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Math is Everywhere at Meridian and in the World: Cones, Rectangles, Cylinders.

Meridian Public Charter School 2120 13th Street, NW Washington, DC 20009

(202) 387 - 9830 (O)

Board Chair: Chris Siddall

http://www.mpcs-dc.org/

Meridian “Where the Love of Learning Lives”

“Where the Love of Learning Lives”

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SCHOOL DESCRIPTION

3 Mission Statement, Vision Statement

4 Code of Values

5 Meridian Overview

6 Curriculum Design and Instructional Approach

12 Parent Involvement Efforts

14 Evidence of Performance and Progress

19 Lessons Learned and Actions Taken

23 Unique Accomplishments and Donors

SCHOOL PERFORMANCE

24 Data Report

APPENDICES

26 Appendix A: Staff Roster

29 Appendix B: Board Roster

30 Appendix C: Unaudited Year End Financials (2014-2015)

33 Appendix D: Approved Budget (2015-2016)

Table of Contents

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Meridian Public Charter School is a rigorous Pre-k to 8th grade school which academically and

socially prepares its diverse student population to be successful in an increasingly global and technology-based society. Our school continues to prepare the student body for work in a global society through its Spanish instruction in the elementary-school grades and both Spanish and French in the middle-school grades. Consideration is currently underway to add additional languages, including Mandarin, in the near future. Additionally, the Meridian Public Charter School remains focused on increasing utilization of high technology in the classrooms and in the computer labs for all grades, and additional use of currently available software both in-house and through the internet for mathematics, reading and English language usage, science, and music.

Meridian Public Charter School will be an educational institution that fosters global citizenship, strong moral character, resiliency and academic achievement through a rigorous, international curriculum.

Mission Statement Vision Statement

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Meridian Public Charter School highly values the following:

• Students’ development of moral ethics and citizenship. • Students’ ability to navigate using cutting edge technology. • A collaborative approach to teaching and learning for student success. • Student learning as a process and a constant. • Scaffolding the learning of students to support them in becoming critical thinkers and

problem solvers. • The individual student and their role in the collective. • Students as individuals. • The collective support of all stakeholders to support student learning. • Our students ‘responsibility to improve the local and global community.

Code of Values

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School year and hours of operation The instructional day for students is 8:00 AM to 3:00 PM daily for 108 days of school. t

Meridian Overview

ENROLLMENT

PreK-3 51

PreK-4 65

Kindergarten 81

First Grade 69

Second Grade 68

Third Grade 60

Fourth Grade 70

Fifth Grade 49

Sixth Grade 52

Seventh Grade 39

Eighth Grade 37

TOTAL 588

DEMOGRAPHIC DATA

African-American 416

Hispanic/Latino 209

Caucasian 8

Asian/Pacific Islander 9

Other 0

Male 307

Female 333

ELL 183

SPED 85

Grades Served PK3 - 8

Ages Served 3 - 14

School Hours 8:00 AM to 3:00 PM

First Day of School 8/24/15

Last Day of School 6/17/16

Total # of instructional days 180

MERIDIAN PUBLIC CHARTER SCHOOL

2120 13th St, NW 202.387.9830 www.meridian-dc.org STUDENT DEMOGRAPHICS Administrative Positions (2014 - 2015)

Head of School Tamara Cooper

Vice Principals Latifa Hall, Jocylen Filkins

Academic Dean Tia Lott

Director of Accountability Darin Knicely

Finance Manager Haribo Kamara-Taylor

Human Resources Manager Regina Ryder

Special Education Coordinator Aleia Johnson

Dean of Students Lynne Shipley

Number of Teachers 61

Number of Instructional Assistants 20

Average Class Size 20

School Metrics (2014 - 2015)

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During

In the 2014-2015 school year, Meridian served 641 students in PreK-3 through Eighth Grade. Teachers at Meridian Public Charter School. The Common Core State Standards were integrated into daily lessons. The Houghton Mifflin Reading and Mathematics programs are used to support instruction towards mastery of those standards.

Language Arts/Reading

Elementary students have a daily literacy block of 120 minutes so that students develop the core competencies of reading and writing. Effective literacy skills are central to student learning. Our curriculum weaves the core literacy skills of reading, writing, listening, speaking, viewing and presenting across all discipline. Communication skills and strategies are intertwined with the content strands and concepts to help students see the connections among people and disciplines.

Meridian adopted a standards-based literacy approach premised on the strategies recommended by the research of Dr. Richard Allington, Dr. Dorothy Strickland, Dr. Robert Slavin, Dr, Judith A. Langer and Dr. Sally Shayitz. The literature on research-based ins ruction focuses on a combination of phonemic awareness, whole language, decoding and encoding, critical thinking and higher-level comprehension skills. Whole group teaching, integrated instruction, differentiated grouping and guided reading will all be used as processes it improve reading instruction. Special programs are provided for special education and English Language Learners using research-based strategies geared to special needs students. These include cooperative grouping, multiple learning styles and multiple intelligences. The delivery of these strategies is facilitated by the use of the Houghton Mifflin Nation’s Choice reading program and augmented by the Learning Station software for corrective and remedial instruction.

Through the integration of research, best teaching practices and advances in technology, the curriculum is able to successfully meet the state and national benchmarks and standards and to implement developmentally appropriate practices for our Pre-Kindergarten through Eighth grade student.

The Middle school grades (6-8) uses Holt’s Elements of Literature reading program to facilitate the standards based curriculum. Holt is thematically linked to informational texts to ensure mastery of all skills and concepts, provides differentiated instruction with special accommodations for all students so that those who struggle can master grade-level skills and those who excel can be challenged, uses assessment tools that show where the students stand in relation to skills and standard mastery and where to direct them for remediation or enrichment and provides intervention materials for English-Language Learners, Special Education students and students reading significantly below grade level.

Curriculum Design and Instructional Approach

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Students at all grade levels are immersed in language. Their classrooms are text-rich environments with student work displayed, word walls, and classroom library centers. For grades PreK-8, classroom libraries strive to have leveled books, Caldecott and Newberry aware literature, multiple genres, and reference materials.

Math

Developments over the past 20 years have led to a tremendous increase in the importance of mathematics in a growing number of occupations and in daily life. As a result, the goal of achieving mathematical literacy for all citizens has become a national priority. By today’s definition, mathematical literacy means that adults need to have a range of sophisticated mathematical knowledge and skills that extend beyond basic calculation skills.

Meridian’s curriculum encourages teachers and students to go beyond arithmetic - to explore more of the mathematics spectrum by investigating data gathering and analysis, probability, geometry, patterns and algebra. Mathematics is integrated into other subject areas and becomes part of the ongoing classroom routine, outdoor play, and the transitional moments that occur every day.

The curriculum emphasizes the application of mathematics to real-world situation. Numbers, skills and mathematical concepts are not presented in isolation, but are linked to situations and contexts that are relevant to everyday lives. The curriculum also provides numerous suggestions for incorporating mathematics into daily classroom routines and other subject areas.

Lessons include time for whole-group instruction as well as small group, partner, or individual activities. These activities balance teacher-directed instruction with opportunities for open-ended, hands-on explorations, long-term projects and on-going practice. Students are encouraged to explain and discuss their mathematical thinking in their own words. Opportunities to verbalize their thoughts and strategies give children the chance to clarify their thinking and gain insight from others.

Meridian PCS uses Teaching Strategies Gold for Pre-K, Houghton Mifflin for K-5 and Glencoe Mathematics for grades 6-8. All curricula seek to develop student’s mastery of content and process, and develop teacher’s subject specific expertise.

Social Studies

Meridian uses the MacMillian/McGraw Hill Social Studies program for grades K-5 and Glencoe for grades 6-8. Both programs are research and standards based. Each program ensures student success in the following ways: 1) reading support strengthens student understanding of social studies content; 2) content is relevant, accurate and correlated to the National Council for the Social Studies Standards; 3) citizenship skills are taught throughout the program using real-life examples, and 4) assessment is ongoing to guide instruction. Each program contains specific strategies to meet the needs of EL learners and students with special needs.

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Science

Meridian uses the McGraw Hill Science program for grades K-5 and the Harcourt Science program for grades 6-8. Both are based on National Science standards and are research-based programs. Meridian uses each program to provide children with opportunities to investigate the natural world, learn about interesting, relevant and exciting ideas and understand the link between science and all other aspects of the elementary curriculum. Each program is based on the following principles of scientific literacy: 1) all children can investigate and learn science concepts and can experience success in science; 2) children must develop knowledge of and the ability to use tools and processes of scientific inquiry; 3) children experience success in science when they develop age-appropriate knowledge and understanding of the life, earth, and physical sciences and when they learn about the history and nature of science; 4) science content should be presented to children in an interesting, comprehensible, and clearly organized format; and 5) children’s competence in the concepts and processes of science should be assessed through a variety of tools that are consistent, authentic and fair. The products also contain specific materials for EL learners and students with special needs.

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Vocabulary Acquisition

Teachers utilized Marzano’s Essential Nine Strategies most likely to reinforce identified gaps in student learning.

The Meridian academic program is an English language-based immersion program. The school uses a full inclusion model for students with special needs. During the school year, special education teachers provide a continuum of services from in class support to pull out services. Teachers receive ongoing professional development to aid in the implementation of inclusion, such as modifications to student work and instructional best practices.

Meridian has an array of unique programs to ensure the success of each of our students. Brief descriptions are listed below.

Core Academic Program

Meridian Public Charter School uses Common Core State Standards to determine the academic levels to which students are taught and assessed. The academic standards are descriptions of what students should comprehend in order to be deemed proficient in a particular area of study. These standards are uniform in order to set high expectations for each student and teacher throughout the educational system.

1. Identifying similarities and differences

2. Summarizing and note taking

3. Reinforcing effort and providing recognition

4. Homework and practice

5. Nonlinguistic representations

6. Cooperative learning

7. Setting objectives and providing feedback

8. Generating and testing hypotheses

9. Cues, questions and advance organizers

Marzano’s Essential 9 Strategies

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In addition to having strong academic standards, Meridian Public Charter School is aligned to Common Core State Standards. Curriculum frameworks and curriculum mapping are also established to translate knowledge and skills described in the standards into clear, specific guidance for teachers.

Meridian Public Charter School students, along with all District of Columbia Public Schools, are administered the District of Columbia Comprehensive Assessment System. This standardized assessment is the major tool used to measure students’ progress towards achieving proficient performance relative to the District of Columbia’s academic content standards and the Common Core Standards. Students at Meridian also take the Stanford Achievement Test as an additional standardized assessment and academic achievement tool.

Curriculum/Academic Texts

In addition to the core subjects emphasized at Meridian Public Charter School and previously described, students study several special subject areas including Art, Media/Technology, Music, Physical Education/Health and Spanish. These special area courses are aligned to standards which are based on Common Core State Standards and the National Standards in each respective area of study and instruction.

Although all special subject areas are implemented into cross curricular activities, technology specifically is woven into the daily activities and academic coursework of each class. Each classroom is equipped with internet accessible computers in addition to a fully functioning computer center located in the library. The technology performance standards include basic operations, keyboarding, applications, information literacy, problem solving, ethical/legal issues, vocabulary, word processing, spreadsheets, career awareness, internet usage, multimedia processes, graphic programs, telecommunications and creating a database. The technology performance standards support the core subject academic needs of the students.

Summer Enrichment

Summer Enrichment is a program designed for all students who attend Meridian during the year. The program focuses on Reading, Language Arts, and Math computation and problem solving. The program is held for six weeks in the summer.

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On the Rise (Grades 3, 4, 5)

On the Rise focuses on identified students in grades 3, 4 and 5 who scored at the basic level on the spring DC CAS test. The tutorial provides intensive remedial and grade level instruction in the areas of reading and mathematics. This primary support in conjunction with the daily instruction is held weekly, Tuesday through Thursday from 3:30pm – 5:30pm.

Day 6 Academy (Grades 6, 7, 8)

Day 6 Academy focuses on students in grades 6, 7 and 8 who scored at the basic level on the spring DCCAS test. The tutorial provides intensive remedial and grade level instruction in the areas of reading and mathematics. This primary support in conjunction with their daily curriculum is held on Saturdays from 9:00am – 1:00pm.

Special Education Program

The SPED program has four teachers, one assistant, and a coordinator. The SPED program works very closely with the counseling program and meets quarterly to discuss progress of students and how to better meet their goals. Weekly progress reports go home with students each Friday.

‣ The team meets weekly as a department for program review

‣ Scheduled contracted hours meeting IEP regulations

‣ Weekly academic/ behavioral progress reports sent to the homes of the children

‣ Quarterly review/amendments of IEP goals/objectives.

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Meridian Public Charter School believes that the relationship between home and school is key to student success. MPCS has a full time Parent Center that serves as a hub of the school’s parental involvement. The Parent Center strives to increase parental involvement at MPCS and to improve the quality of parental involvement. The Parent Center is an open

Resume Building Workshop

Participants learn the purpose and objective of a resume and cover letter. Furthermore, participants receive a sample of diverse types of resume. Participants have the opportunity to create their own resume and cover letter with the assistance of the Parent Center staff. Interviewing strategies are also discussed during the workshop.

DCCAS Preparation and Test Taking Strategy Workshop

This workshop is conducted in preparation for DCCAS testing. Participants receive important facts about the DCCAS as well as strategies that can be used at home and during the test to help student achievement. Meridian teachers are present to provide assistance and encouragement to participants.

Behavior Management Workshop

This workshop is conducted by the school Mental Clinician and addresses various concerns participants have in terms of classroom/home behavior, discipline management, etc.

Parent Involvement Efforts Family Fun Night

Family fun night is an exciting environment for families to come together to prove that learning can be and is fun. Teachers share activities that can be done at home to reinforce academic concepts.

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Scholastic Book Fair

The Scholastic Book Fair encourages parents to actively read to their students. Used and new books donated by the Meridian community members are also displayed in the Parent Center for a week for parents to take home.

Healthy Eating Habits Workshop

This workshop was based on the Let’s Move! Curriculum on Healthy Eating Habits. Participants learned facts on obesity in America, the possible emotional/physical/social/cognitive risks associated with obesity. Participants also received steps, suggestions, and strategies of how to increase healthy eating habits and physical activity.

Sexual Assault Awareness Month Workshop

This workshop was conducted by the DC Attorney General’s Office in conjunction with the DC Sexual Assault Nurse Examiner (SANE) Program to raise Sexual Assault Awareness.

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Evidence of Performance and Progress

3%!

46%!40%!

11%!9%!

45%!

32%!

15%!

Advanced Proficient Basic Below Basic

DC-CAS Overall School Performance (2013-2014)!

Reading Math

ESMS PMF 2012-2013 2013-2014

Median Growth Percentile (Gr. 3-8) Math 55.9% 43.7%

Reading 53.3% 40.8%

Elementary School Reading (Gr. 3-5) % proficient and advanced 54.7% 38.1%

% advanced 3.9% 1.3%

Elementary School Math (Gr. 3-5) % proficient and advanced 44.5% 42.2%

% advanced 5.5% 7.9%

Middle School Reading (Gr. 6-8) % proficient and advanced 59.8% 58.8%

% advanced 10.3% 5.1%

Middle School Math (Gr. 6-8) % proficient and advanced 72.4% 64.4%

% advanced 15.3% 9.7%

Gateway 3rd Grade Reading Proficient 53.2% 33.3%

8th Grade Math Proficient 90.5% 67.9%

Leading Indicators Attendance Rate 95.9% 94.3%

Re-enrollment Rate 83.7% 89.3%

Total Score Tier 2 62.8% 45.8%

Elementary School and Middle School (ESMS) Performance Management Framework (PARCC testing results are not expected until the end of 2015, there no data for 2014-2015 are available.)

Tier

2

Tier

2

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EC PMF Goal 2014-2015

Pre-Kindergarten Progress (PK3-PK4)

Math (TS Gold) Meet or exceed widely held expectations per the growth report

98%

Reading (TS Gold) Meet or exceed widely held expectations per the growth report

78%

Kindergarten-2nd Grade Progress (K, 1 and 2)

Math (SAT 10) make 0 or greater NCE 37.0%

Reading (SAT 10) make 0 or greater NCE 5.4%

Teacher Interaction: Classroom Assessment Scoring System (PK3-PK4)

Emotional Support 5.7%

Classroom Organization

5.4%

Instructional Support

2.0%

Leading Indicators (PK3-PK4) Attendance Rate 89.3%

Leading Indicators (Whole School)

Attendance Rate 93.35%

Re-enrollment Rate 88.9%

Tiering not applicable in first year of Early Childhood Performance Management Framework

Early Childhood (EC) Performance Management Framework

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MERIDIAN PCS GOALS (2014-2015) Evidence/Assessment

SY(14-15)

1 Students will demonstrate a solid foundation in literacy concepts as evidenced by: A. At least 75% of Pre-K students will meet or exceed widely held expectations of

growth from the Fall to the Spring administrations of the GOLD assessment.

B. At least 80% of Kindergarten students through second grade students will demonstrate one year of growth between Fall and Spring administrations of the STAR assessment.

C. The percent of students scoring proficient or advanced on the state assessment in reading will meet or exceed the state average at each grade level 3-8.

GOLD (Reading) STAR (Reading) PARCC (Reading)

96.0% No data in 2014-15 No data in 2014-15

2 Students will demonstrate a solid foundation in numeracy concepts as evidenced by: A. At least 75% of Pre-K students will meet or exceed widely held expectations of

growth from the Fall to the Spring administration of the GOLD assessment.

B. At least 80% of Kindergarten students through second grade students will demonstrate progress towards meeting or exceeding typical growth on the STAR Math Enterprise assessment.

C. The percent of students scoring proficient or advanced on the state assessment in math will meet or exceed the state average at each grade level 3-8.

GOLD (Math) STAR (Math) PARCC (Math)

97.5% 100% No data in 2014-15

3 Students will demonstrate mastery and completion of science standards as evidenced by: A. 75% of students in grades 3-8 will meet or exceed proficiency on the NAEP

Rubric for a science fair project.

Description of dual scored projects based on NAEP Rubric, internally validated through at least 70% interrupter agreement

A. 86%

4 Students will demonstrate on track indicators for college and career readiness as evidenced by: A. 80% of cohort students will progress with grade level peers.

B. 25% of middle school students will gain at least one Carnegie Unit each year.

Grade Level retention rate Carnegie Unit data

A. 100% B. 37%

5 Teachers will demonstrate engagement in focused practice and continuous improvement as evidenced by: A. 90% of staff will obtain a score of 3 or higher in at least 1 element of Marzano’s

Reflective Teacher Framework. B. 50% of staff will obtain a 3 or higher in an element under Design Questions 2,

3, 4, and 5 of Marzano’s Reflective Teacher Framework. C. 25% of staff will obtain a 3 or higher in an entire Design Question on

Marzano’s Reflective Teacher Framework.

Data by staff for Marzano’s Reflective Framework

A. 94.8% B. 74.2% C. 56.2%

Goals and Academic Achievement Expectations

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Meridian Public Charter School: Plan for Continuing to Meet Goals

For some time, the Meridian Public Charter School has successfully met all of its goals (and did so during the SY2014/15 school year as noted above). Nine of our goals required by the DC Public Charter School Board rely on, and will continue to rely on, TSGold, Star, and NAEP testing results. In addition, Meridian Public Charter School will continue to implement and record Marzano’s Reflective Framework data for the faculty, will continue to calculate and monitor Carnegie Units for its middle school students, will continue to implement the Discovery Education battery of tests, and is looking into administering the NWEA tests in mathematics, English, and science as well. We believe that these tests and diagnostics will continue to show the success of both the school as a whole and our students individually.

PARCC data were not available to the school at the end of the 2014/15 school year, and later as this report was being written, and as a result, two of our goals, namely "growth of the percent of students scoring proficient or advanced on the state assessment in reading and in mathematics will meet or exceed the state average at each grade level 3-8", were not evaluated in this annual report. It is our expectation that through techniques noted below, Meridian Public Charter School will meet or exceed these goals as well in all years to come.

Through continued individual and small-group tutoring, intensification of early identification, and support of students with learning and behavior needs (RTI), after school educational activities, and also Saturday School, Meridian Public Charter School will make use of its 100 percent highly-qualified faculty to work with all students and improve their educational and social skills throughout their time spent learning at the school.

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HISTORICAL RACE & ETHNICITY

SY 2001 2002

SY 2002 2003

SY 2003 2004

SY 2004 2005

SY 2005 2006

SY 2006 2007

SY 2007 2008

SY 2008 2009

SY 2009 2010

SY 2010 2011

SY 2011 2012

SY 2012 2013

SY 2013 2014

SY 2014 2015

African-American 339 352 422 454 412 410 376 362 358 339 329 352 358 383

Asian 1 0 0 0 0 0 0 1 1 2 5 6 5 8

Hispanic 61 94 112 128 138 137 126 143 155 176 192 203 213 234

Caucasian 1 0 0 0 0 0 0 1 1 2 5 6 8 10

Other 0 0 0 0 0 0 0 0 0 3 0 0 0 0

TOTAL 402 446 534 583 550 547 502 507 515 522 531 567 588 639

DEMOGRAPHICS

Low Income 639

SPED 81

ELL 174

Male 304

Female 335

RACE AND ETHNICITY # of Students Percent

African-American (Non-Hispanic) 383 60.7%

Hispanic 234 36.5%

Asian 8 1.3%

Caucasian (Non-Hispanic) 10 1.2%

American Indian/Alaskan Native 1 0.2%

Other 0 0.0%

TOTAL 639

Student Demographics, Race & Ethnicity Data (2014 - 2015)

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Meridian has identified a continued need to maintain a focus on student Literacy and Math, with a major emphasis in Special Education and ELL services. Several program changes to monitor and provide additional resources to those students were developed. After review, Meridian has decided to move forward with the implementation of a specific set of research-based materials, for students needing additional support.

Student Progress

Meridian Public Charter School’s 2014 DC CAS proficiency rates increased from 45.8% to 48.0% in Reading. Mathematics scores also increased from 44.6% to 53.2% proficiency. These scores demonstrate an gain of almost 5 points in Reading and over 19 points in Math. Meridian PCS maintained its 2014 Tier 2 ranking, with a score of 45.8%

ELL and Special Education subgroups continue to be identified as groups needing continued support. The ELL subgroup scored 59.2% proficient in Math and 51.4% proficient in Reading. The Special Education subgroup has a 30.9% proficiency rate in Mathematics and a 29.6% proficiency rate in Reading.

Student Achievement

‣ 2014 DCCAS data indicates 48.0% of students scored at the proficient/advanced levels in Reading

‣ 2014 DCCAS data indicates 53.2% of students scored at the proficient/advanced levels in Mathematics.

Gateway

‣ 2014 DCCAS data indicates that 33.3% of 3rd grade students performed at the proficient level in Reading.

‣ 2014 DCCAS data indicates that 67.9% of 8th grade students performed at the proficient or advanced level in mathematics.

Leading Indicators

‣ Meridian’s average daily attendance rate during the 2014-2015 school year was 93.35%, achieving adequate yearly progress goals

‣ The re-enrollment rate was 87.7%.

Lessons Learned & Actions Taken

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Activities, Strategies and Interventions

Teacher Quality, Instructional Best Practices and Professional Development

Meridian Public Charter School manages teacher quality through instructional coaching, professional development and evaluation. Lead by the Dean of Academics, Instructional Coaches complete classroom observations to determine teacher strengths, weaknesses, areas of improvement and areas where a staff member may be stagnant. Teachers are given a written observation in addition to planning sessions or meetings. Instructional Coaches also design and implement professional development plans for staff members, geared towards improving standards based and data driven instruction, effective lesson planning and the organization of the classroom environment. This may include model teaching, co-teaching, peer observations or external professional development activities.

Meridian maintains a comprehensive professional development schedule for all instructional staff. Typically, one week of intensive professional development occurs prior to the start of the school year and continues throughout the academic year. Professional development is offered during horizontal and vertical planning sessions, in addition to weekly staff meetings and Teacher Excellence Academy sessions. In accordance with needs based professional development plans, staff members are required to attend specific research based external professional development workshops. During the school year, Meridian offers over 180 hours of in-house training and professional development opportunities. It is Meridian’s goal to have staff exposed to additional external professional development and training programs. Each staff member is required to document 14 professional development hours obtained externally. Acceptable documentation includes a certificate of completion, an agenda or a session description from the training. 7 hours must be obtained by the end of the 1st Advisory Period and the remaining hours must be obtained by the end of the 2nd Advisory Period. Credit hours, for advanced coursework, may be included. Each “seat hour” counts for one hour of external professional development. Meridian offers 50% tuition reimbursement for all instruction based coursework, with an annual cap for each staff member. All hours must be approved by appropriate personnel, prior to registration. A professional development log for external hours should be maintained in each staff member’s portfolio.

The Instructional staff is evaluated by the Dean of Academics and the Principal, utilizing an adapted version of the Praxis III Classroom Performance Assessment. The evaluation rubric is points based encompassing the organization of instructional content, the classroom environment, instructional best practices, professionalism, and student achievement. Evaluation results determine additional training to be identified on each teacher’s professional development plan. Outcomes from professional development plan implementation are regularly monitored, updated and reviewed.

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Data Driven Instruction

Student growth and achievement is primarily monitored utilizing DC CAS data, Stanford Achievement Test data and the Brigance Inventory of Early Development. Several text based and teacher generated assessments are also monitored regularly.

The DCCAS measures student achievement and student progress is measured year to year. 3rd-8th grade students are administered the Reading and Mathematics components of the DC CAS in the spring. 4th and 7th grade students are also administered a Science assessment and 5th and 8th grade students are administered an additional Writing assessment. DC CAS data is desegregated by subject, grade level, teacher, gender, ethnicity, economic status, Special Education status, English Language Learners status, and student achievement levels. Students and subgroups scoring at the advanced and proficient levels are identified and the data is reviewed to determine best practiced utilized which resulted in student success. Varying factors are weighed to develop future instructional plans and best practices to maintain the achievement of those students and increase the proficiency levels of the remaining students. Students and subgroups scoring at the basic and below basic levels are identified and the data is utilized to complete a route cause analysis. Any negative variables must be rectified or eliminated and positive influences or effective best practices must be increased. Additionally, the Academic Team, Program Development Team and other pertinent personnel will introduce any best practices not currently in use at Meridian and comprise a plan for successful implementation. As a result, classroom instruction is differentiated and modifications are made as needed. Students not performing at the advanced or proficient level on the DC CAS are required to attend individualized or small group instruction during the school day, with the designated Resource Teacher, Special Education Teacher or ELL Teacher. Those students are also required to attend after school or Saturday school sessions, based on grade level.

The Stanford Achievement Test is administered to Kindergarten-8th grade students, in the fall and spring, to measure student growth and achievement. Stanford Achievement Test data is desegregated by subject, subtests, grade level, teacher, score type, norms, number tested, mean number correct, national rankings and grade equivalent scores. In addition to the methods used by Meridian, with the DC CAS, to track student data and drive and customize instructional plans, Stanford Achievement Test data measures student growth for the academic school year, determining specific areas of strength and weakness. This data is also utilized to assess the grade level progress of each student and the instructional impact of the teachers.

The Brigance Inventory of Early Development measures academic and cognitive skills growth and achievement in Meridian’s pre-kindergarten programs. The basic skills assessment for three year olds evaluates students’ personal data response, color recognition, picture vocabulary, use of objects, visual motor skills, number concepts, motor skills, identification of body parts, repetition skills and the use of prepositions and irregular plural nouns. The basic skills assessment for four year olds evaluates students’ personal data response, color recognition, picture vocabulary, visual discrimination of forms and uppercase

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letters, visual motor skills, gross-motor skills, rote counting, identification of body parts, following verbal directions, number concepts and syntax and fluency skills. Additional teacher observations are recorded. Methods similar to that on the DC CAS and the Stanford Achievement Test will be utilized to track student growth, achievement, drive and customize instructional plans.

Intervention Strategies

Tutoring

‣ “3, 4 and 5 On the Rise” is a tutorial program which seeks to greatly enhance students’ skill levels in the areas of reading and mathematics. The program is geared towards students in the 3rd, 4th and 5th grades who have been identified by assessment data as displaying deficiencies in the subject areas outlined above. The students follow an intensive mathematics and literacy track, Tuesday through Thursday from 3:30pm-5:30pm, at Meridian Public Charter School. Instruction is standards based and data driven.

‣ The “Day 6 Academy” is a tutorial program which seeks to greatly enhance students’ skill levels in the areas of reading and mathematics. The program is geared towards students in the 6th, 7th and 8th grades who have been identified by assessment data as displaying deficiencies in the subject areas outlined above. The students follow an intensive mathematics and literacy track, Saturdays, from 8:30am-12:30pm, at Meridian Public Charter School. Instruction is standards based and data driven.

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Name of Grant Grant Details

SOAR Academic Quality Grant

Project Goals:

1. Improve student academic outcomes in Math and ELA as assessed by 2015 PARCC. NB: No PARCC data have been provided to Meridian Public Charter School as of the end of August, 2015. Data are not expected to be published until the end of the calendar year.

A. Institute tiered interventions that are based on data that offer specific strand data

B. Increase staff knowledge of best practice in offering intervention support to at-risk, SPED and ELL students.

C. Equip staff and interventionist with technology that is adaptive to learner needs and can be used 24 hours a day, 7 days a week.

2. Develop teacher quality through structured professional development and hiring practices. Obj: Train teachers in Common Core strategies and ELL/SPED best practices

3. Timeline for overall project completion: February 21, 2014 - February 20, 2016

Key Donations

Item Details of Donation

In-kind and Monetary Donations Valued at $500 or More

None

Unique Accomplishments

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Data Report

DISCIPLINE DATA (WHOLE SCHOOL) 2014/15

# of Students with Out-of-School Suspensions 101

Suspension Rate 7.14%

# of Student Expulsions 0

Expulsion Rate 0%

# of Mid-Year Withdrawals 40

Mid-Year Withdrawals Rate 6.3%

# of students with Out-of-School suspensions 72

Suspension Rate 11.3%

# of Mid-Year Entries Not Yet Validated

Mid-Year Entries Rate Not Yet Validated

# of days lost due to Out-of-School Suspensions 72

# of enrollment days for all students 102060

Instructional time lost due to Out-of-School suspensions 0.11%

GRADES FRAMEWORK IN-SEAT ATTENDANCE RATE

PK3 - PK4 ECPK 86.35%

K - 2 EC 93.20%

3 - 8 ESMS 94.78%

STUDENT ATTRITION

Re-enrollment Rate 87.7%

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DATA POINT VALUE

PK3 Students 49

PK4 Students 64

KG Students 80

1st Grade Students 70

2nd Grade Students 68

3rd Grade Students 62

4th Grade Students 66

5th Grade Students 49

6th Grade Students 55

7th Grade Students 39

8th Grade Students 37

Total # of instructional days 180

Suspension Rate 11.3%

Expulsion Rate 0.0%

Instructional Time Lost to Suspension 0.35%

Promotion Rate 99.8%

Mid-Year Withdrawals Rate 6.3%

Mid-Year Entries Rate Not Yet Validated

Teacher Attrition Rate 88.5%

Number of Teachers 62

Teacher Salary Average: $53,531 Minimum: $43,000 Maximum: $70,000

Square footage for entire bldg 58,900

Square footage for entire classroom space

40,323

Cafeteria Y

Theater/Performing Arts Space Y

Meridian PCS Data Template (2014-2015)

DATA POINT VALUE

Art Room Y

Library Y

Music Room Y

Playground Y

Gym Y

Playing field large enough to hold outdoor sports competitions

N

Integrated/Infused Arts Program N

Classical Education School N

College Prep Program N

Expeditionary Learning Program N

Evening Program N

Extended Academic Time N

GED Program N

Language Immersion Program N

Math, Science, Technology Focus N

Montessori Program N

Online/Blended Learning Program N

Public Policy/Law Program N

Reggio Emilia Program N

Residential Program N

Special Education Focus N

Stand-Alone Preschool N

World Culture Focus N

Dual Enrollment N

Career/Technical Program N

Advanced Placement N

International Baccalaureate Program N

27

APPENDIX A: Staff Roster ADMINISTRATION

Tamara Cooper Head of School

Darin Knicely Chief of Accountability/Data

Tia Lott Chief of Academics

SCHOOL BUSINESS OPERATIONS

Kym Ryder Operations

Lamont Segears PowerSchool Administrator

Shirley Martin Chaunti Sockwell,

Executive Assistant Secretary

Maple Lewis Executive Assistant

FINANCE DEPARTMENT

Haribo Kamara-Taylor Finance Manager

Patricia Winston Accountant

SPECIAL EDUCATION DEPARTMENT

Charmell Smith Special Education Coordinator

Krysta Koubek Special Education Teacher

China McMiller Special Education Teacher

Alfonso Park Special Education Teacher

Lauren Walker Special Education Teacher

Rebecca Firehawk Speech Pathologist

ACADEMIC SUPPORT TEAM

Talia Robsinson Instructional Coach

Petrice Coates, Jim Cole Data Coordinators

Nicole Sheen ELL Coordinator

Madeleine Longano ELL Resource Teacher

Ramon Mosqueda ELL Teacher

Jymece Seward ELL Teacher

Robert Robinson SSI

LaShawn Sias SSI

28

INSTRUCTIONAL STAFF – 100% OF TEACHERS ARE HIGHLY QUALIFIED

Phyllis Adams (2001-Present), Allison Backer (2014-2015), Nichole Marigna (2007-Present), Soraya Scott (2013-Present)

PreK3 Teacher/Assistant/Assistant

Doreen Brandon, (2013-2015) Ashley Hood, (2014-Present) Maryanne Reeves, (2006-Present),Christopher Ward (2009-Present)

PreK4 Teacher/Assistant

Akpabio Ekaete (2014-Present), Kimberly Austin (2011-2015), Florence Lee (2014-Present)

Kindergarten Teacher/Assistant

Veronica Emerick (2014-Present) Carlette Goodson (2003-Present) Kindergarten Teacher

Demyra Harvey (2012-Present), Brian Riha (2014-2015), Markus Townsend (2010-Present)

First Grade Teacher

Angelica Robinson (2008-Present), Jessie Cobb (2014-Present), Minnie Perkins-Plater (2014-Present)

First Grade Teacher Assistant

Helena Moon (2012-2015, Rachel Rice (2015-2015, Roberta Stanford (2014-Present)

Second Grade Teacher

Kim King (2005-Present), Biko Kijifi (2014-2015, Ticia Fareed-Cole (2014-Present) Second Grade Teacher Assistant

Stephanie Shaw (2012-2015)/Reginald Albrittian (2011-2014) Second Grade Teacher/Assistant

Jillian Johnson (2010-2015),Mandy Newport (2014-2015, Stephanie Shaw (2012-2015)

Third Grade Teacher

Kofi Adesi (2014-Present), Alma Pabilona (2010-Present) Third Grade Teacher Assistant

Andrea Schrauben (2014-Present), Jamie Kramer (2014-Present), Crystal Samuel (2012-Present)

Fourth Grade Teacher

Jacquia Plummer (2015-2015), Danyelle Brandon (2013-2015) Fourth Grade Teacher Assistant

Felita Hinds (2014-Present) Fifth Grade Teacher

Brittany Grow (2007-2014) Fifth Grade Teacher/Assistant

Tamika Sirmon (2015-2015), Robert Webb Sixth Grade Teacher

Christopher Murphy (2014-2015), Karen Chambers (2014-Present), Clarence Winchester (2014-2015)

Middle School ELA Teacher

Robert Leach (2010-2014), Tamika Sirmon (2015-2015), Kevin Hinds (2014-Present)

Middle School Mathematics Teacher

Meghan Thomas (2009-Present) Middle School Science Teacher

Inez Wellington Middle School Social Studies Teacher

Robert Robinson Director of Athletics

29

SUPPORT STAFF

Rebecca Baron School Counselor

Chaunti Sockwell Parent Liaison

James DelGiudice Mental Health Clinician

Natalie Shropshire School Nurse

Karla Glover Library Specialist

Hilda Marquez Parent Center Coordinator

NUTRITION SERVICES

Lavetta Ray Nutrition Services Coordinator

Norma Fuentes Nutrition Food Services Assistant

Montrise Smith Nutrition Food Services Assistant

MAINTENANCE STAFF

Bryan Clark, George Garris Lead Maintenance

Brian Clark Maintenance

Jerome Dunston Maintenance

Anthony Johnson Maintenance

Lonnie Alfred Maintenance

George Garris Maintenance

Marcellus Spriggs Maintenance

SPECIAL AREA TEACHERS

Daniel Douglas Physical Education/Health Teacher

Rhys Joseph Art Teacher

Frankie Addison Music Teacher

Renate Brison Spanish Teacher

Lucia Hassell Technology Specialist

30

APPENDIX B: 2014-2015 Board Roster

NAME TITLE Washington DC Resident?

Appointment Date/

Appointment Expiration Date

Chris Siddal President/Chairman Yes 2011/2016

Michael Broomfield Finance Committee Yes 2010/2016

John Broullire Finance Committee No 2015/2016

Trayawn Brown Parent Representative Yes 2015/2017

Jesse Burwell Member Yes 2012/2015

Tamara Cooper Head of School Yes

Bryan Corbett Member No 2012/2015

Terry Dade Member No 2012/2015

Tiffany Hodge Parent Representative Yes 2015/2017

Thomas Gozie Member No 2013/2015

Frank Padgett, Jr. Member Yes 2015/2017

Payson Peabody Member Yes 1998/2015

Sarah Silverman Member Yes 2013/2017

Evan Smith Member Yes 2011/2015

Trach Van Grack Member Yes 2014/2016

31

Meridian Public Charter School Balance Sheet June 30, 2015

ASSETS

Current Assets

City First Operating/Sweep

$ 346,881.66

City First Construction-5493 183,469.76 City First-Building Fund-4166 1,019,067.61 Anybill 89,498.37 Sinking Fund Account 1,286,317.43 Accounts Receivable 680,204.45 Employee Advances (6,464.17) Due from/Due to QALICB 226,051.78 Prepaid Insurance 11,604.00 Prepaid Expenses 2,406.25 Security Deposit 11,700.00

     

   Total Current Assets

3,850,737.14

Property and Equipment Computer Hardware and Software 637,792.41

Furniture 322,347.90 Equipment 594,471.10 Leasehold Improvements 1,702,615.35 Accumulated Depreciation (2,346,547.89)

     

   Total Property and Equipment

910,678.87

Other Assets

     

   Total Other Assets

0.00

       

 Total Assets

$ 4,761,416.01

       

 

APPENDIX C: Unaudited Year End 2014-15 Financial Statement

32

Current Liabilities

Accounts Payable

$ 190,452.75

Retirement Pay.--Employee w/h 37,992.51 Medical FSA Payable 37,842.25 Accrued Salaries 436,816.08 Credit Card Payable (69,093.96)

     

 Total Current Liabilities

634,009.63

Long-Term Liabilities Capital Lease Payable 163,574.87

     

 Total Long-Term Liabilities

163,574.87

       

Total Liabilities

797,584.50

Capital Unrestricted Net Assets, BOY 1,783,319.78

Equity Contrib to Affiliate (4,033,718.62) Retained Earnings 6,009,356.26 Net Income 204,874.09

     

 Total Capital

3,963,831.51

       

Total Liabilities & Capital

$ 4,761,416.01

           

33

Meridian Public Charter School

Budget vs. Actual For the Twelve Months Ending June 30, 2015

Current Month Actual

Current Month Budget

Year to Date Actual

Year to Date Budget

Annual Budget

Revenues

Per Pupil Revenue $

1,520,977.00 $

1,850,679.60 $

11,420,888.00 $

11,750,590.00 11,750,590.00 Entitlement Revenue 160,472.12 119,257.29 173,335.87 278,267.01 278,267.01 Title II-A Revenue--Regular Ed 115,124.31 84,890.25 120,466.16 182,043.78 182,043.78 Federal Grants--eRate 178,576.29 151,090.29 416,078.68 460,785.99 460,785.99 State Grants 4,444.65 16,773.60 23,568.77 43,912.00 43,912.00 Non-governmental Grants & Cont 0.00 7,500.00 68.41 25,000.00 25,000.00 Interest Income 854.71 1,749.99 6,342.56 6,999.96 6,999.96 Student Fees 5,095.70 26,100.00 70,347.50 87,000.00 87,000.00 Rental Income - Florida Ave 0.00 0.00 93,029.14 96,187.00 96,187.00 Miscellaneous Income 0.00 22,444.50 50,342.77 74,815.00 74,815.00

                     

Total Revenues 1,985,544.78 2,280,485.52 12,374,467.86 13,005,600.74 13,005,600.74

                     

Expenses

Principal & Exec Dir-Summer 234,865.21 497,453.64 1,336,014.02 1,989,814.56 1,989,814.56 Instructional Salaries 667,450.42 649,305.36 2,807,339.87 2,380,786.32 2,380,786.32 Instructional Salaries-ARRA 0.00 0.00 (6,791.16) 0.00 0.00 Instructional Salaries-T2A 45,149.83 0.00 133,577.21 0.00 0.00 Instructional Sal-Summer Sch 390,211.13 436,909.28 1,572,642.07 1,785,637.12 1,785,637.12 Instr. Support Sal.-Title II-A 51,881.00 74,470.29 209,899.85 297,881.16 297,881.16 Facility Salaries 50,373.45 46,213.14 221,646.58 184,852.56 184,852.56 Payroll Taxes 95,969.36 126,970.26 523,419.99 507,881.04 507,881.04 Medical and Dental Insurance 198,260.99 132,779.49 590,205.26 531,117.96 531,117.96 Life and Disability Insurance 7,929.42 11,250.00 45,463.16 45,000.00 45,000.00 Employer Retirement Match 20,190.62 33,194.76 117,637.70 132,779.04 132,779.04 Tuition Reimbursement 2,175.00 7,500.00 18,044.93 30,000.00 30,000.00 Other Employee Benefits 9,513.73 9,999.99 54,172.77 39,999.96 39,999.96 Staff Development 35,277.05 58,871.25 242,715.85 235,485.00 235,485.00 Staff Development--Title II-A 0.00 0.00 2,916.00 0.00 0.00 Educational Supplies 18,334.54 70,909.11 213,790.43 260,000.07 260,000.07 Educational Supp-Title II-A 369.18 1,515.93 2,471.67 6,000.08 6,000.08 Educational Consultants 0.00 32,499.99 33,747.27 129,999.96 129,999.96 Educational Cons.--Title II A 269,840.64 75,000.00 509,485.97 300,000.00 300,000.00 Educational Consultants--Athle 0.00 0.00 31,500.00 0.00 0.00 Student Assessment 3,490.78 8,957.49 13,533.15 35,829.96 35,829.96 Student Travel/Field Trips 40,917.46 10,250.01 59,531.46 41,000.04 41,000.04 School Food Services 121,537.19 99,999.99 399,909.24 399,999.96 399,999.96 Rent 120,893.09 263,977.74 796,226.76 1,055,910.96 1,055,910.96 Security Services 51,655.51 16,749.99 128,784.50 66,999.96 66,999.96 Utilities 108,073.23 46,125.00 222,016.94 184,500.00 184,500.00 Repairs and Maintenance 27,502.60 27,499.98 173,573.94 109,999.92 109,999.92

34

Equipment Expense--Title III 7,345.03 3,750.00 21,029.02 15,000.00 15,000.00 Depreciation and Amortization 20,000.00 39,999.99 110,000.00 159,999.96 159,999.96 Supplies 83,766.85 69,249.99 442,082.12 276,999.96 276,999.96 Advertising and Recruitment 22,685.50 15,000.00 46,668.23 60,000.00 60,000.00 Postage and Shipping 2,673.81 3,000.00 17,323.72 12,000.00 12,000.00 Printing and Copying 1,049.50 8,750.01 36,755.18 35,000.04 35,000.04 Telecommunications-Reg Ed/IDEA 111,694.97 53,000.01 340,755.75 212,000.04 212,000.04 Accounting & Audit 20,015.00 30,000.00 125,221.84 120,000.00 120,000.00 Payroll Processing Fees 14,980.63 17,499.99 105,998.24 69,999.96 69,999.96 Bank Fees 141.50 624.99 631.60 2,499.96 2,499.96 Legal Fees 9,124.77 24,999.99 82,767.44 99,999.96 99,999.96 Charter Board Admin. Fees 0.00 0.00 120,958.28 120,958.00 120,958.00 Other Professional Fees/Dues 54,713.05 37,500.00 168,317.84 150,000.00 150,000.00 Travel 108.85 1,374.99 6,737.38 5,499.96 5,499.96 Insurance 12,173.08 17,250.00 63,237.82 69,000.00 69,000.00 Interest Expense 0.00 3,750.00 0.00 15,000.00 15,000.00 Other Expenses 10,011.11 3,125.01 27,633.88 12,500.04 12,500.04

                     

Total Expenses 2,942,345.08 3,067,277.66 12,169,593.77 12,187,933.51 12,187,933.51

                     

Change in Net Assets ($

956,800.30) ($

786,792.14) $

204,874.09 $

817,667.23 817,667.23

35

APPENDIX D: Approved 2015-16 Budget

36

37

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