November 2015
EWING MARION KAUFFMAN SCHOOL
ANNUAL SPONSOR REPORT 2014-2015 ACADEMIC YEAR
U n i v e r s i t y o f M i s s o u r i
Charter School Operations College of Education
Office of Charter School Operations General Information
Vision
Challenging all learners to reach their full potential.
Mission Improve the quality and performance of charter schools in Missouri by collaborating with
stakeholders to achieve exceptional educational outcomes for all students. PERSONNEL
Columbia and Kansas City St. Louis
Deborah Carr, Executive Director [email protected]
Earl Simms, St. Louis Director [email protected]
Lisa Weaver, Assistant Director [email protected]
Shanika Harris, St. Louis Liaison [email protected]
Jennifer M. Wilmot, Kansas City Liaison [email protected]
Gerry Kettenbach, St. Louis Liaison [email protected]
CONTACT INFORMATION MU Charter School Operations 302 Hill Hall College of Education University of Missouri Columbia, Missouri 65211
Phone: 573.882.7538 Fax: 573.303.0438 Email: [email protected]
CollegeofEducationOfficeofCharterSchoolOperations
EwingMarionKauffmanSchoolAnnualReportTableofContents
Page Executive Summary
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Focus Area I: Governance
3
Focus Area II: Finances & Operations 4 Focus Area III: Culture & Environment Focus Area IV: Academic Outcomes
5 6
Appendix: Survey Results
7
Office of Charter School Operations EMKS Annual Report 2014-2015
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CollegeofEducationOfficeofCharterSchoolOperations
EwingMarionKauffmanSchoolAnnualReportExecutiveSummaryEwingMarionKauffmanSchool(EMKS)isinitsfourthyearofoperation,servinggradesfivethrougheight.TheboardcontinuestoworkinpartnershipwiththeKauffmanFoundationandexternalconsultantstomonitorandimprovealloperations.Thisworkisshowingdividends.EMKSisexcellinginallevaluationareas.Inthespiritofcontinuousqualityimprovement,weofferthefollowingareasforpotentialimprovement:
Asnotedinpastreports,EMKS,likealldiversepublicschools,willcontinuetoneedtodevelopstrategiestoreachlearnerswhoarriveatEMKSwithdifferentabilitiesandlearningchallenges.
OneconsistentchallengeisdeliveryofTitleIandspecialeducationservices,whichteachersreportasachallenge.Optionsinclude,additionaltrainingforcurrentteachers,emphasizedrecruitingfornewteacherswithmorespecializedskills,andalternativepull‐outorpush‐instrategies.
Finally,asahighlydrivenorganizationinexpansion,EMKSwillcontinuetofacechallengesmaintainingacohesiveculture.Leadershipchangesandtransitionsarealwayschallenging.WewillcontinuetoworkwithEMKSleadershiptomonitorthegrowthexperienceandhelpproviderecommendationsasneeded.
ThesefindingsaredescribedinmoredetailbelowandadditionalevidencecanbefoundinthestaffandteachersurveyresultsintheAppendix.
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GOVERNANCE Inadequate ApproachingMeets
ExpectationsExceeds
Expectations
Board
Operations
Boardoperationsareamodelforothers.However,partofthisisdue
tothestrongparticipationandcommitmentoftheKauffmanFoundation.AstheEMKSBoardmovestoamoreautonomousstructure,thismaybecomemoredifficult,butthestronginitialfoundationshouldmakethistransitionmucheasier.
TheboardconsistentlyfollowsSunshineLaws,completesandpostscomprehensiveminutesandboardmaterials.Meetingsareefficient,scheduledinadvance,withfewchanges,andallsubcommitteesreport,asneeded.
Board
Development
Theboardexceedsexpectationsbyengaginginanationally
recognizeddevelopmentprogram.Theboardisstableandkeepsallpositionsfilledwithcompetentanddiverseindividualswiththeknowledgeandskillstoprovidedirectiontotheschool.
BoardPlanning
Theboardconsistentlyengagesconsultantsandresearchersandits
ownteamtoengageinsignificantstrategicplanning.
School
Oversight
Theboardreceivesregularreportsfromschoolpersonnelanduses
performancedatatoevaluateschoolleaders.
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FINANCES&OPERATIONS Inadequate Approaching
MeetsExpectations
ExceedsExpectations
Health&Stability
Theschoolisinexcellentfinancialhealthwithstablebudgets.
Reporting&Compliance
EMKSconsistentlyfilesdata,reports,andotherrequirements
accurately,andontime.
General
Operations
EMKStendstorecognizethegapsandinefficienciesinitsoperations
duetohighstandardsofperformanceandastrongdesireforcontinuousimprovement.However,processesforgeneraloperationsareamodelforotherschools.
FundraisingandGrants
DuetotheuniquesituationofEMKSwithintheFoundation,the
schoolexceedsexpectations.However,astheschoolbecomesindependent,itsabilitytoseekotherexternalfundsorgrantsmaybedifficult.However,theremaybepossibilitiesinmobilizingaparentgroupasanexternalentitythatcouldbeassistedtoseekandmanagegrantsandotherfundraisingactivities,particularlyathleticsandotherextracurricularactivities.
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CULTURE&
ENVIRONMENT Inadequate ApproachingMeets
ExpectationsExceeds
Expectations
Leadership
Whileteachersandstaffreportapositiveandsupportive
environment,theambitiousgoals,intenseworkschedule,andotherdemandsresultinachallengingworkenvironmentthatrequiresstrongleaderdevelopmentandconsistentfeedbackamongallstaffandstudents.
Withthecontinuedintensegrowth,itischallengingtofindandgrowleaders.However,thisisahighpriorityareaforEMKSandispartofthestrategicplanningrelatedtopersonnel.Also,missionandculturefitandcontinuedemphasisisvital.
Physical
Environment
Theschoolisawell‐maintained,modelfacilitywithexceptional
security,recreationareas,andspaceforotherstudentactivities.
Culture
Thestaffandteachersurveysraiseafewissuesofstressandmorale.
Asdiscussedabove,inleadership,thisisanongoingchallengeinallschools,urbanschools,inparticular,andespecially,schoolsthatarefocusedonhighachievementandcontinuedexpansion.
Thisarearemainsafocusofschoolplanningeffortsregardingteacherdevelopmentandrecruitment.
Outreach
BecauseEMKSfocusesonseveralgeographicareaswithinthe
KansasCitycommunity,anditisamiddle/highschool,andparentstendtohavelessinvolvementaschildrenage,itisnotpositionedtoalloweasyoutreachwithitsfamiliesandneighborhoods.
However,EMKSmaywishtoseekastrongerandmoreinvolvedparentgroup.TherecouldbesignificantopportunitiestoalsoenhanceadulteducationandpoliticalactivismaroundeducationissuesthatwouldenhanceotherEMKSgoals.
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ACADEMICOUTCOMES Inadequate Approaching Meets
ExpectationsExceeds
Expectations
Assessments
EMKSisperformingexceptionallyonstatetests. EMKSadherestoanintensive,buteffectiveassessmentplanand
effectivelyusesdatatoinformteachingandprofessionaldevelopment.
TeacherQuality&
Effectiveness
EMKShiresthebestteachersitcanfindandworkstodeveloptheir
teachersthroughextensivesupportandprofessionalreview. Findinghighqualitypersonnelisachallenge,buttheschoolcontinues
toimplementnewstrategiestoaddresstheissue.
Curriculum
Asevidencedbyassessmentoutcomes,EMKShasdevelopedits
curriculumtomeettheneedsofitsstudentpopulation.
Special
Populations
TheschoolcontinuestodevelopTitleIandspecialeducation
practicesthataddresstheneedsofitsstudents. Teachingstaffmaybenefitfromadditionalprofessionaldevelopment
inunderstandingbothTitleIandspecialeducationprocessesandprocedures.
Office of Charter School Operations EMKS Annual Report 2014-2015
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Office of Charter School Operations EwingMarionKauffmanSchoolAnnualReport
Appendix: Survey Results Everyyear,theOCSOperformsasurveyofallboardmembers,teachersandstaff.Othersurveysmaybeperformedasneeded,orrequested.ThisyearaboardsurveywasnotconductedforEMKSduetoitsinvolvementwithBoardonTrackandotherboarddevelopmentactivities.Wewillreconsiderthisnextyear.Asaresult,theappendixcontainsresultsfromtwentysixteachersandfourstaffmembers.Responsesfromallsurveysaretabulatedandallwrittenresponsesareincluded,thoughsomemaybeeditedforidentifyingcomments.Eachsurveyitemwillshowthemedianresponse,therange,andstandarddeviation.Eachreportishighlightedingreentoindicatethemostpositiveandconsistentresponses,andinorangetoshowthelowestandmostvariableresponses.
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EwingMarionKauffmanSchool2015TeacherSurveyResults
Basedonresponsesfrom32teacherswithonetoelevenyearsofteachingexperienceandonetofouryearsteachingatEMKS.PartI:Pleaseanswerthefollowingquestionsusingthe5‐pointscalebelow:
5 4 3 2 1stronglyagree agree neutral disagree stronglydisagree
Question
Range Mean Standard
Deviation
1. Theschoolenvironmentsupportsstudentlearning. 3‐5 4.1 .6412. Theschoolenvironmentissafeandorderly 3‐5 4.2 .6283. Teachersatthisschoolbelievethatallstudentscanlearn. 4‐5 4.4 .4994. Theschool’sdailyschedulesupportsstudentlearning. 2‐5 3.6 .7595. Teachersatthisschoolhavehighexpectationsforstudent
learning. 4‐5 4.5 .507
6. Teachersatthisschoolhavehighexpectationsforstudentbehavior. 3‐5 4.3 .622
7. Teachersatthisschoolcollaboratetoimprovestudentlearning. 3‐5 4.3 .6348. Teachersutilizeeffectiveinstructionalstrategiesinlesson
deliverytopromotestudentlearning.3‐5 4.1 .564
9. Teachersutilizeassessmentstoevaluatestudentprogressandtoguideinstruction. 2‐5 4.3 .738
10. Theschoolhasaclearlydefined,highqualitycurriculum. 2‐5 3.9 .75111. Goalsandobjectivesareclearlyarticulated 3‐5 4.2 .47112. TheTitleIplaniseffectiveinsupportingstudentneeds. 0‐5 2.8 1.36813. Stafffollowamandatedprocessforidentifyingandsupporting
specialeducationstudents. 1‐4 3.1 1.045
14. Thedeliveryofspecialeducationservicesmeetstudents’needs. 0‐5 3.0 1.19415. On‐goingprofessionaldevelopmentsupportsbestpracticesand
promotesstudentlearning.3‐5 3.8 .628
16. Teachersatthisschoolhavenecessarysupplies(i.e.paper,markers)tosupportlearning 4‐5 4.8 .440
17. Teachersatthisschoolhavenecessaryinstructionalmaterials(i.e.textbooks)tosupportlearning. 2‐5 3.9 1.045
18. Teachersatthisschoolhavethenecessarytechnologytosupportlearning. 2‐5 3.9 .948
19. Studentsareactivelyengagedintheirlearning. 2‐5 3.7 .73820. Policies/proceduresforstudentbehaviormanagementare
consistentlycommunicated. 2‐5 3.5 1.077
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21. Policies/proceduresforstudentbehaviormanagementareconsistentlyimplemented. 1‐5 3.0 1.107
22. Teachersatthisschoolfeelsupportedbyschooladministration. 1‐4 3.0 .80723. Schooladministratorseffectivelycommunicateteacher
expectations. 2‐5 3.5 .690
24. Schooladministratorseffectivelycommunicatestudentexpectations. 2‐5 3.5 .803
25. Teachersatthisschoolreceiveeffectiveadministratorfeedbackandguidanceoninstructionalpractice 2‐5 3.5 .842
26. Theadministrativestaffexhibitshighstandardsofprofessionalbehavior.
2‐5 3.6 1.012
27. Administratorsexhibitstrongleadershipskills. 1‐5 3.3 1.03028. Goodcommunicationexistsbetweenallstakeholders. 2‐5 2.8 1.16429. Allstakeholdersintheschooltreateachotherwithmutual
respect.2‐5 3.6 .801
COMMENTSORGANIZEDBYMAJORTHEMESEMKSisadedicatedteamfocusedonhighachievementandgrowth.
Weworkataschoolwherehardworkisexpectedandvalued.Weworkasateamtodowhatisbestforkidsandfamilies.
Kauffmanhasastrongcultureinwhichallteammembers(staff,students,families)workextremelyhardtoreachandexceedhighexpectationsforstudentsacademicallyandbehaviorally.
Consistencyandstructurearekeycorevalues.Sustainabilityandcommunication(beingheardandvaluedbyallstakeholders)isabigpush.
Strict,overbearingbutsupportiveandcommunicative. Inregardstostaffandadministration,thereisalotofsupport.Teachersandadministration
arealwaysavailabletosupporteachother. Highexpectationsforkidsandteacherspushusalltosucceed.Teachersseektolearnand
improveandeveryoneisfocusedongrowthanddevelopment. Teachersandadministrationhavethebestintentionsandhighexpectationsforstudent
learningandbehavior.Itisalmostalwaysimplementedeffectively. Mostofthetimesupportiveandreallyowningitasateam. The7/8staffculturehasbeenpositiveduetogoodcommunication. EMKSholdsstudentstohighexpectationsandfocusesonconsistencyacrossallclassrooms. Thecultureofourschooldependsonconsistentlyhighexpectations.Whileweareallat
differentstagesofdevelopment,theseexpectationspusheachofustoalwaysgetbetter.Weareatourbestwhenteachersandstudentsfeelasenseoftrustandsupportassociatedwiththeseexpectations.
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Highstandardsleadtoongoingcultureandleadershipchallenges.
Ithinkweworkinanintenseenvironment.Peopleareconstantlyworkingtomakeimprovements.AsaschoolIbelievewearemeetingtheneedsofourstudentsbutneedtofigureouthowtomakethisworksustainable(shorteryear,lesshours,maternityleavepolicies.)
Weallhavegoodintentions,sometimesthewaywegoaboutimplementingthemallisnotassimpleandtransparentaswemakeitouttobeandwantittobe.
ThecultureatEMKSgoesinspurts.Overall,wesupportoneanotheronadailybasis.However,whenfeedbackisgiven,weneedtofindwaystoimplementthefeedbackorchangewhatneedstobechanged!Systemsprobablyneedtoberevisitedaswecontinuetogrow.
Thisfeltlikeayearoftransitions.Withnewleadershiprolesandagrowingschool,studentandstaffculturewerelesspositiveandlessconsistent.Teachersreallysteppeduptosupporteachotherandourstudentsthroughthesechanges.
Thereneedstobemoreexperiencededucatorsinleadership. Certaintimesinexperienceleadstothingsnotworkingasplanned. Therehavebeenseveralinstanceswhereleadershipspeakspoorlyofotherschoolsto
teachersthatareapplyingorworkingtherenextyear.Thisishighlyunprofessionalandtacky.
ThecultureatourschoolcanbecategorizedintothreesubculturesthatI’mapartof:studentculture,adultculture,andstudent‐teacherculture.Ithinkallthreehavehadstrugglesthisyear,specificallyinrespecttodisrespecttowardsteachers,adults,andmistrust/communicationamongadults.
Thereisalackofrespectforoutsideexperienceandknowledge.ThegeneralatmosphereisthattheKauffmanwayisthebestway.Thistendstocreatefrustrationinexperiencedteachers.
Theschoolcultureissuchthatadmin.isoftennottrusted.Teachersoftendonotfeelsupported,overall,thisyeartheculturehasbeennegative.
Ithinktherearetimesalackofclearcommunicationleadstofrustrationfromstaff. Theschoolcultureisheavilybasedonrelationshipscurrently.Ifeellikestudentsstruggle
withpeopletheydon’tyetknow.Teachersloveandtrustoneanother,buttherehasbeenastrongdisconnectbetweenprincipalsandteachers,mostlyincommunication.Iloveourkiddos,butteachersneedmoredevelopmentQ2insteadofQ1/supportonly.Ialsolovemycoach.Trulyhelpedmethisyearbemybestselfandteacher.
Stronginsomeplacesandveryweakinothers.Transparencyisanissueandlackoftrustbetweenadminandcertainstaff.
Forthemostpart,thecultureisstrongandfocusedonkids.Thereareafewteachersdissatisfiedwithadministrationandoftentakethatopinionintoworkrooms,etc.,creatinganegativeculture.
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Cultureisnegativebecausestudentsarenotgivenopportunitiestobechildrenandthereisalackoftrustbetweenteachersandadministration.
Culturehasstruggledthisyearmorethanpreviously.Thereisaloudminorityofindividualsverydissatisfied,whichhasmadeitdifficulttocreateapositive/strongculture.
Wehaveveryhighstandardsandexpectationsforstudentbehavior,howevertheimplementationandexecutionofexpectationsisinconsistent.Whileouradultcultureisgenerallyfriendly,adultsdonotoftengiveeachotheradjustingfeedbackandhavedifficultyinconversations.
Ourschoolisalwaystryingtodowhatisbestforkids.Weeffectivelyinvestkidsinassessmentthroughouttheyear.Adultculturehasbeendecidedlynegativeanditisachallengetohaveinexperiencedleadershipattemptingtocreateandupholdpositiveculture.Overall,ourschoolenvironmentissafeandkidslearnalot,evenifitdoesn’tfeelasperfectandpositive,aswewouldlike.
Studentinvestmentinbehaviorsystemsprovidesaconsistentchallenge.
Overall,theschoolisconsistentbutstudentsarenotgenerallyengagedinorexcitedaboutlearning.
Inregardstoschoolculture,studentsarereallyinvestedindataandgrowthwhichhelpswithlearning.However,studentsarenotveryinvestedinthebehaviorsystems.
Thereneedstobeastrongerfocusonacademicsinregardstoparentcommunication/conferences.Parentsshouldnotbecommunicatedwithsolelyaboutbehavior.
Therearemanybehavioralissuesthatpersistinthe5/6building.
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EwingMarionKauffmanSchool2015StaffSurveyResults
BasedonresponsesfromninestaffmemberswhohavebeenwithEMKSbetweenoneandthreeyearsandhaveonetonineyearsofrelatedexperienceintheareainwhichtheyareemployed.PartI:Pleaseanswerthefollowingquestionsusingthe5‐pointscalebelow:
5 4 3 2 1stronglyagree agree neutral disagree stronglydisagree
Question
Range Mean
StandardDeviation
1. The school environment supports student learning. 1-3 4.1 1.269 2. The school environment is safe and orderly. 2-5 4.1 1.054 3. Staff at this school believe that all students can learn. 2-5 4.8 .441 4. The school’s daily schedule supports student learning. 4-5 4.4 .726 5. Staff at this school have high expectations for student learning. 3-5 4.6 .527 6. Staff at this school have high expectations for student behavior. 4-5 4.3 .707 7. Staff at this school have necessary supplies (i.e. paper, markers)
to support learning. 4-5 4.7 .500
8. Staff at this school have the necessary technology to support learning.
4-5 4.2 .667
9. Students are actively engaged in their learning. 3-5 4.3 .707 10. Policies/procedures for student behavior management are
consistently communicated. 3-5 3.6 1.424
11. Policies/procedures for student behavior management are consistently implemented.
1-5 3.2 1.302
12. Staff at this school feel supported by school administration. 1-5 3.7 1.414 13. School administrators effectively communicate staff
expectations. 1-5 3.9 1.167
14. School administrators effectively communicate student expectations.
2-5 3.9 1.167
15. Staff at this school receive effective administrator feedback on job performance.
2-5 3.9 1.054
16. The administrative staff exhibits high standards of professional behavior.
2-5 3.8 1.394
17. Administrators exhibit strong leadership skills. 2-5 3.7 1.414 18. Good communication exists between all stakeholders. 2-5 3.7 1.093 19. All stakeholders in the school treat each other with mutual
respect. 2-5 3.7 1.090
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COMMENTSORGANIZEDBYMAJORTHEMESEMKSisadedicatedteamfocusedonhighachievementandgrowth.
Theschoolhasavisionofexcellencethatislivedoutinwhatwedoasadultsandwhatweexpectofourstudents.
Teamisdedicatedandfocusedonstudentsandkeepsourkidsasmainpriority.Leadersareinvestedinteamgrowthandsustainability,andsatisfactionandcollectandimplementfeedbackregularlyasatooltopushteamgrowth.Thereisanappreciationforlateralleadershipwhereallteammatesareviewedasleadersforourstudents.
Focusedonachievementandstudentgrowthandalsogrowingandimprovingasprofessionals.We’realsoalignedanddriven.
Thereistrueclarityandmissionandvision.Allstaffherearecommittedtocreatingcollegegraduates.Attimesthehighlevelofexpectationsmakesculturetenseanddifficult,butweultimatelyrecognizeitisdoneforthekids.
Highstandardsleadtoongoingcultureandleadershipchallenges.
Thepotentialandtalentistherebutstrongleadershipislacking.Alsosustainabilityisanissue(unrealisticworkload,longdays).
Thecultureoftheschoolhasbeenprettynegativethisyear.Theteachersworkextremelyhardandhavesomuchpassionforteaching,howeverwiththelackofexperienceandleadership,theyarenotsupported.Thislackofsupporthascausedaverynegativeculture,notonlywithstudentsbutstaffaswell.
Theschoolenvironmentisveryentrepreneurial.Theexpectationondeadlinesisunreasonable.
Onecommentaboutparentinvolvement.
Ibelievethattheschoolculturewouldgreatlybeimprovedwithmoreparentalinvolvementandparentcommunication.
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