Final Recommendation to the East Baton Rouge Parish School Board 2020

Recommendation Den the A lication for Pathwa sin Education EBR

School Information School Pathways in Education Home District East Baton Rouge Type Districts

Type 1 Served/Specific School East Baton Rouge CMO/EMO Pathways in Year Opening

Education/Pathways Management Group 2021-2022

Grade Configuration at Grade Configuration at Start 9-12 Scale 9-12 Enrollment at Start 300 Enrollment at Scale 350

Reasons for Recommendation

• The mission statement of Pathways in Education is to provide educational programs and support services to at-risk students, enabling them to graduate from high school prepared for post-secondary education and a 21st century workforce.

• Pathways seeks to open one school in East Baton Rouge Parish with 3 00 students at start and 350 students at scale.

• As stated in the application, PIE-EBR will partner with the local district and charter school to recover students who have dropped out and support successful completion of their high school diploma, enrollment in college or pursuit of career opportunities.

• There are some concerns with the curriculum for the proposed school, however: English/Language Arts curriculum, Achieve 3000 and Edmentum, are not Tier 1 Mathematics curriculum, Freckle Math is not Tier 1 Assessments such as Renaissance Star are not Tier 1

• While both schools PIE operates in Caddo Parish are poised to make academic gains, neither school meets the East Baton Rouge Parish School System's requirement to open a new school. The policy states, "All schools must have a "B" or higher; or a "C" with a Progress letter grade of an "A" for each year the grade is a "C." According to the Louisiana Department of Education, Pie-North Market has a SPS score of 34.2 "F" and PIE-LA has a SPS scored of33.5 "F." The school leader, Mr. McGreal, indicated in the interview process that the two schools had received "Alternative School" status which would make both schools "C" schools. That information, however, has not been posted to the Louisiana Department of Education website.

• The East Baton Rouge Parish School System already provides services for students who have dropped out through the Superintendent's Academies and Moving Forward.

• Clarification is sought on the audit findings by the CPA firm Maginnis, Knechtel and Mclntype LLP regarding litigation involving the Pathways Management Group.

Section

Past School Performance

CHARTER PROPOSAL REVIEW SUMMARY (Rubric) EXPERIENCED OPERA TOR APPLICATION 2020

Pathways in Educat10n

The charter school proposal should discuss the extent to which the leadership team possesses the ability to: **Describe the applicant's success educating a similar demographic population to the population they intend to educate in the proposed school. **Demonstrate that the proposed school will have either a "C" or higher letter grade based on past schools' performance. **Address any performance deficiencies or

compliance violations that have led to authorizer intervention. **Address any litigation involving the applicant or a school that the applicant operates. **Ad dress any material audit findings for the applicant or a school that the applicant operates.

Evidence

Pathways in Education-EHR seeks to partner with EBR schools and, according to the application, "recover students who have dropped out and support successful completion of their high school diploma, enrollment in college or pursuit of career opportunities."

The app Ii cants seek to open a Type l charter school beginning with 350 students in grades 9-12 in 3 possible locations: 5940 Airline Highway 6755 Airline Highway 10 I 0 Nicholson

PIE operates two schools in Caddo Parish. According to the LDOE, their scores are as follows: PIE-North Market: SPS=34.2 "F"

Assessments=30. 7 "F" ACT=38.5 "F" Graduation=22. l "F" Strength of Diploma=34.4 "F"

Progress Rating=5 3 .1 "D"

PIE-LA Inc SPS=33.5 "F"

Assessments=2 l .4 "F" ACT=20.5 "F" Graduation=25.8 "F" Strength of Diploma=46. 7 "F"

Progress Rating=60.5 "C"

According to Mr. McGreal in the follow up information from the interview, both PIE-LA campuses were recently approved as alternative sites. Based on the calculation of the Caddo Parish School System, these locations would then be rated a "C".

While both schools PIE operates in Louisiana are poised to make academic

gains, neither school meets the district requirement to open a new school as stated in the EBR Charter School Policy under the section "Academic Standard." The policy states:

"All schools must have a "B" or higher; or a "C" with a Progress letter grade of an "A" for each year the grade is a "C."

The application states that almost 50% of PIE students rapidly recover deficient credits and return to their district school.

There are no cases involving litigation or audit findings for Pathways in Education. (However, please see Pathways Management Group as Educational Services Provider)

Academics The charter school proposal should discuss the As stated in the application, goals extent to which the leadership team possesses for PIE-EBR are: the ability to: I. 55% of students will reach a **Generate accurate estimates of baseline student growth percentile of performance for all core content areas for the 45 or higher in STAR student population they propose to serve. reading and math **Provide a logical plan to establish student 2. PIE-EBR will graduate 25% performance goals that rely on diagnostic data of continuously enrolled that uses the same metrics as the performance 2020-21 4-year graduation goals themselves. cohort **Establish performance goals for all student 3. PIE-EBR will graduate 80% achievement data considered in calculating the of continuously enrolled proposed school's performance score. students who were **Provide a plan to improve student designated as 121h grade performance at a rate that the applicant shows is students at the beginning of reasonable and ambitious and takes into the 2020-21 school year. consideration the renewal and extension 4. In year one, 55% of students performance standards of the Charter School will meet minimum credit Performance Compact. expectations of Yz **Create goals that are measurable, ambitious credit/month and feasible if the applicant names additional 5. 100% of students will have a goals. post-secondary plan **Select curricula for English/Language Arts 6. 90% of continuing students and Mathematics that are either rated Tier 1 by will re-enroll with PIE-EBR the Louisiana Department of Education (LDOE) OR, if the LDOE has not yet rated the selected PIE-EBR will use Renaissance curricula, the applicant correctly demonstrates STAR three times per year as a using the LDOE's Instmctional Materials diagnostic tool and to set/re-set Review Rubric, they meet the standards of the performance goals. Tier 1 ratinl.!.

**Select criteria for all other core content An appropriate code of conduct has subject areas the applicant will use and correctly been established. demonstrates how these curricula will prepare students for the Louisiana State Standards. Using diagnostic data and **Select assessments that are rated either Tier 1 performance goals, the team will by the Louisiana Department of Education create and continuously update (LDOE), are produced as part of Louisiana's ILP's which will include counseling. Comprehensive Assessment System (LEAP 360), OR ifthe LDOE has not yet rated the selected assessments, the applicant correctly Curriculum as stated in the demonstrates using the LDOE's Instructional application: Materials Review Rubric, they meet the standards of a Tier 1 rating. ELA: LA Guidebooks=Tier 1 **Demonstrate that the professional Achieve 3000 & Edmentum=not development plan for all teachers corresponds Tier 1 with and supports both the proposed curricula and the school's needs based on student Math: Springboard Math=Tier 1 performance. Freckle Math & Edmentum=not Tier **Provide a process by which teachers will 1 receive differentiated coaching that is data driven. Assessments: Renaissance **Create professional development that ensures STAR=not Tier 1 teachers are trained to use targeted supports in addition to, rather than in place of, high quality instruction to support Students with Disabilities, As stated in the application, the English Learners (EL's), and academically instructional model is small group, struggling students. independent study and online **Create a plan to offer time for teachers to learning. collaborate around academics and the needs of individual students on a routine basis. Professional development, as stated **Ensure that collaborative time is primarily in the application will be data driven focused on preparing teachers to deliver high and focused on closing achievement quality instruction and meets the needs of gaps. A complete plan is located in individual students. the appendix. **Present a logical process by which the applicant will screen all students, identify Introductory training for new students requiring additional supports and teachers will focus on the education consult with a decision-making team to plan model, school structure, culture, supports and interventions for those students. educational strategies, ELL' s, **Describe a process by which core content developing/maintaining ILP's, teachers will set goals for their students that are curriculum format and the PIE-EBR connected to the overall school goals. information system. New teachers **Ensure that systems or structures exist for will meet weekly with mentors for 3 observing teachers and identifying teachers that months and then quarterly. may need additional supports. **Provide additional supports to teachers that are identified as in need of additional support. Collaboration in the application

focuses on teacher-student.

**(If applicable) Demonstrate that the selected Teacher-teacher collaboration is structures, policies and practices are aligned to covered in the appendix. the specialized focus of the school. **(If applicable) Demonstrate that the selected Additional supports for struggling structures, policies and practices are shown to students include peer tutoring, be effective by sound research. mentoring, study groups, study skills **(If applicable) Demonstrate that the selected classes, positive reinforcement of structures, policies and practices help support behavior improvement, meetings the proposed school's student performance with the school psychologist and goals. collaborative meetings with the **Allocate time daily and throughout the year teacher and support staff. in such a way that all students will complete all courses required to graduate on time. Student goals are based on **Commit to offering both TOPS university diagnostic data and reviewed and Jump Start Career Diploma types. weekly. **Commit to offering at least one Jump Start Teachers will track ILP goal pathway for students who choose the Jump Start completion, attendance rates and Career Diploma. student progress in weekly meetings. **Commit to ensuring that students have access to at least one high wage or high demand IBC. Daily, weekly, yearly calendars are

provided in the application. School begins July 1 and ends June 2.

Although high school graduation, enrollment in college, career opportunities, industry-recognized certifications and dual enrollment are discussed in the application; Jump Start is referenced but TOPS is not.

Grading policies indicate students will be rewarded for demonstrating competency as in a "gamification" approach.

An evaluation tool for the school leader is included in the application as is the evaluation tool for the teaching faculty.

In the application, there is no Socio-Emotional Support curriculum identified.

Growth Plan The charter school proposal should discuss the In2017, EBRPSS's graduation rate extent to which the leadership team possesses was 66.7%. the ability to: **Demonstrate with data that there is demand As stated in the application, from the target student population they intend to "Recruitment ... will center on serve. district, school and community **Articulate a logical plan by which the partnerships to identify potential proposed school will adapt to meet changing enrollees and provide a clear tract community needs for any school opening later for enrollment." If there are more than the first year in the growth plan. candidates than available spaces,

attendance will be determined in a public random drawing.

Scale The charter school proposal should discuss the PIE plans to work with EBRPSS to Strategy extent to which the leadership team possesses provide this specialized program.

the ability to: Recruitment will be through open Note: This **Ensure that the central office of the proposed houses, referrals, advertising and section does school provides enough financial and human community engagement. A not apply to capital resources to support the successful recruitment plan has been submitted. Louisiana- launch of new schools in a new district. based **Identify risks that could likely threaten the PIE will pursue additional funding operators ability of the proposed school to achieve its from corporations and foundations thatrun mission and the applicant group presents logical to strengthen its financial position. multiple contingency plans to mitigate those risks. A contingency plan has been schools and provided in the budget narrative. are only applying to operate one or two additional new schools Board The charter school proposal should discuss the Readiness extent to which the leadership team possesses The board of the proposed school

the ability to: has clearly defined roles as seen in **Ensure that each board member's described Attachment 18. Roles outlined for role on the board matches their professional the board of the proposed school skill set. match the board's professional skill **Ensure that for each of the following areas, set. there is at least one board member able to provide expertise in the areas of academics, PMG (Pathways Management finances, legal issues, management and Group) will serve as the Educational operations and community relations. Services Provider. As such, PMG **Ensure that the responsibilities enumerated will provide academic and financial for each role enables a clear division of roles reports to the board of the proposed among board members. school for review regularly. **Articulate a set of metrics by which they will monitor and gauge the school's academic, Financial reporting will be ooerational and financial effectiveness. These maintained in comoliance with

metrics should, at a minimum, include the GAAP. It is proposed that PIE-EBR expectations of the Charter School Perfom1ance will be responsible for the Compact. educational components of the **Ensure that the board of the proposed school program of the proposed school and has a clear decision-making process for how PMG will be responsible for they will respond to information they gather in accounting and HR functions. monitoring the school's effectiveness. (This process demonstrates that there are clear roles As stated in the application, PMG and responsibilities among the board members will be evaluated regularly for in considering information that facilitates performance and fidelity as outlined informed board decision-making) in the Charter School Performance **Articulate a set of standards that the school Compact's Financial metrics. The leader must satisfy in order to keep the school tool, however, for evaluating on track to achieve its vision. academics is unclear. **Provide logical evidence that the school will achieve its vision if the school leader satisfies Attachment 16 is the School Leader the standards set forth by the board for the Evaluation tool which closely school leader. resembles COMPASS. The school **Identify the information that will be used to leader will be evaluated as: determine if the school leader has satisfied each Highly effective standard and the process by which they will Effective collect that information. Improvement necessary (2 **Establish a logical decision-making components) framework and process to support and hold the Ineffective school leader accountable according to a set of While not specifically stated, it is standards that will further the proposed school's assumed the principal will be mission. removed for sub-par performance. **Describe the steps the board and school leader will take in the event the leader does not The principal of the proposed school meet accountability measures. will communicate with the board of **Ensure that there are clear metrics that trigger directors regularly in the areas of different courses of action and the board has analysis of school achievement data, specific metrics it will use to make personnel review of financial reports and staff decisions. evaluations. The principal in **Ensure that the board articulates a logical combination with PMG will decide process by which they identify conflicts of on program changes and staffing. interest and ensure that they do not impact board decisions. An extensive policy regarding **Ensure that the board articulates a logical Conflicts oflnterest is included in process by which they will assess their own the application and training for the strengths and weaknesses as well as a training board of directors of the proposed plan that corresponds with areas of expertise school will be provided by Adams that are lacking. and Reese, LLP. **Ensure that the board articulates a logical new member recruitment plan that prioritizes the required areas of expertise as well as a logical new member on-boarding plan that The board of directors will also

receive training on:

ensures that all new members are familiar with Models of Governance & board bylaws and requirements. Leadership **(Applicable to groups applying to open a Charter School Law in LA school in a region in which they do not Ethics currently operate) Ensure there is a clear plan Financial responsibility for obtaining regional board representation for Overview of school philosophy, any new proposed schools in regions the structure and management operator does not currently operate in. Open meetings laws

Public records laws LA-specific education laws, rules and regulations

PIE-EBR plans to recruit board members by raising awareness of the school and its mission throughout the community while attending community-based and youth related events.

Financial The charter school proposal should discuss the According to the application, PIE-Readiness extent to which the leadership team possesses EBR will contract with Pathways

the ability to: Management Group to serve as the **Ensure that projections are based on accurate, back-office services provider. conservative and legally compliant assumptions. **Ensure all funds from external sources are demonstrated to be reasonably expected. **Ensure that no essential services are funded at amounts that would preclude the applicant group from implementing their plan. **Ensure that there is no evidence the school will ever become insolvent or lack access to the necessary amount of liquidity. **(If applicable) Ensure there are no material ***See Educational Services findings in the non-profit organization's most Provider recent audited financial statements. **Ensure that assumptions about facilities in all PMG will maintain oversight of financial statements correspond to a managerial procedures and financial conservative facility plan and account for internal controls. possible contingencies. **Ensure that either the proposed school has a Documented controls for PIE-EBR plan to hire a financial manager who has at least wi11 include processes for budget a bachelor's degree in finance and/or development, procurement, physical accounting or the school has partnered with an controls and asset protection, day-to-organization staffed by individuals with the day accounting operations including necessary expertise that will provide financial proper segregation of duties, payroll management services. and preparation of financial **Ensure that the applicant group has metrics statements in accordance with they will use to assess the performance of the GAAP.

financial manager or back-office service provider and commits to reviewing those According to the application of the metrics on an annual basis. proposed school, an analysis of **Ensure that the metrics used to assess the expenses will be conducted monthly performance of the financial manager or back- in the areas of salaries, occupancy, office service provider include, at a minimum, insurance, professional services, the financial metrics in the Charter School curricular materials and capitol Performance Compact.:. expenses. **Ensure that the applicant group protects mission-critical expenses when faced with budget cuts. The budgeting philosophy as stated **Ensure that there is appropriate segregation in the application considers: of financial duties. 1. Impact to student success **Make sure control systems are in place that 2. Teacher preparedness ensure only allowable expenses will be made 3. Financial position of school and that all expenses will be coded The application further states that, appropriately. faced with budget cuts, PIE-EBR

will protect mission-critical expenses.

In the application, however, there is no clear way to track participating students to see if they reside out of district.

Educational The charter school proposal should discuss the Services extent to which the leadership team possesses As ESP, PMG serves in an advisory Provider the ability to: role and is barred from serving on (ESP) **Ensure that the board maintains independence the board of directors. (If from the ESP by articulating strong applicable) accountability provisions and avoiding PMG will provide the following:

opportunities for the ESP to gain leverage over Monthly report of reimbursable the board. expenses, monthly student **Ensure that the ESP cannot control board attendance reports, EBRPSS membership. required reports, budget reports and **Ensure that the ESP contract does not allow a year-to-date budget variance for any form ofleverage including but not report. Other reports will be limited to severance fees and facilities provided upon request. PIE-EBR ownership by which the ESP can ensure may conduct an independent audit at renewal of their contract. any time. **Ensure that there are no material findings in the ESP's most recent audited financial Termination/Closure procedures statements. ending the relationship between PIE-**Ensure that all schools managed by the ESP EBR and PMG are outlined in the meet the expectations for operators according to attachment portion of the BESE Bulletin 126. application. **(Applicable to ESP's not operating schools in Louisiana) In the application for the proposed

school, a recent audit by Certified

****Ensure that the applicant group Public Accountants, Maginnis demonstrated that, at the time of their Knechtel and Mcintyre, LLP, application, the schools managed by the ESP awarded a favorable audit to PMG would meet the renewal standards of each state with a contingency clause pending in which they operate. litigation. According to the **(Applicable to ESP's not operating schools in complaint, the plaintiffs are seeking Louisiana) to avoid the transfer of ****Ensure that, using data collected from approximately $7,500,000 made by nationally normed testing, the applicant group the schools, Upland Charter School demonstrates that the ESP's schools are high and Mt. Shasta Charter School to performing and that they outperform their peer PMG and other defendants. A trial schools by meeting one of the standards below: is currently pending. ****Ensure that, in tested subject areas, the ESP's schools consistently have a higher level of proficiency than their peer schools with an See Past School Performance for equal or higher percentage of their target schools managed by PIE/PMG. student population OR ****In tested subject areas, the ESP's schools' student performance growth consistently outpaces that of their peer schools with an equal or higher percentage of their target student population. **(Applicable to ESP's not operating schools in Louisiana that serve grades 9-12) ****Ensure that over multiple years, the ESP's schools have a consistently higher graduation rate than peer schools with an equal or higher percentage of their target student population OR ****Over multiple years, the ESP's schools have consistently higher growth in their graduation rate than peer schools with an equal or higher percentage of their target student population. **(Applicable to ESP's not operating schools in Louisiana that serve grades 9-12) ****Ensure that, over multiple years, the ESP's schools have a consistently higher college matriculation rate than peer schools with an equal or higher percentage of their target student population OR ****Over multiple years, the ESP's schools have consistently higher growth in their graduation rate than peer schools with an equal or higher percentage of their target student population **(Applicable to ESP's not operating schools in Louisiana)

School Leadership Capacity

****Ensure that the ESP's schools consistently academically outperform surrounding schools with an equal or higher percentage of their target student population OR ****The ESP's schools' student performance growth consistently outpaces that of surrounding schools with an equal or higher percentage of their target student population.

The charter school proposal should discuss the extent to which the leadership team possesses the ability to: **Effectively manage a school, a team of teachers or an academic program that showed some level of growth or success under their responsibility. **Describe in detail how the proposed school leadership team has held a high level of responsibility for the operations and/or finances of a given organization. **Describe how the proposed school's leadership team has established a track record of improving student achievement and/or provides enough data to demonstrate the proposed leadership team's ability to develop a high performing team of teachers across multiple years. **Describe how the proposed leadership team has established a track record of leading operationally and/or financially viable organizations.

Pathways in Education along with Pathways Management Group operates ten schools in Louisiana, Arizona, Illinois and Tennessee serving a similar population since 2008. The proposed school leader, Martin McGreal has leadership experience as principal of a high performing elementary school. He also has experience in staff development, planning and launching high schools in Louisiana and Tennessee serving at-risk children.

Mr. McGreal opened three schools in Chicago, two in Tennessee and two in Caddo parish.

From 2000-2002, Mr. McGreal served as Trustee for the Chicago Teachers union. In addition, he has managed a $2.5 M budget for PIE­LA since 2013.

In eight schools for which data is provided, seven out of eight schools have a lower graduation rate than the district in which they reside and, in three cases, it's considerably lower; however, at Ashburn, PIE's graduation rate is 90% and the district's graduation rate is 8 8 .1 7%.

SPS scores over multiple years:

2015 2016

New Market PIE-LA 18.1 17.l 29.7 33.0

Virtual School (If applicable)

The charter school proposal should discuss the extent to which the leadership team possesses the ability to: **Create a logical plan for orienting new students and parents to the school such that both students and parents are given clear expectations on student participation and performance at the beginning of the student's enrollment. **Demonstrate that the applicant has clear expectations for student participation that differentiates between what it means for a student to be engaged in learning, in attendance and truant in the virtual setting. **Demonstrate that the applicant has a plan for clearly communicating expectations regarding student participation in the virtual setting to teachers, students and their families. **Produce a plan for measuring, monitoring and reporting student participation in the virtual setting. This plan should include, at a minimum, monitoring how often students are logging on, how long students are staying logged on and what amount of time logged on is spent actively engaging in the curriculum and instruction. **Create an actionable intervention plan for students who are not meeting the school's expectations for engaging and participating in the virtual setting. The intervention plan should involve teachers, students and parents in increasing engagement and preventing truancy. **Create a plan to ensure that all enrolled students have access to the online learning environment within a reasonable amount of time once they enroll in the virtual school. **Create a logical plan for how the proposed virtual school will provide timely support in the event of technical difficulties that minimize the loss of instructional time. **Create a plan that outlines the nature, frequency and location of all required and optional in-person meetings and interactions between parents and school staff, including but

2017 2018 2019

25.8 23.4 34.2

26.3 27.8 33.5

As stated in the application, PIE­EBR will use Renaissance STAR assessments in reading and math at the point of enrollment in the fall, winter and spring.

Teachers will track Individual Leaming Plan goal completion, attendance rates and individual levels of student progress weekly with briefings in the schoolwide data and feedback meetings.

According to the application, students will work on no more than three courses at a time which will allow students to master content, complete courses sooner and increase motivation.

Absenteeism or failure to complete work will result in a phone call home. Teachers, staff and administrators will make every effort to identify the problem and help the student get back on track.

Student schedules are flexible allowing time for students to complete their coursework.

The application lists three possible locations for in-person meetings: 5940 Airline Highway Suite 5936 Baton Rouge, LA 70805

not limited to parent/teacher conferences, open 6755 Airline Highway houses and school community meetings. Suite B **Create a plan for complying with BESE Baton Rouge, LA 70805 policy on Health Screening outlined in Bulletin 135 as part of enrollment and the ongoing 1010 Nicholson Drive functioning of the school. Baton Rouge, LA 70802 **Detail a plan for how struggling students will be evaluated by the virtual school on an on-going basis, the tools that will be used for this PIE-EBR plans to partner with evaluation and the frequency of the evaluation. EB RP SS to offer selected services **Detail a logical and feasible plan for how struggling students at the virtual school will receive at least twenty percent of instruction in person. **Detail a plan for how no-cost transportation services will be provided to struggling students at the virtual school for in-person instruction.

Strengths Requested information and essential pieces of the proposed school's plan are included in the application.

Claims regarding the proposed school are supported with data and all pieces of the plan are working towards the same purpose.

Areas in 1. The EBR school board needs Need of clarification on the audit findings by the Improvement CPA firm Maginnis Knechtel and

Mcintyre LLP 2. ELA curriculum such as Achieve 3000

and Edmentum are not Tier 1 3. Math curriculum such as Freckle Math

is not Tier 1 4. Assessments Renaissance Star and Leap

2025 are not Tier 1 5. IBC is mentioned in the application but

with no specifics 6. While both schools PIE operates in

Louisiana are poised to make academic gains, neither school meets the district requirement to open a new school as stated in the EBR Charter School Policy under the section "Academic Standard." The policy states:

"All schools must have a "B" or higher; or "C" with a Progress letter grade of an "A" for each year the grade is a "C."

7. The plan for student transportation is not specific.

8. The required background check on one board member is concerning.

9. The proposed school will not pay into TRSL.

APPLICATION SCORING SHEET 2020

Experienced Operator

Name of Propo ed Chatter School: Pathways in Education

Reviewer's Name: Katie Blunschi Date: July 9, 2020

Section Maximum Reviewer's Points Score

Past School Performance 5 2 Academics 21 17 Growth Plan 1 1 Scale Strategy 2 2 Board Readiness 14 14 Financial Readiness 12 12 ESP (Educational Services Provider) 5 4 School Leadership Capacity Team 4 2 Virtual School 12 10

Total Score 76 64 (84.2%)