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Codman Academy Charter Public School

Annual Report 2012-2013

“To Learn, to Lead, and to Serve”

Codman Academy Charter Public School

637 Washington Street

Dorchester, MA 02124

Tel#: (617) 287-0700

Fax#: (617) 287-9064

www.codmanacademy.org

Contact: Meg Campbell, Executive Director

[email protected]!

July 29, 2013

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Table of Contents

I. Introduction to the School Page 3

II. Performance and Plans

a. Faithfulness to Charter Page 4

b. Academic Program Success Page 6

c. Organizational Viability Page 11

III. Recruitment Plan Page 14

IV. Retention Plan Page 16

V. School and Student Data Tables Page 19

VI. Financial Reports

a. FY14 Capital Plan 1

b. Unaudited FY13 statement of revenues, expenses, and changes in net assets (Income Statements) Page 22

c. FY13 Statement of Net Assets (Balance Sheet) Page 23

d. FY14 Approved School Budget Page 24

VII. Attachments

a. APPENDIX A – EL Implementation Review Page 25

b. APPENDIX B – Amendment Request Page 26

c. APPENDIX C – Organizational Chart Page 27

d. APPENDIX D – Strategic Plan Page 28

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I. Introduction to the School

Codman Academy Charter Public School Type of Charter (Commonwealth or Horace Mann)

Commonwealth Location Dorchester, MA

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

(if applicable)

Year Opened 2001 Year(s) Renewed (if applicable)

2006, 2011

Maximum Enrollment 345 Current Enrollment 207

Number of students enrolled as of 8/1/2013 207 Students on Waitlist 514

Chartered Grade Span K-12 Current Grade Span K1, K2, 9-12

# of Instructional Days during the 2012-2013 school year

Grade 9 – 198 Grades 10-12 – 195 School Hours

Upper school:9am-5pm, Sat 9am -12 pm; Lower school 8:30-4:30

Mission: Our mission is to provide an outstanding, transformative education to prepare students for success in college, further education and beyond.

Vision: We educate the whole student: mind, body, and character. With the city and world as our classroom, we build a school community rich in rigorous academics and daily experiences of discovery. We continue to support our alumni in realizing their potential after graduation.

To offer students an outstanding, experiential education, the school has deep partnerships with the Codman Square Health Center (CSHC), Expeditionary Learning (EL), Huntington Theatre Company, Dorchester YMCA and American Youth Foundation (AYF), in addition to a number of smaller-scale partnerships.

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II. Performance and Plans

A. Faithfulness to Charter 2012-13

Performance (Met/Not Met)

Notes

Objective: The school is faithful to the mission, vision and educational philosophy defined in the charter application and any subsequent approved amendment(s).

Measure: Students engage annually in 5 or more structured conversations with a small group of staff and peers about their personal growth and life goals. Each year, at least 90% of students reflect on their successes and challenges by creating written intention statements.

Met

• Crew (advisory) program • Intentions Workshop where students

craft character intention to guide their academic and personal growth

Measure: Through collaborations with school partners, 90% of graduating students complete all of the following activities: 1) a multi-week internship experience for credit, 2) participation in a theatrical production as a performer or stage crew member, 3) fieldwork research for a class, and 4) completion of a three day outdoor leadership course.

Met

• All students participate in two summer programs

• Internship program for juniors and seniors with community partners

• All graduating students have completed fieldwork research for a class

• Camp Merrowvista - outdoor leadership course for all graduating seniors

Objective: The school establishes an academic program that includes the pedagogical approach, curriculum, assessment, and other unique elements defined in the charter application and any subsequent approved amendment(s).

Measure: The school receives a positive annual implementation review by Expeditionary Learning (EL), earning a score of at least 3 (out of 4) for at least 3 measures identified at the outset of each school year

Met

• The School scored 3 or higher on all Implementation Review measures. See Appendix A for more information.

Measure: 90% of graduating students earn 70% or higher on a capstone research project in which they choose, research, and design a social justice project to benefit the community

Not Met

• This year, 85% of graduating students earned a 70% or higher on the capstone project.

Mission, Vision, and Educational Philosophy Provide a brief description and specific evidence of how your school successfully implemented its mission, vision, and educational philosophy during the 2012-2013 school year. This past year the school sought to measure its ability to fulfill its mission, vision and education philosophy through a newly ratified 2013-2018 Strategic Plan. The Strategic Planning process included bi-monthly check-ins conducted

Faithfulness to Charter

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by staff and reported to the Board of Trustees. Below is a sampling of steps that the school took this past year to implement the Strategic Plan. See Appendix D for details about the priorities and key goals.

1) Continue to improve our academic program a. We now have a Standardized Academic Composite Score (STAC), an automatically calculated

figure that provides the user with a student’s aggregated performance on standardized academic tests on a 0-100 scale. This will make it easier to track students’ progress and improvement on standardized tests throughout their Codman career. We are also working to compare STAC scores to metrics such as attendance and behavior.

b. The math department has revamped and finalized grades 9-11 Learning Targets by focusing on cohesive language and targeting specific skills and progression. The 12th grade LTs are in the works and will be finalized before the end of the school year.

2) Improve post-Codman success a. We have established new partnerships to provide students with valuable summer opportunities,

including a Harvard Philosophy internship conducting research with undergrads; a Sappi Paper Career exploration workshop; and the Yleana Leadership Academy, a new residential program at Bentley College geared toward SAT prep, college advising, and entrepreneurship.

b. May 1st was the deadline for students to make a college deposit, and no students are taking out more than $5,500 in loans a year, with very few out of pocket gaps. Codman students also received some wonderful scholarships: MLK Scholarship (full tuition to Providence College); Ujima Scholarship (full tuition to Northeastern University); Bob and Nancy Good Scholarship (20k/year to Denison University).

3) Achieve whole-student success a. The mental health of each student continues to be a priority at Codman. Since September, 574

interventions were provided to students who were sent to the Social Worker throughout the day to alleviate socio-emotional issues. Our first-ever school-wide depression and suicide screening was held in January, and 32 students screened were identified as needing urgent services. The Social Worker has also been working with parents to provide education and resources around mental health issues.

4) Add lower grades a. We have enrolled 42 students in grades K1 and K2. New students and their families

enthusiastically attended a welcome dinner on May 2nd. b. We have hired our K1 and K2 teachers, as well as our artist in residence, our school nurse, and our

administrative assistant (Codman alumna Shamara Rhodes ’09, Cedar Crest ’13). c. Summer PD planning is in process, including joint PD with the upper school staff as well as joint

PD with the Conservatory Lab charter school for our lower school staff. 5) Strengthen health center relationship

a. Dr. Genevieve Daftary has been very involved with Codman Academy, from helping with internship placements to helping test our students’ BMI. Both our Wellness Director and Internship Coordinator have been and will continue to work closely with her on these initiatives.

b. We are making strides toward our “integrated campus” with the addition of a new chef. Thanks to the support of the Kendall Foundation, we will have our own chef, and we are working toward making meals appealing and accessible to health center staff.

6) Strengthen financial sustainability a. Our annual fundraising event was very successful. We drew over 250 attendees (compared with

125-150 in years past) and we raised over $160,000 (compared with $120,000 last year and $83,000 in FY11).

b. Our Boston Marathon team raised $29,000 for Codman, and one marathon team member went on to establish an annual scholarship for a Codman senior (in addition to his marathon fundraising).!

Dissemination Efforts Describe how your school has provided innovative models for replication and best practices to other public schools in the district where your charter school is located.

Sharing of best practices is an integral component of Codman Academy’s overall mission and vision. The school engages in a variety of dissemination strategies to open the school’s doors to both the local and global community.

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In 2012-2013 the school continued to host many visitors from around the world, including 2 extended stay visits. Chi Yanjie, professor in the School of Education Science, Shenyang Normal University in China conducted interviews, observed classes and collected data for a research project involving Codman Academy and Expeditionary Learning. Eugene Muhire, English teacher from the Rwamagana Lutheran School in Rwanda spent 2 weeks shadowing students and teachers at Codman as a means of improving practice at his Expeditionary Learning school in Rwanda. The school’s connection to the Baystate Academy Charter Public School in Springfield and Margarita Muniz Academy, a Boston Public Innovation School continued this year. Communication between school leaders and board members included discussion about policy, classroom practices and long-term visioning. Meg Campbell, Executive Director, continued her work as a Boston Public Schools School Committee member, where she shared best practices with the larger public school community and was named to co-chair the School Quality Work Group.!

B. Academic Program

2012-13 Performance

(Met/Not Met)

Notes

Objective: Students at the school demonstrate proficiency, or progress toward meeting proficiency targets on state standards, as measured by the Massachusetts Comprehensive Assessment System (MCAS) exams in all subject areas and at all grade levels tested for accountability purposes.

Measure: The percent of students earning a score of Proficient or Advanced will meet or exceed the average between the local district and state.

Met (2011-2012)

Results not in

yet (2012-2013)

• In 2012, the percent of students who exceeded the state-district average: Math 73% (state-dist avg. 70%); ELA 85% (state-dist avg. 76%); Science 56% (state-dist avg. 53%)

Objective: The school achieves and maintains a median student growth percentile (SGP) of 40 or higher in the aggregate and for all statistically significant sub-groups in all subject areas tested for accountability purposes.

Measure: The school achieves and maintains a median student growth percentile (SGP) of 40 or higher in the aggregate in all subject areas tested for accountability purposes

Met (2011-2012)

Results not in

yet (2012-2013)

• In 2012 the SGP for ELA was 75.0 and for mathematics was 84.5 in the aggregate.

Measure: The school achieves and maintains a median student growth percentile (SGP) of 40 or higher for all statistically significant sub-groups in all subject areas tested for accountability purposes

Met (2011-2012)

Results not in

yet (2012-2013)

• In 2012, the SGP for all statistically significant subgroups was above 40. SGP for subgroups ranged from 79.5 to 87.0 for ELA and mathematics.

Objective: Student performance is strong and demonstrates improvement on internally developed assessments of academic achievement.

Academic Program Success

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Measure: 90% of graduating seniors earn a minimum of 70% in all core academic classes prior to graduating in addition to demonstrating proficiency of at least 80% on the Graduation Portfolio, a multi-year investigation culminating in a graded portfolio presentation to a panel comprised of faculty, students, and parents

Met

• 100% of graduating seniors earned a minimum of 70% in all core academic classes prior to graduating

• The school piloted a revised Graduation Portfolio process that included written and presented work culminating in a non-% graded assessment.

Measure: As part of the school's curricular requirements, 90% of graduating students will have delivered at least two prepared speeches/presentations to audiences of at least 50 people. Speeches and presentations will increase in complexity across the grade span and will be graded according to a detailed rubric, with 70% of students earning proficiency of at least 80%.

Met

• 100% graduating seniors delivered a Senior Talk to the school community

• 100% of graduating seniors either recited a poem in their 9th grade year or delivered a monologue in their 10th grade year.

• By the end of the school year more than 80% of 9th grade students scored Accomplished (proficient) or higher on the two major criteria for performance.

Student Performance Report MCAS data by providing a link to your school’s Department School Report Card website.

Following a brief description of student achievement trends, provide an explanation of how data was used to identify academic priorities for the upcoming school year.

Codman Academy Charter Public School 2012 Report Card: http://profiles.doe.mass.edu/reportcard/rc.aspx?linkid=37&orgcode=04380505&fycode=2012&orgtypecode=6&

The school’s median Student Growth Percentile (SGP) for the 10th grade in English Language Arts and Mathematics has been amongst the highest in MA for the last 2 years. Similarly, relative to state and district peers, achievement on MCAS (as measured by the % of students earning Proficient/Advanced) also ranks high. Our challenge over the next few years will be maintaining the ability to support high levels of growth (as measured by SGP) while incrementally growing achievement.

Preliminary results for the English Language Arts MCAS suggest that student achievement on Open Responses can be improved. Attention to concise, thesis driven, short written responses during the school year can yield improvement where students currently scoring in the 2/3 range can score in the 3/4 range. We intend to use class time and the Academic Enrichment Block (our Intervention period) to engage students in this work.

Diverse learners

Describe and provide evidence of how, in 2012-2013, the school provided services for all students, including English language learners and those with disabilities and/or special educational needs, as required by law.!English Language Learners (modified from Year 12 Site Visit ELL self-assessment) Support for English Language Learners (ELL) is a priority at Codman Academy Charter Public School. We exist to offer an exemplary education to all students enrolled. As such, we have developed protocols and procedures for ELL students that are consistent with federal and state laws. These procedures have been important in the years

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where we enrolled ELL students. For the 2012-2013 school year we have 3 ELL students enrolled. Although we are a low-incidence district, we are prepared to support the learning of ELL students who may enroll in future years. Please find a detailed description below:

Student Name Grade Level

Program Model MEPA level Home Language

Student A 9 Hours per week 6 hrs SEI Math (once/month: 10 hrs) 6 hrs SEI Science (once/month: 10 hrs) 12 hrs ESL; 18 hrs every other week

3 French, Mina, Fon

Student B 9 Hours per week 6 hrs SEI Math (once/month: 10 hrs) 6 hrs SEI Science (once/month: 10 hrs) 12 hrs ESL; 18 hrs every other week

2 Gujarati

Student C 10 4 hrs SEI Math (once/month: 8 hrs) 4 hrs SEI Science 8 hrs SEI (once/month: 8 hrs) Humanities (14 hrs every other week) 8 hrs pull out ESL

3 Cantonese

ELL Program Strengths: We are currently exceeding DESE expectations of ESL instruction based on last year’s ESL time mandates. Our English Language Learner program is successful in preparing students to engage in content area classes and as part of the school community. Much of that success is achieved through small size English as a Second Language classes that allow for strong teacher-student relationships and a focus on individual learning needs. The program also allows for direct support of English Language Learners in the classroom by our ESL teacher. Codman Academy successfully establishes the school as a safe and comfortable learning environment for ELLs through support services in place and eagerness to ensure the success of ELLs by both ESL and content area teachers. The program also successfully establishes a connection between the school administration and ESL teacher with weekly meetings and frequent visitations. ELL Program Challenges: In order to improve the program, more collaboration between the ESL teacher and content teachers would be necessary to support the growth of our ELLs in SEI classrooms. Specifically, more collaboration between the ESL and Math/Science teachers would be helpful in improving the content area support provided. As a school, more direct professional development around differentiation for ELLs would also help to move the program forward and ensure ELLs are being supported in all classrooms. As we move into the 2013 school year this is something on our agenda, and we realize the need for preparation of all teachers who will encounter ELLs in their classrooms. We also see a need to fine tune structures in place for classroom teachers to gain support around scaffolding and lesson development for classes with ELLs. This will help to ensure that not only our ELL population but that all students are getting the best, most language inclusive education possible. Next Steps:

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Going forward, we hope to promote collaboration between ESL teachers and administrators and our content area teams by visiting team meetings. To address the need for PD, two teachers and one administrator are currently enrolled in the Quality Teaching for English Learners (QTEL) initiative, which is a 3-year, high-quality PD opportunity aimed at differentiation for ELLs in the classroom. In order to bring the expertise gained from QTEL back to other Codman content teachers, teachers involved in QTEL will lead in-house SEI PD for teachers who are not participating in QTEL. This should help teachers scaffold content for ELLs more effectively. Special Education (modified from Year 12 Site Visit Special Ed. self-assessment) 23% of students are special education at Codman, challenging our small school to meet the full array of diverse services needed. The following self-assessment reflects current practices and areas for continued improvement.

I. Assessment of students a. Codman meets the standards for assessing students in an appropriate manner. With the assistance

of a contracted psychologist who recommends appropriate academic and achievement testing, formal and informal diagnostics are administered if students are suspected of having a disability. Additionally, both formal and informal diagnostic tools are administered to students upon enrollment to the school. Assessments as part of the evaluation process are consistently documented on the web-based IEP software (SemsTracker) and in students’ files. Also, when parents receive the notice of district action, evaluations are identified. The parental procedural safeguards are not only mailed home prior to the start of the school year, but before any consent for initial testing is mailed.

b. All special education students regularly participate in all state mandated standardized testing and MCAS with the needed accommodations. Accommodations are reviewed at least twice a year for 9th and 10th grade students to ensure that they are appropriate for each student, on each test. For any student in grades 11 and 12 that still need to take and pass the MCAS, accommodations are reviewed before each administration.

c. Transition is discussed and documented on the appropriate forms. Special education staff meets with students to discuss plans for the future prior to the IEP meeting and again at the IEP meeting with teachers and parent/guardian present. That information, along with any additional information that is discussed at the IEP meeting, is included on the state-mandated forms. When appropriate and when possible, representatives from outside agencies are invited to attend the meeting.

d. Age of majority: A formal document in which the parent, student, and administrator sign, which indicates that the discussion took place is placed in the student’s file and a copy is then sent home usually with the rest of the IEP. This action is also documented by adding a comment in the “other” section on the final page of the IEP.

e. The IEP Team meeting attendance is properly documented if all of the required members are not in attendance. There is a standard excusal form that the parent must sign indicating excusal of a required team member. Any team member who is not able to attend the meeting submits written feedback to be discussed at the meeting and to be included in the IEP. Individual students are always invited to participate, and in only rare occasions (due to academic circumstances or an illness) would a student not attend the meeting. However, in all cases all efforts are made to get the student to participate in his IEP in other way, such as by providing feedback on goals, transition, etc., before and after the meeting.

f. To the best of our ability, evaluations are held within the 45-day timeframe. Certain extenuating circumstances have come up such as school cancellations due to weather, failure to return consent forms on time, and parent schedules.

g. To date, all elements of eligibility determination have been followed; documentation in response to a parent’s request for an independent educational evaluation has recently been reviewed and updated in Codman Academy’s Special Education Policies and Procedures Manual. To date, there has been no parent that has requested an independent educational evaluation. Students are reevaluated every three years unless a parent declines.

h. Progress reports are regularly written (6x a school year) and sent home to parents/guardians, and a copy of the progress report is included in the student’s files at the end of each trimester and before

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a new IEP. All files are maintained in the student’s record (SemsTracker software) and included in the students’ files at the end of the academic school year.

i. Revisions are completed per the federal and state guidelines; they are completed as needed to best support the student’s access to the general education curriculum.

II. Student Identification a. Codman provides screening to incoming freshman to determine math and reading levels, and this

information is provided in the students’ files. Additionally, the referral process allows staff to refer students to the SST (child study.) The SST regularly monitors the student’s progress and then evaluates the need to send the student for testing. This is done after incorporating interventions into the student’s academic programming and gathering data and feedback on their success. There is constant communication between all teachers and staff that support each student. The advantage of Codman’s setting is that all students are constantly being monitored and supports continually given or modified to ensure student success.

b. The development of the IEP takes all parties’ comments and concerns, students’ strengths and weaknesses, and abilities and needs, into account. Codman does a thorough job when looking at the student as a whole child to determine appropriate accommodations, least restrictive environment, services, and placement. Codman truly extends the team approach in developing the IEP. Careful consideration is given to feedback provided by the Wellness Director, school social worker, the student, and the family.

c. Codman’s extended learning time, through a long school day and extended week for upper school students, means students with disabilities are able to receive additional supports during the required school hours.

d. Most IEPs are fully accepted. Parents are informed that at any time any member of the IEP team may suggest revisions to the document. The strength in collaboration is evident and makes clear the process is an effective tool in guiding the student’s education and access to the curriculum.

III. Parent Involvement a. Parents and guardians are contacted frequently and participate the majority of the time in various

types of meetings. b. An area of improvement has been ensuring that at all times, notices are sent to parents indicating

place, date, and time, in the language that is spoken at home. There are now two staff members on site who can interpret and translate documents into French and Spanish, the two most common languages of families of students with disabilities.

c. We have offered several PAC meetings in the past few school years, however in many sessions, there were few parents in attendance. We are working to improve parent engagement in this aspect of Special Education services.

IV. Curriculum and Instruction a. We strive for maximum inclusion with three full-time inclusion associates and we also have a

substantially separate classroom based on the student’s IEP. Additionally, we have a strong structure of providing remedial services during during school day office hours and study halls. We have invested in Kindle readers, portable word processors and additional material in audio formats. All students also have access to Kurzweil software.

b. This year there were no more than 18 students in a classroom, and in the classes that were taught by a general education teacher and a special education support staff member, students received individualized attention. Students with disabilities in all grades have access to an inclusion teacher during their work blocks for additional supports.

V. Student Services a. The Dean of Students manages and oversees Student Accountability and all behavior-related

concerns. He keeps all data and is knowledgeable about guidelines in this area related to special education. An area of improvement has been the almost daily communication between the two departments, especially in the areas of suspensions, send-homes, referrals for behavior, creation of behavioral plans and additional behavioral interventions.

b. Students with disabilities have access to any and all programs available to the general student population. All sub-separate students are fully included in Saturday and physical education classes. Programs, extra-curricular activities, clubs, and support services are options and students are encouraged to get involved in their areas of interest.

VI. Faculty, staff, and administration

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a. Teachers and staff new to the special education department are assisted by the Special Education Coordinator to secure waivers. At this time, there is one full time Special Education teacher on a waiver and who will receive licensure by the summer. Additionally, teachers are encouraged to attend professional development sessions within the EL organization and/or take graduate courses toward certification. The majority of the Special Education staff has either taken the MTEL and is awaiting scores or has signed up for the MTEL (the condition for employment and certification within the charter school system.) Teachers are continually involved in professional development opportunities and we are working to ensure that this is formally documented.

VII. School facilities a. All substantially separate special education classes (HLI) are housed in a classroom that is similar

in size and location to other classrooms. VIII. School Evaluations

a. Evaluations of the program and the school are done on a yearly basis, at the end of the year during a week-long intensive session led by the administration and faculty. Each summer, the administration also reviews program components to ensure compliance, equity, and sustainability.

IX. Record Keeping a. This is an area that has improved greatly thanks to a dedicated staff member who is

knowledgeable on how and where documents should be completed and filed. There should be very few missing documents within any student’s file. A records review is done at least once a year.

b. Each year it takes great effort to secure complete files with IEPs and assessments of the incoming 9th graders from their middle schools. In the past, a lot of paperwork was still missing into October, making it very difficult to get an accurate background on the students. Although parents were contacted at intake meetings and documentation was requested prior to the meeting, many families did not have their child’s complete files.

With the consistent employment of a full time coordinator, compliance has been ensured for the past four years. With collaborating full-time and part-time inclusion teachers and dedicated general education content teachers the department has come together in an organized and cohesive unit to build on past successes. The department’s goals are to continue to be in compliance with IEPs and reevaluations, to continue to support our students to the best of our abilities, to support the staff in improving their practices, and to regularly review assistive technology and related services that are needed to ensure students access to the general education curriculum at Codman Academy.

C. Organizational Viability

2012-13 Performance

(Met/Not Met)

Notes

Objective: The school develops an annual budget that can be sustained by enrollment and is in support of student academic achievement

Measure: The school's annual budget is sustained by its enrollment Met

• The school's core academic program is sustained by enrollment. The school receives additional funding from individual donors and private foundations; this funding covers additional programming (e.g. Saturday classes, Camp Merrowvista, etc.).

Objective: The school demonstrates a history of positive net assets, adequate cash flow to sustain operations and support the academic program, and consistently operates within budget

Organizational Viability

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Measure: Each year, the school demonstrates a history of positive net assets, adequate cash flow to sustain operations and support the academic program, and consistently operates within budget

Met

• The school received an unqualified opinion on its FY11 Financial Audit.

Objective: The school's annual independent audit is free of material or repeated findings

Measure: There is an absence of material or repeated audit findings in annual audits by qualified independent auditor

Met

• The school received an unqualified opinion on its FY11 Financial Audit.

Objective: The board of trustees and school leadership implement effective structures and systems to enable responsible fiscal oversight of the school; The board of trustees demonstrates long-term fiscal oversight through appropriate planning processes.

Measure: The board establishes a finance subcommittee that meets at least six times per year and reports monthly at board meetings as evidenced in board minutes. The finance committee is charged with ensuring strong fiscal oversight of the school including working with staff leadership to develop the annual budget

Met

• The board's finance subcommittee met more than six times this past academic year and reported monthly at board meetings. A separate record of finance subcommittee meetings is kept on file. The finance subcommittee ensures fiscal oversight of the school and works with school leaders to develop the annual budget.

Objective: The school implements the student recruitment, retention, and enrollment process intended in the charter, in the school's recruitment and retention plans, and as defined by statute and regulations.

Measure: Each year, the school sends a mailing to 100% of 8th graders enrolled in the Boston Public Schools

Met

• 100% of 8th graders enrolled in the Boston Public Schools received a school mailing.

Measure: Each year, the school's applicant pool is at least three times the size of the incoming class

Met • This year, the school received 800

applicants for 87 seats.

Objective: The school defines and delineates clear roles and responsibilities among board and staff.

Measure: The school annually reviews and adopts a decision making organizational tool delineating job functions and areas of individual and collective responsibility. The tool outlines school-wide decision making processes and communication structures. The decision making tool is shared with the entire staff at the start of each year.

Met

• The decision making tool has been updated for 2012-2013.

• Survey results show that staff have a strong understanding of their role and feel supported by school leaders.

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Measure: On the year-end faculty survey, staff report a strong understanding of their role and responsibilities as evidenced by at least 80% responding favorably to the question (from Galllup Q12 survey): Do you know what is expected of you at work?

Met

• 100% responded favorably to the question: "Do you know what is expected of you at work." Results from the remainder of the survey indicate that an overwhelming majority of staff have a strong understanding of their role and feel supported by their colleagues and school leaders.

Objective: The school involves parents/guardians as partners in the education of their children.

Measure: 90% of parents/guardians meet with the school's social worker prior to their child's first day of school.

Met

• The school's social worker met with all incoming 9th grade parents.

Measure: At least 90% of families participate once a year in student/teacher conferences

Met

• 99% of families participated in a parent conference this academic year.

Amendments to the Charter Describe any major or minor amendments to the charter proposed by the board of trustees and approved by the Commissioner or Board of Elementary and Secondary Education during the 2012-2013 school year. If none was sought, please state that. On February 25, 2013, the Board of the Massachusetts Department of Elementary and Secondary Education voted to approve expansion of our charter to grades K1-12 to a new maximum enrollment of 345. See Appendix B for more information Organizational Structure of the School Describe any changes to the organizational structure made during the 2012-2013 school year and/or anticipated changes for the upcoming year. If the organizational chart has changed, please provide an updated copy. In 2013-2014 the school staff will grow to accommodate new K1 and K2 classrooms within our existing structure. See Appendix C for organizational chart.

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Recruitment Plan 2013 – 2014

! Describe the school’s general recruitment activities, i.e. those intended to reach all students.

General Recruitment Activities • Attendance and recruitment at Charter School Showcase • Application and information mailed home to all 8th grade families in Boston • Application and information mailed to all middle and K-8 schools in Boston (charter and district) • Publicized open houses and information sessions on our website • Open houses and information sessions open to all students and families

! List the goals and strategies the school will implement during the upcoming school year to attract and enroll

specific groups of students in order to promote a student population that reflects the demographics of the school’s sending district(s). Create specific goals and strategies for each of the following categories. Do not repeat strategies. Each group should have its own specific and deliberate strategy:

Recruitment Plan – Goals and Strategies

List goals and strategies for recruitment activities for each demographic group. Demographic Group Goals and Strategies

Special education students

" The school will provide information about our SPED programs at all open houses and information sessions.

" The school’s Special Education Coordinator will attend at least one open house as well as the annual Welcome Dinner for new students.

" The school will have all incoming special education students/families meet with our Special Education Coordinator during the intake interview process.

Goal: The school will continue to serve a higher proportion of special education students than area charter schools.

Limited English-proficient students

" The school will provide Spanish translators at all information and orientation sessions.

" The school’s advertisement and admissions material will be translated and available in multiple languages.

" The school will use bilingual staff at Codman Academy and the Codman Academy Health Center to speak with families in their respective home languages via phone to address questions/concerns about the school.

" The school will continue to attend the high school recruitment fair at the bilingual Hernandez Middle School.

" The school will inform potential limited English-proficient students of the school’s support for limited English-proficient students, according to State and Federal requirements.

Goal: Based on these recruitment strategies, the school’s applicant pool will become increasingly representative of the demographics of the sending district, particularly in the area of limited English-proficient students.

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Students eligible for free or reduced lunch

" The school will engage in recruitment at local middle schools where 65% or more students receive free and reduced price lunch or are otherwise identified as low income.

" The school will prepare and serve food on site in the new kitchen, allowing the school to serve breakfast, hot lunch, and afternoon snack. All students, regardless of income, will receive meals for free.

" Goal: The school’s student demographics will be similar to that of the sending

district, particularly in the area of low-income students (as defined by free and reduced priced lunch).

Students who are sub-proficient

" The school will recruit from middle schools where a large percentage of the students are sub proficient.

" The school will partner with Citizen Schools in this endeavor. " The school will offer individual tutoring to all students in grade 9 and 10. This is

especially attractive to students and to families of students who are sub-proficient. Goal: Student growth percentiles (SGP) on state standardized exams will exceed state and district averages.

Students at risk of dropping out of school

" Given that the vast majority of students who drop out are above our entry point, Codman Academy’s recruitment options are limited in this area. As a result, Codman Academy will work hard to retain students who are at risk of leaving the school, leaving the school system or dropping out of high school.

Goal: The student support team will identify these students and create individual plans to ensure they graduate from Codman Academy or another high school. Strategies include: home visits with families, the Drop Out Prevention Tool, referral for services, and/or referrals to area high schools.

Students who have dropped out of school

Given that the vast majority of students who drop out are above the school’s entry point, Codman Academy’s retention strategies are limited in this area. That being said, Codman Academy will work hard to retain students who are at risk of leaving the school, leaving the school system or dropping out of high school. For further information, see initiatives discussed in the Retention Plan.

Other Groups: African American Males

" Representatives from the school’s male student population will be present at all recruitment events including high school fairs, student panels, open houses and information sessions.

" The school will present to single sex groups on middle school visit to emphasize the different programs available to each gender (crew, GirlsLeap, YMCA partnership etc.)

" Goal: To recruit and retain young men of color at a similar percentage as the

sending district.

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Retention Plan 2013 – 2014

Identify the retention goals and strategies the school will implement during the upcoming school year to maximize the number of students who successfully complete all school requirements and to prevent students from dropping out. The retention plan may include activities that address the needs of all students in the school, but must be designed to impact the target groups identified above.

Overall Student Retention Goal

Annual goal for student retention

(percentage): 90%

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

Demographic Group Goals and Strategies

Special education students

" Additional hires: The school has strategically invested in teachers and support

positions to ensure that special education students achieve high levels of success at the school. This past year, the school employed four people whose primary responsibilities focused on special education.

" One-on-one tutoring: The school’s one-on-one tutoring program is designed and tailored specifically to the needs of individual students. The Director of Tutorial collaborates with the Special Education Coordinator, to ensure that special education students receive high quality, personalized instruction that meets the requirements of the student’s IEP.

Goal: Retain special education students at a level higher than the local district.

Limited English-proficient students

" Additional hires: The school has strategically invested in teachers and support positions to ensure that English language learners achieve high levels of success at the school. The school employs a full time coordinator to oversee the program and an ESL consultant who provides direct ESL instruction and support to students in SEI classrooms.

" Ensuring compliance: The school has responded to state and federal feedback and made necessary adjustments to be fully compliant with the ELL component of the Coordinated Program Review.

Goal: Retain English language learners at a level higher than the local district. This year, both students coded as English language learners earned credit in all courses.

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Students eligible for free or reduced lunch

" Summer programming: Research shows that it is extremely important that high school students be engaged in meaningful summer experiences, in order to avoid a multitude of risks including ‘brain drain’, dropping out from school, or engaging in unsafe behaviors.1 One problem, however, is that low-income parents often cannot afford to enroll their children in excellent summer programs. As a result of this need, Codman Academy will continue to develop relationships with community partners to offer students a wide range of excellent summer programming opportunities. It will also continue to require all students to complete at least two summers of approved programing in order to graduate. Summer offerings have typically included an annual summer theatre program sponsored by the Huntington Theatre Education department, AYF National Leadership Conference Trip and other courses, and AYF Camp Merrowvista scholarships. Additionally, all students received free summer memberships to the Dorchester YMCA.

" Saturday Academy: Low-income students often do not receive a large menu of enrichment opportunities, due to insufficient resources. Codman Academy offers a range of enrichment courses to all 11th and 12th grade students—as part of the Saturday Academy—to provide students with a rich and transformational educational experience. (Note: All 9th and 10th graders attend required tutorial sessions every Saturday 9 am – noon with Tutors for All). Recent courses include Robotics, Studio Art, SAT Prep and a Capella.

Goal: Provide summer opportunities and Saturday enrichment courses to students eligible for free and reduced price lunch and ensure that this subgroup completes at least two summers of approved summer credit.

1 Over one hundred years of research on summer learning loss compiled by the Center for Summer Learning appears to be gaining traction (White 1986). These studies show all children lose ground academically during the summer, and the achievement gap is even more striking for low-income children (Cooper 1996). Richard Rothstein, former national education columnist for The New York Times, and now a research associate with the Economic Policy Institute, agrees "disadvantaged children get less educational support in summers and after school." His research confirms this differential "summer setback" occurs partly because middle-class children's learning is reinforced in the summer months — they read more, travel, and learn new social and emotional skills in camps and organized athletics" (Rothstein 2005).- Lance Ozier, Instructor at Teachers College, Colombia University and The City College of New York.1 See: http://www.acacamps.org/campmag/issues/1003/summer-school-and-summer-camp-part-two

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Students who are sub-proficient

" One-on-one tutoring: The school’s one-on-one Saturday tutoring program is designed and tailored specifically to the needs of individual students. It is particularly beneficial for students who arrive in 9th grade sub-proficient. The program, coupled with the school’s rich curriculum, has had profound effects in terms of maximizing student growth, as evidenced by the school’s student growth percentiles on recent MCAS exams. Students who are sub-proficient are at high risk for dropping out. Thus, moving students academically out of this category is one of the most important ways in which the school can increase retention rates within this subgroup.

" Standards-based grading: The school just completed its second year of full school implementation of standards based grading. At its core, standards based grading is intended to provide a clear picture of student mastery of learning targets and identify specific LT’s that have not yet been mastered. This clarity is particularly important for students who are sub-proficient as it focuses teachers, students, and parents on actionable steps that need to be taken in order to achieve proficiency.

Goal: Student growth percentiles (SGP) on state standardized exams will exceed state and district averages.

Students at risk of dropping out of school

" Professional internships: The school requires all students to complete professional internships. This is especially critical for students at risk of dropping out, given that many of the school’s students in this category are older than their peers and eager to receive real world, job experience. This program provides a concrete opportunity for students to develop their professional skills. Internships are important on several levels for this particular subgroup. Many students at risk of dropping out feel constrained by the core structure of the academic program and have not realized as high levels of academic success as their peers. Internships provide students with an opportunity to shape their high school career and follow their passion, by choosing their placement site. Internships are also an additional site for students to achieve success. In doing so, students build an important resume credential and job experience that helps lead to summer job placements. This is extremely valuable given that many students in this subgroup (because of their age) feel a strong need to earn money out of school.

" Varsity competition participation requirements: While the wellness and athletics program serves all students and accomplishes a myriad of school goals, the academic participation requirement, which states that students must earn a 70% or higher in all academic courses to play in inter-school matches, motivates students to achieve academic success. This is particularly useful in motivating students who are highly interested in inter-scholastic competition. School data suggests this applies to several students identified as at risk of dropping out.

Goal: Retain students identified at risk for dropping out.

Students who have dropped out of school

Given that the vast majority of students who drop out are above the school’s entry point, Codman Academy’s retention strategies are limited in this area. That being said, Codman Academy will work hard to retain students who are at risk of leaving the school, leaving the school system or dropping out of high school.

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

2010 research from the Scott Foundation and Council of the Great City Schools reveals that less than half of black, male students graduate from high school on time, a lower rate than other peer groups. Codman Academy has found that its African American male students are less likely to graduate than its African American female students and are at higher risk of dropping out. Dr. Toldson, a senior research analyst for the Congressional Black Caucus Foundation and author of Breaking Barriers, suggests that schools provide wraparound social services and build relationships with community partners in order to increase the number of concerned adults supporting African American male students.2 The school has developed several strategies aimed at supporting this subgroup including: " Developing mentor relationships through community partners: The school’s

Student Support Team has developed relationships with community organizations to pair at risk students in this subgroup with mentors.

" YMCA Program: Our growing partnership with the Dorchester YMCA provides a full-service fitness facility to every student, including a summer membership.

Goal: Partner with community organizations to offer students in this subgroup additional wrap-around supports.

App

School and Student Data Tables 2013-2014

Student demographic information can be found on the Department’s website using your school’s profile. Please provide the link to your school’s profile on the Department’s website.

Codman Academy Charter Public School 2012 Report Card: http://profiles.doe.mass.edu/reportcard/rc.aspx?linkid=37&orgcode=04380505&fycode=2012&orgtypecode=6&

STUDENT DEMOGRAPHIC AND SUBGROUP INFORMATION Race/Ethnicity # of students % of entire student body African-American 118 81% Asian 2 1% Hispanic 20 14% Native American 1 .01% White 4 3% Native Hawaiian, Pacific Islander 0 0% Multi-race, non-Hispanic 0 0% Special education 33 23% Limited English proficient 3 2% Low income 108 74%

2 http://neatoday.org/2011/06/02/breaking-barriers-to-black-student-achievement/

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ADMINISTRATIVE ROSTER FOR THE 2012-2013 SCHOOL YEAR

Name, Title Brief Job Description Start date

End date (if no longer employed at the school)

Shalaun Brown, Office Manager

Oversees day-to-day functions of main school office, including attendance, school lunch program, SIMS data and supports both the Principal and Executive Director in their daily functions

2008

Thabiti Brown, Principal

Oversees all academic programming and classroom teachers; co-administers school discipline guidelines; coordinates professional development for all teaching and administrative staff

2001

Meg Campbell, Executive Director

Oversees all school functions; liaison to Board of Trustees and Codman Academy Foundation Board and primary partner the Codman Square Health Center

2001

Dawn Leaness, Director of Development

Coordinates all fundraising activity, including annual fundraising from individuals and corporate/foundation grants; supports Executive Director in work with Board of Trustees and Codman Academy Foundation

2009

Shelby Derissaint, Social Worker

Collaborates with Codman Square Health Center to provide essential physical and mental services to all students; conducts individual and group counseling as needed; serves as liaison to guardians and families

2004

Mark Destler, Director of Tutorial and Title I

Oversees administration of 9th and 10th grade skills Tutorial programs, student testing, and Title I school-wide program

2008

Nora Dowley, Dean of College and Alumni Advising

Oversees college guidance program, Alumni Support Program, including annual alumni events and data collection on all Codman Academy alumni; provides on-going support through personal calls and visits to alumni to ensure they are thriving in work and school after Codman

2008 2013

Porsha Olayiwola, Enrichment Coordinator

Oversees Admissions, Saturday enrichment classes, and extra-curricular activities for students, including summer enrichment placements

2011

Lenward Gattison, Wellness Director

Oversees required physical wellness program for all students, hires all coaches for sports teams, and designs individual wellness programs for students at risk of chronic weigh-related diseases

2012

Tawanna Fulton, Academic Support Coordinator

Supports Principal in day-to-day activities

2010

Brendan O’Connell, Dean of Students

Administers school wide discipline program 2008

Emily Barbara, Special Education Coordinator

Administers special education program 2009

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TEACHERS AND STAFF ATTRITION FOR THE 2012-2013 SCHOOL YEAR Number as of the last day of

the 2012-2013 school year Departures during the 2012-2013 school year

Departures at the end of the school year

Teachers 13 1 4

Other Staff 12 1 1

Complete the data tables in Appendix C. In addition to completing the tables, please provide a brief narrative describing teacher attrition trends during the 2012-2013 school year. The school has averaged about 80% retention over the last 5 years; this year’s numbers are in keeping with this average. Of the staff members who moved on voluntarily at the end of the school year, 2 are pursuing graduate studies, 1 is teaching overseas, 1 moved into a school leadership role and 1 is changing careers.

VI. Financial Reports

! Budget and Finance Reports!

Capital Plan FY14 Codman Academy Foundation is seeking to identify, acquire and fund a facility for our new lower school in the next three years. We are developing a capital plan to support that goal, informed by our successful effort to co-develop our new Gold LEED certified addition with Codman Square Health Center. We will assume ownership of our “condo” upon completion of the project this summer. We have no debt on our new building, and our portion was privately funded. Our capital reserve account currently has $200,000. Currently, the Foundation Board is working on narrowing down the list of potential spaces for our lower school while also looking to secure funding for the project. Further information about the estimated cost of the project will be available once a space is selected.

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APPENDIX A

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APPENDIX B

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APPENDIX C

Codman'Academy'Charter'Public'School'Organizational+Structure++201342014+School+Year+

++

++++++++

++

+++++ +

Principal+1.0+FTE+

Development+Associate+1.0+FTE+

Saturday/+Adjunct+Faculty+

+

Tutors++

Wellness/+Athletics+Faculty+

+

Humanities' Language' Mathematics' Science'

Academic'Support'

Hum9+Teacher+1.0+FTE+

French+Teacher+/+ELL+Coordinator+1.0+FTE+

9+Math++Teacher+1.0+FTE+

10+Math+Teacher+1.0+FTE+

11/12+Math+Teacher+1.0+FTE+

9+Science+Teacher+1.0+FTE+

10+Science+Teacher+1.0+FTE+

11/12+Science+Teacher+1.0+FTE+

Academic+Support+

Coordinator+1.0+FTE+

Social+Worker+1.0+FTE+

Dean+of+Students+1.0+FTE+

Director+of+Career+

Development+and+

Sustainability++1.0+FTE+

Special+Education+Coordinator+1.0+FTE+

Inclusion+Associate+1.0+FTE+



Higher+Learning+Institute+Teacher+

1.0+FTE+

Codman+Academy+Board+of+Trustees+

Executive+Director+1.0+FTE+

Student'Services'Department'

Infrastructure'Department'

Enrichment+Coordinator+1.0+FTE+

Dean+of+College+and+Alumni+Advising+1.0+FTE+

+

Director+of+Tutorial/Title+1+

0.5+FTE+

Business+Manager+0.3+FTE+

Director+of+Development+1.0+FTE+

Office+Manager+1.0+FTE+

Director+of+Technology+1.0+FTE+

Wellness+Director+1.0+FTE+

Lower'School''

K1+Asst.+Teacher+1.0+FTE++

K1+Lead+Teacher+1.0+FTE++

Teaching+Artist+1.0+FTE+

+K1+Lead+Teacher+1.0+FTE++

K2+Lead+Teacher+1.0+FTE++

Administrative+Assistant+1.0+FTE+

Instructional+Coach+1.0+FTE+

+




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APPENDIX D

Codman Academy Strategic Plan (2013-2018) Introduction Our strategic plan outlines where we want to be in five years and how we will use our resources to get there. Our mission, vision, and core values describe what we are about as an organization. Mission: Our mission is to provide an outstanding, transformative education to prepare students for success in college, further education and beyond. Vision: We educate the whole student: mind, body, and character. With the city and world as our classroom, we build a school community rich in rigorous academics and daily experiences of discovery. We continue to support our alumni in realizing their potential after graduation. Core Values: Our core values are expressed in Expeditionary Learning’s ten design principles, which are drawn from the work of Outward Bound's founder Kurt Hahn, Eleanor Duckworth and other educational leaders. Learning is an expedition into the unknown. Expeditions draw together personal experience and intellectual growth to promote self-discovery and construct knowledge. We believe that adults should guide students along this journey with care, compassion, and respect for their diverse learning styles, backgrounds, and needs. Addressing individual differences profoundly increases the potential for learning and creativity of each student. Given fundamental levels of health, safety, and love, all people can and want to learn. We believe expeditionary learning encourages the natural passion to learn and is a powerful method for developing the curiosity, skills, knowledge, and courage needed to imagine a better world and work toward realizing it. The ten principles are:

1. THE PRIMACY OF SELF-DISCOVERY Learning happens best with emotion, challenge and the requisite support. People discover their abilities, values, passions, and responsibilities in situations that offer adventure and the unexpected. In Expeditionary Learning schools, students undertake tasks that require perseverance, fitness, craftsmanship, imagination, self-discipline, and significant achievement. A teacher's primary task is to help students overcome their fears and discover they can do more than they think they can. 2. THE HAVING OF WONDERFUL IDEAS Teaching in Expeditionary Learning schools fosters curiosity about the world by creating learning situations that provide something important to think about, time to experiment, and time to make sense of what is observed. 3. THE RESPONSIBILITY FOR LEARNING Learning is both a personal process of discovery and a social activity. Everyone learns both individually and as part of a group. Every aspect of an Expeditionary Learning school encourages both children and adults to become increasingly responsible for directing their own personal and collective learning. 4. EMPATHY AND CARING Learning is fostered best in communities where students' and teachers' ideas are respected and where there is mutual trust. Learning groups are small in Expeditionary Learning schools, with a caring adult looking after the progress and acting as an advocate for each child. Older students mentor younger ones, and students feel physically and emotionally safe. 5. SUCCESS AND FAILURE All students need to be successful if they are to build the confidence and capacity to take risks and meet increasingly difficult challenges. But it is also important for students to learn from their failures, to persevere when things are hard, and to learn to turn disabilities into opportunities. 6. COLLABORATION AND COMPETITION Individual development and group development are integrated so that the value of friendship, trust, and group action is clear. Students are encouraged to compete not against each other, but with their own personal best and with rigorous standards of excellence. 7. DIVERSITY AND INCLUSION Both diversity and inclusion increase the richness of ideas, creative power, problem-solving ability, and respect for others. In Expeditionary Learning schools, students investigate and value their different histories and talents as well as those of other communities and cultures. Schools and learning groups are heterogeneous.

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8. THE NATURAL WORLD A direct and respectful relationship with the natural world refreshes the human spirit and teaches the important ideas of recurring cycles and cause and effect. Students learn to become stewards of the earth and of future generations. 9. SOLITUDE AND REFLECTION Students and teachers need time alone to explore their own thoughts, make their own connections, and create their own ideas. They also need time to exchange their reflections with other students and with adults. 10. SERVICE AND COMPASSION We are crew, not passengers. Students and teachers are strengthened by acts of consequential service to others, and one of an Expeditionary Learning school's primary functions is to prepare students with the attitudes and skills to learn from and be of service.

Over the next five years, we will focus on the following strategic priorities: 1. Continue to improve our academic program 2. Improve post-Codman success 3. Achieve whole-student success 4. Add lower grades 5. Strengthen health center relationship 6. Strengthen financial sustainability

These strategic priorities articulate what is necessary to accomplish our mission and goals and will form the focus of the strategic plan. They are designed to complement each other and are not mutually exclusive. Overall goals Codman is already a great school but we know it can be even more exceptional. We seek to achieve the following ambitious goals by the 2017-18 school year: • Our graduates will achieve the same 4-year college graduation rates as their peers in affluent suburbs.

o 46% of Codman grads will get a 4 year degree in 6 years (50% increase from 30% in our first 4 years). o 66% of Codman students who matriculate will graduate in 6 years (up from 35% in our first 4 years). o 70% of Codman students will matriculate in 4 year schools (down from 90% in our first 4 years).

• At least 95% of our graduates will complete some form of post-graduate training and/or education. • At least 70% of students who begin Codman will graduate in 5 years. • At least 90% of our graduates will receive advanced/proficient on the Math and ELA MCAS. • 100% of our graduates will demonstrate competencies in non-academic areas such as wellness, nutrition, sexual education

and financial literacy. • Core academic programs and operations continue to be financially sustainable.

Strategies and tactics for key priorities STRATEGIC PRIORITY #1: Increase the quality and rigor of the academic program Stewardship: Academic Achievement Committee Ensure students leave Codman well-prepared in necessary academic content and skills STRATEGIES TACTICS START

DATE END DATE

MEASURES OF SUCCESS

RESPONSIBILITY

A. Standards-based reform: Ensure Codman curriculum and instruction is aligned to and students are meeting new state standards

Fully implement new Common Core of standards including revising curriculum and developing PD for teachers

2013 2014 Completed, approved curriculum

Principal

Continue to maintain level of MCAS achievement from past two years through improved efficacy of tutoring program and alignment to 9th/10th grade

2013 2018 MCAS scores (absolute and growth #s) - see accountability plan

Principal, Director of Tutorial

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instruction Integrate math and science

problem solving/data analysis into Humanities and French curriculum

2014 (plan) 2015 (implement), 2016-2018 (revise)

100% of graduation portfolios reflect integrated content learning

Principal, Math Department Chair

Strengthen non-fiction writing across curriculum to achieve fluency for college level work

2013 2015 Student scores on essay portion of ELA MCAS (proportion of students with scores proficient or higher)

Principal

B. Teacher development and retention: Continue to improve quality of instruction through teacher development and support

Develop defined and effective evaluation system, including more consistent teacher observation and feedback

Develop and field test in 2013

2014 (with annual revision and improvement)

Teacher data: # of observations, completion of evaluation meetings, etc.

Principal, Executive Director

Develop clear and compelling promotion/compensation/recognition system for teachers (tied to evaluation)

2014 (based on success of evaluation system above)

2016 Teacher performance/satisfaction

Principal

Define and deliver professional development tied to individual teachers needs and linked to gains in student achievement

2013 2018 (ongoing)

Teacher performance/satisfaction

Principal

Maintain strong teacher retention rate through better work-life balance and increased job flexibility (particularly for young parents)

Survey staff for feedback in 2013, work on implementation in 2014

2015 Teacher retention/satisfaction (attrition rate of 20% or less)

Principal, ED

C. Basic skills development: Ensure all students develop key basic skills in math and literacy, providing differentiated instruction to meet this goal

Develop progress/proficiency plans upfront for each student

2013 2018 (ongoing)

Retention/promotion rates

Principal

Develop a more flexible 12th grade math curriculum to allow for appropriate placement

Evaluate 2013 curriculum, revise in 2014

2015 12th grade math passage rate

Math Dept. Chair, Principal

Utilize interventions (i.e. math literacy/enrichment course and tutoring program) to ensure all students attain proficiency in basic skills

2013 2018 (ongoing)

MCAS scores/grades

Director of Tutorial

D. Academic quality definition: Define what quality and rigor

Articulate working definition of college prep and quality education.

2013 2013 Student achievement gains/college

Principal/ED

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in instruction look like and use to inform curriculum and teacher development

success/all community members’ ability to articulate

Develop metrics to measure achievement against quality education definition, including department-level goals

2014-2015 (based on aforementioned definition)

2016 Student achievement gains

Principal

Tie new standards to PD and staff evaluations (related to staff development)

2015 2015 Teacher performance

Principal

E. Data and assessment: Use data to better inform individualized instruction for students

Define comprehensive strategy to use data including what metrics to collect and how they tie to changes in instruction and program

2013 2013 Trimester reports on data implementation

Principal/Data coordinator

Ensure staff resources are assigned to data use, including identifying role of data coordinator and determining roles and responsibilities of other staff members

2013 2013 Documentation of roles and responsibilities

Principal

Develop technology and systems to support easy and effective data management

2013 2016 Implementation of new systems


Research and provide recommendation for new database

2013 2013 Implement recommendation

Principal/Data Coordinator

Recommend defined implementation cycle (collection-analysis-dissemination-instructional mod.)

2013 2013 Implement plan


F. Student behavior and culture: Ensure behavioral system supports learning and optimizes both staff and student time

Develop norms and behavioral expectations that are consistent throughout school and lead to greater time on task and more positive academic culture

2013 2015 Suspension and expulsion rates

Dean of Students

STRATEGIC PRIORITY #2: Improve college, post-secondary, and career success. Stewardship: Academic Achievement Committee Our goal is for all of our students to have long-term career success and satisfaction. We believe that attainment of post-secondary education is critical to this effort STRATEGIES TACTICS START

DATE END DATE

MEASURES OF SUCCESS

RESPONSIBILITY

A. Alumni support: Revamp alumni support program to identify and execute

Build alumni mentorship program to increase support and partner with Bottom Line

2013 (Outline plan, identify mentors)

2014 (Implement)

College/program retention rate

Dean of College and Alumni Advising

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on key levers of college and career success with an eye towards retention and completion of post-graduate studies Create improved alumni

tracking program to better support alumni and create data that will allow us to improve our programs

2013 2018 (ongoing)

College/program retention rate


Build partnership with Bunker Hill Community College to provide an alternative certificate option, or transitional route, to four-year colleges for whom this would be a better fit.

Outline plan and target schools in 2013, build relationships in 2014-2018

2018 College/program retention rate


B. Student retention plan: Develop a comprehensive and cohesive plan to improve student retention at Codman leading to higher graduation rates

Develop a revised academic program that ensures students graduate with necessary skills but are not discouraged (e.g., 5-year program, promotion by progress v. proficiency)

Implement Common Core Standards in 2013, evaluate how they are currently implemented & tracked. Discuss revisions over summer 2013 into 2014. Implement revisions in 2015. Continue to evaluate and refine approach.

2018 Increase Codman retention and graduation

Principal, Student Support Team

Develop individualized remediation plans for students who enter far behind to provide academic and emotional support

2013 2018 (ongoing)

Increase Codman retention and graduation

Principal, Special Education Coordinator

Tailor recruiting efforts for new students to appropriately convey rigor and seek to attract students well-matched to school mission

Create targeted recruiting plan in 2013, begin implementation in 2013, refine and continue 2014-2018.

2018 (ongoing)

Increase Codman retention

Enrichment Coordinator, Executive Director

Identify ways to provide mental and socio-emotional support to students, reducing student burnout while continuing to maintain high expectations

2013 2018 (ongoing)

Increased student satisfaction

Social worker

C. College and career readiness: Ensure Codman students have the competencies to succeed in college and careers

Determine key success factors for college completion and backwards map to Codman program

Ongoing – create framework in 2013, work on filling out in 2014-2016.

2016 College acceptance and success rate Increases in SAT/ACT scores

Principal, Dean of College and Alumni Advising

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Have all students take and pass the Accuplacer test

Begin taking test in 2013, evaluate problem areas, develop plan for improvement, implement action plan in 2014.

2014 ST: Participation rate on Accuplacer; pass rate on Accuplacer LT: Community college success rates


Develop more robust training program for SAT/ACT tests

Evaluate current approach in 2013, refine in 2014-2016

2016 SAT/ACT scores

Dean of College and Alumni Advising, Principal

Develop partnerships with non-profits and institutes of higher education to offer college-level, dual enrollment, and/or AP courses

Develop plan in 2014, focus on implementation in 2015-2017

2017 College success

Dean of College and Alumni Advising, Principal

D. Post-graduate selection and matching process: Improve process to help students select the best post-graduate options, continuing to support 4-year college, while also encouraging broader range of options for appropriate students.

Research wider range of options as appropriate, and improve student understanding of potential career paths and associated post-Codman options, including PG year options.

2013 2016 Improved post-graduate matching and success


Develop aptitude testing and diagnostics to determine what paths are best for Codman students (e.g., 4 yr college, 2yr college, certificate programs)

Develop in 2014. Implement in 2015. Evaluate results and refine throughout 2016.

2016 Improved post-graduate matching and success


Develop customized post-graduate paths for each student, including realistic career options

2013 2018 (ongoing)

ST: Creation of plans for each student LT: Improved post-graduate matching and success


Ensure internship program is high quality and matches students to potential careers path

2013 2018 (ongoing)

ST: Internship satisfaction rates LT: Improved post-graduate matching and success

Internship Coordinator

E. External communication efforts: Increase attractiveness of Codman students to outside institutions.

Translate grading policies and practices to outside agencies, maintaining integrity while understanding impact on various audiences

2013 2014 Increased college acceptance rates; increased student

Dean of College and Alumni Advising; Principal

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retention Improve “best fit” institution

for Codman students by external communication including by refining profile and communication materials

2013 2018 (ongoing)

Increased college satisfaction and success


F. College financial planning: Ensure students can afford college and post graduate options

Identify high potential scholarship opportunities and match students to options

2013 2018 (ongoing)

Size of student loans “Win” rate of scholarships


Develop long-term college savings and education program for families

2015 2015 Student loan size and college affordability

Dean of College and Alumni Advising, Social Worker

STRATEGIC PRIORITY #3: Define and achieve Codman whole-student success Stewardship: Board chairs Success defined by whole person development of each person STRATEGIES TACTICS START

DATE END DATE

MEASURES OF SUCCESS

RESPONSIBILITY

A. Whole-student success strategy: Develop understanding of goals beyond academics and clear plan to achieve them.

Review and understand existing research on “value add” approach beyond academics(e.g., R. Fryer, KIPP, etc.)

2014 2014 Research review completed

Executive Director, Principal

Develop plan to reach final goal and streamline programs appropriately

2015 (based on results of 2014 research above)

2015 Plan completed


Create and launch assessments to measure progress

2016 2017 Complete assessments


B. Culture/character development:

Document strategy for culture/character development at Codman

2014 2014 Documentation complete

Executive Director, Principal, Dean of Students

Intentions: Students engage annually in 5 or more structured conversations with a small group of staff and peers about their personal growth and life goals. Each year, at least 90% of students reflect on their successes and challenges by creating written intention statements.

2013 2018 (ongoing)

Intentions published and shared within Codman community

Principal

C. Wellness (Mental & Physical Health): Ensure all students are prepared to lead healthy lives.

Partnerships with other programs that address issues that students deal with outside of school issues – violence, community, substance abuse, prostitution

2013 2015 Student health measures

Social Worker

Teaching garden 2013 2015 Implementation of garden-

Internship Coordinator

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based curriculum

“Save your life” competencies: Develop plan to ensure all students have critical knowledge areas – sex education, nutrition, financial literacy and swimming

Start in 2013: work on implementing one new competency each year over the next 5 years

2018 Pass rate on competency exams

Wellness Director, Internship Coordinator, Math Dept. Chair

D. Theatre Arts: Continue to strengthen the Codman arts program to ensure it is robust, cohesive, and aligned to the broader academic curriculum.

Continue to run set of programs to develop public speaking competencies, including Senior talk, Poetry Out Loud, August Wilson Monologue

2013 2018 (ongoing)

Student completion of program

Principal

E. Enrichment: Continue to develop a comprehensive and high impact set of enrichment programs

Continue to ensure that each student participates in two high quality summer experiences

2013 2018 (ongoing)

# students placed; Minimized summer learning loss

Enrichment Coordinator

Strengthen senior social action project

2013 2015 Student passage rates; quality of output

Principal

Continue to run high quality fall and spring Saturday program

2013

2018 (ongoing)

Student passage; student course satisfaction

Enrichment Coordinator

STRATEGIC PRIORITY #4: Expand to lower grades Stewardship: Finance and Development Committees Increase impact, better prepare STRATEGIES TACTICS START

DATE END DATE

MEASURES OF SUCCESS

RESPONSIBILITY

A. Lower grade expansion: Pursue additional charter seats

Submit revised charter for 200 seats in K-8 grades (Summer 2012)

2012 2013 Award of additional charter seats

Executive Director

Determine Plan B if we do not receive seats this round

2013 2013 Plan B Executive Director

Note: Additional activities pertaining to facilities, curriculum, hiring and implementation timeline pending receipt of new charter seats

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STRATEGIC PRIORITY #5: Define and improve health center relationship Stewardship: Board Chairs, Health Center CEO Improve student wellness through stronger relationship with health center STRATEGIES Tactics START

DATE END DATE

MEASURES OF SUCCESS

RESPONSIBILITY

A. Integrated campus: Develop plan to integrate sustainability/health/fitness promotion across campus/integrated campaign

• Establish joint planning with health center/senior leadership of both orgs (Summer 2012)

• Develop shared space plan to maximize use of new building (Summer 2012, ongoing)

• Continue to implement plans for junk food free campus

• Develop healthy lunch program to serve whole community

• Based on program needs, further develop and expand “green” campus

2013 2015 MOU codifying relationship


B. Collective community services: Integrate services across health center and school, and throughout community

Cross market services to families and students (Summer 2012)

2013 2015 Marketing sessions completed at school by health center

Executive Director, Principal, Wellness Team, Internship Coordinator

Develop additional strategic partnerships (e.g., more opportunity to connect with Dotwell, financial planning)/school and health center become center of activities for all of Dorchester community

2015 2017 Increased number of families enrolled at Codman Square Health Center

Internship Coordinator, Executive Director

C. Joint programs: Develop high-impact joint programs to impact health and well-being of Codman students and families

Pilot medical school model group for obese Codman students

2013

2013 Health metrics

School nurse

STRATEGIC PRIORITY #6: Establish financial sustainability Stewardship: Finance and Development Committees Alleviate risk in further being able to deliver an exceptional education by creating a stable and sustainable financial system STRATEGIES TACTICS START

DATE END DATE

MEASURES OF SUCCESS

RESPONSIBILITY

A. Fundraising: Increase fundraising productivity and

Continue to hold annual fundraising event

2013 2018 (ongoing)

Total $ raised # of donors (continued,

Director of Development

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sustainability in order to cover gap in operating costs.

new)

Continue to grow and maintain individual donor base

2013 2018 (ongoing)

Donor retention & expansion


Alumni giving that have become successful and given back to the school including financially

Outline plan and goals in 2013, implement in 2014, improve results by 2018

2018 Alumni giving rate


Develop corporate support and partnership plan

Outline plan and goals in 2013, begin networking in 2013, fully roll-out plan in 2014

2015 Corporate giving rate


Develop and implement a planned giving strategy

Develop in 2014, implement in 2015

2015 # planned gifts


B. Cost management: Improve strategic management of cost to reduce overall cost structure while maintaining or improving outcomes

Understand long-term cost rate and impact of building and programs

Review costs in 2013, evaluate in relation to budget in 2013

2014 Maintain clean audit record without deficit

Executive Director

Maintain minimum of three months emergency reserve to account for unpredictable shifts in future economic landscape

2013 2018 (ongoing)

Annual audit Board

C. Earned income: Explore potential to generate additional revenue through earned income opportunities

Develop plans to generate additional income to support the school, e.g., food services, rental of theater and common space, etc.

Develop plan in 2013

2014 Earned income

Executive Director

D. Develop endowment: Create an endowment to support ongoing operating costs, faculty salaries, and college scholarships and alumni support

Develop plan for creation, implementation and use of endowment fund

Create initial endowment plan in 2013. Begin implementation closer to 2015 (as people finishing paying out capital pledges)

2016 Endowment size

Director of Development, Executive Director

Implementation notes: • Assign resources required to ensure human and financial resources are reasonable • Assign each strategy to a person, that person responsible for defining tasks and timelines, resources • Focus on executing a smaller number of tasks well rather than everything in year one; plan allows us to be okay with waiting

on certain tasks; goal is not to overwhelm • Single owner for each task – delegate downward as much as possible

o Individual owners are responsible for specific tasks under each activity – should be developed and submitted to plan

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o Develop tasks in detail only for year 1 – later years should be a rough guide • Create sustainable systems that easier and cheaper to implement over time • Monthly implementation meetings to track progress goals • No new initiatives should be implemented if not on plan (if something gets added, something else should come off) • Clear role and goal alignment

codman academy charter public school annual …...a. our annual fundraising event was very...

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