the N Department of Public Instruction’s harter School · The purpose of this document is to respond to the findings of the N Department of Public Instruction’s harter School

The purpose of this document is to respond to the findings of the NC Department of Public Instruction’s Charter School

Performance Framework for ArtSpace Charter School in 2013-14. While pieces of the report are misleading, overall, the

framework highlights the power of arts integrated learning for students from all backgrounds and abilities when

employed by skilled professionals in a supportive and nurturing environment. The framework strongly indicates that

ArtSpace should be seen as a model for K-8 schools.

The Academic Framework shows that ArtSpace achieved remarkable success with students from sub-groups that

traditionally under-perform on standardized tests. In 2013-14, a significant number (49%) of ArtSpace’s students came

from economically disadvantaged backgrounds or qualified for Exceptional Children (EC) services (17%). Both of these

sub-groups exceeded standards for proficiency on grade level tests and in comparison to the Local Education Agency

(LEA). Both female and male sub-groups also exceeded standards for proficiency and in comparison to the LEA.

While the report highlights that the school’s performance among Black students “fell far below standard,” it should be

noted that this population was comprised of only four students (1.3% of population). It is our contention that this small

sample size resulted in a skewed result. It should also be noted that the sub-group of students who identify as more

than one race (many of whom identify as being of African-American heritage) exceeded standards.

The Operational Framework highlights that ArtSpace is upholding its responsibilities as outlined in the state Charter

School statutes – fulfilling the mission of its charter, using data driven instruction, etc. The exception to this is the

finding that ArtSpace is not maintaining enrollment stability. This finding is curious since ArtSpace has had increasing

enrollment every year since its inception and plans to grow to 400 students next year. Additionally, ArtSpace

experienced only .8% attrition during the 2013-2014 school year and has a current wait list of 172 students.

The Financial Framework highlights that the school’s fiscal practices and policies are in good order. The current financial

position of the school is healthy with over six months of reserves in multiple liquid accounts.

Despite the modest points of contention outlined above, it is clear that ArtSpace is experiencing incredible success with

its student population. While the framework highlights some of the areas where the school is achieving results, it does

very little to show insight as to why or how this is happening. We believe the framework would be more complete if it

were to take into account factors like stakeholder satisfaction, student engagement, quality of student support services,

teacher quality, administrative support, and governance. We would also encourage the Department of Public

Instruction to develop a method to measure long-term success of students who graduate from our school. Anecdotally,

many of our graduates are successful in high school and beyond (for example, many ArtSpace alumni were honored as

the “Top 15” of their graduating high school classes for the 2014-15 school year), but a more definitive study would be

desirable.

ArtSpace continues to gain recognition locally, regionally, and nationally for its successful programming. In 2014,

ArtSpace was honored as a “Kennedy Center School of Excellence” for its commitment to arts education. For three years

running, the readers of the Mountain Xpress have acknowledged ArtSpace as the area’s “Top Arts Education Program.”

ArtSpace faculty and administration have presented regionally and nationally as part of the A+ Schools Program, the

National Charter School Convention and the Arts Education Partnership National Conference. These achievements are

possible due to the dedication of the families, faculty and staff at ArtSpace and the support of the governing board.

In sum, ArtSpace is pleased with the success highlighted in the Performance Framework. The Department of Public

Instruction’s support will be instrumental as the school seeks to serve as a model for the larger educational community,

in line with our vision – “The ArtSpace Charter School community will be a national benchmark in educational excellence

through integration of the arts.”

Academic Performance Framework

School: ArtSpace Charter School LEA: 11B County: Buncombe

Note: This academic section of the North Carolina Charter School Performance Framework is based on

the 2013-2014 school year state test results. This release of the NC Charter School Performance

Framework is provided for baseline data only.

Measure 1a. State Accountability: Performance Grade

Falls Far Below Standard

Does Not Meet Standard

Meets Standard

Exceeds Standard

Measure 1b. Federal Accountability: Annual Measurable Objective



Meets Standard

Exceeds Standard

Measure 2a.1. Grade Level Proficiency (GLP)



Meets Standard

Exceeds Standard

Measure 2a.2. College and Career Readiness



Meets Standard

Exceeds Standard

Measure 2a.3. Grade Level Proficiency (GLP) Comparison to the

Local Education Agency



Meets Standard

Exceeds Standard

Measure 2b.1. Female Subgroup Grade Level Proficiency (GLP)



Meets Standard

Exceeds Standard

Measure 2b.2. Female Subgroup GLP Comparison to the Local

Education Agency (LEA)



Meets Standard

Exceeds Standard



Measure 2b.3. Male Subgroup Grade Level Proficiency



Meets Standard

Exceeds Standard

Measure 2b.4. Male Subgroup GLP Comparison to the Local Education

Agency (LEA)



Meets Standard

Exceeds Standard

Measure 2b.7. Black Subgroup Grade Level Proficiency (GLP)



Meets Standard

Exceeds Standard

Measure 2b.8. Black Subgroup GLP Comparison to the Local Education

Agency (LEA)



Meets Standard

Exceeds Standard

Measure 2b.9. White Subgroup Grade Level Proficiency (GLP)



Meets Standard

Exceeds Standard

Measure 2b.10. White Subgroup GLP Comparison to the Local




Meets Standard

Exceeds Standard

Measure 2b.11. Hispanic Subgroup Grade Level Proficiency (GLP)



Meets Standard

Exceeds Standard



Measure 2b.12. Hispanic Subgroup GLP Comparison to the Local




Meets Standard

Exceeds Standard

Measure 2b.15. Two or More Races Subgroup Grade Level Proficiency

(GLP)



Meets Standard

Exceeds Standard

Measure 2b.16. Two or More Races Subgroup GLP Comparison to the

Local Education Agency (LEA)



Meets Standard

Exceeds Standard

Measure 2b.17. Economically Disadvantaged Subgroup Grade Level

Proficiency (GLP)



Meets Standard

Exceeds Standard

Measure 2b.18. Economically Disadvantaged Subgroup GLP

Comparison to the Local Education Agency (LEA)



Meets Standard

Exceeds Standard

Measure 2b.19. Exceptional Children Subgroup Grade Level Proficiency

(GLP)



Meets Standard

Exceeds Standard

Measure 2b.20. Exceptional Children Subgroup GLP Comparison to the

Local Education Agency (LEA)



Meets Standard

Exceeds Standard



Measure 3a.1. All Students Growth


Meets Standard

Exceeds Standard

Measure 4a. Reading School Performance Grade



Meets Standard

Exceeds Standard

Measure 4b. Mathematics School Performance Grade



Meets Standard

Exceeds Standard

Financial Performance Framework Status

School Name: ArtSpace Charter School LEA: 11B County: Buncombe

The State Board policy TCS-U-006 outlines the charter school noncompliance levels. This policy

details the following three levels of financial noncompliance under which a charter school may be

placed by the Division of School Business:

Level 1: Financial Cautionary Status

Level 2: Financial Probationary Status

Level 3: Financial Disciplinary Status

Financial Noncompliance Status as of June 01, 2015

This school is currently not on financial noncompliance status.

http://sbepolicy.dpi.state.nc.us/policies/TCS-U-006.asp?pri=04&cat=U&pol=006&acr=TCS

Operational Performance Framework

School Name: ArtSpace Charter School LEA: 11B

Note: This operational section of the North Carolina Charter School Performance Framework is based on

the 2014-2015 school year. This release of the NC Charter School Performance Framework is provided

for baseline data only.

Measure 1a.

Is the school implementing the essential terms of the education program as

defined in its charter agreement?

Does Not Meet Standard Meets Standard

Evidence and Comments

The charter school meets the standards of the essential terms of the education program as

evidenced by the site visit completed on April 8, 2015, an e-mail with the executive director

on March 16, 2015, and the board meeting minutes on November 18, 2014.

Measure 1b.

Does the school use data to inform, guide, and improve instruction and other

school practices?



The charter school meets the standards of using data to inform, guide, and improve instruction and other school practices as evidenced by the site visit report on April 8, 2015, the director’s report within the board meeting minutes on December 16, 2014, and by having a designated EVAAS administrator.



Measure 1c.

Is the school complying with applicable educational requirements?



The charter school meets the standards of complying with applicable educational requirements as evidenced by its yearly calendar posted online, its promotion requirements procedure, its adherence to testing and accountability policies for state assessments, and its implementation of Read to Achieve legislation.

Measure 2a.

Are the school’s admissions and enrollment practices fair and equitable, as

required by law?



The charter school meets the standards of admissions and enrollment practices as evidenced by the school’s admissions policy.



Measure 2b.

Is the school ensuring the rights of students? (i.e.: students with 504 plans,

students with disabilities, etc.)



Pending monitoring review

Measure 2c.

Is the school protecting the rights of English Language Learners?



The charter school meets the standards of protecting the rights of English Language

Learners as evidenced by no known findings by the Department of Public Instruction.



Measure 2d.

Is the school monitoring withdrawal rates and maintaining enrollment stability?



The charter school meets the standards of monitoring withdrawal rates and maintaining

enrollment stability as evidenced by the 2013-2014 withdrawal rates and by having a

procedure to collect, monitor, and analyze attrition data.

However, when comparing the school’s projected average daily membership (ADM) to the

first month’s average daily membership (ADM), the school’s actual enrollment was less than

10% of the maximum authorized enrollment in 2014.

Measure 3a.

Does the school’s learning environment align with its State Board approved

mission of the school?



The charter school meets the standards of the school’s learning environment aligned with its

State Board approved mission as evidenced by the school’s website, its 2013 renewal self-

study, and the school site visit on April 8, 2015.



Measure 4a.

Is the school complying with standards of high quality governance requirements?



The charter school meets the standards of high quality governance requirements as evidenced by its bylaws; board meeting minutes on January 21, 2015; the board membership form; the school’s website; the grievance policy; the conflict of interest policy; and the nepotism policy.

Measure 4b.

Is the board holding school leadership accountable?



The charter school meets the standards of holding leadership accountable as evidenced by

the school leader evaluation tool.



Measure 5a.

Does the school have policies and programs that establish a safe and secure

school environment?



The charter school meets the standards of a safe and secure school environment as evidenced by the school’s site visit report on April 8, 2015, its criminal background check policy, its evidence of fire inspections, and the Certificate of Occupancy.

Measure 6a.

Is the school complying with federal and state reporting requirements?



The charter school meets the standards of complying with federal and state reporting

requirements as evidenced by no known findings by the Department of Public Instruction.

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the N Department of Public Instruction’s harter School · The purpose of this document is to respond to the findings of the N Department of Public Instruction’s harter School