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Annual Report

2016-2017

BARNSTABLE COMMUNITY HORACE MANN CHARTER

PUBLIC SCHOOL

165 Bearses Way

Hyannis, MA 02601 Phone: (508) 790-6485

Fax: (508) 790-6432 http://www.barnstable.k12.ma.us/domain/12

Date of Report: July 31, 2017

Contact: [email protected]

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Table of Contents PAGE Introduction to the School 3 School Performance and Program Implementation 3 Mission and Key Design 4 Amendments to the Charter 5 Dissemination Efforts 6 Academic Program Success 12 Program Delivery 14 Organizational Structure of the School 18 Teacher Evaluation 18 Appendix A – Accountability Plan 15 Appendix B - Recruitment and Retention Plan 17

Appendix C – School and Student Data Tables 23 Additional Attachments 26 BCHMCPS Academic Data Learning Walk Information Budget and Finance Reports

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Introduction to the School

Name of School: Barnstable Community Horace Mann Charter Public School Type of Charter (Commonwealth or Horace Mann)

Horace Mann Location 165 Bearses Way Hyannis, MA 02601

Regional or Non-Regional? Non-Regional Districts in Region

(If applicable) Barnstable

Year Opened 2004 Year(s) Renewed (If applicable) 2013

Maximum Enrollment 475* Current Enrollment 313 Number of students enrolled as of 7/31/2017 313 Students on Waitlist as

of 7/31/2017 12

Chartered Grade Span K-3 Current Grade Span K-3

# of Instructional Days per school year 180 School Hours 9:00 a.m.-3:35 p.m.

Age of School as of 2016-2017 School Year 17 Years

Mission Statement: The mission of Barnstable Community Horace Mann Charter Public School is to create a nurturing and safe learning environment that will: Engage, educate and challenge a diverse K-3 population to achieve the highest level of academic excellence. Foster the development of respectful and responsible students who are contributing participants in their education, and in their community. Support continuous improvement in the teaching process and cultivate parent and community partnerships.

* This number is reflective of the current number in the documentation and reflective of the capacity when BCHMCPS was located in Marstons Mills. The current location supports 336 students at the current class size of 21 students in each class.

School Performance and Program Implementation Faithfulness to the Charter The Accelerated Schools Plus (ASP) Model which embodies our school’s educational philosophy and governance structure is fully supported and monitored by the school’s Board of Trustees and serves as the foundation for fulfilling the specific goals of the school’s academic program and Accountability Plan. Specific examples of how our school has been faithful to its mission, vision and educational philosophy include the following:

(1) BCHMCPS continues to implement an annual “Whole School” Theme. Each annual Whole School Theme concept is developed through programs created by our teachers, and provides curriculum that builds on our student’s strengths and captures their interest. Teachers unite their teaching, learning and assessment focus across the entire school to participate in a school-wide thematic unit on community. From Kindergarten to Grade 3, students have been engaged in learning about community-what makes a community, a student’s role in a community and how they can interact with their school and town communities in a meaningful way. The culminating event is a school-wide celebration of learning. The celebration is designed to share evidence of learning through performances and displays, as well as to celebrate the power of school community.

(2) The teachers use the Common Core Standards to determine grade appropriate approaches to community in

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conjunction with the Understanding by Design Curriculum Framework. Model Curriculum Units and district-designed curricula have been used to support the Common Core. In the past, the teachers have also worked with their district colleagues to develop district-determined measures for each curriculum area.

(3) We continue to utilize local expertise to integrate professionals and resources into the learning experiences of our students. We align Common Core frameworks and build program skills into the theme to ensure skill delivery is complete. Our teaching staff presents in a rich, unifying way that challenges our students and helps builds community.

(4) As an extension to our community service project, BCHMCPS continues to enhance learning opportunities through our community garden. Children from BCHMCPS, along with volunteers, are responsible for maintaining the garden during the school year and in the summer.

(5) Some of the learning opportunities provided by “The Garden at BCHMCPS” include discovering where food comes from, composting and worm farming, agricultural techniques and skills, responsibility, financial aspects of running a business, counting and sorting crops, art opportunities, journal keeping, problem solving, teamwork and building relationships. In addition to these goals, we are also attempting to combat childhood obesity and encourage children to make healthier dietary choices. We have integrated produce from the garden into our school lunches and provide tastings.

(6) Our Whole School Community Meetings are led by our Student Ambassadors. These special meetings are designed to advance the social and character development of our students. The topics of these meetings included: Back to School Welcome; All School Community Theme Celebration; A Thankful Community; Festival of Light and Peace; Drop in the Bucket Kick-off; Enrichment Cluster Celebration; Spring Garden Planting Kick-off; Memorial Day Program; and End of the School Year Reflection.

Mission and Key Design Elements The school’s mission is based on three guiding principles:

● Engage, educate and challenge a diverse K-3 population to achieve the highest level of academic excellence. The school recognizes each child as an individual and promotes high expectations that are appropriate to each child’s unique intellectual and social development. BCHMCPS continues to implement Enrichment Clusters, adopted by the philosophies of Dr. Joseph Renzulli. Clusters are purposefully designed to provide a continuum of services that increases the challenge level for all children. A small group of children work with volunteers once a week for six weeks, to produce a real world product, presentation, or service. Everyone contributes in his or her own area of specialization or interest.

● Foster the development of respectful and responsible students who are contributing participants in their education, and in their community. Interventions for social/emotional growth have been in place for all levels of support and reinforced daily as part of our building-based (MTSS) Multi-tiered Systems of Support. Our school adjustment counselors using the district curriculum, the Second Step Program and the PBIS philosophy teach Social/emotional skills. These programs are reinforced through our “Drops in the Bucket” program. The building-based MTSS team received professional development as part of the district initiative and continues to implement the methodologies gained during this professional development. This year a behavioral matrix was developed with the finished product now being integrated as part of the school’s culture. The completed matrix has been posted prominently in the hallway and specific matrix parts displayed in the appropriate space e.g. cafeteria expectations in the cafeteria, bathroom behavioral expectations posted in the bathrooms, etc. This year as well, the Breakfast After the Bell Program with universal breakfast in the classrooms was added in April 2017. Students attending early morning care have the responsibility of rolling the food delivery carts to classrooms in the morning, building student leadership and responsibility.

● Support continuous improvement in the teaching process and cultivate parent and community partnerships. We intentionally promote dialogue and teamwork among staff in order to critique and improve teaching practices on an ongoing basis. Teachers meet weekly as a grade level to improve teaching practices. All grade levels meet with the reading and math specialists on a bi-monthly

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basis to analyze progress monitoring and test data, in order to differentiate curriculum and individual teachers meet with the data team (school principal, reading and math specialists) four times a year to review individual classroom data and discuss supports that can be added to help improve student achievement and classroom instruction. A co-teaching model has been implemented in Grades 1 and 2 with the reading specialist, math specialist and classroom teachers. All full-time teaching staff has participated in some aspect of the governance structure of our ASP Model, by working on a cadre, the school’s Steering Committee or on a Board of Trustees sub-committee. We believe that the whole school community is integral to student success. The school recognizes the importance of family and community of learning. We have an active parent and community base that participates in everyday school life. Open and frequent communication is achieved through a variety of channels: monthly Principal Coffees, the principal’s blog, monthly PTO meetings (both at large and the monthly meeting with the principal and PTO President and Vice-President). The parent-run Garden Committee provides a venue for all families to participate as well as the six-week Enrichment Clusters in which close to 75% of the clusters are led by school families. Parents are invited and encouraged to sit on Cadres; this year there was parent representation on the Math Cadre. The Breakfast in the Classroom Program Committee also invited parents to be part of the committee and parent representation was achieved on this committee. May family events were held over the past year including Math Night, Symphony Math Family Information sessions, Literacy Night, Read and Rise Family Literacy Night (sponsored by Kelloggs, Scholastic and BJ’s). The governance structure assures collaborative decision-making, innovation and continuous improvement for the educational program and culture of the school. Our Board of Trustees is responsible for the mission, policy, strategic planning, financial oversight, legal and regulatory compliance, principal oversight and promotion, and accountability to the public. Any issues that affect our school’s mission or its Accountability Plan require review by our Board of Trustees.

While the ASP Model-based governance and leadership structure stresses empowerment through responsibility and builds on the strengths of the school’s community, it is also very proactive in monitoring the effectiveness of this structure via personal inquiry, required internal reporting, and by conducting teacher and parent surveys. This Board of Trustees has been very proactive in supporting ASP-related training for teachers, volunteers, and parents. Amendments to the Charter

Date Amendment Requested Approved by BESE?

N/A

Dissemination Efforts

Best Practice Shared

Vehicle for dissemination (describe the method, format or venue used to share best practices)

Who at the school was involved with the dissemination efforts? Title

Criteria that best align to the shared best practice.

With whom did the school disseminate its best practices? (Partners and locations)

Result of dissemination (List any resulting artifacts, materials, agendas, or results from partners. Also indicate if the

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school received grant funding to disseminate and if a grant report was written.

Enrichment Clusters-

Cape Cod Times newspaper coverage, school newsletters, principal blog.

ASP Coach Beth Ann Allen, Enrichment teacher Carol Panasci and principal Sheila Kukstis.

Access and Equity Curriculum Instruction Supports for Diverse Learners Social, Emotional and Health Needs Family Engagement

School families, greater Barnstable community, all community partners who volunteered in the enrichment clusters (police department, fire department, HYCC participant community, etc.), all who may access the public blog

Cape Cods Times photo coverage, Enrichment Cluster Choice brochure, Cluster Celebration flier, Cluster Celebration video. Blog updates

All school-wide monthly meetings

School brochures, principal blog, open participation at public HYCC building.

ASP Coach Beth Ann Allen, Enrichment teacher Carol Panasci, PTO, teachers and principal Sheila Kukstis.

Supports for Diverse Learners School Leadership Governance Family Engagement

School families, HYCC participant community, all who may access the public blog.

Monthly meeting agenda, blog posts

Learning Walk The Learning Walk was a district-scheduled event. The principal, Dr. Sheila Kukstis, disseminated information in preparation of the Learning Walk.

Teachers and Principal Sheila Kukstis

Curriculum Instruction School Leadership

Barnstable district leadership team

Attachment H in appendices

Technology Dissemination Technology Curriculum Technology Anecdotal notes

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pilot was through weekly technology staff meetings

assistant Sally Johnson.

Instruction department of Barnstable Public Schools

kept by technology assistant.

Reading intervention practice-

District-level Reading teacher meetings and through family newsletters- The reading teacher collaborated with the district regarding the reading assessments and shared information about the implementation of the newly purchased Leveled Literacy Intervention (LLI) program.

Reading intervention teacher Kelly White

Curriculum Instruction Supports for Diverse Learners Family Engagement

District-level Reading teacher team

Family newsletter updates, blog posts

Math intervention practice- The school prepared a revised schedule for ELA and Math to support the district initiative to improve achievement in reading and math and strives to become a Level 1 school and district.

Family newsletters, principal’s blog

Math intervention teacher Catherine Milne

Curriculum Instruction Supports for Diverse Learners Family Engagement

School families, district administrators (during Learning Walk at school) all who may access the public blog posts

Family newsletter updates, blog posts, Symphony Math demonstrational and promotional video completed at the school with family and student interviews.

Trauma Information was Dr. Sheila Social, Barnstable Agenda,

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Training Professional Development-

shared at a leadership meeting and in conversation with district personnel and community agency.

Kukstis, School Principal

Emotional and Health Needs Access and Equity Curriculum Instruction Supports for Diverse Learners Professional Climate

administrators as well as a local educational agency were invited to attend.

PowerPoint presentations

Family event- student transition

Using FY’17 Special Education Program Improvement funding (Fund Code 274), two family workshops have been scheduled for August 2017 to help support families to make the child’s transition to school smooth and successful. Justice Resource Institute will be presenting these programs.

Principal Sheila Kukstis

Social, Emotional and Health Needs Family Engagement

Informational brochures for families; give away books for children

“Read and Rise” family night

The business partners, Kellogg, Scholastic and BJ’s, posted information. A video was completed for national posting on the sponsor’s website. Information was

Reading Intervention teacher Kelly White, teachers, Principal Sheila Kukstis

• Access and Equity Curriculum Instruction Support for Diverse Learners Family Engagement Professional Climate

School families, all those who may access the principal’s public blog, district-level administrative team, greater Barnstable community

Cape Cod Times newspaper coverage, local radio coverage, promotional video completed at the school on the day of the event by Scholastic team for national dissemination on their website,

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also shared through the principal blog and with district administrators. Local newspapers also covered this event.

•

Principal Blog This is a public blog that is posted on the school’s website as well as hosted through Google.

Principal

Family Engagement

School families, all others who may access this public blog.

The blog- http://bchmcpshappenings.blogspot.com/

MTSS Best Practices

BCHMCPS Multi-tiered System of Support (MTSS) school team participated in all district-provided professional development. The Behavioral Matrix created this year was shared with the district (see attachment).

MTSS team, school adjustment counselors

Curriculum Instruction Supports for Diverse Learners Social, Emotional and Health Needs

Behavioral matrix- Appendix G

Data Dashboard Work

Leadership meetings, meeting with other district elementary principal. A proposal was submitted to present this work at the June 5 Title I and Title IIA conference.

School principal, data team (math and reading specialists and school principal).

Curriculum Instruction Supports for Diverse Learners Professional Climate

District leaders Grade level data dashboards

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School Adjustment Counselor Practices

The two school adjustment counselors collaborate at the district level meetings

School adjustment counselors

Social, Emotional and Health Needs Family Engagement

District colleagues

“Drops in the Bucket” program materials, behavioral matrix

Academic Program Success Student Performance A. BCHMCPS 2016 Report Card: http://profiles.doe.mass.edu/reportcard/rc.aspx?linkid=37&orgcode=04270010&fycode=2016&orgtypecode=6& B. Student Assessment Data The 2015 – 2016 Academic Data Report is included as Appendix F in the Appendices. Also, please see Additional Information “Address of Remaining Charter Condition” for further aggregate academic student data. Program Delivery Accelerated Schools Plus (ASP) and Powerful Learning provide an overall framework for curriculum delivery at BCHMCPS. Our curriculum is continuously being developed and aligned with the Common Core Standards for each grade level and supported by Powerful Learning activities and assessments. Systematic and ongoing refinement of the school’s curriculum is our first priority. Through the ASP Inquiry Process, this area is clearly defined and solutions are brainstormed by our Cadres. Cadres synthesize solutions and develop action plans, plot these plans, evaluate them, and then implement remedial actions to achieve desired outcomes. This process enables our staff to foster a deeper understanding of challenge areas and determine the extent to which current school practices and the Common Core Standards are in alignment. Data collected are used to help guide further curriculum development to ensure continued alignment with the standards. BCHMCPS uses a variety of assessment tools and monthly data meetings are held by grade level PLC’s to review student progress and plan enrichment and intervention collaboratively as a team.

● Two math programs were piloted this year- Pearson’s Envisions and McGraw Hill’s My Math. Professional development for all teachers has been provided through consultants from both companies. Ultimately, through the pilot and through Math Cadre work, including staff surveys, the McGraw Hill My Math program was chosen. Further professional development in this program is scheduled for September 2017.

● Symphony Math was added as a screener benchmarking assessment as well as instructional tool. ● McGraw Hill Wonders and My Math programs provide intervention segments for Tier 2 and Tier 3 students

identified through STAR assessments and teacher/ specialist referrals. ● Benchmark assessments using Star and also Symphony Math were completed at each grade level

throughout the year. The results are documented in Appendix H. ● BCHMCPS is aware of the new ELA, literacy and math standards. The math and reading specialist

teachers, along with the principal, participated in the informational webinars provided by DESE in Spring 2017. As part of the charter’s mission, a “Taking Stock” was done this year. The resulting new teacher cadres (committees) include a science cadre that will review the new science,

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technology and engineering frameworks to develop grade-level curriculum maps that align to these standards. All standards will be reviewed in 2017-2018 to revise curricula where needed to assure adherence to the new standards.

Practices that Support Diverse Learners ● Staff members have received training in implementing differentiated instruction. We have

provided multiple approaches to developing content, processes, and products. Our teachers create a learning environment, which encourages students to engage their abilities to the greatest extent possible, to include taking risks and building knowledge and skills in a safe and flexible environment that is student centered.

● BCHMCPS offers accelerated enrichment classes for our academically talented students through the district’s Gateway Program and also through the school’s enrichment teacher. The District provides a Gateway Teacher one day a week; and our Charter School funds an Enrichment Specialist three days a week. Our program components include both in-class and pull-out activities. Renzulli’s School-wide Enrichment Model is the framework for the Enrichment Program. Consistent with the ASP core belief that all students, regardless of assessed academic success, benefit from enrichment services, this year the school’s enrichment teacher provided in-class, full class enrichment services for All BCHMCPS students. This was done working collaboratively with the classroom teachers to identify powerful learning projects aligned with class curriculum and the enrichment teacher creating enrichment projects that she and the classroom teacher co-taught. All students participate in Enrichment Clusters every Friday morning for six weeks from January-March. The purpose of the Enrichment Clusters is to provide “real life experiences” in multi-age groups (K-3) led by community, parent and staff volunteers.

● All English Language Learners (ELL) students are included in general education classrooms. EL teachers provide in class support as well as some limited pull-out support. BCHMCPS teachers are hold SEI endorsement.

● Our school provides special education services to all eligible students in accordance with State and Federal regulations as outlined in the Individual with Disabilities Education Act. Special education students are expected to master the general curriculum to the extent possible with accommodations, specially designed instruction, and related services, as outlined in their Individual Education Plan (IEP). Providing push-in inclusion services is the goal to the greatest extent possible.

Use of Assessment We consistently analyze current data, and adjust curriculum and instruction to meet the needs of all learners. Training was provided over the course of the year to one teacher on each grade level to be the grade level data facilitator. This teacher then provided support to her grade level once a month during the monthly PLC meeting that focused on data analysis. Meeting notes were kept on Google Docs to track data analysis progress over the course of the year. A data dashboard was created for each teacher and grade level to identify and choice of data sources for individual grade levels (e.g. end of unit assessments, writing samples, etc.>0 as well as the consistent data provided by the STAR benchmark assessments. The data dashboard was an organic tool, growing and adapted as the grade level saw fit and relevant. The following are examples of assessment tools that are used to drive instruction:

(1) We use the STAR Renaissance benchmark assessment.

(2) This year, in response to the need to add math progress monitoring and benchmark assessments we have added Symphony Math for all students and have seen very good math improvement, especially among struggling Math learners.

(3) This year, in response to a need to provide more support to struggling readers, we have purchased and implemented the Leveled Literacy Intervention (LLI) program for all grade levels. The

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reading intervention teacher is getting additional LLI professional development during a four day PD program this summer at Lesley College.

(4) This year an Intervention Block was established on each grade level at the same time each day to facilitate a schedule that allows for interventions to take place at the same time thereby reducing the number of times per day pull out or push in intervention services occur in the classroom.

(5) Reading unit tests that are a summative assessment tool administered at the end of each chapter and can be viewed as formative assessments when compared results and student growth over the course of the year.

(6) Grade 3 MCAS (7) Data meeting are held by the data team (principal, reading and math specialists) with individual

teachers four times a year. STAR assessment, Symphony data and the data dashboards are used to review results in reading and math to determine intervention services. Students placed in “At Risk” or “Some Risk” categories receive intervention services based on need. Results of intervention services are progress monitored weekly by the reading and math specialists and reviewed monthly at PLC data meetings.

Social,EmotionalandHealthNeedsBCHMCPS utilizes the following social and behavioral curriculums to ensure our school environment and classrooms are orderly, support the goal of student understanding and mastery of skills; and, are consistent with the school’s mission:

● Second Step: A Violence Prevention Curriculum (Committee for Children, 2002) is designed to promote social competence and reduce children’s social and emotional problems.

● Responsive Classroom: The Responsive Classroom is an approach to teaching that emphasizes social, emotional, and academic growth in the school community. The Responsive Classroom approach is based on the premise that children learn best when they have both academic and social-emotional skills. Those teachers who have been trained in Responsive Classroom use this approach in their classrooms.

● Positive Behavior Interventions and Supports (PBIS): The PBIS program maximizes opportunities for students to achieve social competence and increase academic achievement. We have developed procedures for teaching expected behaviors with a continuum of strategies for encouraging expected behavior and discouraging inappropriate behavior as well as on-going monitoring and evaluation. To enhance this program, this year we have implemented a “Drop in the Bucket” activity for students to fill someone’s bucket by acts of kindness. Daily announcements of those who received a “drop” the previous day are made in the daily announcements and once a week a drawing is held from all the “drops” for a special pencil.

● Calmer Choice: As stated on their website, “ Calmer Choice is a universal prevention program committed to teaching young people how to effectively and safely manage stress and resolve conflict so that they live happy, healthy and successful lives. Our goal is to provide skills that will diminish the risk of violence, substance abuse, and other self-destructive behaviors.” Calmer Choice instructors successfully taught this program to Grade 1 & 2 students this past year.

The Professional Climate

● Grade levels meet weekly in PLC’s to collaborate on instruction, assessment and professional development. This year, professional development has included several days of training in the areas of ASP, Inquiry Process and Curriculum Development, Classwork Instruction That Works,

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social emotional learning and two half- days PD in trauma training. Additionally data meetings led by the reading specialist and the Title 1math teacher are held with each grade level to discuss progress in reading and math and periodic individual teacher data meeting held with the data team of the principal, reading and math specialists. The goal of the training is to increase student achievement as measured by MCAS and other BCHMCPS assessments such as STAR, Symphony and grade level determined assessment measures.

● The intense focus on literacy and math instruction, Professional Learning Communities (PLC), establishing regular data meetings, professional development training combined with implementation of the Educator Evaluation have contributed to our continued academic growth. BCHMCPS is making significant gains in both reading and math as measured by STAR (See Attachments D and F).

Data- Based Decision Making ● Barnstable Community Horace Mann Charter Public School implements a data-based decision

making approach that uses quantitative data to help describe or define problems, direct activities, target interventions, and allocate resources. BCHMCPS finds, organizes, and analyzes data to meet the goal of success for all students. Using data in a unified, integrated, and meaningful way helps BCHMCPS to more accurately and efficiently choose interventions and determine if they are working: as well as help build a culture of inquiry and continuous improvement.

● BCHMCPS Grade Level Data Teams analyze student performance data and use it as a basis for decision-making at both the student level and the system level. Conducting effective Data Team Meetings are critical for identifying when to adjust instruction for individuals and groups, as well as evaluating the effects of instruction as a whole.

● In monthly PLC and in quarterly data team meetings, teachers and the data team analyze common formative assessment data and create action plans to address specific targeted areas. Strategies such as re-teaching of identified focused challenge areas; reinforcing SEI strategies to support students who are English language learners, math and/or reading specialist in-class coaching, or Tier 3 intervention support may be recommended as a result of the team review.

Organizational Structure of the School This document is filed as an attachment in Appendix B Teacher Evaluation The Massachusetts Model System of Educator Evaluation was implemented and all teachers met with the principal to review Student Learning Goals and Professional Practice Goals. Observations were conducted in every classroom and Formative and Summative assessments were completed according to the one or two year cycles determined at the beginning of implementation of the evaluation system. All data was entered in the Baseline Edge Program, which is used in all Barnstable Public Schools. Budget and Finance Please see Additional Information Capital Plan FY’18 All capital projects are through Barnstable Public Schools. Projected capital projects for FY’18 include a new roof on the school building and new windows throughout the school. At this time the Request for Proposals will be issued in late August. There is not a timeline developed yet. The administration will work with the Director of Facilities to plan for these projects and their potential impact on the school during the school year.

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APPENDIX A Accountability Plan Evidence 2016-2017

Faithfulness to the Charter Based upon the following data, BCHMCPS is Faithful to the Terms of its Charter.

2016-2017 Performance

(Met/Not Met)

Evidence

Objective: BCHMCPS will work to advance the social and character development of its students focusing on the importance of community.

Measure: Whole School Community Meetings led by student ambassadors will be held eight times a year encompassing social skills and character development. Measure: BCHMCPS students will participate in an annual community service project.

2016-2017 Met

A whole school community binder with agendas, programs, communications to stakeholders and scripts for meetings. The binder contains reflections from the student ambassadors about the social/emotional growth they have experienced as a result of being a student ambassador. A cover sheet with community service project description and rubric with a class list of students’ scores, one time per year.

Measure: 85% of the students will score Proficient range or Highly Developed on a teacher made rubric on the annual Community Service Project. Measure: 100% of students at BCHMCPS will participate in an Enrichment Cluster of their choice, presented by staff or a community volunteer.

2016-2017 Met

2016-2017 Met

Data on the Powerful Learning Projects was collected and analyzed. The Whole School total average was 96% scored Proficient or better. Student projects displayed for exhibition and celebration with parents. Teacher rubrics completed and filed in binder.

Objective: BCHMCPS teachers foster academic excellence through Powerful Learning strategies that enrich and encourage higher level thinking which will result in higher student achievement.

Measure: 100% of students will complete at least (1) authentic Powerful Learning research project.

2016-2017 Met

Teacher rosters and scoring rubrics. 100% completed at least 1 authentic research project.

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Measure: Eighty-five percent of students score proficient or better on a teacher designed rubric based upon Higher Order Thinking Skills, administered 1-3 times per year depending on grade level.

2016-2017 Met

Whole School total average was 97%. Rubrics are completed by the teachers and submitted to the binder.

Objective: BCHMCPS will ensure that community partnership/leadership opportunities for staff, parents and students are provided throughout our governance model. Measure: There will be at least two teachers, two parents and community members on the Board of Trustees

2016-2017 Met

Documentation of Board of Trustees membership: 2 teachers, 3 parents and 3 community members are on the Board of Trustees.

Measure: 100% of the teaching staff will participate in some level of governance structure (i.e., Board of Trustees, Steering Committee, Cadre, Committees.) Measure: Third Grade Student Ambassadors will lead “All School Community Meetings” and serve as tour guides and represent our school at internal and external community events. Measure: Our staff surveys with a response rate of at least 85% of teachers will agree that there are leadership opportunities in our school. Measure: On parent surveys with a response rate of at least 75%, at least 75% of parents will agree that there are leadership opportunities in our school.

2016-2017 Met

2016-2017 Met

2016-2017

Met

2016-2017 Met

100% participation. Roster detailing membership. Minutes of meetings. Documentation of cadre work and evidence of its success. Templates completed in May at staff meeting. Scripts from meetings, rosters and schedule of events are filed in binder. 100% of teachers who participate in a cadre agree or strongly agree that there are leadership opportunities from the staff survey. 75% of parents responded to the survey. 76% agreed that there are leadership opportunities.

Objective: BCHMCPS will reach out to district colleagues to share initiatives as outlined in this accountability plan.

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Measure: The end of the charter term, BCHMCPS will invite all Barnstable Elementary Principals and the Superintendent to attend at least 5 BCHMCPS outreach activities. Outreach activities will be presentations of practices replicated in the other schools,

2016-2017 Ongoing

Invitations to attend activities, sign-in sheets and reflections written by the attendees. Superintendent has attended 3 school events. MTSS team shared power point with the district, reading teacher shares progress with reading program at district meetings. Principal attends all district meetings and the Barnstable District Leader Meetings.

Success Appendix B

Charter School Recruitment and Retention Plan

School Name: Barnstable Community Horace Mann Charter Public School Date: July 2017

Please provide a brief narrative report on implementation of recruitment strategies from last year’s plan. 2016-2017 Implementation Summary: Recruitment, enrollment and retention strategies implemented in the 2016-2017 school year were planned collaboratively between the School Principal and the Enrollment Committee, a subcommittee of the Board of Trustees. In advance of our Open Houses, this Committee planned and executed BCHMCPS visits to the 14 area preschools, both public and private. The BCHMCPS staff member, who made these visits, distributed application and information packets for student backpack mail about our school (in Portuguese, English and Spanish), informed families of our open houses and answered questions. These preschools were throughout all seven villages of Barnstable and represented a variety of demographics. Fliers and information cards with a QR code leading to our website were displayed in 5 local libraries and Post Offices, along with several local businesses, the YMCA and the Community Center. Efforts were also made to update our website and our enrollment application was made available on line in English, Spanish and Portuguese. Applications were also available in three languages in hard copy in our office. Newspaper ads and flyers were displayed throughout the seven Barnstable villages and three enrollment radio advertisements were recorded and run for a 3- week period by our students of BCHMCPS – portions were recorded in Portuguese by a Portuguese speaking BCHMCPS student as well. Our enrollment period was held from February 15 – March 15, 2017. Two Open House events were held in February and March. Newspaper print ads in two newspapers, radio ads and banners posted at the front of the school promoted the enrollment period and Open Houses. Spanish and Portuguese interpreters were present at all Open Houses. Several members of the Board of Trustees were present at the Open Houses and parents and Grade 3 Student Ambassadors were available for tours and greeted families as they arrived. The Open Houses included welcome by the principal, as well as a PowerPoint presentation describing our Accelerated Schools Plus (ASP) charter model. Also present were representatives from all grade levels,

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the PTO, Garden, and the Enrichment Program. Information was shared that we serve children with a variety of needs and staff in these areas were available to answer questions regarding Title 1 Math and Reading, ELL, Special Education, Enrichment and implementation of the ASP model. Classroom teachers attended as well as the School Adjustment Counselor or School Psychologist. Student Ambassadors led tours and answered questions to prospective parents throughout the enrollment periods and also directed visiting families to specific staff who could answer questions related to their needs. Each family who attended the Open Houses as well as any prospective families visiting at other times was given an enrollment folder which included our mission statement, an ASP informational brochure, program information on Assessments and Data-driven instruction, the Response to Intervention Program, Second Step health program, and the Positive Behavioral Interventions and Supports model. Included in the enrollment folders was the Students with Disabilities in Public Charter schools Right to Attend Notice, Title 1 reading and math information, as well as a catalog on our previous years Enrichment Clusters, garden and PTO brochures, a list of our Board of Trustees, and a school application. In addition, there have been two additional rolling enrollment periods to fill Grade 2 & 3 openings (ending June 12th and July 27th) resulting in one additional registration with no needed lottery.

Describe the school’s general recruitment activities, i.e. those intended to reach all students. General Recruitment Activities for 2016 - 2017 Open Houses (translators for Spanish and Portuguese speakers present), school tours, radio spots recorded by BCHMCPS students (portions in Portuguese), newspaper ads, flyers, school booth at the local parade, pre-school visits, parent ambassador program, enrollment folders and packets sent to pre-schools and libraries (info in Spanish, Portuguese and English). Enrollment fliers went home with all BCHMCPS students with a request to share enrollment information with friends and family as well as numerous blog posts made by the principal. Banners were posted in front of school advertising open-enrollment period and open house dates. BCHMCPS staff and parents ran information tables at various village events throughout the town of Barnstable, such as the Hyannis Main Street Halloween Celebration, and the Centerville, Osterville and Hyannis Christmas Stroll. We distributed postcards with a picture of our school, and mini-Frisbees with the logo of our school on it. A packet of materials was distributed during our enrollment period, including a brochure of our enrichment clusters as an example of our Accelerated Schools Plus Model, enrichment for all students.

Recruitment Plan –Strategies List strategies for recruitment activities for each demographic group.

Demographic Group 2016-2017 Strategies Special education students CHART data School Percentage: 7.9%

1. Share information in the Open House PowerPoint/or open house video about our Special Education Program. 2. Continue to increase Special education information at informational events. 3.Special Education staff attend the Enrollment Open Houses distribute flyers about the school’s Special Education program to interested parents and have applications for these parents to fill out

18

GNT Percentage: N/A CI Percentage: 6.8% The school is above CI percentages

on hand. 4. Enrollment Open House Notices will be submitted to the Barnstable SEPAC asking them to be posted on the SEPAC website and in the newsletter. 5. Send flyers to non-profit organizations, i.e. Salvation Army, NOAH House, the local libraries and churches. 6. Clearly articulate services available to students during recruitment at the pre-schools and early intervention centers. Parent members of the SEPAC will coordinate outreach events for prospective students. 7. Implement MTSS, Multi-tiered System of Supports and describe fully in recruitment brochure and on website. 8. Applications and brochures are distributed to the Enoch Cobb Early Childhood Program, which includes the town of Barnstable Special Needs Integrated Preschool Program. Met GNT/CI: no enhancement/additional strategies needed.

Limited English-proficient students CHART data School Percentage: 17.6% GNT Percentage: N/A CI Percentage: 11.2% The school is above CI percentages

1. Share information in the Open House PowerPoint/or video about our LEP Program. 2. Recruit Spanish and Portuguese parents as Parent Ambassadors. 3. Continue to increase LEP information at the Open Houses and pre-school visits. 4. LEP staff to attend Enrollment Open Houses to distribute flyers about the school’s LEP program to interested parents and have applications for these parents to fill out on hand. Have translators present to help fill out applications and interpret Open House information. 5. Enrollment Open House notices to be distributed to locations such as ethnic restaurants, churches, grocery stores, public library, parent resource center and other cultural meeting places. 6. Portuguese and Spanish Parent Liaisons will be hired to interpret information at the Open Houses and other family/community events. 7. All notices, electronic and otherwise are translated for families and posted on the website as well. 8. Portuguese and Spanish applications and brochures are distributed to all Cape Cod Child Development Preschools in Barnstable. Any preschools reporting EL students were given translated applications and brochures. Met GNT/CI: no enhancement/additional strategies needed.

19

Students eligible for free or reduced lunch

CHART data School Percentage: 40.0% GNT Percentage: N/A CI Percentage: 27.8% The school is above CI percentages

1. Ensure that Open House and enrollment information is displayed at unemployment offices, job training centers, local food banks and low income housing offices. 2. Continue to increase radio and television information about BCHMCPS before and during the Enrollment Period. 3. Invite neighborhood community of low-income population to visit our new playground; share information about enrollment. 4. Send application for free and reduced lunch to all students and post on our website. Met GNT/CI: no enhancement/additional strategies needed.

Students who are sub-proficient

1. Share information in the Open House PowerPoint or video about our MTSS program and services available to at-risk students.2.Share at-risk information at Open House events.3. The Reading Specialist and Title 1 Math Teacher will attend Enrollment Open Houses; distribute flyers about the school’s Title 1, at-risk and RTI programs. 4. The Data Team engages in progress monitoring on a biweekly basis.

Students at risk of dropping out of school

1. Continue to increase information in the Open House PowerPoint or video about our at-risk students and staffing and programs available for support. 2 The school adjustment counselor and school psychologist will attend the Open Houses to talk with parents about student concerns. Our social-emotional curriculum focuses on career and college development.

Students who have dropped out of school

Not applicable. Our school enrolls grades K-3. Students must be at least 16 to drop out in the Commonwealth of Massachusetts.

Other subgroups of students who should be targeted to eliminate the achievement

gap

1. Share information in the Open House PowerPoint about our services to all students regardless of background. 2. Make applications available at Cape Cod Health and Human Services and other related community service organizations such as Cape Cod Child Development. 3. The EL teacher will attend the Enrollment Open Houses. 4. Implement MTSS, Multi-tiered System of Supports in all aspects of instruction.

Appendix B (continued)

Retention Strategies

Please provide a brief narrative report on implementation of retention strategies from last year’s plan. 2016-2017 Implementation Summary: Feedback from the parent surveys was reviewed by the Board of Trustees, Steering Committee, school-as-a whole and the PTO and there was overall satisfaction with all aspects of the school. The Development

20

Committee will plan in the summer of 2016 and begin to implement the recruitment/retention strategies in the fall. Updates regarding these changes will be reported monthly at the Board of Trustees meetings, PTO meetings and at Principal/Parent Coffee hours. We will request that our recruitment plan be submitted to the local cable television corporation and reported in the weekly newspaper. Particular efforts will focus on publicizing the successes to the public and the school community.

Using the CHART – Charter Analysis and Review Tool – Demographics, the attrition rate for BCHMCPS is 2.8. The school’s retention rate is calculated at 100 – 2.8 = 97.2%. For additional information, see www.doe.mass.edu/charter/CHART.

Overall Student Retention Goal

Annual goal for student retention

(percentage):

The retention goal listed in our Accountability Plan is 97%.

School and Stud

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

Demographic Group Strategies

Special education students

Schoolpercentage:5.3ThirdQuartile:14.3

Theschoolisbelow

thirdquartilepercentages

1. To monitor students’ progress academically and socially. 2. To prepare students so they can achieve success on standardized testing, including MCAS. This year a five-week before school “MCAS Boot Camp” was offered to all students who were identified through STAR assessment data and teacher referral as in need of support. 3. To communicate regularly with students and their parents/guardians. 4. To provide students a smooth transition as they move from grade to grade within the school and on to grade 4.

Limited English-proficient students


Theschoolisbelow


1. To monitor students’ progress academically and socially. 2. To prepare students so they can achieve success on standardized testing, including MCAS. 3. To communicate regularly with students and their parents/guardians. 4. To provide students transition as they move from grade to grade within the school and on to grade 4.

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Students eligible for free or reduced lunch


Theschoolisbelow


1. To provide regular communication with students and their parents/guardians through classroom and school newsletters. 2. To assess students throughout the school year using multiple measures (Star assessment, data dashboard and grade-level assessments) and provide services to those students identified in need of reading or math intervention. 3. To provide extra academic support through the Title 1 Reading and Math Program and Response to Intervention (RTI) program. 4. To provide specific information about our Morning and After School Care Programs. 5. To provide information to families that we accept vouchers and work closely with the Child Care Network. 6. To hold Parent Teacher Conferences at least twice a year.

Students who are sub-proficient

1. To provide regular communication with students and their parents/guardians through classroom and school newsletters. 2. To assess students throughout the school year using multiple measures (Star assessment, data dashboards and grade-level assessments) and provide services to those students identified in need of reading or math intervention. 3. To provide extra academic support through the Title 1 Reading and Math Program and MTSS programs. 4. To provide specific information about our Morning and After School Care Programs. 5. To provide information to families that we accept vouchers and work closely with the Child Care Network. 6. To hold Parent Teacher Conferences at least twice a year. 7. To specifically highlight the role of the Adjustment Counselor in outreach information and provide support in classrooms with lessons.

Students at risk of dropping out of school

1. To provide regular communication with students and their parents/guardians through classroom and school newsletters. 2. To assess students throughout the school year using multiple measures (Star assessment, data dashboards and grade-level assessments) and provide services to those students identified in need of reading or math intervention. 3. To provide extra academic support through the Title 1 Reading and Math Program and Response to Intervention (RTI) program. 4. To provide specific information about our Morning and After School Care Programs. 5. To provide information to families that we accept vouchers and work closely with the Child Care Network. 6. To hold Parent Teacher Conferences at least twice a year. 7. To specifically highlight the role of the Adjustment Counselor in out outreach information and provide support in classrooms with lessons.

Students who have dropped out of school

Not Applicable. We are a K-3 School.

Other subgroups of students who should be targeted to eliminate the

achievement gap

N/A

22

ORGANIZATIONAL VIABILITY Based upon the following data, BCHMCPS is an organizational success.

2016 – 2017 Performance

(Met/Partially Met/Not Met)

Evidence

Objective 6: The school will be a thriving institution. Measure 1: By October 1, BCHMCPS student enrollment will be 90% filled based on the number of seats determined by the Board of Trustees.

2016-2017 Met

293 students enrolled on 10/01/16.

Measure 2: No more than 5% of the students will leave the school each year for reasons other than relocation.

2016-2017 Met

Less than 3%, most due to relocation.

Measure 3: An annual parent survey will demonstrate that at least 80% of BCHMCPS parents who respond to the survey agree or strongly agree that BCHMCPS is educating their children well and communicating adequately with parents.

2016-2017 Met

88%-96% satisfaction rate to eight questions about family’s experience with BCHMCPS education. 91% overall satisfaction rate. We gathered family emails and sent surveys out electronically, and created an incentive to improve response rates.

Measure 4: Each year the Board of Trustees will set goals and objectives for the Board, and each year 90% of these goals and objectives will be accomplished.

2016-2017 Met

Additional work on governance, repurposing subcommittees was conducted at Board Workshop in August 2016. First year for our principal, Dr. Kukstis, new BOT members were welcomed and a new Board Chairperson in May 2017.

Measure 5: The school will maintain positive net assets and adequate cash reserves to meet all payments, as reflected on yearly balance statements to maintain the school’s viability.

2016-2017 Met

Positive net assets and adequate cash reserves met all payments.

Measure 6: The school’s independent annual audit will result in an unqualified opinion and show no material findings.

2016-2017 Met

Auditing firm provided annual independent audit with an unqualified opinion with no material findings.

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Appendix C

School and Student Data BCHMCPS 2016: Report Card: http://profiles.doe.mass.edu/reportcard/ReportCard2013.aspx?linkid=37&orgcode=04270010&fycode=2013&orgtypecode=6&

STUDENT DEMOGRAPHIC AND SUBGROUP INFORMATION Race/Ethnicity # of students % of entire student body African-American 52 17.9 Asian 9 3.1 Hispanic 60 20.7 Native American 3 1.0 White 150 51.7 Native Hawaiian, Pacific Islander 1 0.3 Multi-race, non-Hispanic 15 5.2 Special education 23 7.9 Limited English proficient 51 17.6 Low income 116 40.0

ADMINISTRATIVE ROSTER FOR THE 2016-2017 SCHOOL YEAR

Name, Title Brief Job Description Start date End date (if no longer employed at the school)

Dr. Sheila Kukstis School Leader/Principal 07/01/2016 n/a Michelle Genduso

Bookkeeper 04/24/2017 n/a

Erica Aceto

Administrative Assistant 08/09/2013 n/a

Jessica Field Special Education Clerk 09/03/2013 n/a

TEACHERS AND STAFF ATTRITION FOR THE 2016-2017 SCHOOL YEAR Number as of the last

day of the 2016-2017 school year

Departures during the 2016-2017 school year

Departures at the end of the school year

Reason(s) for Departure

Teachers

17 FTE .5 Art

.5 Music .6 Enrichment

0 0

Other Staff

1 psychologist 1.6 counselors

1 librarian 1 computer aide

.2 speech language OT and PT as needed

0 0

24

BOARD MEMBERS FOR THE 2016-2017 SCHOOL YEAR

Name Position on the Board Committee affiliation(s) Number of

terms served Length of each term (including date

of election and expiration)

Eric Steinhilber Chair until May 2017; now a Trustee

Executive Committee Governance Committee Fundraising Committee

1 term 2 year (7/15-7/17)

Todd Carley Vice Chair * began May as the Chair

Executive Committee Personnel Committee

1 term 2 years (9/16-9/18)

Beth-Anne Allen Secretary Executive Committee Enrollment Committee Governance Committee

1 term 4 years (7/14-7/18)

Timea Menyhart

Treasurer

Finance Committee Governance Committee

2 terms 3 years (7/14-6/17) 1 year (7/17-6/18)

Steve Thompson Trustee Finance Committee Personnel Committee

2 terms 2 years (6/14-6/16) 1 year 6 months (6/16-12/17)

Patty Horgan Trustee Enrollment Committee 2 terms 3 years (1/14-1/17) 2 years (1/17-1/19)

Shelby Powers Trustee Fundraising Committee 1 term 3 years (6/15-6/18)

Travis Cundiff Trustee Fundraising Committee 1 term 4 years (7/15-7/19)

John Burnett Trustee Finance Committee Personnel Committee

2 terms 3 years (6/14-6/17) 1 year (6/17-6/18)

Ken Keenan Trustee Enrollment Committee 1 term 2 years (4/17-4/19)

Catherine Hamilton-Milne

Trustee Enrollment Committee 1 term 2 years (6/17-6/19)

Key Leadership Changes

Position Name Board of Trustees Chairperson Eric Steinhilber/ May 2017 - Todd Carley Charter School Leader Dr. Sheila Kukstis Assistant Charter School Leader N/A Special Education Director Dr. Sheila Kukstis MCAS Test Coordinator Dr. Sheila Kukstis SIMS Coordinator Maureen Lovett

25

English Language Learner Director Kathy Astraukus, BPS Enrollment for the 2016-2017 school year

Action Date(s) Student Application Deadline March 15, 2017

Lottery March 15, 2017

Enrollment for the 2017-2018 school year

Action Date(s) Student Application Deadline March 15, 2018

Lottery March 15, 2018

26

Additional Attachments

Address of Remaining Charter Condition & Additional Student Academic Data In a memorandum dated April 14 2016, Commissioner Chester noted, As noted in the memorandum of March 9, 2016, BCHMCPS did not meet the condition requiring significant and sustained academic improvement in mathematics and English language arts. Because BCHMCPS is a K-3 school, the school’s year-to-year performance on MCAS is solely determined by the performance of the grade 3 cohorts. The Department is exploring additional approaches for evaluating the school’s performance, including possible analyses of academic outcomes after students complete their education at BCHMCPS, to inform the Department’s evaluation of the school’s progress toward meeting the extended academic improvement condition. The condition is as follows: Barnstable Community Horace Mann Charter Public School must demonstrate that it is an academic success by December 31, 2017 by providing evidence that the school has demonstrated significant and sustained academic improvement in English language arts and mathematics. In January 2017 a report was sent to the Commissioner outlining BCHMCPS’s significant and sustained progress across all grade levels using STAR benchmark assessment data, with an update that included end of the year data in May 2017. These academic data reports included in these correspondences are attached in this Appendix C below. The Charter Office is planning a site visit in October/November 2017 in response to this request for removal of the last condition. The report is also on file with the Charter Office. We continue to make concerted steps that are focused on meeting this condition of the Charter Office. 2015-2016 MCAS Results: • The percentage of BCHMCPS students scoring in Advanced ELA increased by 2 %; the CPI increased from 82.6 in 2015 to 85.6 in 2016 • The percentage of students scoring in Advanced in Math increased by 19%; the CPI increased from 83.3 in 2015 to 90.3 in 2016 Over the past four years we have seen the number of Advanced and Proficient increase and the numbers scoring in Needs Improvement and Warning decrease. Additionally, updated 2016-2017 STAR assessment academic data are below, as requested in consideration of removal of remaining condition, May 2017 are presented below: Third Grade STAR Reading

Comparing our third grade students’ Reading performance in the Fall of 2016 to Spring 2017,

progress is evident. ● The percentage of students AT OR ABOVE the 80th percentile increased by 66%

● The percentage of students ON WATCH between 40th and 79th percentile increased by 21%

● The percentage of students in the category of INTERVENTION decreased by 38%

● The percentage of students in URGENT INTERVENTION between 0- 19th%ile decreased by 62%

27

● The Median Student Growth Percentile for the third grade Reading is 66 which is ABOVE the Expected Student

Growth Percentile Band of 40-60.

Third Grade Reading Third Grade Math

STAR

Categories/Levels

Fall

2016

Spring

2017

Percent of

Change

w/in

Categories

/Levels

AT OR ABOVE

(80th%ile)

32% 53% +66%

ON WATCH

(40th-79th%ile)

47% 37% +21%

INTERVENTION

(20th-39th%ile)

8% 5% -38%

URGENT

INTERVENTION

(0-19%ile)

13% 5% -62%

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Third Grade STAR Mathematics

Comparing our third grade students’ Math

performance in the Fall of 2016 to Spring 2017,

progress is evident. ● The percentage of students AT OR ABOVE the

80th percentile increased by 9%.

● The percentage of students ON WATCH between

40th and 79th percentile decreased by 18.5%.

● The percentage of students in the category of

INTERVENTION decreased by 0%

● The percentage of students in URGENT INTERVENTION between 0 and 19th%ile decreased by 100%.

● The Median Student Growth Percentile for the third grade Math is 52, on the higher end of the Expected Student

Growth Percentile Band of 40-60.

Second Grade STAR Reading Comparing our Grade 2 students’ Reading performance in the Fall of 2016 to Spring 2017

● The percentage of students AT OR ABOVE the 80th percentile increased by 110%

● The percentage of students ON WATCH between 40th and 79th percentile increased by 17%.



● The Median Student Growth Percentile for the third grade is 74, ABOVE the Expected Student Growth Percentile

Band of 40-60.

STAR

Categories/Leve

ls

Fall 2016 Spring

2017

Percent of

Change w/in

Categories/L

evels AT OR ABOVE

(80th%ile) 67% 73% +9%

ON WATCH

(40th-79th%ile) 27% 22% -18.5%

INTERVENTI

ON (20th-

39th%ile)

5% 5% 0%

URGENT INTERVENTION (0-19%ile)

2% 0% -100%

STAR

Levels-

Grade 2

Math

Fall

2016

Spring

2017

Percent

of

Change

w/in

Levels

AT or Above

(80th%ile)

21% 44% +110%

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Second Grade STAR Mathematics

Comparing our second grade students’ Math performance in the Fall of 2016 to Spring 2017:

● The percentage of students AT OR ABOVE the 80th percentile increased by 113%.

● The percentage of students ON WATCH between 40th and 79th percentile decreased by 33%.

● The percentage of students in the category of INTERVENTION decreased by 83%.


● The Median Student Growth Percentile for the Grade 2 in Math is 69, ABOVE the Expected Student Growth

Percentile Band of 40-60.

First Grade STAR

Comparing our Grade 1 students’ Early Literacy performance in the Fall of 2016 to Spring 2017



ON Watch

(40th-79th

%ile)

35% 41% +17%

Intervention

(20th-39th

%ile)

20% 11% -45%

Urgent

Intervention

24% 4% -83%

STAR

Levels-

Grade 2

Reading

Fall

2016

Spring

2017

Percent

of

Change

w/in

Levels

At or Above

(80th %ile+)

31% 66 % +113%

On Watch

(40th-

79th%ile)

45% 30% -33%

Intervention

(20th-

39th%ile)

18% 3 % -83%

Urgent

Intervention

(0-19th% ile)

6% 1% -83%

30


● The percentage of students in the category of URGENT INTERVENTION between 0 and 19th percentile decreased

by 97%.

● The Median Student Growth Percentile for the Grade 1 is 74, which falls ABOVE the Expected Student Growth

Percentile Band of 30-60.

Gr. 1 STAR

Levels-

Early

Literacy

Fall

2016

Spring

2017

Percent

of

Change

w/in

Levels

At or Above

(80th %ile)

19% 58% +205%

On Watch

(60th-

79th%ile)

14% 22 % +57%

Intervention

(30th-59th%

ile)

38% 18% -53%

Urgent

Intervention

29% 1% -97%

First Grade STAR Mathematics Comparing our Grade 1 students’ Math performance in the Fall of 2016 to Spring 2017





● The Median Student Growth Percentile for Grade 1 Math is 72, above the Expected Student Growth Percentile

Band of 40-60.

Kindergarten STAR Early Literacy

Comparing our Kindergarten students’ Early Literacy performance in the Fall of 2016 to Spring

2017.

Gr. 1STAR

Levels-

Math

Fall

2016

Spring

2017

Percent

of

Change

w/in

Levels

At or Above

(80th %ile)

16% 40% +105%

On Watch

(60th-

79th%ile)

52% 58 % +12%

Intervention

(30th-59th%

ile)

18% 3% -83%

Urgent

Intervention

14% 0% -100%

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● The percentage of students in the category of URGENT INTERVENTION between 0 and 19th %ile decreased by -

80%.

● The Median Student Growth Percentile for the Kindergarten is 59, which falls on the higher end of the Expected

Student Growth Percentile Band of 40-60.

Kindergarten Early Literacy

STAR Categories/Levels Fall 2016 Spring 2017

%ile of Change w/in Categories/Levels

AT OR ABOVE (80th percentile) 12% 25% +108%

ON WATCH (60th-79th percentile) 21% 45% +114%

INTERVENTION (30th-59th percentile) 32% 25% -22%

URGENT INTERVENTION (0-29th

percentile)

25% 5% -80%

Assessment Grade Levels Whole School Average

End of the Year Math Cumulative Test

All Grades

Whole School total average: 94%

End of the Year Reading Test

All Grades

Whole School total average: 90%

Attachment Learning Walk Overview

June 6, 2017

Focus of Inquiry:

32

As a Horace Mann Charter School, BCHMCPS must identify a specific mission and focus. At BCHMCPS this mission is the Accelerated Schools Plus model. This model includes specific tenets and practices with the basic premise that ALL students benefit from the enrichment practices that may be reserved for gifted students. Critical thinking as part of all lessons, community service projects on all grade levels and project-based learning that is content aligned, interdisciplinary and with an application to real world experiences are just a few of the ways that the ASP model is applied in the instruction at BCHMCPS. Powerful Learning is what this experience is called and Powerful Learning Projects are built into the way that the teachers design and deliver their instruction. Powerful Learning encompasses five components: 1. Authentic 2. Interactive 3. Learner-Centered 4. Inclusive 5. Continuous Powerful Learning looks like: · Interactive · Use of manipulatives · Busy classroom activity · Student conversations · Student engagement · Teacher facilitator, walking around the room supporting students · Materials and resources out and available Powerful Learning sounds like: · Focused discussion · Busy noise · Questioning · Peer interactions and encouragement · Dialogue

As a focus of inquiry for this Learning Walk the teachers at BCHMCPS would appreciate your feedback on how they are doing on the Authentic and Interactive components of Powerful Learning. With this request, I propose the

following essential question as a focus of inquiry:

How do the authentic and interactive components Powerful Learning in the classroom support the teaching and learning in content areas?

Budget and Finance Reports Balance Sheet – Unaudited As of June 30, 2017

33

STATEMENT OF NET POSITION (UNAUDITED)

JUNE 30, 2017

ASSETSCURRENT:

Cash and cash equivalents . $ 569,314 Receivables, net of allowance for uncollectibles:

Intergovernmental 800 NONCURRENT:

Capital assets, net of accumulated depreciation:Depreciable 47,944

TOTAL ASSETS 618,058

LIABILITIES CURRENT:

Accounts payable 685 Accrued liabilities 12,000 Accrued payroll 118,477

TOTAL LIABILITIES 131,162

NET POSITIONNet investment in capital assets 47,944 Unrestricted 438,952

TOTAL NET POSITION $ 486,896

Barnstable Community Horace MannCharter Public School Statement of Net Position (Unaudited)

34

STATEMENT OF REVENUES, EXPENSES AND CHANGES IN NET POSITION

YEAR ENDED JUNE 30, 2017

OPERATING REVENUES:District allocation $ 2,627,849 Federal and state grants 192,261 Before/after school program 152,268

Total operating revenue 2,972,378

OPERATING EXPENSES:Personnel 2,597,965 Fringe benefits 53,330 Contracted services 15,303 Auditing .. 12,000 Utilities 64,965 Staff development 1,656 Supplies . 90,410 Maintenance and repairs 576 Insurance 3,443 Dues and subscriptions 121 Advertising .. 1,044 Depreciation 7,922

Total operating expenses . 2,848,735

Operating income (loss) 123,643

NONOPERATING REVENUES (EXPENSES):Interest income 14,750 Contributions ... 2,041

TOTAL NONOPERATING REVENUES (EXPENSES), NET 16,791

Change in net position 140,434

Net position at beginning of year.............. 346,462

Net position at end of year $ 486,896

(UNAUDITED)

Barnstable Community Horace MannCharter Public School

Statement of Revenue, Expenses and Changes in Net Position (Unaudited)

barnstable community horace mann charter public … · annual report 2016-2017 barnstable community...

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