August 1, 2016August 1, 2016

2015-16 ANNUAL REPORT

601 Grand Avenue Asbury Park, NJ 07712

www.hopeacademycs.org

Submitted to: Commissioner of Education

Monmouth County Executive Superintendent Boards of Education:

Asbury Park, Neptune, Neptune City, Ocean

TABLE OF CONTENTS

BASIC INFORMATION ABOUT THE SCHOOL pg. 3

I. Organizational Performance Areas pg. 4 1.1 Mission and Key Design Elements 1.2 Curriculum 1.3 Instruction 1.4 Assessment 1.5 Organizational Capacity

II. School Culture and Climate pg. 19 2.1 Learning/Professional Environment

2.2a Family and Community Engagement 2.2b Parent Involvement

III. Board Governance pg. 23 3.1 Board Capacity

3.2 Board Compliance

IV. Access and Equity pg. 25 4.1a Suspension/Expulsion/Attrition/Backfilling 4.1b Student Mobility and Retention 4.2 Application/Admissions/Lottery/Enrollment

V. Compliance pg. 27 5. 1 Teacher/School Leader Evaluation System

BASICINFORMATIONABOUTTHESCHOOLFillintherequestedinformationbelowaboutthebasicinformationoftheschool:

BASICINFORMATION

NameofSchool HopeAcademyCharterSchoolYearSchoolOpened 2001GradeLevel(s)served2016-17 K-8Enrollment(asofJune30,2016,orthelastdayofschool) 206MaximumEnrollmentin2016-17(allowedpertheschool’scharter) 207CurrentWaitingListfor2016-17students(asofJune30,2016,orthelastdayofschool)

92

District(s)/RegionofResidence AsburyPark,Neptune,NeptuneCity,Ocean

WebsiteAddress www.hopeacademycs.orgNameofBoardPresident ClaudiaMorganBoardPresidentemailaddress cmorgan@hopeacademycs.orgBoardPresidentphonenumber 732-778-3388

NameofSchoolLeader DaVishaPrattSchoolLeaderemailaddress dpratt@hopeacademycs.orgSchoolLeaderphonenumber 732-988-4227ext.513

NameofSBA DonnaTorresSBAemailaddress dtorres@hopeacademycs.orgSBAphonenumber 732-988-4227ext.512

SCHOOLSITE1 SiteName Hope Academy Charter School YearSiteOpened 2001 GradeLevel(s)ServedatSitein2014-15 K-8 GradeLevel(s)toBeServedin2015-16 K-8 SiteStreetAddress1 601 Grand Avenue SiteAddress2 SiteCity Asbury Park SiteZip 07712 SitePhoneNumber 732-988-4227 SiteLeadorPrimaryContact’sName DaVisha Pratt SiteLead’sEmailAddress dpratt@hopeacademycs.org

Organizational Performance Areas 1.1 Mission and Key Design Elements

a) Statetheschool’smissionandgiveabriefdescriptionoftheschool’skeydesignelements.

ThemissionbestoweduponthestakeholdersofHopeAcademyCharterSchoolistheproductionofIntelligent,Competent,Compassionate,Community-mindedCitizenswhowillteachotherstobe,toknow,andtodolikewise.KeyelementdesignsatHopeAcademyincludeourholisticapproachtoeducatingourscholars.Thisincludesmorninggatheringtoemphasizecharactereducationskillsenhancedbythebeatandrhythmofdrums.HopeAcademyalsopridesitselfonhavingalowteachertostudentratiothatavailsstafftheopportunitytomitigateandintervenewithstudentsonalevelthathasallowedbuildingofpositiverapportwithscholars,parents,andcommunitymembers.Thisyearwesuccessfulimplementedournewestinstructionalmodelofhavingtwocertifiedteachersforeverygradelevel.ThisnewinstructionalmodelnotonlymodifiedtheschedulebyincreasingthetimescheduledforLALandMathematicsinstructionitalsodecreasedthestafftostudentratiotremendously.AnadditionalelementthathasflourishedatHopeAcademyisourcommunitypartnerships.Professionaldevelopmentwasimplementedthatincludedreviewingclassroomobservationdata,creatingtimeforteachers to collaborate duringData TeamMeetings. TheDatameetingswere andwill continue to be scheduledtwice a week to allow teams of educators to come together, review data to drive future instruction as well assupporteachotherasteacherspayattentiontostandardsrequiredofthegradeaboveandbelow.Continuingthisyear staff used curricularmaps tomonitorpacing. Thesemapswere fluiddocumentsdiscussedand revised. Themaps were the product of the Curriculum Revision completed during the summer of 2015 with Hope AcademyInstructionalstaffandFoundationsofLearningCurriculumConsultants.Theworkdoneduringthe2015-16schoolyearwillsupportoureffortstoclosetheachievementgapandcontinuetoimprovescholaracademicprogress.Someoftheinitiativesthatweredesignelementsareasfollows:

• MoretimeforliteracyinstructionandMathematicsisbeingbuiltintothedailyscheduleforK-5studentsinaneffort to increasegrade levelachievementprior to testingyears.1hour30minutesascomparedto1hour15minutes. Students in grades2-5alsohad four specialsperweek insteadof5 inorder to include

targeted center activities to improve reading, writing, mathematics, and typing. All educators fullyimplementing an RTI plan for students andworking closelywith each other to facilitate small-group andtargetedbasicskillsinstruction/remediation.

• The6-8thgradethenovelswillbecross-curriculartoaddressmanyofthesocialstudies/nonfictionstandards

as well. Due to our need to improve English Language Arts Literacy intervention for the middle schoolstudents the Scholastic Leveled Reading Programwill be extended to themiddle schoolmaking it a K-8program.

• Our 6-8 Math, ELA, Science, and Social Studies teachers will continue to work collaboratively on Cross

Curriculartasksandprojects.

• Increased differentiated instruction for K-8 students inclusive of small-group, targeted basic skillsremediationbasedondatagatheredfromourNWEAMAPandFormativeBenchmarkassessments.

• Our school will continue to participate in the Rutgers School Improvement Project with a strongconcentrationonclassroominstruction,delivery,andstudentcontentmasteryandreflectivefeedback.Thestaff will receive refresher trainer to become better acclimated to the resources available such as theMyILogssystemortheelectronicCSS-Tportal.

• HopeAcademyofferedavarietyofextra-curricularactivities including:HomeworkAmigos,TheMathStarClub,LiteracyLionsGroup,TargetedAfterschoolEnrichmentforMathandELA,AfterSchoolMusicLessons,Chorus,StudentCouncilthatbroughtconcernsfromthestudentstoadministrators intheformofa letterfollowedbyanagendaonceameetingwasformallyscheduled,ScienceFair,ArtClub,andPeerTutoring.

b)SomeschoolshaveaspecializedconcentrationorthemefortheireducationalprogramthatarenotassessedbythecommonmeasureswithintheAcademicPerformanceFramework.Forexample,theremaybeschoolsthatfocusonengineeringandtechnology,theperformingartsorsecondlanguageimmersion.Additionally,highschoolsmayalsohaveadditionalacademicgoalsforgraduation.Ifapplicable,provideinformationregardingschool-specificacademicgoalsrelatedtotheschool’smissionusingtheguidelinesandformatbelow.Includethegoal,measure/metric,target,andoutcome.

Goal IncreasestudentacademicProficiencytoalignmorecloselywiththePerformanceFrameworkTargetof75%

Measure/Metric YearoveryearaveragePercentileImprovementontheNWEAMapAssessments

Target IncreasethepercentageofstudentpercentileachievementfromSY2014-15to2015-16inMath,ReadingandLanguageUsage.

ActualOutcome

MATH:Inspring2015the3-8averagePercentileAchievementwas17.3.Inthespringof2016theAverageabsolutepercentileachievementwas25.5forgrades3-8.READING:Inthespringof2015theaverage3-8percentileAchievementwas15.1.Duringthespringof2016theavg.PercentileAchievementwas32.LanguageUsage:Thespring2015resultsindicateanavg.of16.3percentileachievement.Duringspringof2016theaveragepercentileachievementincreasedto32.

Goal Asarigorouspre-highschoolpreparationCharterSchool,ourgoalistopreparestudents

fortherigorofadvancedlevelhighschoollevelcoursework.

Measure/Metric Yearoveryeargrowthinthenumberofstudentsacceptedintorigorous,specialtyHighschools.

Target Increasethepercentageofstudentsacceptedintorigorous/specialtyHighSchoolsfromSY2014-15to2015-16

ActualOutcome

Inthe2014-15SY,1studententeredChristianBrothersAcademy(CBA),2studentsenteredCatholicHighSchools(MonsignorDonovan&St.Rose),12studentsenteredAcademyCharterHighSchooland8attendedthelocaldistrictHighSchool.Thatis15outof23or65%attendingspecialtyHighschools.Inthe2015-16SY,1studententeredCBA,2enteredtheCareerAcademiesofMonmouthCounty(HighTechnologyHighSchool)and(CommunicationsHighSchool),1studentwillbeenteringSt.Rose,and18willbeattendingAcademyCharterHighSchool,1studentwillbeattendingthelocalHighSchoolDistrict.Thisresultsin95%ofHopeAcademy2016graduatesattendingrigoroushighschools.Thisdemonstrates30%growthoverthe2014-15schoolyear.

1.2 Curriculum

a) see Appendix A. 1.3 Instruction

a) Provideabriefdescriptionoftheschool’sinstructionalpracticesandhowtheschooldefineshighqualityinstruction.

HopeAcademyCharterSchooljustcompleteditsfirstyearofhavingtwocertifiedteachersineverygradelevelaswellashavingtwoInstructionalLeadSupervisorsthatassistedthegrowthanddevelopmentofourteachingstaff.AtHopeAcademyweaffirmthatpersistentfocusonplanning,facultysupport/collaborationandconsistentcommunicationwillestablishthefollowinghighqualityinstructionalpractices:

• Arobustcurricularframeworkofsuccessthatencompassesallgradesviaverticalaswellashorizontalalignment.

• Auniform,consistentandreliablesystemofdataacquisitionandanalysistoidentifyweaknesses,informinstructionandpromoteappropriatestrategymodifications.

• FullalignmentofalllessonplanstoNewJerseyCommonCoreStandardsthatarereviewedbyInstructionalLeadSupervisorandcollaboratedonduringPLC’s.

• Amodelofinstructionaldeliverythatiscohesiveandconsistentacrossallgradelevels.• Andastrongfocusondifferentiationasameansofreachingallstudentsandhelpingeachlearnerreach

his/herfullpotential.

HopeAcademydefineshighqualityinstructionbyusingresearchedbestpracticesandevaluationtoolsthathaveproveneffectiveness.Teacher’sfocusheavilyonresearchedbasedbestpracticestoemphasizetheimportanceofteachingandlearning.HopeAcademypridesitselfonbeingamodellearningorganizationwhereallfacultymembersareprofessionallearners:Theyengageindeep,broadstudyofthelearningtheyarechargedtocause.Instructorscontinuouslyreflectonwhatworksandwhatdoesn’tbywayofdataanalysis.HopeAcademyhasProfessionalLearningCommunity(PLC)discussionssurroundingwherestudentlearningismostsuccessful,andwhy?HopeAcademyworksdiligentlyandeffectivelytotacklethesequestions.Purposeful,researched-basedbestpracticesutilizedduringthe2015-16schoolyeardemonstratehowHopeAcademyteacherscollaborativelyuseastrategicallyprovenpractice,theyimprovedcommunicationthroughouttheyearbecausetheyusedthesamesetofconceptsandtermstodescribeevaluativetools.HopeAcademydemonstratedthatbyusingaresearch-basedsetofstandardteachingpractices,asabasisforobservationanddiscussionaddedaresults-basedfocustoanalyzeduringprofessionallearningcommunities.Inaddition,standardswereusedtogatherdataonteachingeffectiveness;foranindividualand/orforagroup.Thiswasdoneasteachersreflectedanddiscussedunitplans,assessmentcalendars,andscopeandsequencescurricularmaterials.Suchdataguidedschool-wideandpersonalprofessionalgrowthaswellastheprofessionaldevelopmentofastafforgroupofteachers.

1.4 Assessment

a) Discusstheschool’s2014-15statewideassessmentresults(PARCC)withregardtoabsolute,comparativeandgrowthmeasures.

Absolute: Grades3-8demonstratedthefollowingaveragescalescorepergradelevelwithregardtotheSpring2015PARCCadministration.

Grade Mathematics EnglishLanguageArts/Literacy

3 741 7334 726 7275 727 7316 717 7227 724 7418 710 739

Thescalescoregoalwastoobtaina750inbothmathematicsandLanguageArtsLiteracyindicatingthatthestudentmetorexceededtheexpectationforthegradelevel.TheSpring2015assessmentshowsthatinmathgrades3,4and5demonstratedscalescoreaveragesclosertothegoalof750ascomparedto6,7and8thgrade.InLanguageArtsLiteracy3,5,7and8gradeswereall20scale-scorepercentagepoints(orless)awayfromthegoalof750.TheDistrictPerformanceLevelSummary:Grade

EnglishLanguageArts/LiteracyPerformanceLevelspercentages(%)

Level1(DidNotYetMeetExpectations)

Level2(PartiallyMetExpectations)

Level3(ApproachedExpectations)

Level4(MetExpectations)

Level5(ExceededExpectations

3 17 26 26 22 94 13 30 39 17 05 0 44 30 26 06 8 50 29 13 07 9 30 17 22 228 0 28 44 28 0Grade

MathematicsPerformanceLevelspercentages(%)

Level1(DidNotYetMeetExpectations)

Level2(PartiallyMetExpectations)

Level3(ApproachedExpectations)

Level4(MetExpectations)

Level5(ExceededExpectations

3 4 13 52 30 0

4 17 43 17 22 05 0 57 39 4 06 13 50 38 0 07 13 50 13 25 08 28 50 17 6 0LookingcloselyattheDistrictPerformanceLevelSummaryitisapparentthat22percentofthe7thgradestudentsperformedattheLevel5andexceededtheexpectationinEnglishLanguageArtsLiteracy.Likewiseandadditional22percentofthe7thgradeperformedatLevel4.Thetableindicatesthat9percentofthe5thgradedidnothaveanystudentsineithermathorlanguageartsliteracythatperformedatlevel1.However,inELAover60%ofthestudentsperformedatalevel2wheretheypartiallymettheexpectation.InMathematicsgrades5,6,7,and8allexhibit50percentofstudentsperformingatlevel2.Overall,ingrades3-5forLanguageArts25percentofthestudentsperformedatthelevelofmeetingexpectationorexceedingexpectations.Additionallyinmathematicsforgrades6-8,28percentperformedatalevelofmeetingorexceedingexpectation.Comparative:Overallcomparativedataindicatesthatingrades3-8,27percentofthestudentsperformedatlevel4orhigherinLanguageArtsLiteracyand31percentwereapproachingtheexpectationatalevel3.Inmathematics,15percentofstudentsmetexpectationatlevel4and29percentofstudentsperformedatlevel3demonstratingthattheyareapproachingtheexpectation.HopeAcademycharterschoolsawthehighestaverageperformanceingrades3,7,and8forLanguageArtsLiteracyandgrades3,4,and7inmathematics.Comparingsubgroupdatawereabletoseethat100%ofthestudentswitha504accommodationingrade4performedatalevel1.InGrade5,50percentofstudentswithanIEPApproachedtheExpectationlevelwhiletheremaining50percentMettheExpectation.InGrade6,20%oftheIEPstudentsperformedatalevel1,60%performedatlevel2and20%performedatlevel3.In7thgrade,70%performedatlevel2andin8thgrade100%ofstudentswithanIEPperformedatlevel2.ComparingHopeAcademySpring2015resultstoStateAveragespointsoutthefollowing:

Grade Mathematics STATEAVERAGEMath

EnglishLanguageArts/Literacy

STATEAVERAGEELA

3 741 745 733 7434 726 743 727 7505 727 743 731 7506 717 742 722 7477 724 739 741 7498 710 725 739 749

Grades3,4,5and7demonstratedaveragescalescoresclosetothestateaverageinmathwith3rdgradeonly4percentagepointslower.InEnglishLanguageArts/Literacygrades3,7and8were10percentagepointsshyofmeetingthestateaverage.

Inthe2014-15schoolyear,theEndofYearPARCCresultsindicatedthatHopeAcademyoutperformedthehomedistrictofAsburyParkinalltestinggradesof3-8inLanguageArtsLiteracyandingrades3,4,7and8inmathematics.Growth Measures: HopeAcademyCharterwiththesupportoftheRutgersSchoolImprovementInitiativehasbeenimplementingtheNWEAMapassessments,summatively.Mapisadministeredthreetimesthroughouttheschoolyear,Fall,WinterandSpring.StudentsweretestedintheareasofMathematics,LanguageUsageandReading.MATH Spring2015 Spring2016Grade Avg.Achievement Percentile Avg.Achievement PercentileThird 198.4 22 201.7 40Fourth 205.5 13 209.9 30Fifth 215.0 22 216.3 27Sixth 211.4 4 218.8 21Seventh 219.3 14 217.0 8Eighth 225.7 29 225.1 27READING Spring2015 Spring2016Grade Avg.Achievement Percentile Avg.Achievement PercentileThird 191.5 14 196.4 37Fourth 196.0 6 205.5 47Fifth 202.8 8 209.1 33Sixth 204.5 4 211.7 26Seventh 216.0 37 208.3 7Eighth 214.2 22 218.5 42Lang.Usage Spring2015 Spring2016Grade Avg.Achievement Percentile Avg.Achievement PercentileThird 195.7 25 197.7 36Fourth 198.3 8 207.5 55Fifth 203.0 7 207.5 24Sixth 204.2 3 212.2 30Seventh 213.8 26 211.2 14Eighth 215.3 29 216.1 33InMathematicstheAverage(AVG.)achievementimprovedfromtheSpring2015assessmenttotheSpring2016ingrades3,4,5,and6.Thepercentilereflectsthepercentageofstudentstheparticulargradeoutperformed.Forexample,inmathematicsGrade3outperformed22percentofallthirdgradersnationallyweregiventheMapthirdgradelevelassessmentinSpring2015.ThefollowingyearinSpring2016,HopeAcademy’sthirdgradeoutperformed40percentofthirdgradersadministeredthethirdgradeMapassessment.Followingthissametread,ReadingandLanguageUsageimprovedineverygradelevelinyeartoyearcomparison,withtheexceptionof7th.

NWEAMAPTesting GrowthPercentagePointAverageCountfrom

Fall2014-Spring2015

GrowthPercentagePointAverageCountfrom

Fall2015-Spring20163rdGrade 17 234thGrade 22 225thGrade 18 226thGrade 21 227thGrade 21 238thGrade 14 23

Morespecificallylookingataveragegrowthin2015ascomparedtogrowthinSpring2016itisclearthateverygradelevel(3-8)demonstratedmoregrowthduringthe2015-16schoolyearthantheprecedingyear.Acloserlookrevealsthatthirdgradeandeighthgradestudentsdemonstratedthehighestcomparativegrowthcounts,6and9percentagepointrespectively.HopeAcademycontinuestoimproveourpracticessothatourstudentscontinuetoimprove.ThepreliminarySpring2016PARCCresultsarecurrentlyavailableandHopeAcademyhasbeguntoanalyzeandcomparethe2016datatolastspring’s2015data.

PreliminaryComparativePARCCAnalysis

690

700

710

720

730

740

750

Math2015 Math2016 ELA2015 ELA2016

3rdGrade

4thGrade

5thGrade

6thGrade

7thGrade

8thGrade

ThepreliminaryresultsoftheSpring2016PARCCadministrationindicateseverygradelevelimprovedoverlastyear’sPARCCassessmentinbothMathematicsandLanguageArts,withtheexceptionof7thgrade.

b) Providealistofdiagnostic,formative,andsummativeassessmentsbygradeleveladministeredduringthe2015-16yearanddescribehowresultsfromtheseassessmentsareusedtoimproveinstructionaleffectivenessandstudentlearning.

2015-2016 Assessments

Kindergarten:

MAP Testing (Fall, Winter, Spring) My Math Benchmark testing My Math Check my progress My Math unit tests Next Step Guided Reading Assessment Fundations Benchmark Test (Fall, Winter & Spring) Fundations unit tests Reading Wonders Unit Tests Reading Wonders Weekly Assessments Sight word testing Writing assessment-narrative, expository & opinion Next Step Guided Reading Assessment (Fall, Winter & Spring)

First Grade: MAP Testing (Fall, Winter, Spring) My Math Benchmark testing My Math Check my progress My Math unit tests Next Step Guided Reading Assessment Fundations Benchmark Test (Fall, Winter & Spring) Fundations unit tests Reading Wonders Unit Tests Reading Wonders Weekly Assessments Sight word testing Writing assessment-narrative, informational & opinion Next Step Guided Reading Assessment (Fall, Winter & Spring) Second Grade: MAP Testing (Fall, Winter, Spring) My Math Benchmark testing My Math Check my progress My Math unit tests Timed Test-Addition & Subtraction Next Step Guided Reading Assessment Fundations Benchmark Test (Fall, Winter & Spring) Fundations unit tests Reading Wonders Unit Tests Reading Wonders Weekly Assessments Sight word testing Writing assessment-narrative, informational & opinion Next Step Guided Reading Assessment (Fall, Winter & Spring)

In grades kindergarten, first and second, the teachers use the data from the Fall benchmarks to determine the specific skills that the students display as strengths and weaknesses. This data informs the teachers as to how to group the students to best meet their academics needs. The Fall Map data also allows the teachers to see if the students are within the “norm” score for grade level knowledge. This assessment provides data for grouping students. Grades K-3 use the Fundations program for phonics and spelling. The unit tests provides teachers with data regarding proficiency in letter & sound knowledge, blending, and vowels sounds which all skills needed for proficiency in spelling and decoding for reading. The Reading Wonders Program provides data regarding grammar, sentence structure, comprehension and grouping within the approaching, on level or above level reading groups. The Next Step Guided Reading program provides running records testing that should be done every 4-6 weeks to assess reading knowledge and if the students can be moved up to the next leveled book (A easiest Z hardest). The writing benchmarks provide the teachers with writing samples to see where each student’s skills are using a rubric provided by Schoolwide. Once the benchmarks are given, then teachers can design lessons to teach the skills needed to achieve proficiency by June. In math, the benchmarks from My Math program and Fall MAP data are used to group students to meet their academic needs and create centers to reinforce and differentiate the learning of skills with in each unit being taught. In second grade, timed math fact tests are given daily to increase proficiency in basic math facts so that they become automatic. Any students not making progress are then given support in small groups to increase their proficiency. Third Grade: MAP Testing (Fall, Winter, Spring) My Math Benchmark testing My Math Check my progress My Math unit tests Timed Test-Addition & Subtraction Rounding Test Multiplication Next Step Guided Reading Assessment Fundations Benchmark Test (Fall, Winter & Spring) Fundations unit tests Reading Wonders Unit Tests Next Step Guided Reading Assessment Sight word testing Writing assessment-narrative, “How To”, Informational PARCC Explanatory, Poetry, Research Project (Fall, Winter & Spring)

In third grade, the teachers use the data from the Fall benchmarks to determine the skills that the student’s strengths and weaknesses. This data then informs the teachers as to how to group the students to best meet their academics needs. The Fall MAP data also allows the teachers to see if the students are within the “norm” score for grade level knowledge. This data also provides data for grouping students. Third grade uses the Fundations program for phonics and spelling. The unit tests provides teachers with data regarding proficiency in blending, vowels sounds/teams and syllable division, which are skills needed for proficiency in spelling and decoding for reading & writing. The Reading Wonders Program provides data regarding grammar, sentence structure, comprehension and grouping within the approaching, on level or above level reading groups. The Next Step Guided Reading program provides running records testing that should be done every 4-6 weeks to assess reading knowledge and if the student(s) can be moved up to the next leveled book (A easiest Z hardest). The writing benchmarks provide the teachers with writing samples to see where each student’s skills are using a rubric provided by Schoolwide. Once the benchmarks are given, then teachers can design lessons to teach the skills needed to achieve proficiency by June. In math, the benchmarks from My Math program and Fall MAP data are used to group students to meet their academic needs and create centers to reinforce and differentiate the learning of skills within each unit being taught. In third grade, timed math fact tests are given daily to increase proficiency in basic math facts so they become automatic. Any students not making progress are then given support in small groups to increase their proficiency by June. PARCC state testing is done in April/May with results given the following school year. This data is then analyzed to help drive instructions in the low performing areas.

Fourth Grade: MAP Testing (Fall, Winter, Spring) My Math Benchmark testing My Math Check my progress My Math unit tests Next Step Guided Reading Assessment Next Step Guided Reading Assessment-Guided Reading level (Fall, Winter & Spring) Reading Wonders Unit Tests Writing assessment-Narrative, Expository Reading Wonders –Check My Progress Persuasive (Fall, Winter & Spring) PARCC In fourth grade, the teachers use the data from the Fall benchmarks to determine the skills that the student’s strengths and weaknesses. This data then informs the teachers as to how to group the students to best meet their academics needs. The Fall MAP data also allows the teachers to see if the students are within the “norm” score for grade level knowledge. This assessment provides data for grouping students. The Reading Wonders Program provides data regarding grammar, sentence structure, comprehension and grouping within approaching, on level or above level reading groups. The Next Step Guided Reading program provides running records testing that should be done every 4-6 weeks to assess reading knowledge and if the student(s) can be moved up to the next leveled book (A easiest Z hardest). The writing benchmarks provide the teachers with writing samples to see where each student’s skills are using a rubric provided by Schoolwide. Once benchmarks are given, teachers design lessons to teach the skills needed to achieve proficiency by June. In math, the benchmarks from My Math program and Fall MAP data are used to group students to meet their academic needs and create centers to reinforce and differentiate the learning of skills within each unit. PARCC state testing is done in April/May. This data is then analyzed to help drive instruction.

Fifth Grade: MAP Testing (Fall, Winter, Spring) My Math Benchmark testing My Math Check my progress My Math unit tests Next Step Guided Reading Assessment Next Step Guided Reading Assessment-Guided Reading level

(Fall, Winter & Spring) Reading Wonders Unit Tests Writing assessment-Narrative, Expository Reading Wonders –Check My Progress Persuasive (Fall, Winter & Spring) PARCC In fifth grade, the teachers use the data from the Fall benchmarks to determine the skills that the student’s strengths and weaknesses. This data then informs the teachers as to how to group the students to best meet their academics needs. The Fall MAP data also allows the teachers to see if the students are within the “norm” score for grade level knowledge. This assessment also provides data for grouping students. The Reading Wonders Program provides data regarding grammar, sentence structure, comprehension and grouping within the approaching, on level or above level reading groups. The Next Step Guided Reading program provides running records testing that should be done every 4-6 weeks to assess reading knowledge and if the student(s) can be moved up to the next leveled book (A easiest Z hardest). The writing benchmarks provide the teachers with writing samples to see where each student’s skills are using a rubric provided by Schoolwide. Once the benchmarks are given, then teachers can design lessons to teach the skills needed to achieve proficiency by June. In math, the benchmarks from My Math program and Fall MAP data are used to group students to meet their academic needs and create centers to reinforce and differentiate the learning of skills within each unit being taught. PARCC state testing is done in April/May with results given the following Fall. This data is then analyzed to help drive instruction.

Sixth Grade: Schoolwide Curriculum: ELA Weekly Quizzes ELA unit assessments Class work, daily “Do Nows” Next Step Guided Reading Assessments-for Reading levels “Exit tickets” McGraw Hill Course 1 curriculum: Math weekly Quizzes unit Tests Class work, daily “Do Nows” “Exit tickets” PARCC Simulated Quiz/Projects Standard Solutions Seventh Grade: Schoolwide Curriculum: ELA Weekly Quizzes ELA unit assessments Class work, daily “Do Nows” Next Step Guided Reading Assessments-for Reading levels “Exit tickets” McGraw Hill Course 2 curriculum: Math weekly Quizzes unit tests Class work, daily “Do Nows” “Exit tickets” PARCC Simulated Quiz/Projects Standard Solutions

Eighth Grade: Schoolwide Curriculum: ELA Weekly Quizzes ELA unit assessments Class work, daily “Do Nows” Next Step Guided Reading Assessments-for Reading levels “Exit tickets”

McGraw Hill Course 3 curriculum: Math weekly Quizzes unit tests Class work, daily “Do Nows” “Exit tickets” PARCC Simulated Quiz/Projects Standard Solutions

In grades six, seventh and eighth, the teachers use benchmarks from Department composed mathematics assessment, IXL online differentiation, and Standard Solutions quizzes. For ELA the teachers use Standard Solutions as well as Schoolwide and the Fall MAP test scores to group their students and analyze the academic needs of their students. Weekly quizzes are given in math and language arts. This provides the teachers with data that can be looked at and adjust their small group instruction and differentiation according to the skills needed to be addressed. The unit tests provide the teachers with data to determine if the skills being taught in each specific unit are being retained and students are able to apply the knowledge they have learned. PARCC state testing is completed in the Spring. This data is analyzed to help drive instruction in the in all areas including targeted low performing areas.

1.5OrganizationalCapacity-SchoolLeadership/Administrationa) Fillintherequestedinformationbelowregardingschoolleadership:

SchoolLeadership/AdministrationInformation

SchoolLeader/AdministratorName Title StartDateatSchool

DaVisha Pratt CSA/Principal September 1, 2004

Donna Torres SBA/Board Secretary July 1, 2014

Dennis Daniels School Dean/Facilities Supervisor September 1, 2003

Dawn Cobb-Fossnes Instructional Lead Supervisor November 15, 2014

Kristin Zink Instructional Lead Supervisor September 1, 2005

SchoolCulture&ClimateThe following questions are aligned to the Organizational Performance Framework, Performance Area 2: SchoolCulture&Climate.

2.1SchoolCultureandClimatea) Fillintherequestedinformationbelowregardingtheschoollearningenvironmentincludingmethodologyused.

LearningEnvironment/ProfessionalEnvironmentLearningEnvironment Attendancerate:(usethetotaldayspresent

dividedbythetotaldaysinmembership

ElementarySchool 97.1%

MiddleSchool 97.3%HighSchool N/A

Student-teacherratio 9to1

ProfessionalEnvironment

Teacherretentionrate(yeartoyear) SY13-14toSY2014-1585%/SY14-15toSY15-1670%Totalstaffretentionrate(yeartoyear)

SY13-14toSY2014-1585%/SY14-15toSY15-1668%Frequencyofteachersurveysanddateoflastsurveyconducted Twiceayear;June20,2016Percentofteacherswhosubmittedsurveyresponses 95%Percentofteacherswhoexpressedsatisfactionwithschoolleadershiporwiththeoverallschoolenvironment 85%

Listthemainpositiveaspectsidentifiedinthesurvey

Smallclasssize,InstructionalSupportbySupervisors,Collegiality,schoolcultureandclimate

Listthemainschoolchallengesidentifiedinthesurvey

Discipline,highnumberofchangesfromthe2014-15schoolyear.Increasedplanningrequirements.

2.2.FamilyandCommunityEngagementa)Fillintherequestedinformationbelowregardingparentsatisfactionandinvolvement.

ParentSatisfactionFrequencyofparentssurveysanddateoflastsurveyconducted Twiceayear;May19,2016Percentoffamiliescompletingasurvey(considering1surveyperfamily) 78%Percentofparentswhoexpressedsatisfactionwiththeoverallschoolenvironment 92%

Listthemainpositiveaspectsidentifiedinthesurvey

Teachersshowincreasedcareandconcernforstudents,rigorouscoursework,positiveincentiveswithintheschool,greatlyappreciativeofSaturdaySchool&ParentsAcademy,Communicationwithschoolstaff.

Listthemainschoolchallengesidentifiedinthesurvey

Adheringtouniformpolicy,understandinghomeworkassignments,increasedfundraisinginitiatives

ParentInvolvementattheSchoolNumberofparentscurrentlyservingontheBoardofTrusteesoutoftotalBoardMembership 2Majoractivities/eventsofferedtoparentsduring2015-16schoolyear(ForExample:MonthlyParentUniversity.Topicinclude…)

SaturdayParentAcademies;ParentProgramSt.BarnibusHealth;ParentalSupportGroup;ESLClasses;ParentAppreciationEvent;StakeholdersMeetings

Majoractivities/eventsconductedbytheparentstofurthertheschool’smissionandgoals,suchasfundraising,volunteering,etc.

Fundraising;8thGradeDance;StakeholdersMeetings;SpecialEducation/ESLSupportgroups;VolunteeringwithLunch/Recess/FieldTrips;FieldDayOrganization;Teacher/StaffAppreciation;BackToSchoolMeet&Greet;CoatDrive;SecuredDonatedscarvesandhats

b)Providealistofthepartnershipswithothereducationalorcommunityinstitutions.

CommunityInvolvement

Partneringorganization Descriptionofthepartnership

Levelofinvolvement:#studentsor/andstaffinvolved,approx.#hourspermonth,resources

involvedetc.EDUCATIONALINSTITUTIONS:

BrookdaleCommunityCollege

HealthEducationfromNursingstudentsfulfillingPediatricClinicalrequirements(WellChildAssessmentbasedonHealthEducationStandards

AllStudentsinGradesK-5;60hourspersemester/120hoursfortheschoolyear

CommunicationsHighSchool TLCAfterschoolProgram-Filmmaking

12studentsonceaweekfor12weeks

BrookdaleCommunityCollege

StemClub(NASASpaceGrant);SpringStemFieldTrip/WinterBlackHistoryPresentation 6-8gradestudents

PaceCharterSchool

Teacher&AdministratorcollaborationwithStateReporting,Curriculum,LessonPlanning&classroommanagement

Principal,I2InstructionalLeadSupervisors,FacilitySupervisor,3Teachers

RiverbankCharterSchoolofExcellence SharedPDof3dayWilsonReadingTraining 6Teachers

RutgersUniversity

SchoolImprovementInitiative:Supportsadministratorsandteacherswithevaluationanddataanalysis

3administrators,12teachers

COMMUNITYINSTITUTIONS:CityofAsburyPark

GrantthatpartiallyfundedtheTLCafterschoolprogram

(60students)6staff

BordenFoundation

Grantfundsaportionoftheafterschoolprogram AfterSchool(60Students)

PurpleGlazeFunFridayFieldTrip/DonationtoSaturdayParentsAcademy

8students1staff

1stConstitutionBank

FinancialLiteracyProgram&FunFridayFieldTrip

10Students1Staff

Glassblowing FunFridayFieldTripforthestudents8students1Staff

ArtStudio FunFridayFieldTripforthestudents12students1staff

LakeHouseMusicAcademy

MusicClasses/StudentCelebrationsduringHolidays/Fundraising;5Krace;MusicInstructiontostudents K-8students;hourspermonth

AsburyParkMusicalHeritageFoundation

Fundraising;Musical/FilmFestival;SpecialGuestSpeakerFamousActorDonCheadlespokewithstudents,teachersandParentsontheimportanceofeducationafterschool.FreeticketsprovidedtoschoolstafftotheMilesAheadMoviePremiere

90students15parents20staff

ActuarialFoundation

MathRetreatformiddleschoolstudentsovernightcamping;completionofmathprojects/FinancialguestspeakerMathStarClubthroughouttheyear:Studentsearnprizesfortheirachievement(Sweatshirts,GreatAdventureTickets,SpecialLuncheons)

Grades6,7and8thgrade:69studentsthroughouttheentireschoolyear

DrumethWacket Governor’sMansion/NJSocialStudies

464/5thgradestudentsincludesentrancefee,costoftransportation

AsburyParkHousingAuthority

CollaboratorontheHUDAwardsChoiceNeighborhoodGranttoAsburyPark’sWestSideAwardedonJune28,2016

ParentsPrograms,MonmouthMedicalResources,Low–ModeratehousingInformationtoFamilies

FoundationsofLearning

ProfessionalDevelopment/CurriculumSupport

Teacherswritingandrevisingcurriculum,assessmentcalendars,andunitplans

BarnabasHealthInstituteforPrevention

TalkProgramwherestudentsareprovidedconflictresolutionlessonsforthewholeclassaswellassmallgroupsessionswithmiddleschoolstudents

GradesK-5;2hourspermonthforthedurationoftheschoolyear(138students).6-8targetedstudents2hourspermonth(25students).

BoardGovernanceThe following questions are aligned to the Organizational Performance Framework, Performance Area 3: BoardGovernance.

3.1 BoardCapacity

a) FillintherequestedinformationbelowregardingtheBoardofTrustees:

Governance#ofBoardMembersrequiredaspercharterby-laws

5DateofBoardSelf-Evaluation(includeacopyoftheboardself-evaluationtoolasaAppendixB)

May24,2016DateofSchoolLeaderEvaluation(includeacopyoftheschoolleaderevaluationtoolasaAppendixC)

May10,2016Providealistofamendmentstothebylawsoftheboardoftrusteesadoptedduringthe2015-16schoolyear.

9110:NumberofMemberandTermsofOffice.9112:Elections/Reelection9113:FillingVacancies9020:PublicStatement9010:RoleoftheMember9000:RoleoftheBoard

CriticalPoliciesadoptedbytheBoardduring15-16academicyear(listinbullets)

• 6121:Nondiscrimination/AffirmativeAction• 6141:CurriculumDesign/Development• 6171.3:Title1-ParentInvolvementNCLBPolicy• 6147.2:GradeReportingSystem• 3220/3230StateFunds;FederalFunds• ThreeYearComprehensiveEquityPlan2016-19• 4151:StaffAttendanceExpectation

3.3 BoardCompliance

a) FillintherequestedinformationbelowregardingtheBoardofTrustees:

• 2224:Nondiscrimination/AffirmativeAction• RevisedPurchasingManual(Replacedpgs.30-47in

StandardOperatingManual)• AdoptionofRevisedPurchasingManual• 4151.1/4251/1:PersonalIllnessandInjury/Health

andHardship/Sick/Leave/AnticipatedDisability/PersonalLeave

BoardofTrustees

Member’sName

EffectiveStartDate(when

individualstarted

onboard)

CurrentTerm

ExpirationDate(if

applicable)

OfficerRole(e.g.President,VicePresident,Secretary,Treasurer)

EmailAddress

Dateofcriminal

backgroundcheck

DateofmandatoryNJSBAtraining

ClaudiaMorgan 7/1/09 6/30/2018 President cmorgan@hopeacademycs.org

9/21/2011 6/2009,1/2010,1/2011,1/2012,3/2014

FrankieWinrow 3/1/08 4/30/2019 VicePresident fwinrow@hopeacadeycs.org

10/5/2011 1/2003,8/2008,12/2008,1/2011,1/2013

DennisCarroll 10/1/13 9/30/16 BoardMember dcarroll@hopeacademycs.org

8/28/2013 6/2014,4/2015

ShereeSanders-Jones

6/1/13 5/30/19 BoardMember Ssanders-jones@hopeacademycs.org

5/29/2013 6/2014,6/2015

ArleneCabrera 4/1/15 3/30/18 BoardMember acabrera@hopeacademycs.org

3/25/2015 9/2015

AccessandEquityThefollowingquestionsarealignedtotheOrganizationalPerformanceFramework,PerformanceArea4:AccessandEquity.4.1AccessandEquity

a) Provideinformationregardingtheschool’ssuspension/expulsion/attrition/backfillingrate

SchoolSuspensions/Expulsions2015-2016

Total#StudentsEnrolled

Total#ofStudents(UniqueCount)Suspended Total#ofStudentsExpelled

K 23 1 0Grade1 24 2 0Grade2 23 5 0Grade3 23 1 0Grade4 23 1 0Grade5 22 2 0Grade6 22 5 0Grade7 23 3 0Grade8 24 4 0Total 207 24 0

StudentMobilityandRetentionRates2015-2016

Total#ofstudentwithdrawals(foranyreason)

duringtheyear

Total#ofstudentsenrolledaftertheinitialstartofthe

year

Total#ofstudentsnotpromoted(retained)inthesamegradeforSY2016-17

K 1 1 2Grade1 0 0 0Grade2 1 1 0Grade3 0 0 0Grade4 1 1 0Grade5 0 0 0Grade6 0 0 0Grade7 0 0 0Grade8 1 0 0Total 4 3 2

b)Provideinformationregardingtheschool’srecruitment,application,admissions,lotteryandenrollmentnumbersforthe2015-2016schoolyear:

Application/Admissions/Lottery/EnrollmentProvidetheURLtotheschool’sapplication.Iftheapplicationisnotavailableonline,then,asAppendixD,provideacopyoftheschoolscurrentapplicationinasmanylanguagesasavailable

www.hopeacademycs.org

Listallofthewaystheapplicationisdisseminated

Currentstudents,Online,school’smainoffice,churches,preschools

Listalllanguagesinwhichtheapplicationisavailable

EnglishandSpanish

Providethedateonwhichtheinitialapplicationforprospectivestudentsfortheschoolyear2016-17wasmadeavailable.

October1,2016

Whatwasthedeadlineforprospective December7,2015forKindergarten

studentsforschoolyear2016-17toreturntheinitialapplicationtotheschool?Pleaseprovidetheexactdate.

June6,2016AllGrades

Listallofthewaysinwhichinitialapplicationsareaccepted.

U.S.Mail,Website,Fax,andHanddelivery

Providethedateandlocationofthelotteryheldinthe2015-16schoolyearforprospectivestudentsforthe2016-17schoolyear.Iftheschooldidnothavealottery,provideabriefexplanationwhy.

December10,2015-601GrandAvenue,AsburyPark,NJ[K]June9,2016-601GrandAvenue,AsburyPark,NJ[AllGrades]

Listthepublicavenuesthattheschoolutilizedtoadvertisethatinitialapplicationsareavailabletoentertheschool’slottery(e.g.localnewspapers,schoolwebsite).

Website,LocalNewspapers,PhysicalPostingontheSchool’sDoor,PreschoolInformationSessions.

5.1Compliancea) Everycharterschoolmustdevelopandimplementahigh-quality,rigorouseducatorevaluationsystem,

whichmustbeapprovedbytheirboardoftrustees.Providethefollowing:

• ProvideadescriptionoftheteacherevaluationsystemandschoolleaderevaluationsystemthatalignswithDepartmentguidance;and

• AsAppendixE,provideaboardresolutionapprovingtheteacherandschoolleader/principalevaluationsystems.

HACSBoardofTrusteescollaboratewithRutgersUniversityandutilizeaStrongemodeltoevaluatetheteachersandadministrators.ThisbeginswithameetinginAugusttodevelopgoalstobediscussedwithHeadofSchoolbyAugust30th.BoththeBoardofTrusteesandHeadofSchoolareresponsibleformakingsuregoalsaredevelopedearlyandagreeduponpriortothestartoftheschoolyear.FormalTeacherevaluationsareconducted3timesthroughouttheyear.Theyareinclusiveofpreandpostconferences.Teachersalsoworkcloselywithamastermentorteachertoformativelymapoutobservationalprogressaswellasgoalsettinganddataanalysis.Allsetgoalsmustdescribeobservablebehaviorand/ormeasurableresultsthatwouldoccurwhenagoalisachieved.TheacronymS.M.A.R.TishowtheBoardisabletoassessagoal’sfeasibilityandworth.Specificmeaning:Howmanystudentslearnwhatorgrowbyhowmuch?Measureable:Useassessmenttocomparestartingpointstoendingpoints.Ambitiousbutachievable:determineareasonableamountofgrowth.Relevant:alignedtostandards.Time-Bound:Setanappropriateinstructionperiod.TheHeadofschoolusesthefollowingGoalSettingProcessduringthecollaborativemeetingwiththeBoardofTrustees:

1. DetermineNeed2. CreateSpecificPersonalGrowthGoalbasedonBaselinedata3. CreateandimplementLeadershipManagementStrategies4. MonitorProgressthroughongoingdatacollection5. DetermineGoalAttainment

Submission of the Goal Setting Form Head of School/Principal/Educators complete a draft of their goals and schedule a meeting with their evaluators to look at the baseline data and discuss the proposed goal. Principal, teachers, and supervisors must submit their goals to their evaluator prior to October 1. Mid-Year Review of Goal A mid-year review of progress toward the goal is held. At the evaluator’s discretion, this review may be conducted through peer teams or in another format that promotes discussion, collegiality, and reflection. It is recommended that the mid-year review be held prior to March 1. It is the evaluator’s responsibility to establish the format and select the time of the review. End-of-Year Review of Goal By the appropriate date, as determined by the Board of Trustees or evaluator, Head of School, principal and supervisors are responsible for assessing the professional growth made on educator and administrator goals and for submitting documentation to the evaluator. The Head of School, principal, supervisors, and teachers may find it beneficial to draft the next year’s proposed goal as part of the reflection process in the event the goal has to be continued and/or revised. By mutual agreement, evaluators, Head of School, principal, and supervisors may extend the due date for the end-of-year reviews in order to include the current year’s data. In addition, as noted in the measures of academic achievement/growth noted on the previous page, data from previous years may be used to demonstrate a pattern toward attainment of goals.

Head of School Evaluation will include but are not limited to the use of the following:

Note:Youmayusehttp://www.nj.gov/education/chartsch/info/evaluation.pdfforguidance.

AppendicesAppendixA StatementsofAssuranceAppendixB BoardSelf-EvaluationToolAppendixC SchoolLeaderEvaluationToolAppendixD AdmissionsApplication(alllanguages)AppendixE Boardresolutionapprovingtheteacherandschool

leader/principalevaluationsystemsAppendixF 2016–17SchoolCalendarAppendixG OrganizationalChartAppendixH Promotion/RetentionPolicyAppendixI StudentDisciplinePolicyAppendixJ GraduationPolicy(ifapplicable)Submiteachappendixasaseparateattachmenttothesubmissionemailsavedbytheappendixname.Ifnecessary,submitallappendicesandannualreportinonezipfolder.

Data Source Definition Self-Evaluation Self-evaluation reveals principals’ perceptions of their job performance. Results of a self-evaluation should

inform principals’ personal goals for professional development. Site-based Observations

Site-based observations provide information on a wide range of contributions made by principals. Site-based observations may range from watching how a principal interacts with others to observing programs and shadowing the administrator.

Documentation Log

Documentation logs provide documentation generated by principals as evidence of meeting the seven performance standards.

Teacher/Staff Survey

Climate surveys provide information to principals about perceptions of job performance. The actual survey responses are seen only by the principal who prepares a survey summary for inclusion in the portfolio/documentation log.

Goal Setting Principals, in conjunction with their evaluators, set goals for professional growth and school improvement.