EWING MARION KAUFFMAN SCHOOL - MU Office of...

July 2013

EWING MARION KAUFFMAN SCHOOL

ANNUAL SPONSOR REPORT

2012-2013 ACADEMIC YEAR

Charter School Operations College of Education

U n i v e r s i t y o f M i s s o u r i

EMKS Annual Sponsor Report 2013 1

University of Missouri

Office of Charter School Operations – MU College of Education Ewing Marion Kauffman School

Annual Sponsor Report 2012-2013

Vision

Challenging all learners to reach their full potential.

Mission Improve the quality and performance of charter schools in Missouri by collaborating with stakeholders

to achieve exceptional educational outcomes for all students.

PERSONNEL

Dr. Deborah Carr – Director [email protected]

Mrs. Judy Forrester – MU Liaison [email protected]

Mrs. Suzanne Love – MU Liaison [email protected]

Ms. Lisa Weaver – Business Administrator [email protected]

CONTACT INFORMATION

Columbia

MU Charter School Operations 316 Hill Hall College of Education University of Missouri Columbia, Missouri 65211

Phone: 573-882-5738 Fax: 573-884-3006 Email: [email protected]

Kansas City Mizzou Center 1600 NE Coronado Drive Blue Springs, MO 64014 Phone: 816-655-6260 Fax: 816-655-6716

mailto:[email protected]






TABLE OF CONTENTS

Page

MU Office of Charter School Operations Information 1

Table of Contents 2

Introduction 3 MU Charter School Operations 3 School Background 5

Focus Area I: Governance Compliance and Operations 8

Focus Area II: School Culture 11

Focus Area III: Teaching and Learning 15

Focus Area IV: Finances 18

Conclusions 20

Appendix A: Focus Area with Subcomponents 21

Appendix B: Teacher Survey Results 25

Appendix B: Board Survey Results 27


MU OFFICE OF CHARTER SCHOOL OPERATIONS

MU Charter School Operations, housed in the MU College of Education, provides monitoring and feedback to all charter schools within our portfolio. Our sponsorship role includes:

• Providing oversight on behalf of the State of Missouri; • Ensuring the Board of Directors and the school are in compliance with all state and

federal laws; • Identifying strengths and areas of improvement, and providing recommendations to

the Charter School Board of Directors and Administrative Team; and • Determining school status: to continue operations; to be placed on probation; to

renew a charter of an existing school; or to close a school for non-compliance of state and federal laws and/or not meeting the performance guidelines as specified within the school’s charter.

The goal of the MU Charter School Operations Office is to provide annual feedback to schools and through data collection, provide a comprehensive overview of schools over time. This allows for an extensive body of data to inform renewal decisions, decisions regarding school status and clear communications to all stakeholders regarding ongoing school performance and compliance based on federal law, state law and the school charter.

Annual Evaluation Process

MU provides evaluations for its charter schools on an annual basis. The comprehensive evaluation has four components:

1. The first component of the evaluation process is an Annual Sponsor Report

comprised of four focus areas. MU provides an on-site evaluation and interviews with key stakeholders, usually in the second semester of the school year, along with regular visits to the school and to Board meetings, throughout the year.

2. The second component is a School Annual Report submitted by the school on or before July 1, based on (a) the criteria established in the charter (including any data collected internally), (b) response and/or action plans developed based on the MU Annual Sponsor Report, and (c) performance goals for the upcoming school year, including the Title I plan submitted in June to DESE.

3. Third, data provided by the State of Missouri is reviewed in August by the school and by MU, performance goals are re-assessed and adjusted (if needed) based on state academic findings as reported in MSIP 5.

4. The final component is a letter regarding school status submitted to the school prior to the start of the school year.


Annual Sponsor Report

MU reviews schools within four focus areas (Appendix A). These areas were established by reviewing protocols from other states and were generated and refined by the MU Charter Office staff during our first year of sponsorship, and have been revised and refined based on internal review and feedback from schools. These four focus areas are identified as:

Focus Area I: Governance, Compliance and Operations Focus Area II: School Culture Focus Area III: Teaching and Learning: Curriculum, Instruction, Assessment and

Student Performance Focus Area IV: Finances

The 2013 Annual Sponsor Report is organized into the four areas outlined above. Each focus area is comprised of several components. The MU Charter School Office personnel collected data via monthly visits to the school and/or meetings of the Board of Directors, meetings with School Administrators, review of documents provided by the administration, board minutes, classroom observations and survey data provided by the Board of Directors, faculty and staff.


INTRODUCTION

Background Information

The Ewing Marion Kauffman School (EMKS) is completing the second year of a 10-year charter sponsored by the University of Missouri. The school opened on August 29, 2011 with 100 fifth graders. Selection into the school was determined by lottery. The Mission, Vision and Philosophy of EMKS is presented below:

Kauffman School Mission Statement

The mission of the Kauffman School is to prepare students to excel academically, graduate from college, and apply their unique talents in the world to create economically independent and personally fulfilling lives.

Kauffman School Vision Statement

The Kauffman School is recognized as the premiere public school in the state of Missouri and as a national model for the entire public school sector.


Kauffman School Philosophy

The Kauffman School will adhere to the following philosophy:

The Ewing Marion Kauffman School prepares students to be intellectually curious, economically independent, and confidently self-directed. Our students live life on purpose. They learn not to be afraid to take calculated risks in pursuit of their aspirations and understand that a life devoid of failure is a life half-lived.

The Kauffman School is unrelentingly focused on the academic and social growth of our students. We know every student in our school. Our strength is our talented staff, which combines deep subject knowledge with the ability to motivate and inspire our students to realize their individual potential.

We will help each student identify his or her unique talents and abilities and how to apply them in the world. We provide our students with a rigorous education to enable each fully to compete in our nation’s colleges and universities. Our students receive strong training in math and science; all students will learn a world language. Each student will be technologically and financially literate. Our students will be prepared to contribute to their local, national, and global communities.

We expect our students will have multiple careers over their lifetimes; some of the jobs they will hold do not yet exist. Since we cannot predict the future, we prepare our students for all potential futures. We accomplish this by making sure our students are able to think critically, embrace change, and take charge of their own learning in a rapidly changing world.

The few years we have with our students are brief. To achieve these goals requires us to maximize the quantity and quality of time we have together. This is a demanding school. Our doors are open to all students and families, though success will require strength and resolve to seize the opportunity we offer. We ask much of ourselves, our students, and our families. We need our students and families to match our intensity and dedication to their futures. In return, we commit ourselves to each student’s academic and personal growth.

Source: http://www.kauffmanschool.org/en/About-the-School/Mission-Vision-Philosophy.aspx

http://www.kauffmanschool.org/en/About-the-School/Mission-Vision-Philosophy.aspx


Demographic Data

School data is provided in the table below:

Table 1. EMKS Demographic Data 2012-2013

Student Enrollment (CORE DATA) N= 189

Demographics Number of Students Percent of Students

Gender

Male 96 50.8% Female 93 49.2%

Race and Ethnicity

Asian 8 4.2% Black 148 78.3% Hispanic 25 13.2% Indian 0 0.0% White 8 4.2% Pacific Islander 0 0.0% MultiRacial 0 0.0%

Other

Free/Reduced Lunch 152 83.4%

SPED 17 9.0%

ELL 0 0.0%

Homeless 0 0.0%

Source: Missouri Comprehensive Data Submission, October 2013


FOCUS AREA FINDINGS

FOCUS AREA I: GOVERNANCE, COMPLIANCE AND OPERATIONS

Governance, Compliance and Operations comprise one of the most challenging areas for charter schools. The federal and state regulations and laws are complex, and the knowledge needed to successfully navigate a K-12 environment within such regulatory environments is challenging. Moreover, the research suggests that governance and operations continue to be crucial areas in the overall success of charter schools, although the policy and empirical questions affiliated with not-for-profit boards still require continued analysis. Essentially, the mixture of sound business practice, a highly regulated industry and the human dynamics encompassed in the enterprise of human learning combine and contribute to an environment that is dynamic, fluid and difficult to navigate.

Strengths:

I.A The Board of Directors is effective in its governance and oversight of the school.

• Board members are diverse in background and expertise. • Board members are continually seeking information to make informed decisions

and hold themselves accountable. • Board members are very budget conscious and monitor expenditures carefully. • The Board utilizes legal expertise in all decision making. • Board meetings and committee meetings are well run and efficient. • Board materials are distributed in advance, ensuring adequate preparation for

meetings.

I.B School administration is well structured and effective. • The principal is a strong instructional leader and very mission-driven.

• The daily schedule supports student growth, especially in the areas of reading and

math in which students have two periods of instruction per day.

I.E School files are well maintained.

• Records are well maintained.

Opportunities for Improvement:

I.A The Board of Directors is effective in its governance and oversight of the school. • The roles of the Foundation and the Board in relation to EMKS are not clearly

defined and impact Board governance.

I.B School administration is well structured and effective. • Administrative staff turn-over negatively impacted the operations of the school

during this academic year.

I.C School administration ensures compliance with all DESE and MU reporting requirements. • The school did not meet all DESE compliance requirements in a timely manner.


Table 2. 2012 Governance, Compliance and Operations Recommendations and Outcomes

Recommendation from 2012 Outcome

• Develop a plan for Board training and establish a set of goals

for the Board of Directors.

• Not completed in

2012-2013

• Conduct a Board self-evaluation. • Not completed in

2012-2013

• Continue to clarify roles between the Kauffman Foundation and

EMKS.

• In process

• Monitor principal’s role and implement a plan for

administrative support as the school grows in student

population and number of staff.

• In process

• Continue developing programs and value-added

engagements with the Kansas City education

community.

• In process

• Develop a record retention plan/policy. • Completed

• Review health records to ensure that all required information is

included.

• Completed


ANNUAL REPORT CONCLUSIONS – Governance, Compliance and Operations

The EMKS Board of Directors continues to provide excellent leadership for the school. This board is highly engaged and has a keen interest in understanding the fiscal and operational components of the school. The budget is carefully monitored, legal expertise is utilized in all decision-making processes and meetings are carefully planned and executed. As the Kauffman Foundation is in a strong partnership with the EMKS Board of Directors, the clarification of roles is still in process. However, MU notes the progress and commends both entities for working together in establishing procedures that are in the best interest of EMKS students.

A change in leadership impacted some areas of operation and compliance, including timely submission of reports to DESE. However, it must be noted that the EMKS operations team always responds immediately to any inquiries from DESE and MU and all reports submitted to DESE were complete and error-free.

EMKS benefits from a strong instructional leader who is very mission-driven and works diligently to provide a schedule designed to maximize student growth, especially in the areas of reading and mathematics. School files and records are well maintained. As the operations leadership solidifies and the school expands, we hope the role clarification between the instructional leader and operations leader is strengthened to allow maximum productivity and efficiencies between the two areas and the evaluation procedures for both roles continue to be refined. We commend that mentoring for the instructional leader was specifically identified and encourage continuing leadership support and mentoring for all leadership positions.

The Board Survey Results (Appendix C) indicated that Board Functions of “overseeing financial performance and ensuring financial solvency” and “ensuring legal and ethical integrity” received the highest ratings from board members. Areas that received lower ratings included “evaluating the school’s Executive Director/CEO,” and “strategic planning and goal setting for the school.”

Board Processes that received high ratings included “monitoring fiscal operations, including developing and approving a budget, monitoring expenses, and optimizing cash flow for all funding and expense streams,” and “selecting, developing and evaluating the board chair.” Areas that received lower ratings included “providing charter school orientation and training for new board members” and “utilizing board committees effectively and efficiently (committees fulfilling their identified roles and responsibilities).”

Short-Term Priorities that were most highly prioritized included “improving financial stability,” “developing, adding or replacing board members” and “clarifying the organization’s mission, vision and strategic goals.” These are the areas deemed most critical at the present time and should continue to be developed through strategic planning, goal setting and action plans.


FOCUS AREA II: SCHOOL CULTURE

School culture has been defined in numerous ways, broad and narrow, and has more recently been the focus of intense study, with the development of instruments to “measure” this construct. Regardless of how this term is defined, what is clear for charter schools is that all embrace a specific mission and vision that is based on a set of values, assumptions and “ways of operating” that become part of the collective fabric of the organization. As this is unique and important to the overall success of the school in meeting the original goals set forth in the charter, this area is included in the overall review process.

Strengths:

II.A The school environment supports student learning.

• The school environment is safe, orderly and highly structured. Procedures are consistent across the school. (Consistency in uniforms is a particular strength.)

• There are high expectations for both students and staff. • Staff is highly focused on student learning and continually held accountable for

student growth. • Staff is mission-driven and intentional.

• Instructional materials and student work are clearly displayed throughout the school.

• Student safety is a priority.

II.B Teachers feel supported by the administration. • Teachers receive weekly feedback from both administration and peers.

• Teachers at this school have the necessary supplies to support learning.

II.C High standards of professional behavior are exhibited by all staff. • All staff have a “do whatever it takes” attitude to ensure student/school success.

• Teachers have the desire to keep learning and improve their instructional practices.

II.D All stakeholders in the school treat each other with mutual respect.

• Staff can easily identify their instructional leader(s).


II.A The school environment supports student learning. • There was evidence in observations, teacher interviews and teacher surveys that

some students were not “emotionally invested” and engaged during instructional

time.

• There was evidence in teacher interviews that teachers consistently implement

the procedures/structures that are in place but lose some degree of autonomy in

the classroom.


• Observations, teacher interviews and teacher surveys indicate that the current

system of merits/demerits is not effective for those students who chronically

misbehave.

• Teacher interviews indicated that many teachers felt that students would benefit

from fine arts education.

II.B Teachers feel supported by the administration. • Teacher interviews and teacher surveys indicate there are opportunities to

increase the effectiveness of communications between staff members.

• Experienced teachers indicate a desire for opportunities to contribute their knowledge

and experience to the broader team.

II.C High standards of professional behavior are exhibited by all staff. • High levels of stress were evident in some teachers.


• Building trust between all team members will continue to build staff cohesion and

reduce any professional tension at the school.

Table 3. School Culture Recommendations and Outcomes from 2012 Annual Report.


• Design and implement a school-wide behavior management

plan with procedures that can be modified as the numbers of

students and staff increase.

• Some progress.

• Monitor effectiveness of student attention strategies and

classroom behavior management tools for all learners.

• In process.

• Continue to monitor life/work balance among the staff and

students and address the heavy workload/stress levels of staff,

students and families.

• Daily and weekly

schedules were

revised to lessen the

workload for the

2012-2013

academic year.

• Develop a plan to increase parent involvement. • Parent

communication has

increased during

the 2012-2013

academic year.


ANNUAL REPORT CONCLUSIONS – School Culture

EMKS has a very caring environment for its students. The committed and dedicated staff take on a collective responsibility for the success of all students. School staff have created a structured learning environment where everything is intentional. The bottom line is always, “Is this the best for our students?” High expectations are maintained for both students and adults and this is consistently evaluated and reinforced.

High expectations can, however, lead to higher levels of stress and this was evident in both teacher interviews and observations. This is a challenge that is fully recognized by the leadership of the school, and as noted, a change in schedule and opportunities to reward staff and engage in staff appreciation have occurred during this second year.

As the school continues to grow in size, the issue of teacher retention must be addressed. It may become more difficult each year to maintain the culture of success that has been established. As more teachers are retained, this culture will become more stable and institutionalized. The most notable themes that may assist school leadership in further supporting their teaching staff include:

o Continuing to find ways to mediate teacher preparation programs relative

to job experience. The difference in preparation programs coupled with

years of experience on the job has created some inconsistencies in meeting

building and behavioral expectations for both teachers and students.

o Continuing to find a balance between utilizing new teachers and those with

experience coming from other LEAs. Both groups have much to offer. The

new teachers have that unbridled energy and enthusiasm, believing

everything is possible and can bring in an infusion of new ideas.

Experienced teachers have a number of years working with at-risk

students and have developed behavioral and academic strategies that work

for them. Getting these two groups of teachers working cohesively and

collaboratively for the betterment of all takes time and strategy, but the

benefits for students and school culture can be significant.

o Engaging staff in understanding time-management skills and

understanding their work preferences may increase the ability for teachers

to better utilize their three periods of planning time per day.

Management of behavioral issues is an area that must be continuously reviewed in order to meet the needs of all students and also to maintain the existing quiet, orderly learning environment. As the student population dramatically increases, managing student behaviors will be more difficult and more critical in maintaining success. It appears that behaviors are being managed, but all minds may not be fully engaged in the learning process. Staff also referenced some unmotivated students. These students may benefit from a management system that utilizes immediate consequences, a broader continuum of


interventions and student behavior plans that reinforce and change current behavior patterns.

From staff interviews, it appears that parent communication has increased significantly this year and plans for engaging parents in more school events have been developed. Several teachers mentioned capable parents who would be willing to develop a Parent/Teacher Organization.


FFOCUS AREA III: TEACHING AND LEARNING

Teaching and learning are the core components of a successful school. With continued emphasis on accountability at both national and state levels and the adoption of the Common Core State Standards, it is imperative that schools invest in a clearly defined, high quality curriculum, engage in individualized plans for each learner, consistently utilize assessment tools that are reliable and valid, engage all members of the teaching team in the use of assessment data to maximize student success, and effectively meet the needs of learners with special needs.

Strengths:

III.A The school has a clearly defined, high quality curriculum.

• Teachers are very knowledgeable about MO standards and expectations.

• Daily learning targets are posted in every classroom.

III.B Instructional practices meet the needs of all learners. • Daily reading includes instruction at two levels, the student’s instructional level

and grade level.

• There are plans to integrate reading and writing instruction next school year.

• The gradual release of responsibility model is used consistently to build student

independence.

• A structure/schedule for observing and providing instructional feedback is built

into the daily schedule.

o Administrators/supervisors utilize a coaching model with classroom

observation and accompanying feedback.

o There is also a structure for peer observation with feedback.

o Teachers are reflective about their instructional practice and continually

set goals for improvement.

• Professional development is built into the weekly schedule.

o Professional development is focused on student growth.

III.C Assessment is used effectively to support student learning. • The school utilizes a variety of assessment tools throughout the year.

• Assessment data is analyzed regularly to assess student growth, guide

instruction and hold teachers accountable for teaching the curriculum.


III.A The school has a clearly defined, high quality curriculum.

• Teacher interviews and surveys indicate that many teachers report the lack of a

clearly defined curriculum. This could be perceptual, but greater clarification in

how curriculum is viewed may assist teachers in understanding the curriculum

plan.


III.B Instructional practices meet the needs of all learners.

• Teacher interviews and observation indicate limited writing across the content

areas. However, plans are in place to integrate writing and reading next year.

• Teacher interviews and surveys express a need to know more about

differentiating instruction to support students who are still reading at 2nd and 3rd

grade levels and those students who are working above grade level.

• Teacher interviews and survey data indicate a need for differentiated professional

development, based upon the experience levels of teachers.

• Teacher interviews and surveys indicate a desire to be included in the decision-

making process and facilitation of professional development.

III.D The school has an effective special education program (SPED).

• Interviews and survey data indicate that teachers do not understand the Special

Education process, program or delivery of services.

• Interviews and survey data indicate there is no CARE Team/Student Services

Team to discuss and plan for student needs.

Table 4. Teaching and Learning Recommendations and Outcomes from 2012 Annual Report.


• Move to the Common Core State Standards for all curriculum

revisions.

• In process.

• Continue to explore the area of differentiated instruction. • In process.

• Reflect on the current Title I Reading Program to ensure

instruction at both grade level and instructional level.

• Instruction at both

levels occurs daily.

• Consider a phonics program. • SPED utilizes a

phonics program.

• Participate in the SPED Network sponsored by MCPSA. • In process.

• Codify the plan for identifying and providing services for the

increasing number of students with special needs.

• In process.


ANNUAL REPORT CONCLUSION – Teaching and Learning

The core of the EMKS instructional program is grounded in the use of assessment to support student learning. Assessment data is analyzed regularly by the instructional team for a variety of purposes: to track student growth; to ensure teachers are on track with their curriculum; to guide instruction; and to assess students’ mastery of skills. Because of this structure, lesson plans are continually revised based upon student needs.

This revision process will be helpful with the move to the Common Core State Standards. The curriculum must be revised to address the new grade level expectations. Understanding the state assessment system will be critical in making the necessary adjustments to keep the school performing optimally under MSIP 5. The Common Core State Standards require a mental shift from a more procedural, skill-based instruction to a more problem/inquiry-based instruction that embeds critical thinking skills in all content. This will be a shift for both teachers and students and may significantly change some of the instructional strategies that will be utilized in the classroom. PD in this area will be critical to ensure success for students.

Another strength in the area of Teaching and Learning is the structured professional development (PD) program. With the amount of time provided in the daily/weekly schedule for PD, teachers understand that continued personal and professional growth is important. With the collaborative culture of the school, teachers are constantly learning from each other and from administrators. The school is creating a staff of “teacher leaders” who want to be involved in and have ownership of their learning. To further enhance this culture, teachers could be given a larger role in PD planning and training facilitation.

Additionally, a common theme in teacher interviews was a need for differentiated PD, based on the experience level, years at EMKS, and teaching assignment. Another specific request was PD for differentiated instruction – what it is, why it is important, and how to implement it. Teacher interviews indicate a strong acknowledgement of their ability to meet the needs of mid-range students, but would like more support in helping those students who are struggling academically and those students who are high achieving.

And finally, with the increase of students next year, it is vitally important for all teachers to understand the entire SPED process, from referrals to service delivery. Professional development is recommended in this area, along with implementation of a CARE/Student Support Team to facilitate monitoring and meeting student needs.


FOCUS AREA IV: FINANCES

Financial stability is critical and is one of the key factors that prevent a school from achieving its mission and vision. Due to the need for start-up funding, building needs, and the high costs associated with a new business venture, the early years of a charter school, especially for schools growing by one grade level annually, can be very challenging. Oversight of finances is crucial, is a primary focus for the Governing Board and is monitored carefully and publically at both federal and state levels.

Strengths:

• Board members continue to monitor the budget carefully and are diligent in review of

finances. • Budget reports are efficient, well maintained and clearly explained. • The school administration has been proactive in securing all available resources

through Title I and CSP grants. • The dedicated fiscal support from Kauffman Foundation is available as needed,

ensuring fiscal stability during the first years of operation. • The Kauffman Foundation support in both renovating the current building and

designing an exceptional new facility that will further enhance student success. • An unqualified audit opinion (clean) was given by Westbrook & Co., on November 14,

2012 and no internal control deficiencies were found. Recommendations from the auditor and two immaterial instances of noncompliance have been reviewed by the leadership team and adjustments made accordingly.

Table 5. 2012 Finance Recommendations and Outcomes


• Attend DESE trainings (i.e., school finance, Title and SPED). • Significant

improvement from

the 2011-2012 year.

• Continue, during the budget process, to work toward sustainability. • This remains a key

area of focus for the

Board and is

consistently

addressed.


ANNUAL REPORT CONCLUSIONS – Finances

The EMKS Board of Directors continues to provide an exceptional review of finances and careful monitoring of expenditures. Budget reports are efficient, well maintained and clearly explained at all board meetings. This year, increased explanatory reports have been included to provide even greater detail for the Board and to assist in strategic planning for sustainability. Budget projections as of May 31st indicated a year-end (June 30, 2013) net asset balance of 16%.


ANNUAL SPONSOR REPORT CONCLUSIONS

The Kauffman School’s mission is “to prepare students to excel academically, graduate from college, and apply their unique talents in the world to create economically independent and personally fulfilling lives.” The second year for EMKS was carefully planned, and monitored with on-going internal evaluation throughout the year. EMKS has a strong Board of Directors, and the financial support and partnership with the Kauffman Foundation ensured an environment focused on instruction and student learning.

As the school enters the third year of the charter, increased student enrollment and the move to a new state-of-the-art facility will require the Board, the Leadership Team and the faculty and staff to maintain a continued focus on the academic growth of students. Willingness to review, modify and solidify operational procedures, with continued focus on recruitment, development and retention of staff and students will continue to be important as the school realizes its long-term goals. It is clearly evident that all stakeholder groups involved in this process are highly engaged in strategic planning to ensure that quality is maintained during the growth of the school.

As we move forward, it is important to note that the new charter school law and newly approved sponsor regulations will impact our office in a variety of ways. We appreciate the cooperation of the Board, the Leadership Team and the faculty and staff in working with us to provide an example of best practices for the State of Missouri in sponsoring, but also the insight and feedback that these groups provide to us in responding to policy decisions and procedural issues that impact the ability of high-performing charter to remain focused on the primary goal of excelling in the area of academic performance.

We look forward to continued work with EMKS to achieve the stated mission and to support the vision of the school “to be recognized as the premiere public school in the state of Missouri and as a national model for the entire public school sector.”


APPENDIX A FOCUS AREAS WITH SUBCOMPONENTS

FOCUS AREA I: GOVERNANCE, COMPLIANCE AND OPERATIONS

I.A The Board of Directors is effective in its governance and oversight of the school. (GOVERNANCE) I.A.1: Board is accountable for operations and academics. I.A.2: Board is knowledgeable regarding the school budget. I.A.3: Board holds non-profit status.

I.B School administration is well structured and effective. (OPERATIONS)

I.B.1: Administrators are certified. I.B.2: Administrators demonstrate good leadership skills. I.B.3: Administrators are good instructional leaders. I.B.4: Administrators are engaged in targeted professional development. I.B.5: The school’s daily schedule supports student learning.

I.C School administration ensures compliance with all DESE and MU reporting

requirements. (COMPLIANCE) I.C.1: Student attendance rates promote student learning. I.C.2: Required reports and data submissions are submitted on time, are complete

and error-free.

I.D School facilities meet health, fire, and safety regulations. (COMPLIANCE) I.D.1: Annual Fire Inspection. I.D.2: Annual Health Inspection. I.D.3: Adequate restroom facilities. I.D.4: Safety and emergency procedures are clearly displayed in all classrooms and

public areas (e.g. hallways, cafeterias, gymnasium, office). I.D.5: Documentation of regular safety drills.

I.E School files are well maintained. (COMPLIANCE)

I.E.1: Personnel files. I.E.2: Student files. I.E.3: Health records. I.E.4: Attendance records.

I.F School staff/board meet expectations set forth in state and federal guidelines.

(COMPLIANCE) I.F.1: 100% of instructional staff is highly qualified. I.F.2: Complete background checks, including fingerprinting by the MO Highway

Patrol and a Family Care Safety Registry Check, are documented for all board members and staff.


FOCUS AREA II: SCHOOL CULTURE

II.A The school environment supports student learning. II.A.1: The learning environment is safe and orderly. II.A.2: Teachers believe that all students can learn. II.A.3: All staff have high expectations for student learning and behavior. II.A.4: Staff collaborates and works together to meet students’ needs and to support

student learning. II.A.5: Instructional materials are displayed to facilitate student learning. II.A.6: Policies and procedures for school structure and student management are

consistently communicated and implemented. II.A.7: Good communication is evident between all stakeholders. II.A.8: The staff has built strong relationships with parents and the local community.

II.B Teachers feel supported by the administration.

II.B.1: All staff have a clear understanding of their job responsibilities and expectations.

II.B.2: Teachers receive effective feedback and guidance on instructional practice. II.B.3: Beginning teachers are supported through a Mentoring Plan.

II.C High standards of professional behavior are exhibited by all staff.

II.C.1 There is evidence of collaboration. II.C.2 Teachers and staff fulfill clearly assigned responsibilities


II.D.1 There is evidence of collaboration. II.D.2 Leaders at the school are recognized for their expertise. II.D.3 Teachers and staff can easily identify the instructional leader(s).


FOCUS AREA III: TEACHING AND LEARNING

III.A The school has a clearly defined, high quality curriculum. III.A.1: Curriculum is aligned to state standards. III.A.2: Curriculum aligns with the theme described in the school charter. III.A.3: High quality instructional materials are available to support the curriculum. III.A.4: Goals and objectives are clearly articulated.

III.B Instructional practices meet the needs of all learners.

III.B.1: Teachers utilize good instructional strategies in lesson delivery. III.B.2: The Title I Plan is effective in supporting students’ needs. III.B.3: Ongoing professional development supports "best practices" and student

learning. III.B.4: Technology use is evident, of high quality, and supports student learning.

III.C Assessment is used effectively to support student learning.

III.C.1: Data is used to guide instruction. III.C.2: Classroom assessments are effective in assessing learning and students’

needs.

III.D The school has an effective special education program (SPED). III.D.1: The SPED program is compliant with state and federal laws. III.D.2: Staff follows a mandated process for identifying and supporting SPED

students. III.D.3: Delivery of SPED services meets students’ needs.


FOCUS AREA IV: FINANCES

IV.A The school budget supports student learning. IV.A.1: The school has sufficient resources to support operations. IV.A.2: The school adheres to a balanced budget. IV.A.3: The Annual Secretary of the Board Report (ASBR) shows an unrestricted

ending fund balance that exceeds state minimums.

IV.B Financial records are efficiently maintained. IV.B.1: Monthly financial statements are an effective accountability measure and

align with the approved budget. IV.B.2: Monthly financial statements are clearly presented to and reviewed by the

Board of Directors. IV.B.3: The Board of Directors has established a system of checks and balances to

ensure that all fiscal issues are carefully monitored.

IV.C Annual Audit IV.C.1: The annual audit, with documented Board approval, is submitted on or before

December 31 per state regulations. IV.C.2: The annual audit meets regulatory requirements as established by DESE. IV.C.3: The findings of the audit are published within 30 days following receipt of the

audit, as per regulatory requirements.


APPENDIX B Ewing Marion Kauffman School

MAY 2013 TEACHER SURVEY RESULTS

Based on responses from 20 teachers with one to 19 years teaching and one to two years at EMKS.

Part I: Please answer the following questions using the 5-point scale below:

5 4 3 2 1 strongly agree agree neutral disagree strongly disagree

Question

Mean

Range

Standard Deviation

1. The school environment supports student learning. 4.5 3-5 .69 2. The school environment is safe and orderly 4.7 3-5 .57 3. School facilities support student learning 4.5 4-5 .51 4. Teachers at this school believe that all students can learn. 4.7 3-5 .66 5. The school’s daily schedule supports student learning. 4.5 2-5 .76 6. Teachers at this school have high expectations for student

learning.

4.7

4-5

.47

7. Teachers at this school have high expectations for student behavior.

4.5

3-5

.61

8. Teachers at this school collaborate to improve student learning.

4.2

3-5

.70

9. Teachers utilize effective instructional strategies in lesson delivery to promote student learning.

4.0

1-5

1.00

10. Teachers utilize assessments to evaluate student progress and to guide instruction.

4.6

3-5

.60

11. The school has a clearly defined, high quality curriculum. 3.7 2-5 .81 12. Goals and objectives are clearly articulated 4.4 3-5 .67 13. The Title I plan is effective in supporting student needs. 3.2 1-5 1.26 14. Staff follow a mandated process for identifying and

supporting special education students.

2.3

1-5

1.16

15. The delivery of special education services meet students’ needs.

2.4

1-5

1.01

16. On-going professional development supports best practices and promotes student learning.

4.0

2-5

1.00

17. Teachers at this school have necessary supplies (i.e. paper, markers) to support learning

5.0

4-5

.22

18. Teachers at this school have necessary instructional materials (i.e. textbooks) to support learning.

4.5

2-5

.83

19. Teachers at this school have the necessary technology to support learning.

4.4

2-5

.88

20. Students are actively engaged in their learning. 3.8 2-5 .77


21. Policies/procedures for student behavior management are consistently communicated.

4.3

3-5

.66

22. Policies/procedures for student behavior management are consistently implemented.

3.8

2-5

.89

23. Teachers at this school feel supported by school administration.

3.8

2-5

1.01

24. School administrators effectively communicate teacher expectations.

4.3

2-5

.80

25. School administrators effectively communicate student expectations.

4.4

3-5

.68

26. Teachers at this school receive effective administrator feedback and guidance on instructional practice

4.3

1-5

.97

27. The administrative staff exhibits high standards of professional behavior.

4.4

3-5

.75

28. Administrators exhibit strong leadership skills. 4.1 3-5 .79 29. All stakeholders in the school treat each other with mutual

respect.

4.1

1-5

1.00

30. Good communication exists between all stakeholders. 3.4 1-5 1.00

Summarized Comments • This school is mission-driven focusing on high expectations for student learning and

preparing students for college.

• There is a focus on continuous improvement in student learning, teacher development

and instructional practice.

• Everything is intentional and designed with a specific outcome in mind.

• Decisions are data-driven and there is continuous reflection on performance

• Communication at all levels could be improved.

• Meeting the needs of all students needs should be emphasized.

• Top-down culture with little opportunity for teacher autonomy or shared decision-

making is difficult for some personnel.

• High turnover rate for students and teachers is a concern.

• More support is needed in the area of special education.

• Differentiation in instruction and in professional development is a key theme.


APPENDIX C Ewing Marion Kauffman School

MAY 2013 BOARD SURVEY RESULTS

Based on responses from eight board members.

BOARD FUNCTIONS

Charter boards fulfill a number of roles for the schools they support. Please rate your board on the following key responsibilities by circling one of the ratings on the scale.

Poor Below Average Average Above Average Excellent 1 2 3 4 5

Question

Mean

Range

Standard Deviation

1. Clarifying the school’s mission and vision 4.5 4-5 .54 2. Strategic planning and goal setting for the school 4.4 4-5 .52 3. Resolving key strategic or policy issues 4.4 4-5 .52 4. Developing the financial resources needed to

support student performance and school success

4.5

3-5

.76

5. Overseeing financial performance and ensuring financial solvency

4.5

3-5

.76

6. Understanding charter school law 4.4 3-5 .92 7. Ensuring legal and ethical integrity 4.8 4-5 .46 8. Tracking and assessing academic performance of

the school based on the mission, vision, and charter goals

4.6

4-5

.52

9. Developing the school’s Executive Director/CEO 3.4 1.5-5 1.18 10. Evaluating the school’s Executive Director/CEO 3.4 2-5 1.06 11. Developing the Head of School/Academic

leader/Principal

3.8

3-5

.71

12. Evaluating the Head of School/Academic Leader/Principal

3.6

3-5

.74

Summarized Comments • Leadership evaluation and development protocols have been changed but the process is not

clearly defined. • The process for termination of school leaders is not clearly defined.


BOARD PROCESSES

Effective charter boards have processes that maximize their operations, thus optimizing the effectiveness of the school community. Please rate the processes of your board by circling one of the ratings on the scale.

Poor Below Average Average Above Average Excellent 1 2 3 4 5

Question

Mean

Range

Standard Deviation

1. Identifying, cultivating, and integrating new board members based on the needs of the school (background, diversity, expertise, etc.)

3.5

2-5

.93

2. Providing charter school orientation and training for new board members

3.3

2-5

.89

3. Utilizing board committees effectively and efficiently (committees fulfilling their identified roles and responsibilities)

4.1

3-5

.84

4. Reviewing board meeting agendas and related materials in a timely manner in preparation for meetings

4.5

4-5

.54

5. Running board and committee meetings well (e.g., start/end on time, give members a chance to engage in issues, and ensure all voices are heard)

4.6

4-5

.52

6. Selecting, developing and evaluating the board chair 3.3 2-4 .71 7. Selecting, developing and evaluating school leaders 3.4 2-5 .92 8. Utilizing data to make strategic and operational

decisions for the school

4.1

3-5

.84

9. Monitoring fiscal operations, including developing and approving a budget monitoring expenses, and optimizing cash flow for all funding and expense streams,

4.4

4-5

.52

10. Ensuring the board and school are in compliance with all required laws and policies (conflict of interest, background checks, whistleblower, non-discrimination, records, insurance, etc.)

4.6

4-5

.52

Summarized Comments

• The Kauffman Foundation has the authority to select new members and the board chair. • Changes at the Foundation have allowed for stronger Board involvement in CEO selection.


SHORT-TERM PRIORITIES

Part III of this survey is designed to help boards identify where they may require future support, training, or guidance. Please indicate for each of the following potential goals whether you consider them low, medium or high priority.

Low Priority Medium Priority High Priority 1 2 3

Question

Range

Mean

Standard Deviation

1. Clarifying the organization’s mission, vision and strategic goals

1-3

2.3

.54

2. Evaluating board performance to ensure continuous improvement

1-3

1.9

.76

3. Developing, adding or replacing board members 1-2 1.8 .49 4. Developing, adding or replacing school leaders 2-3 2.8 .89 5. Developing financial resources to support the school

1-2

1.4

.54

6. Improving financial stability 1-2 1.5 .38 7. Assessing and improving academic performance 1-3 2.6 .54 8. Developing strategies for recruiting and retaining

high quality teachers and staff

1-3

2.8

.75

9. Meeting all legal and policy requirements (specify needs below, if desired)

1-3

2.3

.49

10. Planning for facilities

1-3

2.4

.54

11. Considering expansion or replicator schools

1-3

1.5

.90

12. Preparing for renewal of the charter

1-3

1.8

.54

Summarized Comments

None provided.

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