Mystic Valley Regional Charter School Mystic Valley... · 8/1/2019 · • MVRCS again found itself in the U.S. News & World Report rankings, ranked 11th within Massachusetts, 27th

Mystic Valley Regional Charter School

A N N U A L R E P O R T

SCHOOL YEAR 2018-2019

4 Laurel Street

Malden, MA 02148

www.mvrcs.com

Alexander J. Dan, Director/Superintendent

(781) 338-0222

[email protected]

August 1, 2019

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TABLE OF CONTENTS

Introductory Description of the School ...................................................................................................................... 3

Letter from the Director/Superintendent .................................................................................................................. 4

School Performance and Program Implementation .................................................................................................. 6

Faithfulness to the Charter .......................................................................................................................................... 6

Academic Program Success ....................................................................................................................................... 10

Organizational Viability ............................................................................................................................................. 22

Appendix A: Accountability Plan Obejctives and Measures .................................................................................... 27

Appendix B: Recruitment and Retention Plan ......................................................................................................... 29

Appendix C: School and Student Data Tables .......................................................................................................... 36

Appendix D: Additional Required Information ........................................................................................................ 38

Attachment A: MCAS Weighted Results .................................................................................................................... 39

Attachment B: Organizational Chart ........................................................................................................................... 44

Attachment C: Promotional Materials ...................................................................................................................... 45

Attachment D: High School SAT Analysis ................................................................................................................. 49

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INTRODUCTORY DESCRIPTION OF THE SCHOOL Mystic Valley Regional Charter School (MVRCS) is located in Malden, Massachusetts. The school was founded in 1998 and is completing its twenty-first year of operation. The school’s current charter term is for the period from 2018 to 2023. The school received an unconditional renewal to its charter in 2018. The school is chartered for Grades K through 12. MVRCS is a regional school and draws students from six cities and towns: Everett, Malden, Medford, Stoneham, Melrose, and Wakefield. The school has an enrollment cap of 1,900 students and the total enrollment as of June 1, 2019 was 1,568.

Mystic Valley Regional Charter School Type of Charter Commonwealth Location Malden

Regional or Non-Regional? Regional Districts in Region Malden, Melrose, Medford, Stoneham, Wakefield, Everett

Year Opened 1998 Year(s) Renewed 2003, 2008, 2013, 2018

Maximum Enrollment 1,900 Enrollment (June 1, 2019)

1,568

Chartered Grade Span K-12 Current Grade Span K-12

# of Instructional Days per school year

200 Students on Waitlist as of June 1, 2019

1,799

School Hours 8:00 am to 3:30 pm Age of School 21

Mission Statement The mission of the Mystic Valley Regional Charter School is to provide the opportunity of a world class education characterized by a well-mannered, disciplined and structured academic climate. Central to Mystic Valley’s academic environment is the incorporation of selected core virtues and the fundamental ideals of our American Culture, which are embodied in the Declaration of Independence and the United States Constitution.

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LETTER FROM THE DIRECTOR/SUPERINTENDENT Dear MVRCS Parents, Guardians, and Families, On behalf of the entire leadership team, our teachers, and our staff members, thank you for your participation, involvement, and collaboration during the 2018-2019 school year. It was wonderful to see such active support from the parent community as we recognized the sizeable accomplishments of our talented and motivated students, as they are evidence of the success of the school at large. Just last year, our students and school were recognized extensively. Here are a few selected highlights.

• MVRCS again found itself in the U.S. News & World Report rankings, ranked 11th within Massachusetts, 27th in New England and within the top 500 nationally. The rankings included data on more than 23,000 public schools in all 50 states and the District of Columbia. Massachusetts was once again the most well-represented state.

• MVRCS made significant and marked progress in a number of key metrics that drive college admissions. SAT scores rose by 11% over the last two years, culminating in an average score of 1209 this year. Four members of the Class of 2018 (almost 5%) earned scores of 1,500 or greater (out of 1,600) on the SAT.

• Eleven of MVRCS’s 88 graduates earned the prestigious International Baccalaureate (IB) Diploma. Fifty-two percent of the students eligible for the IB Diploma earned it.

• Seniors Kris Vu, Lily Rhuda, and Jonah Crain were named commended students from the National Merit Scholarship program.

• Seniors Talia Mamayek and Steve Nguyen were nominated by the State of Massachusetts for the United States Presidential Scholars Program. Steve has advanced to the semi-finalist stage, making it the second time in as many years a MVRCS student achieved the distinction. Steve was one of 621 semifinalists advancing from an initial field of 5,200 students from across America.

• Our High School Quiz Bowl team qualified for the High School Quiz Show Season 10. We were one of 16 teams in the state of Massachusetts that qualified for this televised event.

• Junior Mary Callanan finished in the top 7 in the 14th Annual Statewide Poetry Out Loud Finals at the Massachusetts Statehouse. The competition saw 20,000 entries, with 25 semifinalists and seven finalists.

• Freshman Darnelle Felisier claimed victory in the prestigious Scholastic Art and Writing Awards, receiving the Gold Key prize. In existence since 1923, the award committee accepted some 350,000 entries.

• Sixty-one percent of seniors were awarded the John and Abigail Adams Scholarship, one of the strongest results in this area in our school’s history.

• MVRCS students once again took part in experiences away from Malden and their classrooms with all grades taking educationally-enriching field trips tied directly to curriculum and the school’s mission. A group of high school students ventured to Europe, while eighth-grade students visited Washington, D.C.

• Seven MVRCS juniors received medals as a result on their performance on the National Spanish Exam.

• MVRCS students Jaime Cochran, Alexa Gibson, and Grace Sacco attained Honorable Mention recognition in Massachusetts’ National History Day Contest and Celebration. The group’s project centered on the Boston Small Pox Epidemic of 1721.

• MVRCS athletic teams won a combined 8 CAC titles and nine continued their season in MIAA post-season play. The swim team, led by senior and future Division I swimmer Jake Williams, has now earned the league title for 13 consecutive years.

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As an academically rigorous school that emphasizes moral development through character education, as expressed and realized within our country’s founding documents, it has been wonderful to watch this year as so many of our students have taken advantage of the opportunities provided to them by the school. June’s Virtues of the Month, wonder and hope, are certainly visible everywhere you look at MVRCS. The young men and women that emerge from MVRCS after completing the entirety of the 13-year program never cease to amaze me. With wonder and hope in mind, I would like to share with you some timely and applicable remarks from the Class of 2019’s Valedictorian Kris Vu and Salutatorian Christina Bibilos, delivered at our Commencement ceremony in early June. Kris, a Malden native who will attend MIT this fall, anchored his remarks in character: "All these virtues—respect, responsibility, perseverance, friendship, gratitude, and so many others—were not borne solely out of the 30 minute period between 8:00 and 8:30 each day, but rather from the daily experiences from our time as a part of this school...Every time you wake up, whether you’re across the country or across the city, remind yourself that the world is terrifying, but so are you. Never be afraid. So tonight, sleep. Rest. But then tomorrow, wake up, and Dream Big." Future Boston University student and Medford resident Christina found inspiration in The Lion King, channeling the wisdom of Rafiki in her closing lines and linking them to her experience at MVRCS. "'The past can hurt, but you can either run from it or learn from it.' Choose the latter so that you can find your happily ever after.” Regardless of what your children do or where they go this summer, I urge you to encourage them to channel the sentiments of Kris and Christina by never losing sight of the transformative impact of living a life of virtue and character. Whether this is your first or twenty-first year as a parent in our school community, I would like to express my profound gratitude to you for supporting our mission of providing every child with the opportunity to receive a world-class education. Sincerely,

Alexander J. Dan Director/Superintendent Mystic Valley Regional Charter School

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SCHOOL PERFORMANCE AND PROGRAM IMPLEMENTATION

There were no changes in the 2018-2019 school year.

FAITHFULNESS TO THE CHARTER

MISSION AND KEY DESIGN ELEMENTS

The mission of the Mystic Valley Regional Charter School is to provide the opportunity of a world class education characterized by a well-mannered, disciplined and structured academic climate. Central to Mystic Valley’s academic environment is the incorporation of selected core virtues and the fundamental ideals of our American Culture, which are embodied in the Declaration of Independence and the United States Constitution. The school is faithful to its mission and educational philosophy through its consistent implementation of its academic curriculum and its attention to character education and standards of conduct. The school’s curriculum and method of instruction provide highly rigorous academic opportunities for each student. Beginning with Direct Instruction in its early grades, which researchers conducting exhaustive studies over multi-year periods have concluded is the most effective early reading instruction program for students from widely disparate backgrounds, and moving into the sequential and nationally-recognized Core Knowledge Program and Saxon Math, MVRCS’s students undertake an explicit and rigorous academic program. The school’s Great Books program for literature in the middle years through early high school provides a comprehensive liberal arts backbone for the curriculum. Opportunities continue into the later high school years with the internationally-renowned and demanding International Baccalaureate (IB) Program. MVRCS’s selection of educational systems define how the school provides each student with the opportunity for a world class education. Attention to the formation of good manners is part of every school day, both through the assertive discipline program (card system and accountability plan), daily character education classes, and positive rewards for exemplary behavior. This attention to manners and character integrates with the academic program to create a well-mannered, disciplined, and structured academic climate. Core virtues and fundamental ideals such as citizenship and community service are consciously incorporated in unit plans, facilitated by the use of a web-based curriculum mapping system. Teachers are prompted to identify the manner in which foundational virtues appear within their various lessons. In addition, the ideals are promoted through the Student Action Service program and mandatory community service requirements for graduation in Grades 7 through 12. Character education classes focus on the meaning and value of key holidays and celebrations (e.g., Martin Luther King Day, Flag Day, Washington’s Birthday, Lincoln’s Birthday, Constitution Day, Veterans Day) and other important virtues outlined in the Parent/Student Handbook. MVRCS underscores the importance of the United States of America’s foundational documents, the Declaration of Independence and the United States Constitution, through symbolic displays appearing in every classroom, campus-wide. All students are exposed to civics-based curricula in character education courses, and this content is purposefully integrated into all of the school’s academic and extra-curricular offerings. MVRCS’s American Heritage Week assists its students in understanding the nature and extent of American exceptionalism. Special projects and programs are held in MVRCS’s lower school (Grades K through 8), while guest speakers with expertise in American history are invited to engage our high school-age students. MVRCS provides teachers with various opportunities for professional development on these topics (e.g., speakers, interactive readings, opportunities for seminars).

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MVRCS believes that its mandate is to assist students in purposefully integrating all components of its mission statement into their daily lives. To assist in accomplishing this goal, students in Grades K through 8 memorize the mission statement and recite it daily. This simple act serves as a conscious, omnipresent reminder about why we exist. In addition to a daily recitation of the mission statement, MVRCS students perform a historically relevant song (Grades K through 6) or excerpt from a speech or foundational American document (Grades 7 through 12). The Board of Trustees, with input from members of the MVRCS community, developed eight strategic objectives for the coming years: 1) Grow Enrollment to 1900 Students, 2) Institute a Sustainable Financial Program, 3) Develop Facilities to Meet our Future Needs, 4) Instill the Mission and American Identity, 5) Build a Strong Alumni Association to Further the Mission of MVRCS, 6) Maintain a Business Approach to School Management, 7) Provide the Opportunity of a World Class Education, and 8) Achievement of Excellence in Extra-Curricular and Athletic Programs. The Leadership Team is charged with seeing that these objectives come to fruition.

AMENDMENTS TO THE CHARTER

Date Amendment Requested Pending or Approved?

June 2019 Update to Accountability Plan to coincide with new charter term.

Pending

ACCESS AND EQUITY: DISCIPLINE DATA

http://profiles.doe.mass.edu/ssdr/default.aspx?orgcode=04700000&orgtypecode=5&=04700000&

2017-18 Student Discipline Student Group Total

Number of Students

Students Disciplined

Percent In-School

Suspension

Percent Out-of-School

Suspension

Percent Emergency

Removal All Students 1,584 77 4.0 1.8 0.0 EL 40 3 Economically Disadvantaged

345 25 5.8 3.5 0.0

Students with Disabilities

220 31 10.9 7.3 0.0

High Needs 549 47 6.7 4.2 0.0 Female 795 15 1.8 0.4 0.0 Male 789 62 6.2 3.3 0.0 American Indian or Alaska Native

5

Asian 309 5 African American/Black

272 30 9.6 3.7 0.0

Hispanic/Latino 148 7 4.1 1.4 0.0 Multi-race, Non-Hispanic/Latino

67 3

White 783 31 2.9 1.8 0.0

http://profiles.doe.mass.edu/ssdr/default.aspx?orgcode=04700000&orgtypecode=5&=04700000&

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The mission of the Mystic Valley Regional Charter School is to provide the opportunity of a world class education characterized by a well-mannered, disciplined and structured academic climate. Central to Mystic Valley’s academic environment is the incorporation of selected core virtues and the fundamental ideals of our American Culture, which are embodied in the Declaration of Independence and the United States Constitution. The school is faithful to its mission and educational philosophy through its attention to character education and standards of conduct. Attention to the formation of good manners is part of every school day, both through the assertive discipline program (card system and accountability plan), daily character education classes, and positive rewards for exemplary behavior. This attention to manners and character integrates with the academic program to create a well-mannered, disciplined, and structured academic climate. As per its Mission and the Assertive Discipline model, MVRCS is obliged to hold its students accountable for behaving in a manner not conducive to sustaining a structured academic climate when necessary. Students are, therefore, expected to uphold high standards for respectful behavior and to demonstrate positive character traits within the school community. While MVRCS’s policies and procedures do not focus on the issuance of suspensions as a preliminary step, suspensions are an important part of remediating behaviors that compromise a student’s ability to achieve academic excellence and growth. The school’s perspective is that suspensions are necessary in cultivating and sustaining an academic climate that provides all students with the opportunity to succeed academically. The data shown below demonstrates that the school, when compared to its sending districts as a weighted average based on enrollment, suspends its students at a rate that is lower than what would be expected. This is despite the elongated school day and year (more than 10% more school days than a traditional public school). Also of note is the average number of days out of class for students who were suspended during the 2017-2018 school year, 1.79. Being that most suspensions at MVRCS are of the in-school variety where students have access to teaching staff, this figure demonstrates that the actual academic learning time for the average student who is assigned a suspension is minimal.

FIGURE 1: AVERAGE SUSPENSION RATE OF MVRCS COMPARED TO SENDING/LOCAL DISTRICTS (ALL

STUDENTS)

All Students

% of All

Students

2018

% of All

Students

2018

ALL % In-

School

Suspension

2018

ALL % Out-of-

School

Suspension

2018

Suspension

Average

MVRCS 4.0 1.8 2.9

Everett 13% 13% 2.6 3.2 2.9

Malden 41% 41% 2.8 3.2 3.0

Medford 12% 12% 0.3 3.6 2.0

Melrose 14% 14% 0.5 0.5 0.5

Saugus 5% 5% 5.2 3 4.1

Stoneham 4% 4% 0.0 2.0 1.0

Wakefield 4% 4% 1 2.4 1.7

Everett 0.3% 0.4%

Malden 1.2% 1.3%

Medford 0.0% 0.4%

Melrose 0.1% 0.1%

Saugus 0.2% 0.1%

Stoneham 0.0% 0.1%

Wakefield 0.0% 0.1%

Total 1.9% 2.6% 2.2%

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DISSEMINATION EFFORTS

Best Practice Shared

Vehicle for Dissemination

Who at the school was involved with the dissemination efforts?

With whom did the school disseminate its best practices?

Result of dissemination

A mandatory annual community service requirement for students in Grades 7-12

Students actively involved in local volunteerism and civic activity

Director of Student Youth Services, various other faculty members involved in local community service projects

Numerous community members and local organizations, including the Bread of Life, planning committees for Independence Day celebrations, park cleanups with city groups, and utility box paintings in conjunction with the Malden Cultural Council

Community members are familiar with MVRCS students and recognize the school’s commitment to actively developing participatory citizenship within its student body

Overview, details of MVRCS’s science curriculum and evaluation strategies

Participated in Department of Elementary and Secondary Education review panel for updated Massachusetts Science and Technology/ Engineering Standards

High School Biology teacher

Department of Elementary and Secondary Education review panel

Input with regard to the direction of further standards revisions

Use of Direct Instruction in K-8 program

Participating in various National Institute for Direct Instruction events

Various administrators and teachers

Numerous schools attending annual National Core Knowledge Conference

Ongoing collaboration and sharing of resources with Core Knowledge schools

Variety of best practices based on Mission and Key Design Elements

Rapid development and extensive use of school’s social media presence

Leadership Team members, teachers, public relations manager

Current and prospective parents/guardians, teachers, students, community members, and social media followers

Consensus building within the school community and the community at large

Curriculum model, extended school day/year, assertive discipline

Leadership Team membership/ participation in various service organizations within Malden

Three members of the Leadership Team, two faculty/staff members

Membership in service organizations

Building community knowledge of—and support for—institutional practices in the area of curriculum, instruction, and management

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Broad range of school practices shared

Quarterly meetings

Superintendent/ Director, Interim Superintendent/ Director, Professional Development Coordinator

Malden school leaders (Malden Public Schools, Malden Catholic, Cheverus) and mayor of Malden

Cultivation of a network of educators within the City of Malden; ongoing mutual correspondence and collaboration

International Baccalaureate Roundtable Events

Verbal discussion, with documentation

All International Baccalaureate teachers

Peer teachers from all of New England’s IB schools

Cultivation of a professional network, sharing of best practices

ACADEMIC PROGRAM SUCCESS

STUDENT PERFORMANCE

MVRCS’s report card for the 2018-2019 school year may be found at the following URL.

http://profiles.doe.mass.edu/general/general.aspx?topNavID=1&leftNavId=100&orgcode=04700000&orgtypecode=5

Overall Classification Accountability Percentile Progress Toward Improvement Targets 2018 2018 2018

Not requiring assistance or intervention

89% Meeting 51% of Improvement targets MVRCS is showing improvement across most accountability measures.

MCAS - ADDITIONAL ANALYSIS As a school serving students in kindergarten through Grade 12, MVRCS carefully examines MCAS results for each grade level and identified subgroup. Being that they represent the first and last testing cycles for our students (a measure of the effectiveness of the school’s reading acquisition curriculum and the entire curriculum sequence, respectively), MVRCS is particularly attentive to results in Grade 3 and Grade 10.

GRADE 3 ENGLISH LANGUAGE ARTS

The Grade 3 English Language Arts examination provides MVRCS with data to determine the extent of the

effectiveness of the Direct Instruction reading program used in the school’s early grade levels.

Although the combined percentage of students Exceeding or Meeting Expectations decreased in 2018, the change

was not statistically significant (70% in 2017 and 61% in 2018). Only two students in Grade 3 were categorized as

Not Meeting Expectations. MVRCS still outperformed most of its sending districts and outperformed 62% districts

in state, as measured by the combined percentage of students Exceeding or Meeting Expectations. Please see

Appendix A for more details, including a comparative analysis using the weighted average score for MVRCS’s

sending districts. Note: although not part of the school’s chartered district, we include Saugus in this comparative

analysis due to substantial student enrollment.

Also of note is that the combined percentage of students Exceeding or Meeting Expectations within the High Needs

subgroup improved, from 47% in 2017 to 53% in 2018. This subgroup continued to outperform its sending districts,

and was ranked 24th in the state, as measured by the combined percentage of students Meeting or Exceeding Grade

Level Standards.

http://profiles.doe.mass.edu/general/general.aspx?topNavID=1&leftNavId=100&orgcode=04700000&orgtypecode=5

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FIGURE 2: GRADE 3 ELA PERFORMANCE HISTORY BY ACHIEVEMENT LEVEL

FIGURE 3: GRADE 3 ELA PERFORMANCE HISTORY, COMBINED TOP/BOTTOM TWO LEVELS

2018 Next Generation MCAS Achievement Results

District Name Subject M+E % E % M % PM % NM % Avg. Scaled Score Melrose ELA 75 15 59 24 2 512.5

Stoneham ELA 62 18 45 34 4 507.1 Mystic Valley Regional Charter (District) ELA 61 7 54 38 2 505.7

Wakefield ELA 60 7 54 35 4 504.6

Saugus ELA 56 9 47 38 6 503.9 Medford ELA 55 8 48 39 6 504.5

State ELA 52 9 43 41 7 502.2 Everett ELA 41 8 33 45 14 497.1

Malden ELA 41 7 34 48 11 496.3

FIGURE 4: GRADE 3 MCAS SCORES V. SENDING DISTRCTS, ELA, ALL STUDENTS


Rank District Name Subject M+E % E % M % PM % NM % Avg. Scaled Score 112 Mystic Valley Regional Charter (District) ELA 61 7 54 38 2 505.7

FIGURE 5: GRADE 3 ELA STATE RANK BY M+E%

26

37

30

88

56

35

2

11

49

39

1

14

56

30

0

11

56

29

4

14

56

30

0

7

54

38

2

E M PM NM

Grade 3 ELA

2012 2013 2014 2015 2016 2017 2018

63

38

64

37

60

40

70

30

67

33

70

30

61

40

E&M PM&NM

Grade 3 ELA

2012 2013 2014 2015 2016 2017 2018

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FIGURE 6: GRADE 3 ELA DISTRIBUTION SCHOOL V. STATE FOR HIGH NEEDS SUBGROUP


District Name Subject M+E % E % M % PM % NM % Avg. Scaled Score

Mystic Valley Regional Charter (District) ELA 53 5 48 43 5 502.5 Melrose ELA 50 9 41 45 5 501.4

Stoneham ELA 49 10 39 44 7 499.3 Medford ELA 39 4 35 50 11 496.9

Saugus ELA 38 4 34 51 11 496.6 Everett ELA 37 6 30 46 17 494.8

State ELA 34 4 30 53 13 493.8

Malden ELA 32 4 28 53 15 491.8 Wakefield ELA 31 3 28 55 14 493.6

FIGURE 7: GRADE 3 MCAS SCORES V. SENDING DISTRCTS, ELA, HIGH NEEDS


Rank District Name Subject M+E % E % M % PM % NM % Avg. Scaled Score 24 Mystic Valley Regional Charter (District) ELA 53 5 48 43 5 502.5

FIGURE 8: GRADE 3 ELA STATE RANK BY M+E%, HIGH NEEDS

GRADE 3 MATHEMATICS

The Grade 3 Math examination provides MVRCS with data to determine the extent of the effectiveness of the Saxon

Math program used in the school’s early grade levels. The percentage of students at the Exceeding Grade Level

Standards level was stable (9% in 2017 and 7% in 2018). MVRCS outperformed all but one of its sending districts,

and 66% of districts in state, as measured by the combined percentage of students Meeting or Exceeding Grade

Level Standards (or equivalent score categories for the legacy MCAS). Please see Appendix A for more details,

including a comparative analysis using the weighted average score for MVRCS’s sending districts.

Also, the combined percentage of students Exceeding or Meeting Expectations for the High Needs subgroup in

MVRCS’s results improved, from 50% in 2017 to 53% in 2018. This subgroup continued to outperform its sending

districts, and was ranked 28th in the state, as measured by the combined percentage of students Meeting or

Exceeding Grade Level Standards.

100%

75%

50%

25%

0%

25%

50%

75%

100%

2017 2018 2017 2018

School State

Grade 3 ELAAchievement Distribution by Year

Subgroup: High Needs

NM

PM

E

M

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FIGURE 9: GRADE 3 MATH PERFORMANCE HISTORY BY ACHIEVEMENT LEVEL

FIGURE 10: GRADE 3 MATH PERFORMANCE HISTORY, COMBINED TOP/BOTTOM TWO LEVELS


District Name Subject M+E % E % M % PM % NM % Avg. Scaled Score Melrose MATH 70 23 47 24 6 511.5

Mystic Valley Regional Charter (District) MATH 59 7 52 38 3 504.0 Stoneham MATH 57 11 46 34 9 503.0

Medford MATH 54 8 45 38 8 501.8 Saugus MATH 54 12 42 36 11 502.9

State MATH 50 10 40 38 12 500.0 Everett MATH 39 3 36 46 15 494.0

Malden MATH 34 6 28 44 23 490.9

FIGURE 11: GRADE 3 MCAS SCORES V. SENDING DISTRCTS, MATH, ALL STUDENTS

FIGURE 12: GRADE 3 MATH DISTRIBUTION SCHOOL V. STATE FOR HIGH NEEDS SUBGROUP

28

38

26

8

3643

19

3

35 3225

8

4046

114

39 37

19

59

67

24

17

52

38

3

E M PM NM

Grade 3 Math

2012 2013 2014 2015 2016 2017 2018

66

34

79

22

67

33

86

15

76

24

76

25

59

41

E&M PM&NM

Grade 3 Math

2012 2013 2014 2015 2016 2017 2018

100%

75%

50%

25%

0%

25%

50%

75%

100%

2017 2018 2017 2018

School State

Grade 3 Math Achievement Distribution by Year

Subgroup: High Needs

NM

PM

E

M

Page 14 of 50


District Name Subject M+E % E % M % PM % NM % Avg. Scaled Score Mystic Valley Regional Charter (District) MATH 53 0 53 43 5 498.2

Melrose MATH 46 15 31 38 16 497.5 Saugus MATH 42 9 32 39 20 496.8

Medford MATH 38 3 36 48 14 494.2 Everett MATH 36 2 34 47 17 492.2

Stoneham MATH 34 6 29 43 23 491.4

State MATH 33 4 28 46 21 490.9 Malden MATH 26 4 21 47 27 486.9

Wakefield MATH 24 6 18 51 25 487.7

FIGURE 13: GRADE 3 MCAS SCORES V. SENDING DISTRCTS, MATH, HIGH NEEDS


Rank District Name Subject M+E % E % M % PM % NM % Avg. Scaled Score

28 Mystic Valley Regional Charter (District) MATH 53 0 53 43 5 498.2

FIGURE 14: GRADE 3 MATH STATE RANK BY M+E%, HIGH NEEDS

GRADE 10 ENGLISH LANGUAGE ARTS

While the Grade 3 MCAS results are demonstrative of the efficacy of the school’s implementation of the early

curricular programs, the Grade 10 (Grade 9 Science) MCAS examinations provide the school with perspective on

the long-term extent of the effectiveness of its K-12 academic program. Due to MVRCS’s extensive waitlist and

because the school’s attrition and churn rates are significantly lower than most of its sending districts, the school

regards these examinations as generally accurate measures of the school’s full academic program, through Grade

9/10, prior to the start of the rigorous International Baccalaureate (IB) program which is delivered in Grades 11 and

12.

MVRCS’s Grade 10 ELA results were, once again, very strong in 2018. All of the school’s students were

categorized as Advanced or Proficient. Also, MVRCS continued to outperform its sending districts, and was ranked

1st in the state, as measured by the combined percentage of students designated as Advanced or Proficient.

FIGURE 15: GRADE 10 ELA PERFORMANCE HISTORY BY ACHIEVEMENT LEVEL

59

41

0 0

49 51

0 0

60

39

1 0

56

44

0 0

60

40

0 0

85

14

1 0

74

26

0 0

Adv Prof NI W

Grade 10 ELA

2012 2013 2014 2015 2016 2017 2018

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FIGURE 16: GRADE 10 ELA PERFORMANCE HISTORY, COMBINED TOP/BOTTOM TWO LEVELS

2018 MCAS Achievement Results

District Name Subject P+A % A % P % NI % W/F % CPI Ave. SGP

Mystic Valley Regional Charter (District) ENGLISH LANGUAGE ARTS 100 74 26 0 0 100.0 60.8 Melrose ENGLISH LANGUAGE ARTS 96 59 38 2 2 99.1 37.9

Stoneham ENGLISH LANGUAGE ARTS 93 66 27 5 2 97.6 60.7 State Totals ENGLISH LANGUAGE ARTS 91 51 40 6 3 96.2 49.9

Medford ENGLISH LANGUAGE ARTS 90 53 37 7 3 96.0 57.5 Saugus ENGLISH LANGUAGE ARTS 90 25 65 8 2 96.3 36.6

Everett ENGLISH LANGUAGE ARTS 81 41 40 14 5 91.7 56.9

Malden ENGLISH LANGUAGE ARTS 80 34 46 14 6 92.2 40.4

FIGURE 17: GRADE 10 MCAS SCORES V. SENDING DISTRCTS, ELA, ALL STUDENTS


Rank District Name Subject P+A % A % P % NI % W/F % CPI Ave. SGP 1 Mystic Valley Regional Charter (District) ENGLISH LANGUAGE ARTS 100 74 26 0 0 100 60.8

FIGURE 18: GRADE 10 ELA STATE RANK BY P+A%

GRADE 10 MATH

MVRCS’s Grade 10 Math results have remained very strong. The percentage of students at the Advanced level was

stable (82% in 2017 and 80% in 2018), and the percentage of students at the Proficient level increased. All but one

(99%) of the school’s students were categorized as Advanced or Proficient, and no students were categorized as

Warning. MVRCS continued to outperform its sending districts and was ranked 4th in the state, as measured by the

combined percentage of students in the Advanced or Proficient categories.

FIGURE 19: GRADE 10 MATH PERFORMANCE HISTORY BY ACHIEVEMENT LEVEL

100

0

100

0

99

1

100

0

100

0

99

1

100

0

Adv&Prof NI&W

Grade 10 ELA

2012 2013 2014 2015 2016 2017 2018

78

17

50

74

21

50

79

138

0

69

27

4 0

79

16

4 0

82

143 1

80

19

1 0

Adv Prof NI W

Grade 10 Math

2012 2013 2014 2015 2016 2017 2018

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FIGURE 20: GRADE 10 MATH PERFORMANCE HISTORY, COMBINED TOP/BOTTOM TWO LEVELS


District Name Subject P+A % A % P % NI % W/F % CPI Ave. SGP

Mystic Valley Regional Charter (District) MATHEMATICS 99 80 19 1 0 99.7 71.0 Melrose MATHEMATICS 83 58 25 11 6 91.9 42.1

Stoneham MATHEMATICS 79 59 20 17 4 90.9 39.9 State Totals MATHEMATICS 78 51 27 14 8 89.5 49.9

Malden MATHEMATICS 73 46 27 16 11 87.1 45.6 Medford MATHEMATICS 72 44 29 17 11 87.0 50.2

Saugus MATHEMATICS 69 30 39 19 12 84.5 45.7

Everett MATHEMATICS 58 30 28 22 19 77.2 48.0

FIGURE 21: GRADE 10 MCAS SCORES V. SENDING DISTRCTS, MATH, ALL STUDENTS


Rank District Name Subject P+A % A % P % NI % W/F % CPI Ave. SGP 4 Mystic Valley Regional Charter (District) MATHEMATICS 99 80 19 1 0 99.7 71.0

FIGURE 22: GRADE 10 MATH STATE RANK BY M+E%

GRADE 10 SCIENCE

Like ELA and Math, MVRCS’s MCAS Science results have remained strong and stable. Because almost all (94%)

of the school’s students were categorized as Advanced or Proficient, 2018 was the school’s second strongest year

according to Grade 10 Science results, only exceeded by 2017’s exceptional results (98%). MVRCS continued to

outperform its sending districts, and was ranked 17th in the state, as measured by the combined percentage of

students in the Advanced or Proficient categories.

FIGURE 23: GRADE 10 SCIENCE PERFORMANCE HISTORY BY ACHIEVEMENT LEVEL

95

5

95

5

92

8

96

4

95

4

96

4

99

1

Adv&Prof NI&W

Grade 10 Math

2012 2013 2014 2015 2016 2017 2018

29

56

15

0

27

55

18

0

4740

13

0

29

59

12

0

40

52

80

61

37

1 1

5044

60

Adv Prof NI W

Grade 10 Science

2012 2013 2014 2015 2016 2017 2018

Page 17 of 50

FIGURE 24: GRADE 10 SCIENCE PERFORMANCE HISTORY, COMBINED TOP/BOTTOM TWO LEVELS


District Name Subject P+A % A % P % NI % W/F % CPI

Mystic Valley Regional Charter (District) SCIENCE AND TECH/ENG 94 50 44 6 0 97.9 Melrose SCIENCE AND TECH/ENG 84 45 39 15 2 94.3

Stoneham SCIENCE AND TECH/ENG 80 41 39 15 5 91.4

Wakefield SCIENCE AND TECH/ENG 75 27 48 23 2 91.2 State Totals SCIENCE AND TECH/ENG 74 32 43 21 5 89.3

Saugus SCIENCE AND TECH/ENG 68 24 44 29 3 88.5 Malden SCIENCE AND TECH/ENG 66 27 39 26 8 85.5

Medford SCIENCE AND TECH/ENG 66 24 42 30 4 86.3 Everett SCIENCE AND TECH/ENG 61 19 43 31 8 82.0

FIGURE 25: GRADE 10 MCAS SCORES V. SENDING DISTRCTS, SCIENCE, ALL STUDENTS


Rank District Name Subject P+A % A % P % NI % W/F % CPI 17 Mystic Valley Regional Charter (District) SCIENCE AND TECH/ENG 94 50 44 6 0 97.9

FIGURE 26: GRADE 10 SCIENCE STATE RANK BY M+E%

TARGETED INTERVENTIONS

At the beginning of the 2018-2019 school year, the school used student-level MCAS score results to create a personalized MCAS Learning Plan for students in Grade 3 through 10, aligned to the web-based IXL personalized learning program introduced in 2018-2019. This Learning Plan provided parents and students with an extensive and detailed analysis of MCAS results, breaking down performance to the standards level. The school also used this data to identify students for targeted MCAS support programs, encouraging students to work through their learning plans through incentive-based programs and within regularly-scheduled periods within the school day.

The school also performed a further analysis of MCAS scores for all three subject areas, examining different grade levels, subgroups, and domains. Also, cohort and longitudinal comparisons were performed using statistical testing. An example of the work involved in completing this step is below.

FIGURE 27: MCAS LEARNING PLAN EXAMPLE

85

15

82

18

87

13

88

12

92

8

98

2

94

6

Adv&Prof NI&W

Grade 10 Science

2012 2013 2014 2015 2016 2017 2018

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FIGURE 28: EXAMPLE OF MCAS SCORE ANALYSIS

Through this analysis, MVRCS identified which grade levels experienced a decrease in performance. In addition, the school determined which domains were relatively weak. For example, ELA results in Grade 7 drew the school’s attention due to decreased average scaled score, increased percentages of students designated as partially meeting expectations or not meeting expectations, relatively low SGP, and other distinct data trends.

FIGURE 29: SUBGROUP COHORT MULTI-YEAR AVERAGE CPI FOR CLASS OF 2020 ELA (OTHER CLASSES

PRESENT A SIMILAR TREND)

See Attachment A for additional information.

50

60

70

80

90

100

2011 2012 2013 2014 2015 2016 2018

ELA - Subgroup Cohort Multi-Year Average CPI - Class 2020

All

EconomicallyDisadvantagedStudents w/DisabilitiesAfricanAmer./BlackAsian

White

Male

Female

High Needs

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ADDITIONAL DATA DEMONSTRATING PROGRESS

IOWA TEST OF BASIC SKILLS (ITBS)

Assessment Name: Iowa Test of Basic Skills Grades Assessed: K-9

Date Implemented: Fall 2018, Spring 2019 Date Discontinued: N/A

Description of Achievement Trends: The Iowa Test of Basic Skills (ITBS) is a standardized external assessment MVRCS uses to measure individual- and aggregate-level growth. MVRCS’s goal, each year, is for each cohort to demonstrate at least 1.0 years of growth on average. Student growth on the Reading section of the ITBS was strong, with all but one grade level achieving the school’s goal for student growth. The growth average across all grade levels K-8 exceeded the school’s goal by almost 25%.

Class of Grade Spring 2018 Average

Reading Score (Grade-Level Equivalency)

Spring 2019 Average Reading Score

(Grade-Level Equivalency) Growth

2031 K K.7 (measured Fall 2018 to

Spring 2019) 1.9 1.2

2030 1 1.5 2.6 1.1 2029 2 2.8 3.9 1.1 2028 3 4 5 1 2027 4 4.9 5.9 1 2026 5 6.2 7 0.8 2025 6 7.1 8.7 1.6 2024 7 8.6 10.7 2.1 2023 8 10.3 11.5 1.2

AVERAGE= 1.23 FIGU R E 3 0 : AVER A GE IT B S R EADI NG GR O W TH R A T E S , GR ADE S K -8

Math ITBS average scores showed a similar trend, with all but one grade level achieving its student growth goal. The school’s K-8 average growth was 1.33 grade levels.

Class of Grade Spring 2018 Average Math

Score (Grade-Level Equivalency)

Spring 2019 Average Math Score



Spring 2019) 1.6 1 2030 1 1.5 2.2 0.7 2029 2 2.1 3.6 1.5 2028 3 3.8 5.1 1.3 2027 4 4.8 6.2 1.4 2026 5 6.5 7.8 1.3 2025 6 7.9 9.4 1.5 2024 7 9.2 11.5 2.3 2023 8 11.3 12.3 1

AVERAGE= 1.33 FIGU R E 3 1 : AVER A GE IT B S MA T H GR OW T H R A TE S, GR ADES K -8

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ITBS Core Total scores, which provide a measure of overall growth across Reading, Math, and Language, was even stronger during the 2018-2019 school year, with students in Grades K-8 averaging 1.39 years of growth.

Class of Grade Spring 2018 Average Core

Total Score (Grade-Level Equivalency)

Spring 2019 Average Core Total Score



Spring 2019) 1.8 1.2 2030 1 1.6 2.3 0.7 2029 2 2.4 3.6 1.2 2028 3 3.7 5.1 1.4 2027 4 4.7 6.2 1.5 2026 5 6.5 7.8 1.3 2025 6 7.9 9.4 1.5 2024 7 9.3 11.5 2.2 2023 8 10.8 12.3 1.5

AVERAGE= 1.39 FIGU R E 3 2 : AVER A GE IT B S COR E T OTA L GR O W TH R ATE S , GR ADES K -8

Examining the Kindergarten students alone provides further evidence that the school was successful in driving academic growth during the 2018-2019 school year. The table below illustrates that the average Core Total growth rate, 1.2 grade levels, ranked as the school’s strongest result in the last ten years. The average Kindergarten growth rate in Reading, 1.2 grade levels, was the school’s strongest result since 2012-2013 (tied with the Kindergarten class that year).

Reading Core Total

Year Fall Spring Growth Fall Spring Growth

2008-2009 K.7 1.7 1 K.9 1.8 0.9 2009-2010 K.6 1.6 1 K.9 1.8 0.9 2010-2011 K.6 1.6 1 K.8 1.7 0.8 2011-2012 K.6 1.7 1.1 K.8 1.6 0.8 2012-2013 K.6 1.8 1.2 K.8 1.8 1 2013-2014 K.6 1.7 1.1 K.9 1.9 1 2014-2015 K.8 1.5 0.7 K.8 1.9 1.1 2015-2016 K.8 1.6 0.8 K.8 1.7 0.9 2016-2017 K.6 1.6 1 K.9 1.9 1 2017-2018 K.6 1.5 0.9 K.7 1.6 0.9 2018-2019 K.7 1.9 1.2 K.6 1.8 1.2

FIGU R E 3 3 : AVER A GE K I NDER GAR TE N I TB S R EAD ING AND COR E T OTA L GR OW TH R A T E S , 2 0 0 8 -2 0 0 9 TO 2 0 1 8 -2 0 19

INTERNATIONAL BACCALAUREATE RESULTS

MVRCS strives to provide all students the opportunity to take advanced IB coursework and has prioritized making the program accessible over the last six years. MVRCS’s IB participation rate has steadily improved over that course of time. In 2019, the school’s IB participation rate, as measured by the number of students in Grades 11 and 12 taking at least one IB course, was 94%. The prestigious IB Diploma is granted to students who demonstrate strong academic achievement in each of six core subject areas. Diploma candidates also must write a 4,000-word maximum Extended Essay; complete a rigorous IB program based on Creativity, Activity, and Service (CAS); and earn a passing mark in the Theory of Knowledge (TOK) course. MVRCS saw its largest cohort ever attempt the IB Diploma as 21 students in the

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Class of 2019. As of this time, 13 of the students were awarded the Diploma with the potential for an additional two students. MVRCS saw overall improvement in this year’s IB scores. Most students earned a passing score of four and above. In terms of subjects, Spanish and English continued to perform consistently well while Latin and History made commendable improvements from last year.

JOHN AND ABIGAIL ADAMS SCHOLARSHIP

An impressive 54 of 88 (61%) of students in the MVRCS Class of 2019 were awarded the John & Abigail Adams Scholarship from the Commonwealth of Massachusetts. In order to be eligible for this scholarship, students must score at the Advanced performance level on one of the three high school state assessment tests in English Language Arts (ELA), Mathematics, or STE (Biology, Chemistry, Introductory Physics, or Technology/Engineering). In addition, students must score at the Proficient level or higher on the remaining two high school state assessment tests, and must have combined scores from the three tests that place them in the top 25 percent of students in the graduating class in their district. Because only 25% of any district’s students are eligible for the John and Abigail Adams scholarship, the fact that 61% of MVRCS’s Class of 2019 students earned this designation suggests that the school provides students with a superior and far more rigorous education when compared to its sending districts.

HIGH SCHOOL SAT RESULTS

Using information obtained from the Department’s website, MVRCS has analyzed SAT performance within our sending district. MVRCS outperformed the weighted average of its sending districts in the following areas: overall SAT average score (+9.98%), reading SAT average score (+9.79%), math SAT average score (+10.37%). MVRCS’s overall SAT average for High Needs students is 12.14% stronger than the weighted average of its sending districts. The school’s overall SAT average for Economically Disadvantaged students is 9.79% stronger than the weighted average of its sending district. Four students in the Class of 2019 scored above a 1500 on their SAT. For the Class of 2020, 4 students have once again scored above a 1500 on their SAT with an additional 8 students scoring above a 1400. For a more detailed analysis with statistics, please see Attachment D. MVRCS SAT outcomes continue to improve each year at an impressive rate. As indicated by the chart below, MVRCS’s overall SAT average score has risen by almost 200 points over the last 12 years.

FIGURE 34: SAT RESULTS 2006-2019

850

900

950

1000

1050

1100

1150

1200

2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018

MVRCS SAT Scores from 2006 - 2019

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HIGH SCHOOL MASSCORE COMPLETION PERCENTAGE

MassCore is defined as four years of English, math, and science; three years of history; two years of a foreign language; one year of arts; and five additional "core" courses. As is evidenced by the table below, MVRCS’s MassCore completion percentage is equal to or stronger than each of its sending districts.

District MassCore Completion % Malden 48%

Stoneham 100% Wakefield 100%

Everett 59% Melrose 99% Medford 100% MVRCS 100%

FIGURE 35: MASSCORE COMPLETION PERCENTAGE COMPARISON

PROGRAM DELIVERY

As measured by the state’s MCAS exam, by the ITBS results, and by progress according to the school’s Accountability Plan, student performance in the target areas of mathematics and science remained stable during the 2018-2019 school year. During the 2018-2019 school year, MVRCS implemented the following strategies in the area of program delivery.

• Introduced the aforementioned MCAS Learning Plan and related programming. • Expanded the MCAS remediation program and clarifying entry thresholds. • Expanded the school’s commitment to providing educators, including teachers and members of the

leadership team, with consultation from professional Direct Instruction implementation experts (Ronnis Systems).

• Worked with the National Institute for Direct Instruction to provide the following services. o Four-day intensive preservice program for all new teachers in August 2018. o Audit of student placement in the Reading Mastery program to ensure that students are being

taught to the level of mastery. • Comprehensively updated the school’s Direct Instruction curricular and student support materials. • Updated Core Knowledge History and Science materials.

ORGANIZATIONAL VIABILITY

ORGANIZATIONAL STRUCTURE OF THE SCHOOL

There were no changes to the organizational structure of the school during the 2018-2019 school year.

TEACHER EVALUATION

MVRCS believes in an accurate, fair, and consistent model for teacher evaluation. To facilitate these goals, the school continued to use a modified version of Kim Marshall’s evaluation system to drive professional growth. The Marshall model’s cornerstone is short, frequent, and unannounced classroom visits (mini-observations) and immediate, face-to-face follow-up conversations. At the outset of the 2018-2019 school year, members of the Leadership Team revised the classroom observation criteria to focus more heavily on objective standards, as per teacher feedback at the end of the

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2017-2018 school year. The school provided formal and informal training on these revised standards as the school year progressed, assisting teachers in understanding how to reach the highest achievement levels. Over the course of the school year, MVRCS’s evaluation team (Leadership Team members, department chairs, professional development coordinators, and consultants) completed over 4,500 mini-observations with feedback. Each of MVRCS’s teachers, therefore, were observed, on average, approximately 30 times between August 2018 and June 2019. What emerged was an authentic, organic dialogue about teaching and learning, with student achievement and professional growth as equally important outcomes.

BUDGET AND FINANCE

UNAUDITED FY19 STATEMENT OF REVENUE AND EXPENSES Operating Revenue Per-pupil tuition 19,754,407 In-kind pension 2,510,936 Government grants 817,874 Program Fees & Other 427,641

Total Operating Revenue 23,510,858

Operating Expenses Personnel and related: Salaries 10,296,565 In-kind pension 2,510,936 Fringe Benefits 1,184,669 Payroll taxes 177,119 Professional Development 169,731

Total personnel and related 14,339,019

Occupancy Depreciation 962,280 Utilities 612,121 Service Contractors 771,805 Facility Maintenance 875,669 Rent 307,892 Interest 182,413 Insurance 58,755 Property taxes 2,769

Total Occupancy 3,773,704

Direct student costs: Instructional consultants and contractors 1,035,803 Student Transportation 700,493 Classroom supplies 656,740 Food 322,667 Athletic & student services 283,190

Total direct student costs 2,998,894

Other Operating expenses: Depreciation 225,720 Office Supplies & Other 133,873 Professional Fees 356,129 Dues & Subscriptions 98,824 Human Resource Consulting and payroll fees 155,000 Travel 76,333 Advertising and recruitment 61,233 Bank and other fees 196,786

Total Other Operating Expenses 1,303,898

Total Operating Expenses 22,415,515

Changes in net position from operations 1,095,343

General Revenue: Rental Income 101,891 Grants and contributions - general 17,771 Interest Income 84,633

Total General Revenue 204,295

Changes in net position 1,299,638

Net Position: Beginning of year 25,289,769

End of Year 26,589,407

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STATEMENT OF NET ASSETS FOR FY19 (BALANCE SHEET) Current Assets: Cash and cash equivalents 5,709,933

Accounts & Grants receivable 2,095,186

Prepaid Expenses 270,524

Total Current Assets 8,075,643

Security Deposit 12,535

Capital Assets, net 24,929,902

Total Assets 33,018,080

Liabilities and net position

Current Liabilities: Current portion of bond payable 248,000

Accounts payable 228,967

Accrued expenses 777,146

Total current liabilities 1,254,113

Bond payable, net of current position 5,174,561

Total Liabilities 6,428,674

Net Position: Unrestricted 8,120,921

Net Invested in capital assets 18,468,485

Total net position 26,589,406

Total liabilities and net position 33,018,080

APPROVED SCHOOL BUDGET FOR FY20 Operating Revenue

Per-pupil tuition 20,214,834

In-kind pension -

Government grants 725,400

Program Fees & Other 396,950

Total Operating Revenue 21,337,184

Operating Expenses

Personnel and related:

Salaries 10,964,924

In-kind pension -

Fringe Benefits 1,290,311

Payroll taxes 289,952

Professional Development 172,575

Total personnel and related 12,717,762

Occupancy

Depreciation 1,012,824

Utilities 641,116

Service Contractors 653,048

Facility Maintenance 732,200

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Rent 318,300

Interest 147,964

Insurance 73,200

Property taxes -

Total Occupancy 3,578,652

Direct student costs:

Instructional consultants and contractors 1,115,395

Student Transportation 730,200

Classroom supplies 896,900

Food 334,100

Athletic & student services 186,335

Total direct student costs 3,262,930

Other Operating expenses: Depreciation 237,576

Office Supplies & Other 222,821

Professional Fees 624,266

Dues & Subscriptions 123,746

Human Resource Consulting and payroll fees -

Travel 78,065

Advertising and recruitment 58,800

Bank and other fees 4,800

Total Other Operating Expenses 1,350,074

Total Operating Expenses 20,909,418

Changes in net position from operations 427,766

General Revenue:

Rental Income 93,500

Grants and contributions - general -

Interest Income 72,900

Total General Revenue 166,400

Changes in net position 594,166

CAPITAL PLAN FOR FY20 The 2019/2020 Capital Budget Plan is summarized below. Various building maintenance, school furniture and fixtures, instructional equipment and software and bond principal repayment: $1,329,584. The FY20 School Budget and Capital Plan were approved at a Board of Trustees meeting that was held on June 10, 2019.

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ADDITIONAL INFORMATION

ACCOUNTABILITY PLAN PERFORMANCE FOR 2018-2019 Please see Appendix A for a report on the school’s Accountability Plan performance in 2018-2019.

RECRUITMENT AND RETENTION PLAN PERFORMANCE FOR 2018-2019 Please see Appendix B for a report on the school’s Recruitment and Retention Plan performance in 2018-2019.

COMPLAINTS MVRCS’s Board of Trustees received no official, written complaints during the 2018-2019 school year.

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APPENDIX A: ACCOUNTABILITY PLAN OBEJCTIVES AND MEASURES

2018-2019

Performance Evidence

Objective: The school will prepare students to compete on a global stage.

Measure: The Leadership Team will actively track the progress of our graduates and annually conduct focus group interviews regarding their move into the workforce.

Met

In the summer of 2018, MVRCS designated a prominent hallway space at the high school campus to spotlighting members of the alumni base who earned the IB Diploma. Each student is featured in a framed poster, featuring name and basic information, college, field of study, major accomplishments and contributions to MVRCS, etc. MVRCS regularly keeps up with the progress of its alumni through a variety of measures including an alumni magazine. MVRCS maintains a Facebook page entirely devoted to its alumni, and has introduced new features (e.g., “Throwback Thursdays”) to focus attention on positive news emerging from the alumni base. Focus group interviews with alumni were conducted before and during the annual class reunion in the fall. Additionally, each year a panel of alumni returns to MVRCS to speak with the senior class regarding their college experiences and to provide members of the senior class with advice regarding the transition from high school to college. The school also has dedicated a tab on its website to alumni wanting to update contact information. Lastly, the school continues to recruit from the ranks of former students. Currently. The school employs seven former students as teachers, which is part of the school’s strategic plan.

Measure: Each year, at least 80% of MVRCS juniors and seniors will have taken at least one International Baccalaureate class before graduation.

Met

94% of the 178 juniors and seniors enrolled at MVRCS this year took at least one IB class, the highest percentage of students taking an IB class in school history.

Measure: 100% of high school students will apply and be accepted into college and or sign up for military service.

Met

All but one 2019 graduates were accepted to a four-year post-secondary school. They will attend a wide range of colleges and universities, including some of the most selective colleges in the country. One member of the Class of 2019 enlisted in the United States Air Force.

Objective: The school will teach and model key core virtues in and outside of the classroom. Measure: 100% of our students in grades K-12 will take and pass a Character Education class each year.

Met

All students in grades K-12 earned a passing grade in Character Education for school year 2018-2019.

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Measure: Students will complete a minimum of 165 hours of community service before graduation.

Met

Each member of the class of 2019 met his or her volunteer requirements prior to their graduation in June. Most of the 88 seniors exceeded the minimum requirements.

Objective: The students at MVRCS will learn and understand the importance of the Declaration of Independence and the United States Constitution.

Measure: All students will, before graduation, take and pass (with a 61% average or more) at least two civics classes that focus on our country’s founding documents.

Met

All members of the class of 2019 took and passed two civics classes.

Measure: 100% of MVRCS students will participate in American Heritage Week. There will be at least 3 activities related to our founding documents in lower school and 3 in the high school.

Met

1. All students in grades K through 12 spent time during the week focusing on citizenship and the founding documents.

2. High school students were taught document-based lessons based on this year’s American Heritage Week theme, Love of Country.

3. Brian Golden, Director of the Boston Planning and Development Agency, served as the school’s keynote speaker, addressing all students in Grades 7-12.

4. Each day, MVRCS students in Grades K-6 perform a historically relevant song. Students in Grades 7-12 recite an excerpt from a speech or foundational American document.

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APPENDIX B: RECRUITMENT AND RETENTION PLAN

RECRUITMENT PLAN, 2018-2019

School Name: MVRCS

• In a brief narrative, what were the successes and challenges of implementing the school’s recruitment strategies from the 2018-2019 Recruitment Plan?

• Is there additional information that gives context for subgroup enrollment figures (e.g., high number of siblings enrolled in entry class, re-classification of student subgroup status, etc.)?

• Please provide a brief explanation if you think that your incoming class of students (as captured in the October 1, 2019 SIMS report) will meet the comparison index or the school’s gap narrowing targets. Please explicitly state if you would like further discussion with the Department regarding the school’s Recruitment Plan once your school has submitted October 1st SIMS demographic information.

2018-2019 Implementation Summary MVRCS has successfully implemented its Recruitment and Retention Plan. Because MVRCS is a regional school serving six sending districts, accurate analytical work can only be done using weighted averages, considering MVRCS’s enrollment statistics by community served. It is also important to note that due to MVRCS’s low attrition and churn rates, the school’s only legitimate opportunity to impact student enrollment according to targeted subgroups is in its kindergarten class. Because a typical kindergarten class is approximately 100 students (after siblings are accepted), this presents a significant challenge for MVRCS in driving rapid changes in enrollment within targeted categories. Lastly, MVRCS is challenged by the current cap on the number of students MVRCS is able to enroll from Everett and Malden. Due to state law, MVRCS has been directed to skip over students from Malden and Everett in the enrollment process. Due to low attrition and churn rates, sibling preference, and, most consequentially, legally-mandated enrollment caps, MVRCS is effectively neutralized in its ability to affect enrollment change according to most of the Department-identified subgroups. In fact, if enrollment within MVRCS’s most diverse communities, Malden and Everett (and, in the future, Medford) are capped, the school anticipates that the enrollment percentages according to the Department-identified subgroups (below) will fall. Ultimately, if these caps are not lifted, MVRCS will more closely mirror communities like Melrose, Wakefield, and Stoneham, which was never the school’s intention. The school’s founding intent was to promote diversity in socio-economic status within its body of student

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Describe the school’s general recruitment activities, i.e. those intended to reach all students. General Recruitment Activities for 2018-2019 MVRCS’s charter calls for its overall student enrollment figures to be reflective of the students enrolled in its sending districts. When examining the number of applications for MVRCS’s lottery and comparing those statistics to the number of kindergarten students enrolled in each of the school’s sending districts, it is clear that MVRCS is drawing the interest of a significant number of students from Malden, Medford, Everett, and Melrose (note that in Everett and Malden, charter school enrollment was capped this year, hence the drop in total applications). Due also to the cap scenario outlined above, general recruitment strategies were implemented and expanded to target students in Stoneham, Wakefield, Melrose, and Medford.

MVRCS will print over 1,000 postcards and direct mail targeting students prior to its open houses. In addition, the school will expand its regional outreach by including advertisements in local and foreign language newspapers (such as El Planeta and Tieng Chuong), community centers. MVRCS will hold parent meetings at pre-school centers, and will make recruiting materials available via its website, which visitors can translate into in multiple languages. The website provides a translation function, and visitors can translate information into multiple languages, including Spanish and Chinese.

2014 2015 2016 2017 2018 2019 2014 2015 2016 2017 2018 2019 2014 2015 2016 2017 2018 2019

Everett 69 118 75 94 56 61 535 538 526 518 492 492 15 26 21 23 29 4

Malden 294 332 257 284 261 219 504 533 520 486 468 460 65 57 50 52 71 52

Medford 79 58 86 98 81 77 371 356 313 319 304 305 20 13 19 15 27 41

Melrose 74 39 81 71 51 58 279 276 320 312 321 321 17 21 15 15 13 29

Stoneham 35 18 25 17 22 22 173 159 180 173 173 185 8 4 5 7 6 12

Wakefield 27 18 21 24 7 14 237 228 250 265 259 264 7 3 5 5 2 6

Total 578 583 545 588 478 451 2099 2090 2109 2073 2017 2027 132 124 115 117 148 144

2014 2015 2016 2017 2018 2019 2014 2015 2016 2017 2018 2019

Everett 12% 19% 13% 16% 11% 11% 3% 3% 3% 3% 3% 3%

Malden 40% 41% 35% 40% 40% 35% 4% 3% 3% 4% 4% 4%

Medford 18% 14% 23% 24% 23% 23% 4% 3% 4% 4% 4% 4%

Melrose 22% 13% 21% 19% 14% 17% 4% 4% 4% 4% 4% 4%

Stoneham 18% 10% 13% 9% 12% 11% 5% 5% 5% 4% 5% 4%

Wakefield 11% 7% 8% 8% 3% 5% 4% 3% 3% 3% 2% 3%

Total 23% 23% 21% 23% 20% 19% 2% 2% 2% 2% 2% 2%

# of K Students Enrolled in MVRCS

Margin of Error

# of K Students Enrolled in District

Proportion of MVRCS Applications

# of Applications Received for MVRCS K

MVRCS vs. District Enrollment

For the 2018-2019 School Year

Students % 2018-2019 Estimated

% of Attending Attending NSS Cap Seats MVRCS

District MVRCS Charter Charter MAX Remaining Enrollment

Sending District Enrollment District Schools Schools Enrollment Under NSS Per DESE Percentage

Everett 7,107 25.6% 743 10.5% 640 0 179 12.7%

Malden 6,564 23.7% 927 14.1% 643 0 647 45.8%

Medford 4,232 15.3% 411 9.7% 381 0 232 16.4%

Melrose 3,945 14.2% 227 5.8% 355 128 218 15.4%

Stoneham 2,396 8.6% 85 3.5% 216 131 78 5.5%

Wakefield 3,485 12.6% 64 1.8% 314 250 60 4.2%

Total 27,729 2,457 1,414

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Recruitment Plan – Strategies

Special Education Students / Students with Disabilities

School percentage: 12.4% GNT percentage: 11.8% CI percentage: 13.5% The school is above GNT percentages and below CI percentages.

Met GNT/CI: no enhanced/additional strategies needed MVRCS’s special education population is at 12.4%, which is slightly below the comparison index of 13.5%. When compared with a similarly large K-12 charter schools, MVRCS exceeds their combined average. MVRCS’s special education director and the president of our Special Education Parent Advisory Council will be present and available at all open houses. The school has recruited and retained special education students and students with disabilities at a rate above Gap Narrowing Targets (GNT) and marginally below the Comparison Index (CI). At 12.4%, MVRCS is below the weighted average of its sending/most populous school districts. Special Education Students have demonstrated perennial strong growth and achievement (see p. 33) while at MVRCS based on ongoing cohort analyses.

STUDENTS WITH DISABILITIES ENROLLMENT COMPARED TO SENDING DISTRICTS,

2019 Limited English-Proficient Students / English Language Learners

MVRCS K-3 ELL: 7% Weighted Avg. Sending Districts ELL 4-Year Avg.: 13.8% MVRCS K-3 First Language Not English (FLNE): 53% Weighted Avg. Sending Districts FLNE 4-Year Avg.: 36.7%

In 2015, the school began classifying incoming kindergarten students as First Language Not English (FLNE) and English Language Learners (ELL). Since 2016, MVRCS’s four-year FLNE average is 53%, whereas the weighted average of its sending districts (each of which had fully operational ELL programs in place during that period) was 36.7%. During the 2018-2019 school year, MVRCS’s FLNE percentage increased from 38.7% to 40.9%. Opportunities for meeting Gap Narrowing Targets (GNT) and Comparison Index (CI) figures have been limited due, in large part, to factors outside of the school’s control. When examining the data, the following points must be considered. • There is currently a cap on the number of students MVRCS can enroll from Everett

(none for the 2018-2019 school year) and Malden (50 for the 2018-2019 school year). These caps effectively prevent the school from increasing student enrollment in most of the identified subgroups, including Limited English-Proficient Students/English Language Learners.

• Since the school reached its previous cap of 1,500 students several years ago, the vast majority of incoming students have been admitted, through the lottery, into kindergarten.

• Due to MVRCS’s relatively low attrition and high stability rates, the school has had limited opportunities to enroll students outside of kindergarten.

Students with Disabilities

% of All

Students

2013

% of All

Students

2014

% of All

Students

2015

% of All

Students

2016

% of All

Students

2017

% of All

Students

2018

% of All

Students

2019

2013 2014 2015 2016 2017 2018 2019 3-Year Avg.

Mystic Valley Regional Charter School 13.8 14.8 15.5 14.0 13.2 12.7 12.4 12.8

Comparison Index 12.4 12.5 12.7 12.6 12.9 13.0 13.5 13.1

Gap Narrowing Target (GNT) 9.1 9.5 10.1 10.5 10.9 11.3 11.8 11.3

Everett 13% 13% 13% 13% 13% 13% 11% 14.9 14.6 14.7 15.1 16.1 16.5 17.8 16.8

Malden 40% 40% 39% 40% 41% 41% 41% 14.4 15.3 15.8 15.9 16.4 16.4 16.8 16.5

Medford 12% 12% 12% 12% 11% 12% 15% 18 18.5 18 17.9 18.3 18.7 18.8 18.6

Melrose 17% 16% 16% 16% 16% 14% 14% 16.1 15.9 15.4 15 15 13.8 14.4 14.4

Saugus 4% 4% 4% 4% 4% 5% 4% 14.1 14.6 15.2 15.3 15.8 16.9 16.9 16.5

Stoneham 4% 5% 5% 5% 5% 4% 5% 17.7 18.6 18.4 18.6 17.9 18.8 19.8 18.8

Wakefield 4% 4% 5% 4% 5% 4% 4% 14.8 15 16.2 15.8 16.1 16.3 15.8 16.1

Other 5% 6% 6% 6% 6% 6% 7% 17.0 17.0 17.1 17.2 17.4 17.7 18.1 17.7

Everett 2.0% 1.9% 2.0% 1.9% 2.1% 2.2% 1.9%

Malden 5.8% 6.2% 6.2% 6.4% 6.6% 6.8% 6.9%

Medford 2.1% 2.3% 2.1% 2.1% 2.1% 2.2% 2.8%

Melrose 2.7% 2.6% 2.5% 2.4% 2.3% 2.0% 2.0%

Saugus 0.6% 0.5% 0.6% 0.6% 0.7% 0.8% 0.7%

Stoneham 0.7% 0.9% 0.9% 0.9% 0.9% 0.8% 1.0%

Wakefield 0.6% 0.6% 0.7% 0.7% 0.7% 0.6% 0.6%

Other 0.9% 0.9% 1.0% 1.0% 1.0% 1.1% 1.2%

Total 15.5% 15.9% 16.0% 16.1% 16.5% 16.5% 17.1% 16.7%

Page 32 of 50

MVRCS Combined ELL, FLNE K-3: 60% Weighted Avg. Sending Districts Combined ELL, FLNE 4-Year Avg.: 50.5% GNT: 7.6% CI: 11.5%

• Prior to the school’s enrollment cap being raised to 1,900 students, the only students who were admitted to the school outside of kindergarten were siblings of current students.

• A substantial percentage of our incoming kindergarten students each year are siblings, also limiting our opportunities to recruit new families.

MVRCS’s robust literacy program for parents of incoming kindergarten students has proven to be beneficial in building literacy skills and content knowledge that contributes to success in learning the English language. In March of each year, all incoming parents are given copies of Siegfried Engelmann’s Teach Your Child to Read in 100 Easy Lessons, the precursor to the school’s Direct Instruction reading/literacy curriculum. Parents are trained to deliver this program to their children and are asked to work through it in the summer before kindergarten. This program was expanded during the 2018-2019 school year, as MVRCS opened access to all pre-school-aged children from its sending districts. MVRCS will continue to provide access to translated versions of our materials via our website. This is a primary source for information related to our recruitment including the Request to Attend form. The school will also continue to advertise in local foreign language newspapers such as El Planeta and Tieng Chuong and expand to include other sources that reach families in the other primary language, Chinese. Additional strategies will include the following:

• Provide translated materials when needed for all open house events including Request to Attend document.

• Contact local ethnic organizations such as the Chinese Culture Connection and the YMCA’s Language Class programs within sending district to advertise open house events and annual lottery.

• Provide links to translation services on our outgoing email messages related to the enrollment lottery.

MVRCS 4-YEAR FLNE RATE COMPARED TO SENDING DISTRICTS’ 4-YEAR RATE

First Language Not English

% of All

Students

2013

% of All

Students

2014

% of All

Students

2015

% of All

Students

2016

% of All

Students

2017

% of All

Students

2018

% of All

Students

2019

2013 2014 2015 2016 2017 2018 2019 4-Year Avg.

Mystic Valley Regional Charter School 15.7 2.8 3.0 29.4 33.6 38.7 40.9 35.7

Comparison Index 26.4 27.8 27.7 29.7 31.3 33.7 34.6 32.3

Gap Narrowing Target (GNT) 16.9 18.9 20.9 22.6 24.3 26.0 27.7 25.2

Everett 13% 13% 13% 13% 13% 13% 11% 50.3 52.8 55.4 58.6 61.8 64.4 65.1 62.5

Malden 40% 40% 39% 40% 41% 41% 41% 45.5 47.4 48.8 50.2 52.8 55.2 55.2 53.4

Medford 12% 12% 12% 12% 11% 12% 15% 23.6 24.2 23.8 25.2 20.3 23.6 25.6 23.7

Melrose 17% 16% 16% 16% 16% 14% 14% 7.5 7.6 8.5 8.6 10.3 11.1 12.9 10.7

Saugus 4% 4% 4% 4% 4% 5% 4% 8.8 10.6 10.9 12.1 14.3 16 18.7 15.3

Stoneham 4% 5% 5% 5% 5% 4% 5% 8.0 8.6 9.1 10.8 11.6 12.3 12.8 11.9

Wakefield 4% 4% 5% 4% 5% 4% 4% 2.1 2.1 2.3 3.4 3.7 4.2 5.5 4.2

Other 5% 6% 6% 6% 6% 6% 7% 17.3 17.7 18.5 19.0 20.1 20.9 21.9 20.5

Everett 6.6% 6.8% 7.4% 7.3% 7.9% 8.4% 7.1%

Malden 18.3% 19.2% 19.0% 20.2% 21.4% 22.8% 22.6%

Medford 2.8% 3.0% 2.8% 3.0% 2.3% 2.8% 3.8%

Melrose 1.2% 1.2% 1.4% 1.4% 1.6% 1.6% 1.8%

Saugus 0.4% 0.4% 0.4% 0.5% 0.6% 0.7% 0.8%

Stoneham 0.3% 0.4% 0.4% 0.5% 0.6% 0.5% 0.7%

Wakefield 0.1% 0.1% 0.1% 0.1% 0.2% 0.2% 0.2%

Other 0.9% 1.0% 1.1% 1.1% 1.2% 1.3% 1.4%

Total 30.7% 32.1% 32.7% 34.2% 35.8% 38.4% 38.3% 36.7%

Page 33 of 50

K-2 ELL ENROLLMENT COMPARED TO SENDING DISTRICTS’ 4-YEAR RATE

Students Eligible for Free or Reduced Lunch

MVRCS 2019 (All Students): 19.1% MVRCS 4-Year Avg. (All Students): 18.4% MVRCS 2018-2019 (K-3): 30.0% MVRCS 4-Year Avg. (K-3): 30.9% Weighted 4-Yr. Avg. Sending Districts: 35.8% GNT: 24.3% CI: 27.9%

MVRCS’s student enrollments for HN and Low Income (LI) students follow a similar trend. In 2016, 2017, 2018, and 2019, HN students comprise 40.7% of MVRCS’s student population in Grades K to 3. The weighted average of MVRCS’s sending districts is 53.7%.

MVRCS 4-YEAR HIGH NEEDS AVERAGE COMPARED TO SENDING DISTRICTS

ELL

% of All K-2

Students

2016

% of All K-2

Students

2017

% of All K-2

Students

2018

% of All K-2

Students

2019

2016 2017 2018 2019 4-Year Avg.

MVRCS 7.2% 6.9% 8.1% 5.7% 7.0%

Everett 14% 17% 18% 11% 16.0% 17.1% 20.3% 25.0% 19.6%

Malden 44% 43% 42% 38% 18.7% 20.0% 20.2% 19.9% 19.7%

Medford 12% 12% 15% 22% 7.9% 9.7% 10.6% 10.6% 9.7%

Melrose 13% 13% 11% 14% 3.1% 3.9% 4.3% 4.6% 4.0%

Stoneham 3% 4% 4% 4% 4.7% 4.0% 5.8% 6.2% 5.2%

Wakefield 5% 4% 4% 5% 3.1% 3.5% 3.5% 3.5% 3.4%

Saugus 5% 4% 4% 3% 1.5% 1.7% 1.8% 2.3% 1.8%

Other 4% 3% 4% 4% 9.0% 9.5% 10.2% 10.5% 9.8%

Everett 2% 3% 4% 3%

Malden 8% 9% 8% 8%

Medford 1% 1% 2% 2%

Melrose 0% 0% 0% 1%

Saugus 0% 0% 0% 0%

Stoneham 0% 0% 0% 0%

Wakefield 0% 0% 0% 0%

Other 0% 0% 0% 0%

Total 12.6% 13.8% 14.9% 14.1% 13.8%

HN

% of All K-

3 Students

2016

% of All K-

3 Students

2017

% of All K-

3 Students

2018

% of All K-

3 Students

2019

2016 2017 2018 20194-Year

Avg.

MVRCS 39.1% 41.9% 42.8% 39.0% 40.7%

Everett 14% 17% 18% 11% 69.2% 64.4% 68.8% 69.7% 68.0%

Malden 44% 43% 42% 38% 69.0% 68.8% 71.6% 69.6% 69.8%

Medford 12% 12% 15% 22% 41.1% 39.2% 44.5% 45.0% 42.5%

Melrose 13% 13% 11% 14% 21.8% 22.2% 21.8% 22.5% 22.1%

Saugus 3% 4% 4% 4% 42.9% 38.0% 37.5% 38.9% 39.3%

Stoneham 5% 4% 4% 5% 29.9% 29.2% 32.0% 30.0% 30.3%

Wakefield 5% 4% 4% 3% 19.3% 19.8% 21.5% 20.7% 20.3%

Other 4% 3% 4% 4% 45.7% 45.1% 46.3% 47.3% 46.1%

Everett 10% 11% 12% 8%

Malden 31% 30% 30% 27%

Medford 5% 5% 7% 10%

Melrose 3% 3% 2% 3%

Saugus 1% 1% 1% 2%



Other 2% 1% 2% 2%

Total 53.5% 52.9% 56.1% 52.4% 53.7%

Page 34 of 50

MVRCS’s four-year average for LI K-2 student enrollment is 30.9%, compared to 35.8% for its sending districts.

MVRCS 4-YEAR LOW INCOME AVERAGE COMPARED TO SENDING DISTRICTS

In order to help make open houses more accessible and increase enrollment in the economically disadvantaged subgroup, MVRCS will implement the following initiatives:

• Work with its student advisors to provide childcare services. • Send open house flyers to local YMCA and preschool programs, including those in

low income areas within the school’s district.

Students Who Are Sub-Proficient

A link will be provided on our website to highlight MVRCS’s ability to support students with varied abilities.

Students at Risk of Dropping Out of School

Open house flyers will be sent to local social service agencies and organizations that work with children in at risk families.

Students Who Have Dropped Out of School

N/A

Other Subgroups of Students Who Should Be Targeted to Eliminate the Achievement Gap

MVRCS will emphasize in its materials that strong content-based curricula have been proven to be effective in significantly reducing achievement gaps in students within other subgroups.

Low

Income

% of All K-

3 Students

2016

% of All K-

3 Students

2017

% of All K-

3 Students

2018

% of All K-

3 Students

2019

2016 2017 2018 20194-Year

Avg.

MVRCS 29.5% 30.6% 33.5% 30.0% 30.9%

Everett 14% 17% 18% 11% 57.1% 48.7% 54.5% 53.0% 53.3%

Malden 44% 43% 42% 38% 47.9% 42.5% 45.3% 45.3% 45.2%

Medford 12% 12% 15% 22% 29.0% 26.1% 30.0% 29.2% 28.6%

Melrose 13% 13% 11% 14% 10.3% 10.8% 10.2% 10.0% 10.3%

Saugus 3% 4% 4% 4% 28.3% 23.9% 24.1% 27.5% 26.0%

Stoneham 5% 4% 4% 5% 17.2% 16.2% 15.9% 15.5% 16.2%

Wakefield 5% 4% 4% 3% 9.9% 11.0% 12.5% 12.4% 11.4%

Other 4% 3% 4% 4% 33.9% 31.9% 33.2% 34.2% 33.3%

Everett 8% 8% 10% 6%

Malden 21% 18% 19% 17%

Medford 3% 3% 4% 6%

Melrose 1% 1% 1% 1%

Saugus 1% 1% 1% 1%



Other 1% 1% 1% 1%

Total 37.5% 34.1% 37.3% 34.3% 35.8%

Page 35 of 50

RETENTION PLAN, 2018-2019

MVRCS’s retention rate for the 2018-2019 year was 94.6%. This falls below the target of 97%, but compares favorably to the statewide average of 93.4% and the median of 5.8%. Many of the students who departed the school do not fall into one of the Retention Plan’s demographic groups, as evidenced by the low attrition rates outlined below.

Overall Student Retention Goal Annual goal for student retention: 97%

Retention Plan –Strategies List strategies for retention activities for each demographic group.

Special Education Students / Students with Disabilities

School percentage: 9.1% Third Quartile: 10.3%

The school is below third quartile percentages: no enhanced/additional strategies needed. MVRCS identifies, through a variety of methods, students with diverse learning needs. In addition, the school will use Direct Instruction strategies to improve students’ reading and oral fluency.

Limited English-Proficient Students / English Learners


The school is below third quartile percentages: no enhanced/additional strategies needed. The school will provide training on limited English-proficient students’ needs at regular professional development meetings. The school will begin providing links to translation services in the eight most commonly spoken languages on all outgoing electronic communications.

Students Eligible for Free or Reduced Lunch (Low Income/Economically Disadvantaged)


The school is below median and third quartile percentages: no enhanced/additional strategies needed. MVRCS identifies, through a variety of methods, students with diverse learning needs. The needs of students eligible for free or reduced lunch would be addressed through academic criteria, similar to special education strategies that are in place.

Students Who Are Sub-Proficient

MVRCS will identify specific areas of weakness through MCAS, IOWA, and other analysis. Programs such as the academic concern meeting process and academic achievement plan process will be initiated to provide added assistance.

Students Who Are At Risk of Dropping Out of School

The school will maintain frequent contact with students at risk and their families/guardians. MVRCS will issue academic achievement plans for all students who score below 70% in any academic subject area.

Students Who Have Dropped Out of School

MVRCS will develop a plan, in collaboration with students and parents, to assist the student in earning his/her high school diploma.

Other Subgroups of Students Who Should Be Targeted to Eliminate the Achievement Gap

Ongoing monitoring and meeting of needs to maintain high retention rate. MVRCS’s strong content-based curricula have been proven to be effective in significantly reducing achievement gaps in students within other subgroups.

Page 36 of 50

APPENDIX C: SCHOOL AND STUDENT DATA TABLES Student demographic information can be found on the Department’s website at the following URL.

http://profiles.doe.mass.edu/profiles/student.aspx?orgcode=04700000&orgtypecode=5&

STUDENT DEMOGRAPHIC AND SUBGROUP INFORMATION

Race/Ethnicity # of students % of entire student body African-American 280 17.8% Asian 332 21.1% Hispanic 146 9.3% Native American 5 0.3% White 745 47.3% Native Hawaiian, Pacific Islander 0 0.0% Multi-race, non-Hispanic 68 4.3%

Special education 195 12.4% Limited English proficient 36 2.3% Economically Disadvantaged 301 19.1%

ADMINISTRATIVE ROSTER FOR THE 2018-2019 SCHOOL YEAR

Name, Title Brief Job Description Start date End date

Mr. Alexander Dan

Director/Superintendent – Responsible for oversight of the academic program and day-to-day general operations of the entire district.

April 2004 N/A

Mr. Christopher Finn Assistant Superintendent - Responsible for the day to day operation of the Lower School (Grades K-8).

August 1998 N/A

Mr. Richard Veilleux Director of Finance and Operations August 2005 N/A

Mr. Matthew Stone Assistant Director to the High School - Responsible for the day to day responsibilities of the High School.

August 2010 N/A

Mrs. Gina McKinnon

Assistant Director to the Lower School - Responsible for the day to day responsibilities of the Lower School (Grades 3-7).

August 1998 N/A

Mrs. Jennifer Mullen

Assistant Director to the Lower School - Responsible for the day to day responsibilities of the Lower School (Grades K-2, 8).

August 1998 N/A

TEACHERS AND STAFF ATTRITION FOR THE 2018-2019 SCHOOL YEAR

Number as of the

last day of the 2018-2019 school year

Departures during the 2018-2019 school year

Departures at the end of the

school year Reason(s) for Departure

Teachers 123 10 39

Personal, not offered contract, returning to graduate school,

relocation, accepted employment at another

school, sensitive personnel matters

Other Staff 64 5 1 See above

Page 37 of 50

BOARD MEMBERS FOR THE 2018-2019 SCHOOL YEAR Name Position on the Board Number of terms served Length of each term

George D. Warren Chairman 5 years Elected: June 2015 Expires: June 2020

Kenneth G. Antonucci

Secretary 1 5 years Elected: June 2017 Expires: June 2022

Mary Goreham Treasurer 5 years Elected: June 2017 Expires: June 2022

Leslie Williams Member 3 5 years Elected: June 2017 Expires: June 2022

Ryan Brennan Member 5 years Elected: June 2018 Expires: June 2023

Daniel Ryan Member

5 Years Elected: December 2018 Expires: December 2023

Neil Kinnon

Former Member (resigned April 1, 2019)

Pauline Lieu

Former Member (resigned February 2019)

Page 38 of 50

APPENDIX D: ADDITIONAL REQUIRED INFORMATION

KEY LEADERSHIP CHANGES

Position Name No Change/New/Open Position Board of Trustees Chairperson George D. Warren New

Charter School Leader Alexander J. Dan No Change

Assistant Charter School Leader Christopher J. Finn No Change

Special Education Director Kathy Kinnon No Change

MCAS Test Coordinator Matthew Stone (Grades 9-12)

Christopher J. Finn (Grades 3-8) No Change No Change

SIMS Coordinator Stephanie Solio No Change

English Language Learner Director Gina McKinnon No Change

School Business Official Rick Veilleux No Change

SIMS Contact Stephanie Solio No Change

FACILITIES

There were no new facilities or relocations during the 2018-2019 school year.

ENROLLMENT INFORMATION FOR 2019-2020 SCHOOL YEAR

Action Date(s)

Anticipated Student Application Deadline Friday, January 3, 2020

Lottery Thursday, January 9, 2020

Page 39 of 50

ATTACHMENT A: MCAS WEIGHTED RESULTS 3rd Grade ELA Next

Generation

% of Students

Actual 3rd Grade ELA E+M District Score

Weighted 3rd Grade ELA E+M District Score

Actual 3rd Grade ELA Pass District Score

Weighted 3rd Grade ELA Pass District Score

Everett 15% 41% 6.15% 86% 12.90%

Malden 44% 41% 18.04% 89% 39.16%

Medford 13% 55% 7.15% 94% 12.22%

Melrose 18% 75% 13.50% 98% 17.64%

Stoneham 2% 62% 1.24% 96% 1.92%

Wakefield 2% 60% 1.20% 96% 1.92%

Other* 6% 50% 3.02% 91% 5.47%

Total 100% 50.30% 91.23%

MVRCS 100% 61% 98%

% Variance 21.28% 7.42%

3rd Grade Math Next Generation

% of Students

Actual 3rd Grade Math E+M District Score

Weighted 3rd Grade Math E+M District Score

Actual 3rd Grade Math Pass District Score

Weighted 3rd Grade Math Pass District Score

Everett 15% 39% 5.85% 85% 12.75%

Malden 44% 34% 14.96% 77% 33.88%

Medford 13% 54% 7.02% 92% 11.96%

Melrose 18% 70% 12.60% 94% 16.92%

Stoneham 2% 57% 1.14% 91% 1.82%

Wakefield 2% 61% 1.22% 92% 1.84%

Other* 6% 46% 2.73% 84% 5.05%

Total 100% 45.52% 84.22%

MVRCS 100% 59% 97%

% Variance 29.61% 15.17%

4th Grade ELA Next

Generation

% of Students

Actual 4th Grade ELA E+M District Score

Weighted 4th Grade ELA E+M, District Score

Actual 4th Grade ELA A, P, NI District Score

Weighted 4th Grade ELA A, P, NI District Score

Everett 9% 44% 3.96% 85% 7.65%

Malden 48% 49% 23.52% 89% 42.72%

Medford 10% 54% 5.40% 90% 9.00%

Melrose 9% 72% 6.48% 98% 8.82%

Stoneham 6% 54% 3.24% 93% 5.58%

Wakefield 7% 64% 4.48% 96% 6.72%

Other 11% 53% 5.82% 90% 9.95%

Total 100% 52.90% 90.44%

MVRCS 100% 58% 99%

% Variance 9.64% 9.47%

Page 40 of 50

4th Grade Math Next Generation

% of Students

Actual 4th Grade Math E+M District Score

Weighted 4th Grade Math E+M, District Score

Actual 4th Grade Math A, P, NI District Score

Weighted 4th Grade Math A, P, NI District Score

Everett 9% 42% 3.78% 83% 7.47%

Malden 48% 41% 19.68% 86% 41.28%

Medford 10% 38% 3.80% 81% 8.10%

Melrose 9% 66% 5.94% 96% 8.64%

Stoneham 6% 54% 3.24% 92% 5.52%

Wakefield 7% 62% 4.34% 94% 6.58%

Other 11% 46% 5.04% 87% 9.59%

Total 100% 45.82% 87.18%

MVRCS 100% 52% 98%

% Variance 13.49% 12.41%

5th Grade ELA

Next Generation

% of Students





Everett 14% 38% 5.32% 87% 12.18%

Malden 44% 46% 20.24% 91% 40.04%

Medford 11% 47% 5.17% 93% 10.23%

Melrose 16% 76% 12.16% 99% 15.84%

Stoneham 5% 76% 3.80% 98% 4.90%

Wakefield 3% 52% 1.56% 95% 2.85%

Other 7% 52% 3.63% 93% 6.48%

Total 100% 51.88% 92.52%

MVRCS 100% 57% 100%

% Variance 9.87% 8.09%

5th Grade

Math Next Generation

% of Students





Everett 14% 32% 4.48% 87% 12.18%

Malden 44% 32% 14.08% 86% 37.84%

Medford 11% 31% 3.41% 86% 9.46%

Melrose 16% 65% 10.40% 99% 15.84%

Stoneham 5% 57% 2.85% 94% 4.70%

Wakefield 3% 38% 1.14% 92% 2.76%

Other 7% 39% 2.74% 89% 6.23%

Total 100% 39.10% 89.01%

MVRCS 100% 54% 98%

% Variance 38.12% 10.10%

Page 41 of 50

5th Grade Science Legacy

% of Students

Actual 5th Grade Science E+M District Score

Weighted 5th Grade Science E+M, District Score

Actual 5th Grade Science A, P, NI District Score

Weighted 5th Grade Science A, P, NI District Score

Everett 14% 31% 4.34% 78% 10.92%

Malden 44% 40% 17.60% 85% 37.40%

Medford 11% 35% 3.85% 84% 9.24%

Melrose 16% 69% 11.04% 97% 15.52%

Stoneham 5% 62% 3.10% 95% 4.75%

Wakefield 3% 47% 1.41% 92% 2.76%

Other 7% 44% 3.11% 87% 6.07%

Total 100% 44.45% 86.66%

MVRCS 100% 46% 89%

% Variance 3.48% 2.71%

6th Grade ELA Next Generation

% of Students





Everett 14% 36% 5.04% 84% 11.76%

Malden 49% 53% 25.97% 86% 42.14%

Medford 11% 43% 4.73% 87% 9.57%

Melrose 13% 70% 9.10% 95% 12.35%

Stoneham 3% 59% 1.77% 95% 2.85%

Wakefield 6% 52% 3.12% 94% 5.64%

Other 4% 52% 2.07% 88% 3.51%

Total 100% 51.80% 87.82%

MVRCS 100% 63% 99%

% Variance 21.62% 12.73% 6th Grade


% of Students





Everett 14% 34% 4.76% 87% 12.18%

Malden 49% 50% 24.50% 89% 43.61%

Medford 11% 33% 3.63% 87% 9.57%

Melrose 13% 60% 7.80% 97% 12.61%

Stoneham 3% 38% 1.14% 90% 2.70%

Wakefield 6% 47% 2.82% 95% 5.70%

Other 4% 47% 1.86% 90% 3.60%

Total 100% 46.51% 89.97%

MVRCS 100% 61% 98%

% Variance 31.15% 8.93%

Page 42 of 50

7th Grade ELA Next

Generation

% of Students





Everett 9% 32% 2.88% 81% 7.29%

Malden 37% 52% 19.24% 84% 31.08%

Medford 16% 40% 6.40% 82% 13.12%

Melrose 16% 59% 9.44% 90% 14.40%

Stoneham 8% 52% 4.16% 89% 7.12%

Wakefield 5% 45% 2.25% 84% 4.20%

Other 9% 49% 4.39% 85% 7.64%

Total 100% 48.76% 84.85%

MVRCS 100% 57% 99%

% Variance 16.90% 16.68%

7th Grade


% of Students





Everett 9% 30% 2.70% 83% 7.47%

Malden 37% 45% 16.65% 84% 31.08%

Medford 16% 33% 5.28% 81% 12.96%

Melrose 16% 57% 9.12% 94% 15.04%

Stoneham 8% 39% 3.12% 88% 7.04%

Wakefield 5% 48% 2.40% 92% 4.60%

Other 9% 43% 3.88% 86% 7.73%

Total 100% 43.15% 85.92%

MVRCS 100% 53% 98%

% Variance 22.82% 14.06%

8th Grade ELA Next

Generation

% of Students





Everett 21% 35% 7.35% 75% 15.75%

Malden 37% 46% 17.02% 80% 29.60%

Medford 11% 52% 5.72% 85% 9.35%

Melrose 16% 71% 11.36% 96% 15.36%

Stoneham 3% 72% 2.16% 90% 2.70%

Wakefield 3% 51% 1.53% 88% 2.64%

Other 9% 50% 4.46% 83% 7.46%

Total 100% 49.60% 82.86%

MVRCS 100% 72% 99%

% Variance 45.15% 19.48%

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8th Grade Math Next Generation

% of Students





Everett 21% 26% 5.46% 79% 16.59%

Malden 37% 50% 18.50% 88% 32.56%

Medford 11% 49% 5.39% 90% 9.90%

Melrose 16% 68% 10.88% 96% 15.36%

Stoneham 3% 68% 2.04% 93% 2.79%

Wakefield 3% 61% 1.83% 93% 2.79%

Other 9% 64% 5.76% 88% 7.91%

Total 100% 49.86% 87.90%

MVRCS 100% 56% 94%

% Variance 12.31% 6.94%

8th Grade

Science Legacy

% of Students

Actual 8th Grade Science E+M District Score

Weighted 8th Grade Science E+M, District Score

Actual 8th Grade Science A, P, NI District Score

Weighted 8th Grade Science A, P, NI District Score

Everett 21% 23% 4.83% 68% 14.28%

Malden 37% 28% 10.36% 73% 27.01%

Medford 11% 38% 4.18% 83% 9.13%

Melrose 16% 54% 8.64% 93% 14.88%

Stoneham 3% 59% 1.77% 90% 2.70%

Wakefield 3% 42% 1.26% 89% 2.67%

Other 9% 34% 3.07% 78% 6.99%

Total 100% 34.11% 77.66%

MVRCS 100% 34% 83%

% Variance -0.32% 6.88%

10th Grade ELA Legacy

% of Students





Everett 9% 81% 7.29% 95% 8.55%

Malden 36% 80% 28.80% 94% 33.84%

Medford 13% 90% 11.70% 97% 12.61%

Melrose 20% 96% 19.20% 98% 19.60%

Stoneham 4% 93% 3.72% 98% 3.92%

Wakefield 3% 93% 2.79% 99% 2.97%

Other 15% 86% 12.97% 96% 14.38%

Total 100% 86.47% 95.87%

MVRCS 100% 100% 100%

% Variance 15.65% 4.31%

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10th Grade Math Legacy

% of Students

Actual 10th Math E+M District Score

Weighted 10th Math E+M, District Score

Actual 10th Math A, P, NI District Score

Weighted 10th Math A, P, NI District Score

Everett 9% 58% 5.22% 81% 7.29%

Malden 36% 73% 26.28% 89% 32.04%

Medford 13% 72% 9.36% 89% 11.57%

Melrose 20% 83% 16.60% 94% 18.80%

Stoneham 4% 79% 3.16% 96% 3.84%

Wakefield 3% 85% 2.55% 97% 2.91%

Other 15% 74% 11.15% 90% 13.49%

Total 100% 74.32% 89.94%

MVRCS 100% 99% 100%

% Variance 33.21% 11.18%

High School

Science Legacy

% of Students

Actual 10th Science E+M District Score

Weighted 10th Science E+M, District Score

Actual 10th Science A, P, NI District Score

Weighted 10th Science A, P, NI District Score

Everett 13% 61% 7.93% 92% 11.96%

Malden 47% 66% 31.02% 92% 43.24%

Medford 7% 66% 4.62% 96% 6.72%

Melrose 16% 84% 13.44% 98% 15.68%

Stoneham 7% 80% 5.60% 95% 6.65%

Wakefield 2% 75% 1.50% 98% 1.96%

Other 8% 70% 5.57% 94% 7.50%

Total 100% 69.68% 93.71%

MVRCS 100% 94% 100%

% Variance 34.89% 6.72%

ATTACHMENT B: ORGANIZATIONAL CHART

Superintendent/Director

Assistant Superintendent

Assistant Director

Professional Development

Coordinator, 3-6

Assistant Director

Professional Development

Coordinator, 3-6

After School and Youth Services

Director

Lead Nurse Lower School

Legal Advisor/ELL/DESE(pt)

Assitant Director, High School

Assistant to HS Director

HS Dean of Students

Dept. Chairs7-12 (5 Department

Chairs, IB Coordinator)

Business/Operations Director

HR Manager

Athletic Director

Public Relations Director

IT Director

Accounting/Statistics/Finance

Facilities Manager

Head of College Counselling

Head NurseAssistant to

Supt/Director

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ATTACHMENT C: PROMOTIONAL MATERIALS

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ATTACHMENT D: HIGH SCHOOL SAT ANALYSIS

INTRODUCTION

Based on information from the Department of Elementary and Secondary Education (“Plans of High School Graduates” report), Students at MVRCS are far more likely to attend a four-year public or private college that students from MVRCS’s six sending districts. 97% of the members of the Class of 2018 planned to attend a four-year college, which is 43.45% more than the weighted average of the school’s sending districts. We can extrapolate from this data that almost all of MVRCS’s students are college bound and, therefore, the SAT data for MVRCS is truly representative of the general student population.

% of

Students 4 year Public or Private College

Weighted 4 Year Public or Private College

Malden 41% 55 23 Stoneham 5% 77 4 Wakefield 4% 74 3 Everett 11% 48 5 Melrose 14% 86 12 Medford 15% 62 9 Other 10% 67 7 Total 100% 63 MVRCS 100% 97 54.75%

SAT WEIGHTED AVERAGES COMPARISON

% of Students

SAT Average Score (Composite)

Weighted SAT Average Score


% of

Students SAT Avg. Reading Score Weighted SAT Avg. Reading Score


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% of

Students SAT Avg. Math Score Weighted SAT Avg. Math Score


% of

Students SAT Average High Needs

Score Weighted SAT Avg. High Needs

Score


% of Students

SAT Average Economically Disadvantaged Score

Weighted SAT Avg. Economically Disadvantaged Score


Documents

Mystic Valley Regional Charter School Mystic Valley... · 8/1/2019 · • MVRCS again found itself in the U.S. News & World Report rankings, ranked 11th within Massachusetts, 27th