SABIS International Charter School August 11, 2017...Panel to evaluate schools and districts placed...
Transcript of SABIS International Charter School August 11, 2017...Panel to evaluate schools and districts placed...
SABIS International Charter School
August 11, 2017
School Quality Review
Table of Contents
INTRODUCTION ........................................................................................................................................... 1
ABOUT THE COMPANY ............................................................................................................................... 2
PROJECT OVERVIEW .................................................................................................................................... 5
INITIAL SCOPE OF SERVICES ........................................................................................................................ 6
PROJECT STAFFING...................................................................................................................................... 7
RELATED WORK ......................................................................................................................................... 10
PAYMENT SCHEDULE ................................................................................................................................ 11
REFERENCES .............................................................................................................................................. 12
SERVICE AGREEMENT ............................................................................................................................... 13
APPENDIX A: TEAM MEMBER RÉSUMÉS
APPENDIX B: SAMPLE SCHOOL QUALITY REVIEW REPORT
Introduction The SABIS International Charter School (SICS) is a K through 12th grade charter school located in Springfield, Massachusetts.
Founded in 1995 by a group of parents and community leaders, SICS became one of the first 25 public charter schools in
Massachusetts, and now serves more than 1,500 students. SABIS International Charter School Board of Trustees is
committed to providing SICS students with access to a high-quality education that prepares them for college success,
fosters a lifelong interest in learning, and develops responsible world-class citizens.
To ensure the efficacy of its educational program in fostering those outcomes, the SABIS International Charter School Board
of Trustees seeks to formally evaluate the school’s current curriculum, implementation of the curriculum, and future trends
in learning. The Board of Trustees has requested proposals for an independent, comprehensive, objective third-party
evaluation of the school, with specific attention to the current curriculum and implementation. As an education consulting
company that has assessed more than a thousand schools since 1998—including the SABIS International Charter School in
2015—SchoolWorks is pleased to submit this proposal of services for consideration.
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About the Company SchoolWorks, founded in 1998 and based in Beverly, Massachusetts, is an education consulting group whose mission is to
advance all aspects of student learning and well-being by building the capacity of educators and educational institutions to
assess, plan for and achieve student success.
Our vision is an educational system that interprets best practices to meet the unique needs of every community,
neighborhood and school. To accomplish this vision, we work from a set of core values. We will learn with our clients as
their capacity to educate students evolves. We will achieve our vision by continually learning from effective practices and
by reflecting on how we impact student learning, educators’ practices and client satisfaction.
In developing any proposal, SchoolWorks adheres to our core values.
• Accountability. We believe accountability for results is an essential component of every successful organization.
• Based on Evidence. We seek to understand the context and practices of schools, districts, school networks, authorizers, and communities through evidence based processes.
• Collaboration and Learning. We serve our clients best by collaborating and learning with them.
• Diversity. We practice cultural competence in the diverse communities and schools in which we work, and are strengthened by differing backgrounds, beliefs, experiences, and approaches.
• Effective Practices. We identify effective practices across the education landscape, interpret and apply them in all
aspects of our work.
The company works with:
State Departments of Education. We collaborate with departments of education to provide accountability and technical
assistance to districts and schools. Services begin with district and school reviews related to federal and state accountability
and may extend to providing sustained professional development to districts and schools in need of intervention.
School Districts and School Management Organizations. We provide a comprehensive set of school improvement services
to districts and school management organizations, including the design and implementation of school reviews, school
improvement planning processes and leadership coaching.
Charter School Authorizers. We provide school quality reviews as part of the charter review and renewal process. These
reviews may be summative reviews at the end of the charter period or formative reviews that provide recommendations
and root cause analyses to help schools meet their charter goals.
Foundations. Foundations engage us for a variety of services, including school design, grant evaluation and school reviews.
Individual Schools. We offer a range of services to individual schools, including program evaluation, charter school
application design, formative school reviews and leadership coaching.
K-12 Service Providers. We help publishers and professional development organizations by conducting research and
program evaluation. K-12 service providers benefit from our expertise in understanding how services impact schools.
SchoolWorks Accountability and Design Services
Chicago Public Schools: SchoolWorks’ partnership with the Chicago Public Schools Office of Innovation and Incubation (I&I)
began in 2006 and, since then, has provided a range of services, including charter school renewal support, school site visits,
and new charter school application reviews. Early in the relationship, I&I engaged SchoolWorks to boost their capacity
during charter school renewal and new charter application evaluation processes, which has led to regular support of these
processes by SchoolWorks. To date, SchoolWorks has facilitated more than 50 new school proposal reviews, more than 40
renewal team recommendations, and has conducted more than 30 site visits. SchoolWorks has collaborated with I&I
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regularly to update their renewal and Request for Proposal (RFP) review tools. SchoolWorks continues to assess the quality
of charter school renewal applications, conduct renewal site visits, and develop renewal recommendations for the Office of
Innovation and Incubation.
Colorado Department of Education: In 2009, the Colorado Department of Education (CDE) established the State Review
Panel to evaluate schools and districts placed on a five-year improvement timetable. Since 2014, SchoolWorks has
supported this accountability work by partnering with CDE to develop an extensive school and district evaluation process.
This work began by creating a protocol that could be used to guide panelists through a document review and site visit
process, using the critical evaluation factors laid out in the Education Accountability Act of 2009 as the central organizing
principle. Additionally, SchoolWorks – using the evidence gathered through the document review and site visit processes –
collaborated with CDE to create a Recommendation Protocol to guide panelists in making recommendations to the state’s
Commissioner regarding potential actions for schools at the end of the five-year timetable. SchoolWorks was fully
responsible for the recruitment, hiring, and training of State Review Panelists, as well as communicating with districts and
schools to coordinate their site visits. In the 2014-2015 school year, SchoolWorks facilitated the State Review Panel site visit
and recommendation process for 36 schools and districts across the State of Colorado, culminating in formal
recommendations submitted to the Commissioner and State Board of Education for consideration.
Louisiana Department of Education: In 2013, SchoolWorks began their ongoing partnership with the Louisiana Department
of Education (LDE) to conduct third-party reviews of new charter school applications. In this first year of partnership,
SchoolWorks collaborated with LDE to refine its review process for charter school applications. The resulting multi-stage
review process includes an initial review of application materials, an interview with each applicant team, and a due
diligence review of the applicant organization. The review process concludes with a recommendation to LDE and,
eventually, the State Superintendent of Education and Louisiana Board of Elementary and Secondary Education (BESE).
Since the inception of this partnership, SchoolWorks has helped LDE review more than 60 charter school applications and
more than 30 additional applications through a separate appeals process.
Citizens of the World Charter School. Citizens of the World Charter Schools is an emerging Charter Management
Organization (CMO) dedicated to creating a national network of charter schools that celebrate and reflect the full diversity
of their communities. In 2011, the organization sought a proven partner to help the CMO develop and submit two high-
quality charter applications for schools in New York City. SchoolWorks collaborated with leadership from Citizens of the
World Charter Schools to draft complete charter applications that met the standards and expectations of one of the
nation’s preeminent charter school authorizations – The State University of New York Charter Schools Institute. Citizens of
the World Charter Schools was awarded two charter contracts for schools in New York City.
Tennessee Charter School Center: The Tennessee Charter School Center (TCSC) was established with the primary goal of
closing the education achievement gap in Tennessee by supporting the creation of high-quality public charter schools in
Memphis and Nashville. An integral component of TCSC’s work involves helping entrepreneurs and educators launch new
charter schools by providing them with support services through the start-up year and initial years of operation.
SchoolWorks was engaged by TCSC to support several school founders in drafting complete charter applications based on
the vision of the school leaders. Through an iterative process, SchoolWorks and the school leaders produced high-quality
charter applications that were submitted to authorizers throughout Tennessee.
SchoolWorks Quality Reviews
Denver Public Schools: Since 2014, SchoolWorks has served as a partner to Denver Public schools to conduct diagnostic
reviews. The School Quality Review (SQR) process focused on qualitative data on instruction, students’ and educators’
opportunities to learn, and leadership and community. Each SQR team spends two-and-a-half days on site collecting
evidence through document review, interviews and focus groups, and classroom visits. This external review of current
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practices has supported schools in their school improvement planning, and simultaneously supplemented the district’s
existing school level accountability data. SchoolWorks provides the district and school a rubric-based rated report
summarizing the claims and evidence. These reports have been included as a source of evidence in the district’s decision
making on individual school accountability.
SchoolWorks Instructional Supports
Lynn Public Schools: After conducting monitoring site visits to schools in 2014, Lynn district officials and SchoolWorks
identified a need to improve instructional leadership and knowledge. In addition to providing school principals with
leadership coaching services, SchoolWorks also provides the school district with instructional coaching through Learning
Walks – non-evaluative classroom observations involving teachers and school leaders. Learning Walks allow participants
with varying degrees of classroom experience to collaborate on instructional strategies and model targeted practice areas,
including small-group instruction and student discourse. School leaders have identified Learning Walks as a valuable tool in
aligning classroom instruction to school goals and addressing areas of improvement.
SchoolWorks Leadership Supports
Lynn Public Schools: SchoolWorks has a long-standing partnership with the Lynn Public School District to provide targeted
school improvement resources for designated turnaround schools. After conducting monitoring site visits to schools in
2014, Lynn district officials and SchoolWorks identified a need to improve instructional leadership and knowledge.
SchoolWorks then developed a leadership coaching plan to provide support to seven school principals. Each school leader
collaborated with SchoolWorks coaches to create an individual action plan and goals specifically tailored to the principal’s
needs. Coaching occurs through a multitude of processes, depending on the specific goals set by each principal. These
supports include shadowing and providing feedback on classroom observations, support in developing strategies to
delegate tasks, and assistance with leadership team meetings and professional learning community meetings.
SchoolWorks Lead Partner Services
Holyoke Public Schools: In the summer of 2015, the Holyoke Public Schools (HPS) was placed in receivership by the
Massachusetts Department of Education. The new Receiver for the district selected SchoolWorks from among 16 applicants
to serve as Lead Partner for the Peck School – a school with chronic underperformance and significant needs in both its
general education grades 4-8 program and its grades 4-8 therapeutic intervention program. SchoolWorks began the
partnership by completing a SchoolWorks Quality Review to identify and prioritize areas for improvement. SchoolWorks
then developed a targeted action plan focused on school climate, instructional practices, and the therapeutic intervention
program. Through re-staffing, a restructuring of the school schedule, leadership coaching, and professional development,
SchoolWorks has assisted HPS in stabilizing the Peck School, raising attendance by 3-to-5% points across the school and
cutting discipline incidents in half. In addition, SchoolWorks assisted the Peck School to develop a clear instructional focus
and to support that focus through professional development and learning walks.
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Project Overview SchoolWorks will provide a formal evaluation of the SABIS International School, along with a comprehensive assessment of
the current curriculum, by conducting a SchoolWorks School Quality Review (SQR) of SICS, preceded by an in-depth
Curriculum Review. These services will be performed as follows.
1. Curriculum Review. Prior to the site visit, a SchoolWorks curriculum development and assessment specialist will
provide a desk review of the current SICS curriculum (specific to SICS-identified subject areas) for all grade levels
against state and national standards. Having completed this work, she will then join the SchoolWorks team at the site
visit to administer the SQR through the lens of quality implementation, evaluating both the use of the curriculum by
teachers and the support that leadership provides in its application (i.e., opportunities to plan, feedback on lesson
plans, etc.).
2. SchoolWorks School Quality Review Protocol Enhancement. Simultaneously, the SchoolWorks team will modify its
School Quality Criteria (SQC) protocol to provide an enhanced focus on the quality and implementation of the
curriculum. The protocol will be reviewed and approved by SICS leadership prior to the SQR.
3. SchoolWorks School Quality Review. The SchoolWorks team will then conduct a comprehensive formal review of SICS.
The SQR will be facilitated by a team of four SchoolWorks representatives comprised of a Team Lead, a Team Writer
and two Team Members, including the curriculum development and assessment specialist who conducted the initial
Curriculum Review. Over a period of two days, the reviewers will gather and consider evidence about school programs
and operations in relation to the key questions outlined in the protocol.
About the School Quality Review: The SQR is based on a transparent set of standards – the SchoolWorks Quality
Criteria (SQC) – that serve as the framework to assess critical aspects of a school’s culture, organization, and academic
program. SchoolWorks Quality Criteria and indicators are based on research of best educational practices, and refined
by the company’s extensive experience in assessing more than 1,000 school programs since 1998. The SQC are
organized into five domains: Student Attainment and Development, Instruction, Students’ Opportunities to Learn,
Educators’ Opportunities to Learn, and Governance and Leadership. The modified protocol utilized during the SICS
assessment will prompt a more rigorous assessment of curriculum quality and implementation, and may incorporate
fewer domains to yield targeted evidence collection in key areas.
School Quality Review Process: Prior to the site visit, the SchoolWorks Project Manager and Team Lead will work with
the school to organize the schedule and begin pre-visit document analysis. In addition to the curricula, key documents
analyzed during this initial review will include attendance records, professional development records, student
assessment results, and other materials. All SchoolWorks reviewers will independently analyze the records prior to
their arrival at the site visit. Once on-site, the evidence collection process will continue with additional document
review, classroom visits, and interviews with key school stakeholders. The team will meet daily to confirm, refute, and
modify its hypotheses about school performance and then communicate it progress to the school’s leadership. At the
end of the SQR, the team will provide an oral report of findings. Deliverables will include:
a. Prioritization Session. The following day, the SchoolWorks Team will host an on-site prioritization session. During
this action-planning process, the team and the school will work together to identify prioritized areas for
improvement. The outcome will be a prioritized action plan of next steps, including strategies, resources, and
timelines to accomplish goals. This verbal feedback will then be followed by a written report, detailing the
evidence that led the team to reach its findings.
b. Written Report: After the visit, the school will receive a full written report that formalizes the SQR results and
recommendations discussed on site. For SICS, the report will also contain an appendix that specifically documents
the findings of the curriculum review and provides annotated recommendations for improvement. The report will
be finalized approximately 3-4 weeks after the completion of the SQR.
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The result of this process will be: 1) a comprehensive formal objective evaluation of the school; 2) an internally-developed
action-plan of immediate next steps to facilitate ongoing school improvement; and 3) a full review of the strengths and
weaknesses of the current curriculum and its implementation with authoritative recommendations for improvement.
SchoolWorks is pleased to submit this proposal to the SABIS International Charter School Board of Trustees for
consideration.
Initial Scope of Services
Tasks Deliverable(s) Fixed Fee
Curriculum Review
• Review the current SICS curriculum
against state and national standards
• Administer an on-site review of
curriculum use and implementation
• Curriculum-specific findings and
recommendations within an appendix
of the final SQR report
$8,900
SQR Protocol Enhancement
• Review and update the SchoolWorks SQR
assessment protocol based on SICS
curriculum assessment objectives
• SICS Site Visit protocol $3,900
School Quality Review
• Plan and facilitate of all aspects of the School Quality Review
• 2.5 days on site with four (4) SchoolWorks representatives
• Collect data from document review, classroom observations and focus groups
• Write and finalize SQR Report
• On-site prioritization session with school
leaders resulting in action-plan for school
improvement
• 10-12-page written report detailing findings
(including an appendix with curriculum
review findings and recommendations)
$26,300
Total $39,100
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Project Staffing
SchoolWorks will assign a Project Manager to oversee all aspects of the project and provide quality control. The Curriculum Review will be conducted by SchoolWorks consultant specializing in curriculum development and assessment. The School Quality Review will be facilitated by a team of four (4) SchoolWorks staff and/or consultants including a Team Lead, a Team Writer and two Team Members, one of whom will be the Curriculum Development and Assessment Specialist who conducted the initial curriculum review. Personnel for key roles are identified below. Résumés are included in Appendix A.
SchoolWorks Project Manager: Kate Wheeler
Kate Wheeler is Director of Project Management at SchoolWorks. As a Project Manager, Kate has worked most closely with
Baltimore City Public Schools, helping to create and implement a School Effectiveness Review process for more than 50
schools throughout the district. Prior to SchoolWorks, she managed the implementation and daily operations of the teacher
evaluation system for DC Public Schools, IMPACT. Kate supported the completion and input of triannual assessments for
more than 6,000 employees; supervised the creation of a web-based portal in which to enter and analyze assessment data;
organized and conducted more than 100 teacher feedback sessions in planning for the evaluation system; and, guided
principals in providing support to teachers in need of assistance. While with DC Public Schools, Kate also coordinated the
District’s Teacher Incentive Fund grant, overseeing the presentation of more than $1.5 million in awards over two years.
She has participated in numerous school quality reviews and assisted in the development of case studies of highly effective
schools. She is a former elementary and middle school teacher and teacher leader, with experience in both traditional and
charter schools. Kate holds a B.A. in Psychology from the University of Richmond and an Ed.M. in Education Policy and
Management from Harvard University.
SchoolWorks Curriculum Development and Assessment Specialist: Aubrey Goodman
Aubrey Goodman is a consultant at SchoolWorks. Aubrey is the former Director of K-8 Curriculum and Assessment at
Lighthouse Academies, a national network of charter schools. In this role, Aubrey developed and oversaw the
implementation of the network’s education model, led professional development for school leaders and teachers,
SchoolWorks Project Manger
SchoolWorks Curriculum Development and
Assessment Specialist
SchoolWorks Site Visit Writer
SchoolWorks Site Visit Team Lead
SchoolWorks Site Visit Team Member
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conducted school evaluation visits and designed curriculum and assessments. Prior to her work at Lighthouse Academies,
Aubrey taught in elementary and middle schools and worked as a curriculum developer for Kaplan K12, where she designed
middle school English Language Arts courses for large urban school districts. Aubrey holds a B.A. in American Studies from
Yale University and an Ed.M. in Education Policy and Management from Harvard University.
SchoolWorks Potential Site Visit Team Lead and/or Team Members
Upon contract award, the SchoolWorks Project Manager will identify the remaining members of the site visit team
depending upon the desired timing of the project. Team members may include:
• Dominique Astier is a consultant for SchoolWorks. She taught French and Spanish for fifteen years in Rhode Island,
New York and Massachusetts and served as a department head, student counselor and teacher mentor. For the past
eight years, she has been working as a consultant, conducting Charter School inspections and DOE reviews of
underperforming and exemplary schools in Massachusetts and New York; developing and guiding the execution of new
curricula and programs; and conducting program evaluations in various states across the nation. Dominique holds a BS
in Education and an MA in French Language and Literature from the Ohio State University.
• Kathryn Cobb. Kathryn is a consultant for SchoolWorks. She is an experienced high school English and reading teacher
and has taught all secondary grade and ability levels, from remedial reading to International Baccalaureate English.
Kathryn held multiple leadership positions in addition to her teaching assignments. As English Department Head, she
acted as a liaison between administration and teachers, supported instructional goals, and ensured the equitable
distribution of resources. In addition, Kathryn served on the Design Team – a leadership committee responsible for
making and executing strategic school decisions, such as the implementation of professional learning communities and
the facilitation of school-wide professional development. Kathryn transitioned from teacher to curriculum writer for
the Virginia Department of Education. In addition to developing, writing, and revising courses, she authored case
studies and teaching guides. Kathryn holds a B.A. in English and linguistics from Northeastern University.
• Kara Dunn, M.Ed., M.Div. is a consultant with SchoolWorks. She is also the CEO and consultant of ApogeeVision, a
consulting firm that works with many public and private organizations in the areas of administration, facilitation,
teacher and staff training, organizational and curriculum development, and program evaluation. She has been an
educator for 15 years, serving K-12 students. Among many instructional positions, she has worked in the Boston Public
Schools as a science teacher and district lead teacher. She was a teacher trainer and science coach for the Boston
Teacher Residency Program – a teacher preparation program under the auspices of the Boston Plan for Excellence
organization. She has served as a curriculum developer and instructor for the Office of Diversity and Community
Partnerships at Harvard Medical School. She is the author of several curricula, including one made for the national film
tour, Kunta Kinteh Island: Coming Home without Shackles. She holds a Bachelor of Arts degree in Educational
Psychology from Spelman College and two Masters Degrees – a Masters of Education from the University of
Massachusetts, and Masters of Divinity from Gordon-Conwell Theological Seminary.
• Peggy Kemp is a consultant with SchoolWorks. She recently retired as headmaster of Boston’s Fenway High School.
During her tenure, Fenway achieved status as a Commonwealth Compass School, a Massachusetts Commendation
School, and a National Blue Ribbon School. Peggy held several school-based teaching and administrative positions in
the Boston Public Schools, and also served as city-wide program director for social studies. She has more than ten years
of experience working in higher education, including serving as associate director of a math and science center at
Northeastern University and director of school partnerships at the Harvard Graduate School of Education. She has
consulted with the school districts of Prince George’s County Maryland; Jefferson County, Kentucky; and Philadelphia,
Pennsylvania.
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• Nick Thompson is a consultant for SchoolWorks. He has taught mathematics in public schools in Boston for over 10
years in both charter and district settings. Nick began his career teaching 6th, 7th, and 8th grade math at a high-
performing charter school, where he received a Spotlight Teacher Award by the Effective Practice Incentive Community
based on student achievement results. Most recently, he has served as the Math Specialist at a district elementary
school in Boston. In this capacity, he collaborated with teachers at all grade levels in all aspects of math instruction
from classroom culture to assessment design, data analysis, and lesson planning.
• Megan Tupa. Most recently, Megan served as Executive Director in the Chicago Public Schools (CPS) special education
department, which is responsible for providing services to over 50,000 students across the City of Chicago. Megan led
the transformation of the citywide evaluation teams, hiring, training and managing over 75 staff members to conduct
special education evaluations of over 6000 students annually. The leadership Megan brought to this work was lauded
by top District officials, the Mayor’s Office, and the Illinois State Board of Education. Megan was also responsible for
establishing policy for the provision of preschool special education services for over 5000 students and 200 teachers. In
collaboration with the district’s early childhood office, Megan was a key player in the roll out of a centralized preschool
application process and full day preschool programs - both priorities set forth by Chicago’s Mayor. Megan joined CPS in
2010, as the Director of Special Projects with the Office of Instruction. In this role, she was integral in leading many
district priorities, including the development and launch of the district’s comprehensive, performance-based teacher
evaluation system. Prior to joining CPS, Megan was the Chief Operating Officer at SchoolWorks, an education
consulting company, providing project management and organizational support to school districts across the country.
Megan has extensive experience managing diverse teams, developing and implementing strategic plans, and providing
consultation to district and school administrators as well as city officials. She has over fifteen years of experience in
special education that also includes work in research settings, Early Intervention programs and as a teacher to children
with Autism Spectrum Disorders. Megan has a BS in Child Development and Psychology from Vanderbilt University, an
M.Ed. in Early Childhood Special Education from the University of Illinois at Chicago, and a Masters in Health
Administration from Suffolk University.
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Related Work In 1998, SchoolWorks began its work with an emphasis on assessment services. Working for charter school authorizers and
departments of education, SchoolWorks conducted charter renewal site visits and district school reviews for accountability
purposes. From these beginnings, SchoolWorks assessments have broadened and deepened to include formative school
reviews, program evaluations, and case study development. With assessment services at the core of our work, SchoolWorks
has a culture committed to using criteria based on effective practices, making statements based on evidence, and reporting
what we learn in a way that values and respects the efforts of educators. Having assessed and documented the work of
thousands of schools, we never forget that the challenge of evaluating the work pales in comparison to the challenge of
doing the work.
Massachusetts Department of Elementary and Secondary Education
• School and District Reviews: SchoolWorks has been providing valuable support to the Massachusetts Department of
Elementary and Secondary Education’s Division for Accountability, Partnerships and Assistance since the department
was first established. SchoolWorks began this partnership with the Department by conducting more than 200
independent reviews of traditional public schools and districts. SchoolWorks increased its support to the Department in
2009 by collaborating with staff and other stakeholders to develop a site visit protocol that was specifically designed to
understand school and district improvement efforts. Using the site visit protocol, SchoolWorks conducted, and
continues to conduct, reviews of many of the Commonwealth’s largest urban districts schools, including district-level
interviews and site visits to more than 40 schools.
• School Quality Reviews: In recent years, SchoolWorks has partnered with Chelsea Public Schools to conduct focused
School Quality Reviews catered to the individual needs of each school, ranging in length from 1.5 to 2.5 days. Site
reviewers conducted document review, classroom observations, and interviews with key stakeholders, including school
leaders, teachers, and parents. At the conclusion of these SQRs, SchoolWorks analyzed findings across the schools and
presented the district with a summary report that identified evidence-based trends across the selected schools.
• Monitoring Site Visits: SchoolWorks provided annual Monitoring Site Visits for all Level 4 schools in Massachusetts
between 2010 and 2014 (approximately 40 schools per year). The resulting reports were used as critical evidence in the
identification of the Turnaround Practices.
• Turnaround Site Visits: In 2017, SchoolWorks and the Institute for Strategic Leadership and Learning (INSTLL) worked
with Massachusetts’ Statewide System of Support (SSoS) to develop a Turnaround Site Visit (TSV) process and protocol
aligned with the Turnaround Practices and attentive to district and school needs. To date SchoolWorks and INSTLL have
been conducted TSVs in 12 MA DESE Level 3 schools.
Charter Schools
• Massachusetts Department of Elementary and Secondary Education: SchoolWorks has conducted dozens of renewal
site visits for the Massachusetts Department of Elementary and Secondary Education in accordance with the
Massachusetts Charter School Renewal Inspection Protocol. As longtime partners in renewal work, SchoolWorks
executive staff have provided input and recommendations to proposed changes to the charter school performance
criteria and accountability processes to the Department of Elementary and Secondary Education Office of Charter
Schools and School Redesign.
• Public Prep: In 2013, SchoolWorks began their partnership with Public Prep by conducting School Quality Reviews
among the organization’s charter schools. These school visits resulted in the development of targeted school
improvement plans focused narrowly around improving instruction and student outcomes. In 2014, Public Prep opened
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three additional campuses and engaged SchoolWorks in the development of intensive coaching supports for the school
leaders. The goal of this coaching effort was to support the school improvement plans and build the capacity of each
team leader and their leadership teams.
SchoolWorks built on the experience gained from the School Quality Reviews to construct individualized coaching plans
for each school leader that have continued through the 2015-2016 academic year. Coaches supported school leaders
through a hybrid model of monthly in-person visits supplemented by regular virtual coaching sessions. Coaching
supports also include a feedback component in which school leaders videotape themselves in leadership roles and are
reviewed by coaches through SchoolWorks’ online platform. The continuity between school reviews and coaching with
Public Prep allows SchoolWorks to focus on specific strengths and areas of improvement for school leaders, culture,
and instruction, resulting in marked improvement in school performance.
• The KIPP Foundation: Over the past several years, SchoolWorks has provided feedback to KIPP Foundation School and
Regional Leaders to provide quality control for the network. As a component of its re-envisioned Successor Leader
Program, the KIPP Foundation has modified the existing Successor Leader School Quality Review process to assess the
current strengths and the areas for development against the school-wide priorities set at the beginning of the year. The
review process is designed to be a checkpoint to the annual plan that the school and regional leader created during the
summer. The reviews include a half-day prioritization session, facilitated by a SchoolWorks staff member, to support
the leadership teams of schools and regions in developing targeted action plans to address the highest-priority growth
areas in the implementation of their annual priorities. SchoolWorks conducted 18 Successor Leader Visits during the
Fall of 2016.
Payment Schedule
SchoolWorks Budget
SchoolWorks services will be conducted at a fixed fee of $39,100, inclusive of all fees and expenses.
Services will be billed as follows:
• SchoolWorks will bill for 20% of fixed fee upon commencement of work.
• SchoolWorks will bill for 50% of fixed fee upon completion of on-site visit.
• SchoolWorks will bill for remaining 30% of fixed fee upon the submittal of written reports.
SchoolWorks Billing and Expense Policy
Planning and Project
Management
SchoolWorks will bill for 20% of fixed fee upon commencement of work.
Completion of
On-site Work
SchoolWorks will bill for 50% of fixed fee upon completion of on-site visit.
Completion of Reporting SchoolWorks will bill for remaining 30% of fixed fee upon the submittal of written
reports.
Payment Schedule Payment of invoices due to SchoolWorks within 30 days.
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References SchoolWorks is pleased to submit the following references: Massachusetts Department of Elementary and Secondary Education Alison Bagg Director, Office of Charter Schools and School Redesign 781-338-3218 [email protected] SUNY Charter Schools Institute Susan Miller Carello Executive Director 518-445-4250 [email protected]
Cleveland Metropolitan School District Nicholas D’Amico Executive Director of School Performance, Office of Portfolio Planning, Growth and Management 216-838-0112 Nicholas.D'[email protected]
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Service Agreement
Attached is a copy of SchoolWorks’ standard Terms and Conditions for the provision of the Services referred to herein,
which must be executed by SchoolWorks and SABIS International Charter School before the commencement of the
Services.
Terms & Conditions
CLIENT: SABIS International Charter School
DATE: August 30, 2017 TERM: August 30, 2017 - June 30, 2018
These terms and conditions are the agreement (the "Agreement") made as of the Date set forth above between the client
named above (the "Client") and SchoolWorks, LLC, a Delaware limited liability company ("SchoolWorks").
1. Term. Client shall retain SchoolWorks for the Term set forth above, unless earlier terminated pursuant to Section 8 hereof.
2. Services. Subject to timely payment hereunder, SchoolWorks shall perform the services described on Addendum A hereto (the "Services") in the manner described on such Addendum A.
3. Payment; Expenses. Client will pay SchoolWorks the amount(s) specified on Addendum B hereto in the manner and upon the terms specified such Addendum B. SchoolWorks shall be responsible for all out-of-pocket expenses incurred by it and its employees or agents in performance of the Services hereunder, including without limitation all compensation, salaries and travel expenses of its employees or independent contractors; provided, however, that SchoolWorks may seek reimbursement of such expenses from Client as specified in Addendum B.
4. Ownership. It is understood that SchoolWorks has developed and continues to develop a unique methodology for performing its educational consulting services (the Methodology”) and in the performance of the Services hereunder, SchoolWorks may update its Methodology or employ it to create reports or presentations, whether written, recorded, or oral, for delivery to Client. Although such reports or presentations may be used by the Client for its internal purposes, the parties hereto agree and acknowledge that SchoolWorks is the sole and exclusive owner of all right, title and interest in and to the Methodology, and nothing herein or in the relationship of the parties shall serve to transfer any right, title or interest in the Methodology itself to Client.
5. Independent Contractor Status. The parties hereto agree that SchoolWorks is an independent contractor, and nothing herein or in the relationship of the parties shall alter or affect such status. Without limiting the generality of the foregoing, the parties hereto acknowledge that at all times during the term of this Agreement: a) SchoolWorks shall have the right to perform services for others; b) SchoolWorks shall have the sole right to control and direct the means, manner and method by which the
Services will be performed; c) SchoolWorks shall have the right to perform the Services at such places, locations or times as it shall deem
appropriate; d) SchoolWorks shall furnish all equipment and materials necessary to provide the Services; e) SchoolWorks shall have the right to hire third parties, including employees, agents or subcontractors, to provide
the Services, and all such third parties shall be under the control of SchoolWorks, not the Client; and f) Client shall not require SchoolWorks or its employees, agents or subcontractors to devote full time to
performing the Services hereunder. 6. Nonsolicitation. Client agrees that it will not, during the Term and for one year thereafter, solicit any employee,
agent or subcontractor of SchoolWorks to leave the employ or engagement of SchoolWorks, or to become employees of Client or of any other person or entity.
13
7. Indemnification. The Client shall indemnify and hold harmless SchoolWorks, and its assigns, for and from all claims, actions and liabilities arising from SchoolWorks' performance of this Agreement unless such claim, action or liability is a result of SchoolWorks' gross negligence or willful misconduct.
8. Termination. This Agreement may be terminated prior to the expiration of the term hereof by either party's (the "Terminating Party") written notice to the other party (the "Breaching Party") of such termination upon the occurrence of a material breach by the Breaching Party of any provision of this Agreement; provided, that the Terminating Party gives the Breaching Party written notice of such breach and such breach, though curable, continues unremedied for a period of sixty (60) days after receipt of such written notice by the Breaching Party.
9. Enforceability, etc. This Agreement shall be interpreted so as to be effective under applicable law, but if any portion hereof is prohibited or invalid, such portion shall be ineffective only to the extent of such prohibition or invalidity, without invalidating the remainder of this Agreement. If any one or more of the provisions contained in this Agreement are for any reason held to be excessively broad as to duration, geographical scope, activity or subject, such provisions shall be construed by limiting and reducing them so as to be enforceable to the maximum extent permitted under applicable law.
10. Notices. Any notice or other communication given pursuant to this Agreement shall be in writing and shall be personally delivered, sent by overnight courier or express mail, or mailed by first class certified or registered mail, postage prepaid, return receipt requested, to the parties at the addresses set below or to such other addresses as the parties shall have designated by notice to the other party.
11. Governing Law. This Agreement shall be governed by and construed in accordance with the laws of The Commonwealth of Massachusetts without regard to its conflicts of laws provisions. Any claims or legal actions by one party against the other shall be commenced and maintained in any federal or state court located in Massachusetts, and both parties hereby submit to the jurisdiction and venue of any such court.
12. Amendments and Waivers. No amendment or waiver of this Agreement or any provision hereof shall be binding upon the party against whom enforcement of such amendment or waiver is sought unless it is made in writing and signed by or on behalf of such party. The waiver by either party of a breach of any provision of this Agreement by the other party shall not operate as a waiver by that party of the same or any subsequent breach of any provision of this Agreement by the other party.
13. Binding Effect; Assignment. This Agreement shall be binding on and inure to the benefit of the parties hereto and their respective heirs, executors and administrators, successors and assigns. This Agreement may not be assigned in whole or in part by Client without the consent of SchoolWorks.
14. Entire Agreement. This Agreement constitutes the final and entire agreement of the parties with respect to the matters covered hereby, and replaces and supersedes all other agreements and understandings relating thereto, including without limitation any proposals.
IN WITNESS WHEREOF, this Agreement has been executed as a sealed instrument as of the Date first above written.
SchoolWorks, LLC
By: ________________________________
Name: Kim Wechtenhiser
Title: President
Contact information:
100 Cummings Center, Suite 236C Beverly, MA 01915 [email protected] 978-921-1674
SABIS International Charter School
By: ________________________________
Name of Authorized Agent: ____________________
Title: ___________________________________
Contact information:
Address: ___________________________________
___________________________________
Email: ___________________________________
Tel: ___________________________________
ADDENDUM A
TO SERVICES AGREEMENT
SERVICES
Tasks Deliverable(s) Fixed Fee
Curriculum Review
• Review the current SICS curriculum
against state and national standards
• Administer an on-site review of
curriculum use and implementation
• Curriculum-specific findings and
recommendations within an appendix
of the final SQR report
$8,900
SQR Protocol Enhancement
• Review and update the SchoolWorks SQR
assessment protocol based on SICS
curriculum assessment objectives
• SICS Site Visit protocol $3,900
School Quality Review
• Plan and facilitate of all aspects of the School Quality Review
• 2.5 days on site with four (4) SchoolWorks representatives
• Collect data from document review, classroom observations and focus groups
• Write and finalize SQR Report
• On-site prioritization session with school
leaders resulting in action-plan for school
improvement
• 10-12-page written report detailing findings
(including an appendix with curriculum
review findings and recommendations)
$26,300
Total $39,100
ADDENDUM B
TO SERVICES AGREEMENT
PAYMENT
SchoolWorks Budget
SchoolWorks services will be conducted at a fixed fee of $39,100, inclusive of all fees and expenses.
Services will be billed as follows:
• SchoolWorks will bill for 20% of fixed fee upon commencement of work.
• SchoolWorks will bill for 50% of fixed fee upon completion of on-site visit.
• SchoolWorks will bill for remaining 30% of fixed fee upon the submittal of written reports.
SchoolWorks Billing and Expense Policy
Planning and Project
Management
SchoolWorks will bill for 20% of fixed fee upon commencement of work.
Completion of
On-site Work
SchoolWorks will bill for 50% of fixed fee upon completion of on-site visit.
Completion of Reporting SchoolWorks will bill for remaining 30% of fixed fee upon the submittal of written
reports.
Payment Schedule Payment of invoices due to SchoolWorks within 30 days.
Appendix A: TEAM MEMBER RÉSUMÉS
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Kate is Director of Project Management at SchoolWorks. As a project manager, Kate has worked most closely with Baltimore City Public Schools and Lynn, MA Public Schools. In Baltimore, she helped to create and implement a School Effectiveness Review process for more than 50 schools throughout the district. In Lynn, she oversaw site visits to the district’s lowest performing schools, and then worked with the district to create and implement a leadership coaching model. Prior to SchoolWorks, she managed the implementation and daily operations of the teacher evaluation system for DC Public Schools, IMPACT. Kate supported the completion and input of triannual assessments for more than 6,000 employees; supervised the creation of a web-based portal in which to enter and analyze assessment data; organized and conducted more than 100 teacher feedback sessions in planning for the evaluation system; and, guided principals in providing support to teachers in need of assistance. While with DC Public Schools, Kate also coordinated the district’s Teacher Incentive Fund grant, overseeing the presentation of more than $1.5 million in awards over two years. She has participated in numerous school quality reviews and assisted in the development of case studies of highly effective schools. She is a former elementary and middle school teacher and teacher leader, with experience in both traditional district and charter schools.
SCHOOLWORKS EXPERIENCE
SchoolWorks, LLC Beverly, MA Director of Project Management 2012 - Present
• Collaborate with clients and SchoolWorks staff in design of projects and tools
• Oversee the staffing and scheduling of all projects
• Recruit, hire, and foster relationships with consultants
• Manage the training and development of new team members
• Serve on Leadership Team, which guides organization’s strategic decision-making
• Continue to serve as Project Manager for Baltimore City Public Schools project Project Manager 2010 - 2012
• Lynn Public Schools Project Manager o Managed site visits to the district’s lowest performing schools o Developed, implemented, and oversaw a coaching system in schools across the district
• Baltimore City Public Schools Project Manager o Coordinated the development of a school effectiveness review protocol based on existing district
frameworks and stakeholder input o Led school quality reviews over three years o Built capacity among district staff to participate in and then lead over 100 effectiveness reviews in
3 years
• Various Projects o Managed all aspects of assigned projects and facilitate delivery of services to clients as outlined in
the scope of work and budget, ensuring client satisfaction o Analyzed complex issues and develop tools, strategies and recommendations to build the
organizational capacity o Guided and manage teams of adults through site visit activities o Wrote strong, compelling, evidence-based reports
PREVIOUS PROFESSIONAL EXPERIENCE
District of Columbia Public Schools Washington, DC Human Capital Project Manager 2008 - 2010
Responsible for initiatives involving teacher evaluation, recruitment, selection, retention, engagement and recognition. Investing in these key areas is paramount to enhancing the capacity of the teaching force and increasing student achievement.
IMPACT Manager 2009 - 2010
• Supported the development and implementation of the district’s new assessment system, IMPACT, for 6,000+ school-based personnel
• Managed the completion and input of web-based assessments for 99.7% of all school-based personnel for the first assessment cycle
• Supervised the creation of a web-based portal in which to enter, view, and analyze all IMPACT assessments
• Disaggregated accumulated assessment data for various stakeholders
• Oversaw the hiring process for 31 Master Educator positions, for which more than 800 applications
KATE WHEELER Director of Project Management
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PREVIOUS PROFESSIONAL EXPERIENCE Cont.
were received
• Organized and conducted more than 100 teacher feedback sessions in planning for and implementing IMPACT
• Researched the evaluation systems of successful local and national urban districts and charter schools
Together Everyone Achieves More (TEAM) Coordinator 2008 - 2010
• Oversaw the presentation of more than $1.5 million in Teacher Incentive Fund (TIF) awards for seven schools, increasing test scores more than 20 percentage points in both mathematics and reading
• Participated in site visits to investigate and document effective practices of award-winning schools in conjunction with New Leaders for New Schools
• Assisted in writing and producing case studies documenting the effective practices of TEAM award-winning schools to place on a national online platform
Professional Performance Evaluation Process Coordinator 2008 - 2009
• Guided more than 125 principals through the evaluation process of all 4,000 district teachers
• Supported principals in the implementation of Intervention Plans for teachers in need of assistance
• Managed 33 Helping Teachers who provided additional support to more than 100 teachers in need of assistance
TEACHING EXPERIENCE
Lowell Community Charter Public School Lowell, MA Acceleration Teacher, Grades 2 and 5 2005 - 2007
• Guided grade level teams in analyzing and utilizing Dynamic Indicators of Basic Early Literacy Skills
(DIBELS)and Everyday Math assessment data
• Promoted inclusion and pull-out lessons for students approaching proficiency in mathematics
and English language arts based on assessment results
• Created and coordinated an achievement-focused after-school program for fifth grade students
TEACHING EXPERIENCE (continued)
Lead Teacher, Words Their Way Spelling Program 2004 - 2005
• Coached teachers to implement new spelling/word study program for 1st through 6th grade Lead Teacher, First Grade Mathematics 2003 - 2004
• Supplemented Everyday Mathematics program to meet state standards
• Led grade-level meetings to analyze student data, plan enrichment and supplemental projects, and discussed strengths and weaknesses of program implementation
Classroom Teacher, Grade 2 2002 - 2005
• Served on charter renewal committee, participating in weekly meetings and executing assigned
responsibilities
• Created developmentally appropriate lessons in reading, writing, math, social studies, science, spelling, and character building guided by the MA Curriculum Frameworks, Everyday Math mathematics program, Success for All reading program, John Collins and WriteSource writing programs, Words Their Way word study program, and FOSS science program
• Looped with previous year’s class
Mentor Teacher 2003 - 2005
• Assisted first year teachers through weekly meetings and classroom observations
• Delivered tactical and strategic recommendations based upon best practices
EDUCATION Harvard University Graduate School of Education Cambridge, MA Ed.M., Education Policy and Management 2007
• Concentration in education innovation and urban reform
University of Richmond Richmond, VA B.S., Psychology; Minor in Elementary Education 2002
La Universidad de Salamanca Salamanca, Spain
• Summer Study Abroad Program 2001
1
Aubrey is a consultant with SchoolWorks. She is the former Director of K-8 Curriculum and Assessment at Lighthouse Academies – a
national network of charter schools. In this role, Aubrey developed and oversaw the implementation of the network’s education
model, led professional development for school leaders and teachers, conducted school evaluation visits, and designed curriculum
and assessments. Prior to her work at Lighthouse Academies, Aubrey taught in elementary and middle schools and worked as a
curriculum developer for Kaplan K12, where she designed middle school English language arts courses for large urban school districts.
Aubrey holds a B.A. in American Studies from Yale University and an Ed.M. in Education Policy and Management from Harvard
University.
SCHOOLWORKS
EXPERIENCE
SchoolWorks, LLC Beverly, MA
Consultant 2013 - Present
• New York State Department of Education: Virtual Coach
o Select and coach teachers to demonstrate the Common Core instructional shifts on video for the
EngageNY website.
o Co-plan and provide feedback on Common Core-aligned lesson plans.
• Massachusetts Department of Elementary and Secondary Education: School Quality Review Team
Writer
o Conduct school site visits to review and share feedback with school leaders on instruction,
leadership and other school quality indicators.
o Write reports summarizing the findings of the school site visits.
PROFESSIONAL
EXPERIENCE
TNTP (The New Teacher Project) Brooklyn, NY
Independent Consultant February 2013- Present
• Manage development of Common Core State Standards-aligned instructional plans and assessments to
be used by hundreds of new teachers during their summer training: supervise approximately 30
curriculum and assessment writers; review and revise curriculum and assessment materials.
• Create professional development materials for school leaders: develop and revise materials for
coursework on instructional leadership and data analysis for new principals program; design online
course about high impact teacher coaching model.
• Create professional development materials about the Common Core State Standards in mathematics
and English language arts.
• Design online professional development experiences for new teachers: write interactive online courses
to develop teachers’ expertise in classroom culture and instructional planning using Blackboard’s
learning management system.
• Write assessments to measure teacher candidates’ English language arts content knowledge.
McKinsey & Company New York, NY
Independent Consultant June 2015- Present
• Design curriculum for Generation, a program of the McKinsey Social Initiative.
• Create case studies and role-plays for job training courses using the principles of Understanding by
Design.
Spark Academy Lawrence, MA
Independent Consultant August 2013- February 2014
• Served as 5th and 6th grade English language arts instructional coach; observed and provided feedback
on lessons, instructional plans, assessments and student work; led team meetings on topics directly
connected to student achievement.
AUBREY GOODMAN
Consultant, SchoolWorks
2
PROFESSIONAL
EXPERIENCE
(continued)
Lighthouse Academies Framingham, MA
Independent Consultant February - December 2013
• Created a Common Core State Standards-aligned K-12 interim assessment scope and sequence for use
by a national network of charter schools.
• Evaluated interim assessments to ensure alignment to the Common Core State Standards.
• Revised charter applications and marketing materials.
Director of K-8 Curriculum and Assessment July 2009 – February 2013
• Developed and oversaw the education model for a network of 21 charter schools.
• Planned and led professional development for principals, directors of instruction, directors of school
culture and teachers. Session sizes ranged from 10 – 70 participants, consistently received 85-100%
“good” or “excellent” ratings in all categories of satisfaction surveys.
• Conducted 50 school evaluation visits to assess the effectiveness of leadership and instruction.
• Led plans for aligning network’s curriculum and instruction to the CCSS.
• Co-planned annual network-wide conferences for 400+ attendees, as well as biannual conferences for
school leaders.
• Designed and developed network-wide writing initiative: wrote CCSS-aligned writing curriculum for
grades K-8; created a K-12 writing assessment for use with over 6,000 students; coordinated external
consultants and personally led professional development sessions to train hundreds of teachers and
leaders in the writing workshop model and content-area writing; analyzed assessment and observation
data to determine next steps for the initiative.
• Analyzed state, school, and classroom data to inform adjustments to the education model.
Michael J. Perkins School, Boston Public Schools Boston, MA
4th and 5th Grade Teacher September 2007- June 2009
• Created and implemented ELA curriculum for newly-established 4th and 5th grade class, which resulted
in a passing rate on the ELA MCAS that was 13 points above the school-wide average.
• Facilitated meetings and projects of the Instructional Leadership Team.
• Mentored teachers seeking National Board for Professional Teaching Standards certification.
Kaplan K12 Learning Services New York, NY
Middle School English Language Arts Curriculum Developer January 2006- August 2007
• Designed 6th, 7th and 8th grade English language arts courses for large urban school districts.
• Applied Understanding by Design principles to create standards-aligned curriculum maps, unit, and
daily lessons.
PROFESSIONAL
EXPERIENCE
(continued)
Talent Academy Nairobi, Kenya
Visiting Teacher September 2005– November 2005
• Conducted teaching demonstrations in English, math, science, social studies, physical education, and
visual arts classes for children between the ages of 3 and 12 years old.
Rachel Carson School, Chicago Public Schools Chicago, IL
5th Grade Teacher August 2003 – August 2005
• Taught students (94% English language learners, 98% free or reduced-price lunch) in all subject areas,
resulting in more than 90% of students meeting/exceeding state standards on the math ISAT and more
than 70% of students meeting/exceeding state standards on the ELA ISAT.
• Selected to supervise two student teachers.
• Coached the girls and boys basketball teams.
Anderson Community Academy, Chicago Public Schools Chicago, IL
Teach for America 2001 Chicago Corps September 2001 – June 2003
• Taught 7th and 8th grade reading and social studies
• Coached the girls basketball team
EDUCATION
Harvard Graduate School of Education Cambridge, MA
M.Ed., Education Policy and Management June 2007
Yale University New Haven, CT
B.A., American Studies May 2001
1 |
Dominique is a consultant with SchoolWorks. She taught French and Spanish for 15 years in Rhode Island, New York, and
Massachusetts and served as a department head, student counselor, and teacher mentor. For the past 15 years, she has been working
as a consultant, conducting Charter School inspections and DOE reviews of underperforming and exemplary schools in Massachusetts
and New York; developing and guiding the implementation of school improvement plans; conducting program evaluations in various
states across the nation; and conducting research on the impact of federal grants on school improvement. Dominique holds a BS in
Education and an MA in French Language and Literature from the Ohio State University. She is fluent in French and Spanish.
SCHOOLWORKS
EXPERIENCE
SchoolWorks, LLC Beverly, MA
Consultant 2005- Present
• School Reviewer
o Participate in Grant Evaluation Site Visits to the Family Life Academy Charter School in New York
City to gather qualitative evidence of implementation of project inputs.
o Participate in inspections of Massachusetts and New York charter schools for renewal of their
charters.
o Participate in Monitoring Site Visits of Level 4 Massachusetts schools and School Redesign Grant
recipients.
o Participate in School Quality Reviews throughout Massachusetts and for the Denver Pubic Schools
in Colorado.
o Led panel reviews of Massachusetts low-performing urban elementary, middle and high schools as
part of the Department of Education’s process in determining whether a school needs State
assistance to guide improvement efforts.
o Led site visits to Massachusetts elementary and middle schools selected by the Department of
Education as finalists for designation as Exemplar Schools.
• New York State Common Core Video Project Coach
o Identified teachers across New York State to be videotaped for the project
o Supported teachers through lesson-planning process to highlight Common Core shifts
o Prepared teachers to serve as models for their peers
• Bay State Reading Institute Program Evaluator
o Lead visits to Massachusetts schools implementing the BSRI model.
o Evaluate the extent to which BSRI has been implemented as part of a federal i3 development grant.
• Manager of ATLAS Project
o Developed and piloted an evaluation tool for Authentic Teaching and Learning for All Students
(ATLAS), which is a national school district change model.
o Worked with teachers, administrators, parents, students and ATLAS personnel to develop an
information system to monitor the progress of member districts.
PROFESSIONAL
EXPERIENCE
Brimmer and May School Chestnut Hill, MA
Department Chair, French and Spanish Teacher 1992-2000
• Headed the World Language Department, taught French and Spanish to grades 6-12, and served as
academic advisor.
• Led the World Language Committee, directing the restructuring of the language program.
• Organized and executed student exchange trips with France and Spain, as well as student travel to
Quebec.
• Held leadership positions on the Curriculum Committee and Senior Project Committee.
Hackley School Tarrytown, NY
French and Spanish Teacher 1990-1992
• Taught French and Spanish to grades 6-12 and served as academic advisor.
• Served on the Curriculum Committee and collaborated with administrators and teachers to improve the
school’s language program.
DOMINIQUE ASTIER
Consultant, SchoolWorks
2 |
PROFESSIONAL
EXPERIENCE
(continued)
The Wheeler School Providence, RI
French and Spanish Teacher 1988-1990
• Taught French and Spanish to grades 6-12 and served as academic advisor.
• Led student travel to France.
Ohio State University Columbus, OH
Teaching Assistant 1986-1988
• Taught introductory and intermediate French courses to undergraduate students.
EDUCATION Ohio State University Columbus, OH
• M.A., French Language and Literature 1988
• B.S., French and Spanish Education
1 |
Kathryn is a consultant with SchoolWorks. She is an experienced high school English and reading teacher and has taught all secondary grade and ability levels, from remedial reading to International Baccalaureate English. In addition to her teaching assignments, Kathryn held multiple leadership positions. As English Department Head, she acted as a liaison between administration and teachers, supported instructional goals, and ensured the equitable distribution of resources. In addition, Kathryn served on the Design Team – a leadership committee responsible for making and executing strategic school decisions, such as the implementation of professional learning communities and the facilitation of school-wide professional development. Kathryn transitioned from teacher to curriculum writer for the Virginia Department of Education. In addition to developing, writing, and revising courses, she authored case studies and teaching guides. Kathryn holds a B.A. in English and Linguistics from Northeastern University.
SCHOOLWORKS EXPERIENCE
SchoolWorks, LLC Beverly, MA Consultant 2013 - Present
• School Reviewer o Analyzed school documents (e.g., school improvement plans, standardized test results, teacher
evaluations, curricular documents); interviewed district and school leaders, instructional and support staff, students, and parents; and conducted teacher observations to determine schools’ areas of strength and areas for opportunity.
o Authored more than 30 reports that detailed school review findings and presented evidence to substantiate areas of strength and areas for opportunity.
• Charter School Application Writer o Synthesized client planning documents and communications with research to co-author charter
school application. o Drafted, revised, and finalized application in coordination with client and project management
feedback.
PROFESSIONAL EXPERIENCE
CTE Resource Center, Henrico County Public Schools Richmond, VA Writer/Editor November 2011 – present Developed, implemented, and supported career and technical programs for the Office of Career and Technical Education Services in the Virginia Department of Education.
• Item of what a person did (if supplied); conducted in-service presentations to teachers about curriculum development, course offerings, support materials, and web-based resources.
• Facilitated meetings with industry experts and teachers to gather information needed to develop, write, and revise Virginia Career and Technical Education courses and materials.
• Evaluated, managed, and executed numerous writing and editing projects in terms of scope of work required, timelines, resources needed, and client criteria.
• Proposed and authored comprehensive teacher companion, Ready or Not, to supplement and align with Virginia Department of Education’s career magazine, R U Ready?, by providing engaging lesson plans, activities, assessments, and answer keys for 27 articles featured in the magazine.
• Planned, researched, and wrote business case studies for Virtual Enterprise Virginia competitions
Tampa Bay Technical High School, Hillsborough County Public Schools Tampa, FL English and Reading Instructor September 2010 – June 2012 Taught Freshman English Honors, Sophomore English Honors, Junior English Honors, Sophomore Intensive Reading, and Senior Intensive Reading.
• Selected to lead and coach all freshman English and reading teachers in analyzing achievement data, crafting curriculum, developing assessments, and implementing student interventions. Managed curriculum and classroom supplies, maintained accurate inventory logs, and ensured equitable distribution of resources.
• Planned, facilitated, and reported results of monthly meetings to align district, campus, and departmental instructional and assessment goals.
• Analyzed more than 100 students’ state testing data to write and execute individualized educational intervention plans to ensure student proficiency on state mandated tests.
• Crafted intensive reading curriculum and interventions that successfully raised state assessment scores.
KATHRYN KOERNER Consultant, SchoolWorks
2 |
PROFESSIONAL EXPERIENCE (continued)
Buena High School, Sierra Vista Unified School District Sierra Vista, AZ English Teacher August 2008 – May 2009 Taught Advanced Placement English Language and Composition and Senior English.
• Authored semester-long research project to prepare seniors for analytical and technological skills necessary in college and workplace. Developed instructional programs to promote student proficiency in research methodologies, documentation, writing, PowerPoint, Publisher, blogging, and website publishing. Project implemented as mandatory curriculum for all language arts senior students.
• Tasked to revive failing Advanced Placement Language and Composition program. Completed goals included revising curriculum and assessments, implementing vertical alignment curriculum, boosting course and test enrollment, improving student test scores, and recruiting underclassmen for program entrance.
• Founded Advanced Placement Vertical and Horizontal Alignment Team. Authored mission statement, recruited teachers, and facilitated meetings. Worked to establish common curriculum to ensure student preparedness and content cohesiveness.
• Selected as faculty advisor of Advanced Placement Club. Organized and executed five major fundraising activities designed to offset the cost of Advanced Placement exams.
Killeen High School, Killeen Independent School District Killeen, TX English Instructor August 2003 –June 2007 Taught Freshman English, Sophomore English, Pre-AP Sophomore English, International Baccalaureate Independent Study of English, and International Baccalaureate Higher Level English.
• Selected as campus representative to write and revise tenth grade language arts performance standard district benchmark assessments for large school district. Analyzed student testing data in relation to assessed skills in order to write future programs of instruction.
• Authored international, foreign language, and language arts curriculum for large school district. All units written included a detailed unit overview, clear teacher-edition instructions for unit lessons, vocabulary and study guide supplements, and assessments.
• Served as middle school and community liaison for International Baccalaureate Programme. Worked with middle school director to refine admittance policies, informational brochures, and curriculum alignment. Presented program details to community stakeholders, parents, and prospective program candidates. Fielded verbal and written program inquiries.
• Recruited member of the campus Design Team, consisting of 10 teachers. Organized and executed five-day in-service for more than 200 teachers, revised and presented Campus Improvement Plan, and created detailed manuals for four subject area standardized state tests (TAKS).
• Requested to serve on AVID site team. Participated in creation and implementation of mission and vision statements. Conducted classroom observations and post-observation conferences to assist teachers in incorporating AVID strategies in instruction. Managed records required by AVID to ensure compliance.
• Appointed as English Department Point-of-Contact. Planned and facilitated professional learning community meetings to create curriculum, share instructional strategies, and promote reflective dialogues about teaching practices and performance. Managed detailed records of meetings to ensure district compliance. Acted as liaison between administration and department, disseminated information, and advocated for supplies and resources.
• Mentored new English teacher. Guided through district, campus, and departmental policies and procedures. Ensured that all needed curriculum resources and classroom supplies were received. Provided support with curriculum, instruction, and classroom management.
• Elected as faculty editor of fall and spring volumes of student-generated literary magazine. Directed and motivated efforts of 15 volunteer students in overlapping process of soliciting, sorting, selecting, and editing submissions. Coordinated with commercial arts department to embed magazine publication into curriculum. Organized campus and community distribution.
EDUCATION Northeastern University Boston, MA
• Bachelor of Arts, English and Linguistics 2003
• Magna Cum Laude (3.6 GPA)
• Northeastern University Writing Lab Mentor
• Northeastern University Honors Program
• National Society of Collegiate Scholars
1 |
Kara is a consultant with SchoolWorks. As school quality reviewer, she has been a frequent team lead or team writer for school quality reviews and charter renewal visits in California, Colorado, Massachusetts, Maryland, New York, Pennsylvania, and Tennessee. She is also the CEO and consultant of ApogeeVision – a consulting firm that works with many public and private organizations in the areas of administration, facilitation, teacher and staff training, organizational and curriculum development, and program evaluation. She has been an educator for more than 15 years, serving K-12 students. Among many instructional positions, she has worked in Boston Public Schools as a teacher, district lead teacher, teacher trainer, instructional coach for math/science educators, and a school-based administrator. She graduated from Spelman College with a Bachelor of Arts degree in Educational Psychology. She has earned two Masters degrees – a Masters of Education from the University of Massachusetts, and Masters of Divinity from Gordon-Conwell Theological Seminary. She has served as an adjunct professor at Gordon Conwell Theological Seminary (Boston Campus). She has served as a curriculum developer and instructor for the Office of Diversity and Community Partnerships at Harvard Medical School. She is the author of several curricula, including one made for the national film tour, Kunta Kinteh Island: Coming Home without Shackles. SCHOOLWORKS EXPERIENCE
SchoolWorks, LLC Beverly, MA Consultant 2011- present
• Denver Public School: School Quality Reviewer o Provided turnaround schools with formative feedback based on site visit team’s findings as team lead
and writer o Provided supervision of site visits, content editing of reports and facilitated action planning sessions
with school administration as team lead
• Philadelphia Charter School Office: Charter School Renewal Reviewer o Provided supervision and facilitation of site visits, content editing of reports as team lead o Generated finding reports to the Commissioner and Charter School office regarding schools’ progress
and achievements as part of their renewal cycle as team writer
• Citizens the World Charter Schools: School Quality Reviewer o Participated as a team members and writer, collecting evidence from focus groups, classroom
observations, document reviews in Los Angeles and New York network school o Provided network schools with formative feedback based on site visit team’s findings as team and
writer
• Colorado Department of Education: State Review Panel Reviewer/Writer o Participated as a team member and writer, collecting evidence from focus groups, classroom
observations, document reviews o Generated findings and recommendations reports to the Commissioner and State Board of Education
regarding potential actions for schools reaching year 5 of the accountability clock. • Bay State Reading Institute (BSRI): State Review Panel Reviewer/Writer
o Evaluated BSRI program implementation as part of the federal i3 development grant to conduct a study that examines the relationship between student achievement, BSRI and turnaround interventions as team led and writer.
PROFESSIONAL EXPERIENCE
MA Department of Elementary and Secondary Education Medford, MA School & District Quality Reviewer 2010-2014 • Collected evidence from focus groups, classroom observations, document reviews • As team lead, provided Level 4 Schools formative feedback for Year Zero of MA Redesign Grant • Generated a report of strengths and needs improvement areas related to the MA Board of Education’s 11
Essential Conditions for School Effectiveness as a team writer E. Ross Studios Valencia, CA Curriculum Developer 2013 • Created middle school and high school curriculum units (common core-aligned) to accompany the national
movie tour, Kunta Kinteh: Coming Home without Shackles, which included urban districts including New Orleans, Atlanta, and Boston.
BCT Partners, LLC.,(U.S. Department of Education) 2011-2012 Technical Assistance Liaison • Provided technical assistance (guidance on data collection, financial planning, community relations, and
strategic planning) for a Promise Neighborhood Grant-funded agency • Provided a needs-assessment report for the U.S. Department of Education, assessing the strengths and
KARA NICOLE DUNN Consultant, SchoolWorks
2 |
areas of improvement for the planning agency by conducting focus groups, site observations, document review, and interviews.
PROFESSIONAL EXPERIENCE (continued)
Harvard Medical School, Office of Diversity and Community Partnerships Boston, MA Curriculum Developer/ Project Manager 2004-2010 • Advised the curriculum development team on effective pedagogy • Co-writer of four medical case studies (expected publish date, fall 2011) for high-school students • Coordinated programming for Mentoring for Science-10th grade, medical case-based curriculum
Kendall Hunt Publishing, Educational Division Teacher Trainer 2004 – Present
• Trainer for biology curriculum, BSCS Biology: A Human Approach Curriculum Smith Leadership Academy, Public Charter Middle School Dorchester, MA
Head of Science Dept./ Administration Team Member 2008-2010 • Implemented the mission of SLA in the science department • Maintained the science budget and inventory • Planned and implemented various initiatives as Science Fair, Career Day, etc. • Coached and trained the science department on Differentiated Instruction, Effective Classroom Practice,
Effective Inquiry Practice, etc. • Coordinated and implemented professional development school-wide with the Administration Team to
improve teacher performance and student achievement • Analyzed MCAS Data and created STEM improvement action plan
Boston Plan for Excellence, Boston Teacher Residency Program Boston, MA Science Induction Coach 2007-2010 • Mentored beginning K-12 science teachers (1-4yrs. of experience) by examining their practice through
observations, analyzing student work, and reflection processes • Presented workshops to Boston Public Schools on Classroom Climate, Differentiated Instruction, Culturally
Relevant Teaching • Advised BPS schools on how to support new teachers within their first three years
American Association for the Advancement of Science, Center for Science and Engineering Advancement Washington, DC. Consultant 2005-2006
• Contracted for educational advisement and program evaluation Boston Public Schools, Hyde Park High School Boston, MA
Science Coach 2004 • Trained biology teachers on BSCS Biology: A Human Approach Curriculum • Advised the HPHS science department in the areas of classroom management, literacy integration and
teacher practice. TEACHING EXPERIENCE
Gordon-Conwell Theological Seminary, Center for Urban Ministerial Education Hamilton, MA Adjunct Professor 2010- Present
• Instructor of the courses: Baptist Polity and Hebrew Head Start Hebrew Teaching Fellow 2010- Present • Led the Review Session for Hebrew 1 and 2 for the Masters of Divinity Program • Assisted the Professor with teaching the students and other needed administrative tasks Boston University, Upward Bound, Math and Science Program Boston, MA Instructor 2007 • Developed course curricula for physics courses • Promoted student achievement by facilitating critical thinking, inquisitiveness, creative problem solving,
positive study skills and habits • Prepared weekly student progress reports, assessments for course objectives, and a final evaluation of
student study skills and habits with recommendations for the upcoming year EDUCATION Spelman College Atlanta, GA
B.A., Psychology (Education); minor in Chemistry 1999 University of Massachusetts Boston, MA
M.Ed., Urban Studies and Science Education 2002 Gordon-Conwell Theological Seminary Boston, MA
M.Div., Urban Pastoral and Youth Studies 2007
1 |
Peggy is a consultant with SchoolWorks. She recently retired as headmaster of Boston’s Fenway High School. During her tenure,
Fenway achieved status as a Commonwealth Compass School, a Massachusetts Commendation School, and a National Blue Ribbon
School. Peggy held several school-based teaching and administrative positions in the Boston Public Schools, and also served as city-
wide program director for social studies. She has more than ten years of experience working in higher education, including serving
as associate director of a math and science center at Northeastern University and director of school partnerships at the Harvard
Graduate School of Education. She has consulted with the school districts of Prince George’s County Maryland; Jefferson County,
Kentucky; and Philadelphia, Pennsylvania.
PROFESSIONAL
EXPERIENCE
Boston Public Schools Boston, MA
Headmaster-Fenway High School 2003-2016
Provided leadership and direction for curricular and instructional programs at a nationally-recognized
innovative high school. Collaborated with a wide range of community partners to design and implement
faculty and student programming. Provided oversight of design and renovation of facility that was
completed in September 2015.
• 2012: Recognized by U.S. Department of Education as a National Blue Ribbon School.
• 2012: Designated a Commendation School by Commonwealth of Massachusetts.
• 2012: Outstanding Service Award by Coalition of Schools Educating Boys of Color.
• 2007: Recognized by Massachusetts Department of Education as a Commonwealth
Compass School.
• 2005: Student body recognized with Reebok Student Activist Award.
Harvard University Graduate School of Education Cambridge, MA
Director – Office of School Partnerships 1996-2003
Served as key administrator to develop effective alliances and collaborations with public schools and school
systems. Partnered with university executive leadership and faculty members, school administrators,
teachers, and community leaders to design and implement effective strategies linking school systems’
priorities and needs to Harvard’s teaching, research, professional development, and service.
• Directed Leadership Development Initiative – a capacity-building professional development
collaboration between Harvard Graduate School of Education and Boston Public Schools.
• Coordinated Greater Boston Superintendents’ Roundtable – a professional development network used
by 18 school superintendents.
• Continually monitored progress of related initiatives, authored status reports, planned and attended
strategy meetings, and identified and developed new financial resources.
• Took one-year leave (2001–2002) to serve as Interim Headmaster.
Boston Public Schools Boston, MA
Interim Headmaster-John D O’Bryant School of Mathematics & Science 2001-2002
• Provided leadership and direction to instructional programs and activities for grades 7–12 college
preparatory school with 1,250 students.
• Worked with 100 teachers and administrators – plus parents, community agencies, and higher
education partners – to design and implement staff and student programming.
• Managed campus safety and security, facilities maintenance, financial operations, and records
administration.
• Headed budget development, coordinated and managed partnerships with higher education and
business leaders, and administered collective bargaining agreements.
PEGGY S. KEMP
Consultant, SchoolWorks
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PROFESSIONAL
EXPERIENCE
(continued)
Jobs for the Future Boston, MA
Program Director/Consultant- Benchmark Communities Initiative 1996-1997
Served as site lead for national school reform program designed to bring school-to-career efforts to scale in
Philadelphia, Pennsylvania and Louisville, Kentucky. Helped communities carry out system-wide educational
reforms by setting milestones, developing ongoing operational improvements, and applying performance
indicators and assessment tools to track program headway.
• Managed technical assistance delivery to targeted communities; maintained frequent contact with
senior-level school, business, and community leaders.
• Wrote analytical reports that applied knowledge learned throughout project.
Northeastern University Boston, MA
Associate Director 1993-1996
Collaborated with 16 Boston Public School principals and headmasters to strengthen instructional delivery and curriculum offerings in mathematics and sciences.
• Designed professional development opportunities for teachers.
• Implemented and monitored academic support and enrichment programs for students.
• Developed collaborations with museums, industries, and academia.
Harvard University Graduate School of Education Cambridge, MA
Associate in Education-Project Zero 1992-1993
Served on design team for ATLAS Communities – an innovative school reform project and collaborative
partnership between Harvard Project Zero, The Coalition of Essential Schools of Brown University, The
School Development Program at Yale University, and The Educational Development Corporation.
• Acted as site liaison to school system in Prince George’s County, MD.
• Provided technical expertise in school management, parental and community involvement, teacher
training, and curriculum design.
Boston Public Schools Boston, MA
City-Wide Program Director- Social Studies 1990-1991
Coordinated grades K–12 social studies curriculum for 115 schools. Provided academic support to teachers
and administrators. Offered direction, advice, and leadership.
• Partnered with business, academic, governmental, and community groups and leaders to create and
implement academic enrichment programs for teachers and students.
Boston Latin School Boston, MA
Department Head/Chairperson 1991-1992; 1983-1990
Supervised 14-teacher department. Developed and implemented class schedules, special programs, and
faculty meetings. Worked with wide range of education and business leaders to develop progressive,
rewarding programs and activities.
• Introduced variety of new course selections.
• Increased student enrollment in history electives.
• Organized and managed school-wide simulations, speakers’ programs, and community service
internships to enhance students’ academic interests and accomplishments.
EDUCATION Harvard Law School Cambridge, MA
• Juris Doctor 1980
Berea College Berea, KY
• Bachelor of Arts in History/Political Science 1969
1 |
Nick is a consultant with SchoolWorks. He has taught mathematics in public schools in Boston for more than 10 years in both charter and district settings. Nick began his career teaching 6th, 7th, and 8th grade mathematics at a high-performing charter school, where – based on student achievement results – he received a Spotlight Teacher Award by the Effective Practice Incentive Community. He serves as the Math Specialist at a district elementary school in Boston. In this capacity, he collaborates with teachers at all grade levels in all aspects of mathematics instruction – from classroom culture to assessment design, data analysis, and lesson planning.
SCHOOLWORKS EXPERIENCE
SchoolWorks, LLC Beverly, MA Consultant 2012 - Present
• Louisiana Department of Education: Charter Applicant Interviewer & Writer
o Prepare standards-based team interview questions designed to gather specific information from applicant groups in final phases of application appeals
o Participate in charter applicant interviews o Compose draft recommendation reports, aligning evidence from applicants with client standards to
determine whether the application fulfills all state expectations
• Cleveland Municipal School District: School Quality Review Team Writer
o Research schools to be visited, reviewing performance data and school documents in preparation for each visit
o Conduct focus group interviews and classroom observations, gathering evidence aligned to the SchoolWorks School Quality Review (SQR) criteria and indicators
o Collaborate with team members and district representatives to develop findings regarding each school’s performance based on the evidence collected during each visit
o Compose SQR report; synthesizing multiple sources of evidence on all aspects of school programming with draft findings into clear, narrative format
PROFESSIONAL EXPERIENCE
William M. Trotter Elementary School Boston, MA Math Specialist Sept 2012 – present
Curriculum Design, Instruction, and Assessment
• Teach and/or co-teach 3rd, 4th, and 5th grade math classes daily.
• Developed 4th and 5th grade math curricula that meet the expectations of the Common Core State Standards while differentiating class materials to both support and challenge a high-need student population.
• Assess and adapt school-provided curriculum materials and assessments – from re-sequencing topics to ensure best-fit instruction in the classroom to revising assessments in order to provide teachers with useful data on skills and concepts critical to student progress.
Teacher Coaching & Support
• Provide instructional support and guidance in mathematics to all teachers (grades 1-5): observing, providing feedback, offering guidance in unit planning, assisting with the use of technology in classrooms, and teaching lessons to introduce / demonstrate specific practices.
• Designed and delivered a series of staff professional development seminars aimed at improving school-wide math instruction – focusing on using multi-tiered data analysis in the classroom and classifying/creating rich higher order thinking questions.
Boston Preparatory Charter Public School Boston, MA Middle School Math Teacher (6th, 7th , 8th Grade) September 2004-2012
Curriculum Design, Instruction, and Assessment
• Taught and developed self-generated curricula for 6th, 7th, and 8th grade Math classes in alignment with Massachusetts State Curriculum Frameworks.
• Awarded a Spotlight Teacher Award in 2009, by the Effective Practice Incentive Community (EPIC) of New Leaders for New Schools, based on significant student achievement results.
NICHOLAS THOMPSON Consultant, SchoolWorks
2 |
PROFESSIONAL EXPERIENCE (continued)
• Designed and administered rigorous, standards-based assessments on a regular basis. Gathered and analyzed valid assessment data and planned daily instruction in response to results.
• Differentiated curriculum materials on a daily basis to meet the needs of all students.
Building of School Culture
• Engaged students in mission-aligned activities outside traditional school hours: chaperoning full-day and overnight field trips to colleges and educational institutions around New England.
• Designed and directed Boston Prep Guitar Club in response to need for programming in instrumental music: Recruited local musicians as volunteer instructors; managed partnerships with supporting institutions (New England Conservatory, Boston University), coordinated student and volunteer schedules, planned performances, and purchased equipment.
Partnering with Students and Families
• Served as advisor to groups of seven to ten students, communicating weekly with students and families about academic progress and other issues related to student life.
• Welcomed incoming students and families during annual home visits: reiterating the school’s mission, practices, and expectations to new community members, proactively answering questions and concerns.
Shady Hill School Cambridge, MA Math Department Apprentice Teacher (Shady Hill School) September 2003-June 2004
• Co-taught 6th grade mathematics & 8th grade algebra. Researched, developed, and taught units on absolute value & the laws of exponents.
• Created lesson plans built around mathematical concepts & their real-world applications.
• Managed daily responsibilities: created & corrected homework, updated gradebooks, compiled individual observations & assessments of students, provided one-on-one tutoring
First Grade Apprentice Teacher (John M. Tobin Elementary School)
• Co-taught 1st grade class daily, guiding students in all activities: reading, writing, and phonics instruction, as well as science and mathematics investigations.
• Developed curriculum, including a three week unit aligned with MA curriculum frameworks
Citizens Schools Boston, MA Teaching Fellow January 2001-July 2003
• Co-taught 3rd grade (summer school) and 6th & 7th grade math classes. Collaborated with students, families, teachers, & administrators at three Boston public schools.
• Directly responsible, each semester, for a team of ten 6th- 8th graders during all afterschool activities.
• Built relationships with community members & utilized local resources to plan trips & events.
Law Offices of Howard Friedman Boston, MA Legal Assistant September 2000-August 2001
• Managed client base for large civil-rights class action lawsuit challenging systematic strip searches at a local jail.
• Participated in client interviews, depositions, site examinations, and mediations.
EDUCATION Lesley University/Shady Hill School Collaborative Program Cambridge, MA
• Master of Education 2004
Oberlin College Oberlin, OH
• Bachelor of Arts, Sociology, GPA 3.4 2000
1 |
Megan is a consultant with SchoolWorks. Most recently, she served as Executive Director in the Chicago Public Schools (CPS) special education department, which is responsible for providing services to more than 50,000 students across the City of Chicago. Megan led the transformation of the citywide evaluation teams, hiring, training and managing more than 75 staff members to conduct special education evaluations of more than 6,000 students annually. The leadership Megan brought to this work was lauded by top District officials, the Mayor’s Office, and the Illinois State Board of Education. Megan was also responsible for establishing policy for the provision of preschool special education services for more than 5,000 students and 200 teachers. In collaboration with the District’s early childhood office, Megan was a key player in the roll-out of a centralized preschool application process and full-day preschool programs - both priorities set forth by Chicago’s Mayor. Megan joined CPS in 2010 as the Director of Special Projects with the Office of Instruction. In this role, she was integral in leading many district priorities, including the development and launch of the districts comprehensive, performance-based teacher evaluation system. Prior to joining CPS, Megan was the Chief Operating Officer at SchoolWorks, providing project management and organizational support to school districts across the country. Megan has extensive experience managing diverse teams, developing and implementing strategic plans, and providing consultation to district and school administrators, as well as city officials. Megan holds a BS in Child Development and Psychology from Vanderbilt University, an M.Ed. in Early Childhood Special Education from the University of Illinois at Chicago, and a Masters in Health Administration from Suffolk University.
SCHOOLWORKS EXPERIENCE
SchoolWorks, LLC Beverly, MA Consultant 2015 - present
• Cleveland Metropolitan School District o Conduct summative criterion-based school reviews o Produce evidence-based written reports
Chief Operating Officer 2008 - 2010
• Developed and oversaw all project operations through the life-cycle, including set-up, budget, protocol development, staffing, training, ongoing monitoring and support.
• Provided company leadership for business development and implementation of policies. Oversight of 40 consultants supporting company projects nationwide.
Product Manager for School Quality Reviews 2005 - 2008
• Created high quality systemic protocols and related tools based on education research related to school/district reviews, evaluation and accountability system development.
• Developed and ran staff and consultant trainings. Ensured consistent and high quality use of products.
• Chicago Public Schools Office of New Schools 2004 - 2005 o Developed a renewal site visit process for schools authorized by the Chicago Board of Education,
including multi-campus charter schools o Led site visits and facilitate team to consensus findings o Provided oral and written summative and formative feedback to the District and school leaders
based on team conclusions
• The Broad Foundation o Managed reviews of Broad prize finalist districts o Led school visits and interviews with district administrators and stakeholders o Provided oral feedback to the district and an evidence-based written report to the
Broad Foundation
PROFESSIONAL EXPERIENCE
Chicago Public Schools, Office of Diverse Learner Supports & Services Chicago, IL Executive Director 2013 - 2015
• Oversight of the district’s early childhood special education program supports and services, proportionate share program and charter school special education supports.
• Established citywide assessment teams and overhauled procedures for evaluation of preschool and private school students entering the district, resulting in the closure of 4 major noncompliance findings.
• Management/supervision of more than 80 staff. Member of the executive leadership team.
MEGAN TUPA Consultant, SchoolWorks
2 |
PROFESSIONAL EXPERIENCE (continued)
Chicago Public Schools, Office of Instruction Chicago, IL Director of Special Projects 2011 - 2013
• Provided project leadership to support priority work across the Office of Instruction.
• Oversight and management of strategic plan development and stakeholder collaboration for rollout of a centralized preschool application and enrollment process.
• Led the development and initial implementation of the district’s teacher evaluation system.
• Collaboration with Chicago Teachers Union to provide training and communications to support implementation of CPS’ teacher evaluation system.
Chicago Public Schools, Office of Performance Chicago, IL Deputy, Specialized Services 2010 - 2011
• Provided leadership, project management support and resource development for key district initiatives such as Response to Intervention.
• Acted as a consultant and strategic partner to the Office of Special Education and Supports.
• Analyzed data, produced reports and presentations and facilitated cross-departmental collaboration to assist with central office decision-making.
EK Shriver Center/UMass Medical School Waltham, MA Research Associate 2002 – 2005
• Designed curriculum and taught on-line courses in Behavioral Intervention in Autism and other areas of developmental disabilities.
Boston Medical Center Boston, MA Family and Education Advocate 2003 - 2005
• Acted as a liaison between Pediatric Assessment Clinic (PAC), families and public schools to determine appropriate placements for children with autism via ongoing communications, home and school visits.
Massachusetts Department of Education Malden, MA Panelist 2003
• Conducted school evaluation and diagnostic reviews.
• Collected data and reported Massachusetts Commissioner of Education to assist under-performing schools improve to meet statewide standards.
New England Center for Children Southborough, MA Teacher / Case Manager 1999 - 2001
• Implemented and developed behavioral and academic curricula, teaching strategies and annual IEPs to instruct children with autism.
• Recorded, analyzed and reported student progress data. Conducted teacher trainings.
University of Illinois Chicago, IL Research Specialist in Behavioral Sciences 1997 - 1999
• Project coordination and organization, including data collection and management, recruitment, and screening.
• Participated in weekly home and early intervention program visits throughout Chicago.
• Constructed family-centered education recommendations.
EDUCATION Suffolk University Boston, MA
• Master of Health Administration 2002 - 2003
University of Illinois Chicago, IL
• Master of Education, Special Education, Early Childhood 1998 - 1999
Vanderbilt University Nashville, TN
• Bachelor of Science, Child Development, Psychology; Magna Cum Laude 1993 - 1997
Appendix B: SAMPLE SCHOOL QUALITY REVIEW REPORT
SchoolWorks School Quality Review Report
Academie ABC
March 27-30, 2017
100 Cummings Center, Suite 236C
Beverly, MA 01915 (978) 921-1674 www.schoolworks.org
Table of Contents
About the School Quality Review Process ...................................................................................... 1
Domains and Key Questions ........................................................................................................... 2
Domain 1: Instruction .................................................................................................................. 3
Domain 2: Students’ Opportunities to Learn .............................................................................. 7
Domain 3: Educators’ Opportunities to Learn ............................................................................ 9
Domain 4: Leadership and Governance .................................................................................... 11
Prioritization Process................................................................................................................. 14
Appendix A: Site Visit Team Members ......................................................................................... 15
Appendix B: Summary of Classroom Observation Data ............................................................... 16
Academie ABC March 27-30, 2017
© 2017 SchoolWorks, LLC. All rights reserved. Page 1
About the School Quality Review Process
The SchoolWorks School Quality Review (SQR) is a process that educators can use to understand and
explain how well schools are working to educate students. The SQR places a team of experienced
educators from SchoolWorks in a school to collect and analyze data about school performance. The SQR
lasts for 3.5 days. The SQR is based on a transparent, research-based set of standards – the SchoolWorks
Quality Criteria (SQC) – that serve as the framework to understand the effectiveness of school practices.
The SQC are used to promote understanding and dialogue between the school and the site visit team
through both verbal and written feedback.
The report documents the team’s findings (strengths and areas for improvement) for each of the four
domains identified within the SQR protocol: Instruction, Students’ Opportunities to Learn, Educators’
Opportunities to Learn, and Governance and Leadership. Findings provide a response to each Key Question
in the SQR protocol, and are categorized as either strengths or areas for improvement.
Academie ABC March 27-30, 2017
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Domains and Key Questions
The following key questions guide the School Quality Review team’s work in the school. All evidence is
collected in response to these key questions and their respective standards.
Domain 1: Instruction
1. Do classroom interactions and organization ensure a classroom climate conducive to learning?
2. Is classroom instruction intentional, engaging, and challenging for all students?
3. Do teachers regularly assess students’ progress toward mastery of key skills and concepts, and utilize
assessment data to make adjustments to instruction and to provide feedback to students during the
lesson?
Domain 2: Students’ Opportunities to Learn
4. Does the school identify and support special education students, English language learners, and
students who are struggling or at risk?
5. Does the school’s culture reflect a safe learning environment that holds high academic expectations?
Domain 3: Educators’ Opportunities to Learn
6. Does the school design professional development and collaborative supports to sustain a focus on
instructional improvement?
7. Does the school’s culture indicate high levels of collective responsibility, trust, and efficacy?
Domain 4: Leadership and Governance
8. Do school leaders guide and participate with instructional staff in the central processes of improving
teaching and learning?
9. Do school leaders executive effectively orchestrate the school’s operations?
10. Does the Board provide competent stewardship and oversight of the school?
Academie ABC March 27-30, 2017
© 2017 SchoolWorks, LLC. All rights reserved. Page 3
Domain 1: Instruction
Strengths
Some classroom interactions and organization ensure a classroom climate conducive to learning.
Behavioral Expectations
Ineffective Partially Effective Effective
1 2 3 4
3% 24% 29% 44%
• Behavioral expectations are clear and understood by most students. In 44% of lessons, the site visit
team observed the effective implementation of behavioral expectations (n=34). In these classrooms,
teachers provided clear directions, and students were compliant and followed expectations. Students
were seen raising their hands to ask and answer questions, listening to the speaker, and following
directions. For example, in one lesson, the teacher counted down to zero to quiet the class; in another
class, there were no classroom interruptions. The site visit team observed the partially effective
implementation of behavioral expectations in 53% of classrooms. In these classrooms, teachers
generally set clear expectations (e.g., raise your hand to speak, limit unnecessary movement around
the class, no talking), but low-level student misbehavior often required teachers to stop lessons to
redirect behavior. After halting instruction, some teachers provided quick, effective redirections;
other teachers were ineffective in redirecting consistent misbehavior by some students. For example,
in one classroom, the teacher stopped instruction to turn a student’s desk so that s/he would not
continue to play with the things inside his desk; however, the student continued to display off-task
behavior. In other classrooms observed, teachers ignored some students’ misbehavior, allowing them
to opt-out of lessons or lay their heads on their desks.
Structured Learning Environment
Ineffective Partially Effective Effective
1 2 3 4
6% 38% 44% 12%
• The learning environment is not always highly structured, and learning time is not consistently
maximized through effective planning and guidance. The site visit team observed partially effective
structured learning environments in 82% of classrooms. In most classrooms, teachers were prepared
and materials were readily available; however, the site visit team rarely observed agendas posted or
communicated to students. For example, a teacher wrote the topic or theme of the lesson on the
board but did not list the description of class activities. In some classrooms, teachers used structures
and routines to minimize classroom transition times. However, other teachers failed to maximize
learning time during transitions. In one classroom, for example, in the middle of a lesson, the teacher
spent 10 minutes of instructional time looking for materials to hand out to the students. In another
class, the teacher addressed random questions about seating arrangements for 5 minutes before
beginning the academic discussion. Further, in other classrooms, teachers provided choices for when
tasks were completed, but choices often did not provide an extension of learning objectives and did
not maximize learning time. For instance, in one class, a teacher designated a bin for extra worksheets
on which students could work when they were done with the assignment, but the worksheets were
not connected to the lesson’s objective. Also, the site visit team observed students engaging in off-
task behavior when they finished the assignment early. For example, in one class, the teacher assigned
a math problem to complete. Most students completed the problem in under 10 minutes. Instead of
Academie ABC March 27-30, 2017
© 2017 SchoolWorks, LLC. All rights reserved. Page 4
continuing in their learning, students began to walk around the room, wash their hands, and interact
with one another.
Areas for Improvement
Classroom instruction is not yet intentional, engaging, and challenging for all students.
Instructional Strategies
Ineffective Partially Effective Effective
1 2 3 4
38% 38% 15% 9%
• A variety of instructional strategies and materials do not fully support students’ diverse needs.
School leaders reported that teachers are encouraged to practice a higher quality of student
engagement using strategies such as group work and partner talk. However, the site visit team
observed that most lessons included multi-sensory strategies but were brief and moderately effective
at meeting the needs of diverse learners. More specifically, the site visit team observed partially
effective instructional strategies in 53% of classrooms. In these classrooms, the lessons included multi-
sensory modalities but only for a brief part of the lesson. For example, in one observed classroom, the
teacher showed a video that modeled the phases of the moon; however, students were allowed only
a brief part of the lesson to manipulate phases to reflect a particular position of sun, moon, and earth.
In another observed lesson, the teacher displayed a map for students to complete with a partner, but
most students completed the activity independently and did not collaborate with their peers. Further,
while teachers reported that they are encouraged to incorporate differentiation and rigor in the
classroom and that they use different instructional strategies such as direct instruction, guided
practice, and small group, the site visit team observed that instruction was heavily focused on listening
and writing. In 38% of the classrooms, the site visit team observed ineffective use of a variety of
instructional strategies. Students were given limited opportunities to engage with visuals, kinesthetic
activities, or manipulatives. For example, in one observed classroom, the teacher delivered most of
the lesson through lecture with breaks in order for students to independently fill in the blanks on a
worksheet. In another observed classroom, the teacher lectured the entire duration of the
observation without any interaction with students.
Higher-order Thinking
Ineffective Partially Effective Effective
1 2 3 4
32% 44% 21% 3%
• Instruction does not require all students to use and develop higher-order thinking skills. In 65% of
lessons observed, the site visit team noted the partially effective promotion of higher-order thinking
skills. In these classrooms, some questions required students to answer challenging questions related
to the lesson content, but the opportunity for this was infrequent or only half of the students were
engaged in higher-order thinking. For example, in one classroom, a teacher posed a series of
challenging questions to the entire class; however, only three students participated in the discussion.
The site visit team also noted that even though students were asked open-ended questions, they were
not asked to expand on their thinking or exposed to questions that allowed them to explain their
thoughts. For example, in one classroom, the teacher asked students, “Have you ever thought a spider
would be good luck?” Students answered yes or no but the teacher did not ask for an explanation. In
another observed classroom, students were asked to discuss a book but were not required to have
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the book out or refer to it. In addition, in these lessons, teachers provided only some students with
opportunities to engage in academic conversations or to process lesson content. For example, in one
observed lesson, a teacher allowed two students to debate whether negotiations are possible in war;
however, the other students were not given an opportunity to participate. The site visit team
observed the ineffective promotion of higher-order thinking skills in 32% of lessons. In these
classrooms, students were asked low-level questions that required students to summarize or recall
previous knowledge. Examples of questions included, “Who did they go to?” And “What does it say?”
Teachers reported that they are encouraged to provide rigorous tasks; however, the site visit team
did not observe challenging tasks such as application activities and, instead, observed summary or
recall. In most classrooms, students were engaged in low metacognition activities such as filling in
blank worksheets and copying down information presented on the board.
Teachers do not regularly assess students’ progress toward mastery of key skills and concepts and provide feedback to students during the lesson.
Assessment Strategies
Ineffective Partially Effective Effective
1 2 3 4
32% 29% 32% 6%
• In-class assessment strategies reveal some students’ thinking about learning goals. The site visit
team observed the partially effective use of in-class assessment strategies to reveal students’ thinking
about learning in 61% of visited classrooms. In some of these classrooms, the site visit team noted
that teachers used tools to assess for mastery – for example, visual checks for understanding such as
thumbs up/down and choral response. However, the ratio of students participating in these informal
assessments were inconsistent. For example, in one class, during whole group instruction, a teacher
used thumbs up/down; but approximately half the class did not participate. Additionally, teachers
often asked questions to assess student learning. However, most questions were directed to students
individually or to only a few students who volunteered. For instance, in one observed lesson, the
teacher asked questions of the whole class but only the students seated in the front of the room
answered. The other students just listened. Further, the site visit team observed that most teachers
used assessment strategies that gave a general sense of students’ understanding. For example, in one
observed lesson, the teacher asked students to hold up white boards with their answers, but the
teacher only glanced at a few boards and did not address the incorrect answers that other students
displayed. In another observed classroom, the teacher asked students to raise their hands if their
answers were correct. Finally, in 32% of observed classrooms, the site visit team noted the ineffective
use of in-class assessment strategies. Even though teachers reported that they create in-class
assessment for lessons, the site team observed superficial checks for understanding such as circulating
around the room and reiterating the directions rather than the content of the lesson. For example, in
one classroom, a teacher circulated around the room and listened to a group of four students to hear
their answers and reiterated the directions of the objective but did not assess if students understood
the question precisely. The site visit team also observed teachers circulating around the room with a
focus on student behavior and directions, rather than lesson content.
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Feedback
Ineffective Partially Effective Effective
1 2 3 4
50% 26% 24% 0%
• Timely, frequent, specific feedback is rarely provided throughout the learning process. The site visit
team observed the partially effective provision of feedback in 50% of lessons observed. In some
classrooms, feedback was provided to some, but not all, students. For example, one teacher supplied
content-specific feedback to a few students who were struggling to work on equivalent fractions word
problems, but did not provide feedback to all students. Additionally, the site visit team noted that
while teachers provided all students with feedback, it was based on one student’s misunderstanding
rather than a whole class trend. For example, in one observed lesson, the teacher provided feedback
to the whole class because one of the students was confused about the difference between the metric
system and the U.S. system. In other classrooms, teachers provided feedback but it was inconsistently
provided during the lesson. For example, in one such a classroom, a teacher only provided feedback
to students who were able to identify parts of personification and gave general examples but did not
effectively respond to misunderstandings when students did not understand how it related to a story.
In 50% of classrooms observed, teachers provided ineffective feedback to students. In most of these
classrooms, teachers did not provide content-specific feedback related to the lesson, but general
responses such as, “Tres bien” (Very good) and “Bien fait” (Good job). In addition, in several of these
classes, feedback did not provide any useful guidance. For example, in one class, a teacher asked a
question to check students’ understanding. When one student responded, the teacher nodded but
did not provide additional feedback to guide student work. Further, in some of these classrooms,
feedback was not evident.
Academie ABC March 27-30, 2017
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Domain 2: Students’ Opportunities to Learn
Strengths
The school’s culture reflects a safe learning environment that supports students’ learning.
• The school provides a safe environment to support students’ learning. The site visit team noted a
clean and orderly building and observed bulletin boards and school hallways displaying student work.
The site visit team also observed teachers, leaders, and staff supervising shared public spaces and
regularly checking in with students. Further, leaders, teachers, and parents all expressed that the
school is a safe environment for all students. The site visit team observed positive relationships
between students in classrooms and in hallways. For instance, students spoke kindly with each other
and shared common interests. Upon entering the school building each morning, students are greeted
with smiles by teachers and school leaders. Students noted that there is at least one adult in the
building whom they trust and reported that they have friends and positive relationships with other
peers. For example, they explained the social worker holds a monthly class meeting with each class
to provide students an opportunity to talk and discuss issues they may have. Teachers reported that
students feel safe because they linger after school and want to stay with their teachers. Students
explained that the school is a nice place and feel that their teachers know them because they taught
their older siblings.
• The school has taken steps to engage families in support of students’ learning. Leaders, teachers,
students, and parents reported that the school hosts multiple community-building events for parents
and families – for example, parent orientation night, an ice cream social, parent-principal coffee, and
playground mixers after school. Leaders explained that playground mixers were established at the
beginning of the year for both teachers and parents to play outside to help new families connect to
the school. Students and parents stated that parents are invited to all assemblies, special project
nights, and field trips. The site visit team observed STEM night, where the school was full of parents
and students participating in activities centered on STEM. Leaders and teachers also described a
workshop series called Open book – an after-school program sponsored by Title I funds for struggling
readers. Leaders explained that parents are encouraged to attend with their children to learn reading
strategies that they can practice at home. For example, teachers showed parents how to assist
students with identifying and sounding out the middle sounds of words. In addition, leaders, teachers,
and parents reported (and a review of this year’s newsletters confirmed) that every Monday, parents
receive weekly memoranda that include curriculum updates, upcoming events, and weekly
reminders. Parents described the school quest to involve parents in school-life by offering many
volunteer opportunities – leading after-school programs or tutoring students during the school day.
Areas for Improvement
Although the school has structures to identify and support students with diverse needs, some processes
are not implemented with fidelity.
• The school has defined a process for identifying struggling and at-risk students; however, it is not
implemented with fidelity. Leaders and teachers reported a defined process for identifying students
who are struggling or at risk. Teachers reported that they identify students who are struggling and
implement their own strategies before referring for additional interventions. However, teachers
explained that once they feel more assistance is needed, they complete a referral form and submit to
the care team. Leaders indicated that the care team is led by the special education teacher and
Academie ABC March 27-30, 2017
© 2017 SchoolWorks, LLC. All rights reserved. Page 8
includes the speech specialist, nurse, and counselor. Teachers stated that once students are referred,
parents are notified and given the opportunity to deny services. School leaders and teachers stated
that once the care team receives the referral, they convene, analyze referrals, and craft intervention
plans. Teachers explained that the care team discusses what strategies are needed for the struggling
student and provides next steps for teachers. After a month of employing the strategies, the team
reconvenes and reviews if the interventions were successful with the teacher. School leaders reported
that even though there is a process for identifying struggling students, there is not a process for
progress monitoring or effective follow up for these students. Teachers explained that once students
are identified, they are either placed in Title I or continue with invention services that the teacher
provides. However, if students do not qualify to participate in Title I, there is not a source to monitor
their progress. Teachers reported that students can continue to struggle even after being referred
because there are not additional services for struggling students.
• The school provides appropriate supports for special education and English language learner (ELL)
students. School leaders reported that the school is staffed to support special education and English
language learners (ELL) students. Specifically, school leaders indicated that the school employs four
special education teachers, either part-time or full-time, plus a special education consultant. Teachers
reported that the special education teachers provide support to students by providing
accommodations and modifications in the classroom through pushing in with students. Leaders
explained that special education teachers also support students in other ways, such as pulling out
small groups, completing evaluations for special education students, and providing in-service to staff
on modification strategies and ways to manage individualized education plans (IEPs). Regarding ELL
students, school leaders noted that the school employs one teacher who is dedicated to support ELL
students. Teachers explained that the first hour of the day is reserved for planning with teachers for
support with ELL students; the other part of the day is dedicated to supporting ELL students by pulling
out to work one-on-one or pushing in to support inside classrooms. School leaders explained that ELL
students are identified by a questionnaire that is given during enrollment that asks parents whether
their child speaks English. If they do not, administration flags that student for testing and possibly to
receive ELL supports. Teachers reported that students usually test out of the program by third grade.
Academie ABC March 27-30, 2017
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Domain 3: Educators’ Opportunities to Learn
Strengths
While the school has designed professional development to address school priorities, it does not yet
result in a sustained focus on instructional improvement.
• Professional development (PD) is designed to address school priorities. School leaders reported that
PD topics are aligned with the school strategic plan, organizational goals, and school curriculum.
Professional development plans indicated that teachers received monthly training based on school
goals, students’ achievement, teacher observation, and feedback. For example, school leaders
explained that a top instructional priority for the year is to improve science instruction across all
grades. School leaders and teachers shared that they have received PD on Next Generation science
curriculum in an effort to further this initiative. Teachers reported that school leaders also provided
training on other school priority areas, which are diversity and closing the achievement gap. According
to the PD plan, in order to meet parts of the school’s strategic plan, technology must be enhanced in
the classroom. Therefore, teachers reported that they received PD on using new Smartboards as a
technology instructional resource in the classroom. Teachers reported that following every PD
session, teachers fill out an online survey (review of PD survey results confirmed) to provide
immediate feedback to school leaders to help PD focus on educators’ learning needs. School leaders
and teachers also reported that leaders are very open to supporting differentiated PD based on the
needs of teachers. For example, teachers reported that they have submitted opportunities to attend
educational conferences and workshops; school leaders have approved and supported their requests.
• While professional development is regularly scheduled, it is not consistently active, intensive, and
sustained. School leaders and teachers reported (and the PD plan confirmed) that school-wide PD is
scheduled to occur six times a year. Both stakeholder groups described these meetings as a mixture
of staff division meetings and PD sessions. Leaders explained that while PD sessions are held with both
school staff combined, division meetings are for individual school levels. Leaders explained that at
division meetings, teachers receive training on individual school-wide issues. Review of the PD
agendas revealed that teachers received training on IEPs, safe schools training, and immersion
teaching strategies. Leaders and teachers also reported that teachers have a weekly collaboration
grade-level meeting and, occasionally, administration attends the meetings. Leaders described these
meetings as opportunities to engage teachers in active learning by providing time for the grade-level
teams to design assessments, discuss instruction, and observe one another. While the PD plan showed
that there is a schedule for regularly scheduled collaboration meetings to discuss data and
assessments, teachers reported that these meetings are not consistently intensive or sustained.
Further, teachers explained that these meetings are not used to discuss best practices or instruction,
but mostly for administration announcements and directives. For example, teachers stated that two
meetings were about the site visit and raising money for the high school, not about instructional needs
as the PD plan shows. Teachers reported that only approximately five percent of the grade level
meeting time is focused on student achievement.
Academie ABC March 27-30, 2017
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Areas for Improvement
The school’s culture has some levels of collective responsibility, trust, and efficacy.
• Some educators’ mindsets and beliefs reflect shared commitments to students’ learning. Leaders,
teachers, and staff expressed a shared vision to bring together a diverse community of students and
develop global critical thinkers through immersion in the French language. Teachers reported that
they want students to achieve. However, leaders and teachers stated that they struggle with cultural
understanding of the American education system. For instance, teachers described that in their
foreign countries, their teaching responsibilities end with instruction and not with data analysis or
building relationships. School leaders and teachers indicated that some educators do not yet share a
common commitment to all students. For instance, when asked how they demonstrate commitment
to students, some teachers stated that they differentiate in their classrooms or volunteer to lead an
after-school program; however, other teachers indicated that they do not plan to stay at Academie
ABC for more than two years. Parents reported that they felt that some teachers were not committed
to ensure that all students succeed. For instance, when a parent asked for additional assistance to
help his/her child improve academically, the teacher stated that s/he could not do anything at this
point. Finally, a few teachers reported that they engage in data accountability conversations with their
grade-level teams. However, the site visit team observed that teachers only referred to what they do
individually for students and not how they collaborate as a team to improve school goals.
• The school does not fully reflect a safe, trustworthy, and growth-oriented professional climate.
While teachers indicated that they have open, caring, and supportive relationships with their teams
and colleagues with whom they work closely, they reported that the staff, as a whole, is disconnected.
Teachers explained that some grade levels worked very well together but that, due to trust concerns,
other teams did not. More specifically, teachers consistently stated that they are close to their grade-
level teams and that they are like family; however, they rarely have the opportunity to spend time
with other grade-level teachers. Teachers explained that they want to collaborate with other teachers
around their instructional practice and content area. However, teachers noted that there is not a
teachers’ lounge or area for them to collaborate with one another. Teachers indicated that even
though colleagues are caring and open to sharing their practice, they feel that administration is not.
Teachers reported that administration is not always honest and candid when it comes to making
decisions. Teachers reported that they feel that school leaders listen to their concerns and ask for
their opinions but indicated they often go with their own resolutions. However, school leaders stated
that relationships between teachers and administration is changing. For instance, leaders explained
that in the past, there was a lot of confrontation between teachers and administration, but they are
now moving to collaboration. Alternatively, teachers stated that they feel that staff morale is low and
teachers do not feel connected to administration. According to the five-essential survey, there is a
weak teacher-to-principal trust level, where only 49% of teachers trust the word of their principal.
Teachers stated that most of their questions are not answered or the information given is not
accurate. Teachers stated that they do not feel confident that school leaders will take their ideas and
opinions seriously.
Academie ABC March 27-30, 2017
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Domain 4: Leadership and Governance
Strengths
School leaders have developed structures to manage and coordinate the school’s operations, but these
structures are not yet consistently effective.
• School leaders have established structures for communication and decision making across the
organization; however, these structures are not consistently effective. School Leaders described that
there is a communication structure that is used to communicate and assist in decision making across
the school. Leaders stated that administration meets once a week to discuss new school-wide
concerns. This information is shared with the building leadership team that includes one grade-level
teacher, counselor, principal, assistant principal, and school nurse. This teams meets twice a month
and addresses school-wide issues such as classroom concerns and school-wide changes. Once a
decision is made, information is disseminated to grade-level team leaders who meet once a month,
then share information with teachers during weekly grade-level meetings. According to meeting
agendas, decision making is often addressed during building-level meetings. For example, in BLT
agendas, discussion and decision making was made around school uniforms. Teacher explained that
even though these structures are in place, communication can sometimes be ineffective. For example,
teachers stated that if they are not a content area teacher, they do not receive all the information
from the BLT meeting because they do not belong to a team. Teachers also stated that the school
improvement team met four times but that there were no agendas shared from all of the meetings.
Finally, teachers explained that the lack of providing minutes and agendas before division meetings
show that there is a lack of clear transparency in communication.
• School leaders implement structures to recruit teachers who fit the instructional model, but lack
effective structures to retain teachers and staff. School leaders explained that their goal is to hire
high-quality French teachers from all over the world. Leaders stated that even though they receive an
abundance of applications, it is difficult to find the right fit and to understand the different diplomas,
teaching programs, and certifications from around the world. Leaders explained that candidates
undergo an intense and rigorous interview process. For example, school leaders reported that they
use a screening document to determine whom to interview. Once screened, leaders request that the
candidate send videos of their teaching and other related documents. Based on the strength of the
lesson presented, leaders stated that candidates are offered an interview with a panel that includes
administration and grade-level representation. However, teachers and leaders reported that retaining
teachers is an ongoing struggle. Leaders feel some teachers are not vested in the school culture;
therefore, they do not return to the school. Teachers explained that it is difficult to learn the school
culture in America, which, leaders explained, makes it difficult to retain teachers. Leaders admitted
that besides the mentoring support that is offered to new teachers, there are no structured supports
for retaining teachers. Teachers reported that they do not have instructional coaches to assist with
instructional concerns or a dean to help with behavior issues. Teachers also reported that they are
highly stressed and tired, which leads to them lacking home/life balance. Nonetheless, Board
members explained that there are several things that they put in place to retain teachers. For
example, the Board reported they established a pay scale increase to be competitive with other
teachers in the area, subsidize healthcare, placed two teacher representatives to be at Board
meetings, and instituted a structured grievance process for teachers. However, according to the five-
essential survey, more than half of the teachers are interested in working at other schools.
Academie ABC March 27-30, 2017
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The Board provides oversight of the school.
• The Board provides adequate oversight over the effectiveness of the academic program. Board
members explained that their academic goal is to improve the instructional quality of the school.
Board members expressed that they oversee important aspects of the academic program to ensure
that it is effective. For example, the Board explained that they are making sure that the International
Baccalaureate (IB) program is finalized, science is a focus this year, and that the achievement gap is
closed and scores are raised for students who receive free or reduced-price lunch. Board members
stated that in an effort to support these incentives, they have voted to extend the school day to allow
for additional instructional supports. They have also voted to supply additional funds for tutoring
services. Board members explained that their current school mission is not fully aligned with focusing
students for college. However, they noted that they are working on changing the current mission to
better align with college readiness. In order to continue to provide adequate academic supports,
school leaders and Board members reported (and a review of Board reports reflected) that the Board
discusses school-wide data reports at meetings that include high-level academics of students. Board
members reported that the achievement gap was a concern and at the forefront of their discussions.
However, the Board stressed that they give full autonomy to the school leaders to make academic
decisions and that they monitor the structures of the academic performance through the evaluation
of the head of schools. The board explained that in order to monitor leadership efforts to address
their concern regarding the performance gap, they plan to use Measures of Academic Progress (MAP)
formative assessment scores as part of this evaluation.
• The Board provides substantial financial oversight. Board members expressed confidence in their
financial oversight of the school. Board members explained that there is a finance committee that
meets monthly to review monthly financial statements and make decisions about the school’s
monthly budget. The finance committee includes Board members, as well as a member who has
expertise in accounting. Board members noted that through the finance committee, there is a robust
monitoring process for expenditures. For example, there is a mandatory approval of any expenditure
over five-hundred dollars. Board members reported (and a financial report confirmed) that they have
received nearly perfect audits every year. The Board explained that funds are limited due to the
budget cuts that have effected charter schools. Board members reported that most of the school’s
funds are applied toward salaries and facilities; therefore, discretionary income is limited. However,
Board members stated that they plan to continue to support the school goals and enhance their
academic program. For instance, Board members noted that there was a high need for additional
academic assistance for students who were failing; therefore, they approved funds for after-school
activities. Finally, review of the 2016-2017 budget presentation confirmed that the school has a
current surplus and is financially stable. Board members stated that the school is in a healthy financial
position.
Areas for Improvement
School leaders have taken some steps to guide and participate with instructional staff in the central
processes of improving teaching and learning.
• School leaders are working to ensure that the school has a coherent, comprehensive, and aligned
curriculum. A review of curricular materials indicated that curriculum is aligned to Common Core and
includes essential content and skills across grade levels. School leaders reported that the Head of
Schools determine curriculum requirements and ensure that instructional materials are aligned with
curriculum standards. For example, teachers reported that administration constructs a team of
Academie ABC March 27-30, 2017
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teachers to balance the French curriculum with the Missouri standards to ensure that students are
receiving a complete grade-level curriculum. School leaders explained that they support this work by
making sure that there are curriculum textbooks aligned with State standards. School leaders also
reported that they are working to make sure that the IB program at the school is done effectively. For
instance, leaders reported that they are working to make sure that teachers receive active training
and support as they map out plans to integrate the IB program in their classrooms. Teachers reported
that each grade-level team creates pacing guides to map across the year. However, teachers stated
that they are not aware what the other grade levels are teaching and there is no connection across
grade levels. Leaders reported that they plan to work with teachers to vertically align across grade
levels and support planning.
• School leaders do not yet ensure that teachers deliver high-quality instruction. School leaders
reported that administration completes biweekly walkthroughs and monthly observations. Leaders
explained that each administrator is assigned a set of teachers to provide instructional support. School
leaders and teachers stated that leaders meet with their assigned teachers individually twice a month.
Teachers indicated that they engage in a monthly coaching cycle during which they are observed and
receive feedback. School leaders explained that they use an evaluator tool for formal evaluations and
an observation form when doing daily walkthroughs. The walkthrough form includes four areas to
assess – learning targets, student engagement, French language communication, and physical
environment/safety. Review of this form showed that the feedback did not provide details on how to
improve instructional practice. Also, review of the evaluator’s observation tool revealed observation
scores and ratings, but the forms did not provide constructive, growth-oriented feedback on
instruction. For example, on a teacher evaluation tool, the observer commented that the teacher was
hardworking and developed good relationship with their students. However, the feedback did not
address the teacher’s rating of effective and how it relates to delivering quality instruction. On
another teacher observation form, the observer gave a general comment stating that the students
knew what to do during the lesson. Teachers consistently described the feedback they have received
as general and ineffective. However, leaders explained that they provide a follow-up observation to
ensure all feedback was implemented and that instructional practice was improved.
Academie ABC March 27-30, 2017
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Prioritization Process
The team met with the Academie ABC School’s leadership team to review its findings, discuss the school’s areas of strengths and areas for improvement, prioritize areas for improvement, and discuss ways to address the identified areas for improvement.
School leaders and the site visit team agreed that there are significant strengths present in the school.
Areas of strength the team discussed included Student Learning Supports, Students Learning Culture, and
Organizational Structures and Leadership. The site visit team also noted the following areas for growth:
Purposeful, Focused Instruction; Instructional Leadership; and Educators’ Learning Culture.
The group identified as Educators’ Learning Culture the area for growth to prioritize.
The team then developed the following goal and action steps related to that area for growth:
Goal: The school fully reflects a safe, trustworthy, and growth-oriented professional climate.
Actions Date Champions
SQR committee will share findings with teaching staff during
an upcoming staff session in the following order:
• Staff will highlight positive growth
• SQR committee will share all data to inform staff of the
current state of the school
5/1/17 Head of School
SQR committee will develop survey that asks specific
questions in terms of Educators’ Learning Culture
5/31/17 Principal
SQR committee will give survey and conduct interviews or
focus groups across the organization:
5/31/17 Principal and
Teacher
Staff would review, analyze the data during division meeting
(tentatively), and create action plans to establish Academie
ABC norms and shared vision
• The SQR committee need to consider protocol, team
norms, common language, set of procedures
• Also, need to consider how to encourage staff input in
support of the process
6/30/17 Principal
Academie ABC March 27-30, 2017
© 2017 SchoolWorks, LLC. All rights reserved. Page 15
Appendix A: Site Visit Team Members
The school quality review site visit to the Academie ABC was conducted on March 27-30, 2017 by a team
of educators from SchoolWorks, LLC.
Kara Dunn Team Leader SchoolWorks, LLC
Ashanti Howard Team Writer SchoolWorks, LLC
Lourdes Laguna Team Member SchoolWorks, LLC
Dominique Astier Team Member SchoolWorks, LLC
Academie ABC March 27-30, 2017
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Appendix B: Summary of Classroom Observation Data
During the site visit, the team conducted 34 observations, representing a range of grade levels and
subject areas. The following table presents the compiled data from those observations. Note: Due to
rounding, the percentages for a particular indicator may not appear to total to 100%.
Indicator Distribution of Scores (%)
Ineffective Partially Effective Effective
1 2 3 4
Co
mm
on
Co
re
Alig
nm
en
t
1a. Common Core Literacy Alignment (for all classes other than math) Alignment to content standards
Alignment to instructional shifts N = _25_
17% 35% 12% 9%
1b. Common Core Math Alignment (for math classes only) Alignment to content standards Alignment to instructional shifts
Alignment to standards for mathematical practice N = _9_
12% 6% 6% 3%
Cla
ssro
om
Clim
ate
2. Behavioral Expectations Student behavior Clear expectations Consistent rewards and/or consequences Anticipation and redirection of misbehavior
3% 24% 29% 44%
3. Structured Learning Environment Teacher preparation Clear agenda Learning time maximized
6% 38% 44% 12%
4. Supportive Learning Environment Caring relationships Teacher responsiveness to students’ needs 3% 44% 24% 29%
Pu
rpo
sefu
l Te
ach
ing
5. Focused Instruction Learning objectives High expectations Effective communication of academic content
17% 59% 24% 0%
6. Instructional Strategies Multi-sensory modalities and materials Varied groupings Student choice and leadership
38% 38% 15% 9%
7. Cognitive Engagement Active student participation Perseverance 9% 44% 35% 12%
8. Higher-order Thinking Challenging tasks Application to new problems and situations Student questions Metacognition
32% 44% 21% 3%
In-C
lass
Ass
ess
me
nt
&
Ad
just
me
nt
9. Assessment Strategies Use of formative assessments
32% 29% 32% 6%
10. Adjustments to Instruction Adjustment of instructional Strategies Adjustment of content Adjustment of organization of students
91% 3% 3% 3%
11. Feedback Feedback to students Student use of feedback
50% 26% 24% 0%