The SEED Public Charter School - District of Columbia Public

The SEED Public Charter School of Washington, D.C. 4300 C Street, SE, Washington, D.C. 20019

Phone: (202) 248-7773 Fax (202) 248-3021

A N N U A L R E P O R T Academic Year 2011-2012

Presented to

The District of Columbia Public Charter School Board

Submitted by Charles B. Adams, Head of School

T a b l e o f C o n t e n t s

Page

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Board, School Leader and Teaching Staff Listings ................................................................... 1

ANNUAL REPORT NARRATIVE

I. School Description

A. Mission Statement ..................................................................................................... 4

B. School Program ......................................................................................................... 4

C. School Staff ............................................................................................................... 6

D. Student Characteristics .............................................................................................. 7

E. Governance .............................................................................................................. 8

F. Finance .................................................................................................................... 10

II. School Performance

A. Evidence of Performance and Progress .................................................................. 13

B. Lessons Learned and Actions Taken Based on Performance Management Data and Review ........................................................... 15

C. Reporting Performance Management Framework Information to Students, Teachers, Parents and the Public ............................................................................ 15

D. Unique Accomplishments ........................................................................................ 16

Completed Annual Report Worksheets

The SEED Public Charter School Annual Report – 2010-2011 Academic School Year

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2011-2012

BOARD MEMBERS, SCHOOL LEADERS and TEACHING STAFF LISTINGS

The Board, the school’s administration and its teaching staff, ensure adequate resources to further the academic and organizational success of the school, including but not limited to, adequate facilities, appropriate professional development, services for special needs students, and additional funding by effectively deploying resources to further the academic and organizational success of the school. The Administrators and Board members have a strong understanding of the school design and refer to it regularly in managing and governing the school. The Board has established a school that maintains exceptional performance and stability through its school leadership. Changes in the school leadership either lead to exceptional performance or have not negatively impacted the school’s exceptional performance.

BOARD MEMBERS

Charles Adams 202-248-3019 [email protected] Eric Adler 202-785-4123 [email protected] Lisa Bernstein 202-244-1237 [email protected] Brooke Coburn [email protected] Terry Diggs [email protected] Vasco Fernandes 703-623-9312 [email protected] Katrina A. Lewis-Brown 202-610-2494 [email protected] Huck O’Connor (703) 245-6680 [email protected]

Marina Ottaway 202-547-0629 [email protected] Penelope Peskowitz 202-966-2012 [email protected] Kenneth Slaughter 202-344-8385 [email protected] David Steinberg 202-393-9900 [email protected] Clarice Walker 202-806-4731 [email protected] Rajiv Vinnakota 202-785-4123 [email protected] Dr. Joseph Wright 202-276-4930 [email protected]


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SCHOOL LEADERS

Charles Adams, Head of School (202) 248-3019 [email protected] Juanita Spears, Executive Associate (202) 248-3007 [email protected] Kara Stacks, Principal (202) 248-3004 [email protected] Mecha Inman, Director of Admissions (202) 248-3005 [email protected] Erika Asikoye, Director of Student Support Services (202) 248-7773 x5012 [email protected] Jonathan Tucker, Director of Student Life (202) 249-1916 [email protected] Thomas J. Posey, Director of Finance (202) 248-3028 [email protected] Tamala Jones, Director of Human Resources (202) 249-1930 [email protected] Margaret Ward, Director of Development – Resources & Compliance (202) 249-1937 [email protected] Shari Laldee, Director of Development – Individual & Major Gifts (202) [email protected] Kerry Richardson, Director of College Counseling (202) 248-3927 [email protected]


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TEACHING STAFF

FIRST NAME LAST NAME ASSGMT. CODE

Terrance Alexander PE Dan Brown APENLIT & ENGLISH Jason Campion DCGOHI Rodolfo Castro SPANISH Dominique Cauley USGOV & APGOVUS Wendell Council AlGEBRA & CALCULUS Deidra Fogarty ENGLISH Terilyn Gaddis AlGEBRA Christina Galey ERTHSPSC & PHYSCI Steve Gornstein GENMATH Morgan Harcrow SPANISH Jawan Harris BIOLOGY & APBIO Princess Harrison GENMATH Sara Harrison LBRN Cherita Harrod SPEDINC Keith Hinderlie PSYCLGST Rashida Holman WRLDHIST Staci Holthus AlGEBRA Krystal Jones SPEDINC Christopher Kandik APENLANG & ENGLISH Edward Kirkland GEOMETRY Mark Lewis HEALTH, PE & WEIGHT Mychuwan Logan ENGLISH Sharita Marshall CNSLOR Angel Mason COMPLAB & WEBPAGE Alicia McCloud WGEOGPHY & GEOGRPH Lauren McShane SPANISH Ian Milne CTZNCVCS Jerrilyn Montgomery-Lane CNSLOR Stacey Pearl SPEDCOORD Kimberly Potter-Cooper ENGLISH Kerry Richardson CAREERED Maria Roldan PE Maritza Rosas AlGEBRA Terence Sheehan ENGLISH Theresa Simmons AlGEBRA Kara Stacks PRINC1 William Stevens DCGOHI, USHIST & APUSHIST Judy Stovall PE Kamala Subramanian ART Joseph Thompson PE Elbie Williams GENMUSIC Kenya Wilson PRINC2


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ANNUAL REPORT NARRATIVE

I. SCHOOL DESCRIPTION

A. Mission and Belief Statements

The SEED Public Charter School is a public, college preparatory boarding school whose primary mission is to provide an outstanding, intensive educational program that prepares children, both academically and socially, for success in college.

The SEED School believes:

A sense of belonging and community make achievement possible.

Students provided learning opportunities will become educated contributors to society through perseverance, reflection, and practice.

Educators provide learning opportunities within a sustainable adult culture that values perseverance, reflection, and practice.

A boarding school learning environment is critical to improve our students’ ability to be fully prepared for success in college and life.

The communities of students, parents, faculty, and school leaders are partners for successful learning.

The community should support cohesiveness among all school components including boarding, academic, athletics, and the arts.

The cohesiveness of a community is dependent upon clear and consistent speaking, listening, and dialogue.

The SEED core values educate the choices we make as a school community.

B. School Program

1. Grade and age levels served In the 2011-2012 school year, The SEED Public Charter School served 335 young men and women, age ten to twenty, in grades six through twelve. This school year marked SEED’s ninth graduating class. Every graduate in the class of 2012 pursued a college, university, or postsecondary education.

2. Curriculum Design The curriculum of the school is designed to prepare our students for college acceptance and graduation from college. Students have access to computers and research materials to assist them with their work, both of which are available during school hours and afterwards.


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Middle School Academic Curriculum The middle school, which includes the seventh and eighth grades, is a transitional period for our students. Transitioning our students to the academic rigor of the middle school from their previous self-contained elementary school classrooms is the foundation of our program. The goal of the middle school program is to prepare them for success in an academically demanding upper school. Passage from middle school to high school at SEED is determined by use of The Ninth Grade Gate. The Gate is a SEED-developed assessment system that holds students accountable to a performance framework of benchmarks based on national standards. The Ninth Grade Gate ensures that students who enter upper school are equipped with the skills to be successful in a college preparatory curriculum. The Ninth Grade Gate focuses on basic skill development for everyone in the middle school. Students who do not meet The Ninth Grade Gate expectations remain in middle school until they achieve those standards. We believe that this is the only way to ensure that our high school students are prepared to tackle the college preparatory upper school curriculum. Middle school students are enrolled in language arts (writing and reading courses), mathematics, science, social studies, technology and physical education. Upper School Academic Curriculum The upper school provides rigorous and relevant courses and experiences that will prepare students to be admitted to and be successful in college-level education. Students must earn 26 credits to graduate.

Upper school students were enrolled in the following course areas: English, mathematics, science, social studies, music, technology, art, physical education/health, and Spanish. In addition, students enrolled in elective courses in Entrepreneurship, Journalism, SEED Students in Action (“SSI”), Sports & Recreation Marketing, Financial Planning, Health, Literacy Bridge, and Algebra Bridge. Advanced Placement courses were offered in US History, Government, Calculus Language and Literature. Every student enrolled in an AP course took the exam. Sixty-three (63) AP exams were administered in the 2011-2012 school year. Special Education The Special Education Program at SEED is based on the inclusion and resource room models. The special education teachers work in collaboration with regular education teachers to assist students with content and instructional planning. For example, activities and texts are modified for the special education students, study guides and test preparation sessions are arranged, and information is presented to students in a manner that is conducive to their learning styles. The special education teachers use the resource room to instruct students who are not at grade level or who need services outside of the regular classroom.

3. Key Mission-Related Programs

The unique nature and mission of The SEED Public Charter School provides round-the-clock learning opportunities. The boarding program incorporates study habits, life skills development, athletics, and enrichment activities into the daily life of all students. Students are assessed based on the boarding curriculum standards entitled HALLS (Habits for Achieving Life-Long Success), and receive a detailed HALLS report card evaluating their development. Students also are required to participate in community service programs. Students weekly reside on-campus Sunday evening through Friday evening.


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4. School Year and Hours of Operation

The 2011-2012 school year began on September 1, 2011 and ended on June 7, 2012. Regular school hours are from 7:55 am to 3:30 pm.

C. School Staff

1. Key Leadership: Charles Adams, Head of School Juanita Spears, Executive Associate Kara Stacks, Principal Mecha Inman, Director of Admissions Erika Asikoye, Director of Student Support Services Jon Tucker, Director of Student Life Thomas J. Posey, Director of Finance Tamala Jones, Director of Human Resources Shari Laldee, Director of Development - Gifts Margaret Ward, Director of Development – Resources & Compliance Kerry Richardson, Director of College Counseling

2. Number of teachers: 45

3. Average class size: 19:1

4. Qualifications and assignments of school staff:

Position Number

Number with

Bachelors degree

Number with

Masters degree or

higher

Number with degree in

field

Number Meeting

NCLB HQT Requirements

Head of School 1 1 1 1 N/A

Principal 1 1 1 1 N/A

Assistant Principal 1 1 1 1 N/A

Directors / Administrators 12 12 7 3 N/A

Classroom Teachers (full-time)

36 35 17 30 37

Resident Assistants/Life Skills Counselors/Student Life Coordinators

41 40 7 1 N/A

Special Education Teachers (full-time)

4 4 2 3 N/A

Librarian/Media Specialist 1 1 1 1 N/A

Counselors 4 4 4 3 N/A

Support Staff 23 16 5 4 N/A


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5. Staff attrition rate: 25%

6. Salaries: Salary range for teachers – $45,194 - $75,347 Average salary for teachers – $59,871 Salary range for administrators – $26,327 - $56,650 Average salary for administrators - $40,940 Salary range for central office - $60,100 - $173,000 Average salary for central office - $97,827

D. Student Characteristics

1. Number of students enrolled by grade level: 6

th – 84

7th - 44

8th – 65

9th – 39

10th – 42

11th – 34

12th - 52

2. Student re-enrollment rate: 89.7%

Number of transfers – 23 Number of expulsions – 18 Promotion rate – 94% Graduation rate – 97% Number retained at grade level – 19

3. Demographics Male – 47.5% Female – 52.5% African-American – 100% Hispanic – 0%

4. Percentage of limited- and non-English proficient students: 0%

5. Percentage of students with special education IEPs: 13%

6. Percentage of students qualifying for free or reduced price lunch programs: 76%

7. Average daily membership: 94.18%

8. Average daily attendance: 93.7%

9. Number of students taking PSAT: 69

10. Average PSAT Scores: Verbal – 36.7 Math – 36.1

11. Number of students taking SAT: 43

12. Average SAT scores: Verbal – 405 Math – 417


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Writing – 409

13. Number of AP courses: 6

14. Number of students enrolling in AP courses: 35

15. Number of students passing AP exams: 1

16. Percent of 9th grade students on track to graduate: 100%

17. Number of students accepted into a two or four year college: 41

E. Governance

The Board holds regular meetings with sufficient membership to meet a quorum and submits copies of all minutes to the PCSB as required. The minutes reflect exceptional governance practices in areas such as policy making and oversight of academic and financial performance through the effective use of committees. The Board’s composition and operations are substantially in keeping with its bylaws. Bylaws are reviewed on a regular basis to ensure alignment between operations and bylaws. Appropriate changes are made as needed.

2011-2012 Board of Trustee Meetings September 15, 2011 December 1, 2011 February 9, 2012 May 17, 2012

Board of Trustees

Charles Adams The SEED School 4300 C Street, SE Washington, DC 20019 202-248-3019 [email protected] Eric Adler SEED Foundation 1776 Massachusetts Avenue, NW Suite 600 Washington, DC 20036 202-785-4123 [email protected] Lisa Bernstein, Vice Chairman 4401 Cathedral Avenue, NW Washington, DC 20016 202-244-1237 [email protected] Bruce Coburn The Carlyle Group 1001 Pennsylvania Ave, NW Washington, DC 20004 [email protected]

Terry Diggs 1212 Jefferson Street, NW Washington, DC 20011 [email protected] Vasco Fernandes, Chairman 1111 Old Cedar Road McLean, VA 22102 703-623-9312 [email protected] Katrina A. Lewis-Brown, Parent-Trustee 1237 Savannah Street, SE Washington, DC 20032 202-610-2494 [email protected] Huck O’Connor 3752 Cumberland Street, NW Washington, DC 20016 (703) 245-6680 [email protected]


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Marina Ottaway 327 A Street, SE Washington, DC 20003 202-547-0629 [email protected] Penelope Peskowitz 4801 Indian Lane, NW Washington, DC 20016 202-966-2012 [email protected] Kenneth Slaughter Venable LLP 575 7th Street, NW Washington, DC 20004 202-344-8385 [email protected] David Steinberg 1524 30

th Street, NW

Washington, DC 20007 202-393-9900 [email protected] Clarice Walker 9101 Crosby Road Silver Spring, MD 20910 202-806-4731 [email protected]

Dr. Joseph Wright Children’s National Medical Center 111 Michigan Avenue, NW Washington, DC 20010 202-276-4930 [email protected] Rajiv Vinnakota SEED Foundation 1776 Massachusetts Avenue, NW Suite 600 Washington, DC 202-785-4123 [email protected]


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F. Finance

1. 2010-11 Approved Budget

TOTAL

FY2011 Budget

Per Pupil Revenue (CY's Budget) 12,588,502.00

Nat'l School Lunch Program (CY) 130,000.00

Interest Income (CY) 20,000.00

Federal Entitlements (CY) 760,000.00

Grants and Donations (CY) 500,000.00

Other Income 20,000.00

TOTAL INCOME 14,018,502.00

Supplies and Service - excluding mid-year adjustments

Office Supplies 76,500.00

Instructional Supplies/Materials 33,550.00

Catering - incl box lunch f/ trips 778,885.00

Staff Catering 0.00

Consultants 36,740.00

Dues/Membership 8,195.80

Staff Development 91,677.00

Postage 20,921.00

Printing 19,632.00

Incentive Awards 23,565.00

Recruiting 37,770.00

Student Activities 69,484.00

Transportation - incl field trips 31,838.00

Sponsorship/Grants Management 0.00

Tuition Reimbursement (Hd) 10,942.00

Contingency (Hd of School only) 22,112.00

Discretionary (Hd of School only) 22,112.00

Textbooks 23,876.00

Field Trips - excl transpo & food 940.00

Instructional Materials 0.00

Student Testing/Evaluation 42,900.00

Summer School 1,824.00

Special Education 75,200.00

0.00

Advertising 36,938.00

Clothing 6,061.10

Cable TV Services 0.00

Internet Connections 30,960.00

Technology Maintenance 150,774.00

Tech Software and Supplies 12,920.00

0.00

Athletic Equipment 3,500.00

Athletic League and Org'n Fees 9,000.00

Athletic Clothing 5,000.00

Graduation/Senior Banquet 6,735.40

Junior/Senior Prom 1,500.00


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College visits/tours 26,800.00

Musical/Drama 13,677.00

Library Supplies - including books 16,000.00

Student Government 500.00

0.00

Cleaning Services 239,000.00

Security Services 212,300.00

Trash/Snow Removal 41,360.00

Carpet Cleaning/Exterminate 0.00

Repairs and Maintenance 108,000.00

Lawn Landscaping 17,500.00

Elevator/HVAC/Gate 32,900.00

Equipment Service Repairs 22,090.00

Equipment Leasing 35,040.00

Insurance 145,700.00

Legal Services 10,942.00

Audit and Bank Fees 76,400.00

SEED Foundation Fee 409,000.00

Charter School Fee 63,860.00

Utilities 400,000.00

Telephone -Land Line/Cell 70,000.00

Land Lease 12,000.00

Student Orientation 6,640.00

Closed Campus Weekend 0.00

Health/Medical 140,000.00

School Store 0.00

0.00

Total Supplies and Services 4,100,761.30

Living Stipend Offset (552,000.00)

Personnel Salaries 7,123,009.89

Summer School Stipends/Other 101,500.00

Stipends 60,000.00

Substitutes 97,832.00

Student workers 25,000.00

Subtotal 7,264,881.69

Living Stipend 552,000.00

Other Benefits Fica Tax - (~8%) 544,910.26

Employee Benefits 925,821.40

SUI 71,230.10

Subtotal 1,277,084.94

Total Personnel Costs 9,358,843.44

TOTAL EXPENSES 12,907,604.74


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2. Donors/Grantors

The following is a list of donors and grantors that have contributed monetary or in-kind donations having a value equal to or exceeding $500 for the year ending June 7, 2011.

Adler Family Foundation, Inc. Blacks in Government, USDA, George Washington Carver Chapter Brooke B. Coburn Capitol Hill Cleaning Service Elizabeth Tisdale David J. Steinberg Deborah L. Harmon Debra Lerner Cohen Denise Price Diane & Norman Bernstein Foundation Finnegan Henderson Farabow Garrett & Dunner, LLP Four Seasons Hotel Washington, D.C. French American Charitable Trust Gerald B. Lee Horizon Mechanical Services LLC ICF Macro International Inner Spark Foundation Joseph L. Wright Leo M. Bernstein Family Foundation Mary D. Weinmann Max and Victoria Dreyfus Foundation, Inc. Network For Good Patricia Koopersmith Penelope F. Peskowitz Pfizer Foundation Matching Gift Program Razoo Foundation Royce Dalby Ted Koopersmith The Bodman Foundation The Capital Group Companies Charitable Foundation The Dana Foundation The Philip L. Graham Fund The Venable Foundation The Vogl Foundation The Wal-Mart Foundation Timothy Stranges United Way of the National Capital Area Vasco F. Fernandes


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II. SCHOOL DESCRIPTION

A. Evidence of Performance and Progress

1. Summary of Performance Management Measures a. Student Academic Performance

Our 2012 school wide results on the annual high stakes assessment, the DC CAS, continued to show our students’ individual growth as well as our school’s . This is excellent news for two significant reasons. Within the past four to five years our mathematics scores have jumped 30+ points. Except for our youngest and newest students (sixth grade) this year our reading scores rose above 60% of our testing students either being proficient or advanced readers.

We strongly believe this is a result of our balanced literacy work taking traction. We have made large investments in professional development, block scheduling, book leveling and teacher retention. This growth is also indicative of the benefits of a team of educators staying together and growing together.

Our success in mathematics is a result of continual curricular upgrades and purposeful scheduling changes as well. Our steady upward movement in mathematics is due to a purposeful philosophical shift. SEED students in our middle school, regardless of current ability, all take the same mathematics classes. We believe intelligence is neither fixed nor determined at birth. Therefore, we expose all of our students to the same mathematical ideas and concepts. To make that intellectual exposure meaningful and long lasting we provide quick intervention, temporary scaffolding and enrichment opportunities for all of these students on a daily and mandatory basis. To level the playing field we place students in temporary homogenous skill based groups, whether or not their skills are lacking or strong. The groups are designed to attack deficits and enrich areas of proficiency.

We continue to utilize interim assessments (IAs) to guide our day-to-day and week-to-week teaching. We use a school-wide cycle (grades 6-12) for 4-5 iterations of standards based assessments in reading and mathematics. This year we partnered with Achievement Network. For those testing cycles we invest a full day of professional development during the same week our students sit for the IAs. These days, internally known as Data Days, provide time for correcting open ended responses and then, as a collaborative team, we use the remainder of the day to develop re-teaching action plans and create lists of students of concern. We expect the upward trajectory to continue.


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School Authorizations All authorizations (certificate of occupancy, insurance, lease, etc.) required to operate the school are in full force and effect.


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B. Lessons Learned and Actions Taken Based on Performance Management Framework and Accountability Plan Data and Review Findings. This year, in the fall specifically, we traveled through our Middle States Accreditation process. With the help of various stakeholders including but not limited to students, staff, parents, and Trustees, we identified four areas of focus via our self study. The four areas that we will seek to improve over the next seven years are (1) health and safety, (2) information resources and technology, (3) effective usage and upkeep of facilities and (4) school climate. This was a supportive process and gave us a new lens with which to examine the areas we were already considering. Interestingly enough, these areas intersect with our plans to improve and expand student learning and outcomes. The deeply intertwined literacy supports of Fountas and Pinnell (F&P) and Teachers College Reading and Writing Project have proven to be essential aspects of our instructional practice and mission alignment. F&P continues to provide both a rudder in and a benchmark for our middle school community. We now use the grade specific reading level goals (e.g. Level Z for rising freshmen) with each and every one of our community stakeholders. The F&P level goals are within our Trustee approved performance plan and reported at each Board meeting. Parents and students are aware of the goals for their specific grade level. What started as a mission specific indicator has become a method to eradicate the stigma of hard work. Students and other stakeholders now recognize that sustained and effective effort is how we grow as readers and how we remain sharp, get smarter and read better. C. Reporting Performance Management Framework and/or Accountability Plan Information to Students, Teachers, Parents and the Public. The school calendar is the primary vehicle used to communicate the dates of student meetings, parent meetings, staff meetings, assessment report dissemination, professional development activities, and in-service training sessions. We implemented the following methods of sharing accountability information during the 2011-2012 school year:

Parent Teacher Association

Back to School Night

Parent-Teacher Conferences

Bulletins to all staff

Staff/faculty meetings

Parent copies of DC-CAS results and student/parent information sessions, and

Student assemblies.

Mandatory cohort specific (Middle School, Freshmen, Upper School) School Kick-Off parent meetings

Website

Twitter

Facebook

Numerous flat screens monitors throughout campus in conspicuous and well traveled locations that continuously scrolling and updated information celebrating and informing the school community.

Quarterly cohort specific Honors Assemblies

Weekly grade based community meetings

Automated telephone messages (PACE)


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D. Unique Accomplishments SEED students enjoy a range of enrichment experiences during the school year and during the summer. We believe that rigorous enrichment after school and during the summer months is yet another way to ensure that we are doing all we can to prepare students academically, socially and emotionally for success in college and beyond. Our External Opportunities Office yields additional opportunities during the school year for students who demonstrate academic excellence and mastery of SEED core values. The following list is just a sample of the kinds of activities our students participated in this past summer:

Approximately 60 students participated in one or more opportunities this summer. Some spent three weeks in other countries like Japan, New Zealand and Spain through the Experiment in International Living program, while others spent eight days in Greece through SEED’s own Greek Scholars program.

Two of our rising seniors completed the Learn Serve fellows program for the first time. After meeting every other week with other high school students from around the city, these two traveled to Zambia to begin implementing the service learning plan they developed all year.

We are also extremely proud of our 5 rising juniors who stayed right here in the District to participate in an intensive summer long enrichment program called Cathedral Scholars. They represented their families and SEED well and received outstanding reviews from their summer teachers.

Finally, we are proud that our existing partnerships are gaining strength and that our students are continuing to participate in North Outward Bound, City Kids, and Space Camp.


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APPENDIX A: DATA COLLECTION TEMPLATE

LEA ANNUAL REPORT

2011-2012 SCHOOL YEAR

Data Collection Template

The 2011-12 school year annual report collects campus-level data in the following three areas: Name and

Contact Information, Verified Data Elements, and Unverified Data Elements. Please fill out these three

sections for each campus served by the LEA. The data collection template is designed for only one campus.

For LEAs with multiple campuses, please complete this template for each school campus it operates and

submit to Timothy Harwood at [email protected] by August 24. Additionally, include this template for

each school campus in the final annual report submission, due September 20.

* Data provided by PCSB and verified by LEAs

^ Data provided by LEAs

Section 1

Name and Contact Information ^

LEA name: The SEED Public Charter School of Washington, DC

Campus name: The SEED Public Charter School of Washington, DC

Address 1 4300 C Street, SE

Address 2 Washington, DC 20019

Phone: (202) 248-7773

Fax: (202) 248-3022

Website: http://www.seedschooldc.org

Section 2

Verified Data Elements Use data validated during PMF AYP validation window, attendance/re-enrollment validation window, and discipline data validation window.

Campus Name

School Program Data ^

Ages served 10-20

Enrollment by grade level

(Please place a check mark next to the grades served by the campus)

☐PK-3; ☐PK-4; ☐PK; ☐KG; ☐01; ☐02; ☐03;

☐04;

☐05; ☒06; ☒07; ☒08; ☒09; ☒10; ☒11; ☒12;

☐Ungraded; ☐AO/PG

School instruction dates Beginning Date: 9 / 1 / 11 (MS), 9/7/11 (HS)

mailto:[email protected]

http://www.seedschooldc.org/


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. School instruction dates End Date: 6 /1/ 12 (MS), 6/7/12 (9/10), 6/6/12

(11). 5/11/12 (12) . Total # of instructional days: 158 (6-8), 164 (9-11), 146

(12)

Student Demographic Data ^

Demographics (%) Race/ethnicity:

African American 100 %

Hispanic/Latino %

Caucasian %

Asian/Pacific Islander %

Other race %

Gender:

Male 47.5 % Female 52.5 %

Limited or Non-English Proficient 0 %

Free or Reduced-Price Lunch 76 %

Special Education 13 %

# of students with 504 plan* (Select from one of the three categories)

☐ 0 students

☐ Less than 10 students

☒ More than 10 students; (specify # students) 13

# of students pregnant and/or parents (mothers only)* (Select from one of the three categories)

☐ 0 students

☒ Less than 10 students

☐ More than 10 students; (specify # students) # of students homeless defined by McKinney-Vento Act* (Select from one of the three categories)

☒ 0 students


☐ More than 10 students; (specify # students)

# of students incarcerated* (Select from one of the three categories)

☒ 0 students


☐ More than 10 students; (specify # students)

*Applies to any student enrolled during SY2011-12 who have been and/or currently fall in the respective category

(this is not limited to the current school year).


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Elementary/Middle School PMF Metrics* (Leave section(s) blank if not applicable to campus or data is not available by time of

submission)

Percent proficient and advanced, whole school population

Math: 80 %

Reading: 55.7 %

Percent advanced, whole school population Math: 16.3 %

Reading: 7 %

Percent proficient and advanced, for grade 3 and grade 8 Grade 3 Reading: % Grade 8 Math: 93 %

Median Growth Percentile, whole school population Math: Reading:

High School PMF Metrics* (Leave section(s) blank if not applicable to campus or data is not available by time of submission)

2012 Graduation rate %

PSAT performance, 11th grade 41.1 %

SAT performance, 12th grade 92.3 %

College acceptance rate 80.3 %

Percent proficient and advanced, whole school population Math: 62 %

Reading:69 %

Percent advanced, whole school population Math: 6 %

Reading: 6 %

AP/IB – number passing exam scores per 100 students

(Grade 12) # of passing exams per 100 students 1.9

Median Growth Percentile, whole school population Math: Reading:

Attendance Data* (Leave section(s) blank if not applicable to campus)

Average Daily Attendance, whole school

(Use validated ADA percentage in column C from the discipline verification spreadsheet)

93.7 %

In-seat Attendance Rate, whole school

(Use validated ADA percentage in column F from the discipline verification spreadsheet)

90.4 %

Chronically Absent Rate, whole school

(Use validated ADA percentage in column G from the discipline verification spreadsheet)

8.2 %

Note: The discipline verification spreadsheet was sent to each LEA executive director on August 6th

.

Accountability Plan Results ^ (Leave section(s) blank if not applicable to campus)

Targets Results Target Met


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Discipline Data *

Number of Unique Students with Discipline Records, whole school population

(Use validated ADA percentage in column J from the discipline verification spreadsheet)

# 188

Incident : Student Ratio, whole school population

(Use validated ADA percentage in column L from the discipline

verification spreadsheet)

1.65 : 1 .

Percent of Instructional Days Lost, whole school population

(Use validated ADA percentage in column M from the discipline

verification spreadsheet)

1.05 %

Note: The discipline verification spreadsheet was sent to each LEA executive director on August 6th

.


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Section 3

Unverified Data Elements

School Characteristics ^ (Leave section(s) blank if not applicable to campus)

Average # students per class, by grade level and whole school PK-3 #

PK-4 #

KG #

1 #

2 #

3 #

4 #

5 #

6 # 20

7 # 20

8 # 20

9 # 17

10 # 17

11 # 17

12 # 17

Ungraded #

AO/PG #

Whole school # 19


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Student : Teacher Ratio, average by grade level and whole

school Student : Teacher Ratio

PK-3 : .

PK-4 : .

KG : .

1 : .

2 : .

3 : .

4 : .

5 : .

6 : .

7 : .

8 : .

9 : .

10 : .

11 : .

12 : .

Ungraded : .

AO/PG : .

Whole school 7.2 : 1 .

Staff Characteristics ^

Teacher Years of service, number and percentage for Teachers

and Teacher Aides.

(Years of service = total years of teaching experience)

Number Percentage

0 to 3 years # 20 46.5 %

4 to 7 years # 20 46.5 %

8 or more years # 3 7 %

Teacher Attrition, number and percentage for Teachers and

Teacher Aides By years of service:

Number Percentage

0 to 3 years # 10 23 %

4 to 7 years # 1 2 %

8 or more years # 0 0 %


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Salary Teachers

Average $ 59,871.10 .

Range Min: $ 45,193.92 . Max: $ 75,347

.

Teacher aides

Average $ n/a .

Range Min: $ . Max: $ .

Support Staff

Average $ 39,398.89 .

Range Min: $ 19,469.04 . Max: $ 77,250

.

School administration

Average $ 40,939.69 .

Range Min: $ 26,326.94 . Max: $ 56,650

.

Central Office

Average $ 97,827.22 .

Range Min: $60,100.07 . Max: $ 173,000

.

HQT Count

Number of teachers # 37

Facilities ^

Square footage

Entire for building #

75,397 SF

Entire for total classroom space

# 52,596

SF


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Room inventory Number of rooms by subject:

Math # 7

Science # 5

Social Studies # 5

English/Language Arts # 6

Art/Music/PE/Other # 6

Library # 1

Number of rooms by grade level:

PK-3: #

PK-4: #

KG: #

1 #

2 #

3 #

4 #

5 #

6 #

7 #

8 #

9 #

10 #

11 #

12 #

Ungraded: #

AO/PG: #

Room to students and teacher ratio, average for whole

school

Student to Classroom ratio 11.5 : 1 .

Teacher to Classroom ratio 1.5 : 1 .


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A P P E N D I X B : F O R M U L A S The following formulas detail the methodology in calculations made by PCSB/OSSE for the data supplied to

schools* and the methodology for calculations prepared by schools^.

^Attrition Rate (teachers) – percentage of teachers (see Appendix B for definition) who left the school (voluntary or involuntarily) during the 2011-2012 school year

*Average Daily Attendance – ratio for the entire population, written as a percentage, of days present (inclusive of excused absences) to days enrolled

*Chronically Absent Rate – ratio, written as a percentage, of the number of students who have been enrolled within a school for at least 20 days with at least 20 absences (excused and/or unexcused, not counting suspension days)

*Graduation Rate (2012) – ratio of the number of students who graduate within four years to the total number of students who compose the adjusted cohort

*Incident : Student Ratio – ratio of exclusionary discipline incidents (out-of-school suspensions and proposed expulsions) to number of students with a discipline log for the 2011-2012 school year

*In-seat Attendance – ratio for the entire population, written as a percentage, of days present – in seat – to days enrolled

*Instructional Days Lost – percentage of instructional days lost due to exclusionary discipline events (i.e. out of school suspension or proposed expulsion)


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*Ninth Grade On-track Rate – percentage of 9th grade students who have earned enough credits to be on-track for graduation within four years (based on a sampling of transcripts)

^Student : Teacher Ratio – ratio of the number of students as of the October 2011 audit to the number of teachers (see Appendix B for definitions) employed as of October 5, 2011

* Data provided by PCSB and verified by LEAs

^ Data provided by LEAs


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APPENDIX C: DEFINITIONS The following definitions were created by PCSB, in concert with OSSE, to provide standardization in reporting.

Central Office Administrator – any adult who is employed by the LEA to oversee central office administrative tasks Classroom – any room at a campus location whose primary purpose is for the instruction of students School Administrator – any adult who is employed at the school level to oversee specific campus operations School Support Staff – any adult who is responsible for the instruction of students less than 50% of the time and/or serve other roles within an LEA, including, but not limited to, school counselor, school social worker, instructional support teachers, etc. Support Staff – any adult employed by an LEA other than a teacher or administrator Teacher – 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 Teacher’s Aide – any adult, excluding those outlined in the definition above, who participates in classroom instruction and management with the support of a lead teacher


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APPENDIX D: NOTES FOR MULTI-CAMPUS LEAS

Submission:

Submission of the Annual Report to AOIS may occur in the Central Office account if all campuses are represented in the file, OR

Separate Annual Reports for each campus may be uploaded to AOIS Data Collection:

The Online Data Collection Tool must be completed for each campus and for the Central Office, meaning schools will need to complete the survey each time

Updates to the School Contact List should be representative of LEA-level and school-level staff Presentation:

Presentation of the Annual Report information (board/staff listing; narrative) should be by campus

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