delaware charter school annual reports3.amazonaws.com/scschoolfiles/496/annual_report_2013.pdf ·...

DELAWARE CHARTER SCHOOL ANNUAL REPORT CHARTER SCHOOL INFORMATION

Charter School Name: Delaware College Preparatory Academy (DCPA)

Mailing Address: 510 West 28th Street City/State/Zip: Wilmington, DE 19802

Email: dcpacademy.org Telephone: (302) 762.7424

Fax: (302) 762.7426 Website: www.dcpacademy.org

Angela Dennis December 1, 2013 Head of School Date

Head of School Date

Yardise Jones December 1, 2013 Board President Date

SUBMISSION DEADLINE: December 1st (September 30th for renewing charter schools)

All schools submit one (1) signed copy (PDF via email preferred) to the DDOE Charter School Office

../../Downloads/www.dcpacademy.org

School: _________________________________________________________________ Report for Year: ________ (20___ - 20 ___) of 17

TABLE OF CONTENTS

SECTION 1: Abstract…………………………………………………………………...4

SECTION 2: Academic Performance…………………………………………….…..5-8

SECTION 3: Financial Performance……………………………………………….......9

SECTION 4: Organizational Performance……………………………….…….....10-11

SECTION 5: Status of Conditions Place upon Charter…………………………..12-13

SECTION 6: Student Retention Goals and Targets……………………………...14-16

SECTION 7: Innovation……………………………………………………………….17


ABSTRACT

Delaware College Preparatory Academy (DCPA) was authorized by the Red Clay

Consolidated School District in May 2007. Our school is modeled after other successful

college preparatory elementary school programs, wherein our primary focus is to provide

an education that rivals that which is found in the nation’s most elite private,

independent, and suburban schools—an education that is made available from public

dollars and one that is accessible for all children, especially those from limited economic

resources.

Delaware College Preparatory Academy’s central mission is our commitment to closing the

achievement gap for all of our students. Presently, we serve students from all over the state

of Delaware in grades kindergarten through grades five in Wilmington, Delaware. Our

school is unique where we have a two-teacher model in grades kindergarten through

second grade and single class room instruction in grades third through fifth. Our two-

teacher model lends itself to meeting our student’s academic needs by providing small

group instruction and more individual attention to our younger students in a 1:15 ratio.

Currently, we have ten class rooms that are comprised of 3-Kindergarten, 2-First grade,

2-Second Grade, 1-Third Grade, 1-Fourth Grade, and 1-Fifth Grade. However, we have

the ability to expand and our ultimate goal is to be able accommodate two grade levels of

Kindergarten thru 5th

grade. In addition, we pay special attention to meeting our student’s

social and emotional needs by providing leadership, mentoring, and counseling programs.

Demographics:

For 2011-2012 scholar enrollment was 232. For the 2012-2013 school year we have 219

scholars. As we move forward, our goal is to retain all our present scholars and to focus

our recruitment efforts in grades Kindergarten – 2nd

grade.

Enrollment by Race/Ethnicity:

2012 2013

African American 97.8% 96.1%

Hispanic/Latino 1.8% 2.6%

White 0.4% 0.4%

Multi-Racial 0.4%

American Indian 0.4%


For the 2012-2013 school year, our staffing ratios reflect that our student per teacher ratio

is 17. This number includes all instructional staff members.

We will continue a strong emphasis and focus on achievement, clear curricular choices,

frequent assessment and multiple chances for students to show improvement and a strong

emphasis on writing in all academic areas.

Mission Statement:

The mission of Delaware College Preparatory Academy is to ensure that our kindergarten

through grade five students are prepared to succeed in the most demanding college

preparatory middle and high schools in the nation.

Vision Statement:

At Delaware College Preparatory Academy (DCPA), we believe that all students can learn

and have the ability to reach their fullest potential with structured guidance. Graduates of

DCPA will possess a core set of key academic characteristics that lead to high

achievement and a set of core values and habits that will benefit them throughout their

lives.

Projected Charter Modifications:

Shorten school year and school day

Two teacher model; 1teacher and 1Para-educator

Ability to add 3 classes of grades K-2nd

, as needed to meet enrollment goal

Criteria to recruit 3rd

-5th

grade

o Transferring from another charter or private school

o Transferring out of town

o Sibling enrolled in grades K-2nd


ACADEMIC PERFORMANCE :

WHAT ARE THE SCHOOL’S ACADEMIC PERFORMANCE OUTCOMES THAT WILL DEMONSTRATE STUDENT GROWTH, PROFICIENCY, AND COLLEGE AND CAREER READINESS LEVELS AS MEASURED BY THE PERFORMANCE FRAMEWORK? PROVIDE AN ANALYSIS OF STRENGTHS, CHALLENGES, AND OPPORTUNITIES FOR GROWTH IN THESE AREAS.

The 2012 - 2013 school year began with a focus on becoming a superior school.

Although we made adequate yearly progress (AYP) as measured by the Delaware

Comprehensive Assessment, our overall rating as measured by the performance

framework was that we fell far below standard in English Language Arts (ELA) and

Math.

Through assessments and analyses, our performance data indicated that our scholars on a

whole had a gap in reading. For the 2013 - 2014 school year, we will continue to focus

on literacy. We firmly believe that literacy is the most essential academic skill upon

which the majority of all future learning is built. A strong concentration on fundamental

literacy in the formative years of school is a critical component of high-performing

elementary schools. For reading, in order to meet our learning goals and objectives, we

have adopted the use of the 100 Book Challenge, the computer-based program,

Accelerated Reader and our new common core aligned curriculum, McGraw Hill

Wonders.

Further, we have set targets for our 2013 - 2014 school year while pushing for a

successful year by making significant progress in test scores, meeting our targets and

achieving AYP.

Studies have also conclusively linked 3rd grade reading results to high school graduation

rates. A scholar, who is not a moderately skilled reader by 3rd grade, is not likely to

graduate according to the National Reading Panel. Thus, a scholar’s ability to achieve

mastery in ELA and become a proficient reader is a key performance goal.

Listed below are the indicator, measurement, annual target, and results for this goal. The

following academic performance indicators and outcomes that will demonstrate student

growth, proficiency, and college and career readiness levels as measured by Delaware

performance Framework are as follows:

PERFORMANCE INDICATOR:

Scholars will read, write, and comprehend written materials with a high level of

proficiency; scholars will develop an enthusiasm and love for reading.

Practices within these high performing schools align with the findings of the National

Reading Panel as they:

(1) Devote significant time to instructing reading and writing, specifically teaching

phonics and comprehension methods; and


(2) Develop fluency by meticulously practicing reading and writing and by

establishing a passion for reading.

Measures of Academic Progress (MAP) data will allow educators to understand each

scholar’s academic level and gives teachers the power to help them excel. Our MAP

data indicates that our Scholars’ average RIT on the spring 2013 test for 1st grade was

178.4 which exceed the expected spring grade norm of 176.9. Our 2nd

grade average

score was 183.5 compared to the expected spring grade norm of 189.6.

Delaware Comprehensive Assessment System (DCAS), results indicate 44% of our

2nd grade scholars met or exceeded expectations in reading. 52% of our 3rd grade

scholars met or exceeded expectations in reading; 34% of our 4th grade scholars met or

exceeded expectations in reading; and 88% of our 5th

grade scholars met or exceeded

expectations in reading.

Results indicate that although our scholars showed improvement, we need to ensure that

success occurs at all grade levels. We firmly believe that literacy is the most essential

academic skill upon which the majority of all future learning is built. A strong

concentration on fundamental literacy in the formative years of school is a critical

component of high performing elementary schools. Practices within these high

performing schools align with the findings of the National Reading Panel as they:

(1) Devote significant time to instructing reading and writing, specifically teaching

phonics and comprehension methods; and

(2) Develop fluency by meticulously practicing reading and writing and by

establishing a passion for reading.

Studies have also conclusively linked 3rd grade reading results to high school graduation

rates. A scholar, who is not a moderately skilled reader by 3rd grade, is not likely to

graduate according to the National Reading Panel. Thus, a scholar’s ability to achieve

mastery in ELA and become a proficient reader is a key performance goal. Listed below

are the indicator, measurement, annual target and results for this goal.

PERFORMANCE INDICATOR:

Scholars will achieve mastery in mathematics and become proficient in mathematical

computation and problem solving.

The MAP data indicates that our scholars’ average score RIT on the Spring 2013 test for

1st grade was 180.6 which exceeds the expected spring grade norm of 179. Our 2

nd grade

average score was 186.1 compared to the expected spring grade norm of 191.3.

Our DCAS results indicate 69% of our 2nd grade scholars met or exceeded expectations

in math. 52% of our 3rd grade scholars met or exceeded expectations in math; 46% of our

4th grade scholars met or exceeded expectations in math; and 69% of our 5th

grade

scholars met or exceeded expectations in math.

Results indicate that although our scholars showed improvement (over 22 point gains in


reading and math compared to previous year), for the 2011-2012 school year, only 55.4%

of our scholars made enough annual growth to maintain or achieve proficiency status

within 3 years or by 10th

grade. As we move forward our growth goals are as follows:

Growth Goal 1:

By school year end 2013-14, we will make AYP via the Delaware Comprehensive

Assessment System (DCAS).

Current Status:

Our overall average target for DCAS Reading Proficiency for

2013-2014 is approximately 62.2%. (This is our Safe Harbor

target). Our current average proficiency from the fall 2013 DCAS

is 17.6%. Therefore we need to increase our proficiency

percentage by 44.6% by the second execution of the Spring 2014

READING DCAS.

Our overall average target for DCAS MATH Proficiency for 2013-

2014 is approximately 59.5%. (This is our Safe Harbor target).

Our current average proficiency from the fall 2013 DCAS is 9%.

Therefore we need to increase our proficiency percentage by

50.5% by the second execution of the Spring 2014 MATH DCAS.

Rationale:

This is the chosen method of assessment for NCLB /AYP for the state of Delaware.

Growth Goals 2:

By school year end 2013-14, we will increase our NWEA/ MAP (Measure of Academic

Progress) Scores in Reading to 80% proficiency. At least 80% of our scholars will

receive an RIT percentile of 51% or greater.

By school year end 2013-14, we will increase our NWEA /MAP (Measure of Academic

Progress) scores in Math to 80% proficiency. At least 80% of our scholars will receive

an RIT percentile of 51% or greater.

Current Status: Our current average Reading proficiency from the fall 2013 MAP

is 17.7%. Therefore we need to increase our proficiency

percentage by 62.3% by the Spring 2014 execution of MAP

READING.

Our current average Math proficiency from the fall 2013 MAP is

28.5%. Therefore we need to increase our proficiency percentage

by 51.5% by the Spring 2014 execution of MAP MATH.


Rationale:

Grade-independent Common Core MAP interim assessments deliver valid, reliable, and

real-time growth and proficiency data. The cross-grade item pool allows us the ability to

assess our scholars who are performing below, on-grade, or above grade level with

appropriate levels of challenge.

The common core aligned MAP allows us to inform in-the-moment instructional

practices by identifying every student’s strengths and opportunities for improvement,

track student progress from fall to spring, and generate valid growth data to use when

evaluating programs school-wide.

Challenges:

Ensuring that all of our children are prepared to score proficient or advanced on the DCAS and

above the 23rd percentile on the NWEA continues to be our main challenge. While we saw

across the board increases in many areas and grades, there was a drop is the scores of our 1st,

2nd and 3rd grade reading classes. Therefore, maintaining our strong academic focus generally

with appropriate additional focus in these weak areas are our chief challenges.

Priority Needs:

After a comprehensive needs assessment was performed, it was apparent that the staff needed

additional support and knowledge in regards to instructional strategies, implementation of the

common core standards, and addressing the six instructional shifts required with the CCSS:

focus, coherence, fluency, deep understanding, applications and dual intensity. Teachers will

analyze data and list obstacles or reasons why students did not achieve at a level of proficiency.

This process promotes inquiry, use of research, professional development, the idea of a

“learning organization” which helps to build a school wide culture of learning. Our expectation

and objective is that the overall quality of teaching improves as evidenced by observations, peer

evaluations, self-assessments, and student and parent feedback.

Planning for professional growth is both a school-wide and individual venture. Direct teacher

involvement and interest will enhance the overall effectiveness of our school improvement

plan.

Lastly, through the utilization of the professional development provided in using high-yield

instructional strategies, staff members accept collective responsibility for the achievement of all

scholars in the school and adults will work together to ensure that each scholar receives

appropriate instruction and support in a learning-enriched environment. Assessments now have

more to do with helping scholars grow than with compiling and categorizing their mistakes.

Teachers will have trust to open up their classrooms to other staff members school-wide while

participating in walkthroughs and observations in order to glean best educational practices.


FINANCIAL PERFORMANCE:

WHAT ARE THE SCHOOL’S FINANCIAL PERFORMANCE EXPECTATIONS THAT WILL DEMONSTRATE VIABILITY AND SUSTAINABILITY AS MEASURED BY THE PERFORMANCE FRAMEWORK? PROVIDE AN ANALYSIS OF STRENGTHS, CHALLENGES, AND OPPORTUNITIES FOR GROWTH IN THESE AREAS.

Delaware College Preparatory Academy’s (DCPA), overall financial rating is DOES

NOT MEET STANDARD. By July 1, 2014, our expectation is to achieve the overall

rating of “Meets” standard as measured by the Financial Performance Framework. Each

year, we will be on track to demonstrate economic viability and achieve our financial

performance expectation. This progress will be monitored through our annual

performance review.

Mission Specific Goals:

By April 1st of each year, DCPA will document 80% enrollment in concordance with

State law.

By year end 2014, DCPA will maintain a positive cash flow via solicited corporate funds

and grants.

By year end 2014, Debt to Asset ratio will be improved to be less than 1.0 via decreased

liabilities for the building upkeep.


ORGANIZATIONAL PERFORMANCE:

WHAT ARE THE SCHOOL’S PERFORMANCE EXPECTATIONS IN MEETING ITS ORGANIZATIONAL RESPONSIBILITIES INCLUDING, BUT NOT LIMITED TO, ADMINISTRATIVE OPERATIONS, REPORTING, AND LEGAL RESPONSIBILITIES AS MEASURED BY THE PERFORMANCE FRAMEWORK? PROVIDE AN ANALYSIS OF STRENGTHS, CHALLENGES, AND OPPORTUNITIES FOR GROWTH IN THESE AREAS.

Delaware College Preparatory Academy’s (DCPA), overall organizational rating is

DOES NOT MEET STANDARD. By July 1, 2014, our expectation is to achieve the

overall rating of “Meets” standard as measured by the Organizational Performance

Framework. This progress will be monitored through our annual performance review.

Below, please see our analysis of each area that is measured by the performance

framework.

Education Program:

One of DCPA’s core discipline is its’ 2-teacher model in kindergarten through 2nd grade

classes. The 2 teaching professionals in the classroom may include 2 teachers or 1

teacher and possibly an additional teaching professional. In addition, DCPA will

continue to leverage internal processing to ensure the appropriate handling or identifying

of students with disabilities.

Financial Reporting:

DCPA has done a great job adhering to reporting requirements to ensure compliance.

One area that DCPA needed to focus is removing carryover items indicated on its annual

audit that were interpreted as unresolved. DCPA has ended the year with no findings and

all previous audit findings removed from the 2012-2013 audit.

Governance and Reporting:

DCPA has an engaged board of directors that ensure that appropriate oversight and

governance policies are evaluated and appropriate for the needs for DCPA. Additionally,

DCPA will continue to hold its monthly board meetings at the school and reschedule

meetings if, weather or school closings prevent the public from attending.

Students and Employees:

In order for the scholars of DCPA to meet its academic goal, attendance is paramount.

However, due to inconsistent procedures in regards to attendance and identifying scholars

that are chronically absent, DCPA has enhanced its processes to address attendance

issues as the arise versus identifying attendance as a reason for low performance for a

scholar.

School Environment:

DCPA’s school facility continued to require significant work due to the age and size of

the building and construction efforts that were poorly executed. DCPA was challenged


with its building and continue to make needed repairs to ensure that the school is a safe

environment that is conducive to learning.


STATUS OF CONDITIONS PLACED UPON THE CHARTER:

Include: A status update of any conditions imposed upon the school’s charter,

Your plan to meet any conditions that are currently “not met”.

According to the Red Clay DCPA Accountability Committee, Delaware College

Preparatory Academy (DCPA) was placed on probation for the following reasons:

(1) The financial viability of Delaware College Preparatory Academy.

(2) The low enrollment numbers for school year 2013-14.

(3) The lack of fidelity with the academic programming as described in the charter.

However, our plan to meet the above conditions that were “not met” includes the

following goals.

Goal 1: Increase the Financial Viability

By year end 2014, we will increase the financial viability of DCPA by the following

measures:

• Seeking Board Contributions

• Fundraising

• Apply for Grants

• Reduced Administrator & Support positions

• Modify Organization contracted providers/services

Goal 2: Increase Student Enrollment

By April 1st of each year, DCPA will document 80% enrollment, in concordance with

State law.

By September 30th of each year, DCPA will document actual enrollment that equals or

exceeds 95% of planned enrollment.

We will increase student enrollment by the following measures:

• Develop Partnerships w/Head Start Programs in Delaware

• Develop Partnership with Community Daycare Centers

• Run newspaper/radio ads

• Participate in Local & Statewide Community Events

• Schedule on-going Open House


• Provide Student Shadowing Tours

• Utilize Scholar Referral Program

• Display yard signs throughout the State of Delaware

Goal 3: Implement Academic Program with Fidelity

By year end 2014, we will implement our academic program with fidelity by the

following measures:

• Retain current Scholars

• Retain current Staff

• Provide a rigorous curriculum

• Modify charter to ensure that we are able to meet our student enrollment goals


STUDENT RETENTION GOALS AND TARGETS:

Include: The percentage of students who have re-enrolled from the prior year according to

ESEA demographic categories,

The number of students who have left your school before the year is over or

before the end of the charter school’s grade configuration per ESEA

demographic category,

A summary of why students chose to leave,

The percentage of students who did not pass from one grade to the next,

Your plan to improve student retention and average daily attendance if less than

your stated targets.

During the course of the 2012-13 academic school year, we faced a number of challenges

which included hiring an Interim Executive Director, the loss of several teaching staff

members, and severe structural damage to our building. For these reason primarily, our

credibility with our parents, students, community partners, and stakeholders was strained

and it showed in our retention targets. To the point, that we were unable to meet our

enrollment goals and received a rating of “DOES NOT MEET” under the financial

performance framework. Below, please see our responses from the above questions

regarding student retention goals and targets.

The percentage of students who have re-enrolled from the prior year according to

ESEA demographic categories was 59% (136 students).

The number of students who have left before the end of the school was over was 8

students.

Student who chose to leave DCPA, left for a number of reasons which includes,

moving out of state, loss of trust in the school Administrators, truancy issues, and

retention concerns.

The percentage of students who did not pass to the next grade is as follows:

Grade Total Students Total Students Retained

& Percentage

K 54 7 (13%)

1st 52 2 (4%)

2nd

38 2 (5%)

3rd

36 1 (3%)

4th

37 6 (16%)

5th

15 2 (13%)


Our plan to improve student retention and average daily attendance includes the

following goals.

Goal 1: Student Retention

By July 1, 2014, our expectation is to achieve the overall rating of “Meets” standard as

measured by the Financial Performance Framework in the area of Enrollment Variance.

By April 1st of each year, DCPA will document 80% enrollment, in concordance with

State law.

By September 30th

of each year, DCPA will document actual enrollment that equals or

exceeds 95% of planned enrollment.

We will increase student retention by the following measures:

Provide rigorous curriculum

Alternative Teaching methods

Offer creative learning that is infuse with Technology

Parent Survey’s

Quarterly bulletins

School programs

Quarterly Dinner with Executive Director

Goal 2: Student Attendance

By July 1, 2014, our expectation is to achieve the overall rating of “Meets” standard as

measured by the Organizational Performance Framework in the area of attendance.

By July 1, 2014, DCPA will document 95% of attendance in concordance with State law.

We will increase student attendance by the following measures:

Increase family involvement

Monitor attendance

Contact student when they are absent

Ensure parents/guardians are aware of truancy policy

Enforce truancy policy

Utilize attendance contracts

Provide rewards and incentives for good attendance


Utilize Alert Now system to report truancy


INNOVATION:

Include:

A discussion of innovation occurring at the school in areas including, but not limited to, curriculum development, instructional strategies, school culture and climate, community and parent engagement, professional development, operations and management practices, and extra-curricular programming.

Delaware College Preparatory Academy ensures that our kindergartens through grade

fifth scholars are prepared to succeed in the most demanding college preparatory middle

and high schools in the nation. Through a structured, disciplined and academically

rigorous environment, our scholars master core skills needed to succeed academically in

reading, writing, and math.

Scholars receive over 160 minutes of literacy instruction daily (which includes 40

minutes of writing development), and 80 minutes of mathematics instruction every day.

In addition, scholars will receive 90 minutes of instruction in science and social studies

per week and 120 minutes per week in music and art.

Overall all, our approach to education is quite simple:

· We HIRE the BEST TEACHERS

· We believe that ALL SCHOLARS can achieve

· We set HIGH academic and behavioral EXPECTATIONS

· We use DATA continuously TO DRIVE our curriculum and staffing DECISIONS

· We make NO EXCUSES and take full responsibility FOR our scholars’ SUCCESS

Our educational design uses a two-teacher instructional model in grades Kindergarten

through grade two, maintains consistency in program pacing and delivery, requires a

school-wide usage of the same systems and structures, and utilizes flexible ability

grouping to meet the diverse needs of our scholars. As well, we infuse character

development daily within our more traditional academic framework and will also create

and maintain a school culture grounded in the expectation, that all of OUR scholars CAN

and WILL go to COLLEGE!

At DCPA we strongly believe that there is nothing more important than ensuring that all

children have an equal opportunity to succeed. To be trusted with this responsibility is a

tremendous privilege and we appreciate the support provided by our scholars, parents,

community organizations, and stakeholders as we continue this important work.

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