DC Scholars Public Charter School Annual Report 3.5/folder 3.5... · · 2015-11-12DC Scholars...

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DC Scholars Public Charter School Annual Report

Address: 5601 E. Capitol St. SE

Washington, DC 20019

Phone: 202-559-6138

School Director: Rebecca Crouch

Board Chair: Mieka Wick

For more information visit our website at http://dcscholars.org/

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Table of Contents

School Description ............................................................................................................................. 2

Mission

School Program

School Performance ........................................................................................................................... 7

Performance and Progress

Lessons Learned and Actions Taken

Unique Accomplishments

List of donors

Data Collection ............................................................................................................................... 13

Appendices ..................................................................................................................................... 15

A- Staff Roster

B- Board Roster

C- Unaudited Year-end 2015-2015 Financial Statement

D- Approved 2015-16 Budget

E- Scholar Academies Core Values

F- Scholar Academies Instructional Standards

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School Description

Mission

DC Scholars Public Charter School, serving grades PS through 8 by fall of 2017, prepares students for the

path to college and provides students with the foundation of life skills to become productive members

of their community.

School Program

As a part of the Scholar Academies network of schools, DC Scholars Public Charter School (DC Scholars

PCS) operates in alignment with network-wide frameworks and practices.

Overview of the Scholar Academies Framework for Academic Excellence: The academic framework is

built around three pillars that lead to academic success: strong culture, effective instructional practices,

and practical & tactical differentiation. These pillars are incorporated across strands of instructional

practice and encompass what occurs within a classroom to drive results.

Scholar Academies Pillars:

Strong Culture: Culture is the foundation that propels student achievement; it is built on our four school

PATH values (Prepared, Attentive, Thoughtful and Hardworking) and tied to the strong relationships

between students and staff. School culture within the Scholar Academies network is positive, warm,

and learning-focused. It creates an environment that drives learning and embeds the expectation that

scholars can and will achieve academic success.

At DC Scholars PCS, academic excellence can only be achieved within a highly structured environment.

Every minute matters. Therefore, DC Scholars teachers and students follow the routines and procedures

of the school with strict precision. Consistency is the most important part of school culture and discipline.

DC Scholars PCS teachers build strong relationships with students and strike a balance between warm and

demanding. They set and hold high expectations because they believe their students are capable of

greatness.

School culture is created through two key elements: Character Education and Foundational Elements of

School Culture.

Character Education: The character education program is centered on PATH values and the social

emotional themes of self-control and grit. Based on monthly themes, four key forums are used

to support character education:

o Advisory group

o Daily morning meeting

o Weekly community circle

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o Student orientation and mid-year culture reset

Foundational Elements of School Culture: Scholar Academies schools are safe, fair, structured,

and joyful. This environment is created through consistent, network-wide expectations for

physical environment, uniforms, routines and procedures and coined “Foundational Elements.”

The learning environment promotes positive interactions, targeted learning, and consistent

routines and procedures. Building on these consistent cultural elements, leaders and teachers

are encouraged to adopt their own unique “Culture Swag” and highlight rituals, traditions, and

fun activities specific to their context.

Character Education and the Foundational Elements of School Culture are supported by behavior

management tools that reinforce the skills and behaviors learned in Character Education and

Foundational Elements. All scholars participate in a PBIS program that rewards their positive choices

through daily or weekly incentives and PATH rewards trips.

Effective Instructional Practices: Scholar Academies incorporates core instructional practices designed

to quickly move students up to grade level. These include 1) a College Prep Curriculum 2) Common

Instructional Strategies 3) Emphasized Foundational Skills 4) Attention to Rigor and 5) Multiple

Instructional Approaches.

College Prep Curriculum: DC Scholars PCS uses a combination of externally adopted programs as

well as curricula developed by Scholar Academies to meet grade level standards, teach critical

foundational skills, develop higher-order thinking and build student character. At DC Scholars

PCS, a network and a school-level curriculum team work collaboratively to create robust college

prep curriculum resources for scholars in grades PS-6th grades. The team relies on the research

conducted by Grant Wiggins and Jay McTighe, as outlined in their book Understanding by

Design, and on David Conley’s , College, Careers and the Common Core. The latter text explores

college and career readiness through four lenses. The College Prep Curriculum used all four

readiness lenses to strengthen their curriculum design and implementation throughout the 14-

15 school year and ensure Common Core alignment.

Common Instructional Strategies: DC Scholars PCS uses common instructional practices in every

classroom to increase the effectiveness of teachers and maintain consistency for our students.

Instructional practices address core academic routines as well as strategies for effective content-

based delivery. Common instructional practices create learning environments that are well

organized, have clear learning objectives, provide students with lots of “at bats” to apply their

knowledge, and place the cognitive load on scholars. In addition to the school’s instructional

practices, DC Scholars PCS also provides teachers and leaders with a set of instructional standards

that highlight key practices and promote teacher growth through regular individual performance

dialogues. The Scholar Academies Instructional Standards are included as Appendix F.

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Emphasized Foundational Skills: Given the grade level gap for many students, building

foundational skills in literacy and math is a critical component of instructional practice. The

academic model has a balance of grade level content based instruction and explicit time for

daily remediation and intervention.

At DC Scholars PCS, foundational skill building begins with PS and PK scholars. The youngest

scholars engage in thematic play and small group math and literacy instruction each day.

Teachers plan engaging centers that promote early literacy and numeracy skills and give our

students rich experiences that build their world knowledge.

In grades K-5, the schedule includes significant time for reading and math. Scholars in grades K-

2 have two teachers and engage in learning through small group rotations for 3-4 hours per day.

All scholars receive targeted phonics instruction, guided reading, and small group math lessons.

All K-5 scholars spend 20-30 minutes a day using iReady, a computer-based instructional tool.

Attention to Rigor: DC Scholars PCS approaches teaching and learning through a rigorous lens.

While many of our students require additional time to revisit and review gap skills, teachers

deliver instruction for all skill levels in a manner that honor students’ intellect. Lessons are

challenging and push students to think at higher cognitive levels. DC Scholars PCS utilizes a

variety of Teach Like a Champion strategies to stretch student thinking and shift the cognitive

load to students. In 14-15, DC Scholars PCS also adopted a new approach to shared reading that

give scholars time to be engaged in close, repeated readings of complex texts for several

consecutive days.

Multiple Instructional Approaches: Research demonstrates that students benefit from learning

in more than one way. The DC Scholars approach explicitly incorporates multiple instructional

approaches to math, literacy, science and social studies each day.1 Scholars explore and master

content through direct instruction, engaging technology programs, inquiry based learning,

student discussions, writing, team projects, and independent reading. Lessons are designed to

meet various student learning modalities each and every day so that all scholars can access and

engage with the material.

Practical, Tactical Differentiation: Because scholars are at varying levels of achievement, differentiated

learning opportunities for each student are imperative. To accomplish this, there is a focus on

1 Tomlinson, C. A., & Strickland, C. A. (2005). Differentiation in practice: A resource guide for differentiating

curriculum, grades 9–12. Alexandria, VA: ASCD Ellis, E. S., & Worthington, L. A. (1994). Research synthesis on effective teaching principles and the design of quality tools for educators (Technical Report No. 5). Eugene: University of Oregon, National Center to Improve the Tools of Educator

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maximizing small group and individual instruction which is supported by effective use of technology,

targeted interventions, and data tracking to drive decision making.

Assessments & Data-Driven Decision Making: DC Scholars PCS utilizes a number of assessments to evaluate student learning and teaching as well as uses a structured approach to engage with the data to monitor progress. DC Scholars PCS launched two administrations of PARCC for scholars in grades 3-5 in February and April/May in alignment with guidance from the Office of the State Superintendent of Education (OSSE.) Additionally, DC Scholars employed various internal assessment strategies to ensure high quality teaching and student achievement in all grades. The following assessments were used throughout the academic year:

• Every Child Ready | PS-PK | Math & Literacy • NWEA MAP | Grades K-5 | Math & Literacy Growth • Fountas and Pinnell | Grades K-5 | Leveled Reading • ANET | Grades 2-5 | Math & Literacy Interim Assessments • Aimsweb | Grades K-5 | Foundational Math & Literacy

The school employs a cyclical approach to data collection, analysis, and action. Effective use of

data provides students with targeted instruction and intentional interventions and also gives

teachers and leaders time to adjust groups, instructional delivery, and plans. The DC Scholars

PCS team is data driven at its core. Under the leadership of the School Director and Directors of

Curriculum and Instruction (DCIs), teachers regularly review key data points and make careful

instructional adjustments. The DC Scholars PCS team uses a number of data review structures

including weekly data conversations, review of student performance on weekly quizzes and

quarterly Data Days. Throughout the year, teachers look specifically at school-wide

assessments and results to determine student readiness for content before each unit began and

adjusted units to account for least mastered standards and necessary re-teaching.

Intervention: DC Scholars PCS increased academic intervention efforts to ensure all students

were receiving targeted instruction at their level for the 2014-15 school year. Students are

flagged for interventions based on the previous year’s state and nationally normed tests, BOY

diagnostic data, and teacher recommendations. Interventions are delivered using a research

based curriculum and student progress is regularly assessed, tracked, and reviewed through

Aimsweb and iReady. The school creates a careful schedule to provide daily push-in and pull-out

supports as well as learning through technology. Scholars who are behind in reading receive

Corrective Reading and intense Leveled Literacy Intervention (LLI) Guided Reading. Additionally,

iReady is used for all scholars so that they have at least 30 minutes of computer based

instruction in ELA and Math each day.

Effective Use of Technology: DC Scholars PCS increased the amount of technology and blended

learning instruction for the 2014-15 school year in order to maximize opportunities for

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individualized learning. Use of iReady in all K-5 classrooms provides scholars with a balance of

rigor and remediation by providing opportunities to push critical thinking as much as review.

Technology also helps the school make the most of our small group rotation structure in the

classrooms.

Enrichment and Afterschool Program

A core component of a strong school program is the infusion of a robust enrichment program that is

designed to support character building without compromising student achievement. After school and

summer enrichment programs are critical factors in:

Preparing students and matriculating them to college-prep high schools

Developing a sense of community within and surrounding the school

DC Scholars PCS believes in the importance of helping students develop their unique interests beyond

the walls of the classroom. In 14-15, scholars in PS-5th grades participated in an afterschool program run

by community-based partner, Springboard.

Springboard extended learning from the regular school day through literacy instruction, homework

support and opportunities for physical activity. Scholars also ate a healthy snack each day. Springboard

was funded through our 21st Century Learning Center grant.

Family Engagement

DC Scholars PCS believes that the collective commitment from students, families, parents and the

neighboring community is integral to solidifying a school a community culture of achievement. The

driving mission of the community and family engagement program is to strategically form partnerships

with families, community members, and other stakeholders to increase the success and academic

achievement of our scholars. DC Scholars PCS aims to achieve this through the sharing of resources,

constructive dialogue, providing family engagement opportunities and working towards shared goals for

each scholar.

Achievement focused family engagement is critical to helping us achieve our mission and goals. DC

Scholars PCS recognizes that families and community members add strength, resources, and knowledge

about the children and community served. The family engagement framework consists of five major

components:

Focus on Learning—ensure that every initiative that DC Scholars PCS plans, develops, and launches

will support the learning and academic growth of scholars, at home and in school

Community Partnerships-- identify and integrate resources and services from the community to

strengthen school programs, family practices, and student learning and development.

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Parent Empowerment and Education-- empower and educate parents to support schools with the

academic, social, and emotional development of their children; provide information and ideas to

families about how to help students at home with homework and other curriculum-related

activities.

Communication-- effectively communicate with families ensuring that all communication is two-way

and information is accessible, understandable and actionable.

Data Sharing-- provide parents with data about their scholar’s progress in school, in an easily

understandable, meaningful and actionable way.

DC Scholars PCS engages all stakeholders in a student’s success, namely families and community groups

and resources, through numerous outreach efforts:

Information sessions and detailed family orientations

Regular (weekly) contact between instructors and parents/guardians

Platforms for parents to participate in school-wide assemblies

Partnerships with external community organizations In SY14-15, DC Scholars PCS increased its family engagement efforts through targeted parent advocacy and design efforts around the renovation of the school building and Honor Roll celebrations with family breakfasts. Both of these new structures gave families unique ways to celebrate their scholars, connect with the school and contribute to the school’s future in a meaningful, lasting way.

School Performance

DC Scholars reflects regularly on progress towards the schools mission as well as annual goals. The first

part of the school’s mission seeks to put our students on the path to college. The schools has increased

the number of students meeting this bar each according to academics achievement targets but have not

fully achieved this level of academic achievement for all students. The second part of the schools

mission seeks to provide students with the foundation of life skills to become productive members of

their community. We continue to strive towards this ambitious piece of our mission.

DC Scholars drives towards a set of 4 goals annually:

1. After attending DC Scholars PCS for two years, 80% students will demonstrate math and literacy proficiency as measured by a score of proficient or advanced on the DC-CAS or PARCC.

2. All graduating students will be prepared to be successful in a college-prep high-school a. All graduating students will attend a college-prep high school. b. Graduating students complete a three (3) to four (4) page typed analytic essay based on

a literary text c. Graduating students complete Algebra 1 d. Graduating students will reach a 10th grade reading equivalency or higher as measured

by GRADE 3. By the fourth year of the charter, DC Scholars PCS will close the achievement gap between the

low-income students we will serve and the statewide peers as measured by DC-CAS or PARCC.

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4. DC Scholars PCS will have a strong school community where teachers, students and families are committed to student achievement.

a. Students will be present an average of 95% of school days b. Parents will be engaged with the school community

i. 75% of parents will attend report card conferences ii. 90% parent satisfaction as shown through a survey

c. 85% of teachers and staff will be satisfied or very satisfied as measured by the staff survey Note: Because PARCC test results are not yet available, this report will only provide progress on Goal 4 for

school year 2014-15.

Goal Four: DC Scholars PCS will have a strong school community where teachers, students and families are committed to student achievement.

Attendance: Students will be present an average of 95% of school days.

As a result of increased interventions in attendance, attendance rose from 91% in the 2013-14

school year to 92.66% in the 2014-15 school year.

Engagement: Parents will be engaged with the school community 75% of parents will attend report card conferences 90% parent satisfaction as shown through a survey

Parent attendance at report card conferences across the school was 61%. Our 5th grade parents attended 100% of conferences. In a parent satisfaction survey, 93% of parents shared that they were satisfied or very satisfied with the school.

Staff Satisfaction: 85% of teachers and staff will be satisfied or very satisfied as measured by the staff survey On a staff survey given in June 2015, 46% of staff were satisfied with staff culture.

Lessons Learned and Actions Taken

Academic Achievement: The DC Scholars PCS leadership team spent significant time over the summer

reflecting on student achievement data and survey results from the 2014-15 school year in order to

inform priorities and actions for the coming year.

During the 2014-2015 academic year, 49.6% of students performed on grade level in math and 38.25%

performed on grade level in reading on the MAP assessment. While these scores are lower than 2013-

14 proficiency levels on the DC-CAS, they provide a much more rigorous measure of college

readiness. Under this higher bar for achievement, the team is working to raise the bar on achievement

and culture through:

Introduction of a new Scholar Academies College Prep Curriculum in ELA and Math

Emphasis on rigorous, Common Core-aligned daily writing tasks in ELA and Math

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Focus on responding to individual and classroom student needs by reviewing student work protocols weekly

Launch of the TNTP teacher coaching model Last year the DC Scholars PCS intervention program demonstrated growth for many of struggling

scholars in both reading and math. More than half of all scholars in our intervention program made

“close the gap” or “ambitious growth” in math. Of scholars participating, 41% made “close the gap” or

“ambitious growth” in reading. “Close the gap” and “ambitious growth” year over year will ensure that

our scholars’ growth outpaces national norms for students and allows them to be college and career

ready. DC Scholars will continue to train teachers in research-based intervention practices and leverage

data-driven intervention planning program to further increase intervention effectiveness in 2015-16.

The table below describes 2015-2016 academic targets. Three types of assessments will be used to

track progress toward performance on the PARCC assessment: Every Child Ready, MAP and Aimsweb.

Grades Goal 2014-15 Baseline

2015-16 Target

PS / PK % students scoring on-track or accelerated on ECR: Math test 89% 89%

% students scoring on-track or accelerated on ECR: Literacy test 80% 80%

K-6 % students scoring on or above grade level on EOY MAP in Math 50% 56%

% students scoring on or above grade level on EOY MAP in Reading 38% 58%

% students meeting growth targets on EOY MAP in Math 76% 80%

% students meeting growth targets on EOY MAP in Reading 62% 70%

X % of students in bottom quartile making ambitious or closes the gap growth on AimsWeb in Math

52% 57%

X % of students in bottom quartile making ambitious or closes the gap growth on AimsWeb in Reading

41% 50%

Attendance: Chronic absenteeism for students is defined as missing 10 or more instructional days over

the course of an academic year. During the 2014-2015 academic year, DC Scholars pursued a three

prong strategy to improve daily attendance:

Daily robo calls to all absent students

Parent letters related to attendance at the end of each week

Parent conferences for all students at risk of chronic absenteeism

As a result, our overall in-seat attendance rose from 91% to 92.66%.

In 2015-16, DC Scholars aims to continue to improve attendance by increasing in-seat attendance from

92.66% to 94% and reducing the percent of students with 10 or more absences from 58% to 37%. In

addition to continuing last year’s strategies, DC Scholars will target all returning students with 10 or

more absences for regular contact from teachers and the school, including home visits for scholars most

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in need of support. DC Scholars will actively work to mitigate the obstacles hindering our students from

consistently getting to school every day.

School Culture and Student Climate: In order to truly invest students in learning, instruction must be

inspirational, energizing, and urgent. There are foundational teaching practices that can be applied in

any grade level across all content areas that create inspirational, energizing, and urgent classrooms, and

when consistently utilized, these practices will create a school-wide culture of achievement.

This year, 100% of teachers will use targeted Teach Like a Champion techniques to improve general

classroom culture:

Students will be taught and encouraged to take academic risks, support their answers with evidence and persevere through challenging assignments. They will expect teachers to hold them accountable for their work.

Teachers will hold a high bar for student responses. They will set norms for regular student response and use a variety of strategies including cold call and no opt to to keep students focused and ready to engage .

Teachers will push all students to use technical vocabulary and precise academic language when providing answers verbally and in writing.

Students will speak in complete sentences. They will use the correct grammatical format and practice using their college voice.

The DC Scholars PCS leadership team kicked off the 15-16 school year, with intense coaching and feedback sessions centered around the instructional strategies outlined above. Every leader on the team will coach a group of staff members. All staff members will receive targeted feedback every other week and participate in a deep dive coaching cycle at least once during the year.

DC Scholars has also added a Response to Intervention Coach to our staff who will oversee the three tier

system for behavior interventions:

Tier 1 - School wide Positive Behavior Interventions and Supports (PBIS) are provided to all students. Tier 1 interventions meet the needs of approximately 80% of general education students.

Tier 2 - Additional and more intense behavior interventions are offered to students that do not experience success with Tier 1 interventions. Tier 2 interventions include tailored and daily support. Tier 2 interventions meet the needs of approximately 15% of general education students.

Tier 3 - Students that do not experience success with Tier 2 interventions receive the highest level of individualization and remediation, including individual support and instruction. Tier 3 interventions meet the needs of approximately 5% of general education students.

Unique Accomplishments

Among the unique accomplishments achieved by our staff and students this year, highlights include:

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Game Plan for Success Competition: DC Scholars won a competition called Game Plan for Success: Be a

Learning Hero for the work that our 2nd, 3rd and 4th graders have done in reading. Our scholars worked

diligently on close reading and worked towards grade-level literacy standards. We were awarded

$5,000 in prize money that was used to buy more books.

Camp Keewaydin Scholarship: A sleep away camp for boys ages 8-16 with roots tracing back to its

founding as a canoe tripping camp in Maine, Camp Keewaydin awarded a scholarship to one of our 4th

grade students and established a relationship with the school to continue the partnership for years to

come.

Facilities Renovation: DC Scholars PCS completed the second phase of a complete facility renovation.

Our campus now boasts a new gym, atrium and main entrance along with upgrades in each classroom to

enable our staff and students to maximize technology in their learning and allow space to grow our

school to 8th grade. Additionally, space for the University of the District of Columbia and the Capital

Area Foodbank, valued community partners, will remain in the building.

Website: The DC Scholars PCs website has been updated to better serve the needs of current and

prospective parents and staff members timely and pertinent information about our school.

List of Donors

Receipt Date

Donor Name Amount Classification

7/20/2014 Bradley Charitable Fund 5,000.00 Unrestricted Contribution 9/24/2014 Christopher Landau 300.00 Unrestricted Contribution 9/25/2014 Christopher Landau 1,000.00 Unrestricted Contribution 9/26/2014 Dan & Maia Magder 1,000.00 Unrestricted Contribution 7/22/2014 David Joubran 2,000.00 Unrestricted Contribution 9/25/2014 Deborah & Dean Graham 2,000.00 Unrestricted Contribution 9/22/2014 Edward P Nordberg 2,000.00 Unrestricted Contribution 9/24/2014 Ellen Mulhall Morrell 500.00 Unrestricted Contribution 10/2/2014 GCS, Inc. 5,000.00 Unrestricted Contribution 9/12/2014 Hilda & Arturo Brillembourg 1,000.00 Unrestricted Contribution 10/02/14 Houston Keith Powell 500.00 Unrestricted Contribution 7/8/2014 James Clark Armitage 1,000.00 Unrestricted Contribution 9/25/2014 James Reyes 1,000.00 Unrestricted Contribution 10/02/14 Jane Korhonen 1,000.00 Unrestricted Contribution 7/22/2014 Jeff & Carol Groh 1,000.00 Unrestricted Contribution 9/24/2014 Jeff Fischer 2,000.00 Unrestricted Contribution 7/17/2014 John & Kate Buchanan 1,000.00 Unrestricted Contribution 10/03/14 John G Rouse 1,000.00 Unrestricted Contribution 9/24/2014 Jon T Larranaga 1,000.00 Unrestricted Contribution 9/24/2014 Karen & Robert O'Neill 500.00 Unrestricted Contribution 11/7/2014 Mark & Amy Tercek Foundation 1,000.00 Unrestricted Contribution 9/23/2014 Michael DeSantis 1,000.00 Unrestricted Contribution 10/06/14 Michael John Flannigan 500.00 Unrestricted Contribution 9/26/2014 Natalie Wexler 300.00 Unrestricted Contribution 8/30/2014 Natalie Wexler 600.00 Unrestricted Contribution 12/23/2014 Natalie Wexler & James A. Feldman 25,000.00 Unrestricted Contribution 6/1/2015 New Venture Fund 5,000.00 Unrestricted Contribution

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9/29/2014 Nicholas Seidenberg 500.00 Unrestricted Contribution 9/26/2014 Nick Braden 1,000.00 Unrestricted Contribution 9/25/2014 Patrick Steel 1,000.00 Unrestricted Contribution 9/29/2014 Paul Zegger 1,000.00 Unrestricted Contribution 1/7/2015 Perkins Malo Hunter 60,000.00 Unrestricted Contribution 7/20/2014 Peter John Clare 5,000.00 Unrestricted Contribution 10/2/2014 Peter Nolasco Gonzalez Schwartz 1,500.00 Unrestricted Contribution 1/5/2015 Robert & Karen O'Neil 1,000.00 Unrestricted Contribution 12/31/2014 Robert Weinberg 10,000.00 Unrestricted Contribution 8/7/2014 Sam Reid 1,000.00 Unrestricted Contribution 8/29/2014 Schwab Charitable Fund 1,000.00 Unrestricted Contribution 8/29/2014 Stephen Rodacanachi 500.00 Unrestricted Contribution 9/29/2014 Susan Strawbridge 300.00 Unrestricted Contribution 9/25/2014 Susan Strawbridge 300.00 Unrestricted Contribution 9/30/2014 William Weil; Hickrill Foundation 1,000.00 Unrestricted Contribution

148,300.00

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Data Collection

Question # Source Data Point

1

PCSB

LEA Name

DC Scholars

PCS (170)

2 PCSB

Campus Name

DC Scholars

PCS

3 School Ages served – adult schools only PS-5

4.a PCSB All Grades 389

4.b PCSB PK3 57

4.c PCSB PK4 64

4.d PCSB KG 77

4.e PCSB 1 46

4.f PCSB 2 48

4.g PCSB 3 34

4.h PCSB 4 41

4.i PCSB 5 22

4.j PCSB 6 0

4.k PCSB 7 0

4.l PCSB 8 0

4.m PCSB 9 0

4.n PCSB 10 0

4.o PCSB 11 0

4.p PCSB 12 0

4.q PCSB PG 0

4.r PCSB Ungraded 0

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School

Total number of instructional days Number of instructional days, not including holidays or professional development days, for the majority of the school. If your school has certain grades with different calendars, please note it.

182

6 PCSB

Suspension Rate 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑤𝑖𝑡ℎ 𝑜𝑢𝑡 𝑜𝑓 𝑠𝑐ℎ𝑜𝑜𝑙 𝑠𝑢𝑠𝑝𝑒𝑛𝑠𝑖𝑜𝑛

𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑒𝑛𝑟𝑜𝑙𝑙𝑒𝑑 𝑎𝑠 𝑜𝑓 𝑂𝑐𝑡 2013 𝑎𝑢𝑑𝑖𝑡 × 100

8.03%

7 PCSB

Expulsion Rate 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑒𝑥𝑝𝑒𝑙𝑙𝑒𝑑


0.00%

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PCSB

Instructional Time Lost to Discipline

(𝑠𝑢𝑚 𝑜𝑓 𝑠𝑢𝑠𝑝𝑒𝑛𝑠𝑖𝑜𝑛 𝑑𝑎𝑦𝑠 𝑑𝑢𝑒 𝑡𝑜 𝑜𝑢𝑡 𝑜𝑓 𝑠𝑐ℎ𝑜𝑜𝑙 𝑠𝑢𝑠𝑝𝑒𝑛𝑠𝑖𝑜𝑛𝑠)

(𝑠𝑢𝑚 𝑜𝑓 𝑒𝑛𝑟𝑜𝑙𝑙𝑚𝑒𝑛𝑡 𝑑𝑎𝑦𝑠 𝑓𝑜𝑟 𝑎𝑙𝑙 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑓𝑜𝑟 𝑡ℎ𝑒 𝑒𝑛𝑡𝑖𝑟𝑒 𝑠𝑐ℎ𝑜𝑜𝑙 𝑦𝑒𝑎𝑟)× 100

0.17%

9 PCSB

Promotion rate

95.1%

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Question # Source Data Point

𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑤ℎ𝑜 𝑎𝑑𝑣𝑎𝑛𝑐𝑒𝑑 ≥ 1 𝑔𝑟𝑎𝑑𝑒 𝑙𝑒𝑣𝑒𝑙 𝑖𝑛 𝑡ℎ𝑒 𝐿𝐸𝐴 𝑤𝑖𝑡ℎ𝑖𝑛 𝑆𝑌2013 − 14

𝑓𝑟𝑜𝑚 𝑡ℎ𝑒 𝑎𝑢𝑑𝑖𝑡𝑒𝑑 𝑒𝑛𝑟𝑜𝑙𝑙𝑚𝑒𝑛𝑡 𝑐𝑜𝑢𝑛𝑡 𝑡𝑜 𝑡ℎ𝑒 𝑒𝑛𝑑 𝑜𝑓 𝑡ℎ𝑒 𝑠𝑐ℎ𝑜𝑜𝑙 𝑦𝑒𝑎𝑟

𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑒𝑛𝑟𝑜𝑙𝑙𝑒𝑑 𝑎𝑠 𝑜𝑓 𝑂𝑐𝑡. 2013 𝑎𝑢𝑑𝑖𝑡× 100

PCSB

AVERAGE DAILY MEMBERSHIP The SRA requires annual reports to include a school’s average daily membership. PCSB will provide this using three data points: (1) audited enrollment; (2) mid-year withdrawals; and (3) mid-year entries.

92.66

10 PCSB

Mid-Year Withdrawals

Rate

𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑒𝑛𝑟𝑜𝑙𝑙𝑒𝑑 𝑜𝑛 𝑜𝑟 𝑎𝑓𝑡𝑒𝑟 𝑂𝑐𝑡𝑜𝑏𝑒𝑟 7,2013 𝑤ℎ𝑜 𝑤𝑖𝑡ℎ𝑑𝑟𝑎𝑤 𝑝𝑟𝑖𝑜𝑟 𝑡𝑜 𝐽𝑢𝑛𝑒 1𝑠𝑡


4.9%

11 PCSB Mid-Year Entries 𝐑𝐚𝐭𝐞

𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑤ℎ𝑜 𝑒𝑛𝑟𝑜𝑙𝑙 𝑎𝑓𝑡𝑒𝑟 𝑂𝑐𝑡𝑜𝑏𝑒𝑟 7, 2013 𝑝𝑟𝑖𝑜𝑟 𝑡𝑜 𝐽𝑢𝑛𝑒 1𝑠𝑡


1%

12

School

Teacher Attrition Rate 𝑜𝑓 𝑡𝑒𝑎𝑐ℎ𝑒𝑟𝑠 𝑟𝑒𝑡𝑖𝑟𝑒𝑑/𝑟𝑒𝑠𝑖𝑔𝑛𝑒𝑑/𝑜𝑢𝑡𝑝𝑙𝑎𝑐𝑒𝑑 𝑏𝑒𝑡𝑤𝑒𝑒𝑛

𝑂𝑐𝑡𝑜𝑏𝑒𝑟 7, 2013 𝑎𝑛𝑑 𝑓𝑖𝑟𝑠𝑡 𝑑𝑎𝑦 𝑜𝑓 𝑠𝑐ℎ𝑜𝑜𝑙 2014

(𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑡𝑒𝑎𝑐ℎ𝑒𝑟𝑠 𝑒𝑚𝑝𝑙𝑜𝑦𝑒𝑑 𝑎𝑠 𝑜𝑓 𝑂𝑐𝑡𝑜𝑏𝑒𝑟 7, 2013) × 100

34.5%

13 School

Number of Teachers “Teacher” is defined as any adult responsible for the instruction

of students at least 50% of the time, including, but not limited to, lead teachers, teacher residents, special education teachers, and teacher fellows.

34

14

School

Teacher Salary Average: $ Average: $52,829

Range -- Minimum: $ 47,300 Maximum: $81,648

15

APPENDICES

A- Staff Roster

B- Board Roster

C- Unaudited Year-end 2015-2015 Financial Statement

D- Approved 2015-16 Budget

E- Scholar Academies Core Values

F- Scholar Academies Instructional Standards

16

Appendix A: Staff Roster

2014-15

First Name

Last Name

Employee's Title Highest Degree Earned Start Date

Aliya Aleem Preschool Teacher Assistant None 8/6/2014

Jeremy Babb Floor Dean Bachelors 2/10/2014

Melanney Beckles Special Education Teacher Bachelors 8/2/2013

Brittany Bradshaw Manager of Student Activities Bachelors 8/7/2014

Alexis Brown 1st Grade Teacher Assistant None 8/6/2014

Rebecca Crouch School Director Masters 7/1/2011

Kiarna Davis Kindergarten Teacher Bachelors 8/6/2014

Heather DeBruler Preschool Teacher Masters 8/6/2012

Jennifer Drew Pre-K Teacher Assistant Associates 8/6/2012

Maura Druhan Kindergarten Teacher Assistant Bachelors 12/2/2013

LeAngelo Emperator 2nd Grade Teacher Assistant None 8/4/2012

Sheri Fisher 2nd Grade Teacher Bachelors 8/6/2014

Stephanie Fry Pre-Kindergarten Teacher Assistant Bachelors 10/16/2013

Kelsey Gavigan Special Education Teacher Bachelors 8/6/2014

Teisha Greenleaf Pre-School Teacher Assistant Bachelors 8/6/2012

Samantha Greenwald Director of Curriculum and Instruction Masters 8/1/2011

Kimberly Hargett 5th Grade Math Teacher Bachelors 8/6/2014

Alexis Harris 5th Grade Literacy Teacher Masters 8/6/2014

Chris Hoover 1st Grade Teacher Bachelors 8/6/2012

Janna Huynh 4th Grade Math Teacher Masters 8/6/2012

Meredith Ives 1st Grade Teacher Bachelors 7/7/2014

Ernest Jackson 1st Grade Teacher Assistant None 8/6/2014

Stephanie Jackson Director of Curriculum and Instruction Bachelors 3/25/2013

Tiffany Johnson Chief of Staff Juris Doctorate 6/11/2014

Sharneise Jones Pre-K Teacher Bachelors 8/6/2012

Candance Lai-Fang 3rd Grade Literacy Teacher Bachelors 10/18/2013

Ashley Lewis Pre-K Teacher Assistant None 8/2/2013

Cameron Lewis 3rd Grade Math Teacher Bachelors 8/6/2014

Brittany Love Kindergarten Teacher Assistant None 10/28/2013

17

John McCormick Kindergarten Teacher Masters 8/2/2013

Lacey Meneide Preschool Teacher Bachelors 8/6/2014

Judy Merril Science Teacher Bachelors 8/6/2014

Alaina Miller 4th Grade Literacy Teacher Masters 8/6/2012

Brett Nelson Director of Student Services Bachelors 8/6/2014

Chimire Owsley Pre-K Teacher Bachelors 8/6/2012

Danielle Palmer Kindergarten Teacher Bachelors 8/6/2014

Sarah Pessagno Math Instructional Coach Masters 8/6/2014

Carmen Player Director of Culture Bachelors 6/25/2014

Sequoia Porter Kindergarten Teacher Assistant Bachelors 8/6/2014

Reshada Pullen-Jireh Art Teacher Bachelors 8/6/2012

Breonna Rowe Preschool Teacher Assistant None 8/6/2014

Shanice Smith 2nd Grade Teacher Bachelors 8/2/2013

Nicholas Spezia Special Education Teacher Bachelors 8/6/2014

Jeanice Stewart Preschool Teacher Masters 8/2/2013

Molly Thacker Upper Elementary Intervention Teacher Masters 8/6/2012

Jack Thomas P.E. Teacher Bachelors 8/6/2012

Shannon Whitaker Pre-K Teacher Masters 8/6/2012

Brittany Whitby 2nd Grade Teacher Bachelors 8/6/2014

Nicole Wiley 1st Grade Paraprofessional None 10/7/2013

18

Appendix B: Board Roster

2014-2015

First Last DC Resident Board Position

Date of Appointment (M/YY)

Renewal Date (per bylaws)

Date Appointment Expires

Stephane Carnot x Treasurer 2/13 2/16

Michael Jones x Parent Representative 11/13 11/16

Stephanie Lilley x Secretary 9/13 9/16

Tameka Martin x Parent Representative 11/13 11/16

Karen O'Neil x

School Performance Committee Chair 1/12 1/15 1/18

Michael Sigal x 1/12 1/15 1/18

Robert Weinberg

x

Vice Chair, Governance and REOC Committee Chair 9/13 9/16

Natalie Wexler x 8/11 8/14 8/17

Mieka Wick

x

Board Chair, Development Committee Chair 7/11 7/14 7/17

19

Appendix C: Unaudited Year-End Financial Statement 2014-15

DC Scholars Public Charter School

Statement of Financial Position

As of Date: 06/30/2015

School: DCSPCS--DC Scholars Public Charter School

Year Ending Quarter Ending Month Ending

06/30/2014 03/31/2015 06/30/2015

Prior year Prior quarter Current period Difference

ASSETS

Current Assets

Cash & Equivalents

Operating Account - DCSPCS 1,084,166.65 3,683,924.47 2,363,043.02 (1,320,881.45)

School Account - DCSPCS 3,665.40 1,547.02 3,052.99 1,505.97

Undeposited Funds 0.00 0.00 9,368.58 9,368.58

Total Cash & Equivalents 1,087,832.05 3,685,471.49 2,375,464.59 (1,310,006.90)

Other Current Assets

Related Party Receivable

Other Related Party Receivable

Related-Party Receivable 48,234.66 0.00 0.00 0.00

DCS Due from SA 0.00 0.00 2,222.35 2,222.35

DCS Due from YSCS 0.00 0.00 9,202.25 9,202.25

Total Other Related Party Receivable 48,234.66 0.00 11,424.60 11,424.60

Total Related Party Receivable 48,234.66 0.00 11,424.60 11,424.60

Federal Revenue Receivable

Title I Receivable 17,941.44 7,003.06 26,352.35 19,349.29

Title II Receivable 3,835.08 1,496.94 15,079.00 13,582.06

Title V, Part B Receivable 180,790.22 0.00 0.00 0.00

21st Century Receivable 100,499.20 167,479.24 53,427.71 (114,051.53)

Federal Food Program Receivable 32,083.28 96,331.18 74,736.38 (21,594.80)

Total Federal Revenue Receivable 335,149.22 272,310.42 169,595.44 (102,714.98)

State Revenue Receivable

Other State Grants Receivable 11,842.64 27,334.76 14,701.91 (12,632.85)

Total State Revenue Receivable 11,842.64 27,334.76 14,701.91 (12,632.85)

Other Receivables

20

E-Rate Receivable 0.00 83,603.65 0.00 (83,603.65)

Total Other Receivables 0.00 83,603.65 0.00 (83,603.65)

Other Current Assets

Prepaid Expenses 35,386.78 4,543.00 5,951.17 1,408.17

Total Other Current Assets 35,386.78 4,543.00 5,951.17 1,408.17

Total Other Current Assets 430,613.30 387,791.83 201,673.12 (186,118.71)

Total Current Assets 1,518,445.35 4,073,263.32 2,577,137.71 (1,496,125.61)

Fixed Assets

Leasehold Improvements 374,508.17 1,170,484.69 1,170,484.69 0.00

Computers & Network Equipment 232,130.44 343,295.05 377,903.62 34,608.57

Furniture & Fixtures 259,909.05 259,952.79 259,952.79 0.00

Accum Dep - Leasehold Improvements (374,508.17) (390,453.19) (376,250.57) 14,202.62

Accum Dep - Computers & Network (103,847.33) (188,146.72) (216,754.63) (28,607.91)

Accum Dep - Furniture & Fixtures (25,773.35) (53,664.79) (62,947.27) (9,282.48)

Total Fixed Assets 362,418.81 1,141,467.83 1,152,388.63 10,920.80

TOTAL ASSETS $ 1,880,864.16 $

5,214,731.15 $

3,729,526.34 $

(1,485,204.81)

LIABILITIES & NET ASSETS

Liabilities

Current Liabilities

Accounts Payable

Accounts Payable 120,407.45 319,298.81 106,158.40 (213,140.41)

Total Accounts Payable 120,407.45 319,298.81 106,158.40 (213,140.41)

Accrued Salaries & Benefits Payable

Accrued Payroll 235,220.23 199,121.00 205,958.21 6,837.21

Accrued Bonuses 39,294.00 0.00 0.00 0.00

Accrued 403(b) - EE 0.00 3,217.54 3,122.38 (95.16)

Accrued 403(b) - ER 27,888.90 40,131.86 57,871.05 17,739.19

Accrued Voluntary Benefits 0.00 3,578.98 540.08 (3,038.90)

Total Accrued Salaries & Benefits Payable 302,403.13 246,049.38 267,491.72 21,442.34

Related Party Payables 0.00 12,252.59 8,506.44 (3,746.15)

Other Accrued Expenses

Other Accounts Payable 0.00 0.00 (31,378.48) (31,378.48)

Total Other Accrued Expenses 0.00 0.00 (31,378.48) (31,378.48)

Deferred Revenue

21

Deferred Per Pupil Revenues 162,550.50 0.00 0.00 0.00

Total Deferred Revenue 162,550.50 0.00 0.00 0.00

Total Current Liabilities 585,361.08 577,600.78 350,778.08 (226,822.70)

Total Liabilities 585,361.08 577,600.78 350,778.08 (226,822.70)

Net Assets

Unrestricted Net Assets 1,295,503.08 4,637,130.37 3,378,748.26 (1,258,382.11)

Total Net Assets 1,295,503.08 4,637,130.37 3,378,748.26 (1,258,382.11)

TOTAL LIABILITIES & NET ASSETS $ 1,880,864.16 $

5,214,731.15 $

3,729,526.34 $

(1,485,204.81)

DC Scholars Public Charter School

Budget-to-Actual Report

As of Date: 06/30/2015

School: DCSPCS--DC Scholars Public Charter School

Year To Date Year Ending

06/30/2015 06/30/2015

Actual Operating Budget Over (Under) Budget Operating Budget

REVENUES

Per Pupil Funding

Per Pupil Funding - Gen Ed 4,277,855 4,237,229 40,626 4,237,229

Per Pupil Funding - Special Ed 540,553 484,398 56,156 484,398

Facilities Allotment 1,195,008 1,198,080 (3,072) 1,198,080

Per Pupil Funding - Summer School 108,578 216,734 (108,157) 216,734

Per Pupil Funding - At-Risk Students 565,488 311,850 253,638 311,850

Total Per Pupil Funding 6,687,482 6,448,291 239,191 6,448,291

Federal Revenues

Title I 116,946 194,947 (78,001) 194,947

Title II 15,928 41,671 (25,742) 41,671

Title V, Part B 149 0 148 0

IDEA-B 28,576 40,000 (11,424) 40,000

21st Century 240,598 225,000 15,598 225,000

Federal Food Program 259,737 209,403 50,334 209,403

Total Federal Revenues 661,934 711,021 (49,087) 711,021

State Revenues

ECE/Spec Pop Grant 2,379 0 2,380 0

SOAR/Acad Quality 71,925 0 71,925 0

SOAR Public Facilities Grant 524,852 0 524,851 0

School Technology Fund 14,702 0 14,702 0

Total State Revenues 613,858 0 613,858 0

22

Grants & Contributions

Unrestricted Foundation Grants 65,000 60,000 5,000 60,000

Unrestricted Corporate Contributions 6,000 0 6,000 0

Unrestricted Individual Contributions 92,057 40,000 52,057 40,000

Total Contributions 163,057 100,000 63,057 100,000

Student Activity Revenues

Student Activity Fees 15,002 0 15,003 0

Uniform Revenue 12,799 18,082 (5,284) 18,082

Student Meals 0 3,000 (3,000) 3,000

Trips 1,396 0 1,396 0

Total Student Activity Revenues 29,197 21,082 8,115 21,082

Other Revenues

E-Rate 102,401 16,740 85,661 16,740

Interest Income 0 500 (500) 500

Aftercare Income 3,080 0 3,080 0

Misc Revenues 345 0 346 0

Total Other Revenues 105,826 17,240 88,587 17,240

TOTAL REVENUES $ 8,261,354 $ 7,297,634 $ 963,721 $ 7,297,634

EXPENDITURES

Compensation

Salaries

100 - School Leadership 573,721 486,380 87,341 486,380

200 - General Ed 1,434,833 1,697,365 (262,532) 1,697,365

300 - Special Ed 218,625 164,804 53,822 164,804

400 - Instructional Support 431,642 204,981 226,661 204,981

500 - Non-Instructional Support 80,260 90,114 (9,854) 90,114

550 - Afterschool 62,575 29,427 33,147 29,427

Total Salaries 2,801,656 2,673,071 128,585 2,673,071

Other Earnings

Employee Insurance Opt-Out 27,300 7,200 20,100 7,200

Stipends - After School 31,903 0 31,903 0

Stipends - Saturday School 690 0 690 0

Summer School Wages 17,058 12,500 4,558 12,500

Stipends - Substitutes 0 5,000 (5,000) 5,000

Stipends - Leadership 2,300 0 2,300 0

Stipend - Other 7,150 0 7,150 0

Bonuses 2,000 0 2,000 0

Other Wages 0 10,500 (10,500) 10,500

Total Other Earnings 88,401 35,200 53,201 35,200

Total Compensation 2,890,057 2,708,271 181,786 2,708,271

Benefits

23

Health Insurance

Health Benefit 415,174 417,084 (1,910) 417,084

Dental Benefit 23,788 21,658 2,130 21,658

Total Health Insurance 438,962 438,742 220 438,742

Payroll Taxes

Payroll Taxes - FICA 221,685 204,490 17,196 204,490

Payroll Taxes - U/C 20,752 23,800 (3,049) 23,800

Payroll Taxes 242,437 228,290 14,147 228,290

Retirement Contributions

Employer 403(b) Contribution 54,128 53,461 667 53,461

Total Retirement Contributions 54,128 53,461 667 53,461

Other Benefits

Tuition Reimbursement 17,899 26,100 (8,202) 26,100

Total Other Benefits 17,899 26,100 (8,202) 26,100

Total Benefits 753,426 746,593 6,832 746,593

Contracted Personnel & Services

100 - School Leadership 2,520 2,100 420 2,100

200 - General Ed 40,940 39,100 1,840 39,100

300 - Special Ed 132,880 141,448 (8,567) 141,448

400 - Instructional Support 2,105 0 2,105 0

500 - Non-Instructional Support 1,254 12,500 (11,246) 12,500

510 - Student Health 11,856 41,300 (29,444) 41,300

520 - Food Program 261,768 325,000 (63,231) 325,000

550 - Afterschool 198,800 190,900 7,900 190,900

999 - Undesignated 2,880 0 2,880 0

Total Contracted Personnel & Services 655,003 752,348 (97,343) 752,348

Curriculum & Classroom

Curriculum 65,670 71,066 (5,397) 71,066

Books 26,457 37,000 (10,543) 37,000

Instructional Software 14,115 12,250 1,866 12,250

Assessments 38,311 50,994 (12,683) 50,994

Uniform Expense 10,494 24,700 (14,206) 24,700

Student Incentives 3,592 0 3,592 0

Classroom Supplies 42,051 56,347 (14,297) 56,347

School Culture Materials 7,815 14,800 (6,985) 14,800

Classroom Furniture Non-Asset 13,919 2,500 11,419 2,500

Classroom Furniture Asset 5,462 0 5,462 0

Student Trips 15,424 16,000 (576) 16,000

Student Events 17,597 8,900 8,697 8,900

Student Transportation 164 2,000 (1,836) 2,000

Other School Programs 985 1,700 (715) 1,700

Total Curriculum & Classroom 262,056 298,257 (36,202) 298,257

General & Administrative

Insurance

Liability Insurance 15,709 15,200 509 15,200

24

D&O Insurance 2,005 4,000 (1,995) 4,000

Student Accident Insurance 1,105 1,500 (395) 1,500

Workers Comp 5,173 13,100 (7,927) 13,100

Total Insurance 23,992 33,800 (9,808) 33,800

Professional Services

Accounting/Audit Fees 24,250 20,000 4,250 20,000

Legal Fees 8,603 10,000 (1,397) 10,000

Payroll Service 5,247 4,400 847 4,400

Benefits Administration 2,901 2,700 201 2,700

Total Professional Services 41,001 37,100 3,901 37,100

Other General & Administrative

Printing & Reproduction 28,649 38,300 (9,651) 38,300

Professional Development 32,443 29,174 3,269 29,174

Team Building / Staff Meals 12,279 12,600 (320) 12,600

Travel 9,391 5,600 3,791 5,600

Meals Expense 486 0 485 0

Office Supplies 29,973 15,300 14,674 15,300

Other Furniture Non-Asset 2,522 4,100 (1,578) 4,100

Postage & Shipping 534 500 34 500

Bank Charges 2,696 500 2,195 500

Dues & Subscriptions 0 7,500 (7,500) 7,500

Business Licenses & Permits 1,093 0 1,093 0

Misc Admin 50 0 50 0

Other Expense 377 0 377 0

Late Fees & Finance Charges 185 0 186 0

Total Other General & Adminstrative 120,678 113,574 7,105 113,574

General & Administrative 185,671 184,474 1,198 184,474

Technology & Communications

Internet Expense 1,451 1,000 450 1,000

Telephone Expense 2,063 17,600 (15,537) 17,600

Classroom Computer Equipment Non-Asset 13,849 5,000 8,849 5,000

Other Computer Equipment Non-Asset 4,566 0 4,567 0

IT Consulting Services 36,660 59,000 (22,340) 59,000

Software 875 0 875 0

Student Database Systems 6,749 16,000 (9,251) 16,000

Total Technology & Communications 66,213 98,600 (32,387) 98,600

Marketing, Development & Recruitment

General Marketing 259 0 258 0

Student Recruitment 10,971 15,000 (4,029) 15,000

Staff Recruitment & Retention 0 1,000 (1,000) 1,000

Board Meeting Advertising 108 0 109 0

Fundraising Events 6,371 13,900 (7,530) 13,900

Marketing, Development & Recruitment 17,709 29,900 (12,192) 29,900

Facility

Lease/Rent Expense 326,541 755,000 (428,458) 755,000

Repair & Maintenance 15,780 21,400 (5,621) 21,400

25

Janitorial 79,993 79,300 693 79,300

Waste Removal 5,905 7,600 (1,695) 7,600

Snow Removal 0 1,500 (1,500) 1,500

Pest Control 2,683 1,600 1,083 1,600

Water Coolers/ Fountains 2,806 2,100 706 2,100

Equipment Maintenace 316 0 317 0

Total Facility 434,024 868,500 (434,475) 868,500

Management Fees

Management Fees 668,749 644,829 23,919 644,829

Authorizer Administrative Fees 93,377 72,977 20,401 72,977

Total Management Fees 762,126 717,806 44,320 717,806

Depreciation & Amortization

Depreciation Expense 151,824 316,700 (164,876) 316,700

Total Depreciation & Amortization 151,824 316,700 (164,876) 316,700

Other Expense

Contingency Reserve 0 72,976 (72,977) 72,976

Total Other Expense 0 72,976 (72,977) 72,976

TOTAL EXPENDITURES $ 6,178,109 $ 6,794,425 $ (616,316) $ 6,794,425

CHANGE IN NET ASSETS $ 2,083,245 $ 503,209 $ 1,580,036 $ 503,209

26

Appendix C: Unaudited Year-End Financial Statement 2014-15

27

2012-13 2013-14 2015-16

Audited Audited Budgeted Projected Proposed

Total enrollment 186 301 390 389 448

Revenues

Per Pupil Funding 2,203,148 3,676,363 5,250,211 5,488,608 6,157,432

Facilities Allotment 549,000 897,000 1,198,080 1,195,009 1,399,252

Federal Revenues 746,333 947,037 711,021 651,019 818,000

State Revenues - 39,704 - 655,538 52,754

Contributions 143,388 133,501 100,000 158,057 125,000

Student Activity Fees 4,975 17,643 21,082 32,577 10,000

Other Revenues 105,824 - 17,240 109,693 -

Total Revenues 3,752,667 5,711,248 7,297,634 8,290,500 8,562,439

Expenses

Compensation 1,488,814 2,152,405 2,708,271 2,859,811 3,517,250

Benefits 359,179 545,116 746,594 749,590 989,503

Contracted Personnel & Services 497,531 620,576 752,348 657,454 760,300

Curriculum & Classroom 159,256 198,372 298,257 269,616 346,813

General & Administrative 88,571 120,480 184,473 193,537 227,440

Technology & Communications 52,890 70,371 98,599 75,885 80,275

Marketing, Development & Recruitment 6,338 40,366 29,900 20,081 25,710

Facilities 348,123 466,485 868,501 432,328 1,217,622

Management Fees 288,892 485,897 717,806 761,740 830,043

Depreciation 233,194 270,934 316,699 151,824 168,000

Interest Expense - - - - 125,369

Contingency Reserve - - 72,977 36,489 86,000

Total Expenses 3,522,789 4,971,002 6,794,425 6,208,356 8,374,324

Change in net assets 229,878 740,247 503,209 2,082,144 188,115

Net assets, beginning of year 325,379 555,257 1,295,504 1,295,504 3,377,648

Net assets, end of year 555,257 1,295,504 1,798,713 3,377,648 3,565,763

Operating Reserve, Beginning of Year 25,379 363,761 933,085 933,085 2,241,229

Plus: Change in Net Assets 229,878 740,247 503,209 2,082,144 188,115

Less: Invested in Fixed Assets (191,496) (170,923) (797,348) (50,000) (100,000)

Less: Invested in LLC - - - (724,000) -

Less: Reserved for Facility - - - - (1,200,000)

Released from Restrictions (Restricted) 300,000 - - - -

Operating Reserve, End of Year 363,761 933,085 638,946 2,241,229 1,129,344

Operating Reserve Target (8% of exp) 397,680 543,554 664,561 664,561 743,221

Amount over (under) target (33,919) 389,531 (25,615) 1,576,668 386,122

Debt Service Coverage Ratio Calculation

add back: depreciation 168,000

add back: interest 125,369

add back: rent 1,214,422

EBITDA 1,695,905

Lease payment to 5601 East Capitol, LLC 1,214,422

Debt service - Subordinate Loans 184,830

Total debt service 1,399,252

2014-15

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Appendix E: Scholar Academies Core Values

High Bar We are accountable to our students and their families. We want (and expect!) the best for them so we seek excellence and set a high bar in everything we do. We live this by… 1. Planning and executing with attention to detail and a commitment to quality 2. Devoting our time, energy and resources where it will have the greatest impact on student outcomes 3. Celebrating our individual and collective successes Passion + Persistence We are driven by our passion to see our students succeed. Therefore, we forge ahead and persist through challenges knowing that our students are worth the hard work. We live this by… 1. Facing challenges head on, seeing them as opportunities to stretch beyond our comfort zone 2. Striving for innovative solutions in the face of unanticipated obstacles 3. Investing in and focusing on the strengths and interests of our colleagues and school communities Hope We are unwavering in our optimism. We see realities for what they are while never doubting what can be achieved. Our hope enables us to overcome moments of apprehension and fear. We live this by… 1. Approaching situations and people with positive attitude and energy 2. Investing in and encouraging others 3. Finding inspiration in our students Humility & Growth We do not have all the answers. We must operate with humility and a growth mindset to approach our work with confidence and improve continuously. We live this by… 1. Asking ourselves and others if our work is producing the outcomes we desire 2. Taking ownership when we are wrong and asking for help when we are unsure 3. Using data to reflect on results and chart a course forward Trust We are a diverse and trusting team. We respect one another and push each other to be better. We believe in each other’s unique potential and act in accordance with this conviction.

29

We live this by…. 1. Recognizing and valuing the diverse perspectives and experiences of our colleagues and school communities 2. Assuming best intent and giving one another the benefit of the doubt 3. Engaging in complex dialogue, embracing conflict, and trusting enough to say what matters

30

Appendix E: Scholar Academies Instructional Standards

The Scholar Academies Instructional and Planning Standards are the

backbone of our instructional model. Our students deserve the best;

by striving to align their practice with these standards, teachers will

ensure that they are providing each and every student with an

engaging, rigorous and transformational education. As teachers

dedicate themselves to using these as a guide for continuous

improvement, our network commits to providing high-quality aligned

coaching and professional development to drive this progress

forward.

Scholar Academies Instructional Standards

Standard Element Proficient Advanced Teacher Actions: 1: Not Attempted • 2: Developing (Attempted) • 3:

Proficient • 4: Advanced

Student Outcomes: 1: 0-39% of students • 2: 40-69% of students • 3: 70-

84% of students • 4: 85-100% of students

HIGH-

QUALITY

OBJECTIVE

Tea

ch

er A

ctio

ns

1. Feasible,

Rigorous and

Measurable

Objective

Selected objective is

reasonable to be taught

in a single lesson.

Objective is written to

drive student learning

forward by targeting an

essential and rigorous

skill. Objective should be

a key piece towards

achieving unit, quarter

and year-wide goals.

Objective is constructed

to allow it to be

measured and includes

a strategy for how

students will achieve it,

where appropriate.

Objective was expertly

designed with the

needs of students as

well as the larger class

and school goals in

mind. The objective is

evident in all pieces of

the lesson: homework,

posters, class

meetings, worksheets,

centers and all

communication.

Teacher repeatedly

uses high-level

strategies such as

summaries and

reorientation

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2. Explicit

Objective

Teacher explicitly calls

student attention to

given objective by

writing it on the board

and introducing it at the

beginning of the lesson in

a developmentally

appropriate manner.

Teacher explains the

“why” of objective being

taught.

statements to draw

students’ attention

back to the objective.

3. Focused

Lesson

Class time is devoted to

teaching the objective

and teacher refers back

to the objective

throughout the lesson.

Stu

de

nt O

utc

om

es

4. Objective

Understanding

At all points in the lesson,

students know what they

are doing and why they

are doing it because

teacher has conveyed

this message. When

asked by an observer,

students should be able

to state their learning

goal in a

developmentally

appropriate form.

Throughout the lesson,

students are acutely

aware of what they

are learning and why

and how they are

learning it, as well as

how the objective will

be assessed.

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OUTCOMES

DRIVEN

Tea

ch

er A

ctio

ns

1. Check for

Understanding

Frequent formal and

informal checks for

understanding help

teacher assess student

learning aligned to the

objective. Teacher

uses a variety of

methods to check for

understanding and

asks questions to

students of differing

ability levels.

Throughout the lesson,

teacher is aware of what

is being learned and who

is learning it. Teacher

regularly and effectively

checks for understanding

at every key point in the

lesson. It is clear that

teacher has planned for

potential adjustments but

that s/he also

strategically adjusts and

provides scaffolding in

the moment. When

objective mastery is not

obtained by all, teacher

can reflect on his/her

own practice and

articulate clear next

steps, including re-

teaching and re-mastery.

2. Adjust

Instruction

Teacher makes in-the-

moment changes to

instruction based on

student understanding

levels, student errors,

and/or pacing, where

appropriate.

3. Differentiate

Teacher differentiates

materials, instructional

approaches, products

and/or assessments to

meet the needs of

multiple learning styles

and ability levels,

where appropriate.

4. Assess

Objective

Objective mastery is

assessed by teacher

(formally or informally)

at the close of the

lesson in a manner that

provides helpful

information/data to

the teacher.

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Stu

de

nt O

utc

om

es

5. Objective

Mastery

Objective mastery is

obtained or, if

objective is designed

to be taught over a

period of time, students

show progress towards

larger objective.

Students of all levels are

aware of where they are

on the continuum

towards mastery, what

they need to do to get

there, and are ultimately

able to access the

material and

demonstrate progress

towards mastery.

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BEHAVIORAL

ENGAGEMENT

Tea

ch

er A

ctio

ns

1. Clear

Expectations

Teacher delivers

frequent, clear,

specific, sequential

and positive

expectations for

student behavior.

Teacher pays immense

attention to detail so

that instructional time is

maximized and

distraction to student

learning is non-existent.

When an infrequent

misbehavior occurs, it is

evident that teacher is

responsive to the

needs and situation of

each child.

2. Classroom

Management

Teacher uses

individual and Scholar

Academies’

management tools to

reinforce positive and

address negative

student behavior. This

includes the use of the

color chart and

paycheck systems, the

behavior

management cycle,

and other school and

classroom incentives.

Teacher narrates the

positive and redirects

off task behavior.

3. Positive

and Firm

Teacher uses a positive

and firm tone with

students.

Stu

de

nt O

utc

om

es

4. Directions

Followed

Students follow

directions and meet

expectations when

they are delivered by

teachers.

Students are

behaviorally engaged

from the moment they

enter the classroom

with no prompting from

teacher. Students are

not dependent on the

behavior

management systems

to drive their behavior

but, instead, have

5. On Task

Students are on task

and hardworking

during all parts of the

lesson.

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formed positive

behavioral habit.

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SYSTEMS &

PROCEDURES

Tea

ch

er A

ctio

ns

1.

Implement

School

Model

Teacher uses the

school wide systems

and procedures with

fidelity.

In this classroom, it would

be difficult to imagine

more instructional time

being squeezed out of the

day. The classroom

procedures maximize time

and drive student

achievement and the

classroom runs like

clockwork. The physical

environment is built to

facilitate procedures and

classroom routines. The

classroom could serve as a

model classroom for

Scholar Academies

systems and procedures.

2. Efficient

Procedures

Teacher has put

systems in place for

ensuring that the

classroom runs

smoothly and

efficiently. This

includes but is not

limited to: supply

distribution, group

work and in-class

transitions.

3. Physical

Environment

Classroom is neat,

orderly, organized,

and purposeful. All

necessary SA

components are in

place and careful

attention is paid to

aesthetic details.

Hard work message is

prevalent throughout

the room with an

emphasis on college

focus and data.

Stu

de

nt O

utc

om

es

4. Procedure

Mastery

Students use the

established systems

and procedures in the

classroom and follow

the set routines and

rituals.

Students exhibit ownership

of the routines without

prompting from teacher.

Students follow procedures

not out of compliance but

because they recognize

their benefit and purpose

in the classroom.

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Standard Element Proficient Advanced

Teacher Actions: 1: Not Attempted • 2: Developing (Attempted) • 3:




RIGOR &

INSTRUCTION

Tea

ch

er A

ctio

ns

1. Lesson

Structure

Instruction has distinct

lesson components,

presented logically

and clearly, that align

with the Scholar

Academies

approach.

Teacher makes it clear

that s/he and the students

are on a mission towards

exemplary achievement

and that s/he will not

accept anything less. The

lesson is designed

masterfully to lead

students towards high

level thinking, application

and synthesis. Teacher

pushes a greater load

onto students over time by

gradually releasing

responsibility. Teacher

paces the lesson so that

time devoted to rigorous

instruction and engaged

student practice is

maximized. Teacher uses

planned, well-crafted and

strategic questions to

consistently drive students

towards higher levels of

rigor.

2. Urgency

Teacher displays

urgency by delivering

a well-paced lesson

and maximizing

classroom time.

3. Expect

Excellence

Teacher expects

students to present

answers and

responses that are

accurate, complete,

evidence-based and

well presented in full

sentences.

4. Right

Strategy

Teacher uses effective

and efficient

strategies that are

aligned to the

objective to guide

students to objective

mastery and

understanding.

5. Purposeful

Questioning

Teacher asks students

a range of purposeful

questions aligned to

the objective – both

low and high level –

and conducts follow-

38

up questioning, where

appropriate. Teacher

uses wait time,

prompts, and cues in

order to scaffold and

lead students to

correct answer.

Stu

de

nt O

utc

om

es

6. Cognitive

Engagement

Students carry the

cognitive load

throughout the class

period. At all points

they are thinking,

working, doing, or

practicing the

material.

Students are challenged

to be thinking and

reaching at all times and

are not frustrated by the

high bar that has been

set. To reach the

established bar of

excellence, students

know that they must be

actively engaged at

each moment, think

analytically and express

their thoughts confidently

and professionally.

7.

Participation

Students are actively

participating in and

contributing to the

lesson.

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INVESTMENT

Tea

ch

er A

ctio

ns

1. Joy!

Teacher incorporates

joy and energy into the

lesson. This may include,

but is not limited to:

personal excitement,

choral responses and

kinesthetic activities.

Teacher has strong

individual relationships with

each student and makes

the classroom a positive

place of learning,

achievement and

excitement. Teacher

emphasizes the value of

hard work as a central

component of the

classroom.

2.

Interaction

Teacher’s comments to

students display

respect, authority, and

rapport. Teacher

recognizes hard work

and effort and provides

specific feedback. It is

evident that teacher

has built positive

relationships with

students.

3. Culture

The culture of the class

invites student risk

taking. Teacher

supports all students by

creating a welcoming

environment and

focusing on positive

values which enable

students to support

each other as well.

4. Goal

Focus

Teacher makes explicit

connections between

classwork, student

progress, data, and

larger goals such as the

class goal, school wide

goals and path to

college. Evidence of

framework references

are posted in the

40

classroom (i.e. data

walls, achievement,

high school, college).

5. Real

World

Teacher makes

connections between

coursework and the

students’ lives. Teacher

works to make material

relevant to students and

their perspective.

Stu

de

nt O

utc

om

es

6. Desire

Students exhibit an

eagerness to engage

with the coursework

and are invested in the

benefits of the

classroom. It is all about

desire, not about

compliance.

Each student is invested in

his or her own success as

well as the success of the

class as a whole. Students

are participating and

behaving because they

want to eat what teacher is

feeding them. Students also

build strong and supportive

relationships with one

another. Students are

engaged in tracking their

own progress towards their

goals and understand how

their classroom

achievement is related to

their lives and futures.

7. Progress

Students can articulate

where they stand in

progress towards their

goals based on

individual data and

achievement levels.

8.

Connected

Students can articulate

how the day’s lesson is

connected to their own

goals, the scope of the

course and their real life.

Scholar Academies Planning Standards

P1 Create standards-based assessments, as applicable, at the unit, project,

weekly and daily level to determine where students are against annual

goals

P2 Backwards plan units by breaking down longer-term goals into bundles

of objectives and mapping them across the unit

P3

Create lesson plans so that students who complete class activities

successfully will have mastered the objectives and made progress

toward the annual goals. Lesson plans should:

o Contain what, how and why key points that lead the students

towards objective mastery

o Have components that are aligned to the objective, to the

lesson assessment and to each other

o Have lesson elements which serve their intended purpose

41

P4 Differentiate plans for individual students based on their unique learning

profiles (including ongoing performance data) so that all students are

engaged and challenged

P5 Strategically plan and prepare using data to inform decision-making,

reteach and maximize student achievement

P6 Meet relevant deadlines in terms of lesson planning, graded work, and

other time sensitive actions

P7 Actively communicate with parents and successfully implement school

plan for familial engagement

P8 (Special Education only): Write or renew quality Individual Education

Plans (IEPSs) to ensure the individualized needs of each student on the

caseload are being met

P9 (Special Education only): Track and monitor progress towards IEP goals

for all students on assigned caseload

P10 (Specials Teachers only): Incorporate math and / or literacy standards

into lessons and ensure alignment with Primary Subject Teachers

P11 (Teachers with Co-teachers only): Maximize the use of a co-teacher by

using the additional capacity to ensure differentiation, increased impact

and individualized instruction

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