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EAGLE COLLEGE PREP

ANNUAL SPONSOR REPORT 2013-2014 ACADEMIC YEAR

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

November 

2014

Charter School Operations College of Education 

CollegeofEducationOfficeofCharterSchoolOperations

Vision

Challengingalllearnerstoreachtheirfullpotential.

MissionImprovethequalityandperformanceofcharterschoolsinMissouribycollaboratingwith

stakeholderstoachieveexceptionaleducationaloutcomesforallstudents.PERSONNEL

ColumbiaandKansasCity St.LouisDeborahCarr–ExecutiveDirector EarlSimms–St.LouisDirectorcarrd@missouri.edu simmsec@missouri.edu

LisaWeaver–AssistantDirector ShanikaHarris–St.LouisLiaisonweaverli@missouri.edu harrissn@missouri.edu

JudyForrester–KansasCityLiaison GerryKettenbach–St.LouisLiaisonforresterje@missouri.edu kettenbachg@missouri.edu

CONTACTINFORMATIONMUCharterSchoolOperations316HillHallCollegeofEducationUniversityofMissouriColumbia,Missouri65211

Phone:573‐882‐7538Fax:573‐884‐3006Email:musponsorship@missouri.edu

ANNUALSPONSORREPORT

TABLEOFCONTENTS

PageSchoolBackground

1

Introduction

3

FocusAreaI:Governance

3

FocusAreaII:Compliance 5FocusAreaIII:OperationsFocusAreaIV:Culture

56

FocusAreaV:AcademicOutcomes

7

FocusAreaVI:Finances

8

Appendices

A: MUEvaluationProcessandFocusAreas B: BoardSurveyResults

C: StaffSurveyResultsD: TeacherSurveyResults

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EAGLE Annual Site Report 2014 

SCHOOLBACKGROUNDEAGLECollegePrepEndeavor(EAGLE)isinthefirstyearofafive‐yearcharterandissponsoredbytheUniversityofMissouri.EAGLEhasthefollowingmissionandvision,andgoalsassetforthinthecharter:

MISSION

ThemissionofEAGLECollegePrepEndeavoristodevelopservingleadersbyprovidingarigorouscollegepreplearningcommunitywhere

weworktogethertowardthepursuitofacademicexcellenceandcharacterdevelopmentinasafe,supportiveandlovinglearning

environment.

VISION

EAGLECollegePrepEndeavorisdedicatedtodevelopingapubliccharterschoolthat

providesaneducationwithaLovingEmphasisthatisgenuinelytransformationalforourstudents.WearetirelessinourcommitmenttoestablishadistinctiveidentityasoneofAmerica’sfinestpubliccollege‐preparatoryinstitutions,

developingstudentswhoareacademicstandoutsandactivecommunityservants.

GOALS1:ThepercentageofEAGLECollegePrepEndeavorstudentsmaking1.5fullyearsofacademicgrowthorperformingat/abovegradelevelinmathematicsandcommunicationartswillincreaseto70%byJune30,2016asmeasuredbytheNWEAMAPadministeredthreetimesyearly.Junebenchmarks:201450%201560%201670%2:ThepercentageofEAGLECollegePrepEndeavorstudentsscoringproficientorhigherinmathematicsandcommunicationartswillincreaseto70%byJune30,2016asmeasuredbythe2016MAPMathematicsandCommunicationArtsAssessmentorotherMissouriStateAssessment.Junebenchmarks:201450%201560%201670%

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EAGLE Annual Site Report 2014 

3:EAGLECollegePrepEndeavor’sMAPPerformanceIndexscorewillincreaseto731‐744.9rangeasmeasuredbytheAnnualPerformanceReportforCommunicationArtsandMathematicsbasedonthe2016MAPorotherMissouriStateAssessmentresults.Junebenchmarks:2014720‐724.92015725‐730.92016731‐744.94:EAGLECollegePrepEndeavorwillincreaseitsoverallsatisfactionratingto85%andresponserateonsatisfactionsurveyto75%responseratefromschoolstakeholdersbyJune30,2016asmeasuredbyabuildingdevelopedsatisfactionsurvey.Junebenchmarks:201465%responserate/75%satisfactionrating201570%responserate/80%satisfactionrating201675%responserate/80%satisfactionrating5:EAGLECollegePrepEndeavor’saveragedailyattendanceratewillincreaseto95.2%bytheendofthe2015‐2016schoolyearasmeasuredbytheADAcalculation.Junebenchmarks:201495%201595.1%201695.2%

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EAGLE Annual Site Report 2014 

INTRODUCTIONMUreviewsschoolswithinsixfocusareas(AppendixA).Theseareaswereestablishedbyreviewingprotocolsfromotherstates,weregeneratedandrefinedbytheMUCharterOfficestaffduringourfirstyearofsponsorshipandcontinuetoberevised,annually.ThesesixFocusAreasare:

FocusAreaI: GovernanceFocusAreaII: ComplianceFocusAreaIII: OperationsFocusAreaIV: CultureFocusAreaV: AcademicOutcomesFocusAreaVI: Finances

EAGLE’s2014AnnualReportisorganizedintothesixareasoutlinedabove.Eachfocusareaiscomprisedofseveralcomponents.TheMUCharterSchoolOfficepersonnelcollecteddataviamonthlyvisitstotheschooland/ormeetingsoftheboard,meetingswithschooladministrators,reviewofdocumentsprovidedbytheadministration,classroomobservationsandsurveydataprovidedbyboththeboardandfacultyandstaff.FOCUSAREAI.GOVERNANCEEAGLEhasdemonstratedconsiderablegrowthinthefirstyearintermsofgovernanceandhasalsoexperiencedthesignificantchallengesofafoundingboardandfirstyearimplementationofanewschool.TheEAGLEboardwasestablishedcarefully,withdiversityofmembershipapriority.Theboardhasengagedinsub‐committeeworkthisyearintermsofpolicydevelopmentandhasbeendiligentinaddressingissuesthathavecomeupinthefirstyearofoperations;theboardchairhashandledallbusinessmattersintermsofDESEandsponsorinquiriespromptlyandprofessionally.Theboardisdiverseintermsofbackgroundandexperience,meetingsareorderlyandproceedingsareefficientandwellmanaged.Thetreasurerhasprovidedconsistentoversightthathasconsiderablystrengthenedtheboard’sunderstandingofschoolfinance.Proceduresfortransparencyincommunications,anddeterminingtheroleoftheboardinworkingwithEEIhavebeenongoingconcerns.Thoughchallenging,theboardhasdemonstratedtheabilitytoconfronttopicsthataredifficultandcontinuetoworkthroughtheiridentityandresponsibilities.Thestart‐upyearisextremelychallenging;boardmembersarekeenlysupportiveofthemissionandvisionoftheschoolandareworkingtowardestablishingtheirrolesandresponsibilities.Growthinthisareawillcontinueandneedstostabilizeintheupcomingacademicyear.Professionaldevelopmentfortheboard,andcontinuedopen,honestdiscussionsareencouraged,especiallywiththeaggressivetimelineforexpansion.

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EAGLE Annual Site Report 2014 

STRENGTHS• Boardisaccountableforoperationsandacademics.• Boardisknowledgeableregardingtheschoolbudget.• Boardengagesinaminimumofonestrategicplanningmeeting/retreatannually.OPPORTUNITIESFORIMPROVEMENT• Boardannuallyevaluatespresident/executivedirector/headofschool/management

companyasindicatedintheorganizationalchart.• Theboardisengagedinshortandlongtermstrategicplanningwithclearlyestablished

goalsandactionplans.• Allboardmembersattendboardtrainingopportunities.• Boardmembersareengagedinaprogramofdevelopment(e.g.HighBar,MCPSA

developmentgrant).• Theboardhasaplanforrecruitment.• Theboardhasmaterialsandinformationtosharewithprospectiveboardmembers.• Theboardhasaprocedureinplacetoreviewprospectiveboardmembers.• Theboardhasanonboardingprocess(on‐linematerials,training)fornewboard

members.• Theboardhasadevelopmentandevaluationplanfornewandcurrentboardmembers.SURVEYFINDINGSTheboardsurveyresults(AppendixB)indicatethattheboardfunctionsof“overseeingfinancialperformanceandensuringfinancialsolvency”and“ensuringlegalandethicalintegrity”receivedthehighestratings.Areasthatwereconsideredbelowaverageincluded“evaluatingtheschool’sExecutiveDirector/CEO.”However,astheschooliscurrentlyoperatedbyEducationalEnterprises,Inc.(EEI),evaluationofleadershippersonnelhasnotbeenpartoftheboard’sresponsibilities.EvaluationofEEIisanimportantnextstepfortheboardandaplanneedstobedevelopedandimplemented.Itisalsoimportanttonotethewidevariabilityintheresponserangeoftheboard.Thismayneedfurtherdiscussionduringstrategicplanningforthefuture.Boardprocessesthatreceivedhighratingsinclude“runningboardandcommitteemeetingswell(e.g.,start/endontime,givemembersachangetoengageinissues,andensureallvoicesareheard,”and“ensuringtheboardandschoolareincompliancewithallrequiredlawsandpolicies(conflictofinterest,backgroundchecks,whistleblower,non‐discrimination,records,insurance,etc.”Areasthatreceivedbelowaverageratingsincluded“selecting,developingandevaluatingtheboardchair).”Theestablishmentofafoundingboardcanbehandledinavarietyofways,however,themovetoimplementationofboardpoliciesandstrategicplanningrequireanevaluationpolicy,notonlyfortheboardchair,butforboardmembers.Short‐termprioritiesthatweremosthighlyprioritizedinclude“consideringexpansionorreplicatorschools.”Thisareaisdeemedmostcriticalatthepresenttimeandcontinuedfocusthroughstrategicplanning,goalsettingandactionplansisneeded.

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EAGLE Annual Site Report 2014 

FOCUSAREAII:COMPLIANCEForastart‐upyear,thecomplianceoutcomesforEAGLEhavebeenaboveaveragetoexcellent.Attentiontohiringofcapableandcompetentstaffhaveminimizedissuesrelatedtocompliance–questionsandinquiriestobothsponsorandDESEhavebeenfrequent,andakeendesiretobeeffectiveandtimelyinreportinghasbeenevidentthroughouttheyear.STRENGTHS• Requiredreportsanddatasubmissionsaresubmittedontimeandarecompleteand

error‐free.OPPORTUNITIESFORIMPROVEMENT• SchooladministrationensurescompliancewithSpecialEducationprocedures.FOCUSAREAIII:OPERATIONSTherehasbeenconsistentevidenceofattentiontooperationsandensuringthatthefacility,materialsandsuppliesforthestaffandstudentsareexceptional.Thishasbeenthroughcollaborativeeffortsacrosstheboard,EEIandthefoundingadministrativeteam.Feedbackfromteacherandstaffinterviewsnotedsomechallengesintermsofroles,butthiswouldbeexpectedduringastart‐upyear.Giventheupcomingchangesinleadership,itwillbeveryimportantthatclearunderstandingofrolesbesolidifiedatthebeginningoftheyear.Theattentiontoprovidingofficespaceforoptimalworkproductivityisnoted,anditshouldalsobenotedthattheopeningofschoolwasreportedbyanMUCharterOfficeliaisonas“thebestopeningdayeverobserved”inhercareer.STRENGTHS• Administratorsarecertified.• Administratorsdemonstrategoodleadershipskills• Theschool’sdailyschedulesupportsstudentlearning.OPPORTUNITIESFORIMPROVEMENT• Alladministratorsareengagedintargetedprofessionaldevelopment.• Leadershipopportunitiesareprovidedforqualityteachers.

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EAGLE Annual Site Report 2014 

FOCUSAREAIV:CULTUREThecultureoftheschoolwasestablishedfromtheopeningdayandwasaprimaryfocusforthefoundingadministrationandstaff.Again,firstyear/start‐upconcernsemerged,butthereturnrateforcurrentstudentsandcurrentstaffindicatesthatthisfirstyearwastremendouslysuccessfulinmeetingthegoalofasafeandsupportivelearningenvironment.AsEAGLEexpandsandcontinuestogrow,opportunitiesforleadershipwithintheSt.Louisarea,thestateandevennationallywillemerge.WeencourageEAGLEtoprovideopportunitiestoshareexpertise,realizingthatthefirstpriorityistohaveastrongandestablishednetworkofschools.STRENGTHS• Themission,visionandvaluesaredevelopedanddrivedecisionmaking.• Themission,visionandvaluescanbearticulatedbyallstakeholdergroupsinvolved

withtheschool.• Thelearningenvironmentissafeandorderly.• Teachersbelievethatallstudentscanlearn.• Allstaffhavehighexpectationsforstudentlearningandbehavior.• Staffcollaborateandworktogethertomeetstudents’needsandsupportstudent

learning.• Instructionalmaterialsaredisplayedtofacilitatestudentlearning.• Teachersandstaffcanclearlyidentifytheinstructionalleader(s).• Allteachersandstaffdemonstraterespecttowardeachotherandtostudents.• Studentsdemonstraterespecttoteachers,staffandguests.OPPORTUNITIESFORIMPROVEMENT• Behavioralplansareclearlyarticulated,consistentandunderstoodbyallstakeholder

groups.• Leadersintheschoolarerecognizedfortheirexpertise.• Teachersandstafffulfillclearlyassignedresponsibilities.SURVEYFINDINGSEAGLEstaffmembers(AppendixC)reportedconsistentlyhighratingsintheareasofschoolenvironmentandculture.Responsesforhighexpectationsforstudentlearningandbehavior,neededtechnologyandstudentengagementwerealsoratedhighbystaffmembers.Thelowestareasreported(andnotethattheaveragescoresarebetween3and4)were“adminstratorsexhibitstrongleadershipskills”,“staffatthisschoolreceiveeffectiveadministratorfeedbackonjobperformance”and“staffatthisschoolfeelsupportedbyschooladministration.”Itisdulynotedthatthisisastart‐upyear,andthatscoresforstaffhadwidevariabilityinresponse.

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EAGLE Annual Site Report 2014 

TeachersatEAGLE(AppendixD)alsoreportedconsistentlyhighratingsintheareaofschoolenvironmentandculture.Beliefthatallstudentscanlearn,andhighexpectationsforstudentslearningwerethehighestscoreditemsonthesurvey.Scoring3.4weretwoareasrelatedtostudentbehaviormanagement,including“policiesandproceduresforstudentbehaviormanagementareconsistentlyimplemented”,and“policiesandproceduresforstudentmanagementareconsistentlycommunicated.”Again,itisdulynotedthatthesescoresarebetween3and4,andsomeinconsistencywouldbeexpectedinastart‐upyear–therangeofscoringresponsesmayindicatethatsometeachersfeltmorecapableinthisareathanotherteachers.FOCUSAREAV:TEACHING,LEARNINGANDASSESSMENTThecurrentacademicleaderhasfocusedontheculture,climateandacademicfocusoftheschoolthisyear.Formativetestingwasutilizedthroughouttheschoolyearwithuseofdatainmodifyinginstructionandmeetingtheneedsofindividualstudents.SpecialEducationisanareathatwillneedcontinuedattentionandimprovement,butagain,complianceinthisareaiscomplexandisaconsistentchallengeforallschools.Theuseoftechnologyisexceptionalandsupportsindividualizedinstruction.Teachersdoreportinconsistenciesintermsofleadershipandadministrativesupport.Thelossofthetwoprimaryadministratorswillbeachallenge,butalsoanopportunitytoengagestaffindeterminingthebesttypeofleadershipfortheschool.STRENGTHS• Curriculumisalignedtostatestandards.• Curriculumalignswiththethemedescribedintheschoolcharter.• Highqualityinstructionalmaterialsareavailabletosupportthecurriculum.• Goalsandobjectivesareclearlyarticulated.• Teachersutilizegoodinstructionalstrategiesinlessondelivery.• Ongoingprofessionaldevelopmentsupports"bestpractices"andstudentlearning.• Technologyuseisevident,ofhighquality,andsupportsstudentlearning.• Dataisusedtoguideinstruction.• Classroomassessmentsareeffectiveinassessinglearningandstudents’needs.OPPORTUNITIESFORIMPROVEMENT• TheTitleIPlaniseffectiveinsupportingstudents’needs.• TheSPEDprogramiscompliantwithstateandfederallaws.• StafffollowamandatedprocessforidentifyingandsupportingSPEDstudents.• DeliveryofSPEDservicesmeetsstudents’needs.

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EAGLE Annual Site Report 2014 

SURVEYFINDINGSTeachers(AppendixD)atEAGLEreportthehighestsurveyscoresfor“teachersatthisschoolbelievethatallstudentscanlearn”,“teachersatthisschoolhavehighexpectationsforstudentlearning”,“teachersatthisschoolhavethenecessarytechnologytosupportstudentlearning”and“teachersatthisschoolhavethenecessarytechnologytosupportlearning.”Itshouldalsobenotedthathighscoreswithlowvariabilitywerereportedintheareasof“theschool’sdailyschedulesupportsstudentlearning”,and“theschoolissafeandorderly.”Thelowestscorewasreportedfor“theTitleIplaniseffectiveinsupportingstudentneeds”,andscoreswithwidevariabilityandaveragetoneutralscoresincluded“thedeliveryofspecialeducationservicesmeetstudents’needs”,“policies/proceduresforstudentmanagementareconsistentlycommunicated”,“policiesand/proceduresforstudentbehaviormanagementareconsistentlyimplemented”and“teachersatthisschoolreceiveeffectiveadministratorfeedbackandguidanceoninstructionalpractice.”FOCUSAREAVI:FINANCESFinancesarecontinuouslymonitoredanddetailedfinancialsarepresentedtotheBoardatbi‐monthly.Thecurrenttreasurerisusingthefinancialreportsasanopportunitytoteachtheboardaboutfinances,providingexplanatorynotesthroughoutthebudgetreports.Amonthlyaccountabilityplanwiththetreasurer,orthefinancecommitteewouldbeconsideredbestpracticeintermsofmonitoringofexpensesandcashflow.TheabilityofthestafftodevelopprogramstoensurethatfinancingmethodsareeasilytranslatedintoDESEpreferredbudgetshasbeenexemplary.STRENGTHS• Theschoolhassufficientresourcestosupportoperations.• Theschooladherestoabalancedbudget.• Monthlyfinancialstatementsareaneffectiveaccountabilitymeasure.• TheBoardofDirectorshasestablishedasystemofchecksandbalancestoensurethat

allfiscalissuesarecarefullymonitored.AREASFORIMPROVEMENT• Nonenoted.

  1 

Appendix A Revised 2014 

AppendixA

OfficeofCharterSchoolOperationsEvaluationProcessandFocusAreas

MUCHARTERSCHOOLOPERATIONSTheMUOfficeofCharterSchoolOperations,housedintheMUCollegeofEducation,providesmonitoringandfeedbacktoallcharterschoolswithinourportfolio.Oursponsorshiproleincludes:

ProvidingoversightonbehalfoftheStateofMissouri; EnsuringthattheboardofdirectorsandtheschoolareincompliancewithStateof

Missouricharterschoollaws; Identifyingstrengths,areasofimprovement,andprovidingrecommendationstothe

boardofdirectors;and Determiningschoolstatus:tocontinueoperations,toplaceonprobation,torenew

acharterofanexistingschool,ortocloseaschoolfornon‐complianceofstateandfederallawsand/ornotmeetingtheperformanceguidelinesasspecifiedwithintheschool’scharter.

AnnualComprehensiveEvaluationComponentsMUprovidesevaluationsforitscharterschoolsonanannualbasis.Theevaluationhasthreecomponents.Thefirstcomponentoftheevaluationprocessisanannualsitereportcomprisedofsixfocusareas.MUprovidesanon‐siteevaluationandinterviewskeystakeholders,usuallyinthesecondsemesteroftheschoolyear.Thesecondcomponentisanannualreportsubmittedbytheschoolbasedonthecriteriaestablishedinthecharter,anydatacollectedinternally,responseandactionplansdevelopedbasedontheMUsitereportandperformancegoalsfortheupcomingschoolyearbasedonstateacademicfindingsasreportedinMSIP5.Last,afinalletterregardingschoolstatusissubmittedtotheschoolearlyinthenewacademicyearandaperformancecontractisdevelopedasperRSMo160.405.1.

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Appendix A Revised 2014 

FOCUSAREA1:GOVERNANCEEffectivegovernancecomprisesoneofthemostchallengingareasforcharterschools.Thefederalandstateregulationsandlawsarecomplex,andtheknowledgeneededtosuccessfullynavigateaK‐12environmentwithinsuchregulatoryenvironmentsischallenging.Moreover,theresearchsuggeststhatgovernancecontinuestobeacrucialareaintheoverallsuccessofcharterschools.Policyandempiricalquestionsaffiliatedwithnot‐for‐profitboardsstillrequirecontinuedanalysis.Essentially,themixtureoftheneedforsoundbusinesspractices,ahighlyregulatedindustryandthehumandynamicsencompassedintheenterpriseofhumanlearningcombineandcontributetoanenvironmentthatisdynamic,fluidanddifficulttonavigate.Itisessentialthatboardsofcharterschoolsbeknowledgeable,responsibleandeffectiveintheirrole.1.A: Theboardiseffectiveinitsgovernanceandoversightoftheschool.

1.A.1:Theboardisaccountableforoperationsandacademics. 1.A.2:Theboardisknowledgeableregardingtheschoolbudget. 1.A.3:Theboardannuallyevaluatesthepresident/executivedirector/headof

school/managementcompanyasindicatedintheorganizationalchart. 1.A.4:Theboardisengagedinshortandlongtermstrategicplanningwithclearly

establishedgoalsandactionplans. 1.A.5:Theboardchairisactivelyinvolvedinthegovernanceandoversightofthe

school.1.B: Theboardisengagedinprofessionaldevelopment.

1.B.1:Allboardmembersattendboardtrainingopportunities. 1.B.2:Boardmembersareengagedinaprogramofdevelopment(e.g.HighBar,

MCPSAdevelopmentgrant). 1.B.3:Theboardisengagedinaminimumofonestrategicplanning

meeting/retreatannually.1.C: Theboardhasaplanforrecruitment,onboardinganddevelopmentofboard

members.

1.C.1:Theboardhasaplanforrecruitment. 1.C.2:Theboardhasmaterialsandinformationtosharewithprospectiveboard

members. 1.C.3:Theboardhasaprocedureinplacetoreviewprospectiveboardmembers. 1.C.4:Theboardhasanonboardingprocess(on‐linematerials,training)fornew

boardmembers. 1.C.5:Theboardhasadevelopmentandevaluationplanfornewandcurrentboard

members.

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Appendix A Revised 2014 

FOCUSAREA2:COMPLIANCECompliancerequirementsforpublicschoolsarenumerous,detailedandrequireconsistentattentiontodetail.AreassuchasTitleI,SpecialEducationandthecollectionofstaterequireddata,arehighlyregulatedareasthatcancreatedifficultiesintermsofprogramdelivery,schoolfinance,operationsandlegallyrequiredbenefitstostudents.Thus,itisimperativethatcharterschoolsestablishaprocessandclearlydefinedproceduresforthereportingofdataandadherencetorequirements.EquallyimportantistheestablishmentofpositiverelationshipswiththeDepartmentofElementaryandSecondaryEducation(DESE),andlocalresourcestoprovidesupportandlearningopportunitiestoensurethatcomplianceishandledlegally,promptlyandeffectively.Areasthatcontinuetosurfaceinbothstateandfederalreviewsandareasonnon‐complianceindicatethatthecurrentoperationalprocessesarenoteffectiveintheseareasandneedimmediateattention. 2.A: SchooladministrationensurescompliancewithallDESEandMUreporting

requirements.

2.A.1:Studentattendanceratespromotestudentlearning. 2.A.2:Requiredreportsanddatasubmissionsaresubmittedontimeandare

completeanderror‐free. 2.A.3:SchooladministrationensurescompliancewithTitleIprocessesand

procedures. 2.A.4:SchooladministrationensurescompliancewithSpecialEducation

procedures.2.B: Schoolfacilitiesmeethealth,fire,andsafetyregulations.

2.B.1:Theschoolhasanannualfireinspection. 2.B.2:Theschoolhasanannualhealthinspection. 2.B.3:Theschoolhasadequaterestroomfacilities. 2.B.4:Safetyandemergencyproceduresareclearlydisplayedinallclassroomsand

publicareas. 2.B.5:Theschoolprovidesdocumentationofregularsafetydrills.

2.C: Schoolfilesarewellmaintained.

2.C.1:Personnelfiles. 2.C.2:Studentfiles. 2.C.3:Healthrecords. 2.C.4:Attendancerecords.

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Appendix A Revised 2014 

2.D:Schoolstaffmeetsexpectationssetforthinstateandfederalguidelines.

2.D.1:Theadministrationseeks100%highlyqualifiedstaff;justificationfor20%notHQTisprovidedtothesponsor.

2.D.2:Criminalbackgroundchecksaredocumentedforallboardmembersandstaff. 2.D.3:Childabuseregistrychecksaredocumentedforallboardmembersandstaff.

FOCUSAREA3:OPERATIONSSuccessfuloperationsarevitaltothesuccessofapubliccharterschools.Soundbusinesspractices,thechallengesassociatedwithstart‐upenterprises,andtheattentiontothecomplexitiesofschoolpoliciesandadherencetostateandfederallawrequirekeenattentionandexpertise,orthewillingnesstosecuretheneededexpertisetoensurethattheoperationssideoftheschoolenhancesandsupportsthedesiredlearningoutcomes.Itisimperativethatcharterschoolboardsandadministrationcarefullyconsidertheoperationalsideoftheschool,andthatpoliciesandproceduresareinplaceforhiring,evaluation,orderingofmaterialsandsupplies,andtheday‐to‐dayneedsthatarerequiredforaschooltorunsmoothlyandefficiently. 3.A: Schooladministrationiswellstructuredandeffective.

3.A.1:Administratorsarecertifiedasappropriate. 3.A.2:Administratorsdemonstrategoodleadershipskills. 3.A.3:Day‐to‐dayoperationsarehandledsmoothlyandefficiently. 3.A.4:Administrativeandstaffrolesareclearlydefined.

3.B: Schooladministrationseekshighqualityprofessionaldevelopment

3.B.1:Alladministratorsareengagedintargetedprofessionaldevelopment. 3.B.2:Leadershipopportunitiesareprovidedforqualityteachers.

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Appendix A Revised 2014 

FOCUSAREA4:CULTURESchoolculturehasbeendefinedinnumerousways,broadandnarrow,andhasmorerecentlybeenthefocusofintensestudy,withthedevelopmentofinstrumentsto“measure”thisconstruct.Regardlessofhowthistermisdefined,whatisclearforcharterschoolsisthat,foroptimalsuccess,allstakeholdersembraceaspecificmissionandvisionthatisbasedonasetofvalues,assumptionsand“waysofoperating”thatbecomepartofthecollectivefabricoftheorganization.Asthisisuniqueandimportanttotheoverallsuccessoftheschoolinmeetingtheoriginalgoalssetforthinthecharter, thisareaisincludedintheoverallreviewprocess. 4.A:Theschool’smission,visionandvaluesdrivetheschoolandallstakeholder

groups

4.A.1:Themission,visionandvaluesaredevelopedanddrivedecisionmaking. 4.A.2:Themission,visionandvaluescanbearticulatedbyallstakeholdergroups

involvedwiththeschool.4.B:Theschoolenvironmentsupportsstudentlearning.

4.B.1:Thelearningenvironmentissafeandorderly. 4.B.2:Teachersbelievethatallstudentscanlearn. 4.B.3:Allstaffhavehighexpectationsforstudentlearningandbehavior. 4.B.4: Behavioralplansareclearlyarticulated,consistentandunderstoodbyall

stakeholdergroups. 4.B.5:Staffcollaborateandworktogethertomeetstudents’needsandsupport

studentlearning. 4.B.6:Instructionalmaterialsaredisplayedtofacilitatestudentlearning. 4.B.7:Theschool’sdailyschedulesupportsstudentlearning.

4.C:Highstandardsofprofessionalbehaviorareexhibitedbyallstaff.

4.C.1:Leadersintheschoolarerecognizedfortheirexpertise. 4.C.2:Teachersandstafffulfillclearlyassignedresponsibilities. 4.C.3:Teachersandstaffcanclearlyidentifytheinstructionalleader(s).

4.D:Allstakeholdersintheschooltreateachotherwithmutualrespect.

4.D.1:Allteachersandstaffdemonstraterespecttowardeachotherandtostudents. 4.D.2:Studentsdemonstraterespecttoteachers,staffandguests. 4.D.3:Clearcommunicationisevidentacrossallstakeholdergroups.

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Appendix A Revised 2014 

FOCUSAREA5:ACADEMICOUTCOMESTeachingandlearningarethecorecomponentsofasuccessfulschool.WithcontinuedemphasisonaccountabilityatbothnationalandstatelevelsandtheadoptionofnewStateStandardsandtesting,itisimperativethatschoolsinvestinaclearlydefined,highqualitycurriculum,engageinindividualizedplansforeachlearner,consistentlyutilizeassessmenttoolsthatarereliableandvalid,engageallmembersoftheteachingteamintheuseofassessmentdatatomaximizestudentsuccess,andeffectivelymeettheneedsoflearnerswithspecialneeds. 5.A: Teachersfeelsupportedbytheadministration.

5.A.1: Allstaffhaveaclearunderstandingoftheirjobresponsibilitiesandexpectations.

5.A.2: Teachersreceiveeffectivefeedbackandguidanceoninstructionalpractice. 5.A.3: BeginningteachersaresupportedthroughaMentoringPlan.

5.B: Theschoolhasaclearlydefined,highqualitycurriculum.

5.B.1:Curriculumisalignedtostatestandards. 5.B.2:Curriculumalignswiththethemedescribedintheschoolcharter. 5.B.3:Highqualityinstructionalmaterialsareavailabletosupportthecurriculum. 5.B.4:Goalsandobjectivesareclearlyarticulated.

5.C: Instructionalpractices,includingtheuseoftechnology,meettheneedsofall

learners.

5.C.1:Teachersutilizegoodinstructionalstrategiesinlessondelivery. 5.C.2:TheTitleIPlaniseffectiveinsupportingstudents’needs. 5.C.3:Ongoingprofessionaldevelopmentsupports"bestpractices"andstudent

learning. 5.C.4:Technologyuseisevident,ofhighquality,andsupportsstudentlearning.

5.D: Assessmentisusedeffectivelytosupportstudentlearning.

5.D.1:Dataisusedtoguideinstruction. 5.D.2:Classroomassessmentsareeffectiveinassessinglearningandstudents’

needs.

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Appendix A Revised 2014 

5.E: Theschoolhasaneffectivespecialeducation(SPED)program.

5.E.1:TheSPEDprogramiscompliantwithstateandfederallaws. 5.E.2:StafffollowamandatedprocessforidentifyingandsupportingSPED

students. 5.E.3:DeliveryofSPEDservicesmeetsstudents’needs.

FOCUSAREA6:FINANCESFinancialstabilityiscriticalandisoneofthekeyfactorsthatpreventsaschoolfromachievingitsmissionandvision.Duetotheneedforstart‐upfunding,buildingneeds,andthehighcostsassociatedwithanewbusinessventure,theearlyyearsofacharterschool,especiallyforschoolsgrowingbyonegradelevelannually,canbeverychallenging.Oversightoffinancesiscrucial,isaprimaryfocusfortheGoverningBoardandmustbemonitoredcarefully,transparentlyandpublicallyatfederal,stateandlocallevels. 6.A: Theschoolbudgetsupportsstudentlearning.

6.A.1:Theschoolhassufficientresourcestosupportoperations. 6.A.2:Theschooladherestoabalancedbudget. 6.A.3:TheAnnualSecretaryoftheBoardReport(ASBR)showsanunrestricted

endingfundbalancethatexceedsstateminimums.6.B:Financialrecordsareefficientlymaintained.

6.B.1:Monthlyfinancialstatementsareaneffectiveaccountabilitymeasure. 6.B.2:Monthlyfinancialstatementsareclearlypresentedtoandreviewedbythe

BoardofDirectors 6.B.3:Theboardhasestablishedasystemofchecksandbalancestoensurethatall

fiscalissuesarecarefullymonitored.6.C:AnnualAudit

6.C.1:Theannualaudit,withdocumentedBoardapproval,issubmittedonorbeforeDecember31perstateregulations.

6.C.2:TheannualauditmeetsregulatoryrequirementsestablishedbyDESE. 6.C.3:Thefindingsoftheauditarepublishedwithin30daysfollowingreceiptofthe

audit,asperregulatoryrequirements. 6.C.4:Theauditdoesnotincludeanymaterialfindings.

1 

EAGLE 2014 Board Survey  

AppendixB

EAGLECollegePrepApril2014BoardSurveyResults

Basedonresponsesfromfiveboardmembersunlessotherwiseindicated.BOARDFUNCTIONSCharterboardsfulfillanumberofrolesfortheschoolstheysupport.Pleaserateyourboardonthefollowingkeyresponsibilitiesbycirclingoneoftheratingsonthescale.

Poor BelowAverage Average AboveAverage Excellent 1 2 3 4 5

Question

Range

Mean

StandardDeviation

1. Clarifyingtheschool’smissionandvision 2‐4  3.6  .89 

2. Strategicplanningandgoalsettingfortheschool 2‐5  3.4  1.14 

3. Resolvingkeystrategicorpolicyissues 2‐5  3.6  1.14 

4. Developingthefinancialresourcesneededtosupportstudentperformanceandschoolsuccess 2‐4  3.2  .837 

5. Overseeingfinancialperformanceandensuringfinancialsolvency 3‐5  4.2  .837 

6. Understandingcharterschoollaw 2‐5  3.4  1.14 

7. Ensuringlegalandethicalintegrity 2‐5  4.2  1.3 

8. Trackingandassessingacademicperformanceoftheschoolbasedonthemission,vision,andchartergoalsn=4

2‐3  3.3  1.26 

9. Developingtheschool’sExecutiveDirector/CEOn=3 2‐5  3.3  .577 

10. Evaluatingtheschool’sExecutiveDirector/CEOn=3 2‐4  2.3  .577 

11. DevelopingtheHeadofSchool/Academicleader/Principal 3‐5  4.0  1.0 

12. EvaluatingtheHeadofSchool/AcademicLeader/Principal 2‐5  3.2  1.3 

2 

EAGLE 2014 Board Survey  

COMMENTS:MajorThemesforBoardFunctions

Regularassessmentisoccurring,butextensivedatanotavailabletodate. EEIhasbeensuccessfulintermsofobtaininggrantsandmanagingfunds;Boardrolein

securingadditionalfinancialresourceswillbeemphasizedin2014‐15. TheBoardneedstoevaluatetheperformanceofEEI,theEEIregionaldirectorandprincipal. Thereisaconcernregardingtransparencyandsunshineregulations. TheBoardneedstomaintaintrueoversightoftheschool–bettercommunicationand

willingnesstolookbeyondthebestinterestsofEEI.

3 

EAGLE 2014 Board Survey  

BOARDPROCESSESEffectivecharterboardshaveprocessesthatmaximizetheiroperations,thusoptimizingtheeffectivenessoftheschoolcommunity.Pleaseratetheprocessesofyourboardbycirclingoneoftheratingsonthescale.

Poor BelowAverage Average AboveAverage Excellent 1 2 3 4 5

Question

Range

Mean

StandardDeviation

1. Identifying,cultivating,andintegratingnewboard

membersbasedontheneedsoftheschool(background,diversity,expertise,etc.)

3‐5  4.0  1.0 

2. Providingcharterschoolorientationandtrainingfornewboardmembers 2‐5  3.4  1.14 

3. Utilizingboardcommitteeseffectivelyandefficiently(committeesfulfillingtheiridentifiedrolesandresponsibilities)

2‐5  3.6  1.34 

4. Reviewingboardmeetingagendasandrelatedmaterialsinatimelymannerinpreparationformeetings

3‐4  3.6  .548 

5. Runningboardandcommitteemeetingswell(e.g.,start/endontime,givemembersachancetoengageinissues,andensureallvoicesareheard)

3‐5  4.4  .894 

6. Selecting,developingandevaluatingtheboardchairn=2 2‐2  2.0  .000 

7. Selecting,developingandevaluatingschoolleaders 2‐5  3.2  1.304 

8. Utilizingdatatomakestrategicandoperationaldecisionsfortheschool 1‐5  3.2  1.643 

9. Monitoringfiscaloperations,includingdevelopingandapprovingabudgetmonitoringexpenses,andoptimizingcashflowforallfundingandexpensestreams,

2‐5  4.0  1.225 

10. Ensuringtheboardandschoolareincompliancewithallrequiredlawsandpolicies(conflictofinterest,backgroundchecks,whistleblower,non‐discrimination,records,insurance,etc.)

3‐5  4.4  .894 

4 

EAGLE 2014 Board Survey  

COMMENTS:MajorThemesforBoardProcesses

Question6doesnotappearrelevantastheboardchairwasselectedanddevelopedtheboard. Theboard,undertheleadershipofthechair,hasexcelledatQs8,9,and10. Anewrecruitingeffortisunderway;wearetoosmallforcommitteestructures. BoardmembersareaskedtoattendMCPSA’sboardtrainingworkshops. TheDiversityCommitteedidfunctioneffectively. Therearenowstrategiesinplaceforthehiringofschoolleaders. EEImakesexcellentuseofdataandanalysis;theboardneedstoseemoreofthisintermsof

formalreports;informationisobscuredresultinginlackoftransparency. TreasurerisdoinganexcellentjobworkingwiththeDirectorofOperationstobesurethat

financialreportingistransparentandisinaformatthatfitsDESE’sexpectations. Thechairmakesdecisionswithoutpresentingitemstotheentireboardtogainconsensus.

5 

EAGLE 2014 Board Survey  

SHORT‐TERMPRIORITIESPartIIIofthissurveyisdesignedtohelpboardsidentifywheretheymayrequirefuturesupport,training,orguidance.Pleaseindicateforeachofthefollowingpotentialgoalswhetheryouconsiderthemlow,mediumorhighpriority.

LowPriority MediumPriority HighPriority 1 2 3

Question

Range

Mean

StandardDeviation

1. Clarifyingtheorganization’smission,visionand

strategicgoals 2‐3  2.4  .548 

2. Evaluatingboardperformancetoensurecontinuousimprovement 1‐2  1.8  .447 

3. Developing,addingorreplacingboardmembers 1‐3  2.2  .837 

4. Developing,addingorreplacingschoolleaders 1‐3  2.2  .837 

5. Developingfinancialresourcestosupporttheschool 1‐2  1.8  .447 

6. Improvingfinancialstability 1‐2  1.4  .548 

7. Assessingandimprovingacademicperformance 1‐3  2.2  .837 

8. Developingstrategiesforrecruitingandretaininghighqualityteachersandstaff 1‐3  2.4  .894 

9. Meetingalllegalandpolicyrequirements(specifyneedsbelow,ifdesired) 1‐3  2.0  1.00 

10. Planningforfacilities 1‐3  2.4  .894 

11. Consideringexpansionorreplicatorschools 2‐3  2.8  .447 

12. Preparingforrenewalofthecharter 1‐2  1.4  .548 

COMMENTS:MajorThemesforShort‐TermPriorities

Weareinan“establishment”phase–manyofthesequestionsaredifficulttoanswer. Wehavedevelopedschoolandboardpolicywithlittletimeremainingforboarddevelopment,

recruitmentandevaluation. Adequatefocustofiscaloversight. Boarddevelopmentandlong‐termstrategywillbepossibleafterthisfirstyear. Clarificationof“HighPriority”forthissectionofthesurvey;maybetheresultsofcurrent

needs,notthatwearestrugglingorneedassistance(e.g.,openinganewschoolin2015).

1 EAGLE 2014 Staff Survey 

AppendixC

EAGLECollegePrepApril2014StaffSurveyResults

Basedonresponsesfromfourstaffmemberswithzerotofiveyearsdoingtheircurrentorsimilarjobs,andzerototwoyearsatCarondelet.PartI:Pleaseanswerthefollowingquestionsusingthe5‐pointscalebelow:

5 4 3 2 1stronglyagree agree neutral disagree stronglydisagree

Question

Range

Mean

StandardDeviation

1. The school environment supports student learning. 3.5-5 4.5 .866 2. The school environment is safe and orderly. 3.5-5 4.5 .866 3. Staff at this school believe that all students can learn. 4-5 4.7 .577 4. The school’s daily schedule supports student learning. 4-5 4.7 .577 5. Staff at this school have high expectations for student learning. 4-5 4.7 .577 6. Staff at this school have high expectations for student behavior. 3.5-5 4.5 .866 7. Staff at this school have necessary supplies (i.e. paper, markers)

to support learning. 4-5 4.3 .577

8. Staff at this school have the necessary technology to support learning.

4.5-5 4.8 .289

9. Students are actively engaged in their learning. 4.5-5 4.8 .289 10. Policies/procedures for student behavior management are

consistently communicated. 2.5-5 3.8 1.258

11. Policies/procedures for student behavior management are consistently implemented.

2-5 3.7 1.528

12. Staff at this school feel supported by school administration. 2.5-5 3.5 1.322 13. School administrators effectively communicate staff expectations.

2-5 3.7 1.528

14. School administrators effectively communicate student expectations.

3-5 4.3 1.155

15. Staff at this school receive effective administrator feedback on job performance.

2.5-5 3.5 1.323

16. The administrative staff exhibits high standards of professional behavior.

1.5-5 3.8 2.021

17. Administrators exhibit strong leadership skills. 1.5-5 3.5 1.803 18. Good communication exists between all stakeholders. 2-5 3.7 1.528 19. All stakeholders in the school treat each other with mutual

respect. 2-5 4.0 1.732

2 EAGLE 2014 Staff Survey 

PartII:Describethecultureofyourschool–MAJORTHEMES

• Lovingatmospherewithhighacademicandbehavioralexpectationswithafocusoneverystudent.• Highlevelsoftensionamongcertainstaffmembers.Thisisprimarilyduetolackofcommunication

andunclearexpectations.• Concernsaboutleadershipandinconsistencybetweentheschoolleaders.• Teachers,studentsandfamiliesarestrengths.

PartIII:Additionalcomments–MAJORTHEMES

• ThankstoMUforsupportandsponsorship.• Greatpotential–weneedeffectiveleaders.Strongcommitmenttoschool,futuresuccessand

willingnesstoimprove.

1 

EAGLE 2014 Teacher Survey  

AppendixD

EAGLECollegePrepApril2014TeacherSurveyResults

Basedonresponsesfrom12teacherswith1–15yearsofteachingexperienceandallfirstyearteachersatEAGLE.PartI:Pleaseanswerthefollowingquestionsusingthe5‐pointscalebelow:

5 4 3 2 1stronglyagree agree neutral disagree stronglydisagree

Question

Range

Mean

StandardDeviation

1. The school environment supports student learning. 3‐5 4.2 .5772. The school environment is safe and orderly 4‐5 4.3 .4523. Teachers at this school believe that all students can learn. 4‐5 4.8 .4524. The school’s daily schedule supports student learning. 3‐5 4.4 .6695. Teachers at this school have high expectations for student learning. 4‐5 4.8 .4526. Teachers at this school have high expectations for student behavior. 3‐5 4.3 .6907. Teachers at this school collaborate to improve student learning. 2‐5 3.9 1.0008. Teachers utilize effective instructional strategies in lesson delivery to

promote student learning. 3‐5 4.1 .793

9. Teachers utilize assessments to evaluate student progress and to guide instruction.

3‐5 4.3 .778

10. The school has a clearly defined, high quality curriculum. 1‐5 3.6 1.36211. Goals and objectives are clearly articulated 3‐5 4.1 .79312. The Title I plan is effective in supporting student needs. 1‐4 2.6 1.02713. Staff follow a mandated process for identifying and supporting

special education students. 3‐5 3.8 .622

14. The delivery of special education services meet students’ needs. 1‐5 3.3 1.28715. On-going professional development supports best practices and

promotes student learning. 2‐5 3.8 .965

16. Teachers at this school have necessary supplies (i.e. paper, markers) to support learning

3‐5 4.2 .835

17. Teachers at this school have necessary instructional materials (i.e. textbooks) to support learning.

2‐5 3.8 .965

18. Teachers at this school have the necessary technology to support learning.

4‐5 4.7 .492

19. Students are actively engaged in their learning. 3‐5 4.1 .51520. Policies/procedures for student behavior management are consistently 2‐5 3.4 .793

2 

EAGLE 2014 Teacher Survey  

communicated. 21. Policies/procedures for student behavior management are consistently

implemented. 2‐5 3.4 .996

22. Teachers at this school feel supported by school administration. 3‐5 4.0 .85323. School administrators effectively communicate teacher expectations. 2‐5 3.8 1.11524. School administrators effectively communicate student expectations. 2‐5 4.2 1.03025. Teachers at this school receive effective administrator feedback and

guidance on instructional practice 1‐5 3.4 1.240

26. The administrative staff exhibits high standards of professional behavior.

3‐5 4.3 .778

27. Administrators exhibit strong leadership skills. 2‐5 4.1 1.08428. Good communication exists between all stakeholders. 2‐5 3.7 .77829. All stakeholders in the school treat each other with mutual respect. 3‐5 4.0 .739 PartII:Describethecultureofyourschool–MAJORTHEMESPositiveComments

Orderly,caring,highexpectations.,student‐orientedanddiverse. Values–5Ls:Leading,learning,lasting,loving,andlaughing. Schoolcultureisfocusedonstudentlearningandhighexpectationsandexcellence. Studentbehaviorsareminimizedthroughproactiveplanning. Staffcommunicatestostudentswithaunifiedmessage;mostlyeffective. Sharedresponsibilityandcommunitybuilding;positiveatmosphereanddesiretobuildasuccessful

school. Evenwithstruggles,staffisverylikemindedandsupportiveofeachother Agreatplacetoworkandlearn.

AreasofConcern

LimitedresourcesforbehaviorissuesandSPED. Thecultureoftheschoolisstillaworkinprogress. Buy‐infromstudentsnotascohesiveasdesired.

PartIII:Additionalcomments–MAJORTHEMES

HowwillMUsupportandhelpEAGLECollegePreptoimprove? SPEDisanareathatneedstobeaddressed;caseloadishighanddifficulttomanage.