CARONDELET LEADERSHIP ACADEMY€¦ · Office of Charter School Operations Carondelet Leadership Academy Annual Report Executive Summary The 2015‐2016 school year is the first year

September 2015

CARONDELET LEADERSHIP ACADEMY

ANNUAL SPONSOR REPORT 2014-2015 ACADEMIC YEAR

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

Charter School Operations College of Education

Office of Charter School Operations General Information

Vision

Challenging all learners to reach their full potential.

Mission Improve the quality and performance of charter schools in Missouri by collaborating with

stakeholders to achieve exceptional educational outcomes for all students. PERSONNEL

Columbia and Kansas City St. Louis

Deborah Carr, Executive Director [email protected]

Earl Simms, St. Louis Director [email protected]

Lisa Weaver, Assistant Director [email protected]

Shanika Harris, St. Louis Liaison [email protected]

Jennifer Wilmot, Kansas City Liaison [email protected]

Gerry Kettenbach, St. Louis Liaison [email protected]

CONTACT INFORMATION MU Charter School Operations 302 Hill Hall College of Education University of Missouri Columbia, Missouri 65211

Phone: 573.882.7538 Fax: 573.303.0438 Email: [email protected]

CollegeofEducationOfficeofCharterSchoolOperations

CarondeletLeadershipAcademyAnnualReportTableofContents

Page Executive Summary

2

Focus Area I: Governance

3

Focus Area II: Finances & Operations 4 Focus Area III: Culture & Environment Focus Area IV: Academic Outcomes

5 6

Appendix: Survey Results

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Office of Charter School Operations CLA Annual Report 2014-2015

1

CollegeofEducationOfficeofCharterSchoolOperations

CarondeletLeadershipAcademyAnnualReportExecutiveSummaryThe2015‐2016schoolyearisthefirstyearinanewcharterperiodforCLA.Theboardaccomplishedasignificantamountofstrategicplanningandphysicalgrowthleadinguptotherenewal.Inthisnewcharterperiod,theschoolhasastablefoundationtofocusongreateracademicachievement.Attheendofthisschoolyear,OCSOfindsCLAinastableandimprovingsituation.Specificareasofpotentialimprovementinclude:

Theboardgenerallyfunctionswell,butmeetingsmightflowmoresmoothlyifcompleteboardpacketsareprovidedmoreinadvanceofthemeeting.Additionally,therehasbeensomerecentturnoverandtheboardstilllacksasolidtrainingplan,thoughnewinitiativeshavebeentaken,recently.Andfinally,theboardstilllacksaperformanceevaluationsystemanddevelopmentplanfortheschool’skeyleaders.

Theschoolhasperformedwellsinceseparatingfromitsmanagementcompanyandbuyingandrenovatingthefacilities.Theboardhasindicateditwouldliketofocusonaplanforexternalfundraisingorgrantwritingactivity.

Whiletheschoolenvironmentisgenerallyhealthy,therearesurveyresultsthatpointtocultureorcommunicationproblems.Theschoolshouldconsidersomeinterventionsthatwouldpromotepositiveteamworkandcollaborationamongstaffandteachers.

Theschoolwillalwaysfacethechallengeofbeingatransientneighborhoodschool,butleadershipshouldreviewcurriculum,andcontinuetoseekgreaterstudentachievement.Additionally,maintainingsoliddatatrackingperformanceforretainedstudentscomparedtothetotalMSIPpopulationwillbehelpfultodocumentfutureperformance.

ThesefindingsaredescribedinmoredetailbelowandadditionalevidencecanbefoundinthestaffandteachersurveyresultsintheAppendix.


2

GOVERNANCE Inadequate ApproachingMeets

ExpectationsExceeds

Expectations

Board

Operations

Theboardconductedareviewofpoliciesandproceduresfor

renewal,butstillneedstoincorporatethefederalchangesinfiscalrequirements.

Theboardmeetsconsistentlyandminutesandagendasarepostedonthewebsite.

Theboardresponserateforthesurveywasexcellentandresultsareincludedinthisreport.

Board

Development

Theboardisstableandrecruitsforneededskillsandknowledge. Theboardhasplanstoincorporatemoretraining.

BoardPlanning

Theboardcompletedasignificantstrategicplanningeffortto

prepareforrenewal,buttheOCSOencouragestheboardtoremainattentivetoongoingplanningandoversight.

School

Oversight

Schoolleadersregularlyattendandreportatboardmeetings,butthe

boardisover‐reliantontheCEOandawell‐functioningstaff. TheboardshouldcompleteaplanforregularevaluationoftheCEO

andotherkeystaff,inadditiontoasuccessionplansoitispreparedforanykeystaffturnoverorchange.

Theboardandschoolleadershipshouldpursueaplanforstaffretentionandrewards.


3

FINANCES&OPERATIONS Inadequate Approaching

MeetsExpectations

ExceedsExpectations

Health&Stability

Theschoolmanagedaseparationfromitsmanagementcompanyand

amajorfacilityinitiativeatthesametime. Budgetsarestablethroughouttheyear,andtheentireboardhasa

generalunderstandingofitsposition.

Reporting&Compliance

CLAgenerallymeetsreportingandcompliancerequirementsand

deadlines.

General

Operations

Facilitiesaregreatlyimprovedandtherearenoobviousbreakdowns

ingeneraloperations.Ofcourse,thereareregularstruggleswithcontractsandservices,buttheyaremanagedeffectively.

FundraisingandGrants

Theboardisbeginningtoinvestigategreaterinvolvementinexternal

development.


4

CULTURE&

ENVIRONMENT Inadequate ApproachingMeets

ExpectationsExceeds

Expectations

Leadership

Whileteachersandstaffreportapositiveandsupportive

environment,thereisafairamountofdiscontent. Atthestartofthisrenewalperiodwithmajorhurdlesbehind,

leadershipshouldconsideraplanforaschool‐wideculturereviewthatbuildsontheresultsfromthe5Essentialssurveyandencouragesstrongerteamwork,collaborationandcommunication.

Physical

Environment

Theschoolfacilitieshavebeengreatlyimprovedthisyear. Teachersandstaffreportasafeandorderlyenvironmentanda

generalsatisfactionwiththephysicalworkplace.

Culture

Thestaffandteachersurveyshighlightissueswithteachermorale

andmotivationinlightofchallengingstudentdemographicsandbehavior.Asmentionedinleadership,theschoolmightbenefitfromsomecollaborativeplanningandengagementineffortsfocusedonimprovingcommunicationandculture.

Theschoolmightbenefitfromastrongerschoolwidebehaviorplan.

Outreach

Asaneighborhoodschool,CLAhastheabilitytoengagemorewith

thelocalcommunityandformastrongerparentgroup.OCSOrecognizesthisasachallengeandknowsleadershiptries,sothisshouldnotbetakenasanegativerating,butanacknowledgementthatthiscannowbeagreaterfocus.


5

ACADEMICOUTCOMES Inadequate Approaching Meets

ExpectationsExceeds

Expectations

Assessments

2015MAPscoresprovidesignificantroomforimprovement. CLAshouldcontinuetoindependentlytrackperformanceofretained

studentscomparedtothefullMSIPpopulation.Transiencywillalwaysbeasignificantdataproblem.

TeacherQuality&

Effectiveness

CLAhasasoundmentoringplanandengagesinregularprofessional

development. OCSOencouragesschoolleadershipandtheboardtoinvestigateways

toenhanceresourcestoretainandsupporteffectiveteachers.

Curriculum

Theteachersurveyindicatesanopportunitytoreviewcurriculumor

itsimplementationfidelity.

Special

Populations

Theschoolhasmadeaboveaverageefforttomeettheneedsofits

specialpopulationsandservesasanexampleinthatregard.Ofcourse,continuedimprovedachievementwillbeexpected.


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Office of Charter School Operations CLA Annual Report

Appendix: Survey Results Everyyear,theOCSOperformsasurveyofallboardmembers,teachersandstaff.Othersurveysmaybeperformedasneeded,orrequested.Thisyear,sevenboardmembersrespondedtothesurvey.Twentyfiveteachersandninestaffmembersrespondedtotheirsurveys.Resultsofallsurveysareincluded.Eachsurveyitemwillshowthemedianresponse,therangeandthestandarddeviation.Eachreportishighlightedingreentoshowpositiveoraboveaverageresponses,andinorangetoshowlessdesirableresponses.Thereisnosciencetothisdisplay.Ingeneral,thehighestandmostconsistentscoreswerenotedaspositiveandthelowest,andmostvariablescoreswerehighlightedforpossibleattention.


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CarondeletLeadershipAcademy2015BoardSurveyResults

Basedonresponsesfromsevenboardmembers.BOARDFUNCTIONSCharterboardsfulfillanumberofrolesfortheschoolstheysupport.Pleaserateyourboardonthefollowingkeyresponsibilitiesbycirclingoneoftheratingsonthescale.

Poor1

BelowAverage2

Average3

AboveAverage4

Excellent5

Question

Range

Mean

StandardDeviation

1. Clarifyingtheschool’smissionandvision 3‐5 4.1 .9002. Strategicplanningandgoalsettingfortheschool 3‐5 3.9 .9003. Resolvingkeystrategicorpolicyissues 3‐5 4.1 .6904. Developingthefinancialresourcesneededtosupport

studentperformanceandschoolsuccess 3‐5 4.1 .900

5. Overseeingfinancialperformanceandensuringfinancialsolvency 3‐5 4.4 .787

6. Understandingcharterschoollaw 2‐4 3.3 .7567. Ensuringlegalandethicalintegrity 4‐5 4.6 .5358. Trackingandassessingacademicperformanceofthe

schoolbasedonthemission,vision,andchartergoalsn=4

2‐5 3.4 .976

9. Developingtheschool’sExecutiveDirector/CEOn=3 2‐5 3.4 .97610. Evaluatingtheschool’sExecutiveDirector/CEOn=3 1‐4 2.4 .97611. DevelopingtheHeadofSchool/Academic

leader/Principal 2‐5 3.2 .983

12. EvaluatingtheHeadofSchool/AcademicLeader/Principal 2‐4 3.0 .633


8

BOARDPROCESSESEffectivecharterboardshaveprocessesthatmaximizetheiroperations,thusoptimizingtheeffectivenessoftheschoolcommunity.Pleaseratetheprocessesofyourboardbycirclingoneoftheratingsonthescale.

Poor1

BelowAverage2

Average3

AboveAverage4

Excellent5

Question

Range

Mean

StandardDeviation

1. Identifying,cultivating,andintegratingnewboard

membersbasedontheneedsoftheschool(background,diversity,expertise,etc.)

3‐4 3.6 .535

2. Providingcharterschoolorientationandtrainingfornewboardmembers 1‐4 2.6 .976

3. Utilizingboardcommitteeseffectivelyandefficiently(committeesfulfillingtheiridentifiedrolesandresponsibilities)

3‐5 3.6 .787

4. Reviewingboardmeetingagendasandrelatedmaterialsinatimelymannerinpreparationformeetings

2‐5 3.7 1.112

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

3‐5 4.1 .690

6. Selecting,developingandevaluatingtheboardchairn=2 1‐3 2.3 .817

7. Selecting,developingandevaluatingschoolleaders 2‐4 3.0 .6338. Utilizingdatatomakestrategicandoperational

decisionsfortheschool 2‐5 3.7 1.113

9. Monitoringfiscaloperations,includingdevelopingandapprovingabudgetmonitoringexpenses,andoptimizingcashflowforallfundingandexpensestreams,

4‐5 4.7 .488

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

3‐5 4.1 .690


9

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

LowPriority1

MediumPriority2

HighPriority3

Question

Range

Mean

StandardDeviation

1. Clarifyingtheorganization’smission,visionandstrategic

goals 1‐3 1.9 .690

2. Evaluatingboardperformancetoensurecontinuousimprovement 1‐3 1.9 .900

3. Developing,addingorreplacingboardmembers 2‐3 2.3 .4884. Developing,addingorreplacingschoolleaders 1‐3 2.0 .8175. Developingfinancialresourcestosupporttheschool 2‐3 2.7 .4886. Improvingfinancialstability 1‐3 1.9 .6907. Assessingandimprovingacademicperformance 3‐3 3.0 .0008. Developingstrategiesforrecruitingandretaininghigh

qualityteachersandstaff 2‐3 2.9 .378

9. Meetingalllegalandpolicyrequirements(specifyneedsbelow,ifdesired) 1‐3 2.4 .787

10. Planningforfacilities 1‐3 2.1 .90011. Consideringexpansionorreplicatorschools 1‐3 1.7 .75612. Preparingforrenewalofthecharter 1‐3 1.3 .756

COMMENTSORGANIZEDBYMAJORTHEMESStaffevaluationsmaybeanissue.

Wearesettingobjectivegoalsfortheexecutivedirectorandtyingherpaytothosegoals. Formalevaluationsarenotbeingcompleted.

Onepersonbelievesteachersneedtobearesourcepriority.

Teacherrecruitingandretentionarehighpriorities;thesearedifficultbecauseoftherelativelylowpayattheschool.Thusdevelopingfinancialresourcestosupportteacherrecruitingandretentionisahighpriority.


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CarondeletLeadershipAcademy2015TeacherSurveyResults

Basedonresponsesfrom25teacherswith1–15yearsofteachingexperienceand1‐5yearsatCLA.PartI:Pleaseanswerthefollowingquestionsusingthe5‐pointscalebelow:

5 4 3 2 1stronglyagree agree neutral disagree stronglydisagree

Question

Range

Mean

StandardDeviation

1. The school environment supports student learning. 3‐5 4.3 .6042. The school environment is safe and orderly. 3‐5 4.2 .6133. School facilities support student learning. 1‐5 4.2 .8814. Teachers at this school believe that all students can learn. 2‐5 4.3 .8745. The school’s daily schedule supports student learning. 2‐5 4.0 .8716. Teachers at this school have high expectations for student learning. 3‐5 4.5 .5867. Teachers at this school have high expectations for student behavior. 4‐5 4.5 .5088. Teachers at this school collaborate to improve student learning. 2‐5 4.2 .7499. Teachers utilize effective instructional strategies in lesson delivery to

promote student learning. 2‐5 4.2 .732

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

3‐5 4.2 .675

11. The school has a clearly defined, high quality curriculum. 2‐5 3.4 .80912. Goals and objectives are clearly articulated 2‐5 3.9 .90913. The Title I plan is effective in supporting student needs. 2‐5 4.2 .73214. Staff follow a mandated process for identifying and supporting

special education students. 2‐5 4.2 .881

15. The delivery of special education services meet students’ needs. 2‐5 3.8 .92516. On-going professional development supports best practices and

promotes student learning. 2‐5 3.9 .653

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

1‐5 4.1 .845

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

1‐5 3.7 1.185

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

1‐5 3.9 1.071

20. Students are actively engaged in their learning. 2‐5 3.8 .71021. Policies/procedures for student behavior management are consistently

communicated. 2‐5 3.6 .758

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

2‐5 3.7 .928

23. Teachers at this school feel supported by school administration. 1‐5 3.6 1.100


11

24. School administrators effectively communicate teacher expectations. 1‐5 3.7 1.05025. School administrators effectively communicate student expectations. 2‐5 3.9 .79626. Teachers at this school receive effective administrator feedback and

guidance on instructional practice 1‐5 3.8 1.317

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

1‐5 3.8 .925

28. Administrators exhibit strong leadership skills. 1‐5 3.8 1.00829. Good communication exists between all stakeholders. 1‐5 3.7 .88430. All stakeholders in the school treat each other with mutual respect. 1‐5 3.7 .838

COMMENTSORGANIZEDBYMAJORTHEMESCLAisadiversesupportivefamilywithstudentsastheprimaryconcern.But,studentsandtheirfamiliesbringsignificantdeficitsthatmaketheworkchallenging.

CLAisverystudentcenteredandfocused.Effortsareconcentratedonstudentsgettingthehelpthattheyneed.ImmediateactionandresponseiswhatIloveaboutthisschool.

CarondeletisasmallK‐8urbanschool.Forthemostpart,ourstudentsgetalongverywell.However,mostofourstudentsarenotmotivatedandneedlotsofextrahelp.Manyofthemdonotvalueeducation.

Thecultureofourschoolseemsdefeatedthisyearb/cofhowlowthekidsarecomingtous.Wearemovingkidsforwardbutnotasmuchasneededwhentheycometoustwogradelevelsbehind.Theenvironmentofqualityteachersismuchhigherthaneverbefore.

Duetothelackofparentalsupport,theteachersstruggletobringstudentswhoarebelowgradeleveltomeetstandardsandbehaviorsmakeitdifficultaswell.

Knowmoststudentbyname!Closerelationshipsbetweenteachers,likefamily! CLAisastudentcenteredschool.Thestaffisalwayswillingtolendahelpinghand.Resources

arealwaysavailablewhenrequested.Overall,CLAprovidesapositivelearningenvironment. Ifeelverysupportedindaytodaylessons.Ifeelrespectedasaneducator.Iknowthatthe

childrenarethemainpriority. Thecultureisnurturingtothestudents. CLAisaverystudent‐centeredschool.Therearehighexpectationsforboththeinstructionof

teachersandthelearningfromthestudents. AtCLAIfeellikethereisapositiveattitude.Teachersworktogethertobettereducateour

students. Thecultureofourschoolisverypositiveandfriendly.Itisveryeasytotalktoanystaff

members. Staffseemtogenuinelycareaboutthestudentsandwantthemtoprogress.Studentsseemto

becomfortablehereandhavealotoffriends. CLAismadeupofeclecticteacherswhoareveryinvestedinthestudents’education.Iloveit.


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OurschoolisasmallK‐8inanurbanenvironment.Ithasthefeelofaneighborhoodschoolandmanyofthestudentsandparentsarewellbondedinthecommunity.ThisisoneofthemostcohesiveandconnectedstaffIhaveworkedwith.

Weareacommunityschoolwithplentifulprogramsandavarietyofstudents.Teachershavefreedom,butareheldtostrictstandards.

Everyoneistreatedwithrespect.Allstudentsaretreatedwithrespect.CLAisagreatschool. CLAhaafamilyatmosphere.Itisverysupportive. Ourschoolisaverydiversecommunityofteachersandlearners.Allofthestaffworktogether

toprovidethebesteducationpossibletoourstudents.

Someteachersindicatealackoftrustinandsupportfrommanagement.

Administratorsarenotleadingbutcreatingacultureoffear.Studentsaresupported,butteachersarenot.Thereisagreatlackoftrustandrespectforadminbyteachersandparentsalike.

Staffdoesneedtoworkoncollaborationinsteadofcompetingwithoneanother. Neverconsistentexpectations.Teachersnevergetfeedbackforpositivethingsonlynegative.

Itcausesasenseofunderlyingtensionandmistrust. Wesometimesfeelconfusedbychangingprocedures. Whilethestudentsaregenuinelycaredforandsupported,alackofquality,consistent

leadershipleadstochaosandconfusion,leavingtheteachingstaffconfusedandinastateofparanoiaifwhattheyaredoingisworking.Itfeelsasifeveryoneis"wingingit."

Notmuchperformancefeedbackorconstructivecriticism.Toomanyerraticchanges.

Oneothersuggestionwasgiven.

Pulloutscheduledoesnotallowmetoteachafulllessonwithoutastudentgettingpulledout.


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CarondeletLeadershipAcademy2015StaffSurveyResults

Basedonresponsesfrom13staffmemberswith1‐20yearsdoingtheircurrentorsimilarjobs,and1‐5yearsatCLA.PartI:Pleaseanswerthefollowingquestionsusingthe5‐pointscalebelow:

5 4 3 2 1stronglyagree agree neutral disagree stronglydisagree

Question

Range

Mean

StandardDeviation

1. The school environment supports student learning. 4-5 4.5 .519 2. The school environment is safe and orderly. 4-5 4.4 .514 3. School facilities support student learning. 4-5 4.5 .519 4. Staff at this school believe that all students can learn. 2-5 4.1 .949 5. The school’s daily schedule supports student learning. 3-5 4.2 .579 6. Staff at this school have high expectations for student learning. 3-5 4.3 .726 7. Staff at this school have high expectations for student behavior. 3-5 4.3 .611 8. Staff at this school have necessary supplies (i.e. paper, markers)

to support learning. 3-5 4.4 .650

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

3-5 4.4 .745

10. Students are actively engaged in their learning. 2-5 3.8 .802 11. Policies/procedures for student behavior management are

consistently communicated. 3-4 3.8 .426

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

3-5 3.7 .611

13. Staff at this school feel supported by school administration. 3-5 4.1 .663 14. School administrators effectively communicate staff

expectations. 3-5 4.1 .730

15. School administrators effectively communicate student expectations.

4-5 4.4 .514

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

3-5 3.9 .616

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

3-5 4.2 .579

18. Administrators exhibit strong leadership skills. 3-5 4.4 .646 19. Good communication exists between all stakeholders. 3-5 4.1 .663 20. All stakeholders in the school treat each other with mutual

respect. 3-5 4.1 .616


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COMMENTSORGANIZEDBYMAJORTHEMESCLAisadiversesupportivefamilywithstudentsastheprimaryconcern.

ThecultureatCLAisoneofabigfamily.Ourparents,teachers,staffandchildrenhaveacloserelationship.

Thestudentsandstaffarefromdifferentcultures.Weallrespectandsupportourdifferentbeliefs.Ourstaffhasbeentrainedregardingdifferentculturalbeliefs.

CLAisstudentcentered.Adminhashighexpectationsofstaffandstudents.Thestaffasawholehaswhatisbestforthestudentsattheheartoftheschool.

Ourschoolisverydiverseandcloseknit.Manyofthestudentshavebeentogetherforseveralyearsandknoweachotherwell.

Verystudentcentered.Theschoolconsidersthechildren'sneedsinallareas. CLAisagreatplaceforengagedstudentlearners.Staffarededicatedtonotonlythe

academicsofthestudentsbuttheoverallwell‐beingofthestudentsandtheirfamilies. Teachersfeelliketheyhaveavoiceindecisionmaking,whichmakesthemfeelinvested. Familyfeel,closerelationshipamongstudentsandsomestaff.


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Documents

CARONDELET LEADERSHIP ACADEMY€¦ · Office of Charter School Operations Carondelet Leadership Academy Annual Report Executive Summary The 2015‐2016 school year is the first year