0 DC Scholars Public Charter School Annual Report Address: 5601 E. Capitol St. SE Washington, DC 20019 Phone: 202-559-6138 School Director: Rebecca Crouch Board Chair: Mieka Wick For more information visit our website at http://dcscholars.org/
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DC Scholars Public Charter School Annual Report
Address: 5601 E. Capitol St. SE
Washington, DC 20019
Phone: 202-559-6138
School Director: Rebecca Crouch
Board Chair: Mieka Wick
For more information visit our website at http://dcscholars.org/
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Table of Contents
School Description ............................................................................................................................. 2
Mission
School Program
School Performance ........................................................................................................................... 7
Performance and Progress
Lessons Learned and Actions Taken
Unique Accomplishments
List of donors
Data Collection ............................................................................................................................... 13
Appendices ..................................................................................................................................... 15
A- Staff Roster
B- Board Roster
C- Unaudited Year-end 2015-2015 Financial Statement
D- Approved 2015-16 Budget
E- Scholar Academies Core Values
F- Scholar Academies Instructional Standards
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School Description
Mission
DC Scholars Public Charter School, serving grades PS through 8 by fall of 2017, prepares students for the
path to college and provides students with the foundation of life skills to become productive members
of their community.
School Program
As a part of the Scholar Academies network of schools, DC Scholars Public Charter School (DC Scholars
PCS) operates in alignment with network-wide frameworks and practices.
Overview of the Scholar Academies Framework for Academic Excellence: The academic framework is
built around three pillars that lead to academic success: strong culture, effective instructional practices,
and practical & tactical differentiation. These pillars are incorporated across strands of instructional
practice and encompass what occurs within a classroom to drive results.
Scholar Academies Pillars:
Strong Culture: Culture is the foundation that propels student achievement; it is built on our four school
PATH values (Prepared, Attentive, Thoughtful and Hardworking) and tied to the strong relationships
between students and staff. School culture within the Scholar Academies network is positive, warm,
and learning-focused. It creates an environment that drives learning and embeds the expectation that
scholars can and will achieve academic success.
At DC Scholars PCS, academic excellence can only be achieved within a highly structured environment.
Every minute matters. Therefore, DC Scholars teachers and students follow the routines and procedures
of the school with strict precision. Consistency is the most important part of school culture and discipline.
DC Scholars PCS teachers build strong relationships with students and strike a balance between warm and
demanding. They set and hold high expectations because they believe their students are capable of
greatness.
School culture is created through two key elements: Character Education and Foundational Elements of
School Culture.
Character Education: The character education program is centered on PATH values and the social
emotional themes of self-control and grit. Based on monthly themes, four key forums are used
to support character education:
o Advisory group
o Daily morning meeting
o Weekly community circle
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o Student orientation and mid-year culture reset
Foundational Elements of School Culture: Scholar Academies schools are safe, fair, structured,
and joyful. This environment is created through consistent, network-wide expectations for
physical environment, uniforms, routines and procedures and coined “Foundational Elements.”
The learning environment promotes positive interactions, targeted learning, and consistent
routines and procedures. Building on these consistent cultural elements, leaders and teachers
are encouraged to adopt their own unique “Culture Swag” and highlight rituals, traditions, and
fun activities specific to their context.
Character Education and the Foundational Elements of School Culture are supported by behavior
management tools that reinforce the skills and behaviors learned in Character Education and
Foundational Elements. All scholars participate in a PBIS program that rewards their positive choices
through daily or weekly incentives and PATH rewards trips.
Effective Instructional Practices: Scholar Academies incorporates core instructional practices designed
to quickly move students up to grade level. These include 1) a College Prep Curriculum 2) Common
Instructional Strategies 3) Emphasized Foundational Skills 4) Attention to Rigor and 5) Multiple
Instructional Approaches.
College Prep Curriculum: DC Scholars PCS uses a combination of externally adopted programs as
well as curricula developed by Scholar Academies to meet grade level standards, teach critical
foundational skills, develop higher-order thinking and build student character. At DC Scholars
PCS, a network and a school-level curriculum team work collaboratively to create robust college
prep curriculum resources for scholars in grades PS-6th grades. The team relies on the research
conducted by Grant Wiggins and Jay McTighe, as outlined in their book Understanding by
Design, and on David Conley’s , College, Careers and the Common Core. The latter text explores
college and career readiness through four lenses. The College Prep Curriculum used all four
readiness lenses to strengthen their curriculum design and implementation throughout the 14-
15 school year and ensure Common Core alignment.
Common Instructional Strategies: DC Scholars PCS uses common instructional practices in every
classroom to increase the effectiveness of teachers and maintain consistency for our students.
Instructional practices address core academic routines as well as strategies for effective content-
based delivery. Common instructional practices create learning environments that are well
organized, have clear learning objectives, provide students with lots of “at bats” to apply their
knowledge, and place the cognitive load on scholars. In addition to the school’s instructional
practices, DC Scholars PCS also provides teachers and leaders with a set of instructional standards
that highlight key practices and promote teacher growth through regular individual performance
dialogues. The Scholar Academies Instructional Standards are included as Appendix F.
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Emphasized Foundational Skills: Given the grade level gap for many students, building
foundational skills in literacy and math is a critical component of instructional practice. The
academic model has a balance of grade level content based instruction and explicit time for
daily remediation and intervention.
At DC Scholars PCS, foundational skill building begins with PS and PK scholars. The youngest
scholars engage in thematic play and small group math and literacy instruction each day.
Teachers plan engaging centers that promote early literacy and numeracy skills and give our
students rich experiences that build their world knowledge.
In grades K-5, the schedule includes significant time for reading and math. Scholars in grades K-
2 have two teachers and engage in learning through small group rotations for 3-4 hours per day.
All scholars receive targeted phonics instruction, guided reading, and small group math lessons.
All K-5 scholars spend 20-30 minutes a day using iReady, a computer-based instructional tool.
Attention to Rigor: DC Scholars PCS approaches teaching and learning through a rigorous lens.
While many of our students require additional time to revisit and review gap skills, teachers
deliver instruction for all skill levels in a manner that honor students’ intellect. Lessons are
challenging and push students to think at higher cognitive levels. DC Scholars PCS utilizes a
variety of Teach Like a Champion strategies to stretch student thinking and shift the cognitive
load to students. In 14-15, DC Scholars PCS also adopted a new approach to shared reading that
give scholars time to be engaged in close, repeated readings of complex texts for several
consecutive days.
Multiple Instructional Approaches: Research demonstrates that students benefit from learning
in more than one way. The DC Scholars approach explicitly incorporates multiple instructional
approaches to math, literacy, science and social studies each day.1 Scholars explore and master
content through direct instruction, engaging technology programs, inquiry based learning,
student discussions, writing, team projects, and independent reading. Lessons are designed to
meet various student learning modalities each and every day so that all scholars can access and
engage with the material.
Practical, Tactical Differentiation: Because scholars are at varying levels of achievement, differentiated
learning opportunities for each student are imperative. To accomplish this, there is a focus on
1 Tomlinson, C. A., & Strickland, C. A. (2005). Differentiation in practice: A resource guide for differentiating
curriculum, grades 9–12. Alexandria, VA: ASCD Ellis, E. S., & Worthington, L. A. (1994). Research synthesis on effective teaching principles and the design of quality tools for educators (Technical Report No. 5). Eugene: University of Oregon, National Center to Improve the Tools of Educator
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maximizing small group and individual instruction which is supported by effective use of technology,
targeted interventions, and data tracking to drive decision making.
Assessments & Data-Driven Decision Making: DC Scholars PCS utilizes a number of assessments to evaluate student learning and teaching as well as uses a structured approach to engage with the data to monitor progress. DC Scholars PCS launched two administrations of PARCC for scholars in grades 3-5 in February and April/May in alignment with guidance from the Office of the State Superintendent of Education (OSSE.) Additionally, DC Scholars employed various internal assessment strategies to ensure high quality teaching and student achievement in all grades. The following assessments were used throughout the academic year:
• Every Child Ready | PS-PK | Math & Literacy • NWEA MAP | Grades K-5 | Math & Literacy Growth • Fountas and Pinnell | Grades K-5 | Leveled Reading • ANET | Grades 2-5 | Math & Literacy Interim Assessments • Aimsweb | Grades K-5 | Foundational Math & Literacy
The school employs a cyclical approach to data collection, analysis, and action. Effective use of
data provides students with targeted instruction and intentional interventions and also gives
teachers and leaders time to adjust groups, instructional delivery, and plans. The DC Scholars
PCS team is data driven at its core. Under the leadership of the School Director and Directors of
Curriculum and Instruction (DCIs), teachers regularly review key data points and make careful
instructional adjustments. The DC Scholars PCS team uses a number of data review structures
including weekly data conversations, review of student performance on weekly quizzes and
quarterly Data Days. Throughout the year, teachers look specifically at school-wide
assessments and results to determine student readiness for content before each unit began and
adjusted units to account for least mastered standards and necessary re-teaching.
Intervention: DC Scholars PCS increased academic intervention efforts to ensure all students
were receiving targeted instruction at their level for the 2014-15 school year. Students are
flagged for interventions based on the previous year’s state and nationally normed tests, BOY
diagnostic data, and teacher recommendations. Interventions are delivered using a research
based curriculum and student progress is regularly assessed, tracked, and reviewed through
Aimsweb and iReady. The school creates a careful schedule to provide daily push-in and pull-out
supports as well as learning through technology. Scholars who are behind in reading receive
Corrective Reading and intense Leveled Literacy Intervention (LLI) Guided Reading. Additionally,
iReady is used for all scholars so that they have at least 30 minutes of computer based
instruction in ELA and Math each day.
Effective Use of Technology: DC Scholars PCS increased the amount of technology and blended
learning instruction for the 2014-15 school year in order to maximize opportunities for
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individualized learning. Use of iReady in all K-5 classrooms provides scholars with a balance of
rigor and remediation by providing opportunities to push critical thinking as much as review.
Technology also helps the school make the most of our small group rotation structure in the
classrooms.
Enrichment and Afterschool Program
A core component of a strong school program is the infusion of a robust enrichment program that is
designed to support character building without compromising student achievement. After school and
summer enrichment programs are critical factors in:
Preparing students and matriculating them to college-prep high schools
Developing a sense of community within and surrounding the school
DC Scholars PCS believes in the importance of helping students develop their unique interests beyond
the walls of the classroom. In 14-15, scholars in PS-5th grades participated in an afterschool program run
by community-based partner, Springboard.
Springboard extended learning from the regular school day through literacy instruction, homework
support and opportunities for physical activity. Scholars also ate a healthy snack each day. Springboard
was funded through our 21st Century Learning Center grant.
Family Engagement
DC Scholars PCS believes that the collective commitment from students, families, parents and the
neighboring community is integral to solidifying a school a community culture of achievement. The
driving mission of the community and family engagement program is to strategically form partnerships
with families, community members, and other stakeholders to increase the success and academic
achievement of our scholars. DC Scholars PCS aims to achieve this through the sharing of resources,
constructive dialogue, providing family engagement opportunities and working towards shared goals for
each scholar.
Achievement focused family engagement is critical to helping us achieve our mission and goals. DC
Scholars PCS recognizes that families and community members add strength, resources, and knowledge
about the children and community served. The family engagement framework consists of five major
components:
Focus on Learning—ensure that every initiative that DC Scholars PCS plans, develops, and launches
will support the learning and academic growth of scholars, at home and in school
Community Partnerships-- identify and integrate resources and services from the community to
strengthen school programs, family practices, and student learning and development.
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Parent Empowerment and Education-- empower and educate parents to support schools with the
academic, social, and emotional development of their children; provide information and ideas to
families about how to help students at home with homework and other curriculum-related
activities.
Communication-- effectively communicate with families ensuring that all communication is two-way
and information is accessible, understandable and actionable.
Data Sharing-- provide parents with data about their scholar’s progress in school, in an easily
understandable, meaningful and actionable way.
DC Scholars PCS engages all stakeholders in a student’s success, namely families and community groups
and resources, through numerous outreach efforts:
Information sessions and detailed family orientations
Regular (weekly) contact between instructors and parents/guardians
Platforms for parents to participate in school-wide assemblies
Partnerships with external community organizations In SY14-15, DC Scholars PCS increased its family engagement efforts through targeted parent advocacy and design efforts around the renovation of the school building and Honor Roll celebrations with family breakfasts. Both of these new structures gave families unique ways to celebrate their scholars, connect with the school and contribute to the school’s future in a meaningful, lasting way.
School Performance
DC Scholars reflects regularly on progress towards the schools mission as well as annual goals. The first
part of the school’s mission seeks to put our students on the path to college. The schools has increased
the number of students meeting this bar each according to academics achievement targets but have not
fully achieved this level of academic achievement for all students. The second part of the schools
mission seeks to provide students with the foundation of life skills to become productive members of
their community. We continue to strive towards this ambitious piece of our mission.
DC Scholars drives towards a set of 4 goals annually:
1. After attending DC Scholars PCS for two years, 80% students will demonstrate math and literacy proficiency as measured by a score of proficient or advanced on the DC-CAS or PARCC.
2. All graduating students will be prepared to be successful in a college-prep high-school a. All graduating students will attend a college-prep high school. b. Graduating students complete a three (3) to four (4) page typed analytic essay based on
a literary text c. Graduating students complete Algebra 1 d. Graduating students will reach a 10th grade reading equivalency or higher as measured
by GRADE 3. By the fourth year of the charter, DC Scholars PCS will close the achievement gap between the
low-income students we will serve and the statewide peers as measured by DC-CAS or PARCC.
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4. DC Scholars PCS will have a strong school community where teachers, students and families are committed to student achievement.
a. Students will be present an average of 95% of school days b. Parents will be engaged with the school community
i. 75% of parents will attend report card conferences ii. 90% parent satisfaction as shown through a survey
c. 85% of teachers and staff will be satisfied or very satisfied as measured by the staff survey Note: Because PARCC test results are not yet available, this report will only provide progress on Goal 4 for
school year 2014-15.
Goal Four: DC Scholars PCS will have a strong school community where teachers, students and families are committed to student achievement.
Attendance: Students will be present an average of 95% of school days.
As a result of increased interventions in attendance, attendance rose from 91% in the 2013-14
school year to 92.66% in the 2014-15 school year.
Engagement: Parents will be engaged with the school community 75% of parents will attend report card conferences 90% parent satisfaction as shown through a survey
Parent attendance at report card conferences across the school was 61%. Our 5th grade parents attended 100% of conferences. In a parent satisfaction survey, 93% of parents shared that they were satisfied or very satisfied with the school.
Staff Satisfaction: 85% of teachers and staff will be satisfied or very satisfied as measured by the staff survey On a staff survey given in June 2015, 46% of staff were satisfied with staff culture.
Lessons Learned and Actions Taken
Academic Achievement: The DC Scholars PCS leadership team spent significant time over the summer
reflecting on student achievement data and survey results from the 2014-15 school year in order to
inform priorities and actions for the coming year.
During the 2014-2015 academic year, 49.6% of students performed on grade level in math and 38.25%
performed on grade level in reading on the MAP assessment. While these scores are lower than 2013-
14 proficiency levels on the DC-CAS, they provide a much more rigorous measure of college
readiness. Under this higher bar for achievement, the team is working to raise the bar on achievement
and culture through:
Introduction of a new Scholar Academies College Prep Curriculum in ELA and Math
Emphasis on rigorous, Common Core-aligned daily writing tasks in ELA and Math
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Focus on responding to individual and classroom student needs by reviewing student work protocols weekly
Launch of the TNTP teacher coaching model Last year the DC Scholars PCS intervention program demonstrated growth for many of struggling
scholars in both reading and math. More than half of all scholars in our intervention program made
“close the gap” or “ambitious growth” in math. Of scholars participating, 41% made “close the gap” or
“ambitious growth” in reading. “Close the gap” and “ambitious growth” year over year will ensure that
our scholars’ growth outpaces national norms for students and allows them to be college and career
ready. DC Scholars will continue to train teachers in research-based intervention practices and leverage
data-driven intervention planning program to further increase intervention effectiveness in 2015-16.
The table below describes 2015-2016 academic targets. Three types of assessments will be used to
track progress toward performance on the PARCC assessment: Every Child Ready, MAP and Aimsweb.
Grades Goal 2014-15 Baseline
2015-16 Target
PS / PK % students scoring on-track or accelerated on ECR: Math test 89% 89%
% students scoring on-track or accelerated on ECR: Literacy test 80% 80%
K-6 % students scoring on or above grade level on EOY MAP in Math 50% 56%
% students scoring on or above grade level on EOY MAP in Reading 38% 58%
% students meeting growth targets on EOY MAP in Math 76% 80%
% students meeting growth targets on EOY MAP in Reading 62% 70%
X % of students in bottom quartile making ambitious or closes the gap growth on AimsWeb in Math
52% 57%
X % of students in bottom quartile making ambitious or closes the gap growth on AimsWeb in Reading
41% 50%
Attendance: Chronic absenteeism for students is defined as missing 10 or more instructional days over
the course of an academic year. During the 2014-2015 academic year, DC Scholars pursued a three
prong strategy to improve daily attendance:
Daily robo calls to all absent students
Parent letters related to attendance at the end of each week
Parent conferences for all students at risk of chronic absenteeism
As a result, our overall in-seat attendance rose from 91% to 92.66%.
In 2015-16, DC Scholars aims to continue to improve attendance by increasing in-seat attendance from
92.66% to 94% and reducing the percent of students with 10 or more absences from 58% to 37%. In
addition to continuing last year’s strategies, DC Scholars will target all returning students with 10 or
more absences for regular contact from teachers and the school, including home visits for scholars most
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in need of support. DC Scholars will actively work to mitigate the obstacles hindering our students from
consistently getting to school every day.
School Culture and Student Climate: In order to truly invest students in learning, instruction must be
inspirational, energizing, and urgent. There are foundational teaching practices that can be applied in
any grade level across all content areas that create inspirational, energizing, and urgent classrooms, and
when consistently utilized, these practices will create a school-wide culture of achievement.
This year, 100% of teachers will use targeted Teach Like a Champion techniques to improve general
classroom culture:
Students will be taught and encouraged to take academic risks, support their answers with evidence and persevere through challenging assignments. They will expect teachers to hold them accountable for their work.
Teachers will hold a high bar for student responses. They will set norms for regular student response and use a variety of strategies including cold call and no opt to to keep students focused and ready to engage .
Teachers will push all students to use technical vocabulary and precise academic language when providing answers verbally and in writing.
Students will speak in complete sentences. They will use the correct grammatical format and practice using their college voice.
The DC Scholars PCS leadership team kicked off the 15-16 school year, with intense coaching and feedback sessions centered around the instructional strategies outlined above. Every leader on the team will coach a group of staff members. All staff members will receive targeted feedback every other week and participate in a deep dive coaching cycle at least once during the year.
DC Scholars has also added a Response to Intervention Coach to our staff who will oversee the three tier
system for behavior interventions:
Tier 1 - School wide Positive Behavior Interventions and Supports (PBIS) are provided to all students. Tier 1 interventions meet the needs of approximately 80% of general education students.
Tier 2 - Additional and more intense behavior interventions are offered to students that do not experience success with Tier 1 interventions. Tier 2 interventions include tailored and daily support. Tier 2 interventions meet the needs of approximately 15% of general education students.
Tier 3 - Students that do not experience success with Tier 2 interventions receive the highest level of individualization and remediation, including individual support and instruction. Tier 3 interventions meet the needs of approximately 5% of general education students.
Unique Accomplishments
Among the unique accomplishments achieved by our staff and students this year, highlights include:
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Game Plan for Success Competition: DC Scholars won a competition called Game Plan for Success: Be a
Learning Hero for the work that our 2nd, 3rd and 4th graders have done in reading. Our scholars worked
diligently on close reading and worked towards grade-level literacy standards. We were awarded
$5,000 in prize money that was used to buy more books.
Camp Keewaydin Scholarship: A sleep away camp for boys ages 8-16 with roots tracing back to its
founding as a canoe tripping camp in Maine, Camp Keewaydin awarded a scholarship to one of our 4th
grade students and established a relationship with the school to continue the partnership for years to
come.
Facilities Renovation: DC Scholars PCS completed the second phase of a complete facility renovation.
Our campus now boasts a new gym, atrium and main entrance along with upgrades in each classroom to
enable our staff and students to maximize technology in their learning and allow space to grow our
school to 8th grade. Additionally, space for the University of the District of Columbia and the Capital
Area Foodbank, valued community partners, will remain in the building.
Website: The DC Scholars PCs website has been updated to better serve the needs of current and
prospective parents and staff members timely and pertinent information about our school.
List of Donors
Receipt Date
Donor Name Amount Classification
7/20/2014 Bradley Charitable Fund 5,000.00 Unrestricted Contribution 9/24/2014 Christopher Landau 300.00 Unrestricted Contribution 9/25/2014 Christopher Landau 1,000.00 Unrestricted Contribution 9/26/2014 Dan & Maia Magder 1,000.00 Unrestricted Contribution 7/22/2014 David Joubran 2,000.00 Unrestricted Contribution 9/25/2014 Deborah & Dean Graham 2,000.00 Unrestricted Contribution 9/22/2014 Edward P Nordberg 2,000.00 Unrestricted Contribution 9/24/2014 Ellen Mulhall Morrell 500.00 Unrestricted Contribution 10/2/2014 GCS, Inc. 5,000.00 Unrestricted Contribution 9/12/2014 Hilda & Arturo Brillembourg 1,000.00 Unrestricted Contribution 10/02/14 Houston Keith Powell 500.00 Unrestricted Contribution 7/8/2014 James Clark Armitage 1,000.00 Unrestricted Contribution 9/25/2014 James Reyes 1,000.00 Unrestricted Contribution 10/02/14 Jane Korhonen 1,000.00 Unrestricted Contribution 7/22/2014 Jeff & Carol Groh 1,000.00 Unrestricted Contribution 9/24/2014 Jeff Fischer 2,000.00 Unrestricted Contribution 7/17/2014 John & Kate Buchanan 1,000.00 Unrestricted Contribution 10/03/14 John G Rouse 1,000.00 Unrestricted Contribution 9/24/2014 Jon T Larranaga 1,000.00 Unrestricted Contribution 9/24/2014 Karen & Robert O'Neill 500.00 Unrestricted Contribution 11/7/2014 Mark & Amy Tercek Foundation 1,000.00 Unrestricted Contribution 9/23/2014 Michael DeSantis 1,000.00 Unrestricted Contribution 10/06/14 Michael John Flannigan 500.00 Unrestricted Contribution 9/26/2014 Natalie Wexler 300.00 Unrestricted Contribution 8/30/2014 Natalie Wexler 600.00 Unrestricted Contribution 12/23/2014 Natalie Wexler & James A. Feldman 25,000.00 Unrestricted Contribution 6/1/2015 New Venture Fund 5,000.00 Unrestricted Contribution
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9/29/2014 Nicholas Seidenberg 500.00 Unrestricted Contribution 9/26/2014 Nick Braden 1,000.00 Unrestricted Contribution 9/25/2014 Patrick Steel 1,000.00 Unrestricted Contribution 9/29/2014 Paul Zegger 1,000.00 Unrestricted Contribution 1/7/2015 Perkins Malo Hunter 60,000.00 Unrestricted Contribution 7/20/2014 Peter John Clare 5,000.00 Unrestricted Contribution 10/2/2014 Peter Nolasco Gonzalez Schwartz 1,500.00 Unrestricted Contribution 1/5/2015 Robert & Karen O'Neil 1,000.00 Unrestricted Contribution 12/31/2014 Robert Weinberg 10,000.00 Unrestricted Contribution 8/7/2014 Sam Reid 1,000.00 Unrestricted Contribution 8/29/2014 Schwab Charitable Fund 1,000.00 Unrestricted Contribution 8/29/2014 Stephen Rodacanachi 500.00 Unrestricted Contribution 9/29/2014 Susan Strawbridge 300.00 Unrestricted Contribution 9/25/2014 Susan Strawbridge 300.00 Unrestricted Contribution 9/30/2014 William Weil; Hickrill Foundation 1,000.00 Unrestricted Contribution
148,300.00
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Data Collection
Question # Source Data Point
1
PCSB
LEA Name
DC Scholars
PCS (170)
2 PCSB
Campus Name
DC Scholars
PCS
3 School Ages served – adult schools only PS-5
4.a PCSB All Grades 389
4.b PCSB PK3 57
4.c PCSB PK4 64
4.d PCSB KG 77
4.e PCSB 1 46
4.f PCSB 2 48
4.g PCSB 3 34
4.h PCSB 4 41
4.i PCSB 5 22
4.j PCSB 6 0
4.k PCSB 7 0
4.l PCSB 8 0
4.m PCSB 9 0
4.n PCSB 10 0
4.o PCSB 11 0
4.p PCSB 12 0
4.q PCSB PG 0
4.r PCSB Ungraded 0
5
School
Total number of instructional days Number of instructional days, not including holidays or professional development days, for the majority of the school. If your school has certain grades with different calendars, please note it.
182
6 PCSB
Suspension Rate 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑤𝑖𝑡ℎ 𝑜𝑢𝑡 𝑜𝑓 𝑠𝑐ℎ𝑜𝑜𝑙 𝑠𝑢𝑠𝑝𝑒𝑛𝑠𝑖𝑜𝑛
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑒𝑛𝑟𝑜𝑙𝑙𝑒𝑑 𝑎𝑠 𝑜𝑓 𝑂𝑐𝑡 2013 𝑎𝑢𝑑𝑖𝑡 × 100
8.03%
7 PCSB
Expulsion Rate 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑒𝑥𝑝𝑒𝑙𝑙𝑒𝑑
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑒𝑛𝑟𝑜𝑙𝑙𝑒𝑑 𝑎𝑠 𝑜𝑓 𝑂𝑐𝑡 2013 𝑎𝑢𝑑𝑖𝑡 × 100
0.00%
8
PCSB
Instructional Time Lost to Discipline
(𝑠𝑢𝑚 𝑜𝑓 𝑠𝑢𝑠𝑝𝑒𝑛𝑠𝑖𝑜𝑛 𝑑𝑎𝑦𝑠 𝑑𝑢𝑒 𝑡𝑜 𝑜𝑢𝑡 𝑜𝑓 𝑠𝑐ℎ𝑜𝑜𝑙 𝑠𝑢𝑠𝑝𝑒𝑛𝑠𝑖𝑜𝑛𝑠)
(𝑠𝑢𝑚 𝑜𝑓 𝑒𝑛𝑟𝑜𝑙𝑙𝑚𝑒𝑛𝑡 𝑑𝑎𝑦𝑠 𝑓𝑜𝑟 𝑎𝑙𝑙 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑓𝑜𝑟 𝑡ℎ𝑒 𝑒𝑛𝑡𝑖𝑟𝑒 𝑠𝑐ℎ𝑜𝑜𝑙 𝑦𝑒𝑎𝑟)× 100
0.17%
9 PCSB
Promotion rate
95.1%
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Question # Source Data Point
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑤ℎ𝑜 𝑎𝑑𝑣𝑎𝑛𝑐𝑒𝑑 ≥ 1 𝑔𝑟𝑎𝑑𝑒 𝑙𝑒𝑣𝑒𝑙 𝑖𝑛 𝑡ℎ𝑒 𝐿𝐸𝐴 𝑤𝑖𝑡ℎ𝑖𝑛 𝑆𝑌2013 − 14
𝑓𝑟𝑜𝑚 𝑡ℎ𝑒 𝑎𝑢𝑑𝑖𝑡𝑒𝑑 𝑒𝑛𝑟𝑜𝑙𝑙𝑚𝑒𝑛𝑡 𝑐𝑜𝑢𝑛𝑡 𝑡𝑜 𝑡ℎ𝑒 𝑒𝑛𝑑 𝑜𝑓 𝑡ℎ𝑒 𝑠𝑐ℎ𝑜𝑜𝑙 𝑦𝑒𝑎𝑟
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑒𝑛𝑟𝑜𝑙𝑙𝑒𝑑 𝑎𝑠 𝑜𝑓 𝑂𝑐𝑡. 2013 𝑎𝑢𝑑𝑖𝑡× 100
PCSB
AVERAGE DAILY MEMBERSHIP The SRA requires annual reports to include a school’s average daily membership. PCSB will provide this using three data points: (1) audited enrollment; (2) mid-year withdrawals; and (3) mid-year entries.
92.66
10 PCSB
Mid-Year Withdrawals
Rate
𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑒𝑛𝑟𝑜𝑙𝑙𝑒𝑑 𝑜𝑛 𝑜𝑟 𝑎𝑓𝑡𝑒𝑟 𝑂𝑐𝑡𝑜𝑏𝑒𝑟 7,2013 𝑤ℎ𝑜 𝑤𝑖𝑡ℎ𝑑𝑟𝑎𝑤 𝑝𝑟𝑖𝑜𝑟 𝑡𝑜 𝐽𝑢𝑛𝑒 1𝑠𝑡
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑒𝑛𝑟𝑜𝑙𝑙𝑒𝑑 𝑎𝑠 𝑜𝑓 𝑂𝑐𝑡 2013 𝑎𝑢𝑑𝑖𝑡 × 100
4.9%
11 PCSB Mid-Year Entries 𝐑𝐚𝐭𝐞
𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑤ℎ𝑜 𝑒𝑛𝑟𝑜𝑙𝑙 𝑎𝑓𝑡𝑒𝑟 𝑂𝑐𝑡𝑜𝑏𝑒𝑟 7, 2013 𝑝𝑟𝑖𝑜𝑟 𝑡𝑜 𝐽𝑢𝑛𝑒 1𝑠𝑡
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑒𝑛𝑟𝑜𝑙𝑙𝑒𝑑 𝑎𝑠 𝑜𝑓 𝑂𝑐𝑡 2013 𝑎𝑢𝑑𝑖𝑡 × 100
1%
12
School
Teacher Attrition Rate 𝑜𝑓 𝑡𝑒𝑎𝑐ℎ𝑒𝑟𝑠 𝑟𝑒𝑡𝑖𝑟𝑒𝑑/𝑟𝑒𝑠𝑖𝑔𝑛𝑒𝑑/𝑜𝑢𝑡𝑝𝑙𝑎𝑐𝑒𝑑 𝑏𝑒𝑡𝑤𝑒𝑒𝑛
𝑂𝑐𝑡𝑜𝑏𝑒𝑟 7, 2013 𝑎𝑛𝑑 𝑓𝑖𝑟𝑠𝑡 𝑑𝑎𝑦 𝑜𝑓 𝑠𝑐ℎ𝑜𝑜𝑙 2014
(𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑡𝑒𝑎𝑐ℎ𝑒𝑟𝑠 𝑒𝑚𝑝𝑙𝑜𝑦𝑒𝑑 𝑎𝑠 𝑜𝑓 𝑂𝑐𝑡𝑜𝑏𝑒𝑟 7, 2013) × 100
34.5%
13 School
Number of Teachers “Teacher” is defined as any adult responsible for the instruction
of students at least 50% of the time, including, but not limited to, lead teachers, teacher residents, special education teachers, and teacher fellows.
34
14
School
Teacher Salary Average: $ Average: $52,829
Range -- Minimum: $ 47,300 Maximum: $81,648
15
APPENDICES
A- Staff Roster
B- Board Roster
C- Unaudited Year-end 2015-2015 Financial Statement
D- Approved 2015-16 Budget
E- Scholar Academies Core Values
F- Scholar Academies Instructional Standards
16
Appendix A: Staff Roster
2014-15
First Name
Last Name
Employee's Title Highest Degree Earned Start Date
Aliya Aleem Preschool Teacher Assistant None 8/6/2014
Jeremy Babb Floor Dean Bachelors 2/10/2014
Melanney Beckles Special Education Teacher Bachelors 8/2/2013
Brittany Bradshaw Manager of Student Activities Bachelors 8/7/2014
Alexis Brown 1st Grade Teacher Assistant None 8/6/2014
Rebecca Crouch School Director Masters 7/1/2011
Kiarna Davis Kindergarten Teacher Bachelors 8/6/2014
Heather DeBruler Preschool Teacher Masters 8/6/2012
Jennifer Drew Pre-K Teacher Assistant Associates 8/6/2012
Maura Druhan Kindergarten Teacher Assistant Bachelors 12/2/2013
LeAngelo Emperator 2nd Grade Teacher Assistant None 8/4/2012
Sheri Fisher 2nd Grade Teacher Bachelors 8/6/2014
Stephanie Fry Pre-Kindergarten Teacher Assistant Bachelors 10/16/2013
Kelsey Gavigan Special Education Teacher Bachelors 8/6/2014
Teisha Greenleaf Pre-School Teacher Assistant Bachelors 8/6/2012
Samantha Greenwald Director of Curriculum and Instruction Masters 8/1/2011
Kimberly Hargett 5th Grade Math Teacher Bachelors 8/6/2014
Alexis Harris 5th Grade Literacy Teacher Masters 8/6/2014
Chris Hoover 1st Grade Teacher Bachelors 8/6/2012
Janna Huynh 4th Grade Math Teacher Masters 8/6/2012
Meredith Ives 1st Grade Teacher Bachelors 7/7/2014
Ernest Jackson 1st Grade Teacher Assistant None 8/6/2014
Stephanie Jackson Director of Curriculum and Instruction Bachelors 3/25/2013
Tiffany Johnson Chief of Staff Juris Doctorate 6/11/2014
Sharneise Jones Pre-K Teacher Bachelors 8/6/2012
Candance Lai-Fang 3rd Grade Literacy Teacher Bachelors 10/18/2013
Ashley Lewis Pre-K Teacher Assistant None 8/2/2013
Cameron Lewis 3rd Grade Math Teacher Bachelors 8/6/2014
Brittany Love Kindergarten Teacher Assistant None 10/28/2013
17
John McCormick Kindergarten Teacher Masters 8/2/2013
Lacey Meneide Preschool Teacher Bachelors 8/6/2014
Judy Merril Science Teacher Bachelors 8/6/2014
Alaina Miller 4th Grade Literacy Teacher Masters 8/6/2012
Brett Nelson Director of Student Services Bachelors 8/6/2014
Chimire Owsley Pre-K Teacher Bachelors 8/6/2012
Danielle Palmer Kindergarten Teacher Bachelors 8/6/2014
Sarah Pessagno Math Instructional Coach Masters 8/6/2014
Carmen Player Director of Culture Bachelors 6/25/2014
Sequoia Porter Kindergarten Teacher Assistant Bachelors 8/6/2014
Reshada Pullen-Jireh Art Teacher Bachelors 8/6/2012
Breonna Rowe Preschool Teacher Assistant None 8/6/2014
Shanice Smith 2nd Grade Teacher Bachelors 8/2/2013
Nicholas Spezia Special Education Teacher Bachelors 8/6/2014
Jeanice Stewart Preschool Teacher Masters 8/2/2013
Molly Thacker Upper Elementary Intervention Teacher Masters 8/6/2012
Jack Thomas P.E. Teacher Bachelors 8/6/2012
Shannon Whitaker Pre-K Teacher Masters 8/6/2012
Brittany Whitby 2nd Grade Teacher Bachelors 8/6/2014
Nicole Wiley 1st Grade Paraprofessional None 10/7/2013
18
Appendix B: Board Roster
2014-2015
First Last DC Resident Board Position
Date of Appointment (M/YY)
Renewal Date (per bylaws)
Date Appointment Expires
Stephane Carnot x Treasurer 2/13 2/16
Michael Jones x Parent Representative 11/13 11/16
Stephanie Lilley x Secretary 9/13 9/16
Tameka Martin x Parent Representative 11/13 11/16
Karen O'Neil x
School Performance Committee Chair 1/12 1/15 1/18
Michael Sigal x 1/12 1/15 1/18
Robert Weinberg
x
Vice Chair, Governance and REOC Committee Chair 9/13 9/16
Natalie Wexler x 8/11 8/14 8/17
Mieka Wick
x
Board Chair, Development Committee Chair 7/11 7/14 7/17
19
Appendix C: Unaudited Year-End Financial Statement 2014-15
DC Scholars Public Charter School
Statement of Financial Position
As of Date: 06/30/2015
School: DCSPCS--DC Scholars Public Charter School
Year Ending Quarter Ending Month Ending
06/30/2014 03/31/2015 06/30/2015
Prior year Prior quarter Current period Difference
ASSETS
Current Assets
Cash & Equivalents
Operating Account - DCSPCS 1,084,166.65 3,683,924.47 2,363,043.02 (1,320,881.45)
School Account - DCSPCS 3,665.40 1,547.02 3,052.99 1,505.97
Undeposited Funds 0.00 0.00 9,368.58 9,368.58
Total Cash & Equivalents 1,087,832.05 3,685,471.49 2,375,464.59 (1,310,006.90)
Other Current Assets
Related Party Receivable
Other Related Party Receivable
Related-Party Receivable 48,234.66 0.00 0.00 0.00
DCS Due from SA 0.00 0.00 2,222.35 2,222.35
DCS Due from YSCS 0.00 0.00 9,202.25 9,202.25
Total Other Related Party Receivable 48,234.66 0.00 11,424.60 11,424.60
Total Related Party Receivable 48,234.66 0.00 11,424.60 11,424.60
Federal Revenue Receivable
Title I Receivable 17,941.44 7,003.06 26,352.35 19,349.29
Title II Receivable 3,835.08 1,496.94 15,079.00 13,582.06
Title V, Part B Receivable 180,790.22 0.00 0.00 0.00
21st Century Receivable 100,499.20 167,479.24 53,427.71 (114,051.53)
Federal Food Program Receivable 32,083.28 96,331.18 74,736.38 (21,594.80)
Total Federal Revenue Receivable 335,149.22 272,310.42 169,595.44 (102,714.98)
State Revenue Receivable
Other State Grants Receivable 11,842.64 27,334.76 14,701.91 (12,632.85)
Total State Revenue Receivable 11,842.64 27,334.76 14,701.91 (12,632.85)
Other Receivables
20
E-Rate Receivable 0.00 83,603.65 0.00 (83,603.65)
Total Other Receivables 0.00 83,603.65 0.00 (83,603.65)
Other Current Assets
Prepaid Expenses 35,386.78 4,543.00 5,951.17 1,408.17
Total Other Current Assets 35,386.78 4,543.00 5,951.17 1,408.17
Total Other Current Assets 430,613.30 387,791.83 201,673.12 (186,118.71)
Total Current Assets 1,518,445.35 4,073,263.32 2,577,137.71 (1,496,125.61)
Fixed Assets
Leasehold Improvements 374,508.17 1,170,484.69 1,170,484.69 0.00
Computers & Network Equipment 232,130.44 343,295.05 377,903.62 34,608.57
Furniture & Fixtures 259,909.05 259,952.79 259,952.79 0.00
Accum Dep - Leasehold Improvements (374,508.17) (390,453.19) (376,250.57) 14,202.62
Accum Dep - Computers & Network (103,847.33) (188,146.72) (216,754.63) (28,607.91)
Accum Dep - Furniture & Fixtures (25,773.35) (53,664.79) (62,947.27) (9,282.48)
Total Fixed Assets 362,418.81 1,141,467.83 1,152,388.63 10,920.80
TOTAL ASSETS $ 1,880,864.16 $
5,214,731.15 $
3,729,526.34 $
(1,485,204.81)
LIABILITIES & NET ASSETS
Liabilities
Current Liabilities
Accounts Payable
Accounts Payable 120,407.45 319,298.81 106,158.40 (213,140.41)
Total Accounts Payable 120,407.45 319,298.81 106,158.40 (213,140.41)
Accrued Salaries & Benefits Payable
Accrued Payroll 235,220.23 199,121.00 205,958.21 6,837.21
Accrued Bonuses 39,294.00 0.00 0.00 0.00
Accrued 403(b) - EE 0.00 3,217.54 3,122.38 (95.16)
Accrued 403(b) - ER 27,888.90 40,131.86 57,871.05 17,739.19
Accrued Voluntary Benefits 0.00 3,578.98 540.08 (3,038.90)
Total Accrued Salaries & Benefits Payable 302,403.13 246,049.38 267,491.72 21,442.34
Related Party Payables 0.00 12,252.59 8,506.44 (3,746.15)
Other Accrued Expenses
Other Accounts Payable 0.00 0.00 (31,378.48) (31,378.48)
Total Other Accrued Expenses 0.00 0.00 (31,378.48) (31,378.48)
Deferred Revenue
21
Deferred Per Pupil Revenues 162,550.50 0.00 0.00 0.00
Total Deferred Revenue 162,550.50 0.00 0.00 0.00
Total Current Liabilities 585,361.08 577,600.78 350,778.08 (226,822.70)
Total Liabilities 585,361.08 577,600.78 350,778.08 (226,822.70)
Net Assets
Unrestricted Net Assets 1,295,503.08 4,637,130.37 3,378,748.26 (1,258,382.11)
Total Net Assets 1,295,503.08 4,637,130.37 3,378,748.26 (1,258,382.11)
TOTAL LIABILITIES & NET ASSETS $ 1,880,864.16 $
5,214,731.15 $
3,729,526.34 $
(1,485,204.81)
DC Scholars Public Charter School
Budget-to-Actual Report
As of Date: 06/30/2015
School: DCSPCS--DC Scholars Public Charter School
Year To Date Year Ending
06/30/2015 06/30/2015
Actual Operating Budget Over (Under) Budget Operating Budget
REVENUES
Per Pupil Funding
Per Pupil Funding - Gen Ed 4,277,855 4,237,229 40,626 4,237,229
Per Pupil Funding - Special Ed 540,553 484,398 56,156 484,398
Facilities Allotment 1,195,008 1,198,080 (3,072) 1,198,080
Per Pupil Funding - Summer School 108,578 216,734 (108,157) 216,734
Per Pupil Funding - At-Risk Students 565,488 311,850 253,638 311,850
Total Per Pupil Funding 6,687,482 6,448,291 239,191 6,448,291
Federal Revenues
Title I 116,946 194,947 (78,001) 194,947
Title II 15,928 41,671 (25,742) 41,671
Title V, Part B 149 0 148 0
IDEA-B 28,576 40,000 (11,424) 40,000
21st Century 240,598 225,000 15,598 225,000
Federal Food Program 259,737 209,403 50,334 209,403
Total Federal Revenues 661,934 711,021 (49,087) 711,021
State Revenues
ECE/Spec Pop Grant 2,379 0 2,380 0
SOAR/Acad Quality 71,925 0 71,925 0
SOAR Public Facilities Grant 524,852 0 524,851 0
School Technology Fund 14,702 0 14,702 0
Total State Revenues 613,858 0 613,858 0
22
Grants & Contributions
Unrestricted Foundation Grants 65,000 60,000 5,000 60,000
Unrestricted Corporate Contributions 6,000 0 6,000 0
Unrestricted Individual Contributions 92,057 40,000 52,057 40,000
Total Contributions 163,057 100,000 63,057 100,000
Student Activity Revenues
Student Activity Fees 15,002 0 15,003 0
Uniform Revenue 12,799 18,082 (5,284) 18,082
Student Meals 0 3,000 (3,000) 3,000
Trips 1,396 0 1,396 0
Total Student Activity Revenues 29,197 21,082 8,115 21,082
Other Revenues
E-Rate 102,401 16,740 85,661 16,740
Interest Income 0 500 (500) 500
Aftercare Income 3,080 0 3,080 0
Misc Revenues 345 0 346 0
Total Other Revenues 105,826 17,240 88,587 17,240
TOTAL REVENUES $ 8,261,354 $ 7,297,634 $ 963,721 $ 7,297,634
EXPENDITURES
Compensation
Salaries
100 - School Leadership 573,721 486,380 87,341 486,380
200 - General Ed 1,434,833 1,697,365 (262,532) 1,697,365
300 - Special Ed 218,625 164,804 53,822 164,804
400 - Instructional Support 431,642 204,981 226,661 204,981
500 - Non-Instructional Support 80,260 90,114 (9,854) 90,114
550 - Afterschool 62,575 29,427 33,147 29,427
Total Salaries 2,801,656 2,673,071 128,585 2,673,071
Other Earnings
Employee Insurance Opt-Out 27,300 7,200 20,100 7,200
Stipends - After School 31,903 0 31,903 0
Stipends - Saturday School 690 0 690 0
Summer School Wages 17,058 12,500 4,558 12,500
Stipends - Substitutes 0 5,000 (5,000) 5,000
Stipends - Leadership 2,300 0 2,300 0
Stipend - Other 7,150 0 7,150 0
Bonuses 2,000 0 2,000 0
Other Wages 0 10,500 (10,500) 10,500
Total Other Earnings 88,401 35,200 53,201 35,200
Total Compensation 2,890,057 2,708,271 181,786 2,708,271
Benefits
23
Health Insurance
Health Benefit 415,174 417,084 (1,910) 417,084
Dental Benefit 23,788 21,658 2,130 21,658
Total Health Insurance 438,962 438,742 220 438,742
Payroll Taxes
Payroll Taxes - FICA 221,685 204,490 17,196 204,490
Payroll Taxes - U/C 20,752 23,800 (3,049) 23,800
Payroll Taxes 242,437 228,290 14,147 228,290
Retirement Contributions
Employer 403(b) Contribution 54,128 53,461 667 53,461
Total Retirement Contributions 54,128 53,461 667 53,461
Other Benefits
Tuition Reimbursement 17,899 26,100 (8,202) 26,100
Total Other Benefits 17,899 26,100 (8,202) 26,100
Total Benefits 753,426 746,593 6,832 746,593
Contracted Personnel & Services
100 - School Leadership 2,520 2,100 420 2,100
200 - General Ed 40,940 39,100 1,840 39,100
300 - Special Ed 132,880 141,448 (8,567) 141,448
400 - Instructional Support 2,105 0 2,105 0
500 - Non-Instructional Support 1,254 12,500 (11,246) 12,500
510 - Student Health 11,856 41,300 (29,444) 41,300
520 - Food Program 261,768 325,000 (63,231) 325,000
550 - Afterschool 198,800 190,900 7,900 190,900
999 - Undesignated 2,880 0 2,880 0
Total Contracted Personnel & Services 655,003 752,348 (97,343) 752,348
Curriculum & Classroom
Curriculum 65,670 71,066 (5,397) 71,066
Books 26,457 37,000 (10,543) 37,000
Instructional Software 14,115 12,250 1,866 12,250
Assessments 38,311 50,994 (12,683) 50,994
Uniform Expense 10,494 24,700 (14,206) 24,700
Student Incentives 3,592 0 3,592 0
Classroom Supplies 42,051 56,347 (14,297) 56,347
School Culture Materials 7,815 14,800 (6,985) 14,800
Classroom Furniture Non-Asset 13,919 2,500 11,419 2,500
Classroom Furniture Asset 5,462 0 5,462 0
Student Trips 15,424 16,000 (576) 16,000
Student Events 17,597 8,900 8,697 8,900
Student Transportation 164 2,000 (1,836) 2,000
Other School Programs 985 1,700 (715) 1,700
Total Curriculum & Classroom 262,056 298,257 (36,202) 298,257
General & Administrative
Insurance
Liability Insurance 15,709 15,200 509 15,200
24
D&O Insurance 2,005 4,000 (1,995) 4,000
Student Accident Insurance 1,105 1,500 (395) 1,500
Workers Comp 5,173 13,100 (7,927) 13,100
Total Insurance 23,992 33,800 (9,808) 33,800
Professional Services
Accounting/Audit Fees 24,250 20,000 4,250 20,000
Legal Fees 8,603 10,000 (1,397) 10,000
Payroll Service 5,247 4,400 847 4,400
Benefits Administration 2,901 2,700 201 2,700
Total Professional Services 41,001 37,100 3,901 37,100
Other General & Administrative
Printing & Reproduction 28,649 38,300 (9,651) 38,300
Professional Development 32,443 29,174 3,269 29,174
Team Building / Staff Meals 12,279 12,600 (320) 12,600
Travel 9,391 5,600 3,791 5,600
Meals Expense 486 0 485 0
Office Supplies 29,973 15,300 14,674 15,300
Other Furniture Non-Asset 2,522 4,100 (1,578) 4,100
Postage & Shipping 534 500 34 500
Bank Charges 2,696 500 2,195 500
Dues & Subscriptions 0 7,500 (7,500) 7,500
Business Licenses & Permits 1,093 0 1,093 0
Misc Admin 50 0 50 0
Other Expense 377 0 377 0
Late Fees & Finance Charges 185 0 186 0
Total Other General & Adminstrative 120,678 113,574 7,105 113,574
General & Administrative 185,671 184,474 1,198 184,474
Technology & Communications
Internet Expense 1,451 1,000 450 1,000
Telephone Expense 2,063 17,600 (15,537) 17,600
Classroom Computer Equipment Non-Asset 13,849 5,000 8,849 5,000
Other Computer Equipment Non-Asset 4,566 0 4,567 0
IT Consulting Services 36,660 59,000 (22,340) 59,000
Software 875 0 875 0
Student Database Systems 6,749 16,000 (9,251) 16,000
Total Technology & Communications 66,213 98,600 (32,387) 98,600
Marketing, Development & Recruitment
General Marketing 259 0 258 0
Student Recruitment 10,971 15,000 (4,029) 15,000
Staff Recruitment & Retention 0 1,000 (1,000) 1,000
Board Meeting Advertising 108 0 109 0
Fundraising Events 6,371 13,900 (7,530) 13,900
Marketing, Development & Recruitment 17,709 29,900 (12,192) 29,900
Facility
Lease/Rent Expense 326,541 755,000 (428,458) 755,000
Repair & Maintenance 15,780 21,400 (5,621) 21,400
25
Janitorial 79,993 79,300 693 79,300
Waste Removal 5,905 7,600 (1,695) 7,600
Snow Removal 0 1,500 (1,500) 1,500
Pest Control 2,683 1,600 1,083 1,600
Water Coolers/ Fountains 2,806 2,100 706 2,100
Equipment Maintenace 316 0 317 0
Total Facility 434,024 868,500 (434,475) 868,500
Management Fees
Management Fees 668,749 644,829 23,919 644,829
Authorizer Administrative Fees 93,377 72,977 20,401 72,977
Total Management Fees 762,126 717,806 44,320 717,806
Depreciation & Amortization
Depreciation Expense 151,824 316,700 (164,876) 316,700
Total Depreciation & Amortization 151,824 316,700 (164,876) 316,700
Other Expense
Contingency Reserve 0 72,976 (72,977) 72,976
Total Other Expense 0 72,976 (72,977) 72,976
TOTAL EXPENDITURES $ 6,178,109 $ 6,794,425 $ (616,316) $ 6,794,425
CHANGE IN NET ASSETS $ 2,083,245 $ 503,209 $ 1,580,036 $ 503,209
27
2012-13 2013-14 2015-16
Audited Audited Budgeted Projected Proposed
Total enrollment 186 301 390 389 448
Revenues
Per Pupil Funding 2,203,148 3,676,363 5,250,211 5,488,608 6,157,432
Facilities Allotment 549,000 897,000 1,198,080 1,195,009 1,399,252
Federal Revenues 746,333 947,037 711,021 651,019 818,000
State Revenues - 39,704 - 655,538 52,754
Contributions 143,388 133,501 100,000 158,057 125,000
Student Activity Fees 4,975 17,643 21,082 32,577 10,000
Other Revenues 105,824 - 17,240 109,693 -
Total Revenues 3,752,667 5,711,248 7,297,634 8,290,500 8,562,439
Expenses
Compensation 1,488,814 2,152,405 2,708,271 2,859,811 3,517,250
Benefits 359,179 545,116 746,594 749,590 989,503
Contracted Personnel & Services 497,531 620,576 752,348 657,454 760,300
Curriculum & Classroom 159,256 198,372 298,257 269,616 346,813
General & Administrative 88,571 120,480 184,473 193,537 227,440
Technology & Communications 52,890 70,371 98,599 75,885 80,275
Marketing, Development & Recruitment 6,338 40,366 29,900 20,081 25,710
Facilities 348,123 466,485 868,501 432,328 1,217,622
Management Fees 288,892 485,897 717,806 761,740 830,043
Depreciation 233,194 270,934 316,699 151,824 168,000
Interest Expense - - - - 125,369
Contingency Reserve - - 72,977 36,489 86,000
Total Expenses 3,522,789 4,971,002 6,794,425 6,208,356 8,374,324
Change in net assets 229,878 740,247 503,209 2,082,144 188,115
Net assets, beginning of year 325,379 555,257 1,295,504 1,295,504 3,377,648
Net assets, end of year 555,257 1,295,504 1,798,713 3,377,648 3,565,763
Operating Reserve, Beginning of Year 25,379 363,761 933,085 933,085 2,241,229
Plus: Change in Net Assets 229,878 740,247 503,209 2,082,144 188,115
Less: Invested in Fixed Assets (191,496) (170,923) (797,348) (50,000) (100,000)
Less: Invested in LLC - - - (724,000) -
Less: Reserved for Facility - - - - (1,200,000)
Released from Restrictions (Restricted) 300,000 - - - -
Operating Reserve, End of Year 363,761 933,085 638,946 2,241,229 1,129,344
Operating Reserve Target (8% of exp) 397,680 543,554 664,561 664,561 743,221
Amount over (under) target (33,919) 389,531 (25,615) 1,576,668 386,122
Debt Service Coverage Ratio Calculation
add back: depreciation 168,000
add back: interest 125,369
add back: rent 1,214,422
EBITDA 1,695,905
Lease payment to 5601 East Capitol, LLC 1,214,422
Debt service - Subordinate Loans 184,830
Total debt service 1,399,252
2014-15
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Appendix E: Scholar Academies Core Values
High Bar We are accountable to our students and their families. We want (and expect!) the best for them so we seek excellence and set a high bar in everything we do. We live this by… 1. Planning and executing with attention to detail and a commitment to quality 2. Devoting our time, energy and resources where it will have the greatest impact on student outcomes 3. Celebrating our individual and collective successes Passion + Persistence We are driven by our passion to see our students succeed. Therefore, we forge ahead and persist through challenges knowing that our students are worth the hard work. We live this by… 1. Facing challenges head on, seeing them as opportunities to stretch beyond our comfort zone 2. Striving for innovative solutions in the face of unanticipated obstacles 3. Investing in and focusing on the strengths and interests of our colleagues and school communities Hope We are unwavering in our optimism. We see realities for what they are while never doubting what can be achieved. Our hope enables us to overcome moments of apprehension and fear. We live this by… 1. Approaching situations and people with positive attitude and energy 2. Investing in and encouraging others 3. Finding inspiration in our students Humility & Growth We do not have all the answers. We must operate with humility and a growth mindset to approach our work with confidence and improve continuously. We live this by… 1. Asking ourselves and others if our work is producing the outcomes we desire 2. Taking ownership when we are wrong and asking for help when we are unsure 3. Using data to reflect on results and chart a course forward Trust We are a diverse and trusting team. We respect one another and push each other to be better. We believe in each other’s unique potential and act in accordance with this conviction.
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We live this by…. 1. Recognizing and valuing the diverse perspectives and experiences of our colleagues and school communities 2. Assuming best intent and giving one another the benefit of the doubt 3. Engaging in complex dialogue, embracing conflict, and trusting enough to say what matters
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Appendix E: Scholar Academies Instructional Standards
The Scholar Academies Instructional and Planning Standards are the
backbone of our instructional model. Our students deserve the best;
by striving to align their practice with these standards, teachers will
ensure that they are providing each and every student with an
engaging, rigorous and transformational education. As teachers
dedicate themselves to using these as a guide for continuous
improvement, our network commits to providing high-quality aligned
coaching and professional development to drive this progress
forward.
Scholar Academies Instructional Standards
Standard Element Proficient Advanced Teacher Actions: 1: Not Attempted • 2: Developing (Attempted) • 3:
Proficient • 4: Advanced
Student Outcomes: 1: 0-39% of students • 2: 40-69% of students • 3: 70-
84% of students • 4: 85-100% of students
HIGH-
QUALITY
OBJECTIVE
Tea
ch
er A
ctio
ns
1. Feasible,
Rigorous and
Measurable
Objective
Selected objective is
reasonable to be taught
in a single lesson.
Objective is written to
drive student learning
forward by targeting an
essential and rigorous
skill. Objective should be
a key piece towards
achieving unit, quarter
and year-wide goals.
Objective is constructed
to allow it to be
measured and includes
a strategy for how
students will achieve it,
where appropriate.
Objective was expertly
designed with the
needs of students as
well as the larger class
and school goals in
mind. The objective is
evident in all pieces of
the lesson: homework,
posters, class
meetings, worksheets,
centers and all
communication.
Teacher repeatedly
uses high-level
strategies such as
summaries and
reorientation
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2. Explicit
Objective
Teacher explicitly calls
student attention to
given objective by
writing it on the board
and introducing it at the
beginning of the lesson in
a developmentally
appropriate manner.
Teacher explains the
“why” of objective being
taught.
statements to draw
students’ attention
back to the objective.
3. Focused
Lesson
Class time is devoted to
teaching the objective
and teacher refers back
to the objective
throughout the lesson.
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4. Objective
Understanding
At all points in the lesson,
students know what they
are doing and why they
are doing it because
teacher has conveyed
this message. When
asked by an observer,
students should be able
to state their learning
goal in a
developmentally
appropriate form.
Throughout the lesson,
students are acutely
aware of what they
are learning and why
and how they are
learning it, as well as
how the objective will
be assessed.
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Scholar Academies Instructional Standards
Standard Element Proficient Advanced Teacher Actions: 1: Not Attempted • 2: Developing (Attempted) • 3:
Proficient • 4: Advanced
Student Outcomes: 1: 0-39% of students • 2: 40-69% of students • 3: 70-
84% of students • 4: 85-100% of students
OUTCOMES
DRIVEN
Tea
ch
er A
ctio
ns
1. Check for
Understanding
Frequent formal and
informal checks for
understanding help
teacher assess student
learning aligned to the
objective. Teacher
uses a variety of
methods to check for
understanding and
asks questions to
students of differing
ability levels.
Throughout the lesson,
teacher is aware of what
is being learned and who
is learning it. Teacher
regularly and effectively
checks for understanding
at every key point in the
lesson. It is clear that
teacher has planned for
potential adjustments but
that s/he also
strategically adjusts and
provides scaffolding in
the moment. When
objective mastery is not
obtained by all, teacher
can reflect on his/her
own practice and
articulate clear next
steps, including re-
teaching and re-mastery.
2. Adjust
Instruction
Teacher makes in-the-
moment changes to
instruction based on
student understanding
levels, student errors,
and/or pacing, where
appropriate.
3. Differentiate
Teacher differentiates
materials, instructional
approaches, products
and/or assessments to
meet the needs of
multiple learning styles
and ability levels,
where appropriate.
4. Assess
Objective
Objective mastery is
assessed by teacher
(formally or informally)
at the close of the
lesson in a manner that
provides helpful
information/data to
the teacher.
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5. Objective
Mastery
Objective mastery is
obtained or, if
objective is designed
to be taught over a
period of time, students
show progress towards
larger objective.
Students of all levels are
aware of where they are
on the continuum
towards mastery, what
they need to do to get
there, and are ultimately
able to access the
material and
demonstrate progress
towards mastery.
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Scholar Academies Instructional Standards
Standard Element Proficient Advanced Teacher Actions: 1: Not Attempted • 2: Developing (Attempted) • 3:
Proficient • 4: Advanced
Student Outcomes: 1: 0-39% of students • 2: 40-69% of students • 3: 70-
84% of students • 4: 85-100% of students
BEHAVIORAL
ENGAGEMENT
Tea
ch
er A
ctio
ns
1. Clear
Expectations
Teacher delivers
frequent, clear,
specific, sequential
and positive
expectations for
student behavior.
Teacher pays immense
attention to detail so
that instructional time is
maximized and
distraction to student
learning is non-existent.
When an infrequent
misbehavior occurs, it is
evident that teacher is
responsive to the
needs and situation of
each child.
2. Classroom
Management
Teacher uses
individual and Scholar
Academies’
management tools to
reinforce positive and
address negative
student behavior. This
includes the use of the
color chart and
paycheck systems, the
behavior
management cycle,
and other school and
classroom incentives.
Teacher narrates the
positive and redirects
off task behavior.
3. Positive
and Firm
Teacher uses a positive
and firm tone with
students.
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4. Directions
Followed
Students follow
directions and meet
expectations when
they are delivered by
teachers.
Students are
behaviorally engaged
from the moment they
enter the classroom
with no prompting from
teacher. Students are
not dependent on the
behavior
management systems
to drive their behavior
but, instead, have
5. On Task
Students are on task
and hardworking
during all parts of the
lesson.
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Scholar Academies Instructional Standards
Standard Element Proficient Advanced Teacher Actions: 1: Not Attempted • 2: Developing (Attempted) • 3:
Proficient • 4: Advanced
Student Outcomes: 1: 0-39% of students • 2: 40-69% of students • 3: 70-
84% of students • 4: 85-100% of students
SYSTEMS &
PROCEDURES
Tea
ch
er A
ctio
ns
1.
Implement
School
Model
Teacher uses the
school wide systems
and procedures with
fidelity.
In this classroom, it would
be difficult to imagine
more instructional time
being squeezed out of the
day. The classroom
procedures maximize time
and drive student
achievement and the
classroom runs like
clockwork. The physical
environment is built to
facilitate procedures and
classroom routines. The
classroom could serve as a
model classroom for
Scholar Academies
systems and procedures.
2. Efficient
Procedures
Teacher has put
systems in place for
ensuring that the
classroom runs
smoothly and
efficiently. This
includes but is not
limited to: supply
distribution, group
work and in-class
transitions.
3. Physical
Environment
Classroom is neat,
orderly, organized,
and purposeful. All
necessary SA
components are in
place and careful
attention is paid to
aesthetic details.
Hard work message is
prevalent throughout
the room with an
emphasis on college
focus and data.
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4. Procedure
Mastery
Students use the
established systems
and procedures in the
classroom and follow
the set routines and
rituals.
Students exhibit ownership
of the routines without
prompting from teacher.
Students follow procedures
not out of compliance but
because they recognize
their benefit and purpose
in the classroom.
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Scholar Academies Instructional Standards
Standard Element Proficient Advanced
Teacher Actions: 1: Not Attempted • 2: Developing (Attempted) • 3:
Proficient • 4: Advanced
Student Outcomes: 1: 0-39% of students • 2: 40-69% of students • 3: 70-
84% of students • 4: 85-100% of students
RIGOR &
INSTRUCTION
Tea
ch
er A
ctio
ns
1. Lesson
Structure
Instruction has distinct
lesson components,
presented logically
and clearly, that align
with the Scholar
Academies
approach.
Teacher makes it clear
that s/he and the students
are on a mission towards
exemplary achievement
and that s/he will not
accept anything less. The
lesson is designed
masterfully to lead
students towards high
level thinking, application
and synthesis. Teacher
pushes a greater load
onto students over time by
gradually releasing
responsibility. Teacher
paces the lesson so that
time devoted to rigorous
instruction and engaged
student practice is
maximized. Teacher uses
planned, well-crafted and
strategic questions to
consistently drive students
towards higher levels of
rigor.
2. Urgency
Teacher displays
urgency by delivering
a well-paced lesson
and maximizing
classroom time.
3. Expect
Excellence
Teacher expects
students to present
answers and
responses that are
accurate, complete,
evidence-based and
well presented in full
sentences.
4. Right
Strategy
Teacher uses effective
and efficient
strategies that are
aligned to the
objective to guide
students to objective
mastery and
understanding.
5. Purposeful
Questioning
Teacher asks students
a range of purposeful
questions aligned to
the objective – both
low and high level –
and conducts follow-
38
up questioning, where
appropriate. Teacher
uses wait time,
prompts, and cues in
order to scaffold and
lead students to
correct answer.
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6. Cognitive
Engagement
Students carry the
cognitive load
throughout the class
period. At all points
they are thinking,
working, doing, or
practicing the
material.
Students are challenged
to be thinking and
reaching at all times and
are not frustrated by the
high bar that has been
set. To reach the
established bar of
excellence, students
know that they must be
actively engaged at
each moment, think
analytically and express
their thoughts confidently
and professionally.
7.
Participation
Students are actively
participating in and
contributing to the
lesson.
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Scholar Academies Instructional Standards
Standard Element Proficient Advanced Teacher Actions: 1: Not Attempted • 2: Developing (Attempted) • 3:
Proficient • 4: Advanced
Student Outcomes: 1: 0-39% of students • 2: 40-69% of students • 3: 70-
84% of students • 4: 85-100% of students
INVESTMENT
Tea
ch
er A
ctio
ns
1. Joy!
Teacher incorporates
joy and energy into the
lesson. This may include,
but is not limited to:
personal excitement,
choral responses and
kinesthetic activities.
Teacher has strong
individual relationships with
each student and makes
the classroom a positive
place of learning,
achievement and
excitement. Teacher
emphasizes the value of
hard work as a central
component of the
classroom.
2.
Interaction
Teacher’s comments to
students display
respect, authority, and
rapport. Teacher
recognizes hard work
and effort and provides
specific feedback. It is
evident that teacher
has built positive
relationships with
students.
3. Culture
The culture of the class
invites student risk
taking. Teacher
supports all students by
creating a welcoming
environment and
focusing on positive
values which enable
students to support
each other as well.
4. Goal
Focus
Teacher makes explicit
connections between
classwork, student
progress, data, and
larger goals such as the
class goal, school wide
goals and path to
college. Evidence of
framework references
are posted in the
40
classroom (i.e. data
walls, achievement,
high school, college).
5. Real
World
Teacher makes
connections between
coursework and the
students’ lives. Teacher
works to make material
relevant to students and
their perspective.
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6. Desire
Students exhibit an
eagerness to engage
with the coursework
and are invested in the
benefits of the
classroom. It is all about
desire, not about
compliance.
Each student is invested in
his or her own success as
well as the success of the
class as a whole. Students
are participating and
behaving because they
want to eat what teacher is
feeding them. Students also
build strong and supportive
relationships with one
another. Students are
engaged in tracking their
own progress towards their
goals and understand how
their classroom
achievement is related to
their lives and futures.
7. Progress
Students can articulate
where they stand in
progress towards their
goals based on
individual data and
achievement levels.
8.
Connected
Students can articulate
how the day’s lesson is
connected to their own
goals, the scope of the
course and their real life.
Scholar Academies Planning Standards
P1 Create standards-based assessments, as applicable, at the unit, project,
weekly and daily level to determine where students are against annual
goals
P2 Backwards plan units by breaking down longer-term goals into bundles
of objectives and mapping them across the unit
P3
Create lesson plans so that students who complete class activities
successfully will have mastered the objectives and made progress
toward the annual goals. Lesson plans should:
o Contain what, how and why key points that lead the students
towards objective mastery
o Have components that are aligned to the objective, to the
lesson assessment and to each other
o Have lesson elements which serve their intended purpose
41
P4 Differentiate plans for individual students based on their unique learning
profiles (including ongoing performance data) so that all students are
engaged and challenged
P5 Strategically plan and prepare using data to inform decision-making,
reteach and maximize student achievement
P6 Meet relevant deadlines in terms of lesson planning, graded work, and
other time sensitive actions
P7 Actively communicate with parents and successfully implement school
plan for familial engagement
P8 (Special Education only): Write or renew quality Individual Education
Plans (IEPSs) to ensure the individualized needs of each student on the
caseload are being met
P9 (Special Education only): Track and monitor progress towards IEP goals
for all students on assigned caseload
P10 (Specials Teachers only): Incorporate math and / or literacy standards
into lessons and ensure alignment with Primary Subject Teachers
P11 (Teachers with Co-teachers only): Maximize the use of a co-teacher by
using the additional capacity to ensure differentiation, increased impact
and individualized instruction