the 5-point scale below:

5 4 3 2 1 strongly agree agree neutral disagree strongly disagree

Question

Mean

Range

Standard Deviation

1. The school environment supports student learning. 4.5 4-5 .6 2. The school environment is safe and orderly. 4.0 4-4 0 3. School facilities support student learning. 4.5 4-5 .6 4. Staff at this school believe that all students can learn. 4.3 4-5 .5 5. The school’s daily schedule supports student

learning. 4.5 4-5 .6

6. Staff at this school have high expectations for student learning. 4.5 4-5 .6

7. Staff at this school have high expectations for student behavior. 3.8 3-5 1.0

8. Staff at this school have necessary supplies (i.e. paper, markers) to support learning. 4.0 3-5 .8

9. Staff at this school have the necessary technology to support learning. 4.8 4-5 .5

10. Students are actively engaged in their learning. 4.0 3-5 .8 11. Policies/procedures for student behavior

management are consistently communicated. 2.8 1-4 1.5

12. Policies/procedures for student behavior management are consistently implemented. 2.8 1-4 1.5

13. Staff at this school feel supported by school administration. 3.0 2-4 .8

14. School administrators effectively communicate staff expectations. 3.8 3-4 .5

15. School administrators effectively communicate student expectations. 4.0 3-5 .8

16. Staff at this school receive effective administrator feedback on job performance. 3.0 2-4 1.2

17. The administrative staff exhibits high standards of professional behavior. 3.0 2-4 1.2

18. Administrators exhibit strong leadership skills. 3.5 2-5 1.3


19. Good communication exists between all stakeholders. 2.8 1-4 1.5

20. All stakeholders in the school treat each other with mutual respect. 3.0 2-4 .8

Part II: Describe the culture of your school – MAJOR THEMES • The staff is diverse, dedicated and positive. We are a community, working for the

neighborhood and improving educational opportunities for children. We are a community of citizens trying to improve the surrounding children’s educational opportunities.

• The staff is not always harmonious which can impact the working environment.

Part III: Additional comments – MAJOR THEMES • Communication is an important area that could be improved. • The administrative staff varies in terms of leadership skills and professional behavior.


APPENDIX D Carondelet Leadership Academy

APRIL 2013 BOARD SURVEY RESULTS Based on responses from all seven board members. BOARD FUNCTIONS Charter boards fulfill a number of roles for the schools they support. Please rate your board on the following key responsibilities by circling one of the ratings on the scale.

Poor Below Average Average Above Average Excellent 1 2 3 4 5

Question

Range

Mean

Standard Deviation

1. Clarifying the school’s mission and vision 3-5 3.6 .79 2. Strategic planning and goal setting for the school 2-4 2.9 .90 3. Resolving key strategic or policy issues 3-4 3.3 .49 4. Developing the financial resources needed to

support student performance and school success 2-5 3.3 1.11

5. Overseeing financial performance and ensuring financial solvency 3-5 4.1 .69

6. Understanding charter school law 2-5 3.1 1.07 7. Ensuring legal and ethical integrity 3-5 3.7 .76 8. Tracking and assessing academic performance of

the school based on the mission, vision, and charter goals

2-4 3.4 .79

9. Developing the school’s Executive Director/CEO 2-5 3.4 .99 10. Evaluating the school’s Executive Director/CEO 2-4 2.8 .75 11. Developing the Head of School/Academic

Leader/Principal 2-4 3.0 .82

12. Evaluating the Head of School/Academic Leader/Principal 2-4 3.0 .89

COMMENTS: Major Themes for Board Functions

1. Currently AQS does evaluation and the board has not engaged in feedback to the leadership team.

2. The board needs to develop in-house training for new board members – with expectations for what board members do.

3. The primary goal has been survival and now we need to engage in strategic planning.


BOARD PROCESSES Effective charter boards have processes that maximize their operations, thus optimizing the effectiveness of the school community. Please rate the processes of your board by circling one of the ratings on the scale.

Poor Below Average Average Above Average Excellent 1 2 3 4 5

Question

Range

Mean

Standard Deviation

1. Identifying, cultivating, and integrating new board

members based on the needs of the school (background, diversity, expertise, etc.)

2-5 3.4 1.13

2. Providing charter school orientation and training for new board members 2-4 2.9 .69

3. Utilizing board committees effectively and efficiently (committees fulfilling their identified roles and responsibilities)

2-5 2.9 1.07

4. Reviewing board meeting agendas and related materials in a timely manner in preparation for meetings

3-4 3.6 .54

5. Running board and committee meetings well (e.g., start/end on time, give members a chance to engage in issues, and ensure all voices are heard)

3-4 3.4 .54

6. Selecting, developing and evaluating the board chair 3-5 3.7 .95 7. Selecting, developing and evaluating school leaders 2-5 3.3 1.03 8. Utilizing data to make strategic and operational

decisions for the school 3-4 3.4 .54

9. Monitoring fiscal operations, including developing and approving a budget, monitoring expenses and optimizing cash flow for all funding and expense streams

4-5 4.3 .49

10. Ensuring the board and school are in compliance with all required laws and policies (conflict of interest, background checks, whistleblower, non-discrimination, records, insurance, etc.)

2-4 3.4 .79

COMMENTS: Major Themes for Board Processes

1. Currently AQS does evaluation. 2. The board sincerely strives to monitor fiscal operations and comply with all laws

and policies.


SHORT-TERM PRIORITIES Part III of this survey is designed to help boards identify where they may require future support, training or guidance. Please indicate for each of the following potential goals whether you consider them low, medium or high priority.

Low Priority Medium Priority High Priority 1 2 3

Question

Range

Mean

Standard Deviation

1. Clarifying the organization’s mission, vision and

strategic goals 2-3 2.6 .54

2. Evaluating board performance to ensure continuous improvement 1-3 2.3 .76

3. Developing, adding or replacing board members 2-3 2.7 .49

4. Developing, adding or replacing school leaders 1-3 2.0 .89 5. Developing financial resources to support the

school 2-3 2.4 .54

6. Improving financial stability 2-3 2.9 .38 7. Assessing and improving academic

performance 2-3 2.4 .54

8. Developing strategies for recruiting and retaining high quality teachers and staff 1-3 2.2 .75

9. Meeting all legal and policy requirements (specify needs below, if desired) 2-3 2.3 .49

10. Planning for facilities 2-3 2.6 .54 11. Considering expansion or replicator schools 1-3 1.9 .90 12. Preparing for renewal of the charter 2-3 2.4 .54

COMMENTS: Major Themes for Short-Term Priorities 1. Currently AQS works directly with school leaders and recruitment and retention of high quality teachers and staff.

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